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Fairyland4a PDF
Fairyland4a PDF
Illustrated by Simon Andrews, Alexandra Lewis, Alan Shephard, Stone, Terry Wilson © Express Publishing, 2016
Inspectoratul școlar ………………………..………………………………………………………
Școala / Colegiul / Liceul ………....………………………………………………………………. First published 2016
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2
Acknowledgements
3
We would like to thank all the staff at Express Publishing who have contributed their skills to producing
4 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
team; and Emily Newton, Kevin Harris, Daniel Parker, Erica Thompson and Timothy Forster. We would
* Pentru precizarea aspectului manualului se va folosi unul dintre următorii termeni: nou, also like to thank those institutions and teachers who piloted the manuscript, and whose comments
and feedback were invaluable in the production of the book. Special thanks to Bridget, Chris,
bun, îngrijit, neîngrijit, deteriorat. Georgina, Anna, Dennis, George and Jackie who took part in the recording.
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Ministerul Educaţiei şi Cercetării Ştiinţifice
Teacher’s Book
Jenny Dooley – Virginia Evans
80 pagini
Unit 1 1.1 Identify details of clearly articulated simple • countries • the verb Write about
(pp. 8-13) messages in known contexts. • appearance ‘to be’ your super
1.3 Develop interest and general • character • the verb family
1a Hello comprehension of a variety of simple oral • family members ‘have got’
1b The Mirror messages (films, songs for children) • abilities • possessive
1c Super Gran 2.1 Request and provide information on home, adjectives
family, address, people, hobbies, habits. • the verb ‘can’
2.3 Describe objects or houses.
3.1 Identify information in simple texts.
Module 1
Unit 2 1.1 Identify details of clearly articulated simple • household • present Write a
(pp. 14-23) messages in known contexts. activities continuous description of
1.3 Develop interest and general • sports • prepositions a picture
2a Chores comprehension of a variety of simple oral • actions of movement
2b Waterland messages (films, songs for children)
2c A wonderful 2.2 Identify and present everyday activities.
time 2.3 Describe objects or houses.
3.1 Identify information in simple texts.
Troll Tales! 1 4.1 Fill in a form with personal information.
Go Green! 1
Our World
Checkpoint
(Units 1 - 2)
Unit 3 1.1 Identify details of clearly articulated simple • buildings • prepositions Write about
(pp. 24-29) messages in known contexts. • directions of place your
1.2 Follow simple guided instructions to achieve • clothes • plurals neighbourhood
3a In town an objective. • prices • imperative
3b A new scarf 1.3 Develop interest and general • the Green Cross
3c The Green comprehension of a variety of simple oral Code
Cross Code messages (films, songs for children)
2.1 Request and provide information on home,
family, address, people, hobbies, habits.
2.3 Describe objects or houses.
Module 2
Unit 4 1.1 Identify details of clearly articulated simple • jobs • present Write about
(pp. 30-39) messages in known contexts. • daily routine simple your daily
1.3 Develop interest and general • free-time • adverbs of routine and
4a A space trip comprehension of a variety of simple oral activities frequency favourite
4b XL in concert! messages (films, songs for children) • school subjects • prepositions subject
4c A happy 2.1 Request and provide information on home, of time
person family, address, people, hobbies, habits.
2.2 Identify and present everyday activities.
Troll Tales! 2 2.3 Describe objects or houses.
Go Green! 2 3.1 Identify information in simple texts.
Our World
Checkpoint
(Units 3 - 4)
2
Competences Vocabulary Structures Project
Unit 5 1.1 Identify details of clearly articulated simple messages in • country code • must/ Give
(pp. 40-45) known contexts. • rules mustn’t advice
1.3 Develop interest and general comprehension of a • illnesses • should/
5a The Country variety of simple oral messages (films, songs for children) • advice shouldn’t
Code 2.1 Request and provide information on home, family, • object
5b Yes, doctor! address, people, hobbies, habits. pronouns
5c Stay healthy! 2.3 Describe objects or houses.
3.1 Identify information in simple texts.
Module 3
Unit 6 1.1 Identify details of clearly articulated simple messages in • food • much/ Write a
(pp. 46-55) known contexts. • containers many/ note
1.3 Develop interest and general comprehension of a a lot of
6a Yumville variety of simple oral messages (films, songs for • some/any
6b Meal time children) • containers
6c On the 2.1 Request and provide information on home, family, • prepositions
shelves address, people, hobbies, habits. of place
2.2 Identify and present everyday activities.
Troll Tales! 3 3.1 Identify information in simple texts.
Go Green! 3
Our World
Checkpoint
(Units 5 - 6)
Our School 1.1 Identify details of clearly articulated simple messages in
(pp. 56-58) known contexts.
1.3 Develop interest and general comprehension of a
variety of simple oral messages (films, songs for children)
2.3 Describe objects or houses.
3.1 Identify information in simple texts.
Evaluation
(p. 80)
Round-up/Fun Time Key & Tapescripts p. 81(T) Activity Book Key & Instructions p. 91(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 Pupil’s Self-Assessment
themselves while learning. All four skills (listening, Forms (found in the Teacher’s 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 1: countries, appearance, character,
• The course comprises three modules. Each module
family members, ability, household
consists of two units. It is aimed at pupils who come
chores, requests, sports, actions;
under the category of A1, Basic User.
Module 2: buildings, directions, clothes, prices,
the Green Cross Code, jobs, daily
routine, free-time activities, school
A1 Basic Users subjects;
Module 3: the country code, rules, illnesses,
Pupils in this category can understand and use
advice, food, containers.
some basic vocabulary and expressions related to
their own personal, concrete world. They can The Pupil’s Book also incorporates a variety of
communicate in simple exchanges, introduce appealing additions: Troll Tales is a series of
themselves and ask and answer questions in a episodes in a cartoon story aimed at providing
simple, repetitive way. Simple interaction is feasible, real language input and reading for pleasure. In
provided the other person speaks clearly and addition, through the Go Green! section the
slowly and is prepared to assist. pupils are given the opportunity to learn about
the environment and become more aware of
various environmental issues in a fun and
Components creative way. The pupils are also familiarised with
the culture and way of life in other countries
• Pupil’s Book through the OUR WORLD section at the end of
each module. Dialogues, texts, songs, chants
The Pupil’s Book has been designed to appeal to,
and other listening activities are on the CDs.
as well as involve, the pupils in language learning.
New words and structures are presented in a The Pupil’s Book also includes:
clear and effective way by means of chants,
songs and picture-word association. New I Special Days (Happy Halloween! Happy New
language is presented in context through lively Year!)
dialogues. A variety of functional exercises, songs
There are two optional units at the back of the
and games help pupils practise the key language
book, containing activities for Happy Halloween
in a memorable and enjoyable way.
and New Year, which should be covered as a
The course is modularised; therefore, in each lead-up to the respective special days.
module the pupils are thoroughly exposed to
the new language and achieve competency in II Our school
the target language at a faster pace. Each
This section presents cross-curricular material.
module has its individual aims, and at the end
The pupils use English to complete tasks related
of the module the pupils, with the help of their
IV
Introduction
to other subject areas, e.g. Geography, Maths The important thing is to have the pupils work
and Science. This reinforces their language on their own so that they are able to assess
learning, and promotes learner independence their progress thus far. In this way, the teacher
and peer cooperation. facilitates the pupils’ autonomy.
The pupils then fill in the Pupil’s Self-Assessment
• Activity Book
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
There are six board games, one per module.
Pupil’s Book. It aims to consolidate the language
The aim of the board games is to provide an
that appears in the Pupil’s Book through various
atmosphere of relaxation while consolidating
exercises incorporating all four skills.
the language learnt. They can be used before
The Activity Book also includes: or after the Checkpoint sections (as further
revision) or after the corresponding Module Test
I Stickers
(as a reward).
Stickers are an excellent way to involve the
How to play the Board Games
tactile/kinaesthetic learners and it helps pupils
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
This section presents the main vocabulary of
II Modular Revision and Assessment
the Pupil’s Book in themes. The pupils have
Do a quick revision before the pupils complete the chance to revise the key vocabulary of
the tasks. While you are going through the each module through fun activities. My
examples in each category, you can elicit Pictionary consists of six two-page sections
meanings of words, sentences with the target (one per unit), each of which can be
structures, etc. completed by the pupils 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.
V
Introduction
VI Character Cutouts • Teacher’s Book
There are seven full-body cutouts of the The Teacher’s Book provides interleaved step-by-
characters in the book for pupils to use while step lesson plans, as well as the answers to the
acting out the dialogues, playing games or in exercises in both the Pupil’s Book and the Activity
any other communicative activity the teacher Book. It also contains extra ideas on how to present
wishes to include in the lesson. new words and language patterns, additional
activities and games, as well as tapescripts for the
• My Junior Language Portfolio listening activities. Each module begins by setting
My Junior Language Portfolio is used to contain out the targets and objectives of each unit in a
material that the pupils use, along with any extra clear and concise way. At the beginning of the
material given by the teacher throughout the Teacher’s Book the teacher can find the
course. My Junior Language Portfolio has been Programme, an analytical chart of the targets and
designed to stimulate and support the learning of objectives of the modules.
the English Language. Its purpose is to help the The Teacher’s 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
In the Instruments for Evaluation, the teacher
completed inside or outside the class), DVDs
can find:
(with the pupils’ favourite story or with
performances of songs, school plays, etc), • Formative Evaluation Chart: The teacher
certificates, reports from teachers, or even a uses the chart to evaluate the pupils on
collection of objects or pictures. It is a collection an activity at any time during the course
of material that the learners want to keep as and writes the marks obtained with the
evidence of their learning. The main emphasis is help of a code.
on the process of learning. As a result, while
• Pupil’s Self-Assessment Forms: The pupils
compiling their Junior Language Portfolios,
give their personal opinion about their
pupils learn how to work 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 have with • Progress Report Cards: The teacher
them at all times and in which they will keep their completes them, one per pupil, upon
Junior Language Portfolio. For the next lesson, bring completion of each module, taking into
in self-adhesive labels, write My Junior Language consideration the pupil’s performance
Portfolio on them and help your learners stick them and progress throughout the module as
onto their dossiers. Demonstrate how to store their well as the mark received in the
material in their Junior Language Portfolio and corresponding Module Test. The pupils file
make sure they update it regularly. their Progress Report Cards in their Junior
Language Portfolio.
VI
Introduction
• Fairyland B Teacher’s Resource Pack modules in thematic areas. In the Teacher’s
Book there are helpful guidelines as to when and
The Teacher’s Resource Pack provides the teacher
how the posters can be used to present and/or
with additional material which may be used in the
consolidate the new language.
classroom for further exploitation of the language
learnt.
• Class CDs
Fairyland B Teacher’s Resource Pack is divided
The Class CDs include all the recordings for the
into the following sections:
listening activities in the Pupil’s Book, Activity Book
I Reinforcement and Extension Activities and the Module Tests. The teacher can also find
the recordings for the Fairyland Alphabet Book
These activities are in the form of projects
should s/he decide to use it.
which pupils can do on their own or in groups.
The pupils can then file their projects in their
• Digital Book
Junior Language Portfolios.
The Digital Book is the electronic version of the
II Holiday Activities Pupil’s Book.
VII
Introduction
teacher will find detailed guidance on how to VII Pronunciation
vary the presentation of new vocabulary, as
These are exercises to help the pupils
well as further reinforcement and extension
distinguish between different sounds in
activities.
spoken English. They are accompanied by
humorous illustrations, adding fun to the
II Dialogues
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
After every module there is an episode of
pupils have to complete after reading and
Troll Tales!, promoting reading for pleasure.
listening to the dialogue. In this way, the pupils
not only familiarise themselves with the
IX Go Green!
dialogue, but also practise reading strategies
(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.
Pupils at this level need a lot of opportunities to In the OUR SCHOOL section, which can be
play and explore their surroundings. Playing found at the back of the Pupil’s Book, the
games and singing songs/chants provides a pupils explore other fields of study (e.g. Art,
necessary outlet and ensures that the pupils are Maths, Science, etc) through English. In this
learning while having fun. It is also a way of way, the pupils learn how to use English as a
ensuring that the lesson always ends on a high vehicle to approach other subject matters.
note. In every unit there are songs, chants and
games that add a creative and enjoyable XII Checkpoint
element to the language classroom.
This section includes exercises consolidating
the module as well as preparing the pupils for
V Development of reading skills
the test, which can be found in the Teacher’s
The pupils are introduced to short texts and Resource Pack.
dialogues aimed at gradually improving their
Upon completion of the Checkpoint section, the
reading skills through enjoyable activities. In
pupils read the Now I can table, thus keeping a
this way, the pupils gain an appreciation of
mental record of their progress.
reading and are not intimidated by the written
word. Reading for pleasure is fostered through
the Troll Tales! episodes, which are designed
Basic Principles of the series
to make reading an enjoyable and rewarding
experience.
The modularised approach of the series caters
for the holistic development of the pupils. It
VI Gradual progression in writing
enables the pupils to work on a theme from
Every unit includes short texts which can be different angles and employ different learning
used as a model for the pupils’ own writing. styles. The pupils are asked to engage in a
VIII
Introduction
variety of activities, including listening, role-play, • Social Skills
TPR, matching, selecting, giving personal
Upon completion of each module, the pupils will:
information and opinions, etc. In this way, the
1 be motivated to read English, encouraged by
language learning process involves the pupils’
the enjoyable adventures of Pog, Trog and
body, mind, emotions and spirit.
Popsie;
The activities are also aimed at meeting the needs 2 experience being part of a group and obeying
of all types of learners (visual, auditory, tactile/ rules through the games;
kinaesthetic) and aim at developing the pupils’ 3 become more responsible by keeping and
linguistic, learning-to-learn and social skills. updating their Junior Language Portfolio;
4 have a good understanding of the culture and
• Linguistic Skills traditions of other countries; and
The pupils can do the following upon completion 5 have some understanding of the way of life
of each module: in other countries.
1 associate pictures with new vocabulary with
the aid of illustrations in their books as well as
through the use of the picture flashcards or Classroom Management
posters;
2 produce the sounds, pronunciation and Creating a pleasant environment in the classroom
intonation of the target language; should be one of the teacher’s very first goals. It is a
3 communicate with their peers in English, good idea for the teacher to arrive a few minutes
exchanging basic information about everyday early to welcome the pupils and have something
matters such as introducing themselves, interesting for the early comers to do. They can listen
describing a house, talking about animals, etc; to the song from the previous lesson, watch the
4 comprehend dialogues, short exchanges, video again or play with the picture flashcards,
etc on tape and use the set patterns in multi- identifying the book’s characters as well as the
sensory tasks; and vocabulary items already presented.
5 achieve oral competency through the The teacher should establish his/her policies from
reproduction of short exchanges, songs and the start. Remind pupils to:
chants. • come to class on time,
• bring their Pupil’s Book, etc,
• Learning-to-learn skills • raise their hands when they want to ask a
Upon completion of each module, the pupils will question, and
be able to: • wait for their classmates to answer the teacher’s
1 concentrate better and longer, as they are questions before they raise their hand to give
trained to listen to dialogues in order to their answer.
perform a task; The teacher should empower his/her learners by:
2 skim and scan texts and dialogues to locate • teaching classroom language, i.e. the
the necessary information; Teacher’s instructions, such as open your
3 develop their writing skills; books, close your books, work in pairs, etc, the
4 empathise with aspects of life in other Pupils’ instructions, i.e. the rubrics, and the
countries; and pupils’ questions and answers to the teacher.
5 record and assess their progress through the Classroom language is the language of
Checkpoint and Pupil’s Self-Assessment Forms, communication between teacher and pupils
thus developing autonomy. in the classroom and needs to be taught from
day one.
• giving brief and clear oral or written instructions.
The teacher should give or read the instructions.
S/He reads them at a slower pace, providing
IX
Introduction
examples and eliciting examples from the pupils c Song dramatisations: Having interesting plots
so s/he can be sure that they know what to do. and characters, songs frequently offer
• assigning homework ten minutes before the themselves for further exploitation through
end of the lesson, so s/he can: drama. The teacher can dramatise the songs
a read the instructions, into short sketches, thus motivating his/her
b give adequate examples, pupils. Assign roles and have the pupils sing
c elicit examples from the pupils, and their lines. Simple costumes and props can be
d ask them if they have any questions. prepared and used to make the performance
more realistic.
By following this procedure we can ensure that
the pupils know how to do their homework. These are just a few suggestions on how to use the
Explain to the parents how important it is for the songs in the language classroom. Be as inventive
pupils to do their homework alone as this will as you can, since pupils love performing.
eventually reinforce self-confidence and self-
assessment.
Checking Pupils’ Progress
X
Introduction
styles. Consequently, a coursebook should offer
a variety of exercises and material to stimulate
all learning styles and help pupils learn in the
way that suits them best.
– 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)
practise … (DESCRIPTORS)
▶▶ Starter Unit
Lexical Areas
• In this unit pupils will … • countries
• appearance
• be reunited with the characters • abilities
• revise basic vocabulary and structures • chores
• revise/learn numbers 1-100 • sports
• musical instruments
• sea animals
▶▶ Module 1 (Units 1-2)
Grammar Focus
• In this module pupils will …
• the verb ‘to be’
read about … • the verb ‘have got’
• possessive adjectives
• Alvin receiving a magic mirror as a present • the verb ‘can’
from the USA • present continuous
• the magic in the mirror • prepositions of movement
• a family with super powers
• the characters helping with the chores around write about …
the house
• the Waterland Olympics • their super family
• Laura’s, Alice’s and Tom’s magic moments • a photo
• Pog and Trog’s fight over Mog
Go Green! 1 Animals in the
listen to … ocean!
• Alvin receiving a magic mirror by post
• the characters looking at themselves in the Pupils will …
magic mirror • read and talk about sea animals
• the descriptions of famous people • talk about sea pollution
• a song presenting a super grandma
• a description of a super family
• the characters doing different kinds of chores Our World
• the characters visiting the Waterland Olympics
• a song presenting and practising sea animals Pupils will …
• children describing a photo • read about superheroes
• an episode of Troll Tales! • draw and write a small paragraph about
their favourite superhero and then present it
learn how to … (COMPETENCES) to the class
• talk about countries and origin
• describe people and talk about their Our School
character
• talk about abilities Pupils will …
• distinguish between and pronounce /œ/, /A…/,
/g/ and /N/ sounds • learn about shapes and musical instruments
• talk about things happening now • make their own drum
• ask for help
• make requests
XII
Programme (Contents & Syllabus)
Grammar Focus
▶▶ Module 2 (Units 3-4)
• imperative
• In this module pupils will … • there is/there are
• prepositions of place
read about … • plurals
• present simple
• Mona and Emma going shopping • adverbs of frequency
• a description of one’s neighbourhood • prepositions of time
• the characters going on a magical space trip
• the characters going to a concert in space write about …
• Fred’s and Jack’s routines, favourite subjects
and what they want to be when they grow up • their neighbourhood
• Pog and Trog’s driving adventure • their favourite subject and what they want to
be when they grow up
listen to …
• Mona and her grandmother looking for a Go Green! 2 Mr Waste or
street Mr Green?
• a description of where Kitty the cat is
• Mona and her grandmother buying things at Pupils will …
a shop • do a quiz on how environmentally-friendly
• a song about how to cross the street safely they are
• the characters going on a magical space • sing a song about Mr Green and Mr Waste
trip
• the characters attending a concert in space
• a song about XL’s favourite things Our World
• a description of Fred’s and Jack’s favourite
school subjects Pupils will …
• an episode of Troll Tales! • read about different kinds of currency
• complete a quiz
learn how to … (COMPETENCES) • design their own money
• talk about location
• give directions Our School
• identify clothes
• talk about prices Pupils will …
• distinguish between and pronounce /Å/,
/oU/, /S/ and /s/ sounds • learn about computers
• talk about everyday activities • make a poster with computer words
• tell the time
• express preferences
practise … (DESCRIPTORS)
Lexical Areas
• places in a town
• clothes
• the Green Cross Code
• jobs
• daily activities
• school subjects
XIII
Programme (Contents & Syllabus)
Grammar Focus
▶▶ Module 3 (Units 5-6)
• must/mustn’t
• In this module pupils will … • should/shouldn’t
• object pronouns
read about … • much/many/a lot of
• some/any
• the characters going on a camping trip • containers
• a visit to the doctor’s
• ways to keep colds away write about …
• the characters picking fruit and vegetables
• the characters having a meal with the elves • some tips on how to keep healthy
• the trick that Popsie played on Trog and Pog • a note to their mums
XIV
Programme (Contents & Syllabus)
Happy Halloween!
• In this unit pupils will …
• read about Halloween
• sing a Halloween song
• play a Halloween game
XV
1 Who is it? Read and write in your notebook.
Willow
Erlina
Harry
Lee
Mona Alvin
Emma
1 I live in the Magic Forest. I can fly. 4 I’m very short. I wear green clothes.
I’m … . I’m … .
2 I live in the Magic Forest. I’m the 5 I’ve got a dog. Her name is Missy.
guardian. Who am I? … Who am I? …
3 I’ve got red hair. I love football. 6 My mum’s name is Kim. My dad’s
I’m … . name is Chin. My name is … .
• Let’s sing!
4
Starter Unit
It’s nice to be back!
Photocopy and hand out one questionnaire per
Starter Unit
pupil. Go through the sentences and explain the
activity. The pupils go around the classroom asking
• Aims: to reunite the pupils with characters, to
one another and completing the questionnaire.
create a positive environment, to revise
Then, they report back to the class.
material taught in the previous year, to revise/
introduce numbers 1-100
• Vocabulary: colours, toys, animals, food, PRESENTATION & PRACTICE
seasons, days of the week, numbers 1-100
(Activities to reunite the pupils with the characters.)
• Language focus
Language in use: It’s nice to be back! I’ve got
1 Who is it? Read and write in your
dark hair and brown eyes. My favourite colour
is blue. Pam’s favourite colour is green. What’s
notebook.
your phone number? How old are you? What’s Pupils’ books open. Ask the pupils to look at the picture
your lucky number? What’s your address? and say who they can see (Alvin, Erlina, Harry, Lee,
• Extra materials: Find someone... chart Mona, Emma and Willow). Point to the characters, one
at a time, and elicit their names. Ask the pupils to tell you
what they remember about the characters from the
GETTING STARTED previous year (e.g. what they look like, what they can do,
name of family member, etc). Read the instructions and
(Activities to meet the pupils.) explain the task. Allow the pupils some time to complete
Wait by the door and greet the pupils as they arrive. the task in their notebooks. Check their answers.
During this stage, play the theme song. 1 Erlina 3 Harry 5 Mona
When everyone is seated, write your name on the 2 Willow 4 Alvin 6 Lee
board and introduce yourself to the class. Point to
your name on the board and say: Hello! I’m (Mrs • Let’s sing!
Taylor). Say Hello again. The pupils repeat chorally Play the recording. The pupils listen and sing along.
and individually.
Stand in front of a pupil and introduce yourself. Point Extension
to the pupil and elicit his/her name. Do the same for Ask the pupils to cut out the character cutouts from
the rest of the class. their Activity Books and stick them onto straws. Tell
e.g. Teacher: Hello, I’m (Mrs Taylor). them that they should have them with them all the
Pupil: Hello, I’m (Simon). time, as they will be doing various activities with them.
Ask the pupils to choose one of the characters. Play
Before going into class the recording. The pupils listen and hold up the
cutout every time his/her name is mentioned.
Find information about the pupils by asking
their previous teacher, etc and adapt the TAPESCRIPT
following questionnaire:
It’s nice to be back
Find someone ... NAME At school again.
It’s nice to be back
1 whose birthday is in (September). ............... With all my friends!
2 whose (father) is a (doctor). ...............
3 who’s got a pet (cat). ............... Alvin, Erlina,
4 whose house is near your house. ............... Harry and Lee!
5 who likes the same (football) Mona and Emma,
team as you. ............... Willow and me!
6 who is the same age as you. ...............
4(T)
It’s nice to be back!
(Activities to revise basic vocabulary and structures.) partner’s, favourite things are. Read the example. Give
the pupils a few minutes to write their sentences in their
2 Let’s play! notebooks and then ask individual pupils to read what
they have written.
Read the example and explain the game. Brainstorm
for ideas and write them on the board (hair colour, (Suggested answers)
personal items, favourite sports, etc). Give the pupils a
My favourite toy is my guitar. Pam’s favourite toy is
few minutes to write their sentences on pieces of
her teddy bear.
paper. Collect the pieces of paper. Choose one at
random and read it to the class. The rest of the class My favourite animal is a dog. Pam’s favourite animal is
has to guess who the person is. a cat.
e.g. Teacher: I’ve got brown hair and green eyes. My favourite food is pizza. Pam’s favourite food is burgers.
My pencil case is blue. Who am I? My favourite season is summer. Pam’s favourite
Pupil: Sam! season is winter.
5
Starter Unit
6 Listen and repeat. Then match in your notebook.
437681
6
Starter Unit
It’s nice to be back!
(Activities to present and revise numbers 1-100.)
8 Read and write in your notebook.
6 Listen and repeat. Then match in Then act out.
your notebook. Read the instructions and explain the task to the
Pupils’ books closed. Write number 1 on the board. pupils. Read the example and then act it out with
Say: What number is it? Elicit: One. Follow the same one of the pupils.
procedure and revise numbers 1-20. Say, then write on e.g. Teacher: What’s your phone number?
the board: 30 (thirty). The pupils repeat after you. Follow Pupil 1: It’s four-three-seven-six-eight-one.
the same procedure and present numbers 40-100. Say:
twenty-one. Ask a pupil to come to the board and write Give the pupils enough time to complete the task in
the number. Ask the rest of the class for verification. their notebooks and then have them work in pairs to
Repeat with as many pupils as you think is necessary. act out the rest of the exchanges.
Pupils’ books open. Read the instructions and explain 2 8 3 11 4 55 Queen Street
the task. Play the recording. The pupils listen and
repeat, chorally and/or individually. Then the pupils
write and match the written forms of the numbers to
the corresponding digits in their notebooks. Check the
pupils’ answers.
thirty – 30 seventy – 70
forty – 40 eighty – 80
fifty – 50 ninety – 90
sixty – 60 a hundred – 100
TAPESCRIPT
thirty – forty – fifty – sixty – seventy – eighty – ninety –
a hundred
TAPESCRIPT
A thirteen
B forty
C ninety-nine
D fifteen
E sixty
F eight
6(T)
It’s nice to be back!
Key
Let’s Play!
2 pink
(An activity to revise some basic vocabulary.) 4 twenty
Focus the pupils’ attention on the page and tell them 5 roller skates
that they are going to play a board game. Explain the 6 No, it’s an orange.
rules. 7 under the bed
9 (pupil’s own answer)
Rules of the game 10 a-e-r-o-p-l-a-n-e
11 a schoolbag
• The pupils play in pairs and each player needs 12 (pupil’s own answer)
a counter (any small object will do). They place 13 (pupil’s own answer)
their counters on Start and throw the dice, 14 shoes
saying the number that comes up. The player 15 (pupil’s own answer)
with the highest number begins the game by
saying My turn.
• Depending on the square they land on, the
pupils have to answer the question. If they land
on a ‘Miss a turn’ square, the pupils miss a turn
and wait until it is their turn again.
• The game is non-competitive and should continue
until both players reach the last square.
7(T)
What
number
What
is it?
colour is it?
What are
they?
Is it an
apple?
Where’s
Alvin?
What’s the
weather
like today?
What’s
your best
friend’s
name?
What are these?
How do
you spell
?
Do you like
burgers? What
day is it What’s this?
today?
7
Starter Unit
Germany Greece Italy
2 It’s from
3
the USA.
For me?
Where is
it from?
This is for
you, Alvin. 5
What is it? 4
Yes, it’s a
magic mirror!
Oh, it’s a mirror.
1 3
4
2
.
1 Are Kostas and Alexis from 2 Is Bozena from Portugal?
Greece? 3 Is Santos from Spain?
Yes, they are. 4 Are Sibel and Cari from Mexico?
1 2
Oh, my granny!
I’ve 2) ...
A Super Gran.
She’s a super duper grandma
And I call her Super Gran!
12
Module 1
Super Gran
Pupils’ books open. Write a big 12 on the board and
Unit 1c
ask the pupils to open their books at page twelve.
Read the title of the unit and have pupils repeat after
• Aims: to talk about superheroes, to talk about
you. Elicit/Explain what Super Gran means. Play the
abilities, to develop the pupils’ listening and
recording. The pupils listen and repeat, chorally and
writing skills
individually. Check their pronunciation and intonation.
• Vocabulary: lift a double-decker bus, swim
across the ocean, see through a door,
skateboard, clap
1 Listen and complete in your
• Language focus
notebook.
Structures: the verb ‘can’ Refer pupils to the pictures and ask them to tell you if
Language in use: I’ve got a super grandma, their grandmother can do these things. No? Well this
I call her Super Gran. She can jump over a grandmother can because she’s a Super Gran!
giraffe. He can see through a door. She can
Read the instructions and explain the task. Refer
climb up a wall.
pupils to the song and allow them time to read it
• Pronunciation: \œ\, \A…\
once. The pupils listen to the song and complete the
• Extra materials: flashcards (6-9)
task in their notebooks. Check pupils’ answers.
1 ride 2 got 3 lift
BEGINNING THE LESSON
Greet the pupils as they arrive. • Now sing along!
(Activities to revise the language of Unit 1b.) Play the recording again. The pupils listen and sing
along.
Get the pupils to ask and answer questions about
their friend’s appearance and character.
2 Let’s play!
e.g. Pupil 1: What does your friend look like?
Refer the pupils to the picture. Read the example and
Pupil 2: She’s tall and she’s got long straight hair.
explain the game to the pupils. Write the following on
Pupil 1: Has she got glasses?
the board and explain any unknown words:
Pupil 2: No, she hasn’t.
Pupil 1: What’s she like? • Can you clap your hands behind your back?
Pupil 2: She’s very funny! etc • Can you stand on one leg for 30 seconds?
• Can you whistle?
If you have assigned any written homework, correct
• Can you hop to the door?
it before beginning the lesson.
• Can you walk with a book on your head?
Ask the pupils, in pairs to act out the exchanges from • Can you touch your toes?
Exs 1 and 4. • Can you stand with your right foot on your left knee?
• Can you snap your fingers?
PRESENTATION & PRACTICE
Ask a pupil to come to the front of the class. Ask him/her
(Activities to present the vocabulary of the unit.) one question. If the pupil says yes, he/she has to perform
the action. Repeat with as many pupils as you think is
Listen, point and repeat. necessary. Alternatively, divide the class into two teams.
Call a pupil from each team each time. Each correct
performance gets a point. The team with the most points
FLASHCARDS (6-9)
wins.
Pupils’ books closed. Put the flashcards on the board. e.g. Teacher: Can you stand on one leg for
Point to the items (lift a double-decker bus, swim across 30 seconds?
the ocean, see through a door, skateboard), one at a Team A Pupil 1: Yes, I can. Look! (pupil stands
time, and say the corresponding word(s). The pupils on his leg for 30 seconds) etc
listen and repeat, chorally and individually. Point to the
words in random order and ask individual pupils to say
the words. 12(T)
Super Gran
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 the class
3 Read and complete in your for verification.
notebook. Then listen and read. fat, wall, talk, hat, tall, bat, cat, small, dad, watch
Read the instructions and explain the task. Refer the
can walk
pupils to the pictures and elicit what the characters can
do. Allow the pupils time to read the text and complete
the task in their notebooks. Play the recording. The
pupils listen and follow along to check their answers.
Individual pupils read out from the text.
1 giraffe 2 door 3 house 4 wall
Read the instructions and explain the task. Play the Note: For the next lesson, the pupils can do Ex. 4
recording for the pupils to listen and repeat. (Portfolio) at home.
Draw the pupils’ attention to the \œ\ and \A…\ sounds. Activity Book (Optional)
Ask individual pupils to read out the sentence and
correct their pronunciation. Assign some of the activities from Unit 1c of the
Activity Book as written H/W. If this is the case, make
sure you do them first orally in class.
13(T)
swim across the ocean see through a door skateboard
This is my
super mum. This is my super
She’s got short dad. He’s got
curly hair. She short fair hair. He
can jump over can see through
a 1) … . a 2) … .
14(T)
Chores
moment of speaking. Write under the sentence: I’m activity and offering help when necessary. Ask different
dancing. Underline the phrase and explain that this is pairs to act out their exchanges in front of the class.
the short form of the tense. Follow the same procedure Ben: Can you help me with my homework?
to present negative and interrogative forms. Brenda: Sorry, I can’t. I’m watching TV. etc
Present the spelling difficulties. Write: make – I’m making.
mop – I’m mopping. Elicit the spelling rules. Extension
Pupils’ books open. Ask pupils to read the sentences in Brainstorm for other occasions when we ask for help
the grammar box. Then have a picture discussion and and write them on the board (e.g. wash the dishes,
elicit what each person is doing. Read the instructions mop the floor, water the plants, do the ironing, etc).
and the example and explain the task. Give the pupils Ask the pupils to think of reasons why they can’t help.
enough time to complete the task. Check their answers. Divide the class into pairs/groups. One pupil asks for
help and the other makes an excuse not to. Monitor
2 are washing 4 is setting the activity and offer any necessary help. Ask some
3 is doing 5 is mopping pairs to report back to the class.
e.g. Pupil 1: Can you help me wash the dishes?
4 This is Ben Busy and his brothers
Pupil 2: Sorry, I can’t. I’m doing my homework.
and sisters. Listen and match in
your notebook. My Magic Files!
Ask pupils to look at the picture in Ex. 4. Go through
the picture and elicit the chores that the people are Before going into class
doing. Read the instructions and explain the task.
Play the recording twice if necessary. The pupils listen Photocopy the magic mirror template from
and match in their notebooks. Check their answers. the Teacher’s Resource Pack.
Buddy – a Bob – e Show the mirror to the pupils and say: This is a magic
Brenda – d Barry – c mirror! Mime and say: Can I go through the mirror?
Betty – b Look! Cut along the lines. Then say as you step into it:
Look. I’m going through the mirror!
TAPESCRIPT
Adult: Can you see Buddy?
ENDING THE LESSON
Boy: Buddy? Yes, that’s Buddy writing an email. (An activity to consolidate the vocabulary of the unit.)
Adult: Oh, yes. Buddy’s writing an email. Pupils’ books closed. Give pupils one minute to study
Adult: Who’s the boy making a cake? the chores in the unit. Pupils come to the front of the
Boy: Making a cake? Aah, you mean Barry. classroom and mime one of the chores. The rest of
Adult: The cake looks yummy! the class has to guess what the chore is.
Boy: Yes, Barry makes beautiful cakes! e.g. Pupil 1: (mimes washing the dishes)
Adult: Where’s Bob? Pupil 2: Are you doing the ironing?
Boy: He’s vacuuming the carpet. Pupil 1: No, I’m not.
Adult: Vacuuming the carpet? Oh yes, I can see him. Pupil 3: Are you washing the dishes?
Pupil 1: Yes, I am. etc
Adult: Who’s the girl making the bed? Is that Brenda?
Boy: No, Brenda isn’t making the bed. Betty is Note: For the next lesson, the pupils should know the
making the bed. Brenda is watching TV. new words, as well as an exchange of their/your choice
from the dialogue (Ex.1). Ask the pupils to learn the
pattern in Ex. 5.
5 Now take roles and talk with your
friend. Activity Book (Optional)
Read the instructions and the example, and explain the
Assign some of the activities from Unit 2a of the
task. The pupils, in pairs, take roles and act out similar
Activity Book as written H/W. If this is the case, make
exchanges. Go around the classroom monitoring the
sure you do them first orally in class.
15(T)
make the bed water the plants do the ironing set the table
d
e
15
Module 1
tennis sea cow
2
Look! They’re
1 playing tennis!
(Activities to present and activate the vocabulary of Play the recording. The pupils listen, follow along
the unit.) and complete the task.
1 through 3 over 5 out of Assign some of the activities from Unit 2b of the
2 up 4 into Activity Book as written H/W. If this is the case, make
sure you do them first orally in class.
4 Talk with your friend.
(An activity to practise talking about sports.)
Read the instructions and explain the task. Refer the
pupils to the pictures of the different people doing
different kinds of sports. Then have a pair read the
example about the first boy. The pupils, in pairs, ask
and answer questions about the rest of the characters.
17(T)
net
3
a bookcase.
3 A boy is jumping up/over YouÕve got
minutes.
3
a desk.
4 A girl is throwing a ball
into/out of a bin.
3
5 A dog is jumping into/out of the
window.
We are, we are
We’re having a wonderful time – today!
We are, we are
We’re having a wonderful day!
• Aims: to talk about actions, to describe Put the flashcards on the board. Point to the sea
photos, to develop the pupils’ listening and animals (turtle, starfish), one at a time, and say the
writing skills corresponding word(s). The pupils listen and repeat,
• Vocabulary: turtle, starfish, skiing, table tennis, chorally and/or individually.
basketball, violin, drums
Pupils’ books open. Write a big 18 on the board and
• Language focus
ask the pupils to open their books at page eighteen.
Structures: consolidation
Read the title of the unit and have pupils repeat after
Language in use: The turtles are all playing
you. Elicit/Explain the meaning of A wonderful time.
tennis and the sea cows are standing in line.
Play the recording. The pupils listen and repeat chorally
We’re having a wonderful time. The dolphins
and/or individually. Check their pronunciation and
are playing the piano and the starfish are
intonation.
dancing in line.
• Pronunciation: \g\, \N\
1 Listen and point.
• Extra materials: flashcards (18-19), Free-time
Activities poster, pictures of people doing Refer pupils to the pictures in Ex.1. Ask pupils to tell
various sports (Ending the Lesson) you if they have ever done any of these activities.
Read the instructions and explain the task. Refer pupils
to the song and allow them time to read it once. Play
BEGINNING THE LESSON
the recording. The pupils listen to the song and point
Greet the pupils as they arrive. to the corresponding pictures.
(Activities to revise the language of Unit 2b.)
• Now sing and do!
Play a game with the pupils. Ask one pupil at a time to
come up to the front of the class and mime a sport. Demonstrate the miming actions that are mentioned
The rest of the class has to guess what the sport is. in the song (e.g. playing tennis, standing in line,
playing the piano, dancing in line) and encourage
e.g. Pupil 1: (mimes water-skiing) the pupils to copy you. Explain to them that you will
Pupil 2: You’re playing tennis. play the song one more time and that they will have
Pupil 1: No, I’m not. to mime the actions that they hear.
Pupil 3: You’re water-skiing.
Pupil 1: Yes, I am. etc Play the recording. The pupils listen and mime the
actions.
If you have assigned any written homework, correct it
before beginning the lesson. 2 Look at the picture and answer
Ask the pupils, in pairs to act out the exchanges from the questions in your notebook.
Exs 1 and 4. Use one-word answers.
Refer the pupils to the picture. Ask them what they
PRESENTATION & PRACTICE can see in the picture. (e.g. a boy and a girl playing
(Activities to present the vocabulary of the unit.) football). Read the example. Explain the task to the
pupils. Allow them enough time to complete the task
Listen, point and repeat. in their notebooks. Check their answers.
2 hat 3 football 4 jumping
POSTER/FLASHCARDS (18-19)
18(T)
A wonderful time
READING & WRITING Extension
(Activities to develop the pupils’ reading and writing Draw the following table on the board. Say the
skills.) words. Pupils come, write them in the correct column
and repeat the words. Ask the rest of the class for
3 Read and write A, B or C in your verification.
notebook. Then listen and read. girl, painting, Gary, swimming, sing, Gordon,
listening, big, skiing, guitar
Read the instructions and explain the task. Then,
read the example. The pupils look at the pictures
Gus dancing
and read the texts that accompany each picture.
Then, they read sentences 2-4 and write A, B or C in
their notebooks according to what they have read in
the texts. Play the recording. The pupils listen and
check their answers. Individual pupils read out from
the texts.
2 C 3 B 4 A
19(T)
starfish skiing table tennis basketball violin drums
Thiß iß me at summer
camp. I’m playing
basketball.
I’m having a
Gus and Gordon are singing
wonderful and dancing!
time! 19
Module 1
: Listen and read. Nice flowers! Are
they for me?
1
2
Who’s Mog?
20(T)
Go Green! 1: Animals in the ocean!
• Aims: to raise the pupils’ environmental
awareness, to talk about animals in the
2 Take it out of the ocean! Look and
ocean and sea pollution
choose.
• Vocabulary: shark, octopus, sea horse, starfish, Refer pupils to the picture. Ask them what they can
coral, sea cow see on the seabed. Explain, in L1 if necessary, that
• Extra materials: pictures of a shark, an octopus, some people throw their rubbish in the sea. This
a sea horse, a starfish, a piece of coral and a pollutes the sea. Have individual pupils say what
sea cow (Beginning the Lesson) does not belong in the ocean. Use L1 if necessary.
Answer: TV, boot, vacuum cleaner, iron, bicycle, bucket
BEGINNING THE LESSON
ENDING THE LESSON
Before going into class Ask the pupils to draw another ‘seabed’, similar to
the one presented on page 21. Ask them to include
Pictures of the animals or simple sketches
only animals and plants that belong in the ocean.
of them.
Extension
Read the following riddles. Ask the pupils to tell you
which animal they are about.
1 I’m usually brown. I’ve got eight long arms. What
am I? (octopus)
2 I’m usually white and blue. I’ve got very big teeth.
I eat meat. What am I? (shark)
3 I’m very beautiful. I can be different colours: red,
orange, white, green and more! I can’t swim. I
eat small animals. What am I? (coral)
21(T)
1 What am I? Read and say.
sea cow
2 Take it out of the ocean! Look and choose.
21
b
a
c
1 Look, read and match in
your notebook.
Asterix.
1 Hello. My name’s
got a big
I’m from France. I’ve
d a funny hat!
yellow moustache an
I’m very strong!
s Superman.
3 Hi, kids. My name’
2 Hi! My name’s Atom e got a
ic Betty. I’m from I’m from the USA. I’v
e. I can
Canada. I’ve got re
d hair and green blue and red costum
ugh
eyes. I’ve got a spac
eship and I can fly and I can see thro
travel to other planet walls.
s!
22
Module 1
Our World
• Aims: to talk about superheroes
• Vocabulary: moustache, spaceship, planets,
3 Portfolio: In groups, draw and
costume
write about your favourite cartoon
• Extra materials: picture of superheroes from superheros in your notebook.
magazines (Beginning the Lesson) Present it to the class. You can
find information on the Internet.
In groups, the pupils choose a superhero. They do a
BEGINNING THE LESSON drawing and write a text describing him/her. They can
use the texts in Ex. 1 as models. Once the pupils’ work
Before going into class is checked, it should be presented to the class.
Find pictures of superheroes (e.g. Spider- Allow the pupils time to write their short text. Alternatively,
Man, Batman, etc) from magazines, etc. assign it for homework and have the pupils present it to
the class in the next lesson.
Tell the pupils that they will talk about different
superheroes. Brainstorm and see how many superheroes (Suggested answer)
they can come up with (e.g. Superman, Spider-Man, This is Batman. He’s from the USA. He’s got a black
Wonder Woman, Batman, etc). Elicit/Explain what a costume. He’s got a black car. It’s very fast!
superhero is. Show the pupils the pictures you have
brought and ask them to tell you what they know about Note: Once you have corrected their writing activities,
them (e.g. what they look like, what they can do, etc). guide your pupils on how to file them in their Junior
Language Portfolios.
22(T)
Checkpoint: Units 1 - 2
• Aims: to consolidate Module 1, to obtain
feedback on individual pupils, to monitor
3 Read and match in your notebook.
the pupils’ progress Explain the task. Pupils read and match in their
notebooks to form exchanges.
1 d 2 a 3 b 4 c 5 e
Do a quick revision of what the pupils have learnt in
the module.
Now I can …
e.g. Teacher: What is your best friend’s name?
Once all the exercises have been corrected ask the
Pupil 1: Peter.
pupils to tell you how they feel about the two units. Ask
Teacher: Where’s he from?
if they can tell you what they have learnt and which
Pupil 1: Poland. etc
exercises, stories, songs they liked the best. Then refer
Teacher: Has your best friend got long hair? pupils to the Now I can box and read through it with
Pupil 2: Yes, she has. etc them.
Note: It is important that the pupils do not feel they Note: The pupils can now do Modular Revision and
are being tested. The rationale of this quick revision is Assessment 1 in their Activity Books.
to make the pupils aware of their progress in the
Note: If you wish, you can do some or all of the
English language. Always praise the pupils’ efforts
Reinforcement & Extension activities from the Teacher’s
and encourage everyone to participate.
Resource Pack.
After this quick revision, the pupils work on their own
and do the exercises.
23(T)
1 Look, read and choose.
Write in your notebook.
This is my super family.
We are from the UK.
My grandma can 1) fly/lift a lorry!
My grandpa can see
2) through/up walls!
My mum’s got 3) fair/dark hair.
My dad’s got 4) long/short hair.
My mum and dad can fly
5) into/over houses.
3 Read and match in your
notebook.
2 Look and complete in your
notebook. Then choose. 1 Where is she from?
2 What’s he like?
1 … baseball? 3 What’s he doing?
Yes, they are./ 4 Can you help me, please?
5 What does Ann look like?
No, they aren’t.
23
Module 1
town bank butcher’s
Excuse me.
Where’s the clothes
3 Great! Come shop, please?
on, Missy! 4
Pupils’ books closed. Put the In town poster on the Play the recording again with pauses for the pupils
board. Point to the places/buildings (town, bank, to listen and repeat chorally. Check the pupils’
butcher’s, supermarket, etc), one at a time, and say the pronunciation and intonation. Then, the pupils take
word(s). The pupils listen and repeat, chorally and/or roles and read out the dialogue.
individually. Point to the places/buildings in random
order and ask individual pupils to say the words. (Activities to present and practise prepositions of place.)
Extension
3 Look and write in your notebook.
Ask a pupil to mime an action associated with one of Pupils’ books closed. Put your pencil next to a book,
the buildings. Ask the rest of the class to guess which show it to the class and ask: Where is the pencil?
building it is. Repeat with as many pupils as you think Answer: It’s next to the book. Write the exchange on
is necessary. Demonstrate this yourself first. the board and underline the words in bold. The pupils
repeat after you. Follow the same procedure and
e.g. Pupil 1: (mimes posting a letter)
present the prepositions opposite and between, as
Pupil 2: Post office! etc
well as on the left and on the right.
24(T)
In town
Drill your pupils:
5 Read and answer.
e.g. Teacher: (putting a pencil case between two
books) Where is the pencil case? Read the instructions and explain the task. Elicit the
Pupil: The pencil case is between the books. items in the pictures. The pupils read and answer the
etc questions orally in class. If you wish, the pupils can
write the answers to the questions in their notebooks.
Pupils’ books open. Ask the pupils to read the
Check their answers.
sentences and the prepositions in the grammar box,
making sure that the pupils have understood how the Answers: At the baker’s. At the greengrocer’s.
prepositions of place are used. Read the instructions At the pet shop.
and explain the task. Refer the pupils to the town
map and elicit the buildings. Read the example and 6 Let’s play!
allow the pupils time to complete the task in their
Refer the pupils to the picture, read the example, and
notebooks. Check their answers.
explain the game. Brainstorm for buildings and what
2 next to 4 opposite they can buy/do there. Ask the pupils to form pairs.
3 between 5 opposite Each pair decides on where they are (at the baker’s, at
the supermarket, etc) and their roles (who is the shop
• Now ask and answer. assistant and who is the customer). Allow time for the
pupils to practise their dialogues. Then the pairs take
Read the instructions and explain the task. Ask the
turns to act out their dialogues in front of the class. The
pupils, in pairs, to ask and answer questions about
rest of the class tries to guess where the dialogue takes
the places mentioned in sentences 2-5.
place.
e.g. Pupil 1: Excuse me, where’s the hotel?
(Suggested answers)
Pupil 2: It’s next to the park. etc
Pupil 2: Can I have a cake, please?
Go around the classroom monitoring the activity. Ask
Pupil 1: (mimes handing over a cake) Here you are.
some pairs to report back to the class.
Pupil 2: Thank you.
Pupil 3: You’re at the baker’s! etc
4 Where is Kitty the cat? Listen, look
at the map again and write A, B or ENDING THE LESSON
C in your notebook.
(An activity to consolidate the vocabulary and the
Read the instructions and explain the task. Play the language taught in the unit.)
recording, twice if necessary. The pupils listen and
complete the task. Check their answers. Ask the pupils to draw a simple sketch of a town, give it
a name and draw the buildings from the unit wherever
1 C (park) 3 B (supermarket) they like in their town: a bank, a butcher’s, etc. Then the
2 A (butcher’s) pupils, in pairs, talk about their drawings.
TAPESCRIPT e.g. Pupil 1: Where’s the bank in your town?
Pupil 2: It’s opposite the post office. Where’s the
Where’s Kitty the cat?
hotel in your town?
1 Walk along East Street. Turn left into Park Road.
Pupil 1: It’s next to the supermarket. etc
What’s on the right next to the hotel? Kitty the cat
is there. She is in the … Note: For the next lesson, the pupils should know the new
2 Walk along East Street. Turn left into North Street. words, as well as an exchange of their/your choice from
What’s on the left between the bank and the the dialogue (Ex. 1). Ask them to learn the patterns in Exs
greengrocer’s? Kitty the cat is there. She is at the … 3 and 6.
3 Walk along East Street. Turn left into North Street.
Turn left into Peel Street. What’s opposite the bank? Activity Book (Optional)
Kitty the cat is there. She is at the … Assign some of the activities from Unit 3a of the
Activity Book as written H/W. If this is the case, make
sure you do them first orally in class.
25(T)
supermarket baker’s hotel greengrocer’s police station post office
At the toyshop.
You’re at
the toyshop!
25
Module 2
jumper jeans
It’s lovely!
It’s £15.50.
5 6
Let’s go
home now. Oh, no! Look at
your new scarf!
FLASHCARDS (20-27) Play the recording again with pauses for the pupils
to listen and repeat chorally. Check the pupils’
Pupils’ books closed. Put the flashcards on the board, pronunciation and intonation. Then, the pupils take
one at a time. Point to each flashcard, write the word roles and read out the dialogue.
underneath and say the corresponding word. The Read out sentences from the dialogue. Ask individual
pupils listen and repeat, chorally and/or individually. pupils to tell the class who said each sentence.
Point to the flashcards in random order and ask
e.g. Teacher: How much is this jumper, please?
individual pupils to say the words. Ask the rest of the
Class: Mona! etc
class for verification.
Remove the flashcards from the board and shuffle them.
Ask a pupil to come to the front of the classroom. Give
26(T)
A new scarf
(Activities to present and practise talking about prices Read the instructions and explain the task. The pupils,
and plurals.) in pairs, ask and answer as in the example. Go around
the classroom monitoring the activity. Ask some pairs
3 Complete in your notebook. to report back to the class.
A: How much are these slippers?
FLASHCARDS (20-27) B: They’re nineteen pounds.
A: How much are these pyjamas?
Pupils’ books closed. Put the flashcards on the board B: They’re fifteen pounds, eighty-seven. etc
and write price tags next to clothes (e.g. scarf: £3.20,
gloves: £6.80, pyjamas: £20.02, etc). Explain that the 5 Read and say yes or no.
pound is the currency of the UK and that one pound is a
hundred pence (explain the difference of one penny – Read the instructions and explain the task. Refer the
two pence). Point to the scarf, say then write: How much pupils to the prices of the items in Ex. 3. Allow time for
is this scarf? Underline the words in bold. The pupils the pupils to read the sentences. Ask individual pupils
repeat. Say, then write: It’s three pounds, twenty pence. to answer. Ask the rest of the class for verification.
Underline the words in bold. The pupils repeat. Now 1 yes 2 no 3 no 4 yes
point to the rest of the flashcards and elicit the prices.
Point to the cap flashcard, say and write: one cap –
My Magic Files!
two caps. Underline the -s. The pupils repeat. Elicit the Before going into class
formation of the plural number (i.e. by adding -s to the
noun). Now write: one dress – two dresses, one scarf – Bring a coin to class.
two scarves. Explain the formation of the plurals and
Show pupils the coin you have brought and demonstrate
the spelling difficulties. Focus the pupils’ attention on
the procedure. Explain that you will give it to someone
the pronunciation of -s, -es and -ves.
who will put it in his/her right or left hand without you
Drill your pupils: looking. Then he/she will hold up his/her hand for 30
e.g. Teacher: coat seconds. Then he/she will hold out both hands (covering
Pupil 1: coats the coin) and you will be able to tell him/her which hand
Teacher: dress the coin is in.
Pupil 2: dresses etc Ask for a volunteer and demonstrate the magic trick.
Suggested cues: coat, dress, scarf, cap, etc. (The coin is in the hand which looks the palest!)
Pupils’ books open. Ask the pupils to read the sentences ENDING THE LESSON
and the words in the grammar box. Read the instructions
and explain the task. Refer the pupils to the pictures and (An activity to consolidate the vocabulary and the
the questions and read the example. Allow the pupils language taught in the unit.)
time to complete the task. Check their answers. Ask pupils to work in pairs. Write items of clothing on the
2 How much are these slippers? board (e.g. jumper, jeans, scarf, cap, hat, etc). In pairs,
3 How much are these pyjamas? they classify the items (e.g. things we wear on our heads,
4 How much are these scarves? winter/summer clothes, etc.). Then, the pairs compare
5 How much is this dress? their lists.
6 How much is this jumper? Note: For the next lesson, the pupils should know the
new words, as well as an exchange of their/your
4 Now talk with your friend. choice from the dialogue (Ex. 1). Ask them to learn
Revise numbers 1-100. Write some numbers on the the pattern in Ex. 4.
board. Ask pupils to identify them.
Activity Book (Optional)
e.g. Teacher: (writes 55 on the board) What number
is this? Assign some of the activities from Unit 3b of the
Pupil: fifty-five etc Activity Book as written H/W. If this is the case, make
sure you do them first orally in class.
27(T)
scarf cap coat gloves pyjamas slippers
enny
cap – caps BUT dress – dresses scarf – scarves 1p = one p
ound
£1 = one p
ence
2p = two p
ounds
£2 = two p
3 Complete in your notebook.
27
Module 2
1 Listen and read.
4 ✓
5 ✗
2 ✓
3 ✗
READING & WRITING Draw the following table on the board. Say the words.
Pupils come, write them in the correct column and
(Activities to develop the pupils’ reading and writing repeat the words. Ask the rest of the class for verification.
skills.)
road, cross, stop, coat, boat, goat, colour, opposite,
3 Read and complete in your body
notebook. Then listen and read. frog toad
Read the instructions and explain the task. Refer the
pupils to the map and ask them to identify the buildings.
Then ask some questions (e.g. Where’s the cinema?
Next to the school. Where’s the sweet shop? Between
the baker’s and the restaurant.). Allow the pupils time to
read the text and complete the task in their notebooks.
Then play the recording for the pupils to check their
answers. Ask individual pupils to read out from the text. ENDING THE LESSON
Answers: supermarket, baker’s, cinema (An activity to consolidate the vocabulary and the
language taught in the unit.)
4 Portfolio: Draw and write in your Simon Says: Explain the game. The pupils follow your
notebook. commands only if they are preceded by the phrase
Ask the pupils to look at the picture and read the Simon says.
text. Ask them what they can see in the picture
e.g. Teacher: Simon says, Listen!
(houses/buildings, trees, a street, a street sign).
Pupils (pupils mime listening)
Ask the pupils to write a text about their neighbourhood. Teacher: Run!
Tell them to use the texts in Exs 3 and 4 as models. Pupils: (pupils remain still) etc
Allow the pupils time to write the text and draw their Note: For the next lesson, the pupils can do Ex. 4
picture. Alternatively, you can ask the pupils to write the (Portfolio) at home.
text and draw their picture as part of their homework.
Activity Book (Optional)
(Suggested answer)
Assign some of the activities from Unit 3c of the
This is my neighbourhood. My house is in High Street,
Activity Book as written H/W. If this is the case, make
next to the post office.
sure you do them first orally in class.
Note: Once you have corrected their writing activities,
guide your pupils on how to file them in their Junior
Language Portfolios.
29(T)
walk across bus stop restaurant cinema
Thiß iß my neighbourhood.
My house iß in King Street,
Only frogs and toads can cross the road!
opposite the baker’ß.
29
Module 2
spaceship planet moon
1 Wow! We’re in
Look at a spaceship!
the mirror!
Of course I do!
Do you know Look! That’s XL! Wait and see!
any aliens?
Who’s XL? Planet Rox,
2 Read and say yes or no. here we come!
Listen, point and repeat. (Activities to present and practise the present simple
(An activity to present and activate the vocabulary in all forms.)
of the unit.)
3 Look and write in your notebook.
FLASHCARDS (28-36)
FLASHCARD (34)
Pupils’ books closed. Put the flashcards on the board,
one at a time. Point to each flashcard, write the word Pupils’ books closed. Refer the pupils to the
underneath, and say the corresponding word. The pupils greengrocer flashcard on the board. Say and then
listen and repeat, chorally and/or individually. Point to write: I’m a greengrocer. I sell vegetables. The pupils
the flashcards in random order and ask individual pupils repeat, chorally and/or individually. Underline the
to say the words. Ask the rest of the class for verification. word in bold. Revise the form and the use of the
Pupils’ books open. Write a big 30 on the board and ask present simple. Explain that it is used to describe
the pupils to open their books at page thirty. Read the title habitual actions (something that happens regularly,
of the unit and have the pupils repeat after you. Explain/ such as working at a place). Write the second and the
Elicit the meaning of the phrase A space trip. Play the third person singular on the board. Underline the -s in
recording. The pupils listen and repeat, chorally and/or the third person. Explain that the third person singular
individually. Check their pronunciation and intonation. is usually formed by adding -s to the verb. Point out
that there are exceptions to the rule. Write these verbs
LISTENING & READING on the board: know, make, do, fly, and show the
pupils how the third person singular is formed (knows,
(Activities to develop the pupils’ listening and reading
makes, does, flies). Focus the pupils’ attention on the
skills.)
30(T)
A space trip
pronunciation of the suffixes. Present the interrogative, (Suggested answer)
negative and the short answers in the same way as
A: Do you like computer games?
the affirmative. Point out that we need do to form the
B: Of course I do! I play computer games every day.
first and second person singular and does to form the
third person singular.
My Magic Files!
Pupils’ books open. Ask the pupils to read the sentences
This trick needs two people – the ‘magician’ (the
and the verbs in the grammar box. Read the instructions.
teacher) and an assistant (a pupil). Put the jobs
Allow the pupils some time to complete the task in their
flashcards on the board. The ‘magician’ leaves the room
notebooks. Check their answers.
and everyone in the room picks out a flashcard for the
2 greengrocer, sells 4 mechanic, fixes ‘magician’ to guess. Then the ‘magician’ comes back
3 baker, makes into the room. The assistant points to the flashcards and
the magician says no until at last, he says yes to the
4 Correct your teacher. flashcard that was selected by everyone in the class!
Explain the task to the pupils and read out the example. The ‘magician’ will know when it is the selected
Give false statements. The pupils have to correct you flashcard after the assistant has pointed to something
and give the right answer, as shown in the example. blue (or any other colour agreed on beforehand) on
one of the flashcards, to the top left-hand corner of a
Suggested prompts: A mechanic flies into space. A
flashcard, etc.
greengrocer cooks in a restaurant, etc
e.g. (the class has selected the mechanic)
5 Look and say. Pupil: (pointing to the greengrocer’s blue
trousers)
Read the instructions and explain the task. Go through
Is it the greengrocer?
the table and elicit any unknown words. The pupils look
Teacher: No, it isn’t.
at the table and make sentences orally in class.
Pupil: (pointing to the mechanic flashcard)
(Suggested answers) Is it the mechanic?
When Mona grows up, she wants to be a famous singer. Teacher: Yes, it is.
She doesn’t want to have a big car. She wants to go into
space. She doesn’t want to be a footballer. She wants to ENDING THE LESSON
buy a big boat and she wants to go to Africa. etc (An activity to consolidate the vocabulary and the
language taught in the unit.)
• What about you?
Ask the pupils to choose a profession and draw
Explain the task. Individual pupils use their own ideas or themselves in the uniform of the corresponding
the ideas in Ex. 5, to talk about what they want/don’t profession and write a few words about it.
want to do when they grow up.
e.g. When I grow up, I want to be a pilot.
(Suggested answer) Jimmy
When I grow up, I want to be a doctor. I want to have Note: For the next lesson, the pupils should know the
a big house. I don’t want to buy a boat. etc new words, as well as an exchange of their/your choice
from the dialogue (Ex. 1). Ask them to learn the patterns
6 Draw in your notebook. Then talk in Ex. 6.
with your friend.
Explain the task and read out the dialogue. Ask the Activity Book (Optional)
pupils to draw a picture of something they like (e.g. a Assign some of the activities from Unit 4a of the
sport, food, etc). Then, in pairs, the pupils look at their Activity Book as written H/W. If this is the case, make
partner’s picture and act out dialogues similar to the sure you do them first orally in class.
example. Go around the classroom monitoring the
activity. Ask some pairs to report back to the class.
31(T)
cook
astronaut alien chef pilot greengrocer baker mechanic
1 He’s an astronaut.
I fix cars.
He flies (fly) into
space. He flies into space.
They don’t sell vegetables.
2 He’s a ... Does she like fish?
He ... (sell) vegetables. Yes, she does./No, she doesn’t.
3 You’re fantastic!
How often do you 4 You’re a
play in concert? great dancer!
Thanks! I always
It’s half past dance when I sing.
Twice a week.
eleven!
5 Time to go!
6
Come again
soon. Bye!
A: XL, what time do you get up in the morning? Say a time, e.g. seven o’clock in the morning. Individual
B: I usually get up at quarter past ten. pupils say what they usually do at that time.
A: Quarter past ten? That’s late! Then, what do you do?
e.g. Teacher: seven o’clock in the morning
B: I have breakfast, then I swim in my pool.
Pupil 1: I usually get up at seven o’clock in the
A: And what do you do in the evening? morning. etc
B: Well, I go to the gym, of course. I always go to the
Note: For the next lesson, the pupils should know the
gym at six o’clock.
new words, as well as an exchange of their/your
A: At six?
choice from the dialogue (Ex. 1).
B: Yes, I go to the gym at six o’clock.
A: So what time do you go to bed, XL? Activity Book (Optional)
B: Oh, late. I always go to bed at half past twelve.
Assign some of the activities from Unit 4b of the
A: Half past twelve. That’s quite late.
Activity Book as written H/W. If this is the case, make
sure you do them first orally in class.
Extension
Pupils work in pairs. One plays the role of XL and the
33(T)
go to the gym go shopping get dressed visit study
1 3
2
1 2 A: What’s your
res
p a in t pictu favourite
3
a ♥
ith n umbers subject?
ork w
b ♥w lin B: Art.
4
p la y the vio
c ♥ rt A: Why?
p lay spo
5 d ♥
co m puter B: Because I love
se th e
e ♥u painting.
34
Module 2
A happy person
chorally and/or individually. Explain that ICT stands
Unit 4c
for Information and Communication Technology and
PE stands for Physical Education. Point to the words in
• Aims: to talk about free-time activities and
random order. Individual pupils say the words. Ask
school subjects, to develop the pupils’ listening
the rest of the class for verification.
and writing skills
• Vocabulary: Art, English, Geography, History, Pupils’ books open. Ask the pupils to open their
ICT, Maths, Music, PE, Science books at page thirty-four. Read the title of the unit
• Language focus and have pupils repeat after you. Elicit/Explain what
Structures: like + -ing the title means. Play the recording. The pupils listen
Language in use: What’s your favourite and repeat, chorally and/or individually. Check their
subject? Art. Why? Because I love painting pronunciation and intonation.
pictures.
• Pronunciation: \s\, \S\ 1 Read and complete in your
• Extra materials: School subjects poster notebook. Then listen and check.
Read the instructions and explain the task. Refer the
pupils to the pictures and ask them to tell you what they
BEGINNING THE LESSON
think the song is about (XL). Allow the pupils time to read
Greet the pupils as they arrive. and complete the task in their notebooks. Play the song.
The pupils listen to the song and check their answers.
(Activities to revise the language of Unit 4b.)
1 music 2 moon 3 rain 4 train
Write on the board: Wednesday, six o’clock, the morning,
Saturday, the afternoon, half past eight, Monday, the
evening, a quarter past ten, Thursday, night, a quarter to • Now sing along!
nine. Then draw three columns: Play the recording again. The pupils listen and sing
at on in along. Alternatively, ask the pupils to perform the
following actions:
I like playing music, (mime playing the guitar)
Individual pupils come to the board and put the And watching kids’ cartoons. (draw a square in the air)
words/phrases in the correct column. You can also I like eating sushi, (mime eating)
ask them to make sentences. And fishing on the moon! (mime fishing)
e.g. I always play football on Wednesday. etc I’m a happy kind of person, (wave your hands in the
air)
The pupils, in pairs, act out the exchanges from Ex. 1. I always laugh and smile. (use both thumbs and
If you have assigned any written homework, correct index fingers to draw a smile on your face)
it before beginning the lesson. I’m a happy kind of person, (wave your hands in the
air)
PRESENTATION & PRACTICE People like my style! (blow kisses and wave)
(Activities to present and activate the vocabulary of I like having picnics, (mime eating)
the unit.) And skipping in the rain. (mime skipping)
I like planting flowers, (mime planting flowers)
Listen, point and repeat. And riding in a train! (mime train motion)
POSTER
2 A happy pupil! Match in your
notebook. Then talk with your friend.
Pupils’ books closed. Put the School subjects poster Explain the task. The pupils look at the pictures. Ask the
on the board. Point to the subjects (Art, English, pupils what school subjects are shown in the pictures
Geography, History, ICT, Maths, Music, PE, Science), (PE, ICT, Music, Maths, Art) and read out the phrases
one at a time, and say the word(s). The pupils repeat and the dialogue. Explain any unknown words. Allow
34(T)
A happy person
them time to do the task in their notebooks. Check their (Suggested answer)
answers.
I love playing the piano. My favourite subject is Music. I
1 d 2 e 3 c 4 b 5 a want to be a famous pianist one day.
Refer the pupils to the dialogue and read out the Note: Once you have corrected their writing
exchange. The pupils, in pairs, act out similar dialogues. activities, guide your pupils on how to file them in
A: What’s your favourite subject? their Junior Language Portfolios.
B: PE.
A: Why? 5 Listen and say. Then read.
B: Because I like playing sport. (An activity to familiarise the pupils with the
A: What’s your favourite subject? pronunciation of the English language.)
B: ICT. Read the instructions and explain the task. Play the
A: Why? recording for the pupils to listen and repeat.
B: Because I like using the computer.
Draw the pupils’ attention to the \S\ and \s\ sounds.
A: What’s your favourite subject? Ask individual pupils to read out the sentence and
B: Music. correct their pronunciation.
A: Why?
B: Because I like playing the violin. etc Extension
Draw the following table on the board. Say the
READING & WRITING words. The pupils come to the board, write them in
(Activities to develop the pupils’ reading and writing the correct column and say the words. Ask the rest of
skills.) the class for verification.
English, smile, skip, study, dish, shoe, shop, fish, sell
3 Read and answer. Then listen and
read. wash Saturday
35(T)
Geography History ICT Maths Music PE Science
I love painting
pictureß. My
favourite
subject iß Art.
I want tø be a
famouß artist
one day. He washes his spaceship every
Saturday.
35
Module 2
: Listen and read. Put your seatbelt
No! Pixies on, Trog!
Nice car, boys! 2
Can I drive it? can’t drive!
I know, Pog!
3
4 Now, turn left and
stop at the red light!
36(T)
Go Green! 2: Mr Waste or Mr Green?
• Aims: to raise the pupils’ environmental
awareness, to talk about recycling and
2 Let’s sing!
saving energy Refer the pupils to the pictures and ask them to tell you
• Vocabulary: newspaper, bottle, recycling bin what they can see (Mr Green collects rubbish and
• Extra materials: pictures of different recycles it, while Mr Waste drops litter and pollutes the
recyclable materials and recycling bins from environment). Ask individual pupils to read out the
magazines, etc (Ex. 1) song lyrics. Play the song. The pupils listen to the song
and sing along.
37(T)
1 Read and say yes or no.
Mr Waste or Mr Green?
Are you dirty or
Are you clean?
Are you kind or
Are you mean?
Mr Waste or Mr Green? 37
1 Match the money to the country
in your notebook.
Extension
You can ask the pupils to do research and find other
countries that use dollars, euros and pounds (e.g.
dollars: Panama, Canada; euro: Greece, Poland, Italy,
Spain; pounds: Egypt, Gibraltar).
38(T)
Checkpoint: Units 3 - 4
• Aims: to consolidate Module 2, to obtain
feedback on individual pupils, to monitor
3 Answer about you. Write in your
the pupils’ progress
notebook.
Refer the pupils to the questions and explain the
task. The pupils read and answer the questions
Do a quick revision of what the pupils have learnt in about themselves in their notebooks.
the module.
(Suggested answers)
e.g. Teacher: What do we call the man that makes
1 Yes, there is./No, there isn’t.
bread?
2 Yes, I do./No, I don’t.
Pupil 1: A baker.
3 At eight o’clock.
Teacher: Where do we buy fruit and vegetables?
4 History.
Pupil 2: At the greengrocer’s.
Teacher: What are you wearing?
Now I can …
Pupil 3: I’m wearing a jumper and jeans.
Teacher: What’s your favourite school subject? Once all the exercises have been corrected, ask the
Pupil 4: Geography. etc pupils to tell you how they feel about the two units.
Ask if they can tell you what they have learnt and
Note: It is important that the pupils do not feel they
which exercises, stories or characters they liked the
are being tested. The rationale of this quick revision
best. Then, refer the pupils to the Now I can box and
is to make the pupils aware of their progress in the
read through it with them.
English language. Always praise the pupils’ efforts
and encourage everyone to participate. Note: Pupils can now do Modular Revision and
Assessment 2 in their Activity Books.
After this quick revision, the pupils work on their own
and do the exercises. Note: If you wish, you can do some or all of the
Reinforcement & Extension activities from the Teacher’s
1 Look, read and choose. Write in Resource Pack.
your notebook.
The pupils look at the picture, choose and write the
correct word in their notebooks.
1 cinema 3 police station
2 bank 4 post office
39(T)
1 Look, read and choose. Write in your notebook.
Yes … And
don’t forget the
It’s so nice Country Code!
3 here!
We must put 4
out the fire. We mustn’t
drop litter.
Right.
5 6
We mustn’t make
a lot of noise.
Watch out!
Look at that boat!
Greet the pupils as they arrive. 2 Read and say yes or no.
(Activities to revise the language of Unit 4.) Explain the task. Allow the pupils time to read the
Play the song A happy person from Unit 4c, encouraging dialogue again. Ask individual pupils to answer. Ask
the pupils to sing along. the rest of the class for verification.
(An activity to present and activate the vocabulary Read out the dialogue and point to the pictures in
of the unit.) turn. Repeat, this time inviting the pupils to complete
your sentences.
FLASHCARDS (43-47) e.g. Teacher: I love the …
Class: countryside! etc
Pupils’ books closed. Put the flashcards on the board.
Point to each flashcard, write the word(s) underneath, Note: If you wish, have the pupils close their books
and say the corresponding word(s). The pupils listen and during this activity.
repeat. Point to the flashcards and ask individual pupils
(Activities to present and practise must/mustn’t.)
to say the words. Ask the rest of the class for verification.
Remove the flashcards and hand them out to various 3 In the park! Look, match and say.
pupils. Ask the pupils to come to the board, put them Then write in your notebook.
above the correct word, and say the word/phrase.
Ask the rest of the class for verification. Pupils’ books closed. Say and then write on the
board: You must put out the fire! Underline the word in
Pupils’ books open. Ask the pupils to open their books bold. The pupils repeat after you. Explain that we use
at page forty. Read the title of the unit and have the must to say what we are obliged to do. Say, then
pupils repeat after you. Play the recording. The pupils write: You mustn’t drop litter! Underline the word in
listen and repeat. Check their pronunciation and bold. The pupils repeat after you. Explain that mustn’t
intonation.
40(T)
The Country Code
is the short form of must not and that we use it to say Extension
what we are not allowed to do.
Ask pupils to work in pairs or in groups. They write
Ask the pupils if they remember the Green Cross down more rules connected with the places. Ask a
Code (Unit 3c) and write the following prompts on pair/group to tell you their rules and write them on
the board: play, run, find a safe place to cross, stand the board. Ask the other pairs/groups to tell you any
and wait before we cross, listen to music when we other rules they have come up with.
cross, look both ways before we cross. Invite the
pupils to tell you what they must/mustn’t do when My Magic Files!
they are in the street.
(Suggested answers) Before going into class
41(T)
countryside put out a fire drop litter make a noise grass
You must put out the fire! You mustn’t (must not) make a lot of noise!
a
e
d
5
1
4
c
3
2
b
41
Module 3
a rash a headache
Aspirin, skin
You should all stay
cream, cough Yes,
Thank you, indoors. You
syrup ... doctor!
doctor. shouldn’t go outside!
PRESENTATION & PRACTICE Play the recording again with pauses for the pupils
to listen and repeat. Check their pronunciation and
intonation. Then, the pupils take roles and read out
Listen, point and repeat.
the dialogue.
(An activity to present and activate the vocabulary of
Read out sentences from the dialogue. Ask individual
the unit.)
pupils to tell the class who said each sentence.
POSTER e.g. Teacher: What’s the matter?
Class: Miss Dee! etc
Pupils’ books closed. Put the At the doctor’s poster Note: If you wish, have the pupils close their books
on the board. Point to the pictures, one at a time, during this activity.
and say the corresponding word(s). The pupils listen
and repeat, chorally and/or individually. Point to the (Activities to present and practise object pronouns.)
words in random order and ask individual pupils to
say the words. 3 Look, read and write in your
notebook.
Mime an illness. Individual pupils name the illness.
Pupils’ books open. Ask the pupils to open their books POSTER
at page forty-two. Read the title of the unit and have
the pupils repeat after you. Play the recording. The Pupils’ books closed. Say, then write: I am (Mrs Jones).
pupils listen and repeat, chorally and/or individually. Look at me! The pupils repeat after you. Underline the
Check their pronunciation and intonation. words in bold. Say, then write: That’s Sam. Look at him!
He’s a pupil. The pupils repeat after you. Underline the
42(T)
Yes, doctor!
words in bold. Follow the same procedure to present Child: Me!
the rest of the personal object pronouns. Explain that Doctor: Excellent! We should play outside as much
they are used after verbs. as we can, and go for walks. But if it rains
Put the At the doctor’s poster on the board. Point to the outside, be very careful. We shouldn’t run
boy with the rash, say, then write: He’s got a rash. He when it’s wet outside. It’s very dangerous!
should put some skin cream on it. Underline should. The Now let’s talk about…
pupils repeat, chorally and/or individually. Point to the
boy with the cold, say, then write: He’s got a cold. He
5 Now look and say.
shouldn’t go outside. Underline shouldn’t. The pupils Read the instructions and explain the task. Refer the
repeat, chorally and/or individually. Tell the pupils that pupils to the pictures in Ex. 4 and the example. Ask
shouldn’t is the short form of should not. Explain the form individual pupils to give advice based on Ex. 4.
and use of should. Explain that we use it to give advice. We shouldn’t watch too much TV.
Pupils’ books open. Ask the pupils to read the sentences We should wash our hands before we eat. etc
and the object pronouns in the grammar box. Read the
instructions and explain the task. Allow the pupils time to 6 Let’s play!
complete the task in their notebooks. Check their Brainstorm for what we should do when we are ill and
answers. write the ideas on the board.
2 him 3 them 4 her e.g. We should go to the doctor’s. We should take an
aspirin/some cough syrup. etc
4 Listen to the doctor and write yes
Ask the pupils to tell you which illness they associate
or no in your notebook.
with the above sentences. Read the dialogue and
Read the instructions. Refer the pupils to the title, explain the game. The pupils work in pairs. One mimes
pictures and the prompts. Explain/Elicit any unknown an illness and the other gives appropriate advice.
words. Play the recording, twice if necessary. The pupils Monitor the activity around the classroom. Ask some
listen and complete the task in their notebooks. Check pairs to report back to the class.
their answers.
e.g. A: What’s the matter?
1 yes 3 yes 5 yes B: (holding his/her head) I’ve got a headache.
2 no 4 yes 6 no A: You should take an aspirin. etc
6
What’s the matter?
I’ve got a
toothache.
1 2 3
You should go
4 5 to the dentist.
6
43
Module 3
vegetables
hands
• wash your ________ • eat a good _________
hands breakfast
• play __________
sports • drink a lot of ______
water
______
• wear warm clothes • eat fruit and ___________
vegetables
Put the At the doctor’s poster on the board. Point to a (Have the pupils march in a line, like soldiers, moving
picture, hiding the word with your hand. Ask a pupil to in time to the music.)
come to the board and write the word(s) near the Staying healthy’s really cool,
corresponding picture. Reveal the word so that the So listen to my golden rule:
pupil can check the spelling. Repeat the procedure Fruit and veggies every day
with as many pupils as you think is necessary. Keep the doctor far away!
Ask the pupils, in pairs, to act out the exchanges from Keep your body strong and fit, (bend down, touch
Exs 1 and 6. toes)
You must, you must look after it! (stretch up, arms in the
If you have assigned any written homework, correct
air)
it before beginning the lesson.
(Have the pupils march in line, like soldiers, moving in
PRESENTATION & PRACTICE time to the music.)
Staying healthy’s really cool,
(Activities to present and activate the vocabulary of
So listen to another rule:
the unit.)
Lots of sleep and exercise
Makes you healthy, rich and wise!
Listen, point and repeat.
2 Shoo, cold, shoo! Read and
FLASHCARDS (48-53) complete in your notebook. Then
say.
Pupils’ books closed. Put the flashcards on the
Read the instructions and explain the task. Explain to
board, one at a time. Point to each flashcard, write
the pupils that shoo means the same as go away.
the word underneath and say the corresponding
Refer them to the text and ask them to complete the
word. The pupils listen and repeat, chorally and/or
rules with the appropriate word in their notebooks.
individually. Point to the flashcards in random order
Tell them that the missing word appears as a mirror
and ask individual pupils to say the words. Ask the
image underneath the gaps in order to help them.
rest of the class for verification.
• play sports
Pupils’ books open. Write a big 44 on the board and
• wear warm clothes
ask the pupils to open their books at page forty-four.
• eat a good breakfast
Read the title of the unit and have pupils repeat after
• drink a lot of water
you. Play the recording. The pupils listen and repeat,
• eat fruit and vegetables 44(T)
Stay healthy!
Refer the pupils to the example at the bottom of the
poster. Read it out and ask individual pupils to make 5 Listen and say. Then read.
similar rules about the rest of the tips. (An activity to familiarise the pupils with the pronunciation
We should play sports. of the English language.)
We should wear warm clothes. Read the instructions and explain the task. Play the
We should eat a good breakfast. recording for the pupils to listen and repeat.
We should drink a lot of water.
We should eat fruit and vegetables. Draw the pupils’ attention to the \k\ and \tS\ sounds.
Ask individual pupils to read out the sentence and
READING & WRITING correct their pronunciation.
Allow the pupils time to write the text and draw their Assign some of the activities from Unit 5c of the
picture. Alternatively, you can ask the pupils to write the Activity Book as written H/W. If this is the case, make
text and draw their picture as part of their homework. sure you do them first orally in class.
(Suggested answer) Note: For the next lesson, the pupils can do Ex. 4
(Portfolio) at home.
We should drink a lot of water and eat vegetables
every day.
Note: Once you have corrected their writing activities,
guide your pupils on how to file them in their Junior
Language Portfolios.
45(T)
fit strong exercise rich sweets
Extension
BEGINNING THE LESSON Play the recording again with pauses for the pupils to
(Activities to revise the language of Unit 5c.) listen and repeat. Check their pronunciation and
intonation. Then, the pupils take roles and read out the
Play the song Stay healthy from Unit 5c, encouraging
dialogue.
the pupils to sing along.
46(T)
Yumville
words in bold. The pupils repeat after you. Elicit the use of
How many with countable nouns. Erase four coconuts. My Magic Files!
Ask the question again. Answer: Not many! The pupils
repeat after you. Draw simple sketches of 5 loaves of Before going into class
bread and follow the same procedure to present How
You need a cup that you can’t see through, a
much…?/A lot!/Not much! for uncountable nouns.
small sponge, or some tissue paper and some
Drill your pupils: strawberries. For a better effect, cut the sponge
so that it fits neatly in the bottom of the glass or
e.g. Teacher: honey
cup. Place the sponge tightly into the bottom
Pupil 1: How much honey? etc
of the cup. Then drop a few strawberries on top
Pupils’ books open. Ask the pupils to read the sentences of the sponge and you’re ready to go.
in the grammar box. Explain the task. Allow pupils time to
complete the task in their notebooks. Play the song. The Water to strawberries.
pupils listen and check their answers. Play the song
again. The pupils listen and sing along. Hold up the cup (Don’t let them look inside!). Pour a
small amount of water (about an inch) into the cup.
2 bread 4 coconuts 6 olive oil The sponge/tissue paper will absorb the water and stick
3 mangoes 5 peas 7 cheese to the sides of the cup. Blow into the cup, wave your
hand over it and say ‘Shazam’! Then tip the cup and let
4 Talk with your friend. the strawberries roll out!
Explain the task. Ask the pupils to identify the food If you are using a disposable plastic cup for the trick,
items. Explain that kg stands for the word kilogram just throw it away dramatically! Watch the look of
(kilo). Read out the example. In pairs, the pupils act surprise on everyone’s face! Be sure to practise this
out similar dialogues based on the pictures. Go before performing for an audience!
around the class monitoring. Ask some pairs to report
Note: Instead of strawberries, you can use anything
back to the class.
else you like, e.g. ice cubes, paper clips, nuts, etc.
A: Can I have some A: Can I have some
strawberries? lemons? ENDING THE LESSON
B: How many? B: How many?
A: One kilo, please. A: Two kilos, please. etc (An activity to consolidate the vocabulary and the
language taught in the unit.)
5 Rolly’s food! Look and choose. Ask the pupils to draw a fruit salad and write what’s
Write in your notebook. in it. Demonstrate this yourself first.
Read the instructions. Allow the pupils time to complete e.g. My Fruit Salad
the task in their notebooks. Check their answers. There are a lot of strawberries, bananas, etc.
1 a lot of 3 many 5 a lot of Note: For the next lesson, the pupils should know the
2 much 4 a lot of 6 a lot of new words, as well as an exchange of their/your choice
from the dialogue (Ex. 1). Ask them to learn the pattern
• Memory game! in Ex. 4.
Explain the game. Divide the class into two teams. Activity Book (Optional)
Allow time for both teams to look at the pictures in Ex. 5
before they close their books. The teams take turns Assign some of the activities from Unit 6a of the
talking about the food items. Each correct answer gets Activity Book as written H/W. If this is the case, make
one point. The team with the most points wins. sure you do them first orally in class.
47(T)
coconut olive oil grapes strawberry melon watermelon
• Memory game!
4 Talk with your friend.
There are a lot of mangoes.
A: Can I have some grapes?
B: How many?
A: Two kilos, please.
2 Kg 1 Kg
2 Kg
1 Kg
1 Kg
47
Module 3
plate jar
There’s so
much food!
Yummy!
To good health and
3 Here you are! 4
good friends.
BEGINNING THE LESSON Answer: Some jars of jam and some cartons of juice.
Listen, point and repeat. Read out the dialogue and point to the pictures.
Repeat, inviting the pupils to complete your sentences.
(An activity to present and activate the vocabulary
of the unit.) e.g. Teacher: This is a fantastic …
Class: meal! etc
POSTER
(Activities to present and practise some and any.)
Pupils’ books closed. Put the Meal time poster on the
board. Point to the items (plate, jar, carton, etc) and 3 What’s on the table? Look and
say the words. The pupils listen and repeat. Point to the complete in your notebook.
words again. Individual pupils say the words.
Pupils’ books closed. Say, then write on the board:
Pupils’ books open. Read the title of the unit and have There is some bread. Underline the word in bold. The
the pupils repeat after you. Play the recording. The pupils repeat after you. Explain that we use some in the
pupils listen and repeat. Check their pronunciation affirmative for both countable and uncountable nouns.
and intonation. Say and write on the board: Are there any eggs?
Answer: No, there aren’t any eggs. Underline the words
LISTENING & READING in bold. The pupils repeat after you. Explain that we use
any in the negative and interrogative for both
(Activities to develop the pupils’ listening and reading countable and uncountable nouns.
skills.)
Write, then say: There is a mango. There are 2, 3…
mangoes. There is some flour. There are 2, 3... packets
48(T)
Meal time
of flour. Underline the words in bold. The pupils repeat (Suggested answers)
after you. Elicit that we use a/an with countable nouns
Pupil 1: Is there any bread?
and some with uncountable nouns. Revise the use of
Pupil 2: No, there isn’t.
certain nouns with uncountable items to express
Pupil 1: Are there any strawberries?
quantity and write these nouns on the board (jar,
Pupil 2: Yes, there are.
carton, loaf, bottle, can, packet).
Pupil 1: Your shopping bag b. etc
Drill your pupils:
e.g. Drill 1 Teacher: flour
6 Let’s play!
Pupil 1: some flour etc Read the example and have a picture discussion
about what the pupils can see on the shelves (a bottle
Drill 2 Teacher: bread
of milk, a carton of milk, a packet of peas, a can of
Pupil 1: a loaf of bread etc
peas, bottles of cola, etc). Explain the game. Pupil 1 is
Pupils’ books open. Ask the pupils to read the sentences the customer and Pupil 2 is the shop assistant. Together
in the grammar box. Explain the task. Allow the pupils they act out exchanges similar to the one in the
time to complete the task in their notebooks. Check their example. Go around the classroom monitoring the
answers. activity. Ask some pairs to report back to the class.
3 are some 5 aren’t any 7 are some (Suggested answers)
4 is some 6 is some 8 aren’t any
Pupil 1: Can I have some peas, please?
Pupil 2: A packet or a can?
4 Listen and number in your
Pupil 1: A packet, please. etc
notebook.
Read the instructions and explain the task. Ask ENDING THE LESSON
individual pupils to describe what is in each bag. Play
(An activity to consolidate the vocabulary and the
the recording, twice if necessary. The pupils listen and
language taught in the unit.)
complete the task in their notebooks. Check pupils’
answers. Tell the pupils to draw a fridge/cupboard with food/
drink items in it and present it to the class.
Answers: a 2 b 3 c 1 d 4
e.g. Pupil 1: In my fridge there are five cans of cola,
TAPESCRIPT a carton of milk, some strawberries, etc
One: In my shopping bag, there’s a can of cola, a Note: For the next lesson, the pupils should know the
carton of juice and some limes. new words, as well as an exchange of their/your
Two: In my shopping bag, there’s a can of cola, a choice from the dialogue (Ex. 1). Ask them to learn
jar of jam and some mangoes. the pattern in Exs 5 and 6.
Three: In my shopping bag, there’s a bottle of cola,
a loaf of bread and some strawberries. Activity Book (Optional)
Four: In my shopping bag, there’s a can of
Assign some of the activities from Unit 6b of the
lemonade, a carton of milk and some
Activity Book as written H/W. If this is the case, make
lemons.
sure you do them first orally in class.
49(T)
lemonade cola flour
a b c d
p
e elves got u
What have th
s?
On the shelve
s or cakes?
Burgers, pizza
ot today!
No way! No! N
e,
It’s harvest tim
!
Shout hooray
ot today!
No way! No! N
h o ney, bea ns and peas!
There’s
• Now sing along!
2 Where are they? Match the items with the numbers in your
notebook. Then play with your friend.
Where is Mr Onion
in your picture?
He’s in the
5
cupboard.
1
4
3
50
Module 3
On the shelves
Unit 6c
Listen, point and repeat.
• Aims: to talk about food and location, to
develop the pupils’ listening and writing skills POSTER
• Vocabulary: pizza, beans, salad, green
pepper, pasta, salt and pepper, onion, Pupils’ books closed. Put the Meal time poster on
shopping list the board. Point to the items (pizza, beans, salad,
• Language focus green pepper, pasta, salt and pepper, onion), one
Structures: prepositions of place at a time, and say the corresponding word(s). The
Language in use: Where is Mr Onion in your pupils listen and repeat, chorally and/or individually.
picture? He’s in the cupboard. We’ve got
some beans, but we haven’t got any green Pupils’ books open. Write a big 50 on the board and
peppers or carrots. ask the pupils to open their books at page fifty. Read the
• Pronunciation: \Å\, \eU\ title of the unit and have pupils repeat after you. Play the
• Extra materials: Meal time poster, slips of recording. The pupils listen and repeat, chorally and/or
paper with the vocabulary of the previous individually. Check their pronunciation and intonation.
lesson (Beginning the Lesson)
1 What have the elves got up on the
shelves? Listen and choose.
BEGINNING THE LESSON Read the instructions and explain the task. Refer the
Greet the pupils as they arrive. pupils to the picture and ask them to tell you what food
items they can see on shelves A and B (A: cakes, burgers,
(Activities to revise the language of Unit 6b.)
pizzas, B: peas, beans, honey). Tell them that they are
Before going into class going to listen to the recording and find out which food
items (A or B) the elves have got. Play the song. The
Prepare slips of paper with the words the pupils listen to the song and check their answers.
pupils have learnt in the previous lesson.
Answer: B
Paul,
I need some things to make a salad. Shopping li
st
We’ve got some beans, but we haven’t green pepp
ers
got any green peppers or carrots. Can ...
you get some? There’s some cheese in ...
the fridge, but there isn’t any chicken. Can ...
you get some olive oil, too, please? There’s
some money on the table.
Thanks,
Mum
Mum,
We’ve got some
grapeß, but we
haven’t got any
appleß or bananaß.
Can you get some?
Thankß,
Tony Buy a bottle of coconut cola
from the shop, please!
51
Module 3
3 : Listen and read.
2
You shouldn’t eat
so many sweets!
Good
morning, Trog.
1
Good
Go away, morning, Pog.
Popsie! Grr!
4
3 Help!
What’s wrong?
You’ve got
red spots! Argh! I’ve got
red spots, too!
5 6
Oh, no!
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 to try and remember what the order. You can help them by playing the episode
previous episode was about (Pog and Trog driving again while they’re completing the task. Go around
their car into the lake.). Ask them if they remember the classroom monitoring the activity.
any of the phrases from that episode and ask them
to say them out loud (e.g. Nice car, boys! Can I drive
it? Put your seatbelt on, Trog! Now, turn left and stop
at the red light! I like driving our new car! You never
listen to me!).
52(T)
Go Green! 3: What colour is your food?
each category, based on the food’s colour, in their
• Aims: to raise the pupils’ environmental notebooks.
awareness, to talk about fruit and vegetables
and the vitamins they contain (Suggested answers)
• Vocabulary: vitamin, heart, potassium, iron strawberries bananas grapes oranges
• Extra materials: pictures of different red, red peppers corn beans carrots
green and yellow fruit and vegetables (from
magazines, etc) (Beginning the Lesson) ENDING THE LESSON
Ask the pupils, in pairs or groups, to make a poster for
BEGINNING THE LESSON all three fruit and vegetable category, based on their
colour. Tell them to stick or draw pictures of the
Put the pictures of different food items on the board, fruit/vegetables in each category. You can display
point to each one, and then elicit/say the word. their work somewhere in the classroom.
Explain to the pupils that fruit and vegetables are very
good for the human body because they give essential
elements to keep it healthy. Have a class discussion, in
L1 if necessary, on what the pupils know about the
vitamins different kinds of fruit/vegetables contain, e.g.
oranges and tomatoes contain vitamin C, carrots and
mangoes contain vitamin A, coconuts contain vitamin
E, etc. During this stage, elicit/explain the words:
vitamin, heart, potassium, iron.
53(T)
1 Read and write the colour in your notebook.
The ... group has The ... / yellow The ... group has
got a lot of vitamin group has got a lot got a lot of vitamin
C. Vitamin C of vitamin C and A, vitamin C,
protects us from vitamin A. Vitamin potassium and iron.
colds. This group is A is good for our Potassium and iron
good for our hearts, eyes and hair. are good for our
too. bodies.
53
London, England
We usua lly have a big
breakfast at the weekend.
We usua lly have eggs,
beans, sausages and toast.
Yummy!
Valencia, Spain
My favourite food is paella.
It’s rice with seafood. We eat
paella straight from the pan
with our wooden spoons!
It’s delicious!
Rabat, Morocco
Couscous is very popular
in Morocco. My mum makes
the best couscous sa lad!
She uses tomatoes, onions,
olive oil and … couscous, of
course!Why don’t you try it?
It tastes great!
1 Read and complete in your notebook.
1 He usually has a big breakfast at the ... .
2 Paella is rice with ... .
3 In the couscous salad, there are tomatoes, onions, couscous and ... .
54(T)
Checkpoint: Units 5 - 6
• Aims: to consolidate Module 3, to obtain
feedback on individual pupils, to monitor
3 Read and choose. Write A or B in
the pupils’ progress
your notebook.
Refer the pupils to the pairs of sentences (1-4) and
explain the task. The pupils read and choose the
Do a quick revision of what the pupils have learnt in correct sentence (A or B) from each pair.
the module.
1 B 2 B 3 A 4 A
e.g. Teacher: Tell me something we must do at home.
Pupil 1: We must help with the chores. 4 Give advice.
Teacher: I’ve got a toothache. What should I do?
Pupil 2: You should go to the dentist. Refer the pupils to the example and explain the task.
Teacher: How many trees are there in Yumville? The pupils read the problem and write the appropriate
Pupil 3: A lot! advice in their notebooks.
Teacher: Are there any cans of cola in your (Suggested answers)
fridge?
Pupil 4: Yes, there are. etc 1 You should go to the doctor.
2 You should take an aspirin.
Follow the same procedures to revise plurals; numbers
1-10; colours; introduce yourself; say how old you are. Now I can …
Note: It is important that the pupils do not feel they Once all the exercises have been corrected, ask the
are being tested. The rationale of this quick revision is pupils to tell you how they feel about the two units.
to make the pupils aware of their progress in the Ask if they can tell you what they have learnt and
English language. Always praise the pupils’ efforts which exercises, stories or characters they liked the
and encourage everyone to participate. best. Then, refer the pupils to the Now I can box and
After this quick revision, the pupils work on their own read through it with them.
and do the exercises. Note: Pupils can now do Modular Revision and
Assessment 3 in their Activity Books.
1 Look and write in your notebook.
Note: If you wish, you can do some or all of the
The pupils look at the pictures, unscramble the Reinforcement & Extension activities from the Teacher’s
letters and write the word in their notebooks. Resource Pack.
1 lime 3 coconut 5 olive oil
2 mango 4 grapes 6 beans
55(T)
1 Look and write in your notebook.
1 e i 4 s a r
m l g p e
2 m o i
g 5 e
o an l v
i o l
o c
3 6 e b
n o u n s
c t a
1 You ... drop litter in the street. 4 You ... wear a helmet
2 You ... keep off the grass when you ride your bike.
in the park. 5 You ... listen to your teacher.
3 You ... eat in class.
4 Give advice.
3 Read and choose. Write A
or B in your notebook. 0 I’ve got a toothache.
You should go to the dentist.
1 A Can I have a jar of bread? 1 I’ve got a cold. ...
B Can I have a loaf of bread? 2 I’ve got a headache. ...
2 A There isn’t some butter.
B There isn’t any butter.
3 A There are a lot of onions.
• talk about food
B There is much onions. • talk about rules
4 A Is there much salt in the food? • talk about illnesses
• give advice
B Is there many salt in the food?
55
Module 3
1 Match the shape to the instrument in your notebook.
3 4
rectangle
1 triangle
circle
2 5
square
oval
e
c
a
d
3 A drum B piano
56
Module 1 − Cross-Curricular Section
Our School
Music
2 Listen and choose. Write A or B in
• Aims: to talk about shapes and musical your notebook.
instruments
Read the instructions and explain the task. Play the
• Vocabulary: circle, square, triangle, rectangle,
recording, twice if necessary. The pupils listen and
oval, xylophone, wood block, maracas
write A or B in their notebooks. Check their answers.
• Language focus
Language in use: consolidation 1 B 2 A 3 A 4 A
• Extra materials: magazines (Ending the Lesson)
3 Over to you! Make your own
drum! Form a band – get together
BEGINNING THE LESSON with your classmates!
Read the title and explain to the pupils, in L1 if Read the instructions and explain the task. Refer the
necessary, that in this section they will be doing pupils to the picture and tell them to make their own
activities based on some of the other subjects they drum at home, using an empty instant-coffee tin and
study in school. Allow them some time to go through decorating it with colourful paper. (You may want to
the section and become familiar with it. show them how it is done, step-by-step, by bringing
in an empty instant-coffee tin yourself, as well as
PRESENTATION & PRACTICE some colourful wrapping paper.) Ask the pupils to
have their drums ready for the next lesson, and tell
(Activities to familiarise the pupils with shapes and
them they are going to form a band with their
musical instruments.)
classmates and give a performance.
56(T)
Our School
ICT ENDING THE LESSON
Write the following computer words on the board
• Aims: to talk about computers and ask the pupils to unscramble the letters and say
• Vocabulary: speakers, mouse, screen, the correct word.
printer, keyboard, print, type, sound, move
• Language focus U S M O E (MOUSE)
Language in use: consolidation C N E R E S (SCREEN)
• Extra materials: large piece of thick paper A O R E K D B Y (KEYBOARD)
(Ex. 2) T E I P N R R (PRINTER)
S A E E K S P R (SPEAKERS)
57(T)
1 Look, read and write in your notebook.
1 We use this to see what is on 4 We use this to listen to
our computer. screen sounds and music from our
2 We use this to print words and computer.
pictures. 5 We use this to move around the
3 We use this to type words into screen.
our computer.
PRINTER
SPEAKERS
SCREEN
MOUSE
KEYBOARD
57
Module 2 − Cross-Curricular Section
1 Read and complete in your notebook.
2
Wash your hands with soap and water
Wash your hands for 20 seconds – the time it
takes to sing the Germbuster song! Wash your hands all the time
Wash your hands all the time If you want to feel fine!
Use some soap
• after you sneeze or cough
• after you go to the bathroom To wash your hands,
• before and after you eat Use hot water if you can!
• before you touch your eyes, mouth or nose Wash your hands all the time
If you want to feel fine!
58
Module 3 − Cross-Curricular Section
Our School
Health Education
2 Let’s sing!
Refer the pupils to the song. Ask individual pupils to
read it out and explain/elicit any unknown words.
Play the song. The pupils listen to the song and sing
along. Ask the pupils to time themselves every time
they wash their hands by singing the song.
58(T)
1 Read and compete the family tree in your notebook.
1 2
my grandpa my grandma
Jake Jill
3 4 5 6
7
8
9
my brother
my sister
Tom my cousin
Anna Brett
59
2 Read and complete in your notebook. Then match.
b e
d
c
a
30
56
28
20
15 61
99
25
11
48 50
88 65 83
74
What’s number
twenty-five?
It’s a scarf.
2 3
Halloween, Halloween,
Halloween tonight!
Costumes, pumpkins,
Trick or treat,
To give your friends
a fright –
62
Happy Halloween!
Optional Unit
3 Let’s play!
• Aims: to talk about Halloween
• Vocabulary: use pumpkins to make Before going into class
jack-o’-lanterns, put on scary costume, play
Photocopy the pumpkin and the pumpkin
‘trick or treat’
nose template from the Teacher’s Resource
• Language focus
Pack and stick the pumpkin on the wall.
Language in use: Happy Halloween!
• Extra materials: enlarged photocopy of
pumpkin and pumpkin nose template from Tell the pupils that you are going to play a game.
the Teacher’s Resource Pack (Ex. 3) Show them the pumpkin that you have stuck on the
wall and show them the pumpkin’s nose. Explain the
game and demonstrate with one of the pupils. Put a
This unit is optional. It is designed to be taught just blindfold on the pupil and spin him/her around and
before Halloween. around (carefully). Take the pumpkin nose, give it to
the blindfolded pupil and ask him/her to try to stick it
BEGINNING THE LESSON on the pumpkin’s face. Repeat with other pupils. The
pupil that comes the closest to the correct spot on
Play the Halloween song from Ex. 2 as the pupils are
the pumpkin poster is the winner and can get a
arriving. Greet them by saying Happy Halloween!
sweet as a treat.
1 Read.
Pupils’ books closed. Have a class discussion about
what we usually do when we celebrate Halloween
and what comes to mind when they hear the word
Halloween. Ask the pupils to tell you how they spend
Halloween.
Pupils’ books open. Write a big 62 on the board and
ask the pupils to open their books at page sixty-two.
Point to the illustrations in your book and ask the pupils
what they can see in each one. Ask individual pupils to
read out the sentences. Explain/Elicit any unknown
words. Ask the pupils if they celebrate Halloween in the
same way in their country.
2 Let’s sing!
Play the recording. The pupils listen and follow along.
Play the recording again. The pupils listen and sing
along.
62(T)
Happy Halloween!
63(T)
4 Help the children go to the haunted
house. Read and say True or False.
63
1 Let’s make a New Year’s rattle!
64(T)
Happy New Year!
ENDING THE LESSON
4 Look, read and say yes or no.
(An activity to consolidate the language of the lesson.)
Read the instructions and explain the task. Refer the
pupils to the picture and the sentences (1-6). Allow Before going into class
them some time to read the sentences. Ask individual
pupils to read out a sentence and then say yes or no Bring in pieces of thick paper.
according to what they can see in the picture. Ask the
rest of the class for verification. Provide each pupil with a rectangular piece of thick
1 yes 3 no 5 no paper. Ask the pupils to fold it in half and make a
2 yes 4 no 6 yes New Year’s card to offer a classmate. Write a sample
text on the board for the pupils to copy, as follows:
5 Read and answer the questions in
To: ...
your notebook.
Happy New Year!
Read the instructions and explain the task. Read the
invitation aloud and explain/elicit what a New Year’s From: ...
Eve party is. Allow the pupils some time to read the
invitation again and answer the questions in their
Tell the pupils they can decorate their card with
notebooks. Check their answers.
drawings, stickers, ribbons, etc. If you wish, while the
1 31 December 3 25 Apple Street pupils are making their cards, play the song from
2 8 in the evening 4 Emily Hall Ex. 2. Before leaving the classroom, the pupils offer
one another their cards and wish each other Happy
6 Portfolio: Make an invitation for a New Year!
New Year’s Eve party at your house.
Ask the pupils to write an invitation for a New Year’s
Eve Party at their house. Tell them to use the invitation
in Ex. 5 as a model. Allow the pupils some time to write
their invitation. Alternatively, you can ask the pupils to
write the invitation as part of their homework.
(Suggested answer)
Please come to our New Year’s Eve Party.
It’s on 3st December from 9 in the evening.
Our house is at 16 Elm Street.
Please call John White at 438-6128 by 27 December.
Note: Once you have corrected their writing activities,
guide your pupils on how to file them in their Junior
Language Portfolios.
65(T)
4 Look, read and say yes or no.
65
Fun Time Starter
1 Choose the odd one out. Write in your notebook.
Lost Cat
Our 1) cat, Bella, is missing. Please help us find
her. Bella is black and 2) white. She’s got blue
3) eyes. Bella is very friendly and great with
4) children. If you find her, please 5) call us at
555-4678 or email us at findourcat@gmail.com
a 1 ten b
2 twenty c
j 3 thirty
4 forty
d
5 fifty
i
6 sixty
7 seventy e
h
8 eighty
9 ninety f
g
10 a hundred
5 Copy the form in your notebook and complete it. Then talk with
your friend and complete it with information about him/her.
Last Name: …
Age: …
Dear Tom,
Hello. How are you? Let me tell you about my best friend, Bill.
Bill is nine years old and he goes to my school. We are in the same class. Bill
is tall and slim. He’s got short dark hair and green eyes. Bill isn’t from the UK.
He’s from Germany but he lives in London now. Bill’s favourite subject is
Maths and he’s really good at sports, too! He likes burgers just like me. In his
free time, Bill plays football. His favourite football team is Manchester United!
What about you? Please write and tell me about your best friend.
Bye for now,
George
2 Write to Tom about your best friend. (See Fun Time Key)
) is m y d o g , Rooney. He
This 1 ) has got long
rs o ld . H e 3
2) is four yea H e 4 ) has got big
cu rly ta il.
ears and a la c k n o se. He has go
t
nd a b
brown eyes a is b o d y a nd his tumm
y
n5 ) h
brown hair o y!
6) my Roone
is white! I love
1 is are has
2 has have is
3 have has is
4 has got have got is
5 your her his
6 I my you
1 3 5
2 4 6
1 2 3 4
A B
1 2 3
4 5 6
B
and Klara. Alicia is sitting
A
opposite a boy. Klara is sitting
between two boys. She isn’t Alicia
C
sitting next to Jake. Jake is
D
sitting next to Amy. Colin is
E
sitting next to the window. Amy
is sitting opposite Klara. Scott
isn’t sitting next to the window.
(See Fun Time Key)
72
3
3 Find eight differences. Then say.
A B
1 2 3
4 5 6
73
Fun Time 4
1 Read and complete in your notebook. Then match the clocks
to the pictures.
1 a 3 f
2 c
Sam 1) wakes (wake) He 2) gets (get) He 4) goes (go) to
up at half past seven. dressed, and 3) has school at quarter to
(have) breakfast at nine.
eight o’clock.
a
c e
b d f
4 e 5 b 6 d
In the afternoon, Sam
Lessons 5) start Sam usually 6) finishes
7) does (do) his homework.
(start) at nine o’clock. (finish) school at half
Then, at quarter to eight
past three.
he 8) watches (watch)
his favourite programme
on TV.
2 In groups, prepare a similar project about what you
usually do on a weekday. Present it to the class.
74 (See Fun Time Key)
4
3 Make sentences in your notebook.
2 the TV
I in never afternoon. watch
I never watch TV in the afternoon.
3 Sundays. She always room her on
cleans
)
Saturday is my favourite day. 1 On
k 3) in
Saturdays I get up 2) at ten o’cloc
. Then
the morning and I have breakfast
friends.
I go to the park and play with my
d 5) in
4) At one o’clock I have lunch an
the afternoon I watch TV. 6) In the
evening I go to the cinema with my
k
friends. I go to bed 7) at ten o’cloc
8) at night.
75
Fun Time 5
1 Read and write in your notebook.
76
5
3 Complete in your notebook. Then match.
1 2
Tell Ben
3 I can’t meet him 4
for lunch.
77
Fun Time 6
1 Read and write in your notebook.
A: Have you got all the food for the party, Troy?
B: No, but I’ve got 1) some lemonade and
2) some cola.
A: Have you got 3) any pizza?
B: No, I haven’t got 4) any pizza, but I’ve got
5) some burgers.
A: Do you need 6) any ice cream?
B: No, I don’t need 7) any ice cream, but
I need 8) some sausages for the hot-dogs.
A: Mmm … hot-dogs! I love hot-dogs!
79
Evaluation
1 Read and choose A or B. Write in your notebook.
Ex. 4, p. 61
Ex. 5, p. 67
A: What’s number fifty-six?
(Suggested answers)
B: It’s a bike.
First Name: Linda
A: What’s number twenty-eight?
Last Name: White
B: They’re pyjamas.
Age: 10
A: What’s number fifteen? Address: 45 Pine Road
B: It’s a skateboard. Name of School: Green School
Phone Number: 555-3291
A: What’s number twenty?
B: It’s a carpet.
A: Hello, can I borrow a book from the library?
A: What’s number eighty-eight? B: Yes, of course. What’s your name?
B: It’s a double-decker bus. A: Linda
B: And your last name?
A: What’s number sixty-five?
A: White
B: It’s a clock.
B: How old are you?
A: What’s number seventy-four? A: 10
B: They’re grapes. B: What’s your address?
A: 45 Pine Road
A: What’s number forty-eight?
B: Where do you go to school?
B: It’s a chair.
A: Green School
A: What’s number ninety-nine? B: And what’s your phone number?
B: It’s a guitar. A: 555-3291
A: What’s number thirty?
B: It’s a bus-stop.
Fun Time 1
A: What’s number sixty-one?
B: It’s a bath. Ex. 1, p. 68
A: What’s number eleven? 1 Bill
B: It’s a violin. 2 nine
A: What’s number fifty? 3 He’s tall and slim. He’s got short dark hair and
B: It’s a table tennis table. green eyes.
4 He’s from Germany.
A: What’s number eighty-three? 5 His favourite food is burgers.
B: They’re gloves. 6 He plays football.
81(T)
Fun Time Key & Tapescripts
Ex. 2, p. 68 A: No, she hasn’t.
B: Has she got fair hair?
(Suggested answer)
A: No, she hasn’t.
Dear Tom, B: It’s Wendy Hall!
Hello. How are you? Let me tell you about my best
friend, Helen.
Helen is ten years old and she goes to my school. Fun Time 2
We are in the same class. Helen is short and slim.
She’s got long dark hair and brown eyes. Helen isn’t Ex. 2, p. 70
from the UK. She’s from India but she lives in London,
2 In picture A, Lee is mopping the floor. In picture
now. Helen’s favourite subject is Geography and
B, Lee isn’t mopping the floor. He is setting the
she’s good at Maths, too. She likes pizza just like me.
table.
In her free time, Helen plays computer games. Her
3 In picture A, Mona is setting the table. In picture
favourite are adventure ones!
B, Mona isn’t setting the table. She is watering
What about you? Please write and tell me about
the flowers.
your best friend.
4 In picture A, Alvin is doing the ironing. In picture
Bye for now,
B, Alvin isn’t doing the ironing. He is washing the
Jane
dishes.
5 In picture A, Harry is washing the dishes. In
Ex. 3, p. 68
picture B, Harry isn’t washing the dishes. He is
(Suggested answers) mopping the floor.
6 In picture A, Emma is washing the dishes. In
B: Has she got short hair.
picture B, Emma isn’t washing the dishes. She is
A: No, she hasn’t.
setting the table.
B: Has she got brown hair?
A: No, she hasn’t.
Ex. 4, p. 71
B: It’s Tina Smith!
(Suggested answer)
A: She’s got short hair.
B: Has she got short brown hair? There are 6 rooms. My room is blue. There is a bed, a
A: No, she hasn’t. bookcase, a computer and a desk. My sister and I do
B: Has she got curly hair? the chores.
A: No, she hasn’t.
B: It’s Lisa Harris!
A: She’s got long hair.
Fun Time 3
B: Has she got long fair hair?
Ex. 1, p. 72
A: No, she hasn’t.
B: Has she got straight hair? 1 yes 3 yes 5 no
A: No, she hasn’t. 2 no 4 yes 6 yes
B: It’s Betty Morris!
Tapescript
A: She’s got straight hair.
B: Has she got long straight hair? 1 There’s a supermarket opposite the park.
A: Yes, she has. 2 There’s a sweet shop next to the cinema.
B: Has she got fair hair? 3 There’s a restaurant next to the sweet shop.
A: No, she hasn’t. 4 There’s a school opposite the baker’s.
B: It’s Kelly Adams! 5 There’s a house between the cinema and the
school.
A: She’s got short hair.
6 There’s a park opposite the restaurant.
B: Has she got short straight hair?
82(T)
Fun Time Key & Tapescripts
Ex. 2, p. 72 Fun Time 6
A Jake C Colin E Scott
B Amy D Klara Ex. 4, p. 79
A: Where’s the green box?
Ex. 3, p. 73 B: In front of the fridge.
2 In picture A, there’s one cap. In picture B, there A: Where’s the yellow box?
are two caps. B: In the cupboard.
3 In picture A, there’s one dress. In picture B, there
are two dresses. A: Where’s the blue box?
4 In picture A, there are two boxes. In picture B, B: On the cupboard.
there’s one box. A: Where’s the pink box?
5 In picture A, there are two coats. In picture B, B: Under the table.
there’s one coat.
6 In picture A, there are two balls. In picture B, A: Where’s the grey box?
there’s one ball. B: Behind the chair.
7 In picture A, there’s one train. In picture B, there
are two trains.
8 In picture A, there’s one pair of pyjamas. Evaluation
In picture B, there are two pairs of pyjamas.
Ex. 2, p. 80
Ex. 4, p. 73 1 watermelon
1 f 3 e 5 c 2 baseball
2 b 4 a 6 d 3 post office
4 coat
5 stomachache
Fun Time 4
Ex. 2, p. 74
(Suggested answer)
I usually wake up at seven. I get dressed and have
breakfast at half past seven. I go to school at quarter
past eight. Lessons start at half past eight. I usually
finish school at four o’clock. In the afternoon, I do my
homework. Then, at eight o’clock I watch my favourite
programme on TV.
Fun Time 5
Ex. 2, p. 76
1 (No)
2 (Yes) You should brush your teeth after meals.
3 (No) You shouldn’t drink too much cola.
4 (Yes) You should visit the dentist often.
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 • Pupil’s 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
• Where are they from?
They’re from Greece.
• What does uncle Fergus
look like? He’s got a big
nose. What’s he like?
He’s very funny!
• Can you clap your hands
behind your back?
Yes, I can.
• Can you help me with my
homework? Sorry, I can’t.
I’m writing an email.
• What’s he doing?
He’s playing badminton.
Draw how you feel!
very well OK not very well very well OK not very well very well OK not very well
• Excuse me, where’s the
bank? It’s opposite the
post office.
• How much is this coat,
please? It’s ninety-three
pounds, nine.
• Do you like football?
Of course I do! I play
football every day!
• What’s your favourite
subject? Art. Why?
Because I love painting
pictures.
• I eat fruit every day.
Draw how you feel!
very well OK not very well very well OK not very well very well OK not very well
• You mustn’t drop litter.
• What’s the matter?
I’ve got a toothache.
You should go to the
dentist.
• Can I have some grapes?
How many? Two kilos,
please.
• Is there any juice?
Yes, there is.
Draw how you feel!
3 Look, read and complete. Then act 3 Read and find the stickers! Then
out. play with your friend.
Read the instructions and the example, and Read the instructions and explain the task. Ask the
explain the task. Allow the pupils time to complete pupils to find the corresponding stickers, one at a
the task. Check their answers. Then the pupils act time, and show them to you for verification before
out the exchanges. sticking them on the page. Then play the game.
Divide the class into pairs/groups. Ask the pupils to
2 I’m washing the car. use a coin, a pencil sharpener, a rubber, etc as a
3 I’m doing my homework. marker and place it on the Start sign. Teams or
4 I’m making lunch. pairs take it in turns to select a number by throwing
a dice, spinning a spinner, etc, and then move
along the board according to the number. The
pupils must say the sentence the picture in the
square they land on illustrates. A correct answer
allows the pupils to stay where they are, whereas
an incorrect one means that they must move one
space backwards.
94(T)
Activity Book (Key & Instructions)
Unit 2c – A wonderful time Modular Revision and Assessment 1
Do a quick revision of what the pupils have learnt in
1 Listen and number. this module. Praise their efforts at this stage of the
Ask pupils to look at the pictures and say what lesson and encourage everyone to participate. Ask
the people are doing. Explain the task and play the pupils which parts of the module they enjoyed
the recording twice if necessary. The pupils the most and why.
listen to the sounds and complete the task.
Do all the exercises on pages 20 and 21 orally in
Check their answers.
class. Then, allow the pupils to work on their own
Molly 4 Trevor 3 Allison 5 Bruce 2 and complete the exercises in writing. Alternatively,
you can assign the exercises as written homework.
• Now ask and answer. Check the pupils’ answers and have them add up
In pairs, pupils ask and answer questions their total marks. Give them the Pupil’s Self-Assessment
concerning the pictures. Form for Module 1 and help them to complete it. Now,
the pupils are ready to take Module Test 1 in the
(Suggested answers)
Teacher’s Resource Pack.
A: What is Molly doing?
B: She is playing table tennis. 1 Look and write.
A: What is Trevor doing? 1 Spain 2 Italy 3 Poland
B: He is playing basketball.
A: What is Allison doing?
2 Look, read and complete.
B: She is playing the violin. 1 baseball 3 tennis
2 basketball 4 hockey
A: What is Bruce doing?
B: He is playing the drums.
3 Read and underline.
2 What are they doing? Join the dots 1 has 3 through 5 His
and write. Then colour. 2 has 4 can’t
Explain the task to the pupils. Give them enough
time to complete it. Check pupils’ answers.
4 Write sentences.
1 Is John washing the dishes?
1 ... is playing the violin.
2 Are Ben and Kate tidying their rooms?
2 ... is playing the drums.
3 Sue isn’t setting the table.
3 ... is playing the guitar.
4 Are Lyn and Lee playing tennis?
5 Alex isn’t playing basketball.
3 Rhyme time! Read and circle.
6 Tom is riding his bike.
Read the instructions and explain the task. Read
through the example then allow the pupils a 5 Read and match.
short amount of time to complete the exercise.
1 d 2 e 3 b 4 a
Check their answers.
Answers: Yes No 6 Listen and draw lines.
1 Mark – riding a bike
4 Look, read and write yes or no.
2 James – reading a book
Ask the pupils to look at the picture and write 3 Sam – playing basketball
yes next to the statements that are correct and 4 Katy – playing tennis
no next to the statements that are incorrect.
2 no 3 no 4 yes 5 yes
95(T)
Activity Book (Key & Instructions)
TAPESCRIPT 4 She’s at the greengrocer’s.
5 He’s at the baker’s.
Narrator: Look at the picture. There is one
6 She’s at the butcher’s.
example.
Girl: What’s Jenny doing? 2 What’s wrong? Look, read and
Man: She’s playing tennis. write.
Girl: Has she got long straight hair?
Read the instructions and explain the task.
Man: Yes, she has.
Refer the pupils to the pictures and allow them
Narrator: Can you see the line? Now, you listen time to look at them and complete sentences
and draw lines. 2-3 by finding out what is wrong in each
picture. Check their answers.
One
Man: Can you see Mark? 2 There are sausages in the post office.
Girl: Is he playing basketball? 3 There is fruit in the pet shop.
Man: No, he isn’t. He’s riding his bike.
Two
3 Listen and draw lines.
Man: Can you see James? Read the instructions and explain the task. Play
Girl: No, where is he? the recording, twice if necessary. The pupils
Man: He’s sitting under the tree. He’s reading listen and complete the task. Check the pupils’
a book. answers.
Girl: Oh yes, I can see him now.
butcher’s – opposite the baker’s
Three hotel – between the baker’s and the police
Girl: Where’s Sam? station
Man: He’s playing basketball. Can you see bank – between the greengrocer’s and the post
him? office
Girl: Is he wearing glasses? cinema – next to the post office
Man: Yes, he is.
TAPESCRIPT
Four
Girl: What does Katy look like? Narrator: Listen and draw lines. Listen and
Man: She’s got short curly hair. look. There is one example.
Girl: Is she playing tennis?
A: Put the butcher’s opposite the baker’s.
Man: Yes, she is.
B: Opposite the baker’s?
A: Yes. The butcher’s is opposite the
7 Look, read and write yes or no.
baker’s.
1 yes 3 no 5 yes
2 no 4 yes Narrator: Can you see the line? Now you listen
and draw lines.
A: Put the hotel between the baker’s
MODULE 2 and the police station.
Unit 3a – In town B: Where’s the hotel?
A: Between the baker’s and the police
1 Where are they? Match and write. station.
Read the instructions and explain the task. Allow A: Put the bank between the
the pupils time to complete the task. Check their greengrocer’s and the post office.
answers. B: Sorry? Where’s the bank?
A: Between the greengrocer’s and the
2 He’s at the park. post office.
3 She’s at the clothes shop.
96(T)
Activity Book (Key & Instructions)
A: Put the cinema next to the post office. As an extension, you can ask the pupils to act
B: Next to the post office? out similar dialogues using the clothes flashcards
A: Yes. The cinema is next to the post from the unit.
office.
4 Read, count and circle.
4 Read and colour. Ask the pupils to look at the school items and their
Read the instructions and explain the task. Allow prices. Revise telling the prices by asking individual
them time to read and colour the objects. Check pupils to tell you how much each item costs. Read
their answers. the instructions and explain the task. Ask the pupils
to read the example, and tell them to read the rest
On the left: a red basketball, an orange teddy
of the sentences and choose the appropriate
bear, a brown camera
sum (A, B or C). Allow the pupils some time to do
On the right: a yellow basketball, a green
the calculations and check their answers.
camera
2 C 3 C 4 B 5 B
3 Look, read and find the stickers! 2 Read and complete. Then act out.
Read the instructions and explain the task.
Read the instructions and explain the task. Ask
Refer the pupils to the dialogue and the
the pupils to look at the pictures (1-4) and read
missing sentences (A-C). Allow them time to
the speech bubbles. Tell them to find the
read and complete the dialogue with the
corresponding stickers, one at a time, and
missing sentences. Upon completion of the
show them to you for verification before sticking
task, the pupils, in pairs, act out the dialogue.
them on the page. Then pupils in pairs act out
Go around the classroom monitoring the
the short dialogue.
97(T)
Activity Book (Key & Instructions)
activity. Ask some pairs to report back to the 3 Make sentences.
class.
Read the example and explain the task to the
1 C 2 A 3 B pupils. Give them enough time to complete it.
Check the pupils’ answers.
3 Rhyme time! Read and circle.
2 She doesn’t play football.
Read the instructions and explain the task. 3 They don’t like sausages.
Read through the example then allow the 4 I play the piano every day.
pupils a short amount of time to complete the 5 My mum drives a red car.
exercise. Check their answers. 6 They don’t go to bed late.
Answers: No Yes
4 Write questions and answers.
4 Look, read and choose A, B or C. Read the example and explain the task. Give
Read the instructions and explain the task. Refer the pupils enough time to complete it and
the pupils to the town map and to Paul’s note to check their answers.
Jack. Allow them time to read the note, follow 2 A: Does he like animals?
the directions and find the right house. B: Yes, he does.
• Jill’s house is C. 3 A: Do they live in London?
B: No, they don’t.
• Now read again and write yes or no.
4 A: Do you eat cereal for breakfast?
Read out the example and explain the task. B: Yes, I do.
Refer the pupils back to the note in Ex. 4 and
allow them time to read it again and write yes
or no next to the sentences 2-4. Check their
answers. Unit 4b – XL in concert!
2 no 3 yes 4 no 1 Colour the pairs.
Ask the pupils to take out their coloured pencils.
Unit 4a – A space trip Explain that they should find the pairs and choose
a different colour for each pair.
1 Read and complete. Then find the (couple walking down the street) – go shopping
stickers! (young man in gym) – go to the gym
Read the instructions and explain the task. Ask (man ringing a doorbell) – visit my friends
the pupils to find the corresponding stickers, (man putting on a sweater) – get dressed
one at a time, and show them to you for
verification before sticking them on the page. 2 Make sentences.
2 an astronaut 5 a pilot Read through the example with the pupils and
3 a greengrocer 6 a mechanic explain the task. Give pupils enough time to
4 a baker complete the task. Check their answers.
2 Do you often play tennis?
2 Read and circle. 3 We always stay in this hotel.
Revise the prepositions into, at, to, in and on. 4 She isn’t usually late.
Make sure the pupils understand when to use 5 Does she sometimes work in the evenings?
these words. Explain the task to the pupils. Give 6 I don’t usually get up early.
them enough time to complete it. Check their
answers.
2 to 3 in 4 on
98(T)
Activity Book (Key & Instructions)
3 Read and complete. Use at, in, on. 2 Listen and match. Then write.
Revise the use of at, in and on. Then explain Explain the task. Play the recording twice if
the task and give the pupils enough time to necessary. Once the pupils have done the
complete it. Check pupils’ answers. matching, give them enough time to complete
the sentences. Check pupils’ answers.
2 in 3 at 4 in 5 at
Sally – mechanic
4 Let’s play! Peter – pilot
Vicky – chef
Read through the example with the pupils. Explain
the game and ask the pupils to get into pairs. 2 Sally wants to be a mechanic, because
Make sure that pupils understand that they each she loves fixing cars.
need to take turns asking questions. Give pupils 3 Peter wants to be a pilot, because he
enough time to complete the task. Go around the loves flying.
classroom monitoring the activity. 4 Vicky wants to be a chef, because she
loves cooking.
e.g. A: What time do you get up?
B: At half past seven.
TAPESCRIPT
A: What time do you go to school?
B: At half past eight. Teacher: OK, everyone. Let’s talk about what
A: Are you Lee? you want to be when you grow up.
B: Yes, I am. Jim? What do you want to be?
Jim: I want to be a baker.
B: What time do you get dressed?
Teacher: A baker? Really?
A: At eight.
Jim: Yes, my dad’s a baker, too. And I
B: What time do you do your homework?
love making cakes.
A: At quarter past five.
Teacher: That’s nice. A family of bakers!
B: Are you Mona?
A: Yes, I am. Teacher: Sally? What about you?
Sally: Well, I love fixing cars, so I want to be
A: What time do you do your homework?
a mechanic.
B: At half past four.
Teacher: Fixing cars, Hmm … interesting!
A: What time do you go to school?
B: At quarter past eight. Teacher: Peter? Do you want to be a chef?
A: Are you Harry? Peter: No, Miss. I want to be a pilot. I love
B: Yes, I am. etc flying!
Vicky: I want to be a chef, Miss.
Teacher: Yes, Vicky! Why?
Unit 4c – A happy person Vicky: I love cooking!
1 Read and write the subjects. 3 Rhyme time! Read and circle.
Go through the sentences and explain/elicit
Read the instructions and explain the task.
any unknown words. Explain the task and give
Read through the example and then allow the
the pupils enough time to complete the puzzle.
pupils a short amount of time to complete the
Check their answers.
exercise. Check their answers.
1 PE 6 MATHS
Answers: No Yes
2 ENGLISH 7 MUSIC
3 HISTORY 8 GEOGRAPHY
4 Read, choose and complete.
4 ART 9 SCIENCE
5 ICT Explain the task to the pupils. Give them enough
time to complete it. Check pupils’ answers.
99(T)
Activity Book (Key & Instructions)
2 A 4 B 6 A 5 Read and tick (✓).
3 C 5 C 7 A
1 I always drink milk for breakfast.
• Now write about you. 2 He doesn’t usually drive to work.
3 I get up at half past eight.
The pupils in class or at home write about 4 She goes shopping on Saturdays.
themselves.
(Suggested answer) 6 Read and answer.
My name is Tom. I’m nine years old. I live in Rome, 1 They’re sixteen pounds, fifteen pence.
Italy. I go to San Giovanni Primary School. Lessons 2 They’re eight pounds, ninety-nine pence.
start at half past eight and finish at three. My
favourite subjects are Maths and Art. In my free- 7 Listen and write. There is one
time I like playing football with my friends and example.
going to the cinema. I always have lunch with my Read the instructions and explain the task. Play
family on Sundays. the recording, twice if necessary. The pupils
listen and complete the task. Check the pupils’
answers.
Modular Revision and Assessment 2
1 32 2 tennis 3 mechanic 4 7:30
Do a quick revision of what the pupils have learnt in
this module. Praise their efforts at this stage of the TAPESCRIPT
lesson and encourage everyone to participate. Ask
the pupils which parts of the module they enjoyed Look at the example. Listen and write.
the most and why. Man: Hello! Can I ask you some questions,
Do all the exercises on pages 34 and 35 orally in please?
class. Then, allow the pupils to work on their own Woman: Yes, of course.
and complete the exercises in writing. Alternatively, Man: What’s your name?
you can assign the exercises as written homework. Woman: Emily Hall.
Man: Hall? Can you spell that, please?
Check the pupils’ answers and have them add up Woman: H-A-L-L.
their total marks. Give them the Pupil’s Self-Assessment Man: OK.
Form for Module 2 and help them to complete it. Now,
the pupils are ready to take Module Test 2 in the Narrator: Can you see the answer? Now, listen
Teacher’s Resource Pack. and write.
Man: How old are you, Miss Hall?
1 Look and write. Woman: I’m thirty-two.
1 f 3 g 5 h 7 d Man: Thirty-two? All right.
2 c 4 b 6 a 8 e Man: And what’s your favourite sport?
Woman: My favourite sport… let me see …
2 Look, read and circle. tennis. Yes, I like tennis.
Man: And what do you like doing in your
1 Science 2 ICT 3 Music free time?
Woman: Oh dear! Let me think. What do I like
3 Write the plurals. doing? Well, I like going to the gym.
1 scarves 3 coats 5 socks Man: Going to the gym? OK.
2 glasses 4 dresses 6 slippers Man: And what do you do, Miss Hall?
Woman: I fix cars. I’m a mechanic.
4 Look, read and underline. Man: A mechanic? Great.
Man: And what time do you start work?
1 next to 3 opposite Woman: I usually start work at half past seven
2 next to 4 between in the morning.
100(T)
Activity Book (Key & Instructions)
Man: Half past seven? That’s very early! 4 Write rules for your room.
OK. Thanks, Miss Hall.
Read the instructions and explain the task. Ask
8 Read and write the word. the pupils to write rules for their room and read
them out for the rest of the class. Provide any
Read the instructions and explain the task. necessary help with the vocabulary.
Allow the pupils time to complete the task.
Check the pupils’ answers. (Suggested answers)
MODULE 3
Unit 5b – Yes, doctor!
Unit 5a – The country code
1 Read, look and make sentences.
1 Read and find the stickers! Revise illnesses as well as the use of should/
Read the instructions and explain the task. Ask the shouldn’t. Read the instructions and the example,
pupils to read the rules, find the corresponding and then explain the task. Allow them time to
stickers, one at a time, and show them to you for complete the task and check their answers.
verification before sticking them on the page.
2 You should go to the dentist.
3 You should put some skin cream on.
2 Look and say. 4 You shouldn’t eat chocolate.
Read the instructions and explain the task. Refer
the pupils to the picture and ask individual 2 Listen and tick (✓) the right box.
pupils to read out the list of dos and don’ts.
Ask the pupils to read the questions and look
Explain/Elicit any unknown words. Read out the
at the pictures. Tell them they have to listen
example and ask the pupils to make sentences
carefully and tick the right box according to
about what they must/mustn’t do in a storm.
what they hear. Play the recording, twice if
(Suggested answers) necessary. The pupils listen and complete the
task. Check their answers.
• You mustn’t stand near bikes, umbrellas or
anything metal. 1 C 2 B
• You mustn’t go in a boat.
• You mustn’t stand under a tree. TAPESCRIPT
• You must stay in your house.
Narrator: What’s the matter with Pat?
As an extension, you can have a discussion, in
A: What’s the matter, Pat?
L1 if necessary, about safety in storms.
B: Oh, I feel terrible!
A: Have you got a headache?
3 Read and write. B: No.
Read the instructions and explain the task. Read A: Have you got a toothache?
out the rules and ask the pupils to write them in B: No, I’ve got a stomachache.
the correct place. Check their answers. A: Oh, dear. I hope you feel better soon!
In the swimming pool: You mustn’t eat before Narrator: What should Paul do today?
you swim. You must have a shower before you
A: I’ve got a cold, Mum.
swim.
B: You shouldn’t go swimming, Paul.
In the forest: You mustn’t pick flowers. You must A: I know, Mum.
put out camp fires. You must keep to the path. B: And you can’t go to the park today.
101(T)
Activity Book (Key & Instructions)
A: OK, Mum. 3 Rhyme time! Read and circle.
B: You should stay in bed and take some
cough syrup. Read the instructions and explain the task. Read
through the example, then allow the pupils a
3 Read and complete. Use: eat, go, short amount of time to complete the exercise.
play, buy, drive, have. Check their answers.
Read the instructions and explain the task. Allow Answers: No Yes
the pupils time to complete the sentences with
should/shouldn’t and the appropriate verb. 4 Read and complete the letters.
Check their answers. Write one word for each space.
2 They should have 5 You should go Read the instructions and explain the task.
3 He shouldn’t play 6 You should buy Refer the pupils to the letters and read out the
4 You shouldn’t drive example. Allow them time to read the letters
and complete the missing words. Check their
4 Read and circle. answers. Then, individual pupils read out the
letters.
Revise object pronouns. Read the instructions
and explain the task. Ask the pupils to read the 2 should 5 to 8 Miss
letter and allow them time to circle the correct 3 cough 6 is
object pronoun. Check their answers. 4 me 7 you
1 him 3 it 5 her
2 them 4 you Unit 6a – Yumville
1 Complete the puzzle.
Unit 5c – Stay healthy!
Read the instructions and explain the task. Allow
1 Look, read and complete. the pupils time to complete the task. Check their
answers.
Read the instructions and explain the task.
Refer the pupils to the pictures and allow them Down
time to read the speech bubbles. Ask them to 2 WATERMELON 3 OLIVE OIL
unscramble the letters and fill in the gaps with Across
the missing words. Check their answers. 4 LIME 7 STRAWBERRIES
2 rich 3 veggies 4 strong 5 COCONUT 8 ONION
6 GRAPES
2 What does Kim say to Bill? Read
and complete. There is one extra 2 Read and underline. Then act out.
sentence. Revise the use of many, much and a lot of. Explain
Read the instructions and explain the task. the task to the pupils and give them enough time
Refer the pupils to the dialogue and the to complete it. Check their answers. Then, the
missing sentences (A-D). Allow them time to pupils act out the dialogues in pairs.
read and complete the dialogue with the 2 many, A lot 5 a lot of
missing sentences, pointing out that there is 3 a lot of 6 much, much
one sentence they do not need to use. Check 4 much
their answers. Then, the pupils act out the
dialogue in pairs. 3 Read and choose.
1 D 2 A 3 C Explain the task to the pupils. Give them enough
time to complete it. Check the pupils’ answers.
2 B 3 A 4 B 5 A 6 B
102(T)
Activity Book (Key & Instructions)
4 Listen and colour and draw. B: Under the table. Right.
A: Then, I want you to colour the lemon
Ask the pupils to take out their red, yellow, green under the table black.
and black pencils/crayons. Read the instructions B: A black lemon under the table.
and explain the task. Play the recording, twice if That’s funny.
necessary. The pupils listen and complete the
task. Check their answers.
lemon in basket – red Unit 6b – Meal time
lemon behind the chair – yellow
lemon between the watermelon and the 1 Look and write.
coconut – green Ask the pupils to look at the pictures and say
lemon under the table – black the names of the items. Then explain the task
and give them enough time to complete it.
TAPESCRIPT Check pupils’ answers.
Narrator: Look at the picture. Listen and look. 3 cheese 5 olive oil
There is one example. 4 an egg 6 honey
A: Can you see the lemon in the tree?
B: Yes, I can. 2 Look and complete.
A: Colour it blue. Explain the task to the pupils and give them
B: The lemon in the tree – blue. OK. enough time to complete it. Check pupils’
Narrator: Can you see the blue lemon? This is answers.
an example. Now you listen and 2 bread 4 flour 6 milk
colour and draw. 3 orange juice 5 lemonade
A: Can you see the lemon in the
basket? 3 Read and circle.
B: Pardon? Which lemon? Revise the use of some, a(n), and any with the
A: The lemon in the basket. pupils. Then, explain the task. Give pupils enough
B: Aah, yes. time to complete the task. Check their answers.
A: Colour it red. Colour the lemon in the
basket red. 2 any 4 a 6 any
3 any 5 some
A: Now find the lemon behind the
chair. 4 Read and write some or any.
B: The lemon behind the chair? Oh, yes.
A: Colour it yellow. Explain the task. Give pupils enough time to
B: Yellow? OK. complete it. Check their answers.
A: Good. 2 any 3 any 4 some
A: Look at the lemon between the
watermelon and the coconut. 5 Now read again and answer.
B: Sorry? Which lemon? Allow the pupils time to read through the text
A: The lemon between the watermelon again and write the answers to the questions in
and the coconut. Colour it green. their books. Check their answers.
B: Green?
A: Yes. 1 No, he doesn’t.
2 fruit, fish and vegetables
A: Now I want you to draw a lemon. 3 He’s got chicken, potatoes and peas for
B: OK. That’s good. dinner. There are some strawberries and
A: Yes, I want you to draw a lemon honey, too.
under the table.
103(T)
Activity Book (Key & Instructions)
Unit 6c – On the shelves 2 Rhyme time! Read and circle.
Read the instructions and explain the task.
1 Find the stickers! Then ask and Read through the example then allow the
answer. pupils a short amount of time to complete the
Read the instructions and explain the task. Ask exercise. Check their answers.
the pupils to find the corresponding stickers,
Answers: No Yes
one at a time, and show them to you for
verification before sticking them on the page.
3 You’ve got £3 for a sandwich! Look
Read the example aloud. Explain the task and at the menu below and choose.
tell the pupils that they will be working in pairs.
Explain the task to the pupils. Give them a few
Give them enough time to complete the task.
minutes to think about what they are going to
Monitor the activity around the classroom,
put in their sandwich with the 3 pounds that
providing any necessary help. Ask some pairs to
they have. Then, give them enough time to
report back to the class.
complete the task. Check pupils’ answers.
(Suggested answers)
(Suggested answers)
A: What’s for breakfast today?
1 In my sandwich there is bread, a burger,
B: Cereal.
cheese, egg, onion and green peppers.
A: What’s for lunch?
2 It’s three pounds.
B: Hot dogs.
3 I haven’t got any change.
A: It’s Tuesday.
B: What’s for breakfast today?
A: Eggs. Modular Revision and Assessment 3
B: What’s for dinner?
Do a quick revision of what the pupils have learnt in
A: Chicken and peas.
this module. Praise their efforts at this stage of the
B: It’s Wednesday.
lesson and encourage everyone to participate. Ask
A: What’s for breakfast? the pupils which parts of the module they enjoyed
B: Milk and biscuits. the most and why.
A: What’s for lunch?
Do all the exercises on pages 48 and 49 orally in
B: Salad.
class. Then, allow the pupils to work on their own
A: It’s Thursday.
and complete the exercises in writing. Alternatively,
B: What’s for lunch? you can assign the exercises as written homework.
A: Hot dogs.
Check the pupils’ answers and have them add up
B: What’s for dinner?
their total marks. Give them the Pupil’s Self-Assessment
A: Pizza.
Form for Module 3 and help them to complete it. Now,
B: It’s Friday.
the pupils are ready to take Module Test 3 in the
A: What’s for lunch? Teacher’s Resource Pack.
B: Burger and chips.
A: What’s for dinner? 1 Read and write their names.
B: Pasta and cheese.
1 Tony 2 Mark 3 Patrick
A: It’s Saturday.
B: What’s for breakfast? 2 Look, read and choose.
A: Eggs.
1 B 2 B 3 A 4 B 5 A
B: What’s for dinner?
A: Pizza.
3 Read and choose.
B: It’s Sunday. etc
1 A 2 B 3 A 4 B 5 B
104(T)
Activity Book (Key & Instructions)
4 Read and underline. Board Game 1
1 a lot of 4 many 7 any 1 Pupil’s own answer.
2 some 5 any 8 much 2 over
3 much 6 a lot of 3 like
4 Pupil goes back to Start.
5 Look, read and complete. 5 suggested answers: aeroplane, doll, car, robot
6 wash the dishes
1 can 3 big 5 carton
7 badminton
2 packet 4 orange juice
8 Pupil goes back to Start.
9 doing
6 Listen and write the letters in the
10 curly hair
boxes. There is one example.
11 Pupil’s own answer.
1 F 2 E 3 D 4 A 5 C 12 Pupil goes back to Start.
13 Pupil sings the song.
TAPESCRIPT 14 skateboard
15 can
Narrator: Listen and look. There is one example.
16 Pupil’s own answer.
What are Ben’s friends having for lunch?
17 Pupil goes back to Start.
Girl: Jill loves vegetables, so she’s having
18 got
a salad for lunch today.
19 drums
Narrator: Can you see the letter B? Now listen
and write the letter.
Girl: Nick doesn’t like vegetables, but he Board Game 2
likes meat. He’s having hot dogs for 1 suggested answers: chef, greengrocer,
lunch. mechanic, baker
Girl: Sam likes hot dogs, too. But he’s not 2 Pupil goes back to Start.
having hot dogs today. He’s having 3 flies
chicken! 4 pyjamas
5 Pupil sings the song.
Girl: Anna doesn’t like chicken, but she 6 Pupil goes back to Start.
loves pizza! She’s having pizza for 7 go
lunch today. 8 baker’s
Girl: Kim doesn’t want pizza today. She 9 where is
wants beans. She is having beans for 10 suggested answers: cinema, hotel, restaurant,
lunch! bank
11 Geography
Girl: Bill likes beans too, but he’s having 12 Pupil goes back to Start.
pasta for lunch today. Pasta is his 13 pilot
favourite food. 14 suggested answers: Art, ICT, Maths, History
15 get dressed
7 Read and complete: bad, soon, 16 Pupil goes back to Start.
sleep, home, shouldn’t, aspirin. 17 much
1 home 3 sleep 5 soon 18 favourite
2 aspirin 4 shouldn’t 19 Pupil sings the song.
105(T)
Activity Book (Key & Instructions)
Board Game 3
1 suggested answers: mango, melon,
strawberry, lemon
2 vegetables
3 some
4 Pupil goes back to Start.
5 Pupil sings the song.
6 strawberry
7 Pupil goes back to Start.
8 many
9 jar
10 suggested answers: green pepper, peas,
beans
11 Pupil goes back to Start.
12 loaf
13 strong
14 suggested answers: a cold, a stomachache, a
rash, a toothache
15 matter
16 toothache
17 Pupil goes back to Start.
18 carton of orange juice
19 Pupil sings the song.
106(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.
107(T)
Play 1 – The Magic Mirror!
Outline: Talking about physical appearance:
• Am I old?
Emma, Harry, Mona, Lee and the Magic Forest • I’ve got a …
characters are back in the Magic Forest. Alvin
receives a parcel from the U.S.A. which turns out to Talking about ability:
be a magic mirror. Alvin looks into the magic mirror • Can you see through a wall?
and sees a funny reflection of himself. Then the mirror • What can you do?
magically helps Mona, Emma, Harry and Lee to meet • I can clap …
Super Gran and talk about her super powers. Useful phrases:
• This is for you. • Cool.
Characters: • What is it? • Show me.
Emma Harry • It’s from … • Catch me if you can!
Mona Lee • Look after my mirror. • Hey wait for us!
Willow Alvin • What’s happening?
Erlina Pigeon
Super Gran Audience Vocabulary:
• mirror • skateboard
Props: • old • head
Magic mirror • fat • lift
• big • double-decker bus
Structures/Functions: • nose • wall
• ride
Greetings:
• Hello! • Bye
• Nice to see you again! • See you later!
108(T)
Play 1 – The Magic Mirror!
Pupil 1: (mimes jumping) 5 For the song of Act 2, ask the pupils to listen and
Pupil 2: Can you jump over a tall repeat the words after you. Play the song,
giraffe? encouraging the pupils to join in with the actions.
Pupil 1: Yes I can! etc.
I’ve got a super grandma, (point to yourself)
3 Show the backdrop. Have a class discussion I call her Super Gran! (thumbs under armpits as
about the Magic Forest and the characters who if holding straps)
live there. Can you ride a skateboard on your head?
(mime riding skateboard and patting head)
e.g. Teacher: (pointing to the backdrop)
My super granny can! (one arm up, hand into a
Where is this forest?
fist, the other next to chest like superman when
Pupil 1: In Fairyland!
he flies)
Teacher: What kind of a forest is it?
Pupil 2: It’s a magic forest! etc. Oh, my granny! (clap hands to the rhythm)
I’ve got a Super Gran.
(Activities to familiarise the pupils with the lyrics
She’s a super duper grandma
of the songs.)
And I call her Super Gran!
4 Ask the pupils to take out one of their character
I’ve got a super grandma, (point to yourself)
cutouts: Alvin, Erlina, Harry, Lee, Mona, Emma and
I call her Super Gran! (thumbs under armpits as
Willow. Ask them to sing along with the whole class
if holding straps)
but when it’s time to say the name of the
Can you lift a double-decker bus? (mime picking
character they are holding, they have to stand up
a heavy object)
holding their character and sing as loud as they
My super granny can! (one arm up, hand into a
can. Every time they hear “and me” in the chorus,
fist, the other next to chest like Superman when
the whole class must stand up and sing as loudly
he flies)
as possible!
109(T)
Play 1 – The Magic Mirror!
Script & Stage Directions
(We can see Willow, Alvin and Erlina in Pigeon: (flies onto stage, carrying a package)
the Magic Forest. Enter: Harry, Emma, Coo! Coo! This is for you, Alvin! It’s from
Mona and Lee.) the USA.
Emma: What is it?
Emma: (entering the forest) Hi, Alvin!
(the characters gather round while the
Mona: (entering the forest) Hi, Willow!
package is turned upside-down to
Lee: (entering the forest) Hi, Erlina!
show the mirror)
Alvin: Hello, everyone! It’s nice to see you
Lee: (addresses the audience) What is it?
again!
Audience: A mirror!
Harry: (addressing the audience) Hello,
Lee: (disappointed) Oh, a mirror.
everyone! Nice to see you!
Alvin: (He addresses the audience) Yes, but
Audience: Nice to see you, too!
what kind of mirror is it?
Mona: It’s nice to be back in Fairyland!
Audience: A magic mirror!
Willow: Is it nice to be back in Fairyland,
Mona: A magic mirror? Wow!
children?
Emma: Why is it a magic mirror?
All: YES!
Willow: Look in the mirror, Alvin!
Erlina: Wow! Let’s sing! (addressing the
Erlina: (addresses the audience) Look in the
audience) Come on, everybody!
mirror, everybody!
(They all join in the song together)
Alvin: (Alvin looks in the mirror, then
It’s nice to be back addresses the audience) Am I old?
At school again. Audience: Yes!
It’s nice to be back Alvin: Am I fat?
With all my friends! Audience: Yes!
Alvin: Have I got a big nose?
Alvin, Erlina,
Audience: Yes!
Harry and Lee!
Harry: Oh, Alvin, you’re so funny!
Mona and Emma,
Willow and me! Erlina: Hey Alvin, let’s go!
Alvin: See you later. Look after my mirror! Bye!
It’s nice to be back
(exit Alvin and Erlina)
In Fairyland!
(the mirror begins to shake)
It’s nice to be back,
Mona: Harry! Lee! Emma! Look at the mirror!
So let’s all chant!
Emma: Oh, no! What’s happening?
110(T)
Play 1 – The Magic Mirror!
Scene 2
(The characters are on stage. We Super Gran: Show me! (audience clap hands
can see Super Gran in front of the behind back) Can you sing?
mirror. She “steps out” and talks to All: YES!
the children.) Super Gran: (addresses audience) Can you?
Audience: YES!
Lee: Who are you?
Super Gran: (addresses audience) OK, then! Sing
Super Gran: I’m Super Gran! Hello!
with me! (everyone joins in the song)
All: Hello!
Mona: Super Gran? Why? I’ve got a super grandma,
Super Gran: Can you ride a skateboard on your I call her Super Gran!
head? Can you ride
All: No! A skateboard on your head?
Super Gran: (addressing the audience) Can you? My super granny can!
Audience: No!
Oh, my granny!
Super Gran: I can! Can you lift a double-decker
I’ve got a Super Gran.
bus?
She’s a super duper grandma
All: No!
And I call her Super Gran!
Super Gran: (addressing the audience) Can you?
Audience: No! I’ve got a super grandma,
Super Gran: I can! Can you see through a wall? I call her Super Gran!
All: No! Can you lift
Super Gran: (addressing the audience) Can you? A double-decker bus?
Audience: No! My super granny can!
Super Gran: I can!
Super Gran: (lifts the mirror with ease) Come on,
Lee: Cool!
everyone! Catch me if you can!
Super Gran: What can you do?
(she flies off stage with the mirror, the
Harry: I can clap my hands behind my back!
others follow, laughing)
Super Gran: (addresses audience) Can you clap
All: Hey, wait for us! (they all exit)
your hands behind your back?
Audience: YES!
111(T)
Play 2 – Meet XL!
Outline: Useful phrases:
• Are you ready for some fun?
The children are magically transported to a spaceship • Let’s go to…
where they meet Andy the astronaut. Together they go • Let’s cross the road.
to Planet Rox and meet XL, a famous alien rock star! • You’re a great dancer!
• Join in, everyone!
Characters: • Fantastic.
Alvin Lee • I know!
Erlina XL
Emma Andy Vocabulary:
Mona Audience • astronaut • concert
Harry • spaceship • cross
• fly • road
Structures/Functions: • space • gym
Talking about professions/routines: • alien • sing
• I’m an astronaut. I fly into space. • famous • guitar
• What does he do? • rock star
• I go to the gym every day. • planet
BEFORE THE PLAY e.g. Teacher: Pick one card from the
top row and one from
(Activities to familiarise the pupils with the the bottom row. Do they
language of the play.) match?
(pupil selects ‘pilot’ and
Before going into class ‘fixes cars’)
Prepare six A5 cards with the following Team A, Pupil 1: A pilot fixes cars. No, a
sentences: He flies planes./He cooks in a pilot doesn’t fix cars, he
restaurant./He sells vegetables./He bakes flies planes!
bread./He fixes cars./He flies into space. Teacher: Sorry! Put the cards
You’ll also need the following flashcards: back!
astronaut, chef, pilot, greengrocer, baker (pupil selects
and mechanic. Cover the words at the ‘astronaut’ and ‘flies
back. into space’)
Team B, Pupil 1: An astronaut flies into
space. Yes!
1 Pin the flashcards of the professions on the
Teacher: That’s right! You can
board (make sure the word is hidden) and
keep the cards! etc.
underneath, in jumbled order, place the cards
that you have prepared. Divide the class into 2 Play “XL says” with the class: Tell everyone to
two teams. Ask a pupil from team A to come to stand up. Tell the class that they will hear
the board and pick one card from the top row various commands that they have to follow.
and one from the bottom row. If they match, They must follow the commands only if they
the team keeps the cards – if not they have to first hear “XL says”. If they don’t hear “XL says”
put them back. The team with the most cards and they follow the command, they are out of
wins! the game and have to sit down. You can
revise language from The Green Cross Code
song for this game. Demonstrate this yourself
first, then choose a pupil to act as leader.
112(T)
Play 2 – Meet XL!
e.g. Teacher: XL says listen! Use the Green Cross Code
(pupils hold their hands next to When you cross the road: (mime walking)
their ears) Stop, look and listen! (stand to attention, click
Teacher: XL says look! heels together – hands next to the ears – then
(pupils hold their hands above hands above the eyes)
their eyes)
Find a safe place to cross,
Teacher: Look left!
Then stand and wait! (stamp one foot down
(pupils should stand still, if not
and stand to attention)
they are out of the game) etc.
Use your ears, use your eyes, (point to ears,
3 Show the backdrop. Have a class discussion point to eyes)
about space and the spaceship. Look left, look right! (turn head left, then right)
e.g. Teacher: (pointing to the spaceship) Do not cross the road (wag your index finger)
What’s this? Until it is safe!
Pupils: It’s a spaceship! Walk across, never run, (mime walking carefully)
Teacher: Who flies into space in this And look both ways! (turn head left, then right)
space ship?
5 I like playing music, (mime playing the guitar)
Pupils: Andy the astronaut!
And watching kids’ cartoons. (draw a square
Teacher: Does Andy know any aliens?
in the air)
Pupils: Yes!
I like eating sushi, (mime eating)
Teacher: (pointing to the picture of XL)
And fishing on the moon! (mime fishing)
Who does he know? Who’s this?
Pupils: XL! I’m a happy kind of person, (wave your hands
Teacher: Who is XL? in the air)
Pupils: He’s a famous rock star! I always laugh and smile. (use both thumbs
Teacher: (pointing to a planet) What’s and index fingers to draw a smile on your face)
this? I’m a happy kind of person, (wave your hands
Pupils: A planet. etc. in the air)
People like my style! (blow kisses and wave)
(Activities to familiarise the pupils with the lyrics
of the song.) I like having picnics, (mime eating)
And skipping in the rain. (mime skipping)
4 Ask the pupils to listen and repeat the words
I like planting flowers, (mime planting flowers)
after you. Play the song, encouraging the
And riding in a train! (mime train motion)
pupils to join in with the actions.
113(T)
Play 2 – Meet XL!
Script & Stage Directions
Meet XL!
Scene 1
(Andy is on stage alone, he addresses Erlina: (addresses the audience) Do you want
the audience.) to meet XL?
Audience: Yes!
Andy: Hello, everyone!
Andy: OK! Let’s go to Planet Rox.
Audience: Hello!
All: Yeah! (Andy presses some buttons)
Andy: My name’s Andy. I’m an astronaut. Are
Andy: This is Planet Rox!
you ready for some fun?
Lee: Where is XL?
Audience: Yes!
Andy: Over there, in concert!
Andy: Do you want to see the children?
Mona: Let’s cross the road. Come on,
Audience: Yes!
everybody! Sing!
Andy: (shouts off-stage) Magic mirror! Help
(everyone joins in the singing, all the
me, please!
characters on stage do the actions
(Alvin, Erlina, Harry, Lee, Mona and
before crossing the road)
Emma enter in a flurry, sounding
surprised) Use the Green Cross Code
Lee: Wow! We’re in a spaceship! When you cross the road:
Andy: Hi. I’m Andy. I’m an astronaut. Stop, look and listen!
Alvin: (addressing the audience) What is he?
Find a safe place to cross,
Audience: An astronaut!
Then stand and wait!
Andy: I fly into space.
Use your ears, use your eyes,
Alvin: (addressing the audience) What does
Look left, look right!
he do?
Audience: He flies into space! Do not cross the road
Harry: Do you know any aliens? Until it is safe!
Andy: Of course I do! Look, that’s XL. (points Walk across, never run,
to a picture in his spaceship) And look both ways!
Emma: XL? Who’s XL?
Andy: Ready? Let’s go and meet XL! (they all
Andy: He’s a famous rock star! Do you want
exit stage right)
to meet him?
114(T)
Play 2 – Meet XL!
Scene 2
115(T)
Play 3 – A Day in Yumville!
Outline: Useful phrases:
• What are these?
The children go with Alvin to Yumville, an underground • What’s in the cartons?
oasis, to help the elves at harvest time. They meet Rolly • We need your help.
and, after helping with the harvest, they all enjoy a • Let’s start work!
wonderful feast together. • Let’s pick the coconuts!
• No way!
Characters: • Yummy!
Alvin Harry
Erlina Lee Vocabulary:
Emma Rolly • honey • milk
Mona Audience • beans • carton
• peas • bottle
Structures/Functions: • coconuts • jar
Talking about professions/routines: • mangoes • pizza
• There is/There are a lot of … • strawberries • burger
• How many/How much … . • lemons • chips
• orange juice • jam
BEFORE THE PLAY 3 Play Fruit Salad with the class: divide the class
into coconuts, mangoes or lemons. Everyone
(Activities to familiarise the pupils with the sits in a circle. The teacher stands in the middle
language of the play.) and begins the game by saying:
e.g. There are a lot of coconuts today! All the
Before going into class
coconuts change seats, and whoever is
Bring in the pictures of food and drink items. left without a chair continues the game
by standing in the middle. If the person in
the middle says Fruit Salad!, everyone has
1 Shuffle the pictures and turn them upside down.
to change seats!
Write two columns on the board: How much?
(all the coconuts change seats, meanwhile
and How many? Divide the class into two teams.
the Teacher finds a seat in the circle)
Ask a pupil from team A to come to the front,
choose a card, and place it on the board in the Pupil 1: There are a lot of lemons today!
correct column. Each correct answer scores a (all the lemons change seats)
point. The team with the most points wins. etc.
e.g. Team A, Pupil 1: (pupil selects ‘jam’) (Activities to familiarise the pupils with the lyrics
How much jam! (places of the song.)
it in the corresponding
4 Ask the pupils to listen and repeat the words
column)
after you. Play the song, encouraging the
Teacher: Correct! One point!
pupils to join in with the actions.
2 Show the backdrop. Have a class discussion
(have the pupils march in a line, like soldiers,
about Yumville, the people who live there,
moving in time to the music)
what grows there etc.
Staying healthy’s really cool,
e.g. Teacher: (pointing to the backdrop) So listen to my golden rule:
What is this place? Fruit and veggies every day
Pupil 1: Yumville! Keep the doctor far away!
Teacher: What kind of trees can you see?
Pupil 2: Coconut trees! etc.
116(T)
Play 3 – A Day in Yumville!
Keep your body strong and fit, (bend down, Got up on the shelves? (cross arms over chest,
touch toes) then hold out both hands in front)
You must, you must look after it! (stretch up, arms Burgers, pizzas or cakes?
in the air)
No way! No! Not today! (cross hands quickly in
(have the pupils march in line, like soldiers, front of one another)
moving in time to the music) It’s harvest time,
Staying healthy’s really cool, Shout hooray! (hands in the air)
So listen to another rule: No way! No! Not today!
Lots of sleep and exercise There’s honey, beans and peas! (cross hands
Makes you healthy, rich and wise! quickly in front of one another)
5 What have the elves (right arm outstretched,
then left)
A Day in Yumville!
Scene 1
(Rolly is waiting Stage Right for the Keep your body strong and fit,
others to arrive. He’s jumping up and You must, you must look after it!
down with excitement.)
Staying healthy’s really cool,
Alvin: (entering with Mona, Emma, Harry, Lee So listen to another rule:
and Erlina) Rolly! Nice to see you again! Lots of sleep and exercise
Rolly: (welcoming the others) Hello, Makes you healthy, rich and wise!
everyone! Welcome to Yumville!
Rolly: It’s harvest time in Yumville. We need
Mona: Wow! There are a lot of fruit and
your help.
vegetables here!
Lee: How many trees are there?
Rolly: Of course. Fruit and veggies every day
Rolly: A lot! Look!
keep the doctor far away!
Emma: What are these? (addresses the
(addresses the audience) Do you like
audience)
staying healthy?
Audience: Lemons!
Audience: YES!
Harry: What are these? (addresses the
Rolly: Do you eat fruit and veggies?
audience)
Audience: YES!
Audience: Coconuts!
Rolly: Do you want to sing with me?
Erlina: OK, everyone. Let’s start work!
Audience: YES!
Lee: This is fun! Let’s pick the coconuts!
(everyone joins in the singing)
All: Yeah!
Staying healthy’s really cool,
So listen to my golden rule:
Fruit and veggies every day
Keep the doctor far away!
117(T)
Play 3 – A Day in Yumville!
Scene 2
Emma: (pointing to the shelves) Look! There’s No way! No! Not today!
so much food! Yummy! It’s harvest time,
Lee: What have the elves got on the Shout hooray!
shelves? No way! No! Not today!
Emma: What’s in the cartons? (addresses the There’s honey, beans and peas!
audience)
Rolly: Here are some presents for you! (gives
Audience: Orange juice!
them the hamper of food)
Harry: What’s in the jars? (addresses the
Alvin: Thank you, Rolly. Yummy! Some orange
audience)
juice, some milk and some jam!
Audience: Jam!
Rolly: Good food for good friends!
Mona: What’s in the bottles? (addresses the
(addresses the audience) Stand up,
audience)
everyone! Wave your hands and shout
Audience: Milk!
‘To good health and good friends!’
Alvin: Is there a lot of food? (addresses the
Audience: To good health and good friends!
audience)
Erlina: Time to go! Thank you, Rolly!
Audience: Yes!
All: Thank you, Rolly! Bye!
Rolly: Let’s sing, everybody!
Rolly: Come again next year! Bye! (Erlina, Alvin,
(everyone joins in the singing)
Harry, Lee, Mona and Emma exit)
What have the elves
Got up on the shelves?
Burgers, pizzas or cakes?
118(T)
Notes
Notes
Acest manual este proprietatea Ministerului Educației și Cercetării Științifice. Published by Express Publishing
Illustrated by Simon Andrews, Alexandra Lewis, Alan Shephard, Stone, Terry Wilson © Express Publishing, 2016
Inspectoratul școlar ………………………..………………………………………………………
Școala / 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
Anul Numele elevului Clasa format tipărit format digital
școlar This book is not meant to be changed in any way.
2
Acknowledgements
3
We would like to thank all the staff at Express Publishing who have contributed their skills to producing
4 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
team; and Emily Newton, Kevin Harris, Daniel Parker, Erica Thompson and Timothy Forster. We would
* Pentru precizarea aspectului manualului se va folosi unul dintre următorii termeni: nou, also like to thank those institutions and teachers who piloted the manuscript, and whose comments
and feedback were invaluable in the production of the book. Special thanks to Bridget, Chris,
bun, îngrijit, neîngrijit, deteriorat. Georgina, Anna, Dennis, George and Jackie who took part in the recording.
Cadrele didactice vor verifica dacă informațiile înscrise în tabelul de mai sus sunt Digital Book software developed by Infomedia Pro.
corecte. Every effort has been made to trace all the copyright holders. If any have been inadvertently overlooked,
Elevii nu vor face niciun fel de însemnări pe manual. the publishers will be pleased to make the necessary arrangements at the first opportunity.
Ministerul Educaţiei şi Cercetării Ştiinţifice