Teacher's Book Power Up Level 3 [PDF]

Zitiervorschau

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Teacher’s Book

Lucy Frino With Caroline Nixon and Michael Tomlinson

Map of the book Welcome to Diversicus Page 4

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2

Practice time

Vocabulary

Grammar

Main character names

Language review Questions and answers Greetings

Greeting and introductions Telling the time

Mission: Plan a week in the life of a circus artist Page 6

Activity verbs

What’s for breakfast?

Food and drink

Sounds and spelling: numbers

Past simple irregular verbs

Mission: Become Sounds and a restaurant spelling: owner c spelling as ‘s’ and Page 18

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A healthy body Mission: Become a health expert Page 30

Review: question words how, what, when, where, which, who, why was / were + could I could hop on one leg when I was four. I couldn’t skip. Defining relative clauses It’s the place where I studied. Can you see the woman who is cooking in the kitchen? They’re the mountains which I climbed with her father.

Balancing act The circus child Learn about balance Realistic fiction and coordination Social and A Russian Olympic emotional skill: athlete self-control over emotions and behaviour The old man and the small fish Realistic fiction

Breakfast in China and around the world

Social and emotional skill: show respect for decisions of others

Work your body Learn about bones and joints

Too-too-moo and the komodo dragon A fantasy play script

Yoga in Indonesia

Social and emotional skill: show empathy with others

Adverbs well, badly, loudly, quietly, quickly, slowly, carefully, beautifully, hard, fast

From the roots to the flower Learn about plants and how they grow

The story of Rama and Sita An Indian myth

Comparative adverbs Elephants can move faster than snakes. Monkeys can climb better than tigers. Bears can run more quickly than monkeys.

Carnivorous plants in India and around the world

Past simple + when When we finished lunch we went to the funfair.

Parts of the body

Review of comparative and superlative adjectives, as … as I’m not as strong as you. Jenny is taller than you. Ivan is the strongest man here.

Sounds and spelling: ‘kn’ and ‘n’ for n spelling

Literature

Food, glorious food Learn about food and nutrition

‘k’ sound

Health

Cross-curricular

want / need + infinitive I want to go to the party. You need to drink. I don’t want to drink.

Assessment

A1 Movers Reading and Writing Part 5

A1 Movers Listening Part 5

A1 Movers Reading and Writing Part 4

Review units 1–3

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Fun in the jungle Mission: Create a jungle adventure park Page 44

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Natural features Past simple verbs Sounds and spelling: l sound with ‘l’, ‘ll’ and ‘le’ spelling

Social and emotional skill: show awareness of how others feel

A1 Movers Reading and Writing Part 5

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6

Behind the scenes

Vocabulary

Grammar

Cross-curricular

Literature

Assessment

Describing clothes

be made of What is it made of? It’s made of gold. They aren’t made of rubber.

Materials and properties Learn about the properties of different materials

The myth of Icarus A Greek myth

A2 Flyers Speaking Part 3

Materials

Mission: Prepare a performance Page 56

Sounds and spelling: ‘-igh’ and ‘i-e’ spelling

Classroom stars

School subjects Extension of school vocabulary

Mission: Have Sounds and a school prizegiving ceremony spelling: ‘f’ and ‘ph’ for f Page 68 spelling

shall, could and let’s for suggestions Shall we design some props? Let’s design the sea. We could use blue paper. should / shouldn’t You should listen to your teacher. You shouldn’t talk when your teacher’s giving the lesson. Should you copy in exams? No, you shouldn’t.

Greek masks

Social and emotional skill: sharing and listening to others

Where are we? Learn about maps and symbols

The project A narration and poem

Cappadocia in Turkey

Social and emotional skill: team work and respect for the ideas of others

Time detectives Learn about archaeology

Don Quixote, Sancho and the windmills An adventure play script

be good at + noun / gerund I’m good at maths. Are you good at sport? I’m not very good at drawing.

A2 Flyers Listening Part 1

Review units 4–6

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When I grow up … Mission: Choose your dream job Page 82

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9

City break

Jobs Personality adjectives Sounds and spelling: ‘-er’, ‘-ar’ and ‘-or’ endings

Directions

Mission: Create a guide to your town Page 94

Places in town

Let’s travel!

Adjectives

Mission: Organise a summer camp Page 106

Sounds and spelling: revision of the ‘th’ sound

Holiday words Sounds and spelling: ge spelling for ‘j’ sound

when and if clauses (zero conditionals) When you dance, you look in the mirror. If you win you get a big prize. If William wins he wants to buy a fantastic new camera.

The Altamira Caves in Spain

look like, be like What does your grandpa look like? He’s very tall and he’s got short, grey hair. What’s your uncle like? He’s very friendly. be going to I’m going to take my umbrella. It isn’t going to rain. What are we going to see first? Prepositions of movement across, into, out of, over, past, round, through before, after, when clauses Rose got really wet before I gave her my umbrella. He ran really fast when Fred came out of the trees. After we met Grandma’s sister in China, we ate the fantastic noodles. -ed / -ing adjective endings excited / exciting interested / interesting

Home, sweet home Learn about cities, towns and villages New York City

North, south, east and west Learn about what to take on a hiking trip A hiking trip in Mexico

A2 Flyers Reading and Writing Part 1

Social and emotional skill: respond appropriately to other people’s emotional state

The road to hope A poem

A2 Flyers Speaking Part 1

Social and emotional skill: show awareness of how others feel

The story of Popocatepetl and Iztaccihuatl A narration and legend

A2 Flyers Reading and Writing Part 7

Social and emotional skill: manage emotions when upset

Review units 7–9 Grammar reference

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Checklist for A1 Movers Preparation Paper

Part

Task

Practice

Listening

1

Draw lines to match names to people in a picture.

See level 2

2

Write words or numbers in gaps.

See level 2

3

Match pictures with illustrated words or names by writing letters in boxes.

See level 2

4

Tick boxes under correct pictures.

See level 2

5

Carry out instructions, locate objects, colour correctly and write.

Preparation: Pupil’s Book Unit 2 Page 28 Practice: Activity Book Unit 2 Page 28, Test Generator Unit 2 Movers Progress Test

1

Match words to definitions.

See level 2

2

Read a short dialogue and choose the correct responses from three options.

See level 2

3

Read a gapped text, complete it with the correct words and choose the best title.

See level 2

4

Read a gapped factual text and complete it with the correct words.

Preparation: Pupil’s Book Unit 3 Page 40 Practice: Activity Book Unit 3 Page 40, Test Generator Unit 3 Movers Progress Test

5

Read a story and complete sentences with one, two or three words.

Preparation: Pupil’s Book Unit 4 Page 54 Practice: Activity Book Unit 4 Page 54, Test Generator Unit 4 Movers Progress Test

6

Complete sentences, answer questions and write sentences about a picture.

Preparation: Pupil’s Book Unit 1 Page 16 Practice: Activity Book Unit 1 Page 16, Test Generator Unit 1 Movers Progress Test

1

Identify four differences between two pictures.

See level 2

2

Describe a picture sequence.

See level 2

3

Identify the odd one out in picture sets and give reasons.

See level 2

4

Answer personal questions.

Embedded throughout the course and seen in full on the level 3 Test Generator

20 minutes

Reading and Writing 30 minutes

Speaking 5–7 minutes

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Checklist for A2 Flyers Preparation Paper

Part

Task

Practice

Listening

1

Draw lines to match names to people in a picture.

Preparation: Pupil’s Book Unit 6 Page 78 Practice: Activity Book Unit 6 Page 78, Test Generator Unit 6 Flyers Progress Test

2

Write words or numbers in gaps.

See level 4

3

Match pictures with illustrated words or names by writing letters in boxes.

See level 4

4

Tick boxes under correct pictures.

See level 4

5

Carry out instructions, locate objects, colour correctly and write.

See level 4

1

Match words to definitions.

Preparation: Pupil’s Book Unit 7 Page 92 Practice: Activity Book Unit 7 Page 92, Test Generator Unit 7 Flyers Progress Test

2

Read a continuous dialogue and choose the correct responses.

See level 4

3

Read a gapped text, complete it with the correct words and choose the best title.

See level 4

4

Read a gapped factual text and complete it with the correct words.

See level 4

5

Read a story and complete sentences with one, two, three or four words.

See level 4

6

Read a short text and complete gaps with own words.

See level 4

7

Write a short story based on three pictures.

Preparation: Pupil’s Book Unit 9 Page 116 Practice: Activity Book Unit 9 Page 116, Test Generator Unit 9 Flyers Progress Test

1

Identify six differences in a picture from statements about another picture.

Preparation: Pupil’s Book Unit 8 Page 104 Practice: Activity Book Unit 8 Page 104, Test Generator Unit 8 Flyers Progress Test

2

Ask and answer questions about two people, objects or situations.

See level 4

3

Describe a picture sequence.

Preparation: Pupil’s Book Unit 5 Page 66 Practice: Activity Book Unit 5 Page 66, Test Generator Unit 5 Flyers Progress Test

4

Answer personal questions.

Embedded throughout the course and seen in full on the level 4 Test Generator

25 minutes

Reading and Writing 40 minutes

Speaking 7–9 minutes

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About Power Up Power Up

Key features of Power Up

Power Up

Activities are based on real-world skills and situations that learners find engaging and fun. All four skills – reading, writing, listening and speaking – are used to explore interesting topics. The activities scaffold the learning to support both stronger and weaker learners. Grammar and vocabulary are developed through communicative activities which have a clear purpose and encourage learners to use language naturally. All new language is heard, read, written and spoken as learners acquire it and the language is then consolidated throughout, building as the units progress.

lenges and triumphs. Pupil’s Book Level 3

ating ‘future-ready’ nce.

3 Caroline Nixon & Michael Tomlinson

mbridge lish Scale:

Cambridge English exam:

0-160

Power Up 6

B1 Preliminary for Schools

0-140

Power Up 5

A2 Key for Schools

Power Up 4

A2 Flyers

Power Up 3 A1 Movers

Pupil’s Book

Power Up 2 Power Up 1

Pre A1 Starters

Caroline Nixon & Michael Tomlinson

What is Power Up? Power Up is an engaging and effective approach to learning which uses: ● Lively activities with clear objectives ● Age-appropriate, engaging topics which support learner progress and collaborative learning ● Real-world contexts and language ● Development of life competencies and test skills ● Scaffolded tasks which support learners of all abilities ● A unifying learner-centred methodology which supports life-long learning. Power Up provides both general English and comprehensive preparation for Cambridge English Qualifications, jointly published with Cambridge Assessment English. Studentcentred learning is a core part of the course, with ongoing unit tasks giving ample opportunity for collaborative learning.

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Power Up and the Cambridge Framework for Life Competencies 4 Fun in the jungle In addition to language Power Up develops the life 1 Watchlearning, the video. Ask and answer. What do you like to do outside? competencies of learners. Where’s your favourite natural place?

Power Up is one of the first generation of courses to integrate the Cambridge Framework for Life Competencies. This is an ongoing research initiative into how thinking and learning skills are developed over different life stages. Each unit of Power Up is mapped to a component within the Cambridge Framework for Life Competencies to ensure a wide range of skills are covered. This also provides opportunities for formative assessment and a broad view of each learner’s development.

Missions

Cross-curricular learning The cross-curricular sections also develop life competencies through critical thinking and wider world knowledge. Cross-curricular learning is used in Power Up to refer to any teaching of a non-language subject through the medium of a second or foreign language. It suggests a balance between content and language learning. The non-language content such as natural and social sciences, arts and history is developed through the second language and the second language is developed through the non-language content. Cross-curricular learning can be seen as an educational approach which supports linguistic diversity and is a powerful tool that can have a strong impact on language learning. Why cross-curricular learning is important for language learning

Create a jungle adventure park Cross-curricular

In this unit I will: 1

Design a map for a jungle adventure park.

2

Invent a jungle activity.

3

From the roots to the flower

Add a nature area in the park.

1

Present the jungle adventure park to the class.

2

The Life Competencies Framework is a key feature of the unit Missions, where learners are building on social skills by practising collaboration and communication. The enquiryled approach used in the Missions also builds on learners’ thinking and learning skills, through the creativity, critical thinking, problem solving and decision making employed in each stage of the Mission.

Literature The Life Competencies Framework also features in the Literature spread, where learners are building on emotional skills and social responsibilities. Each story holds a message that learners can identify and explore, making it relevant to their own contexts. They learn about emotions, empathy and how to respond to others appropriately through identifying with the characters in the stories.

Watch the video. 2.13

Listen and read. Then answer the questions.

Plants are living things and grow almost everywhere – from the bottom of the sea to the highest mountain. What plants grow near you?

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Each unit is structured around a ‘Mission’ which helps learners to set objectives at the beginning and understand their end goal and learning outcomes. Outcomes are also clearly stated at the beginning of each lesson so that learners can understand and think about them. The teacher’s notes suggest creative ways to share these with the learners. The Missions are based on real-world contexts with a focus on real English. They give learners the opportunity to build up a portfolio of their work as evidence of their learning and help them to reflect and evaluate their own learning even at a young age. As part of this approach, there are frequent opportunities for learners to reflect on what they have learnt and help them plan for the next stage of learning, with practical tips on how teachers can help learners to do this.

Culture

Most plants make food using sunlight. They also need water to survive, just like us! Plants usually have three parts to them: roots, a stem and leaves. The roots take up water from the ground and the leaves take in sunlight and air around them for food. Some plants also have flowers or fruit.

1

Where do plants grow?

2

What do plants need to survive?

3

What three parts do plants usually have?

4

What other parts do plants sometimes have?

5

What’s your favourite plant?

3 Look at the diagram of the plant. Find each part in the photo. flower

fruit

leaves stem

4

roots

Draw a plant and label it. Tell your partner about your plant. My favourite plant is a sunflower. This is its flower …

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Learn about plants and how they grow

Research on second language acquisition has shown that exposure to naturally occurring language is necessary to achieve a good level of competence in the language. Acquiring a second language is a long and natural process. Learners need to have access to spontaneous speech in an interactive context and the cross-curricular lessons in Power Up provide learners with this access. Learners have to expand their linguistic resources in order to deal with the demands of content learning. Using a second language to grasp non-language content requires a depth of processing which leads to improved language acquisition. Learning is a problem-solving activity and cross-curricular learning requires learners to solve problems through a second language.

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The benefits of using cross-curricular learning in the classroom ● Cross-curricular learning relies on intrinsic motivation, that is, the learners are involved in interesting and meaningful activities while using the language. Lessons provide opportunities for incidental language learning. Incidental learning has been shown to be effective and long lasting. ● Through exposure to interesting and authentic content, cross-curricular learning leads to greater involvement and helps increase learner motivation. ● Through the interactive and co-operational nature of the tasks, cross-curricular learning helps boost self-esteem, raise self-confidence, build learner independence and teach learner organisational skills. ● Through the integration of language and content, crosscurricular learning encourages creative thinking. ● Cross-curricular learning fosters learning to learn through the use of learning strategies and study skills. In Primary 3 and 4, learners have developed a linguistic base that allows them to receive input more easily and quickly. At the same time, they are more capable of producing oral output than they could in Primary 1 and 2. Their language production is also more accurate. At this stage the learners have also improved their reading skills and the main objective for reading is now focused on good comprehension. The acquisition of the second language has to develop continuously. At these levels the communicative approach must be kept and the learners need to maintain their reading skills in order to promote accurate writing in the future. The topics covered in the CLIL pages have been chosen to stimulate the learners’ natural curiosity and to encourage them to learn more about the topics.

Preparation for Cambridge A1 Movers and A2 Flyers in Power Up 3 A1 Movers

A trip to the mountain

1 Look at the first picture and the title. Describe the picture.

2 Look at the next two pictures and tell the story. a

3 Read the sentences. Match them to the correct picture in Activity 2. 1

In the evening they ate dinner outside.

3

Paul showed them some photos.

2

They sang loudly after dinner.

4

They sat in the kitchen.

4 Read the text for the first picture in Activity 1. Then choose the correct answer to complete the sentences.

Vicky and Zoe’s uncle lives on a mountain next to a forest. Yesterday, the girls and their parents went there by train. When they arrived it was windy. ‘Hi, Paul. It’s colder here than at home!’ said Vicky. ‘I haven’t got a scarf. I don’t want a sore throat!’ ‘Here, take my scarf,’ said Paul. They played with the dog and then they all went quickly inside for lunch.

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Vicky said the weather was at her home. (windy / cold / colder)

2

Paul gave Vicky his scarf / scarf)

Preparation for Reading and Writing Part 5

(her scarf /

Power Up contains a motivating ‘test builder’ stage in each unit which develops the skills needed for test success and test strategies for younger learners. It familiarises learners with Cambridge test formats in a positive context which prioritises progress in learning and develops confidence. Learners are fully prepared for A1 Movers and partially prepared for A2 Flyers during level 3 of Power Up. The unique partnership between Cambridge University Press and Cambridge English Assessment means that Power Up has been developed with a new, integrated approach to the Cambridge Exams. Throughout Power Up, learners are given practice in Cambridge exam-style tasks, introduced by the YLE monkey. In level 3 Units 1–4 learners experience test tasks in the style of A1 Movers, and then in Units 5–9 they progress to A2 Flyers. In each unit of level 3, the Pupil’s Book Exam preparation page focuses on one part of the A1 Movers or A2 Flyers test. It breaks down the task and focuses on the skills needed to complete it step-by-step. The lesson trains learners and provides tips and insights into what learners can do to achieve their best. The Activity Book follows on by giving learners an opportunity to practise the task in full, building on what they have learnt in the Pupil’s Book. As a final step, the Power Up Test Generator includes full A1 Movers and A2 Flyers practice tests. This fully-scaffolded approach prepares learners and gives them confidence. It trains them to be adaptable and think actively. It supports teachers with real exam training and it gives you an invaluable measurement of your learners’ progress. This approach also gives Power Up its OFFICIAL badge. A full set of flashcards which can be integrated into lessons for all the new vocabulary items in the 2018 revised tests is available here: worldoffun.cambridge.org

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1

Review

Through a unique partnership between Cambridge Assessment and Cambridge University Press, Power Up is the first course to naturally integrate test preparation and formative assessment in a fun and effective English course. This well-rounded formula equips learners with the skills and abilities to approach Cambridge English tests with real confidence.

than The answers can be one, two or three words.

Audio visual material The audio visual material in Power Up serves both as a learning aid and as a tool to increase learner motivation. Power Up level 3 features five videos per unit as well as video in each review section: ● A unit opener video to introduce the unit topic, activate prior knowledge and help establish both class and individual learning objectives ● An animated chant to consolidate the first set of unit vocabulary Unit consolidation

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An animated story to preview the unit grammar An animated song, with optional karaoke, to consolidate the second set of unit vocabulary A presenter led documentary to facilitate cross-curricular learning There are also interactive review quizzes in our three review sections.

Components Pupil’s components Pupil’s Book Activity Book with access to online activities and Home Booklet

Power Up 3 begins with a two-page introductory unit which introduces the members of Diversicus. The twins Jim and Jenny Friendly make friends with Su-Lin and Pablo and meet the teacher Miguel and the acrobat Lily. It also reviews greetings and introductions, and practises questions and answers. This is followed by nine core units, each with 12 lessons. The Teacher’s Book contains a ‘Warm-up’ and an ‘Ending the lesson’ activity for each of the 12 lessons and the Review units. The ‘Warm-up’ is designed to prepare learners for the lesson and engage them fully. The ‘Ending the lesson’ activity is designed to consolidate what they have learnt in the lesson. The Review sections appear after every three units. The 12 lessons in each core unit are:

Teacher’s components

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Lesson 1 Unit opener and Mission set up

Teacher’s Book

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Lesson 2 Vocabulary 1 presentation

Teacher’s Resource Book

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Lesson 3 Story with new language presented in context

Test Generator

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Lesson 4 Language practice 1 and Mission Stage 1

Class audio

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Lesson 5 Vocabulary 2 presentation and song

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Lesson 6 Language practice 2 and Mission Stage 2

Presentation Plus

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Flashcards

Lesson 7 Cross-curricular presentation and video

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Online word cards

Lesson 8 Cross-curricular consolidation and Mission Stage 3

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Posters

Lesson 9 Literature – story focus

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Visit cambridge.org/powerup to find all the information you need on the wide variety of components of Power Up and how they can be combined to meet your needs. In the following section of this introduction we focus on the Pupil’s Book followed by the unit opener page and sounds and spellings sections found in the Activity Book.

The Pupil’s Book

Lesson 10 Literature – response to story and social and emotional skills

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Lesson 11 A1 Movers / A2 Flyers preparation

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Lesson 12 Unit review and Mission in action

Lesson 1 Unit opener and Mission set up

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The Pupil’s Book features: ● an introductory unit, ‘Welcome to Diversicus’ ● nine core units with audio and audio visual content ● three Review units

Fun in the jungle 1

Watch the video. Ask and answer. What do you like to do outside? Where’s your favourite natural place?

Pupil’s Book unit walk-through

Create a jungle adventure park In this unit I will:

In Power Up level 3, the Friendly family join a touring circus: Diversicus. They go on a world tour, visiting Russia, China, Indonesia, India, Greece, Turkey, Spain, the USA and Mexico.

1

Design a map for a jungle adventure park.

2

Invent a jungle activity.

3

Add a nature area in the park. Present the jungle adventure park to the class.

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Lesson 1 opens the unit with a colourful illustrated page which sets up the context for the unit and introduces some of the core language that follows. SA   Learners are introduced to their first self-assessment in a self-assessment spot. They are invited to think about how much they can do at this stage of learning. This will allow them to see how much progress they have made by the end of the unit. At this stage: – learners have a chance to think about the topic and what they already know about it – they are asked to assess which language they know and what they can’t say yet. ●● Learners then watch a video and answer a couple of questions to encourage them to think about what will follow in the rest of the unit. This task also personalises the learning and makes it relevant to their lives. ●● The unit Mission is then set up. Three stages and a Mission completion activity are clearly outlined. The Activity Book contains a corresponding Mission diary which is revisited as the learners progress through the Mission.

Lesson 2 Vocabulary 1 presentation The first focus on vocabulary is presented and practised in Lesson 2 based on the topic of the unit and with a colourful cartoon illustration to contextualise the language. This shows the Friendly family and their circus friends in typical real-world situations, and contextualises the vocabulary to present meaning. ●● The learners see and hear the new language in a listening activity and are required to answer a question to confirm understanding. ●● The learners are then encouraged to produce the language accurately in an engaging chant. ●● This is followed by a consolidation task, usually requiring learners to respond to questions using the new vocabulary. ●● SA   Learners are then asked to self-assess their progress with the new language.

Lesson 3 Story with new language presented in context Lesson 3 provides a song – the Diversicus song – which is repeated in each unit so that learners can join in. The song is followed by a story or ‘sketch’ which practises the new vocabulary and introduces the language point to follow. ●● Learners listen and read the language using the pictures to help them understand. ●● The Teacher’s Book provides comprehension checks for the teacher to use to support and check understanding. ●● At this stage the learners are only exposed to new language. The sketch and pictures help to establish the meaning. x

Lesson 4 Language practice 1 and Mission Stage 1 In Lesson 4, the new language point is practised and Mission Stage 1 is completed. ●● The Grammar spotlight box highlights the target language which learners have heard in the sketch, and gives learners a chance to say and hear the language. It highlights key features of the language form in a simple, age-appropriate way. Pronunciation can also be corrected at this point. ●● This is usually followed by a task requiring the learners to read and write using the new language. ●● Learners then complete Mission Stage 1 using the language they have learnt so far in the unit. The Mission Stage 1 activities usually involve listening and speaking collaboratively to complete a topic-focused task. It requires learners to make decisions and be creative in order to complete the task. ●● SA   Once Mission Stage 1 is completed, learners are directed to complete a reflection and self-assessment from the Mission diary section in the Activity Book.

Lesson 5 Vocabulary 2 and song This lesson uses a song to develop the topic and introduce further new vocabulary. ●● Learners listen to the song and complete tasks such as matching. ●● Learners then sing the song to consolidate the language. ●● This is usually followed by two activities or games that provide further practice and develop one or more skills – listening, reading, writing or speaking.

Lesson 6 Language practice 2 and Mission Stage 2 This lesson begins with a listening task requiring learners to answer a question(s) by understanding the new language. ●● There is a second Grammar spotlight box which again highlights the target language and gives learners a chance to hear the language and say it correctly. ●● The task(s) that follows brings all the new language together and allows learners to try the new language in a natural context. ●● In the final part of the lesson, learners use the new language to complete Mission Stage 2. This builds on Mission Stage 1 and again activities usually involve listening and speaking collaboratively to complete a topic-focused task. ●● SA   Once Mission Stage 2 is completed, learners are directed to complete a reflection and self-assessment from the Mission statement page in the Activity Book.

Lessons 7 and 8 Cross-curricular and video / Culture and Mission Stage 3 These two lessons introduce a topic which relates to the main focus of the unit, but which is linked to other subjects in the school curriculum. This encourages learners to think about other learning areas using English and develops their vocabulary further. It also develops critical-thinking skills and encourages broader knowledge of the world around them. ●● In the first lesson, learners watch a video which introduces the topic and provides a context to use it. ●● A task is provided to help learners understand the topic. ●● A variety of practice activities follow: these can involve listening, reading, writing and speaking, and a range of different tasks including choosing pictures, matching, ordering or following instructions. These tasks give learners the chance to practise language, develop their skills and improve their critical thinking. ●● The next lesson focuses on a cultural aspect of the crosscurricular topic, usually concentrating on traditions and facts about the country being studied in the unit. ●● Learners now complete Mission Stage 3, which is the final scaffolded stage of the Mission. This builds on the first two stages and again uses the language and skills that have been practised so far. The activity involves further collaboration to complete a task. ●● SA   Once Mission Stage 3 is completed, learners are directed to complete a reflection and self-assessment from the Mission diary section in the Activity Book.

Lessons 9 and 10 Literature – story focus / response to story and social and emotional skills In this section learners read and listen to a story and then respond to it. The story uses language from the unit in a context which learners can relate to. The pictures support understanding and help learners follow the story as they listen. ●● Each story generally begins with an introductory speaking task which helps the learners to focus on the topic and encourages them to look at the title and pictures of the story before they read. Learners then listen to the story as they read, which helps bring it to life and aids understanding of the narrative. ●● Teacher’s notes provide tasks to help support comprehension and to check understanding stage by stage as learners listen and read.

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In the second lesson learners complete follow-up activities using reading, speaking, writing and listening skills. Tasks include answering questions, talking about personal experience related to the topic, discussing ideas and identifying how characters feel. The activities help develop learners’ emotional competencies and encourage them to develop social and life skills such as kindness, sharing and politeness.

Lesson 11 A1 Movers and A2 Flyers skills builder In Lesson 11 there is a focus on familiarising learners with the Cambridge A1 Movers and A2 Flyers test. Each lesson focuses on a part of the Listening, Speaking or Reading and Writing test. It allows learners to develop test strategies and provides tips. It enables them to become familiar with the test rubrics and task types. It also allows both the learners and teacher to see how well they might perform in the A1 Movers and A2 Flyers. ●● Learners complete tasks typical of A1 Movers and A2 Flyers. These include matching words and pictures, reading and completing texts, and describing picture sequences. ●● Notes in the Teacher’s Book give advice on how to develop learners’ test strategies including confidence-building tips.

Lesson 12 Unit review and Mission in action The final lesson reviews the language covered in the unit through the final Mission stage. This brings together all the previous stages in a collaborative and practical task. As such, it recycles all the language and skills developed in the unit. ●● Learners are encouraged to follow all the stages of the Mission, which has a final outcome. This might be acting out a scenario, doing a presentation or showing a final piece of work. ●● SA   Once the Mission in action is completed, learners are directed to complete a final reflection and self-assessment from the Mission statement page in the Activity Book.

Review units A Review unit is included every three units and appears after Units 3, 6 and 9. Each review is two pages and recycles and consolidates the language from the preceding units. The topics are similar to those in the core units but encourage the learners to apply their new language and knowledge to new contexts. ●● Each review begins with an interactive video quiz which learners can do to see how much they can remember. This quiz can be repeated after the review is completed to measure progress.

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This is followed by listening tasks, tasks based on pictures to encourage speaking practice, and personalised writing tasks.

Unit opener page in the Activity Book

Fun in the jungle D

4

R IVE

The word stack is a personal record for each learner. At the end of each unit ask learners to spend a few minutes looking back at the unit and find a minimum of five new words they have learnt. Fast finishers and stronger learners can choose more. Learners write the new words into their word stack with an example sentence. Extra support – learners can draw pictures of words they have learnt and check back in their text books to copy the words they have chosen.

I want to To do this, I will

My

new ew words.

diary

How was it? Draw a face. 1

2

I can talk about nature using descriptive words. I can describe how to do different actions. I can compare two or more actions.

3

My favourite stage:

I can summarise a story using my own words. I completed Level 3 Unit 4.

Tell the learners to think very carefully about how they did on each Mission stage. Ask them to think about the questions they answered, how much they understood and how confident they feel. Learners then draw a face that shows how they feel about their work.

Word stack

S I C US

My unit goals

I will say and write

My Mission diary

Practical techniques for using the word stack Go to page 120 and add to your word stack!

1. Test yourself ●●

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●●

The unit opener page in each unit of the Activity Book is actually a page for you and your learners to refer to throughout each unit. It has four key parts: My unit goals, a ‘can do’ statement Diversicus game, My mission diary and a page reference for the word stack. The following section provides you with the teaching notes for this page of the Activity Book which you can return to as you progress through each unit.

My unit goals After learners are familiar with the Mission stages and have finished the first part of the unit, e.g. after the unit opener, ask learners to think what they would like to do by the end of the unit. Stronger learners might come up with their own ideas. Extra support – some learners might need to use the Mission stages to think about something they want to learn. Tell them to think about what they need to learn and do in order to achieve this. You can give an example if you like. Check the ideas that learners have and what they think they need to do. Remember to go back to these at the end of each Mission stage during the unit and review them.

Diversicus game At the end of each unit ask learners to look at the Diversicus game and read the ‘can do’ statements, e.g. start with the bottom square. Ask the learners to add a tick if they agree they have achieved the statement. Quickly check what each learner is doing to get a sense of their own assessment.

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Learners go through their word stack and write a selection of words onto small cards. They can draw a picture on the other side of the card. Put the learners into pairs. Their partner holds up the card to show the picture and the learner says the word. Pairs then swap roles.

2. Test each other ●● Learners choose a selection of words from their own word stack. ●● Put the learners into pairs. ●● Learners take it in turns to say a word to their partner. Their partner should draw, mime or give an example sentence of all the words they know. If they are asked a word they don’t know their partner should explain or show it to them. 3. K/M/F charts ●● This is a play on the K/W/L chart. Learners go through their word stack and choose five words they feel confident about, three they think they know, and two they can’t remember. ●● They create a poster with the letters K, M, F at the top. K is for words they know; M is for words they might know, and F is for words they have forgotten. They can write the words into the columns or add sticky notes to each column. ●● Learners then work in small groups of three or four and present their K/M/F charts to the rest of the group. Other learners in the group should remind them of the three words in the F list. If no-one can remember the words, they should check in their books.

4. Learner quiz ● Learners work in groups of four or five. They look at their word stacks and create three questions to ask the rest of the class about some of the words. The questions can be based on drawings (What is this? / What are these?) or on an action (What do I feel? – miming angry or happy) or a question (Is Harry big or small?). ● Once the learners have prepared their questions, they sit in their groups. Each group takes it in turns to ask one of their questions to the rest of the class. ● The first group to answer gains one point. If any group can ask a question the other learners don’t know they get a bonus point.

Sounds and spelling in the Activity Book Vocabulary 1

1 Circle the different word. 1

stomach

2

lion

3

plant

world

shoulder

2 Write the different words 1 w o

cold cough wave star

6

difficult

7

coat sweater scarf mountain

8

moon

star

shout

sing jungle laugh

9

headache

lake river

sky

5 6 7

lake

8 9

sea

10 What’s the secret word?

Sounds and spelling 3

4

4.12

4.13

d

4

market

afraid forest tired sky

l

3

5

cinema square

r

2

tea

4

10

from Activity 1.

elbow

island puppy bat coffee milkshake

4

Listen, repeat and point.

l

ll

le

plant

waterfall

jungle

The focus vocabulary used in these activities is drawn from the first vocabulary set of each unit, as well as any relevant revision vocabulary from prior units and levels where appropriate. The activities are designed to practise key sounds or spellings that occur in the words taught in the unit, so that the words and their meanings are already familiar to the learners, thereby making the focus more about sounds and spelling than reading and comprehension.

Power Up and its methodology Power Up features a systematic approach to language learning in which the learner and teacher are in a partnership. It aims to develop the language and skills of the learner, but also helps them achieve better life-long progress in learning. What does it involve? The Power Up methodology helps teachers and learners to plan learning effectively, measure progress and identify areas for improvement in learning. In practice this means that all activity, inside and outside the classroom, can be integrated with assessment. More traditional summative assessment still continues. External ‘tests’ can be used alongside the classroom-focused formative assessment activities. For teachers this should not feel strange: using external assessments to check progress and performance is familiar; monitoring learners’ progress and adapting teaching to support them is also routine. Power Up simply combines these elements in a systematic way. In Power Up you will see that classroom activity is designed to allow the teacher to monitor for evidence to measure progress and also includes tasks that are similar to those in formal summative tests such as Cambridge English A1 Movers and A2 Flyers.

Complete the table with the words. Then listen and check.

l

ll

Teacher & learners understand (new) outcomes

le

Natural features

45

When learning another language, pronunciation and spelling are two of the most challenging aspects. English spelling can seem very complicated, but there are many patterns and rules which will help learners achieve success. There are sounds and spelling practice activities in Lesson two of every unit in the Activity Book. The activities focus on particular sounds that learners often find challenging, or particular spelling patterns that sometimes pose difficulties, such as certain spelling patterns pronounced in different ways, as well as words pronounced the same but spelt differently.

Task / activity completed

Objectives are modified

Meaningful feedback Learners reflect & self-assess

Teacher monitors for evidence

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How does it work in the classroom? In Power Up learners are given more independence to understand their own strengths and weaknesses, both immediate (e.g. in a lesson) and longer term (e.g. over a school term). In the classroom this begins with making sure learning objectives are clear to both learner and teacher. In Power Up these are identified by the outcomes at the beginning of each lesson. Once outcomes are established, both the learner and the teacher think about how each activity can support a learning outcome. After the activity is finished they reflect on performance in relation to that outcome and use this evidence to adjust what happens in later lessons – this might be reviewing and practising some language again or moving on more quickly depending on the performance. Normal classroom activities therefore combine learning with assessment to provide meaningful feedback to learners. Being involved in the process helps learners improve outcomes and gain confidence. In addition, if the activities and content are linked to the language and skills of more formal language tests, classroom activities can also be benchmarked against formal tests. No matter how young a learner might be, this process can help learners develop their skills and learn about the world around them. Power Up aims to develop skills such as collaboration and encourages learners to understand their own progress and think about how they can improve. Learners can begin to do this even when they are young. Power Up therefore includes multistage projects which encourage learners to collaborate and work together helping them develop better life skills, and regular selfassessment stages. What kind of activities are used in class? Power Up methodology can be integrated into everyday learning to support progress in different ways and these have been integrated into the course: Power Up prioritises real-life language and activity. It therefore includes learning activities which reflect real-world tasks and offer topics designed to engage the learners. Power Up asks teachers and learners to understand objectives. Expected outcomes for each lesson are shown at the beginning of each lesson in Power Up and Mission statements are also provided in a learner-accessible style; these can be shared in creative ways with the learners. This helps learners understand what they are trying to achieve in each activity they complete.

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Using Power Up, learners begin to reflect on their own performance and measure progress in achieving those outcomes. Learners complete multistage projects in Power Up and consider how well they have done at each stage of the project using suggested self-assessment techniques. This encourages autonomy. Learners are also given opportunities to make choices during their activities and Missions, which encourages self-confidence and independence. Teachers using Power Up can collect information about the learners through their classroom activities, completion of tasks and self-assessment, and this allows both teacher and learners to plan learning more effectively as they work through the material. Links can be made between classroom activities and some of the performance measures of formal tests so that formative and summative assessment is linked together.

Self-assessment guide It is important for learners to understand the purpose of lessons and to think about how well they achieve learning outcomes. They can begin to do this at a young age: their learning in all areas, not just language, will benefit. In this book, each unit of learning therefore includes stages: ●● asking learners to think about what they will learn – making the outcomes for each lesson clear to them ●● helping them to think about their progress – asking them to self-assess through simple activities. When These stages are labelled Self-assessment. You can use any of the techniques explained below at these stages. Choose one of the techniques each time. You can do this at the beginning and end of each lesson and/or at the beginning and end of each unit. When you do this at the beginning of learning, encourage the learners to be honest – the language will be new, so they should recognise this. They need to be reassured that if you can’t do something, knowing this and showing you need more support is a positive way to help yourself. There is an added benefit: when you repeat this assessment at the end of activities, they will be able to recognise what they have learnt. They can also indicate if they are still not confident, which will help you, and them, to see which areas of learning will need more attention.

Techniques for the classroom Tell the class to use their thumbs to demonstrate how they feel about what they are learning. They can use: ●● thumbs up (+ smiling) – ‘I feel very confident’ ●● thumbs mid position (+ neutral face) – ‘I think I know this’ (optional) ●● thumbs down (+ shaking head) – ‘I’m not confident’.

the W column. If learners choose to put the words into the K column, they should explain or give an example using the word. After the lesson or activity sequence, go back to the poster and review the words in the W column. Learners can move them to the L column if they are confident (L is for words they have learnt) or leave them in the W column if not. You can ask them for examples of all the words in the K and L columns. If any words are left in the W column, you may need to teach them again.

2. Red and green cards

Variations:

These cards can be prepared in advance. Although this takes preparation, these can be reused in class for a long time. Use thick green card and red card and cut these into squares approximately 12 cm x 12 cm. You will need one card of each colour per learner. If possible, laminate the cards. Punch a hole in the top left corner and tie together one red and one green card with string or a treasury tag.

Have one large poster and the words on cards. Use sticky tack and select learners to come up and pin them into the columns. ●● Have several large posters. Divide learners into groups – one poster per group. Choose a group leader to stick the words up for the group or, for a more dynamic activity, allow all the learners to stick up some words. Words can be written on cards with sticky tape on the backs or onto sticky notes – ask the learners to copy the new words out themselves. ●● Have several large posters. Divide learners into groups – one poster per group. Give each group a marker pen to write the words into the columns. (They can cross out the words at the end when they change position.)

1. Thumbs up

Tell the class to use their cards to demonstrate how they feel about what they are learning. Hold up: ●● green for ‘confident’ ●● red for ‘not sure’. Learners can also leave these on their desks as they work, leaving red up if they want help from the teacher.

5. Self-assessment cards

Variation: If you don’t have red/green cards ask learners to draw an empty square on a card and put it on their desk at the beginning of the lesson. During the lesson, stop at an appropriate point and ask them to colour in the square: red for ‘I don’t understand’; green for ‘I understand’.

An example (which can be adapted for different tasks and activities) is below:

3. High fives Tell the class to show how they feel about the learning using ‘high fives’ (the learner holding out their hand and slapping hands with another learner or the teacher): ●● high five (holding the hand up high to slap) – ‘I feel very confident’ ●● low five (holding the hand lower near the waist) – ‘I’m not confident’. Even with a big class you can go around quite quickly to ‘high five’ or ‘low five’ each learner. Alternatively you can ask them to go to one side of the room to ‘high five’ and to the other side of the room to ‘low five’ each other, giving you a quick visual of how learners are feeling. 4. K/W/L charts Before beginning work on new language, create a poster with the letters K, W, L at the top. K is for words they know; W is for words they would like to know. Give the learners different words from the activities they are about to do. Ask them which words go into the K column and which go into

Create a simple self-assessment card and make a ‘post box’ by using a cardboard box with a ‘letter box’ cut in the lid. Learners complete their self-assessment and put it into the post box.

Ask learners which outcomes they are trying to achieve and help them complete the sentences, e.g. I understand words about clothes. Then tell them to think about how close they feel to achieving the outcome and to choose a face that shows this. What we are doing.

How I feel

I understand words about

   

I can say

   

I know

   

I don’t know

   

6. Sticky notes Put a large poster on one side of the room with Hooray! It’s OK.  at the top. Put another on the other side with a confused face (scratching its head) saying Let’s try again. Learners write or draw something, e.g. a word or phrase they feel confident about and something they aren’t sure about, on two different sticky notes. They add the first to the Hooray poster and the other to the Let’s try again poster.

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If many learners choose the same word to try again, you may need to revisit it with the whole class. You can ask learners to write their names on the sticky notes to help you identify individual learner’s reactions. 7. Mini whiteboards

Variations: ●●

●●

Give each learner a mini whiteboard if you have these. Variation: ●●

You can make them by using laminated card which can be reused a few times.

At appropriate points, stop and ask learners to draw on the card to show how they feel. You can ask them to draw a smiley or frowning face.

●●

●●

If learners have completed a piece of writing or homework task, they can hand this in by placing it into the baskets to show how they feel they have done on that particular task. Just have red and green, without yellow, to keep reflection simple. Paint or colour three paper plates in the three different colours. Have three boxes or baskets, one with a smiley face card on the front, one with a frowning face and one with a neutral face on it. Learners drop their names/work into these.

11. Traffic flags

They can either hold up their mini whiteboard or leave it on the desk as they work so you can see them as you monitor.

Get learners to make flags. Give each learner paper. They cut out three large rectangles or triangles of paper and colour or paint them red, green and yellow. Give each learner three drinking straws and sticky tape. Ask them to stick the rectangles/triangles to the straws to make flags. When you complete an activity, the learners wave a flag according to how they feel.

8. Jump up / Sit down

12. Washing lines

Variation: ●●

Learners write OK / Not OK OR write a word/phrase they are confident about at the top and a word or phrase they don’t fully understand at the bottom.

Call out some of the words or language learners have been learning, and ask learners to jump up if they are confident but sit down if they aren’t sure. You can do this with more than one item. 9. Paper planes When looking at the outcomes of a lesson, ask learners to copy some of them, e.g. words, word categories or phrases, onto a piece of paper. Collect these in. After you have finished the activities, give the papers out again. Ask learners to read the lesson outcomes they have worked on. Then show them how to fold the paper into a paper aeroplane shape. (Simple instructions can be found on the internet.) Put a bin or large box at the front of the class. If they are confident about what they have learnt, they should throw their planes into the box. If they are not confident, they should throw their planes onto your desk. Variations: ●● ●●

Learners screw their papers up into a ball. Use ping pong balls and write on them with indelible marker pens.

10. Baskets Put three plastic baskets or boxes on your desk (a red, a yellow and a green one). Learners write their names onto pieces of paper and drop their name into the basket that shows how they feel: red – not confident, yellow – OK but need more practice, green – very confident.

xvi

Give each child two pegs – preferably one red and one green. Ask them to write their name on both using indelible marker pens. Set up two string lines at the front of the classroom (e.g. across a display board). After an activity, ask the learners to put either their red peg (‘I don’t understand’) or their green peg (‘I understand’) on the line. If you can’t find coloured pegs, use simple wooden ones for learners to write on; have two lines (one with the sign I understand and one with the sign Let’s try again next to them). 13. Balloons Get three balloons: one red, one yellow and one green. If you have a large group, you may need two or three of each colour. After completing an activity, ask learners to write their names using a soft felt tip pen on the balloon that shows how they feel about the activity. Put the balloons to one side. After you have done some follow up, e.g. re-teaching any difficult areas, bring the balloons out again and throw them back and forth asking questions about the words or language covered. At the end the learners can chant We learnt the words! and burst the balloons. Variation: ●●

Have just two balloons, one red and one green, with no yellow.

14. Sticky spots Create a poster divided into three columns. In the column headings, write Hooray, it’s OK / I’m not sure / It’s not OK – let’s try again. At the end of any activity, give learners a sticky dot or sticky label. Ask them to write their name on it. As they leave the class, they stick their name into one of the columns.

15. Scales Create a long arrow from cardboard and stick it on the side of the board or on the wall. Inside the very top, draw a smiley face and write 100%. At the bottom draw a frowning face and write 0%. (This is re-usable so you only need to prepare it once.) Give out slips of paper and paper clips to the learners. They write their name on the paper. At the end of an activity, ask them to bring up their name and to paper clip it to the edge of the arrow showing where they think they are on the scale.

Teachers’ classroom assessment: As we have seen, Power Up involves assessing learners during everyday activities along with more traditional types of assessment or test-type activities. This information will help the teacher adjust learning aims and lesson plans so that areas of difficulty can be reviewed and areas that are easy can be dealt with quickly. This responsive style of teaching allows better progress. The teacher will also take into account how the learners are feeling: even if a learner answers questions correctly, if they don’t feel confident about a particular area they may still need some extra practice.

The teacher’s role To use this approach successfully, during teaching you need to: a. identify language outcomes clearly at the start of lessons/tasks b. use ‘closing language’ regularly to highlight the achievements made c. monitor effectively during specific activities d. keep formative assessment notes on the group and individual learners e. alternatively use checklists to record assessment of skills and life skills (e.g. planning / collaborating / working autonomously / sharing.) f. encourage learners to engage in self-assessment. After teaching you need to: a. keep or update anecdotal records b. use scoring rubrics to measure achievement against external scales c. use ‘portfolio’ building / record keeping for individual learners. This will give you a full record of assessment for each learner alongside any results from tests. This can help you when writing reports for learners, making them evidence–based and more detailed. It will give you an idea of how well learners are doing against external measures.

Practical techniques for the teacher’s role: in class a)  Identifying outcomes Each unit contains an opening stage which shows you how to set up the Mission clearly for learners. There is a Mission poster to help you track progress in the Activity Book. In this way setting outcomes and reviewing them are built into the materials. You can: tell learners what you will do at the beginning of the lesson ●● write the outcomes on the board ●● write the outcomes on a poster and stick it on the wall; at the end of the teaching cycle you can then return to this and tick the items, or encourage a learner to come up and tick them ●● put two posters on the wall: ‘What we are learning’, ‘What we learnt’: write each outcome for your lesson on a large card and stick it under the ‘What we are learning’ poster; at the end of the teaching cycle move the card or encourage a learner to move it to under the ‘What we learnt’ poster. All the outcomes from the term can gradually be added here giving a visual record for learners of what they have achieved. ●●

b) Use ‘closing language’ regularly to highlight the achievement ●● After the activity go back to the outcomes and use this to ‘close’ the task, e.g. Well done. You have talked about school. You have listened and answered. ●● You can use the language from the outcomes to help close the task. ●● If the learners have found something difficult make sure you praise their work even if you need to do more on this area, e.g. Well done – you have worked hard. You talked about school. Let’s try again later and do even better. c)  Monitor effectively during specific activities ●● Once you have set up an activity do a quick check around the room to make sure the learners are ‘on task’ and provide more guidance if any have not understood what to do. To keep the activity moving it might be necessary to use a little L1 to help them. Try to avoid doing this too much or you will find learners ‘switch off’ during English instructions as they know you will repeat in L1. ●● Once all the learners are on task monitor the group, listening carefully to what they say and looking at their work especially if they are writing words. You may need to feed in words in English or answer questions if they ask you for help.

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●●

●●

If everything is going well you might want to praise their progress briefly in English but don’t step in too much. If you always step in, learners will stop doing tasks and expect you to be involved. This is fine sometimes but you want to see how they work and collaborate together and if you are involved all the time you can’t do this. Learners will soon get used to you monitoring without intervening. Use this time to note how they are doing. If you have a large group make a list of all the learners and plan to monitor different members of the group closely during each activity, e.g. monitor learners 1–5 closely in Activity 1, monitor learners 6–10 closely in Activity 2 and so on. In this way over a few lessons you will have monitored each individual closely.

d) Keep formative assessment notes on the group and individual learners ●● You can use monitoring, the activities learners complete and any classroom-based tasks and homework to gather evidence about learner progress. ●● Keep a notebook and pen with you during lessons to make notes; alternatively use a mobile device, e.g. tablet. ●● You can prepare your notebook in advance with a page or half page for each learner. This can be updated during and after activities. See below for examples of notes on language and the skills of speaking and writing (you could include listening and reading).

Example of notes: Learner

Overall

Vocab

Grammar

Pron

Speaking

Writing

Maria

Good progress – motivated.

Fine. Good range. Tries new words quickly.

Good word order. Forgets ‘am/is/are’.

✗ Word stress

✓ Fluency ? Turn taking

✓ Spelling

Simone

Not doing homework. Progress limited.

? uses a lot of L1

✗ Tends to use single words not sentences.

✓ Accurate when using English. Uses L1 a lot.

? Lacks confidence.

✓ Strongest skill. Enjoys copying. Accurate.

Alex

Progress OK but not motivated.

Limited range but remembers.

Pres simp questions inaccurate.

? OK but problem with adding /ə/ before vowels.

✓ Fluent ? Turn taking

? OK – has to check text book a lot for words.

e) Use checklists for skills and life skills (planning / collaborating / working autonomously / sharing, etc.) ●● Alternatively – or in addition to notes – checklists can help you to keep evidence of progress. The lists need to be prepared in advance and can be based on outcomes and/

or descriptors of level such as those in CEFR. See below for examples of a checklist for listening, reading and life skills. (You could include vocabulary, grammar, pronunciation, speaking and writing.) See the next section for information on CEFR.

Example of checklist: Maria

Simone

Alex

Listening – understanding gist

✓

✗ tries to understand everything

✓

Listening – understanding details

✓ some errors

? often incorrect

✓

Listening for specific information

✓ good at predicting strategies

? some errors

✓

Reading for gist

✓

✓ slow but can manage

✓

✓

✓

Reading for specific information Collaborating for group work

✓

✓

✗ not motivated – doesn’t do much

Sharing

✓

✓

✓

Working autonomously

✓

✗ tries but lacks confidence

✗ needs encouragement

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f)  Encourage students to engage in self-assessment

b)  Use scoring rubrics

See notes on self-assessment.

You can combine in-class assessments with results of class tests, e.g. percentage scores, and all this information can be matched against external standards to give you an idea of how well learners are doing overall. For example, you can look at the ‘can do’ statements for each skill in CEFR scales.

Practical techniques for the teacher’s role: after class After teaching you can use the information and evidence you have collected to ensure you have full records for learners. This information can be reviewed, along with the learners’ self-assessment, to decide on what kind of teaching and learning will follow as well as to produce reports.

We really hope you enjoy teaching with Power Up and look forward to supporting you throughout this journey with your learners.

a)  Keep or update anecdotal records You can use your notes to add to any records you keep for learners. If you used a digital device you can cut and paste the notes you made. Along with formal test results, this will give you evidence and detailed information if you need to write reports for your learners.

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Welcome to Diversicus 1

1.02

Listen. What is Diversicus?

The Friendly family are going on tour with Diversicus. Today is their first day.

Mr Friendly

Mrs Friendly Ivan

Rose

Jim

2

1.03

Jenny

Who says it? Say the name.

3 Play the game. Ask and answer.

Who’s got purple hair?

What’s the name of the circus? 4

Greetings and introductions

Rose. Diversicus.

Track 1.02 The Friendly family are going on tour with Diversicus. Today is their first day. Rose: Hi! I’m Rose Quartz and this is my circus. Welcome to Diversicus. Mrs Friendly: Nice to meet you, Rose. I’m Kim Friendly, your new musical director. Mr Friendly: And I’m Ben Friendly, your new cook. And these are our two children, Jim and Jenny. Rose: Hello, everybody. Jim and Jenny: Hello. Mrs Friendly: This is a great circus. It’s very exciting for us to be here! Jim and Jenny: Yeah. Mmm. Jim: Who’s that big man with the beard? Jenny: Wow! He’s really strong! Rose: Yes, he is. His name’s Ivan. He’s our strongman. … Ivan! Put those in the lorry, please, and come and meet the Friendly family. Ivan: OK, Rose.

Welcome Unit learning outcomes Learners learn to: recognise and name the course characters ● greet people and introduce others ● describe people ● ask and answer Who’s got (pink hair)? New language character names, circus, tour, Nice to meet you, This is … / These are … Recycled language colours, describing people, introducing yourself, present tense questions Materials pictures from Digital photo bank of a circus tent and circus performers (optional), flashcards of characters, word cards (optional), audio, video ●

Self-assessment ●

●

SA Say Open your Pupil’s Books at page 4. Look at the picture. What can you see? Encourage learners to say as many things as they can, e.g. A lorry, boxes, a skateboard, a boy, a girl, a family. Use self-assessment (see Introduction). Say OK. Let’s learn.

Warm-up ●

●

2 ●

●

Show a picture of a circus tent or draw on the board. Say Look! A circus! Write the word on the board. Learners repeat. Ask What can you see at the circus? Use pictures or mime (e.g. tight rope walkers, clowns, jugglers). Write suggestions on the board. Say We are going to learn more about the circus.

●

●

●

●

●

●

1.02

Listen. What is Diversicus?

Say Listen. What is Diversicus? Play the audio or video. Check answers. (It’s a circus.) Read the caption. Check comprehension of tour. Explain that people who work with a circus travel to different towns. They go on tour. Point to the strongman and the women who are pushing the clothes rack. Ask What are these people doing? (Putting things in the lorry / Getting ready to leave) Say Look at the names. Let’s listen and point. Play the audio. Learners point to the characters. Show each character flashcard in turn and ask Who’s this? Practise introductions by showing the flashcards and pretending to introduce the characters to different learners, e.g. Emilia, this is Rose Quartz. Encourage the learners to respond Nice to meet you. Use two flashcards at a time, e.g. Antonio, these are Jim and Jenny’s parents. Learners repeat the activity in pairs, pointing to the characters in their books. Ask What’s Rose’s job? (She’s the circus manager.) What’s Mrs Friendly’s job? (She’s the musical director.) What’s Mr Friendly’s job? (He’s the cook.) What’s Ivan’s job? (He’s the strongman.) What can a strongman do? (Lift/Pull heavy things)

Who says it? Say the name.

Stick the character flashcards on the board. Read the instructions. Play the first sentence on the audio. Pause for learners to say the name. Repeat for the rest of the sentences. Track 1.03 1 Rose: 2 Mrs Friendly: 3 Mr Friendly: 4 Mrs Friendly: 5 Jim: 6 Jenny: 7 Rose: 8 Ivan:

Pupil’s Book, page 4 1

1.03

Hi! Welcome to Diversicus. Nice to meet you, Rose. These are our two children, Jim and Jenny. This is a great circus. Who’s that big man with the beard? Wow! He’s really strong! Come and meet the Friendly family. OK, Rose.

Key: 1 Rose 2 Mrs Friendly 3 Mr Friendly 4 Mrs Friendly 5 Jim 6 Jenny 7 Rose 8 Ivan

3 Play the game. Ask and answer. ●

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Choose two learners to read the speech bubbles. Ask more questions, e.g. Who’s got glasses? What is Ivan carrying? Learners continue the quiz game in pairs.

Activity Book, page 4 See pages TB128–140

Ending the lesson ●

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With books closed, describe a character from the picture, e.g. She isn’t wearing a hat. She likes skateboarding. She’s got a brother. Learners say the name (Jenny). Show the character flashcard to confirm. Learners repeat the activity in pairs. One learner has their book open and describes a character, and the other guesses. Then they swap roles.

TB4

How old are Jim and Jenny? (They’re eight.) How old are Su-Lin and Pablo? (They’re nine.) Who is Miguel? (Pablo’s dad) What is Pablo’s mum doing today? (She’s helping his dad.) Who do Jim and Jenny meet after Lily? (Su-Lin’s grandparents) 6 What is the Friendly’s new home? (A mobile home) 1 2 3 4 5

Learning outcomes By the end of the lesson, learners will have encountered greetings and introductions in context. New language acrobat, mobile home, pupil, science Recycled language family members, help, school, show, teacher, twins, How old are you? I love … So do I. What are your names? I’m … Materials flashcards of characters, word cards (optional), audio, video, books, a cardboard box and two scarves or pieces of material for each group of eight learners (optional)

4 Act out the story. ●

Warm-up ●

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Hold up each character flashcard and ask Who’s this? Learners say the name. Then say Remember the names! Turn the flashcards over. Point to the back of each flashcard and ask Who’s this? Learners say the name. Reveal the picture. Display all the flashcards and ask, e.g. Who’s got a (moustache)? Who’s wearing (red trousers)? Who’s wearing a (blue hat)? Who’s got red/black/grey hair? Who’s the (circus manager)? SA Use self-assessment techniques to check how well learners think they understand the vocabulary. See Introduction.

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Pupil’s Book, page 5 1.04 ●

The Diversicus song

Play the song at the beginning of the story. Learners listen. Write the words on the board and check comprehension. Explain that Big Top is another name for the circus tent. Play the song again. Encourage the learners to sing along. Track 1.04 Diversicus, Diversicus, We’re harmony in a circus, us, Where music, art and beauty don’t stop, Acrobats and dancers under one Big Top.

1.04 ●

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Diversicus

Say Open your Pupil’s Books at page 5. Ask Who can you see in picture 1? (Jim and Jenny) Say Jim and Jenny are new. Who do they meet? What do they see? Look at the pictures. Give learners time to look. Ask What are the names of the children’s new friends? Play the audio or video. Learners listen and read. Check answers (Su-Lin and Pablo). Track 1.04 Diversicus song + see cartoon on Pupil’s Book page 5.

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Write questions on the board and play the audio or video again. Check answers and comprehension of science, pupil and mobile home.

TB5

Write the names on the board: Jim, Jenny, Miguel, Pablo, Lily, Su-Lin, Grandma, Grandpa. Ask Who do Jim and Jenny meet first? (Su-Lin) What do the twins ask? (How old are you?) Choose three learners to act out this part of the story. Encourage them to use gesture (they wave ‘hello’ when they meet, ‘Jim’ points to himself when he says I’m Jim and then points to ‘Jenny’ for This is Jenny.) Ask What happens next? (The children meet Pablo.) Ask questions about the rest of the story in the same way. Get groups of learners to act out each picture. Put the class into groups of eight. Learners choose their roles from the list on the board. Monitor and help. Groups practise acting out the story, using gesture and movement. Hand out props for each group if possible: books for ‘Miguel’, a box for ‘Lily’ and a scarf for each of the ‘grandparents’. Ask different groups to act out part of the story for the whole class. Extension Point to picture 4. Ask two learners to read Jim’s speech bubble and Su-Lin’s reply. Ask Does Su-Lin like science? (Yes) Write I love science. … So do I on the board. Explain that we use So do I to agree with someone. Present I don’t and write it next to So do I. Write on the board: big cities, the countryside, kittens, clowns, rain, snow, pasta, picnics, cheese. Learners work in pairs. One learner says a sentence with I like/love … , e.g. I like big cities, and the other responds So do I or I don’t.

Activity Book, page 5 See pages TB128–140

Ending the lesson ●

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Stand next to a learner and say Hi! I’m (name). What’s your name? Encourage the learner to respond. Point to a nearby learner and introduce him/her to the first learner. Say Meet (name). He’s/She’s my friend. Encourage the two learners to say Hi, (name)! and get them to shake hands. All the learners greet each other and shake hands. Write I’m … Meet … This is … on the board. Practise pronunciation. Learners walk around the class in pairs, introducing themselves to other pairs of learners.

DIVERSICUS 1

1.04 0.04

2

Hi, I’m Su-Lin. I’m Jim and this is Jenny. We’re twins.

I’m nine. Look! Here’s Pablo. He’s nine too.

We’re eight. How old are you?

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4

Pablo, these are our new friends, Jim and Jenny.

OK. Let’s show you the school.

Hi, do you live in Diversicus, too?

Great! I love science.

Yes, this is our first day.

5

That’s our teacher, Miguel. He’s my dad!

6

No, she doesn’t. She’s an acrobat, but today she’s helping my dad.

Yes, we are.

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Hi, Grandma! Hi, Grandpa! Meet my new friends.

Pablo! There’s Lily, your mum. Does your mum teach too?

Hello. Are you my new pupils?

7

So do I.

Jim, Jenny. Look! This is our new home. Cool! A mobile home!

Hello, children.

Come on, children. It’s time to go.

4 Act out the story. Story: Questions and answers

5

1

Practice time 1

Watch the video. Ask and answer. What are your hobbies? Do you practise your hobbies every day?

Plan a week in the life of a circus artist In this unit I will:

6

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Prepare a weekly schedule.

2

Add practice time to the schedule.

3

Add a warm-up activity to the schedule. Present a schedule to the class.

Practice time

Unit learning outcomes Learners learn to: ● tell the time ● understand and make questions in the present tense ● use action verbs ● use could and couldn’t to describe abilities in the past ● extract specific information from a reading text ● read about the life of a child who is part of a circus ● compare and contrast what they read with their own lives Materials video, globe / world map (optional), pictures from Digital photo bank of acrobats and Russia, including the Russia stamp image (optional), a schedule or weekly planner completed with daily events (optional)

Pupil’s Book, page 6 1 ●

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SA Say Open your Pupil’s Books at page 6. Look at the picture. Is he a strongman? (No) Is he a dancer? (No) He’s … (an acrobat.) Think of words to describe him. Write ideas on the board (e.g. strong, brave, amazing, careful). Show a picture of acrobats, if possible. Read the title and ask What do you practise? Music, dancing, football? Acrobats practise a lot. They need lots of time to practise. They need practice time. Use self-assessment (see Introduction). Say OK. Let’s learn.

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Warm-up ●

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Point to the stamp of the Kremlin. Explain what the Kremlin is and ask How old is it? Learners guess (The Kremlin was built in 1482 to 1495 ). If possible, show photos of Russia and show where it is on a globe / world map. Point to the picture of the acrobat again. Say He practises every day. He practises on Monday, Tuesday … Learners join in as you say the days of the week. Write the days of the week on the board in random order. Choose learners to come to the board and number the days. Pupils copy the days in the correct order. Put the class in pairs. One learner says a day of the week. The other learner says the next day and so on. See how quickly learners can say the days. Choose pairs to say the days of the week.

Watch the video. Ask and answer.

Say In this unit we’re talking about daily routines and practising to become good at something. Say Let’s watch the video. To introduce the topic of the unit, play the video. Pause the video while you watch to ask learners for any vocabulary they know and to say what they can see and what they think is happening. Discuss with a few learners the questions on the Pupil’s Book page and then learners ask and answer in pairs.

Plan a week in the life of a circus artist

Self-assessment ●

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Point to the Mission box or the digital Mission poster and say This is our Mission. Say Our Mission is: Let’s plan a week in the life of a circus artist. When we plan, we think about a week before it happens. What happens on Monday morning? And in the afternoon? What about Tuesday? Ask What do you and your parents plan? Is there something you do every week? Maybe a class or a sport? Which day do you do it? Say Let’s look at the Mission stages: 1 Prepare a weekly schedule. Show a real weekly schedule or draw one on the board. Say Imagine you are in the circus! You need to plan your week. Say 2. Add practice time to the schedule. Point to a clock or watch. Explain that learners will add times. Say 3. Add a warm-up activity to the schedule. Mime warming up (stretching arms, breathing deeply) and say Look! I’m warming up. You need to warm up before you do sport or dance or acrobatics. Why? Talk about how warming up prevents injury. Say Circus performers need to warm up before they practise. Let’s warm up now! Repeat the mime and encourage learners to join in. Ask What’s the last stage of the Mission? (Present a schedule to the class.) Say You need to show your schedule and talk about it. Show the example schedule. Ask learners to cover the page. See if they can remember the stages of the Mission. Say This is our Mission. For ideas on monitoring and assessment, see Introduction.

Activity Book, page 6 My unit goals ●

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Encourage learners to set their unit goals (See Introduction page xii). You can go back to these unit goals at the end of each Mission stage during the unit and review them. Say This is our Mission page.

Ending the lesson ●

Ask What’s your favourite day of the week? Write the days on the board and learners vote for each day.

TB6

1

Vocabulary 1 Track 1.05 Diversicus is in Russia. This morning, Mr Friendly and Rose are talking about meals and meal times. Mr Friendly: Good morning, Rose. Rose: Good morning, Ben! It’s very early. It’s only six o’clock. What are you doing? Mr Friendly: I’m looking at the meals for today. Breakfast for the artists is at seven o’clock, because they have to practise. Rose: … And the children have breakfast at eight o’clock, because school starts at nine. Mr Friendly: Good. And what about lunch? What time do they have lunch? Rose: We all have lunch at half past 12, but Ivan has his first lunch at midday. Mr Friendly: His first lunch at 12 o’clock? Rose: Yes, Ivan has two lunches because he has to eat a lot. Mr Friendly: OK … Does he have a snack between breakfast and lunch? Rose: Ha ha. A snack! Yes, he does. He has a really big sandwich, a salad and a big bottle of milk at half past nine. Mr Friendly: Fine. And what about dinner? What time is dinner? Rose: The children have dinner at half past six, and the artists have dinner at half past eight. Ivan has his first dinner with the children and his second dinner with the artists. Mr Friendly: OK. Is that the last meal of the day? Rose: Well, no. Ivan always has a big snack at midnight. Mr Friendly: At midnight! Do I have to cook at midnight? Rose: No, Ben. It’s OK. Ivan makes his bedtime snack. Mr Friendly: Phew!

Learning outcomes By the end of the lesson, learners will be able to tell the time. New language half past, midday, midnight, o’clock Recycled language character names, daily routines, meals, o’clock, snack, wake up Materials character flashcards, Telling the time flashcards, word cards (optional), teaching clock(s) (optional), pencil case, audio, video

Warm-up ●

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Hold up each character flashcard and ask Who’s this? Learners say the name. Put the flashcards on the board. Say Look and remember! Give learners 20 seconds. Say Close your eyes. Learners close their eyes. Remove a flashcard. Say Open your eyes. Who’s missing? (e.g. Mrs Friendly) Repeat.

Presentation ●

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Hold up each Telling the time flashcard and say the words. Learners repeat. Display the flashcards in turn. Learners say the times. Show a teaching clock, set at ‘o’clock’ (or draw on the board). Ask What time is it? Learners say It’s (seven) o’clock. Repeat with different ‘o’clock’ times. Practise half past in the same way. Extension Put the class in pairs. Give a teaching clock to each pair. One learner positions the hands (always on the hour) and the other learner says the time, e.g. It’s five o’clock. Then they swap roles.

Pupil’s Book, page 7 1 ●

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1.05

Key: children have breakfast – g lunch – a Ivan has first lunch – h Ivan has a snack – d children and Ivan have dinner – f artists and Ivan have dinner – c Ivan has bedtime snack – b

Listen. Then say the letter.

Say Open your Pupil’s Books at page 7. Who is in the picture? (Mr Friendly and Rose) Where are they? (In the kitchen) What time is it? (Six o’clock) What’s Mr Friendly doing? (He’s writing.) Ask Which meal is in the morning? (Breakfast) Which meal is next? (Lunch) Which meal is after lunch? (Dinner) Write the meals on the board. Mime getting up and say I get up. Learners copy. Mime having breakfast (e.g. eating cereal sleepily) and say I have breakfast. Learners copy. Continue with mimes for I go to school, I have lunch, I go home and I have dinner. Say each phrase. Learners do the correct mime. Ask Who eats lots of meals and snacks at Diversicus? Let’s listen. Play the audio. Check answers (Ivan).

2 What time is it? Ask and answer. ●

In pairs, learners take turns to ask and answer, pointing to the clocks in order and then randomly.

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Ask and answer.

Ask a learner What time do you have breakfast? (I have breakfast at …) Learners ask and answer in pairs.

Activity Book, page 7 See pages TB128–140

Ending the lesson ●

TB7

Say We learnt about time. Show the flashcards. Ask Do you know the words? Use the self-assessment (see Introduction). Learners show how they feel.

1

Vocabulary 1

1

1.05 1.01

Listen. Then say the letter.

Diversicus is in Russia. This morning, Mr Friendly and Rose are talking about meals and meal times.

a

e

half past twelve

b

seven o’clock

f

midnight

c

half past six

g

half past eight

eight o’clock

d

h

half past nine

midday

2 What time is it? Ask and answer. What time is it? It’s half past twelve.

3

Ask and answer.

What time do you have breakfast?

I have breakfast at half past seven.

Telling the time

7

1 DIVERSICUS 1

1.02 1.06

2

When do Wh d lessons l start?

At nine o’clock, but we have to be at school five minutes before.

3

You mustn’t run in the circus. Why are you running?

Hello, children. Where are you going?

Look at the time!

Because school starts in ten minutes. We don’t want to be late.

We’re going to school.

4

It’s Saturday today. There is no school.

Oh, she’s right! What can we do?

Let’s look round the circus. We can look at our new classroom first.

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Hello, kids! There’s no class today, but who can tell me? Which country are we in today?

6

Later …

The acrobats are brilliant! Who are they?

Russia! It’s Russia! They’re Lily and Marc. Marc’s Pablo’s uncle. I’m hungry. When’s lunch?

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We have lunch at half past twelve. What time is it now?

It’s lunchtime. Let’s go.

1 8

1.07 1.03

Listen and say yes or no.

Story: Question words in context

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Whose lunch is that?

And you’re very strong, Ivan!

It’s mine! I do a lot of exercise. I have to eat a lot.

Diversicus Learning outcomes By the end of the lesson, learners will have encountered question words in context. New language after, before, brilliant, do exercise, in ten minutes, late Recycled language character names, days of the week, meals, routines, telling the time, acrobat, beautiful, country, hungry, run, uncle, have to, mustn’t, present simple and continuous, question words Materials Telling the time flashcards, word cards (optional), audio

Warm-up ● ●

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Practise times with the Telling the time flashcards. Draw clocks on the board: half past seven, ten o’clock, 12 o’clock, half past 12, the time learners leave school, seven o’clock and half past eight. Point to the first clock and ask What time is it? (Half past seven.) Say Yes. It’s half past seven. It’s breakfast time! Write breakfast time below the picture. Ask about the other clocks and write phrases below them as follows: snack time, midday, lunchtime, home time, dinner time, bed time. Practise the phrases. Say one of the times, e.g. It’s twelve o’clock. Learners say the matching phrase, e.g. It’s midday. Repeat. Erase the phrases. Point to each clock and ask What time is it? (It’s half past eight. It’s bed time!) SA Use self-assessment techniques to check how well learners think they understand the vocabulary. See Introduction.

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Track 1.06 See the Diversicus song on page TB5 1.06 ●

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Diversicus

Say Open your Pupil’s Books at page 8. Ask Who can you see? Learners name characters. Say Point to a teacher. Point to the circus manager. Point to the acrobats. Point to the strongman. Learners point. Point to picture 1 and ask What are the children doing? (Having breakfast) Say Look at the other pictures. What’s happening? Ask Do they go to school on Saturday? Write the question on the board. Say Let’s find out. Play the audio or video. Learners listen and read. Check answers to the gist question (No, they don’t.) Track 1.06 The Diversicus song + see cartoon on Pupil’s Book page 8

Listen and say yes or no.

Read the instructions. Play the audio. Pause after each sentence for learners to answer.

Key: 1 no 2 no 3 yes 6 yes 7 no 8 yes

The Diversicus song

Play the song. Learners listen and sing.

1.07

Track 1.07 1 School starts at half past nine. 2 The children are running to the swimming pool. 3 It’s Saturday. 4 There’s no school today. 5 They’re in Russia. 6 Pablo’s mum’s an acrobat. 7 Marc is Pablo’s brother. 8 Ivan has to eat a lot.

Pupil’s Book, page 8 1.06

With books closed, write questions from the story on the board, without question words, e.g. do lessons start? are you going? are you running? can we do? can tell me? country are we in today? lunch is that? Learners copy and complete. Extra support Write the missing words in random order. Play the audio or video for learners to check (Answers: When, Where, Why, What, Who, Which, Whose). Ask Who says it? Extension Ask Who’s the teacher? Where are the children? When does school start? Which country are they in? What day is it? Whose uncle is Marc? Why are the children running?

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1

4 yes

5 yes

Activity Book, page 8 See pages TB128–140

Ending the lesson ●

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SA Repeat the self-assessment technique used at the start of the lesson to see how well learners think they understand the vocabulary. Is there any change? Clear a space or move to the playground. Learners stand at one side. Stand at the other side and say I’m Mr Wolf. I want to catch you. I turn my back and you walk very quietly to me. I tell you how many steps. Learners ask What time is it, Mr Wolf? when you turn your back to them. This starts the game. Say a time with o’clock, e.g. It’s three o’clock. The learners take three steps towards you. They ask What time is it, Mr Wolf? Say a time, e.g. It’s six o’clock. The learners take six steps. Continue, with the learners getting closer. At a certain point, when they ask What time is it, Mr Wolf?, say It’s dinner time! and turn around. Run after the learners and try to ‘catch’ one. If you catch a learner, he/she becomes ‘Mr Wolf’ and the game starts again.

TB8

1

Language practice 1

Learning outcomes By the end of the lesson, learners will be able to ask and answer questions with a range of question words. New language questions in the present simple, in the air, job Recycled language present simple and continuous, have to, daily routines, question words, telling the time Materials teaching clock (optional), pictures from Digital photo bank of circus artists (optional), worksheet (Teacher’s Resource Book page 14) for each learner and one completed worksheet, digital Mission poster Note: You may wish to present the grammar using the Grammar spotlight table before doing the activities on the page.

1.08 ●

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Show a teaching clock with the time at half past twelve (or draw one). Ask What time is it? (Half past twelve) Say I have lunch at half past twelve. Repeat with different times and the phrases get up, have breakfast, have a snack, have lunch, go home, have dinner and go to bed. Hold the clock so the learners can’t see and set one of the times you practised (or draw a clock on paper and turn it over). Say the matching sentence for the time, e.g. I go to bed at … Learners guess the time on your clock (Half past ten!) Show the clock to confirm. Repeat.

Presentation ●

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Show a picture of a circus artist, e.g. a stilt walker, and teach the name. Ask questions with different question words, e.g. Where is she? (At the circus / On stilts) What is she doing? (Walking) Why is it dangerous? (She can fall.) How does she do it? (She practises a lot.) Write the questions on the board. Underline the question words. Erase your questions, leaving only the question words. Say Look at all the words we use to make questions. Show a picture of a different circus artist, e.g. a tightrope walker. Learners make questions with the words on the board.

Pupil’s Book, page 9 1 Describe the picture. What are they doing? ●

Say Open your Pupil’s Books at page 9. Read the instructions. Learners make sentences, e.g. One man is flying. One man is catching. They’re swinging. Teach in the air. Ask What do you think? Learners think of adjectives for the act, e.g. dangerous, difficult, exciting, brilliant.

2 Read. Answer the questions. ●

Check comprehension. Learners answer in their notebooks. Key: 1 It’s a circus. 2 They get up at half past six. 3 Because they start practising at nine o’clock. 4 They start practising at nine o’clock. 5 The strong acrobats catch the others.

TB9

Point to the Grammar spotlight. Write the same questions and answers on the board. Underline the question words. Learners copy. Play the audio. Pause for learners to repeat. Track 1.08 See Pupil’s Book page 9

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Ask learners for question words which are not in the grammar box (Where, Who, When, How, Whose). Learners write an example question and answer for each. For a full Grammar reference, see page 120.

3 Imagine you meet an acrobat from Diversicus. What do you want to know about him/her? Write three questions.

Warm-up ●

Grammar spotlight

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Learners write three questions in their notebooks. In pairs, learners swap notebooks and write answers.

Stage 1 ●

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Point to the Mission box or show the first stage of the digital Mission poster and say This is Stage 1 of our Mission. Let’s prepare a schedule! Revise schedule and show learners a completed worksheet. Learners complete the worksheet task in the Teacher’s Resource Book page 14 (see teaching notes on TRB page 7). Alternatively, if you do not have the Teacher’s Resource Book, explain that learners first need to choose which circus artist they are (acrobat, clown, dancer or musician). They think what a typical day would be like for that artist. In pairs, learners complete the worksheet with their partner’s schedule, using the phrases in the box. Fast finishers Learners illustrate the worksheet for the different times of day. Learners swap worksheets and check their own schedule. Collect the schedules.

Activity Book, page 9 See pages TB128–140

Activity Book, page 6 ●

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Say Look at page 6 of your Activity Book. Review My unit goals. Ask How is your Mission? Learners reflect and draw a smiley/confused face for My mission diary 1. Monitor.

Ending the lesson ●

SA Go back to Stage 1 on the digital Mission poster. Add a tick to the ‘Prepare your schedule’ stage.

1

Language practice 1

1 Describe the picture. What are they doing? 2 Read. Answer the questions.

D

iversicus is a circus. There are acrobats and clowns, but there aren’t any animals. The acrobats get up at half past six and they have breakfast early because they start practising at nine o’clock. Acrobats have to climb, run and jump. The strong acrobats catch the others in the air. It’s very exciting. Their job is beautiful, but it’s dangerous, too.

1

What is Diversicus?

4

What time do they start practising?

2

What time do the acrobats get up?

5

3

Why do they have breakfast early?

Which acrobats catch the others in the air?

1.08

Grammar spotlight

Which country are we in? Why are you running? What time do they have lunch?

3

We’re in Russia. Because school starts in ten minutes. They have lunch at half past twelve.

Imagine you meet an acrobat from Diversicus. What do you want to know about him/her? Write three questions.

STAGE 1 Prepare your schedule. Choose which circus artist you’d like to be. Work with a partner. What time do you have breakfast?

Ask and answer to complete your partner’s weekly schedule.

I have breakfast at eight o’clock.

What time do you go to bed on Mondays?

At nine o’clock.

My

diary Activity Book page 6

Review question words

9

1 Vocabulary 2 and song

1

Listen and do the actions. Then sing the song.

1.05 1.09

catch

Hop, skip and dance, climb, climb, climb. Jump to your places, it’s practice time. Dress up, dress up. Put your costumes on. We haven’t got time, we haven’t got long.

dance

Hello, kids! Are you in or out? You must be quiet, you mustn’t shout! shout

Ivan, don’t laugh. Stand in your place. You must catch Marc with a smile on your face. Marc, catch Lily! Hold her legs! She mustn’t fall into the net.

laugh

Chorus dress up

hop

skip

jump

2 Describe the picture in Activity 1 to a

partner. Use the words in the picture. The people in purple clothes are dancing.

3

Write three sentences about the picture.

Two acrobats are dressing up. 10

Activity verbs

climb Let’s talk about parties. Do you like dressing up for parties? What clothes do you wear?

Vocabulary 2 and song Learning outcomes By the end of the lesson, learners will have learnt action verbs and practised the language through song. New language be quiet, dance, dress up, hold, hop, laugh, net, place, shout, skip, smile, stand Recycled language parts of the body, time, catch, climb, costume, fall, jump, practice, imperatives, must/mustn’t Materials Activity verbs flashcards, word cards (optional), audio

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Write some answers on the board. Learners tell you the question word only, e.g. At school. (Where) On Wednesday. (When) It’s her pencil case. (Whose) Because I’m tired. (Why) With coloured pencils. (How) I want the green one. (Which) It’s my sister. (Who)

Presentation ●

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Show an Activity verb flashcard and ask, e.g. What’s he doing? (Jumping) Say Jump. Do the action and ask Can you jump? Learners stand up, say the word and do the action. Repeat for the other flashcards. Hide the flashcards. Say a word. Learners do the action or mime. Repeat for all the action verbs. Call a learner to the front. Ask him/her to choose a flashcard and keep it secret. He/She does the action or mime for the flashcard. The rest of the class guess, e.g. You’re dancing! Repeat with different learners. Put the Activity verbs flashcards on the board and number them 1 to 9. Learners play the same game in pairs. One learner writes the number of the flashcard he/she has chosen and the verb, without showing their partner. The learner does the action or mime for their partner to guess, and then shows the number and word to confirm. They swap roles. SA Use self-assessment techniques to check how well learners think they understand the vocabulary. See Introduction.

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Say Open your Pupil’s Books at page 10. Ask Who can you see? Learners name the characters they know (Ivan, Rose, Lily, SuLin’s grandma). Ask Where are the costumes? (Learners point.) Who is helping people dress up? (Su-Lin’s grandma) How many people are dancing? (Two) Which artist is laughing? (Ivan) What is Rose doing? (Shouting) Use the picture to teach net.

Play the audio or video again. Learners repeat the song, doing actions, first in small sections and then the whole song. Then they stand up and perform it. Divide the class into five groups. Give each group two lines of the song. Learners sing and do the actions again, but only for their group’s lines.

Extension Once learners are confidently singing along 1.10 to the song, try singing the karaoke version as a class.

2 Describe the picture in Activity 1 to a partner. Use the words in the picture. ●

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Say Look at the picture. Look at the men with Su-Lin’s grandmother. What are they doing? (They’re dressing up.) What is Ivan doing? (He’s laughing.) Look at the woman in the green and red clothes. What’s she doing? (She’s climbing.) Continue asking about all the characters in the picture in this way. In pairs, learners make sentences about the picture. Ask learners for example sentences. Write some sentences on the board as models.

3 ●

●

Pupil’s Book, page 10 Listen and do the actions. Then sing 1 1.09 the song.

Play the audio or video. Do the actions for hop, skip, dance, climb, jump, dress up, be quiet, shout, laugh, stand, catch, smile and hold. Then play it again, encouraging learners to join in with the actions. Track 1.09 See song on Pupil’s Book page 10

Warm-up ●

1

●

Write three sentences about the picture.

Read the instructions. Choose a learner to read the example. Learners write three sentences in their notebooks. Monitor and check. Ask for sentences from different learners and write them on the board. Learners can come to the front and add a sentence themselves. Stronger learners Learners write as many sentences as they can. Extension Learners write two sentences about the picture: one true, one false. With books closed, choose a learner to read their sentences to the class. The class say which sentence is false. They check by looking at the picture. Show the picture of Rose Quartz in the bottom right-hand corner. Read out the questions. Choose learners to answer. Help with clothes vocabulary and ask learners which costume they like for fancy dress parties.

Activity Book, page 10 See pages TB128–140

Ending the lesson ●

●

SA Repeat the self-assessment technique used at the start of the lesson to see how well learners think they understand the vocabulary. Is there any change? Play the song again. Learners join in.

TB10

1

Language practice 2

2 Think about when you were four. Write three sentences about what you could and couldn’t do.

Learning outcomes By the end of the lesson, learners will be able to use could and couldn’t to describe abilities in the past. New language I could (hop on one leg) when I was (four). I couldn’t (skip). Recycled language can/can’t, Can you (swim)? Yes, I can. / No, I can’t. action verbs, sports and hobbies Materials audio, video, photos of you as a child doing sports or hobbies (optional), worksheets from Mission Stage 1 lesson, digital Mission poster

●

●

●

Warm-up ●

●

Mime playing tennis. Ask What am I doing? (You’re playing tennis.) Mime serving a ball to the class and say Play tennis with me! Learners mime hitting the ball back. Ask Who can play tennis? Learners put up their hands. Repeat with other sports (football, basketball, badminton, baseball, hockey) and hobbies (ride a bike, swim, play the guitar/piano, skate, cook, skateboard, sing).

Pupil’s Book, page 11

3 Ask and answer. ●

●

1 1.11 Listen and match Daisy and Peter to a picture. ●

●

Read the instructions. Say Daisy and Peter are starting a class. They want to be acrobats. Let’s listen. Play the audio for learners to listen only. Track 1.11 Woman: Welcome to your first acrobatics class. Before we start, I want to ask you some questions. Peter: OK. What about? Woman: About things you can do and when you started doing them. Daisy, can you hop? Daisy: Hop? Yes, I can. I could hop on one leg when I was four. Woman: Great! What about you, Peter? Can you dance and skip? Peter: Yes, I can. I could dance when I was four, but I couldn’t skip. I could skip when I was … umm … seven. Woman: OK, brilliant. We can start practising now.

●

●

●

See pages TB128–140

Activity Book, page 6 ●

Key: Daisy – picture a, Peter – picture b

●

Grammar spotlight

Play the audio. Pause for learners to repeat. Track 1.12 See Pupil’s Book page 11

●

For a full Grammar reference, see page 120.

TB11

Show learners the second stage of the Mission poster: Add a practice time to the schedule. Read the instructions and check comprehension. Say Think about your circus artist from Stage 1. Explain that they need to add to the schedule the times they practise with actions (e.g. jump, skip, run). Hand out the schedules. Put the class in pairs. Learners swap their schedules before they write anything. Learners ask their partner about practice times, e.g. Do you practise on Tuesdays? What do you do? What time? and so on. They add the practice times to their partner’s schedule. Learners swap back and check. Collect the worksheets.

Activity Book, page 11

●

1.12

Two learners read the speech bubbles. Write them on the board. Ask different learners Could you ride a bike when you were three? Encourage those who couldn’t to say No, I couldn’t. In pairs, learners ask and answer.

Stage 2 ●

Play the audio again. Pause for learners to choose the correct picture. Check answers. Extension Ask When could Daisy hop? (When she was four) When could Peter skip? (When he was seven)

Show or draw pictures of you doing hobbies as a child. Say, e.g. I could ride a bike when I was four. I could play the piano when I was seven. I couldn’t play the guitar. Ask What could you do when you were four? And seven? Learners answer. Read the instructions. Learners write in their notebooks three sentences about their abilities and when they started. Learners compare their sentences in pairs. Ask learners to read a sentence to the class. Ask questions, e.g. Do you dance now? Where do you dance? When? What time? Stronger learners Learners tell you about their partner’s sentences, e.g. Julia could dance when she was three. Fast finishers Learners write sentences about other people, e.g. My grandma could play the piano when she was five.

Say Look at page 6 of your Activity Book. Review My unit goals. Ask How is your Mission? Learners open page 6 of the Activity Book and complete the mission diary.

Ending the lesson ●

SA Go back to Stage 2 on the digital Mission poster. Add a tick to the ‘Add practice time to the schedule’ stage. Use self-assessment (see Introduction).

1

Language practice 2

1

1.11

Listen and match Daisy and Peter to a picture. a

b

c

Daisy

Peter

1.12

Grammar spotlight

I could hop on one leg when I was four. I couldn’t skip.

2

Think about when you were four. Write three sentences about what you could and couldn’t do.

3 Ask and answer.

Could you ride a bike when you were three?

No, I couldn’t.

STAGE 2 Add a practice time to the schedule. Ask your partner about when they practise. Add this information to their weekly schedule. When do you do practise?

I practise on Tuesdays at five o’clock. I jump and skip.

My

diary Activity Book page 6

was/were + could

11

1 Cross-curricular

Cu

Balancing act 1 2

Watch the video. 1.13

Listen and read. Answer the question.

Can you ride a bike? Do you like ice skating or doing gymnastics? When you do these activities what helps you not to fall all the time? It’s your sense of balance. Your brain controls your sense of balance. The brain is a very complicated organ. Different parts control different cerebellum things. The cerebellum is the part of the brain that controls balance. Without this, it would be diff icult to walk or even stand up. Which other activities need a sense of balance?

3 Look at the pictures. Which activities need balance? 1

2

3

4

4 Read and try the activities.

Test your balance. Try these activities. 1

Tightrope walking.

Place a long piece of string on the floor in a straight line. Walk along the string to the end. Try it with your eyes closed, or try going backwards!

12

Learn about balance and coordination

2

Who’s the tallest?

Work with a partner. Put one paper plate at a time onto your partner’s head. Who can keep the most paper plates on their head?

Cross-curricular Learning outcomes By the end of the lesson, learners will be able to read and talk about the sense of balance. New language balance, brain, complicated, control, do gymnastics, need, organ, skills, string, switch turns, tightrope

●

●

Recycled language action verbs, sports and hobbies, I could(n’t) (hop) when I was (seven). Materials Activity verbs flashcards, pictures from Digital photo bank of sports and hobbies (e.g. swim, ride a bike, run, dance, sing) (optional), chalk or string to make a line on the floor (optional), pack of paper plates and a long piece of string for each pair of learners, audio, video

●

Show the Activity verbs flashcards. Learners say the words. Mix up the flashcards and hand them out around the class. Choose a learner with a flashcard to mime their action. The rest of the class make a sentence, e.g. He can hop. Add in pictures of other sports and hobbies (swim, ride a bike, etc.) if available. Repeat with the rest of the flashcards. Then collect them in, mix them up and hand them to different learners. Stronger learners The learner with the flashcard makes a sentence about when he/she learned the skill on the flashcard, e.g. I could hop when I was five.

●

●

Clear a space or move to the playground. Draw a line on the floor with chalk (or use string). Show learners how to walk along the line carefully, as if on a tightrope. Say Walk on the line. Don’t fall off! Learners take turns. Balance on one leg and say Stand on one leg. Learners see who can keep their balance the longest. Say Now try with your eyes closed! Ask What helps you stay on the line? What helps you stand on one leg? Teach balance. Write it on the board. Ask How is your balance? Who is good at balancing? Learners decide who did best at the balancing tasks. Say Let’s find out more about balance.

3 Look at the pictures. Which activities need balance? ● ●

Watch the video.

1

● ● ●

Say Let’s watch the video. Learners watch the video about balancing and activities that require balance. Pause the video to check comprehension and learners answer the questions at the end. Watch the video again, this time without pausing.

2

1.13

Listen and read. Answer the question.

Say Open your Pupil’s Books at page 12. Focus on the picture of the girl. Ask What is she doing? (Gymnastics) Teach do gymnastics. Say Gymnasts are good at balancing. Ask Who can do gymnastics? Learners put up their hands. Ask different learners Could you do gymnastics when you were five? When could you do it? When do you practise?

Read the instructions. Learners look and think. Ask pairs to share their ideas. Check answers. Key: 1 standing up, 3 ballet (dancing) and 4 skateboarding Stronger learners Write sentences about the pictures, e.g. He’s standing. She’s sleeping. She’s standing on one leg. He’s jumping in the air.

4 Read and try the activities. ●

●

●

Pupil’s Book, page 12 ●

Learners think about other activities that need balance. Learners share their ideas. Write them on the board. Extension Explain how our ears play a part in balance. Ask learners to stand up and spin around. Explain that we get dizzy when we spin because our brain receives confusing messages from our ears. Key:: (possible answers) dancing, hopping, climbing

Presentation ●

Point to the picture of the brain and teach brain. Ask Where is your brain? Learners point to their heads or say In my head. Say The brain is an organ. Check comprehension and ask learners for more examples of organs (e.g. heart). Read the instructions. Play the audio. Learners listen and read. Track 1.13 See Pupil’s Book page 12

Warm-up ●

1

●

Clear a space or move to a hall/playground. Say Let’s test your balance! Read the first set of instructions. Choose a learner to model the activity. Repeat the instructions in English as you do so. Read the instructions for the first activity again. Check comprehension and teach string. Hand a piece of string to each pair. Monitor the activity and ask questions. Put learners in pairs for the second activity. Hand out paper plates. Monitor and encourage the learners to count the plates in English. Ask pairs Who is better at balancing the plates? (Mariano), how many plates did you balance? Collect the plates at the end of the activity. Ask the class Which activity was more difficult? Who could walk backwards on the string? Who balanced the most plates?

Activity Book, page 12 See pages TB128–140

Ending the lesson ●

Play Simon says with action verbs, sports and hobbies.

TB12

1

Culture

Learning outcomes By the end of the lesson, learners will have read and learnt about a famous gymnast. New language athlete, brave, full of energy, gold, gymnast, medal, move, perform, queen, routine, silver, team, train Recycled language action verbs, balance, gymnastics, imperatives Materials Activity verbs flashcards, word cards (optional), pictures from Digital photo bank of gymnasts in training and at the Olympics (optional), video equipment (optional), worksheets from Mission Stages 1 and 2 lessons

Key: born in 1955 (Grodno), 17 years old in the 1972 Olympics, small but very strong, very fast and exciting routines, won four gold medals and two silver medals, invented a move called the Korbut Flip, helped make gymnastics an exciting sport to watch Extension With books closed, learners tell a partner what they can remember about Olga Korbut.

Stage 3 ●

Warm-up ● ●

●

Review verbs with the Activity verbs flashcards. Say Stand up. We are going to warm up before class! Remind learners of the meaning of warm up (from the Mission box at the start of the unit). Give instructions, using as many of the action verbs and different parts of the body as you can, e.g. Jump up and down. Put up your arms. Do a star jump. Hop on one leg. Hop on the other leg. Touch your head at the same time. Skip (mime skipping with a rope). Skip faster! Shout ‘Hooray!’ and laugh!

●

●

Pupil’s Book, page 13 5 ●

●

●

1.14

Listen and read the text about a Russian athlete. Answer the question.

Draw the Olympic rings on the board and teach Olympic Games and athlete. Ask What do athletes win at the Olympic Games? (Medals) Ask learners for Olympic medal winners from their country. Teach gold medal and silver medal. Ask What sport did he/she win for? Say Open your Pupil’s Books at page 13. Look at the picture. What sport did this woman do? (Gymnastics) Ask What new move did she perform in 1972? Check comprehension of move and perform. Play the audio for learners to listen and read. Check answers. Track 1.14 See Pupil’s Book page 13

Key: The Korbut Flip ●

●

●

●

Ask questions or write on the board: What was the gymnast’s name? (Olga Korbut) Was she tall? (No) How many medals did she win? (Six) Why did people like her so much? (Because she was exciting.)

6 Read the text again. Complete the mind map.

Learners read and complete the mind map in their notebooks. Monitor and help. Copy the mind map on the board and complete it with the learners. They compare their version and check.

TB13

●

●

●

●

Show the class the third stage of the Mission poster and say Add a warm-up routine to your schedule. Say Let’s get into groups. Ask learners which circus artist they chose for their schedule. Write types on the board (e.g. strongman, acrobat, trapeze artist, tightrope walker). Put the class into groups according to the type of artist (e.g. all the acrobats together). Split some groups if they are too big (e.g. two groups of acrobats). Groups should have no more than five members. Tell learners to think about their artist and what type of skills he/she needs in their act. Ask Which parts of the body does your artist need to warm up? Learners suggest ideas (e.g. The strongman needs to warm up his arms). Write useful vocabulary on the board, e.g. stretch, move, bend, touch your (toes). Groups invent a warm-up routine. They agree on the moves and the order to do them. They write a set of instructions in their notebooks. Set a limit on the number of moves if you wish (e.g. six instructions). Monitor and help. Learners rehearse their warm-up activity and if possible make a video of themselves. They don’t present their activity to the class yet. Say Let’s decide where to put the warm-up in the schedule. Ask When is the best time to warm up? (Before you do exercise) Hand out the schedules. Learners write warm-up on their schedule at the appropriate times. Extension Learners draw a picture for each part of their warm-up routine. For ideas on monitoring and assessment, see Introduction.

Activity Book, page 13 See pages TB128–140

Ending the lesson ●

SA Go back to Stage 3 on the digital Mission poster. Add a tick to the ‘Add a warm-up routine to your schedule’ stage or invite a learner to do it. Use self-assessment (see Introduction).

1

Culture

5

1.14

Listen and read the text about a Russian athlete. Answer the question. What new move did Olga Korbut perform in 1972?

Olga Korbut One sport that needs a really good sense of balance is gymnastics. And who is the queen of balance? Russian

Olympic gymnast, Olga Korbut! Olga Korbut was born in 1955 in Grodno. At the time Grodno was part of the USSR (the Soviet Union). She studied in a school that had a special programme for sports people. She began to train for the Olympic team. At the Olympic Games in 1972, Olga was 17 years old and the youngest member of the team. She was also very small, only 1.5 metres tall, but she was very strong. Her routines were fast and exciting and she was everyone’s

favourite gymnast. Olga Korbut won four gold medals and two silver medals for the USSR in the 1972 and 1976 Olympics. In 1972, she performed new moves including the Korbut Flip. They don’t do this move in competitions now because people think it is too dangerous! It is still exciting to watch Olga Korbut’s routines, but don’t forget that she had to train for many hours every day to become a top gymnast. Would you like to be a gymnast?

6 Read the text again. Complete the mind map. born

years old in the 1972 Olympics

Olga Korbut

small but very very

and routines

helped make an exciting sport to watch

gold won medals and silver medals

ed a m invent called

ove

STAGE 3 Add a warm-up routine to your schedule. Work in groups. Think of a warmup activity to do for your practice.

My

Decide where to put it in your schedule.

diary Activity Book page 6

Learn about a Russian Olympic athlete

13

1 Literature

1 Look at the pictures. Answer the questions. 1

Would you like to be part of a circus? Why? Why not?

2

How old do you think the girl in the circus is?

1.15

THE CIRCUS CHILD

Can you imagine being in a circus? Travelling all over the world, playing with clowns, flying through the air on a trapeze, or jumping on trampolines all day? No? Well, let me tell you about it. My name is Anastasia. I was born in the circus. My parents are Russian acrobats with Captain Adventure’s Travelling Circus and my dream was always to be just like them and perform on stage.

Every day I wanted to ask Dad when I could go on stage with him. But I was afraid to. I didn’t know if I was ready. In the mornings I had classes with a teacher online. They started at nine o’clock. My parents said I had to do well at school. In the afternoons I practised acrobatics with my dad for hours. We practised until dinner at half past seven.

14

Text type: A real-life story

Literature Learning outcomes By the end of the lesson, learners will have read about the life of a child and compared it to their own.

●

New language come true, dream, finally, hug, immediately, news, ready, Russian, stage, support, trampoline, trapeze, travel Recycled language action verbs, acrobat, afternoon, always, can, clown, every day/week, morning, parents, perform, practise, training, world, could/couldn’t

Warm-up

●

●

Ask Which circus artists do you know? List artists on the board (e.g. acrobat, clown, tightrope walker, strongman, trampolinist, dancer, stilt walker). For each artist, ask What does he/she do on stage? Learners explain, using action verbs. Say Close your eyes and imagine you are in a circus. What type of artist are you? Are you a dancer? Are you an acrobat? You are waiting to perform. There are lots of people sitting there. You can hear them. They want to see a very good show … The lights are going down … How do you feel? Open your eyes. Learners say how they would feel (e.g. excited, afraid, happy).

●

●

●

Presentation ●

Say We are going to read a story about a girl who lives and works in a circus. Does she like it? How does she feel?

Pupil’s Book, pages 14 and 15 ●

●

Prepare the learners for the story. Ask them to sit in a circle or in the ‘story corner’ of the classroom. Play some instrumental music to signal story time. Say Open your Pupil’s Books at page 14.

1 Look at the pictures. Answer the questions. ●

●

Say Look at the pictures. Don’t read. Would you like to be in a circus? How old is the girl? Put the class into pairs to talk about the two questions. Ask different pairs for their ideas. Revise/teach parents, trapeze, acrobat and net.

1.15 ●

Ask What is the girl’s name? (Anastasia) Where is she from? (Russia) What do her parents do? (They’re acrobats.) What is the name of the circus? (Captain Adventure’s Travelling Circus) Check comprehension of dream and ask What is Anastasia’s dream? (To perform in the circus) Teach stage. Track 1.15 See story on Pupil’s Book pages 14–15

Materials music CD (optional), pictures from Digital photo bank of children performing at a circus (optional)

●

1

Focus on picture 2. Ask Where is Anastasia and what is she doing? (Dreaming) Say Read and listen to the next part. Play the audio for picture 2. Pause after at half past seven. Ask Why didn’t Anastasia go on stage when she was young? (She was afraid.) What did her parents think about school? (They wanted Anastasia to do well at school.) What did she practise with her father? (Acrobatics) Check comprehension of ready. Focus on picture 3. Ask How old is Anastasia? (12/13) What is she doing? (Practising acrobatics) Say Read and listen. Play the audio for picture 3. Pause after and hugged me. Ask What is the move she is doing? (Backflip) Why is her dad there? (To catch her) Is she ready to perform? (No) Who is Yuri? (Her friend) Check comprehension of hugged. Ask What do you think is going to happen? Learners predict. Say Look at picture 4. How old is Anastasia? (16/17) Do you think she performs in the circus now? Say Read and listen to the rest of the story. Play the rest of the audio. Check answers and see if the learners’ predictions were correct. Ask Which day was Anastasia’s first circus show? (Saturday) How often does she perform? (Every week) Check comprehension of My dream came true. Extension Play the whole story again, without pauses, for learners to listen and read.

Activity Book, page 14 See pages TB128–140

Ending the lesson ●

With books closed, write the names Dad, Anastasia, Yuri on the board. Say Think about these people in the story. How can you describe them? Learners think of words for each character. Monitor and help with new vocabulary (e.g. hard-working, helpful, encouraging, supportive, energetic, brave). Invite learners to write their words on the board.

The circus child

Focus on pictures 1 and 2. Ask How old is the girl? (Eight/ Nine) Say Read and listen to the first part. Show paragraph 1. Play the audio. Learners listen and read. Pause the audio after and perform on stage.

TB14

1

Literature ●

New language back then, better and better, except, grow up, professional

Pupil’s Book, pages 14 and 15 ●

Recycled language language from the story

Social and Emotional Skill: perseverance After reading the story, ask learners What’s Anastasia’s dream? (To be an acrobat in the circus) How does she achieve her dream? (She practises for many years to be ready to perform.) Who tells her when she is ready? (Her dad) ● Say Yes, she waits for her dad to tell her because she knows that being an acrobat can be dangerous. It’s important to be good so she doesn’t hurt herself. ● Tell the learners that Anastasia works very hard and shows perseverance and determination. She controls her emotions and doesn’t give up. Ask the class if there’s anything that they work hard at, e.g. learning to play a sport or a musical instrument. Encourage them to use: I play the … I practise … times a week. I like playing … … helps me. My goal/dream is to … ● Write the following things on the board. Learners discuss in pairs which can help them learn a new skill. ● Practise every day ● Be motivated – want to do it ● Have someone to help you ● Give up when it gets difficult ● Control emotions like frustration ● Someone says you can’t do it ● Friends encourage you ● Be lazy ● Listen to your teacher ● Believe you can do it ● Show perseverance ● Be hard–working

2 Answer the questions. ●

●

●

●

TB15

Read the questions. Learners read the story again. They discuss their ideas in pairs. Check answers. Talk about how important it is to persevere so that you can learn a new skill / make your dream come true. Key: 1 She has classes online in the morning and practises acrobatics in the afternoon. Because she wants to be in the circus. 2 At the beginning she was afraid. Now she feels very happy/excited. 3 Learners’ own answers

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●

Warm-up With books closed, ask What’s the name of the girl in the story? (Anastasia) What was her dream? (To work in the circus) Can you remember her story? Write key words learners remember on the board (e.g. acrobat, training, online teacher). Say Open your Pupil’s Books at page 14. Put the class into pairs. They retell Anastasia’s story, using the pictures to help, taking turns to say a couple of lines. Extra support Retell the story, with more key words on the board (e.g. Russian acrobats, every day, study, train, backflip, catch, ready, perform). Learners join in and help you.

Play the audio. Learners read and listen to the story again. Track 1.15 See story on Pupil’s Book pages 14–15

Materials coloured pens or pencils (optional)

●

SA Use self-assessment techniques to check how well learners think they understand the vocabulary. See Introduction.

Learning outcomes By the end of the lesson, learners will have ordered events in a story and learnt about perseverence.

Say Let’s act out the story. Summarise the story, sentence by sentence, and mime. Encourage the learners to copy. Say Anastasia’s dream is to be a circus artist. Mime daydreaming. Say Her parents are acrobats. Mime standing up straight with arms up, as if at the end of an acrobatics routine. Say Every day Anastasia asks her dad if she can be on the stage, but she’s worried. Act being worried/scared. Mime writing and say She studied every morning. Mime doing acrobatics and say She trained with her dad every afternoon. Then one day her dad said ‘You’re ready.’ Anastasia was very happy. Mime being very happy and excited. Mime stretching and getting ready to go on stage, looking excited. Say Now Anastasia performs in the circus every week. Repeat and encourage the learners to act the story with you. Extension In groups of three, learners role play the end of the story – Anastasia’s dad telling her she is ready and Anastasia telling Yuri. Learners choose who is Dad, Anastasia and Yuri. They act out the story, using language from the text if possible, e.g. Dad: You’re ready to go on stage now. Anastasia: Really? … [running to tell Yuri] Anastasia: Yuri! I am ready to go on stage! Yuri: I told you! Practice makes perfect.

Activity Book, page 15 See pages TB128–140

Ending the lesson ●

Tell Anastasia’s story, pausing for learners to say the next words.

1 My dad helped me improve and learn new moves. ‘Let’s try a backfl ip,’ he said one day, ready to catch me if I fell. I couldn’t do backfl ips then, but I can now. ‘Great! Again! Fantastic! Again!’ he told me. I practised a lot. I really wanted to do it.

After training, my friend Yuri usually came over to give me support. ‘Soon,’ he always said, and hugged me. I practised really hard every day for years, then last month it finally happened. Dad said, ‘I think you are ready to go on stage now. How about Saturday?’ ‘Really?’ I shouted and jumped up and down. Immediately, I ran to tell Yuri the good news. ‘I told you!’ he laughed. ‘You practised a lot, and practice makes perfect.’ And that was how my dream came true. Now I perform in the circus every week.

2 Answer the questions. 1

What does Anastasia do every day? Why does she do this?

2

How did Anastasia feel at the beginning of the story? How does she feel now?

3

What do you practise every day? Why?

Social and emotional skills: Perseverence

15

1 A1 Movers

Rev

1 Talk about the picture and point. She’s got a black hat.

He’s riding a bike.

2 Look at the picture and choose the correct word. 1

The clown with the toy plane is walking / skipping / dancing.

2

One hat is black and one hat is yellow / pink / green.

3

One of the children has got a kitten / rabbit / penguin.

3 Look at the picture and complete the sentences.

1

What is the boy doing? He’s

2

The small clown is

3

The man in the white shirt is

4 Say two more things about the picture. I like this circus.

16

The clowns are funny.

Preparation for Reading and Writing Part 6

Write 2 different sentences about the picture.

A1 Movers Learning outcomes By the end of the lesson, learners will have practised describing pictures and following instructions (A1 Movers Reading and Writing Part 6).

2 Look at the picture and choose the correct word. ●

Test skills Reading and understanding a factual text Recycled language action verbs, circus artists, clothes, colours, describing people, sports and hobbies, telling the time, surprised, have got, like, present tenses

●

Materials practice paper for Movers Reading and Writing Part 6 (optional)

●

Draw a simple house on the board and a stick woman standing on the roof. Ask What’s she doing up there? Learners make as many sentences in the present continuous as they can. Encourage them to use their imaginations and to show how many words they know in English. Possible sentences: She’s watching the birds. She’s enjoying the weather. She’s escaping. She’s fixing her house. She’s practising climbing. She’s looking at the clouds. She’s playing hide and seek. She’s waiting for a helicopter. Extension Learners write sentences in pairs, rather than saying them. Make the activity competitive – the pair with the most (correct) sentences wins.

Presentation ●

●

Say Let’s practise for a reading and writing exam. Write Reading and Writing Exam on the board. Show an example of the Movers Reading and Writing paper (Part 6). Say This is a real exam. In the exam I can’t tell you what to do. How do you know what to do? Point to the instructions and say You need to read the instructions carefully. They tell you what to read, what to write and how many things to write.

●

●

Learners complete the sentences individually in their notebooks. Check answers. Key: 1 clapping 2 walking

3 laughing

Stronger learners Practise distinguishing between people in the picture. Ask Where’s the girl with long hair? Where’s the small clown? Where’s the woman with the black hat? Where’s the surprised man? Where’s the man with white and yellow trousers? Learners point. Write example questions on the board. Learners repeat the activity in pairs.

4 Say two more things about the picture. ●

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1 Talk about the picture and point. Say Open your Pupil’s Books at page 16. Choose a learner to read the instructions. Say In the reading and writing exam, you don’t talk to a partner. You think about what is in the picture. We’re going to practise in pairs. Choose two learners to read the speech bubbles. Ask different learners for more sentences. Get them to point to the part of the picture which goes with their sentence. Prompt learners to use a range of language by asking Can you make a sentence with ‘have got’? Can you make a sentence with ‘wearing’? Say Show me what you know! Put the class in pairs. One learner makes a sentence. The other learner points. After five sentences they swap roles. Example sentences: They’re watching the circus. She’s riding a bike. He’s laughing. She’s talking. He’s walking on a tightrope. She’s got a rabbit. He’s got a plane. He’s got a clock. He’s surprised.

3 rabbit

3 Look at the picture and complete the sentences.

Pupil’s Book, page 16 ●

Read the instruction. Explain that in the exam learners have to complete a sentence by writing, but they are going to practise circling first (Activity 3 is like the one in the exam). Say Look carefully at the picture again. Choose the correct word. Learners circle the words individually. Check answers. Key: 1 walking 2 pink

Warm-up ●

1

In pairs, learners find two different things to say about the picture. Share ideas. Explain that in the exam they need to write the two sentences. Read the exam tip at the bottom of Pupil’s Book page 16. Say You get more marks if you write two different sentences. Maybe one ‘ing’ sentence and one sentence with ‘have got’. Don’t write two things about the same person in the picture. Remind learners that they need to write their answers clearly. Any corrections have to be neat. Extension Learners write the two sentences in their notebooks. They check their sentences with a partner. Choose learners to write their sentences on the board. Encourage them to write clearly. See how many different sentences the class can write.

Activity Book, page 16 See pages TB128–140

Ending the lesson ●

In pairs, learners look back at the picture on page 10 and write as many different sentences as they can.

TB16

1

Review

Learning outcomes By the end of the lesson, learners will have revised the language in the unit, presented a schedule and performed a warm-up activity. Recycled language unit language Materials Activity verbs flashcards, word cards (optional), pictures from Digital photo bank of sports and hobbies, teaching clocks (optional), worksheets and notes from Mission Stages 1–3 lessons, materials for making a poster (optional), dice, counters, digital question cards (for Activity Book game), scissors

Warm-up ●

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Show a teaching clock or draw a clock on the board with an ‘o’clock’ or ‘half past’ time. Ask What time is it? Repeat with different times. Show the Activity verbs flashcards and pictures of sports and hobbies (or mime). Learners say the words. Put one of the flashcards/pictures on the board. Then show or draw a clock with a different time. Make a sentence with the action shown on the board and the time, e.g. I skip at eight o’clock. Learners repeat. Change the flashcard and the time on the clock to prompt different sentences.

Perform your warm-up activity. ●

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Self-assessment ●

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Pupil’s Book, page 17 In your groups, choose a schedule.

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Point to the Mission box or show the learners the last stage of the digital Mission poster. Say Let’s put our Mission in action! Say Present your schedule and your warm-up activity to the class. Learners sit in their Mission groups (with learners who chose the same circus artist). Read the instructions. Hand out the worksheets with the completed schedules. Read the first instruction again and ask learners to choose just one schedule to present to the class.

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Say Now present the schedule. You need to practise first. Choose a learner to read the example speech bubble. Point out that they need to imagine that they all have the same schedule (they eat and train as a group). Learners write a script for their presentation – they all make suggestions and one person writes. Learners rehearse in their groups. Allow plenty of time. If possible, they memorise the script.

See pages TB128–140

Activity Book, page 6 ●

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Say Look at page 6 of your Activity Book. Review My unit goals. Ask How is your Mission? Learners reflect and draw a smiley/confused face for My mission diary the final stage. Monitor. Point to the ‘test your strength’ game for this stage. Learners read the ‘can do’ statements and tick it if they agree they have achieved it. Point to the word stack sign. Ask learners to spend a few minutes looking back at the unit and find a minimum of five new words they have learnt. They write the new words into their word stack with an example sentence. See Introduction for techniques and activities.

Ending the lesson ●

●

TB17

Focus on the ‘Can you remember?’ box. Put the class into pairs. Learners answer the questions. Check answers.

Activity Book, page 17

Present the schedule to the class. ●

SA Ask Which stage of the Mission did you like best? Learners look back through the unit and their notebooks/ worksheets and choose 1, 2, 3 or 4 (e.g. Stage 3 because I liked thinking of a warm-up activity). Say Our next Mission is ‘Become a restaurant owner.’ Ask Do you sometimes eat in a restaurant?

Key: 1 They have breakfast at seven o’clock. 2 Marc is Pablo’s uncle. 3 Because he does a lot of exercise. 4 He couldn’t skip. 5 Possible answers: skating, skateboarding, gymnastics 6 She couldn’t do a backflip.

in action! ●

Hand out the notes from Mission stage 3 to each group. Clear a space or move to a hall/playground. Groups review the instructions they wrote and practise describing their warmup activity. They rehearse the actions. Play the videos of the activities, if you recorded the learners in a previous lesson. Learners perform their activity for the class. One learner in each group could give the instructions while the rest of the group perform. Note: You may want to spread the presentations over several lessons.

Go back to the completion stage on the digital Mission poster. Add a tick or invite a learner to do it. Use selfassessment (see Introduction). Say You have finished your Mission! Well done!

1

Review

in action! Present a schedule to the class. In your groups, choose a schedule.

Present the schedule to the class.

My

diary Activity Book page 6

This is our schedule. On weekdays, we wake up at eight o’clock. We study at ten o’clock. We do our warm-up at three o’clock. We practise jumping at five o’clock. Perform your warm-up activity.

1 2 3 4 5 6

What time do the circus artists have breakfast on Mondays? Who is Marc? Why does Ivan eat a lot? What couldn’t Peter do when he was four? Name three activities that need a sense of balance. What couldn’t Anastasia do that she can do now? Unit consolidation

17

2

What’s for breakfast? 1

Watch the video. Ask and answer. What time do you usually eat breakfast? What do you usually eat?

Become a restaurant owner In this unit I will:

18

1

Create a restaurant.

2

Talk about restaurants with a partner.

3

Create a restaurant menu. Write a review about a restaurant.

What’s for breakfast?

Unit learning outcomes Learners learn to: ● talk about food and drink ● understand and use relative clauses with who, which and where ● use past simple irregular verbs ● use the past simple in complex sentences with when ● evaluate the nutritional value of different foods ● read and interpret the message behind a traditional story Materials video, pictures of known food and drink or real food and drink (e.g. banana, bread, cake, chocolate, mango, water, apple, grapes, juice, orange, sausage, pasta), globe / world map (optional), photos from the Digital photo bank of China, including the Forbidden City (optional), real menus from local restaurants or digital access to a local restaurant’s website (optional), digital Mission poster

Pupil’s Book, page 18 1 ●

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Self-assessment

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SA Say Open your Pupil’s Books at page 18. Look at the picture. Where does this food come from? (China) Do you like it? Ask learners if they have tried eating Chinese food / eating with chopsticks. Write the words food and drink in the centre of the board as the headings of two spidergrams. Brainstorm all the food and drink learners already know in English. Use photos, draw pictures or show real food and drink items as prompts. For each word, ask Food or drink? and add it to the correct spidergram. Read the unit title and ask Do you have breakfast in the afternoon? (No) What time do you have breakfast? Say Breakfast is important. It gives us energy. Use self-assessment (see Introduction). Say OK. Let’s learn.

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Warm-up ●

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Point to the stamp of the Forbidden City and ask Where is this? Explain that the Forbidden City is in Beijing and it has got more than 900 buildings. It is more than 600 years old. If possible, show photos of China and where it is on a globe / world map. Point to the main picture again. Ask Can you see a bowl? What other things do we use to eat and drink? Learners give ideas. Extension Add three branches to the ‘Food’ spidergram: fruit, vegetables and meat. Learners categorise the food into the different groups. Play a memory chain game. Make a sentence about food or drink, e.g. I like chicken. A learner repeats it and adds their word, e.g. I like chicken and oranges. The next learner says, e.g. I like chicken, oranges and lemonade. The chain continues.

Watch the video. Ask and answer.

Say In this unit we’re talking about food and drink. Say Let’s watch the video. To introduce the topic of the unit, play the video. Pause the video while you watch to ask learners for any vocabulary they know and to say what they can see and what they think is happening. Discuss with a few learners the questions on the Pupil’s Book page and then learners ask and answer in pairs.

Become a restaurant owner

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2

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Point to the Mission box or the digital Mission poster and say Our Mission is: Become a restaurant owner. Ask What does a restaurant owner do? (e.g. Choose a name for the restaurant, think of a type of food, decide when it will be open, decorate the restaurant, find a chef, create a menu.) Say Let’s look at the Mission stages: 1 Create a restaurant. Ask Which is your favourite restaurant? What type of restaurant is it? Write the names of some local restaurants on the board and the type of food they serve. Say Restaurants are very different. The food can be from different countries. A restaurant can serve breakfast, lunch or only dinner in the evening. Tell the learners that they will create a restaurant in groups. Say 2 Talk about restaurants with a partner. Explain that learners will talk about restaurants they have visited to help them create their own restaurant. Say 3 Create a restaurant menu. Show some real menus. Ask When do you look at the menu? (Before you eat) Why? (To choose what to eat) Ask What’s the last stage of the Mission? (Write a review about a restaurant.) Explain that newspapers and websites have restaurant reviews – people write about a meal they had and their experience. Tell the learners they are going to write a review of a restaurant. Learners cover the page. See if they can remember the stages of the Mission. Say This is our Mission.

Activity Book, page 18 My unit goals ●

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Encourage learners to set their unit goals (See Introduction page xii). You can go back to these unit goals at the end of each Mission stage during the unit and review them. Say This is our Mission page.

Ending the lesson ●

Write the headings Food and Drink on the board again. Learners recreate the spidergrams.

TB18

2

Vocabulary 1 Jenny:

It’s over there. Wow! What a lot of different fruit! Look! Let’s get some strawberries! Mr Friendly: OK. Su-Lin: Mr Friendly, we’re in China. How about getting some noodles for breakfast? I love noodles. Mr Friendly: OK, Su-Lin. That’s a good idea. Do we need any sauce? Su-Lin: No, my grandma makes great sauce. Pablo: Oh, look. That man’s making pancakes. Ivan: Mmm … Chinese pancakes. They’re delicious. Shall we try some? Mr Friendly: Ooh, yes. Good idea. This morning I don’t have to make breakfast.

Learning outcomes By the end of the lesson, learners will be able to talk about and offer food and drink. New language cereal, coffee, cup, glass, milkshake, noodles, pancake, sauce, strawberries, tea, yoghurt Recycled language daily routines, food and drink, meals, bottle, bowl, go shopping, supermarket, Would you like (a glass of milk)? Yes, please. / No, thank you. Here you are. Materials Food and drink flashcards, word cards (optional), a cup, glass, bottle and bowl (if possible, for each pair of learners) (optional), audio

Key: Rose likes fruit and yoghurt. Ivan likes strawberry milkshake, cereal, fruit, yoghurt and coffee.

Warm-up ●

Ask What am I eating? Mime eating soup. Learners guess. Say Yes. I’m eating a bowl of soup. Repeat with eating a plate of pasta and drinking a glass of lemonade.

Extension Write questions on the board and play the audio again. 1 Does Mr Friendly speak Chinese? (No) 2 What does Jim like for breakfast? (Cereal) 3 What does Su-Lin have for breakfast? (Noodles) 4 Who wants tea? (Su-Lin’s grandma) 5 Why don’t they buy sauce? (Because Su-Lin’s grandma makes great sauce)

Presentation ●

Hold up each Food and drink flashcard and say the word. Learners repeat. Display the flashcards in turn. Learners say the words. Write the headings Food and Drink on the board. Learners put the flashcards in the correct group.

Pupil’s Book, page 19 1 ●

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1.16

Listen. What do Rose and Ivan like for breakfast?

Say Open your Pupil’s Books at page 19. Who can you see? (Mr Friendly, Ivan, Su-Lin, Jim, Jenny and Pablo) Where are they? (At the supermarket) What are they doing? (Shopping) Practise the food and drink items, as well as cup and glass. Say Point to the (pancake) or ask Where’s the (cup)? Read the caption. Ask Who shops for food in your family? Where? Do you help? Ask What do you like for breakfast? Do you have a hot or cold breakfast? Do you drink milk or juice? Ask What do Rose and Ivan like for breakfast? Let’s listen. Track 1.16 Diversicus is in China. Today, Mr Friendly, Ivan and the children are in the supermarket, shopping for food. Mr Friendly: It’s good you’re here, Su-Lin, because I don’t understand Chinese. Su-Lin: Ah, but you don’t need to understand Chinese. You can look at the pictures. Jim: Ooh, Dad. They’ve got cereal. I love cereal for breakfast, and can we get some chocolate milkshake? We haven’t got any. Ivan: Yes, and we need some strawberry milkshake, too. I love a big glass of strawberry milkshake in the morning. Jenny: Yeah, you have milkshake, cereal, fruit, yoghurt and a big cup of coffee. Ivan: Yes, I do. I like a big breakfast. Su-Lin: OK, and we have to get tea for my grandma. Pablo: But which one? They’ve got red tea, green tea and black tea. Mr Friendly: Let’s get some green tea. Jim: And Rose likes fruit and yoghurt for breakfast. Here’s the yoghurt … Now, where’s the fruit?

TB19

2 ●

●

1.17

Say the chant.

Say Listen and say the chant. Play the audio or video. Learners point and chant. Practise the chant, with mimes for each food or drink (e.g. stirring a drink for coffee, eating with chopsticks for noodles, drinking through a straw for milkshake). Track 1.17 Coffee, noodles, milkshake, Cereal, yoghurt, tea, Pancake, strawberries, Cup, glass and sauce.

[x2]

3 Match. Then offer your partner food and drink. ●

Learners work in pairs to match the words. Check answers. Key: 1 a glass of milkshake 2 a cup of coffee 3 a bottle of chocolate sauce 4 a bowl of cereal

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Check comprehension of the words in the box. Learners make phrases (e.g. a glass of milk, a bowl of noodles). Model the phrases in the speech bubbles. Practise pronunciation. Revise No, thank you. In pairs, learners practise offering, responding and eating/ drinking. If possible, hand out a glass, a cup, a bottle and a bowl to each pair as props.

Activity Book, page 19 See pages TB128–140

Ending the lesson ●

SA Say We learnt about food. Use the self-assessment technique (see Introduction). Learners show how they feel.

2

Vocabulary 1

1

2.01 1.16

Listen. What do Rose and Ivan like for breakfast? tea

Diversicus is in China. Today, Mr Friendly, Ivan and the children are in the supermarket, shopping for food.

cup coffee milkshake

cereal

sauce

glass

noodles

pancake strawberries

yoghurt

2

1.17 2.02

Say the chant.

3 Match. Then offer your partner food and drink. 1

a glass of

a coffee

2

a cup of

b chocolate sauce

3

a bottle of

c

4

a bowl of

d milkshake

cereal

milk noodles water soup coffee lemonade pasta tea salad rice

Would you like a glass of milk?

Yes, please.

Food and drink

19

2 DIVERSICUS 1

2.03 1.18

We’re near my grandmother’s village. Gran, could you show us where you lived?

What shall we do today?

2

What a beautiful building!

4

Not today, Jenny, but we can go to the lake where I sailed with my sister.

Yes, it’s the place where I studied when I was a child. Now it’s a café.

Of course! I’d love to.

3 Look over there! They’re the mountains which I climbed with my father every weekend.

Great! I like sailing!

Can we go? They aren’t very near, Jenny.

5

This is the lake where I also went swimming with my sister.

So do I.

6

1 20

Can you see the woman who is cooking in the kitchen? That’s my sister, Li. She makes the best noodles in town.

1.19 2.04

Listen. Who says it?

Story: Defining relative clauses in context

It’s lunchtime. We can eat now.

Where are we having lunch today?

Careful, Ivan! We don’t want to go swimming today!

7

I’m hungry.

8

Here are your noodles, with May’s favourite sauce. Fantastic! Thank you. I love noodles!!

2

Diversicus Learning outcomes By the end of the lesson, learners will have encountered relative clauses with who, which and where in context. New language building, fantastic, great, place, sail, village, What shall we do (today)? I’d love to. Recycled language family, food and drink, hobbies, beautiful, best, café, child(ren), every weekend, favourite, go swimming, hungry, lake, lunchtime, (have) lunch, mountain, near, school, today, woman, past simple Materials Food and drink flashcards, word cards (optional), four blank pieces of paper or card for each learner (optional), 14 small pieces of blank card for each pair of learners (optional), audio

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Track 1.18 The Diversicus song + see cartoon on Pupil’s Book page 20 ●

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Practise the food and drink words with the flashcards. Give learners four pieces of paper or card each. They draw a glass on one piece of paper, a cup on another, a bottle on the next and a bowl on the last one. Say a food or drink item. Learners hold up the correct picture, e.g. say Tea! and learners hold up their picture of a cup. Repeat. SA Use self-assessment techniques to check how well learners think they understand the vocabulary. See Introduction. Extension Learners work in pairs. Give out 14 small cards to each pair. They make nine cards with pictures of the new food and drink, and five cards with pictures of containers (including ‘plate’). They put the food and drink cards face down in one pile and the containers cards face down in the other pile. They take turns to turn over a card from each pile and see if they make a pair, e.g. bottle and cereal (no), bowl and pancake (no), glass and milkshake (yes). The learner says A glass of milkshake! and gets a point. Set a time limit. The learner with the most points at the end wins.

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The Diversicus song

Play the song at the beginning of the cartoon story. Learners listen and sing. Track 1.18 See the Diversicus song on page TB5 1.18

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Diversicus

1.19

Listen. Who says it?

Read the instructions. Play the audio. Pause after each sentence for learners to answer. Track 1.19 1 May: 2 Pablo: 3 May: 4 Ivan: 5 Li: 6 Ivan: 7 Jim: 8 May:

Now it’s a café. We don’t want to go swimming today! It’s lunchtime. We can eat now. Great! I like sailing! Here are your noodles, with May’s favourite sauce. What shall we do today? They aren’t very near, Jenny. She makes the best noodles in town.

Key: 1 May 2 Pablo 7 Jim 8 May

3 May

4 Ivan

5 Li

6 Ivan

Activity Book, page 20 See pages TB128–140

Ending the lesson ●

●

Pupil’s Book, page 20 1.18

Play the audio or video again. Pause after each picture and ask, e.g. Is May happy to be back in her village? (Yes, she is.) What was the café, when May was a child? (A school) Who climbed mountains with May? (Her father) Why can’t they go to the mountains today? (They are too far away.) Where did May go swimming? (In a lake) Who with? (Her sister) What is her sister’s name? (Li) What is Li cooking? (Noodles)

1

Warm-up ●

Point to picture 1 and say The children are finishing their … (breakfast). Say Look at the other pictures. What’s happening? Ask What do they eat in the café? Let’s find out. Play the audio or video. Learners listen and read. Check answers to the gist question (They eat noodles with May’s favourite sauce.)

●

SA Repeat the self-assessment technique used at the start of the lesson. Is there any change? Make true or false sentences about the story. With books closed, learners listen and say True or False. Choose learners to correct the false sentences. Possible sentences: 1 Su-Lin’s grandmother is called Li. (False – Her name is May.) 2 May’s school isn’t there now. (True) 3 May went climbing with her father. (True) 4 May’s village is near the sea. (False – It’s near a lake.) 5 They don’t want to go swimming today. (True) 6 Ivan doesn’t want to eat. (False – He’s hungry.) 7 May’s sister works in a café. (True)

Say Open your Pupil’s Books at page 20. Ask Who can you see? Learners name the characters. Explain that Su-Lin’s grandmother is called May. Ask What food can you see? (Noodles) Which places can you see? (A building, mountains, a lake)

TB20

2

Language practice 1

Learning outcomes By the end of the lesson, learners will be able to use relative clauses with who, which and where. New language relative clauses with who, which and where, ago, built, famous Recycled language superlatives (the ...est in the world), Would you like to ... ?, action verbs and hobbies, food and drink, children, enjoy, take photos Materials Food and drink flashcards, word cards (optional), photos of a place and person that are important to you, an object you like (optional), pictures of restaurant signs (optional), worksheets (Teacher’s Resource Book page 24), coloured pens or pencils, digital Mission poster

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3 Play the guessing game. ●

Warm-up Hold a Food and drink flashcard so learners can’t see and make a sentence with a relative pronoun, e.g. These are fruit which are small and red. Learners guess (Strawberries). Show the picture to confirm. Possible sentences: Cereal – It’s a food which you eat for breakfast with milk. Coffee – It’s a drink which is hot and brown. Pancake – It’s a food which is hot and round. Sauce – It’s a thing which you can put on pancakes.

Presentation ●

●

Show a photo of a place which is important to you. Say and write, e.g. This is the place where I always go on holiday. Repeat with a photo of a person you know, e.g. This is the girl who helped me to learn English. Repeat with an object, e.g. This is the book which I like best. Underline the relative pronouns and explain that where is for a place, who is for a person and which is for a thing.

Stage 1 ●

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Pupil’s Book, page 21 1 Describe the picture. What are they doing? ●

Say Open your Pupil’s Books at page 21. Read the instruction. Learners make suggestions, e.g. They’re walking up some stairs. Don’t confirm.

2 Read and check. Choose the words to complete the text. ●

Learners read first to check ideas and then write the words individually. Key: 2 which 3 longest 4 where 5 taking 6 walk

1.20 ●

●

Grammar spotlight

Point to the Grammar spotlight. Write the sentences on the board. Underline the relative pronouns. Learners copy. Play the audio. Pause for learners to repeat. Track 1.20 See Pupil’s Book page 21

TB21

In pairs, learners say sentences about the photos. Key: (possible answers) This is the thing which we use to go online. (A computer.) This is the person who helps us when we go to hospital. (A doctor.) This is the person who works at a school. (A teacher.) This is the place where we go swimming. (A swimming pool.) This is the place where we do sports. (A sports centre.)

Note: You may wish to present the grammar using the Grammar spotlight table before doing the activities on the page. ●

Write sentences on the board. Learners combine them with a relative pronoun, e.g. This is the place. I have music lessons here. (This is the place where I have music lessons.) It is the swimming pool. My brother goes there at the weekend. (It’s the swimming pool where my brother goes at the weekend.) Can you see the man? He was my English teacher. (Can you see the man who was my English teacher?) For a full Grammar reference, see page 121.

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Point to the Mission box or use the digital Mission poster. Say This is Stage 1 of our Mission. Let’s create a restaurant! Read the Mission instructions. Ask What are the names of some restaurants in town? Which are the best? The name of a restaurant is important. Show pictures of restaurant signs. In groups of four, learners decide the type of restaurant and its name. Learners complete the worksheet task in the Teacher’s Resource Book (page 24). See teaching notes on TRB page 17. Alternatively, if you do not have the Teacher’s Resource Book, learners write notes about their restaurant under the headings Name, Opening times, Advert line. Hand out paper for groups to design the sign. Ask, e.g. What type of food does your restaurant serve? What’s it called? What is on your sign? Why? Put the class into groups, each person with a different restaurant. Learners take turns to describe their restaurant and show their sign.

Activity Book, page 21 See pages TB128–140

Activity Book, page 18 ●

Learners open page 18 of the Activity Book and complete the mission diary.

Ending the lesson ●

SA Go back to Stage 1 on the digital Mission poster. Say We created a restaurant. Add a tick to the Create a restaurant stage. Use self-assessment (see Introduction).

2

Language practice 1

1 Describe the picture. What are they doing?

2

Read and check. Choose the words to complete  the text. Look at these children 1who are climbing up the mountain. They’re on the Great Wall of China. It’s a wall 2 people built many years ago. It’s famous because it’s the 3 wall 4 in the world. The Great Wall is a beautiful place people enjoy 5 6 walking and photos. Would you like to  on the Great Wall?

1

who

which

where

2

who

which

3

longest

fastest

1.20

where

4 5

who doing

which making

where taking

smallest

6

walk

walked

walking

Grammar spotlight

It’s the place where I studied. Can you see the woman who is cooking in the kitchen? They’re the mountains which I climbed with my father.

3 Play the guessing game.

It’s the thing which we use to take photos.

A camera.

STAGE 1 Create a restaurant. Choose a name and a description for your restaurant. Prepare a restaurant sign. In groups, talk about your restaurants.

My restaurant’s called Happy Noodle. It’s a Chinese restaurant where you can eat noodles for breakfast.

My

diary Activity Book page 18

Defining relative clauses

21

2 Vocabulary 2 and song

1

1.21 2.06

Listen and match the words to the pictures. Then sing the song.

Yesterday we drove to town. We saw the place where May grew up. She told us all about her school, And the teacher who taught her there. Oh, we got dressed up. Oh, we had a great day. Oh, we wrote this song. Oh, we took some photos of it all. Yesterday we saw May’s sister. She gave us all a bowl of noodles. After lunch we climbed the Great Wall, Which they built years before. Oh, we got dressed up. Oh, we had a great day. Oh, we wrote this song. Oh, we took some photos. Oh, we got dressed up. Oh, we had a great day. Oh, we wrote this song. Oh, we took some photos of it all. We had a great day.

a

b

c

d

e

2 Find the past simple form of these verbs in the song.

3 Ask and answer about the song. Did they drive to the beach? Did they see the place where May grew up?

22

Past simple irregular verbs

No, they didn’t. They drove to the town. Yes, they did.

What did you do yesterday afternoon?

Vocabulary 2 and song Learning outcomes By the end of the lesson, learners will have practised the language through song. New language built, drove, gave, got (dressed up), grew up, taught, told, took (photos), wrote Recycled language food and drink, after lunch, yesterday, past simple, present continuous Materials objects (e.g. a ruler, a book, a spoon, an orange) and a box or bag (optional), pictures of places (a cinema, a library, a bus station, a famous landmark in your country) and people (e.g. a famous sportsperson, a musician and an actor) or jobs (optional), Past simple irregular verb flashcards, word cards (optional), audio

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Extension Once learners are confidently singing along to the song, try singing the karaoke version as a class.

2 Find the past simple form of these verbs in the song. ● ●

●

Hide some objects in a box or a bag. Define one of the objects without showing the class, e.g. It’s a type of fruit which you can use to make juice. Learners guess. Show them the object when they guess correctly (e.g. an orange). Repeat with different objects. Add pictures of places and people (or jobs) to the box to practise sentences with where and who (e.g. It’s a city in our country which is near a beautiful beach. / It’s a famous person who plays the guitar and writes songs.) SA Use self-assessment techniques to check how well learners think they understand the vocabulary. See Introduction.

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1.21

Listen and match the words to the pictures. Then sing the song.

Say Open your Pupil’s Books at page 22. Ask Who can you see? Learners name the characters. Ask What’s Su-Lin doing? (She’s writing.) What’s Jenny looking at? (Photos) Who’s playing music? (Mrs Friendly, Jim and Pablo) Point to the small pictures and talk about what’s happening in each one, e.g. They’re wearing costumes. They’re in May’s village. They’re at the café. Read the instructions. Make sure learners know that they need to match the words in bold with the pictures. Play the audio or video. The first time learners listen and match only. Check answers and comprehension of the phrases in bold. Learners work out the infinitive forms (get dressed up, etc.) Track 1.21 See song on Pupil’s Book page 22

Key: a got dressed up e wrote ●

b gave c climbed d drove

Check comprehension of the verbs in the box. In pairs, learners find the past simple forms and write them in their notebooks next to the infinitives. Check answers. Ask Which one is a regular verb? (climb) Practise the new past tense forms with the irregular verb flashcards. Key: saw, wrote, told, built, took, drove, taught, gave, had, grew, got, climbed Extension Play a game to practise the irregular past tenses. Tap the table as you say One, two, three. Then click your fingers and say an infinitive, e.g. Drive! Learners respond by tapping the table as they say One, two three. Then they click their fingers and say the past tense form, e.g. Drove! Continue with other verbs from the song: build, get dressed up, grow up, give, take, tell, teach, write, have and see. You can add other verbs learners know (from Level 2): make, put, eat, drink and go.

Pupil’s Book, page 22 1

Play the audio or video again. Teach the song in small sections. Once they have practised the song, ask learners to stand up and perform it. They can do actions for the phrases in bold.

1.22

●

Warm-up ●

●

2

3 Ask and answer about the song. ●

● ●

Read the instructions and speech bubbles. Ask the whole class one or two more Did … ? questions about the song, e.g. Did they make a video? (No, they didn’t. They took photos.) In pairs, learners take turns to ask and answer questions. Show the picture of Rose Quartz in the bottom right-hand corner. Read out the question. Choose learners to answer. Help with new vocabulary and ask additional questions in the past simple, e.g. Who did you go with? What time did you go there? What was the weather like?

Activity Book, page 22 See pages TB128–140

Ending the lesson ●

●

SA Repeat the self-assessment technique used at the start of the lesson to see how well learners think they understand the vocabulary. Is there any change? Play the song again. Learners join in.

Say The children wrote a song. What is the song about? (Their day yesterday and the visit to Su-Lin’s grandmother’s village) Explain that they are using the past to talk about their day.

TB22

2

Language practice 2

Learning outcomes By the end of the lesson, learners will be able to use the past simple with when to talk about two events that happened in the past. New language past simple with when, funfair, museum Recycled language irregular past simple forms, past simple questions, bowl, costume Materials Past simple irregular verbs flashcards, word cards (optional), audio, video, a picture of a restaurant you have visited (optional), digital Mission poster

●

Track 1.24 See Pupil’s Book page 23 ●

●

Warm-up ●

Revise using the Past simple irregular verbs flashcards. Say Let’s play ‘Verb tennis’! Say an infinitive form (e.g. Drive) and mime serving towards a learner. The learner says the past tense form (e.g. Drove) and mimes hitting the ball back to you. Say a different verb and ‘serve’ to a different learner.

Pupil’s Book, page 23 1 ●

●

1.23

Track 1.23 Daisy: Hi, Jack! Did you go on the school trip yesterday? Jack: Yes, I did. We went by bus. When the bus arrived, we all got on it and it took us to the city museum. There were a lot of things which came from China. Daisy: Very nice. What did you do there? Jack: First, we saw some old bowls, but they weren’t very interesting. We were happy after that when we went and looked at some old Chinese costumes. They were fantastic. They were really beautiful. Daisy: Great! What did you do in the afternoon? Jack: When we finished lunch, we went to the funfair. We loved it. It was the best. We were there all afternoon, but we were sad when the bus came to take us home.

Key: He liked the funfair best. Extension Write questions on the board: How did they travel to the museum? Where did the things come from? Where did they go in the afternoon? Learners answer. 1.24 ●

Grammar spotlight

Point to the Grammar spotlight. Write the sentences on the board. Learners copy. For each sentence, ask What happened first? Learners think about the order of events.

TB23

●

●

Ask What did you do when you got up this morning? Learners answer. Read the instructions. Two learners read the speech bubbles. Check comprehension of the phrases in the boxes. In pairs, learners take turns to ask and answer.

3 What did you do yesterday? Write three sentences with when. ●

Listen. What did Jack like best?

Say Daisy and Jack are talking about a school trip. Check comprehension of school trip. Ask learners Where did you go on a school trip? What did you see? Learners answer. Read the instructions. Learners name the objects they know in the photos (bowls, a costume). Teach funfair. Say Let’s listen. Play the audio for learners to listen and choose.

Ask learners for more examples of past sentences with when. Extra support Write prompts on the board, e.g. I took a photo when … When I gave my grandma a present … When we arrived in the city … For a full Grammar reference, see page 121.

2 Ask and answer. ●

●

Play the audio. Pause for learners to repeat each sentence.

Learners write sentences in their notebooks. Fast finishers One learner reads a sentence he/she wrote for Activity 3. The other compares with his/her sentences and says So did I! or I didn’t. I …

Stage 2 ●

●

●

Show learners the second stage of the Mission poster: Talk about restaurants with a partner. Read the instructions and the speech bubble and check comprehension. Show a picture of a restaurant you have visited and talk about it. In pairs, learners talk about their experiences. Fast finishers Learners ask additional questions, e.g. What did the restaurant look like? Why did you like it? Where was your table? What did you eat? Learners note down ideas from the pairwork which can help them with the Mission.

Activity Book, page 23 See pages TB128–140

Activity Book, page 18 ●

Learners open page 18 of the Activity Book and complete the mission diary.

Ending the lesson ●

Go back to Stage 2 on the digital Mission poster. Add a tick to the ‘Talk about restaurants’ stage. Use self-assessment (see Introduction).

2

Language practice 2

1

1.23

Listen. What did Jack like best?

a

1.24

c

b

Grammar spotlight

When we finished lunch we went to the funfair. When the bus arrived we all got on it. We were sad when the bus came to take us home.

2 Ask and answer. Questions: Answers: What did you do when you finished breakfast yesterday?

3

When I finished breakfast yesterday, I cleaned my teeth.

What did you do yesterday? Write three sentences with when.

STAGE 2 Talk about restaurants with a partner. Talk about restaurants that you like and why you like them with a partner.

When my family and I went to Mallorca, we went to a restaurant by the sea. I’d like my restaurant to be near the sea.

My

diary Activity Book page 18

Past simple with when

23

2 Cross-curricular

Food, glorious food 1 2

Watch the video. 2.10 1.25

Listen and read. What are the five main food groups?

We know that we need food to stay alive, and that it can be delicious! But we also know that we need to eat different types of food and the right amounts to stay healthy. There are five main food groups:

Proteins and iron

Fats

Dairy Carbohydrates and fibre

Fruit and vegetables

3 Match these foods to the groups in Activity 2. a

4

b

c

d

e

Think of two breakfast foods for each food group. Carbohydrates and fibre – cereal and ...

5 How healthy are your breakfast foods in Activity 4? Give each a score out of five. 1 = very unhealthy 5 = very healthy

24

Learn about food and nutrition

I think that cereal is 3. It’s sometimes healthy and sometimes unhealthy when it’s got a lot of sugar.

Cross-curricular Learning outcomes By the end of the lesson, learners will have learnt about food groups and healthy eating. New language amount, carbohydrate, dairy, fat, fibre, food group, (un)healthy, iron, main, protein, stay alive Recycled language food and drink, breakfast, delicious, fruit, vegetables Materials Food and drink flashcards, word cards (optional), pictures of other foods from different food groups (e.g. chicken, chocolate, mango, salad, beans, meatballs, orange, sausage, cheese, pasta), two or more real foods from each group (e.g. a carton of milk, some cheese, bread, rice, canned fish, cured sausage, a bottle of oil, chocolate, bananas, green beans) (optional), real packets of breakfast cereal with different sugar and salt content (optional), audio, video

Key: 1 Dairy 2 Fruit and vegetables 3 Proteins and iron 4 Carbohydrates and fibre 5 Fats Note: You may wish to mention that vegetables also contain iron.

3 Match these foods to the groups in Activity 2. ●

●

Show the Food and drink flashcards. Practise the words. Learners say other food and drink they know in English. Play a memory chain game. Make a sentence, e.g. I went to the shop and I got some grapes. A learner repeats the sentence and adds his/her food or drink, e.g. I went to the shop and I got some grapes and some meatballs. The chain continues until a learner forgets something or can’t think of a new thing to add. Extra support Write all the food and drink words on the board at the beginning. Learners can refer to the board during the game.

Presentation ●

●

Put the flashcards for cereal, milkshake, noodles, pancake, strawberries and yoghurt on the board or show real foods. Ask Can you put two of these foods together? What about cereal and noodles? Move these two flashcards next to each other. Ask Why are they together? Do the same with the milkshake and yoghurt flashcards. See what learners already know about food groups, but don’t confirm yet. Say Open your Pupil’s Books at page 24. Focus on the pictures in Activity 2. Learners name the foods (milk, cheese, apple, fish, etc.) Read the text with the class and teach stay alive, amount and healthy. Practise pronunciation of the food groups.

Pupil’s Book, page 24 1 ●

●

Say Let’s watch the video. Learners watch the video about different types of food. Pause the video to check comprehension and learners answer the questions at the end. Watch the video again, this time without pausing.

2 ●

Watch the video.

1.25

Listen and read. What are the five main food groups?

Read the instructions. Point to the first picture and ask What’s this? (Rice) Which group is it? (Carbohydrates and fibre) Put the class in pairs to categorise the foods. Check answers. Key: a Rice – Carbohydrates and fibre b Chicken – Proteins and iron c Cake – Fats d Yoghurt – Dairy e Oranges – Fruit and vegetables

4

Warm-up ●

2

●

Think of two breakfast foods for each food group.

Learners write their answers in their notebooks. Key: (possible answers) Dairy – milk, yoghurt Fruit and vegetables – orange juice, banana Proteins and iron – egg, sausages Carbohydrates and fibre – cereal, bread (toast) Fats – pancakes, cakes

5 How healthy are your breakfast foods in Activity 4? Give each a score out of five. ●

●

●

Revise healthy and teach unhealthy. Ask learners for examples of healthy and unhealthy foods. Read the instructions. Explain that it is important to have a balanced diet and eat food from all the food groups. This ensures our body is getting the nutrients it needs to be healthy, to grow and to get energy. Learners score the foods in their notes for Activity 4. Check answers as a class. If possible, show packets of different breakfast cereals. Point out the nutritional information and explain that some cereals have more sugar or salt and so they are less healthy.

Activity Book, page 24 See pages TB128–140

Ending the lesson ●

Write the title Food groups in the centre of the board. Learners name the food groups and write them around the title, as a spidergram. Learners call out a food and its group (e.g. Orange – fruit and vegetables). Add each food to the spidergram.

Learners listen to and read the text to find the names of the groups. Track 1.25 See Pupil’s Book page 24

TB24

2

Culture

Learning outcomes By the end of the lesson, learners will have learnt about breakfasts around the world. New language Colombia, South Africa, Spain, Turkey, bun, dip, doughnut, filled with, fried, meat, popular, prefer, rice, soya milk, stall, street Recycled language adverbs of frequency, food and drink, food groups, telling the time, (have) breakfast, buy, city, different, school, travel, work Materials globe / world map (optional), real menus or online menus (optional), paper or card for each learner, coloured pens or pencils

Key: China ●

●

8 ●

Warm-up ●

●

With books closed, ask What are the five main food groups? Write the names on the board. Say a food, and learners say the food group. Say Let’s play ‘Food group tennis’! Say a food (e.g. Apples!) and mime serving towards a learner. The learner says the food group (e.g. Fruit and vegetables!) and mimes hitting the ball back to you. Continue.

Pupil’s Book, page 25 6 ●

●

● ●

1.26

Track 1.26 1 This is pan con tomate, bread with tomato. It’s from Spain. It’s easy to make and it’s delicious! People enjoy eating it for breakfast. 2 This is a croissant. You can get it in almost every hotel in the world! But it comes from France. People often eat it with a cup of coffee or tea. 3 This dish is called menemen and it comes from Turkey. People make it with many different ingredients, including vegetables, eggs and spices. It’s delicious! 4 This is pap. It’s also sometimes called mieliepap. It’s a popular breakfast food in South Africa. People usually eat it with milk, like cereal.

Key: 1 pan con tomate (Spain) 2 croissant (France) 3 menemen (Turkey) 4 pap (South Africa)

7 ●

1.27

Listen and read. Where is this breakfast from?

Learners listen and read to find out where the breakfast is from. Track 1.27 See Pupil’s Book page 25

TB25

●

Talk to a partner about your breakfast.

Tell the class what you usually have for breakfast. Use a variety of adverbs (usually, often, sometimes) and My favourite … In pairs, learners talk about their breakfast.

Stage 3

●

●

●

Look at the breakfasts. Where do you think they are from? Listen and check.

Say Open your Pupil’s Books at page 25. Look at the breakfasts. Where are they from? In pairs, learners guess what the foods are and where they are from. Don’t confirm. Say Listen and check. Play the audio to check their answers. Write the names of the dishes and the countries on the board. Show where each country is on a globe/map.

Write questions on the board: 1 What time do people often have breakfast in China? (Seven o’clock) 2 What time do Chinese children go to school? (Before eight o’clock) 3 Where do people often buy breakfast? (At street stalls) 4 Are breakfasts the same in all of China? Why? (No, because it’s a very large country.) 5 What are youtiao? (Fried doughnuts) 6 Does the milk come from cows? (No, it is soya milk.) Learners read again and answer.

●

●

● ●

Show the class the third stage of the Mission poster: Create your restaurant menu! Show some real menus. Read the first instruction. Learners think about their restaurant and which healthy food they could serve. Mission groups discuss and make notes. Read the second instruction. Learners think about what is important in a menu. (Possible ideas: A menu needs to be clear. The ingredients of each dish need to be shown, with prices. The whole menu needs to look attractive.) Groups write a short description for each dish they created, listing the ingredients. They make their menu healthy by having a mixture of food from different food groups. They can add details. Ask Does your dish come with vegetables or salad? Does it come with rice or potatoes? Is there a special sauce? Is it hot or cold? Learners copy the descriptions onto their own menu. Hand out card or paper. Learners design and write the menu individually, based on the group discussion. Learners compare menus in groups. For ideas on monitoring and assessment, see Introduction.

Activity Book, page 25 See pages TB128–140

Activity Book, page 18 ●

Learners open page 18 of the Activity Book and complete the mission diary.

Ending the lesson ●

SA Go back to Stage 3 on the digital Mission poster. Add a tick to the ‘Create a restaurant menu’ stage. Use selfassessment (see Introduction).

Culture

6

1.26

1

Look at the breakfasts. Where do you think they are from? Listen and check. 2

7

1.27

3

2

4

Listen and read. Where is this breakfast from?

People often have breakfast at around seven o’clock in China because children usually go to school before eight o’clock. People often buy breakfast from a street stall and they eat it as they travel to work or school. China is a very large country and the breakfasts are different in different cities. The most popular breakfast is soya milk with youtiao. Youtiao are like long fried doughnuts. People dip them into the soya milk. Other people prefer rice noodles or buns with meat.

8

Talk to a partner about your breakfast. I usually have … for breakfast.

My favourite breakfast is …

STAGE 3 My

Create a restaurant menu. Think of some healthy food to include in your menu. Create and design your menu.

diary Activity Book page 18

Learn about breakfasts in China and around the world

25

2 Literature

1 Look at the pictures. Describe the people in the story. 1.28

The old man and the small fish

My name is Ching-Yun. I am an old man. I live in a village near the Huangshan Mountain. My granddaughter calls me ‘The Happiest Man in China’.

Every day my granddaughter comes to visit me before she goes to school. Her name is Wen. She is eight years old. Wen makes breakfast for me. I have the same thing every morning – noodles and a cup of green tea. After breakfast, I tell Wen the old stories my grandpa told me when I was a boy. It was cold that morning. Wen arrived early. ‘Yéye,’ she said, ‘do you want something different for breakfast today – perhaps some rice or some bread?’ I said, ‘No, thank you, Wen. I’m very happy with my noodles and my tea.’ ‘Why do you have the same thing for breakfast every day, Yéye?’ Wen asked me. I finished my breakfast and then I told Wen the story of ‘The small fish which swam in the same part of the lake’. 26

Text type: A real-life story

Literature Learning outcomes By the end of the lesson, learners will have read a traditional Chinese folk tale. New language once, part, same, swam, this time, understand Recycled language daily routines, describing people, food and drink, different, happy, lake, mountain, near, new, old, small, village, young Materials photos from Digital photo bank of Huangshan mountains and province in China (optional), audio

1.28 ●

Warm-up ●

Ask Who tells stories without a book in your family? What kind of stories are they? What’s your favourite story about? Have a short discussion about stories which are passed down through families and cultures. Write on the board the titles of folk stories the learners all know. Say We are going to read and listen to a story from China. Show pictures of Huangshan, if possible, and say Look! Today’s story happens in a place which is very beautiful. Ask What can you see? (Mountains, trees) Would you like to live here? Why? / Why not?

●

●

Pupil’s Book, pages 26 and 27 ●

Say Let’s meet the people in our story. Open your Pupil’s Books at page 26.

1 Look at the pictures. Describe the people in the story. ●

●

Read the instructions. Put the class into pairs to describe the characters and the setting of the story. Ask Is the man her father? What is he wearing? Do you think the girl lives with the old man? What is the house like? Ask different pairs for their ideas. Ask the class to think of adjectives to describe the man (e.g. old, happy, traditional), the girl (e.g. young, friendly, kind) and the setting of the story. Point to picture 2 and ask Where’s the girl? (In the kitchen) What’s she doing? (Cooking / Making food) Ask questions about pictures 3 and 4, e.g. What’s on the table? What is the old man doing?

The old man and the small fish

Say Read and listen to the first part. Show the learners paragraph 1. Play the audio. Learners listen and read. Pause the audio after when I was a boy. Ask What’s the old man’s name? (Ching-Yun) Who is the girl and what’s her name? (His granddaughter, Wen) How often does Wen visit? (Every day) Does she visit in the afternoon? (No, in the morning, before school) How old is she? (Eight) What does Ching-Yun have for breakfast? (Noodles and a cup of green tea) What does he do after breakfast? (He tells Wen stories.) Are the stories new? (No, they are from when he was a boy.) Track 1.28 See story on Pupil’s Book pages 26–27

Presentation ●

2

●

Say Read and listen to the next part. Play the audio. Learners listen and read. Pause at the bottom of page 26. Ask What did Wen ask her grandfather one morning? (Do you want something different for breakfast?) What did he say? (No, thank you.) What did Wen ask next? (Why do you have the same thing for breakfast every day?) What did Ching-Yun say? (He answered with a story.) Check comprehension of the title of the story. Make sure learners know that swam is the past tense of swim and same is the opposite of different. Say Let’s read and listen to Ching-Yun’s story. Play the next part of the audio. Learners listen and read. Pause after here with you. Ask Where does the small fish swim every day? (In the same part of the lake) Where do its friends swim? (In a new part of the lake every day) What happens to the friends one day? (They stop going to new places in the lake.) Why? (They know all of the lake and think the place where the small fish swims is the best.) How do the fish feel? (Happy) Why? (They know there is nothing better and nowhere new to go.) Say Read and listen to the ending. Play the rest of the audio. Ask What happened after Ching-Yun told the story? (Wen made his breakfast and didn’t ask if he wanted something different.) Why did he tell that story? (To show her that he is happy with his life as it is.)

Activity Book, page 26 See pages TB128–140

Ending the lesson ●

With books closed, write phrases from the folk tale part of the story on the board: small fish, lake, same part, friends don’t understand, no thank you, one day they stay, happy, the best part. Learners work in pairs and take turns to tell ‘The small fish which swam in the same part of the lake’.

TB26

2

Literature

Learning outcomes By the end of the lesson, learners will have talked about the meaning of a story and learnt about constancy and contentment. Recycled language language from the story, questions and short answers Materials coloured pens or pencils (optional), audio Social and Emotional Skill: show respect for the decisions of others ● After reading the story, ask learners questions: What does Wen call her grandfather? (The happiest man in China) Why is he happy? (Because he likes what he does every day) Does he want to do new things? (No) How do we know? (Because he doesn’t want to change his breakfast – he’s happy with his noodles and tea.) Does Wen respect her grandfather’s decision? (Yes) ● Say Yes, she does. Explain that it is important to respect other people’s decisions and not try to make them do what we want. For example, when learners are all playing a game and one of their friends prefers to read a book, do they make the friend join in, or do they respect their decision and let their friend read? Explain that it’s good to understand other people’s decisions. Wen respects her grandfather’s decision, but she wants to know why. Her grandfather tells her a story to show why he is happy with his routine. ● Point out that her grandfather has tried lots of things in his life and he has learnt what he likes. ● Divide the class into two teams. One team thinks of why it’s good to do new things. The other team thinks of why it’s OK not to do new things. The teams take turns to give a reason. ● Say to the class Hands up the people who think it’s good to do new things. Explain that when you are young, it’s important to try new things because that way you find out what you like. ● Also remind the class of the importance of sticking to things. For example, if you play the guitar, don’t give it up to play the piano. Continue with the guitar and try playing the piano too. ● Hand out paper. Learners think of and write one thing they like from their routine that makes them happy and one thing new they would like to try. They share their ideas with the class.

Warm-up ●

Write the following phrases on the board, with the left column in random order. With books closed, learners read and match. The small fish always swam in the same place in the lake. His friends always swam to a different place every day.

TB27

They said

●

‘Come with us to see a new place.’ ‘No, thank you.’ with the small fish. the best.

The little fish said One day the other fish stayed They said his part of the lake was SA Use self-assessment techniques to check how well learners think they understand the vocabulary. See Introduction.

Pupil’s Book, pages 26 and 27 ●

Say Open your Pupil’s Books at pages 26 and 27. Play the audio. Learners read and listen to the story again. Track 1.28 See story on Pupil’s Book pages 26–27

2 Read and discuss with a partner. Are your answers the same or different? ●

●

●

Read the first question. In pairs, learners discuss their ideas. Talk about what type of person Ching-Yun is and ask What does Wen call him at the start of the story? (The happiest man in China) Why is he happy? (Because he likes his life, he enjoys his daily routine) Explain that he might be happy because he doesn’t feel frustrated that there is nothing new in his life. He isn’t bored because he doesn’t want to be excited by changes. Read the second question. Learners discuss their ideas in pairs and then feed back again. Ask learners for examples of things they do or eat every day which they don’t want to change – things which make them happy. Ask for examples of new things they want to do or try. Have they ever got a new thing and then found out that it wasn’t as good as they expected? Talk about the way modern life encourages us to always want new, different and ‘better’ things – the latest toy, craze or phone. Point out that things do not have to be new to be exciting, and if you are always looking for something new, you don’t enjoy your life today. Ask Why does Ching-Yun tell Wen the story of the small fish? (Because he wants her to see that enjoying ordinary, everyday things can make you happy.)

Activity Book, page 27 See pages TB128–140

Ending the lesson ●

Say sentences about the story, each with a mistake. Choose learners to correct the sentences, e.g. Ching-Yun is a young man. (He’s an old man.) He lives near the sea. (He lives near the mountains.) His grandson’s name is Wen. (His granddaughter’s name is Wen.) She calls him ‘the saddest man in China’. (She calls him ‘the happiest man in China’.) She visits him every day after school. (She visits him every day before school.)

There was once a small fish, and every day the small fish swam in the same part of the lake. Its friends didn’t understand. They said, ‘Come with us to a new part of the lake, small fish.’ But the small fish said, ‘No, thank you. I’m happy here.’

2

One morning, the friends of the small fish didn’t go to a new part of the lake. ‘Why didn’t you swim to a new part of the lake today?’ said the small fish. ‘We know every part of the lake now,’ the friends of the small fish said, happily. ‘But this part is still the best, so we’re staying here with you.’

The next morning, Wen made me noodles and green tea. This time, she didn’t ask me if I wanted something different for my breakfast.

2 Read and discuss with a partner. Are your answers the same or different?

1

Why do you think Wen’s grandfather doesn’t want to change what he has for breakfast?

2

Do you think it’s better to always do the same thing (like Wen’s grandfather) or always try something different? Why? Social and emotional skills: Showing respect for decisions of others

27

2 A1 Movers

1

1.29 2.14

1

2

Listen. Are the pictures correct? Say yes or no. 2

1.30 2.15

3

4

5

Look at the picture in Activity 3. Listen and finish the sentences. The woman is between the cupboard and the man.

3

1.31 2.16

Listen and find the things to colour and the place to write the word. There is one example.

fruit

28

Preparation for Listening Part 5

Listen carefully for prepositions and write the word in the correct place!

A1 Movers Learning outcomes By the end of the lesson, learners will have practised listening for specific information (A1 Movers Listening Part 5). Test skills Listening for words, colours and specific information Recycled language colours, food and drink, imperatives, prepositions Materials audio, coloured pens or pencils

2 ●

●

●

Say Listen and write. Think about your handwriting and your spelling! Dictate a list of ten words, e.g. 1 bread, 2 hot, 3 spoon, 4 open, 5 cup, 6 small, 7 coffee, 8 jump, 9 skip, 10 seven. Put the class into pairs. Learners check their partner’s spelling. Explain that correct, clear spelling is important in an exam.

1 ●

●

1.29

●

Say Open your Pupil’s Books at page 28. Say You need to look for details in the picture and also check your answers. What colour is the woman’s hair? What colour is the bowl? Listen. Are the pictures correct? Play the audio and pause after each number. Ask Is the picture correct?

Key: 1 yes

Can you see the woman? Yes. Colour her hair yellow. Yellow. OK. Look at the fruit in the bowl. I love fruit! Yes. Colour the bowl grey. OK. A grey bowl. Let’s colour one of the bottles now. OK. The big one? Yes. Colour it blue. All right. What can I colour now? Let’s see. Colour the flowers on the poster orange. Oh, OK. I’m colouring them now. Can you see the cup? The one with coffee in it? Yes, that’s right. Write the word ‘hot’ on the cup. Sorry? Write the word ‘hot’ on the cup. OK.

2 yes

3 yes

4 no 5 no

5 tea

Play the audio. Learners listen and point. Track 1.31 1 Man: Look, this is Julia. She’s visiting her mum in hospital. Her mum had stomach-ache, but she’s OK now. Girl: That’s good. Julia’s mum’s got a really nice watch. Can I colour it? Man: OK. Do you want to colour it orange? Girl: OK! Can you see the orange watch? This is an example. 2 Man: Do you like those posters? Girl: Oh, yes! There are some really nice flowers on that one. Can I colour them? Man: Yes. Colour them with your yellow pencil, please. Girl: OK! … I can see a cup of tea on the other one! Man: Yes! Me too! 3 Girl: Can I colour a bottle now? Man: All right. Colour the bottle which has got a sun on it. Girl: Can I colour it pink? Man: Yes. That’s a very good idea. Girl: It looks great! 4 Girl: Shall I write something now? Man: Yes. Can you write the word ‘fruit’, please? Girl: Yes, but where shall I write it? Man: Write it on the bowl. Girl: But there are four bowls. Man: Oh, yes. Well, there’s one on the cupboard. Write ‘fruit’ on that one. Girl: OK, I’m doing that now.

Listen. Are the pictures correct? Say yes or no.

Track 1.29 1 Man: Girl: Man: Girl: 2 Girl: Man: Girl: 3 Man: Girl: Man: Girl: 4 Girl: Man: Girl: 5 Man: Girl: Man: Girl: Man: Girl:

4 bowl

3 1.31 Listen and find the things to colour and the place to write the word. There is one example.

Say Let’s practise for a listening exam. In Part 5 of the exam you need to listen and colour four things and write one word.

Pupil’s Book, page 28

Focus on the picture. Say Where are the penguins? Where’s the man? Where’s the bottle with a sun on it? Look carefully at the picture. Look at the details. Listen and finish the sentences. Play the audio twice. Check answers.

Key: 2 cupboard 3 penguin 6 the bed

Presentation ●

Look at the picture in Activity 3. Listen and finish the sentences.

Track 1.30 1 The woman is between the cupboard and the … 2 The biggest bowl is on the … 3 The girl near the bed is holding a toy … 4 There are some pears and some kiwis in a … 5 On the poster there is a cup of … 6 The big penguin is next to …

Warm-up ●

1.30

2

●

Read the exam tip. Check comprehension of prepositions. Write examples on the board. Explain that in the exam the learners can write the word in capital letters or lower case or a mix but the word must be readable.

Activity Book, page 28 See pages TB128–140

TB28

2

Review

Learning outcomes By the end of the lesson, learners will have revised the language in the unit, practised ordering food and written a restaurant review. Recycled language unit language, expressing opinions, telling the time, Can I have the …, please?, What would you like? I’d like the … Materials Food and drink flashcards, word cards (optional), restaurant reviews from newspapers or websites (optional), dice, counters, question cards (for Activity Book game), scissors

●

Self-assessment ●

Warm-up ●

●

●

Show the Food and drink flashcards. Learners say the words. Put the flashcards on the board. Say I’m at a restaurant. Hmm. What would I like? Say, e.g. I’d like the pancakes. Choose one of the learners to be a waiter and say Excuse me, can I have the pancakes, please? And a cup of coffee? Encourage the learner to respond (Yes, of course. / OK. / Certainly, Madam/Sir.) Write your dialogue on the board and practise pronunciation. Put the class into pairs to practise ordering food and drink. They take turns to be the customer and waiter. Monitor and help.

●

●

Write a review about a restaurant. ●

●

Point to the Mission box or show the learners the last stage of the digital Mission poster. Say Let’s put our Mission in action! Let’s write a review of a restaurant. Show examples of restaurant reviews in print or online, if possible. Explain that a review is someone’s opinion of something they have tried. Read the first instructions and the speech bubbles. Ask learners for examples of phrases they could use to describe a restaurant (e.g. It was nice, but … / I really liked the … , but I didn’t like the … / The … was delicious!) Put the class into pairs to discuss their experiences at restaurants. Monitor and encourage them to ask questions, e.g. What did you think of the tables? Was the waiter good? Did you wait a long time for your food?

TB29

SA Ask Did you enjoy being a restaurant owner? Which part of the Mission was the most fun? Learners look back through the unit and their notebooks/worksheets and choose 1, 2, 3 or 4. Encourage them to give reasons for their answer (e.g. Stage 1 because I liked creating a restaurant). Say Our next Mission is ‘Become a health expert.’ Ask Do you like doing exercises?

Point to the ‘Can you remember?’ box. Put the class into pairs. Learners answer the questions. Check answers. Key: 1 He’s making pancakes. 2 Her old school, the lake, her sister’s restaurant 3 They visited the Great Wall. 4 Milk, yoghurt, cheese 5 In China 6 Noodles and a cup of green tea

Pupil’s Book, page 29 in action!

Read the second instructions and the writing prompts. Remind learners that they need to be polite. Learners work individually on their review. Monitor and help with new vocabulary. You could ask learners to give their restaurant a score (e.g. from 1 to 5 stars, 5 being the best). Optional Learners make a clean copy of their review and illustrate it. Display the reviews around the classroom or make them into a newspaper ‘Review’ section or a website.

Activity Book, page 29 See pages TB128–140

Activity Book, page 18 ●

●

Learners open page 18 of the Activity Book and complete the mission diary and ‘can do’ statements. Learners add words to the word stack (see complete notes on page TB17). See Introduction for techniques and activities.

Ending the lesson ●

●

SA Go back to the completion stage on the digital Mission poster. Add a tick or invite a learner to do it. Use self-assessment (see Introduction). Tell the learners You have finished your Mission! Well done!

2

Review

in action! My

Write a review about a restaurant. Talk to a friend about the restaurant which you went to.

Which restaurant did you go to?

diary

I went to the Chinese restaurant. It was great!

Activity Book page 18

Write a review about the restaurant.

This restaurant was good because … I really liked … I didn’t like … as much because …

1 2 3 4 5 6

What’s the man in the supermarket in China making? Which places did May take Ivan and the children to see when they went to her town? What did Jim, Jenny and their friends do after lunch? Name three food items in the food group ‘dairy’. Where do people eat ‘youtiao’ for breakfast? What did Wen’s grandfather always have for breakfast? Unit consolidation

29

3

A healthy body 1

Watch the video. Ask and answer. What do you do to stay healthy? Why’s it important to exercise and eat healthily?

Become a health expert In this unit I will:

30

1

Create a health plan.

2

Visit the doctor.

3

Add some healing tips to my health plan. Make a health advice poster.

A healthy body ●

Unit learning outcomes Learners learn to: talk about parts of the body and health problems ● understand and use comparatives and superlatives, including as … as ● use want to ● use need to to give advice ● read about bones, joints and yoga ● read and act out a short play Materials globe / world map (optional), photos from Digital photo bank of Indonesia including Krakatau (optional), posters or leaflets with health advice (optional), copy of the Mission worksheet (Teacher’s Resource Book page 34), digital Mission poster ●

●

●

●

●

SA Say Open your Pupil’s Books at page 30. Learners look at the title and the picture. Check comprehension of body and revise healthy. Draw a stick person on the board, with hair, a face and ears. Call learners to the front to point to a part of the body, say the word and write it (arm, body, ear, foot/feet, hand, head, leg, eyes, nose, mouth, face, hair). Say Look at the picture. Where is she? (On the beach) What’s she doing? (Yoga) Why? (It’s good for your body.) Talk about the importance of exercise to keep our bodies healthy. Ask What exercise do you do? Use self-assessment (see Introduction). Say OK. Let’s learn.

●

●

●

●

●

Warm-up ●

●

●

Point to the stamp of Krakatau and write the name on the board. Explain that Krakatau is a volcanic island in Indonesia. If possible, show photos of Indonesia and show where it is on a globe/map. Point to the main picture again. Say Point to her head. Learners point. Repeat with different parts of the body. Put the learners in pairs. They take turns to give instructions, e.g. Point to your leg. / Hold up your hands. / Touch your ear. Extension Write questions on the board, e.g. Who is the healthiest person in your family? Why? What’s your favourite type of exercise? Do you usually eat healthy food? Which unhealthy food do you eat?

Pupil’s Book, page 30 1X.X ●

Watch the video. Ask and answer.

Say In this unit we’re talking about health and the body. Say Let’s watch the video. To introduce the topic of the unit, play the video.

Pause the video while you watch to ask learners for any vocabulary they know and to say what they can see and what they think is happening. Discuss with a few learners the questions on the Pupil’s Book page and then learners ask and answer in pairs.

Become a health expert

Self-assessment ●

3

●

Point to the Mission box or the digital Mission poster and say Our Mission is: Become a health expert. Check comprehension of expert. Ask Who asks for help from a health expert? Learners share ideas (e.g. sports people, people who are going to the gym, actors, people who are ill). Say Let’s look at the Mission stages: 1 Create a health plan. Show the worksheet in the Teacher’s Resource Book page 34 and say This is the health plan. Explain it has three sections and that learners are going to complete it as they work through the unit. Alternatively, if you do not have the Teacher’s Resource Book, write the following headings on the board: 1 Parts of the body you look after, 2 Problem and doctor’s advice, 3 Healing tips. Say 2 Visit the doctor. Ask When did you last see a doctor? What did he/she ask you? What did you say? Briefly talk about the conversations we have at the doctor’s (the doctor asks what the matter is and we describe our symptoms). Tell learners they will practise visiting the doctor in English. Say 3 Add some healing tips to my health plan. Explain the meaning of tip. Ask What’s the last stage? (Make a health advice poster.) Teach advice and ask Where do you see posters with health advice? (At the doctor’s. / In hospitals and health centres. / At the pharmacy.) Say Health experts give advice. They write posters, leaflets, books or websites. Show examples of health posters or leaflets, if possible. Tell learners they are going to make their own health poster. Ask learners to cover the page. See if they can remember the stages of the Mission. Say This is our Mission.

Activity Book, page 30 My unit goals ●

●

●

Encourage learners to set their unit goals (See Introduction page xii). You can go back to these unit goals at the end of each Mission stage during the unit and review them. Say This is our Mission page.

Ending the lesson ●

Learners recreate the stick person from the self-assessment stage (with the labels) in their notebooks. They compare their pictures in pairs. Learners call out the words so you can recreate the picture on the board.

TB30

3

Vocabulary 1 Ivan: Pablo: Ivan: Pablo: Su-Lin: Ivan:

Learning outcomes By the end of the lesson, learners will be able to talk about parts of the body. New language back, bandage, elbow, finger, knee, neck, scissors, shoulder, stomach, toe, weights, What’s the (pink one) for? It’s for (my finger). What are the (green ones) for? They’re for (my shoulders). Recycled language parts of the body, beach, do exercise, drop, fall (fell), pick up, strong, yesterday, present continuous, past simple, questions Materials video, Parts of the body flashcards, word cards (optional), a real bandage (if possible), audio

Jim: Ivan: Jenny: Ivan: Kids: Su-Lin: Ivan:

Warm-up ●

Play ‘Simon says’ using parts of the body and action verbs.

Key: He cut his finger with the scissors.

Presentation ●

● ●

Hold up each Parts of the body flashcard and say the word. Learners repeat. Show a real bandage if possible. Learners share experiences of when someone needed to wear a bandage. Display the flashcards in turn. Learners say the words. Learners stand up. Give instructions and teach mimes to practise the new words, e.g. Touch your toes. Wave your fingers in the air. Turn your back to me. Touch your neck. Shrug your shoulders. Rub your stomach. Bend your elbows/ knees. Put on a bandage.

Extension Write questions on the board and play the audio again. 1 What are the green bandages for? (Ivan’s shoulders) 2 Has Ivan got a problem with his back? (No, he hasn’t.) 3 What is the black bandage for? (It helps his back when he picks up his weights.) 4 What is the white bandage for? (Ivan’s toe)

2 ●

Pupil’s Book, page 31 1 ●

●

●

●

●

1.32

Track 1.32 Diversicus is in Indonesia. This morning Ivan is doing exercise on the beach. The children are watching him. Pablo: Look at Ivan. He’s very strong. Su-Lin: Hmm. What are those yellow things on your neck, Ivan? Ivan: They’re bandages. The yellow ones help my neck. Jenny: And the green ones? What are they for? Ivan: They’re for my shoulders. Jim: Ah! So the blue one’s for your elbow and the red ones are for your knees. Ivan: Yes, that’s right. Jenny: What about the pink one? Does that help your finger?

TB31

1.33

Say the chant.

Say Listen and say the chant. Play the audio or video. Learners point to the parts of the body and chant. Track 1.33 Neck, stomach, back, Shoulder, elbow, knee, Finger, toe and bandage.

Listen. How did Ivan cut his finger?

Say Open your Pupil’s Books at page 31. Who is in the picture? (Ivan, Su-Lin, Jim, Jenny and Pablo) Where are they? (At the beach) What’s Ivan doing? (Exercise) Ask What else can you see in the picture? Teach weights. Mime lifting weights and ask Does anyone in your family lift weights? Read the caption. Ask What type of exercise can you do on the beach? (Running, dancing, aerobics, football, volleyball, bat and ball games) Point to Ivan’s bandages and ask Where’s the yellow bandage? (On his neck) Where are the green bandages? (On his shoulders) Ask How did Ivan cut his finger? Let’s listen. Play the audio. Check comprehension of scissors.

Er, no. It doesn’t. So, what’s the pink one for? I cut my finger with the scissors this morning. Oh dear. I’m sorry. What’s the black one for? Is it for your stomach? My stomach? There’s nothing wrong with my stomach. It’s for my back. It helps my back when I pick up my weights. Your weights are here, Ivan. Why aren’t you picking them up today? Not today. … Today I’m doing different exercises. Ah! And what about that white one on your big toe? How does that help you? It doesn’t. I dropped one of my weights yesterday and it fell on my toe. Ooh! Ow! Ouch! That’s terrible! You didn’t have a good day yesterday. No, I didn’t.

3 ●

1.34

[x2]

Listen and say yes or no.

Play the audio. Pause for learners to answer. Track 1.34 1 It’s night time. 2 They’re at the beach. 3 Ivan’s doing exercise. 4 The yellow bandage is for Ivan’s elbow. 5 The green bandages are for Ivan’s shoulders. 6 Ivan hurt his toe.

Key: 1 no

4 ●

2 yes 3 yes

4 no

5 yes

6 yes

Write two sentences about the picture.

Learners write sentences in their notebooks. Call learners to write sentences on the board.

Activity Book, page 31 See pages TB128–140

Ending the lesson ●

Say We learnt about parts of the body. Show the flashcards. Ask Do you know the words? Use the self-assessment technique (see Introduction). Learners show how they feel.

3

Vocabulary 1

1

1.32

Listen. How did Ivan cut his finger?

Diversicus is in Indonesia. This morning Ivan is doing exercise on the beach. The children are watching him. shoulder

neck finger

stomach

bandage

knee toe

elbow

back

2

1.33

3

1.34

4

Say the chant. Listen and say yes or no. Write two sentences about the picture.

Parts of the body

31

3 DIVERSICUS

3.04 1.35

Which is the highest mountain in Indonesia?

1

2

No, it isn’t. Everest is the highest mountain in the world. Now, which is the longest river in the world? The Nile, but it isn’t the biggest.

Puncak Jaya. It’s the highest mountain on an island in the world.

3

Is it as high as Everest?

The Nile isn’t as big as the Amazon River because the Amazon carries more water.

What?

4

Well, he’s stronger than all the acrobats in Diversicus, so he’s the strongest man here.

Can Ivan swim down the Amazon? He is the strongest man in the world.

5

Miguel, do you think Ivan is the strongest man in the world?

This is more exciting than watching the others.

6

Look, Ivan is the strongest acrobat. But Marc is the best catcher and Lily is the best jumper.

7

And now the most famous footballer, Pablo, is running to kick the ball …

Stop, Pablo! You can’t play football with that! It’s one of my weights.

1 32

1.36 3.05

Listen and say the number.

Story: Comparative and superlative adjectives in context

OK, but be careful, Jenny!

8

Look, Dad! Jenny is taller than you now!

Later …

Ivan, I’m not as tall as you, I’m not as strong as you, but now my toe’s as big as yours.

Diversicus Learning outcomes By the end of the lesson, learners will have encountered comparative, superlative adjectives and as … as in context. New language best, famous, footballer, high, island Recycled language parts of the body, action verbs, adjectives, acrobat, Be careful, carry, mountain, river, water, weights, comparative and superlative adjectives, as … as Materials video, Parts of the body flashcards, word cards (optional), audio

● ●

Warm-up ●

●

●

Practise parts of the body with the flashcards and by giving instructions. Define a part of the body, using a comparative, e.g. I’m thinking of a part of the body. It’s smaller than my head. There are two of them. They’re more beautiful than my ears. (Eyes) Repeat for different parts of the body, e.g. They’re longer than my toes but shorter than my legs. They’re on my hands. (Fingers) Mine is longer and curlier than Elena’s. (Hair) SA Use self-assessment techniques to check how well learners think they understand the vocabulary. See Introduction. Extension Ask Who has the straightest hair in the class? Who has the longest hair? Who has the longest legs? Who has the strongest arms? Who has the fairest hair?

●

The Diversicus song

Play the song at the beginning of the cartoon story. Learners listen and sing. Track 1.35 See the Diversicus song on page TB5

1.35 ●

●

●

●

Listen and say the number.

Read the instructions. Play the audio. Pause after each sentence for learners to answer. Lily is the best jumper. This is more exciting than watching the others. I’m not as tall as you. He’s stronger than all the acrobats in Diversicus. The Nile, but it isn’t the biggest. Which is the highest mountain in Indonesia? You can’t play football with that! The Nile isn’t as big as the Amazon River.

Key: Picture 5, Picture 6, Picture 8, Picture 4, Picture 2, Picture 1, Picture 7, Picture 3

Diversicus

Say Open your Pupil’s Books at page 32. Ask Who can you see in picture 1? Remind the learners that the man is Pablo’s father and ask What does he do? (He’s a teacher.) Point to picture 1 and ask What are the children doing? (They’re having a lesson.) What are the children studying? (Geography) What’s on the whiteboard? (Mountains and a lake) Say Look at the other pictures. Where do they go after the geography lesson? (To watch the acrobats) Explain that the children are comparing the different acrobats in Diversicus. Ask Who’s the best jumper in Diversicus? Write the question on the board and check comprehension of best. Say Let’s find out. Play the audio or video. Learners listen and read. Check answers. (Lily is the best jumper.)

1.36

Track 1.36 Jim: Jenny: Pablo: Miguel: Jim: Miguel: Ivan: Su-Lin:

Pupil’s Book, page 32 1.35

Check comprehension of high and island. Play the audio or video again. Pause after each picture and ask, e.g. Which is the highest mountain in Indonesia? (Puncak Jaya) Which is the highest mountain in the world? (Everest) Which is the longest river in the world? (The Nile) Is the Nile as big as the Amazon? (No, it isn’t.) Who’s the strongest man in Diversicus? (Ivan) In picture 6, is Jenny taller than her father? (Yes, she is.) Why can’t Pablo play football in picture 7? (Because it’s not a ball – it’s a weight.) Whose toe is bigger at the end of the story? (They are the same – Pablo’s toe is as big as Ivan’s.) Extension Put learners into pairs to retell the story. (e.g. The children are having a geography lesson. Pablo’s dad asks them questions about mountains and rivers. The children want to know who is the strongest acrobat in the circus. They go to watch the acrobats. They think Lily is the best jumper and Marc is the best catcher. Ivan is the strongest. Pablo wants to play football but he kicks a weight. His toe is in a bandage. It’s as big as Ivan’s toe.) Extra support Retell the story yourself, but pause for learners to tell you the next word.

1 ●

3

Activity Book, page 32 See pages TB128–140

Ending the lesson ●

●

SA Repeat the self-assessment technique used at the start of the lesson to see how well learners think they understand the vocabulary. Is there any change? Make sentences about places and characters in the story. Learners say the name, e.g. It’s the longest river in the world. (The Nile) It’s the highest mountain in the world. (Everest) He’s the strongest acrobat in the circus. (Ivan) She’s the best jumper in the circus. (Lily) His toe is as big as Ivan’s. (Pablo)

Track 1.35 The Diversicus song + see cartoon on Pupil’s Book page 32

TB32

3

Language practice 1

Learning outcomes By the end of the lesson, learners will be able to use comparative and superlative adjectives and as … as. New language I’m not as strong as you. Jenny is taller than you. Ivan is the strongest man here. (at the) bottom, (in the) middle, (at the) top, clever, fit, human tower, interesting, loud, quiet, try Recycled language adjectives, comparative and superlative adjectives, family, Would you like to …? Materials Teacher’s Resource Book page 34 worksheets, 20 small pieces of card with an adjective on each one (optional), digital Mission poster, stickers Note: You may wish to present the grammar using the Grammar spotlight table before doing the activities on the page.

Key: 2 most 3 strongest 4 big 5 stronger 6 smaller 7 thinner 8 easier 9 as 10 more 1.37 ●

● ●

●

●

Write adjectives on the board in a column: happy, old, beautiful, fat, tall, hot, easy, boring. Ask What’s the opposite of (happy)? Write each opposite next to the adjective (sad, new/ young, ugly, thin, short, cold, difficult, interesting/exciting). Teach loud and quiet. Practise saying the pairs of adjectives. Erase one adjective from each pair. Ask different learners What’s the opposite of (interesting)? Learners ask and answer in pairs.

Presentation ●

●

Ask questions with comparatives, e.g. What’s more exciting – going to the cinema or going skating? Which is more difficult – playing an instrument or speaking a different language? The class vote on the answers. Ask learners their reasons (e.g. Going skating is more exciting because you move and it’s fast.) Say True or false? Cats are as nice as dogs. Learners discuss (e.g. False, because cats aren’t always happy to see you.) Write more sentences with as … as on the board for learners to discuss, e.g. English is as easy as science. Old houses are as beautiful as new houses. Reading a book isn’t as interesting as watching TV. Stronger learners Learners write their own example sentences with as … as … or comparatives for a partner to give their opinion.

Pupil’s Book, page 33 1 Look at the picture. Which part of their body do you think is the strongest? ●

Say Open your Pupil’s Books at page 33. Look at the picture. Read the question. Learners make suggestions.

2 ● ●

Choose the words to complete the text.

Learners circle the words and compare in pairs. Check comprehension of at the bottom/top and in the middle.

TB33

Point to the Grammar spotlight. Write the same sentences on the board. Learners copy. Play the audio. Pause for learners to repeat each sentence. Track 1.37 See Pupil’s Book page 33

●

For a full Grammar reference, see page 121.

3 Make sentences about your family. Use these words. ●

Warm-up ●

Grammar spotlight

●

Ask different learners about their family, e.g. Is your grandfather funnier than your dad? Is your brother as tall as you? Who’s the smallest person in your family? Read the instructions and the speech bubbles. Check comprehension of the words in the box. Learners write sentences and then compare with a partner.

Stage 1 ●

●

●

●

●

Point to the Mission box or show the learners the first stage of the digital Mission poster. Say This is Stage 1 of our Mission. Let’s create a health plan! Read the instructions. Check comprehension of fit. Write parts of the body on the board and ask how to look after them, e.g. stomach – eat healthy food, eat fibre, do exercise; teeth – don’t eat lots of sweets, clean your teeth every day. Learners complete the worksheet task in the Teacher’s Resource Book page 34 (see teaching notes on TRB page 27). Alternatively, if you do not have the Teacher’s Resource Book, draw an outline of a body on the board for learners to copy. They label the outline with the body parts. In pairs, they choose three body parts and talk about how to look after them. Collect the worksheets.

Activity Book, page 33 See pages TB128–140

Activity Book, page 30 ●

Learners open page 30 of the Activity Book and complete the mission diary.

Ending the lesson ●

Go back to Stage 1 on the digital Mission poster. Say We created a health plan. Add a tick to the Create a health plan stage. Use self-assessment (see Introduction).

3

Language practice 1

1 Look at the picture. Which part of their body do you think is the strongest?

2

Choose the words to complete the text. A human tower is one of the 1exciting / most exciting things to see, but it’s one of the 2most / more dangerous, too. Look at these three people. The person at the bottom has to be the 3 stronger / strongest. The person in the middle isn’t as 4biggest / big as the person at the bottom, but she’s 5stronger / strong than the person at the top. The person at the top is 6small / smaller and 7 thinner / thinnest than the other two people. Her job isn’t 8easier / easy than theirs; it’s as difficult 9 as / than theirs and sometimes it’s 10more / most dangerous. Would you like to try it? 1.37 3.06

Grammar spotlight

I’m not as strong as you.

Jenny is taller than you.

Ivan is the strongest man here.

3 Make sentences about your family. Use these words.

My grandma isn’t as tall as my dad.

My sister’s funnier than my brother.

I’m the loudest person in my family.

STAGE 1 Create a health plan. Work with a partner. Choose three parts of the body. Think of ways to keep these parts of the body healthy and fit. Add these ideas to your health plan.

My

diary Activity Book page 30

Review of comparative and superlative adjectives, as … as

33

3 Vocabulary 2 and song

1

3.07 1.38

Listen and match the names to the words. Then sing the song.

They’re all sick, They’re all ill. They’re all ill, They’re all sick. Doctor, Doctor, Please be quick! What’s What’s What’s What’s

the the the the

Claire

problem? matter? problem? matter?

Charlie

He’s got a cough And a temperature, She’s got a sore throat And a cold.

Paul

Chorus My back hurts. I’ve got a backache. My stomach hurts. Ooh stomach-ache.

Sally

Chorus

2 Play the guessing game. Ask and answer.

3 34

Does your head hurt?

No, it doesn’t.

Does your back hurt?

Yes, it does.

You’ve got backache.

Yes, that’s right.

3.09 1.40

Listen. Write the words.

Health problems

What do you do when you feel ill?

Vocabulary 2 and song Learning outcomes By the end of the lesson, learners will have practised the language through song. New language backache, (be) sick/ill, cold, cough, hurt, sore throat, stomach-ache, temperature, My (back) hurts. I’ve got (backache). What’s the matter/problem? Recycled language parts of the body, doctor, quick, Does (your back hurt)? Yes, it does. / No, it doesn’t. Materials video, Parts of the body flashcards, Health flashcards, word cards (optional), audio

●

●

●

●

Show the Parts of the body flashcards. Learners say the words. Hand out the flashcards, face down, around the class. Learners with cards look and think of an instruction using this part of the body (e.g. Touch your shoulders!) Call a learner without a flashcard to the front. He/She chooses a classmate with a flashcard. That learner gives the instruction he/she thought of. The learner at the front does the correct action. SA Use self-assessment techniques to check how well learners think they understand the vocabulary.

Presentation ●

●

●

Act having a cold and say I’ve got a cold. Show the flashcard. Learners say the word. Repeat for cough and temperature. Rub your back and mime backache. Say Ow! My back hurts. I’ve got backache. Teach stomach-ache, arm-ache and toothache in a similar way. Act having a sore throat and say My throat hurts. I’ve got a sore throat. Practise with the flashcards. Write the phrases on the board. Mime a health problem. Learners say You’ve got (arm-ache).

Extension Once learners are confidently singing along to the song, try singing the karaoke version as a class.

2 Play the guessing game. Ask and answer. ●

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1.38

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●

●

Track 1.38 See song on Pupil’s Book page 34

1.40

Listen. Write the words.

Spell some words letter by letter, e.g. knee, shoulder. Learners write them. Spell out some phrases (e.g. come quick, be careful, stay alive, chocolate sauce) and use new word to tell the learners when to leave a space. Write stomach-ache on the board and explain that the line between the words is called a hyphen. Ask for more words with hyphens (e.g. T-shirt, grown-up). Play the audio. Learners write the words in their notebooks. Repeat the audio for learners to check spelling. Choose learners to write the words on the board and check as a class. Track 1.40 1 t-double o-t-h-a-c-h-e 2 s-i-c-k 3 c-o-u-g-h 4 t-e-m-p-e-r-a-t-u-r-e 5 h-u-r-t 6 s-o-r-e new word t-h-r-o-a-t 7 c-o-l-d 8 s-t-o-m-a-c-h hyphen a-c-h-e 9 i-double l 10 m-a-double t-e-r

Listen and match the names to the words. Then sing the song.

Say Open your Pupil’s Books at page 34. Ask Where are they? (At the doctor’s) Say They are all ill. They’re sick. Ask Where’s (the doctor)? (Behind the door) Read the instructions. Make sure learners know that they match the coloured words with the named people. Play the audio or video. The first time learners listen and match only. Check answers. Ask Who’s got a (cough)?

Read the instructions and the speech bubbles. Say I’m thinking of a health problem. What is it? Learners ask, e.g. Does your throat hurt? Answer Yes, it does. / No, it doesn’t. If they ask more than three questions, you win; if they guess before the fourth question, they win. Keep score on the board. Put the class in pairs to play the same game.

3

Pupil’s Book, page 34 1

Play the audio or video again. Teach the song in sections. Check comprehension of Please be quick and What’s the problem/matter? Once they have practised the song, learners stand up and perform it.

1.38

Warm-up ●

3

●

toothache sick cough temperature hurt sore throat cold stomach-ache ill matter

Show the picture of Rose Quartz in the bottom right-hand corner. Read out the question. Individual learners answer. Ask What’s your doctor’s name? Who looks after you when you are ill? Who do you tell at school when you feel ill?

Activity Book, page 34 See pages TB128–140

Ending the lesson ●

Key: Charlie – cough and temperature, Claire – sore throat and cold, Paul – backache, Sally – stomach-ache ●

SA Repeat the self-assessment technique used at the start of the lesson to see how well learners think they understand the vocabulary. Is there any change? Play the song again. Learners join in with actions.

TB34

3

Language practice 2

Learning outcomes By the end of the lesson, learners will be able to use want to and need to. New language I want to go to the party. You need to drink. I don’t want to drink. I want to (play football after school), but I’ve got (a headache). patient (n), rest (v), stay home Recycled language health problems, parts of the body, advice, doctor, I’m ill/sick. I’ve got (a sore throat). My (back) hurts. Materials video, Health flashcards, word cards (optional), Mission worksheets (Teacher’s Resource Book page 34), audio, digital Mission poster

●

●

2 ●

Warm-up ● ●

Revise the health problems using the Health flashcards. Mime a health problem (e.g. a sore toe). Ask What’s the matter with me? Learners guess, e.g. Does your foot hurt? Then they play the same game in pairs.

Pupil’s Book, page 35 1 ●

●

1.41

Track 1.41 Mum: Oh dear! You’re sad. What’s the matter? Vicky: I really want to go to the party, Mum. Mum: I’m sorry, Vicky, but you can’t go to the party. You’re ill. You’ve got a temperature. You need to drink lots of water. Vicky: I don’t want to drink. Mum: Look, here’s some lovely orange juice. You like orange juice. Vicky: Yes, I do. Thanks, Mum. Mum: You can go to a party another day, Vicky. Vicky: Yes, OK. Now I need to get better.

Key: She needs to drink lots of water (and get better). 1.42 ●

●

Grammar spotlight

Point to the Grammar spotlight. Write the sentences on the board. Learners copy. Play the audio. Pause for learners to repeat each sentence. Track 1.42 See Pupil’s Book page 35

●

Ask learners What do you want to do at the weekend? Write answers from different learners on the board, e.g. Flavia wants to go for a swim. Eric wants to play basketball.

TB35

Write questions and answers with but.

Read the instructions. Explain that learners make their sentences with want using a phrase from each box. Then they write some advice in their notebooks. Give examples and ask learners to do the same, e.g. What’s the matter? I want to sing, but I’ve got a sore throat. You need to stay at home and rest. Learners write at least two exchanges. Monitor and help. Stronger learners Learners make up health problems which aren’t in the box, e.g. I want to go skating, but my knee hurts. / I want to ride my bike, but I’ve got backache.

3 What do you want to do? What do you need to do? Write two sentences for each question.

Listen. What does Vicky need to do?

Say Open your Pupil’s Books at page 35. Look at the picture. This is Vicky and her mum. Ask What’s the matter with Vicky? Learners suggest answers (don’t confirm yet). Read the question and check comprehension of need. Say Let’s listen. Play the audio for learners to listen and answer.

Ask What do you need to do at the weekend? Write examples on the board, e.g. Hugo needs to take the dog for a walk. Justina needs to do her homework. Extension Give learners prompts to change into question forms, e.g. He wants to play tennis. (Does he want to play tennis?) For a full Grammar reference, see page 122.

●

Learners work individually to write sentences in their notebooks.

Stage 2 ●

●

●

●

Show learners the second stage of the Mission poster: Visit the doctor! Ask learners When did you last visit the doctor? What advice did he/she give you? Explain the meaning of advice. Read the first three points of the instructions and the speech bubbles. Check comprehension of patient. Put the class in pairs to choose roles and act out the exchanges. They can use their sentences from Activity 2. Read the last instruction in the Mission box. Hand out the worksheets or refer learners to the health plan in their notebooks. Learners write down useful advice.

Activity Book, page 35 See pages TB128–140

Activity Book, page 30 ●

Learners open page 30 of the Activity Book and complete the mission diary.

Ending the lesson ●

SA Go back to Stage 2 on the digital Mission poster. Add a tick to the ‘Visit the doctor’ stage. Use self-assessment (see Introduction).

3

Language practice 2

1

1.41

Listen. What does Vicky need to do?

1.42

Grammar spotlight

I want to go to the party. You need to drink. I don’t want to drink.

2

Write questions and answers with but.

What’s the matter? I want to play football after school, but I’ve got a headache. You need to sit down, but you can watch the game.

3

What do you want to do? What do you need to do? Write two sentences for each question. I want to go to the cinema. I need to do my homework.

STAGE 2 Visit the doctor. Work with a partner. One person is a doctor and the other person is a patient. Patient: Tell the doctor what’s wrong with you. Doctor: Give the patient some advice.

What’s the matter?

I want to go to the football match, but I’ve got a temperature.

Swap roles. Then add the advice to your health plan.

You need to stay at home and rest.

My

diary Activity Book page 30

want/need + infinitive

35

3 Cross-curricular

Cult

Work your body 1

Watch the video. Then read the text. Did you know there are over 200 bones in our bodies? Bones shape our body and hold us together. Between each bone we have a joint. Joints help us to move. It’s important to protect our bones and joints, especially when we’re doing sports and other dangerous activities.

2 Match the parts of the body to the bones and joints. 1

2

shoulder

a

3

elbow

4

wrist

c

b

5

hip

6

knee

ankle

e

d

f

3 What activities are the joints in Activity 2 important for? Discuss with a partner.

The shoulder is important for throwing and carrying things, …

4 Look and match the sports to the protective equipment. Which parts of the body do they protect?

a

36

helmet

b

Learn about bones and joints

swimming goggles

c

knee and elbow pads

d

boots

e

goggles

Cross-curricular Learning outcomes By the end of the lesson, learners will have learnt about bones and joints. New language ankle, bone, especially, helmet, hip, hold together, important, joint, knee/elbow pads, protect, protection, shape (v), (swimming) goggles, wrist Recycled language parts of the body, sports and hobbies, between, boots, dangerous, move Materials 18 sticky notes with parts of the body written on them: arm, ear, hand, head, leg, nose, face, shoulder, neck, finger, elbow, stomach, back, knee, foot, wrist, hip, ankle, picture from Digital photo bank of a skeleton or a model (optional), real protective clothing (e.g. cycling gloves and helmet, knee pads, shin pads) (optional), video

3 What activities are the joints in Activity 2 important for? Discuss with a partner. ●

●

Show sticky notes with words for parts of the body. Hold up each note. Learners point to the correct part of their body. Teach wrist, hip and ankle. Choose a learner to stand at the front. Give out the sticky notes. Call on a learner with a sticky note to come and put it in the correct place on the learner standing at the front. The class check and confirm. Repeat until all the sticky notes are in the correct places.

Extension Discuss some different types of joints and the movement they allow: hinges (elbows, knees), ball and socket (hip, shoulder), gliding (wrist, ankle). Make a spidergram on the board with three branches for different types of joints.

4 Look and match the sports to the protective equipment. Which parts of the body do they protect? ●

Presentation ●

●

Show a picture or model of a skeleton or draw some bones on the board (e.g. leg bones, with the knee joint represented by a circle). Ask What do we have inside our bodies? Teach bone. Bend your elbow and tell learners to do the same. Ask How can we move our bones? Point to your elbow joint and ask What’s this? Teach joint. Ask learners to point to other joints in their bodies (e.g. knees, finger joints, jaw, neck joint). Say Open your Pupil’s Books at page 36. Let’s find out more about bones and joints.

●

●

●

●

Watch the video. Then read the text.

Say Let’s watch the video. Learners watch the video about balance. Pause the video to check comprehension and learners answer the questions at the end of the video. Watch the video again, this time without pausing.

2 Match the parts of the body to the bones and joints. ●

Learners match the pictures and then compare. Key: 1 d

2 a

3 c 4 f

5 b

6 e

Show some real protective clothing (e.g. a cycling helmet and gloves), if possible. Talk about how important it is to protect the body during different sports and hobbies. Ask learners if they wear any of the things in the pictures or other types of protective clothing: Do you wear any of the things in the photos? Learners say, e.g. I always wear a helmet (for riding a bike). Read the instructions. Learners match the activities in the box to the pictures. Check answers. Key: skiing e (goggles), horse riding d (boots), skating c (knee and elbow pads), swimming b (swimming goggles), riding a bike a (helmet)

Pupil’s Book, page 36 1X.X

Read the instructions and the example speech bubble. Put the class in pairs to talk about the other joints. Ask different pairs for their ideas. Key: (possible answers) elbow: picking things up, eating and drinking, brushing your teeth, getting dressed; wrist: writing, drawing, picking things up, sports with rackets, ball games; hip: walking, bending, turning, running; knee: walking, cycling, kicking a ball, dancing; ankle: walking, dancing, running

Warm-up ●

3

Fast finishers Learners think of another activity for each item of protective clothing, e.g. helmet – horse riding / riding a scooter / climbing; goggles – science experiments / shooting; knee and elbow pads – skateboarding / playing volleyball; boots – walking / riding a motorbike.

Activity Book, page 36 See pages TB128–140

Ending the lesson ●

Say Stand up. Jump if I say the name of a joint. Say a part of the body. Learners jump if it is a joint (e.g. knee, elbow, hip, wrist, ankle, shoulder). They do nothing if it isn’t (e.g. head, leg, foot, nose). If learners jump when they shouldn’t, they are ‘out’.

TB36

3

Culture

Learning outcomes By the end of the lesson, learners will have read and learnt about yoga poses. New language bend, breathe, bring (down), kneel, move (n), muscles, pose, position, raise (v), second (n), stretch, warrior, yoga Recycled language parts of the body, beach, beautiful, body, child, exercise, floor, flower, garden, healthy, joints, rest, room, sit, stand, strong(er), sunny, tree, turn, imperatives, prepositions Materials Mission worksheets (Teacher’s Resource Book page 34)

Warm-up ●

Write these questions on the board: 1 How many bones are there in the human body? 2 Why do we need joints? 3 What do you need to wear when you are horse riding? 4 What do you wear on your eyes for swimming? With books closed, learners try to remember the answers in pairs. Check answers and let learners look back at Pupil’s Book page 36. (1 More than 200, 2 To help us move, 3 A helmet and boots, 4 Swimming goggles) Extra support Write simpler true/false sentences instead of questions.

●

●

7 ●

● ●

●

Say Open your Pupil’s Books at page 37. Read the question. Learners name activities which make us stronger (e.g. cycling, swimming). Talk briefly about the way some sports put pressure on joints (e.g. playing tennis – elbows, shoulders, knees and ankles), and how important it is to warm up first.

6 ●

●

1.43

Listen and read. Follow the instructions with a partner.

Point to the pictures and ask What are they doing? (Yoga) Ask learners if they have tried yoga. Explain that each position in yoga is called a pose and that holding a pose is good for your balance. Ask Why do people do yoga? Read the first section of the text with the class and play the audio. Check answers (To exercise, stay healthy, stretch and make their joints and muscles stronger). Check comprehension of stretch and muscles. Explain that in yoga it is very important to breathe at the right time. Breathing deeply helps you to relax. Teach breathe and bend. Track 1.43 See Pupil’s Book page 37

TB37

Read and write.

Check comprehension of the words in the box. Teach warrior and raise. Learners write their instructions in their notebooks. In pairs, learners read instructions to their partner. Key (possible answer): Stand with one leg in front of the other. Bend your front knee. Keep the other leg straight. Turn the back foot to the side. Raise your arms to shoulder height. Stretch your arms. Look along your front arm. Extension Learners write instructions for a different yoga pose (e.g. triangle pose) and draw a picture of it.

Pupil’s Book, page 37 5 What activities can make our body and joints stronger? Discuss with a partner.

Make space for learners to do yoga in the classroom or move to a larger room / the playground. Read the instructions or play the audio and put the class in pairs to practise. Choose pairs to demonstrate the poses while a learner reads each set of instructions. Stronger learners With books closed, ask What are the names of the yoga poses we practised? (Tree pose, Flower pose, Child’s pose) Say Let’s do tree pose. Choose a learner who has remembered tree pose correctly and ask him/her to give instructions to the rest of the class. Repeat with the other poses.

Stage 3 ●

●

● ●

●

Point to the Mission box or the digital Mission poster and say This is Stage 3 of our Mission. Add some healing tips to your health plan! Revise the meaning of tips. Read the instructions. Learners stay in pairs and think about ways to be healthy. Say Think about what you do every day. What do you eat? How many hours do you sleep? Are you nervous or stressed? How can you stay healthy and feel better? Learners make notes. Ask pairs to share their ideas with the class. Hand out the worksheets or refer learners to the health plan in their notebooks. Learners write their favourite tips. For ideas on monitoring and assessment, see Introduction.

Activity Book, page 37 See pages TB128–140

Activity Book, page 30 ●

Learners open page 30 of the Activity Book and complete the mission diary.

Ending the lesson ●

SA Go back to Stage 3 on the digital Mission poster. Add a tick to the ‘Add some healing tips to your health plan’ stage. Use self-assessment (see Introduction).

3

Culture

5 What activities can make our body and joints stronger? Discuss with a partner.

1.43

YOGA

6

Listen and read. Follow the instructions with a partner.

Welcome to Bali, Indonesia!

On this beautiful island, yoga is very important. The people here use it to exercise and stay healthy. It’s a great way to stretch your body and make your joints and muscles strong. At our centre, you can do yoga in our relaxing rooms, in the sunny garden, or on the beach! Here are a few moves we practise. Why don’t you try them?

TREE POSE Stand on one leg. Bend the other knee and put your foot on your other leg. Put your hands together above your head. Hold the position for ten seconds and breathe.

FLOWER POSE

CHILD’S POSE

Sit on the floor. Bend your legs. Put one foot on top of the other. Put your hands on your knees and close your eyes. Hold the position for ten seconds and breathe.

Kneel on the floor and sit back on your feet. Bring your head down to rest on the floor. Stretch your arms out in front of you. Hold the position for ten seconds and breathe.

7 Read and write. This pose is called the warrior pose. Write instructions to explain how to do this pose. Use the words in the box. Then test your instructions on a partner.

STAGE 3 Add some healing tips to your health plan. With your partner, think about some ways to stay healthy.

Breathe slowly to keep calm. Add these ideas to your health plan.

Get lots of rest to have energy the next day.

My

diary Activity Book page 30

Learn about yoga in Indonesia

37

3 Literature

1 Read these words. Which of them can you find in the pictures? porridge

dragon

girl

1.44

angry

poor breakfast

roar

firewood

TOO-TOO-MOO AND THE KOMODO DRAGON SCENE ONE This is a story from Indonesia about Too-too-moo and the Komodo dragon. Mother: Breakfast is ready. Too-too-moo: Oh no. Rice again! Mother: We’re poor. And remember, the dragon gets porridge. I make it for him every day. He eats all of our porridge! Narrator:

Too-too-moo: I know he eats a lot, but

Mother: Narrator:

he’s the biggest dragon in the world! He’s my friend. He’s a wild animal. You need to be careful! And so Mother left to collect firewood to sell in the market.

SCENE TWO Narrator: Too-too-moo: Dragon: Narrator:

38

There was a knock on the door! That’s the dragon. He knocks on the door louder every day. Too-too-moo! Where are you? I’m hungry, and I need my porridge. Too-too-moo gave the dragon his breakfast. The dragon roared, and then he walked away with the porridge.

Text type: A fantasy play script

Literature Learning outcomes By the end of the lesson, learners will have read a play from Indonesia. New language bought, firewood, get colder, greedy, knock (n, v), (Komodo) dragon, left, nobody, poor, porridge, roar, sell, wild Recycled language daily routines, food, angry, breakfast, dangerous, forest, gave, girl, hungry, market, stomach-ache, terrible, comparatives and superlatives, past simple Materials picture from Digital photo bank of a Komodo dragon (optional), audio

1.44 ●

Ask What do you eat for breakfast? Do you always eat the same thing? Who do you eat breakfast with? Revise breakfast foods.

●

Presentation ●

Tell the learners they are going to read and listen to a play from Indonesia. Show pictures of a real Komodo dragon and say Look! This animal is in the play. It visits someone for breakfast. What is it? Don’t confirm the name of the animal yet.

●

Pupil’s Book, pages 38 and 39 ●

Say Let’s find out what our story is about. Open your Pupil’s Books at page 38.

●

1 Read these words. Which of them can you find in the pictures? ●

●

●

●

Read the instructions. In pairs, learners guess the meaning of the new words and find the ones they know, using the pictures. Ask Where is the dragon? (Learners point to the pictures.) Say This is a Komodo dragon. Write the name on the board. Ask What’s the girl doing in picture 1? (Eating breakfast) What’s she eating? (Rice) Use the first picture to check comprehension of poor. Point to picture 2 and say Look! There’s the Komodo dragon. What’s he doing? (He’s knocking on the door.) Say Knock! Knock! and knock on a table. Learners copy the word and the action. Ask Which picture shows ‘angry’? (Picture 3) Say The dragon is angry in picture 3. What’s he doing? (He’s roaring.) Encourage learners to make predictions about the story from the pictures. Read the title and explain that Too-toomoo is the name of the girl.

Too-too-moo and the Komodo dragon

Explain that plays are divided into scenes and show the learners Scene 1. Say Read and listen to Scene 1. Point out that the names of the speakers are on the left and teach Narrator. Play the audio. Learners listen and read. Pause the audio at the end of the scene and ask What do Too-toomoo and her mother eat for breakfast? (Rice) What does Tootoo-moo think of the dragon? (She likes him. He’s her friend.) What about her mother? (She doesn’t like the dragon.) Where does Too-too-moo’s mother go? (To the market) Why? (To sell firewood) Track 1.44 See story on Pupil’s Book pages 38–39

Warm-up ●

3

●

Say Read and listen to Scene 2. Play the audio. Learners listen and read. Pause at the end of the scene. Ask What does the dragon eat for breakfast? (Porridge) How often? (Every day) Make sure learners remember that gave is the past tense of give. Say Read and listen to Scene 3. Play the audio. Learners listen and read. Pause at the end of the scene. Ask Why didn’t people buy firewood? (The weather was hot.) What happened to Too-too-moo and her mother? (They got poorer. They didn’t have much money.) Why has the dragon got a stomach-ache? (Because he’s hungry) Why was the dragon angry? (Because there wasn’t any porridge/food for him) Say Read and listen to Scene 4. Play the last scene. Make sure learners realise that bought is the past tense of buy. Ask Why did people buy firewood again? (Because the weather got colder) Why is Too-too-moo’s mother happy? (Because the dragon doesn’t come to their house now) Why did Too-too-moo often go to the forest? (To leave porridge for the dragon) Ask Why do you think Too-too-moo still gives the dragon breakfast? (e.g. Because he’s her friend. Because she doesn’t want him to be angry. Because she feels sorry for him / she understands what it’s like to be hungry.) Check comprehension of greedy and ask Do you think the dragon is greedy?

Activity Book, page 38 See pages TB128–140

Ending the lesson ●

With books closed, write the new words from the story on the board: Komodo dragon, porridge, poor, roar, knock, greedy. Learners work in pairs and write a definition for each word, e.g. A Komodo dragon is a wild animal which lives in Indonesia. Porridge is a hot food which you can eat for breakfast. Poor means that you don’t have much money. Animals like tigers and lions roar when they are angry. You knock on a door when you want someone to open it. A greedy person eats a lot.

TB38

3

Literature

Learning outcomes By the end of the lesson, learners will have summarised and acted out a play and learnt about showing empathy with others and respecting wild animals. New language summary Recycled language language from the story Materials audio, a bowl, a packet of rice and a packet of porridge for each group of four learners (optional) Social and Emotional Skill: show empathy for others After reading the story, ask some simple questions: Why does Too-too-moo share food with the dragon? (Because he’s hungry) Does the mother like the dragon? (No) Why do you think that is? (They haven’t got much food and the mother thinks the dragon is greedy.) ● Point out that Too-too-moo defends the dragon to her mother when she calls it greedy. Too-too-moo is a kind person because she shares food with the dragon. She thinks about what the dragon needs and feels empathy for him. She understands he is hungry. Empathy is when you understand how someone else is feeling. ● Write the following situations on the board: You are running in a race. You are running faster than the other runners. You are going to win. Then the person just behind you falls over and hurts himself/herself. Do you stop and go to help the person who has fallen over and someone else wins the race? Or do you carry on to win and not think about the person who has fallen over? There’s a new boy at school. He doesn’t speak your language very well. There are some children who are laughing at the way he speaks. ● Ask learners how they think the people in the situations feel. Ask Who do you feel empathy for? What would you do? Would you help the new boy? ● Learners work in pairs. They ask each other what makes them happy/sad/worried/nervous. They write down the answers. Encourage learners to identify similarities in their feelings with their partner.

2 Why do you think Too-too-moo gives the dragon breakfast at the end? ●

3 ●

●

●

●

Ask What was the title of the play we read? (Too-too-moo and the Komodo dragon) Write the title on the board with the following adjectives below it: frightened dangerous greedy poor hungry angry happy kind Point to each adjective and ask questions, e.g. Who or what is frightened in the story? (Too-too-moo’s mother is frightened.) What is she frightened of? (The dragon) Who or what is dangerous? (The dragon) Why? (Because it’s a wild animal)

Pupil’s Book, pages 38 and 39 ●

Say Open your Pupil’s Books at pages 38 and 39. Play the audio. Learners read and listen to the play again. Track 1.44 See story on Pupil’s Book pages 38–39

TB39

Remember and write.

Read the instructions. Teach summary and explain that a summary gives just the most important information about a story (the main events). Write a model sentence on the board to start the summary, e.g. Too-too-moo and her mother gave breakfast to a dragon every day. Put the class into groups of three or four. Learners work together with books closed to write seven sentences in their notebooks. The class share their sentences. Invite a learner from each group to write a sentence on the board. Extra support Write words from the story on the board for learners to use in each sentence: 1 Too-too-moo, mother, dragon, breakfast, every day; 2 market, sell, firewood; 3 weather, hot, get poorer; 4 no food, dragon, angry; 5 weather, cold, people bought firewood; 6 food again, dragon didn’t come; 7 Too-too-moo, left porridge, forest. Key (suggested summary): Too-too-moo and her mother gave breakfast to a dragon every day. Too-too-moo’s mother went to market to sell firewood. The weather was hot so people didn’t buy wood and they got poorer. There was no food for the dragon and it was angry. The weather got colder and people bought more firewood. Too-too-moo and her mother had food again, but the dragon didn’t come. Too-too-moo often left porridge in the forest for the dragon.

4 Act out the play. ●

Warm-up ●

Discuss the question as a class. (He is her friend. She knows how it feels to be hungry. She is kind.)

●

Put the class into groups of four and assign roles in each group (Narrator, Too-too-moo, Mother, Dragon). Make space in the classroom or move to a larger room / the playground. Learners practise acting out the play in their groups. They read from their books. Give out props, if available (a bowl for Too-too-moo to give to the dragon and to leave in the forest at the end; packets of rice and porridge for Mother to bring home in Scene 3). Choose groups to act out the play for the class. They can try to act without reading from their books.

Activity Book, page 39 See pages TB128–140

Ending the lesson ●

Tell the story of the play, pausing for learners to say the next word, e.g. Too-too-moo lives with her (mother).

SCENE THREE Narrator: The weather was hot. Nobody wanted firewood so Too-too-moo and her mother couldn’t make any money. They got poorer and poorer. Soon there was no food in the little house. But still the Komodo dragon came for his porridge. Dragon: Too-too-moo! Where are you? I’m hungry, and I need my breakfast. Open the door! I’ve got a stomach-ache. I can’t wait any more! Narrator: Too-too-moo opened the door. Too-too-moo: There isn’t any porridge. Narrator: The dragon was angry. He pushed Too-too-moo. He showed his terrible teeth, and he gave a terrible roar. Dragon: Too-too-moo, you aren’t my friend any more!

3

SCENE FOUR Narrator: At last the weather got colder. People bought firewood again. Too-too-moo’s mother came home with rice and porridge. Mother: I’m happy that greedy dragon doesn’t come here now. There is more food for us! Too-too-moo: He wasn’t greedy, Mother. He was hungry. Mother: He’s dangerous! He needs to stay in the forest where he belongs. Narrator: The dragon never came to the little house again. But Too-too-moo often left a bowl of porridge in the forest for his breakfast.

2 Why do you think Too-too-moo gives the dragon breakfast at the end? 3

Remember and write. Close your book. Work in groups. Write a simple summary of the story. Write seven sentences. Share your sentences with the class.

4 Act out the play. Social and emotional skills: Showing empathy for others

39

3 A1 Movers

1

Rev

Read and put the words in the table. Noun (s.) Noun (pl.) Adjective

Verb

hands

2 Choose the correct option to complete the sentences. 1

I had a headache this morning, but it don’t / doesn’t hurt now.

2

I look after my body / bodies by exercising every day.

3

Our shoes are between / in the cupboard.

4

My mum has / have got a backache.

5

We went to their / they’re house for breakfast.

6

My friend has got longer arms then / than me.

3 Look at the picture and the title. Read

and find words about the picture. Choose the right words to complete the sentences.

Legs Before they walk, young children learn to move around on their hands and knees. A horse has got four legs and a spider has got any legs got eight legs. Snakes but they’ve got long bodies! Legs can help us to jump or , for example, when we need to catch a bus. When you play a sport like football or tennis, you sometimes hurt your knee or a foot. If it’s very sore, don’t worry doctor in a hospital can make you better. Most people have two legs, two knees, two feet and ten toes. Did you know that there are 52 bones in our feet? Are you surprised? 40

Preparation for Reading and Writing Part 4

Example on

in

at

1

have

haven’t

had

2

ran

running

run

3

because

and

but

Copy the word you choose on the right line.

A1 Movers Learning outcomes By the end of the lesson, learners will have practised identifying word classes and completing cloze texts (A1 Movers Reading and Writing Part 4). Test skills Reading for specific information and gist Recycled language parts of the body, health problems, action verbs, animals, comparatives and superlatives, have got Materials Parts of the body flashcards, word cards (optional)

●

●

Put up the Parts of the body flashcards on the board. Call a learner to the front. Ask Which part of the body is this? Point to the flashcards on the board. Spell out one of the words by drawing letters on the learner’s back (e.g. s-h-o-u-l-d-e-r). The learner guesses the word. Now put learners into pairs. One learner draws a word on the back of the other, who guesses. Then they swap roles. SA Use self-assessment techniques to check how well learners think they understand the vocabulary. See Introduction. Say Let’s practise for a Reading and Writing exam. Say In Part 4 of the exam you need to complete texts by choosing a word from different options. You need to look at the options carefully and at the words around the spaces.

●

1

●

●

●

●

Read and put the words in the table.

Write the following words on the board: foot, feet, angry, fall. Ask Which word is an adjective? (Angry) Repeat for the other words and teach the word classes: noun – singular and plural, verb. Ask learners to give you more examples of each category (more nouns in singular and plural, more adjectives and more verbs). Say Open your Pupil’s Books at page 40. Read the instructions and the headings of the table. Ask what the abbreviations s and pl mean (singular and plural). Learners work individually to categorise the words in the box, writing in their notebooks. Encourage learners to look at clues like articles and comparative forms. Copy the table on the board and check answers. Key: Noun (s.) a bus a horse a sport

Adjective better older long

Verb jump hurt needs know

Focus on the spaces in the text. For each space ask What type of word is missing? Is it a noun, an adjective, a verb, a conjunction? Learners discuss in pairs. Remind them that they don’t need to think of the exact missing word, as in the exam they are given three choices for each space. Point to the list of options on the right. Learners choose the words. Check answers. Remind learners that in the exam the missing words can also be comparatives, superlatives and singular/plural nouns. Key: 1 haven’t 2 run

●

3 because

Read the exam tip. Explain that in the exam people sometimes make a mistake and copy the answer from the wrong line of options. They lose marks for this.

Activity Book, page 40 See pages TB128–140

Ending the lesson ●

●

Noun (pl.) hands children

Read the instructions. Learners use the title and the picture to understand the context of the text and then scan read for key words related to the title (Legs). Tell learners to highlight or underline the words. Key: (possible answers) walk, knees, jump, knee, foot, feet, toes, bones

Pupil’s Book, page 40 ●

5 their 6 than

3 Look at the picture and the title. Read and find words about the picture. Choose the right words to complete the sentences.

Presentation ●

Check answers. Ask learners to explain the difference between the options in each sentence which helped them choose (e.g. doesn’t is for the third person singular, and headache is singular). Key: 2 body 3 in 4 has

Warm-up ●

3

SA Repeat the self-assessment technique used at the start of the lesson to see how well learners think they understand the vocabulary. Is there any change? Say a word class, e.g. Nouns! Learners say a noun beginning with a, then b, then c, etc. e.g. Apple. Change word class, e.g. Adjectives!

2 Choose the correct option to complete the sentences. ●

Read the instructions. Learners read individually and circle the correct word. Monitor and encourage learners to think about the word class (noun, adjective, verb) and the words before and after the options. TB40

3

Review

Learning outcomes By the end of the lesson, learners will have revised the language in the unit and made a health advice poster. Recycled language unit language, advice, comparatives and superlatives Materials Health flashcards, word cards (optional), pieces of paper with health problems on them, e.g. a sore knee, a sore throat, backache, a headache, a stomach-ache, arm-ache, toothache, a sore toe, being sick, a temperature, a cough, a cold (optional), a small box or bag (optional), worksheets and notes from Mission Stages 1–3 lessons, posters with health advice or websites (optional), large piece of paper for each group of three/four learners, coloured pens or pencils, dice, counters, question cards (for Activity Book game), scissors

●

●

●

●

●

Warm-up ●

●

●

●

Show the Health flashcards. For each one, ask What’s the matter? I’ve got (a) ... Learners say the word. Mime a health problem from the flashcards or a problem with a part of the body in the unit (e.g. a sore knee). Learners guess, e.g. You’ve got a sore knee. Put pieces of paper with health problems written on them in a box or bag. Call a learner to the front. Let him/her choose a piece of paper. He/She keeps the piece of paper, looks at it and then mimes having that problem. The rest of the class guess, e.g. You’ve got a headache. If you don’t have pieces of paper, whisper the health problem to the learner instead. You can make this a competitive team game. Put the class into two teams. Two learners come to the front and each chooses a piece of paper. They both mime at the same time and only members of their team can guess what the health problem is. The team who guess first get a point. Repeat with two different learners at the front.

Self-assessment ●

●

●

Make a health advice poster. ●

Point to the Mission box or show the learners the last stage of the digital Mission poster. Say Let’s put our Mission in action! Let’s make a health advice poster. Remind learners of the meaning of advice. Ask Which phrase can you use to give advice? (You need to …) Show examples of real health advice posters or pictures, if possible. Talk about what makes the posters effective (eye-catching pictures, clear text, useful information).

Focus on the ‘Can you remember?’ box. Put the class into pairs. Learners try to answer the questions. Check answers.

Activity Book, page 41 See pages TB128–140

Activity Book, page 30 ●

●

Learners open page 30 of the Activity Book and complete the mission diary and ‘can do’ statements. Learners add words to the word stack (see complete notes on page TB17). See Introduction for techniques and activities.

Ending the lesson ●

●

TB41

SA Ask Was it easy being a health expert? Which part of the Mission did you like best? Learners look back through the unit and their notebooks/worksheets and choose 1, 2, 3 or 4. Encourage them to give reasons for their answer (e.g. Stage 2 because I liked visiting the doctor). Say Our next Mission is ‘Create a jungle adventure park.’ Ask Have you ever been to an adventure park?

Key: 1 He dropped a weight on it. 2 It’s the highest mountain in Indonesia. 3 The dad has backache. 4 She wants to go to a party. She can’t because she has a temperature. 5 You need to wear a helmet. 6 Because she didn’t give him breakfast any more.

Pupil’s Book, page 41 in action!

Read the instructions and the speech bubbles. Check comprehension of Do you agree? Put learners into groups of three or four and hand out the Mission worksheets or refer learners to the work they have done for the Mission in their notebooks. In their groups, learners ask each other questions about their health plan. Each group chooses one piece of advice or health tip to make into a poster. Monitor and help. Learners work together to think about the design of their poster and the text. Tell each group to write a rough version of their text first, before they transfer it to a poster. Hand out large pieces of paper to the groups. Make sure everyone in the group has a role (e.g. making the heading, copying out the text or drawing pictures with labels). Groups present their poster to the class and explain why they chose the pictures / what the text is about. Display the finished posters around the classroom.

Go back to the completion stage on the digital Mission poster. Add a tick or invite a learner to do it. Use selfassessment (see Introduction). Tell the learners You have finished your Mission! Well done!

3

Review

in action! My

Make a health advice poster. Work in groups. Share your health plan with your group. Discuss the best ideas in each section.

I think Lisa’s healing tips are the best. Do you agree?

diary Activity Book page 30

Yes, and I think Dan’s health advice is the best.

Make a poster with some health advice for the class.

1 2 3 4 5 6

How did Ivan hurt his toe? What is Puncak Jaya? Who has backache in the song? What does Vicky want to do? Why can’t she do it? What protective equipment do you need to wear when you ride a bike? Why was the Komodo dragon angry with Too-too-moo? Unit consolidation

41

3

Review 1

Units 1–3

Watch the video and do the quiz.

2

1.45

What do they need? Listen and choose.

1 a

b

c

3 a

b

c

2 a

b

c

4 a

b

c

3 Play the game with a partner. Choose a square. Your partner

makes a sentence with that word and language from the box.

1 2 3 4

me

a shop

jump

pop star

42

5

9

13

6

10

14

7

11

15

mountain

milkshake

river

8

restaurant

Consolidation of units 1–3

kangaroo

dancer

12

lake

books

cinema

English

my friend

16

elephant

Number 5 – mountain. Mount Teide is the highest mountain in Spain. Number 15 – my friend. I am as clever as my friend Javier.

Review Units 1–3 Track 1.45 1 Woman: Paul: Woman: 2 Woman: Julia: Woman: 3 Woman: Paul: Woman: 4 Woman: Julia: Woman:

Learning outcomes By the end of the lesson, learners will have consolidated language from Units 1–3. Recycled language food, health problems, parts of the body, comparatives and superlatives, have got, want to and need to, What’s the matter? Materials video, flashcards from Units 1–3, word cards (optional), audio, equipment for different sports and hobbies, e.g. a tennis ball, a cycle helmet, a basketball, a cinema ticket, ballet shoes or flashcards of sports and hobbies (optional)

Warm-up ●

●

●

Revise parts of the body and health problems using the flashcards. Write the word body in the centre of the board as the heading of a spidergram. Add three headings as branches: Parts of the body, Joints and Health problems. Tell learners to copy the spidergram in their notebooks in pencil. Put the class into pairs. With books closed, they write as many words as they can on the correct branch of the spidergram. Ask the class for an example for each branch before they start, e.g. parts of the body: fingers; joints: knee; health problems: cough. Call learners to the front in turn to add words to the spidergram. Check with the class that each word is in the right place and that the spelling is correct. Learners add words they didn’t remember to their spidergram and check their spelling. Extra support Write the health and body words on the board in random order for learners to categorise or let them look at Pupil’s Book Unit 3.

Pupil’s Book, page 42 Watch the video and do the quiz.

1X.X ● ●

●

Show the video to learners. Ask learners to do the quiz. Check their answers to see how much the learners can remember. Repeat this at the end of the Review Unit and compare the results to measure progress.

2 ●

●

1.45

●

●

●

2 b

3 c 4 b

What’s the matter now, Paul? I want to go to the party, but I’ve got a sore throat. You need to drink some orange juice! What’s the matter now, Julia? I want to play tennis, but I have a temperature. You need to go to bed.

Read the instructions. Check comprehension of the words in the box. Choose two learners to read the speech bubbles and model with another learner, if necessary. Put the class into pairs. Learners take it in turns to choose a number. Their partner makes a sentence with the word and words/phrases from the box. Monitor and help. Stronger learners Set a time limit of five minutes. Learners write as many sentences as they can, using the words in the grid and the word box. Check sentences and see which learner wrote the most sentences.

Activity Book, page 42 See pages TB128–140

Ending the lesson ●

●

●

Key: 1 b

What’s the matter, Julia? I’ve got a stomach-ache but I want to go to the cinema. You need to stay at home and rest.

3 Play the game with a partner. Choose a square. Your partner makes a sentence with that word and language from the box.

What do they need? Listen and choose.

Say Open your Pupil’s Books at page 42. Read the instructions. Say Point to ‘Go to the park’. Learners point to the picture. Repeat with play tennis, go to the cinema, drink some water/juice (learners point to the water / orange juice), have a rest (learners point to the sofa), and go to bed (learners point to the bed). Check answers. Ask, e.g. What does Paul need? (He needs to drink some water.)

What’s the matter, Paul? I want to go to the park, but I’ve got a headache. You need to drink some water.

Give something needed for a sport or hobby (or a flashcard or picture of the sport/hobby) to a learner. Point to it and ask What do you want to do? Encourage the learner to make a sentence, e.g. I want to play tennis. Give the learner a flashcard with a health problem on it. Ask What’s the matter? The learner replies using the problem on the card, e.g. I’ve got a sore throat. Give some advice, e.g. You need to go to bed and rest. You can’t play tennis. Model another conversation with a different learner. Put the class into pairs. Hand an object (or picture) and a flashcard to each pair. They make up a dialogue using the same language. Write prompts on the board, if necessary: What’s the matter? I want to … , but I’ve got … You need to … Choose pairs to act out their dialogue for the class. Then they swap objects/cards with another pair and change roles. They make a new dialogue with the different items.

TB42

Review Units 1–3 Learning outcomes By the end of the lesson, learners will have consolidated language from Units 1–3. Recycled language action verbs, food, I could(n’t) … when I was … , past simple verbs (regular and irregular), telling the time Materials video, flashcards from Units 1–3, word cards (optional), teaching clock (optional)

Warm-up ●

●

●

Revise irregular verbs from Unit 2 with flashcards (drove, saw, grew up, taught, told, got dressed up, had, wrote, took, gave, built) or by writing the infinitive and past forms on the board. Practise telling the time (o’clock and half past) with a teaching clock or the Telling the time flashcards. Start a ‘Memory chain game’. Make a sentence with one of the past tense verbs and a time, e.g. Yesterday I drove to school at half past seven. Choose a learner to repeat it and add his/her action and time, e.g. Yesterday I drove to school at half past seven and I had a snack at ten o’clock. The chain continues until a learner forgets something or can’t think of a new thing to add.

Pupil’s Book, page 43

5 Cover the text and use the pictures to retell the story. ●

6 ●

●

●

●

●

●

●

Say Open your Pupil’s Books at page 43. Focus on the pictures and say These children are called Julia and Paul. For each picture ask What are they doing? [Reorder as:] (driving, eating noodles, going out, getting up, eating pancakes, climbing trees) Read the title of the story and check comprehension of busy. Learners read the story individually and write the order of the pictures in their notebooks. They compare their ideas in pairs. Check answers. Ask questions about the story. Learners answer in full sentences: What time did Julia and Paul wake up? (They woke up at eight o’clock.) What did they have for breakfast? (They had cereal and pancakes.) Who told them to ‘Come on!’? (Dad told them to ‘Come on’.) Where did they drive to? (They drove to the countryside.) What did they see? (They saw the hospital where Mum worked.) What did they do? (They climbed trees and took photos.) Who taught them to make mountains of leaves? (Mum taught them.) How many did they build? (They built five.) What did they have for lunch? (They had noodles and sauce.) Stronger learners Write questions about the story on the board with the verbs missing. Learners complete the questions and then answer, e.g. What did they for breakfast? Key: d, e, c, a, f, b

TB43

Copy the table and add two activities. Ask your family and complete.

Revise action verbs with the flashcards. Give instructions for the learners to stand up and mime, e.g. Dance! Skip! Dress up! Focus on the table and read the instructions. Learners copy the table in their notebooks and add two more activities as column headings. Monitor and help them think of activities people might be able to do when they are three years old. Show learners how to complete the first row of the table (‘Me’) with ticks to show what they could/couldn’t do. Learners ask two members of their family the questions for homework and put ticks or crosses in the table.

7

4 Read the text and order the pictures. ●

Read the instructions. Put the class into pairs. They take turns to tell the story. Extra support Write verbs (infinitives) and times on the board as prompts.

Write sentences. Use the information from the table in Activity 6.

Learners use the information in their table from Activity 6 to write sentences in their notebooks. Choose learners to write one of their sentences on the board. Optional Learners try to remember who wrote which sentence on the board and say, e.g. Yolanda’s mum could run fast when she was three.

Activity Book, page 43 See pages TB128–140

Ending the lesson ●

●

●

Write three sentences using language from the lesson on the board, two of which are not true (e.g. I taught English in Spain when I was 20. I could climb trees when I was two. I got dressed up as a princess when I was five.) Tell the learners Two of the sentences are not true. Learners work in pairs to guess the incorrect sentences. Learners repeat the activity in pairs, writing three sentences each. Finally, repeat the video and quiz.

4 Read the text and order the pictures.

Julia and Paul’s busy day 31

Wednesday

At eight o’clock Julia and Paul woke up. At half past eight they had cereal and pancakes for breakfast.

8:

At half past nine Dad told them to ‘come on!’

9:

At ten o’clock Mum drove them to the countryside. They saw the hospital where Mum worked.

10:

11:

WEEK 1

Mercredi Mittwock Miércoles Mercoledi

At eleven o’clock they climbed trees and they took photos. They had the best time with their mum, who taught them how to build mountains of leaves. They built five! At twelve o’clock their dad made them noodles and sauce for lunch.

12:

a

c

b

e

d

f

5 Cover the text and use the pictures to retell the story. 6

Copy the table and add two activities. Ask your family and complete. Could you hop when you were three? Hop

Climb trees

No, but I could dance! ?

?

Me ? ?

7

Write sentences. Use the information from the table in Activity 6. My sister couldn’t hop when she was three, but she could dance. Consolidation of units 1–3

43

4

Fun in the jungle 1

Watch the video. Ask and answer. What do you like to do outside? Where’s your favourite natural place?

Create a jungle adventure park In this unit I will:

44

1

Design a map for a jungle adventure park.

2

Invent a jungle activity.

3

Add a nature area in the park. Present the jungle adventure park to the class.

Fun in the jungle ●

Unit learning outcomes Learners learn to: ● talk about natural features ● understand and use adverbs of manner ● use past simple irregular verbs ● understand and use comparative adverbs ● learn about how plants grow and about carnivorous plants ● read a story from an Indian epic poem ● show awareness of how others feel Materials globe / world map (optional), photos from Digital photo bank of India, including the Taj Mahal (optional), pictures of adventure parks and brochures / publicity material and maps from local attractions (optional), paper, coloured pens or pencils (optional), copy of the Mission worksheet (Teacher’s Resource Book page 44), digital Mission poster

Self-assessment ●

●

●

●

●

●

SA Say Open your Pupil’s Books at page 44. Look at the picture. Ask What’s the jungle like? What can you see and hear? Learners share their ideas or experiences of the jungle. Use self-assessment (see Introduction). Say OK. Let’s learn. Point to the stamp of the Taj Mahal and ask Where is this? (India) Explain that the Taj Mahal is a mausoleum, built near the river in the city of Agra. It is almost four hundred years old. If possible, show photos of India and show where it is on a globe / world map. Extension Say Imagine you are looking at a beautiful place. There are mountains. There’s a lake and a river. Ask What else can you see? Write features and animals on the board, as suggested by the learners, e.g. I can see fields, grass, leaves, rocks, forest, parrots, monkeys. Say Let’s draw it! Learners draw a picture, including all the natural features and animals on the board. Then learners compare their pictures in pairs or small groups, e.g. Your lake is bigger than mine. Your forest is next to the river. There’s a hippo in the river in your picture!

Pupil’s Book, page 44 1 ●

●

Watch the video. Ask and answer.

Say In this unit we’re talking about the jungle. Say Let’s watch the video. To introduce the topic of the unit, play the video. Pause the video while you watch to ask learners for any vocabulary they know and to say what they can see and what they think is happening.

Discuss with a few learners the questions on the Pupil’s Book page and then learners ask and answer in pairs.

Create a jungle adventure park

Warm-up ●

4

●

●

Point to the Mission box or the digital Mission poster and say Our Mission is: Create a jungle adventure park. Check comprehension of adventure park. Ask Do you like adventure parks? What’s the name of an adventure park near here? Show pictures or publicity material from real adventure parks, if possible. Learners share their experiences of visiting adventure parks or talk about parks they would like to visit. Say Let’s look at the Mission stages: 1 Design a map for a jungle adventure park. If you have the Teacher’s Resource Book, show the worksheet. Explain that learners will design their park and mark the different features and areas on a map. Say 2 Invent a jungle activity. Ask What types of activity would you do at a jungle park? (Walking a route to see particular animals / A maze / A climbing experience / Kayaking on a river or lake) Ask learners for examples of activities they have done which could take place in a jungle-themed park. Say 3 Add a nature area in the park. Explain the meaning of nature area. Ask What type of animals can you see in the jungle? Learners suggest animals and birds, e.g. crocodiles, lizards, monkeys, bats, parrots. Say When you do a tour of a park, sometimes signs or park keepers tell you about the different types of animals and plants in one area. Plants are very important in the jungle. Ask What’s the last stage? (Present the jungle adventure park to the class.) Tell the learners they are going to use their brochure from Stage 1 and the language they have learnt in Unit 4 to present their ideas to the rest of the class. Ask learners to cover the page. See if they can remember the stages of the Mission. Say This is our Mission.

Activity Book, page 44 My unit goals ●

●

●

Encourage learners to set their unit goals (See Introduction page xii). You can go back to these unit goals at the end of each Mission stage during the unit and review them. Say This is our Mission page.

Ending the lesson ●

Learners look at the picture on Pupil’s Book page 44 again. They make as many sentences about what they can see as possible. You could set a time limit of three minutes. Then see who has the most correct sentences.

TB44

4

Vocabulary 1 Mrs Friendly:

Learning outcomes By the end of the lesson, learners will be able to talk about natural features. New language island, jungle, moon, plant, sky, star, waterfall, wave, world Recycled language animals, countryside, costume, superlatives (the …est in the world), questions Materials video, Natural features flashcards, word cards (optional), audio

They’re shining on the leaves, too. I like that. Those big plants are beautiful. Great! … And what are you working on today? We’re working on the design of the island and the sea. We need to make some waves which we can move. Look at this. … What do you think? Yes, that’s brilliant, but the acrobats need to hold them. Yes, that’s right! Six acrobats have to move three waves up and down. We made some fantastic blue costumes for them last week. Come on, Rose! Would you like to go for a swim? … The water’s great. Oh no, thanks, Pablo. Those waves are very big and I’m frightened of big waves.

Rose: May: Rose: May: Pablo:

Warm-up ●

Rose:

Ask about natural features, e.g. Are there mountains in your country? What are they called? Is there a forest? What type of animals live there? Did you see any fields when you came to school? Did you see plants or animals? Are there any lakes near here? Which is the longest river in your country?

Key: They made blue costumes (for the acrobats). Extension Write questions on the board and play the audio again. 1 What did Fred finish yesterday? (The design for the jungle) 2 Is it daytime or night time? (Night time) 3 Does Mrs Friendly like the big plants? (Yes – she says they are beautiful.) 4 What do May and Fred need to make? (Some waves which they can move)

Presentation ●

● ●

●

Hold up each Natural features flashcard and say the word. Learners repeat. Display the flashcards. Learners say the words. Write a quiz on the board. Learners answer in pairs. 1 Which is the biggest island in the world? A Madagascar B Greenland C Great Britain 2 Where can you find the most types of plant in the world? A Ecuador B Australia C Brazil 3 Where is the tallest waterfall in the world? A South Africa B The USA C Venezuela 4 How many stars can we see in the night sky? A 5,000 B 2,000 C 1,000 5 Where are the most dangerous waves to surf? A Portugal B California C Hawaii Check answers: 1 B, 2 C (55,000 species), 3 C (Angel Falls, 979m), 4 A, 5 C (‘The Pipeline’).

Pupil’s Book, page 45 1 ●

●

●

2.02

●

Track 2.02 Diversicus is in India. This afternoon Rose is talking to Fred and May about the new show for their world tour. Fred and May: Good afternoon. Rose: Hi, Fred. Hi, May. How’s the design for the new show? Fred: Look at this. This is our design for the jungle. We finished it yesterday. Rose: Ah, yes. The jungle at night time. That’s fantastic! I love the sky. The moon and stars are shining on the waterfall. That’s nice.

2.03

Say the chant.

Say Listen and say the chant. Play the audio or video. Learners point and chant. Practise the chant. Learners do actions as they chant. Track 2.03 Waterfall, island, Jungle, world, Star, plant, wave, Moon and sky.

3 ●

Listen. What did May and Fred make last week?

Say Open your Pupil’s Books at page 45. Who is in the picture? (Su-Lin, Jim, Jenny, Pablo, Rose, May, Fred and Mrs Friendly) Read the caption. Ask Who is holding the new scenery? (Fred) Explain that Fred and May are telling the others about their ideas for the show. Teach design. Ask What did May and Fred make last week? Let’s listen. Play the audio. Check answers and ask Why are the costumes blue? (So the audience can’t see the acrobats when they move the waves.)

TB45

2 ●

2.04

[x2]

Listen. Who says it? Say the name.

Read the instructions. Play the audio. Pause after each sentence for learners to answer. Track 2.04 1 Fred: 2 Rose: 3 Mrs Friendly: 4 May: 5 Pablo:

Key: 1 Fred 5 Pablo

This is our design for the jungle. The moon and stars are shining on the waterfall. Those big plants are beautiful. We need to make some waves which we can move. The water’s great.

2 Rose 3 Mrs Friendly 4 May

Activity Book, page 45 See pages TB128–140

Ending the lesson ●

SA Say We learnt about natural features. Show the flashcards. Ask Do you know the words? Use the selfassessment technique (see Introduction). Learners show how they feel.

4

Vocabulary 1

1

2.02 4.01

Listen. What did May and Fred make last week? moon

Diversicus is in India. This afternoon Rose is talking to Fred and May about the new show for their world tour. star

sky waterfall

jungle

plant

wave

world island

2

4.02 2.03

3

2.04 4.03

Say the chant. Listen. Who says it? Say the name.

Natural features

45

4 DIVERSICUS

2.05 4.04

Today, we’re having our lessons in the Indian jungle. How exciting!

1

We mustn’t talk loudly if we want to see animals hiding in the plants.

3

2

Yeah, and let’s look hard in the trees to see some monkeys.

What was that? Was it a bear?

Animals? Hiding?

No, only me! Can I come, too?

4

OK, Ivan, but we must walk slowly, carefully and quietly in the jungle.

5

We can study birds really well here.

This is very difficult. I can’t do it. I draw really badly.

The water’s moving really quickly. What a fantastic waterfall!

OK, everyone. Look carefully at the plants and draw them, please.

6

So, what’s the most dangerous animal in the jungle? Is it the bear?

Don’t worry! You can do it easily. Look, I can help you.

7

1 46

Ivan! Walk slowly and carefully, please!

2.06 4.05

No, Miguel! Run quickly! Move! Fast! There’s a bear behind us!

No, I think it’s the snake.

8

I worked really hard to make this costume, and it worked well because you all thought I was a real bear!

Listen and complete. Use two words.

Story: Adverbs in context

Diversicus Learning outcomes By the end of the lesson, learners will have encountered adverbs of manner in context.

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New language Indian, real, thought, work (= function: It worked well.) Recycled language action verbs, adjectives, animals, natural features, behind, costume, hide, imperatives, must/mustn’t Materials audio, video, Natural features flashcards, word cards (optional)

Warm-up ● ●

●

Practise natural features with the flashcards. Write island, jungle, waterfall, star and plant on the board. Say Give me an example for each thing. It must be a real name. Give an example of a real island, e.g. Madagascar. In pairs, learners think of an example for each feature. Check answers. Possible answers: Islands: Bali, Tahiti, Capri, Tenerife; Jungles: The Amazon, The Cloud Forest (Ecuador), Sinharaja Forest (Sri Lanka); Waterfalls: Victoria (Zambia/ Zimbabwe), Iguazu (Argentina/Brazil), Niagara (The USA/ Canada); Stars: Polaris, Sirius, Vega; Plants: grass, apple tree, sunflower. SA Use self-assessment techniques to check how well learners think they understand the vocabulary. See Introduction. Extension Ask What colour is the sky today? When and where did you last jump in the waves?

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The Diversicus song

Play the song at the beginning of the cartoon story. Learners listen and sing. Track 2.05 See the Diversicus song on page TB5

2.05 ●

●

●

Listen and complete. Use two words.

Read the instructions. Play the audio. Pause after each sentence for learners to answer. Today, we’re having our lessons in the … We can study birds really … The water’s moving … I can’t do it. I draw … Don’t worry! You can do … Ivan! Walk slowly and … There’s a bear … It worked well because you all thought I was a …

Key: 1 Indian jungle. 2 well here. 3 really quickly. 4 really badly. 5 it easily. 6 carefully, please! 7 behind us! 8 real bear!

Diversicus

Say Open your Pupil’s Books at page 46. Ask Who can you see in picture 1? (The children and Pablo’s father) Remind learners that Pablo’s father is the children’s teacher. Say His name is Miguel. Ask Where are they? (In the jungle) Say Look at the other pictures. Who can you see in picture 3? (Ivan) What are the children doing in picture 5? (Drawing) Who is in the costume in the last picture? (Fred) Explain that the children are learning about the plants and animals in the jungle. Ask Which animal does Miguel think is the most dangerous? Write the question on the board and check comprehension of the most dangerous. Say Let’s find out. Play the audio or video. Learners listen and read. Check answers (The snake). Check comprehension of thought and It worked.

2.06

Track 2.06 1 Jenny: 2 Su-Lin: 3 Pablo: 4 Jenny: 5 Pablo: 6 Miguel: 7 Ivan: 8 Fred:

Pupil’s Book, page 46 2.05

Play the audio or video again. Pause after each frame and ask, e.g. Who’s frightened of the animals in the jungle? (Jim) What does Jenny want to see? (Monkeys) How do the children feel in picture 3? (Worried/Frightened) Why? (Ivan is noisy – animals might hear him) What are they drawing in picture 5? (Plants) Who can’t draw well? (Jenny) What does Jim think is the most dangerous animal? (The bear) Why does Ivan say ‘Run quickly’? (Because he sees a bear) Who’s the bear in picture 8? (Fred) Is it a good costume? (Yes) Why? (They all thought he was a bear.) Extension Write four lines from the story on the board that show different emotions: 1 Today, we’re having our lessons in the Indian jungle. How exciting! 2 What was that? Was it a bear? 3 This is very difficult. I can’t do it. 4 You all thought I was a real bear! Ask Which line sounds unhappy and frustrated? (3) Which sounds frightened? (2) Which sounds excited? (1) And which sounds happy? (4) Say the lines with the correct emotion. Learners copy. Practise the lines until learners can remember them. Then erase them from the board and ask different learners to stand up and act them, e.g. Thais, frightened! (What was that? Was it a bear?)

1 ●

4

Activity Book, page 46 See pages TB128–140

Ending the lesson ●

●

SA Repeat the self-assessment technique used at the start of the lesson to see how well learners think they understand the vocabulary. Is there any change? Say sentences about the story. Learners say True or False, e.g. The children are in the mountains. (False) Jim is frightened of jungle animals. (True)

Track 2.05 The Diversicus song + see cartoon on Pupil’s Book page 46.

TB46

4

Language practice 1

Learning outcomes By the end of the lesson, learners will be able to use adverbs of manner.

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Track 2.07 1 [A waterfall: he’s playing the piano quickly and loudly.] 2 [Bad weather at sea: he’s playing the drums fast and loudly.] 3 [Sunny island: she’s playing the guitar quietly and slowly.] 4 [Rain in the jungle: he’s playing the piano slowly and quietly.] 5 [A bird in the tree: she’s singing beautifully.] 6 [Waves at night time: she’s playing the piano quietly and slowly.]

New language adverbs of manner: We mustn’t talk loudly. Look carefully at the plants. It worked well. drums, instrument, sound, violin Recycled language adjectives, natural features, bird, guitar, piano, rain, tree, weather Materials audio, maps from visitor attractions (optional), Mission worksheets (Teacher’s Resource Book, page 44), digital Mission poster

2.08 ●

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Note: You may wish to present the grammar using the Grammar spotlight table before doing the activities on the page.

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Write on the board in a column: loud, difficult, slow, good. Ask What’s the opposite of (loud)? Write the opposites next to the adjectives (quiet, easy, fast/quick, bad). Practise saying the pairs of adjectives as a class. Ask Who’s the loudest person in this class? What’s the easiest language? Name a fast car. What’s a quiet instrument? Name a slow animal.

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●

Say in a very loud voice I’m speaking loudly. Say quietly What about now? I’m speaking … (quietly). Walk around slowly and say I’m walking slowly. Then walk quickly and say I’m walking … (quickly). Give instructions with adverbs. Learners follow, e.g. Walk carefully around the room. Sing loudly. Wave your hand very slowly. Jump up and down quickly. Sit down quietly.

Pupil’s Book, page 47 1 Look at the pictures. Which instrument do you think they play to make the sounds? ●

Say Open your Pupil’s Books at page 47. Read the question. Check comprehension of instrument. Learners name the instruments in the picture (violin, piano, guitar drums). Talk about how the different sounds of instruments help us imagine different things. Learners look at photos a–f and say which instrument would suit each. They say what the picture is (a waterfall, bad weather at sea, a sunny island, rain in the jungle, a bird in a tree, waves at night time). Explain that they will hear instruments representing these sounds in the next activity.

2 ●

2.07

How are they playing the instruments? Choose, then listen and check.

Learners read and check their answers to Activity 1. They think about the way each instrument must be played and circle their choices in pencil.

TB47

Point to the Grammar spotlight. Write the sentences on the board. Learners copy. Play the audio. Pause for learners to repeat.

Extension Write on the board: talk, eat, work, sing, draw, run, listen, walk. Then write: loudly, quietly, carefully, hard, slowly, well, fast/quickly, badly. Learners make sentences about themselves, e.g. I run slowly. For a full Grammar reference, see page 122.

3 ●

Think of your family. Read and answer.

Learners write answers in their notebooks.

Stage 1

Presentation ●

Grammar spotlight

Track 2.08 See Pupil’s Book page 47

Warm-up ●

Play the audio for learners to check and correct.

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Point to the Mission box and say This is Stage 1 of our Mission. Let’s design a map for a jungle adventure park. Show examples of real maps of visitor attractions. Read the instructions. Write parts of an attraction on the board (e.g. entrance, exit, café, restaurant, toilets, gift shop). Tell learners to leave two sections of their park blank, to complete later in the unit. Put the class into Mission groups. Learners complete the worksheet task in the Teacher’s Resource Book (see teaching notes on TRB page 37 Activity 2). Alternatively, if you don’t have the Teacher’s Resource Book, learners draw their map directly in their brochure. Groups think of a name for their park, design it and label the sections. They add the location and the opening times. Ask What’s in this part of the park? Where’s the (exit)? Collect the worksheets.

Activity Book, page 47 See pages TB128–140

Activity Book, page 44 ●

Learners open page 44 of the Activity Book and complete the mission diary.

Ending the lesson ●

SA Go back to Stage 1 on the digital Mission poster. Say We designed a map. Add a tick to the Design a map stage. Use self-assessment (see Introduction).

4

Language practice 1

1 Look at the pictures.

Which instrument do you think they play to make the sounds?

a

2

c

b

2.07 4.06

e

d

f

How are they playing the instruments? Choose, then listen and check.

1

A waterfall: he’s playing the piano slowly / quickly and loudly / quietly.

2

Bad weather at sea: he’s playing the drums slowly / fast and loudly / quietly.

3

Sunny island: she’s playing the guitar loudly / quietly and slowly / quickly.

4

Rain in the jungle: he’s playing the piano slowly / quickly and loudly / quietly.

5

A bird in the tree: she’s singing beautifully / badly.

6

Waves at night time: she’s playing the piano loudly / quietly and slowly / quickly. 2.08 4.07

Grammar spotlight

We mustn’t talk loudly.

3

Look carefully at the plants.

It worked well.

Think of your family. Read and answer. Who … talks quietly?

eats loudly?

runs fast?

listens carefully?

STAGE 1 Design a map for a jungle adventure park. Work in groups. Choose a name for your park. Draw a map of the park. Label the natural features. Write a short description of each one. This is the waterfall. The water is moving fast.

My

diary Activity Book page 44

Adverbs of manner

47

4 Vocabulary 2 and song

1

2.09 4.08

Listen and match. Then sing the song.

Carefully, carefully, carefully, carefully We flew to the jungle. Carefully … We drove to the beach And we sailed on the sea. Yes, we did …

1

Slowly, slowly, slowly, slowly We fi shed in a river. Slowly … We threw our nets And we caught some fi sh. Yes, we did … Quickly, quickly, quickly, quickly We learnt to dance. Quickly … We bounced and hopped. And we skipped and kicked. Yes, we did … 2

3

2

Find the past simple verbs in the song. Are they regular or irregular? Write two lists.

3

Play the memory game. Cover the song. Look at the pictures and say what the people did. Let’s talk about weekends. What did you do last weekend?

48

Past simple verbs

Vocabulary 2 and song Learning outcomes By the end of the lesson, learners will have practised the language through song. New language regular and irregular past tense: bounce, caught, flew, learnt, threw Recycled language action verbs, natural features, adverbs of manner, regular past simple Materials video, basketball, skipping rope, football, smaller soft ball (optional), Past simple verbs flashcards, word cards (optional), audio

Warm-up ●

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●

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2 ●

Say Stand up! Let’s go for a walk in the jungle. Give instructions for learners to mime: Walk slowly and quietly. … Stop and stand quietly – it’s a jungle bird. … Look carefully in the trees. Can you see it? … Walk slowly again. … Oh no! Can you see that snake? … Run quickly! … Shout loudly to scare it away. Now let’s walk home. You did well! Sit down. Act tired and say I’m very tired. Yesterday I went to an exercise class. Listen to what I did. Describe the exercises, miming each one: First I learnt to play basketball. I jumped and bounced. Then I skipped. After that I kicked a football. Then I hopped on one leg. Then I threw a ball and caught it with my friend. Repeat and then ask Who can remember? What did I do in my exercise class? Help learners make complete sentences in the past. Write throw – threw, jump – jumped on the board. Ask Which past form is regular? (jumped) Which is irregular? (threw) Tell learners that they are going to practise regular and irregular past forms in a song. SA Use self-assessment techniques to check how well learners think they understand the vocabulary. See Introduction.

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●

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2.09

Track 2.09 See song on Pupil’s Book page 48

Key: 1st verse – 2, 2nd verse – 3, 3rd verse – 1

Read the instructions. Remind learners that regular past verbs end in –ed. In pairs, learners find and write two lists of verbs in their notebooks. Write the lists on the board, the infinitive form next to each verb in brackets. Learners copy. Point out the spelling rules for –ed past tense: verbs ending in a vowel and then ‘p’ have double ‘p’ in the past form (skip – skipped, hop – hopped) and verbs ending in a silent ‘e’ just add ‘d’ (bounce – bounced). Give more examples of verbs like this: stop (stopped), dance (danced), smile (smiled). Check pronunciation of the infinitive and past forms. Use the past simple flashcards to practise.

3 Play the memory game. Cover the song. Look at the pictures and say what the people did. ●

Listen and match. Then sing the song.

Say Open your Pupil’s Books at page 48. Point to the building and ask Where’s this? (The Taj Mahal) What’s on the boy’s head? (A camera) What’s he doing? (Making a video) Point to the other pictures and ask How many children can you see? (Four) What are they doing? (Dancing, flying in a helicopter, fishing) Read the instructions. Play the audio or video, pausing after each verse so that learners can identify the correct picture. They say the number.

Find the past simple verbs in the song. Are they regular or irregular? Write two lists.

Key: Regular: sailed (sail), fished (fish), bounced (bounce), hopped (hop), skipped (skip), kicked (kick); Irregular: flew (fly), drove (drive), did (do), threw (throw), caught (catch), learnt (learn)

Pupil’s Book, page 48 1

Play the audio or video again. Teach the song line by line. Teach actions for each line that has a past tense verb. Practise the song, singing and doing the actions.

Extension Once learners are confidently singing along 2.10 to the song, try singing the karaoke version as a class.

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Presentation ●

●

4

●

Read the instructions. Learners use a folded piece of paper or a pencil case to cover the words. Pairs take turns to talk about each picture, using the past tense. Extension Write questions on the board: 1 Did they learn to skate or dance? 2 Did they dance quickly or slowly? 3 Did they jump or did they bounce? 4 Did they hop or did they swim? 5 Did they fish in a river or a lake? 6 Did they catch some fish or some boots? Learners choose the answer (e.g. They learnt to dance.) Play the song again to check. Show the picture of Rose Quartz. Read out the question. Learners answer. Ask additional questions, e.g. Where did you do that? Who did you go with? What time did you do that? Did you have fun?

Activity Book, page 48 See pages TB128–140

Ending the lesson ●

●

SA Repeat the self-assessment technique used at the start of the lesson to see how well learners think they understand the vocabulary. Is there any change? Play the song again. Learners join in. TB48

4

Language practice 2

Learning outcomes By the end of the lesson, learners will be able to use comparative adverbs. New language Tigers can run faster than monkeys. Monkeys can climb better than tigers. Bears can run more quickly than monkeys. I liked (the elephants) best. How/ What about …ing? Good idea.

2.12 ●

● ●

Warm-up ●

Put three pictures of animals on the board, e.g. a spider, a crocodile and a panda. Ask What’s this? Which is the most beautiful? Which is the smallest? Which moves more quickly – the spider or the crocodile? Which moves more quietly? Does the panda move more slowly than the crocodile? Which animal do you like best?

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2.11

Which is Peter’s favourite animal? Listen, look and choose.

Point to the pictures. Learners name them. Read the question and say Let’s listen. Play the audio. Track 2.11 Peter: Last night there was a programme on TV about animals which live in India. Did you see it, Charlie? Charlie: Yes, I did, Peter. It was great. I liked the elephants best. They’re huge, but they can swim well. That was really interesting. Peter: Yeah, … they don’t run as quickly as monkeys or tigers, but they can move faster than snakes. I thought the Bengal tigers were the most exciting. They can swim better than elephants and they can run faster than monkeys. Charlie: Yes, but monkeys and snakes can climb better than tigers. Peter: Hmm. What about the bears? They can run more quickly than monkeys. Charlie: Yeah, I didn’t know that before the programme, but do you know which animal moves the most quickly? Peter: Yes, it’s the bat. They told us in the programme. The bat moves the fastest. It flies faster than birds and can move more quickly than the animals on the ground. Charlie: Yes, and did you know that bats always fly at night time to get their food? Peter: Yes, I did … and did you know that tigers can catch their food at night time, too? They can see much better at night than we can. Charlie: OK! Bengal tigers are the best. You win, Peter!

Key: Peter likes tigers best.

TB49

Stronger learners Learners write sentences about their family using comparative adverbs. For a full Grammar reference, see page 123.

2 ● ●

Choose two animals. Make sentences with a partner.

Learners make the comparative forms of the adverbs. In pairs, learners make as many different sentences as they can, writing in their notebooks.

Stage 2 ●

Pupil’s Book, page 49 1

Point to the Grammar spotlight. Write the sentences on the board. Learners copy. Play the audio. Pause for learners to repeat each sentence. Ask learners to change the sentences, using the opposite adverb, e.g. Snakes move more slowly than elephants. Track 2.12 See Pupil’s Book page 49

Recycled language action verbs, animals, natural features, adverbs of manner, comparative and superlative adjectives Materials video, pictures from Digital photo bank of animals (optional), Mission worksheets (Teacher’s Resource Book page 44), coloured pens or pencils, audio, digital Mission poster

Grammar spotlight

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Show learners the second stage of the Mission poster: Invent a jungle activity. Ask Which activities do you like at an adventure park? Write ideas on the board, e.g. nature walk, water slide, trampolining, miniature train, climbing wall, maze. Use How/What about … ? Read the first two instructions and the speech bubbles. Focus on How about … and point out that the verb ends in –ing. Put the class in their Mission groups to choose an activity and invent a name for their attraction. Read the third instruction. Tell learners they need to add the jungle activity to one of the blank sections on their map. Hand out the worksheets (or learners continue working in their notebooks). Read the last instruction and the model. Learners write about their new jungle activity and draw a picture. They can also write about where it is (e.g. The jungle walk is opposite the café.)

Activity Book, page 49 See pages TB128–140

Activity Book, page 44 ●

Learners open page 44 of the Activity Book and complete the mission diary.

Ending the lesson ●

Go back to Stage 2 on the digital Mission poster. Add a tick to the ‘Invent a jungle activity’ stage. Use self-assessment (see Introduction).

Language practice 2

1

2.11

Which is Peter’s favourite animal? Listen, look and choose.

a

c

b

2.12

e

f

Grammar spotlight

Elephants can move faster than snakes.

2

d

4

Monkeys can climb better than tigers.

Bears can run more quickly than monkeys.

Choose two animals. Make sentences with a partner.

Elephants and tigers.

Tigers can run more quickly than elephants.

STAGE 2 Invent a jungle activity. In your groups, discuss some ideas for activities to do in your jungle adventure park. How about sailing on the lake?

Good idea, or what about fishing in the sea?

Choose an activity and add it to your brochure. Write a short description and add a picture.

This activity is fishing. You sail in a boat with a guide. You fish for two hours. You can eat the fish for dinner!

My

diary Activity Book page 44

Comparative adverbs

49

4 Cross-curricular

Cul

From the roots to the flower 1 2

Watch the video. 2.13

Listen and read. Then answer the questions.

Plants are living things and grow almost everywhere – from the bottom of the sea to the highest mountain. What plants grow near you? Most plants make food using sunlight. They also need water to survive, just like us! Plants usually have three parts to them: roots, a stem and leaves. The roots take up water from the ground and the leaves take in sunlight and air around them for food. Some plants also have flowers or fruit.

1

Where do plants grow?

2

What do plants need to survive?

3

What three parts do plants usually have?

4

What other parts do plants sometimes have?

5

What’s your favourite plant?

3 Look at the diagram of the plant. Find each part in the photo. flower

fruit

leaves stem

4

roots

Draw a plant and label it. Tell your partner about your plant. My favourite plant is a sunflower. This is its flower …

50

Learn about plants and how they grow

Cross-curricular Learning outcomes By the end of the lesson, learners will have learnt about plants and how they grow.

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New language air, bottom, creature, grow, living (adj), roots, stem, sunlight, survive, take in, take up Recycled language do, flower, food, fruit, ground, leaves, make, mountain, near, need, plant, water

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3 Look at the diagram of the plant. Find each part in the photo. ●

Warm-up Say sentences about animals, using comparative and superlative adverbs, some true and some false. Learners say True or False. Ask them to correct the false sentences. Possible comparisons: Giraffes can swim better than crocodiles. (False) Snakes move faster than pandas. (True) Bears can climb more easily than monkeys. (False) Bats fly more quickly than birds in the jungle. (True) Tigers walk more noisily than elephants. (False)

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●

Show a fruit, e.g. an apple, or draw one on the board. Ask What’s this? Where does it come from? (A tree/plant) Which part of the plant is it? Explain that fruit is the word for this part of a plant or tree. Draw a simple tree with leaves and fruit on the board. Point to the leaves and ask What are these? (Leaves) Cut the fruit in half to show the seeds inside. Hold up a seed and say Some plants grow from a very small seed. Write grow on the board and check comprehension. Find out what else learners already know about parts of plants and what they need to grow. Say Open your Pupil’s Books at page 50. Let’s find out more about plants.

Extension Show photos from the Digital photo bank of plants which look very different and ask learners why and which parts they have / don’t have (e.g. a cactus which doesn’t have leaves because it grows in the desert, a rainforest tree with a very long stem/trunk so it can reach the sunlight above other plants, some moss which has very short roots so it can grow on walls and trees).

4 ●

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Pupil’s Book, page 50 1 ●

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2 ●

Watch the video.

Say Let’s watch the video. Learners watch the video about plants. Pause the video to check comprehension and learners answer the questions at the end. Watch the video again, this time without pausing. 2.13

Listen and read. Then answer the questions.

Play the audio while the learners read the text.

Read the instructions. Learners compare the diagram with the photo and work out the names of the different parts. Key: Learners can point to the stem, leaves, flower and fruit. They can also show where the roots are (under the ground).

Presentation ●

Check comprehension of living things, sunlight, survive, roots, ground and air. Learners answer the questions in their notebooks and then compare answers in pairs. Use a real plant to show the different parts, if possible. Check answers. Key: 1 Almost everywhere 2 Sunlight, water and air 3 Roots, a stem and leaves 4 Flowers and fruit 5 Learners’ own answers

Materials real fruit from a tree or plant (e.g. an orange, an apple or a banana) and a real flowering plant in a pot (optional), photos from Digital photo bank of different plants (e.g. very tall rainforest tree, cactus, moss) (optional), computers/tablets with Internet (optional), coloured pens or pencils, video

●

4

Draw a plant and label it. Tell your partner about your plant.

Read the instructions. Learners choose a plant, draw it in their notebooks and label the different parts. If you have access to computers or tablets, learners could use them to research their plants. Monitor and check that learners are labelling the parts correctly. Put the class into pairs to show their pictures and talk about the different parts of the plant. Encourage them to add details, such as colour and size. Extension Learners research a type of plant for homework (assign different types to groups). They draw and label a picture and find out an interesting fact to tell the class about their plant.

Activity Book, page 50 See pages TB128–140

Ending the lesson ●

With books closed, learners draw and label the diagram of the plant from the Pupil’s Book page. They compare their pictures in pairs.

Track 2.13 See Pupil’s Book page 50

TB50

4

Culture

Learning outcomes By the end of the lesson, learners will have read and learnt about carnivorous plants.

6 Create your own carnivorous plant. ●

New language carnivorous, fly/flies (n), insect, land (v), large, nutrients, rainforest, soil, sticky, the USA, tiny, touch, trap (v) Recycled language air, catch, eat, flower, food, fruit, grow, hair, leaves, roots, slowly, spider, stem, sunlight, water

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Materials audio, Mission worksheets (Teacher’s Resource Book page 44), coloured pens or pencils (optional), audio recording equipment (optional)

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Warm-up ●

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Ask What three things do plants need to survive? (Sunlight, air, water) Draw a simple diagram of a flowering plant with leaves and fruit on the board, e.g. a vine with grapes or a pear tree. Draw the roots below the ground. Call different learners to name and label the parts of the plant. Prompt by asking Where are the leaves? Where’s the stem? Where’s the fruit? etc. Let learners look back at Pupil’s Book page 50 to check. Ask What do the roots of a plant do? (They take up water.) What do the leaves do? (They take in sunlight and air.)

Pupil’s Book, page 51 5 ●

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2.14

Track 2.14 See Pupil’s Book page 51 ●

Stage 3 ●

●

●

●

Listen and read. Then answer the questions.

Say Open your Pupil’s Books at page 51. Read the title. Check comprehension of carnivorous. Ask for examples of carnivorous animals (e.g. tigers, lions, polar bears). Use the picture of the Venus flytrap to teach fly and insect. Play the audio for learners to listen and read. Explain the meaning of new vocabulary such as nutrients, touch, tiny and land.

Learners read the questions and write the answers in their notebooks. Check answers. Key: 1 The Sundew plant 2 The Venus flytrap 3 The Venus flytrap 4 The Sundew plant 5 The Sundew plant 6 The Venus flytrap

●

Show the class the third stage of the Mission poster: Add a nature area to your park. Read the instructions. Put learners in their Mission groups and hand out the worksheets or refer them to the maps they drew for Stage 1. Monitor the discussion and help with new language. Make sure all members of the group are contributing. Collect the worksheets. Extension Learners write a script for and record an ‘audio guide’ for a tour of the nature section of their park. They don’t have to write about real plants and animals – they can use their imagination. Write useful phrases, e.g. On the left you can see … Look carefully in the tree so you can see … Look at the leaves around you. They are sticky because … Stand quietly so you can hear the call of the … bird. They take turns reading part of the script for the recording. Groups listen to their classmates’ tours. For ideas on monitoring and assessment, see Introduction.

Activity Book, page 51 See pages TB128–140

Activity Book, page 44 ●

Learners open page 44 of the Activity Book and complete the mission diary.

Ending the lesson ●

TB51

Focus on the picture. Brainstorm different ways a plant could attract and trap insects/animals (e.g. bright colours, nice smell, beautiful leaves, leaves which look like food). Encourage learners to use their imaginations. Read the instructions. Learners work individually or in pairs/groups to create a plant. They name the plant, draw and label a picture and write a short description. Call on learners to present their plant to the class. Encourage the class to ask questions, e.g. Where does your plant grow? What does it eat? Does it eat people? Is it big or small? Extension Learners cut and stick their work onto an A4 piece of card. Put the cards together to make a class book.

SA Go back to Stage 3 on the digital Mission poster. Add a tick to the ‘Add a nature section to your park’ stage or invite a learner to do it. Use self-assessment (see Introduction).

4

Culture

5

2.14

Listen and read. Then answer the questions.

Carnivorous plants

Like most other plants, carnivorous plants need sun, air and water to make their own food. But they also get extra nutrients by eating small animals! Here are two examples:

The Venus flytrap

The Sundew plant

Venus flytraps grow naturally in the USA but are used as house plants all over the world. They use their leaves to catch insects, like flies. The leaves close when an insect touches the tiny hairs that grow on them. The plant can then slowly eat the insect.

Sundew plants are found in the Indian rainforests. They can grow in soil that is underwater. Their leaves have sticky hairs and when an insect lands on the leaves, the sticky hairs trap them. Large sundew plants can trap and eat spiders.

Which plant … 1 is from India? 2 is from the USA? 3 eats flies?

4 5

sometimes eats spiders? has got sticky hairs?

6

has got tiny hairs?

6 Create your own carnivorous plant.

Draw and colour a carnivorous plant on a sheet of paper. Make notes about where it grows, how it catches its food and what it needs to survive. Think of a name for your plant. Then present your plant to the class.

STAGE 3 Add a nature area to your park. In your groups, discuss what plants and animals you can see in your park. Let’s have some OK, then we need some trees tigers and bears. with fruit for the bears to eat. Add this information to your brochure.

My

diary Activity Book page 44

Learn about carnivorous plants in India and around the world

51

4 Literature

1 Look at the pictures. What do you think the story is about? Discuss with a partner.

2.15

THE STORY OF RAMA AND SITA

Long ago a king lived in the town of Ayodhya. He had four sons. One day he said, ‘I am getting very old now and I want my oldest son Rama to be king.’ ‘No!’ Rama’s stepmother cried. ‘My son must be king!’ The King listened to his wife, and he sadly told his oldest son to leave. Rama couldn’t return to Ayodhya for 14 years.

Rama and his wife, Sita, left Ayodhya. They travelled for many days until they came to a forest. ‘This looks like the perfect place to live,’ said Rama. For many years, they lived happily in the forest. But there was a terrible man called Ravana in the forest. He saw Sita one day and he wanted to take her. He had a plan. One day, Sita saw a beautiful golden deer. ‘Rama, catch it for me,’ she said. When Rama left to catch the deer, Ravana came to the house dressed in a costume. He caught Sita and took her back to his palace. When Rama returned and saw that Sita wasn’t there, he searched but he couldn’t find her. He decided to ask Hanuman for help. Hanuman was the great leader of the monkeys. He could fly over mountains, change size and he was very strong. ‘Don’t worry. I can find her quickly,’ he said to Rama. 52

Text type: An Indian myth

Literature Learning outcomes By the end of the lesson, learners will have read a story from an Indian epic poem.

2.15 ●

New language army, celebrate, cheer, deer, find (found), golden, jewellery, king, lantern, leader, leave (left), palace, queen, rescue, return, search, show (someone) the way, size, stepmother, terrible, wife Recycled language natural features, costume, drop (dropped), monkey, son, town, year, adverbs, comparatives and superlatives, past simple Materials Natural features flashcards, word cards (optional), a candle, a torch, reflective clothing and a lantern (optional), audio

Warm-up ●

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Say At night the sky is dark. How can we see? Learners suggest ways to make light. Show the moon and stars flashcard, a candle, torch and lantern. Say We need things to show us the way in the dark. Tell the learners they are going to read and listen to a story from an Indian poem. Say In the story someone needs to show the way. What do they use? Say Let’s find out. Open your Pupil’s Books at page 52.

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Pupil’s Book, pages 52 and 53 1 Look at the pictures. What do you think the story is about? Discuss with a partner. ●

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Point to the king in the first picture and ask Who’s this? Use the picture to teach king, wife, queen and palace. Point to the younger men and ask Who are these men? (The king’s sons) Explain that the queen is a stepmother. Ask How does the queen feel in this picture? Who is this younger woman? What kind of animal is this? Point to picture 1 and ask What’s happening? (The young man is going.) Teach leave and the past form left. Learners guess why. Ask Are all the people happy? (No. The queen is angry.) Point to picture 2 and ask Who is this woman? (The young man’s wife) Do they live in a palace? (No, the forest) What animal is this? Teach deer. Ask Do you think this is a nice man? (No) Point to pictures 3 and 4 and ask What animal is this? (A monkey) Is it a normal monkey? (No. It can fly.) Point to the last picture and ask What do you think happens at the end? Don’t confirm. Use the picture to teach return. Read the title and explain that Rama is the name of the young man and Sita is his wife.

The story of Rama and Sita

Say Read and listen to part 1. Play the audio. Pause the audio at the end of the first paragraph and ask Who did the king want to be king after him? (His son, Rama) Why was Rama’s stepmother angry? (She wanted her son to be king.) Why did Rama leave? (Because his father told him to) Remind learners that left is the past of leave. Track 2.15 See story on Pupil’s Book pages 52–53

Revise natural features with the flashcards.

Presentation ●

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Say Read and listen to the next part. Play the audio. Pause at the end of paragraph 2. Ask Where did Rama and Sita go? (The forest) Who was Ravana? (A terrible old man) What did he want to do? (Take Sita away) Explain the meaning of terrible. Say Read and listen. Play the audio. Pause at the end of paragraph 3. Ask Why did Rama leave? (To catch a deer) Where did Ravana take Sita? (His palace) Play the audio for the next paragraph. Pause at the bottom of the page. Ask Could Rama find Sita? (No, he couldn’t.) Who did he ask for help? (Hanuman, the leader of the monkeys) Explain the meaning of leader. Ask What could Hanuman do? (He could fly and change size.) Say Read and listen. Play the audio for paragraph 5. Ask What did Sita drop? (Her jewellery) Ask Why did she drop it? (To show Hanuman the way) Say Let’s read and listen to paragraph 6. Play the audio. Ask What did Hanuman do? (He told Rama where Sita was.) Teach rescue and ask Who rescued Sita? (An army of monkeys and bears) Explain the meaning of army. Say Let’s read and listen to the end. Play the audio. Ask Why were the people happy? (Because they thought that Rama was the real king) What happens today? (People celebrate Rama going home.)

Activity Book, page 52 See pages TB128–140

Ending the lesson ●

With books closed, write names from the story on the board. Say a sentence and learners say the name, e.g. She’s Rama’s wife. (Sita) He’s the leader of the monkeys. (Hanuman) He’s the son of a king. (Rama) He’s a terrible old man. (Ravana) He’s very strong. (Hanuman) She drops jewellery to show the way. (Sita)

TB52

4

Literature

Learning outcomes By the end of the lesson, learners will have talked about the feelings of characters in a story and learnt about being resourceful and helping others. New language brave, characters, clever, unkind, How do(es) … feel? He/She feels … They feel … Recycled language language from the story, adjectives to describe feelings: afraid, angry, frightened, happy, sad, surprised, tired Materials audio Social and Emotional Skill: helping others ● After reading the story, ask the learners some simple questions: The characters in the story all feel different emotions. The king feels sad. The queen feels angry. Rama and Sita feel sad and angry but happy when they return to Ayodhya. Rama feels sad when Ravana takes Sita. Rama asks for help. Ask Who does he ask? (Hanuman) Does he help Rama? (Yes) Who does Rama help? (Sita) ● Point out that it is good to help people and that helping people makes you and the person you help feel good. Tell learners to think about what they do to help. Ask Do you help at home? At school? Your friends? How do you help? ● Give the learners different situations and ask for their opinions. They answer Yes or No and say why. Imagine you are in a race and someone falls over. Do you stop to help and perhaps lose the race? Imagine you see an old man or woman carrying heavy bags. Do you help them? Imagine your little brother or sister loses their favourite toy. Do you help them find it? Imagine your mother is doing the shopping. Do you go with her to help? ● Encourage learners to think about how the people would feel if they were helped and if they weren’t helped. ● Learners work in pairs. They think of situations where they can help people. Then they act out situations for the rest of the class. Learners can invent a situation or act out one that really happened. ● Alternatively, set a class challenge. Assign each learner with a classmate they have to help once a day for one week. At the end of each day, have a class discussion of how the learners have helped each other.

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Pupil’s Book, pages 52 and 53 ●

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Ask What was the title of the story we read? (Rama and Sita) Write the title on the board. Write the names Ravana and Hanuman on the board and ask Who is the king of the monkeys? (Hanuman) Who is Ravana? (A terrible old man who took Sita away) Write key words from the story, on different lines, e.g. king, four sons; Rama – new king, stepmother ‘no’; Rama and Sita leave; live forest; Ravana take Sita; Rama can’t find Sita; ask Hanuman help; Sita drop jewellery; army rescue Sita; Rama and Sita return to Ayodhya. Learners use the words to summarise the story in the present or the past.

TB53

Say Open your Pupil’s Books at pages 52 and 53. Play the audio. Learners read and listen to the story again. Track 2.15 See story on Pupil’s Book pages 52–53

2 Who do you think is brave/clever/unkind/ helpful in the story? ●

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Read the instructions. Teach brave, clever and unkind. Write the names of the characters on the board: the king, Rama’s stepmother, Rama, Sita, Ravana, Hanuman. Teach character. Ask Who do you think is brave? Learners suggest names. Make sure they explain why (e.g. Rama is brave because he goes to rescue Sita.) Put the class into pairs. They ask each other questions with Who do you think is …? Encourage learners to ask their partner Why do you think that? Key: (possible answers): brave – Rama, Sita, Hanuman; clever – Sita, Hanuman, Ravana, Rama; unkind – the queen, the king, Ravana

3 How do you think the characters feel in these parts of the story? ●

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Warm-up ●

Tell learners that the story of Rama and Sita comes from a very old Indian poem called Ramayana. The original poem is written in Sanskrit. Ask How long do you think the poem is? How many chapters does it have? Explain that the Ramayana has 500 chapters and fills seven books. SA Use self-assessment techniques to check how well learners think they understand the vocabulary. See Introduction.

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Review adjectives to describe feelings. Mime feeling sad and say I feel sad. Be sad. Learners mime. Write sad on the board. Repeat for happy, angry, frightened/afraid and surprised. Check comprehension of feel. Read the first question: How do you think the characters feel when the king tells Rama and Sita to leave Ayodhya? Learners can look at picture 1 to help. Encourage them to talk about all the different characters and to use feels, e.g. The king feels sad. The queen feels happy. Rama and Sita feel sad, angry and surprised. Rama’s brothers feel surprised and maybe angry too. Rama’s stepbrother feels happy. Read the rest of the questions and encourage complete sentences as answers in the same way.

Activity Book, page 53 See pages TB128–140

Ending the lesson ●

Say sentences about the story, each with a mistake. Choose learners to correct the sentences, e.g. The king is young. (He’s old.)

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On her way to Ravana’s palace, Sita carefully dropped her jewellery. As Hanuman flew in the sky, the pieces of jewellery were like little lights showing him the way. Soon he found Sita. She was in the garden of Ravana’s palace. Hanuman quickly told Rama where Sita was. He organised a great army of monkeys and bears. Together, they rescued her from Ravana. Rama and Sita were happy again, and finally, after 14 years, they went back to Ayodhya. There were flowers and lanterns in the streets. The people cheered loudly and were very happy to see their real king. In some parts of the world today, people still celebrate Rama going home.

2 Who do you think is brave/clever/unkind/helpful in the story? 3 How do you think the characters feel in these parts of the story? When the King tells Rama and Sita to leave Ayodhya When Ravana takes Sita When Hanuman tells Rama he found Sita When Rama and Sita return to Ayodhya

Social and emotional skills: Helping others

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4 A1 Movers

A trip to the mountain

1 Look at the first picture and the title. Describe the picture.

2 Look at the next two pictures and tell the story. a

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3 Read the sentences. Match them to the correct picture in Activity 2. 1

In the evening they ate dinner outside.

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Paul showed them some photos.

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They sang loudly after dinner.

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They sat in the kitchen.

4 Read the text for the first picture in Activity 1. Then choose the correct answer to complete the sentences.

Vicky and Zoe’s uncle lives on a mountain next to a forest. Yesterday, the girls and their parents went there by train. When they arrived it was windy. ‘Hi, Paul. It’s colder here than at home!’ said Vicky. ‘I haven’t got a scarf. I don’t want a sore throat!’ ‘Here, take my scarf,’ said Paul. They played with the dog and then they all went quickly inside for lunch.

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Vicky said the weather was at her home. (windy / cold / colder)

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Paul gave Vicky his scarf / scarf)

Preparation for Reading and Writing Part 5

(her scarf /

than The answers can be one, two or three words.

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A1 Movers Learning outcomes By the end of the lesson, learners will have practised telling a story from picture prompts and completing cloze tests (A1 Movers Reading and Writing Part 5).

Key: (possible answers) Picture a: After lunch, Paul, Vicky and Zoe sat in the kitchen. They looked at some photos. They had fun. Picture b: Then they had dinner in the garden. Paul and Zoe sang songs. Vicky and the dog danced to the music. The moon and stars were in the sky. It was a fantastic day.

Test skills Understanding the beginning of a story and then continuing it based on a series of pictures New language famous, sang

Extension Ask learners to tell or write their own short stories based on three pictures.

Recycled language natural features, weather, evening, parents, scarf, sore throat, trip, uncle, adverbs, past tense Materials Natural features flashcards, word cards (optional), different series of three pictures telling a story (optional)

3 Read the sentences. Match them to the correct picture in Activity 2. ●

Warm-up ●

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Put the Natural features flashcards on the board. Point to the pictures. Learners say the words. Ask Where am I? Mime walking in one of the places (in the jungle, on an island or by a waterfall) and reacting to the sounds and weather. Ask What’s the weather like here? Learners guess, e.g. You’re on an island. It’s hot and sunny. SA Use self-assessment techniques to check how well learners think they understand the vocabulary. See Introduction. Say Let’s practise for a speaking exam. Say In Part 2 of the exam there are three pictures and the title of a story. The examiner describes the first picture, and then you tell the rest of the story. The examiner tells you the names of the characters. You look carefully at the pictures and say what is happening.

4 Read the text for the first picture in Activity 1. Then choose the correct answer to complete the sentences. ●

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Say Open your Pupil’s Books at page 54. Look at the picture (top right). Tell learners the man is called Paul and the two girls are Vicky and Zoe. In pairs, learners describe the picture. They think about how the characters are feeling as well as what they are doing and what the weather is like. They should use language and vocabulary from the unit. Ask different pairs to share what they said about the picture. Key: See Activity 4

2 Look at the next two pictures and tell the story. ●

Read the instructions. Tell learners they are reading the description for the first picture (this is what the examiner might say) but they are using it to practise for the Reading and Writing test now. Remind learners they should always check to see that what they’ve chosen fits grammatically in the sentence. The pictures support the story but do not provide any of the answers. Key: 1 colder 2 his scarf

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Pupil’s Book, page 54 1 Look at the first picture and the title. Describe the picture.

Read the instructions. Learners read each sentence individually and decide if it describes picture a or picture b. Key: 1 picture b 2 picture b 3 picture a 4 picture a

Presentation ●

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Read the exam tip. Explain that if learners write more than three words in the exam they lose marks. Extension For other stories and resources, use Cambridge Readers for Young Learners.

Activity Book, page 54 See pages TB128–140

Ending the lesson ●

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Hand out paper and ask learners to quickly draw three pictures which tell a story (like a comic strip). Tell them there must be at least two people in the story. They need to think of a title for the story, but that is the only thing they write. Set a time limit for the drawing. Put the class into pairs. Learners exchange pictures with their partner. They then take it in turns to tell the story they see, using the title to help and with as much detail as possible.

In the same pairs, learners take turns to talk about the next two pictures and make sentences to tell the story.

TB54

4

Review

Learning outcomes By the end of the lesson, learners will have revised the language in the unit and presented their jungle adventure park to the class.

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New language unit language Materials Past simple irregular verbs flashcards and Past simple verbs flashcards, with the infinitive on one side and the past tense on the other, music CD, completed worksheets and notes from Mission Stages 1–3, video recording equipment (optional), dice, counters, question cards (for Activity Book game), scissors

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Self-assessment ●

Warm-up ●

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Show the infinitive side of the Past simple flashcards. Check comprehension. Learners say the past form. Hand out the flashcards. If possible, learners sit in a large circle. Play some music. Learners with a flashcard pass it to the person on their right. Pause the music. Choose two or three learners who are holding flashcards. They say the infinitive form on the card and then make a sentence in the past, e.g. kick – I kicked a football yesterday afternoon. Start the music again. Learners pass the flashcards. Repeat until most learners have had a turn making a sentence. You can collect each flashcard once a sentence has been made, and stop the game when there are no more cards, or stop after a certain amount of time and collect all the flashcards. If you wish, you can make the game competitive. Learners who make a mistake with the past form are ‘out’. Those who are left ‘in’ at the end are the winners.

Pupil’s Book, page 55 in action!

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Point to the Mission box or show the learners the last stage of the digital Mission poster. Say Let’s put our Mission in action! Say You are going to present your jungle adventure park to the class. Read the instructions and the speech bubbles. Put learners into their Mission groups and hand out the Mission worksheets (or learners use their notebooks). In their groups, learners prepare what they are going to say for each part of the presentation – they should say one section each. Each group decides what order they will speak in. Monitor and help. Groups practise their presentation before they give it to the class. Advise them to speak slowly and clearly. Encourage learners to refer to their brochures as they talk.

TB55

SA Ask Which stage of the Mission did you like best? Learners look back through the unit and their notebooks/ worksheets and choose 1, 2, 3 or 4. Encourage them to give reasons for their answer (e.g. Stage 1 because it was fun to invent a jungle activity). Say Our next Mission is ‘Prepare a performance.’ Ask Have you ever put on a performance at school?

Focus on the ‘Can you remember’ box. Put the class into pairs. Learners answer the questions. Check answers. Key: 1 Rose is afraid of waves. 2 Carefully and slowly 3 In a river 4 They can see well. 5 Root, stem, leaf (leaves) 6 He asked Hanuman for help and then organised an army of monkeys and bears.

Activity Book, page 55 See pages TB128–140

Activity Book, page 44 ●

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Present your jungle adventure park to the class. ●

Have the groups present their adventure park one by one (you could do this over two lessons). If possible, video the presentations so learners can watch themselves and see how they did. Encourage the rest of the class to ask questions at the end of each presentation. Organise a class vote on the best jungle adventure park. For ideas on monitoring and assessment, see Introduction. Display the brochures in the classroom.

Learners open page 44 of the Activity Book and complete the mission diary and ‘can do’ statements. Learners add words to the word stack (see complete notes on page TB17). See Introduction for techniques and activities.

Ending the lesson ●

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SA Go back to the completion stage on the digital Mission poster. Add a tick or invite a learner to do it. Use self-assessment (see Introduction). Tell the learners You have finished your Mission! Well done!

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Review

in action! Present your jungle adventure park to the class. Show your brochure to the class. Explain your jungle activity, and why it’s fun.

Talk about the nature area.

My

This is our park. It’s got a waterfall, a beach and a big mountain.

diary Activity Book page 44

Our jungle activity is a fishing trip. It is an amazing experience!

Do you like tigers? Well there are lots to see in our park. As a class, vote for the best jungle adventure park.

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Who is afraid of waves? How should Ivan walk in the jungle? Where did the children in the song go fishing? What can tigers do at night time? Name three parts of a plant. How did Rama rescue Sita?

Unit consolidation

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5

Behind the scenes 1

Watch the video. Ask and answer. What’s your favourite play or show? Who are the characters? What do they look like?

Prepare a performance In this unit I will:

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Design a costume.

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Create a set and some props.

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Make a mask. Write a scene and put on a performance.

Behind the scenes ●

Unit learning outcomes Learners learn to: describe clothes and materials ● understand, ask and talk about what things are made of ● talk about the properties of materials and their uses ● make suggestions ● listen for specific information ● read a Greek myth ● empathise with characters in a story or play ●

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Self-assessment

SA Say Open your Pupil’s Books at page 56. Read the title and explain the meaning of scenes (the background scenery for a theatre or film production). Ask Where can you go behind the scenes? (In a theatre / When people are making a film or TV show) Say Look at the picture. What are they doing? Say They are acting. They are actors. Ask Can you act? Do you like acting? Use self-assessment (see Introduction). Say OK. Let’s learn.

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Warm-up ●

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Point to the photo and ask Where is this? If possible, show photographs of Greece and show where it is on a globe / world map. Ask What do you know about Greece? Put learners in small groups. Write these sentences on the board. Groups choose True or False. 1 The capital of Greece is Paris. 2 There are more than 1,000 islands in Greece. 3 People live on all the islands. 4 The biggest island is called Crete. 5 There aren’t any mountains in Greece. 6 The words ‘theatre’, ‘scene’ and ‘character’ come from Greek. 7 The Colosseum is the most famous place in Greece. Key: 1 False (It’s Athens.) 2 True 3 False (They live on 227 of the islands.) 4 True 5 False (There are lots of mountains.) 6 True 7 False (It’s the Parthenon.)

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Point to the stamp of the Parthenon and explain what it is. Ask learners How old is it? Learners guess. (The Parthenon was built around 300 BC. It was a temple to the goddess Athena.) Point to different parts of the costumes in the picture and ask What's this? / What are these?

Pause the video while you watch to ask learners for any vocabulary they know and to say what they can see and what they think is happening. Discuss with a few learners the questions on the Pupil’s Book page and then learners ask and answer in pairs.

Prepare a performance

Materials pictures of sets and characters from a play or show (optional), globe / world map (optional), photo of Greece, including the Parthenon (optional), a mask (optional), digital Mission poster

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Point to the Mission box or the digital Mission poster and say This is our Mission. Let’s prepare a performance. A play is a performance. A show is a performance. Check understanding. Ask What do people do to prepare for a performance? (They make scenery, costumes and props. Actors learn their lines and positions on the stage.) Who helps? (The producers, the director, stage designer and prop designers, costume designers, lighting directors.) Say Let’s look at the Mission stages: 1 Design a costume. You are a costume designer! Draw a sketch on the board as if you were a designer or point to the costumes in the picture. Say 2 Create a set and some props. Explain that a set is the scenery in a play or film. Say Actors have props. Use objects around the room to show the meaning of prop. Say 3 Next make a mask. Show the class a real mask or a picture. Say Actors sometimes wear masks. Ask What’s the last stage of the Mission? (Write a scene and put on a performance.) Say Actors need words to say. You need to write a scene. Actors learn a scene before they act. Mime reading the lines of a play. You are actors! You perform your scene for the class. Mime standing up and acting. Ask learners to cover the page. See if they can remember the stages of the Mission. Say This is our Mission.

Activity Book, page 56 My unit goals ●

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Encourage learners to set their unit goals (See Introduction page xii). You can go back to these unit goals at the end of each Mission stage during the unit and review them. Say This is our Mission page.

Ending the lesson ●

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With books closed, write these questions on the board: 1 What’s the capital of Greece? 2 How many islands are there in Greece? 3 What’s the most famous place in Greece? 4 What’s the biggest island in Greece? 5 Which words come from Greek? Learners write answers individually or in pairs.

Pupil’s Book, page 56 1 ●

Watch the video. Ask and answer.

Say In this unit we’re talking about plays. Say Let’s watch the video. To introduce the topic of the unit, play the video. TB56

5

Vocabulary 1 got bright orange trousers, but I can’t see his face well. His jacket is gold. Rose: The orange trousers? Ah, yes, that’s Marc. He’s the sun. Jim: Oh, Marc! I really like those trousers! They’re cool. Jenny: Who’s the person flying to Marc, with the silver wings? She’s got light blue paint on her body and face. Rose: Hmm hmm … Jim: Yeah, the one with the black and silver striped trousers. Rose: Ah ha … Jenny: Oh, I know! It’s Lily! Rose: Yes, that’s right, Jenny. Jim: The costumes are fantastic, Rose. Rose: Would you like to help design one for the new show? Jim & Jenny: Ooh! Yes, please!

Learning outcomes By the end of the lesson, learners will be able to recognise and use words to describe clothes and they will have practised listening to descriptions and identifying people in a picture. New language bright, dark, gold, light, silver, spot, spotted, stripe, striped, wings Recycled language clothes, colours, have got, He’s/She’s/They’re wearing … , Is it … ? Materials Describing clothes flashcards, word cards (optional), items of clothing or objects which are gold, silver, striped, spotted and light, bright or dark colours (optional), audio

Warm-up ●

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Ask the learners to stand up. Choose an item of clothing in a colour some learners are wearing and say, e.g. Sit down if you’re wearing a red skirt. Learners who are wearing the item in the correct colour sit down. Continue in this way, e.g. Sit down if you’re wearing a purple T-shirt / white shoes / a pink jacket / socks.

Key: Icaria ●

Presentation ●

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Hold up each Describing clothes flashcard and say the word. Learners repeat. Display the flashcards in turn. Learners say the words. Show or point to something with stripes. Say It’s striped. It’s got stripes. Learners repeat. Do the same with something spotted (It’s spotted. It’s got spots.) Show or point to something that is a light colour. Say, e.g. It’s light green. Learners repeat. Repeat for something in a dark colour. Display the items of clothing / objects around the room. Say, e.g. It’s bright pink. Learners go to the item of clothing or object. Repeat with different descriptions. Use It’s got stripes/spots and the adjectives.

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2.16

Listen. What is the name of the new show?

Say Open your Pupil’s Books at page 57. Who is in the picture? Where are they? Read the caption. Ask about the characters learners know: Who’s this? Learners answer. Ask What is the name of the new show? Let’s listen. Play the audio. Track 2.16 Today, Diversicus is in Greece. Jim and Jenny are talking to Rose about the new show. Rose: Look, Jim and Jenny! The acrobats are practising the new show ‘Icaria’. They’re wearing their new costumes. Jim: Wow! Look at Ivan! He’s wearing a light blue shirt with white spots. Rose: Yes, and I love his dark blue trousers! He’s got a blue and white spotted shirt because he’s the sky. The white spots are clouds. Jenny: Who’s the man standing on Ivan’s shoulders? He’s

TB57

2.17

Say the chant.

Say Listen and say the chant. Play the audio or video. Learners point and chant. Divide the class into four groups. Say Chant when I point. Play the audio and point to the first group for the first line, the second group for the second line, etc. Repeat. Say Chant. Groups chant from memory. Track 2.17 Striped, light, Silver wings. Spotted, bright, Dark, gold wings.

Pupil’s Book, page 57 ●

Say Listen again and point to the people. Play the audio again. Learners point to the characters as they are described. Extension Write these questions on the board. Play the audio again for learners to answer. 1 Why is Ivan wearing blue? (Because he is the sky) 2 What are the white spots on his costume? (Clouds) 3 What is Marc’s part in the play? (He’s the sun) 4 Who's the person with the silver wings? (Lily)

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3 Play the describing game. ●

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Describe one or two of the characters in the picture. Learners say the name, e.g. She’s wearing a dark blue hat. (Rose) She’s got wings. (Lily) Learners play the same game in pairs. Monitor and encourage learners to use a variety of language for describing people.

Activity Book, page 57 See pages TB128–140

Ending the lesson ●

SA Say We learnt words to describe clothes. Show the flashcards. Ask Do you know the words? Use the self-assessment technique (see Introduction). Learners show how they feel.

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Vocabulary 1

1

2.16 5.01

Listen. What is the name of the new show?

Today Diversicus is in Greece. Jim and Jenny are talking to Rose about the new show.

gold

wing

striped

silver bright

light

spotted

dark

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2.17 5.02

Say the chant.

3 Play the describing game. He’s wearing bright orange trousers.

Is it Marc?

Yes it is!

Describing clothes

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5 DIVERSICUS

5.03 2.18

This show’s called Icaria. It’s an island in Greece. Do you like the new tree?

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Yes! What’s it made of?

Yes, rubber is one of the safest materials for acrobats.

It’s made of brown and green rubber.

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Here are Lily’s wings.

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Can I put them on?

OK, but please be careful; they aren’t very strong. They aren’t made of rubber.

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Look at that helmet. It’s made of gold!

No, Jenny, it isn’t. We painted it gold.

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Rubber? My eraser’s made of rubber.

That’s clever. The wings are made of paper. Are these the wings for the show?

No, Jim. They’re only for the practice.

6

These are the wings for the show. What do you think they’re made of?

Wow! They’re made of old T-shirts!

8

I’d really like to help, but … it’s time for me to fly.

We always recycle things to make the costumes. We painted the old T-shirts gold and now we have to cut them up. Would you like to help us?

1 58

2.19 5.04

Listen to the sentences and say the answers.

Story: be made of in context

Diversicus Learning outcomes By the end of the lesson, learners will have encountered be made of in context.

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New language rubber, What’s it made of? It’s/They’re made of (brown and green rubber). It isn’t made of (gold). Are they made of (old T-shirts)? Yes, they are. Recycled language colours, words to describe clothes Materials Describing clothes flashcards, word cards (optional) objects made of gold, silver, paper, rubber and card, pictures from Digital photo bank of objects made of these materials (optional), audio

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Hold up each Describing clothes flashcard and say the words. Learners repeat. Then say Remember the words! Turn the flashcards over. Point to the back of each flashcard. Learners chant the word. Reveal the picture. Learners repeat the word. SA Use self-assessment techniques to check how well learners think they understand the vocabulary. See Introduction. Choose a learner and say Find something (dark blue). The learner finds an item in the classroom. Repeat with bright/ gold/silver/striped/spotted.

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Show something made of gold. Say It’s made of gold. Learners repeat. Say Gold is strong. Show something made of paper and say It isn’t made of gold. It’s made of paper. Learners repeat. Say Paper isn’t strong. Show two rubbers and say They aren’t made of paper. They’re made of rubber. Repeat with card and silver. Show more objects. Ask Is it / Are they made of (silver)? Is it / Are they strong? Learners say Yes or No.

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The Diversicus song

Play the song at the beginning of the cartoon story. Learners listen and sing. Track 2.18 See the Diversicus song on page TB5

2.18 ●

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Diversicus

Say Open your Pupil’s Books at page 58. Ask Who can you see in the pictures? (Rose, Jim, Jenny) Ask What’s this? Point to the wings. Repeat with other objects and parts of costumes. Ask Does Jenny help with the preparations? Play the audio or video. Learners listen and read. (No, she doesn’t.)

2.19

Listen to the sentences and say the answers.

Describe an object in the classroom without saying what it is, e.g. It’s made of silver. It’s strong. It’s mine. What is it? (A ring) Repeat for another item. Say Listen and say the answer. Play the audio. Pause after each sentence for learners to guess. Track 2.19 1 They’re made of paper and they aren’t strong. What are they? 2 It isn’t made of gold. It’s painted gold. What is it? 3 It’s made of brown and green rubber. What is it? 4 They’re made of old T-shirts. They’re gold. What are they?

Key: 1 Holly’s wings 2 The helmet 4 The wings for the show

Pupil’s Book, page 58 2.18

Learners complete the sentences in pairs. Then check. (1 rubber, 2 paper, 3 gold, 4 old T-shirts) Play the audio or video again. Pause after each frame and ask, e.g. What’s the show called? (Icaria) Why is the tree made of rubber? (Because it’s safe) Are Holly’s wings strong? (No, they aren’t.) Are the paper wings for the show? (No, for practice) Why does Jenny think the helmet is made of gold? (Because they painted it gold) Are the wings for the show made of paper? (No, old T-shirts) What do they have to do to the T-shirts? (Cut them up) Play the audio or video again. Divide the class into three groups and give each a role from the sketch, e.g. group 1 are Rose, group 2 Jim, group 3 Jenny. Learners repeat the speech bubbles for their character. Put learners into groups of three to role play the dialogue.

1

Presentation ●

Say Listen and complete. Write on the board 1 The tree is made of … 2 Holly’s wings are made of … 3 The helmet isn’t made of … 4 The wings for the show are made of … Say Listen. Play the audio again. Learners listen and read. Track 2.18 The Diversicus song + see cartoon on Pupil’s Book page 58

Warm-up ●

5

3 The tree

Activity Book, page 58 See pages TB128–140

Ending the lesson ●

●

SA Repeat the self-assessment technique used at the start of the lesson to see how well learners think they understand the vocabulary. Is there any change? With books closed, call out correct and incorrect sentences about the story, e.g. The tree is made of paper. Holly’s wings are made of paper. Learners jump up and shout No, it isn’t! / No, they aren’t! for incorrect sentences.

TB58

5

Language practice 1

Learning outcomes By the end of the lesson, learners will be able to ask and answer questions about what things are made of. New language What’s it made of? It’s made of gold. Are they made of rubber? No, they aren’t. They’re made of paper. Recycled language clothes, colours, words to describe clothes, character, gold, paper, rubber, silver Materials objects made of paper, gold, silver and rubber (e.g. newspaper, magazine, earrings, bracelet, rubber, rubber ball), music CD (optional), toy helmet or picture of a helmet, worksheet (Teacher’s Resource Book page 54), coloured pens or pencils, digital Mission poster, pictures from Digital photo bank of clothes designs (optional) Note: You may wish to present the grammar using the Grammar spotlight table before doing the activities on the page.

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2 Read Activity 1 again and choose the correct answer. Use the words in the box. ●

● ●

Show learners a gold object. Ask What’s it made of? (Gold) Do a mime for gold, e.g. fingers stretched out to represent shining. Learners copy. Repeat with paper and rubber. Say each word. Learners do the mime. Name an object made of gold, paper or rubber. Learners say It’s made of (paper) and do the mime.

3 Describe the costume in the picture. ●

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Hold up a gold object. Ask Is it made of rubber? (No, it isn’t.) Is it made of gold? (Yes, it is.) Repeat with different objects. Hold up two objects made of rubber. Ask Are they made of gold? (No, they aren’t.) Are they made of rubber? (Yes, they are.) Repeat with other objects. Learners sit in a circle. Hand out objects made of different materials. Play some music. Learners pass the objects around. Stop the music. Ask learners who are holding objects Is it made of … ? or Are they made of … ? They reply.

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Pupil’s Book, page 59 1 Read. What clothes does Robin describe? ●

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Say Open your Pupil’s Books at page 59. Present helmet, belt and crown. Point to the text. Tell learners to read only to find three items of clothing the first time. Check answers. Key: trousers, shoes and helmet

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Grammar spotlight

Point to the Grammar spotlight. Write the same sentences on the board. Learners copy. Play the audio. Pause for learners to repeat each sentence. Track 2.20 See Pupil’s Book page 59

TB59

Point to the Mission box and say This is Stage 1 of our Mission. Let’s design a costume! Talk about the way a character’s costume shows his or her personality and what a costume designer does. Explain that they also choose materials for each part of a costume. Show pictures of clothes designs, if possible. Tell learners they need to design a costume for their character. Say You are a costume designer. Say Think about your costume. Is your character wearing a hat? A crown? Is he or she wearing a jacket? Has he got a belt or a bag? What’s on her feet? What is each thing made of? Are the trousers made of wool? What colour is each thing? Is it dark, light or bright? Is it striped or spotted? Write the headings clothes, materials, colours on the board. Give out the worksheet. Say Design your costume. Draw the different clothes. Write about your costume. Write a model description on the board. In groups, learners show their designs and talk about them. They ask questions, e.g. What colour is the hat? What are the boots made of? Optional Learners make their costume at home.

Activity Book, page 59 See pages TB128–140

Activity Book, page 56 ●

2.20

Learners describe the costume in pairs.

Stage 1 ●

Presentation ●

Check comprehension of the words in the box. Learners complete the description and compare in pairs. Key: 2 made 3 bright 4 spots 5 striped 6 rubber 7 is

Warm-up ●

Rub out ’s it from the first question and It’s from the answer. Hold up two or more objects made from the same material and point to the sentence stems and gaps. Learners write a question and answer beginning What are …? for the items. Repeat with the second question and answer. For a full Grammar reference, see page 123.

Learners open page 56 of the Activity Book and complete the mission diary.

Ending the lesson ●

Display the costume designs. Learners circulate and choose their favourite costume.

5

Language practice 1

1 Read the text. What clothes does Robin describe? These are the 1 clothes for my costume. The trousers are They’re

3

purple with yellow

shoes. They’re made of

5

6

2

of paper.

. I’ve got yellow and purple

4

. My helmet

7

made of gold.

Robin

2.20

Grammar spotlight

What’s it made of of?

It’s made of gold.

What are the wings made of?

The wings are made of paper.

2 Read Activity 1 again and choose the correct answer. Use the words in the box.

3 Describe the costume in the picture. He’s wearing a black hat. It’s made of …

STAGE 1 Design a costume. Choose a character from a play, film or book. Design a costume for the character. Think about what it’s made of. Write a description of your costume and what it’s made of. In groups, talk about your costume.

This is my design for a Peter Pan costume. He’s wearing a hat. It’s made of green paper …

My

diary Activity Book page 56

be made of

59

5 Vocabulary 2 and song

1

2.21

Lan

5

Listen and match the materials to the numbers. Then sing the song.

8

6

Making, making, making, Making all day long. Card, metal glass, plastic, wool and wood.

1

Cut them up, cut them out, Colour in, and glue!

2

We make, we make, we make, we make these things. These scissors are made of metal, This scarf is made of wool. My box is made of plastic, And my table’s made of wood.

7

3

Chorus That crown is made of brown card, And I’ve got silver wings. These balls are made of glass, And I’ve got four gold rings. Chorus

2 Read and answer. Make two more riddles. 1

It’s made of paper. You read it. What is it?

2

It’s made of wood. You sit on it. What is it?

3

It’s made of wool. You use it to keep your neck warm. What is it?

4

It’s made of gold. You wear it on your finger. What is it?

3 Play the game. What is it? I can see something – it’s made of wood. What is it? Yes, that’s right!

60

Materials

Is it the teacher’s desk?

Look around! What are your things made of?

4

Vocabulary 2 and song Learning outcomes By the end of the lesson, learners will have learnt words for materials and practised the language through song. New language card, glass, metal, plastic, wood, wool, belt, crown, helmet, mask, ring, scissors

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Warm-up ●

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Introduce the new materials and items using real objects and/or Materials flashcards. Put objects made of different materials on a tray, e.g. a mask or crown made of card, a glass bottle, a plastic ruler, a wooden box, a wool scarf, some metal scissors. Show each item in turn and ask What’s it made of? Learners help you to make two sentences for each item, e.g. It’s a mask. It’s made of card. The class repeat the sentences for each item until they are confident. Say Look and remember. Give learners a minute to look at the items on the tray, and then cover it with a cloth. Ask What is there on my tray? Learners put up their hands and make two sentences about an item they can remember (e.g. They’re scissors. They’re made of metal.) Repeat until the class has remembered all the items. You could make this competitive: the class get a point for each correct sentence; you get a point if they make a mistake. Use pictures or drawings that you remove from the board, if you don’t have real objects. SA Use self-assessment techniques to check how well learners think they understand the vocabulary. See Introduction.

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2.21

Listen and match the materials to the numbers. Then sing the song.

Say Open your Pupil’s Books at page 60. Ask What are they doing? (Making costumes) Say Point to the crown. Point to the scissors. Point to the wings. Point to the table. Learners point to the objects in the picture. Before learners read, ask, e.g. What’s the crown/table/scarf made of? Learners guess the materials. Point to the numbers on the picture and the words in bold in the song. Say What’s number 1? What’s the crown made of? Let’s listen and say.

Teach mimes for cut up, cut out, colour in, glue, scarf, box, table, crown, wings, ball and rings. Say the words. Learners do the correct mime. Play the audio or video again. Learners repeat the song, doing actions, first in small sections and then the whole song. Once they have practised the song, ask them to stand up and perform it. Divide the class into groups. Give each group a different part of the song. They sing again, but only their part. Key: card (crown) 5 gold (rings) 8 glass (balls) 7 metal (scissors) 1 plastic (box) 3 silver (wings) 6 wood (table) 4 wool (scarf) 2

Extension Once learners are confidently singing along 2.22 to the song, try singing the karaoke version as a class.

2 Read and answer. Make two more riddles. ● ● ●

Learners solve the riddles individually. Check answers. Learners write two more riddles. Monitor and check. In pairs, learners read their riddles and guess the answers. Learners stay in pairs for the next activity. Key: 1 book

2 chair 3 scarf

4 ring

Fast finishers Write another riddle with more detail about the qualities, colour and pattern of the object.

3 Play the game. What is it? ●

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Pupil’s Book, page 60 1

Play the audio or video once all the way through. Then play it again, pausing for learners to say the material for each number. Check answers. Track 2.21 See song on Pupil’s Book page 60

Recycled language clothes, words to describe clothes, box, colour in, cut up/out, glue, scarf, It’s/They’re made of … Materials objects made of card, glass, metal, plastic, wood and wool, some scissors, a belt, a crown, a helmet, a mask (or pictures), a tray and a cloth to cover it (optional), Materials flashcards, word cards (optional), audio

5

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Choose two learners to read the speech bubbles. Give the class another example to guess, if necessary, e.g. I can see something. It’s made of glass. What is it? (Is it the window?) Yes. Learners work in the same pairs. They take turns to talk about objects in the classroom. Encourage them to talk about colours and patterns (e.g. It’s dark brown. It’s striped.) as well as materials. Monitor and check. Show the picture of Rose Quartz in the bottom right-hand corner. Read out the question. Choose individual learners to make sentences about their things, e.g. My pencil case is made of plastic. / My pencil is made of wood.

Activity Book, page 60 See pages TB128–140

Ending the lesson ●

●

SA Repeat the self-assessment technique used at the start of the lesson to see how well learners think they understand the vocabulary. Is there any change? Play the song again. Learners join in.

TB60

5

Language practice 2

Learning outcomes By the end of the lesson, learners will be able to make suggestions, and agree or disagree with suggestions. New language Shall we (design some props)? Let’s (design the sea). We could (use blue paper). Recycled language colours, materials, words to describe clothes, props Materials objects made of different materials (optional), audio, large sheet of paper for each group (optional), coloured pens or pencils, newspapers with ‘What’s on’ pages (optional), digital Mission poster

Warm-up ●

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Choose a learner and say Find something made of metal. The learner finds and points to the object (no need to say the name). Repeat with different learners and other materials (e.g. plastic, wool, glass, card, wood, rubber, gold, silver). Learners repeat in pairs.

2.25 ● ●

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2.23

Listen. What are Kelly and Sophia designing?

Ask learners What can you see behind the actors in a play? (The set) Someone designs and makes the set. He or she is the set designer. People also make things the actors use. They make props. Check that learners remember the meaning of props from the beginning of the unit. Read the instructions and the question. Play the audio. Tracks 2.23 and 2.24 Kelly: Shall we design some props for the school play? Sophia: Hmm … let’s design the sea! Kelly: OK! What material shall we use? Sophia: Hmm … we could use blue paper. Kelly: OK, good idea. Sophia: What else shall we make? Kelly: Let’s make the sky. We could use yellow plastic for the sun and wool for the clouds. Sophia: Yeah! Now let’s design it.

3 Read the situations. Share ideas with a partner. Use Shall, Let’s and We could. ●

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2.24

Listen again. What material do they use for each thing?

Focus on the word box. Explain that each prop the girls talk about is made from a different material. Play the audio again. Learners write their answers and compare in pairs. Check answers. Key: sea – blue paper sun – yellow plastic clouds – wool

Act out the sentences, demonstrating making suggestions. Write some responses on the board, e.g. OK. / Good idea. / That’s a nice idea. Learners repeat. Divide the class into two. Half make suggestions and half respond. Swap roles and repeat. Extension In pairs, learners write three more dialogues. Ask pairs to act out one of their dialogues for the class. Extra support Learners can complete a conversation with gaps on the board instead of writing new dialogues from scratch. For a full Grammar reference, see page 123.

Stage 2 ●

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Key: They’re designing props for the school play (the sea and the sky).

2

Play the audio. Pause for learners to repeat each sentence. Write the sentences on the board. Learners copy. Track 2.25 See Pupil’s Book page 61

Pupil’s Book, page 61 1

Grammar spotlight

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Point to the Mission box or the digital Mission poster and say This is Stage 2 of our Mission. Let’s think about set and props. Read the instructions and check comprehension. Tell learners to think about their character from Mission Stage 1. Explain that they need to make a group with two or three other characters to perform a scene. The characters don’t have to be from the same play or show – the funnier the combination, the better. Monitor and help form groups. Say Think. Where are your characters? Are they in a forest? In the mountains? By the sea? In a house? In a castle? In their groups, learners think about a setting. They use We could … Let’s … Shall we … ? Each group makes notes. Say An actor has things like a bag, an umbrella or a book on stage. Remind learners that these are called props. Say Think about the props you need for your scene. Learners make a list. Ask What materials do you need? Is your sky made of blue paper? Is the castle made of silver card? Together each group adds materials to their list of scenery and props.

Activity Book, page 61 See pages TB128–140

Activity Book, page 56 ●

Learners open page 56 of the Activity Book and complete the mission diary.

Ending the lesson ●

TB61

SA Go back to Stage 2 on the digital Mission poster. Add a tick to the ‘Create a set and some props’ stage. Use selfassessment (see Introduction).

5

Language practice 2

1

2.23

Listen. What are Kelly and Sophia designing?

2

2.24

Listen again. What material do they use for each thing?

2.25

Grammar spotlight

Shall we design some props? Let’s design the sea. We could use blue paper.

3 Read the situations. Share ideas with a partner. Use Shall, Let’s and We could.

1

You’re at the cinema. What film do you want to watch?

2

You’re in the playground. What game can you play?

3

It’s your friend’s birthday. What present do you want to buy for him/her? Shall we watch a funny film?

Let’s play hide and seek!

We could buy Julia a ring.

STAGE 2 Create a set and some props. Think of your character from Mission Stage 1. Make a group with different characters. In your groups, think of a set. Where are the characters? Think of some props and decide what materials you need to make them. Now make your set and props.

My

diary Activity Book page 56

should, could and let’s for suggestions

61

5 Cross-curricular

Materials and properties 1 2

Watch the video. 5.11 2.26

Listen and read. Say the opposites.

This crown is made of gold. Gold is heavy.

This table is made of wood. Wood is rigid.

This house is made of bricks. Bricks are rough.

This newspaper is made of This slide is made of paper. Paper is light. metal. Metal is smooth.

3 Read and say.

This ruler is made of plastic. Plastic is flexible.

The opposite of heavy is …

1

Find something flexible and something rigid in the classroom.

2

Think of something heavy and something light at home.

3

Think of something rough and something smooth outside.

4 Choose and say.

Plastic is a good material for this because it’s light and rigid. 62

Learn about the properties of different materials

Is it a cup?

Yes it is!

Cross-curricular Learning outcomes By the end of the lesson, learners will be able to read and talk about the properties of different materials. New language bricks, flexible, heavy, light, rigid, rough, slide, smooth Recycled language materials, words to describe costumes, strong, making suggestions Materials objects made of metal, wood, plastic, rubber, paper and wool, colouring pens or pencils (optional), one item for each pupil made of wood (e.g. a pencil), one made of paper (e.g. a notebook), one made of metal (e.g. a pencil sharpener) and one made of plastic (e.g. a ruler), small plain cards (16 for each pair of learners) (optional), video

Warm-up ●

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Draw a rectangle on the board and say We’re designing a house. How many doors shall we have? (We could have two doors. / Let’s have two doors.) Ask about the rest of the house (e.g. Shall we have a garden? / Let’s have a big garden.), adding each feature to your picture. When you have drawn the house, ask about materials: What is our house made of? (e.g. The doors are made of wood.) Draw textures or write labels about the materials. Ask, e.g. Can we make the doors of paper? Why not? Extension Learners repeat the activity in pairs, and then show their designs to the class.

Presentation ●

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Show an object made of wood. Ask What’s it made of? (Wood) Knock on the object and ask Why is it made of wood? Because wood is rigid. Which other materials are rigid? Is wool rigid? (No) Is metal rigid? (Yes, usually) Learners practise saying rigid. Teach the rest of the new adjectives using objects (flexible, heavy, light, rough, smooth).

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Extension Write more pairs of adjectives learners know on the board in random order. Call learners to the board to match opposites by drawing lines (e.g. happy – sad, beautiful – ugly, fat – thin, tall – short, hot – cold, easy – difficult, boring – exciting). The learner can also say The opposite of … is … Alternatively, write each adjective on a separate small card. Hand out the cards. Learners circulate and find their ‘opposite’. Pairs stand together, show their cards and make a sentence, e.g. ‘Boring’ is the opposite of ‘exciting’.

3 Read and say. ●

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Say Let’s watch the video. Learners watch the video about materials. Pause the video to check comprehension and learners answer the questions at the end. Watch the video again, this time without pausing.

2 ●

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2.26

Listen and read. Say the opposites.

Say Open your Pupil’s Books at page 62. Focus on the pictures. Say Point to the (crown). Learners point. Teach slide and bricks using the pictures. Learners listen to and read the texts and find the opposites in pairs. Track 2.26 See Pupil’s Book page 62

Read the instructions. Learners think of objects and compare ideas in pairs. Pairs share their ideas. Help with language. Fast finishers Think of two things for each sentence.

4 Choose and say. ● ●

● ●

Watch the video.

1

Check answers. Key: The opposite of heavy is light. The opposite of rigid is flexible. The opposite of rough is smooth.

Pupil’s Book, page 62 ●

5

Focus on the objects and check comprehension. Choose one of the objects and make a sentence about what it is made of (without naming the object), e.g. Plastic is the best material for this, because it is light and strong. Learners choose the correct object from the box (e.g. cup). Two learners read the speech bubbles. Learners play the game in pairs. Extension In pairs, learners make a set of 16 cards. On eight cards they write materials: wood, plastic, rubber, paper, metal, card, glass, wool. On the other eight cards they draw objects: window, door, scarf, kite, ball, chair, phone, ruler. They put the cards in two piles, face down (one with materials, one with objects). They take turns to pick up a card from each pile. The learner who turns over the cards makes a sentence about the object and the material, e.g. You can use glass to make a window because it’s strong and smooth. / You can’t use paper to make a window because it is flexible and it isn’t strong.

Activity Book, page 62 See pages TB128–140

Ending the lesson ●

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Ask learners to put items on their desk made of: wood (e.g. a pencil), paper (e.g. a notebook), metal (e.g. a pencil sharpener) and plastic (e.g. a ruler). Describe the properties of one material, e.g. It’s light. It’s smooth. It’s flexible but it’s strong. Learners hold up the plastic item from their desks. Repeat with each material, e.g. It can be light or heavy. It’s rigid. It can be rough. It comes from trees. (Wood) It’s heavy. It’s strong. It’s rigid. Silver and gold are this. (Metal) It’s light. It’s smooth. It isn’t strong. (Paper) TB62

5

Culture

Learning outcomes By the end of the lesson, learners will be able to read for specific information and make a mask with the appropriate materials. New language cover, decorate, dry, glue, important, mix, newspaper, papier-mâché, safe, set, strip, workshop Recycled language instructions, materials, properties of materials, words to describe costumes, bowl, cut, put Materials photos from Digital photo bank of theatrical and ceremonial masks made of different materials (optional), a plain plastic mask for each learner (or a balloon inflated to the size of the learner’s head), newspapers, scissors, water, liquid glue, for the next lesson: paints and brushes

Warm-up ●

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Show photos of masks made of different materials (e.g. a Japanese Noh mask made of wood, an African mask made of leaves, a Chinese New Year mask made of metal or paper, a carnival mask made of plastic or papier-mâché). For each photo, ask What is the mask made of? Where does it come from? Encourage learners to describe the masks with words for talking about costumes, e.g. It’s bright pink. It’s dark blue. It’s gold. Tell the class that people started wearing masks in plays and shows thousands of years ago. Explain that actors in Greek theatre wore masks to help to make the characters on stage look different from one another (to make it easier for the audience to follow the story).

Pupil’s Book, page 63 5 ●

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2.27

Track 2.27 See Pupil’s Book page 63

Put learners into pairs to compare their answers. Check with the whole class and check comprehension of new language (important, decorate). Key: 1 no

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2 yes 3 no

4 no

5 yes 6 yes

Check learners’ guesses about the mask. Ask What is the mask made of? (Papier-mâché) Extension Learners correct the false sentences.

Stage 3 ●

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Listen and read. Then read the sentences and say yes or no.

Say Open your Pupil’s Books at page 63. Focus on the picture of the children on stage. Ask What are the costumes made of? What materials can you see? (Card, metal, paper) Ask Why is the sun costume made of card? (It’s light. It’s flexible.) Say Card is also safe for people to wear. Check comprehension of safe. Focus on the picture of the mask. Ask What is it? (A mask) Ask What is it made of? Learners guess. Don’t confirm the answer yet. Focus on the reading text and present theatre workshop. Ask learners if they have ever been to a workshop to learn a new skill. Play the audio for learners to listen and read. Learners decide if each sentence is true or false.

TB63

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Show the class the third stage of the Mission poster: Make a mask. Read the first instruction and demonstrate. Hand out newspapers and scissors. Each learner needs to cut plenty of strips to make their mask (there have to be three layers of paper strips to cover each mask). Monitor and help. You could prepare the strips of newspaper before the class to save time. Read the second instruction and demonstrate. Hand out bowls with water, liquid glue and sticks or plastic spoons for mixing. You could also prepare the glue mixture before the class. Read the next two instructions and demonstrate wetting the strips and sticking them to the mask. Monitor and help. Learners need to shape the features on their mask and they might need to use several layers of the paper and glue mixture. Leave the masks to dry. In the next class, learners can paint and decorate the masks. When the masks are finished, put the learners into small groups. They compare their masks and talk about the colours, the material and the properties of the materials. Stronger learners They can write a description of their mask. Alternative Learners can make masks made of card, with elastic to secure them. They can also decorate premade masks.

Activity Book, page 63 See pages TB128–140

Activity Book, page 56 ●

Learners open page 56 of the Activity Book and complete the mission diary.

Ending the lesson ●

SA Go back to Stage 3 on the digital Mission poster. Add a tick to the ‘Make a mask’ stage or invite a learner to do it. Use self-assessment (see Introduction).

Culture

5

2.27 5.12

Listen and read. Then read the sentences and say yes or no.

5

A theatre workshop In our theatre group, we use different materials to make our costumes, props and sets. We use materials with different properties. Some materials are flexible and light. Some materials are rigid and strong. It’s important to use materials that are safe. We make masks with papier-mâché. It’s flexible and light because it is made of paper, glue and water. You can paint the masks and decorate them with lots of different things. Today we’re making Greek masks. Theatre was very important in Ancient Greece. Most cities had a theatre and people went there to watch comedies (funny shows) or tragedies (sad or serious shows). The actors used masks to show different emotions more clearly. Some masks were double-sided, which means they could have one face on one side and a different one on the other side. Let’s make happy and sad double-sided masks!

1

All materials are flexible and soft.

4

2

Papier-mâché is made with paper, glue and water.

People in Ancient Greece didn’t like the theatre.

5

Tragedies were usually serious shows.

3

You can’t paint papier-mâché.

6

You can have two different emotions on double-sided masks.

STAGE 3 Make a mask.

In groups, read the instructions. Design and then make a mask for your character.

1 Cut a newspaper into strips. l. 2 Mix water and glue in a bow one) in 3 Put the paper strips (one by the bowl and cover them with the glue.

sk. 4 Put the strips on a plastic ma orate 5 When it’s dry, paint and dec your mask.

Tell the class about your mask.

My mask is very light. It’s made of papier-mâché. My mask is bright purple with gold stripes.

My

diary Activity Book page 56

Learn about Greek masks

63

5 Literature

1 Look at the pictures. What do you think the story is about? Discuss with a partner.

2.28

1

THE MYTH OF ICARUS

One morning on the island of Crete, Icarus and his father Daedalus were in their workshop. Daedalus uss was an inventor. Suddenly, King Minos arrived and he spoke to Daedalus. ‘I’d like you to build me a labyrinth,’ he said. ‘I want to put that Minotaur inside it.’ The Minotaur was a terrible monster. He had the head of a bull and the body of a man. King Minos was pleased when he saw Daedalus’s us’s work. He put the Minotaur inside the labyrinth. h. Then he locked Daedalus and Icarus inside a tower. ‘What are you doing?’ said Daedalus.. ‘Well,’ said the King, ‘you know the secret of how to get out of the labyrinth. And I don’t want anyone else to know it.’

2

3

Daedalus and his son felt sad. Days passed, then Daedalus had an idea. He collected feathers from the birds that flew to the window of the tower. Then he made wings with the feathers. He used wax from a candle to stick the feathers together.

64

Text type: A Greek myth

Literature Learning outcomes By the end of the lesson, learners will have read a Greek myth and learnt about listening to others.

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New language advice, began, bull, candle, feathers, flew, follow, forgot, get out, high, inventor, king, labyrinth, lock (v), low, melt, monster, secret, tower, wax

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Recycled language behind, below, bird, body, head, in front, island, near, sad, sea, shout, sun, window, wings, couldn’t, making suggestions

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Materials music CD (optional), photos from Digital photo bank of an island, a tower and a labyrinth, a real candle (and matches) (optional), paper and coloured pens or pencils (optional)

Warm-up ●

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Show a photo of an island. Ask What’s the name of the island in the show? (Icaria) Show a photo of a tower. Say This is a tower. I’m going to tell you about a tower. Listen and imagine. Close your eyes. Learners close their eyes. Say I can see a very tall tower. It’s very old. It’s ancient. It’s made of bricks. It’s very strong. The door of the tower is closed. It’s locked. No one can get in. But someone is inside the tower. Who is it? Why are they in the tower? How can they get out? Open your eyes. Give each learner a piece of paper. Say Draw a picture of the tower and what you imagined. Learners compare their pictures and talk about their ideas in pairs.

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●

Pupil’s Book, pages 64 and 65 ●

Say We are going to read a story with a tower in it. Is it going to be like your tower? Say Open your Pupil’s Books at page 64.

1 Look at the pictures. What do you think the story is about? Discuss with a partner. ●

●

Put the class into pairs. Say The pictures tell us about the story. Who are the people? What are they doing? What’s the story about? Learners talk about the pictures in pairs. Monitor. Do not confirm ideas. Use the discussion and the pictures to teach king, bull, lock, candle, wax and feather.

2.28 ●

5

Ask What is the Minotaur? (A monster) Who is Minos? (A king) Who is Icarus? (Daedalus’s son) Who is Daedalus? (An inventor) Write the names on the board, with the role next to each one: Minotaur – monster, Minos – king, Daedalus – man, Icarus – boy. Say These are the characters. Ask What does Minos want? (A labyrinth) Show a photo of a labyrinth. Ask Why does Minos want a labyrinth? (To put the monster inside) Say Read and listen to the next part. Show the learners paragraph 2. Play the audio for picture 2. Ask How did Minos feel – did he like the labyrinth? (Yes. He was pleased.) What did Minos do? (He locked Daedalus and Icarus in a tower.) Why? (Because they know the secret of the labyrinth) Check comprehension of locked and secret. Ask How do you think Icarus and his father feel? (Angry, scared) What are they going to do next? Learners predict (do not confirm ideas yet). Focus on picture 3. Ask What is Daedalus making? (Wings) Say Read and listen. Play the audio for picture 3. Ask What materials did he use to make the wings? (Wax from a candle and feathers) Why did Daedalus say ‘Don’t fly too high’? (Because the wax melts if it is near the sun) How do they feel before they fly? (Scared, excited) What do you think is going to happen next? Learners predict. Say Look at pictures 4 and 5. What happened to Icarus? Say Read and listen to the rest of the story. Play the rest of the audio. Check answers and see if they match learners’ predictions. (He fell into the sea.) Ask How did Daedalus feel at the end of the story? (Sad) Why is the island called Icaria? (Because it is named after Icarus / Because of the myth) Extension Show learners what happened to the wings in the story. Light a real candle and ask What happens to the wax? (It melts.)

Activity Book page 64 See pages TB128–140

Ending the lesson ●

With books closed, write the character names and key words from the story on the board. Choose a learner to start telling the story. After one or two lines, choose a different learner to continue. Retell the whole story in this way, giving as many learners a possible a chance to take part.

The myth of Icarus

Say Read and listen to the first part. Show the learners paragraph 1. Play the audio. Learners listen and read. Pause the audio after picture 1. Track 2.28 See story on Pupil’s Book pages 64–65

TB64

5

Literature

Learning outcomes  By the end of the lesson, learners will have retold a story, appreciated listening to others and practised a Cambridge Movers-style reading task. Recycled language  language from the story Materials  coloured pens or pencils (optional)

Pupil’s Book, page 65 ●●

Say Open your Pupil’s Books at page 65. Play the audio. Learners read and listen to the story again. Track 2.28 See story on Pupil’s Book pages 64–65

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Social and Emotional Skill: listening to others After reading the story, ask the learners What happened at the end of the story? (Icarus fell into the sea.) Why? (He flew very near the sun and the wax on the wings melted.) Why did it happen? (Icarus forgot what his father said / didn’t listen to his father.) ●● Ask learners What advice do your parents give you? Do you listen to them? Learners give their answers. ●● Ask Why is it important to listen to your parents and your teachers? Can you think of examples where you didn’t listen? What happened? ●● Say It’s important to understand the consequences of not listening to advice. ●● Draw a cerebral chart on the board: ●●

Retell the story together as a class. Write it up on the board, e.g. King Minos had a monster called the Minotaur. Daedalus made a labyrinth for the monster. King Minos put Daedalus and Icarus in a tower. Daedalus made some wings from wax and feathers. Daedalus told Icarus not to fly near the sun. Daedalus and Icarus flew out of the tower. Icarus flew too near the sun and the wax melted. He fell into the sea. Alternative   Write the sentences on the board in random order. Learners number them in the correct order. Extension   Learners draw cartoon-strip pictures for the story of Icarus or draw their favourite scene. They can share their pictures in pairs or small groups.

2   Read and answer. ●●

Main idea

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The upper branch is what happens when a person listens and the lower branch is what happens when he/she doesn’t. Write Mum: Take a raincoat and umbrella as the main idea and in the upper branch: Yes – I’m dry at school. I pay attention in class. I’m happy. In the lower branch: No – I’m wet at school. I’m sad. I get ill. Hand out paper. Learners work in pairs and do their own chart. Suggest the main idea: Dad: Study for your test tomorrow, or the learners can think of their own. (Possible answers: Yes – I pass the test. I get 10/10. I am happy. No – I don’t pass. I have to study more and I miss a football match. I’m worried.)

3   Act out with a partner. ●●

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See pages TB128–140

Ending the lesson

Warm-up Write names from the story on the board: Minos, Minotaur, Icarus, Daedalus. Say a sentence about one character. Learners say the name. Example sentences: It was a monster. (Minotaur) They were trapped in a tower. (Daedalus and Icarus) He didn’t listen to his father. (Icarus) It lived in a labyrinth. (Minotaur) He was king of an island. (Minos) He made some wings. (Daedalus) He loved flying. (Icarus) Alternative   Write the sentences on the board. Learners match a name to each sentence.

TB65

Put the class in pairs. Learners choose who is Daedalus and who is Icarus. Remind them of the language for making suggestions (We could … Should we … ? Let’s …). Learners do the role play in their pairs. Monitor and help.

Activity Book, page 65

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Draw a happy face emoticon on the board. Draw a sad face emoticon. Ask How does Daedalus feel at the end of the story? Learners point to the sad emoticon. Ask Why did Icarus fall into the sea? (He didn’t listen to his father. / He forgot his father’s advice.) Read the questions and check comprehension. Learners discuss their ideas in pairs. Ask learners to share their answers.

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Write sentences on the board (without the letters): I love flying! (I) Don’t fly too near the sun. (D) You have to stay in the tower forever. (M) We should make some wings. (D) You are a great inventor, father! (I) I want a labyrinth for my monster. (M) Say Read and think: Which character says it? Write M for Minos, D for Daedalus or I for Icarus. Check answers (in brackets).

5

Daedalus told Icarus what to do. ‘Follow me. Don’t go too high because the sun will melt the wax in your wings. Don’t go too low because the sea will make the feathers in your wings wet. Are you ready? Go!’ Daedalus and Icarus jumped out of the window. They flew away from the island, and away from King Minos. Daedalus flew in front, Icarus followed behind. Icarus loved flying. He was just like a bird! He forgot his father’s words and he flew higher and higher. But as he got nearer to the sun, the wax between the feathers began to melt.

4 When Daedalus looked behind him, he couldn’t see his son. ‘Icarus!’ he shouted. ‘Icarus! Where are you?’ Daedalus looked down. There were feathers in the sea. Daedalus went to the nearest island. He sat and looked at the sea for a long time, and he felt sad for his son. That island is now called Icaria, and the sea around it is called the Icarian Sea.

5

2 Read and answer. 1

Do you like the story?

2

What is the most exciting part?

3

What is the saddest part?

4

Do you know any other Greek myths? Who are the characters? What happens?

3 Act out with a partner. Imagine you are Icarus and Daedalus in the tower. Talk about how to escape.

How can we get out of here?

We could …

OK, let’s try to…

Social and emotional skills: Listening to others

65

5 A2 Flyers

1 Finish these sentences.

I don’t like costumes made of …

My favourite kind of costume is …

I like reading / listening to stories about …

I’d like to have a … made of …

The best objects to make are …

2 Look at these pictures. They tell a story. Read and say yes or no. 1

A boy is putting on a robot costume with his mum. His name is Charlie.

4

Charlie is standing next to two people in costumes. He’s crying.

2

Charlie is at a competition. It’s four o’clock.

5

3

Charlie is buying his favourite toy monster. His mum is reading a comic.

Charlie is the winner! He’s got some DVDs and he’s happy. A man is taking a photo.

1

2

4

5

3 66

5.14 2.29

Listen. Now you finish the story.

Preparation for Speaking Part 3

3

Talk about all the pictures.

A2 Flyers Learning outcomes By the end of the lesson, learners will have practised describing pictures, telling a story using picture prompts and speaking confidently in an exam (A2 Flyers Speaking Part 3). Test skills Suggesting a picture which is different and explaining why New language competition, first, winner Recycled language colours, materials, words to describe clothes, best, bottle, bowl, box, comic, costume, crown, DVD, eraser, helmet, monster, o’clock, put on, ring, scarf, table, take a photo Materials audio, paper, coloured pens or pencils

Warm-up ●

Retell the story from the previous lesson, but with mistakes, e.g. One morning on the island of Crete, Icarus and his father Minos … Pause and wait for the learners to correct you (his father Daedalus). Continue. Extension Learners repeat the activity in pairs. One learner has his/her book open and reads the story, making mistakes. The other learner corrects. They swap halfway.

Presentation ●

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Say Let’s do a speaking exam. Write Speaking Exam on the board. Sit down and act being afraid to speak, nodding and shaking your head instead of using words. Say Is this good? (No) Act out looking at a picture and saying just one word. Ask Is this good? (No) Say In the speaking exam you need to speak! Use as many words as you can. Show what you know!

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2 Look at these pictures. They tell a story. Read and say yes or no. ●

2 yes 3 no

4 no

5 yes

Extension Learners ask each other yes/no questions about the pictures, e.g. Is Charlie in the living room? (No. He’s in his bedroom.) Are they at the competition at four o’clock? (Yes, they are.)

3 ●

2.29

Listen. Now you finish the story.

Point out the exam tip at the bottom of Pupil’s Book page 66. Say Look at the pictures carefully. Talk about what’s happening. Let’s listen to a description of picture 1. Play the audio. Learners listen and look at the first picture. Track 2.29 There’s a competition for the best costume at four o’clock today in town. Mum is helping Charlie put on a monster costume. He’s very excited. Now you tell the story.

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Point out that the story is in the present (There’s … He’s …) and talks about what the characters are doing (Mum is helping …). Put the class into pairs. Say Now you finish the story. Learners tell the rest of the story. They can take it in turns to tell the whole story, or talk about a picture each. Monitor and note down any common errors / useful phrases. Say Well done! When you told the story you looked carefully at all the pictures (mime looking), and you talked about what’s happening and what you can see. Good job! Key: (possible answer) Charlie and his mum arrive at the competition. It’s four o’clock. There are lots of people. Charlie buys his favourite comic. He loves monsters. Mum is talking on the phone. Charlie is next to a puppy and a panda. Mum is smiling and clapping. Charlie is the winner! He’s got some DVDs. A man is taking a photo. Charlie is very happy.

1 Finish these sentences. Say Open your Pupil’s Books at page 66. Read the first speech bubble and finish the sentence, e.g. I like reading stories about monsters. Choose a learner and encourage them to repeat the sentence stem and complete it with their own ideas. Continue, using the sentences to revise vocabulary from the unit. Write key words on the board. Alternative Put the class in pairs. They take it in turn to complete the sentences. Learners feed back about what their partner said (e.g. Carlos likes reading stories about animals.) Remind them that listening is very important in the speaking exam.

Say Now let’s look at the pictures more carefully. What is Charlie doing? What is his mum doing? Where are they? Read the sentences and say ‘yes’ or ‘no’. Read the first sentence and answer (yes). Learners read the rest of the sentences and choose ‘yes’ or ‘no’. Monitor and help. Check answers. Key: 1 no

Pupil’s Book, page 66 ●

5

Activity Book, page 66 See pages TB128–140

Ending the lesson ●

Learners work in pairs. They look back at the pictures on pages 64 and 65. One learner describes a picture using the present (There’s / There are … He’s …ing. …) The other learner says the number of the picture. Then they swap roles.

Say Look at all the pictures. What’s the story about? What can you see? Learners share their ideas. Write key words on the board (e.g. costume, monster, competition, win).

TB66

5

Review

Learning outcomes By the end of the lesson, learners will have revised the language in the unit, planned a scene, written a short script and put on a performance. Recycled language unit language Materials Describing clothes and Materials flashcards, objects made of different materials (optional), notes, costume designs and masks from Mission Stages 1–3, real costumes and props for the performances (optional), dice, counters, scissors

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Warm-up ●

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Write the following words on the board: bright wings silver helmet glass spotted gold dark rubber wood crown mask wool striped card Check comprehension using the flashcards, drawings or objects. Pick a learner to stand at the front, with their back to the board. Choose one of the words and ask, e.g. Can you spell ‘crown’? The learner spells the word, letter by letter, without looking at the board. If the spelling is correct, the learner stays at the front. If it is wrong, he/she sits down. Repeat, choosing different words. Alternative Play as a team game.

Pupil’s Book, page 67

Self-assessment ●

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Write a scene and put on a performance.

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Point to the Mission box or show the learners the last stage of the digital Mission poster. Say Let’s put our Mission in action! Let’s write a scene and put on a performance. Learners sit in their Mission groups. Read the instructions and check comprehension. Remind the learners of Mission Stage 2 and the notes they made about the setting. Say Think about your characters. Each learner creates one character. Ask What’s his/her name? Is he/she good or bad? What is he/she good at? Write an example description on the board, e.g. My character’s name is Jet. He is a superhero. He can fly in a magic helicopter. Learners practise describing their character to the rest of their group. Monitor and help as groups plan their scene. Encourage learners to say, e.g. We could … Shall we … ? Let’s … Make sure learners have their costume design from the first Mission stage. Learners work in pairs (in their groups) to talk about the costumes (e.g. My character is wearing dark blue trousers and a silver top. She’s got a crown. The crown is made of silver card.)

TB67

SA Ask Did you enjoy preparing a performance? Which part of the Mission did you like best? Learners look back through the unit and their notes/worksheets. Encourage them to give reasons for their answer (e.g. Stage 4 because it was fun to put on the performance). Say Our next Mission is ‘Have a school prize-giving ceremony.’ Ask Have you ever won a prize at school? Focus on the ‘Can you remember?’ box. In pairs, learners answer the questions. Check answers.

Key: 1 Ivan 2 They’re made of paper. 3 Possible answers: ruler, bottle, toy 4 They use wool. 5 Possible answers: card, scarf, plastic bag 6 Because he flew too high / near the sun.

in action! ●

If learners are using their mask, tell them to prepare to present the mask to the class in the same way (e.g. My mask is for Timo. He’s a superhero. The mask has got long hair and a happy mouth. The hair is made of wool.) Learners rehearse in their groups. Allow plenty of time. If possible, they memorise their lines and practise movement and gesture. Alternative Learners rehearse the play for homework and bring props and real costumes into class. Groups take it in turns to perform their scene. After each performance, encourage the class to clap while the ‘actors’ take a bow. The audience can ask questions afterwards. Alternative You may want to spread the performances over several lessons or present them to the whole school/year.

Activity Book, page 67 See pages TB128–140

Activity Book, page 56 ●

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Learners open page 56 of the Activity Book and complete the mission diary and ‘can do’ statements. Learners add words to the word stack (see complete notes on page TB17). See Introduction for techniques and activities.

Ending the lesson ●

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SA Go back to the completion stage on the digital Mission poster. Add a tick or invite a learner to do it. Use self-assessment (see Introduction). Tell the learners You have finished your Mission! Well done!

5

Review

in action! Write a scene and put on a performance. Plan and write a scene in your groups What’s the name of the show?

Who are the characters? What are they doing? What do they say? Where are they?

My

diary Activity Book page 56

Talk about your costumes, props and masks.

My crown is made of gold paper and my mask is made of card. Act out your scene for the class.

1 2 3 4 5 6

Which circus artist is wearing a spotted shirt? What are the practice wings made of? Say something made of plastic. What do Kelly and Sophia use to make the clouds? Name three materials that are flexible. Why did Icarus fall into the sea? Unit consolidation

67

6

Classroom stars 1

Watch the video. Ask and answer. What are your favourite subjects at school? Why do you like these subjects?

Have a school prize-giving ceremony In this unit I will:

68

1

Describe how to be good at a subject.

2

Find out what my classmates are good at.

3

Make a prize for each subject or activity. Give prizes to my classmates.

Classroom stars ●

Unit learning outcomes Learners learn to: ● talk about school subjects, equipment and technology ● understand and use should and shouldn’t ● use be good at with nouns and verbs ● read about maps, geographical symbols and a natural feature in Turkey ● read a poem based on a legend from Turkey

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SA Say Open your Pupil’s Books at page 68. Look at the picture. What can you see? (A girl on a chair in a classroom with a gold cup) Use the picture to teach prize. Show real certificates, trophies or medals, if possible. Learners tell the class about prizes they have won. Ask What was the prize for? What was it? Say Everyone has different talents. Say OK. Let’s learn.

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Warm-up ●

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Point to the stamp of the Hagia Sophia and ask Where is this? Explain that the Hagia Sophia is a museum in Istanbul, Turkey, and that the building is about 1,500 years old. It was the largest cathedral in the world for almost 1,000 years. If possible, show photographs of Turkey and show where it is on a globe / world map. Write school in the centre of the board as the heading of a spidergram. Brainstorm all the words about school that learners already know. Add the words to the spidergram. Give learners two minutes to look at the spidergram, and then erase the words. Play a ‘Memory chain game’. Say I went to school and I saw a classroom … Choose a learner to repeat it and add their word, e.g. I went to school and I saw a classroom and a teacher. The next learner says, e.g. I saw a classroom, a teacher and a whiteboard. The chain continues until a learner forgets something or can’t think of a new thing to add.

Pupil’s Book, page 68 1 ●

Watch the video. Ask and answer.

Say In this unit we’re talking about school and subjects. Say Let’s watch the video. To introduce the topic of the unit, play the video.

Pause the video while you watch to ask learners for any vocabulary they know and to say what they can see and what they think is happening. Discuss with a few learners the questions on the Pupil’s Book page and then learners ask and answer in pairs.

Have a school prize-giving ceremony

Materials video, globe / world map (optional), photos from the Digital photo bank of Turkey, including the Hagia Sophia (optional), real certificates or trophies (optional), copy of the Mission worksheet (Teacher’s Resource Book page 64), digital Mission poster

Self-assessment

6

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Point to the Mission box or the digital Mission poster and say Our Mission is: Have a school prize-giving ceremony. Check comprehension of ceremony. Ask Do we have prizegiving ceremonies at school? If your school doesn’t, explain what they are or give an example of local ceremonies (e.g. graduation ceremonies) or famous prize-givings (e.g. medal presentations at the Olympic Games). Learners share their experiences of going to such ceremonies or watching them on TV. Say Let’s look at the Mission stages: 1 Describe how to be good at a subject. Check comprehension of subject and ask for examples, e.g. maths, English. Say 2 Find out what my classmates are good at. Teach classmate and ask simple questions with good at to check comprehension, e.g. Who’s good at maths? Who’s good at gymnastics? Who’s good at English? Say 3 Make a prize for each subject or activity. Show the Mission worksheet, if you have the Teacher’s Resource Book. Explain that learners will design a prize. Tell them it doesn’t have to be for a school subject – people get prizes for many talents and achievements (e.g. for inventing, for helping others, for writing poetry). Ask What’s the last stage? (Give prizes to my classmates.) Tell the learners they are going to use the prize they designed at Stage 3 and the language from Unit 6 to organise their own prize-giving ceremony. Ask learners to cover the page. See if they can remember the stages of the Mission. Say This is our Mission.

Activity Book, page 68 My unit goals ●

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Encourage learners to set their unit goals (See Introduction page xii). You can go back to these unit goals at the end of each Mission stage during the unit and review them. Say This is our Mission page.

Ending the lesson ●

Write the heading School on the board again. Learners recreate the spidergram from the beginning of the lesson in their notebooks. Ask learners to call out the words and complete the spidergram on the board.

TB68

6

Vocabulary 1 Pablo:

Learning outcomes By the end of the lesson, learners will be able to talk about the school day. New language art, break, geography, history, homework, IT, language, maths, music, project, science, sport, study (v), subject, timetable Recycled language days of the week, best, favourite, morning, notebook, telling the time (What time is (the break)? It’s at (half past ten).), have got, I like/love + noun or -ing Materials School subjects flashcards, word cards (optional), teaching clock (optional), a real school timetable (optional), audio

Jenny: Pablo: Su-Lin: Jim: Pablo: Jim: Miguel:

Warm-up ● ●

Jenny: Miguel:

Review the time using a teaching clock or by drawing clocks. Ask, e.g. What time did you get up? What time did you get to school? When is lunch? What time do we finish school today? Ask about subjects learners know in English, e.g. Did you have maths this morning? Have you got sport today? When do we have English?

Jenny: Miguel: Jenny:

Presentation ●

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Key: They have to do a project about Turkey, with their favourite school subject.

Hold up each School subjects flashcard and say the word. Learners repeat. Display the flashcards. Learners say the words. Teach a mime for each subject, e.g. playing tennis for sport, typing for IT. Say each subject and do the mime. Learners copy. Practise the mimes.

Extension Write questions on the board and play the audio again. 1 What are Pablo’s best subjects? (Art and language) 2 Which subjects does Su-Lin like? (Geography and history) 3 Does Jim like school? (Yes, because he loves learning) 4 What’s Jenny’s favourite subject? (Sport)

Pupil’s Book, page 69 1 ●

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2.30

Listen. What homework does Miguel give the children?

Say Open your Pupil’s Books at page 69. Who can you see? (Miguel, Su-Lin, Jim, Jenny, Pablo) Where are they? (In a classroom) Who’s talking? (Miguel) What can you see? (Books, notebooks, pencils, desks, a map, a whiteboard) Teach timetable. Show a real school timetable. Indicate the caption and read it. Check learners know what the symbols on the whiteboard represent (say Point to (maths)). Ask about the timetable, e.g. What days do they have sport? (Tuesday and Thursday) Do they have art on Monday morning? (No, in the afternoon.) What time is (geography)? When does school start/finish? When’s the break? Ask What homework does Miguel give the children? Let’s listen. Play the audio. Track 2.30 Diversicus is in Turkey. This morning the children are at school with Miguel. They’re in the classroom. Miguel: OK, children. Good morning. Look at your new timetable for this term and copy it in your notebooks, please. Jim: Oh! Monday morning’s great. First music and then maths. They’re my favourite subjects. I love playing the piano and working with numbers. Pablo: I thought you liked computers, Jim. Jim: Yes, I do.

TB69

Look! Mondays are brilliant! We’ve got a long IT class after the break. Then after lunch we’ve got art and language. They’re your best subjects, Pablo. Yes, I love drawing and writing. Well, Monday isn’t my favourite day because I love looking at maps and learning about the past and we haven’t got geography or history on Mondays. Ooh! We’ve got science on Wednesdays, Thursdays and Fridays. Hmm … they’re good days too. Science is one of my favourite subjects. How many favourite subjects have you got, Jim? Er … a lot. I love studying and learning. OK, OK. I want you to get information to start a project next week. A project? What about? A project about this country, Turkey, with your favourite school subject. For example, the history of Turkey, the art in Turkey, or the geography here. Hmm, Miguel … sport’s my favourite subject. Can I do a project on sport here? Yes, you can, Jenny. Ah, yes!

2 ● ●

2.31

Say the chant.

Play the audio. Learners point and chant. Practise the chant with mimes. Track 2.31 School subjects. [x2] Geography, history, Sports and maths.

3 ●

●

School subjects. [x2] Language, music, science, IT and art.

Write your school timetable. Ask and answer.

Ask What time does school start? When’s the break? Which days have you got (science)? Draw and complete the learners’ timetable on the board. Learners fill in the subjects in their notebooks. Learners ask and answer in pairs.

Activity Book, page 69 See pages TB128–140

Ending the lesson ●

SA Say We learnt about school. Show the flashcards. Ask Do you know the words? Use the self-assessment technique (see Introduction). Learners show how they feel.

Vocabulary 1

1

6.01 2.30

Listen. What homework does Miguel give the children?

6

Diversicus is in Turkey. This morning the children are at school with Miguel. They’re in the classroom.

2 3

2.31 6.02

Say the chant. Write your school timetable. Ask and answer.

What have we got at nine o’clock on Tuesdays? What time is the break?

We’ve got maths.

It’s at half past ten.

School subjects

69

6 DIVERSICUS

2.32 6.03

1

Should we do our project on geography, history or art?

2

Hi, Ivan. We need to go out and get some information. Can you come with us?

We should do all three. Yes, of course. But you should ask your parents first.

Then we should go out and do research.

3

Mum, can we go out for the day with Ivan?

Yes, of course. I can’t come. I should practise for the show.

4

And I have to cook. Sorry!

5

It’s late. I have to get information about water sports for my project, too. I think we should go to the sea now.

First it was made of wood, but now it’s made of stone.

6

Ben, Kim! What a nice surprise!

Mum, Dad, what are you doing here at the beach?

1 70

2.33 6.04

Listen. Who says it?

Story: should/shouldn’t in context

Look. You can go fishing, sailing and windsurfing here.

Ivan, be careful. We shouldn’t go so fast.

Yes, come on!

7

Wow. This is one of the most famous markets in the world.

8

We worked really hard and we finished quickly. Now it’s our break.

It’s beautiful here. We should all stay for lunch.

Diversicus Learning outcomes By the end of the lesson, learners will have encountered should and shouldn’t in context.

●

New language do research, famous, get information, late, of course, stone, What a nice surprise!, windsurfing, should/shouldn’t Recycled language school subjects, beach, be careful, fishing, lunch, market, project, sailing, sea, adverbs, have to, made of (wood) Materials video, School subjects flashcards, word cards (optional), audio

Warm-up ●

●

●

Put the School subjects flashcards on the board and practise the words. Call a learner to the front. Ask Which subject is this? Spell out one of the words by drawing letters on the learner’s back (e.g. s-c-i-e-n-c-e). The learner guesses the word (looking at the flashcards to help). Learners play the same game in pairs. SA Use self-assessment techniques to check how well learners think they understand the vocabulary. See Introduction.

Pupil’s Book, page 70 2.32 ●

Play at the beginning of the cartoon story. Learners listen and sing.

2.32

●

●

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The Diversicus song

Track 2.32 See the Diversicus song on page TB5

●

●

Diversicus

Say Open your Pupil’s Books at page 70. Ask Who can you see? (The children, Ivan and Mr and Mrs Friendly) Remind learners that Mr and Mrs Friendly are called Ben and Kim. Point to the pictures and ask What are the children doing in pictures 4 and 5? (Visiting different places in the city) Where are they in pictures 6, 7 and 8? (At the beach) Say The children are doing research for their project. Check comprehension of do research and get information. Ask Which water sports does Jenny talk about? Write the question on the board. Say Let’s find out. Play the audio or video. Learners listen and read. Check answers (Fishing, sailing and windsurfing). Track 2.32 The Diversicus song + see cartoon on Pupil’s Book page 70

Play the audio or video again. Pause after each frame and ask, e.g. Why do the children need to go out? (To do research) Who goes with them? (Ivan) Why do they go and see their parents? (To ask if it’s OK to go out) Who has to stay and practise? (Mrs Friendly) What does Mr Friendly have to do? (Cook) What’s the market made of now? (Stone) Who wants to get information about water sports? (Jenny) Why does Jim say ‘Be careful!’? (Because Ivan is going very fast) How do the children and Ivan feel when they see Mr and Mrs Friendly? (Surprised) What do they do at the end of the story? (Stay for lunch on the beach) Teach stone and What a nice surprise! Extension Divide the class into four groups. Name the groups: Ivan, Jenny, Ben and Kim. Write the last four lines of the story on the board: Ivan: Ben, Kim! What a nice surprise! Jenny: Mum, Dad, what are you doing here at the beach? Ben: We worked really hard and we finished quickly. Now it’s our break. Kim: It’s beautiful here. We should all stay for lunch. Say the first line with surprised intonation. The learners in the ‘Ivan’ group practise saying it after you. Do the same with the other lines (each group says a different line). Practise the lines and gradually erase them from the board until learners are saying them from memory. Put learners into groups of four, one of each character. They act out the scene, saying their lines from memory. Monitor and encourage learners to show different emotions (surprise, suspicion, guilt, embarrassment). Choose groups to perform for the class.

1 ●

6

2.33

Listen. Who says it?

Read the instructions. Play the audio. Pause after each sentence for learners to answer. Track 2.33 1 Kim: 2 Pablo: 3 Ivan: 4 Kim: 5 Jim: 6 Jenny: 7 Jim: 8 Su-Lin:

We should all stay for lunch. We should go out and do research. But you should ask your parents first. I should practise for the show. Be careful, Ivan. We shouldn’t go so fast. I think we should go to the sea now. Should we do our project on geography, history or art? We should do all three.

Key: 1 Kim (Mrs Friendly) 2 Pablo 3 Ivan 4 Kim (Mrs Friendly) 5 Jim 6 Jenny 7 Jim 8 Su-Lin

Activity Book, page 70 See pages TB128–140

Ending the lesson ●

SA Repeat the self-assessment technique used at the start of the lesson to see how well learners think they understand the vocabulary. Is there any change?.

TB70

6

Language practice 1

Learning outcomes By the end of the lesson, learners will be able to use should and shouldn’t. New language You should listen to your teacher. You shouldn’t talk when your teacher’s giving the lesson. Should you copy in exams? No, you shouldn’t. arrive, copy in exams, during, have fun, interested, pass notes Recycled language adverbs (carefully, hard, well), as … as (you can), feet, listen, project, put up, school, study Materials photos from Digital photo bank of signs, e.g. ‘No running’, ‘Wear a helmet’ (optional), audio, coloured pens or pencils (optional), School subjects flashcards, word cards (optional), digital Mission poster Note: You may wish to present the grammar using the Grammar spotlight table before doing the activities on the page.

Warm-up ●

2.34 ●

●

●

●

●

●

●

●

Say Open your Pupil’s Books at page 71. Are the children interested? (Yes, they are.) Ask How do you know? (They are pointing / asking questions / smiling.)

2 Read. Complete the text with should or shouldn’t. ●

Teach arrive, pass notes, copy and have fun. Learners read and choose should or shouldn’t. Encourage discussion. Key: 2 should 3 should 4 shouldn’t 5 shouldn’t 6 shouldn’t 7 shouldn’t 8 should 9 should 10 shouldn’t 11 should

TB71

Read the instructions and Paul’s problem. Ask learners for ideas before they write, e.g. He should go to bed early. Learners write sentences in their notebooks. Key: (possible answers) He should talk to his parents / read before he goes to bed / have a bath to help him relax. He shouldn’t play video games late at night / eat a lot in the evening.

Stage 1 ●

●

●

Pupil’s Book, page 71 1 Look at the picture. Are the children interested in this subject?

Extension Learners design a school rule sign and add a sentence, e.g. You shouldn’t pass notes. Display the signs. For a full Grammar reference, see page 124.

3 Read and write four sentences.

Put numbered signs on the board. Ask Which sign is ‘You shouldn’t (run)’? Learners say the number. Write sentences for the signs on the board with should and shouldn’t, e.g. You should wash your hands. You shouldn’t take photos here. Explain that should is similar to must, but the meaning is not as strong. Ask What should you do in the classroom? Learners suggest verbs, e.g. listen, speak English. Ask What shouldn’t you do? How can we be better students? Should you put your hand up before you speak? Should you put your feet on the chairs? Teach Yes, you should. / No, you shouldn’t. Ask Should you … drink lemonade in class / write on the desks / do your homework / chew gum / be quiet when the teacher’s talking / stand on the chairs / take a mobile phone to class?

Point to the Grammar spotlight box. Write the same sentences on the board. Learners copy. Then they write two sentences about school with should and two with shouldn’t. Extra support Learners use the text in Activity 2 to help. Play the audio. Pause for learners to repeat each sentence. Track 2.34 See Pupil’s Book page 71

Presentation ●

Grammar spotlight

Point to the Mission box or show the learners the first stage of the digital Mission poster. Say This is Stage 1 of our Mission. Let’s describe how to be good at a subject. Put the School subjects flashcards on the board and write other subjects learners study. Read the first instruction. Learners choose a subject and make a list of what you should/ shouldn’t do to learn it well. Monitor and help with vocabulary. Read the next two instructions and help learners form Mission groups. In their groups, learners share ideas and make a list of the five best ‘rules’ for that subject, e.g. Art: You shouldn’t forget your materials. They all write the five rules.

Activity Book, page 71 See pages TB128–140

Activity Book, page 68 ●

Learners open page 68 of the Activity Book and complete the mission diary.

Ending the lesson ●

SA Go back to Stage 1 on the digital Mission poster. Say We described how to be good at a subject. Add a tick to the Describe how to be good at a subject stage or invite a learner to do it. Use self-assessment (see Introduction).

6

Language practice 1

1 Look at the picture. Are the

children interested in this subject?

2 Read. Complete the text with should or shouldn’t.

To do well at school you 1should arrive at your classroom at the right time. You 2 have your books, notebook and pencil and you 3 always listen carefully to your teacher. You 4 eat in class and you 5 talk to your classmates when the teacher’s giving the lesson. You 6 put your feet on the desks or the chairs, and you 7 pass notes during class time. You 8 10

do your homework and projects as well as you can and you 9 copy in exams. You 11 have fun during your break.

2.34

study hard. You

Grammar spotlight

You should listen to your teacher. You shouldn’t talk when your teacher’s giving the lesson. Should you copy in exams?

No, you shouldn’t.

3 Read and write four sentences. Paul goes to bed late. It’s difficult for him to study at school. What should he do? What shouldn’t he do?

STAGE 1 Describe how to be good at a subject. Choose a subject. Write three things you should do and three things you shouldn’t do to learn this subject well. Find other people in the class who chose the same subject and make a group. Compare your lists and create one list with the five best ideas.

In geography, you should read maps.

You shouldn’t copy information from the Internet.

My

diary Activity Book page 68

should/shouldn’t

71

6 Vocabulary 2 and song

1

2.35 6.06

Listen and match. Then sing the song.

I’ve got a laptop, With some great apps. It’s got an e-book and wifi And a special rucksack.

e a

There’s an online dictionary To see what words mean. There’s no bin in my room, It’s there on the screen.

f

g

I can do it all … On my brilliant laptop. I do my homework. I use the Internet. I find safe websites On the World Wide Web.

h

6.08 2.37

c

b

j

I can copy and cut, Paste a photo or two. I don’t need scissors And I don’t need glue. Chorus

2

d

i

Listen. Write the words.

3 Play the game. Ask and answer. Then tell the class. Find someone who … 1 2 3 4 5 6

72

reads e-books has got a laptop has got a rucksack plays computer games uses a dictionary doesn’t use the Internet to do homework

Extension of school vocabulary

Do you read e-books? No, I don’t. Peter doesn’t read e-books.

Let’s talk about homework. What do you use to do your homework?

Vocabulary 2 and song Learning outcomes By the end of the lesson, learners will have practised the language through song. New language app, bin, brilliant, dictionary, e-book, glue, great, Internet, laptop, mean (v), online, paste, rucksack, safe, scissors, screen, website, wifi, world wide web Recycled language computer, copy, cut, do homework, find, keyboard, need, room, see, use, word, can, have got, there is Materials School vocabulary flashcards, word cards (optional), laptop computer, rucksack, bin, e-book, scissors, glue (optional), audio

●

Key: laptop a app b e-book c rucksack e dictionary d bin h Internet f websites g scissors i glue j

2 ●

Warm-up

●

●

Draw a computer on the board. Point to different parts and ask What’s this? Label the picture: computer, keyboard. Teach screen. Explain the meaning of lap. Ask What can you do on a computer? In pairs, learners list as many things as they can, beginning You can … Set a time limit of two minutes. Write learners’ ideas on the board, e.g. You can … write emails, search the Internet, do homework, draw a picture, store information, do calculations, play games/music, watch videos. Say Computers are great! They’re brilliant!

●

●

●

Hold up each School vocabulary flashcard and say the word. Learners repeat. Use real items, if possible, for rucksack, bin, e-book, scissors and glue. Ask Have you got a rucksack? Which is better: an e-book or a regular book? Is there a bin in your room? Which apps do you and your parents use? Have you got a dictionary or do you use an app? Do you know how to use the Internet? Which websites do you like? Talk about surfing the web safely. Say We’re going to learn a song about a laptop. SA Use self-assessment techniques to check how well learners think they understand the vocabulary. See Introduction.

Pupil’s Book, page 72 1 ●

●

●

2.35

Listen and match. Then sing the song.

Say Open your Pupil’s Books at page 72. Ask What’s the girl doing? (Using a laptop) What’s on the table? (Scissors, glue) What’s on the screen? (A website) Learners look at the different parts of the picture. Point to the first coloured word in the lyrics and ask Where is the laptop in the picture? Learners point to the picture and say the letter (a). Say Now listen and match. Play the audio or video, pausing after each coloured word so that learners can say the letter. Track 2.35 See song on Pupil’s Book page 72

●

2.37

Listen. Write the words.

Read the instructions. Practise the alphabet. Play the audio. Learners write the words in their notebooks. Repeat the audio for learners to check their spelling. Choose different learners to write the words on the board and check as a class. Track 2.37 1 l-a-p-t-o-p 2 a-double p 3 e-b-double o-k 4 d-i-c-t-i-o-n-a-r-y 5 r-u-c-k-s-a-c-k 6 i-n-t-e-r-n-e-t 7 w-e-b-s-i-t-e 8 b-i-n 9 s-c-i-double s-o-r-s 10 g-l-u-e

Presentation ●

Put the flashcards on the board in the same order as the song. Practise the song, using the flashcards as prompts.

Extension Once learners are confidently singing along 2.36 to the song, try singing the karaoke version as a class.

●

●

6

laptop app e-book dictionary rucksack Internet website bin scissors glue

3 Play the game. Ask and answer. Then tell the class. ●

● ●

●

●

●

Write the first prompt and the question on the board. Then write Find someone who has got a laptop. Learners say Have you got a laptop? Write the question on the board. Learners write all six questions in their notebooks. When all the learners have the questions, model the next stage. Walk around with a notebook and ask different learners Do you read e-books? until someone replies Yes, I do. Write that learner’s name in your notebook. Learners stand up and mingle, asking their questions. Encourage them to ask different classmates and write a different name next to each question. Set a time limit. Learners report back to the class. Read the speech bubble and give more examples before asking learners to make third person sentences, e.g. Oscar reads e-books. Show the picture of Rose Quartz in the bottom right-hand corner. Read out the question. Choose learners to answer.

Activity Book, page 72 See pages TB128–140

Ending the lesson ●

Play the song again. Learners join in.

Play the audio or video again. Learners repeat the song. Teach wifi, world wide web and cut and paste.

TB72

6

Language practice 2

Learning outcomes By the end of the lesson, learners will be able to use be good at. New language I’m good at maths. Are you good at sport? I’m not very good at drawing. I’m really/quite (good) at … Recycled language school subjects, sports and hobbies, musical instrument, Do you like …ing? Yes, I do. / No, I don’t. Materials video, School subjects flashcards (optional), word cards (optional), audio, digital Mission poster

Extension Write questions on the board. Play the audio again. Learners listen and answer. 1 Where does David play tennis? (The park) 2 What does he like looking at? (Beautiful photos and paintings) 3 What does he want to be? (A pop star) 2.39 ● ●

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Revise school subjects using the flashcards. Put the flashcards on the board. Say Let’s find the most popular subject. Point to the first flashcard and say Is (maths) your favourite subject? Put up your hand. Count the raised hands aloud with the whole class. Write the number below the flashcard. Repeat for the other subjects. Stronger learners Learners take turns to come to the front and ask the question, count and write the number. Ask Which is our class’s favourite subject? Learners look for the highest number and tell you. Say We like (science) best.

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Pupil’s Book, page 73 1 Look at the picture. What do you think the boy is good at? ●

●

2.38

Listen and answer the questions.

●

Aunt Kate: David: Aunt Kate: David: Aunt Kate: David: Aunt Kate: David: Aunt Kate:

Hello, David. What are you doing? Hello, Aunt Kate. I’m preparing my things for school tomorrow. Ooh, school. Which subjects do you like studying best? I like science best and I’m good at maths. And are you good at sport, too? I know you sometimes play tennis in the park. Yes, I’m quite good at tennis and swimming, but I’m not very good at basketball. What about drawing and art? No, I’m not very good at drawing, but I like looking at beautiful photos and paintings. That’s nice. Do you play a musical instrument? Yes, I’m really good at playing the guitar. I want to be a pop star when I’m older. Ooh! That’s a fantastic idea. Good luck!

Key: 1 science 2 maths, tennis, swimming, playing the guitar 3 basketball, drawing

TB73

Read the instructions and the speech bubbles. Put the learners in groups of six. They ask and answer and make notes.

4 Write about what your friends are good at. ●

Read the questions. Say Let’s listen and answer. Play the audio. Track 2.38 Aunt Kate: David:

Brainstorm hobbies, sports and activities and write them on the board. Use the –ing form (e.g. skating, playing badminton). Write I’m really good at … / I’m quite good at … / I’m good at … / I’m not very good at … / I’m really bad at … on the board. Give an example about yourself for each one. Tell learners to write five sentences about themselves. Stronger learners In pairs, learners guess what their partner has written, e.g. Are you really good at singing? Are you quite good at speaking English? For a full Grammar reference, see page 124.

3 What are your friends good at? Ask and answer with five friends.

Say Open your Pupil’s Books at page 73. Look at the picture. What’s he good at? (The guitar)

2

Write the sentences on the board. Learners copy. Play the audio. Pause for learners to repeat each sentence. Point out that we use the –ing form of a verb after good at. Track 2.39 See Pupil’s Book page 73

Warm-up ●

Grammar spotlight

Learners use their notes from Activity 3 to write five sentences in their notebooks.

Stage 2 ●

●

Show learners the second stage of the Mission poster: Find out what your classmates are good at. Read the instructions and the speech bubbles. Put learners into their Mission groups to share their information from Activities 3 and 4.

Activity Book, page 73 See pages TB128–140

Activity Book, page 68 ●

Learners open page 68 of the Activity Book and complete the mission diary.

Ending the lesson ●

SA Go back to Stage 2 on the digital Mission poster. Add a tick to the ‘Find out what your classmates are good at’ stage. Use self-assessment (see Introduction).

6

Language practice 2

1 Look at the picture. What do you think the boy is good at?

2

2.38

Listen and answer the questions.

1

What’s David’s favourite subject?

2

What’s he good at?

3

What isn’t he good at?

2.39

3 What are your friends good

at? Ask and answer with five friends. Christina, what are you good at? Are you good at music?

Grammar spotlight

I’m good at maths. Are you good at sport? I’m not very good at drawing. I’m good at taking photos. No, I’m not very good at music.

4 Write about what your friends are good at. Cristina’s good at taking photos.

STAGE 2 Find out what your classmates are good at. In your groups, share your notes from Activities 3 and 4. Ask and answer to find out what every person in the class is good at.

What is Sara good at?

She’s good at football.

My

diary Activity Book page 68

be good at + noun/gerund

73

6 Cross-curricular

Where are we? 1 2

Watch the video. 2.40

1

Listen and read. Then look at the maps and match.

In geography, we learn about maps. We need maps to find places and show distances between places.

2

There are different types of maps, including: a political maps, which show borders between countries or between areas inside a country; b street maps, which show the different roads in an area;

3

c physical maps, which show natural features in an area, like rivers, mountains and lakes.

3

2.41

Listen and read the information about maps. Answer the questions.

Maps All maps have a title which tells us the name of the place on the map. The scale shows the real distance between two places. The pictures on a map are called symbols. They represent real things, like mountains or buildings. The key explains what each symbol or colour means. 1 Find these things on the map: a river, a mountain, a lake and a forest. 2 What is the scale of the map? 3 How far is it from the forest to the lake? Use a ruler to find out. 74

Learn about maps and symbols

Cross-curricular Learning outcomes By the end of the lesson, learners will have learnt about maps and geographical symbols. New language area, border, building, distance, explain, key (on a map), (mountain) range, natural feature, peak, physical (map), political (map), represent, scale, symbol, How far is it from … to …? Recycled language natural features, find, geography, map, picture, place, ruler, street, title Materials real maps (a political map, a physical map and a street map – at least one with a scale and a key) (optional), rulers, coloured pens or pencils, piece of paper with a large 6 x 6 grid for each learner (optional), video, audio

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Draw a simple outline of an island on the board and ask What’s this? Add symbols to show three natural features, e.g. waterfall, forest, river. Call a learner to the front and ask Where’s the (waterfall)? The learner points. Say We’ve got a map of the island now. I used symbols to show places on the map. Teach symbol. Call a learner to the front and whisper a feature for him/her to add to the map. The learner draws a symbol wherever he/she wants. The class say what it shows. Add jungle, mountain, field, city and lake to the map in this way. Learners can suggest other natural features (e.g. volcano, beach). Show some real maps, if possible (e.g. a political map of a country or continent, a physical map of a region or country, and a street map of a city). Alternatively, draw different simple maps on the board (one showing borders between countries or regions, one showing streets in a city, one showing mountains, rivers, etc.) For each map, ask What does this map show? What can you see? When do we use it?

●

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2 ●

2.40

Listen and read. Then look at the maps and match.

Say Open your Pupil’s Books at page 74. Let’s find out more about maps. Read the instructions. Play the audio for learners to listen and read the first time, without worrying about new vocabulary. They match the pictures to the types of maps.

Listen and read the information about maps. Answer the questions.

Read the instructions and the questions. Teach mountain range, peak, scale and How far is it from … to … ? Play the audio for learners to listen and read. They answer the questions individually or in pairs. Monitor and help (make sure learners know how to translate the measurements from the ruler into real distances, using the scale).

Check answers. Key: 1 Learners find the features and label them. 2 1cm = 2 miles 3 1cm = 2 miles Extension Hand out paper with a large 6 x 6 grid drawn on it, with letters A to F on the horizontal axis, and with numbers 1 to 6 on the vertical axis. Learners draw the outline of an island within the grid, and then add features wherever they want. Write a list on the board for them to choose from (e.g. forest, waterfall, city, lake, mountains, national park). Tell learners that each feature needs to be in a different square of the grid. Learners then play ‘Battleships’. Put the class into pairs. They sit back to back or stand a book between them so they can’t see each other’s maps. Learners take turns to try and guess where the features are on their partner’s map by saying a grid reference, e.g. C5! Their partner looks at his/her map and says Yes. There is a (river) in C5 or No, there’s nothing in C5. The winner is the first learner to find all six features on their partner’s map.

Watch the video.

Say Let’s watch the video. Learners watch the video about maps. Pause the video to check comprehension and learners answer the questions at the end. Watch the video again, this time without pausing.

2.41

Track 2.41 See Pupil’s Book page 74

Pupil’s Book, page 74 1

2 street map 3 physical map

Read again with the class, pausing to explain new vocabulary and concepts such as borders, distance (between places), area, natural features.

3

Warm-up ●

Check answers. Key: 1 political map

●

6

Activity Book, page 74 See pages TB128–140

Ending the lesson ●

Learners draw their own map of a country or island. They add symbols for different natural features with a key showing what the symbols mean. They can also add a scale. Put the class in pairs to compare their maps and ask and answer questions, e.g. What does this symbol mean? How far is it from the lake to the city?

Track 2.40 See Pupil’s Book page 74

TB74

6

Culture Extension Learners find out about an interesting geographical feature of their country. They make a fact file, with a photo and the most important information about the place. Arrange the fact files in a classroom display or make a ‘fact file’ book or class webpage.

Learning outcomes By the end of the lesson, learners will have read and learnt about a natural feature in Turkey. New language Earth, explore, metres, volcanic rock, How high is it? be … metres tall Recycled language weather, ago, area, different, high, house, mountain (range), place, prize, small, thousands, Turkey, What is the weather like?, should Materials real physical map of Turkey (or the learners’ country) showing features such as capital city, lakes, rivers, mountain ranges and highest peaks: one copy for each pair of learners (optional), pictures of famous natural features in the learners’ country (optional), audio, Mission worksheets (Teacher’s Resource Book page 64)

6 Discuss with a partner. What famous natural features are there in your country? ●

Warm-up ●

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Hand out maps of Turkey (or your own country) and write questions on the board. In pairs, learners study the maps and find the answers. If you don’t have enough maps, show a map on the whiteboard. Check answers, ask more questions and teach It’s … metres tall and How tall is it?

Stage 3 ●

Pupil’s Book, page 75 4 ●

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●

2.42

Listen and read. Where is Cappadocia?

Say Open your Pupil’s Books at page 75. Look at the picture. What can you see? (Houses which look like rocks) Ask Would you like to live here? Why? / Why not? Play the audio for learners to listen and read. Explain the meaning of new vocabulary, e.g. Earth, volcanic rock and explore.

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Activity Book, page 75

Check answers. Show learners where Cappadocia is on a map of Turkey, if possible.

See pages TB128–140

5 Read the text again and complete the fact file.

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Point to the Mission box or the digital Mission poster and say This is Stage 3 of our Mission. Make a prize for each subject or activity. Read the instructions. Put learners in their Mission groups and, if you have the Teacher’s Resource Book, hand out the worksheets. Learners look at the notes from Stage 2 and work together to design a prize for each of the different subjects, sports or activities they wrote about. Monitor and ask, e.g. What’s this prize for? Why has this prize got numbers on it? Collect the worksheets.

Track 2.42 See Pupil’s Book page 74

Key: It’s in Turkey.

●

Read the instructions. Ask for examples of famous natural features, write the names on the board and for each one ask Where is it? What is it? Why is it famous? Show pictures of famous natural features as prompts, if possible. Stronger learners Describe a famous natural feature in your country as if you were there, e.g. I am near some water. It’s a very long feature. It goes through London. There are boats on it and lots of famous bridges. (The Thames) Learners play the same game in pairs. One person describes a natural feature without saying the name, and the other person guesses. Then they swap.

Focus on the fact file. Check comprehension of How high is it above the sea? Learners complete the fact file in their notebooks. Key: Where is it? In Turkey. How high is it above the sea? Over 1,000 metres. What’s the weather like? It changes a lot. Why should you visit? You can explore the old houses. What’s the highest mountain? Kayseri. Where did the people live? Inside the mountains and rocks.

TB75

Activity Book, page 68 ●

Learners open page 68 of the Activity Book and complete the mission diary.

Ending the lesson ●

SA Go back to Stage 3 on the digital Mission poster. Add a tick to the ‘Make a prize for each subject or activity’ stage or invite a learner to do it. Use self-assessment (see Introduction).

6

Culture

4

2.42

Listen and read. Where is Cappadocia?

Cappadocia, Turkey, is different from any other place on Earth. It is a very high area: over 1,000 metres above the sea. There are many mountains across this area which are thousands of years old and made from volcanic rock. Some of these mountains are really high, like Kayseri, which is the highest at 3,916 metres!

Because Cappadocia is so high, the weather can change a lot. It can be very hot some days and very cold other days. The people who lived in Cappadocia many years ago made small houses inside the mountains and rocks. You should visit it because you can explore inside the exciting houses and see how the people lived!

5 Read the text again and complete the fact file. FACT FILE: Cappadocia Where is it?

Why should you visit?

How high is it above the sea?

What’s the highest mountain?

What’s the weather like?

Where did the people live?

6 Discuss with a partner. What famous natural features are there in your country?

The Pyrenees are a mountain range in Spain.

STAGE 3 Make a prize for each subject or activity. In your groups, think of a prize for each subject or activity in your Stage 2 notes. Design your prizes.

My

diary Activity Book page 68

Learn about Cappadocia in Turkey

75

6 Literature

1 Look at the pictures. What do you think the legend in this story is about? Make predictions.

2 Now read and listen to the story and check your predictions.

2.43

THE PROJECT

Katy, Mike and Harold were in the library talking about a project about Turkey. Mr Carlton, their teacher, said they could choose any topic for their project, but it should be about Turkey. ‘Betty’s group is doing their project about the geography of Turkey,’ said Katy. Harold was reading about Turkey on a website. ‘The history of Turkey is very interesting. It was part of the Ottoman Empire!’ ‘Freddy’s group’s doing their project about that,’ said Katy. ‘What about science?’ ‘No,’ said Harold. He didn’t like science. Katy looked at her timetable. ‘The project’s for Friday,’ she said. ‘Let’s hurry up!’ Katy had an idea. ‘Our project can be about Turkish literature. I’m sure that Turkey has lots of stories and myths. These can teach us a lot about a place.’ ‘Great idea! We should find one on the Internet. Mr Carlton likes us to use IT,’ said Mike. ‘Why don’t we do something original, like re-write the story as a poem? I’m good at writing poems,’ said Katy. ‘Mike’s good at art. He can draw the pictures. And you’re good at acting, Harold. You can read it to the class!’ ‘Perfect,’ said Mike. So that’s what they did! 76

Text type: A narration and poem

Literature Learning outcomes By the end of the lesson, learners will have read a story and a poem based on a legend from Turkey. New language came, camel, desert, get off, a great success, hole, hump, interesting, legend, literature, mouse, myth, original, the other side, poem, re-write, rope, silly, strange, sunlight, topic, Turkish, wide Recycled language school subjects, ground, help, inside, jump, king, library, loudly, project, pull, sick, timetable, water, website, Great idea!, Hurry up!, be good at, past simple, should Materials photos from the Digital photo bank of a mouse, a camel and the desert (optional), audio

Warm-up ●

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Teach mouse and camel by drawing on the board or showing photos. Ask Where do camels live? Draw desert plants and dunes as prompts or show a photo. Teach desert. Draw a hole in the ground and ask Where do mice live? Revise ground and teach hole. Say Our story today is about a mouse and a camel. Where do you think the story is from? (Turkey)

Pupil’s Book, pages 76 and 77 1 Look at the pictures. What do you think the legend in this story is about? Make predictions. ●

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Say Open your Pupil’s Books at page 76. Read the instructions and explain the meaning of legend. Learners tell you the names of legends they already know. Use the pictures to review mouse, camel, river and teach rope. In pairs, learners make predictions, using the pictures on page 77 (not the picture of the children). Monitor and ask, e.g. What is around the camel’s neck? What is the mouse doing in this picture? How does the camel feel? What’s happening in the last picture? Pairs share their predictions with the class (using the present tense). Don’t confirm what happens in the story.

2 Now read and listen to the story and check your predictions. ●

Point to the picture on page 76 and ask Where are the children? (In a library) Read the title and ask What do you think they are doing? Explain that they are doing research for a project.

The project

Say Read and listen to the first part. Play the audio. Learners listen and read. Pause the audio after He didn’t like science and ask What are the children’s names? (Katy, Mike and Harold) Who is Mr Carlton? (Their teacher) What should their project be about? (Turkey – any topic) What was Harold reading? (A website about Turkish history) Why didn’t Harold want to do a science project? (He doesn’t like science.) Explain the meaning of Ottoman Empire, if you wish. Track 2.43 See story on Pupil’s Book pages 76–77

Presentation ●

Say Let’s read about the children and then let’s read the legend. Check your predictions.

2.43 ●

6

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Say Read and listen to the next part. Play the audio. Pause after So that’s what they did! Ask When should they finish the project? (Friday) Which topic did Katy think of for the project? (Literature) Explain the meaning of literature. Ask Where did they look for a Turkish story? (On the Internet) What type of story did they want to write? (A poem) Make sure learners know what a poem is. Ask Why is Mike drawing the pictures for the poem? (Because he’s good at art) What is Harold doing? (Reading the poem to the class) Why? (Because he’s good at acting) Say Let’s read and listen to the first part of the poem. Play the audio. Pause after singing loudly! Ask Where did the mouse live? (In a hole in the ground) Why did the camel have a rope around its neck? (The mouse didn’t know why.) What did the mouse do? (Pulled the camel along and sang) Say Let’s read and listen to the next part of the poem. Play the audio. Pause after sit on his hump. Ask Why did the mouse feel sick and strange? (He didn’t like water. / He was frightened of water.) Teach wide. Ask What did the camel do? (He helped the mouse. / He told the mouse to jump on his back.) Explain the meaning of hump. Say Let’s read and listen to the end. Play the audio. Ask What did the camel do after they crossed the river? (He told the mouse to get off his back.) What is the camel at the end of the poem? (King of the desert) Check comprehension of silly and a great success. Optional Play the whole story again, without pauses, for learners to listen and read.

Activity Book, page 76 See pages TB128–140

Ending the lesson ●

Ask learners which of their predictions about the legend were correct.

TB76

6

Literature

Learning outcomes By the end of the lesson, learners will have practised retelling a story and learnt about team work and respecting the ideas of others. Recycled language language from the story, connectors for storytelling: one day, soon, so, next, then Materials audio

Pupil’s Book, page 77 ●

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Social and Emotional Skill: team work and respecting the ideas of others ●

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After reading the story and the poem, ask learners How many people are in the group? (Three) What do they decide to do for their project? (A poem about Turkish literature) Do they get angry with each other? (No) Say No – they listen and make suggestions. They respect what the others say. They decide together what to do. Everyone is happy with it. This is teamwork. Their project was a success because they worked in a team. Ask When do we do things in a team? What things do you do in a team? (Play sports, play in an orchestra, do a project) Point out that sometimes teams are essential – you can’t play against another football team by yourself! Ask What are important things to remember when working in a team? (Listen to others, each do something, help each other, share, take turns, be polite)

Track 2.43 See story on Pupil’s Book pages 76–77

3 Work in groups. Use the words in the box to help you retell the story. ●

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Set up groups of three learners. Put several different coins in a bag. Each learner takes one. In their groups of three, they use the three coin designs to come up with a new coin design of their own. They do an illustration of their design. Then, in their groups, they explain to the rest of the class the meaning of their coin logo. Encourage learners to use expressions like What about … ? Great idea! Why don’t we … ?

With books closed, ask Which animals were in the story we read? (A camel and a mouse) Let’s see what you remember about the story. Make sentences about the story which are all wrong. Learners correct you. Example sentences (corrections in brackets): The children need to do a project about Britain. (Not about Britain, about Turkey) Harold read about Turkey in a dictionary. (Not in a dictionary, on a website) Harold loved science. (Harold didn’t like science.) Katy hasn’t got any ideas. (She’s got good ideas.) Mike is good at acting. (Mike is good at art.) The camel is running. (Not running, walking) The mouse pushes the camel. (It pulls the camel.) The mouse is good at swimming. (The mouse can’t swim. / It’s scared of water.) The camel doesn’t help the mouse. (The camel helps the mouse.) The mouse is happy at the end of the story. (The mouse is sad at the end.)

TB77

Read the instructions. Check comprehension of the words in the box. Say Find two school subjects in the box. (geography and history) Find a part of the body. (back) Find two animals. (mouse and camel) Find two natural features. (desert and river) Find someone who lives in a palace. (king) Find a word which means that something went very well. (success) Write useful words for telling a story on the board, e.g. One day / Once upon a time, soon, so next, then. With books closed, put the class into groups to retell the story. Tell them to take turns to say a line. Monitor and encourage groups to use the connecting words to make their story sound better. Extra support Type or write out the poem from page 77 and cut it so that each line is separated. Put the class into pairs or small groups to reorder the lines and put the poem back together. Show learners how to use rhyming words to help. Extension Groups write their version of the story, first as a rough version for you to correct, and then a final version.

4 The project was a success because Katy, Mike and Harold worked together in a team. When do you work in teams? Do you like working in a team?

Warm-up ●

Say Open your Pupil’s Books at pages 76 and 77. Play the audio. Learners read and listen to the story again. Ask Did the mouse do a nice thing when he pulled the camel? (No, he didn’t.) How did the camel feel? (Sad/Angry) Why did the mouse pull the camel along? (Because he thought he was better than the camel) Could the camel walk across the river? (Yes, he could.) Why? (Because camels have long legs) How did the camel teach the mouse a lesson? (He showed the mouse that he was important. / He helped the mouse.) Do you think the mouse learnt anything? (That he wasn’t better than the camel)

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Discuss the questions as a class.

Activity Book, page 77 See pages TB128–140

Ending the lesson ●

Put the class into pairs to act out the story of the camel and the mouse. Write a simple script on the board, if necessary.

THE MOUSE AND THE CAMEL

6

A mouse came out of his hole in the ground, Into the sunlight, and looked around. He saw that a camel was walking by, With rope around it. The mouse didn’t know why. So he took the rope, and feeling happy, He pulled the camel along, singing loudly!

But soon they came to a river wide, And the mouse felt sick and strange inside. ‘Oh please, Mr Camel, please help me, I don’t like water, as you can see!’ So the camel told the mouse to jump Onto his back, and sit on his hump.

But when they got to the other side, He said ‘Get off! That’s the end of your ride! And understand, you silly little thing, That in the deser t the camel is king!’

Their project was a great success. Everyone loved it!

3 Work in groups. Use the words in the box to help you retell the story.

4 The project was a success because Katy, Mike and Harold worked together in a team. When do you work in teams? Do you like working in a team?

Social and emotional skill: Team work and respecting the ideas of others

77

6 A2 Flyers

1 Look at the picture. Ask and answer. 1 2 3

Where are the children? Count the boys. Which names are boys’ names? George

Sophia

4 5 6

Where is the teacher? Count the girls. Which names are girls’ names?

Richard

David

Megan

Robert

Katy

2 Point to a person in the picture and ask your partner to describe him/her.

3

2.44 6.15

Listen and find the person. Say his/her name. Richard There are five questions but six names, so one name is extra.

78

Preparation for Listening Part 1

A2 Flyers Learning outcomes By the end of the lesson, learners will have practised identifying people in pictures and recognising names (A2 Flyers Listening Part 1). Test skills Listening for names and descriptions Recycled language describing people, IT and equipment, names, school subjects, present continuous, relative pronouns (the boy who …/ the one who’s carrying …) Materials audio

3 ●

Describe a learner, without looking at him/her or saying a name, e.g. This person has got long, brown hair and brown eyes. Today she’s wearing a red skirt. She’s listening to me and she’s sitting next to Katja. Learners say the name. Describe different learners. Stronger learners Play the same game in pairs. Say Let’s practise for a listening exam. In Part 1 of the exam there is a picture with people in it. There are names around the picture. You need to look carefully at the picture and match the names to the people.

Girl: 3 Girl: Man: Girl: Man: 4 Man: Girl: Man: Girl: 5 Girl: Man: Girl: Man: Girl:

Pupil’s Book, page 78 1 Look at the picture. Ask and answer. ●

● ●

Say Open your Pupil’s Books at page 78. Focus on the picture. Ask Where is this? (A school / A classroom) Read the instructions and the questions. Point out the names. Learners ask and answer in pairs. Monitor and help. Check answers. Practise pronunciation of the names. Point out that in English two-syllable names the stress is generally on the first syllable. Key: 1 They are in the classroom and the playground. 2 There are six boys. 3 George, Richard, David, Robert 4 He is in the classroom. There are five girls. 5 Megan, Sophia, Katy

2 Point to a person in the picture and ask your partner to describe him/her. ●

●

Demonstrate the activity. Say Listen and point to the person in the picture. Describe a child (appearance, clothes and what he/she is doing), e.g. It’s a boy. He’s got short, fair hair. He’s eating a sandwich. He’s in the playground. Learners point to the correct child. Put the learners into pairs. Monitor and make sure they are talking about location, appearance, clothes and what the person is doing. Ask them to swap roles.

Read the instructions. Play the audio and pause after each section. Learners point to the correct person. Play the audio again. Learners point and say the name.

Man: Girl: Man: 1 Girl: Man: Girl: Man: Girl: 2 Man: Girl: Man:

Presentation ●

Listen and find the person. Say his/her name.

Track 2.44 Example Girl:

Warm-up ●

2.44

6

Look! This is my class. We were in IT class. The teacher who’s helping the student is called Richard. He’s got a long beard, hasn’t he? Yes, I know! He’s helping the girl with her work. He looks like a nice teacher. Look at that boy! He’s my good friend. Which boy? That boy there, with the striped socks. Do you mean the boy who’s writing in a book? Yes. His name’s George. He’s doing his science project. Who’s that girl outside in the playground? The one with the short black hair? No, the girl with the blonde hair. She’s drinking water. Oh, that’s Helen. Do you know my best friend Sophia? Is she in the photo too? Yes. Look, she’s there – she’s got a red rucksack. Oh, I can see her. She’s sitting on her chair. Do you know the boy who’s in a hurry? The one who’s carrying a laptop? Yes. What’s his name? That’s David. Can you see the boy who’s putting a book on a shelf? Oh, yes. He’s got curly hair. He looks worried. Yes, he does. What’s his name? It’s Robert.

Key: George – the boy with the striped socks Helen – the girl outside drinking water Sophia – the girl with a red rucksack David – the boy carrying the laptop Robert – the boy putting a book on a shelf ●

Read the exam tip. Ask Which were the extra names? (Megan and Katy) Tell learners that in the exam they need to try to draw straight lines from the names to the people.

Activity Book, page 78 See pages TB128–140

Ending the lesson ●

With books closed, write names on the board: Betty, David, Emma, Frank, George, Harry, Helen, Holly, Katy, Michael. Learners copy them in two lists (in pencil): boys and girls. Check answers and practise pronunciation.

TB78

6

Review

Learning outcomes By the end of the lesson, learners will have revised the language in the unit and given prizes to their classmates. Recycled language unit language Materials School subjects and School vocabulary flashcards, word cards (optional), dice, counters, question cards (for Activity Book game), Mission worksheets (Teacher’s Resource Book page 64)

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Self-assessment ●

Warm-up ●

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Mix the two sets of flashcards (school subjects and school vocabulary) and show them to the class one by one. Learners say the words. Ask, e.g. What do you study in science? When do you need glue? What does a timetable tell you? Put the flashcards on the board in groups of four, each with an ‘odd one out’, e.g. science, sport, scissors, history. Learners say which is the odd one out and why (e.g. Scissors, because the others are school subjects). Possible groups: Internet, website, app, art (Art – the others are all about computers); break, homework, geography, maths (Homework – you do the others at school); scissors, rucksack, Internet, glue (Internet – the others are things at school); e-book, language, website, dictionary (Language – you can read the others).

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Give prizes to your classmates. ●

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Point to the Mission box or show the learners the last stage of the digital Mission poster. Say Let’s put our Mission in action! Say You are going to give prizes to your classmates. Read the instructions and the speech bubbles. Put learners into their Mission groups. Learners complete the worksheet task in the Teacher’s Resource Book page 64 (see teaching notes on TRB page 57). Alternatively, if you do not have the Teacher’s Resource Book, learners use the notes from Mission stages 1–3 in their notebooks. In their groups, learners prepare what they are going to say to each person in the group they worked with in Stage 2. Tell them they should present one prize each.

TB79

SA Ask Which was your favourite stage of the Mission? Learners look back through the unit and their notebooks/ worksheets and choose Stage 1, 2, 3 or 4. Encourage them to give reasons for their answers (e.g. Stage 4 because it was fun to make prizes). Say Our next Mission is ‘Choose your dream job.’ Ask Do you know what job you want to do when you grow up?

Focus on the ‘Can you remember’ box. Put the class into pairs. Learners answer the questions. Check answers. Key: 1 Monday because he has IT, drawing and writing. 2 They went to the sea/beach. 3 Possible answers: listen to the teacher / arrive on time for lessons / study hard / do your homework 4 Maths, tennis, swimming and playing the guitar 5 Political map, street map, physical map 6 Katy

Pupil’s Book, page 79 in action!

Groups get together and have a prize-giving ceremony. Encourage learners to say You’re good at … Congratulations! or Well done! as they present the prize and Thank you when they get their prize. For ideas on monitoring and assessment, see Introduction. Make a classroom display with the prizes or let learners take their own prize home.

Activity Book, page 79 See pages TB128–140

Activity Book, page 68 ●

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Learners open page 68 of the Activity Book and complete the Mission diary and ‘can do’ statements. Learners add words to the word stack (see complete notes on page TB17). See Introduction for techniques and activities.

Ending the lesson ●

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SA Go back to the completion stage on the digital Mission poster. Add a tick or invite a learner to do it. Use self-assessment (see Introduction). Tell the learners You have finished your Mission! Well done!

6

Review

in action! My

Give prizes to your classmates. In your groups, give your prizes to your classmates in the other groups. Tell them why you’re giving them the prize.

Tell them what the prize is.

diary Activity Book page 68

You are good at English.

Your prize is a book.

Remember to say thank you when you get your prize!

1 2 3 4 5 6

Which was Pablo’s favourite day? Why? Where did Jim, Jenny and their friends go after the market? Say three things you should do to do well in school. What’s David good at? Say three types of maps. Who’s good at writing poems: Katy, Mike or Harold?

Unit consolidation

79

6

Review 1 2

Units 4–6

Watch the video and do the quiz. 2.45 6.16

Listen and choose.

1

My cousin eats very quickly / slowly. She should eat more quickly / slowly as she always gets a stomach-ache!

2

My brother isn’t / is good at skating. He does it very badly / well! He should practise more.

3

My sister isn’t good at fishing. She should do it more quietly / loudly as she’s too loud / quiet!

4

I’m learning to sail so I do it very carefully / loudly.

5

I can kick a ball very hard / fast.

3 Talk to your partner about one of the words below, but don’t say the word. Can your partner guess it?

art

maths

history

geography

scissors

Art

e-book

dictionary

bin

website

You work with numbers. 80

Consolidation of units 4–6

I.T.

subject Maths!

Review Units 4–6 Track 2.45 1 My cousin eats very quickly. She should eat more slowly as she always gets a stomach-ache! 2 My brother isn’t good at skating. He does it very badly! He should practise more. 3 My sister isn’t good at fishing. She should do it more quietly as she’s too loud! 4 I’m learning to sail so I do it very carefully. 5 I can kick a ball very hard.

Learning outcomes By the end of the lesson, learners will have consolidated language from Units 4–6. Recycled language equipment and technology, hobbies and sports, natural features, adverbs, be good at, regular and irregular past simple, school subjects, should Materials video, Past simple irregular verbs and Past simple verbs flashcards, word cards (optional), audio

Stronger learners Learners work individually. They write a true sentence using the beginning of each of the sentences in Activity 2: My cousin … My brother/sister isn’t good at … I’m learning to … I can … Extension Write adverbs on the board. Make some example sentences with comparative adverbs, e.g. I can hit a ball harder than my sister. My cousin can run more quickly than me. Learners write four sentences comparing how well they can do different activities with their friends and families. Monitor and check they are forming the comparative adverbs correctly.

Warm-up ●

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Write these verbs on the board in a column: catch, learn, hop, throw, fish, kick, fly, drive, sail, skip. Write phrases in another column: a new language, a helicopter, on one leg, a fish, a ball, in a lake, with a rope, a car, on a lake. Say Read and match. Do catch – a ball together as an example. Put the class into pairs to make phrases from the two columns. Explain that they might need to use some words more than once. Check answers: catch a ball (or catch a fish), learn a new language, hop on one leg, throw a ball, fish in a lake, kick a ball, fly a helicopter, drive a car, sail on a lake, skip with a rope. Practise the past tense forms of the verbs with the flashcards. Extension Choose learners to make a past tense sentence with each phrase, e.g. My dog caught a ball yesterday.

Pupil’s Book, page 80

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Show the video to learners. Ask learners to do the quiz. Check their answers to see how much the learners can remember. Repeat this at the end of the Review Unit and compare the results to measure progress. Optional Mime having toothache and say Ouch! I’ve got toothache. Learners give you advice with should and shouldn’t, e.g. You should go to the dentist. / You should clean your teeth better. / You shouldn’t eat a lot of sweets. Repeat with different health problems or situations (try to make them funny). Learners can confer in pairs before they give their advice. Possible problems: I can never find my glasses. I’ve got a sore throat. I’m not very good at remembering things. I want my lessons to be more exciting.

2 ●

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Watch the video and do the quiz.

1X.X ●

3 Talk to your partner about one of the words below, but don’t say the word. Can your partner guess it?

2.45

Listen and choose.

Say Open your Pupil’s Books at page 80. Read the instructions. Play the audio. Learners listen and circle. They compare answers in pairs. Check answers.

Read the instructions and the speech bubbles. Model the game with a learner, if necessary. Put the class into pairs. Learners take it in turns to explain/ define a word. Their partner says the word and points to the picture. Monitor and help. Optional Display a selection of 12 flashcards from Units 4 to 6 on the board. Number them, but don’t write the words. Learners play the same game as in Activity 3, using the pictures on the board.

Activity Book, page 80 See pages TB128–140

Ending the lesson ●

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Revise natural features with the flashcards. Put the flashcards on the board. Call learners to the front to write the word for each flashcard (island, jungle, waterfall, world, etc.) Give learners time to study the words. With books closed, erase the words from the board and have a spelling test. Read the words in random order (not letter by letter). Learners write them in their notebooks. Check answers and encourage learners to practise the alphabet by spelling aloud.

Key: 1 slowly 2 isn’t, badly 3 quietly, loud 4 carefully 5 hard

TB80

Review Units 4–6 Learning outcomes By the end of the lesson, learners will have consolidated language from Units 4–6.

5 ●

Recycled language materials, natural features, words to describe clothes and costumes, It’s/They’re made of … , There is/are … , What is it / are they made of? Materials video, Describing clothes and Materials flashcards, word cards (optional), pictures from Digital photo bank of belt, crown, helmet, mask and ring, coloured pens or pencils

●

Warm-up ●

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Mix the two sets of Unit 5 flashcards together (Describing clothes and Materials) and add pictures from Digital photo bank of belt, crown, helmet, mask and ring. Show the flashcards one by one. Learners say the word. Put all the flashcards along the bottom of the board, in random order. Draw three large circles on the board, with titles Materials, Adjectives, Parts of a costume. Choose a learner to come and take a flashcard, say the word and put it in the correct circle on the board. Ask the rest of the class if he/she is right. Repeat until learners have categorised all the flashcards. Materials: card, glass, metal, paper, plastic, rubber, wood, wool; Adjectives: bright, dark, gold, light, silver, striped, spotted; Parts of a costume: wing, belt, crown, helmet, mask, ring.

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Say Open your Pupil’s Books at page 81. Read the instructions. Set a time limit for learners to read and study the text. Say Try to imagine the scene as you read. Monitor while learners read and check comprehension. Learners read the sentences and decide if they are true or false. They can look back at the text to check. They correct the false sentences by writing in their notebooks. Key: 2 Yes 3 No – There was a gold star in the sky. 4 Yes 5 Yes 6 No – There were two gold plants. 7 No – One of the birds had spotted wings. Optional Write questions on the board (answers in brackets): What was the name of the play? (The Jungle Book) What were the star and moon made of? (Paper) What was the waterfall made of? (Soft material) What were the plants made of? (Rubber) What were the birds made of? (Wool)

TB81

Read the instructions. Tell learners to think carefully about where things are in the description, as well as the colours and patterns. Learners draw the scene in landscape orientation in their notebooks. Monitor and help. Ask What colour is this? What’s this made of? Learners compare their pictures in pairs or small groups. Extension Learners work in pairs to design their own set. Tell them to think about whether their scene will be inside or outside, what time of day it is, the colours and patterns they want to use. Ask them to add a couple of details (like the plants and birds) to set the scene. Monitor and encourage pairs to use language for making suggestions: Shall we … ? We could … Great idea! Learners show their designs in groups of four or to the whole class. They explain where things are and what they are made of.

6 Find these objects in your house. Copy and complete the table. Write. ●

●

Pupil’s Book, page 81 4 Read the text. Then write yes or no. Correct the sentences that are wrong.

Read the text again and draw the set.

●

Read the instructions and focus on the table. Check learners know what the pictures show (chair, table, door, window, book). Learners copy the table in their notebooks and complete it by writing numbers in the How many are there? column and materials in the What are they made of? column. They can either do this at home or look around the classroom. Learners write sentences like the example at the bottom of the page. Monitor and help.

Activity Book, page 81 See pages TB128–140

Ending the lesson ●

●

●

Define a word from Units 4–6, e.g. It’s part of a costume. It is usually made of silver or gold. A king wears it. Learners guess, e.g. A crown! Learners play the same game in pairs, taking turns to define a word. Finally, repeat the video and quiz.

4 Read the text. Then write yes or no. Correct the sentences that are wrong.

We went to the theatre last night to watch the play The Jungle Book. The stage was so beautiful. There was a big jungle with a dark blue sky. There was a gold star and a bright moon in the sky. They were made of paper. On one side there was a light-blue waterfall made of soft material. On the other side there were four plants, two gold and two green. They were made of rubber. There were two small birds on the plants. One of the birds had spotted wings. They were made of wool! It was very clever.

1

There was an island on the stage.

5

There was a waterfall.

2

There was a dark blue sky.

6

There were three gold plants.

3

There were two silver stars in the sky.

7

The two birds had spotted wings.

4

There was a bright moon.

5

No. There was a jungle on the stage.

Read the text again and draw the set.

6 Find these objects in your house. Complete the table. Write. How many are there? What are they made of?

I have nine chairs in my house. Three are made of plastic, six are made of wood. Consolidation of units 4–6

81

7

When I grow up … 1

Watch the video. Ask and answer.

What jobs do people in your family do? Would you like to do these jobs? Why/why not?

Choose your dream job In this unit I will:

82

1

Compare different jobs.

2

Add personality descriptions to each job.

3

Discuss the everyday tasks of a job. Go to a job fair.

When I grow up

Unit learning outcomes Learners learn to: ● talk about jobs and describe people’s personality and appearance ● understand and use the zero conditional for things that usually happen ● use look like and be like to describe people ● read about archaeology and cave paintings ● read a play based on a famous Spanish novel ● respond appropriately to other people’s emotional state

Choose your dream job ●

●

●

Materials video, globe / world map (optional), photos from Digital photo bank of Spain, including the Royal Palace in Madrid, and of a job fair (optional), coloured pens or pencils, copy of the Mission worksheet (Teacher’s Resource Book page 74), digital Mission poster

Self-assessment ●

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SA Say Open your Pupil’s Books at page 82. Look at the picture. Indicate the people and ask questions using the language from the unit, e.g. What’s her job? What is she wearing? Has she got brown hair? Use self-assessment (see Introduction). Say OK. Let’s learn. ●

Warm-up ●

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●

Point to the stamp of the Royal Palace and ask Where is this? Explain that the Royal Palace is in Madrid. The building is around 250 years old. It has 3,418 rooms and is the largest royal palace in Europe by floor area. The Spanish royal family don’t live there. If possible, show photos of Spain and show where it is on a globe / world map. Point to the main picture again. Say Unit 7 is about jobs. I’m a teacher. What about your family? What do your mum and dad / grandparents do? And your uncles and aunts? How many different jobs are there in this class? Learners tell you jobs in their family. Write them on the board in English. Use language from the unit, e.g. Your aunt is a florist, Longwei. That’s great. What does your mum do?

Pupil’s Book, page 82 1 ●

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Watch the video. Ask and answer.

Say In this unit we’re talking about jobs. Say Let’s watch the video. To introduce the topic of the unit, play the video. Pause the video while you watch to ask learners for any vocabulary they know and to say what they can see and what they think is happening. Discuss with a few learners the questions on the Pupil’s Book page and then learners ask and answer in pairs.

7

●

Point to the Mission box or the digital Mission poster and say Our Mission is: Choose your dream job. Say I’m a teacher, but … Mime daydreaming and then dancing and say Ah! My dream job is to be a dancer. Say Let’s look at the Mission stages: 1 Compare different jobs. Say Teachers work inside and they work with people all day. Some jobs are outdoors. Some people work alone. Jobs are very different. Say 2 Add personality descriptions to each job. Say I like my job because it’s the right job for my personality. I’m good at talking and I’m good at explaining. I’m friendly. It’s my personality. Explain that when you apply for a job, the advert has a description of the type of person they need (the personality). Show the Mission worksheet (Teacher’s Resource Book page 74) and explain that learners will complete the table with personality descriptions in one column. Say 3 Discuss the everyday tasks of a job. Say I’m a teacher. What do I do every day? Learners tell you what they think. Give examples of everyday tasks, e.g. I write a plan for my lesson. I get everything I need ready before class. I correct homework. I check my board pen works. I get the CD player ready. These are things I do every day. They are tasks. Ask What’s the last stage of the Mission? (Go to a job fair.) Show a photo of a job fair. Say When someone is looking for a job, but they don’t know which job, they can go to a job fair. It’s a place with information about lots of different jobs. You can go and find out which one you like. Ask learners to cover the page. See if they can remember the stages of the Mission. Say This is our Mission.

Activity Book, page 82 My unit goals ●

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Encourage learners to set their unit goals (See Introduction page xii). You can go back to these unit goals at the end of each Mission stage during the unit and review them. Say This is our Mission page.

Ending the lesson ●

Write the heading My dream job on the board. Hand out paper. Learners draw a picture of themselves doing their dream job. Circulate and tell learners the name of the job in English. Learners write their names on the back of their pictures. Collect the pictures and keep them for the next lesson.

TB82

7

Vocabulary 1 Journalist:

Learning outcomes By the end of the lesson, learners will be able to talk about jobs. New language actor, artist, cook, designer, driver, journalist, photographer, singer, waiter, newspaper, Betty Parks is a journalist. Jenny’s dad’s a cook. Su-Lin’s grandparents are designers. Recycled language describing people, family Materials Jobs flashcards, word cards (optional), learners’ pictures from Lesson 1, a newspaper (optional), audio

Jenny: Journalist: Su-Lin: Journalist: Jenny: Journalist: Jim:

Warm-up ●

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Hold up one of the pictures from the last lesson and ask Whose dream job is this? Learners guess. Prompt if necessary, e.g. She wants to be a doctor. She’s got long, black hair. She’s wearing a blue T-shirt and she’s sitting near the door. When they guess correctly, hand the picture back to the learner.

Journalist: Pablo: Journalist:

Presentation ●

● ●

●

Kids:

Hold up each Jobs flashcard and say the word. Learners repeat. Display the flashcards. Learners say the words. Show each flashcard and make a sentence, e.g. He’s a singer. She’s a photographer. Learners repeat. Make sure they say the article. Show the flashcards again. Learners say sentences. Ask Who is a driver in your family? Is anyone a cook? Help learners to make sentences, e.g. My dad’s a cook.

Key: Because they are from a newspaper Extension Write questions on the board and play the audio again. 1 What’s the name of the newspaper? (The Daily Press) 2 What’s the photographer’s name? (Oliver) 3 What does Su-Lin’s mum do? (She’s a singer.) 4 Has the circus got waiters? (No, it hasn’t.)

Pupil’s Book, page 83 1 ●

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3.02

Listen. Why are these people talking to the children?

Say Open your Pupil’s Books at page 83. Look at the picture. Ask Who can you see? (The children, Mr Friendly, a woman and a man) What are the children doing? (They’re talking to a woman.) Indicate the photographer and ask What’s this man’s job? (He’s a photographer.) What does Mr Friendly do? (He’s a cook.) Indicate the caption and read it. Pre-teach newspaper and show a real newspaper. Ask Why are these people talking to the children? Let’s listen. Play the audio. Say Listen and point. Play the audio. Learners point to the jobs in the picture. Track 3.02 Diversicus is in Spain. Today some people are at the circus to talk to the children for the newspaper The Daily Press. Journalist: Hello, kids. I’m Betty Parks. I’m a journalist for The Daily Press newspaper and I’m here to ask you some questions. Pablo: Brilliant! An interview. Journalist: That’s right. This is Oliver, our photographer. Your parents said he can take your photos. Su-Lin: Ooh, like famous actors from the movies. Jim: What would you like to know?

TB83

Well, your school is unusual because it travels from one country to another. Yes, it is different. We have to travel with our families because they work in the circus. What does your family do in the circus, Su-Lin? My mum’s a singer and a dancer and my grandparents are designers. They draw and paint. They also make fantastic costumes. They’re really good artists. That’s interesting. What about you, Jenny? Well, my mum’s the musical director and my dad’s the cook for the circus. Ooh. The circus has a special cook? And has it got any waiters to serve the food? No! We have to get our food and clean the tables after our meals. I see. And what about you, Pablo? What does your family do? My dad’s our teacher and my mum’s an acrobat and dancer. My uncle Marc’s also an acrobat, and he’s a driver too. He drives one of the big circus lorries. OK, great. We can write a good story with all your information. To thank you for your time, here are some tickets for a special Spanish dance class. Wow! Fantastic! Thank you!

2 ●

●

3.03

Say the chant.

Say Listen and say the chant. Play the audio or video. Learners point and chant. Practise the chant, with mimes for the jobs. Track 3.03 Photographer, journalist, Artist, singer, Actor, designer, Waiter, driver, cook.

3 ● ●

3.04

[x2]

Listen again and complete.

Indicate Activity 3 and say Listen again and match. Play the audio again. Learners complete the sentences. Key: 1 journalist 2 photographer 3 singer 4 designers, artists 5 cook 6 acrobat, driver

Activity Book, page 83 See pages TB128–140

Ending the lesson ●

SA Say We learnt about jobs. Show the flashcards. Ask Do you know the words? Use the self-assessment technique (see Introduction). Learners show how they feel.

7

Vocabulary 1

1

3.02

Listen. Why are these people talking to the children?

Diversicus is in Spain. Today some people are at the circus to talk to the children for the newspaper The Daily Press.

waiter

actor

cook

driver journalist photographer

artist

designer

2

3.03

3

3.04

singer

Say the chant. Listen again and complete.

1

Betty Parks is a

2

Oliver’s a

3

Su-Lin’s mum’s a

.

. .

4

Su-Lin’s grandparents are

5

Jenny’s dad’s a

6

Pablo’s uncle’s an

and

.

. and a

. Jobs

83

7 DIVERSICUS

7.04 3.05

2

1

Here’s your lunch. Thanks, Ben.

We’ve got our dance class today. And our tour of the city centre.

We can eat it in the park and if the weather’s good, there are boat rides.

Hi, kids. Are you ready? Shall we go now?

3

Later … Our Spanish dance lesson is at 11.30.

When we finish our tour, can you take us to this address, please?

4

Hello, only me! Can I come, too?

Yes, of course.

Yes, I can. No problem.

5

OK, follow me. When you dance, you look in the mirror.

6

It helps you to dance better if you look in the mirror.

7

Yes, and look! If we get the tickets online, we don’t have to wait to buy them there.

8

Look! There’s a funfair!

Can we go on the boat ride now?

Later … If we buy this photo, we can always remember our perfect day.

That’s right, Jim. We’ve got four hours, then we have to go home. Brilliant! Yes! It was a perfect day. Thank you, Miguel and Lily.

1 84

7.05 3.06

Listen and say yes or no.

Story: when and if clauses in context

Diversicus Learning outcomes By the end of the lesson, learners will have encountered zero conditional sentences in context. New language address, boat ride, city centre, follow me, funfair, hour, perfect, Spanish, When you (dance), you (look in the mirror). If we (buy this photo), we can (always remember our perfect day).

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●

Recycled language jobs, verbs, better, buy, dance class, mirror, remember, tickets, tour, wait, weather, Shall we … ? Can we … ? have to

Warm-up ●

●

●

●

●

Put the Jobs flashcards on the board. Point to each job. Learners chant. Repeat. Learners close their eyes. Remove a flashcard and ask which is missing. Learners say the job. Repeat until you have removed all of the jobs. SA Use self-assessment techniques to check how well learners think they understand the vocabulary. See Introduction. Ask What did the journalist give the children after their interview? (Tickets for a dance class) Say The children do something before the dance class. Let’s find out what they do.

●

Track 3.05 See the Diversicus song on page TB5 3.05 ●

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Diversicus

Say Open your Pupil’s Books at page 84. Ask Who can you see in the pictures? (The children, Ivan, Lily, Miguel, Mr Friendly, a driver) Point to pictures 3 and 4 and ask Where are the children? Explain that they are on a tour of the city centre. Ask What can you see in a city centre? Ask Why do they buy tickets online? Write the question on the board. Say Let’s find out. Play the audio or video. Learners listen and read. Check answers (So they don’t have to wait). Track 3.05 The Diversicus song + see cartoon on Pupil’s Book page 84

●

Play the audio or video again. Pause after each picture and ask, e.g. Who’s going with the children? (Miguel and Lily) Where can they eat lunch? (In the park) What time is the dance lesson? (Half past eleven / Eleven thirty) Does Ivan go with them to the lesson? (Yes, he does.) What helps you to dance better? (Looking in a mirror) What type of transport do they go on next? (A boat) Where do they go next? (A funfair) How do they remember the day? (They buy a photo.)

Listen and say yes or no.

Read the instructions. Play the audio. Pause after each sentence for learners to answer. They correct the ‘no’ sentences.

Key: 1 Yes 2 No (If the weather is good, they can have a picnic in the park.) 3 Yes 4 Yes 5 No (It helps you to dance better if you look in a mirror.) 6 No (They can get their tickets online.) 7 Yes 8 Yes

The Diversicus song

Play the song at the beginning of the cartoon story. Learners listen and sing.

3.06

Track 3.06 1 They go to the city centre first. 2 If it isn’t too hot, they can have a picnic next to the river. 3 They’ve got a Spanish dance lesson at half past eleven. 4 Ivan wants to go with them. 5 It helps you to dance better if you look in a newspaper. 6 They can’t get their tickets on the Internet. 7 They’ve got four hours at the funfair. 8 They had a perfect day.

Pupil’s Book, page 84 3.05

Say the first half of ‘zero conditional’ sentences. Learners complete, e.g. They can eat in the park if … (the weather is good). When they finish the tour, … (they go to the dance lesson). You dance better when … (you look in the mirror). If they buy a photo, … (they can remember their perfect day). Put learners into groups to role play part of the dialogue (e.g. groups of seven do the first four pictures). Monitor and check. Extra support Ask some of the learners to listen and choose the best group to perform their dialogue.

1

Materials Jobs flashcards, word cards (optional), audio

7

Activity Book, page 84 See pages TB128–140

Ending the lesson ●

●

●

SA Repeat the self-assessment technique used at the start of the lesson to see how well learners think they understand the vocabulary. Is there any change? Write these phrases on the board: boat ride, lunch at the park, city centre tour, funfair, dance lesson. Ask Where do the children go first? (City centre tour) Tell learners to write this phrase first in their notebooks. In pairs, learners write the rest of the phrases in the correct order. Check answers by choosing learners to tell the story, e.g. First the children went on the city centre tour. Then they went to the dance lesson. They had lunch in the park. Next they went on a boat ride. Then they went to the funfair.

TB84

7

Language practice 1

Learning outcomes By the end of the lesson, learners will be able to use the zero conditional. New language zero conditional: When you dance, you look in the mirror. If you win, you get a big prize. If William wins, he wants to buy a fantastic new camera. competition, forget, grow up, hope + infinitive, join a club, last (year) Recycled language jobs, art, big prize, buy, new, take photos, win, young, be good at … , better, best, comparatives, want + infinitive Materials Jobs flashcards, word cards (optional), Mission worksheet (Teacher’s Resource Book page 74), digital Mission poster Note: You may wish to present the grammar using the Grammar spotlight table before doing the activities on the page.

Warm-up ●

Display the flashcards on the board and number them 1–9. Make a sentence, e.g. He’s a photographer. Learners say the correct number. Repeat with the other flashcards.

3.07 ●

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●

●

Write sentences on the board and ask True or false? If a restaurant has a good cook, more people eat there. You can’t write when you haven’t got a pen. Encourage learners to discuss the sentences.

●

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●

●

●

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2 Read and answer. ●

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Teach competition. Ask What do you get if you win a competition? (A prize) Read the questions with the class. Learners read the text and write answers in their notebooks. Check answers. Encourage learners to use complete sentences. Key: 2 If you win, you get a big prize. 3 If he wins, he wants to buy a new camera. 4 If he doesn’t win, he hopes to get a new camera for his birthday. Extension Write questions on the board: What is William good at? (Art) What does he want to be when he grows up? (A photographer) What did he do last year? (He joined a photography club.) How often does the competition happen? (Every year)

TB85

Ask three or four learners What do you do if you’ve got a cold? (e.g. If I’ve got a cold, I stay at home. If I’ve got a cold, I drink orange juice.) Learners write a sentence for each situation in their notebooks. Check with pairs asking and answering the questions.

Stage 1

1 Look at the picture. What’s the boy doing? Say Open your Pupil’s Books at page 85. What’s the boy doing? (Taking a photo) Ask Are you good at taking photos? Who takes the best photos in your family?

For a full Grammar reference, see page 124.

3 Answer the questions. What do you do if …

Pupil’s Book, page 85 ●

Point to the Grammar spotlight box. Write the same sentences on the board. Learners copy. Write four more sentences on the board for learners to complete in their notebooks: If I win a competition … When I dance … , … when I grow up. … when I lose a game. Play the audio. Pause for learners to repeat each sentence. Track 3.07 See Pupil’s Book page 85

Presentation ●

Grammar spotlight

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●

Point to the Mission box or show the learners the first stage of the digital Mission poster. Say This is Stage 1 of our Mission. Let’s compare different jobs. Show the cook flashcard. Ask What does a cook do? Learners suggest ideas, e.g. A cook prepares food, makes new recipes, orders food. Ask Where does a cook work? (In a kitchen) Turn the answers into a description on the board, e.g. A cook prepares and cooks food. He or she works in a kitchen. Repeat the questions with driver, journalist and waiter. Write one more description on the board, if necessary. Read the Mission instructions and put the class in pairs to think of jobs. Then they write descriptions for the three jobs individually (on the worksheet, if you have the Teacher’s Resource Book, or alternatively in their notebooks). Learners compare their descriptions. Fast finishers Learners write another job description. For ideas on monitoring and assessment, see Introduction.

Activity Book, page 85 See pages TB128–140

Activity Book, page 82 ●

Learners open page 82 of the Activity Book and complete the mission diary.

Ending the lesson ●

SA Go back to Stage 1 on the digital Mission poster. Say We compared different jobs. Add a tick to the Compare different jobs stage. Use self-assessment (see Introduction).

7

Language practice 1

1 Look at the picture. What’s the boy doing? 2 Read and answer. William’s good at art and he loves taking photos. He wants to be a photographer when he grows up. Last year he joined a club for young photographers. Every year they have a competition for the best photo, and if you win, you get a big prize. If William wins, he wants to buy a fantastic new camera so he can take much better photos. If he doesn’t win the competition, he hopes to get a new camera for his birthday. 1

What does William want to be when he grows up?

2

What do you get if you win the competition?

3

What does William want to buy if he wins?

4

What does he hope to get if he doesn’t win the competition?

He wants to be a photographer when he grows up.

3.07

Grammar spotlight

When you dance, you look in the mirror. If you win, you get a big prize. If William wins, he wants to buy a fantastic new camera.

3 Answer the questions. What do you do if … 1 you’ve got a cold?

3

2 you haven’t got a pen?

4

your homework is difficult?

the waiter brings you the wrong food? Waiters work in STAGE 1 restaurants and Compare different jobs. cafés. When the customers finish Work with a partner. Choose three jobs you know. their food, the Individually, write a short description of each waiter takes the job. What do they do? Where do they work? plates. Compare your descriptions with your partner.

My

diary Activity Book page 82

Zero conditional

85

7 Vocabulary 2 and song

1

3.08 7.07

Listen and point. Say the names. Then sing the song.

I know a man. Oh, yeah. What’s he like? … He’s interesting and kind, Interesting and kind.

Sophie

I know a boy. Oh, yeah. What’s he like? … He’s friendly and clever, Friendly and clever.

Dan

I know a dog. Oh, yeah. What’s it like? … It’s lazy and lovely, Lazy and lovely.

Harry

I know a girl. Oh, yeah. What’s she like? … She’s unkind and unfriendly, Unkind and unfriendly.

Rex

I know a woman. Oh, yeah. What’s she like? … She’s popular and brave, Popular and brave. Emma

2

3.10 7.09

Listen and say the word.

3 Close the book. Ask and

answer about the people in the song. What’s Sophie like? Who’s lazy?

86

Personality adjectives

She’s brave. Rex is lazy.

Let’s talk about your family. Can you describe them?

Vocabulary 2 and song Learning outcomes By the end of the lesson, learners will have practised the language through song. New language brave, clever, friendly, kind, interesting, lazy, lovely, popular, unfriendly, unkind, be like: What’s he/ she/it like? What’s Sophie like? She’s brave.

●

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Recycled language boy, dog, girl, man, woman, I know, Who’s lazy? The dog is lazy. Materials video, Character flashcards, Personality adjectives flashcards, audio

●

Warm-up ●

●

●

●

Hold up each Personality adjectives flashcard and say the word. Learners repeat. Practise pronunciation of interesting (three syllables). Make sure learners know that brave means courageous, not good at. Make a sentence about each person on the card, e.g. She’s lazy. Learners repeat. Hold up the flashcards again and, for each one, ask What’s he/she like? Learners answer He’s/She’s + adjective. Write the question on the board. Underline like and explain that it isn’t a verb in this question. Make example sentences, e.g. I am like my mother. She’s friendly too. I’m not like my brother. He’s brave. I’m not brave. Ask different learners Who are you like in your family? SA Use self-assessment techniques to check how well learners think they understand the vocabulary. See Introduction.

Pupil’s Book, page 86 1 ●

●

●

3.08

Track 3.08 See song on Pupil’s Book page 86

Listen and say the word.

Say Listen and say the word. It’s a word to describe a person. Play the audio, pausing for learners to answer.

Key: 1 popular 2 lovely 5 unkind 6 lazy

3 brave

4 clever

Stronger learners Learners write the words instead of saying them. Extension Learners make definitions for the other adjectives: friendly, kind, interesting, unfriendly.

3 Close the book. Ask and answer about the people in the song. ●

●

Listen and point. Say the names. Then sing the song.

Say Open your Pupil’s Books at page 86. Demonstrate the task: learners point to the correct person as they listen to the song. Say Listen and point. Play the audio or video, pausing after each verse so that learners can find the right person. Say Now listen and say the name. Play the audio or video again. Learners listen and say the name this time.

3.09

Track 3.09 1 We use this word for someone who has got a lot of friends. It begins with ‘p’. 2 We use this word for someone who is nice to people and animals. It begins with ‘l’. 3 We use this word for someone who does dangerous things to help other people. It begins with ‘b’. 4 We use this word for someone who knows a lot of things. It begins with ‘c’. 5 We use this word for someone who isn’t nice to animals or smaller children. It begins with ‘u’. 6 We use this word for someone who doesn’t like working. It begins with ‘l’.

Show the flashcard of Jim and ask Is this a boy or a girl? (A boy) What’s his name? (Jim) What is he good at? (Playing the piano, maths, science) Does he like school? (Yes, he does.) Say Jim is good at studying. He’s very clever. That’s his personality. Repeat with the flashcards of Jenny (Sporty) and Pablo (Good at drawing and writing). Say Let’s learn more words to describe personality.

Presentation ●

Ask questions about the characters in the song: What’s (Harry) like? Who’s (brave)? Play the audio or video again. Learners repeat the song. Once they have practised the song, ask them to stand up and perform it. Divide the class into five groups. Give each group a different verse of the song. They sing again, but only their verse.

2 ●

7

Demonstrate the game with a learner. Write the names of the characters in the song on the board. Put the class into pairs to ask and answer. Monitor and check they are using be like correctly. Show the picture of Rose Quartz in the bottom righthand corner. Read out the question. Choose learners to describe their family. Encourage them to describe personality, not appearance. Ask What is your dad like? Is he popular? Is he funny?

Activity Book, page 86 See pages TB128–140

Ending the lesson ●

SA Repeat the self-assessment technique used at the start of the lesson. Is there any change?

Key: interesting and kind: Dan friendly and clever: Harry lazy and lovely: Rex unkind and unfriendly: Emma popular and brave: Sophie

TB86

7

Language practice 2

Learning outcomes By the end of the lesson, learners will be able to use look like and be like. New language What does your grandpa look like? He’s very tall and he’s got short, grey hair. What’s your uncle like? He’s very friendly. Recycled language adjectives to describe personality and appearance Materials video, Personality adjectives flashcards, word cards (optional), Mission worksheets (Teacher’s Resource Book page 74), coloured pens or pencils, audio, digital Mission poster

Warm-up ●

Pupil’s Book, page 87

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3.11

Listen. Why is Frank’s family in the newspaper?

Say Open your Pupil’s Books at page 87. Look at the picture. Say This is Frank’s uncle, aunt and cousins. Listen. Why is Frank’s family in the newspaper? Play the audio. Track 3.11 Frank: Emma: Frank: Emma: Frank: Emma: Frank: Emma: Frank: Emma: Frank: Emma: Frank: Emma:

Hello, Emma. Hi, Frank. Look at this! There’s a photo of my aunt, uncle and cousins in the newspaper. Why are they in the newspaper? Because my uncle’s a famous actor. Wow, he doesn’t look like an actor. No, that’s because they’re on holiday. He’s my dad’s brother, but he doesn’t look like my dad. He looks like my grandad. Does he? What does your grandad look like? He’s very tall and he’s got short, grey hair. He’s got a beard and a moustache. He’s a lorry driver. Your uncle hasn’t got grey hair. No, he’s younger. That’s why. What’s your uncle like? He’s very friendly … and really funny. Ooh, I’d like to meet him.

Key: Because his uncle’s a famous actor 3.12 ●

Grammar spotlight

Write the questions and answers on the board. Underline look like and explain that look like is a verb with two parts. Say You need ‘do’ or ‘does’ to make a question and you add ‘–ed’ in the past: I looked like my sister when I was young. Say The answer isn’t about personality. It’s about hair, eyes, how tall someone is – what they look like. Track 3.12 See Pupil’s Book page 87

TB87

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Brainstorm words to describe people and write them on the board under the headings hair, eyes, size. Ask about people in your school, e.g. What does Mr Gonzalo look like? Is he tall? Has he got fair hair? Learners describe appearance. Ask What is Mr Gonzalo like? Is he friendly? Learners describe personality. For a full Grammar reference, see page 125.

2 Ask and answer about Frank’s family. ●

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Play the ‘Memory chain game’. Say My friend is clever. Ask a learner What’s your friend like? The learner says, e.g. My friend is clever and interesting. The next learner says, e.g. My friend is clever, interesting and brave. The chain continues.

1

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Ask What does Frank’s grandpa look like? (He’s very tall. He’s got short, grey hair. He’s got a big beard and a moustache.) Indicate the picture and ask a confident learner: What does Frank’s cousin look like? (She’s got long, dark hair.) In pairs, learners ask and answer about the picture.

3 Ask your friends about their families. ●

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Ask a confident learner, e.g. What does your sister look like? What’s she like? Repeat with different learners. In pairs, learners ask and answer.

Stage 2 ●

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Show learners the second stage of the Mission poster: Add personality descriptions to each job. Say You need to have the right personality to do a job. What are doctors like? (They’re clever, friendly and kind.) Learners complete the worksheet task in the Teacher’s Resource Book page 74 (see teaching notes on TRB page 67). Alternatively, if you do not have the Teacher’s Resource Book, draw a three-column table on the board with headings Job, Personality, Description. Learners copy the table and write the three jobs they chose in Stage 1 in the first column. Learners talk about what personality each job needs. Learners write a short description under Personality.

Activity Book, page 87 See pages TB128–140

Activity Book, page 82 ●

Learners open page 82 of the Activity Book and complete the mission diary.

Ending the lesson ●

SA Go back to Stage 2 on the digital Mission poster. Add a tick to the ‘Add personality descriptions’ stage.

7

Language practice 2

1

3.11

Listen. Why is Frank’s family in the newspaper?

3.12

Grammar spotlight

What does your grandad look like?

He’s very tall and he’s got short, grey hair. He’s very friendly.

What’s your uncle like?

2 Ask and answer about Frank’s family. What does Frank’s uncle look like?

He’s got short dark hair and a beard.

3 Ask your friends about their families.

What does your dad look like?

He’s got long brown hair and blue eyes.

What’s your brother like?

He’s lazy and kind.

STAGE 2 Add personality descriptions to each job. With your partner, discuss what personality each job needs.

What are teachers like?

I think teachers are friendly and clever.

Write a personality description for each job.

My

diary Activity Book page 82

look like, be like

87

7 Cross-curricular

Time detectives 1

Watch the video. Then read the text. Do you like investigating the past? You might like to be an archaeologist then! Archaeologists look for things that could give us information about how people lived in the past.

2 Talk to a partner about the pictures. Which pictures interest you? Why?

a

c

b

e

d

g

f

h

3 Look at the pictures. What is the girl looking at in the museum? How old do you think the objects are?

4 What do these objects tell us about this time in history? 88

Learn about archaeology

Cross-curricular Learning outcomes By the end of the lesson, learners will have learnt about archaeology.

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New language archaeologist, detective, investigate, museum, object (n), past (n)

Materials photos of a local historical site / famous archaeological find from your area (optional), access to the website of an archaeological museum (optional), coloured pens or pencils, video, audio

3 Look at the pictures. What is the girl looking at in the museum? How old do you think the objects are?

Warm-up

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Show pictures of a famous archaeological site or find from your country and ask What’s this? Where is it? Learners say if they have visited the site or seen the object. Ask How old is it? Who found it? Teach archaeologist. Ask What things do archaeologists find? Write learners’ ideas on the board, e.g. buildings, bones, coins, plates, jewellery, weapons.

Pupil’s Book, page 88 1 ●

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Watch the video. Then read the text.

Say Let’s watch the video. Learners watch the video about being an archaeologist. Pause the video to check comprehension and learners answer the questions at the end. Watch the video again, this time without pausing.

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Say Open your Pupil’s Books at page 88. Let’s see more things from the past. Indicate the title and teach detective. Ask Which is the oldest thing on the timeline? Learners point to the photo of the cave painting. Ask Which is the newest thing? Learners point to the aeroplane. In pairs, learners talk about the photos, working out what and where the sites are and how old they are, e.g. This is a painting in Spain. It’s in a cave. I think it’s from 10,000 BC. Extra support Ask learners questions about each photo in turn: What’s this? Where is it? How old is it? 200 years old? 500? Ask Which interests you the most? Model an answer: I’m interested in the picture of the Colosseum, because I like learning about the Romans and because it’s an amazing building.

Use the picture to teach museum. Ask What’s a famous museum? Learners say the name of a museum they know. Ask What can you see there? Teach the names of the objects: stones, bones, paintings, axe heads, pots. Learners copy the words. In pairs, learners talk about how old the objects are. They write down their ideas.

4 What do these objects tell us about this time in history? ●

2 Talk to a partner about the pictures. Which pictures interest you? Why? ●

In pairs, learners choose the pictures they find most interesting. Learners report back about their partner, e.g. Alvaro thinks the castle is interesting. He likes stories about kings and knights. Key: a Cave painting in Altamira (Spain) 10,000–30,000 BC b Stonehenge (England) 3,000 BC c Pyramids (Egypt) 2,500 BC d the Acropolis (Greece) 2,500 BC e the Colosseum (Italy) AD88 f medieval castle (Italy) 1277 g the first steam engine (England) 1700 h an early aeroplane (the USA) 1910

Recycled language give, information, look for/at, people, How old is/are … ?

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7

In pairs, learners talk about their ideas together. Learners report back on their ideas. Model an answer: The things teach us about what materials and tools people used and how they lived. Extension Learners find out about an object which was found in their country. They find a photo or draw a picture and write a short description of what it is, where it comes from and how old it is.

Activity Book, page 88 See pages TB128–140

Ending the lesson ●

Ask What things are important today? What would you put in a museum of the future? In pairs, learners list objects. The class agree on a list of five objects for the ‘museum of the future’.

TB88

7

Culture

Learning outcomes By the end of the lesson, learners will have read and learnt about cave paintings. New language bison, blood, cave, discover, hunt (v), (paint)brush, painting (n), stick Recycled language archaeologist, art, beautiful, fruit, grow up, hair, interesting, job, leaves, plants, show, tell stories, wall, past tense Materials pictures of a cave and bison from Digital photo bank (optional), large piece of blank paper per learner, paints and brushes / coloured pens or pencils

Extension Write answers on the board. Learners make questions. 1 They are in Spain. (Where are the Altamira Caves?) 2 Because archaeologists discovered the first cave paintings there. (Why are the caves famous?) 3 It’s a type of animal. (What is a bison?) 4 Because she thinks it’s an interesting job. (Why does Paula want to be an archaeologist?)

6 ●

Warm-up ●

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Write archaeologist on the board. Ask What does an archaeologist do? (Finds objects/coins/stones, digs in the ground) Show a picture of a cave. Teach cave. Ask Are there any caves in (learners’ country)? What’s it like inside a cave? (Dark, dangerous) Say Archaeologists sometimes work in caves. Close your eyes. Imagine you are an archaeologist. You are outside a big cave. You are the first person to go inside. You carefully climb inside the cave. You switch on your torch. What do you see? What do you find? Open your eyes. Learners tell you what they imagined. Help with new vocabulary.

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3.13

Listen and read Paula’s story and answer the questions.

Say Open your Pupil’s Books at page 89. Look at the picture. What’s on this cave wall? (A painting) How old do you think the painting is? Who painted it? Do not confirm answers. Play the audio for learners to listen and read. Learners answer the questions in their notebooks.

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Track 3.13 See Pupil’s Book page 89 ●

Ask Where is your blood? (Inside you) What colour is it? (Red) Indicate the cave painting and ask What animal is this? (A bison) Show a picture of a bison. Ask What do artists need to paint with? (Brushes) Why do animals hunt other animals? (To eat them) What do lions hunt? (Zebra) Where do sticks come from? (Trees) Draw a stick on the board.

TB89

Show the class the third stage of the Mission poster: Discuss the everyday tasks of a job. Say A task is something you have to do every day. What tasks does a waiter do in his/her job? Write ideas on the board, e.g. takes orders, tells the cook, brings drinks, collects food from the kitchen, takes food to the table, brings the bill, takes money, cleans the table. Put learners in pairs. They choose a job from Stage 2 and then work individually to write a list of tasks. Monitor and help with vocabulary. Pairs compare what they have written. Ask different learners to read their list to the class. Learners who chose the same job can add ideas. Alternative Learners write the list of tasks for homework and compare with a partner in the next lesson.

Activity Book, page 89 See pages TB128–140

Activity Book, page 82 ●

Key: 1 He’s an archaeologist. 2 He went to Spain. 3 Because they couldn’t write 4 They painted pictures of animals and people hunting. 5 They made paint with fruits, plants and blood.

Ask What is interesting in life today? What would you paint on a wall to show people in the future? What story would you tell? Learners suggest ideas. Hand out paper and prepare paints. Learners draw their pictures and then paint. Ask What does your painting show? What colours are you using? What’s happening in your picture? Learners share their paintings with the class. Alternative Learners work in groups to create large paintings to display, with labels.

Stage 3 ●

Pupil’s Book, page 89 5

Make your own ‘cave painting’ to show how life is today.

Learners open page 82 of the Activity Book and complete the mission diary.

Ending the lesson ●

SA Go back to Stage 3 on the digital Mission poster. Add a tick to the ‘Discuss the everyday tasks of a job’ stage.

7

Culture

5

3.13

Listen and read Paula’s story and answer the questions.

Beautiful paintings My dad is an archaeologist. Last year, he visited Spain. There is lots of work for an archaeologist in Spain because it’s got many examples of how people lived in the past. Its history is very old! My dad went to the Altamira Caves. The caves are famous because archaeologists discovered the first cave paintings there in 1895. My dad says that in the past, people told stories using art. They didn’t write like we Bison, Altamira Caves, Santander, Spain do. The paintings are over 14,000 years old. Many of the paintings on the cave walls show animals and people hunting. In one cave, a really big painting showed a bison (a type of animal). We think the paintings tell the story of how people hunted. There were no paints or paintbrushes then so the cave people used the things they found around them. They used sticks, leaves and animal hair for their brushes. They made paint with fruits, plants and blood! When I grow up I want to be an archaeologist like my father. He has a very interesting job and he sees amazing things! Paula White 1

What job does Paula’s father do?

2

Where did he go to visit the caves?

3

Why did they paint on the walls of the caves?

6

4

What did the early cave people paint pictures of?

5

How did they make their paint?

Make your own ‘cave painting’ to show how life is today.

STAGE 3 Discuss the everyday tasks of a job.

My

With your partner, choose one of your jobs. Individually, make a list of all the tasks someone with that job does. Compare your list with your partner.

diary Activity Book page 82

Learn about the Altamira Caves in Spain

89

7 Literature

1 Work in small groups. Talk about when people are brave. Do you know anyone who is brave?

2 Look at the pictures. Who do you think is brave? Read and check. 3.14

DON QUIXOTE, SANCHO AND THE WINDMILLS

Narrator: A long time ago in Spain in a land called La Mancha, there was a quiet village with a large house. The man who lived in the house was called Alonso Quijano. Alonso read books all day about brave knights. He read so much that sometimes he forgot to eat or sleep. He dreamed about saving women in danger and fighting dragons. One day he decided to become a knight and he changed his name to Don Quixote. He put on his grandfather’s armour and he rode his horse Rocinante. He asked his good friend Sancho Panza to join him and he promised to pay him lots of money in return. This story is about one of their fantastic adventures …

90

Text type: An adventure play script

Quixote:

Look, Sancho! Our next great adventure. Can you see them?

Sancho:

What?

Quixote:

Thirty or forty giants over there.

Sancho:

What giants?

Quixote:

Over there! Look how long their arms are. They’re moving in all directions.

Sancho:

Dear friend. You think they look like giants but they’re windmills and the arms you can see are their sails blowing in the wind.

Literature Learning outcomes By the end of the lesson, learners will have read a play based on a Spanish novel and learnt about bravery. New language adventure, armour, become, blow (v), fight, giant, knight, magic, pay, promise, save, windmill Recycled language brave, catch, dream, horse, look like, quiet, unkind, village, wind(y), Be quiet!, past simple, zero conditional Materials photos from Digital photo bank of a knight in armour, a windmill and Castilla in Spain (optional), map of Spain (optional), audio

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Warm-up ●

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Show a photo of a windmill. Say This is a windmill. Ask Are there windmills near here? What is a windmill for? (Making flour) Indicate the sails of the windmill and say These are the sails. Ask What happens when it’s windy? (The sails turn round.)

Presentation ●

Say We are going to read about a knight. Show a photo. Say This is a knight. Learners repeat. Ask What do knights do? (Ride horses, fight)

Pupil’s Book, pages 90 and 91 ●

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2 Look at the pictures. Who do you think is brave? Read and check. ●

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Put the class into groups of three or four. Ask When are people brave? Do you know anyone who is brave? Learners talk about bravery. Groups share their ideas. Key: (possible answers) People who save others (firefighters, police officers, mountain rescuers or lifeboat volunteers), people who work with wild animals (park rangers, zookeepers), people who go to dangerous places (mountain climbers, deep-sea divers)

Say Open your Pupil’s Books at page 90. Focus on the pictures. Indicate Don Quixote. Write the name on the board and say Our story today is about a man called Don Quixote. Indicate Sancho Panza and say This is Sancho Panza. He is Don Quixote’s very good friend.

Don Quixote, Sancho and the windmills

Say Read and listen to the first part. Play the audio. Learners listen and read. Pause the audio after picture 1. Ask What is Don Quixote’s real name? (Alonso Quijano) What does he like doing? (Reading, dreaming about being a knight) What does he decide to do? (Become a knight) Is the armour his? (No, it’s his grandfather’s armour.) Who is Rocinante? (His horse) Track 3.14 See story on Pupil’s Book pages 90–91

Say This is where our story happens. Show a photo of the landscape in Castilla (Spain), and show Spain on a map. Ask Where’s this? (Spain) What can you see? Explain that in Castilla they grow wheat, so there were lots of windmills there in the past.

1 Work in small groups. Talk about when people are brave. Do you know anyone who is brave?

Ask Who do you think is brave in this story? Learners look at the pictures and guess. Don’t give the answer yet. Look at each picture and ask questions, e.g. Picture 1: What can you see? (Don Quixote and an older man, lots of books) What do they look like? (They’re tall and thin.) Picture 2: What are the men doing? (Riding) What is Don Quixote pointing at? (Windmills) What is he dreaming about? Teach giant. Picture 3: What happens? (The windmill catches Don Quixote and his horse.) Picture 4: Who’s helping Don Quixote? (Sancho Panza) Point to the word Narrator and say This story is a play. Who is the narrator in a play? (The person who tells the story) Ask Who are the other characters in this play? (Don Quixote and Sancho Panza)

3.14 ●

7

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Say The next part of the story is Don Quixote and Sancho Panza speaking. Remind learners the names of the speakers are on the left. Say Read and listen to the next part. Play the audio. Pause after picture 2. Ask What does Don Quixote think he can see? (Giants) What does Sancho Panza see? (Windmills) Does Don Quixote listen to Sancho Panza? (No, he doesn’t.) Say Let’s read and listen to the next part of the story. Play the audio for picture 3. Pause after throws them down and ask What does Don Quixote say about being afraid? (If you are afraid, you can stay here.) What does Don Quixote do? (He rides towards the windmills.) Check understanding of towards. Ask Did Sancho ride towards the windmills? (No, he didn’t.) What happened? (The windmill caught Don Quixote and Rocinante and threw them down on the ground.) Say Let’s read and listen to the rest of the story. Play the rest of the audio. Ask Was Don Quixote OK? (Yes, he was.) What does he think happened? (The giants changed into windmills by magic.) What happened at the end? (They went to find another adventure.) Check understanding of journey and adventure.

Activity Book, page 90 See pages TB128–140

Ending the lesson ●

Ask learners Who was brave in the story? They may have different ideas now.

TB90

7

Literature

Learning outcomes By the end of the lesson, learners will have acted out a story and learnt about bravery. Recycled language language from the story Materials Personality adjectives flashcards, word cards (optional), audio

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Presentation ●

Social and Emotional Skill: respond appropriately ●

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After reading the play, ask the learners What does Don Quixote think the windmills are? (Giants) What does Sancho say? (He says ‘Dear friend’) Does he laugh at Don Quixote? (No) Say Don Quixote is imagining the windmills are giants. Sancho shows understanding and is kind to his friend. In the end, Sancho helps his friend too. Say Imagine someone you know is upset or does something strange. What do you do? (I talk to them. I help them. I listen to them.) Point out that people get upset about things you could think are silly, but you have to respect their feelings and show understanding. Try to comfort them or help them.

Give the learners three situations and they match two of the phrases with each situation: Situation 1: A friend of yours wins a tennis match. He or she is very happy and comes to tell you. What do you say? Situation 2: A friend of yours gets a bad mark in his English exam and he’s very sad. What do you say to him? Situation 3: A friend of yours loses her gloves. She’s very worried – the gloves were new. What do you say to her? You can ask learners to think of other situations when they could use these phrases.

With books closed, ask Who were the two main characters in the story? Write Don Quixote and Sancho Panza on the board. Say Read and think. Don Quixote or Sancho Panza? Write Q or S. Write these phrases on the board: – lives in Spain – likes reading and dreaming – wants to be a knight – is a very good friend

TB91

– goes on adventures – prepares the horse – sees giants – rides towards a windmill

Put the brave flashcard on the board. Write Don Quixote is brave on the board and ask Is that true? What do you think? Learners talk about what the character does in the story and say if they think he is brave. They might say that he wants to be brave but he doesn’t have anything to fight or anyone to save. Ask Is Sancho Panza brave? Learners may disagree. (He is brave because he goes with Don Quixote, but he wants to be paid – brave people don’t usually ask for money. Also, he doesn’t ride towards the windmills.) Ask learners to look at the stories in the units they have done so far. Ask Who is brave? Learners find examples of brave characters (Anastasia, the acrobat in Unit 1; Too-toomoo in Unit 3 because she feeds a dragon; Rama, Sita and Hanuman in Unit 4; Daedalus and Icarus in Unit 5 when they escape from the tower).

Pupil’s Book, page 91 ●

Say Open your Pupil’s Books at page 90. Play the audio. Learners read and listen to the story again. Track 3.14 See story on Pupil’s Book pages 90–91

3 Work in groups of three. Act out the story. ●

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Say Act out the story. Summarise the story, sentence by sentence, and mime. Encourage the learners to copy. Say Alonso Quijano read books all day. He dreamed about saving women and fighting dragons. One day he put on his grandfather’s armour and changed his name: ‘I’m Don Quixote.’ He rode his horse with his friend Sancho Panza to find an adventure. Don Quixote saw 30 or 40 giants. Sancho said ‘Those aren’t giants! They’re windmills.’ Don Quixote said ‘Be quiet and prepare my horse!’ Don Quixote rode towards the windmill but it caught him and threw him down. Sancho helped him get up and they went to find their next adventure. Repeat and encourage the learners to act the story.

Activity Book, page 91 See pages TB128–140

Ending the lesson ●

Warm-up ●

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Say If your little brother or sister loses a toy and is sad, you might think that’s silly, but to them it isn’t. You should show understanding and help them find it. Write the following phrases on the board and have learners repeat them: Don’t worry! I can help you! That’s great! Well done! It’s OK! You did your best!

In pairs, learners copy the phrases in their notebooks, talk and write Q (for Don Quixote) or S (for Sancho Panza).

Say Listen. Who said it? Say lines from the story, and learners say Don Quixote or Sancho Panza, e.g. I want to be a knight. (DQ) Can you see the giants? (DQ) They look like giants, but they’re windmills. (SP) Look at their long arms! (DQ) Those are sails in the wind! (SP) Be quiet! (DQ) Prepare my horse! (DQ) I’m not afraid. (SP) Don’t run, unkind giants! (DQ) Are you alright? (SP) It’s magic! (DQ) Let me help you. (SP)

Quixote:

Sancho: Quixote:

7

Be quiet, Sancho! And prepare my horse for me! If you are afraid, you can stay here. No, I’m not afraid. What I mean is … Let’s go, Rocinante.

[Don Quixote and his horse ride quickly towards the windmills.] Quixote:

Don’t run, unkind giants!

[The windmill catches Don Quixote and Rocinante and then throws them down.] Sancho: Quixote: Sancho:

Friend! Are you alright? I told you that … Be quiet, Sancho! Someone changed the giants into windmills. It’s magic! Yes, yes, my friend. Let me help you.

Narrator: And they continued on their journey to find their next adventure.

3 Work in groups of three. Act out the story. Social and emotional skills: Responding appropriately

91

7 A2 Flyers

Rev

1 Put the words in the right group.

food

jobs

sports

body

actor

2 Look at the example. Which words help you to choose the answer? a photographer

This person uses a camera at work.

3 Underline the words that help you in these sentences. 1

You have to remember a lot of words for this job and you work on a stage.

2

This is a popular job for people who can paint or draw very well.

3

This is a good job if you like food and you want to work in the kitchen at a restaurant.

4

There are lots of these at a concert for a singer and they are different colours.

5

A person with this job uses a car and can work in a city or for a famous pop star!

92

Preparation for Reading and Writing Part 1

a cook lights a driver

Copy the words carefully and spell them correctly too!

4 Play the game.

This is where acrobats work.

an actor an artist

The circus.

A2 Flyers Learning outcomes By the end of the lesson, learners will have categorised words, identified key words in definitions and practised defining words (A2 Flyers Reading and Writing Part 1). Test skills Reading for names and descriptions New language concert, flat, lights Recycled language food, the home, jobs, parts of the body, places, sports, camera, car, city, draw, famous, job, kitchen, paint, popular, restaurant, stage, well, can, have to, present tense, relative pronouns, there is/are, want to Materials Jobs flashcards, word cards (optional)

2 Look at the example. Which words help you to choose the answer? ●

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Revise jobs with the flashcards. Ask learners for other jobs they know in English (Farmer, doctor, nurse). Put learners into groups. Say Listen and tell me the job. Hold a flashcard towards you. Say, e.g. This is a person who works in a restaurant but doesn’t cook. Which job is it? Whoever puts up their hand first answers (e.g. Waiter) and wins a point for their team. Continue in this way, using relative clauses to define the jobs, e.g. This is a person who helps people. (Nurse) This is a person who is good at music but doesn’t play an instrument. (Singer) Add up the points for each team and find the winners.

3 Underline the words that help you in these sentences.

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Say Let’s do a reading and writing exam. Say In Part 1 of the exam there are descriptions of words to read. These are called ‘definitions’. You need to choose the correct word.

4 Play the game.

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Pupil’s Book, page 92 1 Put the words in the right group. ●

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Say Open your Pupil’s Books at page 92. Focus on the table and the word box. Check understanding of the headings in the table and say Put the words in the right group. Copy the words carefully. Learners categorise the words in their notebooks. Monitor and check spelling. Check answers. Learners add words to each category. Key: food beans strawberry soup

Say Underline the words that help you in these sentences. Learners underline the word or words in each sentence that helps give the answer. Key: 1 words, job, work, stage 2 job, paint, draw 3 job, food, work, kitchen, restaurant 4 concert, colours 5 job, car, work, city

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Presentation

Look at the example sentence and the answer with the class. Ask Which words help you to choose the answer? Learners circle the words. Check answers. Remind learners that in the exam they need to read the whole sentence carefully to find the answer. Key: The words camera and work help you to choose the answer.

Warm-up ●

7

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Demonstrate the game with a learner. Choose one of the words and say a definition. The learner says the word. Then you swap roles. Check understanding of the words in the boxes. Put the learners into pairs. Monitor the game and help with vocabulary. Check that learners are using complete sentences and words related to the one they are defining. Learners stop playing when they have used all the words. Read the exam tip. Say You need to copy carefully in this part of the exam. You can lose marks if you don’t spell correctly. Remind learners that their handwriting needs to be clear. Say If someone doesn’t understand your writing, you can lose marks, even if you are right! Check that someone who doesn’t know your handwriting can understand.

Activity Book, page 92 jobs photographer farmer journalist waiter

sports badminton skating sailing

body head moustache finger

See pages TB128–140

Ending the lesson ●

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Write five words on the board, e.g. restaurant, lights, photographer, strawberry, museum. Say Look and remember the spelling. Time 30 seconds and rub out the words. Say Write the words. Use very clear handwriting! Learners write the words from memory in their notebooks. Check spelling and handwriting in pairs.

TB92

7

Review

Learning outcomes By the end of the lesson, learners will have revised the language in the unit and taken part in a job fair, describing jobs and using be like.

●

Recycled language unit language Materials Jobs and Personality adjectives flashcards, word cards (optional), dice, counters, question cards (for Activity Book game), Mission worksheets (Teacher’s Resource Book page 74)

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Warm-up ●

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●

Mix the two sets of flashcards (Jobs and Personality adjectives) and show them to the class one by one. Learners say the words. Put ten of the flashcards on the board. Say a definition, e.g. This is a person who makes costumes for a play, circus or film. Call a learner to point to the correct flashcard and say the word (e.g. Designer). Give the learner the flashcard. Continue until the board is empty. Collect the flashcards and, as you do so, ask each learner Which card have you got? (Designer) What’s a designer? (A person who makes costumes)

Pupil’s Book, page 93

●

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Self-assessment ●

●

in action! Go to a job fair. ●

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Point to the Mission box or show the learners the last stage of the digital Mission poster. Say Let’s put our Mission in action! Let’s go to a job fair. Explain that a job fair is a place where people who want a job can go to find out about different jobs from people who already do these jobs. Put the learners into two groups. Say to one group You are the job experts. You need to use the information about jobs from our Mission. Say to the other group You are looking for a job. You don’t know which job you like. You ask questions and then choose your favourite job. Learners complete the Mission worksheets in the Teacher’s Resource Book. Alternatively, if you do not have the Teacher’s Resource Book, learners use the table they have drawn in their notebooks, with information about jobs. These learners get into pairs who have written about one of the same jobs. Explain that they are going to talk about what the job is and describe the personality of someone who works in that job. Give them time to read their notes and prepare. They also look at the example speech bubbles on the page. If possible, clear space in the classroom, so that each pair can stand at a different desk, as if they were at a stand at a job fair. They make a sign with the name of their job. You could put the flashcard or a picture of the job near each ‘stand’.

TB93

Write the example question What does an actor do? on the board. Practise the question with the ‘job seeking’ group while the other group prepare their ‘stands’. Ask learners for other questions, e.g. Do (actors) work outside? Is it a difficult/dangerous job? What are the best things about the job? Learners in the ‘job seeker’ group move around the classroom in pairs, stopping at different ‘stands’ to ask the ‘experts’ questions. The ‘job experts’ and the ‘job seekers’ swap roles. Extra support ‘Job experts’ prepare a written description of their job and read it out to the ‘job seekers’ who come to the stand. At the end of the activity ask different learners Which is your favourite job at the job fair? Why? For ideas on monitoring and assessment, see Introduction.

●

SA Ask Which was the most interesting stage of the Mission? Learners look back through the unit and their notebooks/worksheets and choose Stage 1, 2, 3 or 4. Encourage them to give reasons for their answers, e.g. Stage 1 because I learnt about different jobs. Say Our next Mission is ‘Create a guide to a town.’ Ask Do you ever use a map to find the way?

Focus on the ‘Can you remember?’ box. In pairs, learners answer the questions. Check answers. Key: 1 Su-Lin 2 He bought them online. 3 Because he loves taking photos and he wants to buy a new camera 4 Rex 5 Investigates the past 6 Giants

Activity Book, page 93 See pages TB128–140

Activity Book, page 82 ●

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Learners open page 82 of the Activity Book and complete the mission diary and ‘can do’ statements. Learners add words to the word stack (see complete notes on page TB17). See Introduction for techniques and activities.

Ending the lesson ●

●

SA Go back to the completion stage on the digital Mission poster. Add a tick or invite a learner to do it. Use self-assessment (see Introduction). Tell the learners You have finished your Mission! Well done!

7

Review

in action! Go to a job fair.

My

Move around the classroom. In pairs, ask and answer about your classmates’ jobs.

diary What does an actor do?

Activity Book page 82

Say what you think about the job.

I wouldn’t like to be an actor. I’m not good at performing on stage. Choose your favourite job.

1 2 3 4 5 6

Which Diversicus character’s grandfather is an artist? How did Miguel buy the tickets for the boat ride? Why did William enter the photography competition? What’s the name of the lovely and lazy dog? What does an archaeologist do? What did Don Quixote think the windmills were? Unit consolidation

93

8

City break 1

Watch the video. Ask and answer. What do you like to do in the city? Where’s your favourite place in the city?

Create a guide to a town In this unit I will:

94

1

Make a map of a town.

2

Ask and give directions.

3

Add some green spaces to the town. Give a presentation about the town.

City break

Unit learning outcomes Learners learn to: ● follow and give directions in a town or city ● understand and use be going to to talk about future plans ● talk about places in a city ● use prepositions of movement when giving directions ● read about types of settlements and the city of New York ● read a poem ● show awareness of how others feel Materials video, globe / world map (optional), photos from Digital photo bank of the USA, including the Statue of Liberty (optional), maps and guide books of the learners’ home town (optional), digital Mission poster

Create a guide to a town ●

●

●

Self-assessment ●

SA Say Open your Pupil’s Books at page 94. Look at the picture. Ask questions using the language from the unit, e.g. Where are they? (In a city / Outside a big building) Do you think this is their home town? What are they looking at? (A map) Why? (Maybe they are lost.) Use self-assessment (see Introduction). Say OK. Let’s learn.

Warm-up ●

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●

Point to the stamp of the Statue of Liberty and ask Where is this? Tell learners the statue is in New York. A French sculptor designed it and the statue travelled across the Atlantic from France to the USA. It was put up in 1886. Show photos of the USA and show where it is on a globe / world map. Point to the main picture again. Say Unit 8 is about cities. Ask Which is your favourite city in the world? Learners name cities. Write them on the board. Ask, e.g. Are you going to visit Paris one day, Leora? What did you visit in London? Is Acapulco in the north of Mexico or the south?

Pupil’s Book, page 94 1 ●

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Watch the video. Ask and answer.

Say In this unit we’re talking about cities. Say Let’s watch the video. To introduce the topic of the unit, play the video.

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Point to the Mission box or the digital Mission poster and say Our Mission is: Create a guide to a town. Show guide books or a website and ask What does a guide show you? (The best places to go in a place) Do you or your parents use guides when you are in a new place? Do you use a map, a book or an app? Say Let’s look at the Mission stages: 1 Make a map of a town. Show the Mission worksheet and explain that learners will make a 3D map of a town. Say 2 Ask and give directions. Say Imagine you are in a strange city. You don’t have a map or a phone. You need to find your hotel. What do you do? (Ask someone) Mime asking directions and say You stop a person who lives in the city or a police officer and say ‘Excuse me, where is the … Hotel?’ You ask directions. The person gives you directions. They say ‘Walk along this street, then turn left, then …’ Ask if any of the learners’ parents/carers have given people directions. Say 3 Add some green spaces to the town. Indicate green areas on real maps and/or ask What is a green space in a town? (A park, a garden) Say Green spaces are very important in a city. Why? Talk briefly about air pollution and the other uses of parks (to do exercise and escape the stresses of city life). Ask What’s the last stage of the Mission? (Give a presentation about the town.) Say At the end of the Mission you’re going to present the town to the whole class. Ask learners to cover the page. See if they can remember the stages of the Mission. Say This is our Mission.

Activity Book, page 94 My unit goals ●

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●

Encourage learners to set their unit goals (See Introduction page xii). You can go back to these unit goals at the end of each Mission stage during the unit and review them. Say This is our Mission page.

Ending the lesson ●

Pause the video while you watch to ask learners for any vocabulary they know and to say what they can see and what they think is happening. Discuss with a few learners the questions on the Pupil’s Book page and then learners ask and answer in pairs.

8

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Focus on the photo on Pupil’s Book page 94 and say Imagine you are in a big city. What can you see? What can you hear? Write see and hear on the board. Put the class into pairs. They make a list of all the things they imagine seeing and hearing. Set a time limit of two minutes. Monitor and help. Ask pairs to share their ideas. Write them on the board (e.g. See: people, cars, buses, rubbish, buildings, shops, square, market, cinema; Hear: cars, people talking, sirens, construction work, music).

TB94

8

Vocabulary 1 Track 3.15 Diversicus is in the USA. This evening the Friendly family are in their mobile home. They’re lost. Mrs Friendly: Oh, no. We haven’t got an internet connection. Now what shall we do? We don’t know where to go. Mr Friendly: Where do we need to go? Mrs Friendly: We need to get to the lorry park to camp tonight and now it’s half past six. It’s starting to get dark. Jim: It’s OK, Mum. We can find it on the map. Where’s the lorry park? Mrs Friendly: It’s next to the river. It’s to the west of New York. Jenny: OK … and where are we now? Jim: We’re up here in the north, and we have to go east. Jenny: Hmm, and then south. Jim: It’s OK, Mum. We’re on Road 80. We can go straight on and when we get to Road 95, we turn right and go south. Mrs Friendly: Good. That looks easy. Mr Friendly: Then where do we go? Jenny: We go straight on and when we get to Road 9, we turn left. Jim: And then we drive straight on and the lorry park is there. Mr Friendly: Ah! Now what? Mrs Friendly: Hello. Ivan: It’s only me! Can I come, too? Jenny & Jim: Where are you, Ivan? Ivan: I’m in Rose’s lorry. We’re behind you. Do you want to follow us to the lorry park? Mrs Friendly: Yes, please. Mr Friendly: That’s a very good idea.

Learning outcomes By the end of the lesson, learners will be able to talk about directions. New language east, get to, left, lorry park, mobile home, north, right, south, straight on, west Recycled language describing people, family Materials map of the USA (optional), Directions flashcards, word cards (optional), audio

Warm-up ●

●

Ask Where is Diversicus? (The USA) Write Chicago, Los Angeles, Houston, New York, Philadelphia on the board. Ask Which is the biggest? Which has the most people? Number it 1. Which comes next? In pairs, learners number the cities in order of population size (1 New York, 2 Los Angeles, 3 Chicago, 4 Houston, 5 Philadelphia). The capital, Washington DC, is not one of the biggest – the population is less than 1 million.

Presentation ●

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●

● ●

Hold up the flashcards for the compass points and say the words. Learners repeat. Draw a map of the USA on the board and mark Philadelphia, Los Angeles and Houston. Say Philadelphia is in the … (east). Houston is in the … (south). Los Angeles is in the … (west). Mark Minneapolis and say Minneapolis is in the … (north). Repeat. Draw a map of the learners’ country and mark places at the four compass points. Learners make sentences. Put the compass point flashcards on four different walls of the classroom. Learners stand. Say Face north. They turn to face the correct flashcard. Repeat with the other directions. Use flashcards and gestures to teach left, right and straight on. Clear a space in the classroom. Learners stand. Give directions for them to follow, e.g. Go straight on. Stop. Turn left. Go straight on. Stop when you get to a desk. Turn right.

Key: Ivan

2 ● ●

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●

●

●

3.15

Listen. Who helps the Friendly family?

Say Open your Pupil’s Books at page 95. Look at the picture. Ask Who can you see? (Mr and Mrs Friendly, Jim and Jenny) Which city are they in? (New York) Are they in a car? (No) Teach mobile home. Ask What have the children got? (A map) How do Mr and Mrs Friendly feel? (Worried) Indicate the caption and read it. Check comprehension of lost. Teach lorry park. Ask Who helps the Friendly family? Let’s listen. Play the audio. Check answers. Say Listen and point. Play the audio. Learners point to the compass points in the picture.

TB95

Say the chant.

Say Listen and say the chant. Play the audio or video. Practise the chant, with mimes for the directions. Track 3.16 North, south, east, west, Straight on, left and right. North, south, east, west, Camping for the night.

Pupil’s Book, page 95 1

3.16

3 ● ●

3.17

[x2]

Listen and complete.

Indicate Activity 3 and say Listen and complete. Play the audio. Learners complete the sentences. Track 3.17 See the sentences in Activity 3 on Pupil’s Book page 95

Key: 2 river 3 east 4 right 5 south 6 left 7 lorry

Activity Book, page 95 See pages TB128–140

Ending the lesson ●

SA Say We learnt words for directions. Show the flashcards. Ask Do you know the words? Use self-assessment (see Introduction). Learners show how they feel.

8

Vocabulary 1

1

3.15

Listen. Who helps the Friendly family?

Diversicus is in the USA. This evening the Friendly family are in their mobile home. They’re lost.

North

West

East

South

1 3

Say the chant. 3.17

Listen and complete.

1

The Friendly family need to get to the lorry

2

The lorry park is next to the

3

They are in the north, but they need to go

4

When they get to Road 95, they turn

5

On Road 95 they need to go

6

When they get to Road 9, they turn

7

Ivan is in Rose’s

park

.

. . . . .

. Directions

95

8 DIVERSICUS 1

3.18 8.04

I’m going to take ta a water taxi to New York City tomorrow. Do you want to come?

Oh! Yes please!

3

Jim, I don’t think you’re going to need an umbrella. It isn’t going to rain.

2

OK. What are we going to see first?

4 What’s that? Are we going to stop there?

It’s the Statue of Liberty. No, we aren’t going to stop there.

6 If you look north you can see Central Park. We’re going to have lunch there.

We’re going to go to the top of one of the most famous skyscrapers here. The view is great.

7

Let’s have our picnic here on the grass.

What’s the weather like today? Is it going to rain?

I don’t know, but I’m going to take my umbrella.

I’m happy to carry it.

5

The next day …

8

Oh no! It’s raining!

I don’t know. I think it’s going to rain. Here you are, Rose. Take my umbrella.

1 96

3.19 8.05

Listen and say yes or no.

Story: be going to in context

Thank you, Jim. You’re very kind … and I’m very wet.

Diversicus Learning outcomes By the end of the lesson, learners will have encountered be going to in context. New language skyscraper, take a (water) taxi, umbrella, view, wet, be going to Recycled language compass points and directions, What’s the weather like? carry, famous, grass, have a picnic, kind, rain (v), stop Materials video, Directions flashcards, word cards (optional), photos from Digital photo bank of New York landmarks, including skyscrapers and Central Park (optional), audio

●

●

●

Warm-up ●

●

● ●

Review compass points, left, right and straight on with the Directions flashcards and with diagrams on the board. If possible, clear a space or move to a playground/hall. Give directions, e.g. Face west. Go straight on. Turn right. Go straight on. When you get to a wall, face south. Learners listen and follow the directions. SA Use self-assessment techniques to check how well learners think they understand the vocabulary. See Introduction. Ask Which city is Diversicus in? (New York) Say The children are going to famous places in New York City. What do you think they can see? Write landmarks learners know on the board or show photos of the Statue of Liberty, skyscrapers and Central Park. Say Let’s find out.

3.18

The Diversicus song

Play the song at the beginning of the cartoon story. Learners listen and sing.

●

●

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Diversicus

Say Open your Pupil’s Books at page 96. Ask Who can you see? (The children and Rose) Point to picture 2 and ask What has Jim got? Teach umbrella. Draw a picture or show a photo to teach skyscraper. Point to picture 8 and ask What’s the weather like? (It’s raining.) Ask Where are they when it starts to rain? Write the question on the board. Say Let’s find out. Play the audio or video. Learners listen and read. Check answers (They are in Central Park.) Track 3.18 The Diversicus song + see cartoon on Pupil’s Book page 96

Listen and say yes or no.

Read the instructions. Play the audio. Pause after each sentence for learners to answer. They correct the ‘no’ sentences.

Key: 1 no (They’re going to take a water taxi.) 2 yes 3 no (It isn’t raining.) 4 no (They aren’t going to stop there.) 5 yes 6 no (If they look north they can see Central Park.) 7 yes 8 yes

Track 3.18 See the Diversicus song on page TB5 3.18

3.19

Track 3.19 1 They’re going to take a bus to New York City. 2 Jim’s going to take an umbrella. 3 When they leave Diversicus it’s raining. 4 They’re going to visit the Statue of Liberty. 5 They visit one of the most famous skyscrapers in New York. 6 If they look south they can see Central Park. 7 When they go into Central Park the sky’s grey. 8 Jim gives Rose his umbrella.

Pupil’s Book, page 96 ●

Play the audio or video again. Pause after each frame and ask, e.g. How do they get to New York City? (Water taxi) Do they know what the weather is going to be like? (No) Does Rose think it’s going to rain? (No, she doesn’t.) What do they see? (The Statue of Liberty) Where do they go next? (To the top of a skyscraper) Why? (To see the view) Check comprehension of view. Ask What do they eat for lunch? (A picnic) Who is kind? (Jim) Why? (He gives Rose his umbrella.) Sit on a chair and say I’m going to stand up. Stand up and say I’m standing up. Repeat for I’m going to open the door / close the door / write on the board / sit down. Pick up a book and start to put it in your bag. Ask What am I going to do? (Put the book in your bag. / You’re going to put the book in your bag.) Ask questions about more actions. Extra support Point to different pictures in the story and say, e.g. They’re going to visit New York City. Jim thinks it’s going to rain. They aren’t going to stop at the Statue of Liberty. They’re going to have a picnic in the park.

1 ●

8

Activity Book, page 96 See pages TB128–140

Ending the lesson ●

●

SA Repeat the self-assessment technique used at the start of the lesson to see how well learners think they understand the vocabulary. Is there any change? Write definitions on the board. Learners find the words in the story, e.g. 1 It’s a kind of transport on a river. (Water taxi) 2 It’s something you need when it rains. (Umbrella) 3 It’s a famous statue in New York. (The Statue of Liberty) 4 It’s what you can see from the top of a tall building or mountain. (View) 5 It’s a famous park in New York. (Central Park)

TB96

8

Language practice 1

Learning outcomes By the end of the lesson, learners will be able to use be going to to talk about future plans. New language be going to: I’m going to take my umbrella. It isn’t going to rain. What are we going to see? choose, go camping Recycled language natural features, places in town, sports and hobbies, boat ride, cold, have a windsurfing/ sailing lesson, have lunch, have to, next to, stay, sunny, umbrella, water Materials Mission worksheet (Teacher’s Resource Book page 84), thin card, small plastic items, foil, corrugated card, glue, digital Mission poster

Draw a tent and write go camping on the board. Ask Do you go camping? Where? Learners share their experiences. Say We’re going to read about a camping trip.

Presentation ●

Pupil’s Book, page 97 ● ●

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Mime getting ready to serve in tennis: pick up a racket, stand in the correct position and bounce a ball. Ask What am I going to do? (Play tennis) Say Yes! I’m going to play tennis. Repeat with different activities, e.g. kick a football, walk the dog, drink a coffee. Learners say You’re going to (kick a football).

3.20

3 Imagine you’re George or Katy. Which water sport are you going to choose? Why? Write an email to Mr Brown. ●

Warm-up ●

●

Grammar spotlight ●

Track 3.20 See Pupil’s Book page 97

Stronger learners Write on the board At the weekend I’m going to … Next year I’m going to … When I grow up I’m going to … Learners complete the sentences.

1 Look at the picture. What are the children learning to do? ●

●

Ask What water sports do you know? Write them on the board (e.g. swimming, sailing, surfing). Say Look at the picture in Activity 1. What are they learning? (Windsurfing) Ask Can you windsurf or sail?

2 Read and complete the text with these words. ●

Learners read and complete the email in their notebooks. Key: 2 We’re 3 stay 6 isn’t 7 it’s

TB97

4 On

5 going to

Ask Which are you going to choose? Help learners respond with going to, e.g. I’m going to choose sailing. Ask Why? (I’m not going to go surfing because it’s dangerous.) Write phrases to start and finish an email to a teacher on the board: Hi / Best wishes. Learners work individually to write a short email in their notebooks. Monitor and help.

Stage 1 ●

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Say Open your Pupil’s Books at page 97. Point to the Grammar spotlight box. Write the same sentences on the board. Learners copy. Play the audio. Pause for learners to repeat.

Extension Write scenarios on the board. Learners write sentences with going to, e.g. 1 Two children are walking to the park. They’ve got a bag. (They’re going to have a picnic / play volleyball.) 2 We’re all wearing different costumes. (You’re going to a fancy dress party. / You’re going to act in a show.) 3 Ivan is carrying his weights. (He’s going to do some exercise.) 4 You’ve got some flowers and a cake. (I’m going to visit my grandparents.) For a full Grammar reference, see page 125.

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Point to the Mission box or show the learners the first stage of the digital Mission poster. Say This is Stage 1 of our Mission. Let’s make a map. Ask What’s going to be in the town? Learners suggest ideas, e.g. café, hospital, library, supermarket, square, bus station. Ask Where are they going to be? Read the Mission instructions and put the class in pairs. Each pair makes a town. If you have the Teacher’s Resource Book, they use the template on the Mission worksheet. Alternatively, they use a blank piece of A3 paper. Ask, e.g. Which materials are you going to use? Where is the school going to be? Make sure learners label the buildings and write the compass points on their map. For ideas on monitoring and assessment, see Introduction.

Activity Book, page 97 See pages TB128–140

Activity Book, page 94 ●

Learners open page 94 of the Activity Book and complete the mission diary.

Ending the lesson ●

SA Go back to Stage 1 on the digital Mission poster. Say We made a map. Add a tick to the Make a map of a town stage or invite a learner to do it. Use self-assessment (see Introduction).

8

Language practice 1

3.20

Grammar spotlight

I’m going to take my umbrella. It isn’t going to rain. What are we going to see first?

1 Look at the picture. What are the children learning to do? 2 Read and complete the text with these words.

Hi George

Sorry you couldn’t come to school today. I hope you’re better now. Mr Brown asked me to tell you about the plans for the school trip 1 next week. 2 going to go camping next Friday, 3 4 and we’re going to in the forest for two days.  Saturday morning we’re going to take a boat ride on the lake, and afterwards we’re 5 have lunch in the park next to the waterfall. In the afternoon some of us are going to have a sailing lesson and the others are going to have a windsurfing lesson. You have to choose before you go. There 6 going to be time for a swim. Mr Brown says 7 going to be sunny, but the water’s very cold. See you soon. Love, Katy

3

Imagine you’re George or Katy. Which water sport are you going to choose? Why? Write an email to Mr Brown.

STAGE 1 Make a map of a town. Work in small groups. Decide which places you’re going to have in your town. Decide which materials you’re going to use to make the map.

We’re going to use cardboard for the sports centre. Make the buildings and label them, then label directions on the map.

My

diary Activity Book page 94

Future with be going to

97

8 Vocabulary 2 and song

2

Listen and match. Then sing the song.

3.21 8.07

We’re at the airport, New York, JFK. We’re going to see the buildings, New York, New York.

c

We’re going to go to the bank, To get some money. Then to the post office, To buy some stamps. New York, New York.

d

a b

We need a new toothbrush, And some new toothpaste. We need to find a chemist’s. New York, New York.

e

Let’s go to a theatre, Visit a museum, Near the university, And see some art. New York, New York. There’s a brilliant hotel, With a restaurant. We’re going to have a burger. New York, New York. h g

f

2 Imagine you’re going to go to New York.

What are you going to see? What are you going to do? Tell your partner.

3

98

Write an email to your friend about your plans in Activity 2.

Places in town

k

l

i

j

Let’s talk about cities. What do you think is the best thing about the city?

Vocabulary 2 and song Track 3.21 See song on Pupil’s Book page 98

Learning outcomes By the end of the lesson, learners will have practised the language through song.

Key: 1 airport a 2 buildings g 3 bank c 4 money l 5 post office i 6 stamps b 7 chemist’s d 8 theatre j 9 museum f 10 university k 11 hotel e 12 restaurant h

New language airport, bank, buildings, chemist’s, hotel, money, museum, post office, restaurant, stamps, theatre, university Recycled language brilliant, burger, buy, find, get, need, see, toothbrush, toothpaste, be going to Materials video, Places in town flashcards, word cards (optional), a toothbrush and toothpaste, stamps and money (optional), audio

Warm-up ●

●

Ask What’s in a city? Write suggestions on the board, e.g. bus station, café, cinema, hospital, library, market, shopping centre, sports centre, square, station, supermarket, swimming pool. Leave the words on the board. Play a ‘Memory chain game’. Say At the weekend I’m going to visit Madrid. Ask a learner What are you going to do? He/ She repeats I’m going to visit Madrid and adds another activity, e.g. I’m going to visit Madrid and I’m going to see a football match. Keep asking What are you going to do? as the chain continues. Stronger learners Ask who said what in the chain, e.g. Who’s going to see a football match? (Nacho’s going to see …)

Presentation ●

●

●

Display the Places in town flashcards. Learners say the words. Say Remember the words! Turn the flashcards over. Point to the back of each flashcard. Learners chant the word. Reveal the picture. Point to the flashcards and ask about the learners’ home town, e.g. What’s our nearest airport called? What are the museums in our city? What’s the name of a big hotel? Is there a university here? SA Use self-assessment techniques to check how well learners think they understand the vocabulary. See Introduction. Stronger learners Display the flashcards on the board, with the places learners already know. Ask Where can you buy things? Where can you do exercise? Where can you start a journey? Where can you see entertainment? Where can you eat and drink? Where can you get help? Learners answer.

Pupil’s Book, page 98 1 ●

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3.21

Listen and match. Then sing the song.

Say Open your Pupil’s Books at page 98. Demonstrate the task: learners point to the correct photo as they listen. Say Listen and point. Play the audio or video, pausing so that learners can find the right photo. Check answers. Indicate the photos in turn. Learners say the letter and the word.

8

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Play the audio or video again. Once learners have practised the song, ask them to stand up and perform it. Divide the class into five groups. Give each group a different verse. They sing again, but only their verse.

Extension Once learners are confidently singing along to the song, try singing the karaoke version as a class. 3.22

2 Imagine you’re going to go to New York. What are you going to see? What are you going to do? Tell your partner. ●

●

Say I’m going to go to New York. I’m going to visit Ellis Island and Central Park. I’m going to take the ferry to Brooklyn and see the view from a skyscraper. What about you? Think of places and activities. Put the class into pairs to talk about their plans. Monitor and make sure they use be going to.

3 ●

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●

Write an email to your friend about your plans in Activity 2.

Write a model postcard on the board: Hi Matt, We’re in New York. We’re really excited. We’re going to visit the museum tomorrow and we’re going to see some famous paintings. Then we’re going to go to the Statue of Liberty and we’re going to take photos. Love, Felix Learners use their ideas from Activity 2 and write their own postcard in their notebooks. Monitor and help. Extra support Give learners a model postcard with gaps to complete. Show the picture of Rose Quartz in the bottom right-hand corner. Read out the question. Choose learners to say the best thing about cities. Ask Why?

Activity Book, page 98 See pages TB128–140

Ending the lesson ●

●

SA Repeat the self-assessment technique used at the start of the lesson to see how well learners think they understand the vocabulary. Is there any change? Play the song again. Learners join in.

TB98

8

Language practice 2 Girl: Richard:

Learning outcomes By the end of the lesson, learners will be able to use prepositions of movement and ask, follow and give directions. New language prepositions of movement: across, into, out of, over, past, round, through, We should go into the park through North Gate. bridge, gate, hill

Girl: 3.24 ●

Recycled language directions, places in a city, prepositions, map Materials Places in town flashcards, word cards (optional), Mission worksheets (Teacher’s Resource Book page 84), maps from Mission Stage 1, audio, digital Mission poster

Warm-up ● ●

Show the Places in town flashcards. Learners say the words. Spell a city word by asking learners to shout out the letters: Give me a ‘b’! (B!) Give me an ‘a’! (A!) Give me an ‘n’! (N!) Give me a ‘k’! (K!) What have you got? (Bank!)

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●

Review prepositions. Put something behind your hand. Learners say Behind. Include left, right and straight on. Present the new prepositions, using your fingers and hands: across, round, over, into, out of, through, past. Learners copy.

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●

●

3.23

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Track 3.23 Girl: Come on, Richard. Let’s visit the museum. Richard: Which one – the art museum or the history museum? Girl: Well, we haven’t got much time today and we’re going to do a history tour of New York tomorrow, so let’s go to the art museum. Richard: All right. How do we get there? Let’s look at the map. Girl: Ooh! Shall we go through the park? It looks beautiful. Richard: Good idea. Hmm … We’re here, so we should go into the park through North Gate. Girl: Yes, then we need to go right, walk round Apple Fields, and go straight on to Orange Hill. Richard: Yes. Then we go over Orange Hill and on the other side we need to cross the lake. Girl: That’s OK. We can go across Black Bridge here. Richard: When we cross the bridge we can go through the market, or we can go round it. Girl: Let’s go round it – it’s quicker. The market’s going to be busy. Richard: Hmm. Then we have to walk past the museum and come out of the park on South Avenue.

TB99

For a full Grammar reference, see page 126.

Learners give directions in pairs. Extra support Write the directions on the board with gaps. Learners add the prepositions/landmarks.

3 ●

Listen and follow the directions on the map.

Say Open your Pupil’s Books at page 99. Look at the map. Where’s the lake/theatre/market? Learners point. Teach gate, bridge and hill. Play the audio. Learners follow with their fingers.

Think of a place near your school (e.g. a park). Say Close your eyes. Follow my directions. Give directions, e.g. Go out of the school, through the front door. Turn left … Learners open their eyes and say the destination. Play the audio.

2 Look at the map. Give your partner directions from Black Bridge to the theatre.

Pupil’s Book, page 99 1

Grammar spotlight

Track 3.24 See Pupil’s Book page 99

Presentation ●

Hmm. Can’t we go through a door at the back? I don’t think so. We have to go into the museum through the front door. OK. What a lovely walk! Let’s go!

Write directions from your house to the school.

Learners write directions in their notebooks. They begin Go out of the house and turn … If learners live a long way from school, they write directions to somewhere they usually walk to.

Stage 2 ●

●

●

Show learners the second stage of the Mission poster: Ask and give directions. Read the instructions. Two learners read the speech bubbles. Write How do I get to … ? on the board. Show City flashcards. Learners say, e.g. How do I get to the hospital? With the maps from Mission Stage 1, learners ask and give directions in pairs.

Activity Book, page 99 See pages TB128–140

Activity Book, page 94 ●

Learners open page 94 of the Activity Book and complete the mission diary.

Ending the lesson ●

SA Go back to Stage 2 on the digital Mission poster. Add a tick to the ‘Ask and give directions’ stage or invite a learner to do it. Use self-assessment (see Introduction).

8

Language practice 2

1

3.23 8.09

Listen and follow the directions on the map.

3.24 8.10

Grammar spotlight

We should go into the park through North Gate. across, into, out of, over, past, round, through

across

over

through

round

into

out of

past

2 Look at the map. Give your partner directions from Black Bridge to the theatre.

3

Write directions from your house to the school.

STAGE 2 Ask and give directions. Work with a partner. Use your map. Ask and give directions in your town.

I am at the post office. How do I get to the hotel?

My

Go across the bridge and past the museum. The hotel is on the right.

diary Activity Book page 94

Prepositions of movement

99

8 Cross-curricular

Home, sweet home 1 2

Watch the video. 8.11 3.25

Listen and read. Then look at the pictures. Which show villages, towns or cities? a

b

c

3

A

lmost every country in the world has cities, towns and villages. In cities, the population is usually over 300,000 people. They have many buildings and roads. Towns usually have over 1,000 people. They are smaller than cities and their roads are not as wide as city roads. Villages usually have 1,000 people or fewer. They have a few small buildings and roads, and often have more natural areas such as rivers.

d

e

f

Do you live in a city, a town or a village? Where would you like to live? Why? Tell a partner.

4 Talk about the good and bad things about living in a village and living in a city. Use the photos to help you.

Village

100

Learn about cities, towns and villages

City

Cross-curricular

3 Do you live in a city, a town or a village? Where would you like to live? Why? Tell a partner.

Learning outcomes By the end of the lesson, learners will have learnt about cities, towns and villages. New language area, fewer, over (= more than), population Recycled language city, river, road, town, village Materials Places in town flashcards, word cards (optional), pictures of villages, towns and cities in the learners’ country (optional), coloured pens or pencils, video

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●

Hold a Places in town flashcard towards you and say, e.g. Where am I? I come here when I want to buy stamps. (You’re at the post office.) Show the flashcard to confirm the answer. Repeat with different flashcards, e.g. Where am I? I come here if I need to study to be a doctor, an engineer or a teacher. There are lots of buildings. (You’re at university.) Learners play the same game in pairs. They take turns to think of a place and give a clue.

Put the class into pairs to talk about where they would like to live. Monitor the discussion. Ask learners to report back about their partner, e.g. Azra would like to live in a city because she thinks cities are exciting.

4 Talk about the good and bad things about living in a village and living in a city. Use the photos to help you.

Warm-up ●

8

●

Draw a simple table on the board: good things

bad things

village

city

Pupil’s Book, page 100 1 ●

●

Say Let’s watch the video. Learners watch the video about cities, towns and villages. Pause the video to check comprehension and learners answer the questions at the end. Watch the video again, this time without pausing.

2 ●

●

Watch the video.

3.25

Listen and read. Then look at the pictures. Which show villages, towns or cities?

Say Open your Pupil’s Books at page 100. Indicate the title and ask Where’s your home? Is it in a village, a town or a city? How many people live there? What’s the population? Check comprehension of population. Ask What’s the difference between a village, a town and a city? Let’s find out. Play the audio. Learners listen and read. Check comprehension of over and fewer. Track 3.25 See Pupil’s Book page 100

●

Point to the first photo and ask Is it a city, town or village? (Town) Why? (There are shops and houses, but the street is not very wide.) Learners look at the rest of the photos and decide in pairs. Check with the whole class. Make sure learners give reasons for their answers. Key: a town (see above) b city (it has a university) c city (it has skyscrapers and lots of buildings) d city (it has lots of buildings and busy roads) e village (it’s in the countryside) f village (it’s in the mountains)

●

●

Ask What are good things about living in a village? Write some of the learners’ ideas in the ‘good things’ column of the table. Point to the pictures as prompts (e.g. You are near nature. You can go on bike rides.) Ask for one or two ideas for the ‘bad things’ column. Put the class into pairs to talk about the advantages and disadvantages of each place. They can copy the table and make notes. They compare answers in small groups or with the whole class. Extra support Complete the whole table as a class. Learners copy the completed table and then use the notes to help them talk in pairs.

Activity Book, page 100 See pages TB128–140

Ending the lesson ●

Say the name of a place in the learners’ country and ask Village, town or city? Learners make a ‘V’ shape with their hands for village, a ‘T’ shape for town, or a ‘C’ shape for city. Repeat for different places, naming settlements of different sizes. Make sure learners can explain their answer, e.g. Granada is a city because it has a big population and lots of famous buildings.

TB100

8

Culture

Learning outcomes By the end of the lesson, learners will have read and learnt about New York City.

●

New language characteristics, climate, coast, high rise, location, north-east, ocean, size, square kilometre Recycled language places in a city, busy, cold, hot, population, skyscraper, year, past tense Materials photos of villages, towns and cities in the learners’ country (optional), map of the USA showing the location of New York City (optional), worksheets/maps from Mission Stage 1 (Teacher’s Resource Book page 84), coloured pens or pencils

Stage 3 ●

●

Warm-up ●

Write New York on the board. Ask What do you know about New York? Learners give the information they know or make guesses. Ask Where is it? What’s the population? What can you see there? What is the weather like? Write learners’ ideas on the board, but don’t confirm answers at this stage.

Pupil’s Book, page 101 5 ●

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●

●

●

3.26

●

●

Show the class the third stage of the Mission poster: Add some green spaces to your town. Ask Which are the green spaces in (your town/city)? Learners name parks, areas of woodland, playgrounds, lakes, etc. Read the instructions. Check comprehension of symbol and key. Ask learners for examples of symbols they could use for a park (e.g. a green circle) or a woodland/forest (e.g. a tree). Put learners in their Mission groups. Give out the maps from Stage 1 of the Mission. Learners talk together to decide what type of green spaces to add and where. They work out their own symbols and key. Monitor and help. Ask Which are your green areas? Where are you going to put them? What does this symbol mean? What is this next to the (sports centre) on your map? Extension Learners look at a map of their home town and identify all the green areas. They count them and categorise them (parks, woodland, playgrounds, etc.)

Activity Book, page 101 See pages TB128–140

Track 3.26 See Pupil’s Book page 101

Activity Book, page 94

Show a map of the USA and ask Where is New York City? Choose a learner to show the class on the map. Use the map to show the meaning of north-east, coast and ocean. Explain that New York City is the capital of a state called New York. Check comprehension of the headings in the fact file by asking learners to make a question for each one (e.g. Location: Where is it? Size: How big is it?) Explain the meaning of square kilometre by drawing a diagram on the board. In pairs, learners talk about how New York is different from their home town. Monitor and help. Pairs share their ideas with the class.

●

6 Write a fact file about a city, town or village in your own country. Use the headings in Activity 5 to help you. ●

●

Listen and read the fact file. Talk about how it is different from where you live.

Say Open your Pupil’s Books at page 101. Look at the fact file. It tells us the most important things about New York City. Play the audio for learners to listen and read. They check their ideas about New York from the Warm-up.

Learners write their own fact file in their notebooks. Monitor and help. They could complete the fact file and find pictures for homework. Optional Put the finished fact files together to make a book/guide to the most famous places in the learners’ country.

Show pictures of cities, towns and villages in the learners’ country. Learners say the names. Write them on the board. Choose one of the places and make a model fact file on the board, with the learners’ help.

TB101

Learners open page 94 of the Activity Book and complete the mission diary.

Ending the lesson ●

SA Go back to Stage 3 on the digital Mission poster. Add a tick to the ‘Add some green spaces to the town’ stage or invite a learner to do it. Use self-assessment (see Introduction).

8

Culture

5

8.12 3.26

Listen and read the fact file. Talk about how it is different from where you live.

Fact file: New York City

6

Location

North-east coast of the USA. On the Atlantic Ocean.

Size

789 square kilometres

Population

Around 8.5 million people

Climate

Very hot in some parts of the year and very cold in others

City characteristics

City of skyscrapers – over 6,000 high-rise buildings. Very busy city People from all over the world live here

Places of interest

Manhattan The Statue of Liberty Brooklyn Bridge The Empire State Building

Times Square The Museum of Modern Art Central Park

Write a fact file about a city, town or village in your own country. Use the headings in Activity 5 to help you.

STAGE 3 Add some green spaces to your town. In groups, choose some green spaces to include in your town. Use symbols to add them to your map and create a key.

My

diary Activity Book page 94

Learn about New York City

101

8 Literature

1 Look at the pictures and answer the questions. 1

Where do you think the family are?

2

What do you think they’re doing?

3

Are you good at giving directions?

3.27

THE ROAD TO HOPE

I’m Kay and he’s Jay, and we’re both here today, To talk about our life in the USA. Our country is big and our country is wide, Over two thousand miles from side to side. Last year we went on a trip in the car. ‘Don’t worry,’ said Mum, ‘we aren’t going to go far.’ We wanted to visit this small town called Hope, Where Grandma was born, she’s called Sue-Ella Cope. But the road was so long and it went on and on, Over bridge after bridge until Dad said, ‘We’re wrong. This isn’t the way to Hope town, do you know, We shouldn’t be going this way, no, no, no.’ Dad shouted, ‘We should go west.’ But Mum said, ‘No, east is best.’ We sat in silence, and looked at Yvonne, Who picked up the laptop and turned it on.

102

Text type: A poem

Literature Learning outcomes By the end of the lesson, learners will have read a poem and learnt about the function of adjectives. New language from side to side, go wrong, mile, search, sign, turn on, warm, was born, way (be the right/wrong way, show the way)

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Recycled language adjectives: big, bright, clever, kind, long, small, wide; compass points, directions, be good at, bridge, country, laptop, laugh, road, town, trip, past simple, prepositions Materials Places in town and Natural features flashcards, word cards (optional), map of the USA (optional), audio

Clear a space or move to the playground/hall. Learners stand at one side. Give directions, e.g. Go straight on three steps. Turn left. Go straight on two steps. Turn right. Go straight on until you get to the wall. Then turn round. Stronger learners Learners give and follow directions in pairs.

●

●

Presentation ●

●

●

Write the word trip on the board and When? Where? Who? How? around it. Ask When did you last go on a trip? Where did you go? Who went with you? How did you travel? Put a selection of Places in town and Natural features flashcards on the board. Practise the words. Ask Which did you see on your trip? Learners share their experiences in pairs or small groups, using the words and pictures on the board to help.

●

●

Pupil’s Book, pages 102 and 103 1 Look at the pictures and answer the questions. ●

●

●

Say Open your Pupil’s Books at page 102. Focus on the pictures of the trip. Read the questions. Check comprehension of give directions. Learners talk about the questions in pairs. Look at the large picture on page 102 and ask Who is in the car? (A family) What are they doing? (Going on a trip) Do you think it’s a short trip? (No) Why not? (They’ve got suitcases.) Ask What’s the weather like? (Hot, sunny) Teach warm. Look at the next picture at the top of page 103 and ask What do you think is happening? (They’re lost.) Say They don’t know the way. Maybe they’re driving but it’s the wrong way. Check comprehension of way.

The road to Hope

Say The story is a poem too. Let’s read and listen to the first verse. Play the audio. Learners listen and read. Ask What are the children’s names? (Kay and Jay) Where are they from? (The USA) How big is the USA? (It’s over two thousand miles wide.) Show a map of the USA and use it to teach wide, from side to side and thousands of miles (1 mile = 1.6 kilometres). Track 3.27 See story on Pupil’s Book pages 102–103

Warm-up ●

Look at the last picture and ask Do you think they find the way? (Yes) Teach sign and ask What does the sign say? (Welcome to Hope!) Say Let’s find out about the trip.

3.27 ●

8

●

Say Read and listen to the next verse. Play the audio. Ask When did they go on the trip? (Last year) Which town did they want to visit? (Hope) Is it a big town? (No, it’s small.) Why did they want to go there? (Because the children’s grandma was born there) Check comprehension of was born. Say Let’s read and listen to two more verses. Play the audio and pause after the fourth verse. Ask What happened to the family? (They got lost.) Did the parents know the way? (No) What did they do? (They shouted and sat in silence.) What did Yvonne do? (She turned on the laptop). Check understanding of turn on. Say Let’s read and listen to the rest of the story. Play the audio. Ask Who is Yvonne? (The smallest/youngest child) Why did she turn on the laptop? (To find an app to find the way / give directions) What did they see when they got to the town? (A sign) What is Yvonne’s new job? (Giving directions when the family go on trips) Check understanding of light (= traffic light), go wrong and show us the way. Ask What is Yvonne like? (Small, clever and kind) Say The adjectives in this story describe people, things, the weather and natural features. In pairs, learners find as many adjectives as they can. They write each adjective and what it describes in their notebooks. Monitor and help. Check with the whole class. Write the adjectives and nouns on the board: big, wide – the USA; small – the town (Hope); long – the road; warm – the day/weather; bright – the sun. Extra support Write the adjectives on the board. Learners find the nouns they describe.

Activity Book, page 102 See pages TB128–140

Ending the lesson ●

Ask the learners if they ever get lost when they are on a trip with their family. Ask What do your parents do? Do they shout? Who usually finds the way again?

TB102

8

Literature

Learning outcomes By the end of the lesson, learners will have described the emotions of characters in a story and learnt about managing their own emotions.

●

New language feel bored, calm, excited, worried Recycled language language from the story, adjectives to describe emotions: afraid, angry, happy, surprised, tired Materials audio

Pupil’s Book page 103 ●

Social and Emotional Skill: managing own emotions ●

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●

●

●

●

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Say Think of your family. Everyone in a family has different feelings and they react differently. Who stays calm in your family?

●

Say Think of a situation where you are nervous, for example, in an exam. If you stay calm, you can think better. Can you think of other examples? Encourage learners to say I get nervous when …

Learners think of a situation that usually makes them nervous. Write the situations on the board. It could be a traffic jam, an argument, an exam, crowds in the street, your dad getting angry, when you lose something.

With books closed, ask What was the poem about? (A family going on a trip) See how many details learners can remember. Ask How many children were there in the family? (Three) Who else was in the car? (Mum and Dad) What was the name of the town they wanted to visit? (Hope) What was the weather like? (Warm and sunny) Was it a long trip? (Yes) Did their parents know the way? (No. They got lost.) How did they find the way? (The youngest child used her laptop.) Ask How do you feel today? Do you feel tired? Happy? Sad? Write the question on the board. Ask different learners. Write any adjectives they use to describe feelings on the board.

TB103

Read the instructions. Explain that tiredness, happiness, anger, etc. are all emotions. Use mime to teach bored, worried, calm and excited. Learners read the questions and circle the best adjective to describe how the characters feel. Check answers. Key: 1 excited (because they are going to see a new place / visit their grandma’s home town) 2 angry (because they feel that they should know the way / they don’t have a map / they are worried) 3 bored (because it’s a long trip / if you get lost you are in the car for more time) 4 calm (because she thinks of a solution to the problem and gives clear directions)

Point out that difficult situations make different people nervous, but it is important to stay calm like Yvonne in the story.

Presentation ●

2 Choose the word to describe the family’s emotions. Why do they feel this way?

Say Yes, Yvonne stays calm in the car. She doesn’t get worried or angry. She finds the way to Hope.

Warm-up

Say Open your Pupil’s Books at pages 102 and 103. Play the audio. Learners read and listen to the story again. Track 3.27 See story on Pupil’s Book pages 102–103

After reading the poem, ask the learners What happens to the family? (They get lost.) Who gets angry in the car? (Mum and Dad) Who stays calm in the car? (Yvonne) What does the writer say about her? (She’s small, clever and kind.)

Learners think of what makes them feel stressed. Then they put their heads on their desks. Play calming music and encourage them to relax. Tell the learners to imagine anxiety and stress floating away as if on a cloud in the sky.

Learners practise pronunciation of How do you feel today? Then they stand up and walk around the classroom. Say Stop. Ask someone ‘How do you feel today?’ Learners ask their nearest classmate How do you feel? He/She answers I’m (happy) and repeats the question back for their partner to answer as well. Say Go! Learners start to walk around again. Repeat several times.

Extension Read the story aloud, pausing before the end of alternate lines. Learners use the rhyme scheme of the poem to help them say the next word, e.g. I’m Kay and he’s Jay, and we’re both here today, To talk about our life in the … (USA), Our country is big and our country is wide, Over two thousand miles from side to … (side).

Activity Book, page 103 See pages TB128–140

Ending the lesson ●

●

Ask different learners When were you last very tired/happy/ surprised/bored/angry/excited/afraid/worried? Write prompts on the board: I was very tired when … I was happy when … I was surprised when … I was bored when … I was angry when … I was excited when … I was afraid when … I was worried when … Learners copy and complete the sentences in their notebooks. They compare answers in pairs and then share their best sentences with the class.

Our sister so small, so clever, so kind, Searched her laptop and tried hard to find, An app that would help us all get to the town. ‘Go left,’ she said now, ‘and go up please, not down.’

8

We went left at the shops and straight on at the light. The day was so warm and the sun was so bright. ‘Look!’ said Yvonne. ‘Can you all see the sign? I’m quite good at finding directions online.’ We laughed and we laughed and said, ‘Well done, Yvonne, We’re here in the town, and we didn’t go wrong. From now on it’s your job to show us the way. Thank you for helping us get here today.’

2 Choose the word to describe the family’s emotions. Why do they feel this way?

1

The family are going on a trip. Everyone is bored / excited / tired.

2

Mum and Dad don’t know how to get to Hope. They’re happy / angry / surprised.

3

Jay and Kay don’t know how to get to Hope. They’re afraid / bored / happy.

4

Yvonne knows how to get to Hope. She’s calm / worried / tired. Social and emotional skills: Managing own emotions

103

8 A2 Flyers

1 Look at the pictures in Activity 2. Find and point to six things that are different.

In my picture, the waiter is putting a milkshake on the table but in your picture, the waiter is putting some cake on the table.

2

3.28 8.14

Listen. Does the girl talk about the same differences as you?

Listen carefully and talk about six differences. Try to use full sentences.

104

Preparation for Speaking Part 1

8

A2 Flyers Learning outcomes By the end of the lesson, learners will have identified and described differences between pictures (A2 Flyers Speaking Part 1).

●

Track 3.28 1 Man: Girl: 2 Man: Girl:

Test skills Understanding statements and responding with differences Recycled language clothes, colours, describing people, everyday activities, places in a city, bike, cake, dog, milkshake, motorbike, newspaper, have got, present continuous, present simple, there is/are

3 Man: Girl:

Materials audio

4 Man:

Warm-up ●

●

Ask a learner to stand up. Say Let’s compare! What’s different? Say some differences between the learner and you, using a variety of language, e.g. I’m wearing a skirt. Luca is wearing trousers. I’ve got a board pen. Luca’s got a pencil. My chair is near the door. Luca’s chair is near the window. In pairs, learners do the same, talking about appearance, number, where things are, colours, etc. Extra support Write prompts on the board, e.g. In my pencil case I’ve got … My hair is … I’m wearing … My bag is …

Girl: 5 Man: Girl: 6 Man: Girl: ●

Presentation ●

Say Let’s do a speaking exam. Say In Part 1 of the exam you look at a picture. The examiner has a picture with some differences. The examiner talks about the picture and you need to look at your picture and say what’s different.

Pupil’s Book, page 104 1 Look at the pictures in Activity 2. Find and point to six things that are different. ●

Say Open your Pupil’s Books at page 104. Focus on the pictures. Say There are lots of differences. Find and point to six. Learners work in pairs or small groups. Monitor and remind learners to look at where things are, what they look like (size), what people are wearing/doing, etc. Learners don’t tell you the differences yet.

2 ●

3.28

Learners listen and compare the girl’s responses with their own. In my picture, there’s a chemist’s next to the café. In my picture, there’s a theatre next to the café. In my picture, there’s a tall girl listening to music. In my picture, there’s a … short girl. She’s … er … she’s taking her dog for a walk. In my picture, there’s an old man on a bicycle. He’s got some fruit. And in my picture, um … there’s a man but he’s on a motorbike. He hasn’t got any fruit. In my picture, the boy outside the post office has got number 35 on his sweater. In my picture, there is a boy outside the post office. I can see number 21 … on the sweater. In my picture, the man at the café is reading a newspaper. In my picture, there’s … there’s a … um … There isn’t a man. The table is empty. In my picture, the brown bird is bigger than the grey bird. Mmm, yes … In my picture, the grey bird is bigger … and er … fatter!

Read the exam tip. Say Try to use different types of language. Point out that if learners are nervous, the examiner will prompt them. If they don’t understand, they can ask the examiner to repeat something. Say It’s better to say something than nothing at all – you can say ‘Here cake, here no cake’!

Activity Book, page 104 See pages TB128–140

Ending the lesson ●

In pairs, learners talk about more differences between the pictures. Monitor and help them paraphrase when they can’t find the right word.

Listen. Does the girl talk about the same differences as you?

Say We’re going to hear someone make sentences about the first picture. You have to listen and then find the difference in the other picture. Play the first sentence of the audio and pause for learners to make a sentence (as an example). For the rest of the sentences, they write about a difference in their notebooks. Remind learners that in the exam they will say the difference, not write it down.

TB104

8

Review

Learning outcomes By the end of the lesson, learners will have revised the language in the unit and made a presentation about a town.

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Recycled language unit language Materials Places in town flashcards, dice, counters, question cards (for Activity Book game), Mission worksheets (Teacher’s Resource Book page 84)

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Warm-up ●

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Show the Places in town flashcards one by one. Learners say the words. Put the flashcards on the board. Make a sentence with going to, e.g. I’m going to buy some stamps. Learners point to the correct flashcard and say the place (e.g. Post office). Repeat with different sentences, e.g. I’m going to catch a plane. (Airport) I’m going to have lunch. (Restaurant) I’m going to watch a play. (Theatre) Learners play the same game in pairs. Optional Play the song in Lesson 5 for learners to join in. Create a chant with the whole class. Say We’re going to the cinema. Learners say We’re going to see a film. Continue with the places and activities from the song, e.g. We’re going to the bank. (We’re going to get some money.) We’re going to the post office. (We’re going to buy some stamps.) Then add new ideas: We’re going to the airport. (We’re going to catch a plane.) We’re going to the market. (We’re going to buy some fruit.)

●

Give a presentation about your town. ●

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Point to the Mission box or show the learners the last stage of the digital Mission poster. Say Let’s put our Mission in action! Let’s give presentations about our town. Read the instructions with the class. Put the learners into their Mission groups and hand out the maps they made in the earlier stages (or the Mission worksheets, if you have the Teacher’s Resource Book). Each group prepares their presentation in three parts (description of the town and where things are, giving directions, talking about the green spaces). Monitor and help with the preparation stage. Point out that learners need an introduction to the presentation (e.g. Today we’re going to talk to you about our town …) and an ending (e.g. We hope you enjoyed our presentation. Are there any questions?) Make sure each learner in the group will be taking part in the presentation.

TB105

Stronger learners These learners can write notes for their section of the presentation, rather than a ‘script’. Groups take turns to give their presentations. Encourage the rest of the class to ask questions at the end. Organise a class vote on which is the best town. Ask learners to give reasons for their choices. Extension Learners make a graphic representation of the results of the vote (e.g. a bar graph). For ideas on monitoring and assessment, see Introduction.

Self-assessment ●

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●

SA Ask Which stage of the Mission was your favourite? Learners look back through the unit and their notebooks/ worksheets and choose Stage 1, 2, 3 or 4. Encourage them to give reasons for their answers, e.g. Stage 4 because we gave a presentation about our town and the class liked it. Say Our next Mission is ‘Organise a summer camp.’ Ask Have you ever been on a summer camp?

Focus on the ‘Can you remember?’ box. Put the class into pairs. Learners answer the questions. Check answers. Key: 1 The lorry park 2 In Central Park 3 At the post office 4 Possible answers: hospital, theatre, cinema, sports centre, shopping centre, hotel, university, airport 5 It’s around 8.5 million people. 6 She used an app on a laptop.

Pupil’s Book, page 105 in action!

Learners write their part of the presentation in their notebook and then they all rehearse. Monitor and encourage them to talk slowly and clearly.

Activity Book, page 105 See pages TB128–140

Activity Book, page 94 ●

●

Learners open page 94 of the Activity Book and complete the mission diary and ‘can do’ statements. Learners add words to the word stack (see complete notes on page TB17). See Introduction for techniques and activities.

Ending the lesson ●

●

SA Go back to the completion stage on the digital Mission poster. Add a tick or invite a learner to do it. Use self-assessment (see Introduction). Tell the learners You have finished your Mission! Well done!

8

Review

in action! Give a presentation about your town. Describe the buildings and their location in the town using the map.

My

diary Activity Book page 94

Explain how to get to different places in the town. Describe all the green spaces in the town. As a class, vote to choose the best town.

1 2 3 4 5 6

Where did the Friendly family need to get to? Where were Rose and the children when it started to rain? Where can you buy some stamps? Name three buildings you don’t usually see in a village. What’s the population of New York City? What did Yvonne use to find directions? Unit consolidation

105

9

Let’s travel! 1

Watch the video. Ask and answer. Where did you go for your last holiday? What did you do there?

Organise a summer camp In this unit I will:

106

1

Prepare a three-day timetable.

2

Describe the activities at the summer camp.

3

Pack a bag for the summer camp. Write a review about the summer camp.

Let’s travel!

Unit learning outcomes Learners learn to: ● use adjectives ● understand and use before, when and after clauses ● talk about holidays ● use -ing and -ed adjectives ● read about hiking activities and equipment ● read a diary ● interpret a legend Materials video, globe / world map (optional), photos from Digital photo bank of Mexico, including Chichen Itza (optional), pictures or advertisements of summer camps (optional), copy of the Mission worksheet (Teacher’s Resource Book page 94), digital Mission poster

Organise a summer camp ●

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Self-assessment ●

SA Say Open your Pupil’s Books at page 106. Look at the picture. Ask questions using language from the whole book, e.g. Who can you see? (A boy) What is he doing? (He’s walking across a rope bridge.) What is he wearing? (A blue T-shirt and an orange helmet) Use self-assessment (see Introduction). Say OK. Let’s learn.

Warm-up ●

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●

Point to the stamp of Chichen Itza and show photos, if possible. Ask Where is this? Tell learners the site is in Yucatán State in the south-east of Mexico. It was a city built by the Maya around 1,400 years ago. At the centre of the city is the pyramid called ‘El castillo’ (the castle), which is 30 metres tall. If possible, show photos of Mexico and show where it is on a globe / world map. Point to the main picture again. Say Unit 9 is about holidays. Ask Where did you last go on holiday? Who did you go with? Where did you stay? In a hotel? In a house? Did you camp? What did you do? Did you visit any famous or very old places, like Chichen Itza? Did you take a lot of suitcases? What did you pack?

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My unit goals ●

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Pause the video while you watch to ask learners for any vocabulary they know and to say what they can see and what they think is happening. Discuss with a few learners the questions on the Pupil’s Book page and then learners ask and answer in pairs.

Encourage learners to set their unit goals (See Introduction page xii). You can go back to these unit goals at the end of each Mission stage during the unit and review them. Say This is our Mission page.

Ending the lesson ●

Watch the video. Ask and answer.

Say In this unit we’re talking about holidays. Say Let’s watch the video.

Point to the Mission box or the digital Mission poster and say Our Mission is: Organise a summer camp. Show pictures of summer camps or adverts, if possible, and ask What’s a summer camp? (A camp in the school holidays, where children can do different activities) Did you or your brother/ sister go on a summer camp last year? Where was it? Check comprehension of summer. Say Let’s look at the Mission stages: 1 Prepare a three-day timetable. If you have the Teacher’s Resource Book, show the Mission worksheet. Explain that learners will make a timetable for the three days of their camp. Say 2 Describe the activities at the summer camp. Ask What type of activities can you do at a summer camp? (Water sports, team games, tennis, drama) Say 3 Pack a bag for the summer camp. Say Imagine you are going on a camp. You need to take different things. Mime packing and say You need to pack a bag. What are you going to pack? Learners suggest different items they would take. Ask What’s the last stage of the Mission? (Write a review about the summer camp.) Say At the end of the Mission you’re going to write a review. Check comprehension of review. Explain that in a review of a holiday or trip people can give stars to show how much they liked it and they write about the good and bad things. Ask learners to cover the page. See if they can remember the stages of the Mission. Say This is our Mission.

Activity Book, page 106

Pupil’s Book, page 106 1

9

●

Draw a Venn diagram with two overlapping circles. Add the three headings summer holiday, winter holiday and both (both is for the section where the circles overlap). Learners copy the diagram in their notebooks. Read out different things to take on holiday. Learners write each one in the correct section of the diagram. Examples: cap, boots, coat, shoes, jeans, camera, trousers, shorts, T-shirt, scarf, sweater, sunglasses, dress, hat. Check answers. Invite learners to write the words in the correct place on the board. Possible answers: summer holiday: cap, T-shirt, shorts, sunglasses; winter holiday: boots, coat, scarf, sweater; both: shoes, jeans, camera, trousers, dress, hat.

TB106

9

Vocabulary 1 Jenny: Pablo: Jim: Pablo:

Learning outcomes By the end of the lesson, learners will be able to use more adjectives. New language alone, excellent, horrible, huge, little, lucky, noisy, special, strange, superhero Recycled language adjectives, describing people, comic book, dangerous, dark, dog, man, morning, mouth, shoes, have got, What does he/she look like? What’s he/she like? Materials Character flashcards, Adjectives flashcards, word cards (optional), audio

Su-Lin: Jenny: Jim: Pablo: Jenny: Pablo:

Warm-up ●

●

Presentation ●

●

Su-Lin: Jim: Pablo: Jenny:

Show the flashcard of Ivan and ask What does Ivan look like? (He’s tall. He’s got grey hair and a beard.) Ask What’s Ivan like? (He’s brave. He’s kind. He’s funny.) Repeat with the flashcard of Rose. Put the Character flashcards on the board. In pairs, one learner describes a character (appearance and personality) and the other learner says the name. Then they swap. Hold up the Adjectives flashcards and say the words. Learners repeat. Ask for nouns to go with each adjective, e.g. A special … ? (present, person, place, moment) A huge … ? (building, monster, problem, waterfall) A little … ? (mouse, baby, kitten, snack) Say Be noisy! Learners make a lot of noise. Repeat with Be dangerous! Be horrible! Be huge! Be little! Be strange! Learners act/mime.

Key: Ivan the Great

2 ●

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●

● ●

●

3.29

Track 3.29 Diversicus is in Mexico. This morning Pablo’s showing his friends the comic book which he finished yesterday. Jim: Wow! That’s brilliant, Pablo! Su-Lin: The big man looks like Ivan. Pablo: That’s right. Ivan is the superhero in my comic. He’s called ‘Ivan the Great’.

TB107

Say the chant.

Say Listen and say the chant. Play the audio or video. Learners point and chant. Practise the chant, with mimes.

3

Listen. What’s the hero called?

Say Open your Pupil’s Books at page 107. Ask Who can you see? (Pablo, Jim, Jenny, Su-Lin) What has Pablo got? (A comic book) Teach superhero. Ask Who does the hero in the comic look like? (Ivan) Indicate the caption and read it. Ask What’s the hero called? Let’s listen. Play the audio. Check answers. Say Listen and point. Play the audio again. Learners point to the adjectives as they hear them. Extension Write questions on the board and play the audio again. 1 When did Pablo finish the comic book? (Yesterday) 2 Where’s Ivan in the story? (He’s in a dark street.) 3 Who does Ivan have to get past? (A strange man) 4 How does Su-Lin feel? (Frightened/Scared) 5 What is Ivan like? (Brave and strong)

3.30

Track 3.30 Brilliant comic, excellent comic, Ivan the Great. Horrible dog, huge mouth, Noisy, little dog. Strange man, dark street, Lucky, special shoes. Brilliant comic, excellent comic, Ivan the Great.

Pupil’s Book, page 107 1

Tell us what’s happening in the story. Ivan’s alone in a dark street. He isn’t with his friends. It looks very dangerous. It is. He has to get past this strange man and his horrible dog. It’s little, but it’s dangerous because it’s got a huge mouth with a lot of teeth, like a shark. Ooh, I’m frightened. I’m sure it’s OK, Su-Lin, because Ivan’s very brave … and he’s very strong. Yes, he is. Pablo, tell us about this picture on the right. Well, Ivan catches bad people but he doesn’t like hitting or kicking them. But he can jump very high. Brilliant! Yes, he can. Here he’s jumping over the strange man. He’s going to catch him and his noisy dog in his net. Ooh. It’s lucky he’s wearing his excellent, special shoes. And what’s he saying in this picture? Er … ‘It’s only me!’

● ●

3.31

Listen and say yes or no.

Indicate Activity 3 and say Listen and say ‘yes’ or ‘no’. Play the audio. Pause for learners to answer. Track 3.31 1 Pablo’s showing his friends his sketches. 2 The big man looks like Miguel. 3 The superhero is in a light street. 4 The dog’s got a small mouth and not many teeth. 5 The superhero is going to catch the man and dog with a net. 6 The superhero is wearing his special trousers.

Key: 1 no (He’s showing them his comic book.) 2 no (He looks like Ivan.) 3 no (He’s in a dark street.) 4 no (He’s got a huge mouth and a lot of teeth.) 5 yes 6 no (He’s wearing his special shoes.)

Activity Book, page 107 See pages TB128–140

Ending the lesson ●

SA Say We learnt adjectives. Show the flashcards. Ask Do you know the words? Use the self-assessment technique (see Introduction). Learners show how they feel.

9

Vocabulary 1

1

9.01 3.29

Listen. What’s the hero called?

Diversicus is in Mexico. This morning Pablo’s showing his friends the comic book which he finished yesterday.

It’s got a huge mouth. It’s noisy.

Our superhero is alone ...

A strange man

He’s lucky. He’s got his excellent, special shoes.

His horrible, little dog

2

3.30 9.02

3

9.03 3.31

Say the chant. Listen and say yes or no.

Adjectives

107

9 DIVERSICUS 1

3.32 9.04

This huge h old city is called Teotihuacan. People started building it more than 2,000 years ago. Today we’re going to walk round and look at the Pyramids.

2 Later … What did you do today?

We drove north-east of Mexico City to see the Pyramids.

3

Tonight is our last show! What did you like most about the tour?

4

After we met Grandma’s sister in China, we ate the fantastic noodles which she made for us. That was my favourite day.

Good question. Let’s think.

5

6

The funniest time was when Ivan carried the girls quickly through the jungle. He ran really fast when Fred came out of the trees.

7

8 Are we going to go on tour again next year, Rose?

My funniest day was in New York. Rose got really wet before I gave her my umbrella.

1 108

For me the most exciting day was in Spain. We sailed across the river on a boat before we went to the funfair.

3.33 9.05

Listen. Who says it?

Story: before, after, when clauses in context

Can I come, too?

Yes, of course. We’re going to have more exciting adventures next year.

9

Diversicus Track 3.32 The Diversicus song + see cartoon on Pupil’s Book page 108

Learning outcomes By the end of the lesson, learners will have encountered before, when and after clauses in context. New language have adventures, pyramid Recycled language adjectives, adverbs, directions, funfair, jungle, noodles, tour, umbrella, going to, past simple, relative clauses, superlatives Materials video, Adjectives flashcards, word cards (optional), globe / world map (optional), audio

Warm-up ● ●

●

●

● ●

Revise adjectives with the flashcards. Say Someone who is not very quiet is … Learners say noisy. Repeat with definitions of the other adjectives, e.g. The opposite of light is … (dark). If something is very, very big it is … (huge). If something is very, very good it is … (excellent). SA Use self-assessment techniques to check how well learners think they understand the vocabulary. See Introduction. Write Diversicus World Tour on the board. Ask Which countries did Diversicus visit on their world tour? Can you remember? Write the countries learners remember on the board. Use a globe or world map to prompt, if necessary. The countries are Russia, China, Indonesia, India, Greece, Turkey, Spain, the USA. Ask Which country is Diversicus in now? (Mexico) Say The children are going to visit an ancient city in Mexico. What are they going to see there? Draw a pyramid on the board and teach pyramid. Say Let’s find out what else they do.

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1 ●

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●

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●

Diversicus

Say Open your Pupil’s Books at page 108. Ask Who can you see in the pictures? (The children, Miguel, Rose and Ivan) Point to picture 1 and ask What are they doing? (Visiting the Pyramids) Point to picture 2 and ask What are they eating? (Mexican food) Point to the thought bubbles in pictures 4 to 7 and ask What are the children thinking about? (The different countries on their tour) Ask What are they going to do next year? Write the question on the board. Say Let’s find out. Play the audio or video. Learners listen and read. Check answers (They are going to have more exciting adventures.) Check comprehension of have adventures.

Pablo: Rose: Ivan: Su-Lin:

6 Miguel: 7 Su-Lin: 8 Jim:

Play the song at the beginning of the cartoon story. Learners listen and sing.

3.32

Listen. Who says it?

Read the instructions. Play the audio. Pause after each sentence for learners to answer.

2 3 4 5

The Diversicus song

Track 3.32 See the Diversicus song on page TB5

3.33

Track 3.33 1 Jenny:

Pupil’s Book, page 108 3.32

Play the audio or video again. Pause after each frame and ask, e.g. What is the ancient city called? (Teotihuacan) Where is it? (North-east of Mexico City) When is their last show? (Tonight) What did Su-Lin like most about the tour? (Eating noodles in China) Which was Pablo’s funniest part of the tour? (Ivan running in the jungle when Fred dressed as a bear) Who liked Spain best? (Jenny) What was the funniest day for Jim? (Getting wet in New York) Who wants to come on tour with them next year? (Ivan) Write the countries from the tour on the board again, in order. Make sentences with after, before and when, e.g. After the circus went to Russia, it visited China. Before they all got to Greece, they were in Turkey. When they left Turkey, they went to Spain. Ask questions in a similar way, e.g. Where did they go before they visited Indonesia? (China) Where did they go when they left India? (Greece)

We sailed across the river on a boat before we went to the funfair. He ran really fast when Fred came out of the trees. What did you like most about the tour? Can I come, too? We drove north-east of Mexico City to see the Pyramids. People started building it more than 2,000 years ago. After we met Grandma’s sister in China, we ate the fantastic noodles which she made for us. Rose got really wet before I gave her my umbrella.

Key: 1 Jenny 2 Pablo 3 Rose 6 Miguel 7 Su-Lin 8 Jim

4 Ivan

5 Su-Lin

Activity Book, page 108 See pages TB128–140

Ending the lesson ●

Write the countries from the Diversicus tour on the board again. Ask What was Su-Lin’s favourite country on the tour? (China) What about Jim? (the USA) And Jenny? (Spain) Ask different learners Which was your favourite country? Why?

TB108

9

Language practice 1

Learning outcomes By the end of the lesson, learners will be able to use before, when and after clauses. New language Rose got really wet before I gave her my umbrella. He ran really fast when Fred came out of the trees. After we met Grandma’s sister in China, we ate the fantastic noodles. What did you do when you got home from school yesterday? article, firefighter, fire station, go hiking, ride (n) Recycled language adjectives, everyday activities, sports and hobbies, boat ride, funfair, helmet, newspaper, Let’s … Great idea, past tense, superlatives Materials Past simple irregular verbs flashcards, word cards (optional), Mission worksheets (Teacher’s Resource Book page 94), digital Mission poster

Warm-up ● ●

Review irregular past forms with the flashcards. Tap the table and say: One, two, three. Then click your fingers and say, e.g. Get! Learners tap the table as they say One, two three. Then they click their fingers and say the past tense, e.g. Got! Continue with go, buy, meet, take, be and put on.

2 ●

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Say Listen and remember. Talk about your weekend using before, when and after, e.g. After I got up on Saturday, I had breakfast. When I finished breakfast, I had a shower. Before lunch, I went to the supermarket. After lunch … etc. Ask questions, e.g. What did I do after I got up?

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Grammar spotlight

Say Open your Pupil’s Books at page 109. Point to the Grammar spotlight box. Write the same sentences on the board. Learners copy. Play the audio. Pause for learners to repeat. Track 3.34 See Pupil’s Book page 109

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Extension Learners write their own articles. Make a newspaper. For a full Grammar reference, see page 126.

1 Look at the photos. What are the children doing? ●

●

Ask What are the children doing? Review funfair and teach ride. Ask When did you last go to the funfair? Which rides do you like? Use the other photo to teach fire station and fire fighter and revise helmet. Explain that the photos are in a school newspaper. Teach article.

TB109

5 After

6 met

3 Ask and answer. ●

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Ask a learner the first question. He/She replies, e.g. When I got home from school, I had a snack. The learner then asks you the question. Learners write their answers in their notebooks. Then they ask and answer in pairs.

Stage 1 ●

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●

Pupil’s Book, page 109 3.34

Learners read and choose the words individually. Key: 2 got off 3 bought 4 visited 7 took 8 went 9 before 10 was

Presentation ●

Choose the words to complete the text.

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Point to the Mission box or show the learners the digital Mission poster. Say This is Stage 1 of our Mission. Prepare a three-day timetable. Ask Where is your summer camp going to be? What kind of activities are you going to have? If it’s a forest camp, what can you do? Learners suggest activities (e.g. go on a nature trail, go camping, climb trees). Ask If the camp is near a lake or the sea, what can you do? Write learners’ ideas on the board. Read the Mission instructions. Teach go hiking. Draw a simple three-day timetable on the board. Say At my summer camp, on the first morning, I think we should play beach volleyball. What do you think? Write play beach volleyball on the timetable. Say Lunch can be a picnic on the beach. In the afternoon, let’s go swimming. Write notes in the timetable as you talk. Put the class in Mission groups. Hand out the Mission worksheet, if you have the Teacher’s Resource Book, or learners copy the timetable from the board (without notes). Groups decide where their camp will be and discuss activities. When they have agreed, they complete the timetable. For ideas on monitoring and assessment, see Introduction.

Activity Book, page 109 See pages TB128–140

Activity Book, page 106 ●

Learners open page 106 of the Activity Book and complete the mission diary.

Ending the lesson ●

SA Go back to Stage 1 on the digital Mission poster. Say We made a timetable. Add a tick to the Prepare a three-day timetable stage. Use self-assessment (see Introduction).

9

Language practice 1

3.34

Grammar spotlight

Rose got really wet before I gave her my umbrella. He ran really fast when Fred came out of the trees. After we met Grandma’s sister in China, we ate the fantastic noodles.

1 Look at the photos. What are the children doing? 2

Choose the words to complete the text.

Well, this is our last article for the school newspaper. Before we 1go / arrive on holiday, we should remember some of the most exciting things from the last year. Our first trip was to the funfair. After we 2get off / got off one of the rides, we 3 buy / bought this amazing photo. One of our favourite trips was when we 4visited / visit the fire station. 5 After / If we 6meet / met the brave firefighters there, we put on their helmets. George 7 took / take this photo. Last month we 8go / went camping in the forest. We took a boat ride on the lake when / before we had a windsurfing lesson. It 10was / is brilliant. See you next year! George and Katy

9

3 Ask and answer. What did you do ... 1

when you got home from school yesterday?

3

when you arrived at school this morning?

2

after you got up this morning

4

before you had dinner last night?

STAGE 1 Prepare a three-day timetable. In groups, discuss some ideas for activities for your summer camp.

On day one, let’s go hiking after breakfast.

Great idea! And for lunch let’s go to the place where they make the best pancakes.

Write your three-day timetable.

My

diary Activity Book page 106

before, after, when clauses

109

9 Vocabulary 2 and song

1

3.35 9.07

Listen and find the words from the song in the picture. Then sing the song.

This year’s tour is over. Yes, it is, we’re on our way … We’re packing all our boxes And the tent, the enormous tent. I need to find my pyjamas Before I pack my trainers. I need to pack my suitcase, Yes, I do. Yes, I do. Chorus After I pack my rucksack, We’re going to go on holiday. We’re going to go to the beach, To make sandcastles by the sea. Chorus Don’t forget to send these postcards, With views of Mexico. Remember to put the stamp on, And take it to the post office. Chorus

2

9.09 3.37

Listen and write.

3 Imagine you’re going to go on

Let’s talk about holidays. What should people see and do when they day in your country? are on holiday

holiday next week. Ask and answer.

What are you going to pack in your suitcase? Why?

110

On holiday

I’m going to pack my trainers. Because I’m going to play football.

Vocabulary 2 and song Learning outcomes By the end of the lesson, learners will have practised the language through song.

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Recycled language beach, box, post office, rucksack, sea, stamp, going to, need

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2

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Put on sunglasses and a cap. Pick up a rucksack or suitcase and ask What am I going to do? (You’re going to go on holiday.) Teach suitcase. Mime packing and say What do I need to do before I go on holiday? Teach pack (my suitcase).

Presentation ●

●

●

Display the Holiday words flashcards. Learners say the words. Say Remember the words! Turn the flashcards over. Point to the back of each flashcard. Learners chant the word. Reveal the picture. Point to the flashcards and ask, e.g. Do you wear pyjamas? What colour are they? Are they spotted or striped? Do you like sleeping in a tent? Do you sometimes write postcards? Who do you send them to? Are you wearing trainers today? SA Use self-assessment techniques to check how well learners think they understand the vocabulary. See Introduction.

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3.35

Listen and find the words from the song in the picture. Then sing the song.

Say Open your Pupil’s Books at page 110. Look at the picture. Ask Who can you see? (Su-Lin’s Grandma and Grandpa, Ivan, Mr Friendly, Mrs Friendly, Rose, Jim, Jenny, and Pablo) What are they doing? (They’re packing.) Say The Diversicus World Tour is finished. It’s over. Ask How many boxes can you see? (Two) Where are the costumes? (Learners point.) Who’s got a postcard? (Rose and Pablo) Demonstrate the task: learners point to the correct part of the picture as they listen. Say Listen and find the red words. Play the audio or video, pausing so that learners can find the right part of the picture. Track 3.35 See song on Pupil’s Book page 110

●

Listen and write.

Play the first item on the audio. Model writing the word on the board. Play the rest of the audio. Pause after each item for learners to write in their notebooks. Play the audio again so they can check spelling. Check answers. Learners write them on the board. pyjamas pack suitcase tent forget sandcastle remember trainers view postcard

3 Imagine you’re going to go on holiday next week. Ask and answer. ●

●

Pupil’s Book, page 110 1

3.37

Track 3.37 1 p-y-j-a-m-a-s 2 p-a-c-k 3 s-u-i-t-c-a-s-e 4 t-e-n-t 5 f-o-r-g-e-t 6 s-a-n-d-c-a-s-t-l-e 7 r-e-m-e-m-b-e-r 8 t-r-a-i-n-e-r-s 9 v-i-e-w 10 p-o-s-t-c-a-r-d

Warm-up ●

Teach mimes for the red words. Learners sing again and mime.

Extension Once learners are confidently singing along 3.36 to the song, try singing the karaoke version as a class.

New language enormous, forget, over (= finished), pack (v), postcard, pyjamas, remember, (make) sandcastles, suitcase, tent, tour, trainers, view

Materials video, Holiday words flashcards, word cards (optional), sunglasses and a cap (optional), a rucksack or suitcase (optional), audio

9

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Say Imagine you are going to go on holiday next week. Take out and open a suitcase or mime. Ask What are you going to pack? Why? Choose five things. Read the speech bubbles. Give more examples, e.g. I’m going to pack my sun hat because I don’t want to get too hot. Learners talk about their five items in pairs. Choose different learners to tell the class about their partner’s items, e.g. Rosaria is going to pack a camera because she likes taking photos. Stronger learners Think of more than five items. Show the picture of Rose Quartz in the bottom righthand corner. Read out the question. Learners discuss the question in pairs or small groups and make a list of things. Compare the lists and vote on the top five things to see and do as a whole class.

Activity Book, page 110 See pages TB128–140

Ending the lesson ●

●

SA Repeat the self-assessment technique used at the start of the lesson to see how well learners think they understand the vocabulary. Is there any change? Play the song again. Learners join in.

Play the audio or video again. Check comprehension of enormous, forget and remember.

TB110

9

Language practice 2

Learning outcomes By the end of the lesson, learners will be able to use –ed and –ing adjectives. New language You’re going to be tired at the end of your holiday. Yes, it is going to be tiring. bored, excited, frightening, interested, surprising, tiring Recycled language holiday words, natural features, places in a city, sports and hobbies, forget, remember, adjectives, going to, past simple Materials Mission worksheets (Teacher’s Resource Book page 94), audio, digital Mission poster

3.39 ●

Warm-up Play a ‘Memory chain game’. Say I went on holiday and I packed pyjamas. Ask a learner What did you pack? The learner says, e.g. I went on holiday and I packed pyjamas and trainers. The chain continues. Use remember and forget as prompts, e.g. Can you remember what she packed? You forgot (trainers)! Pick up a book and look interested. Say This book is interesting. I’m interested. Repeat the sentences, emphasising –ing and –ed. Repeat with different books and boring/bored, frightening/frightened.

Pupil’s Book, page 111 1 ●

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3.38

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Key: She’s going to go to France on holiday / on the biggest ride at the funfair / to the beach. Track 3.38 Michael: Last day of school. Brilliant! What are you going to do during the holidays, Sophia? Sophia: I’m really excited because I’m going to go to France with my family. Michael: That is exciting. What are you going to do there? Sophia: I don’t know, but on one day we’re going to go to a huge funfair … and I’m going to go on the biggest ride. It’s as high as a skyscraper. Michael: Ooh, that’s frightening. I don’t like the big rides at funfairs. They’re horrible! Sophia: Really? That’s surprising. I didn’t think you were frightened of big rides, Michael. So, what do you like doing when you’re on holiday? Michael: I love playing in the sand and making enormous sandcastles on the beach. Sophia: Yeah, I like that too. Before we go to the funfair, I think we’re going to spend a day at the beach. Michael: Phew, you’re going to be tired at the end of your holiday. Sophia: Yes, it is going to be tiring. I’m going to need another holiday when we get back.

TB111

Ask a learner What do you think about exams? He/She replies I think they’re … (a word from the second box). Learners do the activity in pairs. Stronger learners They write sentences, e.g. I think jungles are interesting because there are lots of animals.

3 Tell your partner about the last time you were … ●

●

Listen. What’s Sophia going to do on holiday? Say three things.

Say Open your Pupil’s Books at page 111. Look at the photo. Where are they? (At school) Say The girl’s name is Sophia. She’s talking to her friend. Play the audio. Learners listen for three things. Play the audio again.

For a full Grammar reference, see page 126.

2 What do you think about these things? Ask and answer.

Presentation ●

Write the sentences on the board. Underline ed and ing. Explain that –ed adjectives describe feelings. Say You’re going to be excited at the funfair. The funfair’s going to be … (exciting). My little brother was frightened at the cinema. The film was … (frightening). Practise with –ing, e.g. This programme is interesting. I’m … (interested). The present was surprising. I was … (surprised). Track 3.39 See Pupil’s Book page 111

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Grammar spotlight

Ask different learners When was the last time you were (bored)? They answer with a when clause. Learners talk in pairs. Ask, e.g. Why were you bored?

Stage 2 ●

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Show the second stage of the Mission poster: Describe the activities at the summer camp. In their Mission groups, learners look at the timetable from Mission Stage 1 and talk about the different activities. Read the speech bubbles first. Check comprehension of competition. Learners write a short description of each activity on the worksheet (if you have the Teacher’s Resource Books) or in their notebooks, using –ing adjectives.

Activity Book, page 111 See pages TB128–140

Activity Book, page 106 ●

Learners open page 106 of the Activity Book and complete the mission diary.

Ending the lesson ●

SA Go back to Stage 2 on the digital Mission poster. Add a tick to the ‘Describe the activities at the summer camp’ stage. Use self-assessment (see Introduction).

9

Language practice 2

1

9.10 3.38

Listen. What’s Sophia going to do on holiday? Say three things.

9.11 3.39

Grammar spotlight

Y You’re going to be tired at the end of your holiday. Yes, it is going to be tiring.

2 What do you think about these things? Ask and answer.

I think it’s interesting.

What do you think about going to a museum?

3 Tell your partner about the last time you were … 1

bored

3

tired

5

surprised

2

frightened

4

excited

6

interested

The last time I was excited was when I went to a funfair.

STAGE 2 Describe the activities at the summer camp. In your groups, discuss the activities in your timetable.

There’s a walk on the beach and a sandcastle competition after the walk. Write a short description for each activity.

That’s going to be exciting!

My

diary Activity Book page 106

-ed/-ing adjective endings

111

9 Cross-curricular

North, south, east and west 1

Watch the video.

2 Look at the pictures. What activities are the children doing? 1

2

3

4

5

6

3 Which activities do you think are exciting, frightening or tiring? What do you like doing in the countryside?

4 What should you take with you when you go hiking? Why? Choose and tell a partner.

When you go hiking, you should take a map so you don’t get lost. 112

Learn about what to take on a hiking trip

Cross-curricular

3 Which activities do you think are exciting, frightening or tiring? What do you like doing in the countryside?

Learning outcomes By the end of the lesson, learners will have learnt about equipment for a hiking trip. New language compass, first aid kit, go climbing/ kayaking/rafting, mobile phone, sun cream, torch

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Recycled language compass points, giving directions, sports and hobbies, cake, cap, computer game, countryside, dictionary, get lost, go hiking/camping, map, sandwiches, water, –ed and –ing adjectives, prepositions of movement, should Materials a rucksack with items for a hike (from the lesson), e.g. map, water, food, compass, mobile phone, torch, first aid kit, sun cream, cap (optional), video

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Warm-up ●

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Say Stand up. Let’s go hiking! Mime putting on boots and say Put on your boots. Learners copy your mime. Mime picking up a rucksack and putting it on. Say Put on your rucksack. Learners copy. Mime and give instructions for the rest of a hiking trip, with learners copying and, if possible, moving around the classroom. Revise giving directions, prepositions of movement and compass points. Possible instructions: Let’s look at the map. We need to go north. Let’s walk through the forest. We’re walking past a beautiful waterfall. Stop and look up! Now turn right. We need to walk across this bridge. Be careful! We’re crossing over the river now … Now we need to go west, into the mountains. Let’s walk more slowly. We’re going up … Here we are at the top of the mountain! Let’s stop to have a picnic. Look at the view! Let’s take a photo.

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Watch the video.

Say Let’s watch the video. Learners watch the video about going hiking. Pause the video to check comprehension and learners answer the questions at the end. Watch the video again, this time without pausing.

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● ●

2 Look at the pictures. What activities are the children doing? ●

●

Say Open your Pupil’s Books at page 112. Indicate the title and practise pointing to the four compass points. Point to the photos and ask What are the children doing? Learners name the activities they know (Hiking, camping). Use the photos to teach kayaking, climbing, rafting and mountain biking. Ask Do you like (hiking)?

Point to each photo or show real items and ask What’s this? Teach the new words. Write all the words on the board and practise pronunciation: map, tablet, compass, sun cream, computer game, water, torch, cap, dictionary, first aid kit, sandwich, cake. Extension Ask When do you need a map? (When you’re lost / You need a map when you’re lost.) Write the question and answer on the board. Ask about one or two more of the items in the photos. Put learners in pairs to ask and answer in the same way. Read the instructions. Learners make a list individually. Model the discussion by reading the speech bubble and making a similar sentence about the torch (e.g. You should take a torch so you can see even if it is dark.) Put the class into pairs to compare their lists and say why they chose each thing. Monitor and help with new language. Extra support Decide as a class on the most important things to take, holding up real objects for learners to discuss. Put the things they all agree on into a real rucksack. Say Now we’re ready to go hiking!

Activity Book, page 112 See pages TB128–140

Ending the lesson ●

Key: 1 hiking 2 kayaking 3 camping / putting up a tent 4 climbing 5 rafting 6 riding bikes

Point to the photos in Activity 2 and ask Which of these activities is exciting? Learners suggest, e.g. rafting. Help them make complete sentences (e.g. Rafting is exciting.) Ask Which of the activities is frightening/tiring? Learners respond. Stronger learners Ask Why do you think that? / Why is it (tiring)? Learners also write sentences about the activities in their notebooks, using –ing adjectives and giving reasons. Ask What do you like doing in the countryside? Learners choose their favourite activities from the photos and suggest more. Supply new vocabulary as necessary (e.g. going on nature trails, sailing, fishing, cross-country running). Extension Put the class into pairs to talk about what they like. Ask learners to report back about their partner, e.g. Hector likes looking for animals in the countryside because it’s exciting when he sees something new.

4 What should you take with you when you go hiking? Why? Choose and tell a partner.

Pupil’s Book, page 112 1

9

Define an item from Activity 4, e.g. It’s made of plastic. You need it at night. It’s bright. Learners guess, e.g. Torch.

TB112

9

Culture

Learning outcomes By the end of the lesson, learners will have read a diary entry about a hiking trip in Mexico. New language broke, daytime, disaster, fell, knew, rainforest, rise, safe, set, solution

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Track 3.40 See Pupil’s Book page 113 ●

Recycled language compass points, natural features, compass, diary, dirty, find your/the way, have a picnic, hot, lizard, materials, moon, pyramid, rest (v), sky, stars, sun, take pictures, view, –ed and –ing adjectives, going to, past tense

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Hand out paper. Say Draw a picture of the sky. You have two minutes. Learners draw and colour a picture. Monitor and ask, e.g. What’s in your sky? What colour is this? What’s the weather like? After two minutes, say Look at your pictures. Did you draw the sky in the daytime? Did you draw the sky at night? Who drew the sun? Who drew clouds? Did anyone draw stars / the moon? What else is in your picture? Stronger learners Learners talk about their pictures in small groups, e.g. In my sky it’s day. It’s snowy. There are clouds and no sun. There are some birds.

Pupil’s Book, page 113 5 Look at the pictures. How can the sky help you find your way if you haven’t got a compass? ●

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Say Open your Pupil’s Books at page 113. Let’s look at the pictures. What can you see in the sky? (Stars, the moon / The sun/clouds) What time of day is it? (Night/Evening) Point to the second picture and say In this picture the sun is setting. The sun rises in the morning and sets in the evening. Write rise and set on the board and draw diagrams. Say You haven’t got a compass. How can the stars and the sun help you find your way? Learners discuss. Check that they know that we can use the position of constellations in the sky to find the way. If anyone mentions sunrise and sunset, say The sun rises in the east and it sets in the west. You can see where you are if the sun is rising or setting. If no one talks about this, don’t explain yet.

6 ●

3.40

Listen and read Jasmin’s diary. What did they use to find their way?

Say This is a girl’s diary. Her name is Jasmin. What date is she writing about? (Saturday July 15th) Ask What can you see in the picture? (A mountain, trees, a pyramid) Read the question.

TB113

Check answers and make sure learners understand how the sunrise/sunset helps people find their way (if you didn’t do this in Activity 5). Check comprehension of rainforest, fell, broke, knew and safe. Key: They looked at the sun setting, so they knew where west was and could find south.

Materials paper and coloured pens or pencils (optional), worksheets from Mission Stages 1 and 2 (Teacher’s Resource Book page 94)

Warm-up

Play the audio for learners to listen and read.

7 Read the diary again and answer the questions. ● ●

Learners read and answer in their notebooks. Check answers. Key: 1 Mexico 2 Tepozteco 3 A pyramid 4 It broke. 5 Because it was daytime. 6 Because they didn’t have the right materials.

Stage 3 ●

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Show the class the third stage of the Mission poster: Pack a bag for the summer camp. Read the instructions and the speech bubbles. Put learners in their Mission groups. They look at their activity descriptions from Stage 2 of the Mission and talk together about what they need to take. They agree on a final list of things to pack and write it in their notebooks. Monitor and help with new vocabulary. Ask What are you going to need for kayaking? Do you think you need sun cream? Why do you need to take a torch? Extension Learners write a sentence about each item on their list, explaining why they are taking it, e.g. We’re going to need binoculars to look for animals and birds on the nature trail.

Activity Book, page 113 See pages TB128–140

Activity Book, page 106 ●

Learners open page 106 of the Activity Book and complete the mission diary.

Ending the lesson ●

SA Go back to Stage 3 on the digital Mission poster. Add a tick to the ‘Pack a bag for the summer camp’ stage or invite a learner to do it. Use self-assessment (see Introduction).

9

Culture

5 Look at the pictures. How can the sky help you find your way if you haven’t got a compass?

6

3.40

Listen and read Jasmin’s diary. What did they use to find their way?

Saturday July 15th Day five in Mexico! Today was very interesting. We went to visit a pyramid at the top of the Tepozteco Mountain in Morelos. It was a beautiful walk. We went past waterfalls and amazing rainforests! We walked very far because the pyramid is very high up the mountain. On the way, we saw lots of lizards. We rested at the top of the mountain and we had a picnic. The view was lovely; we could look down on the beautiful town of Tepoztlan. Danny took lots of pictures.

When we were preparing to go back down the mountain, disaster happened! Danny fell and our compass broke. Oh no! How could we find our way with no compass?

We arrived back at the hotel hot and dirty, but safe. Mum is now the superhero of the family. What’s going to happen to us tomorrow?

We couldn’t look at the stars because it was day time. Danny wanted to make a compass but we didn’t have the right materials. Then Mum found the solution. The sun was getting lower in the sky. Of course! The sun rises in the east and it sets in the west. Now we knew where west was and it was easy to find south.

7 Read the diary again and answer the questions. 1

Which country is Jasmin visiting?

4

What happened to the compass?

2

What’s the name of the mountain which they climbed?

5

Why didn’t they use the stars to find their way?

3

What was at the top of the mountain?

6

Why didn’t they make a compass?

STAGE 3 Pack a bag for the summer camp. In your groups, discuss what items you’re going to need for each activity.

For hiking, we’re going to need a compass and some boots.

For visiting the town hall, we’re going to need a camera and some money.

Write a final list of things to pack for the summer camp.

My

diary Activity Book page 106

Learn about a hiking trip in Mexico

113

9 Literature

1 What do these words mean? Discuss with a partner. Use the pictures or a dictionary to help you.

2 What’s the story about? Make predictions. Then read and check. 3.41

THE STORY OF POPOCATEPETL AND IZTACCIHUATL

Harry and Sophie were on holiday in Mexico with their cousins, Jaime and Alicia. Before they went home, they wanted to climb Popocatepetl. Popocatepetl is a volcano not very far from Mexico City. The night before the climb, they camped at the bottom of the volcano with their mountain climbing guide. Harry and Jaime looked up at the volcano covered with snow.

‘It’s going to be exciting tomorrow,’ said Jaime. Harry was excited, too. ‘What a strange shape that other mountain is,’ said Sophie suddenly. ‘It looks like a woman lying down.’ The guide looked where she was pointing. ‘Yes,’ he said. ‘It does. That’s a volcano, too. Let’s put up the tents before it gets dark, and then I can tell you the story of the two volcanoes.’ After they put up the tents, they all sat down and they listened to the story of Popocatepetl and Iztaccihuatl. It was very interesting.

114

Text type: A narration and legend

9

Literature Learning outcomes By the end of the lesson, learners will have read a legend and practised predicting. New language attack, be in love with, broken heart, dead, die, fight, get married / marry, guide (n), lay down, leader, lie down, lonely, put up (a tent), return, shape, still (adv), tribe, volcano, warrior

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3.41 ●

Recycled language adjectives, natural features, body, camp (v), climb, cousin, dangerous, daughter, far, fell, fight, ground, help, look like, pick up, princess, sit down, snow, tent, woman, before, after and when clauses, going to, past simple Materials picture from Digital photo bank of a volcano (optional), map of Mexico (optional), dictionaries (optional), audio

Warm-up

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Write on the board: When did you last go on holiday? Where did you last see a beautiful view? When did you last see snow? When did you last climb something? Learners ask and answer in pairs.

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Presentation ●

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Show a picture of a volcano or draw on the board. Ask What are volcanoes like? Learners think of adjectives. Write them on the board, e.g. hot, dangerous, frightening, scary, huge, beautiful, amazing. Ask Are there any volcanoes in (learners’ country)? Learners share their facts about volcanoes. Say Let’s find out more about today’s story.

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Pupil’s Book, pages 114–115 1 What do these words mean? Discuss with a partner. Use the pictures or a dictionary to help you. ●

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Say Open your Pupil’s Books at page 114. Focus on the words and ask Which do you know? (Volcano, tent) Read the instructions and hand out dictionaries, if available. Learners discuss the words in pairs. Then they share their definitions as a class. They use the pictures to help with volcano and warrior. Extra support Divide the class into four groups and assign one word per group to look up: shape, warrior, tribe, broken heart. Groups explain the meaning to the class.

2 What’s the story about? Make predictions. Then read and check. ●

Point to the pictures and ask What can you see? (A city, a volcano) Who do you think the man is? Use the words in the box. (The man is a warrior. He’s from a tribe.) Who is the woman? What’s the matter with her? How does the man feel? Who has a broken heart? Do not confirm answers.

The story of Popocatepetl and Iztaccihuatl

Play the audio. Learners listen and read. Pause after paragraph 1. Ask Where are Harry and Sophie? (In Mexico on holiday) Who’s with them? (Their cousins and a guide) Check comprehension of guide. Where is Popocatepetl? (Near Mexico City) Show this on a map, if possible. Ask What did they do the night before they climbed the volcano? (They camped at the bottom of the volcano.) Track 3.41 See story on Pupil’s Book pages 114–115

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Look at the last picture and ask How many volcanoes are there? (Two) What is covering the volcanoes? (Snow) Where are the man and woman? Learners predict. Don’t confirm answers. Say Let’s read and check your predictions.

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Say Read and listen to the next part of the story. Play the audio. Pause at the bottom of the page. Ask How did the children feel? (Excited) What did the mountain look like? (A woman lying down) Teach lying down. Ask What did they do before it got dark? (Put up their tents) Check comprehension of put up. Ask Who told a story? (The guide) Say Let’s read and listen to the story. Play the audio and pause after the first paragraph. Ask Who is the man? (A warrior called Popocatepetl) Who is the woman? (A princess called Iztaccihuatl) Teach be in love with (someone). Ask What happened before they got married? (Another tribe attacked their tribe.) Check comprehension of attacked. Ask What did Popocatepetl need to do? (Help his tribe / Go and fight / Say goodbye to Iztaccihuatl) Say Let’s read and listen to the next part. Play the audio. Pause after the second paragraph. Ask How did Iztaccihuatl feel? (Lonely and sad) Check comprehension of lonely. Ask What happened to her? (She thought Popocatepetl was dead. She got ill and she died (of a broken heart).) Check comprehension of die and dead. Say Let’s read and listen to the end. Play the rest. Ask Was Popocatepetl dead? (No, he wasn’t.) What did he do? (He returned, carried Iztaccihuatl’s body away to a quiet place and sat down next to it.) Check understanding of laid down. Ask What happened to the bodies? (Snow covered them.) Why does the guide point to the two volcanoes? (Because the volcanoes are the shape of Popocatepetl and Iztaccihuatl, covered in snow.) Teach still.

Activity Book, page 114 See pages TB128–140

Ending the lesson ●

Ask the learners which of their predictions were right.

TB114

9

Literature

Learning outcomes  By the end of the lesson, learners will have learnt about legends and love and about sharing respect for other cultures. New language  legend Recycled language  language from the story, adjectives Materials  audio, story books about local legends or pictures of characters from legends (optional) Social and Emotional Skill: show respect for other cultures ●● After reading the story, ask learners Where are the children? (At the foot of Popocatepetl) How are they feeling? (Excited) Why? (They are going to climb a volcano. They are going to camp. They are going to hear an interesting story.) ●● Say Yes, the children are excited about listening to the story about a local legend. They listen carefully and are interested in what happens. They don’t laugh or make jokes. ●● Point out that different cultures have different stories, legends and customs. It is important to learn, understand and appreciate people from different cultures and their customs. Different cultures make the world a diverse and interesting place. ●● Say Many cultures have legends that people used to explain nature. It’s good to be open to other cultures. It helps us understand people from other cultures. ●● Write a list of the stories and countries from the Pupil’s Book on the board. ●● Ask What have we learnt about other cultures? Learners write down one thing from each culture. (Unit 1: Anastasia is a Russian name. Unit 2: People in China eat noodles for breakfast. Unit 3: There are Komodo dragons in Indonesia. Unit 4: In India and other countries, people still celebrate Rama going home (Diwali). Unit 5: In Greece, there’s an island called Icaria and the sea around it is called the Icarian Sea. Unit 6: Turkey was part of the Ottoman Empire. Unit 7: La Mancha in Spain has a lot of windmills. Unit 8: The USA is 2,000 miles wide. Unit 9: There’s a volcano called Popocatepetl near Mexico City.) ●● Divide the class into groups of three or four. Assign a country or allow groups to choose one of the countries. They have to find out three interesting facts about that country. Then they tell the rest of the class what they have discovered.

Warm-up ●●

Write Popocatepetl and Iztaccihuatl on the board. Under the title write adjectives: beautiful, brave, dangerous, lonely, sad, quiet. Ask Who was a beautiful princess in the story? (Iztaccihuatl) Who was a brave warrior in his tribe? (Popocatepetl) What was dangerous in the story? (The other tribe) Who was lonely and sad? (Iztaccihuatl) Why? (Because Popocatepetl left her and she thought he was dead) What was quiet in the story? (The place where Popocatepetl put Iztaccihuatl’s body)

TB115

Presentation ●●

Show story books of legends or pictures of characters from legends learners know. Ask Are these stories true? Where do they come from? Who writes them? (No one writes the stories – people tell the stories to their children.) Teach the word legend.

Pupil’s Book, pages 114 and 115 ●●

Say Open your Pupil’s Books at page 114. Play the audio. Learners read and listen to the story again. Track 3.41 See story on Pupil’s Book pages 114–115

3   Choose the correct sentence. Discuss your choice with a partner. ●●

Read the instructions. Learners read and discuss in pairs. Talk about the difference between a true story and a legend as a class. Point out that many legends try to explain natural features / the world around us.

4   Play the game. ●●

Learners play the game in pairs. Monitor, help with new language and ask learners who have been listening to a story Who are the characters in the story? What are they like? Do you think it’s true or a legend? Extra support   Tell the stories/legends yourself. The class listen and guess which are stories and which are legends. Optional  Say Act out the legend. Summarise the legend of Popocatepetl and Iztaccihuatl sentence by sentence, and mime. Encourage the learners to copy. Say, with suitable mimes: Iztaccihuatl was a beautiful princess. Popocatepetl was a brave warrior. They were in love. They wanted to get married. Before they could get married, a tribe attacked their tribe. The leader of the tribe said ‘You need to go and fight, Popocatepetl’. Popocatepetl said goodbye to Iztaccihuatl. Iztaccihuatl was lonely and sad. She thought Popocatepetl was dead. She got ill and died. Popocatepetl returned and found Iztaccihuatl’s body. He took her body to a quiet place and put it on the ground. He sat down next to her. Repeat and encourage the learners to act the story.

Activity Book, page 115 See pages TB128–140

Ending the lesson ●●

Write key words and phrases from the legend of Popocatepetl and Iztaccihuatl on the board: princess, warrior, get married, dangerous tribe, help, go away, fight, dead, lonely and sad, get ill, die, return, pick up and carry, quite place, sit down, snow. In pairs, learners take turns to retell the story, using the key words to help.

‘Long ago, there was a beautiful princess called Iztaccihuatl. Popocatepetl was a young warrior. He was in love with the beautiful princess and she was in love with him. But before they could get married, another dangerous tribe attacked their tribe. The leader of Popocatepetl’s tribe spoke to him. “We need you to help our tribe before you marry my daughter,” he said. Popocatepetl had to say goodbye to Iztaccihuatl, and go and fight.

9

‘Iztaccihuatl was lonely and sad. One day she heard that Popocatepetl was dead. She became very ill. In the end, she died of a broken heart. ‘But Popocatepetl wasn’t dead. Very soon, he returned. When he discovered that Iztaccihuatl was dead, he picked up her body in his arms and carried her away. He laid her down on the ground in a quiet place, and sat down next to her. Snow fell and covered their two bodies.’ The guide stopped and pointed up at the two mountains in front of them. ‘Look! Popocatepetl and Iztaccihuatl are still there! They are the two volcanoes.’

3 Choose the correct sentence. Discuss your choice with a partner. The story of Popocatepetl and Iztaccihuatl is a true story. The story of Popocatepetl and Iztaccihuatl is a legend.

4 Play the game. Think of a true story or a legend. Tell the story to a partner. Your partner guesses if your story is a true story or a legend. Social and emotional skills: Showing respect for other cultures

115

9 A2 Flyers

1 Look at the pictures in Activity 2. Answer the questions. Who’s on holiday?

Where are they?

2 Read the words. Match them with picture a, b or c.

a

b

c

Picture a: bedroom, hurry up!, pack …

3 Choose some of the words and finish these sentences.

Picture a: Frank Picture b: Mum Picture c: When they arrived, In the evening

116

Preparation for Reading and Writing Part 7

Write between 20 and 30 words – you don’t need to write more.

A2 Flyers Learning outcomes By the end of the lesson, learners will have practised writing a short story based on three pictures (A2 Flyers Reading and Writing Part 7).

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New language eggs, fire Recycled language bedroom, bored, boy, camp, cloudy, cook, friendly, happy, Hurry up!, late, laugh, pack, parents, rucksack, suitcase, talk, tent, past simple, when clauses

3 Choose some of the words and finish these sentences.

Materials audio ●

Warm-up

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Show the scene of the characters unloading the lorry on Pupil’s Book page 4. Say Look carefully. What can you see? What’s happening? What’s the weather like? What are the characters doing? Write as many sentences as you can in five minutes. Write one or two example sentences on the board, e.g. It’s a sunny day. The Friendly family are meeting Rose. Encourage learners to use a variety of language, including There is/are, have got and the present continuous. When the time is up, learners count how many sentences they wrote. The learner with the most sentences reads them out. Write them on the board. Learners compare with their sentences and tick any that are the same. They read out sentences which are not already on the board. Extra support Write sentence stems on the board as prompts. Learners work in pairs to complete them.

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Say Let’s do a writing exam. In Part 7 of the exam you write a story about three pictures. We’re going to practise looking at pictures and working out the story.

Pupil’s Book, page 116 1 Look at the pictures in Activity 2. Answer the questions. ●

Say Open your Pupil’s Books at page 116. Say Let’s think about who is in the story and where they are. Read the instructions and the questions. Learners look carefully at the pictures and answer the questions. Check answers. Key: (possible answers) Two boys and their families are on holiday. They are camping / in a field / in the countryside.

Read the instructions. Learners finish the sentences in their notebooks. Encourage them to use words from all three boxes (nouns, verbs and adjectives). Monitor as learners write and note common errors. Feed back to the class about any errors. Ask different learners to read their stories. Extra support Learners write the story in the present, rather than the past. Change the prompt When they arrived to When they arrive. Optional Learners compare stories in pairs or small groups. Key: (possible answer) Picture a: Frank packed his rucksack. Mum said ‘Hurry up!’ Picture b: When they arrived, Frank was bored. He didn’t like camping. Picture c: In the evening, Frank and another boy cooked eggs on the fire. Everyone was happy.

Presentation ●

Check answers. Complete the table on the board. Some words can go in more than one column. Key: Picture a: suitcase, boy, rucksack, bedroom, Mum, Frank, Hurry up!, pack, late Picture b: tent, boy, Mum, Frank, camp, bored, cloudy Picture c: boy, fire, parents, Mum, Frank, eggs, camp, cook, laugh, talk, friendly, happy

Test skills Reading and understanding a short text

●

9

Read the exam tip. Say You can use the present tense for your story if you don’t want to use the past. Show the examiner that you can use lots of different language. Write part of the story on the board in unclear handwriting and with spelling mistakes. The learners help you correct the story. Say In the exam, check your spelling and ask yourself ‘Is my story easy to read?’

Activity Book, page 116 See pages TB128–140

Ending the lesson ●

●

Choose a series of three or more pictures from the Pupil’s Book, e.g. the last three pictures on page 46. Brainstorm words learners could use to write about each picture (nouns, adjectives and verbs). Write them on the board. Learners write a story of 20–30 words about the pictures.

2 Read the words. Match them with picture a, b or c. ●

Focus on the word boxes and check comprehension of the words. Present fire and eggs. Draw a three-column table with headings picture a, picture b, picture c on the board. Learners copy it in their notebooks and complete it with words from the boxes.

TB116

9

Review

Learning outcomes By the end of the lesson, learners will have revised the language in the unit and written a review of a summer camp. Recycled language unit language Materials dice, counters, question cards (for Activity Book game), Mission worksheets (Teacher’s Resource Book page 94)

●

Self-assessment ●

Warm-up ● ●

●

Draw a simple picture of a cat on the board. Say This is my cat. Write the alphabet under the picture. Point to the letter ‘a’ and say My cat is an amazing cat. Point to the letter ‘b’ and say My cat is a brave cat. Point to the letter ‘c’. Choose a learner to make a sentence with an adjective beginning with ‘c’, e.g. My cat is a clever cat. Continue through the alphabet. Give prompts or write anagrams of adjectives on the board, if necessary. Suggested adjectives (those in brackets are new): dangerous, excellent/exciting, fast/friendly/frightening, great, horrible/huge/hungry, interesting, (jumpy), kind, lucky/lazy/ little/lovely, Mexican, noisy, (obedient), popular/pleasing, quiet, (Russian)/(royal), special/strange, thirsty/tired/thin, unfriendly/ugly/unkind, (vain), worried, yellow, (zany)

Pupil’s Book, page 117 in action!

●

●

●

●

Point to the Mission box or show the learners the last stage of the digital Mission poster. Say Let’s put our Mission in action! Let’s write a review about the summer camp. Read the instructions with the class. Tell them they need to imagine they went to the summer camp they planned. Hand out the Mission worksheets (Teacher’s Resource Book page 94). If you don’t have the Teacher’s Resource Book, learners look back at the table with information about the summer camp in their notebooks. Learners write their review individually. Monitor and help. Make sure they write about the best and worst activity, and that they give reasons for their choices. Put learners into groups of people who didn’t work together on the previous Mission stages. They take turns to present their camp and review. Monitor and encourage the rest of the group to ask questions at the end. Extra support Learners work in pairs to write the review. Write some more model sentences on the board, each followed by a reason.

TB117

SA Ask Which was your favourite stage of the Mission? Learners look back through the unit and their notebooks/ worksheets and choose Stage 1, 2, 3 or 4. Encourage them to give reasons for their answers, e.g. Stage 3 because it was fun to pack a bag for summer camp.

Focus on the ‘Can you remember?’ box. Put the class into pairs. Learners answer the questions. Check answers. Key: 1 With a net 2 Jenny 3 They took a boat ride. 4 Jim 5 Possible answers: map, compass, sun cream, water, a cap, a first aid kit, food 6 A young warrior (from Mexico)

Activity Book, page 117 See pages TB128–140

Activity Book, page 106 ●

●

Write a review about the summer camp. ●

Extension Learners write a final version of their review and illustrate it with pictures. Display the reviews or put them together into a book. For ideas on monitoring and assessment, see Introduction.

Learners open page 106 of the Activity Book and complete the mission diary and ‘can do’ statements. Learners add words to the word stack (see complete notes on page TB17). See Introduction for techniques and activities.

Ending the lesson ●

●

SA Go back to the completion stage on the digital Mission poster. Add a tick or invite a learner to do it. Use self-assessment (see Introduction). Tell the learners You have finished your Mission! Well done!

9

Review

in action! Write a review about the summer camp. Write the best thing about the summer camp. Write the worst thing about the summer camp. Present your summer camp and review.

My

diary Activity Book page 106

The hiking trip was the worst. We got lost and it was frightening.

The horse-riding activity was the best. It was really amazing to see the sea from the top of the mountain.

1 2 3 4 5 6

How did Pablo’s superhero catch the strange man? Whose favourite day was the trip to the funfair? What did George and Katy do before their windsurfing lesson? Which Diversicus character couldn’t find his pyjamas? Name five things you should take when you go hiking. Who was Popocatepetl? Unit consolidation

117

9

Review 1 2

Units 7–9

Watch the video and do the quiz. 9.14 3.42

Listen to George and Helen and name the buildings on the map.

a

f

b

e

g

c

d

h

3 Work with a partner. Say which word is different and why. 1

brave

friendly

unkind

2

restaurant

chemist’s

waiter

3

excellent

brilliant

horrible

4

pleasing

interesting

excited

5

money

post office

bank

6

driver

singer

dancer

7

tent

suitcase

hotel

8

north

straight on

east

9

huge

little

lazy

popular

unfriendly

lucky

10

Number 1. Unkind is different because brave and friendly are positive and unkind is negative.

4 Choose five words from Activity 3 to talk about people you know. My cousin is a firefighter and she’s very brave. 118

Consolidation of units 7–9

Review Units 7–9 Learning outcomes By the end of the lesson, learners will have consolidated language from Units 7–9.

Key: a museum b chemist’s c bank d theatre e post office f university g supermarket h hotel

Recycled language adjectives to describe people, compass points, giving directions, holiday activities, jobs, places in the city, –ed and –ing adjectives, prepositions of movement

Extension Give directions to a building on the map, e.g. You’re at the museum. Go out of the museum and turn right. Go straight on. Then turn right into the park. Walk over the bridge. Then cross the road. It’s in front of you. What is it? (The theatre) Put learners into pairs to give directions in the same way.

Materials Places in town flashcards, word cards (optional), video, paper, coloured pens or pencils, audio

Warm-up ●

Show some Places in town flashcards. Put them on the board. Ask, e.g. Who works in a restaurant? (A cook/waiter) What can you buy at the post office? (Stamps) Where do you usually go with your suitcases? (An airport / A hotel) Where can you put money? (In a bank)

Pupil’s Book, page 118

●

●

●

●

●

3.42

Listen to George and Helen and name the buildings on the map.

Say Open your Pupil’s Books at page 118. Look at the map. Can you see a lake? Where’s the (bridge)? Play the audio. Pause after each set of directions. Learners listen and name each of the buildings (a to h). They compare answers in pairs. Check answers. Encourage learners to describe positions in their answers, e.g. The post office is e. It’s opposite the supermarket. Track 3.42 George: Helen: George: Helen:

George: Helen:

George: Helen:

Please help me. I’m on holiday and I am going to a lot of places today. OK, where are you going first? I need to go to the university. OK. Leave the hotel and go straight ahead. Turn right just after the supermarket, across from the post office. Go north up Hill Street, go past Hill Avenue and then go west along Hill Road. The university is on the left. Thank you! After the university I need to go to the museum. So, come out of the university and go west along Hill Road, go around the roundabout, go past the chemist’s and the museum is on the left. I hope I don’t get lost! Then I need to go to the theatre. Come out of the museum and go east along Hill Road. Turn right at the roundabout and then go straight ahead, walk across the bridge and go past the bank. The theatre is just over the road from the bank.

Put the class into pairs. Learners take it in turns to find the different word and explain why. They can think of more than one answer. Monitor and help. Check answers. Accept any reasonable explanations. Key: (possible answers) 2 chemist’s – It’s not related to restaurants. 3 horrible – It is negative; the others are positive. 4 excited – It describes how you feel, not a thing. 5 money – The other two are buildings. 6 driver – The others work in a theatre / on the stage. 7 suitcase – You can’t sleep in a suitcase. / hotel – You can carry the other two. 8 straight on – It isn’t on a compass. 9 lazy – The other two describe size; lazy describes personality. 10 unfriendly – It is negative; the others are positive.

Show the video to learners. Ask learners to do the quiz. Check their answers to see how much the learners can remember. Repeat this at the end of the Review Unit and compare the results to measure progress.

2 ●

●

Watch the video and do the quiz.

1X.X ●

3 Work with a partner. Say which is different and why.

4 Choose five words from Activity 3 to talk about people you know. ●

●

Put the class into pairs. Learners take it in turns to make sentences. Monitor and help. Note common errors. Feed back. Choose different learners to say a sentence to the class. Stronger learners Learners write the sentences in their notebooks.

Activity Book, page 118 See pages TB128–140

Ending the lesson ●

●

●

Draw a rough oval shape on a piece of paper. Show it to the learners and say This is a city. Hand out paper and say Draw the outside of the city, like mine. Sketch some buildings in different places within the oval, e.g. a university in the south, a restaurant and a theatre in the west. Tell the learners to listen and draw what you describe, e.g. There’s a university in the south of the city. It’s next to a museum. In the west of the city there’s a restaurant. When learners finish, compare their drawings with yours. Extra support Draw the map on the board, with the class suggesting where to put the different buildings.

TB118

Review Units 7–9 Learning outcomes By the end of the lesson, learners will have consolidated language from Units 7–9.

●

●

Recycled language adjectives to describe people, holidays, before, after and when clauses, –ed and –ing adjectives, going to, look like and be like

Key: 2 when/after 3 worried 4 hotel 5 pleased 6 worried 7 suitcase 8 When/After 9 tour 10 interesting 11 bored 12 come

Materials Jobs, Personality adjectives and Adjectives flashcards, word cards (optional), a picture of a member of your family or a friend (optional), paper, coloured pens or pencils, video

Optional Write questions on the board (answers in brackets): Why aren’t they going camping? (Because Nicola’s brother is worried about sleeping in a tent) Where are they going to stay? (In a hotel) Why are Nicola’s parents worried about her sister’s suitcase? (Because it’s huge) What does Nicola’s brother think about museums? (He thinks they’re boring.) What does he want to do at the beach? (He wants to build sandcastles.)

Warm-up ●

●

●

●

●

●

Show the Jobs flashcards one by one. Learners say the word. Mix the flashcards up and put them face down in a pile at the front of the class. Call a learner to choose a flashcard. He/She looks at it, but doesn’t say what it is. Tell the learner to mime doing the job. The class guess, e.g. You’re a singer. The first learner to guess correctly has the next turn at the front. Repeat the game with the Personality adjectives flashcards. This time the learner with the flashcard mimes the personality, e.g. being lazy or unkind, and the class guess. After each mime, ask What’s he/she like? Learners say, e.g. He’s lazy! Optional Show a picture of someone in your family / a friend or draw a picture on the board. Say, e.g. This is my brother, Richard. What does he look like? Learners pass the picture around the class and make sentences, e.g. He’s got short hair. He’s got glasses. He doesn’t have a beard. He’s tall. Write the sentences on the board. Ask What’s Richard like? Then say You don’t know Richard. I know him. I can tell you what he’s like. He’s (clever and friendly). Hand out paper and ask learners to draw a picture of someone in their family or a friend (not someone in the class). Set a time limit for the drawing (e.g. two minutes). Put learners into pairs to show their pictures and ask and answer What does he/she look like? and What’s he/she like? Extra support Write the two questions on the board and label them: A What does he/she look like? and B What’s he/ she like? Say an answer to one of the questions, e.g. She’s got curly hair. Learners choose the correct question, A or B. Repeat with lots of answers, mixing up descriptions of appearance and personality.

Pupil’s Book, page 119 5 Read and complete the letter. ●

Say Open your Pupil’s Books at page 119. What’s this? (A letter) Who wrote it? (Nicola) Who is the letter for? (William)

TB119

Learners read the letter and complete it with the words in the box. Check answers.

6 ●

●

●

Write a reply to Nicola.

Say Imagine you are packing for your holiday. You’re going to write a letter to Nicola about your plans. Point to the questions in the Pupil’s Book and check comprehension. Learners plan their letter first, by copying the questions and making notes under each one. Monitor and help with vocabulary. Learners write their letter in their notebooks. They can complete it for homework. Extra support Write a skeleton letter on the board for learners to complete with details. Extension Learners also write about what they are going to take with them and why, using the language from Pupil’s Book page 110.

Activity Book, page 119 See pages TB128–140

Ending the lesson ●

●

●

Revise adjectives from Unit 9 with the flashcards. Put the flashcards on the board. Ask learners to come to the front and write the word for each flashcard (huge, strange, alone, etc.) Give learners time to study the words. With books closed, erase the words from the board and have a spelling test. Read the words (not letter by letter) as learners write them in their notebooks. Check answers and encourage learners to practise the alphabet by spelling aloud. Finally, repeat the video and quiz.

5 Read and complete the letter.

Hi William! How are you? I was so happy to hear from you. I’m so 1 excited ! I’m going to go to the beach with my family tomorrow! We wanted to go camping but 2 my brother said he 3 was about sleeping in a tent, my parents said we could go to a4 . My parents are 5 because my rucksack is packed! But 6 they are because my sister’s 7 is huge! we arrive, we’re going to go on a 9 of the museum. I think 10 museums are but my brother always feels 11 . He wants to build sandcastles. 8

Where are you going to go on your holiday? If you country, please write and tell me.

12

to my

Love, Nicola

6

Write a reply to Nicola. Where am I going to go on holiday? Who am I going to go with?

What are we going to do?

How do we feel?

Consolidation of units 7–9

119

Unit 1

Grammar reference Review question words: how, what, when, where, which, who, why We use which, how, what, when, where, who and why to ask questions. We use them to get information, we don’t answer with ‘yes’ or ‘no’. Which acrobat is practising now? How are you today? What is she doing? When does he have dinner? Where is the school? Why are we getting up early today? Who are they talking to?

Ivan is practising now. I’m very well, thank you. She’s having lunch. He has dinner at half past six. It’s next to the park. Because school starts at seven o’clock. They’re talking to the teacher.

Which country are we in today?

Remember: I am = I’m It is = It’s He is = He’s She is = She’s We are = We’re You are = You’re They are = They’re

Was/were + could We use was/were + could to talk about an ability in the past. I could She couldn’t He

Could

I she he you we they

say a few words when I she he

I she he

was two.

When

they

four?

you were we three, they

Yes,

I she he you we they

could.

No,

I she he you we they

couldn’t.

was

play the guitar you when we were they

you we

Could you do a handstand when you were four?

120

Grammar reference

could couldn’t

ride a bike.

We use defining relative clauses to give important information about something. We use who when we are talking about a person. We use which when we are talking about a thing. We use where when we are talking about a place. That’s the

teacher car park

who which where

This is the town where I lived when I was a child.

I like best. my dad wants to buy. we play football.

Unit 2

Defining relative clauses

Remember: That is = That’s

Past simple + when We use when and the past simple to talk about two things that happened close together in the past.

+ ? + ? ?

When we saw our friends, When you saw your friends,

we told them about our day. did you tell them about your day?

We told our friends about our day Did you tell your friends about your day What did they do

when we saw them. when you saw them? when they got home yesterday?

Remember: …? = (past) What did …? (present) What does/do st) Did you …? (present) Do you …? = (pa

When we finished lunch, we went to the Great Wall of China.

Unit 3

Review of comparative and superlative adjectives, as … as: We use the comparative to talk about how two things compare. Mrs Friendly is taller than Su-Lin. We use the superlative to say something has more than the rest of the group. Ivan is the tallest person in Diversicus. Another way to make a comparison is using not as … as. Mrs Friendly and Su-Lin aren’t as tall as Ivan. We use as … as to say that two things are the same. Ivan is as tall as a tree! Remember: We use -er/-est with short adjectives, e.g. small = smaller/smallest. We use more/the most with long adjectives, e.g. dangerous = more/the most dangerous.

Grammar reference

121

want/need + infinitive We use want to say when we would like something. We use need to give advice. I You We They He She Do Does

want don’t want

to go to the park.

wants doesn’t want I you we they she he

need want

to get some sleep?

I You We They He She

need don’t need needs needs

to drink a glass of water.

Do you want to go to school tomorrow? Then you need to get some rest!

Unit 4

Remember: do not = don’t does not = doesn’ t

Adverbs We use adverbs to describe how something happens or how someone does something.

add -ly

change -y to -i, add -ly irregular stay the same

Adjective slow careful quiet quick bad loud beautiful easy good fast hard

Adverb Walk slowly in the classroom. Listen carefully to the teacher. Work together quietly, please. Finish your lunch quickly. You don’t draw badly! Don’t speak loudly, please. He sings beautifully. I can do this homework easily. You can play football very well! She can run fast. Look hard at the sentence. Can you see the mistake?

Run quickly! There’s a bear behind us!

122

Grammar reference

Comparative adverbs We can make comparisons of actions using adverbs. We use comparative adverbs when we want to compare how something is done. faster more quickly

My sister swims

than me.

I can move more quietly than an elephant!

Unit 5

Be made of We use be made of to say what material something is. It They

is isn’t are aren’t

made of wood.

Is Are

made of wood? made of wood?

it they

Yes, No,

This scarf is made of wool.

it is. they are. it isn’t. they aren’t.

Remember: is not = isn’t n’t are not = are

shall, could and let’s for suggestions We use shall, could and let’s to make suggestions. Shall

we I

make an acrobat costume?

We could

use card for the hats.

Let’s

make masks for the theatre workshop?

Let’s dress up like pirates! Arr!

Grammar reference

123

Unit 6

should/shouldn’t We use should and shouldn’t to give advice. We use should to talk about things which are a good idea. We use shouldn’t to talk about things which are a bad idea. I You He She We They

should do the homework. shouldn’t be late for school.

Should

I you he she we they

Yes, go to the beach? No,

I you he she we they

should.

shouldn’t.

We should go out and do research for our project.

be good at + noun, be good at + gerund We use be good at when we want to say what subject or activity a person does well.

Unit 7

+ ? ?

Lily is very good at football. We aren’t very good at skipping. Are you good at running and climbing? What are they good at?

She’s good at sports!

when and if clauses (zero conditionals) We use when and if clauses to talk about results which are always true. if/when + present simple If you want to learn to dance, When the weather is cold,

present simple you can do classes after school. I wear my warm coat.

Present simple We don’t play football Emma does her homework before dinner

if/when + present simple if it’s raining. when she gets home early.

Look in the mirror when you dance.

124

Grammar reference

He’s good at science!

look like, be like We use look like to talk about a person’s physical appearance. We use be like to talk about a person’s personality. What does your sister look like? She’s tall with dark hair. What’s your sister like? friendly. She’s kind and friendly

What’s your dog like?

It’s lazy and lovely!

We use be going to to talk about our plans for the future. We can also use it to make predictions.

+

-

I am She is He going to go to the cinema. You We are They

I am not She isn’t He going to listen to music. You We aren’t They

?

+

Is Are

she he you we they

going to eat dinner?

she he Yes, you we they

is. No, are.

she he you we they

Unit 8

be going to

isn’t. aren’t.

Is it going to rain today?

Grammar reference

125

Prepositions of movement: across, into, out of, over, past, round, through

Unit 9

We use prepositions of movement to talk about how someone or something moves. Henry walked

across

the river.

Please come

into

the house.

Turn left when you go

out of

the door.

The bird flew

over

the building.

Every day I go

past

the bank.

We usually walk

round

the lake.

To get home, Lucy goes

through

the forest.

before, after, when clauses We can use before, after and when clauses to talk about when two things happened. Before means earlier and after means later. We use when to describe events happening at the same time. Let’s go to the museum Let’s eat lunch Let’s decide what to do next

before we eat lunch. after we go to the museum. when we’re eating lunch.

We ate the best noodles after we met Grandma’s sister.

–ed / –ing adjective endings We use -ed adjectives to talk about how we feel. We use -ing adjectives to describe a person, thing or situation. borinteresttir-

126

Grammar reference

ing ed ing ed ing ed

This book is very boring. I’m bored of reading this book. The film about Mexico was interesting. Emily was interested in the film about Mexico. The walk to the waterfall was very tiring. We were very tired when we arrived at the waterfall.

This is very exciting! We aren’t bored!

Irregular verb list Base form

Past simple

Base form

Past simple

be

was

learn

learnt

begin

began

let

let

bring

brought

lose

lost

build

built

make

made

buy

bought

mean

meant

can

could

meet

met

catch

caught

must

must

choose

chose

put

put

come

came

ride

rode

do

did

run

ran

drive

drove

say

said

eat

ate

see

saw

fall

fell

send

sent

feel

felt

sit

sat

find

found

speak

spoke

fly

flew

stand

stood

forget

forgot

swim

swam

get

got

take

took

give

gave

teach

taught

go

went

tell

told

grow

grew

think

thought

have

had

throw

threw

hear

heard

wake

woke

hide

hid

wear

wore

hold

held

write

wrote

keep

kept

Irregular verb list

127

Activity Book answer key and audioscript Welcome to Diversicus

Page 8

Page 4 1 Key: 2 e

3 f

4 g

5 d

Page 5

2 Pablo:

3 Jim: 4 Su-Lin:

2

Key: 2 Jenny 3 Rose 7 Marc 8 Ivan

Hi. My name’s Jenny. I’m eight. My dad is Ben. He’s the cook for Diversicus. I love sport. Hi. My name’s Pablo. I’m nine. I like computers and I love drawing and making comic books. My dad’s name is Miguel. He’s a teacher at Diversicus. Hello. I’m Jim. I’m eight years old. I’m Jenny’s brother. My mum’s name is Kim. She’s the new musical director. I really like science. Hello. I’m Su-Lin. I’m nine too. At school I like science. My grandpa’s name’s Fred and my grandma’s name’s May.

1 Key: 2 a 2

1

2

Unit 1 Page 6 See page TB6

Page 7

3

Key: 2 It’s half past one in the afternoon. 3 It’s half past five in the afternoon. 4 It’s half past eleven in the evening. 5 It’s midnight. 6 It’s half past five in the morning. 4.03

4.04

TB128

5 f

6 c 7 d

4 hop

5 climb

4.05

Man: 6 Girl: Man: Girl: Man:

In groups of three or four, learners make their own bingo card by writing six numbers using a mixture of numbers ending in –ty and –teen. All members of a group must write the same numbers.

fifteen thirteen sixty thirty fourteen forty nineteen fifty eighteen seventy sixteen eighty seventeen ninety

4 b

Key: 2 dance 3 dress up 6 catch 7 shout 8 skip Secret word: acrobats

Man: 5 Man: Girl:

fifteen fifty thirteen thirty fourteen forty sixteen sixty eighteen eighty seventeen seventy nineteen ninety

Play the audio. Pause after each number for groups to check their bingo card. When one group has crossed out all their numbers they shout Bingo! Check their bingo card against the audioscript.

3 e

Key: 2 How 3 Where 4 Which 5 Who 6 What time / When 7 When / What time / Where

1 Girl: Dad: Girl: Dad: Girl: 2 Man: Girl: Man: 3 Girl: Man: Girl: Man: 4 Man: Girl:

4 Key: 2 dancers 3 tour 4 cook 5 brother 6 names 7 love 8 comic 9 sport

2

6 Lily

Page 10

Key: 1 Age: eight Loves: sport Dad’s job: cook 2 Name: Pablo Likes: computers Loves: drawing and making comics Dad’s job: teacher 3 Name: Jim Loves: science Mum’s name: Kim 4 Age: nine Likes: science Grandma’s name: May

1

4 Miguel 5 Pablo

Page 9

4.02

1 Jenny:

Key: 2 Rose 3 No, they don’t. 4 Saturday 5 Russia 6 No – it’s Ivan’s lunch. 7 Because he does a lot of exercise.

6 c 7 a

2 Key: 2 Diversicus 3 Ben / Mr Friendly 4 Ivan 5 Kim / Mrs Friendly 6 Jim 7 Ivan

3

1

Look at this picture, Dad! Oh, very nice! This is me with my friends in the park. Let’s see. Who’s that girl who’s skipping next to the big tree? That’s Jane. She’s Charlie’s sister. Ah, Charlie. Is he the boy who’s climbing the tree? No, that’s Paul. He’s in my class. He loves climbing trees. I can see that. Charlie’s a girl! Oh, really! Which one is she? She’s the one who’s hopping next to Jane. Ah, yes. The one with the scarf. Who’s that man? He’s shouting. Why’s he angry? That’s Jack. He isn’t angry. He’s shouting at the dog because the dog’s got the children’s ball. I see. Who’s the boy in the grey jacket? That’s my cousin. His name’s Peter. He’s running because he’s trying to catch the dog. That’s funny. Yes, look at Zoe. She thinks it’s funny, too. She’s laughing. Ah yes, and is she dancing? Oh, no, that’s not Zoe. She’s the one in red trousers. I can see her now.

Key: Paul – the boy who is climbing a tree Charlie – the girl who is hopping Jack – the man who is shouting Peter – the boy who is running Zoe – the girl who is laughing

Page 11 2 Key: Peter Could read when he was five.

Jack Could play the piano when he was six. Couldn’t walk when he was one. Vicky Couldn’t skip when she was two. Clare Couldn’t ride a bike when she was five. Could hop when she was six.

Unit 2 Page 18 See page TB18

Page 19 1 Key: 2 cereal 3 strawberry 4 milkshake 5 chocolate sauce 6 noodles 2

‘c’ as in coffee coffee sauce

Page 12 1 Key: Learners label the red part of the brain ‘cerebellum’ 2 Key: 3 ice skating ✓

3

Page 13

Page 14 1 Key: c c 3

d 2

coffee

sauce

3 c 4 ce

cup

5 c

Page 20

4 Key: Height: 1.5 metres Medals: 4 gold, 2 silver Famous fact: Korbut Flip First Olympic Games: 1972

b 4

cereal

Key: 2 ce

1

2 Key: 3 1 4 2

‘s’ as in cereal pancake cereal

4.07

cake

5 climbing ✓ 6 roller skating ✓

3 Key: (possible answers) surfing /skiing /snowboarding / skateboarding /BMXing

3 Key: a 1

4.06

Key: 2 They’re the mountains which I climbed with my father. 3 We can go to the lake where I sailed with my sister. 4 This is the lake where I went swimming with my sister. 5 We don’t want to go swimming today. 6 Can you see the woman who is cooking in the kitchen? 7 Here are your noodles with May’s favourite sauce.

2 Key: 1 h 2 d 9 c 10 e

3 a

4 j

5 i 6 g

7 b

8 f

Page 15

Page 21

5

1 Key: 2 He’s the man who made the pancakes / milkshake. 3 They’re the strawberries which she wanted. 4 That’s the restaurant where I bought a milkshake / where they had a lunch. 5 This police station shop where I bought a milkshake.

Key: 2 would like to / wants to and spell 3 parents / mother and father 4 is 14 5 school 6 Sundays 7 hop or skip

Page 16 1 Key: 1 clown 2 tray/plate 3 He’s dancing. 4 a cup 5 and 6 Possible answers: The children are at a party. One parent has got sandwiches. One parent is shouting (at the pirate). The pirate / One of the boys is climbing (on) the sofa. Two children are laughing. Two children are dancing.

Page 22

Page 17

1

1 Learners work in groups. They need a dice, a counter each and question cards face down in a pile. Learners move around the board according to the number they roll on the dice. If they land on a question square, the player to their right picks up the card and asks the question. If they answer the question correctly, they stay where they are. If not, they return to their last square. On a green square, they have to say the word/phrase correctly to stay where they are (they move back to where they were if they can’t remember it). If they land at the bottom of a ladder, they go up, and if they land at the top of a rope, they go down. The game the, finishes when one learner gets to the final square, or when all learners finish.

3 Key: 2 Mr Green is the teacher who teaches us English. 3 This is the café where we went for ice cream. 4 That is the chocolate sauce which we put on our pancakes.

Key: 2 grew up 3 taught 4 saw 5 drove 6 gave 7 wrote 8 told 9 got dressed 10 took 11 had

2 Key: 2 They didn’t write an email. 3 We didn’t give him a present. 4 She didn’t teach music. 5 I didn’t grow up in a small village. 6 He didn’t take a nice photo last week. 7 He didn’t get dressed at 8 o’clock yesterday. 8 We didn’t build a tree house. 9 He didn’t tell us a funny story last week. 10 They didn’t have lunch at 1 o’clock.

Page 23 1 Key: 2 Yes, I did. 3 Yes, it was. 4 I like films about animals. 5 No, but I had a drink. 6 I wrote about the film in my diary!

TB129

2 Key: 2 When 3 couldn’t 4 thought 5 saw 6 waited 7 tickets 8 film

3 Boy:

Page 24

Boy: Woman: Boy: 4 Boy: Woman: Boy:

Woman:

1 Key: Fruit and vegetables: cauliflower, strawberries Protein and iron: chicken, beef Dairy: yoghurt, cheese Carbohydrates and fibre: pasta, rice Fats: chocolate, butter 2

Key: Green: milk lettuce (salad) fish pineapple Red: cola chocolate crisps cakes

Woman:

carrots

5 Woman: Boy: Woman:

Page 25 4

Boy: Woman:

Key: Croissant, France, butter Pan con tomate, Spain, bread and tomato Menemen, Turkey, eggs, tomato, green peppers Pap, South Africa, maize

5 Key: 2 They often buy breakfast at street stalls. 3 Youtiao (fried doughnuts) 4 Soya milk 5 Rice noodles or buns filled with meat

Key: 1 woman’s milkshake – orange 2 bowl – pink 3 man’s cup – purple 4 ‘food’ written above the strawberry yoghurt 5 girl’s hat – red

Page 29 1 Learners work in groups. They need a dice, and a counter each. They choose four things from the green squares and write them in their notebook – they must collect these.

Page 26 1

Key: a 3

2

Key: 1 Wrong (She visits him before school.) 2 Wrong (We don’t know if he likes rice or not.) 3 Right 4 Wrong (The small fish doesn’t want to go to a different part of the lake.) 5 Right

b 2

c 4

d (1)

e 5

Learners move around the board according to the number they roll on the dice. If they land on a question square, the player to their right picks up the card and asks the question. If they answer the question correctly, they stay where they are. If not, they return to their last square. On a green or orange square, they have to say the word or change the verb to the past to stay where they are (they move back to where they were if they can’t remember it). The game finishes when one learner collects all four things written in their notebooks.

Page 27 4 Key: 2 A

3 B

4 C

5 B

6 A

7 C

Page 28 1

4.08

Part 5. Woman: Boy:

Do you want to colour this café picture now? Yes, I do! Yesterday those children went to school with their grandpa and they were very hungry! Woman: That’s right. They came by car. Can you see it outside? Boy: Yes! Shall I colour it? Woman: Yes, please. Make it grey. Can you see the grey car? This is an example. Now you listen and colour and write. 1 Woman: Well, now I’d like you to colour the milkshake. Can you see it? Boy: The one behind the woman wearing a hat? Woman: No, the one in the woman’s hand. Colour it with your orange pencil, please. Boy: Yes, OK! 2 Boy: Can I colour some food now? Woman: OK. Can you see the noodles? They’re under the cereal and the yoghurt. Boy: Yes, I can. Woman: Well, they’re in a bowl. Can you colour that, please? Boy: Can I colour it pink? Woman: Yes, OK. Boy: I like that colour!

TB130

I love pancakes for breakfast! That man’s eating his with fruit sauce! Yes, he’s very hungry too! I’d like you to colour his cup now. The one next to his pancakes? Yes, that’s right. Make it purple. All right. What can I write on this picture? Let’s see. I’d like you to write the word ‘FOOD’! Where? Here? Above the strawberry yoghurt and cereal? Yes, that’s brilliant! What a lot of things for breakfast! So, now you can colour the girl’s hat. All right. Can I colour it black? Umm … I don’t like that colour. I’d like you to make it red, please. Oh! OK. Thank you! That’s a great picture. Well done!

Unit 3 Page 30 See page TB30

Page 31 1 Key: 2 knee 3 ears 4 feet 5 neck 6 fingers 7 arms 2

4.09

hand

elbow

nose

neck

toe

knee

Key: Learners circle: hand, nose, neck, knee 3

4.10

neck

nose

hand

knee

Key: hand

Page 32 1 Key: 2 river 3 strongest 4 taller 5 kick 6 tall 7 toe 2 Key: 2 river 3 man 6 When 7 toe

4 finished 5 shoulders

3 Boy: Dad: Mum: Sally: 4 Sally: Boy: Mum: Boy: 5 Boy: Dad: Sally: Mum: Boy: 6 Dad: Boy: Mum: Boy:

Page 33 1 Key: 2 I think English isn’t as difficult as music. 3 Our teacher’s funnier than my dad. 4 I think sharks are the most dangerous animals in the world. 5 her grandmother’s sister / Li 6 Su-Lin is as tall as Pablo. 7 diversicus is the most famous circus in the world.

Page 34 1 Key: 2 stomach-ache 3 matter 4 headache 5 hurt 6 toothache 7 temperature 2 Key: body: neck, finger, elbow, toe, ill boy: temperature, stomach-ache, cold, backache burger: noodles, yoghurt, cereal, strawberry lion: panda, puppy, bear, parrot

What time does the show start? It starts at two o’clock. No, it doesn’t. It starts at half past one!  Half past one? Oh dear, let’s go.  I’m hungry. Me too! Do they have any sweets at puppet shows? I don’t think so, but they sell ice cream.  OK. I love that. Can we go and see a film after the puppet show? No, we can’t. Why not? Because you need to do homework. OK. But films are more interesting than homework. There are lots of people here. There’s my friend, Peter Cook. Peter who? Cook, that’s C-double O-K. He’s my best friend at school. Hello, Peter!

Key: 2 Hungry 3 half past one 5 homework 6 Cook

Page 35

Page 40

1 Key: From left to right, learners colour the frames: (green), blue, yellow, orange, red, grey

1 Key: 1 hurt

2 Key: 2 because

Page 41

3 see 4 rain

5 When 6 wasn’t

1 Key: 1 wrist

2 hip

b 2

c 5

3 ankle

5 on

Learners work in groups. They need a dice, a counter each and question cards face down in a pile.

4 shoulder 5 elbow

Learners move around the board according to the number they roll on the dice. If they land on a question square, the player to their right picks up the card and asks the question. If they answer the question correctly, they stay where they are. If not, they return to their last square. On a green or orange square they have to say the word correctly (vocabulary item or past tense form) to stay where they are (they move back to where they were if they can’t remember it). On a bonus/penalty square they follow the instructions. The game finishes when one learner gets to the final square, or when all learners finish.

d 4

3 Key: (possible answers) climbing a special hat your head in case you fall

Page 37 4 Key: 2 head 3 arms 4 leg 5 knee 6 foot 7 leg 8 hands 9 head 10 legs 11 hands 12 legs

Page 38 2 Key: (possible answers) 2 No. They don’t have a lot of food and she thinks it’s dangerous. 3 She collects and sells firewood. 4 The weather gets hotter and people things need firewood. 5 He’s angry because she doesn’t give him food. 6 Right. She knows what it is like to be hungry and she feels sorry for him.

Page 39 4

3 who 4 can

1

Page 36 2 Key: a 3

2 to

4 ice cream

Review Units 1–3 Page 42 1 Key: Fred has got a headache and needs to go to sleep. Vicky has got toothache and she needs to have some medicine. Zoe has got a temperature and she needs to see the doctor. 2 Key: 1 woke up 2 cereal 5 dressed up 6 big

3 drove

4 book

4.11

1 Mum: Boy: Girl: 2 Sally: Dad: Boy: Sally:

Quickly, children. Dad’s waiting for us in the car. I’m coming, Mum. Hurry up, Sally. Are you coming? Yes. I’m ready. I love puppet shows. What’s the name of the puppet show? ‘The Hungry Dragon’. ‘The Hungry Dragon’. That sounds exciting. Yes, it is!

Page 43 3 Key: (possible answers) She went to Lily’s birthday party. She gave Lily a book, danced, laughed and taught Lily to take photos. She went there at 10 o’clock. She went home at 3 o’clock. She wore an acrobat costume. She saw Lily and Ben. Yes, she had fun. TB131

Unit 4 Page 44

Page 50 1 Key: 2 stem

See page TB44

2 Key: a 6

Page 45 1 Key: 2 island 3 plant 4 wave 5 star 7 mountain 8 lake 9 jungle 10 sky

6 forest

2 Key: See Activity 1 Secret word: waterfalls 3

4.12

4

4.13

l as in plant double l as in waterfall le as in jungle

Key: l: plant ll: doll, waterfall, ball le: apple, purple, bottle

Page 46 1 Key: 2 Pablo 3 Jim 4 the plants 5 Jenny 6 Because he thought there was a bear behind them. 7 Fred

3 leaf

b 4

c 3

4 fruit 5 root d 5

6 seed

e 2

Page 51 4 Key: The Venus flytrap What does it look like? It has tiny hairs that grow on the leaves. What food does it need? Insects How does it catch its food? The leaves close when an insect touches the tiny hairs that grow on them. The Sundew plant Where does it grow? The Indian rainforests What does it look like? The leaves have sticky hairs on them. What food does it need? Insects How does it catch its food? Their leaves have sticky hairs and when an insect lands on the leaves, the sticky hairs trap them.

Page 52

2 Key: 2 the plants 3 really well 4 some monkeys 5 really quickly 6 really badly 7 the snake 8 carefully, please 9 behind us 10 real bear

1 Key: Rama: the son of a king Sita: Rama’s wife Hanuman: leader of the monkeys

Page 47

3 Key: (possible answers) 1 catch the deer for me. 2 I am getting old. / I want Rama to be king after me. 3 Where is Sita? 4 Thank you for rescuing Sita.

3

Key: 2 badly 3 fast 4 loudly 5 carefully 6 quietly 7 well 8 beautifully

Page 48 1

Key: Across: 2 caught 5 rode 7 bounced 9 skipped 11 kicked 12 flew 13 learnt Down: 3 threw 4 hopped 6 danced 8 fished 10 drove

2

Key: 2 got up 3 got dressed 4 couldn’t 5 learnt 6 bounced 7 threw 8 wasn’t 9 played 10 kicked 11 hopped 12 skipped 13 drove 14 had 15 went

Page 49 1

4.14

Key: 1 Tigers can run faster than monkeys. 2 Monkeys and snakes can climb better than tigers. 3 The bat moves the fastest. 4 Tigers can see better at night than we can. 5 Elephants don’t run as quickly as monkeys or tigers. 2

Key: 2 their favourite animals 3 the monkey 4 more quickly 5 the kangaroo (best) 6 tired and sleeps 7 sleeps a

TB132

2 Key: From left to right: 5, 4, 3, 2, (1)

Page 53 4

4.15

These pictures tell a story. It’s called ‘The Mouse’. Look at the first picture. Rama and his friends are making a bridge with big stones. They want to rescue Sita from the island. Now you tell the story.

Key: (possible answer) Rama and his friends are making a bridge with big stones. The mouse can’t pick up the big stones. Rama gives the mouse a small stone. Together, the friends build the bridge.

Page 54 1

Key: 1 walking 2 to swim 3 waterfall near the 4 some fruit 5 laughed 6 lake 7 bag

Page 55 1 Learners work in groups. They need a dice, a counter each and question cards face down in a pile. Learners move around the board according to the number they roll on the dice. If they land on a question square, the player to their right picks up the card and asks the

question. If they answer the question correctly, they stay where they are. If not, they return to their last square. On a green, orange or purple square, they have to say the word correctly (vocabulary item, past tense form or adverb) to stay where they are (they move back to where they were if they can’t remember it). If they land at the bottom of a ladder, they go up, and if they land at the top of a rope, they go down. The game finishes when one learner gets to the final square, or when all learners finish.

5 Which socks does Michael want? Mum: Now … let’s get you some new socks, Michael. Michael: OK, Mum, can I have some coloured ones, please? I’d like some striped socks. Mum: Yes. How about these with black and red stripes? Michael: Hmm, I don’t like them much. Those green and yellow striped socks are fun, but they’re very bright. Mum: How about these light-blue and dark-blue striped socks? Michael: Hmm, they’re a bit boring. Can I have the brighter ones, please? Mum: Yes, of course you can. 6 Which trousers does Oliver put on today? Oliver: Dad! I can’t find my favourite trousers!  Dad: Which ones, Oliver? Your light-green ones? They’re in your cupboard. Oliver: No, my dark-blue ones. Where are they? Dad: I’m sorry, Oliver, I’m washing them. How about your dark-grey ones? They’re on your chair. Oliver: OK. Great! Thanks, Dad. I like these, too. I’m putting them on now.

Unit 5 Page 56 See page TB56

Page 57 1

4.16

1 Which hat and scarf did Helen buy? Helen: Hi, Richard. Do you like my new hat and scarf? I bought them yesterday. Richard: Yes. They’re great. Dark blue is a good colour and I like the stripes. Helen: Mum wanted to get a scarf with light-pink spots, but I don’t like pink much. Richard: Hmm, so you chose the light-brown and dark-blue stripes. Helen: That’s right. There was a striped hat, too, but I didn’t want that one. Richard: Oh, a striped hat and scarf … That’s a lot of stripes! You chose well; you don’t need stripes on your hat. 2 Which box is Sophia’s present in? Girl: Dad, it’s Sophia’s birthday tomorrow. I need a box to put her present in. Dad: OK. Here’s a nice dark-red one. Girl: Yes, but her present’s bigger than that. Dad: Look! That dark-pink one with yellow spots is very nice, and it’s big. Girl: Hmm, this gold one’s beautiful, too, but I think I need a smaller one than that. Dad: So, let’s get the one with spots. Girl: Good idea! That’s the best one for her present. 3 Which trousers does George want to wear for work tomorrow? Boy: What are you doing, Dad? George: I’m preparing my clothes for work tomorrow. Boy: Ah, yes! Are you taking your long black and green striped trousers? I like them. George: No, I wore those last week. Boy: How about your dark-purple ones with green spots? They’re your favourites. George: Yes, they are, but I want to wear my light-blue ones with purple spots for work tomorrow. Boy: Nice! George the Clown and his bright trousers! You’ve got a great job, Dad! 4 Which bird is Emma’s favourite? Mum: These birds are fantastic, Emma. Look at that brown and black striped one with the long tail. Emma: Yes, and look at that beautiful dark-blue one over there, Mum. It’s got a striped body, and a red tail. Mum: Mmm. Which one is your favourite? Emma: Well, I like that black and white striped one in the tree. The one with a red head, but I like the one with the red tail best.

Key: 2 b 2

3 c

4 b

5 c

6 a

4.17

kite bright light stripes bike

Key: igh: light i-e: kite, stripes, bike

Page 58 1 Key: 2 Icaria is an island in Greece. 3 The tree’s made of rubber. 4 Lily’s wings aren’t very strong. 5 They painted the helmet gold. 6 The wings for the show are made of old T-shirts. 7 They have to cut up the T-shirts. 2 Key: 2 rubber 6 costumes

3 wings

4 carefully

5 made

Page 59 1 Key: 38, watch, black and white spotted, gold Emma, (29), bowl, black and gold striped, silver Katy, 8, a diary, (striped), gold, paper David, 6, boots, dark blue, rubber 2 Key: 2 The trees are made of rubber. 3 The box is made of silver. 4 My shoes are made of rubber. 5 This book is made of paper. 6 Her watch is made of silver.

Page 60 1

Key: 2 rubber 3 gold 4 card 5 glass 6 metal 7 plastic 8 silver 9 wood 10 wool a 5 b 6 c 4 d (1) e 3 f 9 g 2 h 8 i 10 j 7

TB133

Page 61

Page 67

1 Key: 2 d

3 f

4 a

2 Key: 2 G

3 E

4 H

5 c 5 F

1

6 g 7 b

Learners work in groups. They need a dice, and a counter each. They choose four things from the green squares and write them in their notebook – they must collect these.

6 B

Page 62

Learners move around the board according to the number they roll on the dice. If they land on a question square, the player to their right picks up the card and asks the question. If they answer the question correctly, they stay where they are. If not, they return to their last square. On a green or orange square, they have to say the word or change the verb to the past to stay where they are (they move back to where they were if they can’t remember it). The game finishes when one learner collects all four things written in their notebooks.

1 Key: 2 smooth 3 heavy 4 flexible 5 light 6 rigid

Page 63 3 Key: a comedy mask

b tragedy mask

4 Key: From left to right: 4, 2, 7, 6, (1), 5, 3

Page 64 1 Key: 2 Daedalus made the King a labyrinth. 3 He locked them inside a tower. 4 He made wings. 5 He flew too high and the sun melted the wax on his wings. / He fell into the Icarian Sea. 2 Key: a 4

b 3

c (1)

d 5

e 2

Page 65 2 like

3 than 4 wings

5 to

Page 66 1

4.18

These pictures tell a story. It’s called ‘The School Theatre’. Look at the pictures first. Frank and Harry are acting in the theatre. Harry’s showing Frank some gold near a cave. Now you tell the story.

Key: (possible answer) The children are in a play. Harry is Aladdin. Frank is a king. He’s got a parrot. There is some gold. Harry meets a beautiful girl/princess. She’s wearing a gold dress and a crown. They’re singing. Frank and the parrot are angry. Frank locks the girl in his castle. She is very sad. She’s crying. Harry is near the window. He’s looking in. Harry is opening the door. He saves the girl. She’s surprised. Harry’s got the gold. Frank and the parrot are sleeping. Everyone is on stage. They are very good at acting. People are clapping. It’s a lot of fun!

TB134

See page TB68

Page 69

Key: (possible answer) King Minos asks Daedalus to build a labyrinth for the Minotaur. King Minos locked Daedalus and Icarus inside a tower. Daedalus collected feathers and then made wings with the feathers and wax from a candle. He told Icarus to follow him. Icarus flew too high and the sun melted the wax. Daedalus couldn’t see his son. He looked at the sea and saw feathers in the water.

4 Key: 1 and

Unit 6 Page 68

1 Key: Betty: IT, science, maths, English, music, history Oliver: music, maths, IT, geography, maths, sport Frank: maths, history, art, English, sport, sport Emma: art, art, science, geography, history, English 2

4.19

‘f’ Finger Alphabet Farm Geography

3 Key: ph

f

ph

f

Page 70 1 Key: 2 Because they have to do research (for their project). 3 Ivan 4 He has to cook. 5 It’s made of stone. 6 Fishing, sailing and windsurfing 7 Because they worked really hard. 2 Key: a 9 b 2 c (10) h 5 i 4 j 11 k (3)

d (1) e 6

f 8

g 7

Page 71 1 Key: 2 should 3 should 4 should 6 shouldn’t 7 should 8 shouldn’t

5 should

3 Key: 2 You shouldn’t go to bed late the night before an exam. 3 Should you help your friend if she’s got a problem? 4 You should always help your parents at home. 5 You shouldn’t use a mobile phone in class. 6 You shouldn’t watch TV and study at the same time.

3 Man: Girl: Man: Girl: Man: Girl: Man: Girl: Man: 4 Girl: Man: Girl: Man:

Page 72 1 Key: 3 dictionary 4 internet 5 language 6 laptop 7 bin 8 app 9 website 10 e-book 11 English 12 rucksack 13 glue 14 geography 2 Key: 2 should 3 website 4 app 6 scissors/glue 7 glue/scissors

5 bin

Page 73 3 Key: 2 said

3 do

4 at

5 study

6 tell

Page 74 1

Girl: 5 Man: Girl: Man: Girl: Man:

Key: 1 roads 2 political, countries 3 physical, natural a 2 b 1 c 3

2 Key: 2 mountain

3 lake

4 road

5 forest

Page 75 4 Key: 1 a

2 d

3 c

4 b

5

Key: 1 the Himalayas 2 For example, two of the following: Egypt, Tanzania, Rwanda, Uganda, Burundi, Kenya, Ethiopia, Sudan, Zaire 3 Africa 4 For example, two of the following: Peru, Colombia, Venezuela, Ecuador, Bolivia, Guyana, Suriname and French Guiana

6

Key: Ladoga: lake, Russia, Possible answers: It is the largest lake in Europe. / It is the 14th largest freshwater lake in the world. Kilimanjaro: mountain, Tanzania, Possible answers: It has three volcanoes / It is the highest mountain in Africa. / It is about 5,895 metres high. The Mississippi: river, the USA, Possible answers: It runs through 10 states. / It is the second longest river in the USA.

Page 76 1 Key: land – sand kind – mind sad – bad 2 Key: bad

sand

land

kind

mind

mouse

house

Page 77 4

4.20

1 Girl: Man: Girl: Man: Girl: Man: Girl: 2 Girl: Man: Girl: Man: Girl:

I like your picture. Thank you. Would you like to colour it for me? Ooh! Yes please. Colour the apples first. What colour? Colour them red. Mmm! I like them more than green apples. Nice! What should I colour next? A flower? What about the camel? The one next to the tree? Yes, colour its tail brown. Brown. OK.

Girl: 6 Girl: Man: Girl: Man: Girl:

Would you like to write the name of the hotel now? OK. Shall I write it on the door? No, write it on the roof. OK, but what’s the hotel called? It’s called ‘Sandy’. How do you spell that? S-A-N-D-Y. There, I’ve done it. That’s great. Can I colour the boy now? Well, colour his knees. Really? What colour? Shall I do them yellow? That’s a nice colour, but I’d like you to colour them pink, please. OK! Now could you write something else? OK. Write ‘land’ on the tree. OK, but which tree, the one that’s next to the camel? No, the one that’s between the bowl of apples and the boy. OK. Can I colour something else now? OK! What about the water? Well ... I can colour it blue. You could, but what about green? Are you sure? OK!

Key: 2 camel – brown 3 ‘Sandy’ written on hotel 4 boy’s knees – pink 5 ‘Land’ written on the tree between the boy and the bowl of apples 6 water – green

Page 78 1

4.21

Girl:

Last weekend I went to my uncle and aunt’s house in the countryside. Would you like to see the photo I took? Man: Yes, please. Oh look, they’ve got a very big living room! Girl: Yes, it’s the biggest room in their house. That’s my cousin Michael. Man: The boy with the laptop? Girl: Yes, that’s right! He’s working hard and doing his maths homework. Can you see the line? This is an example. Now you listen and draw lines. Girl: Look, that’s my aunt there! Man: Has she got straight hair? Girl: No, she’s got curly hair. She’s watering the plants. Can you see her? Man: Oh yes. What’s her name? Girl: It’s Helen. Man: That’s a nice name. Who’s that girl? Girl: Do you mean the one who’s holding a rucksack? Man: No, not her. The one who’s sitting near Michael. Girl: Oh, that’s my younger cousin, Emma. She should be in bed. It’s late! Man: Well, she’s already wearing her pyjamas! Girl: Do you know my other aunt, Holly? Man: Is that the woman who’s putting on some music?

TB135

Girl: Man: Girl: Man: Girl: Man: Girl: Man: Girl: Man: Girl: Man: Girl:

Yes. After she watered the plants with Aunt Helen, she wanted to play some music. Oh, I see. She’s a music teacher and she’s very good at singing. Look at the person who’s feeding the rabbits. Do you mean the woman who’s holding their food? Yes. What’s her name? That’s Sarah. She likes looking after animals. I can see that. Can you see the boy who’s holding the bottle of water? Oh yes, he looks surprised. Yes, he does. That’s my brother Frank. I think he should catch the rabbit! Yes, you’re right. It was a funny weekend.

Key: Helen – woman watering the plants Emma – young girl in pyjamas Holly – woman putting on music Sarah – woman feeding rabbits Frank – boy with water

Page 79 1 Learners work in groups. They need a dice, a counter each and question cards face down in a pile. Learners move around the board according to the number they roll on the dice. If they land on a question square, the player to their right picks up the card and asks the question. If they answer the question correctly, they stay where they are. If not, they return to their last square. On a green or orange square they have to say the word correctly (vocabulary item or past tense form) to stay where they are (they move back to where they were if they can’t remember it). On a bonus/penalty square they follow the instructions. The game finishes when one learner gets to the final square, or when all learners finish.

Review Units 4–6 Page 80 2

Key: 2 climbed 3 his bike 4 slower 5 drives 6 fast 7 was 8 most exciting

Page 81 3 Key: Skated, Quickly Sailed a boat, Badly Went fishing, Well – she was the best

Unit 7 Page 82 See page TB82

Page 83 1 Key: 2 waiter 3 journalist 4 photographer 5 singer 6 designer 7 artist 8 actor 2 Key: 2 cook 3 waiter 4 singer 5 actor 6 journalist

TB136

3

4.22

‘er’ actor driver doctor singer waiter

4

4.23

Actor, farmer, pop star, nurse. Designer, singer, cook. Waiter, film star, doctor, dad. All hiding in this book!

Page 84 1 Key: 2 picnic 3 half past 11 4 dance 5 Ivan 6 can 2 Key: 2 gave 3 surprise 4 us 7 left 8 remember

5 bought 6 after

Page 85 1 Key: 2 e

3 d

4 a

5 g

6 c 7 b

Page 86 1 Key: 2 unfriendly 3 lazy 4 popular 5 brave 6 unkind 7 lovely 8 kind 9 friendly 10 interesting 2 Key: +: brilliant, friendly, funny, kind, lovely, popular, exciting, interesting, clever –: terrible, unkind, boring, unfriendly, naughty, dangerous, scary, ugly, silly

Page 87 1

4.24

Boy: Girl: Boy: Girl: Boy: Girl: Boy: Girl: Boy: Girl: Boy: Girl: Boy: Girl: Boy: Girl: Boy:

This is a nice picture. Yes, there are lots of my friends and some of my family in the park. Look, can you see my Aunt Katy? No, which one’s she? She’s the woman with the striped T-shirt. Can you see her? She’s standing near the small boy. Oh, yes. She looks nice. And who’s the little boy with her? The one who’s riding the bike? He’s my young cousin George. He looks great fun. Do you like him? Yes, he’s very funny, but sometimes he’s a bit naughty. And who’s that over there next to the ducks? There are two people there. Which one do you mean? The man. He looks like a photographer. Oh, that’s William. And who’s the woman who’s feeding the ducks? Feeding the ducks? Ah, that’s Sophia. She’s my maths teacher. She looks very kind. Yes, she is. What about the girl who’s climbing the tree? Do you know her name?

Girl: Boy: Girl: Boy: Girl: Boy: Girl: Boy: Girl:

Yes, she’s Holly. She’s in my class at school. She’s very brave. Yes, she is. And can you see her sister? Who? The girl who’s reading the comic, under the tree. Oh, yes. What’s her name? She’s called Helen. She’s very clever. Yes, she looks clever, too. I like this picture. You’ve got lots of interesting friends. Thanks.

Page 92 1

Page 93 1 Learners work in groups. They need a dice, a counter each and question cards face down in a pile.

Key: George – boy riding a bike William – man taking photos Sophia – woman feeding ducks Holly – girl climbing tree Helen – girl reading comic

Learners move around the board according to the number they roll on the dice. If they land on a question square, the player to their right picks up the card and asks the question. If they answer the question correctly, they stay where they are. If not, they return to their last square. On a green, orange or purple square, they have to say and spell the word (job or past tense form) to stay where they are (they move back to where they were if they can’t remember it). If they land at the bottom of a ladder they go up, and if they land at the top of a rope they go down. The game finishes when one learner gets to the final square, or when all learners finish.

Page 88 2 Key: 2 arrow head

3 gold coin

4 brooch 5 helmet

Page 89 4 Key: 2 caves 3 art/paintings 4 animals 5 bison 6 hair 7 blood 8 archaeologist 5 Key: a historian

b palaeontologist c archaeologist

Page 90 1 Key: a 3

b 2

c 4

d 1

Key: 1 wool 2 actors 3 traffic 4 firefighters 5 scissors 6 dancers 7 farmer 8 a bin 9 a uniform 10 metal

Page 91

Unit 8 Page 94

5

See page TB94

4.25

1 Which job did Sancho want when he was a boy? Woman: Peter, what job did Sancho want when he was a boy? Peter: I don’t think he wanted to be a knight. I think he wanted to be like his dad. Woman: And what was that – a king? Peter: No. His dad was a farmer. 2 What are the friends going to do next? Girl 1: Did you like the book about Don Quixote, Helen? Helen: Yes. It was good. I really like reading adventure stories. But I’d like to see the film. I prefer watching films. Girl 1: Well, I’ve got the DVD. Let’s watch it together and then go for a pizza. Helen: Great idea! 3 Where is Helen going to go first? Girl 2: Have you got any homework or shall we go to the shops? Helen: I have got some homework. I need to get a book about Don Quixote for a school project. I need to finish it and then I want to go swimming. Girl 2: Well, shall we go to the library before you do that? Helen: Yes, that’s a good idea. 4 Which subject does the boy find most difficult? Boy 1: Did you finish your homework about Don Quixote? Boy 2: Yes, I did. But it was very difficult. My maths homework was easier and my history homework was more fun. Boy 1: Why is that? Boy 2: I’m not very good at English.

Key: 2 B

3 A

4 C

Page 95 1 Key: 1 I can see a lake. 2 a bus stop and a road 3 a river 4 a lake 5 in a village 6 Green Mountains 2

4.26

‘th’ mother

3

north

father

south

4.27

North, south, east, west, This way, that way, there is no rest. Whatever the weather, rain or sun, We are going to have some fun!

Key: Learners circle: south, this, that, there, the, weather

Page 96 1 Key: 2 Rose doesn’t think that Jim needs an umbrella. 3 Jim wants to carry his umbrella. 4 They visit one of the most famous skyscrapers. 5 If they look north, they can see Central Park. 6 If it isn’t wet, they can have their picnic in Central Park. 7 Jim gives Rose his umbrella. 2 Key: 2 umbrella 3 saw 4 skyscraper 5 views 6 north 7 gave 8 wet

Page 97 1 Key: From left to right, learners colour the frames: (pink), yellow, red, blue, green, brown TB137

2 Key: 2 We’re going to play football in the park. 3 He’s good at science. He’s going to be a doctor when he grows up. 4 It’s hot today. It isn’t going to snow. / It’s not going to snow. 5 What are you going to be when you grow up? 6 I’m going to be a journalist. I love writing.

Page 98 1 Key: 2 museum 3 university 4 chemist’s 5 bank 6 buildings 7 airport 8 stamp 9 money 10 post office Secret word: restaurant

Page 102 1 Key: 2 no

4 Key: 2 F

1

3 the post office

4 a hotel

2 Key: 1 The post office 2 Great Bank 3 Possible answer: Turn left and walk until you get to Grey Street. Turn right and walk until you get to North Park. Go through the park. Cross over and the post office will be in front of you.

Page 100 1 Key: villages: 3, 5 towns and cities: 2, 4, 6

Page 101 3

Key: New York City: 8.5 million people Leiper’s Fork: quiet; New York City: very busy Leiper’s Fork: in the south-east of the USA; New York City: in the north-east of the USA Leiper’s Fork: far from the sea; New York City: on the coast Leiper’s Fork: 4.5 square kilometres; New York City: 789 square kilometres Leiper’s Fork: doesn’t have many buildings; New York City: has lots of buildings

TB138

3 C

4 A

5 H

6 B

4.29

Part 1. Now, here are two pictures. My picture’s nearly the same as yours, but some things are different. For example, in my picture the sign’s red, but in your picture the sign’s yellow. I’m going to say something about my picture. You tell me how your picture is different. In my picture, I can see two women on the left. They’re talking. In my picture, the tall man is holding a baby. In my picture, there’s a boy who’s with his mum. He’s sitting down. In my picture, there’s a woman in a uniform. She’s reading. In my picture, there’s a famous person. He’s wearing sunglasses. In my picture, there are two square suitcases.

4.28

Key: 2 the market 5 the university

5 no

Page 104

Page 99 1 You are at number one. Walk across Green Street. You can see a restaurant. What’s the name of the restaurant? 2 Now go down Second Street and turn left into Brown Street. Go past the bank and straight over at the next street. Opposite the restaurant what can you see? 3 Now you are at number three. Go up First Street. Cross over Green Street at the chemist’s. On your right what can you see? 4 Start at number two. Cross over the road to the White Building. Now carry on up Third Street. At the toyshop cross over to the City Theatre. What’s opposite you? 5 Go outside onto Third Street. Turn left and walk past the Big Bank. Turn left and go straight on past the Great Hotel. Go across the road. What’s on your right?

4 yes

Page 103

2 Key: In picture a there’s a police station between the chemist’s and the post office. In picture b it’s a theatre. In picture a the boy is eating pizza. In picture b he’s eating a cake. In picture a there’s a tree on the left in front of the chemist’s. In picture b it’s on the right.

1

3 no

Key: (possible answers) In my picture, I can see two men on the left. They’re waving. The man with the child is looking at his ticket. The boy who’s with his mum is standing up. There’s a man in uniform behind the information desk. The famous person isn’t wearing sunglasses. One of the suitcases is round.

Page 105 1 Learners work in groups. They need a dice, and a counter each. They choose four things from the green squares and write them in their notebook – they must collect these. Learners move around the board according to the number they roll on the dice. If they land on a question square, the player to their right picks up the card and asks the question. If they answer the question correctly, they stay where they are. If not, they return to their last square. On a green or orange square, they have to say the word or change the verb to the past to stay where they are (they move back to where they were if they can’t remember it). The game finishes when one learner collects all four things written in their notebooks.

Unit 9 Page 106 See page TB106

Page 107 1 Key: 1 huge 2 brilliant 3 loud 4 quiet 5 beautiful 6 ugly 7 dark 8 difficult 9 sad 10 blond 11 dark

2

4 Key: A needle, a bowl of water, some hair, a leaf

4.30

‘g’, ‘j’ /d / strange /d / huge /d / dangerous hug

5 Key: From top to bottom: 2, 3, 1, 4

Page 114 1

Key: hug 3

2 Key: (possible answer) Iztaccihuatl was a princess. Popocatepetl was in love with her. They wanted to get married. But another tribe attacked them. Iztaccihuatl’s father said first Popocatepetl must help. He went to fight. Iztaccihuatl was very sad and lonely. She thought Popocatepetl was dead and she got ill and died. Then Popocatepetl came back and found her body. He put her on the ground in a quiet place and sat next to her. They are now the two volcanoes near Mexico City.

4.31

hug huge dangerous strange village gold glass garden

Key: hug: gold, glass, garden huge: (dangerous), strange, village

Page 115

Page 108

5

1 Key: 1 They went to Teotihuacan to see the Pyramids. 2 her grandmother’s sister / Li 3 He carried the girls. 4 When they went to Spain. 5 They went to the funfair. 6 because she got wet 7 They’re going next year.

Key: (possible answer) The children are climbing the volcano. Sophie is tired. She’s behind the other children. Harry is worried. Then Harry falls and hurts his knee. Sophie puts a bandage on it. Finally, they get to the top of the mountain. They are all very happy and they take some photos.

Page 109 3 a

2 Key: 2 excited

4 f

5 b

6 e

3 flew 4 After

5 striped 6 wore

Page 116

3 Key: A fantastic show

Page 110 1 Key: 2 restaurant rucksack 3 sandwich sandcastle 4 party pack 5 beautiful beach 6 pyramid pyjamas 7 sunglasses suitcase 8 tour tent 2 Key: 2 pack 3 suitcase 4 trainers 5 tent 6 tour 7 pyjamas 8 sandcastle 9 view

1 Key: (possible answer) A little girl arrives at a big house with her parents. The man who opens the door is frightening. The girl’s parents go to bed, but the girl can’t sleep. It’s windy and dark and she can hear a noise at the window. She gets out of bed and goes to the window. It’s a friendly parrot!

Page 117 1

Page 111 3 Key: 2 frightened 3 tired 4 frightening 5 surprising 6 surprised 7 worried

Page 112 1 Key: map

4.32

These pictures tell a story. It’s called ‘Climbing up the volcano’. Look at the first picture. Harry and Sophie are preparing to climb up the volcano with their cousins, Jaime and Alicia. They’re putting on special climbing boots for the climb. It’s a lovely sunny day and the four cousins are very excited. Now you tell the story.

2 Key: 2 brilliant 3 tour 4 enjoyed 5 when 6 frightened 7 through 8 funniest

1 Key: 2 d

Key: (possible answers) Iztaccihuatl, Popocatepetl, attacked, tribe, fight, died, love, volcanoes

food

cap

torch

water

Page 113 3 Key: 1 It broke. 2 The stars. It was day time. 3 Jasmin’s mum. 4 The sun.

Learners work in groups. They need a dice, a counter each and question cards face down in a pile. Learners move around the board according to the number they roll on the dice. If they land on a question square, the player to their right picks up the card and asks the question. If they answer the question correctly, they stay where they are. If not, they return to their last square. On a green or purple square they have to say the vocabulary item or complete the sentence to stay where they are (they move back to where they were if they can’t remember it). On a red or yellow square they follow the instructions. The game finishes when one learner gets to the final square, or when all learners finish. TB139

Review Units 7–9 Page 118 3 Key: 1 She is clever, brave, kind, lucky and very careful. 2 Because she has so many stories to tell about her trips. 3 She is a photographer. 4 Because she takes photos of dangerous animals. 5 Yes, she does. 6 He’s tall with short, blond hair and blue eyes. 7 She is going to see her favourite actor at the theatre.

TB140