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Structures

•He/She (goes to school).•He/She doesn’t (talk on the phone).•Does he/she (have a snack)? Yes, he does. /

No, he doesn’t.

Recycled language•Clocktimes•What’s this?•He’s got…•Can you/I…?•This is…•Do you want to…?

Receptive language •Who’s this? He’s/She’s a (vet).•Let’s do/say/rap/sing/play/look at/listen to/

read about/investigate…•Cut along these lines.

Socio-cultural aspects •Understandingtheimportanceofhelpinginthecommunity

•Showinginterestindifferentjobs

Summary Inthisunityouwillintroduceandpractisevocabularytodescribedailyroutines/activities,aswellasthenamesofdifferentjobs.Pupilswilllearnhowtodescribedailyroutines/activitiesandwriteadescriptionofajob.

Competences keyCompetenceinlinguisticcommunicationMathematicalcompetenceCompetenceinknowledgeofandinteractionwiththephysicalworldCompetenceinprocessinginformationanduseofI.C.T.CompetenceinsocialskillsandcitizenshipArtisticandculturalcompetenceLearningtolearnAutonomyandpersonalinitiative

Learning objectives• Identifyingandnamingdailyroutines/activities

•Listeningto,understandingandreproducingasong,chantandrap

•Listeningto,reading,understandingandexplainingastory

•Practisinganddiscriminatingbetweenthe\Å\ and\´U\sounds

•Listeningto,readingandperformingashortdialogue

• Identifyingpartsofthelanguagestructureandmakingsentencesandquestions

•Makingacut-outandusingitinacommunicativegame

• Identifyingandusingwordsfordifferentjobs

•Usingdailyroutines/activitieswithjobs

•Listeningto,readingandunderstandingacomicstrip

•Listeningto,readingandunderstandingtextsaboutdifferentjobs

•Writingashorttextaboutanunusualjob

•Creatingajobprofile •Creatingarecordofvocabularylearnt •Reviewingwhathasbeenstudiedandreflectingonit

•Readingandunderstandingashortdiaryentry

•Writingashortpersonalizeddiaryentryaboutajobandtalkingaboutit

Key languageVocabulary

•have a snack, leave home, go for a walk, go to school, come back home, meet a friend, talk on the phone, go to a friend’s house

•police officer, nurse, vet, firefighter, actor, singer

•CLILvocabulary: astronaut, train, mission, flight simulator, underwater training tank, computer games designer, graphics, sports journalist, interview, coach, studio

Unit What do you do?

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Unit 6 Lesson 1

Opening activities •SayHello! How are you?andhavethepupilsdothesame.•SayLet’s sing the International English song (forlyricsseeTNpage126).PlayCD1Track3.Singthesongandhavethepupilssingwithyou.

Main activities Play What’s this?•Holdupthepileofdailyactivitiesflashcardsyouhavepreparedsothattheyarefacingyouandsothatthepupilscan’tseethem.Quicklyflipoveronecardtogivethepupilsaglimpse.Encouragethemtoguesswhatitis.Whentheyguessit,sayYes! (leave home). Well done! •Encouragetheclasstospeculateaboutwhateachflashcardshows.Continueuntilyouhaveshownthemalltheflashcards.Whentheyguesscorrectly,congratulatethemsayingWell done!•HoldthepileofflashcardsandaskthepupilsWhat’s this?Pullacardfromthebackofthepileandslowlymoveitupwards,revealingapartofthepicture.•Inviteapupiltoguesstheanswer.Sticktheflashcardontheboard.•Repeattheprocesswiththerestoftheflashcards,stickingthemontheboardasyougoalong.•FinallyaskthepupilsWhat’s the Quest topic?ListentotheiranswersandsayYes, daily activities/routines.

Listen, point and say the words.•SayLet’s listen and say the Routine word rap.PlayCD2Track38andpointtothedifferentflashcardsontheboardasyouhearthewordsspokenontheCD.•Playthetrackagain.Getthepupilstosaythewordswhileyoupointtotheflashcardsontheboard.Oryoucouldpointtoeachflashcardinturn,saythewordandencouragethepupilstorepeatit.Repeatthisprocedurewithalltheflashcards.

CD2

38 Routine word rap Let’s rap, let’s rap,Let’s say the routine word rap…

Lesson 1

Learning objectives • Identify,listentoandsaywordstodescribedailyactivities/routines

•Listento,readandsingtheEvery daysong•Showunderstandingbycirclingcorrectanswersandbywritingsentences

Language focus•have a snack, leave home, go for a walk, go to

school, come back home, meet a friend, talk on the phone, go to a friend’s house

•Every day we/they work and play.Materials•Flashcardsandwordcardsyouhaveprepared:have a snack, leave home, go for a walk, go to school, come back home, meet a friend, talk on the phone, go to a friend’s house

•Pupil’sBookpage37•ActivityBookpage45•ClassaudioCD

At-a-glance lesson plan(PB page 37, AB page 45)

Opening activities•Song International English(CD1Track3)

Main activities•Vocabulary game What’s this? •Vocabulary activities Routinewordrap(CD2Track38)Listen,pointandsaythewords.

•Vocabulary game I can match •Song Every day(CD2Track39)Listentothesong.Answerthequestion.Listenandread.Singthesong.(PBpage37)

•Vocabulary game Guess the sentence

•Word Quest(CD2Track41)Listenandplay(PBpage37).

•Vocabulary and writing activitiesLookandcirclethecorrectwords.LookandcompletethesentencesaboutAnna.(ABpage45).

Closing activities•Song Remember your English(CD1Track6)

Unit 6 Lesson 1

Unit 6 Lesson 1

Listen to the song. Answer the question.•SaytothepupilsLet’s listen to the Every day song.Encouragethepupilstostandup.•PlayCD2Track39andencouragethepupilstosingalongwiththeCD.•Playthesongagainandthenaskthepupilstoansweryourquestion.What does Mr Fraser do every day? (Hegoestoschool.Hetalksonthephone.Hegoestoafriend’shouse.Hecomesbackhome.).

CD2

39 Every day songEvery day we work and play.Every day we work and play.

Mr Fraser leaves home.He goes to school.After school he talks on the phone,goes to a friend’s house,then he comes back home.

Olga leaves home.She goes for a walk.She has a snack and gives Max a boneand she meets a friend,then she comes back home.

Every day they work and play.Every day they work and play.

have a snackleave homego for a walkgo to schoolcome back homemeet a friendtalk on the phonego to a friend’s house

Tip:EncouragethepupilstolistentothewordsandfollowtheintonationandrhythmtheyhearontheCD.

Play I can match.•ShowthedailyactivitieswordcardsyouhavepreparedtotheclassandaskCan you match the words to the pictures?Holdthewordcardsfacedowninafanandinviteapupiltothefronttopickacardandmatchittotheflashcardontheboard.Stickthewordcardnexttothecorrectflashcardontheboard.Readthewordaloudandencouragethepupilstorepeatafteryou.•Askadifferentpupiltocomeandmatchthenextcard.Continueuntilyouhavecoveredalltheflashcards/wordcards.•Finally,saythewordsforalltheflashcardsyouhaveontheboard.Moveyourhandacrossthepicturesandwordsslowly,thenspeedupasthepupilsbecomemoreconfidentsayingthewords.

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Unit 6 Lesson 1

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Unit 6 Lesson 2Unit 6 Lesson 1

CD2

41 Charlie:What’sthis?Olga:Goforawalk!Charlie:Yes!Isitnumber4?Olga:No!It’snumber3!

Options:Tomaketheactivitymorecompetitive,awardthepupilsapointforeachpicturethey identifycorrectlywithinfiveseconds.

Togiveextrawritingpractice,askthepupilstowritedownthewordsforthepicturestheyidentifywithinfiveseconds.

Tomaketheactivityareadinggame,askthepupilstocoverthepicturestofocusonreadingthewordsinstead.Theycouldalsopointtoorairtracethecorrespondingactionstodemonstrate understandingofthewords.

page 45 Look and circle the correct

words.•SayOpen your Activity Books and find page 45.HoldupyourABandpointtoActivity1.Checkthatthepupilsunderstandandaskthemtoworkindividuallycirclingthecorrectoptions.•Whenthepupilshavefinished,lookattheiranswerstogether.Nominatedifferentpupilstoanswer,forexamplePaul. What’s number 1?•Praisethepupils’work,sayingWell done!andaskthemtoticktheitemstheygotcorrectintheirActivityBooks.•Answers:1leaveshome/2goestoschool/3comesbackhome/4meetsafriend/5goestoafriend’shouse/6talksonthephone/7goesforawalk/8hasasnack

page 45 Look and complete the

sentences about Anna.•HoldupyourABandpointtoActivity2.Thepupilsworkindividuallytocompletethesentences.•Answers:1talksonthephone/2goesfor/3hasasnack/4leaveshome/5goesto

Closing activities •SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the Remember your English song (forlyricsseeTNpage129).PlayCD1Track6.Singalong,encouragingthepupilstosingwithyou.

page 37

Listen and read. Sing the song. •SayOpen your Pupil’s Books and find page 37.Givethepupilsamomenttofindthepagebythemselves.•Askthepupilstolookatthepictureandidentifythedifferentcharacters.ThenaskWhere is Mr Fraser? (athome). Where is Olga? (inthepark,athome).Pointtothedifferentcharactersandaskthepupilsquestionsaboutwhatthecharactersaredoing.•PlayCD2Track39andencouragethepupilstoreadthewordsofthesongintheirPBwhilelisteningtotheCD.•SayLet’s sing the Every day song.Playthetrackagainandencouragethepupilstostandupandsingalongwithyou.

Play Guess the sentence.•Takethewordcardsdownfromtheboardbutleavetheflashcards.•Tellthepupilsthattheyaregoingtosaylinesfromthesong.SaytothepupilsHe (…). Insteadofsayingthedailyactivityword,pointtoaflashcardontheboard.•Inviteapupiltosaythemissingwordorphraseasyourepeatthewholesentence.Iftheysaythewordscorrectly,removetheflashcardfromtheboard.•Continuebysayingdifferentlinesfromthesong,untilalltheflashcardshavebeenremoved.

page 37

Word Quest. Listen and play.•HoldupyourPBandpointtoActivity2.AskthepupilsWho is playing the game? (OlgaandCharlie).•SaytothepupilsCover the wordsandshowtheminyouropenPBhowtousetheirhandsoranotherbooktocoverthewordsonthepanelatthebottomoftheWord Questgame.•PlayCD2Track41andencouragethepupilstolookatthegameintheirPBwhilelistening.•WhentheCDhasfinishedaskthepupilsCharlie’squestions.What’s this? EncouragethepupilstolookattheWord Questandanswer.It’s (go for a walk).ThenaskIs it number four? andencouragethepupilstofindandsaythenumber.•Whenthepupilsareconfident,askthemtoplaythegameinpairs.Monitorandpraisetheirspeaking,sayingVery good!

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Listen to the story.•SayLet’s listen to the story. •Generateinterestinthestorybyinvitingpupilstospeculateaboutthefirstpicture.Where are the children? (onaquizshow). •YoucaneithertellthestorybyreadingthetextorbyplayingCD2Track42.•MakesurethatyoushowtheappropriatepictureasyoulistentothestoryontheCD.Pointtodifferentthingsonthepicturestohelpthepupilsunderstandduringthestory.•FinallyaskthepupilsWhat’s the name of the quiz show? (Guessthejob).

Note:YouwillhearatoneontheCDtosignalwhenyoushouldpointtothenextpicture.

Lesson 2

Learning objectives •ListentoandsingtheEvery day song•Listento,readandunderstandthestory•Showunderstandingofthestorybyansweringquestions,matchingandwriting

•Practisethesounds\Å\and\´U\anddiscriminatebetweenthem

Language focus•have a snack, leave home, go for a walk, go to


•He/She (leaves home).Materials •Flashcardsandwordcardsyouhaveprepared:have a snack, leave home, go for a walk, go to school, come back home, meet a friend, talk on the phone, go to a friend’s house

•Pupil’sBookpages38–39•ActivityBookpage46•ClassaudioCD

Opening activities •Greetthepupils.SayHello. How are you? andencouragethepupilstoreply.•SaytothepupilsLet’s sing the International English song (forlyricsseeTNpage126).PlayCD1Track3.Havethepupilssingalongwithyou.

Play games.•TurntotheActivityBankatthefrontofyourTeacher’sNotes(TNpage25).PlayagamefromtheActivityBanktorecyclethevocabulary.

Main activities Listen and sing.•AskthepupilsDo you remember the Every day song? EncouragethemtosaysentencesfromthesongHe/She (comes back home).•Sticktheflashcardsontheboard.•SaytothepupilsLet’s sing the Every day song (forlyricsseeTNpage183).PlayCD2Track39andencouragethepupilstosingalong.Havethepupilspointtotheflashcardsastheysing.•Oryoucanplaythekaraokeversion,CD2Track40.Encouragethepupilstosingthewords.

At-a-glance lesson plan(PB pages 38 and 39, AB page 46)


•Vocabulary gamePlaygames Main activities•Song Every day(CD2Track39)(karaokeCD2Track40)Listenandsing.

•Story The Quiz show(CD2Track42)Listentothestory.Checkcomprehension.Askquestions.Listentothestory.Read.FindtheQuestletter.(PBpages38–39)Rememberthestory:The Quiz show.Lookandmatch.Number.Completethesentences.Answerthequestions.WritetheQuestletter.(ABpage46)

•PronunciationSaythewords.Listenandsay.(CD2Track43)Listenandsaythechant.(CD2Track44)(PBpage39)Circle,sortandwrite.Listenandcheck.(CD2Track45)(ABpage46).


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Firefighter:Hi!Welcometoourfirestation!Olga:Whatabigfireengine!Wow!Anna:Canyoutakeaphoto?Charlie:Yeah!Smile!Frame 6Firefighter:Putonyourtrousers,bootsandhelmets.Charlie:HowdoIlook?Anna:Great!I’malmostready!Olga:Max!Leavethecatalone!Frame 7Firefighter:Nowlet’spractisewiththehose.Aimforthecentre.Charlie:Thisisfantastic!Olga:Welldone!Frame 8Firefighter:Nowslidedownthepoleslowly!Charlie:Yeah!CanIdoitagain?Olga:Watchout,Charlie!I’mcoming.Anna:Ohno!Maxwantstocatchthecat.Stop!Frame 9Anna:Max!Jump!Wecancatchyou!Olga:He’stoohigh!Let’saskthefirefightertohelp.Frame 10Firefighter:It’sOKMax!You’resafenow.Olga:Thankyou.Charlie:Beingafirefighterisgreat!Anna:Look!Here’saQuestsymbol!

CD2

42 Frame 1 Anna:We’reinaTVstudio!Olga:It’saquizshow!Lookoverthere!It’sCharlie!TV presenter:Welcometotonight’sshow.Wehavethreecontestants.It’stimetoplay‘Guessthejob’!Frame 2TV presenter:Areyoureadyonyourbuzzers?Contestants:Yes!TV presenter:Sheleaveshomeatseveno’clock.Sheworksinastation.Charlie:Issheapoliceofficer?TV presenter:Yes,sheis.TenpointsforCharlie.Frame 3Narrator:Thirtyminuteslater…TV presenter:It’sthefinalround.Listencarefully.TV presenter:Hewearsauniform.He’sgotahelmetandaprotectivejacket.Charlie:Isheafirefighter?Frame 4TV presenter:Yes,heis.ThewinnerisCharlie!Firefighter:Yourprizeistobeafirefighterforadaywithyourfriends!Anna and Olga:Yeah!Welldone,Charlie!Frame 5Narrator:Nextdayatthestation…

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Frame 6 Whatistheuniform?(trousers,bootsandahelmet)WhatisMaxinterestedin?(thecat)Frame 7 Whatdotheypractisewith?(ahose)Frame 8 Dotheypractiseslidingdownthepole?(yes)WhatdoesMaxwanttodo?(catchthecat)Frame 9 WhereisMax?(inatree)Canhejump?(no)Whynot?(he’stoohigh)Frame 10 WhohelpsMax?(thefirefighter)What’stheQuestsymbol?(acastle)

page 38

Listen to the story. Read.•SayOpen your Pupil’s Books and find page 38.Givethepupilsamomenttofindthepagebythemselves.•AskthepupilstolistentothestoryandfollowthedialoguebyreadingitintheirPB.PlayCD2Track42.•SayWhat phrases for daily activities can you see?Givethepupilstimetolookatthestoryframes,andinvitedifferentpupilstosuggestanswers.

Find the Quest letter.•AskthepupilstosearchinthestoryframesoftheirPBfortheletterwhichishiddenthere.•SayWhat’s the Quest letter? (A,inframe6)

page 46 Remember the story: The

Quiz show. Look and match. Number. Complete the sentences.•SayOpen your Activity Books and find page 46. Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity3.ExplainthatthepupilsshouldmatchthespeechbubblestothecorrectpictureswhicharefromthePBstory.•Thepupilsworkindividually.•Checktheanswersasaclass,askingdifferentpupilstoanswereachquestion.•Nowexplainthattheyhavetowritethemissingwordsinthespeechbubbles.Iftheycan’trememberthewords,letthemrefertotheirPBs.

Check comprehension. Ask questions.•Checkthatthepupilsunderstandthestorybyaskingquestionsabouteachframe.EncouragethemtoanswerinEnglish.

Frame 1 Wherearethey?(inaTVstudio)What’stheprogramme?(‘Guessthejob’/aquizshow)Whoisacontestant?(Charlie)Frame 2 Whattimedoessheleavehome?(atseveno’clock)What’sherjob?(apoliceofficer)Whogetstheanswercorrect?(Charlie)Frame 3 Whatdoeshewear?(auniform/ahelmet/aprotectivejacket)What’shisjob?(afirefighter)DoesCharlieknowtheanswer?(yes)Frame 4 Whoisthewinner?(Charlie)Whatistheprize?(tobeafirefighterforaday)CanAnnaandOlgagotoo?(yes)Frame 5 Wherearethechildren?(atthefirestation)Isthefireenginesmall?(no,it’sbig)Whotakesaphoto?(Charlie)

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Unit 6 Lesson 2

Note:ThispartofthePhonicslessonisadrill.Itisimportantthatthepupilsareconfidentsayingthewords,beforetheysaythechant.Youmaywishtomakethismorefunbypointingtotheflashcardsandencouragingthepupilstorepeatwithyouslowly,thenquickly,inaloudvoiceandtheninaquietvoice.

CD2

43 dogwatchorangesJoehomebone

page 39

Listen and say the chant.•ShowthepupilsthewordstothechantintheirPB.Explainthatthewordsinthelistareallincludedinthechant.•SayLook at the picture and find the words.Pointtothepictureandaskpupilstofindthewordsfromthephonicsdrillandsaythemastheypointtotheitemsinthepicture.•SayNow let’s say the chant. •PlayCD2Track44.HavethepupilsfollowthewordsintheirPBandsaythechantatthesametime.•Youcouldplaythetrackagainandhavethepupilsrepeatuntiltheyfeelconfident.•Finally,tellthepupilstolookbackatthestory.AskthemCan you see words with the \ú\ sound in Frame 1? (studio,show). Can you see words with the \Ú\ sound in Frame 7? (hose)Can you see words with the \Å\ sound in Frame 8? (watch,stop). •Encouragethemtolookattheframesandlistentotheiranswers,writingthecorrectonesontheboard.•Ifthepupilsseemunsureaboutthesounds,repeattheexamplesoundwordstohelpthemfindwordswiththesamesoundinthestoryframe.

CD2

44 Joeandhisdogarehappywhentheyrelaxathome.Joeeatsoranges,watchingTVandhisdogplayswithhisbone.

•Answers:b1Sheleaveshomeatseveno’clock./d2Welcometoourfirestation!/c3Putonyourtrousers,bootsandhelmet./a4Wecancatchyou!

page 46 Answer the questions.

•HoldupyourABandpointtoActivity4.•Checkthatthepupilsunderstandwhattheyhavetodo.•Givethepupilstimetowritethecorrectanswers.RemindthemthattheycanlookintheirPBstochecktheiranswersiftheyarenotsure.•Inviteapupiltoreadoutthefirstsentence.Askasecondpupiltoconfirmwhethertheythinkthatansweriscorrectornot.Writetheanswersontheboard.•Answers:1Charlie/2firefighter,friends/ 3trousers,bootsandhelmets/4upatree/ 5no

page 46 Write the Quest letter.

•ThepupilswritethesecretletterwhichtheyfoundhiddeninthestoryinthePBintheboxprovided.ThisisinpreparationforfindingthesecretwordinUnit8.•Answer:A

Say the words.•Stickthe‘gotoschool’flashcardandtheflashcardofMaxontheboard.AskthepupilsWhat animal is Max?(dog).Goroundtheclassandaskeachofthepupilstosaythewords(goanddog).•Explainthatthewordscontaindifferentsoundsandtodaytheyaregoingtopractisethosesounds.•Say\Å\ gO andencouragethepupilstorepeatwithyou.Dothesamewith\ú\ dOg.

page 39

Listen and say.•SayOpen your Pupil’s Books and find page 39. Givethepupilsamomenttofindthepagebythemselves.•HoldupyourPBandshowthepupilsActivity4.•SayLet’s listen and point to the words. PlayCD2Track43andencouragethepupilstopointatthewordsshowncomingoutoftheschoolbagintheirPBsastheylisten.•SayLet’s say the words.Playthetrackagainandencouragethepupilstosaythewords.

Unit 6 Lesson 2

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Unit 6 Lesson 2 Unit 6 Lesson 2

page 46 Circle, sort and write. Listen

and check•SayOpen your Activity Books and find page 46. Givethepupilsamomenttofindthepagebythemselves.•HoldupyourbookandpointtoActivity6.Checkthatthepupilsunderstand,andaskthemtocirclethewordsandwritetheminthecorrectcolumn.Completeanexamplewiththem.•Whenthepupilshavefinished,invitedifferentpupilstosaythewordsaloud.

Fast finishers:AskthepupilstoaddanyotherwordstheyknowinEnglishwiththatsoundtoeachcolumn.

•Finally,playCD2Track45andcheckthepupils’answers.

CD2

45 \Å\dogorangeswatch

\´U\bonehomeJoe

•Answers:dog,oranges,watch/bone,home,Joe

Closing activities•SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the Remember your English song (forlyricsseeTNpage129).PlayCD1Track6.Singalong,encouragingthepupilstosingwithyou.

dogbonehom

eorangesJoewatch

•SayLet’s sing the Every day song (forlyricsseeTNpage183).Askthepupilsholdingacardtostandatthefront,andwhentheyhearthephrasewhichisontheirflashcardtheyliftthecardabovetheirheads.PlayCD2Track39.Encouragetherestofthepupilstosingalongandtopointtothecorrectcard/pupilholdingcard.•Youcanalsousethekaraokeversion(CD2Track40).

Option:Youmaywanttosingthesongagain.Inviteavolunteertogivetheflashcardstoadifferentgroupofpupils.PlaytheCD,andencouragethepupilstosingalong.

page 40

Listen and read.•SayOpen your Pupil’s Books and find page 40.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourPBandpointtoActivity5.Askthepupilsquestionsaboutthepicture.Who can you see? (agirlandaboy,andaboyonthescreen) Where are they? (inherbedroom)What are they doing? (lookingatacomputerscreen).

Lesson 3

Learning objectives •SingtheEvery day song•Listento,readandperformashortdialogue• Identifypartsofthelanguagestructureandmakesentencesandquestions

•Showunderstandingbyidentifyingandwritingsentences,choosingtrueorfalseandbywritingsentences

Language focus•have a snack, leave home, go for a walk, go

to school, come back home, meet a friend, talk on the phone, go to a friend’s house

•He/She (has a snack).•He/She doesn’t (meet a friend).•Does he/she (go for a walk)? Yes, he does. /

No, he doesn’t.Materials •Crayonsforeachpupil•Flashcardsyouhaveprepared:have a snack,

leave home, go for a walk, go to school, come back home, meet a friend, talk on the phone, go to a friend’s house




Main activities Listen, sing and point.•AskthepupilsDo you remember the Every day song?•Giveouttheflashcardstodifferentpupilsaroundtheclassandshowthemhowtoholdtheirflashcardsonobodyelsecanseeit.

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•Vocabulary gamePlaygames Main activities•Song Every day(CD2Track39)(karaokeCD2Track40)Listen,singandpoint.

•DialogueListenandread(CD2Track46)(PBpage40)

•Language activityLet’sinvestigategrammar(PBpage40).

•Vocabulary game Mime •Writing and listening practiceWritethewordsinorder.ColourtheboxesusingthecolourcodefromthePupil’sBook.Listen.Tick✓orcross✗.(CD2Track47).LookatActivity8.Writesentences.(ABpage47).


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page 40

Let’s investigate grammar.•HoldupyourPBandpointtotheboxatthebottomofthepage.SayLet’s investigate grammar.•Pointtothecolouredquestionsandsentencesandexplaintheirmeaningtothepupils.•HighlightthepartsinboldandtheinformationintheRememberboxes.•Askthepupilsquestionstochecktheirunderstanding.AskWho says ‘Does he live in England’? (theboy)AskIs this a question? (yes)Repeattheprocesswiththeothersentencesintheinvestigategrammarbox.•Askthepupilstolookatthedialogueandinvitethemtofindotherexamplesofaffirmative,negativeorquestions.•Finally,sticktheflashcardsontheboardandaskthepupilstomakesentencesorquestions.SayMake an (affirmative) sentence. Praisethepupils’speaking.

Play Mime.•Inviteapupiltocometothefronttoplaythegamewithyou.•Askthepupiltochooseaflashcardfromthedailyactivitiesflashcards,butnottoshowittoanyone.•Thepupilmimestheactivitytotheclass.Invitetheclasstoguesswhattheactivityis.ForexampleHe/She goes for a walk.

•PlayCD2Track46andencouragethepupilstoreadthedialoguewhilelistening.•Askthepupilsaboutthedialoguetochecktheirunderstanding.•PlaytheCDagain,butthistimeencouragethepupilstorepeateachsentenceofthedialogueafteryou,pausingtheCDaftereachline.Helpthemwithpronunciation,ifnecessary.•Puttheclassintotwogroups.Askonegrouptoreadoutthelinesofthedialogueforthegirlchorallyandtheothergrouptoreadoutthelinesofthedialoguefortheboychorally.Repeatthisuntilthepupilsareconfidentwithsayingthedialogue.

Option:Togivethepupilsmorepracticewiththedialogue,putthemintopairsandhavethempractisesayingthedialoguetogether.Invitesomeofthegroupstoperformthedialoguefortheclass.

CD2

46 Girl:ThisismycousinMark.He’s16yearsold.Boy:DoesheliveinEngland?Girl:No,hedoesn’t.HelivesinNewYork.Boy:Doeshegotoschool?Girl:Yes,hedoes.Heleaveshomeatseveno’clockeveryday.Boy:Doeshefinishschoolatthreeo’clock?Girl:Yes,hedoes.Buthedoesn’tcomebackhome.Hegoesforawalkandhasasnack,ormeetshisfriendsinacafé.

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page 47 Look at Activity 8. Write

sentences.•AskthepupilstolookatActivity8.Checkthatthepupilsunderstand,andaskthemtoworkindividuallywritingnegativeoraffirmativesentences.EncouragethemtolookatthepicturesinActivity8tocompletethetask.•Whenthepupilshavefinished,checktheanswerstogether.•Answers:1Sheleaveshome./2Shegoestothestudio./3Shecomesbackhome./4Shedoesn’tmeetfriends./5Shedoesn’thaveasnack./6Shetalksonthephone./7Shedoesn’tgoforawalk.

Closing activities •SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the Remember your English song(forlyricsseeTNpage129).PlayCD1Track6.Singalong,encouragingthepupilstosingwithyou.

•PraisetheirspeakingbysayingVery good! whentheyguesscorrectly.•Askanotherpupiltocometothefronttoplayagainstyou.PraisetheirspeakingbysayingWell done!

Option:Youmaywishtoputthepupilsintopairs,andaskthemtoplaythegametogether.Encouragethemtousethegrammarboxasaguide.

page 47 Write the words in order.

Colour the boxes using the colour code from the Pupil’s Book.•SayOpen your Activity Books and find page 47.Givethepupilsamomenttofindthepagebythemselves.•AskthepupilstolookatActivity7.Checkthatthepupilsunderstandwhattheyhavetodo.Pupilsworkindividuallytocompletethesentences.•FinallyaskthepupilstocolourintheblocksusingthesamecoloursasinthelanguageboxinthePB.(greenforaffirmative,redfornegativeandblueforquestions)•Answers:1Doeshetalkonthephone?(blue)/2Hemeetsfriends.(green)/3Hedoesn’thaveasnack.(red)/4No,hedoesn’t.(red)

Fast finishers:Askthepupilstowriteonemorequestion,affirmativesentenceornegativesentenceusingthelanguagestructure.

page 47 Listen. Tick ✓ or cross ✗.

•HoldupyourABandpointtoActivity8.Checkthatthepupilsunderstandtheinstructions.•PlayCD2Track47.EncouragethepupilstotickorcrossintheirABs.•Playthetrackagainsothepupilscanchecktheiranswers.•Whentheyhavefinished,checktheanswerstogether.

CD2

47 Thisismystory.It’saboutaTVpresenter’sday.Sheleaveshomeatseveno’clockandshegoestothestudio.Shecomesbackhomeathalfpasttwo.Shedoesn’tmeetfriendsandshedoesn’thaveasnack.Shetalksonthephone.Shedoesn’tgoforawalk.

•Answers:1✓/2✓/3✓/4✗/5✗/6✓/7✗


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Main activities Play Affirmative, negative or question.•AskthepupilsDo you remember the daily activity words?andshowthepupilsthedailyactivityflashcards.Ontheboarddrawthreesymbolsinlargeclearletters: + , - and ? . Makesuretheyareataheightthepupilscanreach.•Dividetheclassintotwoteams,AandB.InvitetwovolunteersfromTeamAtocometothefront.Onestandsinfrontofthesymbolsontheboardandtheotherholdstheflashcards.SayLet’s play. •ThepupilwiththeflashcardsshowsoneofthemtoTeamB.Thesecondpupilpointstooneofthesymbolsontheboard.TeamBmustproduceasentencewiththeflashcardactivityandthesymboltheyhavebeenshown.The+symbolmeansthattheyshouldproduceanaffirmativesentence.The–symbolmeansthattheyshouldproduceanegativesentence.The?symbolmeansthattheyshouldproduceaquestion.•TeamBgetsapointforeachcorrectsentenceitproduces.Thegamecontinuesuntilallthecardshavebeenused.•NowplayagainbutwithtwovolunteersfromTeamBatthefront.TeamAmustnowproducesentencesinthesameway.Theteamwiththemostpointswins.

Lesson 4

Learning objectives •Matchandwritesentencesandquestionsaboutdailyactivities

•Showunderstandingbydrawingandwriting•Talkaboutdailyactivitiesusingcut-outsLanguage focus•have a snack, leave home, go for a walk, go


•He/She (goes to school).•He/She doesn’t (have a snack).•Does he/she (meet a friend)? Yes, he does. /

No, he doesn’t.Materials •Crayonsandscissorsforeachpupil•Flashcardsyouhaveprepared:have a snack,

leave home, go for a walk, go to school, come back home, meet a friend, talk on the phone, go to a friend’s house

•ActivityBookpage48•Cut-outsforUnit6(ABpage83)•ClassaudioCD

At-a-glance lesson plan(AB page 48 and page 83)


•Vocabulary gamePlaygames Main activities•Vocabulary game Affirmative, negative or

question

•Listening and writing practiceMatchtomakesentences.LookatActivity10.Writethesentencesinthedialogue.Listenandcheck.(CD2Track48)Drawyourfriends.Writeaboutwhattheydo.(ABpage48)

•Cut-out activityMakeyourcut-outcards.Playagame.(ABpage83).


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CD2

48 Charlie:Doyouwanttoknowaboutmyfavouritesinger?Olga:Yes,please!Charlie:Heleaveshomeatteno’clockbuthedoesn’tgotothestudio.Hegoesforawalk.Olga:Doeshemeetfriends?Charlie:Yes,hedoes.Olga:Doeshehaveasnack?Charlie:No,hedoesn’t.Hecomesbackhomeattwoo’clockforlunch.

page 48 Draw your friends. Write

about what they do.•Askthepupilstolookatthefinaltaskonpage48oftheirActivityBooks.Explaintopupilsthattheyshoulddrawapictureofafriendinoneoftheirdailyroutines.Theyshouldthenwritesentencestodescribetheirpicture.Goroundtheclassroomandcheckeachpupil’swork.•Answers:Pupils’ownanswers

page 48 Match to make sentences.

•SayOpen your Activity Books and find page 48.Allowthepupilsamomenttofindtherightpage.•HoldupyourABandpointtoActivity10.Checkthepupilsunderstandandaskthemtoworkindividuallytojointhepartsofthesentences,•Movearoundtheroomandcheckthepupils’work.•Answers:1Heleaveshomeat10o’clock./ 2Doeshehaveasnack?/3Yes,hedoes./ 4Hedoesn’tgotothestudio.

page 48 Look at Activity 10. Write the

sentences in the dialogue. Listen and check.•HoldupyourABandpointtoActivity11.Checkthatthepupilsunderstand.Askthemtoworkindividuallytocompletethedialogue.RemindthemtheyshouldusesentencesfromActivity10.•PlayCD2Track48forthepupilstochecktheiranswers.Movearoundtheroomandcheckthepupils’work.•Answers:1Heleaveshomeat10o’clock/2hedoesn’tgotothestudio./3Yes,hedoes./4Doeshehaveasnack?


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page 83

Make your cut-out cards. (Activity Book page 83). Play a game.

Stage 1•SaytothepupilsOpen your Activity Books and find page 83.Givethepupilsamomenttofindthepagebythemselves.•Whenthepupilsarereadytellthemtolookandfollowyourinstructions.•SayCut along these lines.HoldupyourABandsignaltheyshouldcutalongthedottedlinearoundthedifferentstorypictureframes.•Tellthepupilstowritetheirinitialsinacorneronthefaceofthecards.•SayPlace your cut-outs face down on your desk.Whenthepupilshavefinished,encouragethemtotidyuptheirdesksandputthescissorsaway.

Stage 2•SayNow let’s tell a story.Inviteapupiltocometothefront.Inthiswayyoucandemonstratethegametothewholeclass.•Shuffleyourcardsandplacethemfacedownbetweenyouandyourvolunteer.Takethetopcard,lookatitandsaythesentence,forexample,He has a snack. •Yourvolunteertakesthenextcard,saysthefirstsentencesandmakesanewsentenceandplacesthecardnexttoyours.•Eachtimeacardisturnedover,eachofthesentencesmustbesaid,inorder.Ifsomeoneforgetsoneofthesentences,ormakesamistake,theotherpersonwinsthecards.•Encouragethepupilstoplaythegameinpairs.Movearoundtheroom,andcheckthattheyaretakingturns.PraisetheirspeakingsayingWell done!


CD2

49 policeofficernursevetfirefighteractorsinger

page 41

Listen and read. Say the rap.•SaytothepupilsLet’s look at the pictures andpointtothepicturesonpage41.AskthepupilsquestionsaboutitWhat animals can you see? (adog,acow). •PlayCD2Track50andencouragethepupilstoreadthewordsoftherapintheirPBwhilelistening.•SaytothepupilsLet’s listen and say the Job rap.Playthetrackagainandencouragethepupilstojoinintherap.Askthepupilstostandupandsing.

Lesson 5

Learning objectives • Identifyandsaywordsforjobs•Listento,readandsaytheJob rap•Showunderstandingbymatching,writinganddrawing

•Listento,readandunderstandacomicstripLanguage focus•have a snack, leave home, go for a walk, go



•He/She (has a snack).•He/She doesn’t (go to school).•Does he/she (talk on the phone)? Yes, he

does. / No, he doesn’t.Materials •Crayonsforeachpupil•Wordcardsyouhaveprepared:have a

snack, leave home, go for a walk, go to school, come back home, meet a friend, talk on the phone, go to a friend’s house




Main activities page 41

Listen. Say the words.•SayOpen your Pupil’s Books and find page 41.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourPBandpointtotheleftcolumn.PlayCD2Track49andpausebetweeneachword.Encouragethepupilstorepeatthewords.

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•Vocabulary gamePlaygames Main activities•Vocabulary activitiesListen.Saythewords.(CD2Track49)(PBpage41).

•Listening practice Job rap(CD2Track50)Listenandread.Saytherap.(PBpage41).

•Listening and writing practiceListenandnumber.(CD2Track51)Readandmatch.Completethesentences.Drawandwriteaboutajob.(ABpage49).

•Comic strip A Dog’s Day.(CD2Track52)Listenandread.(PBpage41).


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CD2

51 1nurse2policeofficer3actor4firefighter5vet6singer

•Answers:1b/2e/3f/4a/5c/6d

page 49 Read and match. Complete

the sentences.•CheckthatthepupilsunderstandthenextactivityintheirActivityBooksandaskthemtoworkindividuallytocompletethesentencesusingthepicturesasaguide.•Checktheanswerstogether.•Answers:1factor/2cafirefighter/3aapoliceofficer/4banurse/5dasinger/6eavet

page 49 Draw and write about a job.

•Pointtothepictureframe.Explainthattheyshoulddrawapictureofajobtheylike.•Movearoundtheroomwhilethepupilsareworkingandpraisetheirdrawings,sayingWell done!

CD2

50 Job rapWho’s this?A police officer.Her dog is very clever.

Who’s this?He’s a vet.He helps animals get better.

Do you want to be an actor we can see on TV?Or do you want to be a singer and sing for me?

Who’s this?She’s a firefighter.Her engine’s very fast.

Who’s this?He’s a nurse.He helps you get well so you don’t miss class!

page 49 Listen and number.

•SayOpen your Activity Books and find page 49.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity13.ExplainthattheymustlookatthepicturesandnumberthemintheordertheyhearthewordsontheCD.•PlaytheCD,pausingaftereachwordisheard.•Checktheanswerstogether.

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Closing activities •SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the Remember your English song(forlyricsseeTNpage129).PlayCD1Track6.Singalong,encouragingthepupilstosingwithyou.

•Thenaskthemtowritesentencesaccordingtowhattheyhavedrawn.Movearoundtheroomandcheckthepupils’work.•Pupils’ownanswers

page 41

Listen and read. •SayOpen your Pupil’s Books and find page 41.Givethepupilsamomenttofindthepagebythemselves.•PointtoActivity10andsayLet’s listen to the comic strip.PlayCD2Track52.•SayLet’s read and listen to the comic strip again.PlayCD2Track52again.EncouragethepupilstolookatandreadthecomicstripintheirPBsastheylisten.•Whenthepupilshavefinishedreadingaskquestionsaboutthestory,forexample,What does Jack need in Frame 5? (avet)What different jobs are there in the story? (policeofficer,firefighter,vet,nurse).•AskthepupilsDo you like the story? Invitethemtorespondandcommentonthestory.

Option:Pupilsloveacting.Asthisisashortstory,youmaywishtoinvitedifferentpupilstothefronttoactoutthecomicstrip.

CD2

52 Frame 1Yorkie:HiScotty!Whatareyoudoing?Scotty:Lookatthehats!I’mapoliceofficer.You’reabaddie!Frame 2Yorkie:Help!Help!Scotty:Stopandputyourhandsup!Frame 3Scotty:Look!Firehats.Wecanbefirefighters!Here’syourhat.Yorkie:Great!Where’sthefire?Scotty:Followme!Frame 4Scotty:Look!Here’sthefire.Andhere’sthewater!Jack:Aaaaaah!Yorkie:Ohdear!PoorJack!Frame 5Scotty:Whoops!Sorry,Jack!Yorkie:Don’tworry,Jack.I’manurse!Wheredoesithurt?Jack:Myhead!Ineedavet!


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Lesson 6

Learning objectives •Talkaboutjobs•Listento,readandlearnaboutdifferentjobs•Showunderstandingbymatchingandwriting•DoaprojectaboutdifferentjobsLanguage focus•have a snack, leave home, go for a walk, go to



•astronaut, train, mission, flight simulator, underwater training tank, computer games designer, graphics, sports journalist, interview, coach, studio

Materials •Crayonsandscissorsforeachpupil•CLILPhotocopiable:Different jobs(TNpage307)

•Largepieceofcard•Pupil’sBookpage42•ActivityBookpage50•ClassaudioCD


Play games. •TurntotheActivityBankatthefrontofyourTeacher’sNotes(TNpage25).PlayagamefromtheActivityBanktorecyclethevocabulary.

Main activities Look at the picture and predict.•Explaintothepupilsthatthepicturerepresentstoday’slessonanditscontent.(SocialScience:Different jobs).•Askwhattheyknowaboutworkandjobs.Askwhatjobstheirparentsdo.ThepupilsmayanswerinL1.

Listen and look at the picture.•ExplaintothepupilsthatAnnahasdoneapresentationaboutthetopiconthepicture.SaytothemLet’s look at the picture and listen to Anna’s presentation about different jobs.•PlayCD2Track53andguidethepupils’understandingbypointingtofeaturesonthepictureastheyaretalkedaboutontheCD.•Askthepupilsquestionsabouttheinformationonthepicturetochecktheirunderstanding.What jobs are in the presentation? (astronaut,computergamesdesigner,sportsjournalist) What is the name of the astronaut? (PeggyWhitson).



•Vocabulary gamePlaygames Main activities•Picture activities Different jobsLookatthepictureandpredict.Listenandlookatthepicture(CD2Track53)

•Character’s presentationListenandread.(CD2Track53)Readandsay‘True’or‘False’.Listenandcheck.(CD2Track54)(PBpage42).

•Picture activityLookatthepictureandanswerquestions.

•Character’s presentationListenandlearnaboutanunusualjob.(CD2Track55)(PBpage42).

•Reading and writing practiceLookatpage42inthePupil’sBookandcomplete.Listenandcheck.Read.Writeaboutanunusualjob.(ABpage50).

•CLIL project: Different jobs Closing activities•Song Remember your English(CD1Track6)

•PointtoActivity11andsayListen and look at Anna’s presentation again.EncouragethepupilstofollowwhatAnnasaysbypointingtothepicturesandanyimportantwordsastheyhearthem.PlayCD2Track53again.•PlaytheCDagainandthistimeencouragethepupilstoreadthetextastheylisten.•Checkthepupils’understandingbysayingsometrue/falsesentences.Substitutewronginformationfortheactualinformationgiveninthetext.EncouragethepupilstosayTrueorFalseandcorrectyoursentences.Herearesomeideas:Peggy Whitson is a computer games designer. Sara writes about food and drink.•Inviteapupiltomakeafalsestatementandaskanotherpupilfromtheclasstocorrectit.Goaroundtheclasswithdifferentpairsofpupils.

page 42

Read and say ‘True’ or ‘False’. Listen and check.•HoldupyourPBandpointtoActivity12.•Explainthetasktothepupilsandallowsometimeforthemtocompleteit.•Whenthepupilshavefinishedexplainthattheyaregoingtoheartheanswers.SayLet’s listen.PlayCD2Track54.PausetheCDaftereachanswerisheard.AskthepupilsiftheiranswerswerethesameastheCD.

CD2

53 Different jobs by AnnaAstronautThisisPeggyWhitson.She’sanastronaut.Astronautstrainfor20monthsandstudyMathsandScience.Theyknowhowtoflyaplanetoo.Theyprepareformissionsinflightsimulatorsandunderwatertrainingtanks.Doyouwanttobeanastronaut?Computer games designerThisisTim.Heandhisteamdesigncomputergames.Theythinkofastory,thecharactersandtheycreatetherulesofthegameandthegraphics.Attheend,theyplaythegameandcheckitisvirusfree.Doyoulikecomputergames?Sports journalistSaraCarboneroisasportsjournalist.Shewritesaboutsportseventsandgames.Sheinterviewsathletes,coachesandplayersfortheTVandnewspapers.Shetalkstotheminastadiumorinastudio.

page 42

Listen and read.•SayOpen your Pupil’s Books and find page 42.Givethepupilsamomenttofindthepagebythemselves.•AskWhat is the presentation about? (differentjobs) Who wrote this presentation? (Anna).


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Option:AskthepupilstoclosetheirPBs.PutthemintopairsandgiveeachpaironeparagraphfromthephotocopiablefromTNpage307andapairofscissors.Pupilscutalongthedottedlines.Askthepairstomixuptheirsentences.Nominateonepairtocometothefrontoftheclass.TheylistentotheCDandsticktheirsentencesintheordertheyhearthem.Therestoftheclassorderstheirsentencesintheirpairs.PlayCD2Track53.PausetheCDandaskdifferentpairstoorderthesentencesfortheotherparagraphs. Alternatively,youcanworkwiththewholeclass.Makeonecopyofthephotocopiable.Cutupthesentences.GiveeachsentencetoadifferentpupilintheclassandaskthemtostandatthefrontoftheclassandlineupinthecorrectorderastheyheartheirsentencesontheCD.

page 42

Listen and learn about an unusual job.•HoldupyourPBatpage42andexplainthatthepupilsaregoingtoreadaboutanunusualjob.•SayLet’s read about an unusual job.PlayCD2Track55.Encouragethepupilstofollowthetextintheirbooksastheylisten.•Checkthepupils’understandingbyaskingquestionsaboutthetext.Praisetheiranswers,sayingVery good!

CD2

55 BruceandGemmaareflyingdoctors.InAustraliatheflyingdoctorshelppeopleinruralareaswhentheyneedadoctor,dayornight,everydayoftheyear.They’vegot53aeroplanes!by Olga

page 50 Look at page 42 in the Pupil’s

Book and complete. Listen and check.•SayOpen your Activity Books and find page 50.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtotheActivity16.Checkthatthepupilsunderstandwhattheyhavetodo.Askpupilstoworkindividuallytocompletethesentenceswiththephrasesfromthebox.•PlayCD2Track56andchecktheanswerswiththeclass.AskdifferentpupilsWhat’s number (1)?

•Answers:1True/2False(Astronautsknowhowtoflyaplane.)/3False(Timworkswithhisteam.)/4True/5False(Shealsodoesinterviewsfornewspapers.)/6False(Shealsointerviewstheminastadium.)

CD2

54 1 Olga:Astronautshavetotrainforalmosttwoyears.That’strue.2 Anna:Astronautsdon’tknowhowtoflyaplane.That’sfalse.Astronautsknowhowtoflyaplane.3 Charlie:Timworksonhisown.That’sfalse.Timworkswithhisteam.4 Olga:Computergamesdesignerscheckthegamesforviruses.That’strue.5 Anna:SaraonlydoesinterviewsforTV.That’sfalse.Shealsodoesinterviewsfornewspapers.6 Charlie:Saraalwaysinterviewspeopleinastudio.That’sfalse.She’salsointerviewstheminastadium.

Option:Askthepupilstoformpairs.Encouragethemtoaskeachotherquestionsaboutthetopicusingtheinformationinthetextsonpage42.

Look at the picture and answer questions.•Pointtothemainphotosonthepictureandaskquestionstoreinforcetheirunderstanding.•Praisetheiranswers,sayingWell done!•AskWho is this? (apilot,afilmdirector,achef,aphotographer,alawyer,awriter) What does a (sports journalist) do? (interviewsathletes,coachesandplayers;writesaboutsportseventsandgames)Do you want to be a pilot?(Pupils’ownanswers).ThepupilsmayanswerinL1.

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•Answers:1flyaplane/2MathsandScience/3underwatertraining/4computergames/ 5createtherules/6sportsevents/7athletes

CD2

55 1Astronautsknowhowtoflyaplane.2TheystudyMathsandScience.3Theyprepareformissionsinunderwatertrainingtanks.

4Heandhisteamdesigncomputergames.5Theythinkofastoryandcreatetherulesofthegame.

6Shewritesaboutsportsevents.7Sheinterviewsathletes.

page 50 Read. Write about an

unusual job.•HoldupyourABandpointtoActivity17.Checkthepupilsunderstandtheinstructions,andexplainthatfirsttheywillreadtheexample.•Pointtothenotesontheleft.Readthenotesandthenthesentencesaloudwiththepupils.•Explainthatthepupilsmustlookatthenotesontherightandwritetheirownsentences.•SayNow write your sentences.Thepupilsworkindividuallywritingtheirsentences.Movearoundtheroomtochecktheirwork.PraiseitandsayVery good! •Checktheanswerswiththeclass.Askdifferentpupilstoreadtheirsentences.•Answers:Sandraisatourguide.SheworksonLondonbuses.ShetalkstotouristsaboutLondon.ShespeaksEnglish,SpanishandFrench.

CLIL project: Different jobs.•SayLet’s do a project about different jobs.DividetheclassintogroupsofthreeorfourandgiveeachgroupaprofilefromTNpage307andapieceofpaper.•Telleachgrouptowriteabouttheirjob,usingtheinformationgiven.•Movearoundtheclassroomtochecktheirworkandofferhelpifrequired.•Whentheyhavefinished,invitedifferentgroupstothefronttoshowtheirjobandtalkaboutit.Forexample,This is John. He is a teacher. He works in a school. He teaches children. He starts work at nine o’clock.•Onalargepieceofcard,stickeachprofilepicturetogetherwitheachgroup’spieceofwritinganddisplayitontheclassroomwall.


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Mind Map: Unit 6.•SayOpen your Activity Books and find page 71.Givethepupilsamomenttofindthepagebythemselves.•SayDo you remember the daily activities words? •HoldupyourABandpointtothemindmapatthebottomofthepage.Explainthatthepupilsshouldstickthepictureorwordstickersinthecorrectplaceonthemindmap.•Putthedailyactivitiesflashcardsandwordcardsyouhavepreparedfaceuponyourdesk.Whenthepupilshavefinishedtheirtask,invitedifferentpupilstothefronttomatchtheflashcardsandthewordcardsandstickthemontheboardinthesameshapeasthemindmap.•Askthepupilstolookatthematchedcardsontheboardandtochecktheirstickersontheirmindmap.

page 51 Write the words. Listen and

check.•SayOpen your Activity Books and find page 51.Givethepupilsamomenttofindthepagebythemselves.•Explainthatthepupilsaregoingtorevisethewordsfordifferentjobs.Explainthattheymustlookatthepicturesandwritethecorrectword.ExplainthatafterwardstheywilllistentotheCDtochecktheiranswers.•SayLet’s listen.PlayCD2Track57andpausetheCDbetweeneachword.•Whentheyhavefinished,checktheanswerstogether.Writethenumbers1to6ontheboard.•SaytothepupilsLet’s check our answers. AskindividualpupilsWhat’s number (1)? •Continuewiththerestoftheanswersandwritetheanswersontheboard.Praisethepupils’answersbysayingWell done! •Encouragethepupilstolookattheanswersontheboardandcomparewiththeirownanswersbytickingtheonestheygotcorrect.•Movearoundtheroomandchecktheirwork.•Answers:1nurse/2firefighter/3singer/4vet/5policeofficer/6actor

Lesson 7

Learning objectives •Reviewvocabularyandstructure•Createarecordofvocabularylearntintheformofamindmap

•Listenandshowunderstandingbyreadingandmatching

•Writesentencesdescribingafriend’sday•EvaluatelearningLanguage focus•have a snack, leave home, go for a walk, go to


•police officer, nurse, vet, firefighter, actor, singer•He/She (comes back home).Materials •Flashcardsandwordcardsyouhaveprepared:have a snack, leave home, go for a walk, go to school, come back home, meet a friend, talk on the phone, go to a friend’s house

•ActivityBookpages51and71•ClassaudioCD

At-a-glance lesson plan(AB pages 51 and 71)


•Vocabulary gamePlaygames Main activities•Mind Map:Unit6(ABpage71) •Reading and listening practiceWritethewords.Listenandcheck.(CD2Track57)Readandmatch.(ABpage51).

•Writing practiceWriteaboutafriend’sday.(ABpage51).

•Evaluation Closing activities•Song Remember your English(CD1Track6)

Opening activities •Greetthepupils.SayHello. How are you? andencouragethepupilstoreply.•SaytothepupilsLet’s sing the International English song(forlyricsseeTNpage126).PlayCD1Track3.Havethepupilssingalongwithyou.

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page 51 Evaluation

•Praisethepupils’workovertheunit.•Havethepupilslookbackattheirworkforthewholeunitandthinkaboutwhattheyhaveachieved.•HoldupyourABandpointtothethreefacesoftheYour Questchildrenatthebottomofthepage.•EncouragethepupilstocolourthefacewhichmatchestheirworkforUnit6.•Movearoundtheclassroomandcommentonthepupils’self-assessment.•SaytothepupilsWell done! We have finished our What do you do? Quest.

Closing activities•SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the Remember your English song(forlyricsseeTNpage129).PlayCD1Track6.Singalong,encouragingthepupilstosingwithyou.

CD2

57 1nurse2firefighter3singer4vet5policeofficer6actor

page 51 Read and match.

•HoldupyourABandpointtoActivity2.•Tellthepupilstolookatthepicturescarefully.•Askthemtoreadthesentencesandtomatchthemwiththepictures.•Whenthepupilshavefinishedchecktheanswerstogetherasaclass.•Answers:1e/2c/3d/4a/5g/6f/7h/8b

page 51 Write about a friend’s day.

•HoldupyourABandpointtoActivity3.•Explainthatthepupilsshouldwritetheirownsentencesusingthedailyactivitieswords,aboutafriend’sday.•Thepupilsworkindividuallywritingtheirsentences.Movearoundtheroomtochecktheirwork.PraiseitandsayVery good! •Pupils’ownanswers


205


Lesson 8

Learning objectives •ReviewtheunitusingQuest 6: What do you

do?•ReadtheWritingDiaryandanswerquestions•Createapersonalizeddiaryaboutajobandtalkaboutit

Language focus•have a snack, leave home, go for a walk, go



•He/She (meets a friend).•He/She doesn’t (talk on the phone).•Does he/she (have a snack)? Yes, he does. /

No, he doesn’t.•Where does he/she go?Materials •Crayonsforeachpupil•Photocopiable:Quest 6: What do you do? (TNpage315)

•WritingDiary,ActivityBookpage52•ClassaudioCD

At-a-glance lesson plan(Writing Diary, Activity Book

page 52)Opening activities•Song International English(CD1Track3)

•Vocabulary gamePlaygames Main activities•Photocopiable activityCompleteQuest 6:

What do you do? •Writing DiaryReadthediaryentry.ReadtheDiaryNotesandanswerquestions(ABpage52).

•Writing DiaryPlanandwriteyourDiaryentry.Draw.CompletetheDiaryNotes.Talkaboutyourjob.(ABpage52).

Closing activities •Song Remember your English(CD1Track6)

Opening activities•Greetthepupils.SayHello. How are you? andencouragethepupilstoreply.•SaytothepupilsLet’s sing the International English song(forlyricsseeTNpage126).PlayCD1Track3.Havethepupilssingalongwithyou.


Main activities Complete Quest 6: What do you do?•AskthepupilswhattheyrememberaboutUnit6:What do you do?.•AskavolunteertogiveoutacopyoftheQuesttasksheetforUnit6toeachstudent(TNpage315).Explainthatitistheirquestaboutjobs,similartowhatthecharactershavedoneintheunit.•ThepupilsworkindividuallycompletingthesheetandreferringtothecorrectpagesintheirPBs.Movearoundtheroomtochecktheirwork.•Whenthepupilshavefinished,invitedifferentpupilstoreadtheiranswersaloud.Praisetheiranswers.•Finally,askthepupilstocolourtheQatthetopofthephotocopiabletoshowtheyhavecompletedthetask.•Answers:1Yes(PBpage37)/2seveno’clock(PBpage38)/3trousers,bootsandhelmets(PBpage38)/4No,thereisn’t.(PBpage41)/5writesaboutsportseventsandgames,interviewsathletes,coachesandplayers,talkstotheminastudio(PBpage42).

page 52

Read the diary entry.•SayOpen your Activity Book and find page 52.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourActivityBookandpointtothefirstactivity.AskthepupilsWhat’s this? (Quest diary).

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•Askthepupilstoreadtheentry,tellingthemthatyouwillthenaskthemsomequestionsaboutit.Youmaywishtoreaditaloudastheyfollowintheirbooks.•Whenthepupilshavefinishedreading,askthesequestionsWho is the writer? (Olga) What is it about? (ajob/asinger) What is the date? (18thSeptember).•Listentothepupils’answersandpraisethemsayingVery good!

Read the Diary Notes and answer questions.•AskdifferentpupilstoreadthequestionsandanswersintheDiaryNotes.Youmaywanttoreadthemaloudasthepupilsfollowintheirbooks.•Whenthepupilshavefinishedreading,askthemquestionsabouttheDiaryNotes,forexampleWho is she? (Olga’sfavouritesinger) Does she go to school? (No,shedoesn’t.).•Listentothepupils’answersandpraisethem,sayingVery good!•Finally,askpupilstocirclethecorrectansweratthebottomofthediaryentry.•Answer:doesn’thave

Plan and write your Diary entry. Draw.•SaytothepupilsIt’s time to write your diary entry.SayOpen your Activity Book and find page 52.Tellthepupilsthattheyaregoingtowritetheirdiaryentryonthelinesprovidedanddrawapictureintheemptyspace.•SayTell me about your job.EncouragethepupilstorespondsayingIt’s … . He /She … . ListenandpraisetheirspeakingsayingVery good! •Thepupilsnowworkindividuallywritingtheirentry.Givethepupilstimetowrite,butmovearoundtheroomtoofferhelp.EncouragethemtorefertoOlga’sdiaryentryforreference.•Whenthepupilshavefinished,checktheirwriting.ThensayDraw a picture.Thepupilsdothisindividually.

Tip:Ifthepupilsarehavingdifficultieschoosingwhattowrite,encouragethemtolookatOlga’sdiaryentry.

Complete the Diary Notes.•AskthepupilstousetheirdiaryentrytoanswerthequestionsintheDiaryNotessection.Whenthepupilshavefinished,invitedifferentpupilstoreadouttheiranswers.

Talk about your job.•SaytothepupilsLet’s talk about your job. Askthemtoworkwithapupilneartothem.•Whenthepupilsareready,sayTalk about your job.Thepupilsworktogether.Whentheyfinish,youmaywanttoaskthemtofindnewpartnersanddotheactivityagain.•Movearoundtheroomtolistentothepupils’speakingandpraiseit,sayingVery good!


Unit 6 Lesson 8 Unit 6 DVD Scripts

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Unit 6 Lesson 8 Unit 6 DVD Scripts

DVD

CLIL – Different jobsTilly: Iwanttoknowaboutdifferentjobs.Tom: Whatsortofjobs?Tilly: That’sanexcitingjob.Florence:He’sanastronaut.Tilly: Youhavetostudyhardandtraina

lottobeanastronaut.Tom: Look,he’sdoingaspacewalk.Tilly: He’splayingacomputergame.Florence:He’sacomputergamesdesigner.Tom: It’sagreatjob.Theyprogram

computersandinventnewgames.Tilly: Isthatmanapilot?Tom: Yes,andhe’sadoctor.Florence:Aflyingdoctor.Tilly: Wheredoeshework?Tilly: IncountrieslikeAustraliasome

peoplelivealongwayfromthenearestdoctor.

Florence:Sothedoctorusesanaeroplanetogoandseethem.

Tom: Cool!IwanttobeaflyingdoctorTilly: AndIwanttobeanastronaut!

For The Quiz show animated story script see TN page 186.

DVD

What does your dad do?Tilly: Whatdoesyourmumdo,

Florence?Florence: She’sapoliceofficer.Tilly: Wow!That’sreallyinteresting!Florence: Notreally.Shejustgetsupearly

inthemorning,eatsherbreakfast,drivestoworkandthencomeshomeagain.

Tilly: Right.Tom: Doesshedriveapolicecar?Florence: No.Shejusttalksonthephoneall

day.Tilly: Whatdoesyourdaddo?Florence: He’sanurse.Tom: Ohright!Anurse.Florence: Whatdoesyourmumdo,Tilly?Tilly: She’savet.Florence: Cool!Whatdoesyourdaddo?Tilly: Guess!Florence: Isheasinger?Florence: No.OK,he’snotasinger.Ishean

actor?Florence: Notanactor.Isheafirefighter?Dad: Hi!What’ssofunny?Florence: MrRose,what’syourjob?Dad: Iwakeupatseven,make

breakfastatseventhirty.ThenIwalktoschoolwithTomandTilly,thenIcomebackhomeandsitdownatmycomputer.

Florence: Butwhat’syourjob?Dad: Myjob?Tilly: Yes,Dad,yourjob.Tom: What’syourjob?Dad: Istayathome,writethingsonmy

computer,lookafterTomandTilly,cleanthehouse,cookthefood…

Florence: Iknow!You’reajournalist!Dad: Yes,Iam.ButI’malso…DadTom & Tilly:You’reourdad.OurSuperdad!Dad: Yes,Iam!

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SummaryInthisunityouwillreviewmaterialfromUnits4,5and6inthecontextofapicturepuzzle.ThereisafocusonUKfood.Thepupilswillalsowriteashorttext.


UnitsYour Quest Revision and Food in the UK

Learning objectives• Identifyingandnamingfooditems,UKprices,wordsforfacialfeatures,descriptiveadjectives,dailyroutines/activitiesandjobs

•ReviewingwhathasbeenstudiedinUnits4,5and6

•ListeningtoandshowingunderstandingofashorttextonUKfood

•Writingashorttextaboutfoodinyourcountry


•cheese, a pie, bread, crisps, jam, sweets, biscuits, a pineapple, lemonade, strawberries

•Five pence, Ten pence, Fifty pence, Five pounds fifty, Eight pounds ninety-nine

•curly hair, straight hair, long hair, short hair, fair hair, dark hair, brown eyes, glasses, a beard, a moustache

•happy, sad, strong, weak, rude, polite•have a snack, leave home, go for a walk, go to


•police office, nurse, vet, firefighter, actor, singer

Structures

•Who says…?•Can I have (some lemonade), please?• I’ve/He’s got (brown eyes).• I haven’t got (pineapples).• I’m a (nurse).

Receptive language •fish and chips, take-away meal, batter, tasty,

healthy, cream tea, scones, clotted cream, spread, roast dinner, roast beef, Yorkshire pudding, nut roast, chilli peppers, coconut

•Let’s sing/listen/check/read/make/talk about…

•Open your (Pupil’s) Book and find page (43).•What’s (the secret word)?

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Learning objectives • Identifyandnamefooditems,UKprices,wordsforfacialfeatures,descriptiveadjectives,dailyactivitiesandjobs

•Askandanswerquestionsaboutapicturepuzzle

•Findahiddenwordinthepicturepuzzle•Listento,readandshowunderstandingofatextaboutUKfood

•WriteashorttextaboutfoodinyourcountryLanguage focus•cheese, a pie, bread, crisps, jam, sweets,

biscuits, a pineapple, lemonade, strawberries•Five pence, Ten pence, Fifty pence, Five

pounds fifty, Eight pounds ninety-nine•curly hair, straight hair, long hair, short hair,

fair hair, dark hair, brown eyes, glasses, a beard, a moustache

•happy, sad, strong, weak, rude, polite •have a snack, leave home, go for a walk, go



•What can you see?•Can you see (word)?•Who says what?Materials•CrayonsandapieceofA4paperforeachpupil

•Flashcardsandwordcardsyouhaveprepared:Units4,5and6

•Pupil’sBookpages43and44•ClassaudioCD

Opening activities •SayHello! How are you?andhavethepupilsdothesame.•SaytothepupilsLet’s sing the International English song (forlyricsseeTNpage126).PlayCD1Track3.Singthesongandhavethepupilssingwithyou.

Main activities Play Against the clock.•Dividetheclassintothreeteamsandinvitethefirstteamtocometothefront.GivehalfoftheteammembersflashcardsyouhavepreparedfrombothwordsetsfromUnit4.Theyholdthemupandstandatdifferentplacesaroundtheclassroom.Givetheotherhalfoftheteamtheequivalentwordcardsandaskthemtostandatthefrontoftheclass.

Units 4, 5, 6 Your Quest Revision and Food in the UKUnits 4, 5, 6 Your Quest Revision and Food in the UK

•Say3, 2, 1. Go!Thepupilswiththewordcardsmovearoundtheroomasquicklyastheycan.Theygivethecorrectwordcardtothepupilholdingtheflashcardandbothpupilsstandtogetherdisplayingtheirtwocards.•Invitetheotherteamstocountthenumberofsecondsittakestheteamtomatchthecards.Writeitontheboard.•ContinuethegamewiththeflashcardsforUnits5and6withtheothertwoteams.Thewinningteamistheonewiththeleastnumberofseconds.

Note:Ensurethatthepupilsunderstandthattheymustwalk,notrun.

page 43

Read and say. Who says what? Listen and check. •SayOpen your Pupil’s Book and find page 43.Givethepupilstimetofindthepagebythemselves.•AskthepupilstolookatthepicturepuzzleinActivity1.AskWhat can you see?andpraisetheiranswers.Iftheyseemunsure,pointtoandaskaboutspecificthings,forexample,Can you see some bananas? (A1) Can you see a man with a moustache? (C2).•Explainthateachofthefiguresinthepictureisdoinganactivityandthattheyshouldtrytoimaginewhichofthefiguresissayingthesentences1–9.

At-a-glance lesson plan(PB pages 43 and 44)


Main activities•Vocabulary game Against the clock

•ReviewReadandsay.Whosayswhat?Listenandcheck.(CD2Track58)Lookatthepictureandfindnineletters.What’sthesecretword?(PBpages43)

•UK cultureListenandread.Answerthequestions.(CD2Track59)(PBpage44)

•Culture in your country.YourInvestigation.ReadCharlie’sreportandwriteaboutfoodinyourcountry.(PBpage44)


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•AskWho says what? InvitetwopupilstoreadAnnaandCharlie’sdialoguealoudWho says ‘I go to school every day?’ John in A2. EncouragetheotherpupilstofindJohninA2andpointtothepicture.Writetheanswerontheboard.•Repeattheprocedurewiththeotherquestions,invitingdifferentpupilstoaskandanswerthequestioneachtimeuntilalltheanswersareontheboard.•SaytothepupilsLet’s listen and check. PlayCD2Track58.Ticktheanswersthepupilshavegotcorrect,andpraisethemwhentheCDfinishes.

CD2

58 1 Anna:Whosays‘Igotoschooleveryday?’Charlie:JohninA2.2 Charlie:Whosays‘CanIhavesomelemonade,please?’Anna:KateinC3.3 Anna:Whosays‘He’sgotbrowneyesandglasses?’Charlie:TominB2.4 Charlie:Whosays‘Ihaven’tgotpineapples?’Anna:FrankinA1.5 Anna:Whosays‘Ihaveasnackateleveno’clock?’Charlie:RebeccainB3.6 Charlie:Whosays‘She’sgotcurly,fairhair?’Anna:ElenainB2.

Units 4, 5, 6 Your Quest Revision and Food in the UKUnits 4, 5, 6 Your Quest Revision and Food in the UK

7 Anna: Whosays‘Doyouwantanythingelse?’Charlie:DominicinC1.8 Charlie: Whosays‘I’manurse?’Anna:SusaninB1.9 Anna: Whosays‘I’vegotamoustache?’Charlie:DaninC2.

•Answers:1JohninA2./2KateinC3./3TominB2./4FrankinA1./5RebeccainB3/ 6ElenainB2./7DominicinC1./8SusaninB1./9DaninC2.

page 43

Look at the picture and find nine letters. What’s the secret word?•Finally,pointatActivity2andsaytothepupilsLet’s find the secret word. •Invitethepupilstosaytheletterstheycanseeinthepicture.Writethemontheboardbutnotinorder.Whenyouhavetheninelettersaskthepupils What’s the secret word? •Givethemtimetolookatthelettersandsortthemintothecorrectorder.PraisethecorrectanswersayingWell done!Invitethepupilstospellletterbyletterthewordtorevisethealphabet.•Answer:MOUSTACHE

Tip:Ifthepupilsseemunsure,writeagappedwordontheboard__withacoupleofletterstohelpthem.

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page 44

Your Investigation. Read Charlie’s report and write about food in your country.•HoldupyourPBandpointtoActivity2.ExplainthatCharlie’snotesforhisinvestigationaboutfoodareontheleftandhisfinishedprojectisontheright.Explainthatthepupilsaregoingtocreatethesamething.•Askthepupilstolookatthenotesandtext.SayLet’s make sentences.Sayawordfromthenotes,forexample,restaurant.Encouragethepupilstofindthewordinthetextontherightandinviteapupiltoreadthatsentencealoud.•SaytothepupilsLet’s investigate food in your country.Writetheheadingsonly(notthenotesundereachheading)fromCharlie’swritingplanontheboard.Thepupilscopythemintotheirnotebooks.•SaytothepupilsChoose a food in your country andaskthemtowritenotesundereachheadingintheirnotebook.Givethemtimetodecidewhichdishtowriteaboutandoffersuggestionsifnecessary.Movearoundtheclassandhelpwhennecessary.•Whenthepupilshavefinished,saytothemLet’s talk about food.Encouragethepupilstotalktosomebodynearthem,makingsentencesusingtheirnotes.Movearoundtheclassandencouragethepupils’speaking.•Finally,havethepupilsworkindividuallytowritetheirsentencesintheirnotebooks.Checktheirwriting.•ThenaskavolunteertogiveapieceofA4papertoeachpupil.Askthepupilstocopyouttheirsentencesneatlyontothepieceofpaperanddraworstickapicturetoillustrateit.

Option:Collectinthefinishedtextsanddisplay themontheclassroomwall.

Option:IfyouhaveaccesstotheInternet,encouragethepupilstoinvestigatefoodinothercountriesusingthewritingplannotesasaguide.


page 44

Listen and read. Answer the questions.•SayOpen your Pupil’s Books and find page 44.Givethepupilsamomenttofindthepagebythemselves.•Pointtothedifferentpicturesandtextsonpage44.ExplaintothepupilsthatCharliehasbeeninvestigatingdifferentfoodsintheUK.SayLet’s listen.Encouragethepupilstolistentotheinformation,pointingtothepicturesandkeywordsastheyhearthem.PlayCD2Track59.•SayLet’s listen and read andplaythetrackagain.Thistimeencouragethepupilstoreadthetextastheylisten.•Checkthepupils’understandingbyaskingquestionsaboutthetexts.Forexample,What is batter?(amixofflour,milkandeggs).When do people eat roast beef?(onSundays).Praisetheiranswersandencouragethemtoanswerusingfullsentences.•ThenaskthepupilstoanswerthequestionsinthePBindividually.Whentheyhavefinished,checktheanswerswiththeclass.•Answer:1No.It’satake-awaymeal./2Creamandstrawberryjam./3Nutroast

CD2

59 Food in the UKFish and chipsThisisatraditionaltake-awaymeal.Itisfriedfishinbatter(amixofflour,milkandeggs)withfriedchips.Peopleeatfishandchipsfordinnerattheweekend.It’sverytastybutnotveryhealthy.Don’teatiteveryday!

Cream teaYoucanordercreamteainateashopintheafternoon.Itisteaservedwithscones,clottedcreamandstrawberryjam.Youcutthesconesintwoandyouspreadthecreamandthenthejamontop.Delicious!

Roast dinnerFamilieseatlunchtogetheronSundaysandaroastdinnerisverypopular.RoastbeefandYorkshirepuddingistraditional.Yorkshirepuddingissimilartopancakes.Butsomepeopledon’teatmeatsotheyhaveanutroastinsteadofbeef.Roastdinnerisyummy!

Units 4, 5, 6 Your Quest Revision and Food in the UK

213

• Is there (a sofa). Yes, there is. / No, there isn’t.•Are there any (cupboards)? Yes, there are. /

No, there aren’t.

Recycled language•Numbers(1–100)•Dailyroutines/activities• I can…•Can you…?•This is… That’s…

Receptive language •What do you think?•This must be…•Let’s sing/listen to/say/rap/read/point to/

investigate/look at/talk about…•Cut along these lines.

Socio-cultural aspects •Understandinginformationaboutcastles•Showinginterestindifferentcastlefeatures

Summary Inthisunityouwillintroduceandpractisevocabularytodescribeitemsoffurniture,aswellasthenamesofdifferentfloorsinahouse.Pupilswilllearnhowtodescribearoomandwriteadescriptionofaroom.


Learning objectives• Identifyingandnamingitemsoffurniture



•Practisinganddiscriminatingbetweenthe\A…\ and\e´\sounds




• Identifyingandusingwordsforthefloorsofahouse

•Usingwordsforthefloorsofahousewithitemsoffurniture


•Listeningto,readingandunderstandingtextsaboutcastles

•Writingatextaboutacastle •Creatingacastle •Creatingarecordofvocabularylearnt •Reviewingwhathasbeenstudiedandreflectingonit


•Writingashortpersonalizeddiaryentryaboutadreamhouseandtalkingaboutit


• toilet, desk, armchair, cupboard, sofa, shower, fridge, cooker, fireplace, bookcase

•fifth floor, fourth floor, third floor, second floor, first floor, ground floor

•CLILvocabulary: stone, dungeon, suit of armour, sword, hire, tower, four-poster bed, cliff

Structures

•There’s (a fireplace/an armchair).•There isn’t (a desk/an armchair).•There are some (armchairs).

Unit The Castle

214


Opening activities •SayHello! How are you?andhavethepupilsdothesame.•Tellthepupilsthattheyaregoingtolearnanewsongfortheopeningroutine.SaytothepupilsLet’s sing the Time for English song. PlayCD1Track4.•Playthetrackasecondtimeandencouragethepupilstosingthesongyou.

CD1

4 Time for English songIt’s time for English.Have you got your book?It’s time for English.Open your bookAnd take a look.

Main activities Play What’s this?•Holdupthepileoffurnitureflashcardssothattheyarefacingyouandsothatthepupilscan’tseethem.Quicklyflipoveronecardtogivethepupilsaglimpse.Encouragethemtoguesswhatitis.Whentheyguessit,sayYes! (sofa). Well done! •Encouragetheclasstospeculateaboutwhateachflashcardshows.Continueuntilyouhaveshownthemalltheflashcards.Whentheyguesscorrectly,congratulatethemsayingWell done!•HoldthepileofflashcardsandaskthepupilsWhat’s this?Pullacardfromthebackofthepileandslowlymoveitupwards,revealingapartofthepicture.•Inviteapupiltoguesstheanswer.Sticktheflashcardontheboard.•Repeattheprocesswiththerestoftheflashcards,stickingthemontheboardasyougoalong.•Finally,askthepupilsWhat’s the Quest topic?Listentotheiranswersandsay,Yes, furniture.

Listen, point and say the words.•SayLet’s listen and say the Furniture word rap.PlayCD3Track1andpointtothedifferentflashcardsontheboardasyouhearthewordsspokenontheCD.

Lesson 1

Learning objectives •Learnanewsongfortheopeningroutine• Identify,listentoandsaywordstodescribeitemsoffurniture

•Listento,readandsingtheMy housesong•Showunderstandingbymatchingpicturestowords,andbywritingsentences.

•LearnanewchantfortheclosingroutineLanguage focus• toilet, desk, armchair, cupboard, sofa,

shower, fridge, cooker, fireplace, bookcase•There’s a (sofa) so I can (watch TV).•There are some (bookcases).•What’s this piece of furniture? It’s (a

cupboard).•Can you spell it?Materials•Flashcardsandwordcardsyouhaveprepared:

toilet, desk, armchair, cupboard, sofa, shower, fridge, cooker, fireplace, bookcase



Opening activities•Song Time for English(CD1Track4) Main activities•Vocabulary game What’s this? •Vocabulary activities Furniturewordrap(CD3Track1)Listen,pointandsaythewords.

•Vocabulary game Flashcard match

•Song My house(CD3Track2)Listentothesong.Answerthequestions.Listenandread.Singthesong.(PBpage45)



•Vocabulary and writing activitiesLookandcirclethecorrectwords.Lookandcomplete.(ABpage53).

Closing activities•Chant How do you get there?(CD1Track7)

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Play I can match.•ShowthefurniturewordcardsyouhavepreparedtotheclassandaskCan you match the words to the pictures?Holdthewordcardsfacedowninafanandinviteapupiltothefronttopickacardandmatchittotheflashcardontheboard.Stickthewordcardnexttothecorrectflashcardontheboard.Readthewordaloudandencouragethepupilstorepeatafteryou.•Askadifferentpupiltocomeandmatchthenextcard.Continueuntilyouhavecoveredalltheflashcards/wordcards.•Finally,saythewordsforalltheflashcardsyouhaveontheboard.Moveyourhandacrossthepicturesandwordsslowlythenspeedupasthepupilsbecomemoreconfidentsayingthewords.

Listen to the song. Answer the questions.•SaytothepupilsLet’s listen to the My house song.Encouragethepupilstostandup.•PlayCD3Track2andencouragethepupilstosingalongwiththeCD.•Playthesongagainandthenaskthepupilstoansweryourquestions.What furniture is there in the house? (desk,bookcase,sofa,armchair,shower,fridge).Where does she do her homework? (atherdesk).

•Playthetrackagain.Getthepupilstosaythewordswhileyoupointtotheflashcardsontheboard.Oryoucouldpointtoeachflashcardinturn,saythewordandencouragethepupilstorepeatit.Repeatthisprocedurewithalltheflashcards.

CD3

1 Furniture word rap Let’s rap, let’s rap,Let’s say the furniture word rap …

toiletdeskarmchaircupboardsofashowerfridgecookerfireplacebookcase


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page 45

Word Quest. Listen and play.•HoldupyourPBandpointtoActivity2.AskthepupilsWho is playing the game? (OlgaandAnna).•SaytothepupilsCover the wordsandshowtheminyouropenPBhowtousetheirhandsoranotherbooktocoverthewordsonthepanelatthebottomoftheWord Questgame.•PlayCD3Track4andencouragethepupilstolookatthegameintheirPBwhilelistening.•WhentheCDhasfinishedaskthepupilsOlga’squestions.What’s this piece of furniture? EncouragethepupilstolookattheWord Questandanswer.It’s (a cupboard).ThenaskCan you spell it? andencouragethepupilstospelltheword.•Whenthepupilsareconfident,askthemtoplaythegameinpairs.Monitorandpraisetheirspeaking,sayingVery good!

CD3

4 Olga:What’sthispieceoffurniture?Anna:Cupboard!Olga:Yes!Canyouspellit?Anna:C-U-P-B-O-A-R-D




page 53 Look and circle the correct

words.•SayOpen your Activity Books and find page 53.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity1.Checkthatthepupilsunderstandandaskthemtoworkindividuallycirclingthecorrectoptions.•Whenthepupilshavefinished,lookattheiranswerstogether.Nominatedifferentpupilstoanswer,forexampleChris. What’s number 1?•Praisethepupils’work,sayingWell done!andaskthemtoticktheitemstheygotcorrectintheirActivityBooks.

CD3

2 My house songMy house is a great place to be.It’s got all I want, come and see.There’s a desk so I can do my homework.There’s a bookcase so I can find my books.There’s a sofa so I can watch TV.Come and sit with me.

My house is a great place to be.It’s got all I want, come and see.There’s an armchair so I can sit and read.There’s a shower so I can have a wash.There’s a fridge so I can have cold drinks.Come and see. What do you think?

page 45

Listen and read. Sing the song. •SayOpen your Pupil’s Books and find page 45.Givethepupilsamomenttofindthepagebythemselves.•Askthepupilstolookatthepicturesandidentifythedifferentcharacters.ThenaskWhere is Olga? (inherbedroom/atherdesk). Where is Anna? (inthekitchen/bythefridge).Where is Charlie? (inthelivingroom/onthesofa). Pointtothedifferentcharactersandaskthepupilsquestionsaboutwhatthecharactersaredoing.•PlayCD3Track2andencouragethepupilstoreadthewordsofthesongintheirPBwhilelisteningtotheCD.•SayLet’s sing the My house song.Playthetrackagainandencouragethepupilstostandupandsingalongwithyou.

Play Guess the sentence.•Takethewordcardsdownfromtheboardbutleavetheflashcards.•Tellthepupilsthattheyaregoingtosaylinesfromthesong.SaytothepupilsThere’s a/an (…) so I can (…). Insteadofsayingafurnitureoractivityword,pointtoaflashcardontheboard.•Inviteapupiltosaythemissingwordsasyourepeatthewholesentence.Iftheysaythewordscorrectly,removetheflashcardfromtheboard.•Continuebysayingdifferentlinesfromthesong,untilalltheflashcardshavebeenremoved.


217

•Answers:1fridge/2shower/3armchairs/4cooker/5sofa/6desk/7cupboards/8fireplace/9toilet/10bookcases

page 53 Look and complete.

•HoldupyourABandpointtoActivity2.Thepupilsworkindividuallytowritethesentences.•Movearoundtheroom,checkingthepupils’work,sayingVery good!•Answers:1cooker/2cupboards/3Thereisafridge./4Thereisanarmchair./5Thereisasofa./6Therearesomebookcases./7Thereisadesk./8Thereisafireplace.

Closing activities •SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•Tellthepupilsthattheyaregoingtolearnanewchantfortheclosingroutine.SayLet’s listen to the How do you get there? chant. PlayCD1Track7andletthepupilslistentothesong.•Playthetrackagainandsingalong,encouragingthepupilstosingwithyou.

CD1

7 How do you get there? chantAt the end of the day,When it’s time to go home,How do you get there?

Do you go by car, or by plane?Do you go by bike or by train?I go by foot on sunny daysBut I take the bus when it rains.


218


Opening activities •Greetthepupils.SayHello. How are you? andencouragethepupilstoreply.•SaytothepupilsDo you remember the Time for English song? Let’s sing (forlyricsseeTNpage214).PlayCD1Track4.Havethepupilssingalongwithyou.


Main activities Listen and sing.•AskthepupilsDo you remember the My house song? EncouragethemtosaysentencesfromthesongThere’s a (bookcase) so I can (find my books).•Sticktheflashcardsontheboard.•SaytothepupilsLet’s sing the My house song (forlyricsseeTNpage216).PlayCD3Track2andencouragethepupilstosingalong.Havethepupilspointtotheflashcardsastheysing.•Oryoucanplaythekaraokeversion,CD3Track3.Encouragethepupilstosingthewords.

Listen to the story.•SayLet’s listen to the story. •Generateinterestinthestorybyinvitingpupilstospeculateaboutthefirstpicture.Where are the pupils? (inacastle).•YoucaneithertellthestorybyreadingthetextorbyplayingCD3Track5.•MakesurethatyoushowtheappropriateframeasyoulistentothestoryontheCD.Pointtodifferentthingsontheframetohelpthepupilsunderstandduringthestory.•Finally,askthepupilsIs the castle big or small? (big/enormous).


Lesson 2

Learning objectives •ListentoandsingtheMy housesong•Listento,readandunderstandthestory•Showunderstandingofthestorybyansweringquestions,matchingandchoosingtrueorfalse

•Practisethesounds\A…\and\e´\anddiscriminatebetweenthem.

Language focus• toilet, desk, armchair, cupboard, sofa,

shower, fridge, cooker, fireplace, bookcase•There’s a (desk) so I can (do my homework).•There are (armchairs).Materials •Flashcardsandwordcardsyouhaveprepared:toilet, desk, armchair, cupboard, sofa, shower, fridge, cooker, fireplace, bookcase



Opening activities•Song Time for English(CD1Track4) •Vocabulary gamePlaygames Main activities•Song My house(CD3Track2)(karaokeCD3Track3)Listenandsing.

•Story The ghost in the castle(CD3Track5)Listentothestory.Checkcomprehension.Askquestions.Listentothestory.Read.FindtheQuestletter.(PBpages46–47)Rememberthestory:The ghost in the castle. Lookandmatch.Number.Completethesentences.Read.True✓orfalse✗?Correctthefalsesentences.WritetheQuestletter.(ABpage54)



219


Frame 7Olga:Thereheis!Anna:Quick!Catchhim!Victor Virus:Ha,ha,ha!Youcan’tcatchme!Frame 8Anna:It’sasecretpassage.Charlie:Don’tbescared,Max.I’mwithyou.Olga:Icanseealight.Itlookslikearoom.Frame 9Charlie:He’snothereandthewindow’sopen.Olga:Look!Here’shisarmour.Anna:Thismustbehisbase!Lookatallthecomputers.Frame 10Charlie:Look.It’sallVictorVirus’targets!Olga:ThisistheScienceMuseum.It’shisnexttarget.Anna:Thislookslikeacode!Ihavetocrackit.Olga:WeneedtogotothemuseumandfindVictorVirus.Charlie:LookatMax!He’sgotourQuest symbol.

Check comprehension. Ask questions.•Checkthatthepupilsunderstandthestorybyaskingquestionsabouteachframe.EncouragethemtoanswerinEnglish.

CD3

5 Frame 1 Charlie:We’reatareal,oldcastle.Olga:It’senormous!Anna:Thedoor’sopen.Let’sgoin.Frame 2Olga:Thismustbethelivingroom.Therearebookcasesandarmchairs…Anna:Iwanttositdown.I’mtired!Charlie:Lookout,Anna!Thechairismoving.Frame 3Charlie:What’shappening?Olga:Look.Thebooksaremoving.Ithinkthisisahauntedcastle!RUN!Anna:Thisisverystrange!Frame 4Olga:Phew!Wherearewenow?OK,there’sabed,sowe’reinthebedroom.Anna:Lookatthebigfireplace.Andthefire!Charlie:Maybethere’saghost.Weneedtohide.Frame 5Charlie:Anna,comeunderthebed.It’ssafehere.Olga:There’stheghost!Run,Anna!Anna:Idon’tbelieveinghosts.I’mnotafraidofyou!Whoareyou?Frame 6Victor Virus:Letmego!Anna:Lookatthering.It’sVictorVirus!

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Frame 9 IsVictorVirusthere?(no)Whatistheroom?(hisbase/office)Whatcantheyseeintheroom?(hisarmour/computers)Frame 10 What’sonthenoticeboard?(VictorVirus’targets)What’shisnexttarget?(theScienceMuseum)Whohasgotthenextsymbol?(Max)Whatisit?(amobilephone)

page 46

Listen to the story. Read.•SayOpen your Pupil’s Books and find page 46.Givethepupilsamomenttofindthepagebythemselves.•AskthepupilstolistentothestoryandfollowthedialoguebyreadingitintheirPB.PlayCD3Track5.•SayWhat words for furniture can you see? Givethepupilstimetolookatthestoryframes,andinvitedifferentpupilstosuggestanswers.

Find the Quest letter.•AskthepupilstosearchinthestoryframesoftheirPBfortheletterwhichishiddenthere.•SayWhat’s the Quest letter?(S,inframe3)

page 54 Remember the story: The

ghost in the castle. Look and match. Number. Complete the sentences.•SayOpen your Activity Books and find page 54. Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity3.ExplainthatthepupilsshouldmatchthespeechbubblestothecorrectpictureswhicharefromthePBstory.•Thepupilsworkindividually.•Checktheanswersasaclass,askingdifferentpupilstoanswereachquestion.•Nowexplainthattheyhavetowritethemissingwordsinthespeechbubbles.Iftheycan’trememberthewords,letthemrefertotheirPBs.•Answers:c1Therearebookcasesandarmchairs./b2Lookatthebigfireplace./d3Lookatthering.It’sVictorVirus!/a4Thislookslikeacode!

Frame 1 Wherearethey?(atacastle)Isthecastlebig?(yes)Isthedooropen?(yes)Frame 2 Whatisthereinthelivingroom?(bookcasesandarmchairs)Whoistired?(Anna)Whycan’tAnnasitdown?(thechairismoving)Frame 3 What’shappeningtothebooks?(they’removing)WhatdoesOlgathinkaboutthecastle?(shethinksit’shaunted)Frame 4 Wherearethey?(inthebedroom)Isthereafireplace?(yes)Whothinksthere’saghost?(Charlie)Frame 5 Whoisafraid?(OlgaandCharlie)DoesAnnabelieveinghosts?(no)IsAnnaafraid?(no)Frame 6 Whoisthe‘ghost’?(VictorVirus)WhatcanAnnasee?(hisring)Frame 7 CantheycatchVictorVirus?(no)Frame 8 Wherearethey?(inasecretpassage)Whoisscared?(Max)WhatcanOlgasee?(alight/aroom)


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CD3

6 Carlastarsbearsquarearmchair

page 47

Listen and say the chant.•ShowthepupilsthewordstothechantintheirPB.Explainthatthewordsinthelistareallincludedinthechant.•SayLook at the picture and find the words.Pointtothepictureandaskpupilstofindthewordsfromthephonicsdrillandsaythemastheypointtotheitemsinthepicture.•SayNow let’s say the chant. •PlayCD3Track7.HavethepupilsfollowthewordsintheirPBandsaythechantatthesametime.•Youcouldplaythetrackagainandhavethepupilsrepeatituntiltheyfeelconfident.•Finally,tellthepupilstolookbackatthestory.AskthemCan you see words with the \A…\ sound in Frame 1? (castle) Can you see words with the \A…\ sound in Frame 2? (armchairs) Can you see words with the \A…\ sound in Frame 9? (armour) Can you see words with the \e´\ sound in Frame 8? (scared).•Encouragethemtolookintheframesandlistentotheiranswers,writingthecorrectonesontheboard.•Ifthepupilsseemunsureaboutthesounds.Repeattheexamplesoundwordstohelpthemfindwordswiththesamesoundinthestoryframe.

CD3

7 MyfriendCarlasitsinherarmchaircountingstars,readingaboutbearsandpaintingsquares.

page 54 Read. True ✓ or false ✗?

Correct the false sentences.•HoldupyourABandpointtoActivity4.•Checkthatthepupilsunderstandwhattheyhavetodo.•Givethepupilstimetotickorcrossthesentencesandcorrectthefalsesentences.RemindthemthattheycanlookintheirPBstochecktheiranswersiftheyarenotsure.•Inviteapupiltosaywhetherthefirstsentenceistrueorfalse.Askasecondpupiltoconfirmwhethertheythinkthatansweriscorrectornot.Writetheanswersontheboard.•Answers:1✓/2✗Thereisn’taghost./3✗ Sheisn’tscared./4✗VictorVirusistheghost./5✓/6✗HisnexttargetistheScienceMuseum.


•ThepupilswritethesecretletterwhichtheyfoundhiddeninthestoryinthePBintheboxprovided.ThisisinpreparationforfindingthesecretwordinUnit8.•Answer:S

Say the words.•Stickthe‘armchair’flashcardontheboard.Goroundtheclassandaskeachofthepupilstosaytheword.•Explainthatthewordcontainstwodifferentsoundsandtodaytheyaregoingtopractisethosesounds.•Say\A…\ ARMchairandencouragethepupilstorepeatwithyou.Dothesamewith\e´\ armchAIr.

page 47

Listen and say.•SayOpen your Pupil’s Books and find page 47. Givethepupilsamomenttofindthepagebythemselves.•HoldupyourPBandshowthepupilsActivity4.•SayLet’s listen and point to the words.PlayCD3Track6andencouragethepupilstopointatthewordsshowncomingoutoftheschoolbagintheirPBsastheylisten.•SayLet’s say the words.Playthetrackagainandencouragethepupilstosaythewords.


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and check•SayOpen your Activity Books and find page 54. Givethepupilsamomenttofindthepagebythemselves.•HoldupyourbookandpointtoActivity6.Checkthatthepupilsunderstand,andaskthemtocirclethewordsandwritetheminthecorrectplace.Completeanexamplewiththem.


•Whenthepupilshavefinished,invitedifferentpupilstosaythewordsaloud.•Finally,playCD3Track8andcheckthepupils’answers.

CD3

8 \A…\Carlaarmchairstars

\e´\armchairbearsquare

•Answers:Carla,armchair,stars/armchair,bear,square

Closing activities•SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayDo you remember the How do you get there? chant? SayLet’s sing (forlyricsseeTNpage217).PlayCD1Track7.Singalong,encouragingthepupilstosingwithyou.

Ca r l a

armch

a i rbears tars square

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Lesson 3

Learning objectives •SingtheMy housesong•Listento,readandperformashortdialogue• Identifypartsofthelanguagestructureandmakesentencesandquestions

•Showunderstandingbyidentifyingandwritingsentences,choosingtrueorfalseandbywritingsentences

Language focus• toilet, desk, armchair, cupboard, sofa, shower,

fridge, cooker, fireplace, bookcase•There’s (a sofa).•There isn’t (a shower).•There are some (armchairs).• Is there (an armchair)? Yes, there is. / No,

there isn’t.•Are there any (desks)? Yes, there are. / No,

there aren’t.Materials •Crayonsforeachpupil•Flashcardsyouhaveprepared:toilet, desk,

armchair, cupboard, sofa, shower, fridge, cooker, fireplace, bookcase


Opening activities •Greetthepupils.SayHello. How are you? andencouragethepupilstoreply.•SaytothepupilsLet’s sing the Time for English song (forlyricsseeTNpage214).PlayCD1Track4.Havethepupilssingalongwithyou.


Main activities Listen, sing and point.•AskthepupilsDo you remember the My house song?•Giveouttheflashcardstodifferentpupilsaroundtheclassandshowthemhowtoholdtheirflashcardsonobodyelsecanseeit.

•SayLet’s sing the My house song (forlyricsseeTNpage216).Askthepupilsholdingacardtostandatthefront,andwhentheyhearthephrasewhichisontheirflashcardtheyliftthecardabovetheirheads.PlayCD3Track2.Encouragetherestofthepupilstosingalongandtopointtothecorrectcard/pupilholdingacard.•Youcanalsousethekaraokeversion(CD3Track3).


page 48

Listen and read.•SayOpen your Pupil’s Books and find page 48.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourPBandpointtoActivity5.Askthepupilsquestionsaboutthepicture.Who can you see? (agirlandaboy)Where are they? (outsideabighouse) What are they doing? (lookingatthehouse/talkingaboutthehouse).


Opening activities•Song Time for English(CD1Track4) •Vocabulary gamePlaygames Main activities•Song My house(CD3Track2)(karaokeCD3Track3)Listen,singandpoint.



•Vocabulary game Guess the picture

•Writing and listening practiceWritethewordsinorder.ColourtheboxesusingthecolourcodefromthePupil’sBook.Listen.Tick✓orcross✗.(CD3Track10).LookatActivity8.WriteaboutOlga’sroom.(ABpage55).

Closing activities•Chant How do you get there? (CD1Track7)

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•PlayCD3Track9andencouragethepupilstoreadthedialoguewhilelistening.•Askthepupilsaboutthedialoguetochecktheirunderstanding.•PlaytheCDagain,butthistimeencouragethepupilstorepeateachsentenceofthedialogueafteryou,pausingtheCDaftereachline.Helpthemwithpronunciation,ifnecessary.•Puttheclassintotwogroups.Askonegrouptoreadoutthelinesofthedialogueforthegirlchorallyandtheothergrouptoreadoutthelinesofthedialoguefortheboychorally.Repeatthisuntilthepupilsareconfidentwithsayingthedialogue.


CD3

9 Girl:Yourhouseishuge!Howmanybedroomsarethere?Boy:Therearetwentybedroomsandthere’sanenormouslivingroom.Girl:Isthereasofa?Boy:No,thereisn’tasofa,butthere’safireplaceandtherearesomearmchairs.Girl:Whataboutthekitchen?Arethereanycupboards?

Boy:Yes,thereareonehundredcupboards,andsomecookersandfridges.Girl:Hey,isthisreallyyourhouse?Boy:No,itisn’t!Butit’smydreamhouse!

page 48

Let’s investigate grammar.•HoldupyourPBandpointtotheboxatthebottomofthepage.SayLet’s investigate grammar.•Pointtothecolouredquestionsandsentencesandexplaintheirmeaningtothepupils.•HighlightthepartsinboldandtheinformationinthetwoRememberboxes.•Askthepupilsquestionstochecktheirunderstanding.AskWho says ‘There are twenty bedrooms’? (theboy)AskIs this an affirmative sentence? (yes)Repeattheprocesswithothersentencesintheinvestigategrammarbox.•Askthepupilstolookatthedialogueandinvitethemtofindotherexamplesofaffirmative,negativeorquestions.•Finally,sticktheflashcardsontheboardandaskthepupilstomakesentencesorquestions.SayMake an (affirmative) sentence. Praisethepupils’speaking.

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CD3

10 Anna:Myroomissmall.There’sadeskandanarmchair.Thereisn’tafireplace.There’sabookcaseandasofa.Thereisn’tacupboard.Whichnumberisit?Olga:Myroomisbig.There’sadesk,butthereisn’tanarmchairorbookcase.There’sacupboard.There’safireplaceandasofa.Whichnumberisit?

Anna’sroom Olga’sroom

desk ✓ ✓

armchair ✓ ✗

sofa ✓ ✓

fireplace ✗ ✓

bookcase ✓ ✗

cupboard ✗ ✓

It’s number … 1 2


about Olga’s room.•ExplainthattheyaregoingtowritesentencesbasedonapicturefromActivity8.•Checkthatthepupilsunderstand,andaskthemtoworkindividuallywritingsentencestodescribeOlga’sroom(picture2).EncouragethemtolookatActivity8tocompletethetask.•Whenthepupilshavefinished,checktheanswerstogether.•Answers:1There’sadesk./2Thereisn’tanarmchair./3There’sasofa./4There’safireplace./5Thereisn’tabookcase./6There’sacupboard.

Closing activities •SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the How do you get there? chant (forlyricsseeTNpage217).PlayCD1Track7.Singalong,encouragingthepupilstosingwithyou.

Play Guess the picture.•Inviteapupiltocometothefronttoplaythegamewithyou.Askthepupiltochooseaframefromthestory(PBpages46–47),butwithouttellinganyonewhichoneitis.•Encouragetheotherpupilstoaskhim/herquestionstodecidewhichframehe/shehaschosen. Is there (a sofa)? Are there any (bookcases)?Encouragedifferentpupilstoaskquestions.•PraisetheirspeakingbysayingVery good! whentheyguesscorrectly.•Askanotherpupiltocometothefronttoplay.PraisetheirspeakingbysayingWell done!



Colour the boxes using the colour code from the Pupil’s Book.•SayOpen your Activity Books and find page 55.Givethepupilsamomenttofindthepagebythemselves.•AskthepupilstolookatActivity7.Checkthatthepupilsunderstandwhattheyhavetodo.Pupilsworkindividuallytocompletethesentences.•Finally,askthepupilstocolourinthesentencesusingthesamecoloursasinthelanguageboxinthePB(greenforaffirmative,redfornegative,blueforquestions).•Answers:1Isthereasofa?(blue)/2Thereisafireplace.(green)/3Therearesomebookcases.(green)/4Thereisn’tanarmchair.(red)



•HoldupyourABandpointtoActivity8.Checkthatthepupilsunderstandtheinstructions.•PlayCD3Track10.EncouragethepupilstotickorcrossintheirABs.•Playthetrackagainsothepupilscanchecktheiranswers.Whentheyhavefinished,checktheanswerstogether.

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Main activities Play Affirmative, negative or question.•AskthepupilsDo you remember the furniture words?andshowthepupilsthefurnitureflashcardsyouhavepreparedfortheunit.Ontheboarddrawthreesymbolsinlargeclearletters: + , - and ? . Makesuretheyareataheightthepupilscanreach.•Dividetheclassintotwoteams,AandB.InvitetwovolunteersfromTeamAtocometothefront.Onestandsinfrontofthesymbolsontheboardandtheotherholdstheflashcards.SayLet’s play. •ThepupilwiththeflashcardsshowsoneofthemtoTeamB.Thesecondpupilpointstooneofthesymbolsontheboard.TeamBmustproduceasentencewiththeflashcardactivityandthesymboltheyhavebeenshown.The+symbolmeansthattheyshouldproduceanaffirmativesentence.The–symbolmeansthattheyshouldproduceanegativesentence.The?symbolmeansthattheyshouldproduceaquestion.•TeamBgetsapointforeachcorrectsentenceitproduces.Thegamecontinuesuntilallthecardshavebeenused.•NowplayagainbutwithtwovolunteersfromTeamBatthefront.TeamAmustnowproducesentencesinthesameway.Theteamwiththemostpointswins.

Lesson 4

Learning objectives •Matchandwritesentencesandquestionsaboutfurniture

•Showunderstandingbylisteningandwritingsentences

•Talkaboutroomsandfurnitureusing cut-outs


shower, fridge, cooker, fireplace, bookcase•There’s (a fireplace).•There isn’t (a sofa).•There are some (armchairs).• Is there (a shower)? Yes, there is. / No, there

isn’t.•Are there any (cupboards)? Yes, there are. /

No, there aren’t.Materials •Crayonsandscissorsforeachpupil•Flashcardsyouhaveprepared:toilet, desk,




Opening activities•Song Time for English(CD1Track4) •Vocabulary gamePlaygames Main activities•Vocabulary game Affirmative, negative or

question •Listening and writing practiceMatchtomakesentences.LookatActivity10.Writethesentencesinthedialogue.Listenandcheck.(CD3Track11)Drawaroom.Writesentences.(ABpage56)

•Cut-out activityMakeyourfurniturecards.Playagame.(ABpage85).


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CD3

11 Charlie:Look!Here’smykitchen.Anna:Arethereanyarmchairs?Charlie:No,therearen’t.Anna:Isthereasofa?Charlie:No,thereisn’t.Anna:Isthereacooker?Charlie:Yes,thereis.Andthere’safridge.Anna:Whatotherfurnitureisthere?Charlie:Therearesomecupboards.

page 56 Draw a room. Write

sentences. •Askthepupilstolookatthefinaltaskonpage56oftheirActivityBooks.Checkthatthepupilsunderstandwhattheyhavetodo.•Encouragethepupilstodrawtheirpicturesofaroom.Goroundtheclassroomandpraisetheirdrawings,sayingWell done!.•Askthepupilstowritesentenceswhichdescribethefurnitureitemsintheirdrawings.•Answers:Pupils’ownanswers


•SayOpen your Activity Books and find page 56.Allowthepupilsamomenttofindtherightpage.•HoldupyourABandpointtoActivity10.Checkthepupilsunderstandandaskthemtoworkindividuallytojointhepartsofthesentences.•Movearoundtheroomandcheckthepupils’work.•Answers:1Arethereanyarmchairs?/2No,thereisn’t./3Isthereacooker?/4Therearesomecupboards.


sentences in the dialogue. Listen and check.•HoldupyourABandpointtoActivity11.Checkthatthepupilsunderstand.Askthemtoworkindividuallytocompletethedialogue.RemindthemtheyshouldusesentencesfromActivity10.•PlayCD3Track11forthepupilstochecktheiranswers.Movearoundtheroomandcheckthepupils’work.•Answers:1Arethereanyarmchairs?/2No,thereisn’t./3Isthereacooker?/4Therearesomecupboards.

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page 85


Stage 1•SaytothepupilsOpen your Activity Books and find page 85.Givethepupilsamomenttofindthepagebythemselves.•Whenthepupilsarereadytellthemtolookandfollowyourinstructions.•SayCut along these lines.HoldupyourABandsignaltheyshouldcutalongthedottedlines.•Tellthepupilstowritetheirinitialsinacorneronthefaceofthecards.•SayPlace your cut-outs face down on your desk.Whenthepupilshavefinished,encouragethemtotidyuptheirdesksandputthescissorsaway.

Stage 2•SayNow let’s play The Castle game.Inviteapupiltocometothefront.Inthiswayyoucandemonstratethegametothewholeclass.•Placethefurniturecut-outsindifferentroomsonyourcastleplanandplaceabookbetweenyouandyourvolunteersothathe/shecan’tseewhatyouaredoing.•Thepupilpicksuponeofhis/hercut-outsandasksIs there a (fridge)? Answeraccordingtoyourplanandthepupilplacesthecut-outcardinthecorrectplaceontheirplan.•Whenallthepiecesareinplace,compareyourplans.•Encouragethepupilstoplaythegameinpairs.Movearoundtheroom,andcheckthattheyaretakingturns.PraisetheirspeakingsayingWell done!


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Listen. Say the words.•SayOpen your Pupil’s Books and find page 49.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourPBandpointtotheleftcolumn.PlayCD3Track12andpausebetweeneachphrase.Encouragethepupilstorepeatthephrases.

CD3

12 fifthfloorfourthfloorthirdfloorsecondfloorfirstfloorgroundfloor

page 49

Listen and read. Say the rap.•SaytothepupilsLet’s look at the pictures andpointtothepicturesonpage49.Askthepupilsquestionsaboutit.Where are the girls? (atahouse).•PlayCD3Track13andencouragethepupilstoreadthewordsoftherapintheirPBswhilelistening.

Lesson 5

Learning objectives • Identifyandsaywordsforfloorsinahouse•Listento,readandsaytheWhere do you

live?rap•Showunderstandingbymatching,writinganddrawing

•Listento,readandunderstandacomicstripLanguage focus• toilet, desk, armchair, cupboard, sofa,

shower, fridge, cooker, fireplace, bookcase•ground floor, first floor, second floor, third

floor, fourth floor, fifth floor•There’s (a sofa).•There isn’t (a desk).•There are some (bookcases).• Is there (a cupboard)? Yes, there is. / No,

there isn’t.•Arethereany(bookcases)?Yes,thereare./No,therearen’t.

Materials •Crayonsforeachpupil•Wordcardsyouhaveprepared:toilet, desk,






Opening activities•Song Time for English(CD1Track4) •Vocabulary gamePlaygames.

Main activities•Vocabulary activitiesListen.Saythewords.(CD3Track12)(PBpage49).

•Listening practice Where do you live?rap(CD3Track13)Listenandread.Saytherap.(PBpage49).

•Writing practiceWritethewords.Lookandcompletethesentences.Drawyourselfandfivefriends.Completethesentences.(ABpage57).



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page 57 Look and complete the

sentences.•CheckthatthepupilsunderstandthenextactivityintheirActivityBooksandaskthemtoworkindividuallytocompletethesentencesusingthepictureasaguide.•Checktheanswerstogether.•Answers:1live/2thirdfloor/3onthefirstfloor/4Iliveonthefourthfloor./5Iliveonthesecondfloor.

page 57 Draw yourself and five

friends. Complete the sentences.•Pointtothepictureofabuildingwithemptywindows.Explainthattheyshoulddrawtheirfriendsatdifferentwindowsofthehouse.•Movearoundtheroomwhilethepupilsareworkingandpraisetheirdrawings,sayingWell done!•Thenaskthemtowritesentencesaccordingtowhattheyhavedrawn.Movearoundtheroomandcheckthepupils’work.•Answers:Pupils’ownanswers

•SaytothepupilsLet’s listen and say the Where do you live? rap.Playthetrackagainandencouragethepupilstojoinintherap.Askthepupilstostandupandsing.

CD3

13 Where do you live? rapWhere do you live?I live up there.Come on! Let’s take the stairs.

First we go to the first floor, then we go to the second floor. Next the third and fourth floors, and finally we go to the fifth floor.

Phew! I’m tired! It’s a big, big climb!Ok. Let’s take the lift next time.

page 57 Write the words.

•SayOpen your Activity Books and find page 57.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity13.Explainthattheymustlookatthepictureofahouseandwritethecorrectwordsforthefloors.•Checktheanswerstogether.•Answers:1fifth/2fourth/3third/4second/5first/6ground

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page 49

Listen and read. •SayOpen your Pupil’s Books and find page 49.Givethepupilsamomenttofindthepagebythemselves.•PointtoActivity10andsayLet’s listen to the comic strip.PlayCD3Track14.•SayLet’s read and listen to the comic strip again.PlayCD3Track14again.EncouragethepupilstolookatandreadthecomicstripintheirPBsastheylisten.•Whenthepupilshavefinishedreading,askquestionsaboutthestory,forexample,Where does Jack live? (inthegarden).•AskthepupilsDo you like the story? Invitethemtorespondandcommentonthestory.


CD3

14 Frame 1Scotty:…Andthisisthekitchen.There’sacookerandafridge.Yorkie:Yourhouseisgreat,Scotty!Scotty:Therearethreefloors.Let’sgoupstairs.Frame 2Scotty:Thisisthefirstfloor.That’sthebathroom.Yorkie:Ohyes.There’sashowerandatoilet.Scotty:Nowuptothesecondfloor.Frame 3Yorkie:Thisisthelivingroom,isn’tit?Onthesecondfloor.Scotty:That’sright.There’safireplaceandthisismyfavouritearmchair.Frame 4Scotty:Phew!Thisisthethirdfloor!Yorkie:IsthisSophia’sbedroom?Scotty:Yes!She’sgotabedandlotsofbooksinherbookcase.Frame 5Scotty:Hello,Jack!Yorkie:Hi,Jack!Scottylivesinagreatbighouse.Wheredoyoulive?Jack:Iliveinthegarden,nexttoScotty!

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Listen and look at the picture.•ExplaintothepupilsthatCharliehasdoneapresentationaboutthetopic.SaytothemLet’s look at the picture and listen to Charlie’s presentation about castles.•PlayCD3Track15andguidethepupils’understandingbypointingtofeaturesonthepictureastheyaretalkedaboutontheCD.•Askthepupilsquestionsabouttheinformationonthepicturetochecktheirunderstanding.What is the name of this castle? (WarwickCastle) Where is it? (intheUK) Is there a tower? (Yes,thereis.Guy’sTower).

Lesson 6

Learning objectives •Talkaboutacastle•Listento,readandlearnaboutacastleinEngland

•Listento,readandlearnaboutacastleinSpain

•Showunderstandingbylisteningandcircling•MakeacastlepictureandtalkaboutitLanguage focus• toilet, desk, armchair, cupboard, sofa, shower,

fridge, cooker, fireplace, bookcase•ground floor, first floor, second floor, third

floor, fourth floor, fifth floor•stone, dungeon, suit of armour, sword, hire,

tower, four-poster bed, cliffMaterials •Scissorsandcrayonsforeachpupil•CLILphotocopiable:Makeacastle(TNpage308)



Play games. •TurntotheActivityBankatthefrontofyourTeacher’sNotes(TNpage25).PlayagamefromtheActivityBanktorecyclethevocabulary.

Main activities Look at the picture and predict.•Explaintothepupilsthatthepicturerepresentstoday’slessonanditscontent.(History:Castles).•Askwhattheyknowaboutoldbuildingsorruinsintheircountryorintheirarea.ThepupilsmayanswerinL1.


Opening activities•Song Time for English(CD1Track4) •Vocabulary gamePlaygames. Main activities•Picture activities CastlesLookatthepictureandpredict.Listenandlookatthepicture.(CD3Track15)



•Character’s presentationListenandlearnaboutanamazingcastle.(CD3Track17)(PBpage50).

•Listening and writing practiceLookatpage50inthePupil’sBookandcircle.Listenandcheck.(CD3Track18)Read.Writeaboutanamazingcastle.(ABpage58).

•CLIL project: Make a castle


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page 50

Listen and read.•SayOpen your Pupil’s Books and find page 50.Givethepupilsamomenttofindthepagebythemselves.•AskWhat is the presentation about? (WarwickCastle) Who wrote this presentation? (Charlie).•PointtoActivity11andsayListen and look at Charlie’s presentation again.EncouragethepupilstofollowwhatCharliesaysbypointingtothepicturesandanyimportantwordsastheyhearthem.PlayCD3Track15again.•PlaytheCDagainandthistimeencouragethepupilstoreadthetextastheylisten.•Checkthepupils’understandingbysayingsometrue/falsesentences.Substitutewronginformationfortheactualinformationgiveninthetext.EncouragethepupilstosayTrueorFalseandcorrectyoursentences.Herearesomeideas:Warwick Castle is in France. Guy’s Tower is 49 metres high.•Inviteapupiltomakeafalsestatementandaskanotherpupilfromtheclasstocorrectit.Goaroundtheclasswithdifferentpairsofpupils.

CD3

15 Castles by CharlieThisisWarwickcastleintheUK.ItisanoldstonecastleontheriverAvon.

Thisisthewaytothedungeon.It’sunderground.

ThisistheGreatHall.Itisonthegroundfloor.Therearelotsofthingstosee,forexample,suitsofarmourandswords.Youcanhirethisroomtohaveadinnerpartyforyourbirthday.

ThisisGuy’sTower.Itis39metreshighandhasgottwelvesides.

Doyouseetheredroom?ThisistheQueenAnnebedroom.Thereisafour-posterbed.Whatotherfurniturecanyousee?

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Option:AskthepupilstoclosetheirPBs.PutthemintopairsandgiveeachpairhalfofthephotocopiablefromTNpage308(i.e.oneparagraph)andapairofscissors.Pupilscutalongthedottedlines.Askthepairstomixuptheirsentences.Nominateonepairtocometothefrontoftheclass.TheylistentotheCDandsticktheirsentencesintheordertheyhearthem.Therestoftheclassorderstheirsentencesintheirpairs.PlayCD3Track15.PausetheCDandaskasecondpairtoorderthesentencesforthenextparagraph.Alternatively,youcanworkwiththewholeclass.Makeonecopyofthephotocopiable.Cutupthesentences.GiveeachsentencetoadifferentpupilintheclassandaskthemtostandatthefrontoftheclassandlineupinthecorrectorderastheyheartheirsentencesontheCD.

page 50

Listen and learn about an amazing castle.•HoldupyourPBandexplainthatthepupilsaregoingtoreadaboutanamazingcastle.•Sayread about an amazing castle.PlayCD3Track17.Encouragethepupilstofollowthetextintheirbooksastheylisten.•Checkthepupils’sunderstandingbyaskingquestionsaboutthetext.Praisetheiranswers,sayingVery good!

CD3

17 ThisistheAlcázarinSegovia.ItisaveryfamouscastleinSpain.Theoriginalcastledoesn’texistanymorebecauseofabigfire.Thisisanewcastlethatisexactlythesame.Amazing!Itsshapeislikethefrontpartofaship.TheAlcázarisontheedgeofacliff.by Anna


Book and circle. Listen and check.•SayOpen your Activity Books and find page 58.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity16.Checkthatthepupilsunderstandwhattheyhavetodo.Askpupilstoworkindividuallytocirclethecorrectoptions.•PlayCD3Track18andchecktheanswerswiththeclass.AskdifferentpupilsWhat’s number (1)?•Answers:1anold/2ground/3high/412/5bedroom/6bed

page 50

Read and say ‘True’ or ‘False’. Listen and check.•HoldupyourPBandpointtoActivity12.•Explainthetasktothepupilsandallowsometimeforthemtocompleteit.•Whenthepupilshavefinishedexplainthattheyaregoingtoheartheanswers.SayLet’s listen.PlayCD3Track16.PausetheCDaftereachanswerisheard.AskthepupilsiftheiranswerswerethesameastheCD.•Answers:1True/2True/3False(Thedungeonisaroomunderground.)/4False(Guy’stoweristallandithasgot12sides.) /5True/6False(Therearelotsofpaintingsintheblueboudoir.)

CD3

16 1 Olga:Thereisarivernearthecastle.That’strue.2 Anna:PeoplecaninvitetheirfriendstocelebratetheirbirthdayintheGreatHall.That’strue.3 Charlie:Thedungeonisaroomonthe groundfloor.That’sfalse.Thedungeonisaroomunderground.4 Olga:Guy’sTowerisshortandsquare.That’sfalse.Guy’sToweristallandithasgot12sides.5 Anna:Thereisabedintheredroom.That’strue.


Look at the picture and answer questions.•Pointtothemainphotosonthepictureandaskpupilsquestionstoreinforcetheirunderstanding.•AskWhich part of the castle is this? (aturret,amoat,adrawbridge,aportcullis,acoatofarms,aflag/flagpole)Can you name any castles in your region/country? Do you like castles?(Pupils’ownanswers).ThepupilsmayanswerinL1.

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•Whentheyhavedrawnthecastle,askthemtodrawfurnitureinthecastle.•Finally,askthepupilstocompletethefactfileabouttheircastle.•Whenthepupilshavefinished,inviteeachgrouptothefrontoftheclasstopresentandtalkabouttheircastleandfurnitureusingThere is / There are.

Closing activities•SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the How do you get there? chant (forlyricsseeTNpage217).PlayCD1Track7.Singalong,encouragingthepupilstosingwithyou.

CD3

18 1ThisisWarwickcastleintheUK.Itisanoldcastle.

2TheGreatHallisonthegroundfloor.3Guy’sToweris39metreshigh.4Ithasgot12sides.5ThisistheQueenAnnebedroom.6Thereisafour-posterbed.

page 58 Read. Write about an

amazing castle.•HoldupyourABandpointtoActivity17.Checkthepupilsunderstandtheinstructions,andexplainthatfirsttheywillreadtheexample.•Pointtothenotesontheleft.Readthenotesandthenthesentencesaloudwiththepupils.•ExplainthatthepupilsmustlookatthenotesontherightandwritetheirownsentencesaboutWindsorCastle.•SayNow write your sentences.Thepupilsworkindividuallywritingtheirsentences.Movearoundtheroomtochecktheirwork.PraiseitandsayVery good! •Checktheanswerswiththeclass.Askdifferentpupilstoreadtheirsentences.•Answers:ThisisWindsorCastleintheUK.It’snearly1000yearsold!It’sverybig.It’sapalace,atownandafortress.Therearethreetowers.

CLIL project: Make a castle.•SaytothepupilsLet’s make a castle.•DividetheclassintogroupsofthreeorfourandgiveeachgroupacopyofthephotocopiablefromTNpage308.•Explainthattheyshoulddrawapictureofacastleinthespaceprovided.•Movearoundtheclassroomtochecktheirworkandofferhelpwhenrequired.Encouragepupilstoworktogethertothinkofideasfortheircastle.

Option:Youcouldstickapictureofacastleontheboardanddrawthepupils’attentiontothefeaturesofacastleatthebottom(turret,moat,drawbridge,portcullis,coatofarms,flag,flagpole)andencouragethepupilstoincludesomeoftheseintheircastlepicture.

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•SaytothepupilsLet’s sing the Time for English song (forlyricsseeTNpage214).PlayCD1Track4.Havethepupilssingalongwithyou.



Mind Map: Unit 7.•SayOpen your Activity Books and find page 72.Givethepupilsamomenttofindthepagebythemselves.•SayDo you remember the words for furniture? •HoldupyourABandpointtothemindmapatthetopofthepage.Explainthatthepupilsshouldstickthepictureorwordstickersinthecorrectplaceonthemindmap.•Putthefurnitureflashcardsandwordcardsfaceuponyourdesk.Whenthepupilshavefinishedtheirtask,invitedifferentpupilstothefronttomatchtheflashcardsandthewordcardsandstickthemontheboardinthesameshapeasthemindmap.•Askthepupilstolookatthematchedcardsontheboardandtochecktheirstickersontheirmindmap.

page 59 Listen and colour.

•SayOpen your Activity Books and find page 59.Givethepupilsamomenttofindthepagebythemselves.•Explainthatthepupilsaregoingtorevisethewordsforthefloorsinahouse.Explainthattheymustlookatthepicturesandcolourinthecorrectflooraccordingtowhattheyhear.•SayLet’s listen.PlayCD3Track19andpausetheCDbetweeneachphrase.•Whentheyhavefinishedchecktheanswerstogether.Writethenumbers1to5ontheboard.•SaytothepupilsLet’s check our answers. AskindividualpupilsWhat’s number (1)? •Continuewiththerestoftheanswersandwritetheanswersontheboard.Praisethepupils’answersbysayingWell done! •Encouragethepupilstolookattheanswersontheboardandcomparewiththeirownanswersbytickingtheonestheygotcorrect.Movearoundtheroomandchecktheirwork.

Lesson 7


•Listenandshowunderstandingbylisteningandcolouring,andchoosingtrueorfalse

•Writesentencesdescribingaroom•EvaluatelearningLanguage focus• toilet, desk, armchair, cupboard, sofa,


floor, fourth floor, fifth floor•There’s a/an (item of furniture).•There isn’t a/an (item of furniture).•There are some (items of furniture).Materials •Crayonsforeachpupil•Flashcardsandwordcardsyouhaveprepared:toilet, desk, armchair, cupboard, sofa, shower, fridge, cooker, fireplace, bookcase

•ABpages59and72•ClassaudioCD


Opening activities•Chant Time for English(CD1Track4) •Vocabulary gamePlaygames. Main activities•Mind Map:Unit7(ABpage72) •Reading and listening practiceListenandcolour.(CD3Track19)Read.True✓orfalse✗?(ABpage59).

•Writing practiceLookatthepicturesinActivity2.Correctthesentences.(ABpage59).

•Evaluation Closing activities•Chant How do you get there?(CD1Track7)

Opening activities •Greetthepupils.SayHello. How are you? andencouragethepupilstoreply.

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•Answers:Thereisanarmchair.Thereisatoilet.Thereisacooker.

page 59 Evaluation

•Praisethepupils’workovertheunit.•Havethepupilslookbackattheirworkforthewholeunitandthinkaboutwhattheyhaveachieved.•HoldupyourABandpointtothethreefacesoftheYour Questchildrenatthebottomofthepage.•EncouragethepupilstocolourthefacewhichmatchestheirworkforUnit7.•Movearoundtheclassroomandcommentonthepupils’self-assessment.•SaytothepupilsWell done! We have finished our Castle Quest.


•Answers:1firstfloor/2groundfloor/3thirdfloor/4fourthfloor/5secondfloor

CD3

19 1firstfloor2groundfloor3thirdfloor4fourthfloor5secondfloor

page 59 Read. True ✓ or false ✗?

•HoldupyourABandpointtoActivity2.•Askthemtoreadthesentencesandtotickorcrossfortrueorfalseaccordingtowhattheyseeinthepictures.•Whenthepupilshavefinishedchecktheanswerstogetherasaclass.•Answers:1✓/2✗/3✓/4✗/5✓/6✓/7✓ /8✗

page 59 Look at the pictures in

Activity 2. Correct the sentences.•HoldupyourABandpointtoActivity3.•ExplainthatthepupilsshouldlookatthepicturesandsentencesinActivity2andcorrectthesentenceswhichwerefalse(i.e.sentences2,4and8).•Thepupilsworkindividuallywritingtheirsentences.Movearoundtheroomtochecktheirwork.PraiseitandsayVery good!

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Opening activities•Greetthepupils.SayHello. How are you? andencouragethepupilstoreply.•SaytothepupilsLet’s sing the Time for English song (forlyricsseeTNpage214).PlayCD1Track4.Havethepupilssingalongwithyou.


Main activities Complete Quest 7: The Castle•AskthepupilswhattheyrememberaboutUnit7:The Castle.•AskavolunteertogiveoutacopyoftheQuesttasksheetforUnit7toeachstudent(TNpage316).Explainthatitistheirquestaboutcastles,similartowhatthecharactershavedoneintheunit.•ThepupilsworkindividuallycompletingthesheetandreferringtothecorrectpagesintheirPBs.Movearoundtheroomtochecktheirwork.•Whenthepupilshavefinished,invitedifferentpupilstoreadtheiranswersaloud.Praisetheiranswers.•Finally,askthepupilstocolourtheQatthetopofthephotocopiabletoshowtheyhavecompletedthetask.•Answers:1afridge,acooker,somecupboards(PBpage45)/2bookcase,armchair,fireplace,bed,sofa(PBpage46)/3yes(PBpage47)/4three(PBpage49)/5dungeon,GreatHall,Guy’sTower,BlueBoudoir,theredroom(PBpage50)

page 60

Read the diary entry.•SayOpen your Activity Book and find page 60.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourActivityBookandpointtothefirstactivity.AskthepupilsWhat’s this? (Quest diary).•Askthepupilstoreadtheentry,tellingthemthatyouwillthenaskthemsomequestionsaboutit.Youmaywishtoreaditaloudastheyfollowintheirbooks.

Lesson 8

Learning objectives •ReviewtheunitusingQuest 7: The Castle•ReadtheWritingDiaryandanswerquestions•Createapersonalizeddiaryaboutadreamhouseandtalkaboutit


shower, fridge, cooker, fireplace, bookcase •There’s (a sofa).•There isn’t (an armchair).•There are some (bookcases).• Is there (a desk)? Yes, there is. / No, there

isn’t.•Are there any (sofas)? Yes, there are. / No,

there aren’t.Materials •Crayonsforeachpupil•PhotocopiableQuest 7: The Castle(TNpage316)



page 60)Opening activities•Song Time for English(CD1Track4) •Vocabulary gamePlaygames. Main activities•Photocopiable activityCompleteQuest 7:

The Castle •Writing DiaryReadthediaryentry.ReadtheDiaryNotesandanswerquestions(ABpage60).

•Writing DiaryPlanandwriteyourDiaryentry.Draw.CompletetheDiaryNotes.Talkaboutyourdreamhouse.(ABpage60).

Closing activities •Chant How do you get there?(CD1Track7)

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anddrawapictureoftheirdreamhouseintheemptyspace.•SayTell me about your dream house. EncouragethepupilstorespondsayingMy house has got (two floors).ListenandpraisetheirspeakingsayingVery good! •FirstaskthepupilstoreadandanswerthequestionsintheDiaryNotessection.Whenthepupilshavefinished,invitedifferentpupilstoreadouttheiranswers.•Thepupilsnowworkindividuallywritingtheirentry.Givethepupilstimetowrite,butmovearoundtheroomtoofferhelp.EncouragethemtorefertoCharlie’sdiaryentryforreference.•Whenthepupilshavefinished,checktheirwriting.ThensayDraw a picture.Thepupilsdothisindividually.

Tip:Ifthepupilsarehavingdifficultieschoosingwhattowrite,encouragethemtolookatCharlie’sdiaryentry.

Talk about your dream house.•SaytothepupilsLet’s talk about your dream house.Askthemtoworkwithapupilneartothem.•Whenthepupilsareready,sayTalk about your dream house.Thepupilsworktogether.Whentheyfinish,youmaywanttoaskthemtofindnewpartnersanddotheactivityagain.•Movearoundtheroomtolistentothepupils’speakingandpraiseit,sayingVery good!

Closing activities•SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the How do you get there? chant(forlyricsseeTNpage217).PlayCD1Track7.Singalong,encouragingthepupilstosingwithyou.

•Whenthepupilshavefinishedreading,askthesequestionsWho is the writer? (Charlie) What is it about? (hisdreamhouse) What is the date? (15thOctober).•Listentothepupils’answersandpraisethemsayingVery good!

Read the Diary Notes and answer questions.•AskdifferentpupilstoreadthequestionsandanswersintheDiaryNotes.Youmaywanttoreadthemaloudasthepupilsfollowintheirbooks.•Whenthepupilshavefinishedreading,askthemquestionsabouttheDiaryNotes,forexampleHow many floors are there? (three) Where is the living room? (onthefirstfloor).•Listentothepupils’answersandpraisethem,sayingVery good!•Finally,askthepupilstotickorcrossthestatementatthebottomoftheDiaryentry.•Answer:✗

Plan and write your Diary entry. Draw.•SaytothepupilsIt’s time to write your diary entry.SayOpen your Activity Book and find page 60.Tellthepupilsthattheyaregoingtowritetheirdiaryentryinthespaceprovided

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DVD

CLIL – CastlesFlorence: I’mtryingtofindoutaboutcastles.

Let’slook!Florence: ThisiswheretheQueenlives.It’s

calledWindsorCastle.It’snearLondon.

Tom: Where’sthatone?Tilly: It’sanotheroftheQueen’scastles.

It’scalledBalmoral.Florence: Thisone’sinScotland.Tilly: Lookatthisone.Florence: Thiscastleisapalace.It’scalled

theAlhambra.It’sinGranada,inSpain.

Tilly: Ooh,Ilikethiscastle.It’senormous!Tom: Thisisareallyscarycastle.It’sin

Transylvania.Florence: Maybethereareghostsinthe

towers.Tilly: Idon’tbelieveinghosts!Tom: What’sthat?Florence: That’sacastledungeon.Tilly: Istheresomeoneinthere?Florence: Notnow.Look,there’sasuitof

armour.It’stoprotectyouinafight.Tom: Look!Thiscastlehasgotlotsof

differentrooms.Tilly: They’rereallybeautiful.Tom: Thatbedisreallybig!Tilly: It’scalledafour-posterbed.It’svery

old.Florence: Ilikecastles.Tom: Therearelotsofdifferentcastlesto

visitallaroundtheworld.

For The ghost in the castle animated story script see TN page 219.

DVD

Castle TourDad: OK,let’slookaroundthecastle

butpleasebecareful.Don’tgetlost!

Tom: Tilly,lookoverthere!Tom: We’rehere,onthegroundfloor.

Thereisareallybigfireplace,andsomesofas.

Tilly: Wow!Thisisgreat!Dad: Yes–butdon’tgetlost!Tom: There’satoilet,anda

fireplace…Tilly: …andabigbath.Tom and Tilly:Dad!Tom: Stopit.Tilly: You’resosillyallthetime.Dad: I’mtired.Iwanttoliedownfor

abit.Let’sgoandlookforabedroom.Isthereabedroomonthethirdfloor?

Tom: Look,there’sastudywithlotsofbookcases.

Tom: Thisisthethirdfloor.We’reinthelivingroom.There’sanotherfireplace,somesofas,andsomearmchairs.

Dad: Tom?Tilly?Whereareyou?Ohno!I’mlost!

Dad: Ohno.Isitaghost?Tom: Boo!Don’tgetlost,Dad!Dad: Thereyouare!Let’sexplore

together.Tom: Whatagreatdayout!Tilly: Yes.Dad: Yes.Comeon.Let’sgo.

Unit 7 DVD Scripts

241

•What are they doing?•Are they (looking for information)? Yes, they

are. / No, they aren’t.

Recycled language•What’s this? It’s…• I’ve/He’s/She’s/We’ve got…•Have you got…?

Receptive language •We like to…•They like (watch)ing (films).•Let’s do/play/sing/listen/say/rap/point to/

investigate/look at/read/talk about…•Cut along these lines.

Socio-cultural aspects •Understandingtheimportanceoftechnology•Showinginterestindifferentinventions

Summary Inthisunityouwillintroduceandpractisevocabularyforelectronicitems,aswellasverbsrelatedtousingacomputer.Pupilswilllearnhowtodescribepeopleusingtechnologyandwriteaboutaninvention.


Learning objectives• Identifyingandnamingelectronicitems



•Practisinganddiscriminatingbetweenthe\I\ and\aI\sounds




• Identifyingandusingverbsrelatedtocomputers

•Usingwordsforelectronicitemswithverbsrelatedtocomputers


•Listeningto,readingandunderstandingtextsaboutinventions

•Writingaboutaninvention •Creatinganinvention •Creatingarecordofvocabularylearnt •Reviewingwhathasbeenstudiedandreflectingonit


•Writingashortpersonalizeddiaryentryaboutpeopleusingtechnologyandtalkingaboutit


•email, laptop, mobile phone, MP3 player, digital camera, DVD player, games console, printer

•switch on, switch off, enter, click on, save, print

•CLILvocabulary: smart, vacuum cleaner, dirt, dust, brushes, battery, charge, solar powered, draw energy, solar panel

Structures

•They’re (using a games console).•They aren’t (writing).

Unit Science MuseumUnit 7 DVD Scripts

242


Lesson 1

Learning objectives • Identify,listentoandsaywordsforelectronicitems

•Listento,readandsingtheTechno song•Showunderstandingbymatchingpicturestosentencesandbywriting.

Language focus•email, laptop, mobile phone, MP3 player,

digital camera, DVD player, games console, printer

• I’ve/They’ve got (a printer).•He’s/She’s got (a laptop).•They like (listening to music) on (an MP3

player).•What’s this? It’s a (laptop).•She’s/He’s/They’re using (a printer).•He/She isn’t using (a mobile phone).•They aren’t using (a games console).Materials•Flashcardsandwordcardsyouhaveprepared:email, laptop, mobile phone, MP3 player, digital camera, DVD player, games console, printer


Opening activities •SayHello! How are you?andhavethepupilsdothesame.•SaytothepupilsLet’s sing the Time for English song (forlyricsseeTNpage214).PlayCD1Track4.

Main activities Play What’s this?•Holdupthepileoftechnologyflashcardsyouhavepreparedsothattheyarefacingyouandsothatthepupilscan’tseethem.Quicklyflipoveronecardtogivethepupilsaglimpse.Encouragethemtoguesswhatitis.Whentheyguessit,sayYes! (MP3 player). Well done! •Encouragetheclasstospeculateaboutwhateachflashcardshows.Continueuntilyouhaveshownthemalltheflashcards.Whentheyguesscorrectly,congratulatethemsaying,Well done!•HoldthepileofflashcardsandaskthepupilsWhat’s this?Pullacardfromthebackofthepileandslowlymoveitupwards,revealingapartofthepicture.

•Inviteapupiltoguesstheanswer.Sticktheflashcardontheboard.•Repeattheprocesswiththerestoftheflashcards,stickingthemontheboardasyougoalong.•FinallyaskthepupilsWhat’s the Quest topic?ListentotheiranswersandsayYes, technology.

Listen, point and say the words.•SayLet’s listen and say the Technology word rap.PlayCD3Track20andpointtothedifferentflashcardsontheboardasyouhearthewordsspokenontheCD.•Playthetrackagain.Getthepupilstosaythewordswhileyoupointtotheflashcardsontheboard.Oryoucouldpointtoeachflashcardinturn,saythewordandencouragethepupilstorepeatit.Repeatthisprocedurewithalltheflashcards.

CD3

20 Technology word rap Let’s rap, let’s rap,Let’s say the technology word rap…


Opening activities•Song Time for English(CD1Track4) Main activities•Vocabulary game What’s this? •Vocabulary activities Technologywordrap(CD3Track20)Listen,pointandsaythewords.

•Vocabulary game I can match •Song Techno(CD3Track21)Listentothesong.Answerthequestions.Listenandread.Singthesong.(PBpage51)



•Vocabulary and writing activitiesLookandwritethewords.Lookandwritesentences.(ABpage54).


243


Listen to the song. Answer the questions.•SaytothepupilsLet’s listen to the Techno song.Encouragethepupilstostandup.•PlayCD3Track21andencouragethepupilstosingalongwiththeCD.•Playthesongagainandthenaskthepupilstoansweryourquestions.What electronic items are in the song? (agamesconsole,adigitalcamera,anMP3player,alaptop,aminiprinter,aDVDplayer,amobilephone) What do they write to their friends? (emails).

CD3

21 Techno songWe’re techno kids, we like to playwith technology, every day.

I’ve got a games console.He’s got a digital camera.They like listening to music on an MP3 playerand writing emails to their friends.

I’ve got a laptopand she’s got a mini printer.They like watching films on a DVD playerand talking on their mobile phones.

We’re techno kids, we like to playwith technology, every day.

emaillaptopmobile phoneMP3 playerdigital cameraDVD playergames consoleprinter


Play I can match.•ShowthetechnologywordcardsyouhavepreparedtotheclassandaskCan you match the words to the pictures?Holdthewordcardsfacedowninafanandinviteapupiltothefronttopickacardandmatchittotheflashcardontheboard.Stickthewordcardnexttothecorrectflashcardontheboard.Readthewordaloudandencouragethepupilstorepeatafteryou.•Askadifferentpupiltocomeandmatchthenextcard.Continueuntilyouhavecoveredalltheflashcards/wordcards.•Finally,saythewordsforalltheflashcardsyouhaveontheboard.Moveyourhandacrossthepicturesandwordsslowly,thenspeedupasthepupilsbecomemoreconfidentsayingthewords.

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•Whenthepupilsareconfident,askthemtoplaythegameinpairs.Monitorandpraisetheirspeaking,sayingVery good!

CD3

23 Anna:What’sthis?Charlie:Digitalcamera!Anna:Yes!Isitnumber7?Charlie:No!It’snumber5!




page 61 Look and write the words.

•SayOpen your Activity Books and find page 61.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity1.Checkthatthepupilsunderstandandaskthemtoworkindividuallywritingthewords.•Whenthepupilshavefinished,lookattheiranswerstogether.Nominatedifferentpupilstoanswer,forexampleMaria. What’s number 1?•Praisethepupils’work,sayingWell done!andaskthemtoticktheitemstheygotcorrectintheirActivityBooks.•Answers:1laptop/2printer/3gamesconsole/4mobilephone/5digitalcamera/ 6emails/7MP3player/8DVDplayer

page 61 Look and write sentences.

•HoldupyourABandpointtoActivity2.Thepupilsworkindividuallytocompletethesentences.•Movearoundtheroom,checkingthepupils’work,sayingVery good!•Answers:1MP3player/2mobilephone/ 3email/4digitalcamera/5laptop,printer/ 6games/7DVD

page 51

Listen and read. Sing the song. •SayOpen your Pupil’s Books and find page 51.Givethepupilsamomenttofindthepagebythemselves.•Askthepupilstolookatthepictureandidentifythedifferentcharacters.ThenaskWhat has Olga got? (agamesconsole). What has Charlie got? (adigitalcamera). What has Anna got? (alaptop).Pointtothedifferentcharactersandaskthepupilsquestionsaboutwhatthecharactersaredoing.•PlayCD3Track21andencouragethepupilstoreadthewordsofthesongintheirPBwhilelisteningtotheCD.•SayLet’s sing the Techno song.Playthetrackagainandencouragethepupilstostandupandsingalongwithyou.

Play Guess the sentence.•Takethewordcardsdownfromtheboardbutleavetheflashcards.•Tellthepupilsthattheyaregoingtosaylinesfromthesong.SaytothepupilsI’ve got a (…). Insteadofsayingthetechnologyword,pointtoaflashcardontheboard.•Inviteapupiltosaythemissingwordasyourepeatthewholesentence.Iftheysaythewordscorrectly,removetheflashcardfromtheboard.•Continuebysayingdifferentlinesfromthesong,untilalltheflashcardshavebeenremoved.•Ifyouwant,andifyourpupilsareconfident,youcouldplaythegameagainbutthistimeusingthethirdperson,He’s got a (…).

page 51

Word Quest. Listen and play.•HoldupyourPBandpointtoActivity2.AskthepupilsWho is playing the game? (CharlieandAnna).•SaytothepupilsCover the wordsandshowtheminyouropenPBhowtousetheirhandsoranotherbooktocoverthewordsonthepanelatthebottomoftheWord Questgame.•PlayCD3Track23andencouragethepupilstolookatthegameintheirPBwhilelistening.•WhentheCDhasfinishedaskthepupilsAnna’squestions.What’s this? EncouragethepupilstolookattheWord Questandanswer. It’s a (digital camera).ThenaskIs it number (7)? andencouragethepupilstofindandsaythenumber.

245


Closing activities •SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the How do you get there? chant (forlyricsseeTNpage217).PlayCD1Track7andsingalong,encouragingthepupilstosingwithyou.

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Main activities Listen and sing.•AskthepupilsDo you remember the Techno song? Encouragethemtosaysentencesfromthesong I’ve got (a games console). He’s/She’s got (a laptop).•Sticktheflashcardsontheboard.•SaytothepupilsLet’s sing the Techno song (forlyricsseeTNpage243).PlayCD3Track21andencouragethepupilstosingalong.Havethepupilspointtotheflashcardsastheysing.

Lesson 2

Learning objectives•ListentoandsingtheTechno song•Listento,readandunderstandthestory•Showunderstandingofthestorybyansweringquestions,matchingandcirclingcorrectanswers

•Practisethesounds\I\and\aI\anddiscriminatebetweenthem



• I’ve/They’ve got (a digital camera).•He’s/She’s got (a laptop).Materials •Flashcardsandwordcardsyouhaveprepared:email, laptop, mobile phone, MP3 player, digital camera, DVD player, games console, printer



Opening activities•Song Time for English(CD1Track4) •Vocabulary gamePlaygames. Main activities•Song Techno(CD3Track21)(karaokeCD3Track22)Listenandsing.

•Story Stop the virus!(CD3Track24)Listentothestory.Checkcomprehension.Askquestions.Listentothestory.Read.FindtheQuestletter.(PBpages52–53)Rememberthestory:Stop the virus!Lookandmatch.Number.Completethesentences.Readandcirclethecorrectwords.WritetheQuest letter.Writethesecretword.(ABpage62)



•Oryoucanplaythekaraokeversion,CD3Track22.Encouragethepupilstosingthewords.

Listen to the story.•SayLet’s listen to the story. •Generateinterestinthestorybyinvitingpupilstospeculateaboutthefirstpicture.Where are the children? (attheScienceMuseum). •YoucaneithertellthestorybyreadingthetextorbyplayingCD3Track24.•MakesurethatyoushowtheappropriatepictureasyoulistentothestoryontheCD.Pointtodifferentthingsonthepicturestohelpthepupilsunderstandduringthestory.•Finally,askthepupilsCan the children stop Victor Virus? (Yes,theycan.).


247


Charlie:Butwhereishe?Frame 7Anna:P-A-S-S-W-O-R-D.Enter.Charlie:Yes?Anna:I’vegotthecode!Icanstopthevirus.Charlie:AndweknowwhereVictorVirusis.Frame 8Victor Virus:Entervirus!Enter!Charlie:That’sVictorVirus.He’sadangerouscriminal.Olga:Hewantstocontrolallthecomputersintheworld.Frame 9Victor Virus:Youhorriblechildren!Anna:Look,itsaysontheInternet:‘ChildrenstopVictor’svirus!’Olga:Welldone,Anna!Charlie:Ithinkit’stimetogobacktoschool.Frame 10Olga:We’reback,MrFraser!Mr Fraser:Congratulations,allofyou!Lookatthenewspaper.Anna:Thecomputersaresafe!VictorVirusisinprison.Charlie:Whatanexcellentquest!

CD3

24 Frame 1 Anna:HereweareattheScienceMuseum.Olga:WehavetofindVictorVirus.Charlie:Lookatallthepeople!Howcanwefindhim?Frame 2Anna:Ihavetocrackthecode.Olga:PrintapictureofVictorVirusonthisprinterandwecanshowittopeople.Anna:Goodidea.Haveyougotamobilephonesowecancommunicate?Charlie:Yes,we’vegottwomobilephones.Frame 3Anna:D-R-O-P-S-A-W-S.Enter.Olga:Excuseme!Canyoulookatthispicture?Doyouknowhim?Stranger:No,I’msorry.Idon’tknowhim.Frame 4Anna:Hello?Charlie:Hi,Anna.Haveyougotthecode?Anna:No,notyet!WhataboutVictorVirus?Charlie:No!Olgaisshowinghispicture.Frame 5Victor Virus:Ha,ha,ha.Youcan’tstopme!Olga:Excuseme!Doyouknowthisman?Anna:S-A-W-D-R-O-P-S.Enter.Frame 6Olga:Look,Charlie!Lookatthescreens!It’sVictorVirus!

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Frame 7 HasAnnagotthecode?(yes)Whatisit?(P-A-S-S-W-O-R-D)Cantheystopthevirus?(yes)DotheyknowwhereVictorVirusis?(yes)Frame 8 Whoisadangerouscriminal?(VictorVirus)Whatdoeshewanttocontrol?(allthecomputersintheworld)Frame 9 DothesecurityguardscatchVictorVirus?(yes)IsVictorVirushappy?(no)Dotheystopthevirus?(yes)Frame 10 Wherearethechildren?(atschool)Aretheyhappy?(yes)Why?(thecomputersaresafe)WhereisVictorVirus?(inprison)

page 52

Listen to the story. Read.•SayOpen your Pupil’s Books and find page 52.Givethepupilsamomenttofindthepagebythemselves.•AskthepupilstolistentothestoryandfollowthedialoguebyreadingitintheirPB.PlayCD3Track24.•SayWhat words for electronic items can you see?Givethepupilstimetolookatthestoryframes,andinvitedifferentpupilstosuggestanswers.

Find the Quest letter.•AskthepupilstosearchinthestoryframesoftheirPBfortheletterwhichishiddenthere.•AskWhat’s the Quest letter? (W,inframe10)

page 62 Remember the story: Stop

the virus! Look and match. Number. Complete the sentences.•SayOpen your Activity Books and find page 62. Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity3.ExplainthatthepupilsshouldmatchthespeechbubblestothecorrectpictureswhicharefromthePBstory.•Thepupilsworkindividually.•Checktheanswersasaclass,askingdifferentpupilstoanswereachquestion.•Nowexplainthattheyhavetowritethemissingwordsinthespeechbubbles.Iftheycan’trememberthewords,letthemrefertotheirPBs.

Check comprehension. Ask questions.•Checkthatthepupilsunderstandthestorybyaskingquestionsabouteachframe.EncouragethemtoanswerinEnglish.Frame 1 Wherearethechildren?(attheScienceMuseum)CantheyseeVictorVirus?(no)What’stheproblem?(lotsofpeople)Frame 2 WhathasOlgagotinherbag?(aprinterandmobilephones)Whatdotheywanttoprint?(apictureofVictorVirus)Frame 3 CanAnnacrackthecode?(no)DothepeopleknowVictorVirus?(no)Frame 4 HasAnnagotthecode?(no)What’sOlgashowing?(thepictureofVictorVirus)Frame 5 CantheyseeVictorVirus?(no)CanAnnacrackthecode?(no)Frame 6 WherecantheyseeVictorVirus?(onthescreens)Dotheyknowwhereheis?(no)

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CD3

25 singerchipsfishTimdinnerpineapplespiestiny

page 53

Listen and say the chant.•ShowthepupilsthewordstothechantintheirPB.Explainthatthewordsinthelistareallincludedinthechant.•SayLook at the picture and find the words.Pointtothepictureandaskpupilstofindthewordsfromthephonicsdrillandsaythemastheypointtotheitemsinthepicture.•SayNow let’s say the chant. •PlayCD3Track26.HavethepupilsfollowthewordsintheirPBandsaythechantatthesametime.•Youcouldplaythetrackagainandhavethepupilsrepeatituntiltheyfeelconfident.•Finally,tellthepupilstolookbackatthestory.AskthemCan you see words with the \I\ sound in Frame 1? (Victor) Can you see words with the \I\ sound in Frame 2? (print,picture,printer)Can you see words with the \aI\ sound in Frame 7? (virus).

CD3

26 TinyTimisasinger.Heeatsfishandchipsandpineapplepiesfordinner.


and check•SayOpen your Activity Books and find page 62. Givethepupilsamomenttofindthepagebythemselves.•HoldupyourbookandpointtoActivity6.Checkthatthepupilsunderstand,andaskthem

•Answers:c1Ihavetocrackthecode./d2Lookatthescreens!/a3Entervirus!Enter!/ b4Whatanexcellentquest!

page 62 Read and circle the correct

words.•HoldupyourABandpointtoActivity4.•Checkthatthepupilsunderstandwhattheyhavetodo.•Givethepupilstimetocirclethecorrectanswers.RemindthemthattheycanlookintheirPBstochecktheiranswersiftheyarenotsure.•Inviteapupiltoreadoutthefirstsentenceofthetext.Askasecondpupiltoconfirmwhethertheythinkthatansweriscorrectornot.Writetheanswersontheboard.•Answers:1Science/2Charlie/3screen/ 4code/5VictorVirus/6computers


•ThepupilswritethesecretletterwhichtheyfoundhiddeninthestoryinthePBintheboxprovided.Tellthepupilstowritethelastletterandtofinallydiscoverwhatthesecretwordis.•Answer:PASSWORD

Say the words.•Stickthe‘digitalcamera’andthe‘mobilephone’flashcardsontheboard.Goroundtheclassandaskeachofthepupilstosaythewords.•Explainthatthewordscontaintwodifferentsoundsandtodaytheyaregoingtopractisethosesounds.•Say\I\ dIgItalandencouragethepupilstorepeatwithyou.Dothesamewith\aI\ mobIle.

page 53

Listen and say.•SayOpen your Pupil’s Books and find page 53. Givethepupilsamomenttofindthepagebythemselves.•HoldupyourPBandshowthepupilsActivity4.•SayLet’s listen and point to the words. PlayCD3Track25andencouragethepupilstopointatthewordsshowncomingoutoftheschoolbagintheirPBsastheylisten.•SayLet’s say the words.Playthetrackagainandencouragethepupilstosaythewords.

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tocirclethewordsandwritetheminthecorrectcolumn.Completeanexamplewiththem.


•Whenthepupilshavefinished,invitedifferentpupilstosaythewordsaloud.•Finally,playCD3Track27andcheckthepupils’answers.

CD3

27 \aI\pineapplespiestiny

\I\singerfishchipsTimdinner

•Answers:pineapples,pies,tiny/singer,fish,chips,Tim,dinner

Closing activities•SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayDo you remember the How do you get there? chant? SayLet’s sing (forlyricsseeTNpage217).PlayCD1Track7.Singalong,encouragingthepupilstosingwithyou.

pineappless

inger f ishchipspiest inyT im

dinner

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whichisontheirflashcardtheyliftthecardabovetheirheads.PlayCD3Track21.Encouragetherestofthepupilstosingalongandtopointtothecorrectcard/pupilholdingcard.•Youcanalsousethekaraokeversion(CD3Track22).


page 54

Listen and read.•SayOpen your Pupil’s Books and find page 54.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourPBandpointtoActivity5.Askthepupilsquestionsaboutthepicture.Who can you see? (twogirls) Where are they? (atschool) What are they doing? (lookingatotherchildrenthroughtheclassroomdoor). What classroom is it? (theI.C.T.classroom).•PlayCD3Track28andencouragethepupilstoreadthedialoguewhilelistening.•Askthepupilsaboutthedialoguetochecktheirunderstanding.

Lesson 3

Learning objectives •SingtheTechno song•Listento,readandperformashortdialogue• Identifypartsofthelanguagestructureandmakesentencesandquestions

•Showunderstandingbyidentifyingandwritingsentences,matchingpicturesandsentences,andbywritingsentences



•What are they doing?•Are they (writing)? Yes, they are. / No, they

aren’t.•They’re (looking for information).•They aren’t (writing emails).Materials •Crayonsforeachpupil•Flashcardsyouhaveprepared:email, laptop,

mobile phone, MP3 player, digital camera, DVD player, games console, printer




Main activities Listen, sing and point.•AskthepupilsDo you remember the Techno song?•Giveouttheflashcardsyouhavepreparedtodifferentpupilsaroundtheclassandshowthemhowtoholdtheirflashcardsonobodyelsecanseeit.•SayLet’s sing the Techno song (forlyricsseeTNpage249).Askthepupilsholdingacardtostandatthefront,andwhentheyhearthephrase


Opening activities•Song Time for English(CD1Track4) •Vocabulary gamePlaygames. Main activities•Song Techno(CD3Track21)(karaokeCD3Track22)Listen,singandpoint.



•Vocabulary game Mime •Writing and listening practiceWritethewordsinorder.ColourtheboxesusingthecolourcodefromthePupil’sBook.Listen.Tick✓orcross✗.(CD3Track29).LookatActivity8.Completethesentences.(ABpage63).


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page 54

Let’s investigate grammar.•HoldupyourPBandpointtotheboxatthebottomofthepage.SayLet’s investigate grammar.•Pointtothecolouredquestionsandsentencesandexplaintheirmeaningtothepupils.•HighlightthecontractionsinboldandtheinformationintheRememberbox.•Askthepupilsquestionstochecktheirunderstanding.AskWho says ‘Clare and James are using their laptops’? (Girl1)AskIs this an affirmative sentence? (yes)Repeattheprocesswithothersentencesintheinvestigategrammarbox.•Askthepupilstolookatthedialogueandinvitethemtofindotherexamplesofaffirmative,negativeorquestions.•Finally,sticktheflashcardsontheboardandaskthepupilstomakesentencesorquestions.SayMake an (affirmative) sentence. Praisethepupils’speaking.

Play Mime.•Invitetwopupilstocometothefronttoplaythegamewithyou.Askthepairtochooseaverbwhichwasusedinthedialogue(write,do,use,lookfor),butwithouttellingtheclasswhatitis.

•PlaytheCDagain,butthistimeencouragethepupilstorepeateachsentenceofthedialogueafteryou,pausingtheCDaftereachline.Helpthemwithpronunciation,ifnecessary.•Puttheclassintotwogroups.AskonegrouptoreadoutthelinesofthedialogueforGirl1chorallyandtheothergrouptoreadoutthelinesofthedialogueforGirl2chorally.Repeatthisuntilthepupilsareconfidentwithsayingthedialogue.


CD3

28 Girl 1:ThisisourI.C.T.room.Theschoolnewspaperclubishere.Girl 2:Ohyes.Lookatthechildren.Whataretheydoing?Girl 1:Well,ClareandJamesareusingtheirlaptops.Girl 2:Aretheywritingemails?Girl 1:No,theyaren’t.They’rewritingastoryforthenewspaper.SoniaandLucyareoverthere.Theyaren’twriting.Girl 2:Aretheylookingforinformation?Girl 1:Yes,theyare.Girl 2:Great!Canwehelp?

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CD3

29 ThisistheQuestclassroom.Wearedoingdifferentthings.MaxiswatchingafilmontheDVDplayer.Heisn’tusingadigitalcamera.AnnaandOlgaarewritingemails.Theyaren’tusinglaptops.MrFraserhasgotamobilephoneandanMP3player.I’mnotusingtheprinter,butIamusingagamesconsoleforWordQuest!

•Answers:

MaxwatchafilmontheDVDplayer✓

useadigitalcamera✗

AnnaandOlgauselaptops✗

writeemails✓

MrFraserhavegotanMP3player✓

havegotamobilephone✓

Charlieuseagamesconsole✓

useaprinter✗

page 63 Look at Activity 8. Complete

the sentences.•ExplainthattheyaregoingtowritesentencesbasedonthepictureandthetableinActivity8.•Checkthatthepupilsunderstand,andaskthemtoworkindividuallywritingsentencestodescribetheclassroom.EncouragethemtolookatActivity8tocompletethetask.•Whenthepupilshavefinished,checktheanswerstogether.•Answers:1watchingafilmontheDVDplayer/2usingadigitalcamera/3writingemails/ 4aren’tusinglaptops/5gotanMP3player/ 6Hehasgotamobilephone/7Charlieisusingagamesconsole./8Heisn’tusingaprinter.


•Encouragethepairtomimethataction,forexample,‘writingastory’.AsktheclassWhat are they doing? andencouragethepupilstosayThey’re (writing a story).•PraisetheirspeakingbysayingVery good! whentheyguesscorrectly.•Askanotherpairofpupilstocometothefronttoplay.PraisetheirspeakingbysayingWell done!•Whenalltheverbsfromthedialoguehavebeenmimedandguessed,encouragethepupilstouseotherverbsandactionswhichtheyknow,forexamplethedailyroutinewords(gotoschool,meetafriend,etc.).



Colour the boxes using the colour code from the Pupil’s Book.•SayOpen your Activity Books and find page 63.Givethepupilsamomenttofindthepagebythemselves.•AskthepupilstolookatActivity7.Checkthatthepupilsunderstandwhattheyhavetodo.Pupilsworkindividuallytocompletethesentences.•Finally,askthepupilstocolourintheblocksusingthesamecoloursasinthelanguageboxinthePB(greenforaffirmative,blueforquestions,redfornegative).•Answers:1Aretheywritingemails?(blue)/2They’reusinglaptops.(green)/3Whataretheydoing?(blue)/4Theyaren’tusingagamesconsole.(red)



•HoldupyourABandpointtoActivity8.•Explainthatthepupilsshouldlookcarefullyatthepictureofthecharacters.SayLet’s listen andplayCD3Track29.•EncouragethepupilstotickorcrossintheirABs.•Playthetrackagainsothepupilscanchecktheiranswers.Whentheyhavefinished,checktheanswerstogether.

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•SaytothepupilsLet’s sing the Time for English song (forlyricsseeTNpage214).PlayCD1Track4.Havethepupilssingalongwithyou.


Main activities Play Affirmative, negative or question.•AskthepupilsDo you remember the technology words?andshowthepupilsthetechnologyflashcards.Ontheboarddrawthreesymbolsinlargeclearletters: + , - and ? . Makesuretheyareataheightthepupilscanreach.•Dividetheclassintotwoteams,AandB.InvitetwovolunteersfromTeamAtocometothefront.Onestandsinfrontofthesymbolsontheboardandtheotherholdstheflashcards.SayLet’s play. •ThepupilwiththeflashcardsshowsoneofthemtoTeamB.Thesecondpupilpointstooneofthesymbolsontheboard.TeamBmustproduceasentencewiththeflashcardactivityandthesymboltheyhavebeenshown.The+symbolmeansthattheyshouldproduceanaffirmativesentence.The–symbolmeansthattheyshouldproduceanegativesentence.The?symbolmeansthattheyshouldproduceaquestion.•TeamBgetsapointforeachcorrectsentenceitproduces.Thegamecontinuesuntilallthecardshavebeenused.•NowplayagainbutwithtwovolunteersfromTeamBatthefront.TeamAmustnowproducesentencesinthesameway.Theteamwiththemostpointswins.


•SayOpen your Activity Books and find page 64.Allowthepupilsamomenttofindtherightpage.•HoldupyourABandpointtoActivity10.Checkthepupilsunderstandandaskthemtoworkindividuallytojointhepartsofthesentences.•Movearoundtheroomandcheckthepupils’work.

Lesson 4

Learning objectives •Matchandwritesentencesandquestionsaboutusingtechnology

•Showunderstandingbylisteningandwritingsentences

•Talkabouttechnologyusingcut-outsLanguage focus•email, laptop, mobile phone, MP3 player,


•What are they doing?•Are they (watching a DVD)? Yes, they are. /

No, they aren’t.•They’re (playing).•They aren’t (writing emails).Materials •Scissorsforeachpupil•Flashcardsyouhaveprepared:toilet, desk,




Opening activities•Song Time for English(CD1Track4) •Vocabulary gamePlaygames. Main activities•Vocabulary game Affirmative, negative or

question •Listening and writing practiceMatchtomakesentences.LookatActivity10.Writethesentencesinthedialogue.Listenandcheck.(CD3Track30)LookatthepictureinActivity11.Writesentences.(ABpage64)

•Cut-out activityMakeyourcut-outcards.Playagame.(ABpage87).


Opening activities •Greetthepupils.SayHello. How are you? andencouragethepupilstoreply.

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page 64 Look at the picture in Activity

11. Write sentences.•Askthepupilstolookatthefinaltaskonpage64oftheirActivityBooks.Checkthatthepupilsunderstandwhattheyhavetodo.•AskthepupilstowritesentenceswhichdescribetheQuestclassroominActivity11.•Goroundtheclassroomandofferhelpifrequired.Praisetheirworksaying,Well done!•Answers:1SarahislisteningtomusiconanMP3player./2NinaandBillyareplayingagame./3Claraisusingagamesconsole./4SimoniswatchingaDVD./Jimisusingaprinter.

page 87


Stage 1•SaytothepupilsOpen your Activity Books and find page 87.Givethepupilsamomenttofindthepagebythemselves.•Whenthepupilsarereadytellthemtolookandfollowyourinstructions.•SayCut along these lines.HoldupyourABandsignaltheyshouldcutalongthedottedlinearoundthepicturecards.

•Answers:1They’reusingagamesconsole./ 2Theyaren’twritingemails./3Yes,theyare./ 4Aretheyusinglaptops?


sentences in the dialogue. Listen and check.•HoldupyourABandpointtoActivity11.Checkthatthepupilsunderstand.Askthemtoworkindividuallytocompletethedialogue.RemindthemtheyshouldusesentencesfromActivity10.•PlayCD3Track30forthepupilstochecktheiranswers.Movearoundtheroomandcheckthepupils’work.•Answers:1They’reusingagamesconsole/ 2Aretheyusinglaptops?/3Yes,theyare/ 4theyaren’twritingemails

CD3

30 Anna:Lookatthechildrenintheirclassroom.Olga:Itlooksfun.Whataretheydoing?Anna:They’reusingagamesconsole.TheyareplayingWord Quest!Olga:Fantastic!Whataretheotherchildrendoing?Aretheyusinglaptops?Anna:Yes,theyare,buttheyaren’twritingemails.TheyarewatchingtheQuestDVD.

256


•Tellthepupilstowritetheirinitialsinacorneronthefaceofthecards.•SayPlace your cut-outs face down on your desk.Whenthepupilshavefinished,encouragethemtotidyuptheirdesksandputthescissorsaway.

Stage 2•SayNow let’s play Action snap.Inviteapupiltocometothefront.Inthiswayyoucandemonstratethegametothewholeclass.•Youeachholdyourcut-outcardssothatyourpartnercannotseethem.Bothplayersturnoveroneoftheircardsatthesametime.Eachplayermustsaytheappropriatesentence,forexample,They’re using laptops. •IfboththecardswhichareturnedoverarethesamethentheplayersmustshoutSnap! WhoevershoutsoutSnap!first,winsallthecardssofarturnedover.Thegamebeginsagain.•Encouragethepupilstoplaythegameinpairs.MovearoundtheroomandpraisetheirspeakingsayingWell done!


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CD3

31 switchonswitchoffenterclickonsaveprint

page 55

Listen and read. Say the rap.•SaytothepupilsLet’s look at the picture andpointtothepictureonpage55.Askthepupilsquestionsaboutit.What can you see? (aboysittingatacomputer) What is he doing? (usingthecomputer).•PlayCD3Track32andencouragethepupilstoreadthewordsoftherapintheirPBswhilelistening.•SaytothepupilsLet’s listen and say the Computer rap.Playthetrackagainandencouragethepupilstojoinintherap.Askthepupilstostandupandsing.

Lesson 5

Learning objectives • Identifyandsayverbsrelatedtocomputers•Listento,readandsaytheComputer rap•Showunderstandingbymatching,writingandcirclingcorrectoptions

•Listento,readandunderstandacomicstripLanguage focus•email, laptop, mobile phone, MP3 player,



•What are they doing?•Are they (looking for information)? Yes, they

are. / No, they aren’t.•They’re (using a games console).•They aren’t (writing emails).Materials •Wordcardsyouhaveprepared:email,

laptop, mobile phone, MP3 player, digital camera, DVD player, games console, printer



Play games.•TurntotheActivityBankatthefrontofyourTeacher’sNotes(TNpage25).PlayagamefromtheActivityBanktorecyclevocabulary.


Listen. Say the words.•SayOpen your Pupil’s Books and find page 55.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourPBandpointtotheleftcolumn.PlayCD3Track31andpausebetweeneachphrase.Encouragethepupilstorepeatthephrases.


Opening activities•Song Time for English(CD1Track4) •Vocabulary gamePlaygames.

Main activities•Vocabulary activitiesListen.Saythewords.(CD3Track31)(PBpage55).

•Listening practice Computerrap(CD3Track32)Listenandread.Saytherap.(PBpage55).

•Listening and writing practiceListenandnumber.(CD3Track33)ReadandcircletheinstructionsforanMP3player.Lookandcompletetheemailtoyourfriend.(ABpage65).



258


page 65 Read and circle the

instructions for an MP3 player.•CheckthatthepupilsunderstandthenextactivityintheirActivityBooksandaskthemtoworkindividuallytocirclethecorrectoptions.•Checktheanswerstogether.•Answers:1switchon/2Clickon/3switchoff

page 65 Look and complete the email

to your friend.•PointtoActivity15intheAB.•Askthepupilstocompletetheemailusingthewordsinthebox.Movearoundtheroomandcheckthepupils’work,sayingVery good! •Checktheanswerstogether.•Answers:1switchon/2enter/3save/4clickingon/5print/6switchoff

CD3

32 Computer rapSwitch on your computer.Click on the icon.Open your documentand start to work.

Look for information.Don’t forget to save it.And when you’re finished,print and switch off.

page 65 Listen and number.

•SayOpen your Activity Books and find page 65.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity13.ExplainthattheymustnumberthepicturesintheordertheyhearthewordsandphrasesontheCD.•Checktheanswerstogether.•Answers:1a/2e/3c/4f/5b/6d

CD3

33 1Switchon2Save3Clickon4Print5Enter6Switchoff

259


page 55

Listen and read. •SayOpen your Pupil’s Books and find page 55.Givethepupilsamomenttofindthepagebythemselves.•PointtoActivity10andsayLet’s listen to the comic strip.PlayCD3Track34.•SayLet’s read and listen to the comic strip again.PlayCD3Track34again.EncouragethepupilstolookatandreadthecomicstripintheirPBsastheylisten.•Whenthepupilshavefinishedreading,askquestionsaboutthestory,forexample,What are Scotty and Yorkie watching? (aDVD/afilmaboutdogs).•AskthepupilsDo you like the story? Invitethemtorespondandcommentonthestory.


CD3

34 Frame 1Yorkie:Hello,Scotty!What’sthis?Scotty:It’sSophia’slaptop.I’mwatchingaDVD.Frame 2Yorkie:CanIwatchtoo?Scotty:Yes.It’safilmaboutdogs.Frame 3Yorkie:Ooh,Idon’tlikethedogs.They’rebig!Scotty:Don’tbescared,Yorkie!Frame 4Yorkie:They’reverybignow!Switchitoff!Scotty:Ok.Oh,Idon’tknowhowtoswitchitoff.Frame 5Jack:Icanswitchitoff.Scotty:Thanks,Jack!Yorkie:Notallbigdogsarescary!


260


Listen and look at the picture.•ExplaintothepupilsthatOlgahasdoneapresentationaboutthetopiconthepicture.SaytothemLet’s look at the picture and listen to Olga’s presentation about technology.•PlayCD3Track35andguidethepupils’understandingbypointingtofeaturesonthepictureastheyaretalkedaboutontheCD.•Askthepupilsquestionsabouttheinformationonthepicturetochecktheirunderstanding.What are the two electronic items? (robotvacuumcleanerandpowerbag) What can the vacuum cleaner do? (finddirtanddust,cleaneverywhere) What can the power bag do? (makeelectricity).

Lesson 6

Learning objectives •Talkaboutinventions•Listento,readandlearnaboutinventions•Showunderstandingbymatchingandwriting•MakeaninventionandtalkaboutitLanguage focus•email, laptop, mobile phone, MP3 player,



•smart, vacuum cleaner, dirt, dust, brushes, popular, battery, charge, solar powered, draw energy, solar panels

Materials •Scissorsandcrayonsforeachpupil•CLILPhotocopiable:Make an invention(TNpage309)

•PBpage56•ABpage66•ClassaudioCD


Play games. •TurntotheActivityBankatthefrontofyourTeacher’sNotes(TNpage25).PlayagamefromtheActivityBanktorecyclevocabulary.

Main activities Look at the picture and predict.•Explaintothepupilsthatthepicturerepresentstoday’slessonanditscontent.(Science:Technology).•Askwhattheyknowabouttechnology.Askthemwhatelectronicitemstheyuse.ThepupilsmayanswerinL1.


Opening activities•Song Time for English(CD1Track4) •Vocabulary gamePlaygames. Main activities•Picture activities TechnologyLookatthepictureandpredict.Listenandlookatthepicture.(CD3Track35)



•Character’s presentationListenandlearnaboutagreatinvention.(CD3Track37)(PBpage56).

•Reading and writing practiceLookatpage56inthePupil’sBookandcomplete.Read.Drawandwriteaboutyourinvention.(ABpage66).

•CLIL project: Make an invention


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•AskWhat is the presentation about? (electronicinventions) Who wrote this presentation? (Olga).•PointtoActivity11andsayListen and look at Olga’s presentation again.EncouragethepupilstofollowwhatOlgasaysbypointingtothepicturesandanyimportantwordsastheyhearthem.PlayCD3Track35again.•PlaytheCDagainandthistimeencouragethepupilstoreadthetextastheylisten.•Checkthepupils’understandingbysayingsometrue/falsesentences.Substitutewronginformationfortheactualinformationgiveninthetext.EncouragethepupilstosayTrueorFalseandcorrectyoursentences.Herearesomeideas:The robot vacuum cleaner is not very popular. The power bag draws energy from the moon.•Inviteapupiltomakeafalsestatementandaskanotherpupilfromtheclasstocorrectit.Goaroundtheclasswithdifferentpairsofpupils.

page 56

Read and say ‘True’ or ‘False’. Listen and check.•HoldupyourPBandpointtoActivity12.•Explainthetasktothepupilsandallowsometimeforthemtocompleteit.•Whenthepupilshavefinishedexplainthattheyaregoingtoheartheanswers.SayLet’s listen. PlayCD3Track36.PausetheCDaftereach

CD3

35 Technology by OlgaRobot vacuum cleanerThisisasmartrobotvacuumcleaner.Itcanmovebyitself.Itsjobistofinddirtanddustandcleanit.Ithasgotdifferentbrushestocleaneverywhere,evenunderthefurniture.It’sverypopularandtherearealotofpeoplewhohavegotone.Itsbatterylastsforaboutthreehoursandyoucanchargeitagain.Withthisrobotvacuumcleaner,youcanleavethehouseinthemorningtogotoworkandcomebackandfinditclean!

Power BagThisisasolarpoweredbag.Thismeansitdrawsenergyfromthesun.Itiscoveredinsolarpanelsthatturnsunlightintoenergy.ItcanchargesmallelectronicssuchasyourmobilephoneoryourMP3player.Youcantakeitwithyoueverywhere,totheshopsorthepark.Youleavethebaginthesunfortwohoursandthenitcanchargeamobilephone.Isn’tthatcool?

page 56

Listen and read.•SayOpen your Pupil’s Books and find page 56.Givethepupilsamomenttofindthepagebythemselves.

262


Option:AskthepupilstoclosetheirPBs.PutthemintopairsandgiveeachpairhalfofthephotocopiablefromTNpage309(i.e.oneparagraph)andapairofscissors.Pupilscutalongthedottedlines.Askthepairstomixuptheirsentences.Nominateonepairtocometothefrontoftheclass.TheylistentotheCDandsticktheirsentencesintheordertheyhearthem.Therestoftheclassorderstheirsentencesintheirpairs.PlayCD3Track35.PausetheCDandaskasecondpairtoorderthesentencesforthenextparagraph. Alternatively,youcanworkwiththewholeclass.Makeonecopyofthephotocopiable.Cutupthesentences.GiveeachsentencetoadifferentpupilintheclassandaskthemtostandatthefrontoftheclassandlineupinthecorrectorderastheyheartheirsentencesontheCD.

page 56

Listen and learn about a great invention.•HoldupyourPBandexplainthatthepupilsaregoingtoreadaboutagreatinvention.•SayLet’s read about a great invention.PlayCD3Track37.Encouragethepupilstofollowthetextintheirbooksastheylisten.•Checkthepupils’understandingbyaskingquestionsaboutthetext.Praisetheiranswers,sayingVery good!

CD3

37 Anti-smoking key ringThisisa3Danti-smokingkeyring.It’sapairoflungsmadeofplasticwithpaintinside.Thisiswhatunhealthylungslooklike.ThisbrilliantinventionbelongstoMeganWard,aschoolgirl.Shehopesthatherinventionhelpspeoplestopsmoking.GASPisanationalanti-smokingcompanythatlovesMegan’sidea.Whatdoyouthink?Isn’titgreat?by Charlie


Book and complete.•SayOpen your Activity Books and find page 66.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity16.Checkthatthepupilsunderstandwhattheyhavetodo.Askpupilstoworkindividuallytocompletethesentences.•AskdifferentpupilsWhat’s number (1)?

answerisheard.AskthepupilsiftheiranswerswerethesameastheCD.•Answers:1False(Therobotvacuumcleanercancleanunderthefurniture.)/2False(Itcancleanforthreehoursandthenyouneedtochargeitsbattery.)/3True/4True/5True/6False(Itcanchargeamobilephone.)

CD3

36 1 Olga:Therobotvacuumcleanercannotcleanunderthefurniture.That’sfalse.Therobotvacuumcleanercancleanunderthefurniture.2 Anna:Itcancleanfortwohoursandthenyouneedtochargeitsbattery.That’sfalse.Itcancleanforthreehoursandthenyouneedtochargeitsbattery.3 Charlie:Youdon’tneedtobeintheroomwhiletherobotvacuumcleanerisworking.That’strue.4 Olga:Thepowerbaggetsenergyfromthesun.That’strue.5 Anna:ItcanchargethebatteriesofanMP3player.That’strue.6 Charlie:Itcan’tchargeamobilephone.That’sfalse.Itcanchargeamobilephone.


Look at the picture and answer questions.•Pointtothemainphotosonthepictureandaskthepupilsquestionstoreinforcetheirunderstanding.•Praisetheiranswers,sayingWell done! • What’s this?(ergonomicallyefficientkeyboard,watchphone,transcendskigoggles,power-awarecord,portablescanner,panoramicballcamera)What can a (power bag) do?(Itcanchargesmallelectronics.)Which is your favourite?(Pupils’ownanswers).ThepupilsmayanswerinL1.

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•Answers:1robotvacuumcleaner/2movebyitself/3differentbrushes/4battery/5solarpoweredbag/6solarpanels/7drawsenergy/8thepark

page 66 Read. Draw and write about

your invention.•HoldupyourABandpointtoActivity17.Checkthepupilsunderstandtheinstructions,andexplainthatfirsttheywillreadtheexample.•Pointtothenotesontheleft.Readthenotesandthenthesentencesaloudwiththepupils.•Explainthatthepupilsmustdrawtheirowninventioninthespaceontheright.•SayNow write your sentences.Thepupilsworkindividuallywritingtheirsentencesabouttheinventiontheyhavedrawn.Movearoundtheroomtochecktheirwork.PraiseitandsayVery good! •Checktheanswerswiththeclass.Askdifferentpupilstoreadtheirsentences.•Answers:Pupils’ownanswers

CLIL project: Make an invention.•SayLet’s make our own inventions.DividetheclassintogroupsofthreeorfourandgiveeachgrouponesectionofthephotocopiablefromTNpage309.Therearefourdifferentinventionsonthephotocopiable.Makeseveralcopiesofthepage,cutthemintofourandgiveonesectiontoeachgroup.•Explainthattheyshouldfirstdrawapictureoftheirinvention.Whentheyhavefinisheddrawing,askthemtowritesentencesabouttheirinvention.•Movearoundtheclassroomandofferhelpandencouragement.•Whentheyhavefinished,askWho has got an invention for homework?.Inviteallthegroupswhichworkedonahomeworkinventiontothefront.Eachgrouptalksabouttheirinvention.Askfortheschoolinventiongroupstotalkabouttheirinvention,andsoonuntilallthegroupshavespoken.


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CD1Track4.Havethepupilssingalongwithyou.



Mind Map: Unit 8.•SayOpen your Activity Books and find page 72.Givethepupilsamomenttofindthepagebythemselves.•SayDo you remember the words for electronic items? •HoldupyourABandpointtothemindmapatthebottomofthepage.Explainthatthepupilsshouldstickthepictureorwordstickersinthecorrectplaceonthemindmap.•Putthetechnologyflashcardsandwordcardsyouhavepreparedfaceuponyourdesk.Whenthepupilshavefinishedtheirtask,invitedifferentpupilstothefronttomatchtheflashcardsandthewordcardsandstickthemontheboardinthesameshapeasthemindmap.•Askthepupilstolookatthematchedcardsontheboardandtochecktheirstickersontheirmindmap.

page 67 Match. Listen and check.

•SayOpen your Activity Books and find page 67.Givethepupilsamomenttofindthepagebythemselves.•Explainthatthepupilsaregoingtorevisethewordsforusingacomputer.Explainthattheymustlookatthepicturesandmatchthepictureswiththewords.TellthepupilsthattheywillbeabletochecktheiranswersbylisteningtotheCDafterwards.•SayLet’s listen and check our answers. PlayCD3Track38andpausetheCDbetweeneachphrase.•Whentheyhavefinishedchecktheanswerstogether.Writethenumbers1to6ontheboard.•SaytothepupilsLet’s check our answers. AskindividualpupilsWhat’s number (1)? Continuewiththerestoftheanswersandwritetheanswersontheboard.Praisethepupils’answersbysayingWell done! •Encouragethepupilstolookattheanswersontheboardandcomparewiththeirownanswersbytickingtheonestheygotcorrect.

Lesson 7


•Listenandshowunderstandingbyreadingandmatching

•Writesentencesdescribingpeopleusingtechnology

•EvaluatelearningLanguage focus•email, laptop, mobile phone, MP3 player,



•He’s/She’s using (a games console).•He’s/She’s (writing an email).•He’s/She’s got (an MP3 player).Materials •Flashcardsandwordcardsyouhaveprepared:email, laptop, mobile phone, MP3 player, digital camera, DVD player, games console, printer

•ActivityBookpages67and72•ClassaudioCD


Opening activities•Song Time for English(CD1Track4) •Vocabulary gamePlaygames. Main activities•Mind Map:Unit8(ABpage72) •Reading and listening practiceMatch.Listenandcheck.(CD3Track38)Readandcircle.(ABpage67).

•Writing practiceLookatActivity2.Writesentencesabouttheotherchildren.(ABpage67).

•Evaluation Closing activities•Chant How do you get there?(CD1Track7)

Opening activities •Greetthepupils.SayHello. How are you? andencouragethepupilstoreply.•SaytothepupilsLet’s sing the Time for English song (forlyricsseeTNpage214).Play

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•Thepupilsworkindividuallywritingtheirsentences.Movearoundtheroomtochecktheirwork.PraiseitandsayVery good! •Answers:She’sgotadigitalcamera.He’slisteningtohisMP3player.She’susingagamesconsole.He’swritinganemail.

page 67 Evaluation

•Praisethepupils’workovertheunit.•Havethepupilslookbackattheirworkforthewholeunitandthinkaboutwhattheyhaveachieved.•HoldupyourABandpointtothethreefacesoftheYour Questchildrenatthebottomofthepage.•EncouragethepupilstocolourthefacewhichmatchestheirworkforUnit8.•SaytothepupilsWell done! We have finished our Science Museum Quest.

Closing activities•SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the How do you get there? chant(forlyricsseeTNpage217).PlayCD1Track7.Singalong,encouragingthepupilstosingwithyou.

•Movearoundtheroomandchecktheirwork.•Answers:1c/2a/3d/4f/5e/6b

CD3

38 1Switchon2Save3Print4Enter5Switchoff6Clickon

page 67 Read and circle.

•HoldupyourABandpointtoActivity2.•ExplainthattheymustreadthesentencesanddecidewhethereachsentencegoeswithPictureAorPictureB.Theyshouldcirclethecorrectletter.•Whenthepupilshavefinishedchecktheanswerstogetherasaclass.•Answers:1a/2b/3a/4b/5b/6a/7b/8a


sentences about the other children.•HoldupyourABandpointtoActivity3.•ExplainthatthepupilsshouldlookatthepicturesinActivity2andwritetheirownsentencestodescribethechildrenwhowerenotmentionedinActivity2.

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Opening activities•Greetthepupils.SayHello. How are you? andencouragethepupilstoreply.•SaytothepupilsLet’s sing the Time for English song (forlyricsseeTNpage214).PlayCD1Track4.Havethepupilssingalongwithyou.


Main activities Complete Quest 8: Science Museum•AskthepupilswhattheyrememberaboutUnit8:Science Museum.•AskavolunteertogiveoutacopyoftheQuesttasksheetforUnit8toeachstudent(TNpage317).Explainthatitistheirquestabouttechnology,similartowhatthecharactershavedoneintheunit.•ThepupilsworkindividuallycompletingthesheetandreferringtothecorrectpagesintheirPBs.Movearoundtheroomtochecktheirwork.•Whenthepupilshavefinished,invitedifferentpupilstoreadtheiranswersaloud.Praisetheiranswers.•Finally,askthepupilstocolourtheQatthetopofthephotocopiabletoshowtheyhavecompletedthetask.•Answers:1yes(PBpage51)/2Hewantstocontrolallthecomputersintheworld.(PBpage53)/3fishandchipsandpineapplepies(PBpage53)/4theirlaptops(PBpage54)/5fromthesun(PBpage56)

page 68

Read the diary entry.•SayOpen your Activity Book and find page 68.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourActivityBookandpointtothefirstactivity.AskthepupilsWhat’s this? (Quest diary).•Askthepupilstoreadtheentry,tellingthemthatyouwillthenaskthemsomequestionsaboutit.Youmaywishtoreaditaloudastheyfollowintheirbooks.

Lesson 8

Learning objectives •ReviewtheunitusingQuest 8: Science

Museum•ReadtheWritingDiaryandanswerquestions•Createapersonalizeddiaryaboutpeopleusingtechnologyandtalkaboutit



•What are they doing?•Are they (writing emails)? Yes, they are. / No,

they aren’t.•They’re (using a printer).•They aren’t (listening to music on an MP3

player).Materials •Crayonsforeachpupil•Photocopiable:Quest 8: Science Museum (TNpage317)



page 68)Opening activities•Song Time for English(CD1Track4) •Vocabulary gamePlaygames. Main activities•Photocopiable activityCompleteQuest 8:

Science Museum •Writing DiaryReadthediaryentry.ReadtheDiaryNotesandanswerquestions(ABpage68).

•Writing DiaryPlanandwriteyourDiaryentry.Draw.CompletetheDiaryNotes.Talkaboutyourpicture.


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drawapictureoftheirfriendsusingdifferentkindsoftechnologyandelectronicitems.•SayTell me about your picture.EncouragethepupilstorespondsayingMy picture has got (a printer).ListenandpraisetheirspeakingsayingVery good! •Thepupilsnowworkindividuallywritingtheirentry.Givethepupilstimetowrite,butmovearoundtheroomtoofferhelp.EncouragethemtorefertoAnna’sdiaryentryforreference.•Whenthepupilshavefinished,checktheirwriting.ThensayDraw a picture.Thepupilsdothisindividually.

Tip:Ifthepupilsarehavingdifficultieschoosingwhattowrite,encouragethemtolookatAnna’sdiaryentry.

Complete the Diary Notes•AskthepupilstousetheirdiaryentrytoanswerthequestionsintheDiaryNotessection.Whentheyhavefinished,invitedifferentpupilstoreadouttheiranswers.

Talk about your picture.•SaytothepupilsLet’s talk about your picture.Askthemtoworkwithapupilneartothem.•Whenthepupilsareready,sayTalk about your picture.Thepupilsworktogether.Whentheyfinish,youmaywanttoaskthemtofindnewpartnersanddotheactivityagain.•Movearoundtheroomtolistentothepupils’speakingandpraiseit,sayingVery good!


•Whenthepupilshavefinishedreading,askthesequestionsWho is the writer? (Anna) What is it about? (usingtechnology) What is the date? (12thNovember).•Listentothepupils’answersandpraisethemsayingVery good!

Read the Diary Notes and answer questions.•AskdifferentpupilstoreadthequestionsandanswersintheDiaryNotes.Youmaywanttoreadthemaloudasthepupilsfollowintheirbooks.•Whenthepupilshavefinishedreading,askthemquestionsabouttheDiaryNotes,forexampleWhat have Charlie and Max got? (aDVDplayer) Are they playing games? (no).•Listentothepupils’answersandpraisethem,sayingVery good!•Finally,askpupilstoanswerthequestionatthebottomofthediaryentry.•Answer:No,theyaren’t.They’relookingforinformation.

Plan and write your Diary entry. Draw.•SaytothepupilsIt’s time to write your diary entry.SayOpen your Activity Book and find page 68.Tellthepupilsthattheyaregoingtowritetheirdiaryentryonthelinesprovidedand

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Unit 8 DVD Scripts

DVD

CLIL – TechnologyTom: I’mdoingaschoolprojecton

thedifferentwayspeopleusetechnology.

Florence:Iusemymobilealot.It’sveryusefulTilly: Look,she’stalkingonhermobile

phone.She’sprobablytalkingtoherfriend.

Florence:Whatotherformsoftechnologyarethere?Ohyes,Iknow–computers.

Tom: Iusemycomputeralotathomeandatschool.

Tilly: Iusemylaptoptodomyhomeworksometimes.

Florence:Ilikeplayinggamesonmylaptop.Tilly: Iusuallyplaygamesonmygames

console,justlikethesechildren.Tom: They’reusingaprintertoprint

informationfromthecomputer,likeIdo.

Tom: ThisboyhasgotanMP3player-IlovelisteningtomusiconmyMP3player.

Florence:Metoo.ButIalsolikereadingbooks.Withane-readeryoucanreadlotsofbookselectronically.

Tilly: Myfavouriteelectronicgadgetismydigitalcamera.Iliketakingphotosandemailingthemtomyfriends.

Tom: Metoo!Therearelotsofcoolwaysweusetechnology.

For the Stop the virus! animated story script see TN page 247.

DVD

A new cameraFlorence: Hey,Tilly.Doyouwanttoplay

hideandseek?Tilly: No,thanks!Florence: Whatareyoudoing?Tilly: I’mplayingonmygames

console.Florence: Hi,Tom.Florence: Tom!Doyouwanttoplayhide

andseek?Tom: No,sorry.I’mjustlisteningto

myMP3player.HaveyougotanMP3player?

Florence: No,Ihaven’t.Iwanttoplayhideandseek.

Tilly: I’vegotamobilephone,soIlistentomusiconthat.ButI’mborednow.Whatcanwedo?

Florence: Playhideandseek?Tilly: No.IwanttowatchaDVDbut

myDVDplayerandmylaptopareathome.

Tom: Iknow!Let’smakeamovieonTilly’smobilephone!

Florence: What?Tilly: That’sabrilliantidea!Ourown

movie!Tom: Wecanemailittoourmums

anddads!Tilly: Yeah!Florence: Butwe’reoutside,onholiday,in

thewoods.Iwanttoplayhideandseek,notplaywithlaptopsandmobilephones.

Tom: OK,wejustswitchitonand...Miss Howard:Hello,whatareyoudoing?Florence: They’retryingtomakeaCamp

Adventuremovie.Tilly: Butmymobilephoneisn’t

working.Miss Howard:Giveittome.OK.Youjust

switchiton,unlockit,thenyouclickonthecameraicon,thenthemoviecameraiconandthenfinallyyoumakeyourmovie.Areyouready?Action!

Tom: Whatdowedo?Miss Howard:Whynotplayagame?Tilly & Tom: Hideandseek?Florence: Brilliant!

269

Quest Code-breakers Quiz

Unit objectives•Answeringquestionsaboutpreviousunits

•ReviewingwhathasbeenstudiedinUnits1–8


•English, Maths, Science, Geography, History, P.E., Art, Music, I.C.T., Spanish

•o’clock, quarter past, quarter to, half past•bank, cinema, butcher’s, greengrocer’s,

baker’s, library, station, town hall, bridge, square

• turn left, turn right, go straight on, walk around•canoeing, climbing, rafting, swimming, hiking,

camping, cycling, horse-riding, windsurfing, water-skiing

•cloudy, raining, snowing, sunny, foggy, windy•cheese, a pie, bread, crisps, jam, sweets,

biscuits, a pineapple, lemonade, strawberries•five pence, ten pence, fifty pence, five pounds

fifty, eight pounds ninety-nine•curly hair, straight hair, long hair, short hair, fair

hair, dark hair, brown eyes, glasses, a beard, a moustache

•happy, sad, strong, weak, rude, polite •have a snack, leave home, go for a walk, go to




•ground floor, first floor, second floor, third floor, fourth floor, fifth floor



Structures

• It’s a…• It’s something…•Where is…?•Where are…?•Who…?

Receptive language •Let’s listen/sing/play/number/say/point to/

match/etc. •Open your books.•Find page (57).

Summary InthisunityouwillreviewmaterialsfromUnits1–8inthecontextofapuzzleandapicturequiz.Thepupilswillreviewthecharacters’queststhroughtalkingaboutthestoryineachunit.


270

Quest Code-breakersQuest Code-breakers

Learning objectives •Reviewthebookbydoingaquiz•FindandcategorizedifferentlexicalsetsLanguage focus•English, Maths, Science, Geography, History,

P.E., Art, Music, I.C.T., Spanish•o’clock, quarter past, quarter to, half past•bank, cinema, butcher’s, greengrocer’s,

baker’s, library, station, town hall, bridge, square

• turn left, turn right, go straight on, walk around

•canoeing, climbing, rafting, swimming, hiking, camping, cycling, horse-riding, windsurfing, water-skiing

•cloudy, raining, snowing, sunny, foggy, windy•cheese, a pie, bread, crisps, jam, sweets,

biscuits, a pineapple, lemonade, strawberries•five pence, ten pence, fifty pence, five

pounds fifty, eight pounds ninety-nine•curly hair, straight hair, long hair, short hair,

fair hair, dark hair, brown eyes, glasses, a beard, a moustache

•happy, sad, strong, weak, rude, polite •have a snack, leave home, go for a walk, go







Materials•PieceofA4paperforeachpairofpupils•PBpages57,58and59

Opening activities •SayHello! How are you?andhavethepupilsdothesame.•SaytothepupilsLet’s sing the Time for English song (forlyricsseeTNpage214).PlayCD1Track4.Singthesongandhavethepupilssingwithyou.


Read and write the words. Find the code.•SayOpen your books and find page 57.Givethepupilsamomenttofindthepagebythemselves.•Askthepupilswhattheycanseeonthepage(acodeandquestions).Askthemwhattheyrememberaboutthecharacters’quest.•Dividethepupilsintopairsorteams.Pointtothequestionsonthepageandexplainthattheyshouldreadthequestion,findtheanswerintheirPBsandwritetheanswersinthespacesprovided.

Tip:Ifthepupilsseemunsure,workthroughtheexamplewiththem(Question1–dolphin)

•Whenthepupilshavecompletedallthequestions,checktheiranswerstogether.Askdifferentpairsoronepupilfromeachgrouptoanswer,forexample,sayPaul. What’s number 2?(half-term).Praisethepupils’work,sayingWell done!•Answers:1dolphin/2half-term/3Thames/4harness/5crystalball/6national/7painting/8windsurf/9hose/10fourposter/11dirt,dust•Tellthepupilstocopyeachletterwhichisinaboxfromthesentencesintothecodebox.AskWhat’s the code? Yes, password!•Answer:Code:PASSWORD

At-a-glance lesson plan(PB pages 57, 58 and 59)

Opening activities•Song Time for English(CD1Track4) Main activities•Code-breakersReadandwritethewords.Findthecode.Makeyourowncodeandsentences.Playwithyourpartner.(PBpage57)

•Vocabulary reviewLookattheQuestphotos.Readandanswer.(PBpages58and59).


271

Quest Code-breakersQuest Code-breakers

page 57

Make your own code and sentences. Play with your partner.•Dividethepupilsintopairs.Telleachpairtochooseeightwordsfromeachofthelexicalsets(food,furniture,electronicitems,etc).•Tellthemtowritethewordsonapieceofpaper.TheythenrefertotheirPBstowritecluesforeachofthewords,forexample,Unit1:It’salessonwithlotsofnumbers.(Maths).Thentheyshouldcreateonelinewithspacesorsmallboxes(asinthePB)withoneshortlineorsmallboxforeachletteroftheircode.•Movearoundtheroom,checkingthatthequestionsandcodesareworkingoutcorrectly.•Finally,invitethepupilstoswaptheirpaperwithanotherpair.Theycompletetheotherpair’swords,usingthecodegivenandclues.

page 58

Look at the Quest photos. Read and answer.•SayOpen your books and find page 58.Givethepupilsamomenttofindthepagebythemselves.•Askthepupilswhattheycanseeonthepage(apicturequiz).•SayLet’s read and answerandpointtothepicturequizonpages58and59inyourPB.Inviteapupiltoanswerthefirstquestionandwritetheanswerontheboardasanexample.

•Nowthepupilsworkinpairs.TheylookatthepicturesandquestionsandreferbacktothecorrectpagesintheirPBstofindthecorrectanswers.•Whenpupilshavefinished,checktheanswerswiththeclassandwritethemontheboard.•Answers:Wherearethechildren?(intheQuestclassroom)/WhereisthecomputergameshopinNewYork?(betweenthebankandthecinema)/IntheQuizshowdoesthepoliceofficerleavehomeat8o’clock?(no,shedoesn’t)/WhatdoesCharliebuyatthetownfair?(somecheese)/Describethethiefinthegallery(shortredhair)/WhoswimsattheActivityCamp?(Charlie)/Inthecastleisthereafireplaceinthebedroom?(yes)/WhoisusingalaptopattheScienceMuseum?(Anna).•NowaskthepupilsquestionsaboutthestoryinUnit1,forexample,What subject questions are there?(Geography,English,Maths)Who is in Tokyo?(VictorVirus).•Continuewiththerestoftheunits.Youcanaddyourownquestionsifyouwish.Unit 1•Whatsubjectquestionsarethere?(Geography,English,Maths)•WhoisinTokyo?(VictorVirus)Unit 2•Whatdothechildrensee?(skyscrapers,buildings,theTownHall,GrandCentralStation)•WhatdoesJimJonesgivethechildren?(copiesofthenewcomputergame)Unit 3•WhatcolouristheQuestchildren’steam?(red)•WhathasAnnagot?(trainers)Unit 4•Howmuchisthecheese?(£2.50)•Whatisinthecrystalball?(Charlie’scheese)Unit 5•Whatisthepaintingcalled?(MonaMatilda)•Whofindsthethief?(Max)Unit 6•Whoisonthequizshow?(Charlie)•WhohelpsMax?(thefirefighter)Unit 7•Isthecastlehaunted?(no,it’sVictorVirus)•WhatisVictorViruswearing?(armour)Unit 8•Whatdothechildrenprint?(apictureofVictorVirus)

272

•WhereisVictorVirusattheendofthestory?(inprison)

Option:Youmaywanttomakethisacompetitivegameandawardpointsforeachcorrectanswer.

Closing activities •SaytothepupilsIt’s time to stop.Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the How do you get there? chant (forlyricsseeTNpage217).PlayCD1Track7.Singalong,encouragingthepupilstosingwithyou.

Quest Code-breakers

273

Summary InthisunityouwillreviewmaterialfromUnits7and8inthecontextofapicturepuzzle.ThereisafocusonUKtransport.Thepupilswillalsowriteashorttext.


Learning objectives• Identifyingandnamingitemsoffurniture,wordsforfloorsinabuilding,wordsforelectronicitems,verbsrelatedtocomputers

•ReviewingwhathasbeenstudiedinUnits7and8

•ListeningtoandshowingunderstandingofashorttextonUKtransport

•Writingashorttextabouttransportinyourcountry






Structures

•Can you see…?

Receptive language • taxi, passenger, free, traffic, ferry, high speed

train, electricity, ticket, narrow boat, canal•Let’s sing/listen/check/read/make/talk

about…•Open your (Pupil’s) Book and find page (61).

UnitsYour Quest Revision and Transport in the UK

Quest Code-breakers

274

•Invitetheotherteamtocountthenumberofsecondsittakestheteamtomatchthecards.Writeitontheboard.•Continuethegamewiththeflashcardsfor Unit8withtheotherteam.Thewinningteamistheonewiththeleastnumberofseconds.

Note:Ensurethatthepupilsunderstandthattheymustwalk,notrun.

page 60

Read and say ‘True’ or ‘False’. Listen and check. •SayOpen your Pupil’s Book and find page 60.Givethepupilstimetofindthepagebythemselves.•AskthepupilstolookatthepicturepuzzleinActivity1.AskWhat can you see?andpraisetheiranswers.Iftheyseemunsure,pointtoandaskaboutspecificthings,forexample,Can you see a mobile phone? (C2) Can you see two children on the first floor? (B2) What are they doing?(listeningtoanMP3player).•SayLet’s read and say ‘true’ or ‘false’.InvitetwopupilstoreadCharlieandOlga’sdialoguealoud.•Repeattheprocedurewiththeothersentences,invitingdifferentpairsofpupilstoaskandanswerthequestioneachtimeuntilalltheanswersareontheboard.

Units 7, 8 Your Quest Revision and Transport in the UKUnits 7, 8 Your Quest Revision and Transport in the UK

Learning objectives • Identifyandnameitemsoffurniture,wordsforfloorsinabuilding,wordsforelectronicitems,verbsrelatedtocomputers

•Askandanswerquestionsaboutapicturepuzzle

•Findahiddenwordinthepicturepuzzle•Listento,readandshowunderstandingofatextaboutUKtransport

•Writeashorttextabouttransportinyourcountry



floor, fourth floor, fifth floor•email, laptop, mobile phone, MP3 player, digital

camera, DVD player, games console, printer•switch on, switch off, enter, click on, save,

print•What can you see?•Can you see (word)?Materials•CrayonsandapieceofA4paperforeachpupil

•Flashcardsandwordcardsyouhaveprepared:Units7and8

•Pupil’sBookpages60and61•ClassaudioCD

Opening activities •SayHello! How are you?andhavethepupilsdothesame.•SaytothepupilsLet’s sing the Time for English song(forlyricsseeTNpage214).PlayCD1Track4.Singthechantandhavethepupilssingwithyou.

Main activities Play Against the clock.•Dividetheclassintotwoteamsandinvitethefirstteamtocometothefront.GivehalfoftheteammembersflashcardsfromUnit7frombothvocabularysets.Theyholdthemupandstandatdifferentplacesaroundtheclassroom.Givetheotherhalfoftheteamtheequivalentwordcardsandaskthemtostandatthefrontoftheclass.•Say3, 2, 1. Go!Thepupilswiththewordcardsmovearoundtheroomasquicklyastheycan.Theygivethecorrectwordcardtothepupilholdingtheflashcardandbothpupilsstandtogetherdisplayingtheirtwocards.


Opening activities•Song Time for English(CD1Track4) Main activities•Vocabulary game Against the clock

•ReviewReadandsay‘True’or‘False’.Listenandcheck.(CD3Track39)Lookatthepictureandfindthenineletters.What’sthesecretword?(PBpage60)

•UK cultureListenandread.Answerthequestions.(CD3Track40)(PBpage61)

•Your Investigation.ReadCharlie’sreportandwriteabouttransportinyourcountry.(PBpage61)


275

•Answers:1True.B1/2False.She’sreadingabook.B3/3True.C1/4True.C2/5False.Therearetwobookcases.C1/6True.B2/ 7False.Thereisafireplaceinthestudy./ 8True.A2

page 60

Look at the picture and find the nine letters. What’s the secret word?•FinallypointatActivity2andsaytothepupilsLet’s find the secret word. •Invitethepupilstosaytheletterstheycanseeinthepicture.Writethemontheboardbutnotinorder.Whenyouhavetheninelettersaskthepupils What’s the secret word? •Givethemtimetolookatthelettersandsortthemintothecorrectorder.PraisethecorrectanswersayingWell done!Invitethepupilstospellthewordletterbylettertorevisethealphabet.•Answer:DVDPLAYER

Tip:Ifthepupilsseemunsure,writeagappedwordontheboard__withacoupleofletterstohelpthem.

•SaytothepupilsLet’s listen and check. PlayCD3Track39.Ticktheanswersthepupilshavegotcorrect,andpraisethemwhentheCDfinishes.

CD3

39 1 Charlie:There’sashowerinthebathroomOlga:True.It’sinB1.2 Olga:She’swritinganemailinthebedroom.Charlie:False.She’sreadingabook.She’sinB3.3 Charlie:Therearetwoarmchairs.Olga:True.They’reinC1.4 Olga:He’stalkingonhismobilephone.Charlie:True.He’sinC2.5 Charlie:Therearethreebookcasesinthelivingroom.Olga:False.Therearetwobookcasesinthelivingroom.They’reinC1.6 Olga:They’relisteningtomusiconanMP3player.Charlie:True.They’reinB2.7 Charlie:Thereisn’tafireplaceinthestudy.Olga:False.Thereisafireplaceinthestudy.It’sinC3.8 Olga:She’stakingphotoswithadigitalcamera.Charlie:True.She’sinA2.

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page 61

Your Investigation. Read Charlie’s report and write about transport in your country.•HoldupyourPBandpointtoActivity2.ExplainthatCharlie’snotesforhisinvestigationontransportareontheleftandhisfinishedprojectisontheright.Explainthatthepupilsaregoingtocreateasimilarproject.•Askthepupilstolookatthenotesandtext.SayLet’s make sentences.Sayawordfromthenotes,forexample,narrow boat.Encouragethepupilstofindthewordinthetextontherightandinviteapupiltoreadthatsentencealoud.•SaytothepupilsLet’s investigate transport in your country.Writetheheadingsonly(notthenotesundereachheading)fromCharlie’swritingplanontheboard.Thepupilscopythemintotheirnotebooks.•SaytothepupilsChoose a kind of transport in your country andaskthemtowritenotesundereachheadingintheirnotebook.Givethemtimetodecidewhichkindoftransporttowriteaboutandoffersuggestionsifnecessary.Movearoundtheclassandhelpwhennecessary.•Whenthepupilshavefinished,saytothemLet’s talk about transport.Encouragethepupilstotalktosomebodynearthem,makingsentencesusingtheirnotes.Movearoundtheclassandencouragethepupils’speaking.•Finally,havethepupilsworkindividuallytowritetheirsentencesintheirnotebooks.Checktheirwriting.•ThenaskavolunteertogiveapieceofA4papertoeachpupil.Askthepupilstocopyouttheirsentencesneatlyontothepieceofpaperanddraworstickapicturetoillustrateit.

Option:Collectinthefinishedtextsanddisplay themontheclassroomwall.

Option:IfyouhaveaccesstotheInternet,encouragethepupilstoinvestigatetransportinothercountriesusingthewritingplannotesasaguide.


Units 7, 8 Your Quest Revision and Transport in the UK

page 61

Listen and read. Answer the questions.•SayOpen your Pupil’s Books and find page 61.Givethepupilsamomenttofindthepagebythemselves.•Pointtothedifferentpicturesandtextsonpage61.ExplaintothepupilsthatCharliehasbeeninvestigatingdifferentkindsoftransportintheUK.SayLet’s listen.Encouragethepupilstolistentotheinformation,pointingtothepicturesandkeywordsastheyhearthem.PlayCD3Track40.•SayLet’s listen and read andplaythetrackagain.Thistimeencouragethepupilstoreadthetextastheylisten.•Checkthepupils’understandingbyaskingquestionsaboutthetexts.Forexample,What colour is a London taxi?(black)How fast can a high speed train travel?(300kmperhour).Praisetheiranswersandencouragethemtoanswerusingfullsentences.•ThenaskthepupilstoanswerthequestionsinthePBindividually.Whentheyhavefinished,checktheanswerswiththeclass.•Answers:1Orange/2Liverpool/3London–Brussels

CD3

40 Transport in the UKLondon taxiThetraditionaltaxiinLondonisblack.It’sgotanorangeandgreenlight.Theorangelightmeansthereisapassengerinthetaxi.Thegreenlightmeansit’sfree.ThetaxidriversknowallthestreetsinLondon.UsuallythetrafficinLondonisverybad.FerriesFerriesarebigboatsthatcancarrypeopleandcars.YoucantakeaferryfromLiverpooltogototheIsleofMan,toBelfastinNorthernIrelandorDublininIreland.Beforeitgoesouttothesea,theferrytravelsontheriverMersey.EurostarThisisahighspeedtrain.Itcantravelat300kmperhour!Ituseselectricityanditgoesunderthesea!YoucantravelfromLondontoParisin2hoursand15minutes.Ittakes1hourand51minutestoarriveinBrussels.PeopletravelonitforholidaysintheUK,FranceorBelgium.YoucanbookyourticketsontheInternet.

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Learning objectives• IdentifyingandnamingwordsrelatedtoChristmas

•Listeningto,readingandunderstandingastoryaboutChristmas

•Showingunderstandingofthestorybyansweringquestions

•Listeningto,readingandunderstandingatextaboutChristmastraditionsindifferentcountries

•Followinginstructionstomakeanadventcalendar


•wreath, pine cones, holly leaves, berries, ribbon, stocking, present, advent calendar, e-card

Structures

• I/We can (make the decorations).• I can’t (find the decorations).• I haven’t got (any cards).•You’ve got (mail).•Have you got (some scissors)?

Recycled language• I’m from (England).•She’s got…•There’s…

Socio-cultural aspects •UnderstandingtheimportanceoffamilyatChristmas

•ShowinginterestinChristmastraditions.

Christmas

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Main activities Play What’s this?•HoldupthepileofChristmasflashcardsyouhavepreparedsothattheyarefacingyouandsothatthechildrencan’tseethem.Quicklyflipoveronecardtogivethechildrenaglimpse.Encouragethemtoguesswhatitis.Whentheyguessit,sayYes! (decorations). Well done! •Encouragetheclasstospeculateaboutwhateachflashcardshows.Continueuntilyouhaveshownthemalltheflashcards.Whentheyguesscorrectly,congratulatethemsayingWell done!•HoldthepileofflashcardsandaskthechildrenWhat’s this?Pullacardfromthebackofthepileandslowlymoveitupwards,revealingapartofthepicture.•Inviteachildtoguesstheanswer.Sticktheflashcardontheboard.•Repeattheprocesswiththerestoftheflashcards,stickingthemontheboardasyougoalong.•Finally,askthechildrenWhat’s the topic? ListentotheiranswersandsayYes, Christmas.

page 62

Listen to the story. Read.•SayOpen your Pupil’s Books and find page 62.Givethechildrenamomenttofindthepagebythemselves.•AskthepupilstolistentothestoryandfollowthedialoguebyreadingintheirPBs.PlayCD3Track41.•SayWhat Christmas words can you see? Givethepupilstimetolookatthedifferentstoryframesandanswer.(Christmastree,Christmascards,decorations,wrappingpaper,star)

CD3

41 Frame 1Grandma:FreddyandCarla!Whatalovelysurprise.Freddy:HiGrandma!Carla:We’reheretohelpyoudecorateyourtreeandwriteyourChristmascards.Frame 2Grandma:Ohdear.Ican’tfindthedecorations.I’veonlygotaboxofwrappingpaper.Freddy:That’sOK,Grandma.Wecanmakethedecorations.Carla:Haveyougotsomescissors?Frame 3Carla:Lookatmybeautifulstar,Freddy.Freddy:That’sgreat.DoyoulikemychainofChristmastrees?

Lesson 1

Learning objectives • IdentifyandnamewordsrelatedtoChristmas•Listento,readandunderstandastory•Answerquestionsaboutthestory•Listento,readandunderstandatextaboutChristmastraditionsindifferentcountries

•MakeanadventcalendarLanguage focus•wreath, pine cones, holly leaves, berries,

ribbon, stocking, present, advent calendar Materials•Crayons,scissors,glueforeachpupil•Flashcardsyouhaveprepared:Christmas

card, wreath, holly, Advent calendar, decorations

•Pupil’sBookpages62and63•ClassaudioCD•Photocopiable:Adventcalendar(TNpage281)


Opening activities•Chant Let’s sing an English tune (CD1Track2)

Main activities•Vocabulary game What’s this? •Story Christmas e-cards from Grandma(CD3Track41)Listentothestory.Read.Askquestions.(PBpage62)

•Listenandread.(CD3Track42)(PBpage63)

•Photocopiable activityMakeanadventcalendar.(TNpage281)

Closing activities•Chant Time to stop (CD1Track5)

Opening activities •SayHello! Happy Christmas! andencouragethepupilstoanswerandreturnthegreeting.•SaytothepupilsLet’s sing the Let’s sing an English tune chant (forlyricsseeTNpage38). PlayCD1Track2.Singthechantandhavethepupilssingwithyou.

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Frame 2Canshefindthedecorations?(no)Whathasshegot?(aboxofwrappingpaper)WhatisFreddy’sidea?(tomakedecorations)Frame 3WhatdoesCarlamake?(astar)WhatdoesFreddymake?(achainofChristmastrees)DoesGrandmalikethetree?(yes)Frame 4Doesthetreelooknice?(yes)HasGrandmagotcards?(no)Frame 5WhathasFreddygot?(alaptop)WhatdoesGrandmasend?(ane-card)Frame 6WhathasGrandmagot?(ane-card)

page 63

Listen and read.•SayOpen your Pupil’s Books and find page 63. Givethechildrenamomenttofindthepagebythemselves.•SayLet’s learn about Christmas traditions. Pointtothedifferentpictures.Askthechildrenwhattheyknowaboutthese.Say,Yes, a Christmas stocking/card/etc.•SayLet’s listen and read andplayCD3Track42.EncouragethepupilstopointatthedifferentpicturesandanyimportantwordsastheyhearthemontheCD.

Grandma:They’rebeautiful.Let’sputthemonthetree.Frame 4Carla:Thetreelookslovely.Freddy:Nowwecanwritethecards.Grandma:Ohno.Ihaven’tgotanycards.Frame 5Freddy:Noproblem.Wecanusemylaptoptosende-cardsontheInternet.Carla:It’seasy,Grandma.Chooseapictureandwriteamessage.Grandma:Great!Icansendthemtoallmyfriends.Frame 6Freddy:Look!You’vegotmail,Grandma.Grandma:Oh,great!Myfirste-card!

Note:YouwillhearatoneontheCDtosignalwhenyoushouldpointtothenextstorypicture.

Ask questions.•Checkthatthepupilsunderstandthestorybyaskingquestionsabouteachframe.ThepupilsmayanswerinL1.

Frame 1WhoareFreddyandCarlavisiting?(Grandma)Why?(tohelpherdecoratehertreeandwriteChristmascards)

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•PlaytheCDagainandthistimeencouragethepupilstoreadthetextastheylisten.•Checkthepupils’understandingbyaskingquestionsaboutthetext,forexample,Where is Laura from? (England)What is her Christmas tradition? (Christmaswreath)Where does she put the Christmas wreath? (onthefrontdoor).•Praisetheiranswersandencouragethemtoanswerusingfullsentences.

CD3

42 Laura:Hello!I’mLauraandI’mfromEngland.Iamatmygrandma’shouse.She’sgotawreathonherfrontdoor.Itmeanswelcome.Thewreathhasgotpinecones,hollyleaves,redberries,driedslicesoforange,cinnamonsticksandribbons!Ithinkitisbeautiful!Matt:Hello!I’mMattandI’mfromtheUSA.AtChristmaswehangstockingsatthefireplace.Wedecorateandputournamesonthem.Look,there’soneformeandoneformysister.Letmecheckifthereareanypresentsinside.There’snothinginthereyet!Caitlin:Hi!I’mCaitlinandI’mfromIreland.AtChristmaswehaveadventcalendars.Therearedifferenttypes.Somehavegotlittlepocketswithsmallpresents,sweetsorchocolateinthem.Othershavegotlittledoorsthatyoucanopenwithpicturesorchocolatebehindthem.Westarton1stDecemberandthenwetakeapresenteverydayuntil24thDecember.

Make an advent calendar. •SayFind Activity 3.•Giveeachpupilacopyofthephotocopiablesfrompages281and282oftheTN.•Inviteavolunteertogiveapairofscissorstoeachpupil.•Followthestagesoutlinedonpage63ofthePupil’sBook.•Thepupilscutoutthecalendar,colouritinandglueit.

Closing activities •SaytothechildrenIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the Time to stop chant (forlyricsseeTNpage41). PlayCD1Track5.Singalong,encouragingthechildrentosingwithyou.

281PP

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©MacmillanPublishersS.A.2013ThiseditionofQuestispublishedbyarrangementwithMacmillanPublishersLimited.FirstPublished2012

Your Quest 4 PhotocopiablesChristmas

Christmas Advent Calendar

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World Music DayLearning objectives• Identifyingandnamingwordsrelatedtomusic

•Listeningto,readingandunderstandingatextaboutunusualmusicalinstruments

•Answeringaquestionnaire


•banjo, didgeridoo, bodhran, musical instrument, string, wind, percussion, strings country music, folk music, Aboriginal, eucalyptus, termites, hand-held drum, two headed stick

Structures

•People/They use…• I can play…•She plays (the accordion).•My favourite musician is…•Who is your favourite musician?•What musical instrument can you play?

Recycled language•Do you like…?• I like…

Receptive language•What type of instrument is it?•Let’s sing/complete…

Socio-cultural aspects •Understandingtheimportanceoftraditionalmusic

•Showinginterestinmusicandunusualinstruments


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Main activities Play What’s this?•Holdupthemusicflashcardsyouhavepreparedsothattheyarefacingyouandsothatthepupilscan’tseethem.Quicklyflipoveronecardtogivethepupilsaglimpse.Encouragethemtoguesswhatitis.Whentheyguessit,sayYes! (drum). Well done! •Encouragetheclasstospeculateaboutwhateachflashcardshows.Whentheyguesscorrectly,congratulatethemsayingWell done!•HoldthepileofflashcardsandaskthepupilsWhat’s this? Pullacardfromthebackofthepileandslowlymoveitupwards,revealingapartofthepicture.•Inviteapupiltoguesstheanswer.Sticktheflashcardontheboard.•Repeattheprocess,stickingtheflashcardsontheboardasyougoalong.•FinallyaskthepupilsWhat’s the topic? ListentotheiranswersandsayYes, Music.

page 64

Listen and read.•SayOpen your Pupil’s Books and find page 64. Givethepupilsamomenttofindthepagebythemselves.AskWhat can you see? (threemusicalinstruments).Askthepupilswhattheyknowaboutmusicalinstruments.•Encouragethepupilstolistentotheinformationbypointingtothepicturesandkeywordsastheyhearthem.PlayCD3Track43.•PlaytheCDagainandthistimeencouragethepupilstoreadthetextastheylisten.

CD3

43 World Music DayWorldMusicDayison21stJune.Therearefreeconcertsandpeopleplaydifferentmusicfromaroundtheworld.Therearedifferenttypesofmusicalinstruments.Thethreemaintypesarestring,windandpercussioninstruments.BanjoThebanjoisamusicalinstrumentwithfourorfivestrings.ItisoriginallyanAfricaninstrumentbutpeopletypicallyuseittoplaycountryandfolkmusicintheUSA.Listentothemusic.Doyoulikethesoundofthebanjo?

Lesson 1

Learning objectives • Identifyandnamewordsrelatedtomusic•Listento,readandunderstandshorttextsaboutunusualmusicalinstruments

•DoamusicquestionnaireLanguage focus•banjo, didgeridoo, bodhran, musical

instrument, string, wind, percussion, strings, country music, folk music, Aboriginal, eucalyptus, termites, traditional, hand-held drum, two-headed stick

Materials•Flashcardsyouhaveprepared:drum, piano,

violin•Photocopiable:WorldMusicDay(TNpage286)

•Pupil’sBookpage64•ClassaudioCD

At-a-glance lesson plan(PB page 64)

Opening activities•Song International English (CD1Track3)

Main activities•Vocabulary game What’s this? •Listenandread(CD3Track43)Listenandpoint.Answerquestions.Readagainandsaytrueorfalse.(PBpage64)

•Photocopiable activityFindoutaboutmusic.Createandcompleteamusicquestionnaire(PBpage64).

Closing activities•Song Remember your English (CD1Track6)

Opening activities •SayHello! How are you? andencouragethepupilstoanswerandreturnthegreeting.•SaytothepupilsLet’s sing the International English song (forlyricsseeTNpage126). PlayCD1Track3.Singthesongandhavethepupilssingwithyou.

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page 64

Read again and say true or false.•Checkthepupils’understandingbysayingsometrue/falsesentences.Substitutewronginformationfortheactualinformationgiveninthetext.EncouragethepupilstosayTrueorFalseandcorrectyoursentences.Herearesomeideas:The banjo is originally an English instrument. (False.ItisoriginallyanAfricaninstrument.) Didgeridoos are made from plastic. (False.Theyaremadefromwood.)•Inviteapupiltomakeafalsestatementandaskanotherpupilfromtheclasstocorrectit.Goaroundtheclasswithdifferentpairsofpupils.•HoldupyourPBandpointtoActivity2.Explainthatthesentenceshavefalseinformationinthemandthattheyshouldsearchinthetextforthecorrectinformation.•Askdifferentpupilstoanswereachtime.Praisethem,saying,Very good!•Answers:1False(It’sastringinstrument.)/ 2True/3(FalseIt’satraditionalinstrument.)/ 4True/5True/5True

page 64

Find out about music. Create and complete a music questionnaire.•HoldupyourPBandpointtoActivity3.SayLook at Anna. She’s talking about music. Givethepupilsamomenttoreadthetextandaskthemsomequestions.•SayLet’s complete our music questionnaire. Askavolunteertohandoutacopyofthephotocopiabletoeachpupil(TNpage294).•Checkthatthepupilsunderstandthequestions.Askthemtoworkwithapartnertocompletethequestionnaire.•Movearoundtheclassroomandofferhelpifrequired.•Whenthepupilshavefinished,encouragethemtoswappartnersandfillinthenextcolumnofthequestionnaireuntilitiscomplete.

Option:Youmaywishtoexpandthisactivity.Afterinterviewingeachother,thepupilswriteashorttextaboutmusicanddrawapicture.

Closing activities•SayIt’s time to stop. Goodbye! Encouragethepupilstoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the Remember your English song (forlyricsseeTNpage131). PlayCD1Track6andencouragethepupilstosingalong.

DidgeridooThedidgeridooisatraditionalAboriginalwindinstrumentfromAustralia.Itisaveryoldinstrument.Itcanbeonetothreemetreslong.Didgeridoosaremadeofeucalyptusbranches.Termiteseattheinsideofthebranchandthismakestheinstrument.Theyusepainttodecoratetheoutsidewithbeautifuldrawings.Listentothesounditmakes.Doyoulikeit?BodhránThebodhrán–youpronounceit‘boran’–isatraditionalpercussioninstrumentinIreland.Itisahand-helddrumthatyouplaywithatwo-headedstickcalledatipperorcipín.Youhavetositdowntoplaythebodhrán.Youusuallyholdthebodhránwithyourlefthandandmovethetipperwithyourrighthand.Whatdoyouthinkofthesounditmakes?

Listen and point. Answer questions.•Sayasentencefromthetextandencouragethepupilstopointatthecorrectinstrumentandsayitsnamealoud.•Checkthatthepupilsunderstandbyaskingquestions.What type of instrument is it? Where is it from? What has it got? How do you play it?

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World Music Day

Ask the questions. Write the answers

Name:

____________ ____________ ____________ ____________

What instruments can you play?

Do you like string/wind/ percussion instruments?

Who is your favourite musician?

What instruments does he/she play?

What type of music do you like?

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Months of the year

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Months of the year

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Months of the year

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Months of the year

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Months of the year

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Months of the year

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Quest membership hand

QUEST MEMBERSHIP HAN

D

QU

EST SCHOOL FOR INVESTIG

ATO

RS

My name is I’m I live in

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1 CLIL Social Science The school year

In the UK, the school year starts in September and finishes in July.

There are Christmas, Easter, summer and half-term holidays.

Children start school at nine and go home at three o’clock.

What time do you go to school?

In Spain, the school year starts in September and finishes in June.

There are Christmas, Easter and summer holidays. Children in Spain haven’t got half-term holidays.

They start school at nine and usually go home at four o’clock.

Some children finish at five. What time do you finish school?

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2 CLIL Geography London

London is the capital of England.

The name comes from Londinium, the city’s Roman name.

Today London is a very big, modern city and people from all over the world live there.

The river Thames flows through London.

There are 32 bridges across the Thames in London. A famous bridge is the Millennium Bridge.

It connects the Tate Modern art gallery to St Paul’s Cathedral. Can you see the cathedral in the photo?

Tower Bridge is a very old road bridge.

Ships can go under this bridge.

If the ship is very big, then the bridge goes up!

London has got lots of places to visit.

The Houses of Parliament are very famous. The UK Government meets here.

Can you see the big clock tower? This is the famous Big Ben. Do you want to visit London?

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3 CLIL P.E. Adventure sports

You can zip-line in forests, adventure camps and river gorges.

You use gravity, a pulley and a line to travel from the top to the bottom.

You wear trainers, gloves, a helmet and a harness.

Kitesurfing is a water sport. You use the wind to move across the water.

You need a kite, a board and lots of wind!

You can travel at about 90 kilometres per hour and do different stunts.

Snowboarding is a fun winter sport. It is like surfing but on snow.

The snowboard has got special boots and straps. Snowboarding is great exercise.

You use your feet for steering and keeping your balance.

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4 CLIL Social Science Money

The Euro is the currency in lots of countries in Europe such as France, Italy and Ireland.

The coins have got a common side that is the same in all the countries and a national side that is a different design.

All Euro banknotes have got the same design.

The British Pound Sterling is the currency in the UK.

You can see the Queen’s head on one side of the coins and notes. On the note you can see a dark line.

This is the currency of the USA. All the notes are the same size and almost the same colour.

The $1 note has got a picture of George Washington, the first President of the USA. American dollar notes are made from cotton and linen.

If you put them in the washing machine by mistake, don’t worry! You can iron them and they are as good as new!

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5 CLIL Art Faces in Paintings

This is a famous painting by Diego Velazquez.

It shows people from the Spanish Royal Family in a room in the Alcázar Palace in Madrid.

This type of painting is called realism. You can see this painting in the Prado Museum.

This is the artist, Velázquez.

He’s painting a picture of the King and Queen.

He’s got dark, curly hair and a moustache.

This is Princess Margarita. She’s got straight, fair hair.

She looks happy, I think. Can you see her eyes?

I wonder what she is looking at.

This is a friend. Her name is Maria Agustina Sarmiento de Sotomayor.

She’s got short, curly hair.

She’s offering a drink to the Princess.

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6 CLIL Social Science Different jobs

This is Peggy Whitson. She’s an astronaut.

Astronauts train for 20 months and study Maths and Science. They know how to fly a plane, too.

They prepare for missions in flight simulators and underwater training tanks. Do you want to be an astronaut?

This is Tim. He and his team design computer games.

They think of a story, the characters and they create the rules of the game and the graphics.

At the end, they play the game and check it is virus free. Do you like computer games?

Sara Carbonero is a sports journalist. She writes about sports events and games.

She interviews athletes, coaches and players for the TV and newspapers.

She talks to them in a stadium or in a studio.

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7 CLIL History Castles

This is Warwick castle in the UK.

It is an old stone castle on the river Avon. This is the way to the dungeon.

It’s underground.

This is the Great Hall. It is on the ground floor.

There are lots of things to see, for example, suits of armour and swords.

You can hire this room to have a dinner party for your birthday.

This is Guy’s Tower.

It is 39 metres high and has got twelve sides.

Do you see the red room?

This is the Queen Anne bedroom. There is a four-poster bed.

What other furniture can you see?

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8 CLIL Science Technology

This is a smart robot vacuum cleaner. It can move by itself. Its job is to find dirt and dust and clean it.

It has got different brushes to clean everywhere, even under the furniture. It’s very popular and there are lots of people who have got one.

Its battery lasts for about three hours and you can charge it again. With this robot vacuum cleaner, you can leave the house in the morning to go to work and come back and find it clean!

This is a solar powered bag. This means it draws energy from the sun.

It is covered in solar panels that turn sunlight into energy. It can charge small electronics such as your mobile phone or your MP3 player.

You can take it with you everywhere, to the shops or the park. You leave the bag in the sun for two hours and then it can charge a mobile phone. Isn’t that cool?

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Unit 1: International school years

The USA

Whendoestheschoolyearstart?

Whendoestheschoolyearfinish?

Whendoestheschooldaystart?

Whendoestheschooldayfinish?

Schoolholiday

Interestingschoolfact

India





Schoolholiday


My country





Schoolholiday


Australia





Schoolholiday


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Unit 2: London quiz

1 What is ‘the tube’?

___________________________________________________

2 Who lives in Buckingham Palace?

___________________________________________________

3 What money do people use in England?

___________________________________________________

4 What is ‘the London Eye’?

___________________________________________________

1 What river flows through London?

___________________________________________________

2 Where do the UK Government meet?

___________________________________________________

3 Can you name a famous department store in London?

___________________________________________________

4 What food is the UK famous for?

___________________________________________________

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Unit 3: Sports survey

Name:

____________ ____________ ____________ ____________

What sport do you play?

What clothes do you wear?

How many times do you play?

Do you play in summer or winter?

Do you play inside or outside?

Do you play in a team or with friends?

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Unit 4: Design a bank note and coin

Bank note

This is a __________ bank note for ___________________________. The design is different. On the front you can see __________ On the back you can see ______________________________.

Coin

This is a __________ coin for ______________________________. The design is different. On the front you can see __________ On the back you can see ______________________________.

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Unit 5: Create a painting

__________________

__________________

__________________

__________________

__________________

__________________

__________________

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__________________

__________________

__________________


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Unit 6: Different jobs

Name: JohnJob: teacherWhere: schoolWhat: teach childrenStart: nine o’clock (morning)

Name: MaryJob: hairdresserWhere: salonWhat: cut hairStart: ten o’clock (morning)

Name: PaulJob: chefWhere: restaurantWhat: cook foodStart: five o’clock (evening)

Name: HelenJob: doctorWhere: hospitalWhat: help people get wellStart: seven o’clock (morning)

✂

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Unit 7: Make a castle

Name:

Place:

How old?:

How many floors?:

How many rooms?:

What can you see?:


309PP

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Unit 8: Make an invention

My invention for … homework My invention for … school

My invention for … music My invention for … my pet

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

✂

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Quest 1: Web Quest

In Lesson 1: Find five subjects in the picture._____________________________________In Lesson 2: What is the Geography question?_____________________________________In Lesson 5: What time do they study English?_____________________________________In Lesson 5: When has Sophia got P.E.?_____________________________________In Lesson 6: Name the four types of school holiday._____________________________________


311PP

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Quest 2: New York, New York!

In Lesson 1: How many different shops can you see?_____________________________________In Lesson 2: Name the places the children visit._____________________________________In Lesson 5: Where is the library?_____________________________________In Lesson 5: Who walks down the path?_____________________________________In Lesson 6: What can you see in London?_____________________________________

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Quest 3: Activity Camp

In Lesson 1: Name five different activities._____________________________________In Lesson 2: Which activities do the children do?_____________________________________In Lesson 2: Name Colin and Celia’s sports._____________________________________In Lesson 5: What’s the weather like for camping?_____________________________________In Lesson 6: Which sport uses a pulley?_____________________________________


313PP

HOTOCOPIABLE


Quest 4: Town Fair

In Lesson 1: How many different food items can you see?_____________________________________In Lesson 2: How much are the sweets?_____________________________________In Lesson 2: What does the boy eat?_____________________________________In Lesson 5: What do Scotty and Yorkie buy? _____________________________________In Lesson 6: Where is Harrods?_____________________________________

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Quest 5: Art Gallery

In Lesson 1: Who has got long hair?_____________________________________In Lesson 2: Describe the Mona Matilda._____________________________________In Lesson 3: What has Shirley got?_____________________________________In Lesson 5: What has Yorkie got for Scotty?_____________________________________In Lesson 6: Describe the Princess._____________________________________


315PP

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Quest 6: What do you do?

In Lesson 1: Does Mr Fraser talk on the phone?_____________________________________In Lesson 2: What time does the firefighter leave home?_____________________________________In Lesson 2: What clothes do the children put on?_____________________________________In Lesson 5: Is there a fire? _____________________________________In Lesson 6: Name three things a sports journalist does._____________________________________

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Quest 7: The Castle

In Lesson 1: What’s in the kitchen?_____________________________________In Lesson 2: Find five pieces of furniture in the story._____________________________________In Lesson 2: Does Carla sit in an armchair?_____________________________________In Lesson 5: How many floors has Scotty’s house got?_____________________________________In Lesson 6: Name three parts of the castle._____________________________________


317PP

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Quest 8: Science Museum

In Lesson 1: Is there a laptop?_____________________________________In Lesson 2: What does Victor Virus want to do?_____________________________________In Lesson 2: What does Tim eat?_____________________________________In Lesson 3: What are Clare and James using?_____________________________________In Lesson 6: Where does the Power Bag draw energy?_____________________________________

MacmillanMacmillanPublishersS.A.

ISBNNº978-987-672-105-9

QuedahechoeldepósitoquemarcalaLey11.723.

Texto©JeanetteCorbettyRoisinO’Farrell2012Diseñoeilustración©MacmillanPublishersLimited2012Estaedición©MacmillanPublishersS.A.2013

EstaedicióndeQuestfuepublicadaconelconsentimientodeMacmillanPublishersLimited.Primeraedición2012

Estaediciónsehapublicadoen2013.

Nosepermitelareproducciónparcialototal,elalmacenamiento,elalquiler,latransmisiónolatransformacióndeestelibro,encualquierformaoporcualquiermedio,seaelectrónicoomecánico,mediantefotocopias,digitalizaciónyotrosmétodos,sinelpermisoprevioyescritodeleditor.Suinfracciónestápenadaporlasleyes11.723y25.446.

Nota a los docentesPermisoparafotocopiarSibienestáprohibidalareproduccióndematerial,laeditorialotorgaelpermisoderealizarcopiassinquemediepagoalgunoalaeditorialdeaquellaspáginasmarcadasconelsímbolo“photocopiable”.Losdocentesqueadquieranelmaterial,puedenrealizarcopiasparasupropiousooparausarlasenlasclasesquetienenasucargo;lasinstitucioneseducativasqueadquieranelmaterial,puedenrealizarcopiassóloparausodentrodelainstituciónyporlosdocentesyalumnosdelainstitución.Estepermisonoseextiendealassucursalesdelasinstitucionesqueadquieranelmaterial,quienesdeberánadquirirunoriginalseparadoparasupropiouso.Encasodequesenecesitehacerunareproduccióndelmaterialparaotrosusosquelosestipuladosanteriormente,sedebeobtenerpermisoporescritodeMacmillanPublishersS.A.

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Losautoresyeditoresagradecenporelpermisoparareproducirlasfotografíasincluidasenel“Pupil’sBook”yel“ActivityBook”alossiguientesBancosdeImágeneseinstituciones.Porfavor,nótesequelosnúmerosdepáginaindicadosserefierenalosnúmerosdelasreproduccionesdelaspáginasdel“Pupil’sBook”ydel“ActivityBook”.Pupil’sBook:BrandXPicturesp63(mr);Digital Stock/Corbisp16(br); Getty Imagespp20(ml),24(br);courtesyofiRobot p56(tl);Image Sourcepp16(tr),22(tr);Latinstockpp24(tl),30(br),36(br),42(tl,tr,br),50(tr,br);Rex Featuresp56(br);courtesyofSolarjo.comp56(tr);Stockbytep64(tl);Thinkstockpp10(tl,tr,br),16(tl,tm),20(tl,tr,mr),22(tl,tm,br),24(tr,ml),30(tl,tm,tr),36(main&details),42(tm),44(tm,tr,ml,br),61(tm,ml,br),63(tl,tr,ml,bl,br),64(tm,tr);courtesyofWarwick Castle, UKp50(main,tl,ml,mr);Wikimedia Commonsp61(tr)ActivityBook:BrandXPicturesp58(br);Image Sourcepp18(mr),26(mr);Latinstockpp34(bl,br),50(tl,ml);Press Association Imagesp66(bl);Thinkstock by GettyImagespp10(tr,ml,bl),18(tl,tr,bl,br),26(tl,tr),34(Euros,UK£,US$),42(tr),50(mr),58(bl);courtesyofWarwick Castle, UKp58(tl,tr)

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Corbett,JeanetteYourQuest4Teacher’sNotes/JeanetteCorbettyRoisinO’Farrell.-1aed.-SanIsidro:Macmillan,2013.Recursoelectrónico.

ISBN978-987-672-105-9

1.Inglés.2.EnseñanzaPrimaria.3.GuíadelDocente.I.O’Farrell,RoisinII.TítuloCDD371.1

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