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Mystery Trqin

Course onsultonts:

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AnneWorroll



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Intrsduction

The aim of this course

s

to

prepare

and encourage

upils

to

achieve

a

good

standardof English n their first

years

of

learning at

primary

level.Ercellenf/ s

intended o stretch

pupils

and

to develop heir ability to understand

and use basic

English

through

the skills of listening,speaking, eading

and writing. It

is basedon the

premise

hat children

earn

most effectively

when

the

languageand activities are motivating, stimulating

and

firmly linked to their own world and experiences.

Ercelknt takes accountof childrens natural curiosity,

heir

desire

o exceland their huge

capacity o

absorbnew language.

The course akes

a

learning-centred pproachwhich

places a

greater

emphasison the

need

o

maximise

earning

and

provide

both

support and challenge n learning'

(Tke

Prtmary English

Teacher's

Guide, Brewster

& G

Ellis

with

D

Girard, Penguin

Books,

PearsonEducation2002).

The course s basedon the following

principles:

.

The development f the receptive kills

-

reading

and

listening

-

precedes

he development

f the

productive

skills

of writing and speaking.Every

lesson ncludes

an Actiue

presentation

stage,which allows the teacher o introduce

new language

n

context,drawing upon

the

pupils'receptive

skills and developing

heir

ability to deducemeaning.

See

lessonnotes,

p.

13-140.)

.

In the

primary years,

children are developing

ognitively and

socially.Therefore he contentof the lessons s

designed o

reflect he

pupils'

knowledgeof the world

and their cognitive

level.The storiesand activities encourage upils to bring their

own experienceso the classroom, nd to

participate

actively

in talking about heir

lives,

expressing heir

preferences,

tc.

Pair and

group

work

is

a regular

eature

of the

courseand

develops

upils'

ability to

share

and co-operate

ith each

other.

.

Pupils of this age are developing heir

attention span.

Consequently,

ach esson

has a variety of activities

designed

to capture he

pupils'

attention,so that the language

an be

practised

hrough different

approaches.

.

Children

earn by doing.ExcelLent

ncourages

upils

to

participateactively,allowing them truly to experience nglish

through

pair

work,

role

play,

songs, hymesand movement.

The language

syllabus

has

been

selected

n the basis of what is

relevant

o children of

this age

group,

and what will help

them to

express

hemselves. rammaticalstructuresare

embeddedn

motivating and meaningful

contexts.

Excellent

encourages

'noticing

and discovery'approach o

grammar

learning.This

means

ocusing

he

pupils'

attention on the new anguage

orm,

so hey canbecome wareof

ri

-\

:: :-::.-: .''::rg

approac

then ecommended,herebv

p:;..=

.i--

--

:::-:

j

lo deduce

meaning

nd,/or raw comparis,.:=

..-.:r

',.:-

Ianguage.

Finally,

pupils

are

encouraged

r -x rr.: r:

i

::ucture in

gu

activities.

See

page

6

for further dr:a-,s

Regular ecycling nd revisionhas te:-

':r-:

urio he syllab

meet

children's

eed or repetitron :-c ::.r-:Lt. reinforcem

CourseComponenG

Pupi ls 'Book

The 80

page,

ull-colour

Pupils'B-r-rk:csc:.:. the main

eac

material. t

contains cartoon

ton'.c:a..',,g::rs.

aLnvorks

n

other

anguage

ractice

ctivities.

amcs

s',ngs

and

poems.

summary

of

grammar

appears t the ra.ck

'l

the Pupils'Bo

Activity Book

The

80-page

lack-and-rvhite

-{ctivirl

Bcir,rkontainswriting

exercises nd activities,

istening

asks.

urvrvs.

puzzles

nd

games,

esignedo extendand

practise

anguagerom

he

Pupils'Book.A

grammar

evision

quiz

appears t the

back o

the

Activity Book.

My Excellent Word Book

At

the centreof the

Activity Book,

pupils

will find

a

pull-out

revision

supplement,

My Excellent WordBook Each

of the

fifteen

pages

eaturesactivities relating to vocabularyand

structures

presented

n the corresponding oreunit. Therear

prompt

words in

the

margins.Pupils use hese

o

fill in

the

g

on the main

part

of the

page.

There

are also wo colour stickers

elating

to each

page.

Stud

have o find the reievantstickerson the sticker

page

and

put

them

n

position.

Each

page

also eaturesapuzzle activig for which no

promp

are

given.

nstead,

pupils

must

use

heir own reasoning

and

knowledgeof the

language

o work out the answers or

themselves.

Once he text and thepuzzle are complete, tudentscan

go

on

colour

the

pictures.

When they have

completed

ach

page,

hey should urn to th

Quiz

page

at the back of the Word

Book

and answer he

'Can

remember?'

uestion.

Once hey

have

checked

hat

their answ

is

correct

by

turning back to the appropriate

page),

hey can

the Excellznt

ticker

and

put

it

in

position.



Eodrer's

Guide

-'-

-

-

.

-.-.::

(luide

contains lear, tep-by-step

esson otes,

l-:- .>

r

-:

-

:re recording,

xtra

games

and activities,

otes

on

,

:. .::.1:age.

pronunciation

nd

many

other

practical

Cossette

:.: :'ccc)rdings

f the cartoon

erial

story, ongs,

,r-::r

English-speakinghildren,isteningexercises

.-'

-

,r:.:: ,:

games

nd

practice

ctivities n both he Pupils'

:,

-

,i

-

::.t

-\ctivitv

Book.

Floshcords

-':

+

--::.-::ds

hare

been reated

or

use

with

the Starter

evel

of

--r

-

-

-rc

l'rth

I-erels and2.

The esson otes n

this

Teacher's

I

:i

-

:--:r:rmanl'useful

suggestionsor their use.Youcan ind

-

-"--

,

.

.

::e t'lashcards

n

page

9 of this Teacher's

uide.

Fosters

'::

-

-i

:

-,siers

orrespond hematically o the four unit

cycles

-;-

:-;---:

:p the

book.

They

can be usedat any

point

in

the

:

r

,

--.

he relevant

anguage

has

been aught.

nstructions

or

*:'r.

.--.:

ilsters

ppearon

pages

120f this Teacher's uide.

knguin

Young Reqders

'

:

-:-

:r::rend

hree PenguinYoungReaders or use with

:-:

"

:

Level2: Dick Whittington,

and Anderella and

Aladdtn

",.

.

,:.:

encourageeading or

pleasure.

upilscan ead hese

-

-::

.::

part

of the lesson, r as homework.For example,

ou

-

:

.,.

'ri'

five

or ten minutesat the beginning r the end

of

a

-*

-

-

: :

quiet.

ndependenteading. lternatively,ry reading

:':

.-

li

i,r

the class

ourself,

r

playing

he audioor video

--.:.gs.u'hiiepupils

ollow n their own copies.

'

'.

-:.:eet

for

each

Reader,

ith

more

exploitation

deas

and

:

"

-

,

:lable

worksheets, ppearsat the

end of this Tbacher's

'

:.

'llides

on using the

PenguinReaders

re availableat

iiiii

:r:guinreaders.com

and can be downloaded

ree

of charge.

Orgonisotion

f the Course

--=

l:pils'Book

contains

ifteen

units.

There are ifteen

--:,,nding

units n the Activity

Book.Each

unit consists f

--

:ssons,

each ntended o last approximateiy50 minutes.

-.+

-

:.

1

presents

most of the new angrragetems n the contextof

; r---.

irrloon

story which runs throughout he book. n this esson,

.

.

'-,'-.rp

activitiesaremoreconcerned ith comprehensionnd

.,..:::.ation

of new anguage

han

with

production.

--s

r

2 extends

he

new language tems and

provides

anguage

:

-:

--r-.ce

ctivities.

-::s

,ns

3 and 4 develop his languageand may

introduce

an

- - - - ' rnmreop

ifcm

Llnits 4, 8, 12 and 15

are devoted o recycling anguage tem

trom

the

previous

hree units,

presenting

hem n new conte

Units 1 and 2 include

extensive

ecycling

of language augh

Exccllent.tLevel.

After

everysecond nit thereare wo

supplementary

esson

each

with its own

page

n

the

Pupils'Book

and the Activity

First

comesTalk Time, which

presents

unctional

phrases

as

starting

point

for role

pla-v.

hen

the Fact File

gives

extende

readingpracticeon a topic connectedo thepreceding nits.

The number

of

lessons

rovided

by Excellent s flexible. Th

lessonnotes n

this Teacher'sGuide ncludemany ideas or

optional extra activities.Additionally,

a

page

of extra

game

activitiesappears n the Teacher's

Guideafter every second

Theseallow

the teacher o extendunits to five ]essonsf de

If not,

the additional suggestions an be usedas

a

resource

of ideas or

sparemomentsor revision

purposes.

Teochingwith

Excelent

Pupils need he security of familiar routinesandpatterns.

Therefore

he teaching

procedures

re repeatedover he uni

and are clearly ndicated n

the

lesson

notes.

In

the

main

columnof

these

notes,

he recommended pproa

eachstageof the lesson s

set

out.

The right-handcolumn

gi

key English anguage

hrases

hat can

be

usedat that

stage

the esson.

Stoges

of the

lesson

Worm-ups

Begin essons

with a warm-up activity. This

can be the

recy

of

language

aught n the

previous

esson

hrough the

repet

a

favourite

song or

game

Active

presentotion

In

the teachingnotes,each esson

begins with the Active

presentation'

tage.

This

stageof the lesson

provides

a

suggestion or

presenting

he

new language

tructure or

vocabulary

n a context

which

will

attract the children'satte

and

nvolve

heir active

participation

right from

the beginni

the

lesson.

The Active

presentation

oes

not refer

to activitie

the Pupil s Book,

and

is

an

important

stage n the lesson, s

encourages

hildren o make sense f new language n an

authentic

and

fun language-learning

nvironment.

The Active

presentation

tage orms

an

important

aspect

of

'noticing

and discovery'

approach o teaching

grammar.

n s

cases,he Active

presentation

tagemay focus on introducin

new heme

or topic

The

coftoon story

The I']upils'Book features

a cartoonstory

which

is

presente

Lesson

of eachunit. Eachepisode

f the story builds

on

knou,n anguage

and

introduces

new key language tems

or

unit. The main focus

of this

lesson

s on the receptive kills



reading and

listening.The

lesson

notes

provide

suggestionsor

using the visuals n the story,

and

questioning

echniques,o help

children understandand assimilatenew language

within a

fictional context.The way in which

children will become ware

of new

language,

hrough understanding

and

role-playing

he

story,

orms an

integral

part

of

the'noticing and discovery'

approach

o learning new

structuresand vocabulary.The

following

procedure

s recommended:

1 Pupils are ntroduced o relevantnew vocabulary tems

through

flashcards,

ealia,

pictures,

mime,

etc.

2 Pupils are

prepared

or the

context of the story,

possibly

n

their own

language.

3 Pupils

read

and

listen

o the recording.

Suggestionsor

comprehension

uestions

appear

n the lessonnotes.

4 Pupils may listen

and

read

again for enjoyment.

Role

ploy

Role

play

can be usedas a follow-up

activity to the

story.

Role

play

supports he

pupils'enjoy.rnent

f the narrative

and allows

them

o

practise

new anguage tems n

a meaningful

way.

Procedure

or role

play

could be as

follows:

1 Divide the class

nto

groups

and allocate he

role

of one of the

characters

n

the story to each

group.

2 Play the recordingand

ask the

groups

to repeat

he dialogue

in chorus.

3

Divide the class nto

groups

according o the number

of

characters

n

the story.

They

practise

acting out

the story.

Circulateand assist hem with

pronunciation

and

intonation.

Encouragea dramatic

performance

4 Invite one or two

groups

o

perform

the episode or the

class,

either

rom

memory or

using role cards.They may want

to

make simple

props.

'Noticing ond discovery'

grommer

Ieorning

Excellent encourages

'noticing

and discovery'approach

o

grammar

learing.

Childrenneed o be surrounded

by

-

and

actively

participate

n

-

activities

hat

have

meaningand

purpose

or

them, and which

are at the same ime

enjoyable.

For

this

reason,

he first stage

n the

noticing

and discovery'

approach

s often

he

Active

presentation,

when

children can

be

encouragedo

guess

he meaningof new

strucfureswhich

occur

in

the

stories,

games

and songs,and, where elevant,

o draw

comparisonswith

their own

language.

Developing

uriosity and supporting

guesswork

eads

o a

dynamic

classroomwhere

children

eel

safe,

can

ake risks

and

learn hrough experimenting

with

language.

rcellent

pays

attention o

grammatical

orm

and accuracy

by subsequently

presenting resenting

eachstructure or

practice

and repetition

through stimulating

pair/group

work activities,

games

and songs.

As

an

extension

f

the'noticing

and discovery'approach

o

grammar

earning,

eachersmay wish

to

help

children develop

simple metalanguage

ike

uerb, nun

and acljectiueo

talk about

language.

The

appropriateness

nd degree o which

this

is

desirablewill often depend

on the extent o which metalang-rage

has

used

o develop

he

mother

ongue.

Psirwork

ond

longuoge

proctice

octivities

Pairwork

activities

requently

appear

n

the second esson

of

eachunit. Models

of these

painvork

acdr-itiesare always

provided

on the recording.These

activities

may

be organised

variety of ways,

once he

pupils

have ead

the modeland

list

to

it

on the

recording:

1

The teachermay

take

role A and the rvhole

class

provide

response

s

B.

2 The teachermay take role A and an individual pupil may

role B.

3 A

pair

may

volunteer o

perform

the activity in front

of th

class, aking on rolesA and B.

4 The

pupils

may immediateiywork in

pairs,

assuming he

roles

of

A

and

B.

They can then change

oles.

You

may use one

or a

variety

of the above

suggestions.

When

pupils

are working in

pairs,

circulateand model

correct

pronunciation

and ntonation.Ensure hat

all

pupils

are activ

involved

and

provide

ots

of

encouragement.

Orgonising

poirwork

BeforeLesson1 of eachunit, organise he pupils in pairs.Mak

clear hat they will be working in those

pairs

until

the end of

unit. Experience as

shown

hat it is best

o

use

a

random

me

of

creating

pairs.

That way,

pupils

will see

hat

you,

he teach

have

no

say in the matter, so there can be no room

for argume

There

are

many

ways of creating

andom

pairs.

For

nstance,

can divide he class nto two equal

groups.

On slips

of

paper,

w

the

names

of all the

children

n

one

group,

hen

ask

children n

other

group

to

pick

the

names

out of a

hat. The

pupil

whosena

they have

picked

s

their

partner.

Next time,

t

will be

the other

groups

turn

to

pick

out

names.Alternatively,

write numbers

n

word form and n numeralson separate lips of paperand han

them out. Pupils

circulate,

matchingnumeralsand

words, hus

establishing

airs.

Coloured

lobs and colourwords

canbe

matched n

the sameway,as can word cardsand correspondi

picture

cards, o ong as

you

keep o known anguage.

Acti v ty B

oo k o cti v ti es

A

variety of activitiesare

provided

n the Activity Book

o hel

pupils practise

he

new anguagetems hrough

all four skills.

Listening

activitiesare ncludedon the

recording.

he reading

writing

activitiescan

be

doneas homework. t is recommende

that the

pupils

do

the

homeworkactivities

orally

in

classbefor

they

wnte

them

at

home. n

this

inay,

pupils

can achieve

ood

resultswhich will add to motivation rom an eariystage.

The

Test Time

pages

eatureactivities of the type

used

n

the

CambridgeYoung Learners

C\LET)

Mouers est.

Excellentt

Kids

Excellznt Kids is

a

regular eature

of the course. nterviews

w

English-speaking

hildren help

pupils

develop he

skill of

listening

or

information.

Pupils are not expected

o understa

every word in

this

activity. Later in the

year,

hese

nterviews

may be used

as models

or

pupils

to createand record

heir

ow

interviews.



5o.l9rs

-:

> :-. iS n

eachPupils'Bookunit

can be exploitedat any stage

- ---:

.::.:t.Thev

play

an

important ole

n familiansing

children

.

-

-

-:

r ..,rurds

and

rhythms

of

Englishand hey

help

o

make

he

:

-

---

-

--,assrocm

fun

place

o

be.Short

ollowing material

on.

-'

-

.rpect

pupils

o

learn

a song

ine by line before

ou

start.

- -...

.: res,

songsmay contain unknown

vocabulary

or

::,

:-:es.

but there s no

need

o teach

his langr.ragen a formal

-{::r

?re a few

possible

approacheso using songs:

.

-

--::.r-iarise

ourself

with

the wordsof the songand

any

r

- --

:tpan]:ing

actions

which

are

suggested

n

the

::S

,:l

l lotes.

.

-.-r

about he llustrations

n

the

Pupils'Book, n Englishor

.

,-e

pupils'own

anguage

L1).

Pupils

can

ry to

guess

what

i,-.:

Sr

og

s

about.

r

-"r,'.1q1.i

plaving

a

song

or the

irst time, et the

pupils

simply

>.;:r

Encourage

hem

o clap, ap or

hum

along.

Demonstrate

:,-.:

actions

s hey

isten.

.

-

-.--

:he

song again.

Encourage he

pupils

to

join

in with the

:

- - -rn i

rnd

qino ino

.

-:-. -Ce

he class nto

groups

o sing

different inesor verses. wo

.:

-:ps

couldsing

alternate

erses, r one

group

could

sing

.-.:-e

he otherdoes he actions.

As

pupils

become ccustomed

-

::e

song hey will more eadily

oin

in,

so

t's mportant o

..-.g

the songs n as many differentways

as

possible.

-

a.

and chants

can

be usedat any stage

of a lesson, o change

-

: r3ie.

providephysical

movement, nd add enjoyment.

(*mes

--

:

-.:::ber

of languageactivities hroughout

he

course

are

-:

:rd

to

games

which can be

played

n

pairs

or

smal1

roups.

--.

--.'-11

as being enjoyabie n themselves,

anguage

games

help

: -:r,s ro co-operate ith eachother and to follow a set of rules.

-

-

:gh

games,

hildren

can experiment

with language n an

--

;rtic

and meaningful

way. They are a

natural

part

of

:ng up and earning.

.

games

nclude

guessinggames,

eam

games,

ard

games

-

-

roard

games.

Theseare

presented

n the

Pupils'Book

or

in

--..

-esson

otes

as extra activities.

-.:e

sure

he

pupils

understand he

games

before hey start.

-

::r,rnstrate

he

games

with

a

pair

or

group

of children

irst.

:.-..ure

that

pupils

have

all the

language hey

need

o

play

the

:-.:res Move around he classroomwhile they areplaying,

::.--ruraging

hem to use English and

modelling he correct

::

,nunciation.

-:

.s

in.rportant ot

to

play

a

game

or too

long.Different

children

.ate

differentattention spans,so

monitor

pupils

carefully.

TalkTime

These

pagespresent

imple, unctional

phrases.

hey

provide

.'anety

within the

unfolding

grammar

syllabus:

here

he

emphasis

:s more

on fluency han on the manipulation

of structures.

The basic eaching

approach

s always

he

same:discussio

the scenarios

resented

n

the

photographs,

ollowedby

list

practice

n

pairs,

eading on to role

play.

The

lesson

notes

e

the

procedure

n detail

and suggest

variations.

Role

play

does

not

suit all teachers nd

may not

be approp

your

teachingsituation. f

you

do wish to set up

role

plays

remember

hat

props

-

even he simplest wiil help bring

t

activity to life and motivate

your

class.Keep he

props

hidd

until they areneeded. et the children ry miming first, the

the activity

new impetus

by

producing

somesurprise

prop.

Foct File

Use he

Fact Files or reading

practice,

as described

n the

l

notes.

Rememberhat unknown words are

part

of the chall

of reading n a foreign anguage.Pre-teach

few

unknown

words

-

perhaps

hree or

four in

each

Fact File

-

but do

no

to forestallevery difficulty. Encourage

upils

to deduce

me

before

you

provide

an explanationor a translation.

The notebook

We

recommend

hat

pupils

create heir own

individual note

in which they can

personalise

he language hey have

earn

notebook

can be any ordinary exercise ook with

ruled

pag

purpose

s to extendwriting

practice

beyond he exercises

activities

ncluded

n the Activity Book.

n

the

notebook,

pu

make he langrrage hey are earning their own.

Encourage

to record acts,opinionsand

information

as

t relates

o

the

their lives, heir families,communities,

ets,

etc.

Pupils could draw and stick

pictures

n their

notebooks,

nd

up their own versionsof

puzzles

nd

games.

The

notebook

also containa

section

or

pupils

to record

personal'vocabu

namely, hose words which

they

need or their own transfer

and which

you

supply

on

an individual basis.This section

c

be organisedalphabetically r

thematically. or eachnew w

pupils

could write an L1 translation,draw a

picture

or

write

simple

definition.

Making

personal

word bookshelps

pupils

developorganisational kills and

earner ndependence.

The notebook

can also be used

or homework,

of

course.

Encourage

pupils

to show their

notebook

o

their

parents

a

take a

pride

in

the

presentation

f their

work.

Clqssroomdisploy

Pupils ove o see heir work on show If

possible,

ind a

pla

where he materialswhich

pupils produce

can be easily disp

For example, f the walls may not be used,can

you

usea

co

of the room o display or savework

in

a

giant

classroom

is

book?Decorate he work using attractivecard and titles. Ch

the displays

egularly

o maintain

pupils'

interest.

Displaying

pupils'

work

gives

t

stafus and

creates n

atmosphere f

positive

earning.Be

sure o ask the

pupils

t

their work.

It

will

give

them a sense f

pride

and ownershi



Clossroom

onguoge

Using

English for organising he

pupils

and establishing

classroom

outines

s

a

natural way of introducing and

practising

anguage.We

recommend hat

you

use simple

English

structures

or

giving

insfuctions,

playing

games

and

giving

support

and encouragement.

The

following

expressions

re

useful

n the classroom.

Pupils

will

developa passiveunderstanding nitially, and will be able o

produce

many of them

themselvesby the end of

the first

year.

There

s no need o teach

heseexpressions vertly:

pupils

will

gradually

assimilate

hem

f

you

use

hem on a regular basis.

Greetings

Good

morning,

(children).

Good

afternoon,

children).

Hello,

toys

and

girls).

Is

everybody

here?

Who

is away today?

Orgonisotion

Let's start.

Get

your

books and

pencils

out.

Put down

your

pencils,please.

Come

here,

please.

Sit

down./Stand

up.

Put

your

hand up/down,

please.

Give

his/these

out

please.

Put it

here/there,

lease.

Give

t to me,

please.

Hold

up

your

(picture)./Show

me

your

(picture).

Let's

read a story.

Dradcolour/cut

out/stick

the

picture.

Hurry up.

Come

n.

Wait

a

minute,

please.

During

the

lesson

Open

your

books at

page

(10).

Look at

number 1.

Write

it in

your

notebooks.

Can

you

read his,

please?

All together.

Say

t after me.

This

row/group, can

you

repeat?

Sorry, don't understand.

Can

you

repeat hat,

please?

What's

(Ll)

in English?

What

is it in

L1)?

Who knows the answer?

Let's

check

he homework.

How do

you

spell it?

Who wants to

write on the board?

Volunteers,

lease.

Is

that

right?

Keeping

dlsclpllne

Please top alkingnow ... Thanli vou.

Settledown

and listen.Well

done.

Is everyone itting

quietly?

Goodl

And now we'rewaiting

or ...

Could

you

sit

down

like the

others.

please?

Poirwork

Work with

your partner.

Has

everyone

ot

a

partner?

Who's

your partner?

Sit

back-to-back.

Don't

show

your partner.

Change

places

with

(Anna),piease.

Change

our partner.

OK,

you

be

(ohn)'s partner.

Now

you

ask

your partner.

Ending the lesson

That's

all

for today.

Collect he

(books), lease.

Make a

line,

children,

and say

goodbye.

It's

break time.

Line up

quietly,

please.

OK,

ust

one

more ime and

then

we

stopl

Put

your

books/things

away,

please.

OK,

you

can

go

now.

Seeyou on Friday).

Have a

nice

weekend/holidav.

Goodbye.

Here

are

someuseful

phrases

or

pupils.

You

can make a

po

of these

or

pupils

to

refer to:

Can

have he

(scissors), lease?

Here

you

are.

I don't know.

Can

go

to

the toilet,

please?

It's my/your turn.

Sorry.

Thank

you.

Finished.



fuhcords

-

\kgan

I Ri-k

:

B€n

4

Salh-

; CraiC

t

I-r--

-

\Lss \Iumpkin

26 burger

27 sausages

28 fish

29

chips

30

pizza

31 ice cream

32 salad

33 milk

34

orangejuice

35

lemonade

36 cabbage

37

apple

38

cheese

39 bread

40

cereal

4I wash the car

42

goshopping

43 clean he

house

44

wash the

dishes

45

do

my

homework

46

cut the

grass

47 hippo

48

crocodile

49

giratre

50 eiephant

51 lion

52

penguin

53 kitchen

54

hall

55 living room

56 diningroom

57 toilet

58 bedroom

59 bathroom

60 teacher

61 mechanic

62 film star

63 doctor

64

police

officer

65

football

player

66

plane

67 train

68 bus

69 car

70 bike

hsters

T-itr:r

Ercellcnt

poslers provide

vocabulary extension around

m $snes

of the Pupils'Book.

Each

poster

also ncorporates

amber

of

'Find

and say'activities

which tie in with the anguage

*r{*us

For

example,NkWozz

from the Pupils'Book cartoon

mq Lshiddensomewheren eachposter.Pupils must find him

.tr

sal'

what

he s

doing,using

the

present

ontinuous ense.

k vnall

pictures

on either side of the

main

picture provide

uryplementary

vocabulary.

A

few

pointers

for using these:

.

-\lszys

model

the

pronunciation

of unknown words.

Do

not

-eare

pupils

to try and

read

he

words themselves.

.

\Iodel

the

word, then ask

pupils

to find the

item

in the main

pKrure.

.

Encpurage

pupils

to choose

ive

words

that they like or that

frev

think

will be useful.

They should write them n their

rotebooks.

They can nclude hese

tems n their own

drawingsof a funfair, a castle,etc.,and label hem n English.

-\k

them o write English sentences

ncorporating

eachof

their

chosenwords.

te

suggest

hat the

posters

could be used

for

early

finishers. If

ro

or three

pupils

finish a writing activity before the

rest

of the

-hss.

give

them

oneof the'Find

and say'tasks described elow

md ask

them to

go

and work on the

poster. (You

might consider

ryiting

a simple nstruction sheet, n English and/or

n

the

Ll.)

Tell the

group

that

you

will be

oining

them

n five minutes

o

?ar

the resultsof the task.

Poster

1 The funfoir

Use

Poster1 from

Unit 2 onwards o revisestructures augh

Excellpnt

evel 1. n small

groups,pupils

can carry out the

following tasks.

1 To

pradise

the

present

contlnuous tense

Pupils find NkWozz and say what he is

doing.

Answer: tle

reading a book.

(sitting

by the

dodgems)

NOTE

-

Text

given

here

n brackets s intended o

help

teac

locate tems on

the

posters.

t does not form

part

of

the langu

to be taught.

2 To

practise prepositlons

in,

on, under

Tell

pupils

to find five cats hidden n the

picture.

They mus

point

to them and tell

you

where they

are.

Answers:

a

lt's

und,er he table.

where

he

grl

and boy are sitting

ha

a drink)

b lt's on thB chair.

(next

to the

caravan)

c lt's

in

the

bag

ftottom

left, next

to the

roundabout)

d lt's under

the

bike.

(next

to

the

dodgems)

e lt's on the roundabouf. i.e.on top of the roundabout)

3

To

proctlse

He's/She's

got...

Tell the

pupils

to look for five children n

yellow

T-shirts.

P

must

tell

you

what eachchild

is

carrying, using le

's

got

a

o

She's

ot

a ...

a

He's

got

a skateboard.

@oy

n

the

foregroundnear

he

roundabout)

b She's

got

a lion.

(girl

by the bottom of the water

ride)

c

He's

got

a

guitar (boy

by the slide)

d

She's

got

a

football

girl

near

he dodgems)

e He's

got

a spider

(boy

close o the dodgems)

4 To revlse the doys of the week

The

sevendays of the week are written

in

various

places

n

poster.

Pupils must find

them

Monday

- (on

the

front

of the

burger

van)

Tuesday

(at

the bottom of the slide)

Wednesday

(on

the edge of the

roundabout)

Thursday

(on

he side of the water slide)

Friday

-

(on

the surround of the dodgem

ring)

Saturday

(on

he stairs

eading

o the slide)

Sunday

(on

he

edgeof the

hauntedhouse)

red

bhrc

Lrorrn

p{nk

5lack

rrhire

-.rEilorv

'i,range

purple

green

doc

cat

?mster

i"h

bird

:TOUS€

:rnke

.-hicken



5

To

revise words for

clothes

Hidden n the

airground

are ive

pictures

of

identical

wins.

They are dressed xactly he

same, ut they arenot together.

Pupilsmust ind the

pairs

and say

what

they'rewearing.

a

They'rewearingblue

rousers/greenweaters/white

hoes

(1

-

Boy with

glasses,

alking bottom ight-hand

orner.

2

-Boy

with

glasses,

tanding

y thedodgems.)

b

They'rewearing ed

shorts/wbite -shirts/blae

hoes/white

socfts.1 Boy walkingtowardsburgervan.2-Boy standing

next to roundabout.)

c

Thzy'rewearing

blue

dresses

1

Girl eatingcandyfloss,

betweenhe dodgems nd hehoopla tall. 2

-

Girl eating

candyfloss

n the oreground,

o the

ight

of the manselling

puppets.)

d They'rewearing

ink

trousers/blae

ackets.

I

-

Girl with white

shoulder

urse,

walking

by doorof caravan.

-

Girl

with

white

shoulder

urse,

n foreground,

o the

eft

of the man

selling

puppets.)

e

They're

wearing

reen

hirts/bfue-shirts

1

Girl

with heart-

shaped alloon, n foreground, ear oundabout.2

Girl with

heart-shapedalloonwalkingpastdoorof caravan.)

Poster2 The

costle

Use

Poster2 while

you

areworking on Units G8. In

small

groups,

pupils

cancarry

out the ollowing asks.

1

To

prodlse

the

present

contlnuous

tense

Pupils

ind ll4rWozz

and saywhat he s

doing.Answer: le's

climbing

a tree

to

he right

of the castle.)

2

To

prodise

the

phrose

They didnt hove when

tolklng oboutthe lives of

people

ln

the

post

Once

pupils

have earned

he negativeorm of

hnue

pupils'

Book,Unit 6,Activity 3), heycan ry this Findand say'

exercise. sk them o

find

five

things

n

the

picture

which

people

didn't

have n

the

past.

They

should

point

to

themand make

sentences,

s

shownbelow Youcouldhelp

hemby telling them

the ive

items n

advance, o

hat they

know

what they are

looking or.

a Theydidn't haue

lanes

Siane

n

the op left-hand

ornerof

the

picture)

b Theydidn't hnue ars.

ar

on

he eft-hand

ideof the castle)

c Theydidn't hnue77s

(TV

in

the

ground-floor

oom)

d

They

didn't haue

cooters.

scmter

at the oot

of the eft-h

tower)

e They

d:idn'thauewatches

man

n

the

oreground,

o the

drawbridge,

wearinga

wristwatch)

3

To

prodlse.osklng

for ond

giving

meosuremen6

Pupilscan ry this

activity once hey

have earned ow

o

express

eights

Unit

7,

Activity

3).

Tellpupils o look or five verticaldouble-arrows,howing

heights

of

things.They

use hese o

practise

asking

and

answering:

a

How

tall s the castlz/tower?

It's 20

metres all

b How tall s thz statue? k's 3 metres all

c How tall s thpcupboard2 k's 2 metres all

d

How

tall s tlw tree?

It's 12

metres all

e

How

tall s thBboy? He's 1 metres

0.

4 To

prodise

givlng

negatlve commonds, using

Do

Pupils

can

do his

activity once hey have earned o formul

imperatives

with Don't

(Unit

7,

Activity 4).They

should oo

fivespeech ubbles n the

picture,

eachcontaining n

exclamation

mark,

and decide

what

each

of those ive

spea

is

saying.

n

each

nstance,

upils

will

need

o look carefull

find

a second

haracter

who s doingsomething

wrong.

All five

phrases

eginwith Don't ... .

a Don't touch hz

l.owers.

twopeople

n he battlements

b Don't throw

he ball

(in

the

dining

room,

boy about o th

a ball)

c

Don't

climbon thechnir

(in

the

right-handbedroom,

hil

about o climb on a chair)

d

Don't

swim n tlw

riuer/ruoaf.

at

he oot of left-hand

ow

two boys

about o

ump

n the moat)

e Don't o/en thecupboard.in theground-flooroom,boy

opening cupboardulI of armour)

5

To revlse

the months of the

yeor

Pupils

can ry

this activity

once hey have earned

he name

the months n English

Llnit

7,

Activity 5).The

twelvemont

written

n

various

places

n the

poster.

Pupilsmust ind the

January

on

he right-hand owerof the castle)

February

bottom

ight-hand

orner

of the

picture)

March

on

he

ront

of the drawbridge)

April

(near

he

op of the eft-hand ower)

May

(on

he ront of the battlements)

June

on

he right-hand

end

of the dining table)

July

(at

he oot

of

the nterior

staircase)

August

in

the dining

hall,

behind he

Queen)

September

on

he sideof the

moat,

o the

eft

of the

drawb

October

on

he

extreme

eft-hand ideof the

picture,

by the

November

above

he main

entranceo

the castle)

December

to

he eft of the castle, n he tree oliage)

10



Er 3 The country

'litz

cesnt

-*

?-ss'3

while

-vou

re working on Units

9-12.

In small

grs.

p,.pils

can carry out the

following tasks.

,

b

prcctise

the

present

contlnuous

tense

l::at-:.

:rd \1r Wozz

and say what

he is doing. Answer: I1e's

ri:2.-

ry

nhbish.

(behind

the big tree,

more or less n the

centre

r

=c

:irlure)

2

b

proctise

going

to

-c

-:::

9.

-\ctivity

3,

pupils

are shown

how to say

that something

s

:tr

-jr€

point

of happening, cing

He's/She's

oing

/o

... They

rnaT

-iren

be

ready

to try this activity.

Ask

them to

look for five

=-r"en

in orange T-shirts, dotted around

the

picture.

Each is

jr--;:r

on the

point

of doing something.

Pupils should make

iF:es

about these children, using

going

to.

i ::i

-.

goittg

to

fall

in thz

riuer

(boy

by the river in the middle

of

::e

picrure)

:

-ii,

,.

going

to climb thp tree

(gtrl

on

the far left-hand side

of

=e

picture)

: ji

-.

going to tahe a photo.(boy ust to the right of the tractor)

:

-.v'*--.

oing

to

fick

up thc egg.

(girl

to the

right

of the bottle

-->

-1.

r

ah ,

*

---i

-.

going

to throw a

frisbea

(boy

on the

far left-hand

side of

::e

picture)

3

b

pradlse

osking snd onswering

questions

using

wiry

ond becouse.

---10,

Activities

2 and3,

ocus

on why

andbecause.

hen hey

:a.e s'orked

on these,

pupils

may

like

to try this activify.

Tell

:-*qrr

o look

for the five little

question

marks on the

poster.

Each

=r

an

arrow,

pointing

to one of the

people.

Pupils must ask why

:i person s doing what they are doing (e.5.Wlzy s he runn'ingl,

=d

grve

an answer

beginning

Because here'sa ...

= Wty

is he running?

-

Because here's a bull.

(man

n

the

field

behind

the farmhouse)

5

W

is

he shouting/pointing?

Because here'sa snake.

$oy

bottom

right)

:

Wlzy

s she taking a

phnto?

-

Because here's a butterfly.

@1rl

bottom right)

d

Why

s

she

umping?

-

Because here's a spidzr

(girl

under the

tree n the middle

of the

picture)

e

Wlry

is tt

Jlying?

-

Because here's a scarecrow

bird

top

right)

4 To

practise

telling

the

time

Pupils

can ry this activity

once

hey have earnedhow to t

time

(Unit

11,Activity 2). They must

find

five little

clocks

h

in the

picture,

and say what time

is

shown.

a half

past

two

(on

he

tree,

eft-hand

side

of the

picture)

b a

quarter

to eight

(in

the cloud, top

right-hand

corner)

c

eleuen 'clock(on he bundle of

hay,

op

right-hand

corn

d a

quarter

past

fiue

(on

the schoolbag centre foreground)

e tenpast nine(on he right-handbottle bank)

5 To

proctlse preposltlons

behlnd, next

to, on,

in f

of, between

Pupils

can try this activity once hey have begun work on

U

12. By

then, they will have encounteredall of these

preposi

Tell

them to look for five chickens n

the

picture.

They mus

point

at the chickensand tell

you

where

hey are, n Englis

a behind he

lowers

(more

or

less

n the middle of the

pict

b next to the dog

(in

front of the farmhouse, approximatel

c on the bottlebank

(bottom

eft-hand

corner)

d tn

front

of the tractor

(near

the farmhouse)

e betueen hz bags(in the middle foreground)

Poster4 The

own

UsePoster

while

you

areworkingon Units

12

onwards.

n

small

groups, upils

can

carry

out he ollowing asks.

1 To

prodise

tlre

present

continuous tense

Pupils ind MrWozz

andsaywhat

he

s doing.

Answer:11

riding

a bike.

@ehind

he bus)

2 To

prodlse

uslng somebody

In

Unit

14,Activity 4,

pupils

make

tatements

eginning

Somebody'sota/an .. The ollowing ctivityprovidesur

practice.

Dotted

around he town

picture,

different

people

recarryin

different bjects,

.g.

hemanwith theTV in

thebottom

ef

corner.

Working

n

pairs,pupils

use hese etailso create

ownchallenges

or

their riends. upilA could aySomeb

got

a TV PupilB must hen ry and ind the

person

with

th

3 To

prodise

the

present

continuous tense

Dotted

around he own are ive

pairs

of identical wins.

Th

are dressed xactly he same, ut they arenot together nd



are

doing

different hings.

Pupils must ind the wins and say

what

they are doing.

a

(1

-

womanon the cornerby

the school)Sln's istenirry o

musir"

2

-

woman

on the right-handedgeof the

picture,

halfway up)

Sftz'swashing he car

b

(1

man opposite

he

school)

He's

piching

uf

rubbislt"

2

-

man on the

adder,

ottom

risht) He's clirnbing hz ndder

c

(1

-

boy eaningon the bench,

ottom eft) He's singins

Q

-

boy

n front of the

Fine Foods hop)He's eatinga bannna.

d (1- girl sitting onthebench, ottom eft) She's eadinga

book.

2 girl

opposite he school)She'seating

an iceueam.

e

(1

-

grrl

next to the bench, ottom

eft)

Slz's tahing

a

fhoto.

(2

-

ctrl

in front of the

post

office)Sftz'sstandingon

her hzad.

4

To

prodlse

soying lorge

numberc

Tell

pupils

to

look or

five

numbers

idden

around

he

picture.

They

must

point

to themand read hemout

to

you

n English.

a

(outside

he

petrol

station) 78

-

seaenty-eight

b

(on

he orry in the background) 3 -

thirty-three

c

(on

he Style Machine hop)

41

-

forfi-one

d

(on

he front of the bus)59

-

fi.fty-nine

e (on he boy'sT-shirt,bottom eft) 25 - twenty-fiue

5

To

proctlse

some

phroses

or the Talk Tlme

poges

While

they

are working on the

ast unit of

the

book,

pupils

can

test heir

memories

with

this activity.

Tell them hereare

ive

people

n

the

pichrre

carrying a

green

umbrella.Eachof these

pmple

s

saying

a

phrase

rom oneof the Talk Time

pages

n

Pupils'Book

.

Pupilsmust ind the

people

nddecide

what

hey

are

saying.

a

(Cirl

getting

up

from the bench, n the cornerby the

pefol

station)Would

ou

kke to sit down?

b

(mangetting

nto his car, o the

right

of the

petol

station)

Wouldyouike a ffi?

c

(woman

on

the

corneropposite he schooD

rn sorry.

hnaen't

got

time.

d

(customer

t

the souvenirstall,

n

the

foregrovnd)Hon much

is

this,

lzase?

e

(woman

o the right of the souvenir

stall)Are

you going

to

take

a

photo?

12



Lesson1

Main

teaching

points

1,

Recyding

of Leuel

1

lnnguage

Main recycling

Present ont'inuous

Days

of the tueeh

likes.

doesn't ike

Your

pupils

will ...

.

readand

understand story

Newvocabulary

funfair

takea

photo

New expressions

Fantastic

Come

n

This is

fun

Needs

.

Excellent

Character lashcards

.

Excellent Posterhe funfair

.

prompts

and

envelopesor

the

Mime

gam

Active

presentotion

.

If

pupils

havenot asedExcellent euel ,

show

hem

he

lashcards

f

Sally,Ben,Rick

and Megan.Teach

he characters'namesnd ask

simple

questions

bout hem:

.

Show

he

class

heExcellpnt posterf The funfair.Describe

hings hat are

happeningn theposter.nvitepupils o comeand ind the correctpeople

in

the

poster:

.

Ask which

days

are

good

days o

go

to a

funfair. Chain

he days of the

week

ound

he class.

T:

T:

What's shewearing

What colour s his

h

A

girl

is

eating ce

c

PB1:1

The

unfoir

.

Look

at

page

4

and ask

questions

bout he

pictures:

.

Ask

pupils

o

find out which day he

children

go

to the unfair.

IEJ

'

Play he recording. upils

isten

and

ollow

n their

books.

.

Ask

pupils

some omprehension

uestions:

.

Play he

recording gain f necessary.

.

Try role-playinghe story.

T:

T:

Who can

you

see?

W

are hey doing? tc.

What's

Ben's avour

cream?

oesMegan

water?What'sRick

doing?

Mime

gome

.

You

will

need

our

envelopes,achcontaining lips of

paper

with verbs

pupils

know written on them.

.

Divide he

class

nto four

groups.

Distribute

an envelope

o

each

group.

Pupils ake urns to takeout a slip.

They

mime

he actionon the slip

for

the others o

guess:

P: You're

ating

an

ce

cream

AB 1:A

.

Pupils efer o the chartandcompletehe sentencest the bottomof

the

page.

.

In

their

notebooks,

upils

create similar chart about hemselves.hey

write sentencesaying

how

old they are,and what they ike

and don't

ike.

Key AB 1:A

1 Rick snine.

2 Megan

s

eight.

3

Sally

ikes

clothes.

4 Ben

doesn't

lke spid.ers.

Ricft ikes ice

cream.

Sallydoesn't r&e nakes.

Megan Likes ats.

5

6

I



Main

teaching

points

Recyclingof lzuel l lnnguage

Main recycling

Present

ontinuous

ColoursndAoflus

have

got

Tbys

Your

pupils

will ...

.

talk about

what

people

re

wearing

.

listen or information

New vocabulary

frisbee

spaceship

New expressions Needs

Active

presentqtion

.

Revisewotds for clothesby

poinfing

to different

tems

of clothing which

you

or

your pupils

are

wearing: T:

What's this? What

.

Divide

class

nto

groups.

Allocate

one tem of clothing to

each

group.

They

is

it?

make

a note of the word.

.

Draw

three stick figures on

the

board

and

give

each onea name:Mary,

John

andPaul.

.

Describe

what the figures

are

wearing: T: Mary's

wearing sh

.

A memberof the relevant

group

comes o the board and draws the

item

of

Paul's

wearing tro

clothing onto the

correct

igure. Ask

the rest of the class f the

drawing

etc.

is

correcl

T:

Yes?No?

PB 122 Funny

photos

.

Pupils look

at the

pictures

at the top of

page

5. Ask them

to describewhat

the

charactersare wearing now

.

Choose ne character

and describe

him

or

her: T: He's

wearing a red

.

Pupils

guess

he

character

you

are describing

(Ben).

and brown houser

Listen and

.

Pupils listen to the recordingand point to the characterbeing described.

point

[E]

Check

by asking them to

grve you

the namesof the

characters.

H

.

Pupils

work

in

pairs.

One of them describesa

characterand the other

sayg

Pairwork

the character'sname.Play the recordedmodel

dialogue

irst.

Pupils take

guessing

game

turns describing and

guessing.

PB 1:3 Ben's

prize

Listen and

.

Ask

pupils

what

prizes

they can see.

Revise

vocabulary as necessary. sk T: What's

Ben's

prize

pracllqe

.

Pupils

choose hree

prizes

and

write

them down. They then

play

a

P: A skateboard.

lFl

guessing

game.

Each

must

guess

he

others'prizes.

Play

the recorded

model

dialogue irst. Pupils isten

and repeat.

. Pupilsplay in pairs: Pl: Haveyou got a

Pupil 1 is

allowed three

guesses.

He or

she wins a

point

for

eachcorrect

spaceship?

prize.

They

then change oles.The winner s

the

pupil

with most

points.

P2:No, I haven't.

Guessing

ome

.

Divide

the class

nto

groups

of four. One

pupil

in

each

group

chooses

photo

rom

page

5 of the Pupils'Book.The

othersask

questions

o

guess

which one t is: Pl:Is

shewearinga re

P2:Yes. she s.

rt

t

4



AB

1:B

This activity

providespractice

or the Cambridge

Young Learners

Starters est.

Pupils ook at the

picture

and decide

whetheror not the sentences re

correct.

They write

Yes

or No as

appropriate.

AB

1:C

.

Pupilswrite a

captionundereach

picture,

using

/z's

got,

Slu's

got

or

They'ue

ot

and choosing

he correctnoun rom the word bank.

AB

AB

Key PB 1:2

Tapescript

Narrator:

This child

s wearinga

green

hat, orange nd blue rousers,

yellow

shirt and

purple

shoes.

Child:

Rick.

Narrator:

This child is wearing a black hat, a

red

coat,brown trousersand

brown shoes.

Chill:

Ben.

Narrator: This child

is wearing a

pink

hat,

a blue and

yellow

sweater,

green

and

red skirt

and

black shoes.

Child.: Sally.

A: She's

wearinga

pink

hat.

B: Sally.

1:B lyes 2no 3yes

4no

5no

6yes 7no

l:C 1

She's

otapizza.

2

He's

got

a cat.

3 She's

ot

a

parrot.

4 They've

got

a

fish.

5

He's

got

a spaceship.

6

They've

got

a bike.

Lesson

3

lfain

teaching

points

fu

-^dtnq

of

kuel

l

lnnguage

Main recycling

Family

members

How many brothers/sisters ave

you got?

I've

got

[two]

brothers.

Possessiue

's

Your

pupils

will ...

.

ask

questions

about he

family

.

listen for inJormation

\ew

vocabulary

New

expressions

Needs

.

pictures

rom magazines

o

represent amily members.Or

photos

of

your

own family.

Active presentqtion

.

Draw a

family tree on the board:

.

Use

a

photo

of

yourself

f

possible

nd

place

n

the

middleof the bottom

row.

T:

This is me.



.

Hold up

the other

pictures.

Pupils dentify which membersof

your

family

they are and

help

you place

hem

n

the correct

position

on the family tee.

.

Invite

individrnl

pupils

to comeand write the

names

of the

family

members nder each

picture.

PB

1:4 Fomily

photos

Listen and

.

Pupils look at David's amily

photos.

Ask

them to find the

picture

of

point

David. Then

look at

the other

photos.

Readout the captionswith the

pupils,

revising family vocabulary.

E

.

Pupils listen to

David

describrng he

photos

and say

what

number

photo

he

is

talking

about.

PB

1:5 Whot ore

they

doing?

Make

.

Working

individually

or

in

pairs, pupils

make sentences bout he

sentences

pictures:

P:

This is David's athe

He's

eading

a book

Ploy o

gome (optionol)

.


groups

of six. One

pupil

is

the score

keeper.

. Disfribute tenpiecesof card o eachgroup.Pupils write thenumbers1 to

10 on the

pieces

of card.

They

then shuffle hem and

place

n

a

pile.

.

In turns,

pupils

ask he

pupil

to their righL

Pl:How

many

brother

.

Pupil2 takes

a card

from

the

pile

and answers:

you

got?

They return

the card

to the

pile.

The next

pupil

continues.

P2zl've

got

(two)

brothe

.

lf a

pupil

makes

a

mistake

with the

number

or

sentence,

he score

keeper

How many

sistersh

awardsa red

point.

The

pupil

with the

least red

points

is the winner.

you got?

AB

l:D

E

.

Pupils isten

to

the mime

chant

then

oin

in, doing the

actions.

AB l:E . Pupilscomplete he sentences y looking for theinformation n thepicture.

Go hrough the activity orally

in

class, hen ask

pupils

to

write

the activity

for homework.

Key PB

1:4

Tapescript

Dauid,: Hello,my name'sDavid. These

are

my

photos.

This is

my brother.

Narrator: Number

4.

Daui.d: This is my

grandmother

and

grandfather.

Narrator: Number6.

Dauid: This is

me

and

my

sister.

Narrator:

Number 5.

Dauid: This is my father.

Narrator: Number 3.

Dauid: This is my mother.

Narrator:

Number 2.

AB l:E

I Dauid,'s

atlur

is

playingtennis.

2

Daui.d'smotlwr is washing

he car.

3 Dauil's brothzr s riding a bike.

4 Dauid.'s ister s eating an ice cream.

5

Daui.d's

randmotlwr

is reading

a book.

6

Dauid's

grandfatlpr

is

playing

the

guitar.





Key

AB l:F

1 Tom

-3,

2Paula-

2,

3

Klunk

-

4, 4 Wendy 1

Tapescript

Child,

A:

Number 1.

This

child is wearing

white socks.

She's

got

fair

hair. And

she'swearing

a blue skirt.

Who is

it?

Child

B:

It's Wendy.

Chill.

C: Number 2. This child

has

got

black

hair.

She'swearing

an

orange

T-shirt.

She's

got

glasses.

Who is it?

Chilt. B: It's Paula.

Child.

D:

Number 3. This child has

short, curly hair. And he's

wearing

eans.

Who s it?

Child

B:

It's Tom.

Child

E:

Number 4.

This

child isn't wearing

glasses.

He's

wearing

yellow

shoesand he's

green.

Who is it?

Child,

B:

It's Klunk.

Extro

gomes

ond octivities

Spiders

. To revisenumbers,colours,Haueyou got?Yes, hnae, No, hauen't.

.

In

pairs

pupils

draw two

grids

10

by 10 and label

with

letters A-J

across

the top and 1-10

down he side.

.

In secret,

each

pupil

draws

a spider

n

six of the

squares n oneof the

grids.

.

Pupils

take t in hrns

to ask

questions

and

mark

the

position

of their

partner's

spider n the other

grid:

P:

Ilave

you

got

a spid

.

The

first to find

all six spiders s the

winner.

C6?

Musicol

octions

.

Tb revise

he

present

continuous.

.

Find

a large space or

the

pupils

to move

around n. Play

some

ively music

or

use a

percussion

nstrument.

Stop the music

and

give

an

instruction:

T: You're iding

a bike

. Pupilsmime theaction. You're eadinga bo

Number

cfioin

.

To revisenumbers

.

Start a number chain. The

first

pupil

saysone, two, three

and the second

pupil

says/our.The hird

pupil

saysfiue, six,seuen

nd he fourth

pupil

sayseight,

and so on. Continue

o

one

hundred.

.

Then

start two

chains at the same

ime

-

one at the

back of the classand

one

at the

front

T:

Go

.

The first

pupil

to reach one hundred

shouts

out Sfoll and

is

the winner.

Crossword

.

To revise

vocabulary rom

Level 1.

.

The

pupils play

in

groups

of four, one

pair

against he

other

pair.

.

Each

pair

makes

one

10

by 10

grid.

The

pairs

use different

coloured

pens.

.

Each

pair

write

any word they know

in their

grid

vertically

or horizontally.

They

score

a

point

for

each etter.

.

The

grids

are exchanged.

ach

pair

must write

anotherword in

the

grid,

using a letter from

the existing word.

They score

a

point

for

each etter.

.

When no more words

can be entered

he

game

s

over.

The

pair

with the

most

points

wins.

18



Lesson1

tlir

teaching

points

tuKfut

Main

recycling

Acfion uerbs

Can

ou

,. ?

Your

pupils

will ...

.

read and understand

a storv

{i'vwabulary

TffiT

New

expressions

I

don't

know

Needs

.

a

piece

f A4

paperper pupil

.

marker

pens

.

scissors

.

dice

.

question

nd answer ards

or'Questions

a

.

Excellznt flashcards

animals,

ood,

etc.)

Active

presentotion

.

Play

a

guessinggame.

nvite

two

pupils

to the front of the class.They each

choose flbshcardwithout showing t to the rest of the class.Onepupil

then standsat

the back of the classand one at the front.

.

The class

has

to

guess

which cards hey have

got.

Point

to the

pupils

and

ask the class:

Pupils ake t in turns to ask

Is

it

a ...iThe two

pupils

with

the cards

answer:

Yesor No.

When a

pupil

guesses

orrectly,he or she akesa flashcardand replaces

the

pupil

whose ardhasbeen

guessed.

T:

What's his?What's

PB

221

I iqpn

and

*rrswer

EI

TheMystery

Troin

.

Tell them a new

male

characterappears

n

the story.

Elicit

some

questions

abouthim and

write

theseon the board:Wha.t's is name? tc.

. Play the recording.Pupils istenandfollow to answer hequestionsabout

the new character.

Then

play

again and ask

pupils

to

listen

and count the

numberof different

questions

n the story.

Ploy

o

gome

.

Ask

pupils

about

hings they can and can't do. Put a list of known verbs

on the board

and ask:

.

Pupils makeword cardsusing these

verbs.They

fold a

piece

of .{4 into

eight

sectionsand write a

verb

in eachsection.

They

then cut these

sections

nto

cards.

.

Pupils copy this

game

rom the board:

Stort

o

T: Can

you

drive a train

Can

you

swim?Can

ride a bike?etc.

o

o

o

oa

.

oo

t ta.

a

o

o

to.

Ot.

oo

oo

o

.

o

o

a

oo

o

a

o

at t

o

o'

O

rlnittt



.

In

groups

of four,

pupils

play

the

game

with

a dice.When a

pupil

lands on

a big dot, hey take

a card and show he

group,

who ask Can

you...lThe

player

must answer

truthfully and also mime

the action correctly. f the

mime

s not correct,

he

player

misses

a turn. The first

pupil

to

finish

is the

wmner.

AB 2:A

.

Pupils

ompletehe

sentencessing hisor thnt.

Questions

ome

.

Write

a selectionof

questions

rom Level 1

on colouredstrips

of card:

What's

your

name?

Where do

you

live? How

old are

you?

How many

brothers and sisters have

you

got?

Can

you

swim?

What's

your

favourite

sport?

Do

you

ike

cats?

.

Write

answers o the

questions

on

different-coloured trips of

card.

You

will need

enough

or

each

pupil

to have

eithera

question

or

answer

card.

Questions

an be duplicated.

.

Distribute

the

question

and

answer sfips. Pupils

stand up and mingle

in

the

class,asking and answering

questions,

o find the matching

pairs.

Key

AB 2:A

1 that 2 that 3 this 4 this 5 that 6 This

Lesson

Main teaching

points

Main recycling

Action

uerbs

Can

you

...?

Yes,

can./i.{o, can't.

He/She

can4can't

Your

pupils

will ...

.

askand answer bout hings hey

ca

andcan'tdo

New vocabulary

play

the

guitar

walk

on

your

hands

closeone

eye

New

expressions

Needs

.

recordingof

lively music

Worm-up

.

Play a questiongame.Play some ively music.Whenyoupause he music,

pupils

must

turn to the

pupil

beside,behindor next to them

and ask any

ouestion hev

can remember.

PB 222

Read

Con

you

ride o bike?

.

Pupils ook

at the cartoonand read

he speech ubbles.They repeat

he

questions

s a whole class, hen ndividually.



$e

d Ask

pupils

to look at the

pictures.

Elicit vocabularyand teach

any

Grer new words and expressions. sk individual

pupils questions,

sing the

picfures

as

prompts:

T:

Can

you

touch

your

t

.

Pupils

then ask

and answer n

pairs,

following the example

given.

etc.

f, aB

.

Pupils ook at the four

pictures

and decidewhetheror not they can do the

actions

shown.They

write

Yes, can ot No, can't n the spaces

rovided.

f,

2:C

.

Pupils

ask

heir

partners

f they cando the various

sportsor actions, s

n

themodel.They record heir partner'sanswersby ticking the boxes.

.

Pupils

write sentences

bout

heir

partners,

s

n

the example.

Pt

2:3

This

s Klunk

REad

.

Pupils work in

pairs.

They read

he descriptionof Klunk aloud and take t

in

turns

to substitute he

pictures

or words.Checkby asking ndividual

pupils

o read he sentenceso the class.

.

Optional. Still

in their

pairs, pupils

can makeup

their own aliens o

describe o the

class,saying what they can

and can't do.

Questions

oce

. Do a questionchain around he class,eachpupil asking his or her nearest

neighboura

question.

This

can also be doneas arace.Divide the

class

nto

two teams.

The first team o finish is the winner.

Lesson

3

ffiin

teaching

points

'mu-:.

*tere

are

'mF*?ras'were

Main recycling

in, on,under

Animals

Furniture

Your

pupils

will ...

.

say

a

rhyme

. describe hings in thepast

\s

vocabulary

ur[:LR

TtrF:1IJn

New

expressions

Needs

.

ExcellzntlPoster

The

funfair

.

a selectionof objects

pupils

know the Englis

words for

Active

presentotion

.

Put

a selection

of objectson a tray.

Invite

two

pupils

to comeand ook

at

the tray and describewhat they see.

Prompt

them

o :use

Tlwre is/are

.

Place he

tray

out of sight, e.g.

n

a cupboardor outside he door.Say: T:

Can

you

remember

w

.

Elicit

all the

objects rom

pupils.

Write was and were on the

board and talk was

on the tay?

about

he objects singsentences: T: Therewas a ...Ther

.

Pupils epeat.

were

.. etc.

PB

2:4 There's

o cot on

the cupboord

Llslen

and

.

Pupils

ook

at the

picture

and say

what

animals hey can see.Elicit and

read

teachany new words, using there s and hpreare: T: There'sa mouse.

The

q

.

Play the

rh1'me

on the

recording.Pupils isten

and

follow in

their books. are rabbits, etc.



Say the

.

Play

the

rhyme

again.Pupils say

the

poem.

They

can be divided nto

poem

two

groups,

with one saying the first

verseand the other saying

the second.

Listen and

say.

True or

false?

[El

.

Play

he

questions

n he ecording. upils

ookat the

picture

nd

answerrueor

false.

Key PB 2:4 Tapescript

There are

two

rabbits

on the

TV

(false)

There's

a cat on the bed.

(false)

There are four rabbits

on the floor.

(true)

There are two

parrots

on the door.

(true)

There's

a rabbit on the

stairs.

false)

PB2:5 Memory

gome

Ask and

.

In

pairs, pupils

take t in

turns to test eachother'smemory

about he

answer

picture.

Onecovers he

picfure

and the

other asks

questions,

ollowing the

model

given.

Then they

change

oles.

AB 2:D

|Hl

.

This activity

provides ractice

or theCambridgeYoungLearners

Startersest.Pupils isten o

the

ecording

nddraw ines o showwhere

the

animals re

positioned

n the oom.

.

In theirnotebooks,

upils

write

sentencesbout he

picture,

sing he

past

tense.

Action

gome

.

Give

nstructions,

usingin, on, under

and classroom bjects:

T: Put

yourpen

un

book.Put

your

b

yourhead, tc.

Posteroctivity

.

Stick the funfair

poster,

on

the board.Pupils describewhat they can see,

using Tlrcre s

and

There

are.

.

Removehe

poster

and

give

pupils

two minutes

o write as

many

things

as

they can remember rom the

poster.

Key AB 2:D Tapescript

There'sa fish

on

the table.

There are miceunder he table.

There'sa

penguin

on the door.

There'sa cat

under

he

chair.

There are rogs on the

bookshelf.

There'sa

parrot

in the cupboard.



bsson

4

h..a-hing

points

-;i@f

.-yt-rtiorn

to

elicit

;irs,'f

Ed.'

n

fo

m

atio n

Main recycling

canJcan't

Question

orms

Sports

Your

pupils

will ...

.

listen or

nformation

.

interview heir

partner

'lS51

rmbulary

illtil


Miscellnneous

lnshcards

animals

tc.)

Active

presentotion

.

Write a selection

of words on the board n random order

(whnt,

can, haue,

liae, ike, kow

rnany,

auourite,

etc.).

Pupils ook

back at Units

1

and

2

and

makeany

questions

hey can from the words. Write these

questions

on the

board.

.

Ask individual

pupils

he

questions.

upils henwork in

pairs,

askingand

answering

he

questions

rom

the board.

PB

2:6

Whot sports

con they do?

I AB

2:E

.

ruprls

look

at the

photos

of the hreechildren.

Teach heir names

Martin.

'qe.r

and Christine nd Sarah).

mrrtr

er

.

Pupils isten o childrendescribing

he

sports

hey

canand can'tdo,and

tick the

chart accordingly.

.

Check omprehension

y asking

pupils questions

bout he children, sing

the models

n

the

Pupils'Book: T: Who can't ski?etc.

.

In

their

notebooks,

upils

write

a sentence bouteachchild,usingcaz

or can't.

W 227

Tolk to o

friend

fread and . Read hequestionsaloud with the class.Explain that pupils aregoing to

pactise

use hese

questions

o interview a friend. In

pairs,

they

take t in

turns

to

choose

nd ask

ive

questions,

nd

keep

a

note

of the answers.

.

They

then write

sentences bout heir friend in their notebooks,ollowing

the example

iven.

Questions

ome

.

Divideclass nto two teams.

A

pupil

from

each eamcomes o the board.

Show hese wo

pupils

a

flashcard

hey alreadyknow.They must

go

to the

board and

write

a

question

sing

hat

word. t

canbe a crazy

question,

.g.

Is thz elzphantwearinga shirt?

.

If thequestions grammatically orrect, he eamgetsa point.The

winning eam

s the one

which

has he

most

points

onceevery

pupil

has

had a turn.

[hrd

Book

.

Pupils

ind

page

3

in their WordBooks

and complete

he activities elating

to Unit

2. When they

have inished

the activities, hey can colour he

page.

They should

answer

he

Can

you

remember?'

uestion

n the

quiz page

at

the backof the Word

Book,

hen

ind theExcelknt sticker nd

put

it in

position.



Key

AB 2:E

play

tennis ski

ride

a horse swim

Martin

r' r'

x

r'

Christine

x x

r' ./

Sarah

x x x

r'

Tapescript

Martin: Hello. My name'sMartin. I like sports. I canplay tennis,I can ski

and I can swim. I

can't

ride a horse.

Can

you?

Cltristine:

Hello.

My name's

Christine.I

can't

play

tennis but

I

can

ride a

horse. can't ski

but

I

can swim.

Sarah: Hello. My name's

Sarah. don't

like

sports.

I

can't

play

tennis,

can't

ski and

I can't ride

a

horse.But I

can swim.

I like

swimming.

Extro

gomes

ond octivities

Mirrors

.

Torevi*,

can.

.

Pupils

stand in

pairs.

The

pupils

nearest

you

face he

back

wall

of

the

classroom; he

pupils

furthest from

you

stand facing

you.

.

Mime an actionor sport and say

can

... The

pupils

acing

you

copy he

mime.

Their

parbrer

watches hem

and

finishes

the sentence

with the

action that they see.

.

Invite a

pupil

to take

your

place.

Foce roce

.

To revisedescriptionsof faces.

.

Divide

the class

nto

teams.Stick a magazinepictureon the board for

each eam.

.

Think

of a sentence escribingeach ace.Write it in

jumbled

order under

the

picture.

Each team must unjumble the description.

.

The first

team to

give you

a correct written version s

the

winner.

Closssurvey

.

To revise

question

orms.

.

In

pairs, pupils

createa class

questionnaire,

sing

questions

ike How old,

are

you?

How rnany brotlwrs hnae

ou

got?

etc.

.

They interview all the

pupils

in the class

and make a

poster presentation

of

the results.

Whispered

sentences

.

To

revise short sentences nd expressions rom

Unit

2.

.

Divide

the class

nto two or

three

teams.Teams ine

up

in

single

file.

.

Whisper a short sentence r

expression o

the first

pupil

in

each eam. Say

Go The

pupil

whispers

he sentence o the

pupil

behind, and so on.

The

last

pupil

in the team either

calls

out

the sentence,

r

runs to the board and

writes

it.

.

The first team

o

finish

with the correct sentence re the winners.



Good uck

.

Good

uck

.

Oh, dear

.

Better uck next time.

.

It's

your

turn.

.

Well done

Listen ond

proctise

.

The

photo

sequence

n

page

12 of the Pupils'Book

presents hrases

people

use

when hey're

playing

sports or

games.

ook

at the

pictures

and

ask

pupils

to consider

what is happening

and

what

the children

might be

saying.

Ensure

hat

everyone

nderstandshe

children areatafair and are

playing

a

game

of hoopla,

hoping o

win aprize.

E

.

Phy the recording.

Pause

fter each

phrase

and ask

pupils

to repeat.Make

sure all the

phrases

re ully understood.

.

Pupils

practise

n

pairs,

covering

he

phrases

with

a

piece

of

paper

and

role-playing he children

n the

pictures.

.

Play

any

game

n

classwhich will allow

pupils

to

practise

he

new

expressionsn a real-lifecontext.Onepossibility s 'Drawthe tail on the

donkey'.

First, draw a simple

picture

of

a donkeyon the board,shown

sidewayson, but with

no tail. Pupils ake

urns

to

put

on

a

blindfold, hen

try

and draw a tail on the donkey.

Encourage hem

to use

phrases

rom

page12.

l8

poge

10

Choose

ond write

.

Working

ndividually

or in

pairs,pupils

ook at the

cartoons

and choosehe

bestsentence

or eachspeech ubble.

ftlk

Time

Key I Gooduck 2 Ohdear -Betterucknextime. 3 Well one -t'syour urn.

The

phrase:

don't

know.

s not needed.



FqirgroundRides

r-l

Check he

text before he

lesson

nd selectwords for

pre-teaching.

he

number

will vary depending

on the

level

of

your

class.

Do not

try to

pre-teach

veryunknown word.

Ask thepupils to listen o the recordingandfollow on page13 of their

Pupils'Books.Tell

them hat three

names

of countries

appear

n

the text.

Can hey find them?

Russia,

ritain,

Japan)

Ask

pupils

what neq unknownwords

they can

ind

in the text. Write these

on the board,keeping

hem

n

small word

groups

where

possible,

.g.

blacks of ice,Don't u)orry. Encourage

pupils

to deduce he meaning rom

the contextbefore

you provide

any explanation

or hanslation.

Project

.

Pupils

draw their own roller

coasterand write about t. Encourage hem to

identify

and reproduce

hrases

rom

the

reading

ext which will allow

them o describe heir ride,e.g.This ride is uery rightentng ... It goes

upside

own

..

.

Ask

pupils

to imaginewhat the

people

n

the

ride

might

be saying.

They

can add

these

phrases

o their drawings,using

speech ubbles,e.g.I like

fairground

ides. .. I'm

scared... This s

un.

.. .

AB

poge

11

Cqmbridge

Young

Leorners est

prcctice

.

This activity

provides practice

or

the Cambridge Young Learners

Mouers

est.

.

Pupils read

he text and write in the missingwords,

with the help of the

picture

clues.Then, as in the

Cambridge est, they select he

appropriate

title

for the

text

from

the three choices

offered.

Kgy eyes,

hair, house,

door, school,

poshnan,

hairdresser,

omputer, orest, dogs,

guitar,

bike, swim,

pizza,bana

Title: An English boy



Lesson

1

Active

presentotion

.

Play

a

game

of Simon

Says.

Use

egular verbs

such as open,close,

and, ouch.

.

Explain

(L1)

hat when

we want

to

know

what

happened

n the

past,

we

ask Whnt hnppened?When e want to talk about events n

the

past,

we

can

put

-ed

on a verb. Say he

verbs

and ask

pupils

to repeat.

.

Invite four

pupils

to the

front.

Give hem eacha card with

an action verb

written on

it. Ask

a

fifth

pupil

to

go

outside he classroom.Meanwhile,

eachof the four

pupils performs

an action,using the verb on

their card.

.

Ask the

ifth

pupil

back

nto

the classroom. rompthim or her

o ask:

Wlat

hn\fened?R.ompt

nd model

he answers, sing he

past

ense.

T:

SimonSays,open

yo

mouth,etc.

rlt

m teaching

points

il-;

wr;pb

tense

regulnr

uerbs)

mii45:[.

Main recycling

climb,open, lose,

touch

was,were

Your

pupils

will

...

.

readand

understand story

tr*rn rocabulary

r"l[L]r'eC

'*1ire:

Lli-iiE

New expressions

Be careful

Needs

.

four

pieces

f cardwith

an

action

verb

written

on

them

close lw door

open he window

touch lu

floor

climb the tree

PB

3:1

..ltmcn

and

read

The

yellow

lever

.

Ask

pupils

o look at the story text and ind

verbs

n the

past

ense.

Focuson Frame3 and on the sentence he train went n. Explain

(L1)

hat

some

erbsdon't ollow the

-ed

ule whenwe're alking

about he

past.

For

example,obecomes ent n thepast ense.

.

Ask

pupils

o look at the itle of the story episode nd

hen

ook or

a clue

in

the

story to help them

guess

he meaningof lpuer.

They

find

the

picture

of the

yellow

lever).

.

Play

he story

on the recording. upils isten

and

ollow n

their books.Ask

O1)

which

word

tells

you

how

the children feel

(scared).

ql

AB

3:A

.

Pupils complete

he account

of Nigel'sday by writing the verbs n the

past

tense.

Tblk

through

the

activity

first

with the

whole

class.Remind hem

about he irregular

past

tenseof

go (went).

Help them to deduce

he

regular

past

enseof.watch

watcheA.

AB 3:B . Pupils ook or fivepast ense erbs n the wordgrid.They write them

beneathhe appropriate

icfure.

Choin

gome

.

Play a chain

game

ound

he class, singverbs n the

past

ense:

.

Help

pupils

by miming actions o

jog

their memory.

Start again

when

he

chainbreaks.

Keepa noteof the number

of events he

ast

pupil

in the

chain

emembered.

.

At

the end, he

pupil

who remembered

he most

when

he chainbroke s

the winner.

P1:

Yesterday

played

e

P2: Yesterday

played

e

and

washed

he

car

P3: Yesterday

played

e

washed

he

car and

w

to the

zoo.



Key AB

3:A

Yesterday

Nigel

had

a busy day.He

washed he car. He went shopping.He

Plnyed

ootball.He

climbedatree.He

watcludTY.Hewent o bed.

Lesson

Main teaching

points

Past simple ense

Main

recycling

Your

pupils

will ...

.

talk about

past

events

.

play

a board

game

New vocabulary

yesterday

New

expressions

Miss a turn

Go back

Go forward

Start/Finish

Needs

Active

presentotion

.

Before

he

lesson,

write on the

board Wlnt did

you

do ast night?

.

Start the

esson

y aking oneor

two

pupils.

Wlnt did

you

do

ast night?Help

understanding y addngl

played

ut'tth or any other

activity which the

pupils

will understand

r which

you

am

easily

mime.Ask

the

question

ga.in,

pointing

to the

written

form on

the board Translate nto L1 if necessary.

.

Accept

answers

n

Ll and translate nto

English. Ask

pupils

to repeat he

answerback o

you

n English,

e.g I watched V

...

I

phyed

football

.

When

you

havehad

collected lree or four answers,

um up using the

pupils'

own names,e.g.Maria watchpdTV... William

plnyed

football.Ask

other

pupils

to

repeat.

PB

3:2 Whot hoppened

yesterdoy?

Read

.

Pupils ook

at the

pictures

and

tell

you

what actions hey

show

(go

shopPtng,'

wash lw

car, climb a tree).

Rrpils then read he

sentences

n

the

past

tense.

'

Play the

.

l,ook at the

game

board and explain

(L1)

he

instructions:

Miss

a turn,

game

go

back,

go

forward.

.

Look

at each llusfation in

the

game

and ask

pupils

to

identify

the

matching

text

circle. Reviseand

teach

vocabulary

as necessary. mphasise

lw,

slu

or theyas the subject

of the illusfrations.

.

Explain the rules usinga groupof four to demonstrate.Use L1 where

necessary.n

groups

of

four,

the

pupils

take turns to

throw the dice and

move

he appropriatenumber

of

squares.

When they land

on a

picfure

they

must

makea sentence,

.g:

P: He

played

ootball

.

The

others check o

see

f

the

pupil

is right. If

so,he/she

gets

another urn.

If not, they

go

back to where hey were

before.

Pronunciotion

gome

.

Divide

the

class

nto

two teams.They line

up

in

front of the

board.

.

Divide

the board nto two

and write an identical ist

of

regular

verbs

n

the

present

enseon both

sides.

You

will need

one

verb

per

member n

each

team.



.

Say

a verb in the

past

tense.The first two team members

go

to the board

and circle the

matching verb in the

present

ense.The first

pupil

to circle

the correctverb wins a

point

for

the

team.

Continue

until everyonen the

team has had a turn.

.

Pupils copy he

list

of

verbs rom

the board,adding the

past

endings.

n

pairs,

they

point

to the verbs and say them.Circulateand

help

as

necessary

Et

.

Pupils isten o the

our children

on

the recording. hey write numbers1 to

AB

3:C 4

under

he

pictures

o show he order

n

which the childrenspeak.

. They write sentences bout he four children n their notebooks.

AB

3:D

.

Pupils

unscramble

he sentenceso

make

a correct aption

or

each

picture.

Key AB 3:C

Boxes

should

be numbered

4

-

3

-

7

-

2.

Tapescript

Voi.ce: One.

Boy 1:

Yesterday climbed a tree and

I

watched

TV.

Voice:

Two.

Girl

1:

Yestgrday went shoppingand I

played

he

piano.

Voice: Three.

Boy 2: Yesterday went shoppingand

I

washed he car.

Voice:

Four.

Girl

2: Yesterday climbed a tree and

I

played

ootball.

AB 3:D

I They went to the funfair.

2 Ben

ate

an icecream.

3 They

looked

at

the elephants.

4 They climbed

n the rain.

lesson

3

Main

teaching

points

i.qms

in the house

Main recycling

Past

simplz

(regulnr

uerbs)

went

was/were

Your

pupils

will ...

.

learn

words

for rooms n

the

house

.

reciteapoem

\ew

vocabulary

ittchen

:flng

foorlr

:rrung

room

:-rilet

:rAlfs

rdroom

sathroom

:aunt

(u.)


.

Excellent Room flashcards







Key AB3:F

in

the

town

in the

country

ina

flat

ina

house

Peter

r/

./

Adam

1/

r'

Helen

1/

r'

Tapescript

Interuiewer

You'rePeter?

Peter: Yes.

Interuipwer:Hi, Peter.

Now can

you

tell

us

where

you

live?

Do

you

live in the

town

or

in the

country?

Peter:

I live

in

the town.

Interuinner: Do

you

live

in

a flat?

Peter: Yes,

do. live in

the town

in

a flat.

Interubwer: Thanks.

Interui,ewer:Adam,

what

about

you?

Do

you

live in

the

town

or

in

the

country?

Adnm: I live in the country.

Interui,e,wer:

n

a

house?

Ada.m: Yes.

live

in

a house.

Interuicwer: Hi, Helen.

How are

you

today?

Helen:

Fine, thanks.

Interuiewer:Tell

us,

Helen:

do

you

live in

the

town

or

in

the country?

Helpn:

I l ive in the town.

Interuipwer:And

do

you

live

in

a flat?

Helen:

No, live in

a

house.

Interui,ewer: hank

you

very much.

AB 3:G

House notdescribed;ouse = Text2;House= Text3;House =Text1

Extro

gomes

qnd qctivities

Word

roce

.

To

revise rooms n

the

house.

.

Stick

the room flashcards

down the centreof the

board.

Attach

two

complete

sets

of room

word

cards down either side of

the

pictures.

The

word cardsshould be in jumbledorder.

.

Divide

the class nto

two

teams.They

line up

at the

board

(one

eam

acing

either

side

of

the board).

.

Call out a room word. The first

team member

o draw a

line from

their

word

card to the

picture

flashcard

wins a

point

for

their

team.

Continue

until

evervone

as had

a turn.



Spelling oce

.

To revise

ooms n the house.

.

Draw a

line

down

he middleof the board o divide

t into

two.

.

Divide he class

nto two teams. hey ine up at the board.

.

Say Go

One

pupil

from each eam comes o the board and writes a room

word.

The next

pupil

caneithercorrect

a

word

f they seea mistakeor

write a

new

word.

.

Continue

ntil everyone

ashad a turn. The teamwith the mostcorrectly

spelt

wordswins.

Miming

.

To revise ooms

n

the

house r

past

simpleverbs.

.

Place

a

pile

of

rooms

or

action verb flashcards ace down at the front of

the class.

.

Pupils ake

t in turns to come o the ront and choose card.They

mime

either

where hey are

n

the

house r what they did

yesterdaydepending

on which

you

are

practising).

he rest

of the class

has o

guess.

sk T: Where s he/she?

Or

T:

What

happened

yesterday?

Snop

.

To revise

past

simpleverbs.

.

Write

a list of known

verbs n the

present

enseon the board.Elicit the

simple

past

orm and write

it next o eachverb.Pupilsmake

a

set of cards

each;onecard

for each

verb in the

present

enseand one card or the same

verbs

n

the

past

ense.

.

Pupils

work in

pairs.

Each

pupil

shuffles

heir

two setsof cards.

They

take

it in

turns

to

place

a card

aceup

between

hem, hensay he word. f a

pupil places

matching ardon the

pile

(in

the

past

or

present

ense), e or

sheshoutsSnap and

picks

up all the cards.

The

game

continues

ntil

one

pupil hasall the cards.



Lesson1

Main

teaching

points

Reuisionof l,anguage

rom

Units

1-3

Main recycling

Clothes

Past simflz

(regulnr

uerbs)

Your

pupils

will ...

.

read

and

understand

storv

New

vocabulary

suddenly

everything

go

back

different

surprised

New

expressions

Needs

Active

presentotion

.

Ask

pupils

about the

Excellent

tory

so far, encouraging hem to answer

using

he

past

simple ense:

. Ask pupils how the children n the story felt (scared).Ask pupils (L1)how

else hey might have elt.

Elicit

the word surprised and,write

it on the

board.

.

Tell

pupils

O1)

that in Unit

4

the children are

going

to be in

a strange

new

place.

Ask

pupils

to

predict

how

things might be different here.

T:

What

happene

story nUnit 3?W

colourwas

he

e

PB

4:1 No-time

E

.

Play the recordingand ask

(L1)

pupils

to

listen

and

find

three hings

that

are

different n

the

new

place. There

s no time, no

days

and they are

wearing someof eachother'sclothing.)

.

Write these

phrases

rom the story on

the

board: Suddcnlyeuerything

stopped.Euerything

was

different.

kt's

go

back o the

unfair

Explain the

meaningn L1 if necessary.sk pupils o read he story againand n pairs

find the wordsand

phrases.

.

Play the story

againand

ask:

.

Tell

pupils

hat they

earned

hencolours

n Excellent evel1.

See

f

they

canname

hem.

red,

ellow,

blue,

green,

lack,

white,

brown,

purple,

pink,

orange.)

T: How

many

door

there?

t6l

Act out the story

.

Divide

class

nto

groups

of six, one

pupil

for each

characterand

one as the

narrator.

. Play therecordingagain,pausing or pupils to repeat heir character's art.

.

Pupils work in

groups

of six to

practise

he

role

play.

.

Choose

group

to

perform

their

role

play

to

the class.

Pupils read he sentences nd match them to the

pictures.

Pupils

write sentences

bout what happenedn

the

pictures,

using the

past

ense.

AB

4:A

r

a



Optionol octivity

-

Infiormotion

gop

.

To

practise

elling

he time

(o'clock).

.

Pupils draw ten clocks on

a

piece

of

paper.

They draw the time on five of

theseand

leave ive blank.

.

ln

pairs,

and without

showing heir

partner,

hey dictate he time

of the

five clocks hey

have

completed.

heir

partner

listens and draws hese

times onto

their empty

clocks.They then compare locks and change oles.

W AB4:A

6

-

Sue

s happy.

2

-

Sheopens he

ridge.

1

-

Sue

s

very hungry.

4

-

She

goes

hopping.

3

-

It's empty

5

-

Shesees fruit stall.

Suewas very

hungry. Sheopened he

fridge. It

was empty.

She

went

shopping.Shesaw a

fruit stall.

Sue

was

happy.

hsson

2

fih

naching

points

niltrmltrqm'rm

_fnnguage

rom

mm

-3

Main recycling

Whose

s

this?

Possessiae's'

has

got

Present

simple

Present ontinuous

Clothes

TelJing hz time

Your

pupils

will ...

.

attribute objects o their owners,using

-'s

.

describedaily

routine

.

tell the ime

(o'clock)

i{lm

raabulary

New expressions

Needs

.

a tray

.

pens,

etc. ent by

pupils

Active

presentotion

.

Play

a

memory

game.

Takea tray around he classand ask several

upils

to showa

personal

bject o

the

classand

put

it on the ray.Tell

pupils

o

concentrate

n trying

to remember he objectsand owners.

. When he ray is full, holdup itemsand askpupilswhose hey are T: Whose s this?

P: It's

Sonia's.



PB 4:2

Everything is

different

Make

.

Pupils ook

at the

pictures

of the charactersn Real

ime and No-time.

sentences In

pairs,

they

make

sentences bout

what each character s

wearing

in

No-time,

ollowing the model.

.

Checkby

pointing

to an item of

clothing on the

page

and asking

pupils

to

identify the

correctcharacter:

T:

Whose s

this?

P: Its Ben's.

Memorygome

.

In

groups

of

four,

pupils put

a collection f

personal

tems

on

the

table n

front of them.They

might

be

pens,

ubbers,watches,

tc.

.

One

pupil

is chosen.

He/She tudies

he

items

hen urns

away,while the

otherschoose n object

and

remove

t.

.

The

pupil

has

up to three

guesses

o

find

what is missing:

Pl: Is it

Sonia's

watch

.

If the

pupil guesses

n

three

guesses

e

or shescores

point.

The

pupil

with

the most

points

wins.

Seta time limit for

the

game.

PB

4:3

Klunkk

doy

Make

.

Pupils ookat thepicturesand say what Klunk is doing n eachpicture.

sentences

Elicit vocabulary:

get

u , work,

hauebreakfast,

unch and tea,

plny

and

go

to bed.

.

Pupils

ook

at

the

clocksand tell

you

what

time

t

is in

each

picture.

Ask

T:

What time doesKlu

.

Pupils

ask and answer

aboutKlunk in

pairs.

They

then make

sentences

get

up?

aboutKlunk's

day,

ollowing

the model.

P: He

gets

up

at eight

o'clock.

AB

4:B

.

Pupils

ook

at the

pictures

and

write who each tem

belongs o.

AB 4:C

@

.

Pupils isten

o Gemmaon

the

recording

and circle

he correct ime. They

thenwrite sentencess in the example.

Key AB

4:B

Albert's

kateboard.

oe's

lock. lbert's

ooks. lbert'sabbit.

Joe's

paceship.

lbert's -shirt.

oe's

omputer.

oe's

hoes.

AB 4:C

1 I

get

up at seveno'clock.

2 I

go

to schoolat eight

o'clock.

3 I comehome

at four o'clock.

4 I

go

to bed

at

nine o'clock.

Tapescript

Man: Hi,

Gemma.

So

ell me

... What time

do

you get

up?

Gemma: At

seven

o'clock.

Man:

What time do

you go

to school?

Gemma:

At

eight o'clock.

Man:

What time do

you

come

home

?

Gemma: At four o'clock.

Man:

What time do

you go

to bed?

Gemma: At

nine o'clock.



fi..csson

g1q

re,ar-hing

points

tnltr,-itr;

beoble

Main

recycling

Familymembers

in. on.under

Your

pupils

will ...

.

match

pictures

of

people

o a spoken

description

.

write descriptions f

people

.

talk about he

past

usingzoas ndwere

'lilluu*

mbulary

New

expressions

Needs

.

photos

of

your

own family and friends

Active

presentotion

.

Show

pupils your photos

of

your

family and riends.Usesimple anguage

to describe achone: T: This is my sister.

He

.

As

you

finish describing hem,attach he

photos

o the board.Describe

one

name'sClare.She's

go

of them

o the class.

Pupils listen

and

guess

which

photo you

are fair hair. She's ery

n

describing.Choose nepupil to come o theboard and take the correct She ikesanimals.Sh

photo

down.

Repeatwith another

hoto.

very tall.

FB

4:4

Which one is

your

little brother?

'rmm

and

.

Pupils ook

at the

our boys.Elicit a description f eachone:

point

He's

got

dark/fair

hair

He

likes ce cream/an'imals,

tc

@

.

Explain

(L1)

hat

pupils

will heara

girl

describing

er

brother o a

friend.

They must

listen

and

point

to

the correct boy.

Play

the

recording

pausing

after each

sentenceo allow

pupils

o take n each

piece

of information.

\[ake

.

Pupils make

sentences

bout he other boys, ollowing the model.

JTEilMgDCES

FB4:5 Where were they?

;m,en

and

.

Pupils ook at the

pictures.

Ask

them o tell

you

which animals hey can

find

see,and he ime

n each

picfure.

Lrk

q

.

Phy the

recording,

ausing

after he

narrator's ine

each

ime.Pupils

give

lmL

unswer

the

answer.

Then continue he

recording

so they can check heir answers.

AB

4:D

.

Pupilscomplete

he sentencesbout he

pictures

and make

questions

or

Numbers and 6.



Key

PB

424 Tapescript

Girl

1:

What's

your

brother ike?

Giil 2: He's

got

short

hair

and

he's

very sweet.

He ikes toys.

GrI

1:

Which toys does

he ike?

Girl

2: He ikes toy cars.

Girl

1: Is he tall?

Girl2: No, he

sn't

tall, and

he sn't

small.

Girl

1: What's his name?

Gi.rl2: He'scalledWilliam.

PB 4:5 Tapescript

Narrator: The dog was n the

garden.

Child:

At

three

o'clock.

Narrator: The cats were

on the

bed.

Child:

At

one

o'clock.

Narrator:

The

dog

was n

the car.

Child:

At six o'clock.

Narrator:

The

cats

were

on the

TV

Child: At

five

o'clock

Narrator: The

dog

was under he table.

Child: At four o'clock

Narrator:

The cats were

under the chair.

Chiild,:

At two o'clock.

AB

4:D

I Where were he

mice

at seveno'clock?They were behind he clock.

2 Where

were

he mice at eight o'clock?They were under he bed.

3 Wherewere he

mice

at

nine

o'clock?

They were

on the

TV.

4 Wherewere he mice at ten o'clock?They were n the cupboard.

5 Where were

he mice

at eleveno'clock?

They

wereon the train.

6

Where were he mice at

twelve

o'clock?They were

under

a

chair.



Lesson

l-lain

teaching

points

-

.,

differences

round the woild

Main recycling Your

pupils

will ...

.


.

talk about he ime

n

different

arts

of the

world

'"ers

vocabulary

- : ta\-

-

:. r,ln,

New York, Moscow,

:

-::,rS

Aires, Kyoto

New

expressions

in the morning

in the afternoon

at night

What time

s it in

[Moscow]?

Needs

. a globe

Active

presentqtion

.

Usea

globe

o identify he

position

of London,Moscow,NewYork,

Kyoto

and

BuenosAires.

.

Use he

globe

o explain

L1)

how

he sun risesand creates ay at different

times n different

arts

of the world.Givean example, howing

wo

countrieshat

areon opposite idesof the

globe

rom

eachother

e.g.

BritainandAustralia).The wordsday,night, nidday,midnight,before nd

after canbe ntroduced

n

this

way.

PB4:6

Whqt's the time

where

you

live?

&

AB4:E

.

Puorls ook at the

map

and he

photos

of childrenand

cities

rom

around

-:=ten

and the

world.Ask

questions

bout he children:

T: WheredoesAnna

i

answer

.

Remind

pupils

hat different

parts

of

the world

have

different imes

of day.

Makesurechildrenunderstandn tke

rnorning,

n theeuening

ndat night.

E

.

Explain hat

pupils

are

going

o listen o the children alking

about he ime

of day

t is in

each

of their

cities.

Play

he

recording. upils isten

and

completehe clocks

n their Activity Books.

Check nswers.

.

Ask

pupils

o

ook

at the

map

on

page

21

of thePupils'Book gain.Ask

questions boutdifferent itiesand imes, ollowing he modelgiven: T: Wheres it seven '

.

Pupilsmake

up

questions

o ask he rest of the class.

in the

morning?

.

Pupils

canwrite a sentence

n

their

notebooks bout he

ime

n

their city

or countrv.

n relation

o

Britain.

AB

4:F

.

Pupilswrite about

Pictures ,3,

and

4,

ollowing he model

given

or

Picture .

*t'ord

Book

.

Pupils ind

page

5

in

their

Word Books

and completehe activities elating

to

Unit

4. When hey have

inished

he activities, hey cancolour

he

page.

They shouldanswer he

Can

you

remember?'

uestion

n the

quiz page

at

the back of the Word

Book, hen ind

the

Excellent

tickerand

put

it in

posihon.




Terry:

Hi, this is Terry. t's 12

o'clockmidday

n

London.What

time

s it

in Moscow?

Anna: Hi, Terry.Anna

speaking.Here n Moscow,

t's threeo'clock n the

afternoon.

Terry: Thanks,Anna.

Terry: Hi. Is

that

Mike?

Mike: Yes.

Terry: Hi, Mike.You're n

New

York,

aren't

you?

Mike: Yes.

Terry: What time s it in

New York?

Mike: It's

seven 'clock

n

the morning.

Terry:

Great.

Thanks,

Mike.

Yoko:

Hello.

Terry: Hi. Yoko?

Yoko: Yes s that Terry?

Terry: Yes, t is. Yoko,what

time

is

it in Kyoto?

Yoko: It's nine

o'clockat

night.

Terry:

OK.

Thanks,

Yoko.

Terry: Hi.

Silvina?

Siluina:

Yes.Hi, Terry.

Terry: What

time

s it in Buenos

Aires?

Siluina:

It's nine

o'clock

n

the morning.

Terry: Nineo'clock n

the morning.

OK.

Thanks,

Silvina.

AB 4:E

London

12:00;

Moscow 15:00; ew York

-

7:00;Kyoto 21:00;

BuenosAires

-

9:00

AB 4:F

1 He's

got

short hair.He'swearing

a sweater. e ikesbooks. t's four

o'clock.

2 She's ot short hair.She'swearinga hat.She ikescats. t's two o'clock.

3 She's

ot

long hair.She's

wearinga dress.She ikes

clocks.

t's

eight

o'clock.

4 He's

got

short hair.He's

wearinga T-shirt.He ikes

penguins.

t's twelve

o'clock.

Extro

gqmes

ond octivities

Whot's different?

.

To revise

hz/she's earing, lothes,

ossessive's.

.

The

pupils

sit

in

a

large

circle.Three

pupils

stand n the middle

and

he

pupils

ook

at what they are

wearing

or

sixty seconds.

.

The three

pupils

leave

he room

and exchange ne tem of

clothing each,

including

glasses,

atches, tc.They then eturn

to the circle.

.

Ask:

What's

d;ifferent?Pupils

ut

up their hands.

Choose

ndividuals

o

answer,

.g.:

P: Anna s

wearing

T

.

The first

three

pupils

o

guess

orrectlyand say

he

sentence

orrectlywill coat.

go

out of the room n

the

next

round.



FrtsrhGCa

.

To rerise Past simple.

.

l-ur

Fill

ne€dcardboard

n two

different colours,

scissors,butterfly clips

and a dice

or

each

group

of four

pupils.

It would

also help to make a

steel

before he class o show the

pupils.

.

Derronstrate

how to make he wheel

step-by-stepwith

the

pupils.

With a

pupil,

demonstrate

ow

to

play

the

game.

Throw

the dice.Your

partner

moveshis/her

wheel so

that the number

you

have

hrown appears

on the outer

rim.

He/Shemust

make

a sentencewith that verb in the

past

simple,e.g.

Other

pupils

in the

group

must

agree

hat the sentence

s

correct. f it is,

the

pupil

scores

he

points

indicated

n the

centreof the wheel. This

pupil

then throws the dice and the next

in

the

group

moves

he wheel.

A

pupil

may not repeat

a sentence. hey must ask

you

if

they are not sure

whether

a sentence

s correct.The

pupil

with the

most

points

at the end of

the

game

s the

winner.

+

P:

See: saw.my riend

vesterdav.

Drow-ond-fiold

gome

.

To revisehp/shz's

ot

andparts

of the

body.

.

You will needa

sheetof A4

paper per pupil.

Pupils

play

in

groups

of

three.The aim is to draw a

monster

between

hem,

each

drawing a

different

part.

. The first pupils in eachgroup draw a headand neck, old thepaperand

pass

t on.

The

second

pupils

in each

group

draw the

body,arms and

hands

on the

paper

they receive,

hen

fold

it and

pass

t

on. The third

pupils

draw the

legs and

feet

on

the

paper

hey receiveand

pass

t

on.

.

One

pupil

from each

group

opens

up the

paper

and

describes he

monster:

He's

got

a big head.H

got

four

arms,

etc.



It's

ime

for lunch

.

It's time or lunch.

.

It's time

o

go

home.

.

Can ask

you

some

questions?

.

I'm sorry. haven't

got

time.

Listen

ond

proctise

.

On

page

22

of

thePupils'Book,

we

meet

someeveryday

hrases

sing he

word

time.Ask

pupils

o look at the

pictures

and considerwhat is

happeningn eachone.Ask simple

questions

bout

he

pictures:

Where re

the chiLdren?

in

the

classroom)

Who's his?

the

eacher)Wat tirne s

it?

(twelve

o'clock), tc.

E

.

Phy

the

recording. ause

fter each

phrase

and ask

pupils

o repeat.Make

sureall the

phrases

re ully understood.

:

Pupils

practise

n

pairs,

covering he

phrases

with a

piece

of

paper

and

role-playing

he

people

n

the

pictures.

.

Ask the

pupils

f they can emember nother entence ith the word time,

which hey earned n the

previous

Talk Time

page. Better

ucknext iyne.)

Can hey hink of a

question

sing he word timewhich hey earned

n

Excellent LeveI?

(Wat

time s i/.1Revise elling he ime n English

wholehoursonly.

.

Revise

ocabulary

sing a mime

game.

Say,

or

example,

t's time to wash

the car Pupils espond y miming washing he

car.Continuewith other

known verb structures: t's time to wash he dishes

cut

thp

grass

utater

the

lowers

clean he nindons

fick

u? rubbisk

feed

he

enguins Dlay

tennis

go

to

bed

get

up,

etc.

.

Taking oneof

these

It's

time o'

phrases

s a starting

point (or

any other

sentence

n

page

22)

pupils

create heir own

minisketch.

Working n

pairs,

they write a dialogue f threeexchanges,ddinga line of dialogue efore

and after the Talk Time

phrase.

f they

can

write more,

encouragehem

o

do so,but it is best o set achievable

oals

n the irst instance.

Youcansuggest context or

the dialogue

f

you

wish e.g. wo

people

n a

beach, wo

animals

n

the

zoo,

wo aliens

n

a spaceship or

leave

his

for

the

pupils

o decide.

Circulate nd

help

as

necessary.

nvite volunteer

airs

o act heir

minisketch n front

of the class.

AB

poge

20 Choose nd write

.

Working

ndividually

or in

pairs,pupils

ook at the cartoons nd choosehe

bestsentenceor eachsoeech ubble.

Tolk

Time

Key 1 Let'shave

a

pizzat.

I'm

sorry.

haven't

got

time.

2

It's

time

or lunch.

3

It's time

o

get

up.

The sentence:t's time to

go

home.s not needed.



Tell ing

he t ime

l.='l

.

Check he text

before he esson nd

selectwords

or

pre-teaching.

he

numberwill vary, depending n the

evel

of

your

class.Do

not try to

pre-teach

veryunknownword.

Ask

the

pupils

o

listen

o the

recording

nd

ollow

on

page

23 of

their

Pupils'Books.Tell them here

are wo

new names

f countriesn the text,

as well as one hey already

know.

Can hey ind them?

France,

Germany)

Ask

them

(in

L1) o look or

the

English

word

for

a clockhand.

Play herecording gain,pausing or pupils o answer hequestions

embedded

n the text.

Ask

pupils

what

new,

unknownwords hey can

ind

in

the text. Write these

on

the board,keeping hem n smallword

groups

where

possible,

.g. he

sun shines

or in the middle of London.Pupils

should ry to deducehe

meaning rom the context,before

ou provide

any explanation r

translation.

Pupils

close heir books.

Dictate

a

few

sentences

rom

the ext and ask

pupils

o write themdown.The

paragraph

about

he

cuckoo lock

s

a

suitabledictation

passage.

Project

. Pupils ind apictureof a clockand write about t. Postcards r tourist

brochures hould

prove

a

good

source

f

photos,

ut

if

pupils

can't ind a

photo,

hey

can draw

a clock.The best

choice

would

be a large

clock

n

their town

or in the capitalcity of

their country.

They

could magine hey

are sending heir

picture

and heir descriptiono their English

penfriend.

Test

iw*

l8 poge

21

Combridge

Young LeornersTest

proctice

.

This activity

provides ractice

or

the Cambridge

Young

Learners

Mouers est.

.

Pupils

ead

he story

and

answer

he

questions

n not

more

han

hree

words.

Key

1

5

9

black and white

2

thirty-four

Fluffy

the

cat 6 a

pink

mouse

under he clock

3 inthe dining oom 4 a little

bird

7 to the

cinema 8 at

nine

o'clock





AB

5J{

.

Pupils ook at Meganand

Rick's

diary and write in the missing

questions

and answers

below.

Optionol octivity

-

A choosing

gome

.

Tb

practise

want

to.Take a small object, or example,

dice,and

show t to

the class.

Put it in

one

of

your

handsbehind

your

back.

.

kesent

your

two

closed ists

to

a

pupil

and say

a

guessing

hant:

.

Pupilsmustguessn whichhandyouare holding he dice:

.

Pupils

play

in

pairs.

Each

pupil

hides

he object ive times

and his or her

partner guesses.

he

pupil

who has the most correct

guesses

s the

winner.

T:

P:

Fee i fo fee,which

doyou want to see

That

one.

Key

AB 5:A

1

What did

he do on

Thursday?He

u'ent

o the cinema.

2

What did shedo

on Tiresday? hz ant to tlu zoo.

3 Whnt did shz do

on Mond.ay?She leanedher bedroom.

4 What did they do

on Wednesd.afThey

plal-ed

ennis.

5 What did he do on

Friday? He uatched TIi

6 Whnt did hp do on Tuesdny?He

lal'ed

fmtball.

2

ffain

teaching

points

Im.

uou

..?

-1's

tr

did.No,I didn't

Fr

vocabulary

Active

presentotion

.

Reviseactions,using the

word cards

rom

l.esson 1.

Pupils

take furns to

come

o the

front

of

the class.The-v

hoce

a

flashcard

nd

mime he

action.

The

class

guesses:

.

After each

mime,write the verb on the bmrd e.g.

ky

football.Whenyou

have

a

list of

verbs on

the board,

write

Lld

;ou

in front

of the first verb

and write a questionmarkat the end:Dd youpky footballt

.

Explain

(L1)

hat this

is

how to make

a

quetion

for

something hat

happenedn the

past.

Elicit and

write up

the

question

orm for the rest

of

the verbs

n

the

ist.

P:

You're

playing

oot

etc.

Main recycling

Past simplz, hird

penon

singulnr

Davsof thp ueek

Your

pupils

will ...

.

askabout

events

n

the oast

Needs

.

Excellznt Action flashcards



PB5:2

Did

you

ploy

ootboll?

Pairwork

.

Pupils ook

at the

chart.

Check

vocabulary:plny

ootball,

uatch

TV,

play

guessing

tennis,

o

shoP\tng,wash

he car,listen to music,

go

to school.

game

lEl

.

Explain

(L1)

hat the

children

at the bottom of the

page

are

playing

a

guessing

game.

Play

the

pairwork

modelon the recording.

Pupils isten and

follow

in

their Pupils'Books.

.

Demonstratehe

game

by asking a

pupil

to choose day.

Ask

questions

o

guess he day.Pupils thenplay in pairs.

Act

out on

interview

.

Pupils

work

in

pairs

and write an

interview about heir last weekend.

\

rite

time expressions

on

the board

to help them:. hen, after that, in the

ntorning, in the afternoon,

in

the euening

.

Circulateand encourage elf correctionas they

are

writing

the nten'ies-.

.

Pupils

practise

heir interview Choose

pair

to

perform

their

inten-ien'for

the

class.

If

possible,

arrange or

pairs

to

record

hemselves

n cas-rette r

video.)

AB 5:B

.

Pupils ind the

appropriateanswer

or each

question.

AB 5:C

.

Pupils unscramble he words on the cards o

make correct

question-i

Key AB

5:B

4

-

No, I

didn't.

2

-

She

played

ennis.1

-

Yes, did. 6

-

Yes,

he

did 3

-

\6.

they did. 5

-

He went shopping.

AB5:C

1 Did

you

go

to the

zoo

yesterday?

2

What did

you

do on Wednesday?

3 What did Ben do

yesterday?

4

Did

you

brush

your

teeth his morning?

5 Did Rick

play

football on Monday?

6 What did Megan do on Tuesday?

46



Lesson

3

Main recycling

Action aerbs

New

expressions

What do

you

want

to do?

What about

you?

Iain

teaching

points

rant

to

+

aerb

lSer

vocabulary

Your

pupils

will ...

.

talk about what

they want to do

Active

presentotion

.

Ask

(L1)

pupils

o think

of something

hey'n'ant

o do

at the

weekend.

.

Ask individual

pupils:

.

Pupils mime an action or the others o

guess.

T:

What

do

you

wa

PB5:3

U$en,

point

md

say

El

Whot do you wont to do?

.

Explain

O1)

that

pupils

are

going

o

plal'a

listening

game.

.

Pupils work individually. Each

pupil pus

a finger

on the circle marked

Start.

They listen

to children

describing hings

they want to

do, and move

their

finger

to the appropriatecircle each

ime.

.

When the series

inishes,

he

pupils

sa-r-he nameof the

child to whom the

arrow

is

pointing.

When

you

hear

the

question

4'lnt's

my

namn?,

ause

he

recording

or

pupils

to say the namebefore he child

on the recording ells

them.

.

Pupils

put

their

finger

back on Start, and

listen

to the next

child.

.

Pupils

play

the

game

hemselves

n

small

groups.

Each

pupil

takes a turn

to say a sequence.he others ollon' rith their fingers.

Ask

your portner

.

In

pairs, pupils

ask eachother

what

thel-

silt

to do after

school hat day,

and at the

weekend. each

he

expression

lhat

about

ou?

.

In their

notebooks,

upils

write one hing thel-

*ant

to do after

school

hat

day.They can draw an illustration.

AB

5:D

.

Pupils decidewhat eachchild wants

to do. Thev rmite

the appropriate

sentences

n

the speechbubbles.

AB 5:E

tEil

.

Pupils isten to three children

talking

about

c'hat

they want

to

do

on ther

birthday. Pupils circle the correct alternatir-e n each

pair.

In their notebooks,

upils

write about he threechildren,

as

n

the example.

Pl:What do

you

wa

after school

oda

P2:I

want

to

go

swi

What about

you



Vocobulory

building

.

Write the word W E D N E

S

D

A Y on the board.

.

Divide

he class nto several

eams.Each eamhas o makeninewords,

eachonebeginning

with a different etter of

the word. No repetitionsare

allowed.Seta time imit.

.

Ask individual

eam

members

o write

their wordson the

board.

The team

with

the

most

correctly

spelt

words

s the winner


1 I

want to

go

swimming.

want to

play

football.

want to eat an apple.

What's my name?My name

s Andy.

2 I want

to watch

TV I

want to

go

shopping. want to

go

to the

zoo. \hats

my name?

My name s Liz.

want to

listen

o music. want

to

go

to the cinema.

want to

read

a book.

want to watchTV

What'smv name?Mv name s Ted.

4 I

want to listen

o

music.

want

to

play

tennis, want to watchT\1 I

n-ant

to eat an ce cream.

What'smv name?Mv name

s Mo.

5 I want to

play

tennis.

want to

go

swimming.

want

to

eat

an ice crearn I

want to

go

shopping. want to read

a book. want to

go

to the cinema

What's my name?

My name s Len.

6 I want to goswimming. want to play football. want to wash the car.

What'smy name?

My name s Nick.

7

I

want to

play

tennis. want

to

wash

the car. want to listen

to

music.

want to

go

to the

cinema.

What's my

name?

My name s Tess

AB

5:D

1 I

want to eatan apple.

2 I

want to watchTV

3 I want

to read

a book.

4 I

want to

play

the

piano.

5

I

want to eat an ce

cream.

6 I want to draw

a

picture.

AB 5:E Tapescript

Don: I

want to

play

with my friends.Then I

want to

go

suimming.

Then

I want

to

have

unch.

Tara:

I

want to openmy

presents.

hen I

want to

go

to the zm. Then I

want to

play

with my

presents.

Luke: I want

to

go

to

the cinema.Then I

want to

go

shopping.

Then I

want to eat cake

48



Lesson

Main recycling

Days

of the neek

Past

simple

Animals

New expressions

like

his

On heway o school

-\[ain

teaching

points

::.,--

;ir-.€

o_f rreguklr

uerbs'.

:-TIZIL

f?il. ate. fead

\eE- vocabulary

Your

pupils

will ...

.

sing an action

song

.

write

an imaginarydiary

Needs

.

small cards or

pupils

to write

questions

answers

you

will need wo

per pupil

Active

presentotion

.

Ask

(L1)pupils

to

remind

you

of

the rule for making

a verb

n

the

past

tense

regularverbs add

-ed.

Ask them

rvhich

rregular verbs hey

know

(went,

saw,dren, ate).

.

Write animal

names

on the

board, hen eiicit or teach he

actionassociated

with each

one:

abbit

jumf,

fish

-

su'int,

ntonkey

climb,

bird-

fly,

cat- miaow,horse rwt, etc. \'nte theverbson the board.

.

Ask the

pupils

to

identify

the

regular verbs

on the board.Add-ed

to the

end of these.

Write the

new rregplar

past

tenses: llam,

flew

and ran.

PB

5:4SOn the woy to school

t='

-..::-

Tell

pupils

they

are

going

to listen

o a

song.

Explain

the meaning

of Oz

the way to schooland ike

this.

Play the songon

the

recording.

Pupils

isten, ead

and

point

to the

pictures.

Play

the

songagain and mime

he

actions.

Pupils

oin

in.

Divide the class

nto

groups.

Pupils

sork

together o make

up

more verses

for

the song

with differentanimalsand

actions.

Circulateand help

asnecessary.

Groups

present

heir new versions

of the

song

o

the class.

PB

5:5

Read

and

write

My diory

.

Discussdiaries

n L1. Ask if

anyone

n the classkeepsa

diary.

.

Pupils

read

he diary

in the Pupils'

Book

and

ook

for two new rregular

past

tense erbs

saao

ndread).

Thel-

guess

vhatverbs

hey correspondo

in the

present

ense

see

and

eaQ.Wactiv-

the

pronunciation

ifference

between

ead

fttresent

ense)and

read

past

ense).

.

Pupils

make

a

similar diary

page

n their

notebooks nd write a sentence

for

eachday.

The entriesdo not

har-e o be true. Pupils

can use heir

imaginationand borrow

vocabula4'from the

Pupils'

Book.



Ask and

.

Disbibute

the cards.Pupils

write a

question

or

their

partner,

e.g.

Whnt did

'

answer

you

dn on Frid"ay?

.

Pupils

hand the cards o

their

friends,

who write their answersbelow he

question.

AB 5:F

.

Pupils

completeeachday of their diary with one maginary

thing that they

did

last

week.They hide

the

page

rom their

partner.

.

Pupils

take

t in

turns to ask

questions

o find what their

partner

did They

complete heir

partner's

diary alongside heir

own.

. fupils comparediaries andcheck hat all words are spelt correctly.

Optionol

octivity

-

teom

gome

.

Draw

a

noughts-and-crosses

rid

on the board and write the verbsgo, s,

are, eat, swim, run, see, ead

andwatch in

the

squares.

.

Divide

the class nto two teams.

One eam

s

the O team

and

the other the

X team.Teams

ake turns for a member

o come o the board,chom a

verb

from the

grid

and

say it in

the

past

tense.He or she must

then

write

the verb and

pronounce

t correctly. f their

past-tense

erb is correct, hey

write

an O or X for their team n

the spaceon the

grid.

.

The

aim

of

the

game

s to

get

a

line of

three Os or

Xs,

diagonally,

vertically

or horizontally.

Word

Book

.

Pupils find

page

6

in

their Word Books

and complete he activities relating

to Unit 5. When they have inished

the activities, hey

can colour

the

page.

They

should answer he'Can

you

remember?'

uestion

on the

quiz page

at

the

back of the Word Book,

hen find the Excelknt sticker

and

put

it in

position.

Extro

gomes

ond

qctivities

Get i'nto groups

.

To revisedays of

the week.You

will

need

space

or

pupils

to movearormd

.

Make

a card with

a

day

of the week

written

on it for each

pupil.

Distribute

the cards.

.

Say a day of the week.The

pupils

with that

day

move

ogether o form a

group.

Repeat or

each

day

of

the

week n

random order.

.

Finally

say

the

days of the

week

n

order.

The

pupils

in

each

group

hold

up their cards or

you

to

check.

Listen

.

To

revise

days of

the week.

. Divide the class nto sevengroupsandgive eachgroup a dayof theweek

You could

grve

he

group

a large

abel

with the day on

it.

.

Give nstructions or

pupils

in

each

group

to respond

o, e.g.:

T: Monday,

point

to

a

.

Continue n this

wav

with

other davs

and commands. window

50



Pelmonismond Snop

.

To revise regular and

irregular

past

tenseverbs.

.

Both

thesecard

games

can be

played

by

preparing

one set of cards with

verbs n the

present

ense,

nd

onewith verbs n the

past

ense.

The rules

of

the

games

are described n

pages

31 and 53.

Whot did

you

do on Mondoy

.

To

revise

questions

n the

past

tense.

.

Pupils work in

groups.

Each

group

has

a

dice.

.

Hand

out copies

f the

photocopiable

ctivify on

page

164of the TB

.

Each

group

copies he

verbs in

the

present

enseonto a

set of cards and

places

hem

ace

down

on the desk

befween

hem.

.

One

pupil

throws he dice,matches he

number

o the day on the list and

asks the

question

Whnt did

you

do on

(Fridny)?

.

The

pupil

to the

right

picks

up a

card rom the

pile

and makes

an

answer

using

he verb n the

past

tense.

.

If

the rest of

the

group

agrees hat it is a correctsentence,he

pupil

keeps

the card.That

pupil

then hrows he diceand the

game

continues.

. The wi4ner s thepupil with themostcardsat the end of thegamewhen

there are

no more

cards.

Diory

quiz

.

To revise

questions

n the

past

tense

.

Pupils divide a

sheetof A.4

paper

n half

and draw seven ircles n the top

half and

seven

n

the bottom

half. They label

the circles Monday to Sunday

in eachhalf.

.

Write seven

activitieson the board,e.g.I wentswimrning,

Pkyed

football,

etc.

.

In the top

half of

their

page

pupils

write an activity in eachcircle.They

mustn'tshow heirwork to anyone lse.

.

In

pairs,

he

pupils

take urns to ask

questions

bouteachother'sdiaries: P:

Did

you (go

shop

.

The aim of

the

game

s

to discover

which

activities he

partner

did and Monday?

when and fill

in the bottom circles.The

first

pupil

to finish is the winner.



Lesson1

Main teaching

points

this, that, these, hose

Main

recycling

Did

you

...?

thin, fat,

old,

young

tall, short

want to

was/were

Your

pupils

will ...

.

readandunderstand story

New vocabulary

king

castle

knight

dragon

witch

New

expressions

in the

past

Needs

.

ExcellzntlPoster he castle

Active

presentotion

.

Ask

pupils (L1)

f

they

know

the name

of any

kings

of any countries n

thepresentor in thepast.Write hi;ngonthe board.

.

Tell them

O1)

that the children

are

going

o meetan English king

called

King futhur. Explain

that history

booksare

not

certainabout

he

exact

identity

of this king as he ived

so

ong

ago,but that many

storieshave

been

written aboutKing futhur

and

his

knights.Writein tlrc

past

on

the

board and translate to Ll. Ask

pupils

if they have read

about or seenany

films about

his time n history.

.

Use he castle

poster

o

describe

eople

and

set

he time context or

the story.

.

Write knight on the

boardand explain

(L1)

hat this is the name or the

soldiers

of the king and

they wore armour.

PB6:1

IEI

Listen and

read

King Arthur

.

Ask

pupils

to

listen

and

read

the story

and

find

two words

that describe

King Arthur. Play

the recording.

Check he answer

(youttg

and tall). Discuss

the meaning of these

with reference

o the

picture.

Elicit

other adjectives

pupils

remember

o describe

people thin,

old,

at,

etc.)

.

Play the recording

again.Ask

pupils (L1)

f they

can ell

you

what the

difference s

between his/tlnt

and

tlpse/those

this/thzse

are for

objects

near the

speaker and that/those

are

for

objects ar from

the speaker).

Practisewith

objects n the classroom,

olding up

or

pointing

to objects

and asking

What's

this/thnt?

What are these/those?

.

Ask

questions

o check comprehension:

Whnt did

the

children

see?

King

futhur,

someknights, somedragons).

Dd theyseesomeDzrds?No, hey didn't.)

Dd they ike tlw dragons?

No,

hey didn't.)



AB

6:A

.

Pupilshelp

he

knights

o

reach

he castle

by drawing heir

path

through

themaze.

.

They

look

at the

various

creatures

which

each

knight

meets

on

his

way to

the

castle.

They compare hese

with the three

paragraphs

at the bottom of

the

page,

and decidewhich knight is speaking.

.

In

their

notebooks,

upils

write

a

paragraph

about he ourth

knight,

beginning saw ..

Optionol octivity - Story dice gome

.

Write

1 to

6 on the

boardnext

to

the names

f the characters

n the eoisode

of the story.

Pupils

copy he

ist:

1 Ben 2 Mr Wozz 3 King Arthur 4

Sally

5 Megan

6 Rick

.

Pupilswork in small

groups

with a diceand he

story

page.

n turns,

each

pupil

throws he diceand ooksat his or her

ist to seewhich role

o take.

He

or shesaysoneof the

speech

ubbles rom the

story

for

that

character.

.

Circulate

and

help as necessary,modelling

correct ntonation

and

pronunciation.

Key

AB

6:A

Reading rom the eft, he exts belong o Sir Fred,Sir SidandSirJohn.

Sir

Len's

ext couldbe'I sawa

witcll

a cat anda monster.

didn't seea

dragon.'

Lesson

2

liain

teaching

points

?;t

simple

ense,negatiue, sing

t-

ln't

Main recycling

I

saw

..

Your

pupils

will

.. .

.

talk about ife in

the oast

\ew

vocabulary

:J I

:-lephone

New expressions

What

did/didn't hey have n

the

past?

They had

../

They

didn't

have.. .

Did

you

have ..?

Were

ou

afraidof ...?

Needs

Active

presentotion

. Introduceshort answers:Yes, did and Nq I didn't.

.

Give

ndividual

pupils

nstructions:

T:

Open he door.Close

door.Sit down,etc.

.

Then ask

pupils

f

they

can emember hat

they have

ust

done.

Ask

T: Did

you

open

he doo

.

Model he answer

Yes,

did.

Then

ask

T:

Did

you

open he

.

Model

he

answerNa

I didn't.

window?







Key AB

6:C

I

that

2 those

3 these

4

this

5 these

6 those

7 That's

8 this

Lesson

Main teaching

points

Questions

and

answers

ahout thp

recent

past

Main recycling

Verbs znotingeisure-time

actiuities

Your

pupils

will

...

.


.

singasong

New vocabulary

dream

star

shine

hsht

(u)

New

expressions

in

your

dreams

sing like

bird

swim

like

a fish

Needs

Active

presentotion

.

Revise

ctivities

n

the

past

ense. sk

pupils:

.

Write up any verbs heysay

on theboard.Use he

present

ense, .g.

o

shoPping,o to tlw cinerna, isitgrandparents, atchTV,phy football

.

Ask

pupils

o

guess

what

you

did at theweekend.hey

askDd

you

...?

questions,

sing heverbson

the

board.

T: What did

you

do

at

weekend?

PB 6:5

&

AB 6:D

Listen and

answer

lEt

Whot did

they

do?

.

Explain

that

the

girls

in

the

photo,

Paula

and Wendy,are talking about

what they did

yesterday.

.

Pupils isten o the recording

and add ticks to the chart n the AB,

pageD,

showing

what Paula and Wendy

did

yesterday.

.

Pupils answer he

questions

n

the Activity Book,

using

IZes,

lp did or

No,

she

didn't.

PB6:6

Dreoms

.

Introduce

any vocabulary needed or

the song using the illustation.

.

Discuss

(L1)

dreams

and how impossible hings

can happen.Use

illustrations

to

predict

what dreams

are mentioned n the song.

E

.

Divide

the

class

nto

six

groups

and

give

each

group

a

name:

bird,fi.sh,

star,

hite,

dragon ndhnight. Play

the

song.

Groups

isten

and

put

up their

hands when

they

hear

their

name.

.

Play

the song again, encouraglng

pupils

to sing along.



AB

6:E

.

Explain the tradition

whereby

the

knights

of

legend

are known

as

the

Green

Knight, the

Black Knight,

etc.

.

Pupilscolour he knights according o the clues.

Book

.

Pupils ind

page

7 in their

Word

Books

and

complete

he activities elating

to Unit 6. When hey

have inished

he activities, hey can colour he

page.

They shouldanswer he'Can

you

remember?'

uestion

on the

quiz page

at


Book,

hen

ind the Excelknt sticker

and

put

it in

position.

Key

AB

6:D

Tapescript

Wend,y:

Hi, Paula t's Wendy.How are

you?

Paula: I'm

fine,

hanks.

Wendy: What

did

you

do

yesterday?

Paula: I

went

swimming. And then I went to the cinema.

Wendy:

Did

you go

shopping?

Pauln:

No, didn't.

What

about

you,

Wendy?

What

did

you

do

yesterday?

Wendy:

I

went shopping

n

the

afternoon.

Pauln: Great

Wendy: And in the evening

was

tired. I watched

TV.

Pauln:

OK. What

are

you going

o do today?Do

you

want

to

...

AB

6:E

Reading rom left to right, the knights shouldbered,blue,orange,green,

yellow,

black.

went

swimming

went

shopping

went

to

the cinema

played

tennis

watched

TV

Paula r'

x

r'

x x

Wendy

x

1/

x

x

r'

ond octivities

Verb ennis

.

To

revise

verbs n the

present

and

past

tense.

.

Pupils work

in

groups

of

three. Photocopy

page

164of

this

Teacher'sBook

and giveone copy to eachgroup.

.

One

pupil

is

the

umpire and looks at the list.

The

other two

pupils play

'tennis'

with

a

verb: one says a verb

in

the

present,

he other says t in the

past,

then says

another verb in the

present.

This

continues

until

one

pupil

makesa

mistake.

.

The umpirechecks hat

the

past-tense

orms are

correctand that the

pronunciation

s

accurate.

.

lf. a

pupil

makesa mistake, a

point goes

o his or her opponent.Scoreas

in

tennis, or fix a time

limit or

a

maximum number

of

points

that

can be

scored

before

he

game

inishes.



Monsters

.

To revisedescriptions nd colours.

.

Describe

monster. he

pupils

draw and

colour t

T: There

was

a mons

.

Pupils

compare

ictures

with their

partner's.

s'as

hin. It had

gr

.

Pupilswrite a

description f their own

monster

and

read t to their

partner,

eres.

t had six arm

who draws

t.

Moke o song poster

.

To revise

questions

n

the

past

tense'. d

you

...?

.

Divide

he

class nto

groups.

Groups

work together o

write new

ines or

theDreams ongon

page

31

of

the Pupils' Book.

.

Groups

make a

poster

for their song

with

illustrations of the dreams

hey

have

hought

up.

.

In turn,

groups

show

their

posters

o the classand

sing their

new version

of

the song.The

rest

of

the

classjoins

n

the chorus.

FingerWords

.

To

revise

he spelling

of vocabulary n the unit.

. Pupils work in pairs.Onechooses word from the unit and raceseach

letter carefully with one

inger on the back of his or

her

parbrer.

.

The

partner

writes down what

he or she hinks each

etter is, until the

word is finished.

.

The

pupil

tells he

partner

he word and

checks f

it

is correctly

spelt.

.

Seta time

imit. The

pupil

with most

words

correctlyspelt

s

the

winner.



How

do

you

sqy ... in English?

.

How

do

you

say ... in

English?

.

Can

you

repeat hat,

please?

.

How

do

you

spell t?

.

Can

you

write

it

down,

please?

.

Of

course.

Listen

ond

proctise

.

Tell

the

pupils

n L1 that

they are

going

o

learn o

ask what newwords

mean

and how they arespelt. f

they

use

hese

questions,

hey will sound

like

confident peakers,

ot

ust

learners.

.

Ask

them o open heir Pupils'Books

at

page32.

Hold

up

your

book,

point

to the children n the

photographs

nd

ask Wo's this?Establish

hat the

children

are

Terry

and

his Russian riend,

Anna,

who we saw talking

on

the

phone

on

page

21.

.

Explain

that

Anna

is

visiting

Terry in London.

Shewants

to

improve

her

English,so

whenever

he

sees omethinghat she

doesn't now

the word

for in English,sheasksTerry.

.

Look

through the sequence f

photos

with the

class.Consider

what the

children might be

saying

n

eachcase.

f

your

class

worked vnth Excelknt

Level

1,

they may

remember low

do

you

sfelJ t?

E

.

Phy

the recording. ause fter

each

phrase

and ask

pupils

o

repeat.

Explain

hat EAEOIIKA is the Russian or

butterfly.

.

Pupils

practise

n

pairs,

covering

he

phrases

with

a

piece

of

paper

and

role-playing

he children

n

the

photos.

.

Distribute the Animals flashcards

and ask

pupils

to

prepare

a version of

the sceneusing the

flashcard

animal in

place

of the butterfly.

.

Invite volunteer

pairs

to

come o the

front

and

act

out the scene n

front of

.

the class.

poge

30 Choose.ondwrite

.

Working individually or

in

pairs,

pupils

look

at the cartoons

and choose he

bestsentenceor eachspeech ubble.

Time

Key

1 Can

you

repeat hat,

please?

2

Can

you

write it down,

please?

3 Can

you

speak

English? Of

course.

The

question:

Can

you

ridp

a bike?s not needed.



r-t

Clothes n

the

post

The first

photo

on

page

33 of

the Pupils'Bookshowsa modern

reproduction

of a

l5th-cenhrry

dress.The detachable

leevehas been

removed

o show

a

substantial

undergarment,

eminding

us how cold

people's

ousesmust

havebeen.

Exfavagant

headgearwas fashionable

or womenall over northern

Europe n the 15thcentury.Tall woodenarmatureswere coveredwith silks

and

fine

threads.

The

second

picfure

is

taken rom a

French

manuscript,

the ladiesare watching knights

in mock battle. The figure with

the

raised

right hand s

judging

the tournament.

Whether he was

taking

part

in

a tournamentor fighting in earnest,a

knight's

armour

must

havebeenhot and

uncomfortable.The

jerkin

of

chain

mail

offered lexibility

and

protection.

On

top of this, heavy metal

armour restricted

movement

everely.

nights

could not

put

on their

armour, which might

consistof

forty

pieces,

without the help of a servant.

Check he text

before he lessonand selectwords for

pre-teaching.

he

number

will

vary,

dependingon

the

level

of

your

class.Do

not

try to

pre-teach

very unknown

word.

Ask pupils o lookat page33 of the Pupils'Book.What do they hink is the

themeof the

page?

Working

n

pairs, pupils

nameas many

of

the items

shown as

they can.

Pupils

listen to the recording

and follow in their books.Tell them

to

look

for four

words for clothing

as they read,.

dress,

T-shirt,

shorts,

hnt)

Ask

pupils

what

new,unknown words

they can

find

in

the

text. Write these

on

the board,

keeping

hem

n

smallword

groups

where

possible,

.g.

child.ren nd

adultg clothpsmade

of usool.Help

pupils

to fry and deduce

the

meaning rom

the

context

before

you

provide

any

explarntion or

translation.

Ask

pupils

what they know

about he clothes hat

children wore

n the

past.

What do we earn

aboutchildren's lothes n

the ext on

page

33?

Focuson the

sentenceTlwir clothes

were

ike

adults' clothzs.Explain this

use

of the

preposition

ike

and ranslate nto L1 if necessary. upils may

remember

a similar structure n

a song

n ExcellentlLevel

1:

Can

you

swim

like

a fish?'

Project

.

Pupils

look for

pictures

of

people

n the

past.

They may have old

photos

at

home,

or

gallery

postcards

howinghistorical

porkaits.

Pupils

write

a

short

paragraph

sayrngwho

the

person

s

and

what

they

are wearing.

AB

poge

31 Combridge Yqung Leorners

Test

proctice

.

This

activity

provides

practice

or

the

Cambridge

Young Learners

Mouers

est.

.

Pupils read

the telephone

onversation etweenDan

and Ken and choose

the

correct

eplv

for Ken n

eachcase.

Key

1C

2C 38 4C

5B 64 7B

8C



UllR

W

Lesson

Main recycling

Numbers

L[

in

teaching

points

l

_:11 l : . . .1

'

-:trt'nents

\ew vocabulary

New expressions

Follow

me

It's

over

a

housand)

ears

old

It's

(fifty)

metres

all

Don't

ouch hat

Your

pupils

will ...

.

ask or

and

give

measurements

.

practise

numbers p

to

100

Needs

.

postcards

f

famous

buildingsor monume

.

a tapemeasure

__r_:

-

-^ . . l

-

-:{lu

Active

presentotion

.

Show

pupilspostcards

f

famous

andmarks. sk

O1)

f

they

know

where

any of themare.

Discuss

L1),

how old

they are,how tall

the buildings

are,

etc.Explain hat

pupils

are

going

o

be

ooking

at an English

castle n

this unit.

.

Ask

O1)

pupils

o try to

guess

ow high

a metre s

against

he

wall.

Measure metreagainst

he wall with the

ape

measure

o see

f

they were

right. Introduce

metresandcentinnetresn

this way.

PB 7:1

cl

tr-isten

nd

read

AB 7:A

AB 7:B

Don't touch

.

Play he story recording nd

ask

pupils

o listen, ead

and ind out

the

heightof the ower.

Write

on the board:How tall

s the ower? upils eport

back:

t's

fifty

metres alL.

.

Play

he

recording

gain.

Ask

somemore

questions

bout

he story:

.

Look

at

Picture

6 and ask why Mr

Wozzsays

Don't

touch

hat Ask

,])

what

happens

whenSally ouches

he armour.

.

Pupilsalternatelywrite the heights

as wordsand

as

numerals.

.

Pupils

ook

at the

pictures

and

write

in

the heights

of the owers, s n

the

examole.

T:

Howold s thecast

(Explain

uer n L1

do

you

spell

castle

Number

gqme

.

Pupils

write

down n numerals

ive numbers

etween ero

and one

hundred.

.

Pupils

work

in

pairs.

One

eads

he numbers

nd he other

writes hem

down,also

n numerals.

hey compare

nswerso check.

.

Ask

pupils

o write five more

numbers nd exchange

heir ist

with their

partner.Theywritethe numbers ut in words,and returnthe ist.

.

Pupilscorrectany mistakes. he

partner

with leastmistakes

wins.



Key

AB 7:A

1 97mefes

2

tit$ metres

3 112

metres

4 eighty-fivemetres

5

zl}metres

6 onehundred

ndseventv-four

etres

AB 7:B

I This

tower

s

thirty-fourmetes all.

2 This

tower

s

forty

metes

all.

3 This

tower

s twenty-eightmetres

all.

4 This

tower

s

twenty-five

metres

all.

5 This

tower

s thirty-sevenmetres

all.

Lesson

Main

teaching

points

How all is ... ?

It's x mefres all.

Main recycling

It's x

years

old.

Your

pupils

will ..:

.

ask

or

and

give

nformation

bout

amo

buildings

.


.

write abouta

famous uilding

New vocabulary

thousand

Egypt,

France, taly, the USA

New

expressions Needs

Active presentotion

.

Ask

pupils

to look at the story on

page

34 of the Pupils'Book. Ask them:

.

Write some

numbers

over

1,000

on the board n

numerals.Then write the

numbers

n words. Pupils

match the numeralsand words.

.

Point

out written

conventions:

a)

hundred

or thousand

never akes an 3'

(two

hundred,

hree housand);

b)

hundreds

are

inked with andto the

following units, e.g.

one

hundred

andtvtenty'.

Remind

pupils

of

the

hyphen n numbersover twenty,

e.g.

wenty-eight.

.

Write

some

arge numberson the

board.

Pupils

practise

saying them.

PB 722

How

old is the Greot Pyromid?

Listen and . Pupils look at thephotosof famousbuildings.Ask O1) if they know what

point

they are called.Teach he English name or the

countries hey are

in:

fojtpt,

France,

tlu USA, hab.

E

.

Play

the

recording.Pupils

listen to the descriptionsof the buildings and

point

to the correct

photo.

Read

and

.

Pupils work in

pairs

to match the written descriptions o the

photos.

match Play the

recording

again

if

necessary.

.

Pupils

then

answer

he

questions

about their own

house

and school.

62



F f:t How

toll is

the

Eiffel Tower?

f.d

.

Pupils

ook at the

height chart. Read

he

heights

of eachbuilding

out

aloud.

E

.

Pupils work in

pairs

to ask and answerabout

he buildings,

following

t

ise

the model

dialogue.

Play the model

dialogueon the

recording.

.

Pupils

play

a

pairwork game.

One describes building for the

other to

guess:

E

.

Pupils

listen to Richard alking about

places

n lnndon. Pause he

recording

o allow

them time to circle the number

hey

heard.

f,

7:D

.

Pupils complete he sentences t the bottom of the

page

eferring

to the

information n AB 7:C.

.

Pupils

find a

picture

of a

famousbuilding

and

paste

t in

their

notebooks.

They

should

ry to find out

its

height and

its

age.

.

They

write a

short

paragraph

about the building, using

the texts in AB 7:C

as a model.

Pl:

It's

324

metres

all.

It's

over a hundredyearsold.

P2:The Eiffel

Tower.

Kry

PB 722

Tapescript

1

Grl: This is really old

Boy: What

is

really old?

Girl: The

Great

Pyramid of Khufu.It's in Egypt.

Boy:

How old

is it?

Giil: It's over 4,000

ears

old.

Boy:

Wow I'd

like

to

visit

that.

2

Gil: I

went

to France

ast

year.

Boy:

Oh,

you

arelucky.

Giil:

Yeah,.wewent to Paris,and we went up the Eiffel

Tower.

Boy: Oh

Is it

very high?

Grl: Yes. t's

over

300metres all.

And it's

over a hundred

years

old.

Boy:

I'd like to

go

to

Paris.

3

Girl:

Look, his is in the USA.

Boy: Yes, know.

Girl: It's the Statueof

Liberty.

Boy: It's

over

100

years

old.

Girl:

Is it?

Boy: Yes.And it's over 90mefes tall.

Grl: Really?

Boy: And it's n New York.

ts nose

s ...

4

Grl: Do

you

know

where his

is?

Boy: Yes. t's in ltaly. It's the

Tower

of

Pisa.

Girl: How old

is it?

Boy:

It's very old.

It's

over

600

years

old.

Girl:

How tall is it?

Boy: It's 55 metres all, from the

ground.

Girl: Why

is it leaning?

Boy: I don't know It's a mystery.



Key PB 722

1 The Leaning Tower

of

Pisa.

2 The Eiffel Tower.

3 The

Great

Pyramid.

4 The

Statueof Liberty.

AB 7:C Tapescript

,

Voi.ce:

lMy house.

Richnrd,: My name'sRichard. live in Inndon in England.This is my house.

It's 30

years

old. It's

about 10

metres

all.

Voice: 2 The Tower

of

London.

Richard: The Tower

of London s now

a

museum.It's

over 900

vears

old.It's

about 30 meffes all.

Voice:

3 TelecomTower.

Richnrd: This is

a

very

tall tower in London. t's 180mehes

all.

It's

not very

old.

It's

nearly 40

years

old.

Voice:

4 Tower Bridge.

Richnrd:

Tower Bridge s

very big.It's 48 mehes

all and it's over 100

years

old.

AB 7:D

1 Richard's

house

s

thirty

years

old.

2 The Tower

of London s over

900

years

old.

3 TelecomTower s 180metres

all.

4 Telecom

Tower s nearly

40

years

old.

5

Tower

Bridge s 48 mehes

all.

Lesson3

Main teaching

points

Don't

. .

Months of thc

year

Can

L..?

(Jor

permission)

Main recycling

Action

aerbs

Your

pupils

will ...

.

learn how to ask

permission

o

do someth

.

practisegiving

negative nshuctions

.

sing a song o

help

them

earn

the months

the

vear

New

vocabulary

fune

New

expressions

Needs

Active

presentotion

.

Remind

pupils

of what Mr

Wozzsays o

Sally when she ouches he

armour in

the

story: Don't

touch lwt Ask

pupils

to think of some hings

they are not

allowed o do

in

the

classroom.Write theseon

theboard:

Don't

shout.Don't run Don't

eat. etc.



fr 724 Don't climb on

the stotue

I iqen

and

.

Pupils

look

at the

pictures

and say

where he charactersare

(at

a

museum).

practise

Discuss

L1)

he

kinds of

rules

thereare

n museums.

E

.

Pupils isten o the example

ialogue etweenCraigand

his mother

and

repeat.

.

Working

n

pairs,

pupils

ook at the other

pictures

and

role-play

dialogue

between

Craigand

his

mother or

each

picture.

PA 7:5[ The months

.

Focuson the sign outside

he museum

n activity 7:4.Read he sentence

Closed

n Mondnys.

sk

pupils

what they think

it means.

On the

board,

write

another

sentence:

losed

n

January.

Chose

different

month

if the

L1 equivalent

s more

similar than s the

case orJanuary.)

See

f

pupils

recognise he

nameof the

month. Tell them they are

going

to learn the

English names

or

the twelve

months

of the

year.

E

.

Play he

monthssongon the

recording.

upils

istenand

oin

in.

.

Practise

months

n

a

chain round the

class.The first

pupil

says a month of

the

year.

The next

pupil

says

he next month and so on.

Increase

dfficulty

by starting

a second,

hird and fourth chain

going

at the same

ime.

AB 7:E . Pupilswrite sentencesndereachpicture o showwhat thepark keepers

saying

to the

girl.

The

verbs n

the

word bank

provide

an exffa clue.

AB 7:F

.

Pupils

complete

he word

cards.Bxplain hat

only

one

of the twelve

months

will fit

correctly

on

eachcard.

Also,

one

month s

missing: an

hey

find it?

.

Pupils write

in the names

of the months.

They

discover

he missing month

by

process

of elimination.

Key

AB 7:E

I Don't

play

football.

2 Don'tplay the

Cuitar.

3 Don't sit on the statue.

4 Don't eat an

cecrezrm.

5

Don't ride a bike.

6 Don't ouch

he bird.

AB

7:F

April, March,

October,

November

July,June,

December

August, May,

September,

anuary

The missing

month is Febmary.



n4

Main teaching

points

Talhing about

peoplz's

uight

Main rerycling

How tall are

you?

Descriptionsof

people

The

alphabet

Your

pupils

will ...

.

listen

for information

.

read and

write messages

n

code

New vocabulary New expressions Needs

.

height chart or

measuring

ape

for Activ

presentation'

.

poster

paper

.

coloured

marker

pens/crayons

Active

presentotion

.

Revise

he

language or

describing

people.Invite

a

pupil

to the front.

Measureand describehim or her, e.g.:

T: He's1 metre 35 c

.

Repeat

with

other

pupils.

Ask the

class

o help

you

describe hem. Choose

got

short black h

pupils

carefully

and avoid

any who

may

be sensitiveabout their

brown

eyes.

appearance.

PB 7:6

Who

is speoking?

&

AB 7:G

.

Ask

pupils

o

open

heir

ActivityBooks

t

page

5.

They isteno he

our

l,i51sn

lEl

short

conversations nd decide

which

child

is speaking.They write the

and

answer name

of

the

child

in

the appropriate

box.

.

Working

with

the

whole

class,answer he

questions

on

page

37

of

the

Pupils'Book

T: How

tall

is Mich

PB 7:7 Moke

o

secret

code

poster

Read and

.

Revise

he

English

alphabetwith the class.

write

.

Look

at

the code n

the

Pupils'Book.Discuss

oncept

f

codes

n Ll.

Why

and when are they used?

Pupils

look at the codeand try

to work out

the messages

n

the

poster.

.

Go through

the instructions

with

pupils.

Working

in

pairs,

they

write

a

messagen normal writing.

Then they

write it in

code.Circulateand

help

as

necessary.

.

Fix

some

poster paper

to the wall. Each

pair

attaches heir message o

it.

.

Pupils

take furns to comeand read the messages nd to decode hem.

AB 7:H

.

Pupils

ranscribe he coded

questions

nto the normal alphabet,henwrite

authentic answers.

Spelling op

.

Revise

he alphabetand spelling. Stand

n

front of class.Choose word

they have

earned ecently,

e.g.castlz.

.

Start a spelling

rap.

Say:

T:

Give

me

an C

Ps:

C

T:

Giveme an A

Ps:

A

.

Continueuntil word

is finished. Ask T: What does t sp

.

The

first

pupil

to call out the word correctly takes

your

place.



Book

.

Pupils ind

page

8

in

their Word

Books

and completehe activities elating

to Unit 7.

When hey

have

inished he activities, hey can colour he

page.


you

remember?'question

n the

quiz page

at


Book,

hen

ind

the

Excelknt sticker

and

put

it in

Position.

Key PB 727

How tall are

you?

What'syourname?

It's time

for lunch.

AB

7:G

Conversation

1

-

Sonia

Conversation

-

Michael

Conversation

-

Philip

Conversation

-Lisa

Tapescript

Voice: Conversation

1.

Interuiewer: How tall are

you?

Sonia: 'I'm onemetre orty-five.

Interuiewer: You're

one

metre ..

Sonia:

Forty-five.

Interuinwer:

Thank

you.

Voice: Conversation

.

Interuiewer: Hi.

Michael:

Hello.

Interuiewer:

How tall are

you?

Michacl:

I'm one metre

orty.

Interuiewer: One

metre

orty.

Thanks very much.

Michnel:

You'rewelcome.

Voice:

Conversation .

Interuiewer: Hello. Can

you

tell

me, how tall

are

you please2

Philip: How tall am I?

'm

one

metre

hirty-five.

Interuiewer: Sorry?

Philip:

One

mehe hirty-five.

Interuiewer: OK.

Thanns.

Voice: Conversation

.

Interuiewer: Hi, how are

you?

Lisa:

Fine,

hanks.

Interuiewer: How tall are

you,please?

Lisa:

I'm onemetre wenty-five.

Interuiewer: One

mefe

twenty-five.

That's

great.

Thanks very much.

AB 7:H

1 How tall are

you?

2 Where do

you

live?

3 Can

you

skateboard?

4

Have

you got

a cat?

5 How old

is

your

school?



gomes

ond octivities

Colendors

.

To revisemonths

and the alphabet.

.

In

groups,pupils

make

and

illusbate

calendars.

Clossroom ules

. Torevise on't ..

.

In

groups,pupils

make

up someclassroom ules.

.

They make

and

illustate

a

poster

and display it in the classroom.

Meosurements

project

.

To

revisemeasurements nd large

numbers.

.

Pupils

work

in

groups

and research

all buildings, monuments, tc.

.

They

prepare

a

project

book with illushations

and facts.

Quiz

.

To revisemeasurementsnd age.

.

In

small

groups,

using reference

ources n L1,

pupils

make

up a

quiz

of.

ten

questions

about

ocal

or famousbuildings.

They use he

questions

/oeu

tall b ... ?,

How

old is...?and

give

a list multiple

choice

nswers.

.

Groups

exchange heir

quizzes

or other

pupils

to

complete.

Descriptions

boqrd

gome

.

To

revise

descriptionsof

people.

.

Draw

a snake

game

on the

board:

.O.t . .o'o. .

a

a

o

a

o

a

a

a

o

o

a

o

o

o

a

O

o

o

a

a

a

a

a

o

o

oooo

oloooo

.

Pupils

work in

groups

of

four.

They make

one copy

per

group

of the snake

game

board.

. Give eachpupil a pieceof A.4card andeachgroupa pair of scissors.

Pupils fold

their A4 card nto

eight

pieces

and cut them out.

.

On each

piece

of

card,

hey

draw a faceof a boy

or

girl

and

colour their

eyesand hair. Hair must

be short or long.

.

Give

each

group

a dice and four counters.They

may start

on any

small dot.

.

They

shuffle all the

cards

ogether

there should

be 32

per group

-

and

place

hem facedown.

.

In

h;rns, they throw the dice

and

move

heir

counter.

f

they land on a

large

dot

they take

a card and

describe

t. If

their sentences correct, hey

can

keep

he

card.

.

The

game

continuesuntil all the cards

are

finished.The

winner is the

pupil

with themostcards.



Lesson

1

tein

teaching

points

frrrrvbl

of lnnguage

rom

t--rits

5-7

Main recycling

Past simple,

egulnr

and

irregulnr uerbs

want to

Your

pupils

will ...

.

read

ndunderstandstory

.

look or information

n a

picture

Nr vocabulary

l?rlrF

xr*

New expressions

I

want

o

bea

.. .

It's

ime o ...

Needs

Exce knt F ood l ashcards

ExcellentPosterThe castle

Active

presentotion

.

Use he

food flashcards o

revise

ood.

Play

a

game

of food Bingo.Attach

the

flashcards

o

the board.Pupils choose our food tems

and write or

draw them on a

piece

of

paper.

Call

out the food tems

one by one, aking

down the flashcardsas

you

do so.

Pupils tick

off the

food

tems hey have

as they hear

hem

calledout.

The first

pupil

to tick off all four food tems

callsoutBingo

.

Use he castle

poster

o remind

pupils

of the theme

of the

past.

Ask

them

O1)

o

imaginewhat

people

te

n

castles.

o

they hink the ood

was he

same

as we eat oday?Ask

pupils

o

look

and

ind

people

ating n

the

poster.

What foodcan hey see?

PB

8:1

| wont

to be

o cook

Listen

lFl

.

Play the story on

the recording.Ask

pupils

to read

and

and read

listen and find two different

ypes

of

food

that are

mentioned

n the story

(cake

and oranges

.

Explain the meaning

of

rry

cooh

n Picture

3.

.

Play the story again.

Ask comprehension

uestions:

.

Ask pupils to look at Picture 4 again.Ask WhntdnesMegan want to be?

.

Explain the

meaningof uant to be andask individual

pupils

what they

want to be

(L1):

AB

8:A

.

Pupils ook at the

pictures

of

Craig's

edroom

nd Sally'sbedroom. he

items ying around n theroomsgivecluesaboutwhat Craig andSally

havebeendoing today.

.

Pupilswrite sentences

n

the

past

ense, aying

what

Craig,and henwhat

Sally,

did today.

T:

Where are he children

What is the cook

making?Whosebirthd

is it? Do the

children

ik

the castle

now?

Can

he

stay n the castle?

Whi

door do they

go

throug



Key AB

8:A

Sentences

may

come

n

any order.

Craig

-

He

played

football. He

went swimming. He

drew a

picture.

He watched

TV

He ate a

banana.

Sally

-

She ead a

book.She

istened

o music.

Shewent shopping.She

played

tennis. She

played

the

guitar.

Lesson

Main teaching

points

Pastsimplz,affirmatiue,

negatiue nd nterrogatiue

Main recycling

Roomsof the house

Your

pupils

will

.. .

.

ask

questions

bout

eventsn the

past

New

vocabulary

some

New

expressions

Needs

.

Excellent Room lashcards

.

preparea word card for eachpupil in the

each

card

has

either a

verb

in

present

ens

its

past-tense

quivalent

Active

presentotion

.

Revisenzrmes

or

rooms

n

the

house

using

the

Room lashcards.

.

Draw

a big castle

shapeon the

board.

Divide

the shape nto

sections o

represent

ooms. nvite

pupils

to

guess

what rooms

there are

n

the castle.

As

pupils

suggest he names

of rooms,

draw symbols to represent

each

room

in

your

castle

picture

an oven or

the kitchen, a

bath

for

the

bathroom, a table for the

dining room,

etc. Ask T: How

many

bedroo

there?How many

bathrooms?

s ther

garden?

PB

8:2 Whot

did they

do

in

the

costle?

Listen and

.

Pupils ook

at the

pictures

of the

children

n

the castle.Elicit

whereeach

say

child

is

and what he or

she saw

E

.

Play

the recording.Pupils listen

and say who is

talking.

PB

8:3 Where

did Megon

go?

Listen

lEl

.

Pupilsisten

o themodel ialogue.

Ask

and

.

Pupils

ask and answer about

the

pictures

in

pairs,

following

the model

answer dialogue.



Memory cfioin

gome

.

Begina memory hain:

.

Choose

pupil

to

add o the chain:

.

Pupilscontinue dding o the chainuntil

a

mistake s

made.

T:

P:

I went n the classro

and saw somebook

I

went

n the

ciassro

and

sawsome

book

andsome

ens.

AB8:B

t"=l

Pupils isten o the

recording

and draw a line to show

where

Mr

Wozz

went.

Pupilswrite aboutMr Wozz'swalk through he castle,

sing

past-tense

verbs.Thev

sav

wherehe

went

and

what

he saw.

Verb

motching

gqme

.

Distribute

he

word

cards

you

prepared,

ne

per pupil.

.

Point o a

pupil.

He or shestandsup and shorvs is

or her card o the

class.

The

pupil

with the

matching

past

or

present

ense ardalso

standsup and

showshis or her card.

. The two pupils give hecardsback o youand sit down.Repeatwith

another

pair

of

pupils.

Key

PB

8:2

Tapescript

Rick: I went n

the dining

room

and

sarv

sonte

pictures.

Sally: I went n the

garden

and saw some lowers.

Ben: I went n

the

owerand

saw

some

bats.

Megan: I went

n

the kitchenand saw some akes.

AB

8:B

Tapescript

Mr Wozz: went n the

garden

and

saw

some

tatues.

hen

went

n

the

dining roomand saw some hairs.Then went n

the kitchenand

I

saw

some ooks.

hen

went n the hall

and sawsome nights.

Then I

went n

the bedroom nd sau'some ats.Then

went n

the

bathroom

nd

saw

a

drason



Lesson3

Main teaching

points

What

do

you

want to

be?

Jobs

Main recycling

want to

this, hese

Questions

n thz

past

simble

tense

Your

pupils

will ...

.

ask heir

riendswhat

ob

they

would

ike

New vocabulary

doctor

filrn star

football

player

mechanic

police

officer

teacher

New

expressions

somethingbeginningwith D

Needs

.

Excellznt

Jobs

flashcards

Active

presentotion

.

Use theExcellzntlJobFlashcards

o teachdnctor,

ilrn

star,

ootball lnyer,

mechnnic,

olice

oftcer, teaclpr. Discuss

O1)

which of these

obs

require a

uniform or special lothes

f some ort.

.

Introduce he

question

Whatdo

you

want to beiPupilscananswer sing

the names or

jobs

which

they

have

ust

learned,

or they suggest heir own

ideas

n Ll. Teachadditional

ocabularv s necessarv.

PB

8:4

Whqt

do

you

wont

to be?

Listen

lEl

.

Pupils ook

at the

pictures.

They listen to the recording

and

and

point

point

to the various characters

as their

jobs

are

mentioned.

.

Invite

a

pupil

to the front of the

class.

He

or she chooses

job

and

mimes

it.

The rest of the class

guesses

what it is.

Pairwork . Pupilsplaya pairwork guessing ame,ollowing he modeldialogue

guessing

on

the

recording. each

he expression omething

eginningwith ....

game

.

Demonstrate

he

game

by

playing

t with

a confident

upil.

Pupils

hen

close heir booksand

play

n

pairs.

PB 8:5

Jimmy

Volentine s

o

film

stor

Make

.

Ask

pupils

if

any of them want to be film stars.Discuss

O1)

someof the

sentences things that

might

be

good

and bad

about

being

a

film

star.

.

Pupils

ook at the

pictures

at

the

bottom of the

page

and makesentences

using

/zs

andtlwse.

AB 8:C

.

This exercise

rovides

ecycling

f

question

orms n the

past

ense. upils

read hequestionsn thefirst columnand find the answer n the second

column.They write

the

number

of the

question

next to

the answer,

s

shown n the example.

AB 8:D

.

Pupils find

the tops and bottoms of the doctor,

he

teacher,

he

mechanic,

the

police

officer, he filrn star, he football

player.

They record

heir

answersas shown n the

example.

72



Key

PB 8:5

1

This is my house.

2 These

are

my

shoes.

3 This is my watch.

4

Theseare my horses.

AB

8:C

I I went to the museum.

2 I saw somepictures.

3 Yes,

hedid.

4

No,

he

didn't.

5 lt's in my town.

6 It's over two hundred

vearsold.

7

Yes, do.

AB 8:D

1and8

-

Doctor

3and2

-

Teacher

5 and 12

-

Filrn star

7 andf

-

Mechanic

9 and 6 - Policeofficer

11

and

10

-

Footballer

4

llein

teaching

points

.l|.rtqg

and

answeing about

whnt

pt

want to

be

Main

recycling

want

to

tobs

Questions

Your

pupils

will ...

.

listen or

information

.

singasong bout

uestions

{r

vocabulary

New expressions

Needs

.

a

toy

microphone

optional)

Active

presentofion

.

Go

round

the classroomwith a

pretend

or real microphone

as a

prop.

As if

vou were an

interviewer ask:

T:

Excuseme What do

y

want

to

be?



PB8:6

&

AB

8:E

Whot do

they

wont

to be?

Listen

and

.

Explain that

the

four

children

n

the

photos

are alking about

what

they

circle want to be

in

the future. Ask the classwhat they think the children want to

be. The answer

grid

on

page

39 of the Activity Book shows hree

possible

choices or eachof the four children.Pupils

can draw a circle

n

pencil

round

he

ob

that they hink eachchild wants o do.

E . Pupils isten to the recordingand see f theyguessed orrectly.They circle

the

obs

they

hear,

his time

in

pen.

.

Use he

questions

n the Pupils'Book or whole-class

iscussion:

T:

What doesAliso

.

Pupils write

a sentence bout eachchild,

following

the model

given

for to be?etc.

Alan. Then

they write what they want to be themselves

n

the space

provided.

Act out on interview

.

Pupils

work in small

groups

and make

up their

own radio

or

TV interview

Circulateand help as necessary

s they are writing

it.

.

Pupils

practise

heir interviews n small

groups.

f there s time, they can

act them out for the restof the class.

PB

8:7

The

Questions

Song

U

m

.

Phy thesong n he ecording.upilsisten

nd

oin

n.

.

Checkand reviseany vocabulary rom

the song.

Pupils

then

work in

pairs,

asking and answering he

questions

rom

the song.

.

In

small

groups,pupils

can

write

their own version of the song,

using

different

questions.

.

Invite the

groups

to sing their

new

versionsof the song or the class.

AB

8:F

.

This

activity

provides ractice

or the Cambridge Young Learners

Moaers e-s;t..

Pupils read

he

five

definitions and match them o one of the six nouns

illusfated. They write

the

noun

alongside he definition.

Word Book

.

Pupils find

page

9

in

their Word Books and

complete he activities

relating

to Unit 8. When they have inished

he activities, hey can colour he

page.

They

should ansrtrerhe'Can

you

remember?'

uestion

on the

quiz page

at

the

back

of the

Word

Book,

hen

find

the Excellent ticker and

put

it in

position.

Key AB

8:E

Alan

wants to be a mechanic.

Lisa wants to be a doctor.

Alison wants

to be a teacher.

Mark

wants to be a filrn star.

PB

8.6

Tapescript

Interuiewer:

Alan, what

do

you

want to be?

Alnn: I don't know.

' Interaiewer: You ike

cars,don't

you?

Alan: Yes. love

cars Yes. know: want

to be a

mechanic.



Interuinwer:Hello,

Lisa.

What do

you

want

to be,

please?

I;isa: I'm not sure ..

Interuiewer: Do

you

want

to be a teacher?

Lisa: No,

I

don't

want to be a teacher.

Interuiewer:

Or

maybea

police

officer?

Lisa: No.

know I want to be a doctor.

Interuiewer: Good.

Interuiewer:

What about

you,

Alison? What

do

you

want to be?

Alison: Well, like school.And I like English.So want to be a teacher.

Interui.euer: You ike children hen?

Alison: Yes, hey'reall right.

Interuiewer: Hello,Mark. Do

you

want to be a teacher?

Mark: Nq

not really.

Interui.ewer:What do

you

want to be?

Do

you

want to be a football

player?

Mark: Er

...

I want to

be a

film star. That's it A famous ilrn

star.

Interaiewer:

OK. Good

uck

then.Mark.

AB 8:F

1

bat

2 kite 3 stars

4

paruot

5

penguin

Extro gomes

ond octivities

How

do

you

spell t?

.

To revise he alphabetand

practise

spelling.

.

Each

pupil

looks

at Units

5 to 8, chooses neword

and writes

it on

a

piece

of

paper.

Pupils

then close

heir books.

.

Divide

the

class nto two teams.

n

turn, onememberof each eam says a

word to a memberof the other team and asks him or her to spell t.

.

Keep he'scores.

eams

get

one

point

for every correct

spelling.

Continue

until

everyone

as had

a turn.

The team with most

points

are the

winners.

Crozy stories

.

To

revise

he

past

simple

ense.

.

Give each

pupil

a sheetof A4

paper.

Write some

questions

on

the board:

Who was t?

Where

did

he/shz

o?

Ahcndi.d

hn/slu

go

there?WInt

did

hz/slw see?Wnt did

he/slw

say?Wat

dit he/she

o?

.

Pupils

look

at

first

question,

write down a name,

old

the top

part

of their

paper

over o

hide

what they

havewritten, They then

pass

t

to the

next

pupil.

. Pupils look at thesecondquestionand write down a placeon thepaper.

They fold it again and

pass

t to

the

next

pupil.

They

continuedoing this

until all

the

questions

are answered.

.

Each

pupil

opens he

piece

of

paperpassed

o themand

reads

he story to

their

partner.

.

Choose

ome tories o

read

o the class.



Quiz

.

To reviseHow

tall es...? nd measurements.

.

Each

pupil

researches

he

height

of

a

famous

building

person

or

animal,

writes

the

question

and a multiple

choiceanswer.

.

Pupils work

in

groups

and make

a

quiz,.

hey

exchange his with another

group.

Groups

ry

to answer he

quiz

they have

been

given,

hen they hand

it back. The

authors

of each

quiz

correct

he answers.

Crosswordgome

.

To

reviseany vocabulary

tems.

.

Draw

a

10 x 10

grid

on the board.

Pupils copy t

onto a

piece

of

paper.

.

Pupils

work in

groups

of four. In turn,

each

pupil

writes

a

word

either

vertically or horizontally

n the

grid.

They

score

one

point

for each etter in

the

word.

.

The

next

pupil

must

write

anotherword, rsing

the

first

or last letter in

the

word. If a

pupil

cannot hink

of a word, the

turn

passes

o

the

next

pupil.

.

The

game

continues

until

no

one n

the

group

can

think

of

any words.

The

winner

is the

pupil

with

the most

points.

.

Circulateand checkspelling.

Pupils must

ask

you

if they need

o check

a spelling.

76



How

much is

this,

pleose?

.

How much

s

this,

please?

.

It's

three

pounds.

.

Which way

s

the castle,

lease?

.

It's that way.

.

Which

way did Mandy

go?

. Shewent that way.

Listen

ond

proctise

.

Ask

the

pupils

o

look

at the hreescenes n

page

42

of the Pupils'Book.

Consider ach

n turn and ask he

pupils

what s happening.

Wlrcre re thc

children?Whnt might

tlrcy be saying?

E

.

Tell the

pupils

that they are

going

to

listen

to the boy and the lady in the

shop.

Play he recording nd ask he

pupils

o repeat

each

phrase.

Explain

that the currency

n Britain is

pounds

and

pennies.

f

you

can, show he

pupils

someBritish coinsand banknotes.

.

Proceedn

the

sameway

for

the other

photos.

Pupils then

practise

n

pairs,

covering he

phrases

with a

piece

of

paper

and trying

to

reproduce

hem

from memory.nvite volunteers o act out the scenesn front of the class.

.

Taking the

photo

n

the shop as a starting

point,

help

the children o

expand

he conversation.

hat

other hings n Englishcould he characters

say?

Encourage

upils

to introduceother characters. or example, he

boy

couldbe

visiting

a

museum r a castlewith friends.Therecould

be other

people

round:

Boy:

Guard:

Boy:

Sales assistant:

Boy:

I like

this castle. want to buy some

postcards.fo

guard)

Excuseme. s therea shop here?

Yes. t's that

way.

Thank

you.

(/o

salps

assistanf)Two

postcards,please.

Here

you

are.

Thank

you.

piching

up

guide

booh)How much s this,

please?

Sales assistant:

It's three

pounds.

.

Proceedn the same

way with

the other dialogues.

You

could

ncorporate

these

hrases

nto the scene r use hemas the starting

point

for another

sketch.For example,

our

classcouldcreate short

play

n which some

children

osea

friend n a castle hen

ind

him or

her

again.

l8

poge

40

Choose

ond

write

.

Working

ndividuallyor

in

pairs,pupils

ook at the cartoons nd choosehe

bestsentence


flk Time

Key 1

Which

way is thezoo,

please?

It's that

way.

2

Which

way did the

mouse

o?

It went hat

way.

3 How much

s

this,

please?

It's

one housand

ounds.

The

question:

ow tall are

you?

s not needed.



t- l

Worwick

Costle

William

the Conqueror uilt the

irst

castlehere n 1068. t was madeof

.wood.

tanding n a strategic ite

on a

bend n

the RiverAvon, he castle

was

gradually

ebuilt n

stone.By the

ate

14thcentury, he

castle

kyline

was recognisably hat we see oday,

dominated y the

huge

gatehouse

nd

barbican,and two

great

corner

towers.

The castlewasthehomeof theEarlsof Warwick, most famously Richard

Neville:

Warwick

he

Kingmaker'. n 1469,

uring the Warsof the Roses,

Neville

ed an

army againstEdward V, and briefly held

he

King captiveat

WarwickCastle.

Since1978,he castlehas

belongedo the Tussaud'sGroup,who

have

developedt

as a tourist attraction.Medieval anquets nd ournaments

are

part

of an events

rogramme

which asts

all

year

ound.Visitors can

now watchactors n

period

costume, emonstrating ncient kills suchas

falconry

or

jousting.

Check

he ext before

he esson

nd selectwords

or

pre-teaching.

he

numberwill vary

depending n the evelof

your

class.

Do not try

to

pre-teach veryunknownword.

Draw a simple

picture

of a

ghost

on the board.Tell the

pupils

hat

the

Englishword for this is hidden

somewheren the ext.

Can hey

ind it?

Play

he

recording. upils

ollow n

the book.

Ask

pupils

what new,unknown words

they can ind

in

the text. Write these

on the board,keeping hem n smallword

groups

where

possible,

.g.at

first

or historical ostumes. elp

pupils

o try and deduce

he

meaning rom

the

context

before

ou provide

any

explanation

r translation.

Project

.

As a homework

ask,

pupils

ind a

picture

of a

castle.

hey

cancut

a

picture

from

a

magazine

r holiday

brochure,or copy a

picture

from

a

book.They shouldwrite a shortparagraphabout t, using hequestions

which

appear n the

Pupils'Book

o structure heir

writing.

AB

poge

41 Combridge Young Leorners

Test

proctice

.

This

activity

provides

ractice

or

the Carnbridge Young Learners

Mouers est.

.

Pupils

ead he story and answer

he

questions,

sing

no

more han

threewords.

Key

1 in the

country

2

He s six 3

Joan's

mum 4

Joan's

ad 5

7 on

the chair 8 a man

9

ninety

years

old

10 to the shop

upstairs 6

King

Charles



Lesson1

llrin

fsashing

points

gmg

to

Main recycling

Leisure

actiuitins

Your

pupils

will

...

.

read

and understand

a story

I[tn

vocabulary

ggle

:tlout

mII

wmg

New expressions

Don't worry.

Needs

. Actions'word cards romUnit 5. Lesson

Active

presentotion

.

Use he word cards o revise actions.

.

Play

a

guessinggame

o

introduce

going

fo. Choose neof the

word cards

and

attach t

to

the board, ace

down.

Ask:

.

Explain

your question

briefly in Ll.

.

Pupils

guess

by calling out

the actions only:PIny

ootballt

Go shopping?

tc.

.

When one

guesses

orrectly, ake the

word card

from

the

board,

show t

and

say:

.

Practisewith

the

classand ndividual

pupils.

T:

What

am I

going

to d

after school?

T: Yes, 'm

going

to

(play

football).

PB

9:1

Listen

md read

E]

You're

going

to be stqrs

.

Ask

pupils

if

they can

remember

which door

the children

went

through n Unit

8

(The

orange

door.)Ask if

pupils

can

guess

where

the orangedoor eads.

.

Play

the story

on the recording.

Ask

pupils

to listen

and

read

and tell

you

where he characters renow: n the

ungle

... on a film set ...

.

Teachnew vocabulary:

unglp

and, trong.Ask

some

questions

about he

story to checkpupils arefollowing properly:

Whereare the childrennow?

(In

thi

jungle/on

a

fi).m

set)

WIwt

ilrn

are thcywatching?

(Tanan)

Who s

gotng

to looh

or

snahes?

(Rtck)

Whl is

going

to

alP

(IVIqgan)

Whnt are Megan and

Sally

going

to do

in Picture

5?

(They're oing

to

shnut

..

They're

oing

o be n

tlw

rtbn)

Whntdoes hn director tell thpm n Pirture 6

(You're/Tluy're

going

to be

tlm

stars.)



AB 9:A

.

Pupils look at the

pictures

of

the

people

and complete

heir

speech

bubbles

lusing

'm

going

o

...

.

They

ask their

partners

what they

are

going

to do today and on Saturday,

then

write sentencesn their notebooks.

A

drowing

gome

.

Draw

part

of an object on

the board.

Pupils have

o

guess

what it's

going

to be. Continue o draw theobject n stagesuntil a pupil guesses orrectly.

.

Pupils

can

then

play

in

pairs.

Key AB 9:A

I I'm

going

o listen

o music

2

We're

going

o

play

tennis.

3 I'm

going

to wash

the

fain.

4 I'm

going

o

watch

TV

5 I'm

going

o

climb

the

ree.

6 Were

going

to

go

shopping.

Lesson

Main

teaching

points

going

to

(third person)

isn't/aren't

going

to

(Activity

Book)

What's

he/she

going

to do?

Main

recycling

Action

uerbs

Your

pupils

will ...

New

vocabulary

ladder,

all

off, cowboy

New

expressions Needs

Active

presentotion

.

Ask

pupils

to

guess

what

you

are

going

to do. Say: T: What am I

going

.

Mime actions,

pausing

ust

before

you

complete

he action,e.g.

pick

up a

Ps: You're

going

to w

pen

as

if

you

are

going

to write;

pick

up a cassette

s

if

you

are

going

to

listen

to music; draw

your

chair up to

you

as if

you

are

going

to sit down;

go

to the

door as

if

you

are

going

to

open

t,

etc.

PB

9:2 Whot's

she

going

to do?

Ask

[Fl

.

Play the model

dialogueon the recording.Pupils

look at the

pictures

and

and answer ask and answerabout what is goingto happen.



PB

9:3 Whot's

going

to hoppen?

Li*en

and

.

Pupils look at the

picflre

of the

filrn

studio.They tell

you

someof

the

point

things they can see

which

are

gorng

o happen.Help them to

deduce he

meaning

of the

word lnddnr.

E

.

Phy the

recording.Pupils isten

and

point

to the correct

people

n

the

picture.

.

Pupils

work

in

pairs,

following

the model

dialogue.Onedescribes

something hat's

going

to happen n the

picture.

The

other

points

to the

correctpersonandgives henumber.

.

Pupils write sentences bout the studio

n

their notebooks.

AB 9:B

.

Look at the

picture

of the ilm

set with the class.

Ask

pupils

f they can

identify anything which

is

gorng

o

happen.

Give

prompts:

T: The

cowboy

s

going

.

Go

hrough he exercise rally with the class.Showhow sn't

and, ren't are to ...

used

with

going

o

to

makenegative entences.

P: ... ride a

horse.

A'freeze'dromo

.

In

groups,pupils

create

short scenerom

a

film

and

practise

t.

They

'fteeze'the

actionat a critical

point.

They

write what s

going

o happen

next on a slip of paperandgive t to the teacher.

.

Each

group

acts

out the scene or

the

rest

of the class.When they freeze

the action, he class

guess

what

is

going

to happennext. The

teacher

checks he slip of

paper

o see

f

they are ight.

Key PB

9.3

Tapescript

Number1.

He's

going

o fall off

the

adder.

Number2.They're

going

o

go

swimming.

Number

3.

He's

going

o

play

the

guitar.

Number

4. He's

going

o

ride

a

bike.

Number5. She's

oing

o eat an cecream.

Number6.

She's

going

to throw a frisbee.

Number7.He'sgoing o take a photo.

Number8.

He's

going

to

open he door.

PB

9:2

1 She's

going

to

wash her face.

2

She's

oing

o brush

her

teeth.

3

She's

oing

o open he door.

4

She's

oing

o

go

to bed.

AB 9:B

1 The

boys aren't

going

to

go

shopping.They're

gorng

o

go

swimming.

2 The

woman

sn't

going

to wash a sweater.

She's

going

to wash

a

T-shirt.

3 The cats aren'tgoing to jump on the chair. They'regoing to jump on

the table.

4 The

old

man sn't

going

o eat an apple.He's

going

o eat

a sausage.

5

The

girl

isn't

going

to climb a tree. She's

going

to climb a ladder.

6

The

cowboy

sn't

going

o ride a

bike.

He's

going

o ride

a

horse.



Lesson

Main teaching

points

Film

genres

What's on

TV?

Which

channel s it

on?

What time does t start?

Main

recycling

Telling

tlu time

(o'clock)

New

vocabulary

cartoons

fantasies

musicals

spaceadventures

westerns

New expressions

What sort of films

do

you

ike?

Your

pupils

will

...

.

talk about dffierent ilms and

sav what tim

they start

Needs

.

a teaching lock

Worm-up

.

Use he

teaching

lock o revise

ime

(o'clock).

. Ask a pupil to call out a time in English. Mimethe fime by movingyour

arms

into

a

position

to match

the time

(e.g.

one arm

pointing

upwards and

one downwards or

six o'clock.).Repeat

with another ime. Then

call

out

times

or

the class o mime

with their arms.

Active

presentotion

.

Ask

pupils

what

their

favourite

film is:

.

Write the different ilm

categories

n the

board:

cartoon,

antasy,

musical,

space

aduenture,Luestern. ranslate

eachone f necessary

nd ask

pupils

for names

of films

they know in

that category.Write them

on the board

under eachheading.

. Keepa recordof these ilms for Lesson4.

T: What's

your

favou

film?

PB

9:4

Listen

[El

and read

Ask

and

answer

PB

9:5

Ask

[El

and

answer

Whot

sort of films

do they like?

.

Pupils

look

at the

video

boxesand

the titles of

each

ilm. They

try and

identify

what sort

of

film

eachone s.

.

Play the conversation

bout ilms

on the recording.

Pupils listen

and

read.

.

Pupils

ask and

answerabout he films,

following the model

dialogueon

the recording.

Whot's

on

TV?

. Pupils lookat theTV page.Ask what sort of films they can seeon

the

page.

.

Play

the

model

dialogue

on the

recording.

Ask

pupils

which film the

children are talking

about

@lanet

X). Then

play

the

dialogueagain,

pausing

or

pupils

o repeat.

.

Pupils

work in

pairs

and make

up

similar

dialogues

about he other films.

.

Pupils

practise

a dialogue

about one

of

the films,

then act it

out

in front

of

the class.



Whot's

your

fiovourite ilm?

.

Write the different

ilm categories n the board.

Ask

pupils:

T:

What's

your

favourit

.

Find out which sort

of filrn is the

most

popular.

For

eachcategory

have

a sort of

film?

show

of handsand

write the number of

pupils

who like it best.

.

If there

s time,

pupils

could

work in

groups

o designa

poster

or their

favourite sort

of film.

They

teatea title, and a starting time.

Each

group

presents

heir

poster

o the class.

AB 9:C . Pupils completehe conversation y choosing hecorrectquestionsrom

the

phrase

ank.

.

Thev then write

a similar conversation bout one of the other

ilms.

AB

9:D

.

Pupils ask each

other about ilms and

film

stars,

using the

questionsgiven.

.

They write about

ilms in their notebooks, .g. like spaceaduenturesMy

fauourite

ilm

is Star

Wars My

faaourite

i.lm

star is ...

Key AB 9:C

What

i.lm

are

you

going

o see?

The

RedPlanet.

What sort of

film

is it?

-

A spaceadventure.

Wlure is it on?

In

Cinema

3.

Whnt ime

does t start? At six o'clock.



n4

Main teaching

points

goingto

or

near

and distant

uture

Main

recycling Your

pupils

will ...

.

listen for inJormation

.

play

a

game

about he fuhre

New vocabulary

wm

ptve

have

five)

children

rich

money

New expressions

Youaregoingto be a .

Needs

. two card spinners,eachnumbered1 to 6

Active

presentotion

.

Using the titles of films suggested

n ksson 3, say the

name

of a

film

O1).

Pupils

say what sort of film it is.

PB

9:6

& AB 9:E Whot ore they going to do this weekend?

Listen

lHl

.

Pupils

ook at the

photos

of the children and the

picture

of Klunk. Explain

and

answer that

pupils

are

going

to

listen

to them talking aboutwhat

they are

going

to

do this

weekend.

Play

the recordingand ask

pupils

to tick

the

chart on

.

page

45 of

their

Activity

Books.

.

Check

pupils

have ollowed

he activity,

by asking the

questions

rom the

Pupils'Book

T:

What'sPippa

goin

do?etc.

PB

9:7

Tell

your

fortune

Make

.

Pupilsmake

spinnersike those

shown

n

the Pupils'Book.

and do . Demonstratewith a pupil how to play thegame.Each spin a spinner,add

up the scoresand read the fortune from

the key in the Pupils' Book.

.

Pupils

play

the

game

n

pairs.

Whot

ore

you

going

to do ofter sdrool?

.

Pupils

write on

a slip of

paper

one hing they

are

going

to do after school.

They

give

the

paper

o their

partner.

.

Go

round

he class

pointing

o

pupils

and asking heir

partner:

AB

9:F

.

Pupilswrite

captions

or

the

pictures,

eginningYou

are

going

o ...

T:

What's he/she

goin

after school?

Word Book

.

Pupils ind

page

10 n theirWord Booksand completehe activities

relating

to Unit

9. When they have inished

the activities, hey can

colour

the

page.

They should

answer he'Can

you

remember?'

uestion

n the

quiz page

at the back of the

Word

Book,

hen find the Excellpnt ticker and

put

it in

position.





Extro

gomes

ond octivities

,

Alphobeticol ists

.

To revise

vocabularyand

alphabeticalorder.

.

Write

a

selection

of words

from

the

unit

on

the board.

.

Pupils

write a list,

putting

them n

alphabeticalorder

Runningdictotion

.

To

revise

pelling

andpunctuation.

.

Copy

out a sectionof the story in

Unit

9 onto

severalcards.

Make

he

copies arge

and clear.

.


groups

and stick a card on the wall near

each

group.

.

Say

Go

n

turn,

each

pupil

runs

to the card, reads

a sectionof the

first

sentence,

uns back to the

group

and dictates t. Each

pupil

writes down

the

section.

.

The

group

can

ask the

runner

to return

as often as

necesvry

until the

sentence

s

finished.They can

also consult eachother.

.

The

winning

group

is the

group

that

finishes

irst and has the

leastmistakes.

Solving

problems

.

To revise

going

to.

.

Give each

pupil

a slip

of

paper

with a situation written on it,

e.g.

You're

hungry.Situations

can be

repeated.

Pupils think about

something hey

can

do to help

the situation,e.g.eat an

applz.

.

Invite

a

pupil

to the

front

to

read

out their situation.

The

classasks: C: What are

you

goi

.

Repeatwith other

pupils.

to

do?

P: I'm

going

to eat

a

My

weekend

.

To revisegoittg

o andactions.

.

Make

a

list

of ten things that

you

might do at the weekend, .g.

go

shopPing, isit my

sister,

go

to

(nearest

ocd town),

go

to the cinemn,eat at

thp new restaurant

n

(local

own),

etc.

.

Make

photocopies

f

the list

and

give

one o each

pupil.

.

Decideon six

or seven hings that

you

are

going

to

do and tell the class:

This

weekend

'm

going

o... Pupils

ick off the activities

ou

mentionon

their list.

.

Pupils

do the sameactivity in

pairs.



Lesson1

Main recycling

past

simplz

present

imple

present

ontinuous

New expressions

good

dea

Hain

teaching

points

\ \ 'hy. . .Because

lJew vocabulary

arr

dtuIy

Earth

pollute

problems

nYer

sell

shoot

space

space tation

rusk

Your

pupils

will ...

.

read

and

understand ston

Needs

.

a

globe

Active

presentotion

.

Show

pupils

he

globe

and

ell them hat the story

today s about heEarth.

Write

this on the board.

.

Tbll

pupils

O1)

that in

the

story

they are

going

o learnabout

some

of the

Earth's

problems.

PB 10:1

Listen

The GreenSpoceStqtion

.

Read he itle of the story and

ook

at

Picture1.Ask:

.

Explain

(,1)

that

green

s

a colourassociated ith

conservation

roups.

Explain he unctionof space tations

to

ind information

and send

t

to

Earth). Ask if

pupils

know of

any environmental

problems

acing the

Earth.Write

pupils'answers

n the board.

.

Play the story on the recording. upils

isten

and seewhich of the

problems

hey

thought of are mentioned n the story.

.

Introducewhy andbecause.Write

Wy?

andBecause n

the board.

Ask:

.

Pupils

find the answer n the text:

.

Look at the

questions

n Pictures4

and 5 in the sameway, checking

pupils

understandhemeaning.

.

Ask

pupils

o iook

at

picture

6 again.

Ask:

.

Elicit

meaning

f

Let's

../ and

practise.

and

read

T: Whereare

h

norv?

In

spa

Which dmr

open?

The

g

Whv is the

a

Becausehe

polluting

it

Whv

do

the

to Earth?

Becausehe

help the chil

EI

T:

P:

T:

P:



AB 10:A

.

Pupilscomplete

he summary

of thestory using hewords n

the

word

bank.

AB

10:B

.

Pupils

hunt n the rubbish

ip

for items

hey canname.They

then

ind

the

corresponding

anagtam and write in the correct

orm.

Word

quiz

.

Pupilschooseen newwords n thestory and makeagappedwordsquiz,e.g.

1)s

_a _e

(space)

2)b

_o _n(brown)

.

They exchange

quizzes

with their

partner.

Pupils

then complete heir

partner's

quiz.

They

canuse he Pupils'Book

o

help

hem.The

quiz

canbe

made nto

a

race

between he two

partners.

Key AB

10:A

went, door,

ooked,

problems,

Why,

Because,

lephant,sell, usks, river,

rubbish,

hem.

AB 10:B

bike, doll,

clock,sofa,

Cuitar,

kateboard,

hoe, ed,bus,kite, adder, adio

Lesson

2

Main teaching

points

Why

...Because

Ohject

ronoun:

hem

Main

recycling

Nanrcs

of animab

want

to

Your

pupils

will ...

.

ask and answer

questions

using

Wlry?and

Because.. .

New vocabulary

buy

necklace

sell

kill

hrsk

New

expressions

in danger

Needs

.

Excellent Animal flashcards

.

a

photo

of a real elephant

Animql

droin

.

Use he Animals flashcards

o revise

animals.Play a

game

of

I uent to the

zoo.Startthe

game

off

T: I

went to the zoo a

.

Choose

pupil

to

go

next. They

repeat

your

sentence

nd add a new saw an elephant.

animal

to

if

P: I went to the zoo

a

.

Continuewith other

pupils

addingmoreanimalsuntil someonemakes saw an elephanta

a

mistake.

hippo.

Active

presentotion

.

Introduce

he concept

of animals

n

danger.Ask

the

pupils

to namesome

endangeredpecies,n English

or in L1.

Show

pupilsyour

picture

of an

elephant

and discuss

L1)

why

elephantsare n danger.



PB

10:2

Why ore the elephonts

n

donger?

Read

El

.

Pupils ead

and

isten o the text describing

why elephants re

n

danger.

end

listen

.

Teachor

revisevocabulary: n danger,hill,

tusk, selJ, uy,statue,necklnce.

.

Ask the

questions

n the Pupils'Book.Make

sure

pupils

understandhe use

of the object

pronoun

hem.

Askwho/what t is referring

o in

each

question.

-{sk

4l

.

Pupils

ask and answer

about elephants,ollowing the model

dialogueon

rcd

answer

the

recording. upils

must

ransform he answerso each

question

nto

a

newquestion eginningwith Wy.

PB

10:3 Why is

she shouting?

.

Pupils ook at the

pictures

and ell

you

what

is happening

n eachcase.

L.t

and

Fl

.

Pupils

ask and answer

about the

pictures,

using the

verb

prompts

answer

and ollowing he modeldialogue n

the recording.

AB

10:C

.

Pupils

consider ach

picture

and choosehe

appropriate

uestions

nd

answers

rom

the ohrase

bank.

Key

PB 1O:2

1 Because

eople

want to kill them.

2 Becausehey want the elephants'usks.

3

Because

hey want

to sell hem.

4

Because

eople

want to buy them.

5

Because

hey

makestatues nd necklaces ith them.

PB 10:3

I Why is sheshouting?Becausehere'sa

mouse.

2 Why are hey

running?Becausehere's lion.

3

Why is he

umping?

Because

here's spider.

4 Why is she aking a

photo?

Because

here's n elephant.

PB 1O:C

1 A: Why aren'tyou gorng n the sea?

B: Because can'tswim.

2 A:

Why aren't

you

eating

your

spaghetti?

B: Because

'm not hungry.

3

A: Why are

you

so

happy?

B: Becauset's

my

birthday.

4 A: Why are

you

wearlng that

hat?

B: Becauset's cold.

5

A:

Why aren't

you

wearing

your

shoes?

B: Because can't ind them,

6

A:

Why

are

you

running?

B:

Because

here's

cat.



Lesson

Your

pupils

will

...

ain teaching

points

Let's....

Object

ronouns:

im,

her, t, them

Main recyclin€

Why

...Because

present

ontinuoas

uerbs

of action

Howmuch.. .

going

to

Days

of tlu

week

New vocabulary

make

money

to sponsor

sponsored wim

.

read about a fund-raiping

event

or

chari

.

offer to

helo

'

New

expressions

in the world

Aqtive

presentqtion

. Pupils ook at the sponsorship

orm on

page

50 of the

Pupils'Book.

Ask

(L1)

f

pupils

know what

it is and if

they

have

ever aken

part

in

a

sponsored

ctivity to raise money

or charity.

.

Ask

pupils

which

actions

hey could do as

part

of a sponsored vent

(sponsored

walk, bike ride,

dance,

wim,

ump,

etc.).

Pleose

sponsorme

.

Pupils

look

at the

photos

and isten

to and read Kerry's

letter

about her

sponsored wim. Play

the

recording.

Ask

pupils

to

tell

you

who Kerry wants

to

raise

money or

(hungry

children).

.

Play

he recording gain.Pupils

answer he

questions

n the Pupils'Book.

PB

10:4

Listen El

and read

Answer

PB 10:5

Listen and

practise

lEil

Let's

help trhem

.

Pupils

look at

the

pictures

and

say what the various

people

are doing.

For each

pichre,

practise

with

the classhow they

can offer help: zfs heh

him/lur/it/them.lvlake

sure

pupils

know

the correct

pronoun

o use

each ime.

.

Pupils

then

practise

describingwhat

the

people

are doing

and offering to

help

them, ollowing

the model dialogue

on the recording.

.

This

can also be

played

as a dice

game.

Pupils

play

in small

groups.

Give a

dice

o each

group.

n

turn each

pupil

throws the

dice and looks at the

picture

corresponding

o the

number

on the dice.He/She eads

he

text and

the otherpupils choose hecorrecthelpingexpression:

This

activity

provides

practice

or the

Cambridge Young Learners

MouersTest.

Pupils listen

to the recording

and write

the correct day of the week

under

each

picture,

basedon what Kerry

says.

3. They're

pick

rubbish.

Let's help them

AB

10:D

.

16l

.

90

AB 10:E

.

Pupils

completehe sentences ith

the correct

object

pronoun.



Arronge o sponsored

event

.

If appropriate,

pupils

can

plan

their ovrn classsponsored vent.Pupils

decidewhat to

do. n the classroom nvironment, sponsored anceor

jumping

session

would be a

good

dea.Pupils

then decideon a charity

to

help.

.

They copy the sponsor

orm on

page

50 of the Pupils' Book.They

can use

it to list actualsponsors

r they

can

nvent

sponsors'

ames

nd

write

imaginary sponsorship ums.

Key PB 10:5

I Let's help her. 2 Let's

help him.

3

Let's help

them. 4 Let's help

them. 5

Let's help it. 6 Let's help her.

AB 10:D

I

Saturday

2 Monday

3 Thursday 4

Wednesday 5

Tuesday

6 Sunday

Tapescript

Man: What did

you

do

last

week,

Kerry?

Kerry: On Monday

drew a

picture.

drew me and my friends

at the

swimmingpool. put thepictureon our classroomwall. And I

wrote ?lease sponsor

me.'

Man:

That's a

good

dea.

Man:

Did

you go

out on Sunday?

Kerry:

Yes, went to my friend's house.We watchedTV

Man: What did

you

watch?

Kerry: A

programme

about

ions in Africa. It was very

good.

Man: How many sponsors

have

you

got

now?

Kerry: Four.No, ive.

My

grandmother

sponsored

me. went

to seeher.

Man:

When?

Kerry:

I

went to see

her on Saturday.She's

going

to

gve

me six

pounds.

Man: So

how much moneyare

you going

to

get?

Kerry: Thirty-onepounds.

Man: What did

you

do

on Tuesday?

Kerry: On Tuesday went

to the swimming

pool

with my friend

and

her

Mum. We wanted o

practise

or

the sponsored wim

next

week.

Man: How far did

you

swim?

Kerry:

Eighty metres.

Man:

Erghty metres Wow Were

you

tired?

Kerry: Yes. was very tired.

I

went to bed after dinner. was asleepby

nine o'clock.

Man:

Did

you play

football this week?

Kerry: No,I

played

ennis.

Man: When?

Kerry: OnThursday. played ennis with my brother.

Man: Are

you good

at tennis?

Kerry: Yes.But

my brother s very

good.

Kerry:

I went

to the

museumwith my class.

Man: When?

Kerry: We went on Wednesday.

Man: What did

you

see?

Kerry:

I

saw

ots of

paintings

and statues.

Man:

Did

you

like the

museum?

Kerry:

Yes, t

was

very

interesting.

AB 10:E

I it 2 them 3 her 4 him 5 them 6 it



n4

Main teaching

points

Why do/don'tlcan't..

Main recycling

Why/Because

Past simplz

Your

pupils

will ...

.

listen for information

.

sing

a song

New

vocabulary

tired

bottle

bank

In

tlu song:belongs o, clouds,

energ'y,

all

down,

grow,

hate,

leaves,ovely,

petals,

eason, ky,

waste,

wings

New

expressions

To

not sleepvery well

To have

a bad dream

Needs

Active

presentotion

.

Yawn exaggeratedly

nd say:

. Write theword tired on the board.

.

Ask

pupils

to

guess

why

you

are tired. Tell

them,

or

example:

T: I'm

sorry. I'm ve

today.

T:

I'm tired becaus

sleep

well

last

n

went

to the

cine

saw a space

adv

had

a bad dream

PB

10:6

&

AB 10:F Why

ore they

tired todoy?

Listen

and

.

Pupils

look at the

photos

and fy to

guess

why

the children are so tired.

answer Read

heir namesaloud.

@ . Play the interviewon the recording.Pupils listenandtick the chart in their

Activity Books.

.

Use he

questions

n

the

Pupils'Book

o checkunderstanding nd

practise

key language.

.

Pupils

write answers

o the

four

questions

n

the Activity Book.

PB10:7 Why?

tEJ

.

Pupils

listen

to the song

and

follow

the text.

.

Checkvocabularyand

ask

(L1)

f anyone

can suggestanswers or someof

the

questions

n

the song.

.

Play

again, encouraglng

pupils

to

join

in

with the words.

.

Pupils

work

in

small

groups

to

make

up their

own

verse

of the song,using

their own questionsbeginning Whydo or Whydon't. Grotps can then sing

their verse

of the song

o the

rest

of the class.

AB

10:G

.

Pupils

create

uestions

nd answers

bout he

story of

Joe

ecyclinghis

bottles.They

can do the

activity orally, working in

pairs,

then write the

questions

and

answers

or

homework.

.

Help

pupils

to deduce he meaning

of. bottle bank

and

protect

fromthe

pictures.

Moke

o

poster

.

In

groups,pupils

make

posters

o

publicise

an ecological ssue.



Book

.

Pupils find

page

11 n their Word Booksand complete he activities

relating to Unit

10.

When

they have inished the activities, hey can colour

the

page.


you

remember?'questionn the

quiz page

at the

back of the Word Book, hen

find

the Excellent stickerand

put

it in

position.

Key AB 10:F

Tapescript

Man:

Wake

up

you

three What's

wrong?

Why are

you

tired?

Larry, why

are

you

tired?

Inrry:

Because went to bed

ate.

Man: What

time did

you

go

to

bed?

Larry: At twelveo'clock.

Man: At twelve o'clock That's

very bad. Why did

you go

to bed

ate?

Larry:

Because've

got

a new computer

game.

Man: I see.

Pam,what about

you?

Why are

you

tired?

Pam: Because

got

up early this morning.

Man: Really?Why did

you

do

that?

Pam: Because

t was sunny.

wanted

o

play

in the

garden.

Man:

I

see.What

about

you,

Bill? Why are

you

tired?

Bill:

Because

did

a sponsored wim

yesterday.

swam wo kilometres.

Man:

Well

done

How much moneydid

you

make?

Bill:

A hundred

pounds.

Man:

That's fantastic

1 Larry.' 2

Because e's

got

a new computer

game.

3

Because

he

got

up

early

this morning.

4

One

hundred

pounds (t100).

AB 10:G

Why was

Joe

ired?

Because

e

got

up early this

morning.

Why did

he

get

up early this

morning? Because e

wanted o

go

to the

bottle

bank.

Why did

he

want

to

go

to the bottle bank?

Because e

wanted

o recycle

his

bottles.

Why did

he want to recycle

his

bottles?

Because e wanted

o

protect

the Earth.

crnema

bed late

got

up

early

sponsored

swim

Larry

./

Pam

(

Bill

r'



gomes

ond

octivities

Animol Hongmon

.

To revise he

spelling of animals.

.

Choose n animal word and write the

correct

number

of blanks on the

board, or example:

(elephant).

.

Pupils

have o

guess

he letters n the

word. Write

the correct etter on the

blanks. For every ncorrect etter,draw a line on thehangmandiagram.

'Why

ond Becquse'

gome

.

To revise

questions

and answersusing Why and Because.

.

Give

pupils

a

piece

of

paper

apd ask them

to

write a

question

beginning

with Wlty?e.g. Wlty

are

ou

uearing red

sochs?They hen

fold the

paper

over and

give

it

to

their

parbrer.

.

Their

partner

writes an answer,without seeing

he

question,

e.g.Because

lihe sausages.

.

Pupils open

up the

questions

and answersand read them out to the class.

'Why'project

.

To revise

questions

and answersusing Why and.Because.

.

Pupils need access o cross

curricular

resource

books

(L1),

encyclopedias

r

the

Internet.

.

Pupils

work

in

pairs

and look

for

facts which

they

think will interest

the class.

.

They write

a

question

on a

piece

of card,

e.g.

Wlry do kangarooshnue

a

pouch?They

llustrate the

question.

They

write the answeron a separate

strip

of

card.

.

Walk around the class and supply

any

new language

hat

is needed.Help

pupils

look

up words

in

junior

dictionaries, f

you

have access o them.

.

Display

the

questions

at the

front

of the class.

Distribute

the answercards

o

pairs of pupils.They must match heir answercardto the correctquestion.

Story

quiz

.

To

revise

questions.

.

Divide the

class

nto

small

groups.

Each

group

writes six

questions

about

the Excelknt story

so far. Encourage hem to include

some

questions

beginningwithWlry.

.

Circulate

and

point

out

mistakes or

self-correction.Each memberof the

group

keeps

a copy of the

questions

and answers.

.

Regtoup

pupils

so

that

eachnew

group

has one representative rom each of

the earlier

groups.

Pupils

take turns to ask each other their

questions.



Are

you

going

o ...

?

.

Are

you going

to take

a

photo?

.

I'm

not

sure.

.

Are

you going

to buy

it?

.

No, I don't think

so.

.

Are

you going

to do

your

homework?

. Yes.Iam.

Listen

ond

proctise

.

The scenes n

page

52 of the Pupils'Book

show

people

alking with

different

degreesof

certainty about what they

are

going

to do.

.

Workingwith the wholeclass,

onsider ach

photo

n

turn.

Ask

the

pupils

where

hey

hink the characters re.

in

the street; n

a clothes

hop;at

home)

n eachcase, he

person

on

the left

is asking

the other

f

he or she s

going

to do something.Can he

pupils guess

what the

question

s?

Are you

going

o takea

photo

do

your

homework buy hnt

dress?)

iFj

.

Play

the recordingand ask

pupils

to repeat

each

phrase.

Focus

on the

repliesand

ask

which

expresseshe eastcertainty

No,

don't

think so.)

and hemost certainty Yes, am.).

.

Pupils

practise

n

pairs,

covering he

phrases

with

a

piece

of

paper

and

fying to reproduce hem from memory. nvite

volunteers

o act out the

scenesn front of

the

class.

.

The

scene f the skeet

performer

could

provide

a starting

point

for

a

sketch.Pupils

play

different

ourists, all

looking

at

the

performer

and

discussingwhether

or not to take

a

photo.

Perhaps

omeone

sks a

stranger o take their

photo,

standing next

to

the

performer.

You could

ake

photos

of the

pupils play-acting

he different situations

and createa wall

display.

Pupilscanwrite

speech ubbles, ut

them

out

and stick them

onto

the

photos.

The

shop scene

ould

equally

provide

a basis or role

play.

Or

pupils

could

role-play

swimmersat a

pool,

discussingwhether

or not to

jump

off

a

high

diving

board.

poge

50 Choose

ond

write

.

Working

ndividually

or

in

pairs,

pupils

ook

at the

cartoons

nd choose

he

best sentence

or

eachspeechbubble.

Time

Key

I Is

it

going

o rain?

I'm not

sure.

2 Are

you going

to

jump?

-

No,

I

don't think

so.

3 Are

you going

to eat that? Yes, am.

The sentencqYes, lease.s not needed.



\n/\,VF

the

globol

environment

n

Established

n

1961, he World Wide Fund

for

Nature s dedicatedo

listing

and

protecting

endangered

pecies

round he world. Chief among hreats

to

animalsare destruction f

their habitats

by

forestclearance nd

building;

pollution;

climatechange; nmanaged

ishing hat exhausts

ish

stocks;and

llegal hunting

as

n the

case

of African

elephants,

unted

or

their tusks.

The

WWF has undedover 13,000 onservation

rojects

around

he world,

using

money

aised

hrough

national

appeals.

s well

as working

to

protect

endangeredpeciesike tigersand

rhinos,

he WWF

invests n

research

nd

n

educational

rogrammes.

The WWF has been working with the Chinese

government

or

over

20

years

o secure he future of the

giant panda.

The

panda's

orest

habitat

in

south-western hina

has

been

steadilydisappearing s a resultof

population growth.

But today

there are 33

giant

panda

reserves overing

over 16,000 m

of

forest.

The

giant panda

s of special mportance o

the

WWF, which took the

panda

as

ts emblem rom

the beginning.

But

pandas

epresent nly a

smallpart of WWF'swork.Yourpupilscan earn moreabout he

organisationat www.uurf.org where hey

will

also

ind

somestunning

animal

photographs.

Read

he text beforehand nd selectwords or

pre-teaching.

he

number

will

vary depending n the evelof

your

class.Do

not

try to

pre-teach

everyunknownword.

Play

the recording.Pupils follow the book.

Ask

pupils

what new,unknownwords hey can ind in the text. Write

these

on the board,keeping hem n small word

groups

where

possible.

Help

pupils

to try and deduce he meaning rom the context before

you provide

anv exolanation r translation.

t-r

igl

Project

.

Using reference

ooks

or

the

Internet,

pupils

research

n endangered

species nd write a short

paragraph

about

t.

If

you

feel

he topic

s too

advanced

or

your pupils,

ask them o

prepare

an informationsheetabout

the animalusing a

question-and-answer

ormat, e.g.

This

is a

panda.

Whnredoes t liue? In the

orest

in China.

lilhnt

colour s it?

-

Blnck and nhite.

Whnt does t eat? It eatsbamboo.

W

is it in danger? Because he

orests

are disappearing

AB

poge

51 Cqmbridge

Young

LeornersTest

proctice

.

This

activity

providespractice

or the Cambridge

Young

Learners

Mouers

est.

.

Pupils

read he conversation etweenDaveand his

grandfather

and circle

the correct esDonseor

Dave

n eachcase.

96

Key 1B 2C 3A 4C 5B

6A 7C





AB 11:A

.

a

Pupils

read he story and write

the times on the clocks n each

picture.

Pupils

ask their

parbrers

what time they went to bed ast night, etc.

Using

the answers o

these

questions, upils

write about heir

partners

n their

notebook.

Key

AB

11:A

1 9:30

2 8:20 3 8:45 4 9:.45

5 12:106 2:50

Lesson

Your

pupils

will

.

tell the ime

.

talk

about rules and obligation

.

learn rules of road saJetv

Needs

.

teaching

clock

.

cardswith times written on them:hnlf

p

quarter

past,

quarter

to, ten

past,

tm

to

Mime

o

sport

.

Play

a mime

game

o revise

sports that

pupils

know.Mime

a sport and ask

pupils

to

guess

which

one t

is.

. Individual pupils then take turns miming sports. Either let them choose

these

hemselves, r whisper

sports

for

them

to

mime.

Main

teaching

points

half

past,

a

quarter

to/past

(ten)

olpast

our,

their

must.

mustn't

New

vocabulary

healthy

kick

other

players

to train

Active presentotion

.

Teachhnlf

past,

quarter

Past/to,

en

past/to

using the teaching

clock

or by

drawing

different imes

on the board.

.

Distribute

the time cards o

pupils

in

the class.

.

Say he times on

the

cards

aloud.Pupils listen.

When they hear he time on

their

card,

hey

comeand stick it into

position

on the

clock

on

the board.

PB 11:2

Listen lFl

then

ask

and

answer

Whot

time did

the motdr

stort?

.

Pupils

look at the

pictures

and

read

he captions.

.

Play the example

on the recording.Pupils isten

and repeat.

.

Ask

questions

about

each

picture,

following the

example.

Pupils

then ask

and answer n

pairs.

.

Practiseclock

times at five minute ntervals

n

a chain

round

the

class: Pl:

Oneo'clock.

P2:Five

past

one.

P3:Ten

past

one.

98



PB

11:3

Be o

good footboll

ployer

Make

.

Ask

(L1)

f

any

pupils

in the classwould like

to

be

a

football

player.

Ask

sEntences

what

players

must

do to train.

Model

somesentences singmust and

mustn't,e.g:

T:

Youmust eat

healthy

.

Pupils ook

at the

picfures

and makea sentence

or

eachone,usingmust

or

food.Youmustn't eat

o

mustn't.Makesure hey

understand hat is meantby weara

watch,eat of chocolate

Ircaltlty

ood

and

the verb train.

They can do

the activity

in

pairs,

with one

saying he

sentence nd he other

pointing

o the correct

picture.

. Punilscanwrite thesentencesn their notebooks.

AB 1

1 B

.

First, focus on the expressionsur

team and heir team n activity 77,.2n

the Pupils'Book.Ensure hat

pupils

understandhe difference

etureen ur

and heir.

Revise

he

other

possessive

djectives:m)r,

our,

his and her

.

Pupils urn to activity

11:B n the Activity

Book.

They complete

he

sentences,

sing our, their,

his or her

AB

11:C

E

.

Pupils listen to the six

rules

of

road safety and choose he

picture

which

illustrates

each

ule. They

write

the

number

of

the rule on the

picture.

.

Pupilswrite the

road-safety

ules

and hen

write rules

or their classroom

in their notebookusingmust and mustn't.

Mime

the time

.

Pupils

play

in small

groups.

n turns, one

pupil

faces

he

rest

of the

group

and saysa time.

The

others

place

heir arms n the

position

of a clock,

corresponding

o that time.

Key

AB 11:B

I

Our

2

Thet

3 Our

4 his 5 Her 6 their 7 his

AB 11:C Tapescript

Number

1

You mustn't run in the

road.

Number 2 Youmust isten.

Number 3

You must look both ways.

Number 4

Youmustn'tskateboard.

Number

5

Youmustn't

play

with

a ball.

Number

6

You must wait at red lights.



3

Main teaching

points

in front

of

behind

next to

Main recycling

There's

AB)

on

Your

pupils

will

...

.

talk about

where

people

are

.

learn

a song

.

ask

and

answer

questions

about ootbal

New vocabulary

support

(a

team)

kids

street

New expressions

football mad

Which team do

you

support?

Needs

Active

presentotion

.

Revise

prepositions

in

front

of, behind,next to

-

by

inviting

pupils

to the

front.

They should

stand

acing

the

class, hen take

positions

as

you.

instruct:

T: Anna,

standne

John,

stand beh

Isabella.etc

PB

11:4

Pairwork

lEl

guessing

game

Where

ore they?

.

Pupils

look at

the

picture.

Read he

rurmesof the children

aloud.

Play

the

model

dialogueon the recording.

Then makeup

similar

sentences nd

ask

pupils

to say who

you

are talking about:

.

Working in

pairs,

pupils

describewhere

children are n

the

picture

and

ask

their

partners

to say which

child they mean.

T: He's

behind

Ann

PB11:5

E

my Aunt

feon

oves iootboll

f-l

AB 1l :D

AB 1l :E

Ask

pupils

to

put

their hands up if

they love ootball. Then

ask them to

put their handsup if someonen their family loves ootball.Ask pupils

which

memberof

their

family

it is

(father,

mother,

sister,etc.)

Pupils isten

to the song about AuntJean

and look at

the

picture.

Play

the

song again, encouraging

pupils

to

join

in

with the words as much

as

possible.

Ask about ootball

teams hat

pupils

know.

Teach

he

expressions

o

flay

for

(a

team) and o support

(a

team).Make sure

pupils

understand he

difference.Ask

pupils

if

they

support a team.Ask them

to tell

you

the

names

of the captain

and someof

the

players.

.

Pupils

write sentences

bout the changing oom,

as shown n

the

example.

.

Pupilsask theh friends questionsabout ootball. They record heir replies

on the

chart, then use he information

to write

sentences

n

their notebooks.

e.g.

Mary

doesn't ike

football.

Bob

supports

Manchester

United.

Bob's

aaourite ootball

phyer

is Dauid Beckhnm.

100



Action

gome

.

Pupils

stand

and

get

into

groups

of three.

They

name hemselvesA,

B and

C.

.

Call out a seriesof

inshuctions for

pupils

to respond o: T: A

and

B are n front of C.

B is behindA.

A is next

to C. etc

Key AB

1l:D

1 There'sa football next to the chair.

2 There's

a bag

in front of the table.

3 There'sa shoe

next to the cupboard.

4

There'sa clock next to the door.

5 There's

a

T-shirt

on

the cupboard.

6

There's

a sock

n front

of the

cuoboard.

4

teaching

points

tocahulnry

Main recycling

Family

tnembers

want

to

must

time

Your

pupils

will ...

.

readabout

he

ife

of

a trainee ootballer

.


professional,

o fain


.

Ercelknt lobs

flashcards rom Unit 8

Worm-up

.

Revise

obs

using the

flashcards.Ask individual

pupils

what they want to

be.

Then ask

pupils

to write the

name

of the

ob

they

have

chosenon a

piece

of

paper.

.

They

play

a mime

game

n

pairs.

One

pupil

mimes he

ob:

the

other

guesses

what

hdshe wants to be.

Active

presentotion

.

Ask

pupils

if

they can

remember omeof the things a football

player

must

and

mustn't do from

Lesson2.

Write a

list

of these

on

the board.

.

Ask

about

ootball

teams

hat

pupils

know. Revise he expression o

Phy

for

(a

team).

Ask

pupils

if they

play

for a team:

he

school eam, or

example.

PB

11:6

Meet lon

.

Look

at the

photo

of

Ian

Jackson

nd explain

01)

that he wants o be a

hpn

and

professional

ootball

player.

circle

.

Readabout anJackson.Pupils

isten

to

you

and

follow

in their books.

.

Read he

questions

n the

Pupils'

Book aloud and ask individual

pupils

to

answer hem.Pupils can

write the

answers

n their notebooks.

E

.

Play

the

recordingof

Ian's nterview

and circle the correct answer o each

question

n the AB,

page

55.

1



AB

1

:G

.

Pupils

ook at

the

picture

and read he descriptions

f the different

people.

.

They

deducewhich

person

s which,

and write their

names

n

the

spaces

provided.

Word Book

.

Pupils ind

page

12 n

their Word Books

and completehe activities

relating

to Unit 11.

When they

have inished

the

activities,

hey can colour

the

page.

They

should answer he

'Can

you

remember?'

uestion

on the

quiz

page

at the

back of the Word Book,

hen

ind

the Excelknt sticker nd

put it in position.

Key

PB 11:6

I

A

professional

ootball

player.

2

The YoungLions.

3

Andy.

4

Bread,pasta

nd bananas.

5

Manchester

United.

AB 1l :F

I 9 2 1m35.

3 OnSundaymorning.

4 8:30p.m. 5 6:30a.m.

Tapescript

Man: Hello,everyone.Welcomeo ExcelkntKids Today I'm goingto

talk

to

IanJackson,

who's

a

footballer

with the Young Lions

football

eam.

Hello, an.

Ian: Hello.

Man:

So

irst

of all lan. how old

are

vou?

Ian:

I'm

nine.

Man: And how tall

are

you?

Ian: I'm

one metre hirty-five.

Man: You rain

twicea week,don't

you?

on

Monday

and Wednesday.

When do

you play

your

matches?

Ian:

Mostly

on Sundaymorning.

Man:

OK. Now as a footballer,

you

must keep it. What

time

do

you

go

to bed?

Ian: I

always

go

to bed at half

past

eight.

Man: And

what time

do

you get

up?

Ian:

At half

past

six.

Man:

Very

good Thankyou,

an.

And

good

uck.

AB 11:G

Back row,

eft to righl me,

my sister,my teacher,

my

uncle

Front row, eft

to

right

my friend Rob,my

aunt, my mum, my

dad



gomes

and octivities

Drow

the

time

.

To revise elling the time.

.

Draw ten

blank

clock faceson

a

piece

of

paper.

Make

a

photocopy

or

each

pupil.

.

Pupils

work

in

pairs.

Each

draws

n

times on five of

the clock

faces.

.

Pupils

tell

eachother he time. Their

partner

draws the time on his/her

remaining

clock

faces.

.

Pupils

comparedrawings.

Whot's in

your

bedroom?

.

To revise

prepositions.

.

Draw

a simple

bedroom/living

oom

with furniture in

the top halJ of

a

sheetof

paper.

Repeat he drawing in the bottom half.

Make a

photocopy

for

each

pupil.

.

Pupils work in

pairs.

They

agreeon six objects o

draw

in

the bedrooms.

.

They

both draw

theseobjects n the top bedroom.

.

Pupil A describes o

Pupil B where eachobject s.

Pupil B draws

the object

in the correctplace n the secondbedroom.ThenPupil B describes he

bedroom

he

or she

has drawn,

and

A reproduces

his on the second

bedroomoutline.

A shopping

gome

.

To reviseclothesand colours.

.

Pupils

play

in

two teams.

They

sit

in

a

line facing

eachother.

.

The first

pupil

in TeamA

says: Pl:I

went shopping nd

bought

a blue hat.

.

The first

pupil

in TeamB has o add o this:

P2:I

went

shopping nd

.

Pupils

continueuntil one of them

makes

a

mistake.

The opposing

eam bought a blue hat and

thengetsa point and the gamebeginswith a new chain. red skirt.

.

Set a

time limit. At the end of the

game,

he

team

with

the most

points

are

the winners.

Role

ploy

.

To

revise

must and,mustn't.

.

In

pairs, pupils

createa dialoguebetweena doctor and someone

who wants

to

get

fit. Encourage he

use of

junior

or

pichre

dictionaries.

.

Pupils act out their scenes

or

the class.

Punctuotion

gome

. To revisey'unctuation.

.

Pupils

work

in

small

groups.

One

pupil

has

a

red

pen.

.

Copy he text on

page

57 of the

Pupils'Book,

omitting all

punctuation.

Make he copy

arge

and clear.

Make

a

photocopy

or

each

pupil.

.

Distribute the copies o the class.Write on the board how many capitals,

full stops,

commasand apostrophes re missing.

.

Set a time

limit

and ask

pupils

to replace

he

missing

punctuation.

Pupils

work together n their

groups.

The

pupil

with the red

pen

adds

he

punctuation

o

his/her copy.

.

Say S/o1lGroups

exchange heets

and count how many

punctuation

marks

are correct,by

checkingagainst he text in

the

Pupils'Book.

.

The

group

with

most correct

punctuation

marks are the winners.



Lesson

1

Main

teaching

points

Namesof buildings n

a city

Reaision

f hnguage

rom

Units9-11

Main recycling

going

o

our

Why

-

Because

in front of, next

o, behind

Your

pupils

will ...

.

read

and understanda story

New vocabulary

robot

city

the future

hospital,

ost

office, upermarket,

library

to show

between

New

expressions

Welcomeo ...

Needs

Active presentotion

.

Discuss

L1)

any

films,

booksor stories

about he uture

which

pupils

have

seen

or read.Ask them f

they

know

of any stories

aboutcities n space.

Discuss

what life might

be

ike

in sucha city and why

people

might want

to live n

space.

.

Introduce

he word city

and he expressionn

the

uture.

PB 1221

Listen and

read

l@l

Eqrth

Caty

22OO

.

Ask

pupils

o look

at the story title and ell

you

when he story s

happening

2200).

Play

he story

on the

recording.

upils isten

and ollow n

their books.

Ask

pupilsO1)who ives n Zello's ousen addition o his family (arobot).

Write the words

hospital,

post

office, ibrary and

supermarhet n the board.

Ask

pupils

o

find

these uildings

on

page

58

of the

Pupils'Book.

Play he

recording

gainand ask

pupils

o

point

to

the buildings hey hear

mentioned.

Ask

comprehension

uestions

o

make

sure

pupils

are

ollowing

he story:

Focus

on the word betneen

n Picture 4. Ensure

hat everyone nderstands

what t

means.

Play

he story

again.Pupils ead

and isten or

enjoyment.

AB 12:A

.

This

activity

provides ractice

or

the Cambridge Young Learners

Starters

est.

Pupils

ook

at the

picture,

ead

he sentencesnderneatht,

and writeyes

or ao depending

n whether

he sentencesrecorrector not.

T:

Where

are he ch

now?

In

the utu

Earth

City 2200

Do

they ike Ear

2200?

Yes.)

What

buildings

city

have?

A

ho

postoffice,

supermarket,

li

and

a

museum.

Are

thereany ca

city?

(Yes,

nly in

museum.)

104



E l2zB

.

For eachsituation,

pupils

choose reply

from

the sentencesn

the

sentence

ank.

Ploy

o

locotion

gome

.

You will need wo objects, or example, wo toy cars.

.

Divide

he class

nto two teams.

Callout a

place

or

pupils

o

put

the cars:

T: The

car s behinda book

.

A member

rom each eam comesand

places

he car

in

the correct

place.

The first to complete he action

(without

running )

gets

a

point.

.

Repeatwith other nstructions:

T: The

car

s undera table,

etc.

rcl AB 12:A

lyes

2no

3no

4yes 5no 6yes

AB 12:B

1 Because've

got

a surprise.

2 Because

we're

going

to havedinner.

3 Because

'm

going

to take a

photo.

4 Because

here'sa monsterbehind

you.

2

eaching

points

_fangu.age

rom

-- 6

-9-l1

Main rerycling

going

to

in front ol behind,next to,

between

Telling he time

Your

pupils

will ...

.

talk about what

people

are

going

to do

.

solve clues o work out aouzzle


.

realia

to

give

clues

about

what

you

are

going

to

do at the weekend

Who

is it?

.

Choose

pupil

and describe

his/her

position

in relation

to other

pupils

in

T: This

pupil

is

sitting

in

the class.

Pupils must

guess

who

it

is.

front

of

John,

and

between

Anna

and

Maria

Active

presentotion

.

Revise

going

/a as

follows. Bring some

props

to class.Ask the

pupils

to

guess

someof the things

you

are

going

to do at the weekend.For

example,

show

them

a tennis ball:

You're

going

to

phy

tennis Alternatively,

draw

simpleclueson the

board.

.

Pupils

then work

in

pairs.

Each child

draws simple

pictures

o represent

three hings they

are

going

to do, e.g.a football,

a

pair

of ballet shoes,

bike, etc.

Their

partner

has to

guess

what they are

going

to do.



PB

1222 Whot

ore they

going

to do?

Ask

and

.

Pupils look at each

picture

and

say what is

going

to

happen.

answer lEl

.

Play

the model

dialogue

on the recordingand ask

pupils

to repeat.

Pupils then

work

in

pairs.

One

pupil

asks what

is

going

to

happenand the

other replies.

PB 12:3

Whidr

child is hiding o frog under the toble?

Read and . Explain (L1) hat oneof the six childrenhasbrought a frog to school

find

and

is hiding it under

the table.

Pupils read

the

puzzle

o

find

out

which

child has

got

the

frog. Pupils

can do this exercise n

pairs.

.

The

child hiding the

frog

is Tessa.

AB 12:C

.

Pupils make

sentenceso describe he

robot's

day.

AB 12:D

.

Pupilswrite

sentencesith

prepositions,

o saywhere he

rog s in

each

icture.

Key

PB

1222

I lt's

going

to

land on the hospital.

2 She'sgoing to talk to therobot.

3

She's

going

to

buy a

postcard.

4 They're

going

to

seea

film.

5

He's

going

to take a

photo.

6 They're

going

to

go

through the

purple

door.

AB 12:C

Zed s

going

to wake

Zeko

at half

past

seven.

He's

going

to make

breakfast

at

eight o'clock.

He's

going

to wash

the dishesat

half

past

nine.

He's

going

to cleanZeko's oom at a

quarter

to

ten.

He's

going

to

go

to the bottle bank

at

ten o'clock.

He'sgoingto go shoppingat half past ten.

AB 12:D

1 It's in front

of the clock.

2 It's

behind he

clock.

3

It's next

to the ball.

4

It's between he car and

the

doll.

5 lt's behind the

pencil

case.

6

It's in

the shoe.



lcsson

3

llain

teaching

points

Fra:rvan

of lnnguage

rom

'--sits

9-11

Main recycling

must,mustn't

Whose

possessiue's

Your

pupils

will

.. .

.

talk

about

ules

and obligation

.

talk about

personal ossession

l{cr vocabulary

w:ch

off

m:ifre

phone

smrh-

badge

r

--cmb

New expressions

Needs

Vocobulory

ome

.

Play

a

vocabulary

ressinggame

using

page

58 of the

Pupils'Book.

Pupils

look

at the

page

or a minute.

Then

give

them

cluesabout words on the

page,

e.g:

T: This word has ive lette

.

Pupils

guess

he

word,robot.

and

has

a

T at the end

. Repeatwith otherwords from the story. Makesureyou include ibrary.

Active

presentqtion

.

Discuss ules

you

haveat schooland

n

the classroom. ncourage

upils

o

use he

Englishwordsmust andmustn't

We

must isten o the eacherWe

rnustn't

eat n

the clnssroom. tc.)

.

Ask

pupils

o think of

rules n other

places

in

a

restaurant,or

example.

Include n a library. Use

English

as

much as

possible

and

model

answers

wherenecessary.

PB

1224 Librory rules

Read

.

Read he ibraryrulesaloudwith the class, hecking omprehensionnd

inhoducingnew

vocabulary.

.

Pupilswork in

pairs,

saying

what

visitors o the

Earth

City

Library

must

and

mustn't

do.

l-mk

and

.

Pupils write out the

rules in their notebooks.

write

.

As an extensionactivity,

pupils

could also makeup a set oJ rules for

their school.

PB 1225

Whose is this?

.

Pupils ook at the

pictures

of Zelloand

his family. nfoduce

their names.

Then ook at the objects

elowand

check

vocabulary.

.

Pupils ollow he angled

ines

o

find

out which objectbelongs o

eachcharacter.

-{sk

and

.

Pupilswork in

pairs,

asking

and

answeringtheWose

questions.

rcrer

€

.

Play

the

model dialogueon the

recording irst

and ask them to repeat.

Check y

asking ndividual

pupils

he

questions.



Ploy

o

memory

gome

.

Pupils

play

in

groups

of four,

each

group

round

a table.

Each

pupil places

threesmall objects

n

the middle

of the

table.

.

In

turn,

each

pupil

closes

his

or

her

eyesand takesan object.

The

group

asks:Whose

pen)

s this?

.

Pupil must

use

memory

o answer

t's

(name)'s.

AB 12:E

E

.

Pupils isten o the our

short

dialogues

nd decide

which

picture

illustrates what

they

hear.They

write the number of the dialogue

beside he

pichrre.

.

Pupilswrite a sentenceor each

picfure,

beginning

vdrth

Youmust or You

mustn't.

AB

12'.F

.

Pupils find

the different

tems llustrated. They

then write a

question

and

an answerabout he

item,

as

in

the example.

Key

PB

12:4

Youmust

e

quiet.

oumustn'tun.

You must switch off mobilephones.You mustn't eat or drink.

Youmust wear

your

identity

badge.

Youmustn't

drop

rubbish.

PB

1225

Whosebike s this? t's Zello's.

Whose

glasses

re

these?

They're Zeta's.

Whose

shoes re

hese? hey're

Zeko's.

Whose

mobile

phone

s

this? t's Zana's.

Whose obot s

this?

t's Zeko's.

Whosehat

s this? t's Zello's.

Whose rousers re hese? hey'reZana's.

Whoseskateboards this? t's Zeta's.

AB 12:E

Pictures

are

numbered

-2

-I -

4.

Tapescript

I

Girl: Yum

yum

Thesechips are really nice. like chips and I

like

pizza

and like burgers.The last

one.

All

gone.

Streetclzaner:

Oi

You mustn't

drop

rubbish in

the street.

2

Girl:

Mum I

can't ind my schoolbag.

Mother: Is it on thechair?

Girl:

No.

Mother: Is

it next o the able?

Girl: No.

Mothpr:

OK.

I'm

coming upstairs.

Motlrcr:

Goodness

e

Look

at

this mess Youmust

idv vour

bedroom.

3

Giil:

Seven 'clock. t's

time

o

get

up.

'm

going

n the

bathroom.

I'm

going

o

wash

my

face.

Oh

no,Alice

Look at

your

hair

You must

comb

your

hair in the morning.



4

Boy: 11

o'clock.

t's

time

or our English esson.

Girl:

Here

come

Look

out

Teacher:

Alice Stop Stop

t

immediatelylYoumustn'tskateboardn

school.

AB 12:F

1

sweater

Rick's

2

glasses

Mr Wozz's

3 T-shirt- Ben's

4 shoes Zello's

lesson

4

tfiein

teaching

points

:ua"Jng's

n

a city

Main recycling

Telling hz time

Your

pupils

will ..

.

listen or

detail

\rr

Yocabulary

New

expressions

Havea

nice

day.

Good uck

Needs

.

pictures

of

famous

buildings around he

world

PB

12:6

Where wos Len of holf

post

two?

-{sk

and

.

Reviseexpressions

or

telling

the

time,

f

you

feel t's necessary.

raw some

enswer

blank clock

aces

on

the board.

Ask

volunteers

o comeand draw

n

the time

you give

hem,e.g: T: A

quarter

o ten.

.

Pupils

ook

at the

pictures

llustrating Len'safternoon

on

page

61 of the Twenty

past

seven.

Pupils'Book.

Ask

them

questions

bout

each

picture,

as

n

the model. Ilalf

past

eleven.

. Working n pairs,pupilsaskand answerabouteachpicture. Five o five.

AB

12:G

.

Pupils

work out what

will be he ourth clock n

eachsequence.

hey

draw

the

clock, henwrite the ime

n

words.

Active

presentotion

.

Introduce he topic of

famousbuildings

by showing he

pictures

of

famous

buildings.See f

pupils

recognise

ny of the

buildingsand

f

they can ell

you

which

country they are n

(L1).

.

Choose coupleof the buildings,and ell

pupils

as

much

about hem n

English

as

possible,

.g: T:

This

is my

favourite

building. t's a clock.

It'scalledBig Ben.

It's

in London.



PB

1226

& AB 12:H

E

Listen and

match

My

fuvourite building

.

Pupils

urn to

page

61

of

the

Pupils'Book

and

ook

at the

photos

and

postcards.

Explain

that eachof the children s

going

to

talk

about

a

building

in

their

country.

Play

the

recording.

Pupils listen and match the

children to the

postcards.

.

The

three children n the recordingeachhavea specialmessageor

the

pupils.

Pause

he

tape

after

each nterview

and ask what that messagewas.

.

Play

the nterviewon the recordingagain.Pupils isten

and complete

he

sentences n

page

59

of the

Activity Book.

Word

Book

.

Pupils ind

page

13 n

their

Word Books

and completehe activities

relating

to Unit

12.

When they have inished

the activities, hey can colour

the

page.

They should

answer he

Can

you

remember?'questionn the

quiz page

at the backof the Word Book,

hen

ind

the Excelknt stickerand

put

it in

position.

Key PB 12:6

1

Where

was Len

at

half

past

two?

-

He was in the library.

2 Wherewas Len

at ten to three? He was n the hospital.

3 Where

was

kn at a

quarterpast

three? He was in

the

museum.

4

Where

was

Len at twenty

past

four?

-

He was n the

post

office.

5 Where was Len at

a

quarter

to

five?

He was

in

the supermarket.

1ZzG

a

quarter

to eleven

ten

to five

a

quarter

to ten

twenty

past

one

AB 12:H

Anna's

building s

a

museurn.lt's

bout240

years

old. Anna s from

Russia.

Her

specialmessageo

you

s'You

are

uer

good

pupils'

M6lanie's uilding s afootballground.It'souer sixyearsold. M6lanie s from

France.Her specialmessage

o

you

s

'Good

uch'.

Ram6n's

uilding s a

post

offrce.lt's bouta hundred

ears

old. Ram6n

s

from

Spain.

His

specialmessageo

you

is

'Haue

a

nice

day,'

AB

l i

2 l

3 i

41

Tapescript

Interuicwer:

Anna:

Interui.ewer:

Anna:

Interuiz.ner:

Anna:

Interui.ewer:

Anna:

Interuipwer:

Anna:

Interuizwer:

Interuiewer:

Ramdn:

Hello, Anna.

Show

us

your

postcard.

Here

you

are.

And this is a building in

your

country?

Yes. t's in

St

Petersburg.

St Petersburg s

a city

in Russia.

am from Russia.

And

what

is

this building?

It's a museum.t's called he Hermitage.n thepast, t was a

castle or the king

but

now it is

a

museum

a wonderful

musenm.

How

old

is it?

It's about240

years

old.

Good .. And do

you

have

a specialmessage

or

the

pupils

using

Excellent ?

Yes,

do.

My message

s:

'You

are very

good pupils'.

Thank

you,

Anna.

Hi. Your

name s ...?

Ram6n.



Interuizwer:

Where are

you

from, Ram6n?

Ramdn: I'm from Spain.

Interuiewer: And

what's

his

building? t looks ike

a big station.

Ramdn: No,

t's

a

post

office.

Interaiewer: A

post

office?

Ramdn: Yes. t's the central

post

office

n Madrid,

Interuiewer:

And how old is it?

Ramdn: It's

abouta

hundred

ears

old.

Interuinwer:

Do

you

live in Madrid?

Ramdn: Yes, do.

Interuip.wer:

Thanks, Ram6n.And what's

your

message

o the students

learning English

with

Excellent ?

Ramdn:

My messages:

Have

a nice

day'.

Interuiewer:

Thanks.

Interuiewer:

Hello.Now

what's

his building?

Mdlnnie: Hi,

yes.

My name'sMelanie

and 'm French.

'm from Paris.

My

postcard

can

you

all

see t?

-

is

of a

big football

ground.

t's

the biggest ootball

ground

n France.t's

called

the Stadede

France.

Interuipwer:

And how old is it?

Mdlnnie: It wasbuilt in 1997 or the WorldCup,so t's oversix years

old now.

Interuiewer:

Do

you

ike

football,

M6lanie?

Mdlnnie: Yes,

do.

And rugby.

Interaiewer:

Great.And

what's

your

messageor

the children

using

Excellent ?

Mdlnnie:

My message

s: Good

uck '

Extro gomes

ond

octivities

Do it

.

Tb revise

prepositions.

.

Pupils

work in

groups

of four. They sit facing

eachotherwith

a

large

book

or screen f some ort betweenhem.

.

Each

pupil

in

the

group

hasa set

of

objects. hese

couldbe

personal

tems

or setsof

plastic

ruit, animals, oloured uilding

bricks or shapes. ach

pupil

in

the

group

must havean identical

et.

.

Each

pupil

writes down a set of

five

instructions, .g.:Put

a car n

front

of

a

bus.

.

In turns, one

pupil gives

the

group

his/her set

of

instructions.

The

group

listens

and carriesout the

nstructions.

. They remove heir screens nd he

caller

checks

everyone's

bjects gainst

the nstructions.





Don't orget

your

sunglosses

.

Don't forget

your

sunglasses.

.

Don't forget o write.

.

Have un

.

Let's hope

he weather

s

good.

Listenond proctise

.

The

scenes n

page

62 of

the Pupils' Book

present

some

everyday

imperative

hrases.

Consider ach

photo

n

turn and

ask

he

pupils

what is

happening.

Where are the

photos

aken?What might

the

people

be saying?

Ensure hat

everyone

nderstands

hat the

two

girls

are

going

on

a class

holidaywith their school riends

and

teacher.

E

.

Play

the dialogue

or

each

picture.

The

pupils

repeat

each

phrase.

.

Help

pupils

to deduce he

meaning

of

Don't

forgef.

Encourage

hem

to

imagine someother sentenceshat the mother

might say

using Don't

forget

and

referring

to the other

tems

on the bed.Don't

forget

your

T-shirt,

etc.

Point

out

how Don't

orget

can

be

followed

by an object,

as

n

Don't

orget

your

sunglnsses r by an action word, as in Don't

forget

to write.

.

Focus

on the expression

et's

hope.Help

upils

o deducets meaning.

.

Pupils

practise

n

pairs,

covering

he

phrases

with

a

piece

of

paper

and

trying to

reproduce

hem.

.

Focuson Don't

forgef.

Ask

pupils

what

things they must remember

when

they eave he house

n

the

morning

o come

o school.What might

their

parents

say

to

them

as

they

are

getting

ready?:

Don't

forget

your

pencil

case schoolbagmoney,etc.

.

Optionally,

pupils

can expand he

phrases

nto

a

short

sketch about two

children

getting

ready for

their

holiday.

Alternatively,

they could

prepare

a

sketch using Don't

forget

in

anothercontext,

such as a witch

going

out

at

night. Her

cat

would remindher

of what sheneeds,

.g.

Don't

orget

your

hat. Don't

orget

your

magicwand.

AB

poge

60 Chooseond write

.

Working ndividuallyor in

pairs,

pupils

ook

at the cartoons

nd choosehe

bestsentence

or

eachspeech ubble.

Elk

Time

Key 1

We're

going

on

holiday, Don't forget

your

camera.

2

Let'shope t

isn't

hungry.

3

Don't

orget o close he door.

The

sentence:

on't

orget

to open he

window.s not needed.



Tower

Bridge

For Londoners

nd visitors alike,Tower

Bridge s the most amous

and

distinctiveof

London's

ridges. t crosses

he RiverThamesnear he

Tbwer

of London

and

s

close o LondonBridge.

In the 19th

century with

rising

population

n

the eastof the city around

thedocks,demand rewfor a river crossing astof LondonBridge.The

final design, nspired

by a

French

hAteau, as selected

n 1884.

Building

began

wo

years

ater and he

bridgewas completedn 1894.

The

bridge

was

designedo allow

ships o

pass

below.The two halves or

'bascules'

of the ower

part

of the bridgeopen

upwards.

Traffic

and

pedestrians

ait

while the ship

passes

nder he bridge.The

bridge

s

opened ver900 imes

each

year.

The

high-levelwalkways

weredesignedo allow

pedestrians

o cross he

river while

the bridgewas open.As it

turned out,

people referred

o wait

at street

eveland watch

he bridgeopenand close,

o he upperwalkways

wereclosed. hey now

house n

exhibitionshowing he history of the

bridge.

In 1952

a London

bus was caught n the middle

of the bridgeas t opened

and

had

o leap

rom

onebascule

o the other.

Pupils

open

heir Pupils'Books

at

page

63.

n Ll,

ask

f

they recognisehis

bridge.Can hey hink

of other

amous

bridges

anywhere

n

the

world?

Pre-teach

ridgeanda selection f

other

new

words rom the

ext,

The

number

will

vary

depending

n the evel

of

your

class.Do not try to

pre-teach

veryunknownword.

Project

.

Pupils

write abouta bridge hey know. f

they can't ind a

picture

of it,

they can ry drawing

heir bridge.Encouragehem

o

write

abouta bridge

in or near

heir town.Help hem

by suggestingwords hat they

can

incorporate

nto a sentence

bout heir

picture,

e.g.big

(This

brifue is big),

riuer

(It's

on a

riuer).

AB

poge

61

Cqmbridge

Young

LeqrnersTest

proctice

.

This

activity

providespractice

or_the

Cambridge

Young

Learners

Mouers est.

. Pupils ead he text aboutLondonand ill in thegaps,choosing neword

for each

gap

rom

the choices

ffered elow

Key 1a 2very

3got 4at

5in 6at 7Do

Scan

gmustn't

10 to

14



Lesson1

lfain

teaching

points

Talhing

about

prehistoric

animals

Main recycling

Wh-

question

orms

Past

simple

Your

pupils

will ...

.

read

and understand story

\ew vocabulary

dinosaur

Yiceratops,

yrannosaurus,

roodon

:1uge

dangerous

plant-eater

aleat-eater

il l ion

New expressions

Look out

Quickly

Needs

.

pictures

or booksabout

dinosaurs

Active

presentotion

. Write triceratops, yrannosaurusandtroodonon the board.Ask pupils (L1)

if they know anything about hese

words.

Write the word

dinosauron the

board.

.

In L1, ask

pupils

what they

know

aboutdinosaursrom films

and books.

What

did they ook ike?Were hey big or small?How many egs

did they

have?Did they

have ong necks? id

they have ong

ails?What did they

eat?Whendid they

ive?

Use

pictures

and books o stimulate

discussion.

.

Write

relevantEnglishvocabulary n the

boardas t

is

mentionedn

your

discussion: nnt eater,

me t eat

er,

huge,

etc.

.

Ask

pupils

f they candraw a

quick picture

of oneof

the

dinosaurs

written on the board: riceratops,yrannosaurus r troodon.

PB 13:1

Listen

and

read

AB 13:A

t@l

Thedinosours

.

Pupils

ook

at the cartoon

tory

and

dentify

he hreedinosaur ypes.

They comparehem

with their

drawings.

.

Write on board: Whzndid thesed:inosaursiue?Hon long is

the triceratops?

What did

the tyrannosaurus at?

.

Play the story on

the recording.Pupils isten

and

follow

.

Ask

pupils

he

questions ou

havewritten on the board.Then

askWat

did tlw

triceratopseat?

.

Pupils listen to the story again and

find

the answer.

Checkby asking

individual

pupils.

Pupils

ead

he ext

about he

yrannosaurus.Workingaloneor in

pairs,

they write answers o the ive questionsn theirnotebooks. ring the whole

class ogether o check

he answers.

Pupils

ead

he ext

about he stegosaurus.hey

practise

askingand

answering

bouteach

piece

of

information

n the ext.

Circulate nd check

they are

using he

past

ense orrectly.



Moke o

questions

poster

.

In their

own

language

and in English,

pupils

discussother

questions

hey

might

want to ask about

dinosaurs.

.

Write someof the English

questions

on a large

poster.

nclude

different

question

orms, but

write the Wh-

questions

n

a different colour.

Key

AB

13:A

I Twelvemetres ong. 2 Six mefes tall. 3 Meat. 4 TWo. 5 About

65

million

years

ago.

Lesson

Main teaching

points

some,any

Main

recycling

Fooduocahuhry

I'd like

Sorry

Your

pupils

will

...

.

ask

questions

. roleplay a restaurant scene

New

vocabulary

leaves

New expressions

We haven't

got

any ..

Needs

.

props

for restaurant ole

play:

menus,no

for

waiter/waifress,etc

Active

presentotion

.

Play

this

team

game

o revise

words for food.Divide

the

class

nto

two

teams.Draw

a

vertical

line down

the cenhe of

the board.Teams ine up in

front of theboard.In turns, a memberof each eam comes o theboard

and

writes

a

food item in

English.

Set

a

time limit for this

game.

.

The

team with

the

most

correctly spelt

food

items

are the

winners.

.

Discusswhat

dinosaurs

ate:animnh,

ish,

pla.nts,

zaues,

rees ..

PB

1322

Some snd dny

.

Pupils look

at the dinosaur caf6

scene.Ask

(L1)

what

pupils

think

the

dinosaurs

are asking for in

the

caJ6.

Listen,

lEl

.

Phy

the dialogueon the recording.

Pupils listen

and read.

read

and

.

Play

the

dialogueagain. Pupils

repeat.Then

divide the class nto

three

practise groups:

he

triceratops, he boodon

and the waiter/waitress.

Play the

dialogue

again.

Pupils

ust

repeat he lines for their character..

Divide

pupils

into

groups

of three,

eachwith one

riceratops,one roodon

and

onewaiter/waihess.Pupils

practise

he role

play

in

their

group.

Encourage

pupil

to

extend he

conversation, hoosing

appropriate ood

items or

eachdinosaur,

.g:

P: I'd like

a

hee

... I'

.

The

waiter/waifress

should

reply

negatively

each

ime, and suggest

some

horse.

alternative.

Focuson correct

use of.some

and any.

.

Choose ome

groups

to

present

heir scenes.

.

Ask

pupils

to look at the

dinosaurcaf6

dialogue

again.

Ask

pupils

the

questions

rom

the Pupils'Book

T:

When do we use

s

.

Make

sure

pupils

realise

hat some s

used

or

requests,

and any

for

When do we

usea

negative

answers.



Ask

El

.

Tbll

pupils

hey are

going

o act

out

going

o a restaurant.

and

answer Play

he dialogue n the recording o serve

as a

model.

.

Pupils ook at

the

menuand choose

hree hings hey would ike

to order.

Then

hey

work in

pairs.

n

turn, they act out being he

customer nd

waiter/waitress

n

the

restaurant.

Optionol octivity

-

Moke

your

own

cof6 menu

.

In

pairs

or small

groups, upils

makeand llustrate

a menu or

their own

caf6or restaurant. ncouragehem o think

of a fun nameand

heme

or

their caf6.Pupilscan hen ake urns visiting

eachother's

af6sand

ordering ood rom the menus.

AB

13:B

E

.

This listening-comprehension

ctivity

provides

ractice

or

the Cambridge

Young Learners

Mouers est.

t

canbe usedat

any

point

n

Unit

13.Pupils

listen

o the our conversations.fter each.

hev ick the correct

oicture.

AB

13:C

.

Pupils ook at the wo

pictures

and write the

differences.

o hrough he

exampleirst, makingsure

pupils

understand ow to

luse

omeandany.

Key AB 13:B

1-b 2-b

3-a

4-b

Tapescript

Narrator:

Number

1.

Which

s Megan's

inosaur?

Rick: Hi Megan

Which dinosaurdid

you

draw? s it

the big one?

Megan:

No,

t's

small.

Rtch:

How many

egshas t

got?

Megan: It's

got

two legs and two

small arms.

Rtck:

Was

t dangerous?

Megan:

Yes.Very dangerous.

Narrator: Number2. Which s Mr

Wozz's

ouse?

SalJy: Tellus aboutyourhouse,Mr Wozz.Is t in the town?

Mr

Wozz: No. t's in the country. t's next to a river.

Sally: How manywindowshas t

got?

Mr

Wozz:

It's

got

four windows.

Narrator:

Number 3. What did

Ben

have

or

lunch

yesterday?

Megan:

What did

you

have or lunch

yesterday,

en?

Ben: I had ish

and chips.

Megan: Did

you

have

any

ice

cream?

Ben:

No

ce

cream,

o. had

an apple.

Narrator:

Number

4. What did Craigdo ast weekend?

Rick: Hi

Craig

how are

you?

Craig:

Fine,

hanks.

had

a

great

ime ast weekend.

Rick: What did youdo?

Craig: I went or long ride on my bike. was

with two friends.

Rich:

What was he

weather ike?

Craig: Great t was sunny all day.

AB

13:C

There are

some

lowers n Picture A. There

aren't any flowers n Picfure B.

There

aresome hairs

n PictureB. There

aren'tany chairs n Picture

A.

There

are

some

mice n PicfureB. Therearen't

any

mice

n PictureA.

There

s a burger n Picture

A. There

aren'tany

burgers

n Picture

B.

There

are somedinosaurs

n Picture

A. Therearen't

anv dinosaurs n PicfureB.



Lesson

3

Main

teaching

points

Wh-

question

orms

Main recycling

Past

simplz

Transport

ocabulnry

Your

pupils

will

...

.

read for

information

.

ask and

answer

questions

New vocabulary

seats

Britain, France, taly,

Germany

the USA

New expressions

How

fast can t

go?

(200)

ilometres

an

hour

Needs

magazine

icture

of.acar

sunglasses

Active

presentotion

.

Show

he

magazine

photo

of

the car to the class.Ask

questions

about t

T:

What colour s

it?

'

Ask

the class Wlure was t

made?Was t

mnde

n Britain?Wite

namesof

many

doors has

t

countries

on the board

-

Britain,

France,Italy,

Germany, hz USA

-

and How many

wheel

help the

class o deduce

he

meaning

of Wlure

was t mad,e?

got?

.

Ask

Can t

go

ast?InLl,

ask

pupils

how

we measurehe

speed

f a

vehicle.Introduce

he concept

f

kilometres

er

hour

(kph).

PB 13:3

Question

words

.

Pupils

look at the

picture

of

Jimmy

Valentine.

See f

they

remember im

from

Unit

8. If necessary,

xplain

that

he s

a famous ilm

star with lots of

cars.A reporter s interviewing

him

about hem.

.

Focus

attention on the

yellow

car and

ask

questions

ike

thosewhich

appear n the

pairwork

model

T: What colour s it?

Listen

lHl

.

Play

the recording

so

pupils

can see

f

their

guesses

were correct. was t made?

tc.

then

lFl

.

Tell

pupils

they are

going

to interviewJimmy

about his other

cars.

ask and Play

the model dialogue

about he

green

car,

JV2.

Pupils

follow in

their

answer books and repeateachphraseafter thevoices n the recording.

.

Ask

a volunteer

o come o the front

and beJimmy:

you

could

give

him

or

her

a

pair

of

dark

glasses

o

wear.Ask

the five

questions

about he car and

see f

Jimmy'can

answer

without ooking n

the book.

.

In

pairs, pupils

ask

eachother

questions

about he other

three cars.



Do

you

know?

.

To revise

anybody, obodry,

omebody.

.

Write a list

on

the board of

ten countries hat

pupils

know. Pupils copy

the ist.

.

Write words or relatives,

tc.on the board:cousin, ncln, unt,

riend,

gr

andmo hzr,

gr

andfat u r.

.

Pupils must

choose ix counties and make up

a

relative who

lives

there.

They note their choiceson a pieceof paperbut donot show their partners.

.

Pupilswork in

pairs.

n hrns, they ask Pl:Do

you

know

any

.

The first

pupil

to locateall six of

their

partner's

elatives

s the winner.

(Italy)?

P2:Yes, know som

(my

cousin)or

No. nobodv.

Our cqf6

.

To

revise ood vocabulary,

prices

and making requests.

.

Working in

groups,pupils

create

heir own caf6 menus.

Help

them fanslate

namesof food or let them

use a

junior

dictionary.

.

Pupils role-play

a cafd

scene sing the menus hey havemade.

Word

web

.

To revise

ood vocabulary.

.

Pupils

brainstorm all the food and drink they know. You

makea word web

on

the

board.

.

Divide

the board nto

categories:Meat, Fruit, Vegetables,

ilh

froducts,

Drinks.

Pupils write

the words in the web under

the

categories, upils work

in

groups

and use

unior

dictionaries o add to the various categories.

.

Each

group

then

produces

a

poster

of

one

of the

categories. hey illustrate

it

with

pictures

cut from magazines

nd drawings.



Qtionol

octivity

-

Write

on

interview

.

In

Firs

or

small

groups,pupils

can write another nterview withJimmy

\'-ahtine

in their notebooks.

hey

can use another

of his

cars,

or a

difiermt ransport

item they think he may

have,

such as a

plane

r a speedboat.

I

tEO

.

Ssking

individually or

in

pairs, pupils

read Denis'sdescriptionof

his

imagina4'car.

They decidewhich drawing

corresponds

o

the description

andcirite thenumber n the spaceprovided. Answer:Denis'scar is

x*lmb€r

2.)

'

Optionally

pupils

write

a

description

of the car in Picture 1.

f llf

.

Rpils draw

their own imaginary

car

and complete

he four sentences

abor-rtt. Alternatively,

give

them

sheets

of drawing

paper

and ask

them

to

do big drawings

of a car to createa

wall display.They should write a

paragraph

alongside heir

drawing using the ActMty

Book

sentences

as a

model.

.

Organise he

pupils

in

pairs.

They interview each

other

about the

cars they

bave

drawn

and

write

their

partner's

answerson the

rules at

the bottom of

paCe

&.

kl PB

13:3

Tapescript

Journalist:

What

colour

sJVl?

fimmy:

Yellow.

Journalist:

Where

was t made?

rtmm)':

In France.

Jounnlist:

When

did

you

buy

t?

Jimmy:

In 2001.

tounalist:

Howmanyseats

as t

got?

finm;:

It's

got

enseats.

Journalist:

How ast can

t

go?

fimmy:

150 ilomefes n

hour.





Key AB

13:F

1

In CapeTown, South

Africa.

2 Six

people.

3 Horse-riding

and

painting.

4 When shewas

four

years

old. 5 Twelve

years

old.

6 Enrique glesias. 7 France. 8 At her friend's house.

Tapescript

Philip:

OK,

Alison. 'm

going

o ask

you

some

questions.

Alison: How many

questions

are there?

PhiJip: Er, eight. Right. Number one:Wheredo

you

live?

Alison: In

Cape

Town. That's in

South

Africa.

Philiq:

South

Africa? Good.

Number

wo: How many

people

ive in

your

house?

Alison:

Six

people.

My mother

and

father,my

aunt, my two sisters

and

me.

Philip:

Six

people.

Thanks. Number

hree.What are

your

hobbies?

Alison:

Well,

like riding

-

horse-riding

mean.And I like

painting.

Philip:

Number

our:

When did

you

learn

to swim?How old

were

you?

Alison:

I learned o swim

when

was

four.

PhiJip: Right. Number ive:How old is

your

school?

Alison: I don't know. think

it's

about .. Miss,how

old

s

our school?

Womnn: It's

twelve

years

old.

Alison: There.Twelve.It was built

twelve

years

ago.

PhiJip:

Numbersix Who

is

your

favourite

singer?

can

guess.

Alison:

Enriquelglesias.

Philip:

I thought so.

Philip: Numberseven:Where did

you go

on

holiday

ast

year?

Alison: We went to France.

Philip : Lucky

you Last question.

Numbereight.

This is

a memory est.

Where were

you yesterday

at

four

o'clock?

Alison: At four

o'clock

n

the afternoon?

PhiJip:

Yes.

Alison:

I was at my friend's

house.

Philb: OK. Thanks,Alison.

Errtrogomes

ond octivities

Project

.

To revise Wh-

qtrcstionforms.

.

Pupils ook

at the

questions

about he fyrannosauruson

page

62 of the

Activity

Book

and use hem o

research

notherdinosaur ype. They make

a short book about

t,

using the answers o the

questions

and adding any

more n-formation hey can ind.

Odd word out

.

To revisevocabulary rom

Unit

13.

.

Write five

or six wordson

the

boardunder hese ategory eadings:Foo4

Drink, Animak, Colours, umbers.Ineachcategoryncludeoneodd word

out.Pupilssay which word

s

the odd word out.

.

In

pairs, pupils

makea similar

puzzle

and

exchangewith another

pair.



Cof6 role

ploy

.

To

revisesome

and any.

.

If

pupils

mademenus n

Lesson ,they

c:m use hese or a cafe ole

play.

Otherwise, sk

pupils

o makemenus n

pairs

or small

groups.

.

Ask

pupils

to help

you

think of a dialogue n a

caJ6.Write it on the board,e.g.:

Waiter

Can help

you?

Customer: Yes,

lease.

'd like

somepizza.

Waiter.

I'm sorry.We

haven't

got

any

pizza.We've ot

some

sandwiches.

Customen

OK. 'd like

a

ham

sandwich,

lease.

.

In

small

groups, pupils

use

menus

or caf6 ole-plays, ollowing

this example.

Celebrity

poster

.

To revise anguage

or

describing

people.

.

Bring to class

several

ictures

of

popular

amous

people,

r

ask

pupils

to

bring some

n.

.

Pupils

work in

groups.

They make

posters

with

the

pictures

and

write

about the celebrity'sappearance.

hey can research

iographical details

and

write

sentences

bout he

celebrities.

Celebrity

interviews

.

To revise

questions.

.

Pupils

work in

pairs.

Each

createshe dentity

of

a famous

person.

.

In

turns, they interview

eachother,

asking

questions.

.

Alternatively,

pupils

can nterview

eachother using

the details hey

have

researched

or

their celebrity

poster (see

above).

Group

dictotion

.

To revise

spelling and

punctuation.

.

IMake

arge copies

of one of the

stories or dialogues n

Unit

13.Divide

the

class nto

small

groups.

Place

one copy

per group

on the wall nearest

each

group.

.

In

turns, one

pupil

from

each

group

goes

o the text, memorises

a chunk,

goes

back to the

group

and says he

chunk. The

rest

of the

group

write

it

down. The

group

can ask

the

pupil

to repeat or

ask

for

spellings.

.

The

group

with the most

accurately-written

ext is the

winner.



Lesson1

Iir

teaching

points

E+nssrtgrortions

of

food

ond

birh

Main recycling

Food

and drink

Your

pupils

will ...

.

read

and understanda

story

New expressions

Wild West

Oh,dear

Handsup

Needs

. picturesof foodanddrink cut from magazines

to illushate

a bottlz/glnss/piece/cup

f

Worm-up

.

Revise ood and drink

vocabulary

pupilslalready

know.

Use he food

flashcards

o elicit

the

names

of food

tems.

Attach the Excellznt Food

Flashcards

o the board.

. Mime eating one of the food temsandaskpupils to guesswhat it is. Ask

individual

pupils

to comeand choose heir

favourite

food from

thoseon

the board.

Active

pre3entotion

.

Use he

magazine

pictures

o

introduce

new vocabulary

a

bottlzlbowUcup/fizce

f

).

Write the expressions

n the board, eaving a

spacebetweeneach

one.Showeach lashcard

and ask

pupils

to

say

which

of

the expressions

n the board

s most

suitable o that item

of

food

or

drink.

Attach

each

lashcard o the board,

next

to the correct

expression.

.

Play

a

game

of.Come ndfind.

Ask

individual

pupils:

.

Repeatuntil all thecardshavebeen aken rom the board.Thenask

individual'pupils

to attach

hem

to the board again

n the

correct

place.

T: Comeand find a bottle

o

lemonade. tc.

PB

14:1

Usten

and

read

EI

The troin robbers

.

In L1, introduce he themeof westernsand cowboys.Do

your pupils

like

westerns?Do they

know the namesof any famous

cowboys?Useany

pictures

of cowboys

you

have

o discuss he clothes

hey wore.

Write

up

the expression

The Wild.West.

.

Tbll

pupils

O1)

they are

going

to read a story about a train robber n

the

Wild West.

Play

the story

on

the

recording.Ask

pupils

to

listen

for the

nameof the train robber and the

year

the story

happened.

tIarry

Holster,1880)

.

Play therecordingagain,and thenask

pupils

a seriesof concept-checking

questions

in

English

and

L1). They

scan he text

for

the answers:

T:

Where are hey?

ln

The

Wild West.)

What do they order

to

drink?

(A

cup of tea and

a

glass

of orange

uice.)

What

sort of things doe

Harry Holster ake?

(money,

old,

watches)





I'd like

o

piece

of

breqd

Eead

.

Focus

on the

picfures

of

food tems

and on the menu below.

Check

vocabulary

and

read out the

prices

rom

the

menu.Make

sure

pupils

understand he

dollar sign.

lE

.

Pupils

act out a role

play,

asking

for

things

from

the menu

p-tise

and responding

with the

price.

Play the model

dialogueon the

recording

irst.

l{:3

How

do

you

come to sdrool?

t|En

.

Use he Transport flashcards o introduce ransport vocabulary.

d

d

Then

ask:

T: Have

you got

a

bike?

relrEr

.

Pupils ook

at

page

69.

Say

he

name

of a transport tem.Pupils

point

to Have

you gotacar?

the

correct

picture

on the

page.

.

Ask individual

pupils:

How

do

you

come o schoolz licit the reply By

(bus).

Pupils

epeat,as a classand

ndividually.

.

Put

the same

question

o a child

who comes o

schoolon

foot

How do

you

come

o school?

y

bus?

By train? Teach

he

expression

On

oot.

lEf

.

Plal'the

model

dialogue

n

the

recording.Pupils hen ask

eachotherhow

thev come o school.

Plqy

o tronsport

gome

.

Gire each

pupil

a slip of

paper

with a transport tem

written onit: by

train,

etc.

.

Pupils must

mingle and

find

others with the same ransport to make

small

groups.

Say Gol

Play

somemusic

f

you

like.

.

Get the

groups

to stand togetherand name hem: T: This

group

is

travelling

by car.

etc.

.

Plat'an instructions

game:

T: The

group

hat's

travelling

by

train, clap

your

hands.

The

appropriate

group

responds.

Continuewith other

instructions.

t+.f

.

Rpits

write

captions

or each

picture,

using words from

the word bank. Go

through

the exerciseorally

in class.Pupils

can then write

it

out

a-.homes-ork.

l{O

.

Rpils ask

three

riends how they come o

school,

etc. They write

their

Crnds'names

along he top of the chart, hen record heir answers:

l'1' bfl_{.

etc.

.

Tt)€l

nrite

complete entences

n

their

notebooks,

s

n

the example.

.

ff fie

question

with

swimming

poolis

not

appropriate o

your

locality

rplace it n-ithsomethinghepupilswill recognise. hey cancrossout

sximning

poal

before hey begin

he activity and, or

example,

write

arnt*tt

in its

olace.



Key AB 14:C

1

Joe

goes

o schoolby hain.

2 Albert

goes

o the beachby

plane.

3

Joe

goes

shopping on

foot.

4 Albert

goes

o

the

post

office

by

bus.

Lesson

Main teaching

points

somebody, nybody,

nobody

Main recycling

Words

or

euerydnybjects

Clothes

has

got

Your

pupils

will ...

.

ask

questions

sing

ndefinite

ronoun

New vocabulary


.

Excellent

Flashcards

. an envelopewith a circle cut out of it, f

warm-up

activity..This

should be big

en

fit a flashcard

n.

.

a dice

per group

of 6

pupils

Worm-up

.

Revisewords for everyday

objects.

Play a

guessinggame,

using flashcards

and an

envelopewith a

circle

cut out of it. Put

a

flashcard n the envelope,

so

that

part

of

the

picture

can be seen hrough the cut-out

circle.

Show

he

envelope o

the

class.

Pupils look

at the sectionof

picture

and

guess

what

the object s.

.

Alternatively,

draw

the items

slowly on the board,

pausing

between

sectionsof drawing to

allow

pupils

to

guess.

Active

presentotion

.

Fland out the flashcards

o

pupils

in

the

class.

.

Walk around

he class

and

say:

T: Somebody's

ot

.

They hold the flashcard

up

to show

the

class. Who

is it?

.

Then

ask

more

directly:

T: Ilas

anybody

go

.

The

pupil

with that card shows he class.

Repeat n this

way

for

several

lashcards.

PB 1424 Whot hove

they

got?

.

Pupils look at the word bank

and

find the

objects

n the

picture.

Look

l^a=l

.

Pupils ask and ans\Mer

bout the

people

n

the

picture,

and

practise

following

the

model

dialogueson the

recording.Practise

each

dialoguewith

the

whole class,

asking

the

questionsyourself

initially.



Ploy

o dice

gome

.

Pupils

work in

groups

of six.

Each

group

chooses

ix items

rom

the

picture

of the railway carriageon

page

70 of

the

Pupils'Book.

They make

three

picture

cards or eachof these tems,

eachwith a

picture

and the

nameof the item. There should

be eighteencards

per group:

tlree cards

for

eachof

their

six chosenobjects.

.

In

their

Sroups,

hey

make

a separate ist

of the

six items

and number

them 1 to 6.

. Onepupil in eachgroupshuffles hecards hey havemadeand deals hree

cards

o

eachchild.

.

Pupils

take

t in

turns to throw the dice.They match

he number

hrown to

the item on their list, and ask:

P: Has

anybody

got

a

.

Several

pupils

might have t, but

the

first

to lay

their

card

down has the

(book)?

next

hrn throwing the dice and asking.The first

pupil

to lay down

all

threecards

s

the winner.

?l

l{:5

ls

onybody weoring

q

red

sweoter?

.

Now

pupils practise

a different

question

using

anybody.Say:

T: Look

at

your

friends. s

but

in

place

of.a red

suueater,

ame

a

garment

which

someone

n

the class

anybody wearing

(a

red

is actually wearing.

sweated?

. Repeatwith othergarments.Write the questionon theboard and invite

volunteers

o makeup similar

questions

about what their friends

might

be wearing.

.

Ask about

an

item

of clothing that

nobody

s

wearing.Teach he reply

No, nobody.

El

.

ln

pairs, pupils

ask and answerabout

he

items

of clothing shown

n the

Pupils'Book.

Play the modeldialogue

n the recording f

you

wish.

f, l{:E

.

Pupils ook

at the

picture

of the children and

write sentencesn

their

notebooks n the model of.

Somebody's

ot

a

(football)

and

Has

anybody

ot

(an

ice cream)?Theyexchange ooks

with

their

parbrers

and write a reply.

fil

lt:F

.

Go tbrough the four

questions

orally and make

sure everybody

understands hem. Pupils then write answers n

the space

provided.







Would

you

like o lift?

.

Would

you

ike

a

lift?

.

No, hanks. 'd

rather walk.

.

Would

you

ike

to sit down?

.

Yes,

please.

.

Which is the train

for London?

. It's this one.Hurry upl

Listen ond

proctise

.

The

scenes n

page

72 of. he Pupils'Book all

present

everyday unctional

phrases

ssociated ith travelling

and hansport.

Consider

ach

picture

n

turn.

Ask

the

pupils

where hey think

the

photos

were aken.

in

the street,

in a bus,at the station)

.

Focuson the

photo

with the car.Ask the

pupils

what

they

think

the

girl

on

the

eft might be suggesting o her

friend.

Elicit

the

suggestion

in

L1) that

the

girl

is

offering

to

give

a

friend

a

lift.

Do the

pupils

think the friend is

going

o accept

he offer?

El

.

Play the recordingof the

first

two

phrases.

sk

the

pupils

to

repeat.Focus

on the

question

Woull

you

lihe

a

lift? andensure hat it is fully understood

by all

pupils.

f

you

wish,

teach

your

pupils

the expressiono

giue

someone

a

liftbut

present

t

in

context,using

known anguage,

.g.I come o school

by car.

My

friend

giues

me a

ffi.

.

Similarly, ensure

hat the

phrase

No, hnnks. 'd

rathzr

walk isfully

understood.

xplain

(L1)

how

the

phrase

'd

rather s

used o express

preference.

Use mime

to

elicit

other

preferences:

'd

rathcr run /

fly

/

ride a

bike.

.

Proceed

n

the same

way with the other

photos.

Each ime,

use

nitial

questions

n English o establish ontext,but

acceptanswers

n L1.

.

Pupils

practise

he dialogues

n

pairs,

covering

he

sentence ank

with

a

sheetof paper.Ask volunteerso actout the scenes t the ront of the

class.

Useclassroom

hairsand other

props

o set he scene.

.

Any of the scenes

ouldbe extendednto a short sketch,

f

you

wish.

More

people

ould

oin

the bus.

The

other

passengers

ouldask them Where

re

you

going?

Or

at the station,other ravellers ould

come

up to

the

guard

and ask him

questions:

When s the train

for

Manchester?Were is the

toilet?etc.

tA

poge

70 Choose

ond

write

.

Working ndividually or

in

pairs,

pupils

ook at

the cartoonsand choosehe

bestsentence


ftlk Time

Key 1 Whichs

hebus

orLondon?It's his

one. urryup

2 Would

you

ike to sit down? No, hank

you.

3

Would

you

ike

a lift?

-

No, hanks.

'd rather walk.

The

question:

How do

you

come

o school?

s

not needed.





Lesson

1e,+ching

points

f

language

rom

'-,mre

l3-14

Main recycling

Pastsimple

Telling

hz time

Your

pupils

will ...

.

readandunderstandstory

.

reconstuct

story

n

the

past

ense

rwabulary

New

expressions

of course

That's strange

Needs

Active

presentqtion

.

Talk

to

pupils

about he story of MrWozz and

he childrenwhich

runs

throughLevel2 of

Excellpnt Usehe

story

pictures

n

your

Pupils'

Book.

Hold up the book and ask

questions

bout he story,e.g.:

.

Pupils respond

using

he

past

tense.

T:

What

happenedn

Unit 3?

What happenedwhen

they went through the

green

door ?

Fl

l5:1

and

read

Er

Home

ogoin

.

Explain

O1)

that the children

in

the story

finally

get

back to the funfair in

this episode.Write some

questions

n the boardand ask

pupils

to listen

and

find

out the answers:

Whnt

dny h it? Whnt time

is it? Whnt's strange n tlw story?

.

Translate

he

word strangeand

play

the story on the recording.Pupils

listen

and

ollow in their books.

.

Check

pupils'

answers o the

questions.

There

are two strange

hings: it's

the sameday and time as when

they left

the

funfair, and nobody knows

who Mr Wozzs.)

.

Pupils

can speculate

n the reasons or these hings

n L1.

Story

extension

.

In

groups,

pupils

write a

further final

episode f the story.Write some

questions

n

the

board o

help with

their

deas,

e.g.

Whnt

happened ext?

Dd Mr

Wozz ome

back?

Whnt

hnppened lnn thzy

went

home?

Dd

othzr

strange hings happen?

.

Pupilsmake

and

llustrate heir episode n a

poster.

Display

he

posters

and

get

pupils

to comeand

readeach

others'episodes.

.

If

appropriate,

you

could have a class vote

on

their

favourite

episode.

ll f

5n

.

Pupilswrite

he

story of Klunk's

visit

to

Earth,

using hewords n the

u'ord

bank.

AB 15:A

1 He andedon Earth at twenfy

past

one.

2 He met Alf

at ten

past

two.

3

He went

to Alf's

house

at

half

past

two.

4 He

saw a

plane

at

five

past

four.

5

He

ate a

pizza

at twenty to

five.

6 He went home

at six

o'clock.

kl



Lesson

Main

teaching

points

Main recycling

Past simple

Your

pupils

will ...

.

talk about events n the

past

.

write an adventure

storv of their own

New vocabulary New expressions Needs

.

Excelbnt Flashcards

.

blu-Tack

.

a slip of

paper

or

each

pupil

with

an ad

idea

on

t

Active

presentotion

.

Help

pupils

to

remember

as much as

possible

about the story

in Excellent

Pupils'Book2. Draw a

tableon the board.Add a list of verbs n the

present

ense, nd clues or variousevents.

Seebelow.

.

Fill in

the table

with

the class.Elicit the

past

ense

orm of

eachverb and

write in on the chart.

.

Then elicit a sentence

bout the story using eachverb and

clue

word. Write

the

sentencesn the chart,as llusftated

below. n

its

completedorm, the

chart

should

ook ike

this. talic text

shows he

tems

which

you

should

add

to the table n class, n

collaboration ith

your pupils.

present

past

clues What happened?

take

took

photos

Rick

ook

some

hotos

go

went mvsterv

tram Tlw childrenwent on tlu

Mystery Tratn.

meet met

King uthur Tluy metKing Anhur

see sau dinosaurs

They saw

somed:inosaurs.

PB

15:2

Rid<'s

hotos

Point,

Listen

.

Pupils look

at the

photos

and find the

events hey havealready alked

and answer about on the table

on the board.

.

Go hroughall the

pictures

and ask

ndividuals

what happenedn

each

photo,

using

he

captions s

a

prompt.

E

.

Pupilswork in

pairs.

Following

he model

dialogue, ne

points

o a

picture

and asks what happened. he

other answers.Play the model

dialogueon

the recording.

I'"T#IJ,

ill

:::il:lJi,""**

they

avead

n dventurer

their own.

Hand

out the slips of

paper you

have

prepared

with ideas or adventure

stories,

.g.

You

go

to a dinosaur nuseuln.

You

and

your

friend

go

to a

castlzand seea dragon.

You

and

your

sister

Inue

tea n thc WiM

West.

Youand a

friend

trauel

nto spam.

Youonly needabout ive story ideas,whichyoucanduplicate.



.

Discuss

he ideason the slips

with the class.Write any useful vocabulary

on

the board,e.g.spaceship, oon,

plnnet,

or

the adventuren space.

Pupils

can

choose differentadventureo the one

on

their

slip if they

wish.

.

Pupils work individually,

imagining

their adventureand

drawing

pictures

to illustrate t in their notebooks.. hey

thenwrite

about

t

(I

went o

a

castlp.

saw a dragon.He was uery

big, etc.)

.

fupils

then work with a

partner

and try

to

correct

eachother'smistakes.

Circulate nd help as muchas

possible

t this

stage.

Pupils

hen

write their

final

version

n

their notebooks.

f f

5A

.

Pupils

trace he line from the number

o the base orm of

the

verb.

They

nrite

the

past

ense f the

verb n

the space

rovided.

f, f

5f

.

Pupils

complete he story using

past-tense

erbs rom

the

preceding

activity.

.

They

put

the

six

pictures

n

order,so as to

follow

the

story

of the

boy and

the

giant

spider.

rcl

PB

15:2 Tapescript

Clild 1:

What

happened

n this adventure?

Clild

2: They

went

to

the future.

t-{nswer:

Number our,)

gtid

1:

What happenedn this adventure?

Child2: Er

...

they

saw a big cake.

t-{ns.,r'er:

Number

six.)

ClnU 1: And what happenedn

this adventure?

ChiA 2: That

was

my

favourite

part

of

the

book they saw some

dinosaurs.

t-{nsu-er:

Numberone.)

Child

1: What happenedn

this

adventure?

ChiA 2: They

openedhe

yellow

door?

r

Arrqn'er:

Number ive.)

CliM 1:

OK

-

what happenedn

this adventure?

Clild

2: They

played

n

a football match.

r,

-{n-*sr-er:

umber eight.)

Child1: What happenedn thisadventure?

Child2:

That was Unit Six: hey

met

King Arthur.

l

-\n---n'er

Number

hree.)

CTild1: What happenedn

this adventure?

Child

2: They

were

n

a

film. With Tarzan

t

{rus$-er:

Number

wo.)

Child

1:

.{nd

what

happenedn

this

adventure?

Child2: They were n a train. n the

Wild West.

r

-\Lsn-er:

Number

seven.)

AB

15:B

I ate

2 saw 3 ran 4 went 5

jumped

6 had

AB 15:C

I rent

to ttrezoo. saw

a big

spider. t

futdbig, angry

eyes.

ran

very

ast

and

.;untped

n a train. I

a/e

a sandwich.

Picrures

hould

be

numbered

-

2

-6

-

3

-

4

-

1

1



Lesson

Main teaching

points

Reuision

of

la.nguage

rorn

Units 3-14

Main recycling

Prepositions

There's

Rooms

n a house

Present ontinuous

Your

pupils

will ...

.

talk about

where ooms

are

.

do a

pairwork picture

dictation

.

listen for information

New

vocabulary

above

attic

New expressions

Needs

.

Excellent

Room

lashcards

Active

presentqtion

.

First, revise

he words for rooms

n

the house.Use lashcards

o elicit the

rurmes

of

the

rooms.

.

Draw

a

simple

house

outline

on the board.Divide

the outline horizontally

and vertically into differentrooms.Ask pupils to helpyou decidewhich

room

s

which.

Invite

individual

pupils

to fix

the room

flashcards

o the

house n

the correct

place.

.

Then revise

prepositions.

Ask

pupils

to

arrangevarious tems,

e.g:

.

Repeat,

evising n, on,

under,

behind, n

front

of,

next

to,

aboaeand

betueenn this

way.

.

Invite tlree or four

pupils

to the

front.

In

furns, they

give

the

class

instructions

to

perform.

Repeat

with different

sets

of

pupils.

T:

Put

your

uler

u

.

partner's

hair,

PB

15:3

Albert

ond

foe's

house

.

Pupils

look

at

the

picture.

Elicit

the

nzlmes

f

the

rooms

again.

Pairwork [El

.

Pupilsplay a guessinggame, ollowing the model dialogueon the

guessing game

recording.

One

pupil

says he location

of a room. Their

partner guesses

he

room

they

are talking about.

PB 15:4

& AB

15:D

Listen

and

draw

Monsters

everywheret

.

Pupils

do the information-gap

activity in

pairs.

Pupil A

looks at Picture 1

and describes

where he monsters

are hiding. Pupil

B

listens

and draws the

monsters

n the correct

place

n the Activity

Book. Then

they swap roles

and

Pupil

B desoibes

Picture 2.

.

Pupils

check

heir

drawings

against the

original

pictures.

AB

15:E

H

.

This listening

comprehension

ctMty

provides

practice

or

the

Cambridge Young

Learners

Mouers

est.

Pupils

listen

to the

recording

and identifu

each

child in the house

by drawing lines

between

he

names

at

the top of

the

page

and the

children

n

the

picture.



J(r.'.I AB 15:E

John

s

in

the

bathroom.

He'sbrushing

his

teeth.

Maria's n the

garage.

She's

painting

a chair.

Mandy's

n

the

kitchen. She'sdrinking

a

glass

of orange

uice.

Robert's n the bedroom.

He'sdoing exercises.

Kate's n

the attic.

She's leaning

a bike.

Ed's n the

living room.

He's

pickrng

up

toys.

Tapescript

Grl 1: Where'sJohn?

can't

ind

him.

Boy 1:

John?

He's

upstairs.

Girl

1: In the bedroom?

Boy 1: No,

he's n the bathroom.

He'sbrushing

his teeth.

Girl

1: OK.

Thank

you

Boy 1: I'm looking

or lMaria.What's

she

doing?

Grl

1:

She's

ainting

hat

old chair.

Boy 1: So she's

n the

kitchen?

Girl 1: No.

She's

n

the

garage.

Girl l:

Where'sMandy?

Boy 1: She's

n

the

kitchen.

GirI 1: Mandy ue you in thekitchen?

Boy

1:

Yes,she s. She's

drinking a

glass

of orange

uice.

Grl

1: Oh

yes.

can seeher.

Boy 1: What's

Robertdoing?

Grl

1: Robert's oingexercises.

Boy 1: Exercises?

Girl l: Yes.

He's raining.

Boy 1: Where

s he then?

Girl 1:

In the bedroom.

Girl 1: Where's

Kate? can't

find her.

Boy 1:

She's

leaning

hat

old bike.

Girl 1:

Pardon?

'Boy1: She's leaninghat old bike n the attic.

Grl

1:

Let'shelp her

Boy 1: Where's

Ed?

Girl

1:

He's

n the living

room.

Boy 1: Ed What

are

you

doing?

Boy

2: I'm

picking

up toys.



Lesson

Main

teaching

points

Discussion f aduenture tory

Main recycling

Past

simple

Present

simble, hird

person

+

(in

sons)

Your

pupils

will ...

.

discuss heir favourite

part

of the book

.


.

sing a song

. makevocabularypuzzlecards

New

vocabulary

clever

New

expressions

I

liked t when ..

ever so

Needs

Active

presentotion

.

Ask

pupils

o

look

at the cartoonstory nExcelkntlPuplls'Book

2 again.

Ask

them to

choose

heir favourite

episode, nd to think of reasonswhy

they

liked

it.

. Ask individrnl pupils:

.

Encourage

hem

to tell

you

why,

using English

and

Ll.

T: What wasyour fav

part

of

the book?

PB 15:5

& AB

15:F

'Listen

and

answer

t@t

I l iked it

when ...

.

Pupils look

at the

photos

of the children.Explain

that they are

going

to

listen

to them talking about

the Ercellent

story.

Explain

that the children

are also

going

to tell

us what is their favourite

word in English.

.

Play

the

interview

on the recording.

Pupils listen

and

fill in

the chart on

page75

of their

Activity Books.

.

Check

pupils'

answers.Then

pupils

write

answers o two

questions

What

was

your

faaourite

part

of tlu book?and

What's

your

fauourite

word n

EnelisW).

PB 15:6 ne's ever

so dever

lG5l

.

Pupils

look

at the

illushations

for

the song and tell

you

who it is

about.

$nrWozz)

Read

he title of the song.Explain

thnt euer

so

s

another

way

of saying

uery.Explainthe meaning

of clzuer f necessary.

sk

pupils

if

they

can

think

of

reasons

why Mr

Wozzis clever.

[Ie

can

drive a tain; he can travel

in time;etc.)

Play

the song on the recording.

Pupils listen and follow,

tapping out

the rhythm.

Play the song again. Pupils listen and oin in with as many wordsasthey

can.Repeat

ntil

pupils

are

singing

happily.

Working

aloneor in

pairs, pupils

complete

he vocabulary

puzzle

cards.

Pupils

make new

puzzle

cards or

their friends. They can

choose entences

from

anywhere n

the

book.

Encourage

hem to

focus

on useful vocabulary

and on words they

think

they

might

easily forget.

AB 15:G

o

a



l(ey

AB

15:F

Barry

-

I

liked

it

when

they were n

the train and therewas a

robber.

My

favourite word in English

is

skateboard.

Ivlartha I liked it when hey saw the dinosaurs.My favourite word in

English s orange

uice.

Simone

I liked

it when

hey met King Arthur. My favourite word in English

is

hnfinny.

Tapescript

Man: Hi, Barry.

How

are

you?

Bany:

Very well, thank

you.

Man: Great

.. Barry,

can

you

ell us,

please:

hat was

your

favourite

part

of the book?

Bany:

Er, let me think. I liked it when they were n the

tain and there

was that

robber.

What

was his name?

Man: Harry

Holster?

Bany: Yes.That was my favourite

part.

Man: Good.

've

got

another

question

or

you.

What's

your

favourite

word n

English?

Barry: Er,shateboard.

Man: OK.

Thanks, Barry.

Man:

Hi, Martha. What was

your

favourite

part

of the book?

Martln: I liked it when they

saw

thosedinosaurs.

Man: In

Unit

13?

Marthn: Yes.

Man: You

weren't

scared?

Marthn:

Of

coursenot.

Man: Very

good.

And

question

number wo: what's

your

favourite word

in English?

Marthn: My favourite

word is

orange

uice.

Man: That's two words.

Martlm: OK.

They're my

two

favourite words.

Man: Thanks,

Martha.

Man:

Hi, Simone.

How

are

you

today?

Simone: Great

hanks.

Man: Good.OK.

Question

One.What

was

your

favourite

part

of the

book?

Simonz:

I liked it when they met King Arthur.

Man:

And when they went in the castle?

Simone.'

Yes.That was nice.

Man:

Did

you

like it when hey saw the dinosaurs?

Simone: Not really.

Man: Why not?

Simone: . . .

It was

scary.

Man: OK.

Question

wo:

what's

your

favourite word in English?

Simonc:

My favourite word

in English

is holiday.

Man: Mine oo.

Thanks.

Simone.

AB 15:G

The

tyrannosauruslived

5

million

years

ago.

I come o school

onfoot.

Let's recycle hesebottles.

It's raining.Haveyou gotan umbrella?







(Units1

ond 2) Your

nome

Listen

o

your

teodrer.Mork

/

lrignt)

o,

X

(wrong).

1

(5 poin

Write.

2

(s

poin



obout the

picture.

a fooLbalt

in Lhe

euoboqrd.

@sW

w

@

8e&

are caLs

on Ll'r.. chalr.

(4

potnt

he

questions.

vou

ive?

vour

favourite

colour?

you got

a dog?

vour teacher's

ame?

ou

ski?

day

s it

today?



A

1

2.

3

4

5

6

(Units

3 ond

4) Your

nome

Listen o

your

teocher

ond write the

words.

Albert

and

Joe

were

L-,^so

monsters.

The children excited.

lever.

Albert and

Joe

went up the

We

ive

n

the

You'rewearing

glasses.

Rick

pushed

he

B

Write.

Yesterday arol

ada busyday.

an icecream.

shopping.

tennis.

(5 po

She

r^qshea the floor.

a

picture.

(5 po



Look

qt

the house.

Write the

words.

Write wos

or

were.

Where

urere

the

catsat

five

o'clock?

hqtt

lLvlnq

room

--r

They

in the

iving room.

two dolls

on the chair.

the

dog?

in the

hall.

a bird

in

the

bedroom.

(5

points)

(5

points)

There

Where

It



(Units

5

ond 6)

Yournome

A Listen o

your

eocher.Mork

y'

$gnt)

or

f

lwrong).

Write.

v

She

r^rqnLs

Lo

plqq

Lhe

plqno.

-

s\*

]6

B

1

3

5

T

(5

p

(./+

{D, l

J

n



C

Write

lttis, thot,

these

or fhose.

(5

poin

D

1

2

3

4

c

6

Find he onswers

o

the

questions.

Did

you

play

ennis

esterday?

tr

What

did

Rick

do

yesterday?

tI

DidBen

and

Rick

play

ootball?

Ll

What

did

you

do

onSaturday?

L__l

No,

hey didn't.

I went shopping.

He went to the

zoo.

She

went swimming.

No,she

didn't.

Yes, did.

(5

poin



(Units

7

ond 8) Your

nqme

A Listen

o

your

teocher.

Choose

he onswers

o the

questions.

It's in France.

I'm

ten.

A film

star.

I

T

r

T

fl

T

It's

three

pounds.

Shewent

n

the kitchen.

It's

twenty-five

years

old.

(5

po

B Look

of the

drort ond write

how

toll

things ore.

The Lou*r Ls sb<Leen mdt-res Latt.

2

3

4

c

6

8

(5

poin



c

1

Write.

D

Write the months.

Tqnuqry

May

February

April

(5 poi

(5

poi

October

Julv

December



(Units

9 ond

10)

Yournome

Listen o

your

teocherond

write the

words.

Thechildren

were

n

theGreen

Spqce Station.

A

1

2

3

4

c

6

They

They

at a screen.

pictures

of the Earth.

'Why

are hose

children

n

the

'They

are

'Let's

go

to Earth and

help

Write.

?'asked

Rick.

up the

ubbish,' aid

Mr

Wozz.

,'

said

Rick.

(5p

B

1

3

c

(5p



1

2

3

4

5

6

Write him, her, it or them.

Sally

s

picking

up

rubbish.

Let'shelp

her.

There

are wo

kites n the skv.Can

vou

see

It's my

grandmother's

irthday.

'm

going

o

visit

This book s excellent. ovouwant to read

Jimmy

Valentine

s

my favourite ilm star.

Do

you

ike

My friends

are doing a

sponsored wim.

'm

going

o sponsor

D Write sentences

with Becouse.

(s poin

(5

poin





C

Write

our, their,

his or

her.

My

friends

and

I

play

footballon Saturdays.

O-r team's olours

are

red

and

yellow.

My motherand

father

ike films.

We ive in the town.

My mother s a teacher.

oday

s birthday.

Ben

can't

ind

watch.

Emma

and

Mary are

sisters.

cat's

name s Minnre.

D Look ond

reod. Write

yes

or

no.

2

3

4

c

6

favourite ilm star

sJimmy Valentine

houses next to thepostoffice.

(5

poin

I

2

3

4

5

6

7

A

man s washing

his car.

The womanhasgot threedogs.

Thereare wo

girls

in

front of the

ibrary.

It's

half

past

five.

The

museum s next

to the

supermarket.

A

girl

is

going

nto the

museum.

A woman s riding a

bike.

(5

poin



Yournqme,

A

Listen o

your

teocfier.

Find six

pictures

ond

write the

numbers.

(Units13

ond

14>

uestions.

tr

T

tr

T

T

T

B

1

2

3

4

c

6

Find the onswers

o the

q

Howdoyoucome o school?

What

colour

s

your

car?

How many seats

has

t

got?

Where

was

t made?

How

fast

can

t

go?

How old

is

it?

Four.

200kilometres n

hour.

By

car.

It's ten

years

old.

In France.

It's blue.

o

h

(5

po

(5

po



C

Spot the differences.

1

@

Ln

PecLure 6. Tl'p.re

qrentL

qn.l

bLrds

F cLwe A

M

ro

s@M

ssw

@*

D

1

2

3

4

c

6

Write somebody,

onybody

or

nobody.

Has qnqbodq in your classgot a horse?

--

No,

's

got

a

skateboard.

Has

got

a bike?

Does come

o schoolbv

train?

(5 poi

(s

poi

No,

comes

o schoolby

train.



A

1

2

3

4

c

6

(Generol)

Yournqme

Listen

o

your

teocherond

write

the words.

The

children

opene.d

the white

door.

They

at the unfair.

?'asked

Sallv.

'Who

is no Nk

Wozz

here,'

aid he woman.

strange,' aid

Megan.

\/k

Wozz?'

'Is Mr

Wozz

B Complete he

poem.

Use erbs n

the

post

tense.

Mr Blake

Mr

Sands his hands. Mr

Wise

(5

poin

big eyes.

a snake.

(5

poin

Mr Dee clLmbed a tree.

c

6

Mr Dennis

tennis. Mr Drake



C

Find ond

write.

I

2

3

4

5

6

7

8

I

10

11

It's

above he

elephant.

It's betweenhe

space

tationand

the window.

It's next to the dragon.

It's

under he

snake.

They'reabove

he dragon.

He'sunder he elephant.

It's

under

he

frogs.

It's next to the

adder.

It's

above

he

guitar.

It's

above he

castle.

It's

betrveen

he elephant

nd the

football

player.

The

r^rlndour

(1O

poi



Test

1

A

Ly' zX sX 4X sy' 6y'

Wherenere the

cats

at

five

o'clock

They were

nthe living

room.

Therewere wodollson the chair.

Where

was the

dog?

Itwas in the hall.

Thereu)asabird

in

the

bedroom.

Shewants o

play

the

piano.

He

wants

to

go

swimming.

Shewants

o

play

football.

He wants to

go

to the

zoo.

He

wants to

watch

TV

She

wants o

go

shopping.

Are kese

our

shoes?

What are

hose?

Is this

your

skateboard?

Is

that

your

house?

This

is

my brother.

Arethose

our

books?

No, hey didn't.

I went shopping.

He went to the

zoo.

She

went

swimming.

No,shedidn't.

Yes, did.

B

1

2

3

4

c

6

c

1

2

3

4

o

6

Test 2

A

1

,

3

4

c

6

B

1

2

3

4

c

6

c

They're

playing

ootball.

She's

aking

a

photo.

He'swashing

he car.

She's

ookingat the

elephants.

They're

playing

he

piano.

He's

eadinga book.

There's

a

football n the cupboard.

There are cats

on the

chair.

There's skateboard

nder he

chair.

There

are

bookson

the table.

Thereare

mice

under

he table.

There's

snake

n

the bag.

Test 3

A

rX 2y' sX 4X sy ' 6X

D

1

2

3

4

c

6

B

1

2

3

4

o

6

c

I

,.

3

4

c

6

D

c

6

4

1

2

3

Albert

andJoe

were

wo monsters.

The children

wereexcited.

Rick

pushedthe

ellon

ever.

Albert and

Joe

went up

the stairs.

We

ive

in

the

country.

You're

wearing

Ben's

glasses.

She

wasked

he loor.

Shewent

shopping.

She

ate an

icecream.

She

layed

ennis.

Shedrew

a

picture.

ShewatchedTY.

t hall

2 living

room

3

kitchen

4 toilet 5 diningroom 6 bedroom



Test4

A

4

6

1

3

2

c

B

1

2

3

4

o

6

c

1

2

3

4

c

6

D

It's n France.

It's

three

pounds.

I'm

ten.

Shewent n thekitchen.

A film star.

It's

twenty-five

ears

old.

The

tower

s

sixteen

metres

all.

The

house s eleven

metres

all.

The

giraffe

s five

metres all.

The

cupboard

s

three

metres all.

The

knight is two

metres all.

Thegirl is onemetre all.

Don't touch he

dog.

Don't

open

he window.

Don't

eat

heapple.

Don't sit on the

piano.

Don't eat he

frog.

Donllswim

in the

ountain.

She's

oing

o

open he

door.

They're

going

o

fall.

He's

going

o

play

the

piano.

They're

going

o eat

he cake.

She's

oing

o wash

he window.

He's

going

o

brush

his teeth.

Sally

s

picking

up

rubbish.

Let's

help h

There are

wo

kites

in

the sky.

Can

you

see

hem?

It's

my

grandmother's

irthday.

'm

goi

to

visit her.

This book

s

excellent.

o

you

want to

readit?

Jimmy

Valentine

s my

favourite

ilm s

Doyou like trtirn?

My friendsare

doing

a sponsored

wim

I'm

going

o sponsor

kem.

Because/'s

cold.

Because can't

ind

it.

Because

'm not

hungry.

Becausehere's

alion.

Becausewent

o bedlate.

Becauset's rny birthday.

B

1

2

3

4

o

6

c

1

2

3

4

c

6

Missing

monthsare

January,

March,

une,

August, September,

ovember.

Test 5

The

children

were

n the Green

Space

Station.

They ooked t a screen.

They saw

pictulres

f the

Earth.

'Why are hose

children

n the

riuer?'

asked

Rick.

'They

are

piching

up the

rubbish,'said

Nk Wozz.

'Let's

go

to

Earth

and

help tkern,'

said

Rick.

1

Ron 2

Andy 3 Wendy

4

Jenny

SLiz

6 Simon

A

1

2

3

4

c

6

D

1

2

3

4

c

6

Test 6

A

1

2

3

4

{)

6

B

A

quarterpast

nine.

Half

past

two.

Twenty

past

seven.

Ten o eleven.

A quarterpast our.

Twenty o

twelve.



My friendsand

I

play

football

on

Saturdays.

Our team's oloursare

red

and

yellow.

My mother

and

father ike films. Tlrcir

favourite

ilm

star

sJimmy

Valentine.

We ive in the town. Ourhouse s next to

the

post

office.

My mother

s

a teacher.

Today s lur

birthday.

Ben can't indhis watch.

Emmaand

Mary

aresisters.

Their

cat's

name s Minnie.

2no 3no 4no

Sves

6ves

a

piece

of

bread

an

umbrellaand an apple

a

dinosaur'sail

a

gold

watch

a

glass

of

water

a fat robber

Four.

200

kilometres

n hour.

By car.

It's

ten

years

old.

In France.

It's

blue

There

are somebirds

in Picture B. There

aren'tany birds

n PictureA.

There

are

some

books

n Picture A. There

aren'tany books

n PictureB.

There

are

somemice

n

PictureA. There

aren'tany

mice n PictureB.

D

1

2

3

4

D

6

There

aresome

ish in

Picture

B. There

aren'tany fish

in PictureA.

There

aresome

lowers

n Picture

A.

There

aren't any

flowers

n

Picture B.

There

are

somesausages

n Picture

B.

There

aren't any sausages

n Picture

A.

Has

anybody

nyour

class

got

a

horse?

No,nobody.

Somebody's

ot

a

skateboard.

Has

anybod,y

ot

a bike?

Does

anybody ome o schoolby train?

No,nobody

omes

o schoolby train.

Test 8

A

1

The

children

openedhe white door.

2

They wereat the funfair.

3

'Is

Mr Wozz

tere?'

skedSally.

4

'There

s no Mr Wozzhere,' aid

he

woman.

5

'That's

strange,'

aid Megan.

6

'Who

was

Nk Wozz?'

B

1 Mr Deeclimbed tree.

2 Mr Blake

ate a

cake.

3 Mr

Sandswashed

is

hands.

4 Mr

Wisehadbig eyes.

5 Mr

Dennis

kyed

tennis.

6 Mr Drake

sawa snake.

c

1 The

window.

2The fountain.

3 The house. 4 Thestatue.

5

The rabbits.

6Tarzan. 7

The kite.

8

The

moon. 9 The

robot.

1OThe

postcard.

11 The Earth.

4

c

6

2

3

4

i)

6

D

1

yes

/no

Test 7

A

1

2

3

4

c

6

B

3

c

1

6

4

2

c

1

2

3

0



lmse

;r--rksheets

anbe usedat the appropriate

imesof

year,

o

provide

ffirri5

The act that

you

can

photocopy

he worksheets

makes hema

'firsn'i:L

:eaching

ool,which

you

cancustomise

o suit

your

class.

:'n*:

c

-

,imtion

otes

below.

Crury owkes' Night

I,nui-

-l. \ovember sees he commemoration

f the

;,rrfr,6flg1

Plot of 1605,

when

a

group

of

RomanCatholics

c.[.C

to cause

n explosion t

the Palace

f

Westminster.

*:cr

:rtentionwas

o kill KingJames

, his

Queen

nd

his

:,er

-,i

destabilise

he

government.

n the ensuing narchy,

-

i:

-:e

conspirators oped, heir co-religionists

ould ake

-':r -:.r

country

and secure

he religious oleration hat

was

ir--

-+::,1'

them.

--.-=

King rvas

due o come o Westminster

on 5th

-

..'-'Der

to open

he

new

session

f

Parliament.n the

u--rs

D€tore

he ceremony,he conspirators

enteda cellar

r-.::he palace.Here,Fawkes id several arrelsof

E-:-:-.rn'der.ut

the

plan

was oiledwhen

oneof the esser

rr

*rirators,

FrancisTresham, dvised is brother-in-law,

-.

-

\Ionteagle, ot

to

attend he ceremony.

onteagleold

::r

:uthorities

and he cellars

were

searched.

uy

Fawkes

m1:

-'l1pfl

and aken o the

Tbwerof London.

All the

:,:,rr-irators

died esistingarrestor

wereexecuted.

,-rildren

still

make'guys'to collect

money, ut the

i.r:-en'hat

savageradition

of burning the

guy

on

top

of the

';i-

Farvkes'

ight bonfire

has allen rom favour

n recent

..=-::s-

Firework

parties

areorganised

n a localbasis,by

o::-':"rls.illages,

tc.

. Tetrl-ourpupils he storyof the Gunpowder lot n L1.

he-teachkey

words

n English:

unpowder,

ellnr,

+ng,

etc.

.

Photocopy

he worksheet n

page

162once.Usecorrection

-luid

to white out oneor

two words n each

caption.

Replace

hem

with a line.

Write

the

missingwordson he

:lackboard,n

alphabetical

rder. n this

way,

you

can

gauge

ifficulty of the exercise

ccording

o the

evel

of

-,-our

lass.

.

Photocopy

our

amended ersion

of the worksheet nd

eive

a

copy o each

pupil.

Read

he

exts with the classand

ask

hem o suggestwords

o fill in the

gaps.

.

For he next esson,makemorephotocopiesf the

s-orksheet,

his time without altering

he ext. Cut he

*'orksheets

nto eight sections, o

hat all the

pictures

and

all

the captions reseparate.

.

Hand

out the

photocopies

ou

havecut up. Working

individually

or

in

pairs,pupils

match

he

pictures

with

the

captions.Once

ou

havecheckedhat

answers recorrect,

pupils

canstick

the

pictures

n their

notebooks.

.

Discussirework

estivals

n

your

own

country.

Pupils

could

makea displayabout

sucha

festival,with drawings

and captions.

Apri l Fools 'Doy

April Fools'Day

or

All Fools'Day')

lways

allson

1stApr

People

lay

tricks

on eachother,of which

he commonest

type

s

to mislead omeone y saying,

or

example

Your

shoelaces

undone,' o

hat they

ook

at their

shoes or no

reason.

he

oker

hensays

April Fooil'

The media

sometimes

lay

moreelaborate oaxes.Once

the BBCmocked p a convincing

iece

of

TV reportage bo

'spaghetti

arming',with

pictures

of spaghetti pparently

growing

on trees.

Traditionally,

ll April

Fools'Day hoaxingceases t

midday.

In the spirit of April Fools'Day, he worksheet n,page

givespupils

a chanceo

makedeliberatelymisleading

statements.

heir friendsmust hen

correct hem.

The

worksheet ouldbe usedas ollows:

.

Tell

your

classaboutApril Fools'

Day,

using

Englishas

a

as

possible.

Discuss ny similar

estivals n

your

country

.

Photocopy

he

worksheets nd

hand

hem

out. Look at

th

example

n Picture1, and ensure hat everyone

as

understood

ow

he activity

works.When

pupils

write

their

ncorrect

entences,nly oneword

shouldbe wrong

.

If

you

feel he activity s too advanced

or

your

class,

wri

your

own

ncorrect

entencesn the sheet

before

ou

photocopyt, e.g.

2 It'shalf

past

en.

3 He's

watching

he window.

4 There's hippo on the able.

5 She's

ot

a

giraffe.

6 They're eading paghetti.

7 It's sunny.



ffiribi[BER

Lz

s

a$a78e

t0 lt

12

13

14

15

16

7

18

lq

zo

ef

LL

L3

uzsun

28

2i30

The

fifth

of

Novembers

an

important

estival n

Britain. t's

called

Guy Fawkes'Night.

On

Guy

Fawkes'Night,

people

emember

he

year

1605.

Guy

Fawkes

ut

gunpowder

n a cellar

under he

Palace

f Wesftninsteq

n london.

Hewas

going

o

kill

the

King

and he

English

Parliament

n 5th November.

In

November 605, omemen

wanted

o kill Ki

James.

Oneof thosq

qenwas

Guy

Fawkes.

One

of

the

men

old

his

brother-in-law:

Don't

g

the Palace f

Westminster

omorro'd/.'The

rot

in-lawwas

suspicious.

e

told the Governmen

The King's

soldiers

ound

Guy

Fawkes

n

the cellar.

He was arrested.

ater,

all the

men

were

executed

because

hey wanted

o kill the King.

Every

year

n November,

olice

officers earch

cellars

of the Palace f

Westminster

efore

he

Queen

omes.

Before

Guy

Fawkes'Night,

hildrenmake

a'guy'

with old clothes. hey collectmoney n the street.

Around

5th November,

eople

makebig bonfir

They havepartiesand watch ireworks.



-lltnra;r'

an

incorrect

sentence

bouteach

;ilr:::e. Ask

your

friends o write a correct

iiffil:ence.

{

There's

l There

There

are

Lhree cqLs o\

Lhe

chaL

3 He's

5 She's

7

It's



1

2

;

4

b

;

Whot did

you

do

on Mondoy?

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

has

had

is

-

was

ask asked

swim

-

swam

run

-

ran

draw

-

drew

wash

-

washed

are

-

were

eat

-

ate

clean

cleaned

go -

went

see saw

play

-

played

read read

have

had

listen

-

listened

/

clean

go

read

swlm

fly

lumD

climb watch

eat

plav

draw listen

o

1S

see

run

wash



Excellent s

o

four-level rimory

nglish

ou,rse.thot

ffershe ight

evel

f

chollenge

o

hetp

pupils

chieve

eol

esults. upils

roctise

he ourskills

rom

hebeg,inning

hroughqsks hot elo

to theirown ives

ond

stimulote

heir

moginations.

leor

oir-work

ctivities

oke eorning

more

memoroble,ond

ncouroge

olloborqtionn heclossroom.

The Teodrer's

Guide

provides:

.

Cleor, tep-by-step

esson

otes,with

opescripts nd onswer

eys

.

Lots

of

id6os or

further

proctice

ctivities

.

Eight

hotocopioble

ests

.

Photocopioble

orksheetsor

usewith he recommendedenguin oungReoders

.

Photocopioble

orksheets

n Britishestivols

.

Instructionsor

using he sur

clossroom

osters

nd

he

loshcords

Level2 includes:

.

Pupi ls 'Book

.

Activity

Book

Floshcords

Poster ock

Documents

Excellent 2_TG.pdf