1 The rock ‘n’ roll show Lesson 1 -...

Lesson 1The rock ‘n’ roll show1

26 Unit 1 The rock ‘n’ roll show

• to present the core vocabulary (school subjects)

• to practise the core vocabulary through speaking

• to practise writing the core vocabulary

• to practise the vocabulary through a reading activity

New language: school subjects: Art, English, Music,

P.E., History, Geography, Science, Maths, I.T.

Recycled language: language from the story,

baseball

Receptive language: I think … What do you

mean?

Downloadable Class Audio, Downloadable Teacher’s

Resource Book (optional)

• Vocabulary interactive activities

• Augmented Reality: vocabulary interactive activities,

spelling challenge

• Online interactive activities: spelling challenge

Language competence: Pupils identify and

use school subjects.

Social and civic competences: Pupils ask

and answer about subjects they like.

Basic competences

Objectives

Language

Materials

Digital Minds

Home-school link

By diving down

and getting wet,

another letter,

you will get.

School subjects Lesson

1 The rock ‘n’ roll show

0

CD

52

Read, listen and say the correct answers.

Does Phoebe say they are in the past or the future?

2 Where are they?

3 What sport do they talk about?

4 Who is in the school gym?

CD

4 Listen and say the words. Check with your partner.

2

2 English

3

6 Geography

4

I.T.

5

3 Music

6

5 History

7

8 Maths

8

7 Science

3 Ask and answer.

Do you like History? Yes, I do.

P.E.4

6

Art

AR The rock ‘n’ roll show

School subjects Lesson 0

Read and write the words.

2 Read and complete the timetable.

1

M A T H S2

3

4

5

6

7

8

Across

2 I learn about numbers in this class.

5 I do experiments in this class.

6 I paint pictures in this class.

8 I learn a new language in this class.

Down

I use a computer in this class.

2 I sing in this class.

3 I learn about the past in this class.

4 I learn about different countries in this class.

7 I play sports in this class.

Monday Tuesday Wednesday Thursday Friday

LUNCH

P.E.

I’ve got P.E. on Wednesday morning.

I’ve got Science on Tuesday afternoon.

I’ve got English on Monday morning.

I’ve got History on Friday.

I’ve got Geography on Thursday.

I’ve got Music on Tuesday morning.

185608_QM5_TEACHER_026-041.indd 26 27/10/17 14:43

Lesson 1

Unit 1 The rock ‘n’ roll show 27

Warm-up• Elicit what music pupils like and elicit/pre-teach rock ‘n’ roll.

Write the phrase on the board and elicit/explain what the ‘n’

stands for (and).

• Ask if any pupils would like to go to a rock concert and which

one(s).

Presentation• Read the title of the unit and use the picture in the

Pupil’s Book to further set the context and to present the

vocabulary.

• Say each word for pupils to repeat.

• Elicit what pupils think is happening in the picture.

• Elicit where the three friends are before this (in Science class)

and how they get to where they are now (through the gate).

CD1

141 Listen and say the words. Check with your

partner.

• Pupils look at the numbered items in the picture.

• Play the recording.

• Pupils listen to each word and repeat in chorus.

• Play the recording again. Pupils repeat in groups.

• Pupils practise the new words in pairs.

• They take turns to point to the numbered items in the

picture and say what each one is.

CD1

152 Read, listen and say the correct answers.

• Read the sentences aloud with the class.

• Check understanding. Encourage pupils to try to predict the

answers.

• Play the recording.

• Pupils listen to find the answers.

• They check in pairs

• Play the recording again. Check with the class.

CD1 Track 15

Patrick: Wow! What happened? Where are we?Alex: I think we’re on the other side of the gate!Patrick: What do you mean?Alex: That light in the Science class. It was a gate into ...Phoebe: ... the past!Alex: That’s right. We can travel through time!Patrick: We’re time travellers!Phoebe: So, where are we now?Alex: We’re in a school, I think.Phoebe: Look at that flag. I think we’re in the USA.Alex: And look here. There’s a baseball match.Phoebe: Yeah, they play baseball in the United States.Phoebe: What’s that music?Alex: Wow! Who’s that in the school gym?Patrick: It’s Elvis Presley! The King of rock ‘n’ roll!

Come on! Let’s go and watch the show.

Key: 1 Phoebe says they are in the past. 2 They are in a

school. 3 They talk about a baseball match. 4 Elvis Presley is

in the school gym.

3 Ask and answer.

• Demonstrate the activity with the class using the prompts.

• Repeat for another subject.

• Pupils practise in pairs, asking about different subjects.

• Check using open pairs.

1 Read and write the words.

• Pupils complete a crossword based on written clues.

Key: Across 5 Science, 6 Art, 8 English Down 1 I.T., 2 Music, 3

History, 4 Geography, 7 P.E.

2 Read and complete the timetable.

• Pupils complete the timetable based on written clues.

Key: Monday English, Tuesday Music, Science, Wednesday

(P.E.), Thursday Geography, Friday History

Pupil’s Book, page 10

Activity Book, page 10

OPTIONAL ACTIVITIES

Reinforcement• Give some simple definitions, e.g. In this lesson you

learn about numbers. Pupils answer, e.g. Maths. In

this lesson you learn about the past. (History.) In this

lesson you play an instrument. (Music.) In this lesson

you use a computer. (I.T.) In this lesson you keep fit. (P.E.)

In this lesson you learn about rivers and mountains.

(Geography.)

☛ See also Teacher’s Resource Book Worksheet 1, p11

Extension• Pupils draw their school timetable, and complete

the days of the week and subjects in English.

• Alternatively, they work in pairs and create their

ideal school timetable.

185608_QM5_TEACHER_026-041.indd 27 27/10/17 14:43

1


Lesson 2

• to present the first core grammar

• to practise the core grammar through reading for

specific information

• to practise the core grammar through doing a word

puzzle

• to practise writing the core grammar

New language: like / don’t like + ing, school

subjects, plant (n), really

Downloadable Class Audio, white paper, pens/pencils

(optional) Downloadable Teacher’s Resource Book

(optional)

• Grammar 1 interactive activities

• Grammar 1 animation

Language competence: Pupils express their

likes and dislikes.

Social and civic competences: Pupils work

together to talk about likes and dislikes.

Sense of initiative and entrepreneurship: Pupils talk about what

they like, love or don’t like.

Basic competences

Objectives

Language

Materials

Digital Minds

1 Read and say Alf or Julia.

Lesson 2 Like / Don’t like + ing

CD

62

Listen and say.

Grammar focus

I really don’t like singing.

2 I love learning a new language.

3 I really don’t like doing experiments.

4 I like learning about plants and animals.

5 I love playing an instrument.

6 I really like learning about the past.

3 Play the like / don’t like game.

What do you like doing?

drawing doing sport listening to music singing

playing football learning about History writing stories

I really like drawing. I don’t like Maths, but I love learning about History.

I like Science.

I’m good at it.

I love English. It’s

my favourite subject.

I really don’t like

Music. I can’t sing.

I don’t like Geography.

I’m not good at it.

I really don’t like Science.

I’m not good at it.

I don’t like English, but

my English teacher is

nice.

I love Music. I can

play the piano.

I really like History.

I’m good at it.

Alf Julia

Like / Don’t like + ing

Think!

I like singing. He loves learning about Science.

She really doesn’t like dancing.

1 Look and complete the table.

Lesson 2 Like / Don’t like + ing

2 Find and write the sentences.

2

3

4

5

3 Follow the lines and write.

I like

playing tennis.He / She

I don’t like

doing experiments.He / She

Like / Don’t like + ing

ireallylikeenglish

ireallydontlikescience

shereallydoesntlikehistory

hereallylikesmaths

2

3

4

5

Jim doesn’t like playing football.

I really like English.

shelovesdoingpe

Clare

Jim

• Augmented Reality: grammar 1 interactive activity,

aqua quest game, grammar animation 1

• Online interactive activities: aqua quest game

Home-school link

185608_QM5_TEACHER_026-041.indd 28 27/10/17 14:43


Lesson 2

Warm-up• Elicit the nine school subjects and write them on the board.

• Tell pupils to think of a school subject that they are good

at and one that they are not good at. Elicit an example

sentence, I’m good at Maths.

• Pupils walk around the classroom telling each other what

they are good and not good at. Tell pupils that this is a

memory game and they need to remember their classmates’

sentences.

• Pupils sit down. Ask What is (Pablo) good at? Other pupils try

to remember what Pablo said.

Presentation• Point to the subjects on the board in turn. Ask pupils Do you

like (Maths)? Are you good at (Maths)?

• Make sentences about their responses using the ing form,

e.g. Carl likes learning Maths.

• First, do it orally for pupils to repeat. Then write the sentences

on the board, using a different colour for the ing ending.

• Elicit and practise sentences with like, don’t like, really don’t/

doesn’t like and good at/not good at.

1 Read and say Alf or Julia.

Thinking skill: making inferences

• Pupils look at the information in their Pupil’s Books.

• Pupils take turns to read the information aloud.

• Read number 1 and elicit the answer as an example. Ask why

it matches (singing – Music).

• Pupils read and say the names in pairs.

• Check by asking how the words or phrases match.

Key: 1 Alf, 2 Alf, 3 Julia, 4 Alf, 5 Julia, 6 Julia

CD1

162 Listen and say.

• Play the recording. Pupils listen and repeat in chorus. Repeat.

• Pupils practise the sentences in pairs.

3 Play the like / don’t like game.

• Demonstrate using two pupils to read the speech bubbles.

• Pupils work in groups of four asking and answering.

• Monitor and check.

• Do class feedback by asking a few pupils what they like/don’t

like.


• Pupils complete the table.

Key: 3 likes 7 doesn’t like

2 Find and write the sentences.

• Pupils write sentences using prompts taking care to

punctuate the sentences correctly with capital letters and full

stops.

Key: 2 I really don’t like Science. 3 She really doesn’t like

History. 4 He really likes Maths. 5 She loves doing P.E.

3 Follow the lines and write.

• Pupils follow the lines and write sentences.

Key: 2 Jim likes playing the piano. 3 Clare doesn’t like riding

a bike. 4 Clare likes watching TV. 5 Clare likes climbing trees.

Grammar focus [PB p83]

1 Say the correct answers.

• Pupils work in pairs saying the complete sentence.

• Check answers in open class by eliciting the full

sentence.

Key: 1 playing, 2 walking, 3 playing, 4 cooking, 5 he

Pupil’s Book, page 11 Activity Book, page 11

OPTIONAL ACTIVITIES

Reinforcement• Mime a sentence to the pupils, e.g. He likes singing.

• Hold up three fingers to show them the sentence

has three words. Pupils need to guess the complete

sentence so you will need to point to a boy in the

class to elicit ‘He’ and use mime to elicit ‘likes’ and

‘singing’.

• Pupils do the same in pairs.


Extension• Pupils write their own Facebook profile pages using

the texts on page 11 of the Pupil’s Book. They can

draw a picture of themselves or add a photo.

• Display the profiles around the classroom.

185608_QM5_TEACHER_026-041.indd 29 27/10/17 14:43

1


Lesson 3

• to consolidate the core vocabulary and grammar

(school subjects, like/don’t like + ing) through a song

• to sing a song for pleasure

• to check comprehension of the song

• to encourage pupil creativity

New language: anybody, famous, school subjects,

like/don’t like + ing

• Song interactive activities

• Karaoke song • Augmented Reality: karaoke song

• Online interactive activities: karaoke song

Language competence: Pupils join in with a

song.

Social and civic competences: Pupils sing

together as a class.

Sense of initiative and entrepreneurship: Pupils write their own

verse of a song.

Basic competences

Objectives

Language

Digital Minds

Home-school link

Downloadable Class Audio

Materials

Singing for pleasure Lesson 32

CD

7 Look at the picture. Guess the school subjects in the song. Then listen and check.

CD

82

Listen and sing.

3 What do the children in the song say? Read and say true or false.

I love playing football. 3 I’m not good at Geography.

2 I don’t like using computers. 4 I love learning about History.

I love playing football in P.E.,

And having fun with my friends.

I like using computers in I.T.,

I’m sad when the lesson ends.

Let me tell you a secret,

School is great.

School’s for everyone.

Don’t tell anybody that

School is great.

And it’s lots of fun.

I love learning all my Geography,

I’m good at names and places.

I love learning all my History,

And all those famous faces.

Let me tell you a secret …

Song practice Lesson 32

Remember the song. Read and write the missing words.

everyone lots of fun secret School School is great tell

Let me tell you a ( ) (2) is great.

School’s for (3) .

Don’t (4) anybody that

(5) .

And it’s (6) .

secret

2 Read Anna and Tim’s new verses. Write the missing words.

learning reading great working writing late day teachers

I love ( ) books in English.

I’m good at (2) stories, hey!

I love (3) about lots of things.

We learn at school all (4) .

reading

I love (5) on computers.

I think I.T’s just (6) !

I really like my (7) .

That’s why I’m never (8) !

3 Look at the pictures. Read and match.

I like

2

I love

3

I think

4

I’m good at

5

I really like

6

I don’t like

a learning about countries.

b learning about Science.

c doing Art.

d 1 learning a new language.

e doing P.E.

f I.T. is great.

185608_QM5_TEACHER_026-041.indd 30 27/10/17 14:43


Lesson 3

Warm-up• Make sentences about two or three different school subjects

for pupils to guess, e.g. You can learn about the past. (History).

You can learn about plants. (Science). You can sing. (Music).

• Elicit other sentences from pupils for the class to guess the

subject.

CD1

171 Look at the picture. Guess the school subjects

in the song. Then listen and check.

• Look at the picture as a class. Ask What are the children

learning about? (The boys – Geography and P.E., the girls I.T

and History). Do they like learning? (Yes, they are smiling).

• In pairs, pupils guess the school subjects in the song.

• Play the recording. Pupils check their guesses.

• Play the recording again if necessary and check answers in

open class. Ask for the full sentence when doing feedback.

• Play the song again, pausing after each verse for pupils to

repeat.

• When pupils have learnt the song, practise it with the whole

class.

Key: P.E., I.T., Geography, History

CD1

182 Listen and sing.

• Play the karaoke version of the song for pupils to sing in two

groups, one verse each (the whole class sings the chorus –

Let me tell you a secret … ).

3 What do the children in the song say? Read and

say true or false.

• Do number 1 as an example in class and elicit the answer.

Ask pupils in which line of the song they can find the answer

(line 1).

• Pupils read and discuss answers in pairs.

• Do class feedback asking where pupils found their answers.

Key: 1 true, 2 false, 3 false, 4 true

1 Remember the song. Read and write the

missing words.

• Pupils complete sentences about the song with words

from the box.

Key: 2 School, 3 everyone, 4 tell, 5 School is great, 6 lots

of fun

2 Read Anna and Tim’s new verses. Write the

missing words.

• Pupils complete a new verse of the song with words from

the box.

Key: 2 writing, 3 learning, 4 day, 5 working, 6 great,

7 teachers, 8 late

3 Look at the pictures. Read and match.

• Pupils match phrases to make complete sentences.

Key: (1 d), 2 b, 3 f, 4 c, 5 a, 6 e



OPTIONAL ACTIVITIES

Reinforcement• Put pupils into groups of four and tell them to

choose two children from the song.

• Play the karaoke version of the song. Pupils sing the

lines for the people they have chosen.

• Ask pupils which group can sing the loudest/

quietest.

Extension

• Put pupils into groups of four.

• Each group prepares a new verse for the song, using AB

Activity 2 as a model.

• Use the karaoke version of the song for groups to

perform their new verses. They all sing the chorus (Let

me tell you a secret …).

185608_QM5_TEACHER_026-041.indd 31 27/10/17 14:43

1


Lesson 4

• to present the second core grammar

• to practise the core grammar through listening and

reading for specific information

• to practise the core grammar through reading for

specific information

• to practise the core grammar through a personalised

writing activity

New language: have to + infinitive, school

subjects

Recycled language: time, get up, walk the dog,

tidy up, have breakfast

Receptive language: I can see that. Come with

me.

• Grammar 2 interactive activities

• Grammar animation 2

Language competence: Pupils express

obligation using have to + infinitive.

Social and civic competences: Pupils work

together to play a game.

Sense of initiative and entrepreneurship: Pupils write about rules.

Basic competences

Objectives

Language

Digital Minds

Downloadable Class Audio, white poster paper, pens/

pencils (optional), Downloadable Teacher’s Resource

Book (optional)

Materials

1

brush your teethwash your hands

tidy up

3Lesson 4 Have to + infinitive

CD

Listen and read. Then say what you have to do at Linda’s school.

CD

202

Listen and say.

You have to wear school uniform.

You have to do your homework.

You don’t have to read two books every week.

Grammar focus

3 Read and play the rules game.

You have to …Linda: Hi, are you new here?

Daniel: Yes, I am.

Linda: What’s your name?

Daniel: I’m Daniel. And you?

Linda: I’m Linda. In our school you have to wear school uniform.

Daniel: Yes, I can see that.

Teacher: Hello. Are you the new student?

Daniel: Yes, I’m Daniel.

Teacher: Welcome, Daniel. Come with me. Daniel, just two things. You have to arrive at school before nine o’clock. And you have to read a book every week.

Daniel: Yes, sir.

on school days every day at the weekend in the holidays

get up early

go to school do your homework

do the shoppingwalk the dog

You don’t have to get up early at the weekend.

You have to get up early on school days.

Have to + infinitive

1

3Lesson 4 Have to + infinitive

Look and complete the table.

2 Look, read and complete the sentences.

do your homework get dressed clean your shoes wash your hands brush your teeth

Dear Mum and Dad,

I’m not having a nice time at summer camp. At the camp, you have to get up at 6 o’clock. We have breakfast at 7 o’clock and then you have to go swimming for an hour. The water in the swimming pool is really cold.

Lunch is at one o’clock. We always have roast chicken and peas. I hate peas!

In the afternoon you have to tidy your room. Then you have to wash your clothes and clean your shoes.

You have to come and get me, please!

Love Sarah

What time do you have to get up at the camp?

2 What time do you have to eat breakfast?

3 What do you have to do for an hour?

4 What do you have to eat for lunch?

5 What do you have to do in the afternoon?

You have to get up at 6 o’clock.

You .

2 You .

3 You .

4 You .

5 You .

3 Read Sarah’s email and answer the questions.

have to wash your hands

2 3 4 5

[email protected]

Summer camp

You

have to school uniform.

do your homework.

don’t have to do a test every day.

have to to school on Sundays.

Have to + infinitive

• Augmented Reality: grammar 2 interactive activity,

word race game, grammar animation 2

• Online interactive activities: word race game,

grammar animation 2

Home-school link

185608_QM5_TEACHER_026-041.indd 32 27/10/17 14:43


Lesson 4

Warm-up• Write School day in the centre of the board.

• Brainstorm what pupils do on a school day, e.g. get up at

seven o’clock.

• Write the phrases on the board to make a mind map.

Presentation• Choose an action, e.g. go to bed early on a school day. Ask Can

you choose to do this? (No.)

• Say You have to go to bed early on a school day. Pupils repeat.

Write it on the board.

• Provide more model sentences with have to.

Example sentences: You have to pay for a cinema ticket. You

have to arrive at school at (9) o’clock. You have to do homework.

CD1

191 Listen and read. Then say what you have to do

at Linda’s school.

• Look at the picture as a class. Ask Where are the people?

(In school.) Who is the man? (A teacher.) Who is wearing a

uniform? (The girl.) Why do you think the boy isn’t wearing a

uniform? and elicit ideas.

• Play the recording while pupils read and check your last

question (he isn’t wearing a uniform because he is new).

• Play and read the recording again. Pupils discuss in pairs

what Linda and Daniel have to do.

• Elicit full sentences in open class. Write the answers on the

board.

Key: You have to wear school uniform. You have to arrive at

school before nine o’clock. You have to read a book every

week.

CD1

202 Listen and say.

• Play the recording. Pupils listen and repeat in chorus.

• Pupils practise the sentences in pairs.

3 Read and play the rules game.

• Read the prompts under the pictures. Pupils repeat the

vocabulary and point to the pictures.

• Point to a picture. The class give a sentence with have to.

Check pupils understand that you here is impersonal.

• Pupils play the game in pairs: one points and the other says a

sentence.


• Pupils complete the table.

Key: 3 wear, have to 7 don’t go

2 Look, read and complete the sentences.

• Pupils complete sentences based on the pictures.

Key: 2 have to brush your teeth, 3 have to do your

homework, 4 have to clean your shoes, 5 have to get

dressed

3 Read Sarah’s email and answer the questions.

• Pupils read the email and answer the questions.

Key: 2 You have to eat breakfast at 7 o’clock. 3 You have to

go swimming for an hour. 4 You have to eat roast chicken

and peas for lunch. 5 You have to tidy your room in the

afternoon.

Grammar focus [PB p83]

2 Put the words in order.

• Do number 1 as an example. Elicit the sentence and

write it on the board.

• Pupils write the sentences in their notebooks and

compare answers in pairs.

Key: 1 I have to wear uniform at school. 2 You have to eat

your beans. 3 They have to walk to school today. 4 You

have to bring your homework on Monday. 5 Do you have to

wash the dog today?


OPTIONAL ACTIVITIES

Reinforcement• Start a chain about school. Say, e.g. You have to

arrive before half past eight. Student A: You have to

arrive before half past eight and You have to start

lessons at nine o’clock.

• Student B: You have to arrive before half past eight.

You have to start lessons at nine o’clock and you have

to … .

• When the chain reaches six phrases, start another

one about rules at home.


Extension• In groups of three, pupils make a poster for a

summer camp.

• Refer pupils to the email on page 13 of the Activity

Book for ideas.

• Pupils decorate the poster and write the rules.

• Display the posters around the class.

185608_QM5_TEACHER_026-041.indd 33 27/10/17 14:43

1


Lesson 5

• to read a story for pleasure

• to review language from the unit

• to understand the value of thinking creatively

New language: stage, confused, dressing room, fans,

wig, scream, nobody

Recycled language: characters and language

from the story

Receptive language: Never mind. Here’s the

plan. A bit of piece and quiet.

Language competence: Pupils listen to a

story.

Social and civic competences: Students

learn the message to think creatively through a story.

Cultural awareness and expression: Pupils act out the story.

Basic competences

Objectives

Language

Downloadable Class Audio, white poster paper, pens/

pencils (optional)

Materials

The Time Travellers

4 Reading for pleasure; value: thinking creatively Lesson 5

The kids go to Elvis’ dressing room. They ask him about being famous. He says that it isn’t

always fun. ‘For example,’ he says, ‘how can I leave the theatre with all those fans waiting?

They always follow me to my hotel.’ The children listen. Even in the dressing room they can

hear the fans. They are all shouting for Elvis. Alex looks around the room. ‘I’ve got an idea,’ he

says. ‘I need that long coat, those glasses and that wig. Now listen carefully. Here’s the plan ... ’

After the show the singer leaves the stage. ‘Go on,’

says Alex. ‘Ask him his name.’ ‘Excuse me, are you

Elvis Presley, the king of rock ‘n’ roll?’ asks Patrick. The

singer stops. ‘Yes, I am,’ he says. ‘Wow,’ says Patrick. ‘My

grandma loves you.’ ‘Your grandma?’ Elvis looks confused.

‘How old is your grandma?’ ‘She’s 70,’ Patrick says, ‘and she’s

got all of your CDs.’ Now Elvis looks really confused. ‘What’s

a CD?’ he asks. ‘Never mind,’ says Patrick.

Look at the pictures and answer the questions.

a Where do the children talk to Elvis? b Where do they have a meal with him?

CD

22

Read and listen to the story to check your answers.

Remember the story. Read and complete the text.

wig chat waiting dressing room coat confused

We are having a ( ) in the (2) with Elvis. When we talk

about CDs Elvis is very (3) . Then Elvis says, ‘How can I leave the theatre with

all those fans (4) ?’ Alex has an idea. He puts on a long (5) ,

glasses and a (6) .

2 Read and draw the times on the clocks.

chat

Elvis gets up at quarter past nine.

2 Two hours later he does a radio interview.

3 Forty-five minutes later he has a hamburger and milkshake.

4 The show starts at 8 o’clock. 5 The show lasts for 0 minutes. 6 His journey to the hotel takes 30 minutes.

7 He watches TV for 60 minutes then goes to bed.

Story practice Lesson 54

Think!

• Story

Digital Minds

• Augmented Reality: story

• Online interactive activities: story

Home-school link

185608_QM5_TEACHER_026-041.indd 34 27/10/17 14:43


Lesson 5

Warm-up• Write Phoebe, Alex and Patrick on the board.

• Elicit what pupils remember about them from this and the

previous unit.

• Give prompts if necessary, e.g. science lab, experiments, Mr

Davis, the gate, a rock concert.

1 Look at the pictures and answer the questions.

• Read the activity instruction and the two questions with the

class.

• Elicit what the title of the story is (Elvis).

• Elicit ideas to the questions.

• Don’t confirm answers at this stage.

Key: Pupils’ own answers

CD1

212 Read and listen to the story to check your

answers.

• Play the recording. Pupils read and listen to check their

answers.

• Check with the class eliciting full sentences.

• Play the recording again. Pupils read and listen.

• Elicit what happens at the end of the story (the children step

back into the gate) and where the gate is (in the hotel).

• Check understanding of wig. Ask Is it his real hair? (No, he can

take it off ).

Key: a The children talk to Elvis in his dressing room. b The

children have a meal with Elvis at the hotel.

1 Remember the story. Read and complete the

text.

• Pupils complete the text based on the story.

Key: 2 dressing room, 3 confused, 4 waiting, 5 coat, 6 wig

2 Read and draw the times on the clocks.

Thinking skill: working out times

• Pupils look at the pictures and complete the clock times.

Key: 2 11.15, 3 12:00, 4 8.00, 5 9.30, 6 10.00, 7 11.00


OPTIONAL ACTIVITIES

Reinforcement• Put pupils into groups of four (the three friends and

Elvis).

• Pupils decide which of the characters they want to

be.

• In character, they read through the story silently

and find their dialogue.

• Pupils do their role plays, using the direct speech

from the story.

• If time, they change roles.

• Volunteer groups do their role plays for the class.

Extension• Pupils work in groups and make posters for an Elvis

concert (or another band of their choice).

• They decide what time the concert starts and

finishes, where it is, how much the tickets are.

• Display the posters around the room. Ask pupils

questions about the posters to revise have to +

infinitive. E.g. What time do you have to arrive? Where

do you have to go? How much do you have to pay?

185608_QM5_TEACHER_026-041.indd 35 27/10/17 14:43

1


Lesson 6

• to check comprehension of the story • to present the long and short ‘o’ sounds in English and

practise saying them

New language: show, prefer, pop

Recycled language: language from the story

Language competence: Pupils interpret a

deeper meaning from the story.

Basic competences

Objectives

Language

Downloadable Class Audio

Materials

1

5Lesson 6 Phonics focus: long or short o

3 Read and say the correct sentences.

Alex asks Elvis a question first. 4 Alex uses a wig, a coat and some shoes for his plan.

2 Patrick’s mother is a fan of Elvis. 5 Phoebe wears the wig and the glasses.

3 Elvis takes the kids to a café to talk. 6 The kids eat pizza and ice cream with Elvis.

CD

224

Listen and say.

Outside the back door there are hundreds of fans waiting.

When they see Elvis they all scream and run towards him. Soon

they are all around him, taking photos and talking to him.

Suddenly, Elvis takes off his wig, glasses and coat. The fans

are amazed. Elvis isn’t Elvis! He’s Patrick standing on the

shoulders of Alex. ‘Sorry fans!’ Patrick shouts. ‘Elvis wants a

bit of peace and quiet.’ The two boys get into a car and drive

away. At the same time, Elvis is walking out of the front of

the theatre with Phoebe, but nobody sees them.

Back at the hotel, Elvis says thank

you to the kids. They all go for

a fantastic American meal of hot

dogs, hamburgers and ice cream.

Elvis tells them funny stories about

being a rock ‘n’ roll star. Phoebe is

sad when she sees a yellow light.

‘Oh no! We have to go!’ she says.

The children wave goodbye to

Elvis, and disappear in a flash.

Rose Can you go to the rock ’n’ roll show?

Tom I don’t know, Rose. I prefer pop.

Rose But Tom! It’s Joe and the Holey Socks!

Tom Well ... okay, why not?

Joe and the Holey Socks

Friday 6 p.m.

Phonics

sock

coat

roll

rock

Lesson 6 Phonics focus: long or short o?

3 Remember the story. Read and circle the best answer.

Why is Elvis confused?

A Because Patrick likes his music.B Because he doesn’t know what a CD is.

2 Why does Elvis say being famous isn’t always fun?

A Because he likes talking to fans.B Because the fans always follow him.

3 Why don’t the fans follow Alex and Patrick’s car?

A Because they’re not famous.B Because the car is too fast.

4 Why doesn’t Phoebe want to go through the gate?

A Because she is still eating.B Because she is having a good time.

CD

234

Listen and say the words.

Listen carefully to hear the short sound in rock and sock and the long sound in coat and roll!

Phonics tiprock sock coat roll

5 Write the words in the sock

or the coat.

rock roll bowl long old

lost glow bottle cold

sorry explosion hot dog

CD

246 Listen, check and say the words.

1Think!

Phonics

5

• Phonics game

Digital Minds

• Augmented Reality: phonics game

Home-school link

185608_QM5_TEACHER_026-041.indd 36 27/10/17 14:43


Lesson 6

Warm-upAsk questions about the story, e.g. Where are the three

friends? (At a rock concert.) Who do they meet? (Elvis.) How

do they help him? (They dress up as him so he can avoid

the fans.) Do they like being with him? (Yes, they do.)

3 Read and say the correct sentences.

• Play the recording of the story again. Pupils listen and/or

follow it in their Pupil’s Books.

• Read number 1 and elicit the answer.

• Pupils write the answers in their notebooks and compare in

pairs.

• Check with class by eliciting full sentences.

Key: 1 Patrick asks Elvis a question first. 2 Patrick’s grandma

is a fan of Elvis. 3 Elvis takes the kids to his dressing room to

talk. 4 Alex uses a wig, a coat and some glasses for his plan.

5 Patrick wears the wig and the glasses. 6 The kids eat hot

dogs, hamburgers and ice cream with Elvis.

3 Remember the story. Read and circle the best

answer.

Thinking skill: making inferences

• Pupils read the story again and choose the correct answers.

Key: 1 B, 2 B, 3 A, 4 B

CD1

224 Listen and say.

• Remind pupils that words can sometimes have the same

spelling for different sounds. Write Rock ‘n’ roll on the board as

the example.

• Play the recording. Pupils listen, read and repeat.

• Divide the class so that one half is Rose and the other Tom.

The class says the dialogue twice, exchanging roles.

• Pupils practise the dialogue in pairs.

4CD1

23 Listen and say the words.

• Pupils listen and repeat.

• Read the phonics tip to the class.

5 Write the words in the sock or the coat.

• Pupils say the words and write them in the correct column.

6CD1

24 Listen, check and say the words.

• Play the recording for pupils to check their answers.

Key: Sock: hot dog, long, lost, bottle, sorry, Coat: bowl, old,

glow, cold, explosion





OPTIONAL ACTIVITIES

Reinforcement• Write the following words in random order on the

board: short o sound: top, crop, dog, clock, stop,

bottle, strong; long o sound: grow, goal, home, sofa,

open, over

• Pupils write the words in columns under sock and

coat in their notebooks.

Extension• Ask the pupils which their favourite part of the

story is and why.

• Extend the discussion to ask pupils which band or

pop star they would like to meet and why.

• Try to involve all the class in this discussion.

185608_QM5_TEACHER_026-041.indd 37 27/10/17 14:43

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