Elizabeth Gray-Virginia Evans - Teacher´s Corner - … · · 2016-09-27Elizabeth Gray-Virginia...

Elizabeth Gray-Virginia Evans

2

Published by Express Publishing

Liberty House, Greenham Business Park, Newbury, Berkshire RG19 6HWTel: (0044) 1635 817 363 – Fax: (0044) 1635 817 463e-mail: [email protected]://www.expresspublishing.co.uk

© Elizabeth Gray - Virginia Evans, 20011

Design and Illustration © Express Publishing, 20011

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, photocopying or otherwise, without the prior written permission of the publishers.

ªade in EU

First published in this edition 2011

3

(Ex. 1) Look, read and find.ñ Pupils’ books closed. Display a map and a flag of the

UK on the board and present the words country, flagand capital. Point to the map and say: Look! This is theUnited Kingdom. This is the flag of the United Kingdom.Can you see England? The capital of England is London.Can you see London? etc

ñ Do the same with the map and the flag of the USA.Finally, point to each map and elicit the name of thecountries.

ñ Now, point to the map of the UK and name the fourcountries which comprise it: Scotland, Wales, NorthernIreland and England. Call out the name of each countryand have the pupils repeat after you. Now, go to themap of the USA and, pointing at random at variousstates, say: There are fifty states in the United States.

ñ Pupils’ books open. Read the text, a sentence at atime. The pupils listen and follow. When you finish thefirst paragraph ask them to point to the appropriate mapon the page. Show your book to check the task and say:Look. This is the United Kingdom. Read the secondparagraph and do the same. Read the text again. Thepupils listen and repeat after you.

ñ Check the main information of the text by asking somegeneral questions.

e.g. Teacher: (pointing to the map in the book) What’sthe name of this country?, The capital ofthe UK is...

(Ex. 2) Guess!ñ Focus the pupils’ attention on the exercise and read the

two incomplete sentences. Encourage them to guessthe correct answer in pairs.

ñ To check the task, hold up the British flag and tell thepupils that it is called the Union Jack. Ask the pupils toraise their hands if they guessed correctly. Do the samewith the flag of the USA, the Stars and Stripes. Repeatthe complete sentences and ask the pupils to listen andrepeat. Finally, raise each flag alternatively, and elicitfrom the pupils the name of each flag.

Reinforcement activity: Show the maps of the UK andthe USA. Ask different pupils to come to the board andpoint to the maps according to your instructions.

e.g. Teacher: (pointing to the United States ofAmerica.) The capital of the United Statesis ... .

Extension activity: Ask the pupils to give generalinformation about their country in L1, if necessary.

Note: For the next lesson, ask the pupils to findinformation about their country (capital, flag, map) andbring pictures/ photos/postcards for the project.

Welcome Plus 1

Write about your country.ñ Tell the pupils that they are going to make a poster

about their country. Tell them to take out the informationthey have brought from home.

ñ Stick your finished poster on the board, go througheach detail with the class and read the text.

e.g. (Spain) is my country. The capital of (Spain) is(Madrid). This is the map of (Spain).

ñ The pupils work individually. Go round the room in orderto give any necessary help. When they finish, help themmake a class display. Once you take down the display,guide your pupils on how to file their poster in theirLanguage Portfolio.

CULTURE CHANNEL (Unit 1)

A view of the UK and the USA!

My World!

BEFORE THE CLASSPhotocopy or draw on a large piece of paper theFlintstones’ family tree.

(Ex. 1) Look, read and complete.ñ Pupils’ books closed. Display the Flintstone family tree

you have prepared on the board. Point to each memberand elicit his or her name. Point to Barney and say:Barney is ... Elicit: Bamm-bamm’s father. Do the samewith the rest of the characters. Finally, say: They are theFlintstones.

ñ Now, show a map of the USA and elicit the name of thecountry. Confirm: This is the USA. Explain to the pupilsthat the Flintstones come from the USA. Say: They areAmerican cartoon characters. Ask the pupils to tell youthe names of different cartoon characters they know.

ñ Pupils’ books open. Draw the pupils' attention to thepictures. Present the Flintstones and make sure theycan identify the characters and say their names. Next,focus their attention on the text. Read it slowly, pausingfor them to provide the correct names for the blanks. Donumbers 1 and 2 as examples. Read the text againpausing after each sentence for them to repeat, chorallyor individually. Check their answers.

1 Wilma 3 Dino 5 Barney2 Fred 4 Betty

ñ Check the main information of the text by asking somegeneral questions.

e.g. Teacher: (pointing to the family tree in the book)Who is Pebbles’ mother?, Who are Bettyand Barney?

(Ex. 2) Look, choose and say.ñ Focus the pupils’ attention on the exercise and read the

sentence. Encourage them to guess the correct answerin pairs. Then, invite them to scan the text and find theinformation. (The Flintstones live in Bedrock.)

ñ To check the task, hold up your book and point to thebig sign where the name of the town is written. Explainthe expression: Welcome to... . Ask the pupils to repeatthe expression using the name of their home town.

Reinforcement activity: Ask the pupils to choose anddraw one of the families in the reading passage in theform of a family tree. When they finish, help them makea class display. Remember to guide them on how to filetheir sheets in their Language Portfolio when you givethem back.

Extension activity: Ask the pupils to name a member ofa famous family. The rest of the class have to identifyhim or her and complete a family tree on the board.

e.g. Pupil 1: Homer! Class: The Simpson family: Homer (the father),

Marge (the mother), Bart, Elisa andMaggie (the children).

Note: For the next lesson, ask the pupils to findinformation about a famous family in their country andbring magazine photographs for the project.

4

Draw the family tree of a famous family inyour country.

ñ Tell the pupils that they are going to make a poster ofthe famous family they have chosen. Tell them to takeout the information they have brought from home.

ñ Stick your finished poster on the board, go througheach detail with the class and read the text: e.g. This is a famous family. They are the (…). They are afamous family from (…). The father’s name is (…), themother’s name is (…). They’ve got … etc.


My World!

5

(Ex. 1) Read and choose.ñ Pupils’ books closed. Show the photograph of

Buckingham Palace that you have brought to class. Askthe pupils in L1, if necessary, if they know that building.Confirm: This is Buckingham Palace. Tell themsomething about Queen Elizabeth II, the Palace, whereit is, and so on.

ñ Pupils’ books open. Draw the pupils' attention to thepictures and ask them to find the Queen. Next, focustheir attention on the text. Read each sentence andinvite guesses as to what the correct choice is. Write themost popular one on the board.

(Ex. 2) Now, read and check youranswers.

ñ Focus the pupils’ attention on the exercise and read thetext, pausing after every sentence. The pupils listen andrepeat after you. Allow some time for them to read the

text and check their answers to Ex. 1. Then, individualpupils read the text aloud.1 London 4 paintings

2 Queen Elizabeth lI 5 St James’ Park3 600

Reinforcement activity: Tell the pupils that you aregoing to say some sentences taken from the text. Theyhave to say if the information is true or false.

e.g. Buckingham Palace is a small building. (F)Buckingham Palace is in London. (T) etc

Extension activity: Ask the pupils to name the famousbuildings they know in their own country. Discuss thesein L1, if necessary.

Note: For the next lesson, ask the pupils to findinformation about a building in their country and bringmagazine photographs for the project.


At Home with Her Majesty!

Write about a famous building in yourcountry.

ñ Tell the pupils that they are going to make a poster ofthe famous building they have chosen. Tell them to takeout the information they have brought from home.

ñ Stick your finished poster on the board, go througheach detail with the class and read the text:

e.g. This is a famous building. It is in (Madrid). It is a very(big building). It is famous for (its gardens).


My World!

(Ex. 1) Match the name of the game withthe picture.

ñ Pupils’ books closed. Ask the pupils, in L1 ifnecessary, what games they normally play at schoolduring the break. Explain to them that today they aregoing to learn about popular children’s games in theUK.

ñ Pupils’ books open. Draw the pupils' attention to thepictures and ask them to find any game they know.Then, present the games in the following way. Point tothe picture with the red frame and say: Red – hop-scotch. The pupils repeat, chorally and individually.Write the name of the game on the board and repeat theword as you do so. The pupils repeat again. Explain the


Britain at Play!

6

Make a collage of popular children’sgames in your country.

ñ Tell the pupils that they are going to make a collage ofpopular children’s games in their country. Tell them totake out the information they have brought from home.

ñ Stick your finished poster on a wall, go through eachgame with the class and read out its name.

ñ The pupils work individually. Ask them to draw a pictureof a children’s game or toy. Let them use the pictures youhave brought as models for their drawing. Go round theroom and help them write the names of the games ontheir drawings. When they finish, help them stick theirdrawings on their poster paper to make a collage ofPopular Games in my Country. Then, they make a classdisplay. Once you take down the display, guide pupils onhow to file their poster in their Language Portfolio.

My World!

game if the pupils don’t know it. Do the same with therest: Pink – tug-of-war; brown – sack race; blue – hulahoop; white – bobbing for apples; green – tag.

ñ Finally, name the games, one by one, and ask the pupilsto say the corresponding colour frame.

(Ex. 2) About you.ñ Read the questions and make sure that the pupils

understand them. Then, elicit the answers. Forquestions 2 and 3, call on more than one pupil.

(Pupils’ own answers)

Reinforcement activity: Tell the pupils that you are goingto say a game and a colour frame. They have to look atthe pictures and say if the game is the correct oneaccording to the colour code.

e.g. Teacher: Hop-scotch – pink. Pupils: No

Teacher: Hop-scotch – red. Pupils: Yes etc

Extension activity: Ask the pupils to name populargames they know in their own country. Discuss these inL1, if necessary.

Note: For the next lesson, ask the pupils to find populargames in their country. Bring in pictures/photographs ofa few popular children’s games, and a large piece ofposter paper (70X100).

(Ex. 1) Look, read and match.ñ Pupils’ books closed. Show the photographs of the

fireman and the police officer you have brought to class.Introduce the jobs. Say: Look! A fireman. A police officer.The pupils repeat, chorally and individually. In L1, askthem if they know what policemen and firemen are like inthe UK. Tell them that today they are going to learn aboutpopular jobs in the UK.

ñ Pupils’ books open. Draw the pupils' attention to thepictures and ask them to identify the people in eachone. Then, present the jobs in the following way. Pointto the picture with the red frame and say: Red – policeofficers. The pupils repeat, chorally and individually.Write the name of the occupation on the board andrepeat the words as you do so. The pupils repeat again.

Do the same with the rest: Green – milkman; blue –lollipop lady; yellow – fireman.

ñ Name the jobs, one by one, and ask the pupils to saythe corresponding colour frame.

ñ Next, focus their attention on the texts. Read each textand invite guesses as to what the correct picture is.

1 c 2 d 3 b 4 a

(Ex. 2) Read again and find the picture.ñ Focus the pupils’ attention on the exercise and read the

words. Explain to pupils they have to find the picture thatthey describe. Do the example first, and elicit one fromthe pupils. Go round the room in order to check thatthey have the correct matches.

2 a 3 b 4 d


People at Work!

7

Reinforcement activity: Tell the pupils that you aregoing to say some sentences taken from the texts. Theyhave to say if the information is true or false.

e.g. Milkmen in the UK wear uniforms. (T)Betty Nash is a milkman. (F) etc

Extension activity: Ask the pupils to compare the UKjobs with the same occupations in their country. Ask:

Do the firemen look the same?, Do we have lollipopladies here?, etc

Note: For the next lesson, ask the pupils to find pictures/photographs of a few professions which are popular inyour country, for example: doctor, nurse, chef, ballerina,etc.

(Ex. 1) Look, read and match.ñ Pupils’ books open. Ask the pupils to look at the

pictures and identify the places. For example, ask:What’s this? (A circus). Invite the pupils to read the textand focus their attention on the words in colour. Makesure they understand the vocabulary.

ñ Explain that they have to match the words in colour tothe pictures. To check, point and ask: What’s this? Elicit:A roller coaster. Do the same with the rest of the places.The pupils repeat, chorally and/or individually.

ñ Finally, name the places, one by one, and ask the pupilsto point to the corresponding word in colour and then tothe picture.

(Ex. 2) Choose two places to visit inBlackpool.

ñ Focus the pupils’ attention on the places that they can visitin Blackpool and ask them to choose two. Name thedifferent places and ask them to raise their hand if theyhave chosen that place. Finally, say which are the mostpopular places with the class.

Reinforcement activity: Tell the pupils that you are goingto say a place. They have to point to the appropriateillustration. Vary the rhythm of your instructions to makethe activity like a game.

Extension activity: Ask the pupils to name similarplaces in their own country. Discuss these in L1, ifnecessary. Note: For the next lesson, ask the pupils to findinformation about a famous town/city in their countrysimilar to Blackpool. Bring in pictures/photographs ofsome popular places in your country, and a large pieceof poster paper (70x100).


Blackpool!

Write about a person at work in yourcountry.

ñ Tell the pupils that they are going to make a collage ofpeople at work in their country. Tell them to take out theinformation they have brought from home.

ñ Stick your finished collage on the board, go througheach detail with the class and read the text.e.g. This is a (doctor). (Doctors) wear (white clothes).

They work at (hospitals). They (help sick people).

ñ The pupils work individually. Go round the room in orderto give any necessary help. When they finish, help themmake a class display. Once you take down the display,guide your pupils on how to file their collage in theirLanguage Portfolio.

My World!

8

Write about a famous town/city in yourcountry.

ñ Tell the pupils that they are going to make a poster of apopular town/city in their country. Tell them to take outthe information they have brought from home.

ñ Stick your finished poster on the wall, go through eachplace with the class and read its name and the text.

e.g. This is (Port Aventura), a beautiful city. There aremany things to see and do in (Port Aventura). Youcan go to ... . You can visit ... . etc

ñ Pupils work in pairs. Ask them to draw a picture of theplace they have chosen. Let them use the pictures youhave brought as models for their drawing or tell them touse the information they have brought from home. Goround the room and help them write the names of thegames/places on their drawings. When they finish, helpthem make a class display. Once you take down thedisplay guide your pupils on how to file their poster intheir Language Portfolio.

My World!

(Ex. 1) Look, read and choose.ñ Pupils’ books closed. In L1, ask the pupils to name

some of the characters of the Star Wars saga. Then,write the following names on the blackboard: Qui-Gon-Jin (in the photo, the man with the beard and themoustache); Queen Amidala (the woman); AnakinSkywalker (the boy); Obi-Wan-Kenobi (the man with thesword); Jar Jar Binks (the monster).

ñ Pupils’ books open. Draw the pupils' attention to thephotos. Read each name and ask them to point to thecorresponding character. Next, point to Jar Jar Binksand ask: What colour are his ears? (Pink and grey), Arethey short or long? (Long), Look at his neck! Is it long orshort? (Long).

ñ Read the text aloud. The pupils listen and follow in theirbooks. When you reach No 1, pause and ask the pupilsto select the correct option (long). Do the same with therest of the text.

1 long 2 yellow 3 duck’s 4 neck

ñ Read the text again, making pauses after each sentencefor the pupils to repeat, chorally and individually. Checktheir pronunciation and intonation.

(Ex. 2) Write a list of space heroes youknow.

ñ In pairs, the pupils write a list of space heroes theyknow. When they finish, ask them to read out their lists.Ask them to bring pictures of some of these heroes tothe next class for the project.

Reinforcement activity: Describe characters in thephotos for the pupils to identify.

e.g. Teacher: He’s got blond hair and brown eyes. He’sa small boy. Who is it?

Pupils: Anakin Skywalker.Teacher: Very good!

Extension activity: The pupils describe the charactersin the photos.

e.g. Teacher: What’s (Queen Amidala) like? Pupils: She’s got brown eyes and brown hair.

She’s beautiful.

Note: For the next lesson, bring in pictures/photographsof a few popular space heroes.


Space Heroes!

9

Describe your favourite space hero.ñ Tell the pupils that they are going to make a poster of a

popular space hero. Tell them to take out theinformation they have brought from home.

ñ Stick your finished poster on the board, go througheach detail with the class and read the text.

e.g. This is (E.T.). He’s got (big eyes) and (a long neck).He’s got (a small nose) but he hasn’t got (any hair).

ñ Pupils work individually. Tell them to take out thepictures they have brought from home. Go round theroom and help them write the names of the heroes ontheir posters. Then, they write their description followingyour model. When they finish, help them make a classdisplay. Once you take down the display, guide yourpupils on how to file their poster in their LanguagePortfolio.

My World!

ñ Focus the pupils’ attention on the double page. Point toa few squares and elicit the word or answer in each onein order to demonstrate how the game is played. Next,explain the rules. The pupils play in pairs and eachplayer needs a counter (any small object will do). Theyplace their counters on Start and the first pupil throwsthe dice. The players move their counters theappropriate number of squares and do the task. Acorrect answer allows them to move one squareforward, whereas an incorrect one means that they mustmove one square backwards. If they land on a Boom!square, they go back to Start. Go round the classroomin order to monitor the activity.

Key

1 Greenhill School.2 teacher3 Good morning!4 Pupils go back to the Start square.5 parrot

6 Miss Parker7 Pupils’ own answer.8 Washington DC.9 Pupils go back to the Start square.

10 Good night!11 friend12 I’m fine, thanks!13 dog14 Pupils go back to the Start square.15 school16 Pupils sing the song (Lesson 4).17 up18 I19 On the wall.20 down21 evening22 Eric and Paul.23 Pupils go back to the Start square.24 Pupils spell the name OSCAR.

Board Game 1 (Unit 1)

ñ Focus the pupils’ attention on the double page. Point toa few squares and elicit the word or answer in each onein order to demonstrate how the game is played. Next,explain the rules. The pupils play in pairs and eachplayer needs a counter (any small object will do). Theyplace their counters on Start and the first pupil throws thedice. The players move their counters the appropriatenumber of squares and complete the task. A correctanswer allows them to move one square forward,

whereas an incorrect one means that they must moveone square backwards. If they land on a Boom! square,they go back to Start. Go round the classroom in order tomonitor the activity.

Key

1 sister2 Five-seven-eight-six-three-one-nine.3 friend4 Pupils go back to the Start square.


10

ñ Focus the pupils’ attention on the double page. Point toa few squares and elicit the word or answer in each onein order to demonstrate how the game is played. Next,explain the rules. The pupils play in pairs and eachplayer needs a counter (any small object will do). Theyplace their counters on Start and the first pupil throws thedice. The players move their counters the appropriatenumber of squares and complete the task. A correctanswer allows them to move one square forward,whereas an incorrect one means that they must moveone square backwards. If they land on a Boom! square,they go back to Start. Go round the room in order tomonitor the activity.

1 (It’s) Cindy’s.2 kitchen3 (He’s) in the cupboard.4 Pupils go back to the Start square.5 bathroom6 (He’s) Tom’s rabbit.

7 Pink, yellow, red, brown.8 armchair9 Pupils go back to the Start square.

10 Under the box.11 Blue.12 Yes, it is.13 (She’s) in the garden.14 Pupils go back to the Start square.15 (He’s) in the living room.16 bookcase17 A swing.18 London19 (It’s) in the bedroom.20 (It’s) on the swing.21 No, it isn’t.22 Pupils sing the song (Lesson 4).23 Pupils go back to the Start square.24 (It’s) under the bed.



Key

1 Blow2 bat3 twins4 Pupils go back to the Start square.5 bus6 (There are) four candles.7 Eleven, thirteen, fifteen, seventeen, nineteen.8 (It’s a) helicopter.9 Pupils go back to the Start square.

10 Pupils sing the song (Lesson 4).11 No, it isn’t. (It’s a clock).12 camera


5 radio6 grandmother7 computer8 brother9 Pupils go back to the Start square.

10 The Flintstones’ pet dinosaur.11 mother12 bike13 Bob.14 Pupils go back to the Start square.

15 genie16 Pupils sing the song (Lesson 4).17 grandfather18 It’s Lin’s (bike).19 Barney and Betty’s son.20 Pupils’ own answer.21 phone book22 lamp23 Pupils go back to the Start square.24 Masid

11


Key

1 (He’s) a policeman.2 jacket3 too long4 Pupils go back to the Start square.5 shorts

6 big7 (It’s) Masid’s.8 (It’s) behind the mirror.9 Pupils go back to the Start square.

10 (She’s) a policewoman.11 too short12 trousers13 Oscar.14 Pupils go back to the Start square.15 coat16 Pupils sing the song (Lesson 4).17 bin18 Whose19 She’s a nurse.20 lollipop21 shelf22 big, small23 Pupils go back to the Start square.24 Lin.


13 (She’s) twelve.14 Pupils go back to the Start square.15 CD16 Pupils’ own answer.17 basketball18 Yes, she is.

19 A robot.20 card21 One, two, three ... nineteen, twenty.22 Hop-scotch, etc.23 Pupils go back to the Start square.24 (He’s) eleven.

ñ Focus the pupils’ attention on the double page. Point to afew squares and elicit the word or answer in each one inorder to demonstrate how the game is played. Next,explain the rules. The pupils play in pairs and each playerneeds a counter (any small object will do). They place theircounters on Start and the first pupil throws the dice. Theplayers move their counters the appropriate number ofsquares and complete the task. A correct answer allowsthem to move one square forward, whereas an incorrectone means that they must move one square backwards. Ifthey land on a Boom! square, they go back to Start. Goround the room in order to monitor the activity.

Key

1 No, he can’t.2 He can fish.3 No, I can’t.4 Pupils go back to the Start square.5 go to the cinema

6 Eiffel Tower7 Pupils’ own answer.8 draw9 Pupils go back to the Start square.

10 No, she can’t.11 Yes, I can.12 beach13 No, he can’t.14 Pupils go back to the Start square.15 carpet16 go to the park17 run18 He can play the piano.19 dance20 She can play tennis.21 No, he can’t.22 Pupils sing the song (Lesson 4).23 Pupils go back to the Start square.24 Pupils’ own answers.


12


Key

1 No, he hasn’t.2 Hair, eyes, nose, mouth, teeth, ears.3 Pupils’ own answer.4 Pupils go back to the Start square.5 Head, arms, hands, fingers, legs, feet, toes.

6 Ziccom.7 Yes, he has.8 monster9 Pupils go back to the Start square.

10 ugly11 She’s got black hair and brown eyes.12 (He’s got) four hands.13 No, he hasn’t. (He’s got white hair.)14 Pupils go back to the Start square.15 happy16 It’s got three eyes.17 Pupils’ own answer.18 sad19 Pupils sing the song (Lesson 4).20 Pupils’ own answer.21 beautiful22 She’s got red hair.23 Pupils go back to the Start square.24 planet


13

(Ex.1) What do the British eat forbreakfast? What do Americans eat forbreakfast? Read and answer.

ñ Pupils’ books closed. Present the British breakfastthrough the pictures you have brought to class. Teachor revise the words: bacon, eggs, toast and cereal. Dothe same with the American breakfast and present thewords: waffle, muffin, blueberries and coffee. Ask thepupils to repeat, chorally and individually.

ñ Pupils’ books open. Read the text, a sentence at atime. The pupils listen and follow. When you finish thefirst paragraph, explain any new language. Read thesecond paragraph and do the same. Read the textsagain. Then, the pupils answer the questions orally.

The British usually eat bacon, eggs, sausages andtoast or a bowl of cereal.

The Americans usually eat something sweet likewaffles, a muffin, or blueberries with a cup of coffee.

(Ex. 2) Read again and write.ñ Focus the pupils’ attention on the words in colour in the

text. Explain that they have to read it again and matchthose words to the pictures.

ñ To check the task, hold up your book, say the wordsand point to the corresponding pictures.

1 bacon 5 waffles2 eggs 6 blueberries3 toast 7 muffin4 cereal 8 coffee

Extension activity: Ask the pupils to give generalinformation about a typical breakfast in their country (inL1 if necessary).

Note: For the next lesson, ask the pupils to findinformation about a typical breakfast in their country orregion, and bring pictures/photos for the project.

Describe a typical breakfast in yourcountry.

ñ Tell the pupils that they are going to make a poster of atypical breakfast in their country. Tell them to take outthe information they have brought from home.

ñ Stick your finished poster on the board, go through eachdetail with the class and read the text: In (Spain) childrenlike to eat a (small) breakfast. They usually have (cerealand milk or chocolate milk and biscuits).



Different Tastes!

My World!

Welcome Plus 2

14

BEFORE THE CLASSDraw the weather symbols on pieces of paper, thencolour and cut them out.

(Ex. 1) What’s the weather like? Read andwrite the country.

ñ Pupils’ books closed. Pin up the map of Great Britainyou have brought to class, as well as the symbols youhave prepared. Point to the map and ask the pupils toidentify the United Kingdom. Explain that we can alsouse the name (Great) Britain when referring to it. Remindyour pupils of the four countries that comprise it(Scotland, Northern Ireland, Wales, England). Point tothe map, say the name of each country and ask thepupils to repeat chorally.

ñ Present the weather symbols: sunny, snowy, rainy,windy. The pupils repeat, chorally and individually. Askthem to guess the weather conditions in each countryby asking: What’s the weather like in (Scotland)?

ñ Pupils’ books open. Draw the pupils' attention to themap and the weather symbols. Focus the pupils’attention on the text. Read it slowly, pausing for them tocheck the correct weather conditions in each country.Invite individual pupils to come to the board, match theweather symbols you have prepared to the correctcountry on the UK map. They have to say what theweather is like in each country. Check their answers.

Ireland: sunny Wales: rainyScotland: cold and snowyEngland: windy

ñ Check the main information in the text by asking generalquestions.

e.g. Teacher: (pointing to Ireland in the book) What’sthe weather like in Ireland today?

Reinforcement activity: Hand out the sheets of paperand ask the pupils to draw their country and mark aplace with a weather symbol. Then, ask them to write asentence, for example: It’s sunny and hot today (inValencia). Help them make a class display with theirmaps. Remember to guide them on how to file theirsheets in their Language Portfolio when you give themback.

Extension activity: Ask the pupils to name the countriesof the UK and report the weather conditions in eachwithout looking at the book.

Note: For the next lesson, ask the pupils to findinformation about the weather in their country and bringmagazine photographs for the project.


British Weather!

Write about the weather in your country.ñ Tell the pupils that they are going to make a poster of

the weather in their country. Tell them to take out theinformation they have brought from home.

ñ Stick your finished poster on the board, go througheach detail with the class and read the text: The weatherin Spain is usually (good). In (Madrid) today it is … . In

(Toledo) … . In (La Coruña) the weather (isn’t very good)because (it is raining and it is cold.) etc


My World!

15

(Ex. 1) Look, read and write.ñ Pupil’s book open. Show the photograph of Melissa

and introduce her. Say: Look! This is Melissa. She’s apupil from the UK. Where is she going? Elicit: She’sgoing to school. Point to her school uniform and say:Look! She is wearing a school uniform! The pupilsrepeat the new words, chorally and individually. Presentthe rest of the new vocabulary in the same way. (schoolbus, computer club, school canteen, subject,Geography, school team)

ñ Go to the text and explain the task. Read out the firstparagraph and emphasise the phrase school uniform.Do the same with the rest of the paragraphs, pausing atthe gaps for the pupils to provide the right words. Oncethe task is completed, read the text again with pausesafter each sentence for the pupils to repeat chorally.

2 subject 5 computer club 3 school bus 6 school team4 school canteen

Reinforcement activity: Tell the pupils that you aregoing to say some sentences taken from the text. Theyhave to say if the information is true or false.

e.g. Melissa is from the USA. (F)Melissa has Geography every Tuesday andThursday. (T) etc

Extension activity: Ask the pupils to compare their ownschool routine with Melissa’s. Discuss this in L1, ifnecessary.

Note: For the next lesson, ask the pupils to think abouttheir own school life and bring suitable photographs forthe project.


School Days!

Write about your school life.ñ Tell the pupils that they are going to make a poster of

their own school life. Tell them to take out theinformation they have brought from home.

ñ Stick your finished poster on the board, go througheach detail with the class and read the text: I’m (Carlos).I go to school in (Madrid). I get up at (eight) o’ clockevery morning. I have breakfast, then I go to school. I

have (English) every (day). (English) is my favouritesubject. I have lunch at (one) o’clock in (the schoolcanteen). I do my homework (in the afternoon). I play(basketball) (for the school team) every (evening).


My World!

(Ex. 1) Read and write.ñ Pupils’ books closed. Write Winter and Summer on the

board. Ask the pupils, in L1 if necessary, what activitiesthey normally do in winter and what activities they do insummer. Write the examples on the board under theappropriate title. Explain to them that today they aregoing to learn about winter and summer activities inVermont USA.

ñ Pupils’ books open. Focus the pupils’ attention on thewords in colour in the text. Explain that they have to readthe text and match those words to the pictures.

ñ To check the task, hold up your book, say the wordsand point to the corresponding pictures. Finally, namethe activities, one by one, and ask the pupils to say thenumber of the corresponding picture.


Activities for All Seasons!

16

Write about the activities you can do inwinter and summer in your city/country.

ñ Tell the pupils that they are going to make a poster ofwinter and summer activities in their country. Tell themto take out the information they have brought fromhome.

ñ Stick your finished poster on the board, go through eachdetail with the class and read the text: (Granada) is a greatplace for your winter and summer holidays. The winters are

(cold and snowy). You can go there for (skiing andsnowboarding). Summers are fun too in Granada! Theweather is (hot and sunny) and you can go (swimming,fishing, canoeing or water-skiing). You can go (hiking in themountains) too.


My World!

2 play golf 6 fishing3 hiking 7 snowboarding4 canoeing 8 ice-skating5 mountain biking

(Ex. 2) Read again and answer.ñ Read the questions and make sure that the pupils

understand them. Then, elicit the answers.

1 Cold and snowy. 2 Sunny.

ñ Ask more questions about the text. e.g. What do peopledo in winter in Vermont?, In summer?, Do you likeskiing?, etc

Reinforcement activity: Name different activities andask the pupils to say whether they are done in winter orin summer.

e.g. Teacher: Swimming in a lake.Pupils: Summer.

Teacher: Making a snowman.Pupils: Winter. etc

Extension activity: Ask the pupils to name winter andsummer activities that people do in their own country.Discuss these in L1, if necessary.

Note: For the next lesson, ask the pupils to findinformation about activities for winter or summer in theircountry and bring photographs for the project.

(Ex. 1) Read and say F for foxes or O forowls.

ñ Pupils’ books closed. Show the pictures of the fox andthe owl you have brought to class. Present them bysaying: Look! This is a fox. This is an owl. The pupilsrepeat, chorally and individually.

ñ Point to the fox and invite the pupils to describe it. Ask:Has it got big ears or small ears? Elicit: Big ears! Do thesame with the other parts of the fox’s body (long nose,tail, big mouth, etc). Then, point to its fur and say: Look!Foxes have got fur! The pupils repeat, chorally andindividually.

ñ Point to the owl and say: Owls are birds! (miming a birdflying) The pupils repeat, chorally and individually. Invite

pupils to describe the owl. Ask: Has it got a big or a smallhead? Elicit: A big head! Point to its wings and say: Lookat the owl’s wings! The pupils repeat, chorally andindividually.

ñ Pupils’ books open. Draw the pupils' attention to thepictures and ask them to identify the animal in each one.Go to the texts and read them, a sentence at a time, withpauses for pupils to repeat chorally. Make sure theyunderstand the vocabulary.

ñ Read the instructions for the exercise and explain thetask. Allow the pupils some time to read the texts silentlyand say F for foxes or O for owls. Check their answersorally.

2 F 3 O 4 O 5 F


Night-time Animals!

17

Ask individual pupils to read out the texts.

Reinforcement activity: Tell the pupils that you aregoing to say some sentences taken from the texts. Theyhave to say if the information is true or false.

Foxes live in woods . (T)Owls are small birds. (F) etc

Extension activity: Ask the pupils to find out where theycan find foxes and owls in their own country.

Note: For the next lesson, ask the pupils to find pictures/photographs of a typical animal in their own country orregion. Bring in pictures/photographs for the project.

Write about an animal in your country.ñ Tell the pupils that they are going to make a poster

about animals in their country. Tell them to take out theinformation they have brought from home.

ñ Stick your finished poster on the board, go througheach detail with the class and read the text: (Spanish

bulls) are very (strong) animals. They’ve got (a big body).They live (in the country).


My World!

(Ex. 1) What do people in the USA eat at abarbecue? Read and say yes or no.

ñ Pupils’ books open. Ask the pupils to look at thepictures and identify the place. Ask: What’s this? (Abarbecue in a garden). Present the words: barbecue,grill and outdoors with the help of the picture. Say: Lookat the people! Are they indoors or outdoors? Elicit theword: Outdoors. Then, say: They are having a barbecue.Look at their grill! Ask the pupils to repeat the newwords.

ñ Explain that barbecue dinners are very popular in theUSA and that Americans often have such dinners onSundays or on public holidays.

ñ Read the text, a sentence at a time, with pauses forpupils to repeat, chorally and individually. Explain anyunknown words. The pupils read the text silently andcheck the list of food items in order to find out whichitems people eat at a barbecue in the USA. Check theiranswers by naming each word and asking them to sayyes or no.

1 yes 3 yes 5 nÔ 7 yes2 no 4 no 6 yes 8 no

Reinforcement activity: Write the following sentenceson the board and ask the pupils to tell you if they aretrue or false.

Americans don’t like barbecues very much. (false)Barbecues are not very easy to prepare. (false) The cook usually wears an apron. (true)You can have a barbecue with your family or friends.(true)

Extension activity: Ask the pupils to discuss picnicsand barbecues in their own country, in L1 if necessary.

Note: For the next lesson, ask the pupils to findinformation about barbecues or picnics in their country.Bring in pictures/photographs for the project.


Eating out – American Style!

18

Write about what you eat at a barbecue oron a picnic in your country.

ñ Tell the pupils that they are going to make a poster of apicnic or barbecue. Tell them to take out the informationthey have brought from home.

ñ Stick your finished poster on the board, go througheach detail with the class and read the text: In (Spain)people often have (barbecues/picnics) especially (atweekends). All you need for a (barbecue) is … and … .People love eating (outdoors) with their family andfriends.

ñ The pupils work individually. Ask them to draw a pictureof people having a barbecue or a picnic. Let them usethe pictures you have brought as models or tell them touse the information they have brought from home. Goaround the room and help them write the names of thefood items on their drawings. When they finish, helpthem make a class display. Once you take down thedisplay guide your pupils on how to file their poster intheir Language Portfolio.

My World!

(Ex. 1) Look, read and write yes or no.ñ Pupils’ books closed. Write the title of the lesson on

the board and explain the meaning of the phrase: Onthe move! (i.e. going from one place to another). Showthe caravan in your book and say: It’s a caravan. Thepupils repeat, chorally and individually. Pre-teach theword mobile home.

ñ Invite the pupils to guess what they can find in a caravan(beds, a table, a fridge, a cooker, etc).

ñ Pupils’ books open. Draw the pupils' attention to thephoto and ask them questions about it.

e.g. Teacher: How many children are there?Class: Six!

Teacher: Are they sitting outside or inside?Class: Outside. etc

ñ Read the text aloud, a sentence at a time. Make surethey understand the vocabulary. Read the text again,making pauses after each sentence for the pupils torepeat, chorally and individually.

ñ Allow the pupils some time to read the text againsilently, read the sentences at the bottom of the pageand write true or false. Check the pupils’ answers.

1 yes 2 no 3 yes

Reinforcement activity: Describe the second caravanin the photo for the pupils to identify:

Teacher: It’s a small caravan. It has got a living room.There’s a TV in the living room. There is a whitesofa too, and the caravan is green.

Extension activity: Make a class survey about holidayaccommodation. Write the following headings on theboard: Caravan, Tent, Hotel, Pension, Bungalows,Cottage. Explain the words and then ask the pupils tocome to the board and put a tick (✓) under theirfavourite kind of accommodation. Finally, count the ticksin order to find out which is the most popular place forstaying during holidays.

Note: For the next lesson, bring in photographs ofholiday spots.


Holidays on the Move!

19

Write about a typical family holiday in yourcountry.

ñ Tell the pupils that they are going to make a poster oftheir holidays. Tell them to take out the information theyhave brought from home.

ñ Stick your finished poster on the board, go througheach detail with the class and read the text: Families in(Spain) like to go to (the mountain/lake/sea/abroad) on

holiday. They like to stay in (hotels, bungalows, tents,caravans, etc).

ñ The pupils work individually. Go round the room andhelp them if necessary. When they finish, help themmake a class display. Once you take down the display,guide your pupils on how to file their poster in theirLanguage Portfolio.

My World!


Key

1 There’s some bread, milk and chicken.2 burger3 a carrot4 Pupils go back to the Start square.5 French fries

6 Cindy7 an orange8 sausage9 Pupils go back to the Start square.

10 some water11 Bacon, eggs, sausages, toast, or cereal.12 some pizza13 rice14 Pupils go back to the Start square.15 bread16 Pupils sing the song (Lesson 4).17 chicken18 an egg19 Waffles, or a muffin with a cup of coffee.20 Pupils’ own answer.21 hot dog22 Wendy23 Pupils go back to the Start square.24 Pupils’ own answer.


ñ Focus the pupils’ attention on the double page. Point toa few squares and elicit the word or answer in each onein order to demonstrate how the game is played. Next,explain the rules. The pupils play in pairs and eachplayer needs a counter (any small object will do). Theyplace their counters on Start and the first pupil throwsthe dice. The players move their counters the

appropriate number of squares and do the task. Acorrect answer allows them to move one squareforward, whereas an incorrect one means that they mustmove one square backwards. If they land on a Boom!square, they go back to Start. Go round the room inorder to monitor the activity.


20

ñ Focus the pupils’ attention on the double page. Point toa few squares and elicit the word or answer in each onein order to demonstrate how the game is played. Next,explain the rules. The pupils play in pairs and eachplayer needs a counter (any small object will do). Theyplace their counters on Start and the first pupil throwsthe dice. The players move their counters theappropriate number of squares and do the task. Acorrect answer allows them to move one squareforward, whereas an incorrect one means that they mustmove one square backwards. If they land on a Boom!square, they go back to Start. Go round the room inorder to monitor the activity.

Key

1 At six o’clock.2 pool3 It’s one o’clock.4 Pupils go back to the Start Square.5 theatre

6 A school uniform.7 Pupil’s own answer.8 dinner9 Pupils go back to the Start square.

10 It’s seven o’clock.11 She is a pupil.12 Pupil’s own answer.13 work14 Pupils go back to the Start square.15 Geography16 Pupil’s own answer.17 wake up18 It’s five o’clock.19 No, she doesn’t.20 Pupil’s own answer.21 lunch22 Pupils sing the song (Lesson 4).23 Pupils go back to the Start square.24 It’s eleven o’clock.


Key

1 (It’s) cold and windy.2 raining3 making a snowman4 Pupils go back to the Start square.5 snowing6 Lin, Wendy, Cindy, Oscar and Eddy.7 eating an ice cream 8 windy9 Pupils go back to the Start square.

10 sailing11 (It’s) windy.12 drawing

13 cold14 Pupils go back to the Start square.15 hot16 Pupils sing the song (Lesson 4).17 sunny18 cooking19 Pupils’ own answer.20 drinking (hot) chocolate21 lake22 Lin23 Pupils go back to the Start square.24 dancing

ñ Focus the pupils’ attention on the double page. Point toa few squares and elicit the word or answer in each onein order to demonstrate how the game is played. Next,explain the rules. The pupils play in pairs and eachplayer needs a counter (any small object will do). Theyplace their counters on Start and the first pupil throws thedice. The players move their counters the appropriate

number of squares and complete the task. A correctanswer allows them to move one square forward,whereas an incorrect one means that they must moveone square backwards. If they land on a Boom! square,they go back to Start. Go round the room in order tomonitor the activity.


21

Key

1 December, January, February.2 summer3 Pupil’s own answer.4 Pupils go back to the Start square.5 winter6 June, July, August.7 Pupil’s own answer.8 spring9 Pupils go back to the Start square.

10 Pupils sing the song (Lesson 4).11 September, October, November.12 Pupils’ own answer.

13 autumn14 Pupils go back to the Start square.15 Make a hole.16 Pupils’ own answer.17 Put the seeds in the hole.18 Pupils’ own answer.19 March, April, May.20 Pupils’ own answer.21 Cover the hole.22 (You can do) skiing, snowboarding and ice-skating.23 Pupils go back to the Start square.24 (You can) go hiking, play golf, go mountain biking,

fishing and canoeing.

ñ Focus the pupils’ attention on the double page. Point toa few squares and elicit the word or answer in each onein order to demonstrate how the game is played. Next,explain the rules. The pupils play in pairs and eachplayer needs a counter (any small object will do). Theyplace their counters on Start and the first pupil throwsthe dice. The players move their counters theappropriate number of squares and complete the task.A correct answer allows them to move one squareforward, whereas an incorrect one means that they mustmove one square backwards. If they land on a Boom!square, they go back to Start. Go round the room inorder to monitor the activity.

Key

1 Tom’s pet rabbit.2 lizard3 meat4 Pupils go back to the Start square.5 snake6 Yes (he has).

7 cheese8 elephant9 Pupils go back to the Start square.

10 Yes, (they are).11 He can jump.12 talk13 horse14 Pupils go back to the Start square.15 fox16 Pupils sing the song (Lesson 4)17 owl18 Africa19 It has got big ears, a long nose and a long tail. It has

got fur on its body.20 Africa21 (fat) hippo22 It’s a big bird. It’s got a big head and two big eyes.

It has got two legs and two wings.23 Pupils go back to the Start square.24 (fast) lion


ñ Focus the pupils’ attention on the double page. Point toa few squares and elicit the word or answer in each onein order to demonstrate how the game is played. Next,explain the rules. The pupils play in pairs and eachplayer needs a counter (any small object will do). Theyplace their counters on Start and the first pupil throws thedice. The players move their counters the appropriate

number of squares and complete the task. A correctanswer allows them to move one square forward,whereas an incorrect one means that they must moveone square backwards. If they land on a Boom! square,they go back to Start. Go round the room in order tomonitor the activity.


22

Key

1 Meat, fish, salad.2 cheese3 many4 Pupils go back to the Start square.5 salt6 Seven7 much8 sugar9 Pupils go back to the Start square.

10 many11 Food

12 many13 onions14 Pupils go back to the Start square.15 butter16 much17 biscuits18 Pupils’ own answer.19 Blackbeard’s20 much21 flour22 Pupils sing the song (Lesson 4).23 Pupils go back to the Start square.24 many


Key

1 Small mobile homes.2 race3 The Eiffel Tower.4 Pupils go back to the Start square.5 match

6 Cooker, fridge, table, chairs, bathroom, TV.7 In Greece.8 hockey9 Pupils go back to the Start square.

10 Pupils’ own answer.11 Oscar12 They’re cycling.13 table-tennis14 Pupils go back to the Start square.15 volleyball16 They’re fishing.17 water-ski18 Pupils’ own answer.19 Pupils sing the song (Lesson 4).20 In Italy.21 photo album22 Masid23 Pupils go back to the Start square.24 They’re eating pizza.


23

ñ Focus the pupils’ attention on the double page. Point toa few squares and elicit the word or answer in each onein order to demonstrate how the game is played. Next,explain the rules. The pupils play in pairs and eachplayer needs a counter (any small object will do). Theyplace their counters on Start and the first pupil throwsthe dice. The players move their counters theappropriate number of squares and complete the task.A correct answer allows them to move one squareforward, whereas an incorrect one means that they mustmove one square backwards. If they land on a Boom!square, they go back to Start. Go round the room inorder to monitor the activity.

Key

1 Small mobile homes.2 race3 The Eiffel Tower.4 Pupils go back to the Start square.5 match

6 Cooker, fridge, table, chairs, bathroom, TV.7 In Greece.8 hockey9 Pupils go back to the Start square.

10 Pupils’ own answer.11 Oscar12 They’re cycling.13 table-tennis14 Pupils go back to the Start square.15 volleyball16 They’re fishing.17 water-ski18 Pupils’ own answer.19 Pupils sing the song (Lesson 4).20 In Italy.21 photo album22 Masid23 Pupils go back to the Start square.24 They’re eating pizza.


24

(Ex. 1) Read and answer.ñ Pupils’ books closed. Present the children of the UK

with the help of your book. Point to the first girl and say:This is Mary Tosh and she is Irish. Encourage the pupilsto repeat after you, chorally and individually. Point toNorthern Ireland on the map and say: She is fromBelfast, the capital of Northern Ireland. The pupilsrepeat, chorally and individually. Repeat the procedurewith Julian, Donald and Nerys.

ñ Pupils’ books open. Read the short texts in Exercise 1,a sentence at a time. The pupils listen and follow. Whenyou finish the first paragraph, ask them to point to theappropriate child on the page. Explain/elicit anyunknown words there may be. Do the same with theremaining texts. Finally, read the texts again. The pupilslisten and repeat after you.

ñ Focus the pupils’ attention on the questions at thebottom of the page. Read them out and make sure thateverybody understands them.

ñ Ask the pupils to read the text silently and answer thecomprehension questions. Check their answers.Individual pupils then read the texts aloud.

1 Donald Mackey2 Cardiff3 Irish lamb stew4 London, England5 Northern Ireland6 A football team

Note: For the next lesson, ask the pupils to choose oneof their friends, and collect information about him/her forthe project, (age, favourite food, sport, football team, orsinger) by interviewing them.

Write about your friend.ñ Tell the pupils that they are going to make a poster

about a friend. Point to the different steps they have tofollow, read them and explain each one. 1 Think about afriend: age, favourite food, sport, football team or singer.Ask them to take out all the information they havebrought about their friend. 2 Prepare your pictures andwrite some ideas: They look at their pictures and write afew notes (draft version). They work on their draftversion, writing a sentence or two about each picture.3 Correct your work (spelling, structures, etc.) In pairs,they read out their draft and correct their mistakes bydiscussing and exchanging ideas. Go around the class,

providing any necessary help during this stage. Tellthem they can use the poster on page 13 as a model.4 Write your final version: They do this individually.

ñ Focus the pupils’ attention on the completed poster onpage 13. Read it aloud and comment on it. Make surethey all understand the language. Ask somecomprehension questions to elicit what kind ofinformation the child has included in the poster (age,favourite food, etc).

ñ When the pupils finish, help them make a class display.Once you take down the display, guide them on how tofile their poster in their Language Portfolio.


They’re from Britain!

My World!

Welcome Plus 3

25

(Ex. 1) How much do you know about theWhite House? Read and write True orFalse.

ñ Pupils’ books open. Read the text in Exercise 1, asentence at a time. The pupils listen and follow. Whenyou finish the first paragraph, explain/elicit any unknownwords there may be. Do the same with the rest of thetext.

ñ Ask the pupils to read the text again silently. Next, theyread the sentences at the bottom of the page and writetrue or false. Check their answers orally and encouragethem to correct the information that is false.

1 F (in Washington, D.C.)2 T 3 T 4 F (No, there isn’t.) 5 TNote: For the next lesson, ask the pupils to findinformation about a famous building in their country(name, location, why it is famous).


1600 Pennsylvania Avenue!

Write about a famous building in yourcountry.

ñ Tell the pupils they are going to make a poster about afamous building in their country. Point to the differentsteps the pupils have to follow, read them and explaineach one. 1 Think about a famous building in yourcountry: name, location, why it is famous. Ask them totake out all the information they have brought. 2 Prepareyour pictures and write some ideas: They look at theirpictures and write a few notes (draft version). They workon their draft version, writing a sentence or two abouteach picture. 3 Correct your work (spelling, structures,etc). In pairs, they read out their draft and correct theirmistakes by discussing and exchanging ideas. Go

around the class, providing any necessary help duringthis stage. Tell them they can use the poster on page 25as a model. 4 Write your final version: They do thisindividually.

ñ Focus the pupils’ attention on the completed poster onpage 25. Read it aloud and comment on it. Make surethey all understand the language. Ask somecomprehension questions to elicit what kind ofinformation the child has included in the poster (name ofbuilding, location, etc).


My World!

(Ex. 1) Read and choose.ñ Pupils’ books open. Read the text in Exercise 1, a

sentence at a time. The pupils listen and follow. Whenyou finish the first paragraph, explain/elicit any unknownwords there may be. Do the same with the rest of thetext.

ñ Ask the pupils to read the text again silently. Next, theyread the sentences at the bottom of the page and

choose the correct alternative. Check their answersorally.

1 31st October 4 pumpkin2 scary 5 parties3 Trick or Treat

Note: For the next lesson, ask the pupils to findinformation about a special event in their country.


Fun at Halloween!

26

Write about a special event in yourcountry.

ñ Tell the pupils they are going to make a poster about aspecial event in their country. Point to the different stepsthe pupils have to follow, read them and explain eachone. 1 Think about a special event in your country: date,things that people do then, special clothes, food, etc.Ask them to take out all the information they havebrought. 2 Prepare your pictures and write some ideas:They look at their pictures and write a few notes (draftversion). They work on their draft version, writing asentence or two about each picture. 3 Correct your work(spelling, structures, etc). In pairs, they read out theirdraft and correct their mistakes by discussing and

exchanging ideas. Go around the class, providing anynecessary help during this stage. Tell them they can usethe poster on page 37 as a model. 4 Write your finalversion: They do this individually.

ñ Focus the pupils’ attention on the completed poster onpage 37. Read it aloud and comment on it. Make surethey all understand the language. Ask somecomprehension questions to elicit what kind ofinformation the child has included in the poster (name ofthe special event, date, what people do, wear, etc).

ñ When the pupils finish, help them make a class display.Once you take down the display, guide them on how tofile their posters in their Language Portfolio.

My World!

(Ex. 1) Read and match.ñ Pupils’ books open. Explain the task to the pupils: they

must try to match the words on the left to their definitionon the right. In pairs, they do the exercise. Do not checktheir answers yet.

(Ex. 2) Now, read and check youranswers.

ñ Read out the text in Exercise 2, a sentence at a time. Thepupils listen and follow the lines. When you finish the

first paragraph, explain/elicit any unknown words theremay be. Do the same with the rest of the text.

ñ Ask the pupils to read the text again silently, check theiranswers in Exercise 1 and report back to the class.

1 c 3 e 5 a2 d 4 f 6 b

ñ Finally, read out the question at the bottom of the page.Encourage the pupils to discuss the answer.

Note: For the next lesson, ask the pupils to findinformation about a typical wedding in their country.


Here Comes the bride!

Write about a wedding in your country.ñ Pupils’ books open. Tell the pupils they’re going to

make a poster about a typical wedding in their country.Point to the different steps the pupils have to follow,read them and explain each one. 1 Think about a typicalwedding in your country: the ceremony, reception,number of guests, etc. Ask them to take out all theinformation they have brought. 2 Prepare your pictures

and write some ideas: They look at their pictures andwrite a few notes (draft version). They work on their draftversion, writing a sentence or two about each picture.3 Correct your work (spelling, structures, etc). In pairs,they read out their draft and correct their mistakes bydiscussing and exchanging ideas. Go around the class,providing any necessary help during this stage. Tellthem they can use the poster on page ?? as a model.4 Write your final version: They do this individually.

My World!

27

ñ Focus the pupils’ attention on the completed poster onpage ??. Read it aloud and comment on it. Make surethey all understand the language. Ask somecomprehension questions to elicit what kind ofinformation the child has included in the poster (what

clothes they wear, how they celebrate, what food theyeat, etc).


(Ex. 1) Read and say.ñ Pupils’ books open. Point to the first picture and

explain that it corresponds to the Camden Lock Market,where people can buy books, clothes, etc. The secondone is the Portobello Road Market, which is the biggestantiques market in the world. Read out the text, asentence at a time. The pupils listen and follow. Whenyou finish the first paragraph, explain/elicit any unknownwords there may be. Do the same with the second text.

ñ Ask the pupils to read the text again silently andcomplete the notices at the bottom of the page orally orin their notebooks. Check their answers.

1 clothes 2 furniture 3 antiques

Note: For the next lesson, ask the pupils to findinformation about a typical market in their area.


London’s Markets!

Write about a famous market in yourcountry.

ñ Tell the pupils they’re going to make a poster about amarket in their country. Point to the different steps thepupils have to follow, read them and explain each one.1 Think about a famous market in your country: name,location, what you can buy there, etc. Ask them to takeout all the information they have brought. 2 Prepare yourpictures and write some ideas: They look at theirpictures and write a few notes (draft version). They workon their draft version, writing a sentence or two abouteach picture. 3 Correct your work (spelling, structures,etc). In pairs, they read out their draft and correct theirmistakes by discussing and exchanging ideas. Go

around the class, providing any necessary help duringthis stage. Tell them they can use the poster on page ??as a model. 4 Write your final version: They do thisindividually.

ñ Focus the pupils’ attention on the completed poster onpage ??. Read it aloud and comment on it. Make surethey all understand the language. Ask somecomprehension questions to elicit what kind ofinformation the pupil has included in the poster (name ofthe market, place, what kind of things you can buy etc).


My World!

28

(Ex. 1) Read and answer.ñ Pupils’ books open. Focus the pupils’ attention on the

chart. Ask them to read it in order to find out at what ageeach school stage starts. Read out the text, a sentence ata time. The pupils listen and follow. Explain/Elicit anyunknown words there may be.

ñ Ask the pupils to read the text and the chart againsilently and answer the questions. Check their answersorally.

a) Six years. b) Two years.c) Four years.

Note: For the next lesson, ask the pupils to findinformation about their own school or the educationalsystem in their country.


Schools in the USA!

(Ex. 1) Read and match.ñ Pupils’ books open. Focus the pupils’ attention on the

page. Point to the illustrations and say that theyrepresent three different hobbies that are very popular inthe UK (fishing, do-it-yourself and gardening). Read outthe text, a sentence at a time. The pupils listen andfollow. Explain/Elicit any unknown words there may be.

ñ Ask the pupils to read the text again silently and matchthe photos to the text.

1 C 2 A 3 Bñ Finally, ask: Which one do you like most? Encourage a

discussion among the pupils.

(Ex. 2) Think about your hobby. Then, talkwith your friend.

ñ Ask the pupils: Have you got a hobby?/What is yourfavourite hobby? Tell them to look at the book andcomplete the three sentences about hobbies they love,hate and quite like in their notebooks. Make sure that thepupils understand them. In pairs, they ask and answerquestions about their preferences: What hobby do youlike?, What hobby do you hate?, What hobby do youquite like?Note: For the next lesson, ask the pupils to findinformation about a popular hobby in their country.


What’s your hobby?

Write about schools in your country.ñ Tell the pupils they are going to make a poster about

schools in their country. Point to the different steps thepupils have to follow, read them and explain each one.1 Think about your school: name, location, size, etc andwrite about schools in your country. Ask them to take outall the information they have brought. 2 Prepare yourpictures and write some ideas: They look at their picturesand write a few notes (draft version). They work on theirdraft version, writing a sentence or two about each picture.3 Correct your work (spelling, structures, etc.) In pairs,they read out their draft and correct their mistakes bydiscussing and exchanging ideas. Go around the class,

providing any necessary help during this stage. Tell themthey can use the poster on page ?? as a model. 4 Writeyour final version: They do this individually.

ñ Focus the pupils’ attention on the completed poster onpage ??. Read it aloud and comment on it. Make surethey all understand the language. Ask somecomprehension questions to elicit what kind ofinformation the pupil has included in the poster (kind ofschools in Spain, age of children, etc).


My World!

29

Write about a popular hobby in yourcountry.

ñ Tell the pupils they are going to make a poster about apopular hobby in their country. Point to the differentsteps the pupils have to follow, read them and explaineach one. 1 Think about a popular hobby in yourcountry: name, where you usually do it, why you like it.Ask them to take out all the information they havebrought. 2 Prepare your pictures and write some ideas:They look at their pictures and write a few notes (draftversion). They work on their draft version, writing asentence or two about each picture. 3 Correct your work(spelling, structures, etc). In pairs, they read out theirdraft and correct their mistakes by discussing and

exchanging ideas. Go around the class, providing anynecessary help during this stage. Tell them they can usethe poster on page ?? as a model. 4 Write your finalversion: They do this individually.

ñ Focus the pupils’ attention on the completed poster onpage ??. Read it aloud and comment on it. Make surethey all understand the language. Ask somecomprehension questions to elicit what kind ofinformation the pupil has included in the poster (nameof hobby, where you can find the things you need, etc).


My World!

ñ Focus the pupils’ attention on the double page and tellthem that they are going to play Snakes and Ladders.Explain the rules.

Rules of the game

ñ The pupils play in pairs and each player needs a counter(any small object will do). They place their counters onStart Here and throw the dice, saying the number thatcomes up. The player with the highest number beginsthe game by saying My turn.

ñ The pupils complete the task according to the key.Depending on the square they land on, they have to sayif the information of the culture channel is true or false(pink), answer questions about themselves (yellow), saywhat the people in the pictures are like (green), or wheresome people are from (blue). If they land on a snake ora ladder they go backwards or forwards respectively.

ñ The game is non-competitive and should continue untilall the players reach the last square.

Key

2 Ladder: Pupils go forward to square 16.4 He’s from Mexico.7 She’s tall and fat. She’s got blonde hair and green

eyes.10 She’s from Poland.12 Pupils’ own answer.15 Pupils’ own answer.18 He’s American.19 He’s tall and fat. He’s got black hair and green eyes.20 Pupils’ own answer.

23 Pupils’ own answer.24 Ladder: Pupils go forward to square 43.25 Snake: Pupils go back to square 14.28 She’s tall and slim. She’s got blonde hair and blue

eyes.30 False31 Snake: Pupils go back to square 9.32 He’s from Greece.34 He’s from Britain.36 True38 She’s tall and slim. She’s got black hair and brown

eyes.41 He’s from Turkey.42 Snake: Pupils go back to square 1.44 She’s short and fat. She’s got black hair and brown

eyes.47 Ladder: Pupils go forward to square 68.49 He’s tall and fat. He’s got black hair and green eyes.51 He’s from France. 54 True56 Ladder: Pupils go forward to square 64.57 False60 He’s tall and slim. He’s got black hair and blue

eyes.61 Pupils’ own answer.62 Snake: Pupils go back to square 58.63 She’s from Spain.65 Snake: Pupils go back to square 52.67 He’s tall and slim. He’s got blond hair and brown

eyes.


30

ñ Focus the pupils’ attention on the double page and tellthem that they are going to play ‘Snakes and Ladders’.Explain the rules.

Rules of the game


ñ The pupils complete the task according to the key.Depending on the square they land on, they have toanswer questions about the White House (pink),themselves (yellow), the location of places on the map(green) or identify an object (blue). If they land on asnake or a ladder they go backwards or forwardsrespectively.


Key

2 Ladder: Pupils go forward to square 16.4 A drawer.7 It’s next to the station.8 Ladder: Pupils go forward to square 29.9 There are over one hundred and thirty rooms in the

White House.10 A wall.12 A wardrobe.15 Pupils’ own answer.

19 It’s next to the hotel.20 Pupils’ own answer.23 No, there isn’t.24 Ladder: Pupils go forward to square 43.25 Snake: Pupils go back to square 14.28 Yes, there is.32 Between.34 It’s a cooker.36 The President of the USA.38 No, there isn’t.41 Opposite.42 Snake: Pupils go back to square 1.44 It’s opposite the bank./It’s next to Cindy’s

house./It’s between Cindy’ house and the recordshop.

47 Pupils’ own answer.49 No, there isn’t.51 It’s a sink.54 Pupils’ own answer.56 Ladder: Pupils go forward to square 64.57 Beautiful works of art, a swimming pool, a bowling

alley, etc.60 It’s opposite Cindy’s house.61 Pupils’ own answer.62 Snake: Pupils go back to square 58.63 A dining room.65 Snake: Pupils go back to square 52.67 It’s at 1600 Pennsylvania Avenue, in Washington

DC.68 Snake: Pupils go back to square 30.



Rules of the game


ñ The pupils complete the task according to the key.Depending on the square they land on, they have to sayif the information of the culture channel is true or false(pink), ask for permission to do something (yellow), saywhat they are doing (green), identify an object (blue), orsay what the people in the pictures are doing (red). Ifthey land on a snake or a ladder they go backwards orforwards respectively.



31

Key

2 Ladder: Pupils go forward to square 16.4 Wind.7 We’re playing a game.8 Ladder: Pupils go forward to square 29.9 I’m playing tennis.

10 A wolf.15 Can I come into your room?18 A film.19 We’re watching a film.20 Can I play in the park?21 We’re eating popcorn.24 Ladder: Pupils go forward to square 43.25 Snake: Pupils go back to square 14.28 We’re listening to music.31 He’s eating an ice cream.32 A pumpkin.34 An old trunk.36 True.

38 I’m eating pizza.41 Popcorn.42 Snake: Pupils go back to square 1.44 She’s brushing her hair.47 Can I watch TV?48 Snake: Pupils go back to square 12.49 False.51 An attic.54 We’re playing football.56 Ladder: Pupils go forward to square 64.57 True.59 He’s listening to music/the radio.60 A costume.61 Can I swim in the lake?62 Snake: Pupils go back to square 58.63 A game.65 Snake: Pupils go back to square 52.67 He’s holding a pumpkin.68 True.


Rules of the game


ñ The pupils complete the task according to the key.Depending on the square they land on, they have tocomplete a word (pink), answer a question aboutthemselves (yellow), say a date (green), say a number(blue) or answer about someone’s birthday (red). If theyland on a snake or a ladder they go backwards orforwards respectively.


Key

2 Ladder: Pupils go forward to square 16.4 Fifty-six.7 Ladder: Pupils go forward to square 28.8 It’s the second of June.

9 Pupils’ own answer.15 Pupils’ own answer.21 On the tenth of August.24 Ladder: Pupils go forward to square 43.25 Snake: Pupils go back to square 14.27 Thirty-nine.31 On the twenty-eighth of February.36 gown38 It’s the thirty-first of October.41 A/One hundred.42 Snake: Pupils go back to square 1.44 It’s the twenty-second of December.47 Pupils own answer.48 Snake: Pupils go back to square 10.49 groom56 Ladder: Pupils go forward to square 64.57 bouquet.59 It’s on the twenty-second of July.60 It’s the thirteenth of November.61 Pupils’ own answer.62 Snake: Pupils go back to square 58.63 Eighty-eight.65 Snake: Pupils go back to square 52.67 It’s on the fifteenth of January.68 bride


32


Rules of the game


ñ The pupils complete the task according to the key.Depending on the square they land on, they have toanswer questions about London’s markets (pink), aboutthemselves (yellow), identify vocabulary items (blue), orask for food (red). If they land on a snake or a ladderthey go backwards or forwards respectively.


Key

2 Ladder: Pupils go forward to square 16.4 A knife.7 Can I have three cartons of milk, please?/I’d like

three cartons of milk, please.8 Ladder: Pupils go forward to square 29.9 Pupils’ own answer.

12 A lemon.15 Yes, you can.17 Can I have two packets of biscuits, please?/I’d like

two packets of biscuits, please.

19 A pie.21 Can I have a piece of/some pizza, please?/I’d like a

piece of/some pizza, please.24 Ladder: Pupils go forward to square 43.25 Snake: Pupils go back to square 14.31 Can I have a bottle of lemonade, please?/I’d like a

bottle of lemonade, please.32 A coconut.34 A fork.36 Antiques.39 Pupils’ own answer.41 A watermelon.42 Snake: Pupils go back to square 1.44 Can I have three jars of jam, please?/I’d like three

jars of jam, please.47 Snake: Pupils go back to square 11.49 About two hundred and fifty.51 A lemon.54 Pupils’ own answer.56 Ladder: Pupils go forward to square 64.57 The biggest antiques market in the world.59 Can I have a slice of cake, please?/I’d like a slice of

cake, please.61 Pupils’ own answer.62 Snake: Pupils go back to square 58.63 A melon.65 Snake: Pupils go back to square 52.67 Can I have a bowl of soup, please?/I’d like a bowl of

soup, please.68 A market.



Rules of the game

ñ The pupils play in pairs and each player needs a counter(any small object will do). They place their counters onStart Here and throw the dice, saying the number thatcomes up. The player with the highest number begins thegame by saying My turn.

ñ The pupils complete the task according to the key.Depending on the square they land on, they have to sayif the information of the Culture Channel is true or false(pink), answer questions about their preferences and dailyroutine (yellow), say what people do on Sundays (green),identify school subjects (blue), or tell the time (red). If theyland on a snake or a ladder they go backwards orforwards respectively.



33

Key

2 Ladder: Pupils go forward to square 16.4 Science.7 It’s quarter to nine.8 Ladder: Pupils go forward to square 29.9 Pupils’ own answer.

15 Pupils’ own answer.19 Art24 Ladder: Pupils go forward to square 43.25 Snake: Pupils go back to square 14.31 It’s quarter past seven.32 History.34 True.36 False.38 They watch TV.42 Snake: Pupils go back to square 1.

44 They go to the cinema.47 Pupils’ own answer.49 They go to a restaurant.51 PE52 Snake: Pupils go back to square 28.56 Ladder: Pupils go forward to square 64.57 True.59 It’s five o’clock.60 They play football.61 Pupils’ own answer.62 Snake: Pupils go back to square 58.63 Music.65 It’s half past seven.67 Snake: Pupils go back to square 50.68 False


Rules of the game


ñ The pupils complete the task according to the key.Depending on the square they land on, they have toanswer questions about the Culture Channel (pink) orabout themselves (yellow), say what people in thepictures like doing (green), identify the occupation ofpeople (blue), say what people are doing now (red) andwhat they usually do (brown). If they land on a snake ora ladder they go backwards or forwards respectively.

ñ Demonstrate how the key works so that everyoneunderstands the different tasks.


Key

2 Ladder: Pupils go forward to square 16.4 He’s a bus driver.5 I usually play basketball.7 She likes skating.8 Ladder: Pupils go forward to square 29.

9 Pupils’ own answer.12 Pupils’ own answer.15 Pupils’ own answer.19 He’s walking.20 I usually deliver letters.24 Ladder: Pupils go forward to square 43.25 Snake: Pupils go back to square 14.31 She’s skipping.32 He’s a baker.36 They plant flowers and trees and cut the grass.38 He likes fishing.39 Pupils’ own answer.41 I usually listen to music.42 Snake: Pupils go back to square 1.44 She likes skipping.47 Snake: Pupils go back to square 11.49 I usually play football.51 He’s a postman.54 Do It Yourself.56 Ladder: Pupils go forward to square 64.57 In lakes and rivers.59 He’s skating.60 He likes cooking.61 Pupils’ own answer.62 Snake: Pupils go back to square 58.63 He’s a firefighter.65 Snake: Pupils go back to square 52.67 He’s cycling.68 Fishing, Gardening/DIY.


34

(Ex. 1) Read and say True or False.ñ Pupils’ books open. Refer the pupils to the pictures of

London Zoo. Ask them what kind of animals they cansee and where (snake, aquarium).

ñ Read the text, a sentence at a time. The pupils listen andfollow. Explain/Elicit any unknown words. Read the textagain. The pupils listen and repeat after you.

ñ Focus their attention on the statements below the text.Read them out and make sure everyone understandsthem.

ñ The pupils read the text silently in order to find outwhether the statements are true or false. Ask the pupilsto underline the part of the text that helped them to findtheir answers. Check their answers.

1 False 2 True 3 False 4 True

ñ Then, individual pupils read the text aloud. Check theirpronunciation and intonation.

(Ex. 2) Read and complete.ñ Explain to the pupils that in the UK you can adopt a wild

animal. This doesn’t mean that you take the animal

home, but you send donations for the animal’s food,medicine, etc, and in return you receive photographsand progress reports on your adopted animal.

ñ Explain the task: tell the pupils to imagine that they aregoing to adopt an animal of their choice and that theymust fill in the form in their notebooks with their personalinformation and the type of animal they wish to adopt.Go around the class as the pupils are completing thetask, providing any necessary help. Then, they reportback to the class.

ñ Which is the most popular animal toadopt in your class? Do a class survey.

ñ Go around the class, asking each pupil which animalthey would like to adopt. Write the animal on the board,putting a tick next to it each time it is mentioned. Whenyou have established which animal is the favourite,encourage the pupils to give you some reasons for theirchoice.

Note: For the next lesson, ask the pupils to choose azoo in their country and collect information about it forthe project (name, location, what you can see and dothere).

Welcome Plus 4

Write about a zoo in your country.ñ Tell the pupils that they are going to make a poster

about a zoo in their country. Point to the different stepsthey have to follow, read them and explain each one. 1Think about a zoo in your country: (location, what theycan see and do there). Ask them to take out all theinformation they have brought about their zoo. 2Prepare your pictures and write some ideas: They lookat their pictures and write a few notes (draft version).They work on their draft version, writing a sentence ortwo about each picture. 3 Correct your work: (spelling,structures, etc.) In pairs, they read out their draft andcorrect their mistakes by discussing and exchangingideas. Go around the class, providing any necessary

help during this stage. 4 Write your final version: They dothis individually.

ñ Focus the pupils’ attention on the completed poster onpage ??. Read it aloud and comment on it. Make surethat they all understand the language. Ask somecomprehension questions to elicit what kind ofinformation the child has included in the poster (name ofzoo, where it is, what you can see there, etc). Tell themthat they can follow this model in order to make theirown poster.

ñ When they finish, help them make a class display. Onceyou take down the display, guide them on how to filetheir poster in their Language Portfolio.


London Zoo!

My World!

35

(Ex. 1) Read and choose the best title.ñ Pupils’ books open. Refer the pupils to the pictures of

the different treatments. Were their guesses correct?Have a discussion about the spa: What can people do ata spa? Would you like to visit a spa? etc

ñ Read the text, a sentence at a time. The pupils listen andfollow. Explain/Elicit any unknown words. Then, read thetext again. The pupils listen and repeat after you.

ñ Focus the pupils’ attention on the choice of titles abovethe text. Read them out and make sure everyoneunderstands them.

ñ Ask the pupils to read the text silently and choose thebest title. Check their answers.

A Bath Time!

ñ Then, individual pupils read the text aloud. Check theirpronunciation and intonation.

(Ex. 2) Would you like to try any of thetreatments? Talk with your friend.

ñ Ask the pupils to look at the treatments again, then inpairs to ask one another about the ones they would liketo try. Go around the class, providing any necessaryhelp. Then, each pair reports back to the class.

Note: For the next lesson, ask the pupils to collectinformation for the project about how to keep fit andhealthy (what you should eat and drink, what you shoulddo etc).


Bath time!

How can you keep fit healthy? Make aposter.

ñ Tell the pupils that they are going to make a posterabout how one can keep fit and healthy. Point to thedifferent steps the pupils have to follow, read them andexplain each one. 1 Think about what you do to keep fitand healthy: (What do you do? What do you eat?) Askthem to take out all the information they have brought. 2Prepare your pictures and write some ideas: They lookat their pictures and write a few notes (draft version).They work on their draft version, writing a sentence ortwo about each picture. 3 Correct your work (spelling,structures, etc): In pairs, they read out their draft andcorrect their mistakes by discussing and exchanging

ideas. Go around the class, providing any necessaryhelp during this stage. 4 Write your final version: They dothis individually.

ñ Focus the pupils’ attention on the completed poster onpage ??. Read it aloud and comment on it. Make surethey all understand the language. Ask somecomprehension questions to elicit what kind ofinformation the child has included in the poster (Thingsthey should/ shouldn’t do etc). Tell them they can followthis model in order to make their own poster.

ñ When they finish, help them make a class display. Onceyou take down the display, guide them on how to filetheir poster in their Language Portfolio.

My World!

(Ex. 1) Which city is called The Big Apple?Read and find out.

ñ Pupil’s books open. Refer the pupils to the picture ofthe tenement apartments. Ask them what they can see.Have a discussion about the picture. Ask: What do the

apartments look like? What are the people doing? Wouldyou like to live somewhere like this? etc Read theinstructions and explain the task. Read the text, asentence at a time. The pupils listen and follow.Explain/Elicit any unknown words. Then, read the textagain. The pupils listen and repeat after you.


The Big Apple: Then and Now!

36

How was your town/city like a hundredyears ago. Make a poster.

ñ Pupils’ books open. Tell the pupils that they are goingto make a poster of their town a hundred years ago.Point to the different steps the pupils have to follow,read them and explain each one. 1 Think about whatyour town was like a hundred years ago: (buildings,traffic, things that people did then, etc). Ask them to takeout all the information they have brought. 2 Prepare yourpictures and write some ideas: They look at theirpictures and write a few notes (draft version). They workon their draft version, writing a sentence or two abouteach picture. 3 Correct your work (spelling, structures,etc). In pairs, they read out their draft and correct their

mistakes by discussing and exchanging ideas. Goaround the class providing any necessary help duringthis stage. 4 Write your final version: They do thisindividually.

ñ Focus the pupils’ attention on the completed poster onpage ??. Read it aloud and comment on it. Make surethey all understand the language. Ask somecomprehension questions to elicit what kind ofinformation the child has included in the poster (name ofthe town, buildings, people, etc). Tell them they canfollow this model in order to make their own poster.


My World!

ñ Ask the pupils to tell you which city is called the BigApple (New York). Elicit the differences between NewYork now and a hundred years ago.

ñ Individual pupils read the text aloud. Check theirpronunciation and intonation.

(Ex. 2) Check your American English!Match the British words to the Americanwords.

ñ Read the list of words and make sure the pupils knowwhat they mean. Explain the task. Allow the pupils some

time to complete the task, on their own or in pairs. Checktheir answers.

1 g 3 d 5 h 7 a2 e 4 f 6 b 8 c

Note: For the next lesson, ask the pupils to collectinformation about what their town was like a hundredyears ago for the project (homes, shops, parks, traffic,etc).

(Ex. 1) Read and say: watched, smiled,stepped, landed, walked, called.

ñ Pupils’ books open. Refer the pupils to the first picture.Ask them what they can see (An astronaut). Read theinstructions and explain the task. Read the text, asentence at a time. The pupils listen and follow.Explain/Elicit any unknown words. Ask them to selectthe correct item from the list. Then, read the text again.They listen and repeat after you. Were their guessescorrect?

1 stepped 3 walked 5 called2 watched 4 smiled 6 landed

ñ Individual pupils read the text aloud. Check theirpronunciation and intonation.

(Ex. 2) Where were your parents whenArmstrong walked on the moon?

ñ Ask the pupils if they know how old their parents were in1969. Ask if any of their parents have ever mentionedthe moon landing. Ask them to try and guess what theirparents were doing then. Go around the class, listeningto the pupils’ guesses.

ñ Tell them that their homework is to ask their parents andto see if their guesses were correct. They will then reportback to the class in the following lesson.

Note: For the next lesson, ask the pupils to collectinformation about an important event in their country forthe project (what it was, when it happened, people’sreactions, etc).


Landing on the moon!

37

Write about an important event from thepast in your country.

ñ Tell the pupils that they are going to make a posterabout an important even in their country. Point to thedifferent steps the pupils have to follow, read them andexplain each one. 1 Think about an important event inyour country: (What it was, when it happened, why it wasimportant.) 2 Prepare your pictures and write someideas. They look at their pictures and write a few notes(draft version). They work on their draft version, writing asentence or two about each picture. 3 Correct your work(spelling, structures, etc). In pairs, they read out theirdraft and correct their mistakes by discussing andexchanging ideas. Go round the class providing any

necessary help during this stage. 4 Write your finalversion. They do this individually.

ñ Focus the pupils’ attention on the completed poster onpage 49. Read it aloud and comment on it. Make surethey all understand the language. Ask somecomprehension questions to elicit what kind ofinformation the child has included in the poster (whatthe event was, when it happened, who was there, why itwas important etc). Tell them they can follow this modelin order to make their own poster.


My World!

(Ex. 1) Read and match the titles to theparagraphs: a) Animals, b) Clothes,c) Buildings, d) The First RomanEmperor, e) Music. There is one extra.

ñ Pupils’ books open. Refer the pupils to the picturesillustrating the text. Ask them what they can see. (e.g. Whatkind of clothes are the people wearing? etc) Read the text,a sentence at a time. The pupils listen and follow.Explain/Elicit any unknown words. Focus the pupils’attention on the words in bold. Invite them to match thewords to the corresponding pictures. Then, read the textagain. The pupils listen and repeat after you.

ñ Focus the pupils’ attention on the choice of titles abovethe text. Read them out and make sure everyoneunderstands them.

ñ Ask the pupils to read the text silently and choose themost appropriate title for each paragraph. Check theiranswers.

1 d 2 b 3 a 4 cIndividual pupils read the text aloud. Check theirpronunciation and intonation.

Note: For the next lesson, ask the pupils to collectinformation about what their country was like twothousand years ago for their project (buildings, clothes,occupation, people, animals, food, etc).

Assign any remaining exercises from the Activity Book.Make sure you explain them first.

(See page 132T for further explanation.)


Roman Britain!

How was your country two thousandyears ago? Make a poster.

ñ Pupils’ books open. Tell the pupils that they are goingto make a poster about the way their country was twothousand years ago. Point to the different steps thepupils have to follow, read them and explain each one.

1 Write about what your country was like thousand yearsago: (buildings, clothes, people, etc). 2 Prepare yourpictures and write some ideas. They look at theirpictures and write a few notes (draft version). They workon their draft version, writing a sentence or two abouteach picture. 3 Correct your work (spelling, structures,

My World!

38

(Ex. 1) Read and match.ñ Pupils’ books open. Read the text, a sentence at a time.

The pupils listen and follow. Explain/Elicit any unknownwords. Then, read the text again. The pupils listen andrepeat after you.

ñ Focus the pupils’ attention on the task. Ask them to readthe text silently to themselves and match each food itemto the correct picture. Check their answers. Individualpupils then read the text aloud.

1 C 2 A 3 B

ñ Were any of their guesses from the beginning of thelesson correct? Ask the pupils if they have ever eatenany of the food items on the page. Which one seems tobe the tastiest/most healthy/easiest to make?

(Ex. 2) What is it? Read and guess.ñ Read the clue, a sentence at a time. The pupils listen

and follow. Explain/Elicit any unknown words. Then,read the clue again. The pupils listen and repeat afteryou. Ask the pupils to tell you what it is.

Answer: popcorn

Note: For the next lesson, ask the pupils to collectinformation about popular dishes in their country for theproject (ingredients, origin etc).


America’s Favourites!

etc). In pairs, they read out their draft and correct theirmistakes by discussing and exchanging ideas. Goround the class, providing any necessary help duringthis stage. 4 Write your final version. They do thisindividually.

ñ Focus the pupils’ attention on the completed poster onpage ??. Read it aloud and comment on it. Make surethat they all understand the language. Ask some

comprehension questions to elicit what kind ofinformation the child has included in the poster (name ofthe place, names of the buildings, occupations etc). Tellthem they can follow this model in order to make theirown poster.


Make a poster of a popular food in yourcountry.

ñ Tell the pupils that they are going to make a poster of apopular food in their country. Point to the different stepsthe pupils have to follow, read them and explain each one.1 Think about a popular food in your country: (name,ingredients, etc) 2 Prepare your pictures and write someideas: They look at their pictures and write a few notes(draft version). They work on their draft version, writing asentence or two about each picture. 3 Correct your work(spelling, structures, etc). In pairs, they read out their draftand correct their mistakes by discussing and exchangingideas. Go round the class, providing any necessary help

during this stage. 4 Write your final version. They do thisindividually.

ñ Focus the pupils’ attention on the completed poster onpage ??. Read it aloud and comment on it. Make surethat they all understand the language. Ask somecomprehension questions to elicit what kind ofinformation the child has included in the poster (kind offood, ingredients, etc). Tell them they can follow thismodel in order to make their own poster.


My World!

39

Make a poster of a popular resort in yourcountry.

ñ Tell the pupils that they are going to make a poster of apopular resort in their country. Point to the different stepsthe pupils have to follow, read them and explain each one.1 Think about a popular resort in your country: (name,location, etc.) 2 Prepare your pictures and write someideas. They look at their pictures and write a few notes(draft version). They work on their draft version, writing asentence or two about each picture. 3 Correct your work(spelling, structures, etc). In pairs, they read out their draftand correct their mistakes by discussing and exchangingideas. Go around the class, providing any necessary help

during this stage. 4 Write your final version. They do thisindividually.

ñ Focus the pupils’ attention on the completed poster onpage ??. Read it aloud and comment on it. Make surethey all understand the language. Ask somecomprehension questions to elicit what kind ofinformation the child has included in the poster (name ofresort, where it is, what you can see and do there etc).Tell them they can follow this model in order to maketheir own poster.


My World!

(Ex. 1) Read and write.ñ Pupils’ books open. Refer the pupils to the pictures of

the holiday camp activities. Ask them what they can see.Are any of these activities written on the board? Readthe text, a sentence at a time. The pupils listen andfollow. Explain/Elicit any unknown words. Then, read thetext again. The pupils listen and repeat after you.

ñ Focus the pupils’attention on the task. Ask them to readthe text silently and write what is shown in each picture.Check their answers.

1 bowls 2 karaoke 3 darts

ñ Individual pupils then read the text aloud.

(Ex. 2) Would you like a holiday at Butlins?Why/Why not? Talk with your friend.

ñ In pairs, the pupils ask one another about a holiday atButlins. Go around the class, providing any necessaryhelp. Then each pair reports back to the class.

Note: For the next lesson, ask the pupils to collectinformation about a popular resort in their country forthe project (name, location, what you can see and dothere, etc).


Butlins Holiday Camps


Rules of the game

ñ The pupils play in pairs and each player needs a counter(any small object will do). They place their counters onStart Here and throw the dice, saying the number thatcomes up. The player with the highest number beginsthe game by saying, I’m first!

ñ The pupils complete the task according to the key.Depending on the square they land on, they have tocompare animals (pink), identify animals (yellow),answer questions about themselves, or give informationfrom the culture channel (blue). If they land on a snakeor a ladder, they go backwards or forwards respectively.



40


Rules of the game

ñ The pupils play in pairs and each player needs a counter(any small object will do). They place their counters onStart Here and throw the dice, saying the number thatcomes up. The player with the highest number beginsthe game by saying, I’m first!

ñ The pupils complete the task according to the key.Depending on the square they land on, they have to saya rule (pink), identify an illness (yellow), answerquestions about Bath or themselves (green), or giveadvice (blue). If they land on a snake or a ladder, theygo backwards or forwards respectively.


Key

2 Ladder: Go up to square 16.4 You should take an aspirin./You should stay in bed.

etc7 Britain’s most famous spa town.8 Ladder: Go up to square 29.9 My knee hurts.

10 You should take some medicine./You should havesome soup etc

12 You shouldn’t play outside./You should eat a lot offruit and vegetables. etc

15 I’ve got a headache.19 You must stay in bed.20 I’ve got a stomachache.23 In Britain.24 Ladder: Go up to square 43.25 Snake: Go back to square 14.28 I’ve got a temperature.32 I’ve got a cold.36 You must stop.38 The natural spring water.41 You should take an aspirin./You should stay in bed.

etc42 Snake: Go back to square 1.44 Pupils’ own answer.47 I’ve got a cough.49 You must turn right.51 Pupils’ own answer.54 I’ve got a sore throat.56 Ladder: Go up to square 64.57 You must be quiet.61 I’ve got a toothache.62 Snake: Go back to square 58.63 You should take an aspirin./You shouldn’t eat a lot

of sweets.65 Snake: Go back to square 52.67 You mustn’t take photos.68 Snake: Go back to square 30.


Key

2 Ladder: Go up to square 16.4 Lions, tigers, giraffes, elephants, snakes, fish, etc.7 A snake.

10 In Regent’s Park.12 A panda.15 A chicken.19 Cats are cleverer than birds.20 A cow.23 A cheetah.24 Ladder: Go up to square 43.25 Snake: Go back to square 14.28 A blue whale.30 Chickens are bigger than mice.31 Snake: Go back to square 9.34 A cheetah.

36 Snails are smaller than ducks.38 A turtle.41 Pupils’ own answer.42 Snake: Go back to square 1.47 Ladder: Go up to square 68.49 A sheep.54 Cows are fatter than goats.56 Ladder: Go up to square 64.57 Horses are taller than sheep.60 Snakes are longer than rabbits.61 A goat.62 Snake: Go back to square 58.63 Pupils’ own answer.65 Snake: Go back to square 52.67 A snail.

41


Rules of the gameñ The pupils play in pairs and each player needs a

counter (any small object will do). They place theircounters on Start Here and throw the dice, saying thenumber that comes up. The player with the highestnumber begins the game by saying, I’m first!

ñ The pupils complete the task according to the key.Depending on the square they land on, they have toidentify buildings (yellow), answer questions aboutthemselves and information in Culture Channel (blue) orsay what the people in the pictures were like (red). If theyland on a snake or a ladder they go backwards orforwards respectively.


Key

2 Ladder: Go up to square 16.4 Pupils’ own answer.7 A circus.8 Ladder: Go up to square 29.9 A butcher’s.

10 Pupils’ own answer.

15 A museum.18 He was quiet.19 chemist.20 A greengrocer’s.24 Ladder: Go up to square 43.25 Snake: Go back to square 14.28 No, there weren’t.31 She was dirty.34 Pupils’ own answer.36 A baker’s.41 Pupils’ own answer.42 Snake: Go back to square 1.44 He was noisy.47 A post office.48 Snake: Go back to square 12.49 cross walk51 New York54 A hospital.56 Ladder: Go up to square 64.57 Pupils’ own answer.59 She was cute.60 Pupils’ own answer.61 A police station.62 Snake: Go back to square 58.63 cinema65 Snake: Go back to square 52.67 He was naughty.


ñ Focus the pupils’ attention on the double page and tellthem that they are going to play ‘Snakes and Ladders’Explain the rules.

Rules of the games

ñ The pupils play in pairs and each player needs acounter (any small object will do). They place theircounters on Start Here and throw the dice, saying thenumber that comes up. The player with the highestnumber begins the game by saying, I’m first!

ñ The pupils complete the task according to the key.Depending on the square they land on, they have to saywhat they watched on TV last night (yellow), answer aquestion about themselves or about the information onthe Culture Channel (green), say verbs in Simple Past(blue), talk about past activities (red). If they land on asnake or a ladder they go backwards or forwardsrespectively.



42


Rules of the game


ñ The pupils complete the task according to the key.Depending on the square they land on, they have toidentify vocabulary items (yellow), answer questionsabout cavemen (red) or about themselves and RomanBritain (blue). If they land on a snake or a ladder they gobackwards or forwards respectively.


Key

2 Ladder: Go up to square 16.4 Pupils’ own answer.7 Pupils’ own answer.8 Ladder: Go up to square 29.9 A cloud.

12 Pupils’ own answer.

15 A cave.17 They were big and strong.19 A statue.21 A dinosaur.24 Ladder: Go up to square 43.25 Snake: Go back to square 14.31 Weapons and clothes.32 A bone.34 Pupils’ own answer.39 Dust.41 The first Roman emperor to go to Britain.42 Snake: Go back to square 1.44 In caves.47 Snake: Go back to square 11.49 Wood.51 Towns roads, market-places, public baths and

stadiums.54 A comet.56 Ladder: Go up to square 64.59 Meat and plants.61 Earth.62 Snake: Go back to square 58.65 Snake: Go back to square 52.67 They made their weapons from wood.68 An animal skin.


Key

2 Ladder: Go up to square 16.4 played7 Ladder: Go up to square 28.8 They cycled in the park.9 A comedy.

15 A sports programme.21 They travelled to France.24 Ladder: Go up to square 45.25 Snake: Go back to square 14.26 talked31 phoned36 Pupils’ own answer.38 A cartoon.41 tidied

42 Snake: Go back to square 1.44 Pupils’ own answer.47 A quiz show.48 Snake: Go back to square 10.49 He studied.56 Ladder: Go up to square 64.57 Pupils’ own answer.59 They painted a picture.60 Pupils’ own answer.61 The news.62 Snake: Go back to square 58.63 travelled65 Snake: Go back to square 52.67 They played basketball.68 “That’s one small step for man, one giant leap for

mankind.”

43


Rules of the game


ñ The pupils complete the task according to the key.Depending on the square they land on, they have toidentify vocabulary of the module (yellow), answerquestions about themselves and about the culturechannel (blue) or fill in quantifiers. (red). If they land ona snake or a ladder they go backwards or forwardsrespectively.


Key

2 Ladder: Go up to square 16.4 Pupils’ own answer.7 much8 Ladder: Go up to square 29.9 A frying pan.

15 Honey.19 Pupils’ own answer.24 Ladder: Go up to square 43.25 Snake: Go back to square 14.31 many32 Delicious chocolate cakes.34 A green pepper.36 some, any/a lot of, much38 A saucepan42 Snake: Go back to square 1.44 Salt and pepper.47 Yogurt.49 any, some/much, a lot of51 Milk and honey.52 Snake: Go back to square 28.56 Ladder: Go up to square 64.57 Cherries.59 some/a lot of61 A pear.62 Snake: Go back to square 58.63 A strawberry.65 many67 Snake: Go back to square 50.68 Grapes.



Rules of the game

ñ The pupils play in pairs and each player needs acounter (any small object will do). They place theircounters on Start Here and throw the dice, saying thenumber that comes up. The player with the highestnumber begins the game by saying I’m first!

ñ The pupils complete the task according to the key.Depending on the square they land on, they have toidentify some pictures (yellow), answer questions aboutthemselves and information from the Module (blue), orsay what the weather is going to be like. If they land ona snake or a ladder they go backwards or forwardsrespectively.



Key

2 Ladder: Go up to square 16.4 Yes, they are.5 Swimming trunks.7 It’s going to rain.8 Ladder: Go up to square 29.9 A cabin.

12 A mat.15 A T-shirt.17 A motorbike.19 It’s going to be hot.24 Ladder: Go up to square 43.25 Snake: Go back to square 14.31 It’s going to be cold.32 Pupils’ own answer.36 It’s going to snow.

39 Trainers.41 Jeans.42 Snake: Go back to square 1.44 Pupils’ own answer.47 Snake: Go back to square 11.49 Sunglasses.51 Pupils’ own answer.54 A swimsuit.56 Ladder: Go up to square 64.59 It’s going to be cloudy.61 A tent.62 Snake: Go back to square 58.63 A funfair, waterworld, golf, bowls, a kid’s club,

restaurants, shops etc.65 Snake: Go back to square 52.67 It’s going to be windy.

44

Elizabeth Gray-Virginia Evans - Teacher´s Corner - … · · 2016-09-27Elizabeth Gray-Virginia...

Documents

Transcript of Elizabeth Gray-Virginia Evans - Teacher´s Corner - … · · 2016-09-27Elizabeth Gray-Virginia...