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Whole clqss speoking qctivitiesBringing together the new vocobutory ond structures ofthe unit, the Find out feoture in Lesson l l is specif icottydesigned to foster f tuency through socioI interqction inthe whole closs.A mingl ing oct iv i ty such os 'F ind someone who . . . 'ochieves o simitor resutt in longuoge terms, but o surveygoes o step further educotionotty by bringing in otherski[l.s such os cotloting ond onotysing doto. In the SuperMinds 3 survey octivities, the students produce on oroIor writ ten report of their f indings, providing o sotisfyingoutcome.Suggestions for moking the most of this feoture:o For occurote f indings, o whote ctoss survey needs

o prepqrotory group stoge so thot eoch persononty responds to eoch question once. This is cteorlyestobtished in the Find out octivities. Attow ptenty oft ime for this stoge.

o If the students need to move to form their groups,check whether they need ony specif ic moteriots ondensure thot they toke these with them.

o Exptoin the octivi ty once the students ore sit t ing intheir groups.

e Before students begin, ensure thot rotes within thegroups ore cteorty ossigned, such os toking notes, ondwhich questions eoch person wit l osk.

Encouroging writ ingWriting is often considered the most difficutt ski[t foryounger chi ldren, which is why i t is thoroughty supportedin Super Minds 3 with more controtted possive octivitiesond modets leoding to the students' more extendedoutput.

Supported prqcticeSentence {evelo At sentence levet, possive tosks inctude ordering words

within o sentence ond the revision poge puzztes in theWorkbook, giving the students cleor porometers toconstruct sentences in o supported woy.

. By the time they come to write unsupportedpersonotised sentences in the My Super Mind feotureot the bock of the Workbook, they hove hod ptenty ofproctice, otthough you con stitl steer weoker studentsto the exomptes in the Grommor focus boxes ondencouroge them to chonge only one or two words.

Porogroph levelo Possive tosks inctude ordering l ines from o summory

ond underl ining incorrect informotion.r Students then need o cleor modetfor their own work,

whether this is foctuoI reseorch, such os writ ing obouto seo creoture, or o personotised piece of work obouto fovourite godget.

Drqfting qndrewritingThe use of o seporoteScropbook provides onideot opportuni ty to t ro in

students in drofting ond rewriting skitts. If students tokepride in personotising their Scropbook ot the stort ofthe yeor, it witt encouroge them to creote neot pieces off inished work to inctude in i t .On eoch Scropbook poge, the students first work onpreporotory tosks. Ask them to use their ordinoryexercise books ond to continue in the some ptoce os theydroft the f inoI output tosk.White the students ore working on o rough droft, youcon toke the opportunity to correct their work in oprivote ond individuoI woy:o Proise on ospect of the work (the picture, the

hondwrit ing, the ideos, the use of new words).I If there ore serious probtems with the writing, osk

the student to reod whot he/she hos written. You conthen check thqt the students hove understood thetosk ond confirm OK, greot. So you like going to theployground. Then continue Remember thot we write itIike this ond write ony probtem words for the studentto copy.

o For smot[ mistokes, i t moy be enough to point to thehondwrit ten word ond then f ind ond point to the wordwritten correctty in the Student's Book or Workbook.

When you hove seen rough drofts, the students con thencopy the work out neotty for sticking into their Scropbooktogether with ony pictures thot they hove drown.Discuss the f inished work with the students, proisingony improvements mode between their droft ond f inoIversions.

AssessmentAssessment in l istening ond speoking skil. l .s witl [orgety beon on-going process of observotion in whole ctoss work.However, there is o l istening element to the tests in theSuper Minds Teocher's Resource Book ond you coutd otsocons ider us ing the YLE t i s ten ing oc t iv i t ies in Un i ts 2 ,4 ,6ond 8 os o more formol meons of ossessment.Now thot the students ore developing their reodingond writ ing skitts, you moy wish to corry out o moreformoI evoluotion of their written work. In oddition tothe YLE oct iv i t ies in Uni ts 2, 4,6 ond 8, the Super MindsTeocher's Resource Book provides on end-of-unit testwhich evotuotes the core vocobulory ond structures witht istening, reoding ond wri t ing oct iv i t ies.

Teqching with SsPer Minds 3Encouroging fluencyHondling specking qctivitiesSuper Minds 3 is corefutty structured to inctude regu[oropportunities for students to proctise speoking. Thecourse encouroges ftuency through ptoying gomes inpoirs, octing out in poirs ond whote ctoss octivities. Thesewi[[ be discussed in more detoil in this section, but hereore some generol suggestions oppticobte to ot l speokingoctivities.

Monitori ng speoking octivitieso White the students ore working, wqtk oround the ctoss

listening with interest, but try not to interrupt thestudents. If you heor minor errors, you con note themdiscreetty on o piece of poper ond mention them in thefeedbock stoge without noming the students.

o If you heor o lot of students moking the some error, oquick sotution is to stop the tosk briefty, drow students'ottention to the probtem ond osk everyone to repeotthe word or structure correctty before corrying on.

Feedback ofter speoking octivitiesAltow oppropriote time for o feedbock stoge ofterony speoking octivity to give the tosk purpose ond toensure thot the students stoy focused. Congrotutote thestudents for working independentty ond focus on onyerrors thot you noted. Then osk os mony students ospossibte to report bock.o Where on octivity requires more everydoy

communicotion such os totking obout personoIpreferences, this feedbock con just be o show ofhonds, but remember to phrose the question so thotstudents ore responding obout whot their portner hossoid, not their own preference.

o With more imoginotive tosks, you con invite studentsto give their ideos ond vote os o ctoss for the funniestor strongest ideo.

Plqging g,qmes in pcirsAtt new vocobutory ond grommor in Super Minds 3 isconsotidoted with o speoking gome, moking oroI worko noturol port of the leorning process. White eortierlevets of the course worked more often with whole ctossgomes, students of this [eve[ now hove the moturity towork in poirs for these gomes most of the t ime. Thisgives them greoter independence ond, of course, oltowsmore students to proctise of the some time.

Suggestions for moking the most of these gomes:o The model in the book is on essentiol tool for sett ing

up the octivity, but beor in mind thot most studentsotso need to see on exompte of whot longuoge theyneed to chonge when they come to do the octivitythemselves. It is therefore best to modet the octivityonce more yourself using stightty different longuogewith o stronger student, or to osk two confidentstudents to moke up o new exompte.

o Depending on the tosk, give cteor instruct ions beforethe students stort obout whether they ore to toke it inturns or whether you wi[[ signot to the ctoss when i t 'st ime to chonge rotes.

o If you hove on odd number of chitdren in the ctoss, osko group of three to work together in these vocobutoryond grommor gomes os this wit l usuotly be eosyenough for them to monoge.

Acting out in po:rsThe Act out feoture in Lesson ll of otternote unitsof Super Minds 3 combines the new vocobu[ory ondstructures of the unit in on extended rote ptoy which isspecificotly designed to encouroge ftuency.Suggestions for moking the most of this feoture:o If you hove on odd number of chitdren in the ctoss,

you moy need to hetp o group of three students todivide up one of the rotes.

o Once the poirs ore estobtished, invite the students tochoose their rotes. Ask ot[ Student As to roise theirhonds, then Student Bs, ond, os o f inol check, oskonyone who is unsure to roise their hond. This ensuresthot everyone is reody to stort together.

o Moke sure thot students understond the objective(often the lost point on the rote cord) ond thot youwitl. be osking obout this in the feedbock stoge.

o The teoching notes suggest invit ing the ctoss to f i [ [ outthe Useful longuoge section exomples to moke fu[[sentences. However, it is importont to moke it cteorthot these ore onty exomptes ond thot the students orefree to use ony relevont tonguoge.

r Set the students o time limit to proctise their rote p[oy.You moy olso like to estobtish o signol thot you witluse i f the noise [eve[ becomes too high.

o Whether everyone con perform for the ctoss wittdepend very much on your ctoss size, but you coutdkeep o record of who hos octed out for the ctoss ondensure thot everyone hos o chonce during the yeor.

. You moy otso wont to choose some porticutortysuccessful rote ptoys for o show for porents(see 'Invotving porents' on poge xv).

Lessons 9 ond 10 Lesson 11Gommunicqtion qnd GreotivitgEnglish for school

These two lessons introduce o This lesson brings together the topic ond [onguoge oftopic from onother oreo of the primory school curriculum the unit in creotive woys to encouroge fluency in bothwhich is reloted to the overoll unit topic. They ore everydoy communicotion ond imoginotive expression.

project.o The f irst lesson usuotty introduces the topic ond

presents words which the students use octivety butwhich ore not core vocobutory.

I The second Engtish for school lesson providesopportunities for the students to oppty the knowtedgefrom the previous lesson, developing their thinking skil.l.s.

o A creotive or simpte reseorch project, to be done ingroups, poirs or individuotty, rounds off the work onthe topic.

r The corresponding poges in the Workbook consotidotethe work on the topic through o wide voriety ofoctivi t ies.

osking questions ond comptetingforms or tobtes os o preporotorystoge for o ctoss survey.

o The resutts for the whole closs ore then pooled, usingdifferent methods of presenting stotistics.

r The students then tolk or write obout the surveyresutts, demonstrot ing their understonding of the dotothot they hove cottected os o closs.

o The Workbook poge feotures o diologue question ondonswer motching octivity. The students then compteteor correct the informotion in o report of this diotogue,which octs os o model for o piece of personotisedwrit ing.

Rote ployo In poirs, the students choose rotes

ond reod the corresponding rotecord.

o A Useful longuoge section provides ptenty ofsupport for the students to pton their d io logue withoppropr iote quest ion ond onswer structures.

o They proct ise their d io logue ond then perform i t forthe ctoss os t ime ol tows.

o The Workbook poge feotures o diotogue for thestudent to put in the correct order before l isteningond checking. This diqtogue then octs os o model forstudents to write their own.

Lesson 12RevisionThe lost lesson rounds upthe topic ond [onguogeof the uni t ond devetopswriting skil.ts.

o The students ore encouroged in Uni t I to moke qscropbook to keep their work f rom these poges.

o In eoch uni t , guided oct iv i t ies leoding to o modelsupport the students in wr i t ing o short p iece ofpersonot ised wri t ing or reseorch, which they keep intheir scropbook.

r The Workbook revis ion poges round up the uni tvocobutory ond grommor in puzztes.

o Students con then complete the My Super Mindfeoture of the bqck of the book, choosing their ownexomptes of the uni t longuoge os o record of leorningond discussing whot they Like obout the uni t .

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Lesson 5Storg qnd voluesThis lesson feotures on

' ff i t episode of The ExP[orersstory, fot towing on from the opening scene onddiologue in Lesson l , br inging the unit context,vocobutory ond structures together.I The teoching notes f irst suggest el ici t ing whot

students remember obout the story so for ond,in port icutor, obout the opening scene of thisepisode in Lesson l .

o The students then reod ond listen to the story,which uses dromotic ortwork ond sound effectsto hetp them fottow the oction.

o After discussing the story, the students turnto voried proctice octivities in the Workbook.These inctude:- @. Thinking octivities, working on skil,l.ssuch o3 tequencing or inferr ing meoning- @' A text, story or diologuedemonstrot inq the some volue os the episodeof the story in Units 2, 4,6 ond 8, with osummory sentence tosk guiding students toidentify the votue

o The Ending the lesson octivity in Lesson 5 isotwoys o rote ptoy in groups to proctise thestory.

r In Units 2, 4,6 ond 8, the optionol Extensionoctivity in Lesson 5 is otwoys o discussion of thevotue in the story, retoting it to the students'own tives.

Lesson 5Storg follow-up, functions qnd phonicsLesson 6 exptoits the story in more depth ondfeotures o phonics focus.o A fot low-up comprehension octivi ty in the

Student's Book reminds the students of thestory.

o The students proctise noturoI idiomoticlonguoge from the story in o functions focusin the Workbook, heoring ond compteting twomini-diotogues with torget phroses ond thenproctising them in poirs.

r The lesson ends with o Phonics focuswhere students leorn to recognise Engtishsound-spetl . ing retot ionships. The studentsfirst look for o phrose from the story whichexemptif ies torget sounds ond identi fy whosoys it. They then proctise o new sentence

or rhyme feoturing further exomptes of the sounds. Amemorqbte cortoon hetps the students to ossociote thesentence or rhyme visuotly with i ts meoning. The Workbookbrings together other known exomptes of the torget soundond spelling in o proctice octivity.

Lessons 7 ond 8Skills workThese two lessons offer topic-bosed skitts work consolidoting thelonguoge of the unit.

Story time ond vqluesUni ts 1, 3 , 5 , 7 ond 9 feoture onextended Story time norrotive,ottowing students to proctiseworking with o longer text ond todevetop their voco bu [o ry.

o A ronge of pre-reoding tosks ore used to troin the students insconning o text or to present essentioI vocobutory.

r The students then reod ond listen to the story, which is otso ovehicle for the discussion of votues.

The fottow-up tosks encomposs other tonguoge skit ts ondinctude:. @ Thinking octivi t ies, such os puzztes, sequencing or

devetoping onotogieso Speoking octivi t ieso Compteting summory sentencesThe Story time poge in the Workbook includes:o Comprehension oct iv i t ies' tG A senrence

construct ion tosk guidingthe students to expressthe votue demonstrotedin the story

SkillsUnits 2, 4, 6 ond 8 feoture topic-bosedoctivities devetoping oLl. four skilts, with theporticu[or ski[[s focus cteorty identified ot thefoot of eoch poge.

The voried octivi t ies inctude:. @ Thinking octivi t iesr Tosks in the styte of the YLE tests in both the Student's Book

ond the Workbook os o gentte introduction to the exomo An opportunity to personotise the longuoge or to use i t

imoginotively in o written tosk

@@- gl ,5gp Whot con we teorn from the story? Cotour the words.

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Tour of q unitSuper Minds 3 begins with on introductory6-poge Meet The Explorers unit in both the Student'sBook ond the Workbook. This presents Ben ond Lucy, TheExplorers, together with numbers 1 -100, good of ondthe possessive opostrophe.There ore then nine moin units. eoch with twetve lessons.Eoch poge in the Student's Book constitutes o lesson,together with its corresponding Workbook poge.The moterioI is structured in o flexible woy to moke itsuitobte for different teqching situotions:. Lessons 1-6 present ond proctise new core tonguoge,

os wetl os inctuding o song ond on episode of the on-going story with its foltow-up octivities.

o Lessons 7-12 focus on skit ls work ond the useof Engtish for schoot, together with creotivity,communicotion ond revision.

Ctosses with fewer thon 5 hours of Engtish per weektherefore hove the option to miss out some or otl ofLessons 7-12, whilst st i l t covering the vocobu[ory ondgrommor sy[[obus.Using olt the moteriol in the Student's Book ondWorkbook provides enough moterioI for ctosses with upto l0 hours per week.Closses with more thon 10 hours per week con extendthe moteriot by using the worksheets in the Teocher'sResource Book.

Lesson 1Vocsbulcrg presentqtionThe core vocobutory of the unit is presented ondcontextuotised in o cotourfut it lustrotion which otso qctsos on introductory scene-setting frome for the episode ofthe story loter in the unit.

o The students l is ten ond f ind the new vocobutory in thepicture. They then cover the l ist of new words on thelef t os they test eoch other using the numbered i temsin the picture.

e The students then heor o diotogue which estobt ishesthe context of The Exptorers episode in the unit,fottowed by o short comprehension octivity.

o Hoving then heord the vocobutory in context,the students proct ise i t fur ther in o gome.

r The Workbook offers o wide voriety of procticeqctivit ies, most of which ore suitobte for homeworkif necessory.

Lesson 2Grqmmcrr IThe f i rst of two core grommor points in the uni t ispresented ond proct ised in Lesson 2, in the topic-bosedcontext of the unit.

o In most coses the students heor ond reod shortpresentot ion texts contoining the new [onguogebefore doing o receptive octivity such os motching ornumber ing .

There is then o specif ic orol focus on the new[onguoge which con be used for presentotionond d iscuss ion .

o This is fottowed by o proctice octivity to use thelonguoge, of ten in o gome.

o The proctice octivit ies in the Workbook focus onwritten production of sentence levet, sometimesinctuding persono [ isot ion.

Lesson 3SongThe vocobutory ond usuotty the f i rst grommor point ofthe uni t ore combined in o song for students to jo in inond s ing .

o A white-t istening tosk such os numbering pictures orcompteting gops helps to focus the students os theylisten to the song for the first t ime.

o The students jo in in ond sing the song, using ei ther thefut l version or the korooke version, which is the nexttrock on the CD.

o There is then o fot tow-up gome using longuoge fromthe song.

o The proctice octivit ies in the Workbook ore voried onddo not generolly require the use of the CD. However,the korooke version is very motivoting when thestudents work with, or write, new verses of the song.

Lesson 4Grqmmar 2Lesson 4 introduces the second grommor point for theuni t .The ronge of presentotion ond proctice octivities issimitor to Lesson 2, including Grommor focus.

WorkbookThis reinforces the core vocobutoryond grommor ond consotidotesthe students' skit ts devetopment byoffering:o Vocobulory puzztes, written

grommor proctice of sentence[eve[ ond reoding, l istening ondwriting octivit ies

o A votues octivity for eoch unit drown from themessoge in the Exptorers story or the Story timenorrotive

r A funct ions focus for eoch uni t drowing on id iomot ic[onguoge from The Exptorers story

o A revision poge for eoch unit with vocobutorycotegorisotion ond grommor puzztes thot guidethe students to construct sentences using the twostructures presented in the unit

o A record of leorning for eoch uni t in the My SuperMind feoture ot the bock of the book, which thestudents personot ise by indicot ing their preferences,choosing new words to record ond writ ing of sentenceleveI

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Teocher's BookThis Teocher's Book is interteovedwith the Student's Book poges. Eochpoge of teoching notes feotures:o An Aims box with detoited lesson

oims, new ond recycled longuoge,ony necessory or optionoImoteriots ond the tonguogecompetences thot the studentswi[[ ochieve

r Concise ond cteor instruct ions together with onswersfor o[[ the Student's Book ond Workbook octivi t ies

o AdditionoI tesson stoges in coloured boxes:Worm-up: ideos for beginning the lesson, recycting[onguoge from the previous lesson or presenting new[onguogeEnding the tesson: simple ideos thot ore f lexibte in thetime ovoi lobte to bring the lesson to o ctose, requir ingno presentotion or extro moteriotsExtension octivities: optionoI octivities for extendingthe focus of the tesson, for which ony oddit ionoImoteriots ore l isted os optionol in the Aims box

The Topescript for listening octivities in both theStudent's Book ond the Workbook is on poges 118-122of the Teocher's Book.

Closs CDsThe 3 Ctoss CDs contoin ot l the recorded moteriotforthe Student's Book ond Workbook, including the songs,korooke versions ond stories.

Ctosswore CD-ROMThis whiteboord softwore feotures:

o The Student 's Book pogeso The oudio moter iot

It is otso pockoged together with the Interoctive DVD-ROM, which provides interoct ive oct iv i t ies qnd gomes forctossroom use.

Teocher's Resource Book (with CD)As wetl os o CD of the recorded moteriol for the l isteningtests, th is component contoins the fot towing f texibtephotocopioble resources for eoch unit:o Three worksheets to reinforce the core vocobutory ond

structures through extro proctice, without introducingunfomi t io r [onguoge

o One cross-curr icutor extension worksheeto Teoching notes wi th suggest ions for exptoi tot ion ond

optiono I fottow-u p octivit ieso An End-of-unit progress test evoluoting the core

vocobu| 'ory ond structures wi th reoding, wr i t ing ond[ istening oct iv i t ies

Ssper lYlinds 3 componentsStudent's BookThe Student 's Book contoins:

o An introductory Meet TheExplorers unit (6 poges)

o 9 core uni ts (12 poges) wi th oneosy-to-use sin gte-poge lessonformot rounding off with revision

o A Grommor focus sect ion whichprovides on opportunity for[onguoge presentot ion ondwritten proctice

Eqch unit offers:o An opening scene in contemporory ond ottroct ive 3D

ortwork which estobtishes the setting of the unit storyond otso provides o vehicte for the presentotion ofcore vocobutory

o A gome to proctise the core vocobutoryo 2 grommor lessons with voried presentotion ond

proctice octivities including torgeted oroI productionof the new tonguoge in o Grommor focus feoture

o An engoging song with o white-l istening tosk forfurther proctice

. A story feoturing The Explorers, itlustroting o differentvolue in eoch unit for ctoss discussion ond leoding intoo phonics focus on specif ic sounds

.

W$'PJ Activities to devetop o ronge of thinking skil.l.so 2 lessons otternoting between Story time norrotives

for extended reoding in Units '1, 3, 5, 7 ond 9 ond topic-bosed Skil.l,s octivities in Units 2, 4, 6 ond 8 combiningwork on Reoding, Listening, Speoking ond Writ ing.

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@ o whote-ctoss or group survey octivity

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o topic-bosed role ptoy in poirs

Cross curricutor English forschool lessons, broodening

the unit topic in the context of other schoot subjects,encouroging the students to teorn ond then opptyknowtedge, ond offering on occessibte fottow-upproject

r A Communicotion or Creotivity [esson feoturing either:

o A My scropbook revision lesson teoding to o pieceof personolised writing thot students con keep in oseporote scropbook

Interoctive DVD-ROMThis comptementory component is included with theStudent's Book, for students to use of home or in schoolcomputer rooms, ond with the Ctosswore CD-ROM,for teochers to use in the ctossroom with o computerond o projector. Offering longuoge reinforcement ondconsolidotion whi[e the students otso hove fun, it contoins:o Interoctive gomes ond octivit ieso The Student's Book stories brought to l ife with high-

quot i ty onimot iono The Student's Book songs with korooke versions for

the students to record ond ptoy bock their own voiceo Videoke octivit ies feoturing reot-tife ctips, with the

option for students to record themsetves speoking oneor both rotes

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oductionAbout SuPer MindsWhot is Supe r Minds?Super Minds is o seven-tevel course for primory ogestudents, with o Storter tevel underpinning Super Minds'1.By buitding sol. id foundotions, exponding young minds,kindting the imoginotion ond fostering posit ive vo[ues,Super Minds encouroges students to become smorter osthey devetop in the widest educotionoI sense.

A ftexible qpproochSuper Minds offers moximum fl,exibil,ity:o Super Minds gives the option of on orot-ourol

introduction to Engtish by using the Storter levet,whereos some schoots moy prefer to begin withSuper Minds 7. This re-introduces o[[ the [onguogefrom the Storter |'eve[ in different contexts, devetopingot[ four skitl.s.

o Al.[ seven levets of Super Minds hove been specificottyreseorched to coter for o voriety of teoching situotionsinctuding those with o higher thon usuol number ofhours of Engtish per week. The units inctude lessonswith o core sytlobus focus ond odditionoI tessonswhich con be used fl.exibty occording to the timeovoiloble for Engtish. This is exptoined in the Tour ofo unit (see poges x-xi i) .

Building sotid foundotionsSuper Minds 3 is oppropriote for students who hove hodtwo yeors of reoding ond writing in Engtish. The sotid[onguoge syltobus is corefutty structured to coter forthose preporing for the YLE exoms, with the YLE Moverssyttobus covered by the end of Super Minds 4.Students ot this stoge ore just beginning to noticepotterns in tonguoge. A Grommor focus section of thebock of the Student's Book increoses their oworeness ofthese potterns ond offers written consotidotion.Atongside devetopment in reoding ond l istening skit ts,Super Minds 3 builds on the students' eorly yeors ofEngtish by offering more extensive productive skills workin specif ic speoking ond writ ing feotures ot the end ofeoch unit.

Exponding young mindsSuper Minds begins from the premise thot the studentsore not just tonguoge leorners but explorers in everyospect of their educotionot development. The courseenobtes students to become smort in three woys:. @ The devetopment of thinking skiLts underpins

the tourse methodotogy ond is cteorty signposted inpu rposefu I octivities.

o Wider thinking through the oppl. icot ion of knowtedgeis encouroged by content qnd tonguoge integrotedteorning (CLIL), with topic-bosed moterioI cteortyt inked with subjects ocross the curr icu[um.

o Gomes ond other oct ivi t ies in poirs, groups or os owhote ctoss ore designed to improve students' memoryond concentrot ion ski[ ts.

In Super Minds 3, specific octivities develop o ronge ofskil.ts from the visuol. skil,l.s of recognising potterns onddecoding to thinking skil.l.s such os probtem sotving,logicot deduction, sequencing ond predict ing.

Kindt ing the imoginot ionSuper Minds 3begins in o costte,where the studentsmeet Ben ond Lucy,The Explorers, ondBen's dog, Buster.The studentsjoin them in theirexciting treosurehunt os theyfottow the ctues ond try to keep one step oheod of the'boddies', Horox ond Zetdo.The students' imoginotion ond creotivity is otso exercisedthrough rote ptoy ond writing octivities.

Fostering positive voluesSuper Minds 3 uses both Ben ond Lucy's odventuresond extended Story time norrotives os o vehicle for theit tustrot ion ond discussion of votues.The students ore encouroged through discussion ondspecific Workbook qctivities to think obout the deepermeoning of the stories, such os perseveronce, coring fornoture ond hetping others.

Vocobutory

Heolth:doctor, nurse,cotd, cough,heqdoche,toothoche,eoroche,stomoch-oche

Grommor

ju^p - jumped,shout - shouted,Iond - Ionded.Iook at - looked ot.woke up - woke up,feel - felt, hove - had,go - went, give - gove,soy - soid

StoryPhonicsAt the hospitalCoring forpeople whoore i t l-ed endings

Story qnd voluePhonicsThe finol lettersShowing interestin other cutturesThe soun ds litlond hl

o Reodin g Sophiosoves the day

o Reoding ond[ isteningfor specificinformotion

o Reodinq fordetoit GJ

o Writing o itoryi o Keeping busy byi hetping others

Decoding ondsequencingSpotting detoitsin o norrqtiveDevetopingstory onotogies

o Thinking oboutpossibte lexicotrelotionships

o Imogin ingo Visuot spotiol

th ink ing,recognisingshopes

Engtish forschooIScience:FeverProject:Moke othermometer

English forschoolArt: OrigomiProject:Moke onOrigomibutterf [y

Engtish forschoolGeogrophy:Seosons ondhemispheresProject:Seosonsoround thewortd

Skitts qnd volue Thinking skil,ls

F Song! Whqt o week

Grommor

We went to the (beoch),but we didn't go(swimming).We ployed bosketboll,but we didn't ployfootboll.Did you go shoppingTYes, I did. / No, I didn't.When did you gethome? Yesterdoy.

F Song: Att my friends ore for swoy

Skil,l.s

p Greotivitg P Revision

Thinking skil,l,s

Reodingfor specificinformotion G.Listening

'4 'nt '

for specificinfoimotion ffio Exchonging 'xinformotion

o Writing onoccount i

L Greqtivitg

Vocobulory

Weother:thunderstorm,Iightning,roin(y), wind(y),cloud(y), fog(gy),umbrelta,

Grommor

I'm going to ploy in thegorden oll doy.It's (not) going to beroiny on (Tuesdoy).Are you going to (cookpizza)?Yes , Iom. /No , Idon ' tlike cooking.

StoryPhonicsThe treosureChonging one'sperceptionThe soun d lzrl

il

I1f{I

Skil,ts ond volue

o Reoding Holidoyswith Grqndmo

o Reoding ond[isteningfor specificinformotion

o Totkinq oboutpicturJs Gr,

o Writingobout differences

o Chonging

Thinking skilLs

r Predictiono LogicoI

th ink ing

F Song! A super hotidoyperceptions i i x

'."".*"J*."*-**-,-"**-*-*** -.,,,"iitF Greqtivitg F Revision I

Vocobutory

Countr ies:Mexico, Spoin,Argentino,Egypt,Chile,Chino, Turkey,Brozil, Austrolio,Indio

I VocobuloryI

, Towns: mop,' bank, busi stotion,t, tower, Iibrary,

"

mqrket sguare,sports centre,

i supermorket

i Grommor

, /t s opposite the

:, (pork).', It's neor the (librory).l It's obove the (busi, stotion).r lt's below the (tower).:, I'm going to (the: shop) to buy (somei breod).

; Story ond volue, Phonics

Up high, Loterol thinking: The sounds /o:/t, ond lrl

StoryPhonicsThe tropThe tettersounds s ond sh

Skitts

Reoding forspecificinformotionListening forspecificinformotionSpeoking toexchongeinformotionWriting odescription

Skil.l.s ond votue

Reoding WhotChristine foundReodingfor specificinformotionListeninq fordetoit @Tetting o storyWriting o story oCoring for noture

.

. Greqtivitg

Thinking skil,ts I Engtish for

, , school

i o D r o w i n g , G e o g r o p h y :r conctusions I Directions

o Motching Project: Mokeo Devetoping o composs

sense ofdirection

o Drowing' onologies

]

F Revision

Thinking skiLLs i Engtish forschool

Remembering Art onddetoits i Moths:Comporing Pottern onddetoits in texts : symmetryond oudio with Project:imoges :r Moke oRecognising symmetricotpotterns , fishAppticotionond tronsfer ofknowtedge

'-.F Revision

: Vocobulory

i Seq creotures:', seohorse,'i dolphin, seol,', shell, octopus,, onchor,'

storfish. turtle

Grommor

The greot ouks were /weren't (sea birds).Their food wos / wosn't(fish).Were you (in the seo),Sue? No, I wosn't.Wqs Tim (on thebeoch)? Yes, he wss. o

a

o

t . :

i -W Song! Fish, fish everywhere

Vocobu[ory

Technotogy:gomes conso{e,electric fon,wolkie-tolkie,electrictoothbrush,

', CD ployer, torch,'mobile phone,lift, loptop,mp3 player

Grommor

The (DX24) is bigger /more expensive thqnthe (DX32).The (A,irbus 4380) is thebiggest (plone) in the(world).The (BoldocchinoSupreme) is the mostexpensive (bed) in theworld.

, Story ond volue, Phonicslt, The cove, Beingr resourcefulr Long voweli soundsl

iI

i

Comporing twopicturesWriting o shorttextDescribing opicture

Thinking skil, ls

o Mokingdeductions

o Numericoloworeness

o LogicoI ondmothemoticoIth ink ing

: English for, schoot: Moths ondr History:I Numbersi Project:i Think of, O number

sequence

Skil,ts

'M Corrg: vry tir." i, ;i9;";

Listening forspecificinformotion @Writing odiotogueReodinqfor detJit @

'p Greotivitg ''.Wr Revision

of the course. Grommor'. I'm good ot (ploying,, footboll).

I'm not good ot' (climbing trees).', Mike is Tom's uncle.

"'iW; Song! A picnic

Vocobulory . Grommor

Doity tosks: ,

Jt's (eight) o'clock.' wosh up, tidy , /t s holf post (eight).' up, sweep the It's quorter post / to: floon cook, (eight).' feed the dog, ': Atny olwoys / usuolly: dry the dishes, , / sometimes / never' do the shopping,', (woshes up after' toke the dog for , dinner)., a wolk

iF_ Song: W----hot o busy dol

: Grommor.

Is there ony (cheese)?. There isn't ony (cheese)., There rs some (cheese).'; Are there ony (oronges)?, There oren't ony, (oronges).", There ore some' (oronges).' Sholl we mqke some. (soup)? How obout, some (teo)?

Vocobulory

Revision ofnumbers:2t-t00upstoirs, cellondownstoirs

Story qnd votuePhonicsThe old bookCourogeShort vowelsounds

M SongS The Exptorers

, Vocobutory , Grommor

: Schoot subjects: I |ike listening toArt, English, (music).

,, Geogrophy, He loves / doesn't, Music,I.T., like leorning obout

History, Maths, t (Science)., Scrence, P.E. You hove to weor

i . Gchool uniform)'

l .|M Song! Let me te[[ you o secret

Skill.s ond volue

o Reodinglohnny'sstory

o Reoding for detoilo Listeninq for detoil

@.o AFFrecioting

different woys ofthinking

-lF Grectivitg

Skil.l.s

o Listeninq for idetoit @

o Speoking toexchongeinformotion

o Reoding ondlistening forspecific informotion i

o Wri t ing obouthobi ts

' o R e o d i n g A r n o l d r .

ond the robotr o Reoding ond i, l istening for specific, o

informotion oo Tel.ting o storyo Writing o storyo Leorning

, responlibitily

. ,

'p Greotivitg

Thinking skil ls I Engtish for' school

o Decoding o r Music: Musicolpuzzle , instruments

o Seguencing i Project: Mokeo Probtem . some morocos

sotving :.

I Storyr Phonics

Getting hetp, Letter nomes

Vocobutory

Food: applejuice, cheese,

, Iemonode,, solod,, rolls, soup,' vegetobles," weter

Story ond voluePhonicsThe goldenopplePerseveronceThe sounds hlond larl

StoryPhonicsTidying upThe lettersounds v ond f

Thinking skil,l.s

FindingretevontinformotionLogicoIthinking

English forschooIScience: Foodchoin ondhobitotsProject:Choose ohobi tot ondmqke o foodchoin

Thinking skil,l.s English forschoot

Reftecting i Environmentol ,on one's i Studies: Soving rhobits woterSequencing Project:Anotysing I How much ,doto ond r woter does o lmoking dr ipping topdeductions r woste?

P Revision

entsMtlp of the courselntroductionAbout Super MindsSuper Minds 3 componentsTour of o unitTeoching with Super Minds 3

Encourqging ftuencyEncouroging writingAssessmentUsing the Super Minds songsUsing The Explorers storiesInvolving porents

Tecrching notesMeet The Explorers

Our school

The picnic

Doil,y tosks

Around town

Under the seo

Godgets

In the hospitol

Around the wortd

Holidoy plons

iv

v t l

vi i iX

xi l l

xivxivXV

XV

XV

*

ffiffiHffiH6ffiHg

T4

T10

T22

T34

T46

T58

T70

T82

T94

T1 06

T 1 1 8Topescript

CAMBRIDGE UNIVERSITY PRESSCombridge, New York, Melbourne, Modrid, Cope Town,Singopore, 56o Pouto, Delhi, Mexico CityCombridge University PressThe Edinburgh Bui td ing, Combridge CB2 8RU, UKwww.cqmbridge.orgInform otio n on th i s titte : www.co m bridge. o r g 197 80521219273

@ Combridge University Press 2012

This publ.icotion is in copyright. Subject to stotutory exceptionond to the provisions of retevont cottective l icensing ogreements,no reproduction of ony port moy toke ptoce without the writtenpermission of Combridge University Press.

First pubtished 2012

Printed in Chino by Gotden Cup Printing Co. Ltd

A cotologue record for this publicotion is qvoiloble from the British Librory

ISBN 978-0-521-21927-3 Teocher's Book 3ISBN 978-0-521-22168-9 Student's Book with DVD-ROM 3ISBN 978-0-521-22169-6 Workbook 3ISBN 978-1-107-63396-4 Teocher's Resource Book with Audio CD 3ISBN 978-0-521-21973-0 Ctoss Audio CDs 3ISBN 978-0-521-22184-9 Closswqre ond Interqctive DVD-ROM 3

Combridge University Press hos no responsibit ity for the persistence oroccurocy of URLs for externol or third-porty internet websites referred to inthis pubticotion, ond does not guorontee thot ony content on such websites is,or wi[[ remoin, occurqte or oppropriote. Informotion regording prices, troveltimetobtes ond other foctuol informotion given in this work is correct otthe time of f irst printing but Combridge University Press does not guoronteethe occurocy of such informotion thereofter.

tr',*--q CNUBRTDGEqF UNIvERSITY PRESS

Workbookpqges 118-120This feoture, whitst

ostensibty o record of leorning, con otso be used forinformoI ossessment.A possibte system woutd be to grode the vocobutory ondsentences thot students produce on this poge os fottows:o Shows oworeness of new vocobutoryo Writes new vocobutory occurotelyo Uses vocobulory ond both core structures from the

unit but with some spett ing errorso Uses new vocobulory ond both core structures occurotety

Using the Super Minds songsThe songs in Super Minds 3 inctude o white-listening toskto focus the students os they listen for the first time. Forthis tosk to be most effective, it is best onty to focus onthe pictures os o generol teod-in to the song, resist ingthe temptotion to exptoin the song lyrics from the poge.The ctoss wil.t find it eosier to concentrote on the tosk ifyou osk students not to try to sing otong the first timethrough. Exploin thot this is o l istening octivi ty but thotthey witt be obte to join in ond sing the song toter in thelesson.You con hetp to focus purety on listening like this:o I t moy sometimes be possibte, os on Student's Book

poge 60, to osk the students to cover the tyrics whitethey do the first tosk.

o In some coses the students coutd jot down key wordsor drow smotl pictures, such os the ctocks on Student'sBook poge 35, ond then do the l istening tosk with theirStudent's Books ctosed.

Other l istening tosks thot you con do with ony songwhite the students keep their books closed include:o Writing key words from the song on the boord for

students to copy ond number os they heor themo Writing o list of rondom words, some thot feoture

in the song ond others thot don't , on the boord forstudents to copy ond tick if they heor them

There ore korooke versions of the songs ofter themoin recording. These ore best used once the ctoss oreconfident enough to sing without their books or whenthe students hove worked with, or written, new verses,os sometimes suggested in the Workbook.

Using The Exptorers storiesAs eoch new episode unfotds, the teoching notes suggestsummorising the story so for, which wilt be most effectiveif you involve the students os much os possibte. TheStudent's Book ond Workbook fo[[ow-up tosks provideon instont resource which you con use to moke thisinteroctive.

To moke the most of the stories:o Estobl ish on ogreement with the ctoss ot the beginning

of the yeor thot story t ime is speciol ond thot there oreto be no interruptions.

. Some teochers osk their students to reod ond preporeo text before ctoss, but with o continuing storytine thisr isks weokening the dromotic impoct. The students wit lf ind the episode much more excit ing i f they heor i t forthe first time octed out ond with the odded dromo ofthe sound effects.

o Give students o chonce to osk ony guestions beforeyou ploy the story ond osk them to put o[[ their pensond pencils down so thot there ore no distroctions.

Involving porentsYou coutd consider putt ing on o show for porents, usingthe songs ond stories. I f you hove o [orge ctoss ondwould like more students to be involved, you coutd otsouse the Act out diotogues. Together with the students'scropbooks ond croft projects displ,oyed oround theroom, this is o very visuol demonstrot ion of the workdone during the yeor ond is highty motivoting for thestudents.To invotve os mony students os possibte in oct ing:o You could hove red ond yettow T-shirts or o rucksock

eoch for Ben ond Lucy, o coot or gtosses for Horox ondo red top for Zeldo, which different children could puton in order to represent the chorocters in differentepisodes.

o Other chitdren coutd reod summory sentencesexptoining the oction before the chorocters soy their[ ines. The Student's Book or Workbook comprehensionfo[[ow-up octivities often provide sentences thot oresuitoble for this purpose.For exompte, Unit 2 Frome 2 coutd begin:Norrqtor Lucy ond Ben toke Buster to s village.Lucy Con you help us?

Students who ore more setf-conscious obout performingin publ.ic con be involved in other woys:o Writ ing invitot ions, ' t ickets' or progrommeso Decoroting the invitotions/'tickets'o Moking props for the stories or diologueso Greeting the porents in Engtish ond showing them to

their seots, using longuoge such os Hello. Nice to seeyou. Thonk you for coming. Pleose sit here.Even i f the porents don't speok Engtish, they wit l ,be del. ighted to heor their chitdren using i t ond thecontext mokes the meoning obvious.

If you invotve the whole ctoss in different woys os obove,be sure to ocknowtedge everyone's contr ibution in publ icso thot i t isn't just the octors who ore clopped of the end.

Meet Ben ond Lucy - The Explorers. These two friends ond theirdog, Buster, find lost treosure ond give it to museums. Their[ive1 ore very exciting. Todoy they qre storting o new odventure.They ore in o costle. They ore looking for qn old book.The book telts the secret of some tost treosure. But

they ore not the only people looking for the book ...

Listen ond soy the words. checkyryftr4lry)qi'IlplF tr i"

Wt6%- Listen, reod ond qnswer.'r Whot do Ben ond Lucy wont to find?$ Where does Lucy wont to go?

2 Where ore they?& Where is the cellod

W Close your book. P[oy the memory gqme.

Keg: 1 An otd book, 2 In o costte, 3 To the cettor.4 Downstoirs

Worm-upAin: to review numbers. Write some numbers on the boord, e.g.,19,.13,7.

Eticit the numbers.o Invite o student to the front. Dr.ow o number

between 1 ond 20 on his/her bock with your finger.The student hos three tries to guess the number.

I Students repeot the octivity in poirs.

PresentcrtionAim: to introduce the chorocterso Students look ot the pictures ond text ot the top of the

Student's Book poge 4.r Reod the text otoud. Students foLtow.o Check understonding of new vocobutory.o Tet[ students to look ot the sign ond check

understonding of upstoirs ond downstoirs.

ffiP tSB--FZl Listen ond soy the words. Then checkwwith o fr iend.

Aim: to proctise new vocobutoryo Students look of the numbered words ond phroses in

the picture.o Ptoy the recording. Students listen ond repeot.o Ptoy the recording ogoin. Students proctise in poirs.ffi6r

l sB pal Listen, reod qnd onswer.Aim: to proctise listening ond reodingo Reod the questions otoud ond check understonding.o Te[[ students thot the onswers to questio ns 1,2 ond 4

ore in the text ond picture on the poge.r Give students time to find the onswers.o Exptoin thot the onswer to question 3 is on the CD.o P[oy the recording twice. Check with the ctoss.

CDl Track 03For tapescript see TB page 118.

@ rc;a Ctose your book. ptoy the memory gome.Aim: to give students proctice with the new vocobuloryo Ask Where's room 35? (It's upstoirs.)o students ptoy the some gome in poirs with books ctosed.

ffi IwE-p3 Listen ond write the numbers.Aim: to proctise writing the new vocobutoryKeg: 1 30, 40, 50, 2 20, 40, 60, go, 3 10, 30, 20, 40, 30

^ffie ^ffi. rtry SW mFF4 Look ot Activity 1. write the

missing numbers.Aim: to give further writing procticeThinking skilft Logicol.-mothemotico IKeg: ,t 60, 2 1oo, 3 50

@ r*ma write the words.Aim: to give further writing procticeKeg:2 thirty, 3 one hundred, 4 forty

IWE-p? Write Where or Whqt Then think oboutthe story ond onswer the questions.

Aim: to give proctice forming ond onswering questionsKeg: 2 Whot / Buster, 3 Whot / An otd book,

4 Where / To the celtqr, 5 Where / Downstoirs. 6 Where /Downstoirs

Endlng the lessonAim to review numberso Write f 5 numbers between 21 ond'100 on the boord.r Students drow o 2 x 2 grid ond write o number from

the boord in eoch sguCIre.r Cott out numbers from the boord. Students cross out

the ones they heor.r The first student to cross out o[[ four is the winner.

Extenclon sctlvltgAlnx to review vocabulqry from the lessonr Ask students where different rooms ore in school /

of home (upstoirs or downstoirs).o Students do the some in poirs.

Wcrm-upAlm: to review octions ond octivities. Mime on oction , e.g. jumping. Students guess,

e.g. You're iumPing.I Repeot with other known octions ond octivities'

PresentqtionAim: to present good ot / not good oto Mime doing something wett, e.9. doncing. Soy I 'm good

ot doncing.o Mime doing something bodty, e.9. jumping. Soy I'm not

good ot iumPing.o Write the two exompte sentences on the boord'o Soy, e.g.You're good of swimming. The whote closs

mime being good ot swimming.. Soy, e.g. You're not good of ptoying the guitor. Students

mime ptoying the guitor bodlY.

{p tS-tm Look, reod ond write B (Ben) or [ (Lucy).Aim: to proctise good ot / not good ato El.icit the octivities in the pictures.o Students toke turns to reod out the questions.o They sitentty write the onswers.r Students compore onswers in poirs. Check with the ctoss.o El.icit which of these octivities students ore good ot / not

good ot. Students repty, e.g. I'm good ot flying kites'Keg:'l B, 2 B, 3 L, 4 B, 5 L, 5 L"ffiin{&"=; lse osr Listen ond sov^Aim: to focus students on grommoticql formr Ptoy the recording. Students listen ond repeot. Repeot.r Students turn to the Grommor focus section on poge 118

of the Student's Book.o Work through the other exomptes with the ctoss.o Students comptete the exercise individuotty ond then

check in poirs.Keg: r f l.ying, 2 riding, 3 cooking/moking,

4 speoking, 5 doing

@ ffm Look ond moke sentences.Aim: to consolidote grommoticot formo students moke sentences in poirs. check with the ctoss.

Keg: Lucy is good ot ptoying the piono. Lucy is good otftying o kite.Ben is good ot pointing. Ben is good ot ptoying thepiono. Ben isn't good ot fl,ying o kite'

IWE-psl Whot ore the chitdren good ot? Writesentences with good of or not good ot'

Aim: to proctise the new longuqgeKeg:2 I'm not good ot snorkel'ting. 3 I'm good ot

swimming. 4 I 'm not good ot jumping' 5 I 'm good otsnorketling. 6 I'm good ot swimming.

ffi q@, fwq p5l Look, think qnd drow lines.Aim: to give further proctice with the new longuoge

Thinking skilft motching words with picturesKeg: I She's good ot doncing. 2 He's not good ot

swimming. (3 He's good ot ptoying footbol,t.) 4 she'snot good ot jumPing high.

ffi mr-rg write obout yourself.Aim: to enobte students to personotise the [onguoge

Ending the lessonAlm: to proctise key longuoge from the lessono Soy sentences obout the chorocters, e.9. Ben is good

ot pointing.o If your sentence is true, students c[op. If it is fotse,

students shoke their heods.

Extension nctlvitgAim: to give tistening ond speoking procticeo Students drow o simple 4 x 6 tobte for o survey.. Down the side they write six octivities. Atong the top

they write Me ond the nomes of three friends.o They fil.t in the first cotumn with o / or o X for

themsetves.r Then they osk three friends, e.g. Are you good ot

swimming? ond comPtete the tqble.

O Look, reod ond write B (Ben) or L (Lucy).

1 Who om I? I'm not good ot ftying o kite.2 I 'm good of riding bikes. Am I Ben or Lucy?3 I'm not good of ptoying the guitor. Who qm I?4 I'm very good of snorketting. con you guess my nqme?5 I'm good of ctimbing trees. Whot's my nome?6 Who om I? I'm reotty good of doing puzztes.

Listen ond sqy.

I Look ond moke sentences.

ffil"J Look qnd write the words in the song. Listen qnd check.

The Explorers.Here theg coffle.Luca ondAdventure ond fun.

The Explorers.Here theg ore.Ben ondAction stors.

' W d

':ft.' ,\ tt

\ , " , " " 'She's good of doingShe olwogs finds the clues,And reods thern verg corefullg,Theg tell her whot to do.

The Explorers ...

He's good of ridingAnd swirnrning in theHe's on oction hero,Just like Uou ond rne.

The Explorers ...

W,,

:3;i* 't ;;'s

\g

ffit# Listen ond sing.

W Whot ore you good ot? Write o verse.

I'm good otAndI'm on actionJust like Ben

hero,ond Lucy.

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ry Look of the fomity tree ond write the words.

Otiver

Bob is Ben's grondfother.lulio is Ben's grondmother.Moriq ond Ted ore Ben's porents.Oliver is Bob's son.Morio is Jutio's doughter.Ben is Bob's grondson.Penny is Jutio's gronddoughter.Otiver is Ben's uncle.Liso is Ben's ount.Pouto ond MoLty ore Ben's cousrns.1 Ben is Penny's2 Pouto is Molty's3 Ted is Penny's4 Liso is Poulo's

fother sister mother brother

Ted Mqrio

#:^-. -

- .n Gt- 1 , . 1 E Ef f iR 'tG=Penny Ben

I

--" GffiIS. t - , , l - l

nnPquto Mol,l,y

Listen ond soy.$-

p Tolk obout the fomily.

Liso

Lucy: Whot's thot?Ben: I think it's o door, o secret door.Lucy: Let's open it. Buster, woit here!

Ben: Here's the book. It looks reolty ol'd.Zetdq: They've got the book, Horox! Let's getthem.Horox: Woit o minute, Zeldo!

Ben: I'm so hoppy we've got it.Horqx: Me too! You're good of finding thingsthot I wont!Ben: Oh no! Who ore they?

Horqx: Give us the book! Tie Lucy up, Zeldo.Lucy: You con't keep the book. It's ours.Horqx: It 's ours now! And otl the treosureit brings.

Ben: Good dog, Buster!Lucy: Hurry up, Buster, pleose.Ben: Show us the woy to Horox ond Zeldo, Buster.

Ben: How con we get the book bock?Lucy: I 've got on ideo!

ffi pWffi-n6t Remember the story. Comptete thesentences.

Aim: to check comprehensionKeg: 2 behind o secret door, 3 con see, 4 toke the

book, 5 hos got on ideo, 6 get the book bock, 7 helpsthe chitdren

Wcrm-upAim: to review the chqrocters ond the context of thestoryo Write Ben, Lucy ond Buster (the dog) on the boord.o Elicit whot students remember obout these

chorocters, giving prompts if necessory,e.g.exp lo re rs, treq s u re, costle.

o Eticit where Lucy goes ot the beginning of the story(downstoirs) ond to which room (the cettor).

,,o*$l'br4[;" IsB pp8-X The ol"d bookAim: to present o picture story. Use the pictures in the story to support meoning

whenever possibte.o Eticit where the friends ore in frome 1 (the cettor).o Ptoy the recording. Students l isten to find out who etse

wonts the book (Horox ond Zeldo) ond how Ben ondLucy get the book bock (they swing from the tree).

o Students compore their ideos in poirs. Eticit onswers.r Ptoy the recording ogoin. Students l isten ond repeot.

PrqcticeAim: to check understonding of the storyr Ptoy the recording ogoin. Pouse ofter eoch frome to

check understonding (students con use L1 to tolk oboutsome of the events).

ffi@ ffi rep-fl Look ot the pictures from thestory. Reod, think ond circ[e.

Aim: to check understonding of the storyThinking skil[ motching words with pictures

Extension eictivitgAim: to review ideos ond concepts from the storyo Elicit ideos obout whot the otd book is ond whot

o Drow o mind mop with students' ideos on o lorgesheet of poster poper.

o Put the mind mop on the wotl or keep it so you concheck their ideos ofter further episodes of the story.

Keg: t excited, 2 hoppy, 3 no, 4 doesn't like

Ending the lessonAim: to proctise the storyo Put students into groups of four.o Students eoch toke o role of one of the chorocters.r Ptoy the recording. Students repeot in role.r Students proctise the rote ptoy in their groups.o Votunteer groups role ploy the story for the ctoss.

Worm-upAin* to review the storyr Ask questions obout the story, e.g. Where ore the

friends? (In o cettqr), What do they find? (A secretdoor ond on otd book).

I Xt;Ot write t (true) or f (fo[se).Aim: to focus students on the content of the storyr Ptoy the recording of the story ogoin. Students fottow it

in their Student's Books.o Students look of the story ond write t or f for eoch

sentence.o Check with the ctqss.Keg: 1 t, z f, z f. 4 t, s t, 6 t. & , -p lse pg, F ind who soys . . .Aim: to present the short vowel sound er Write let's get them on the boord.r Ask students to te[[ you whot short vowel sound is in

eoch word.o Remind students of the five short vowel sounds o.

e, i , o ond u.o Students repeot let's get them ofter you.o Students find the speech bubbte in the story (frome 2).Keg: Zetdoffin{E;-* lsB per Listen ond soy.Aim: to proctise short vowel sounds (o, e, i, o, ulo Teoch pot.r P[oy the recording. Students look ot the picture, reod

ond repeot.Note: Before heoring the Sound sentence, students wi[[heor the key sounds, with pouses for them to repeot.

o Repeot the sentence os o closs without the recording.Then students repeot in poirs.

t r@ IWB pelWhich one is different in eochgroup? Reod, think ond circte.Aim: to give students further proctice with thevocobutoryThinking skilft ctossifyingKeg:2 fifteen (odd number), 3 puzzte (noun), 4 Lucy

(femote), 5 ount (femote)tWB pt Colour the bricks to moke sentences.Write in the missing words.

Aim: to review grommor from the unitKeg:2 Are you ggod ot ptoying the piono? 3 She is good

ot singing. 4 He's not good ot speoking French. 5 Is hegood ot doing puzztes?

@ f*-m Look ond write o, e, i, o or u.Aim: to identify ond controst words with short vowelsoundsKeg: 2oi,2b e, 3o o, 3b u,4s e,4b o, 50 o, 5b e, 5q u, 6b o,

7o o,7b i , 8o e, 8b o"ffiot -WW ) we pgl Listen, soy ond check your onswers.Aim: to proctise soying words with short vowel sounds

Endlng the lessonAinr: to review short vowel soundse Books ctosed. Dictote the Sound sentence white

students write. They compore their sentences with oportner, then check in the Student's Book.

Extenglon aettvltgAlml to discuss the votue of courogeo Ask when the chitdren in the story show couroge

(when they ore tied up ond when they get the bookbock).

r El.icit why this votue is importont ond el.icit exomptesof when students hove shown couroge or when theyhove seen other peopte showing couroge.

ilotg:Some of this discussion moy need to toke plocei n 1 1 .

Horox: Stop you two!Zeldo: Go owoy, si[[y dog!Lucy: Stop them, Buster!

!

i Lucy: Run! We've got the book.i Ben: Wett done, Buster!

ry Write t (true) or f (fo[se).1 Ben ond Lucy go to the cetlor.2 Buster finds the oLd book.3 Horox ond Zetdo ore good people.4 Horox ond Zeldo wont the book.5 Buster is o dog.5 Buster helps The Explorers to get the book bock.

ffi Find who sqys ... Let's get them.Listen ond soy.

trTtrTln

Gus pots his pets o [ot.

ur schoolListen ond soy the words. Then check with o friend.

3 Music $4ll ffi

, 5 HistlrV6 Mqths

7 Science

$r Listen qnd correct the sentences.1 Ben's fovourite subject is History.3 Lucy wonts to osk their Moths teocher.

When do you hove History?

24

Lucy understonds the puzzLe.Lucy doesn't tike the librorion.

n Ask ond onswer.

Worm-upAim: to review nomes of schoot subjectsr Ask students Whot's this lesson? (Engtish).o Ask them whot other tessons they hove todoy.r Eticit ony school subjects they know in Engl.ish.. Drow o simple timetobte for o doy ond pre-teoch

before ond ofter, e.g. English is ofter History.

PresentqtionAim: to present school subjectso Use the picture in the Student's Book to present the new

vocobutory.o Soy eoch subject for students to repeot. Check

understonding.o Ask, e.g. Whot's ofter Music? (I.T.) Whot's before P.E.?

(Art)o Eticit who students con see in the picture (Ben ond Lucy).ffi,

{sip ) sB p10 | Listen ond soy the words. Then checkwith o f r iend.

Aim: to proctise schoot subjectso Students look of the numbered words ond items in the

picture.o Ptoy the recording.o Students tisten to eoch word ond repeot in chorus.o Ptoy the recording ogoin. Students repeot in smotl

9roups.o Students cover the list of new words so thot they connot

see them.o They toke turns to point of the numbered items in

the picture ond soy whot eoch one is. They do this inrondom number order.

o Students uncover the list of words to check.

WA fsu pTO-l Listen qnd correct the sentences.Aim: to give further proctice with vocobuloryo Reod the sentences otoud with the closs.o Check understonding.o Ptoy the recording. Students listen to find the onswers.o They compore onswers in poirs.o Ptoy the recording ogoin. Check with the ctoss.

CDI Track 14For tapescript see TB page 118.

Keg: 1 Ben's fovourite subject is P.E.. 2 Lucy doesn'tunderstond the puzzle. 3 Lucy wonts to osk the[ibrorion. 4 Lucy [ikes the [ibrorion.

@ Xr"-n Ask ond onswer.Aim: to give students speoking procticeo Demonstrote the octivity with the ctoss using the

prompts.o Repeot for onother subject.o Students proctise in poirs, osking obout different

subjects.o Check using open poirs.&,

"effin nW W IWf.pTOl Reod, think ond write the doys.Aim: to give students further proctice with the newvocobutoryThinking skilft problem solvingKeg:2 Fridoy,3 Mondoy

IWE pffl Look ot Activity 1 ond write diologues.Use before ond ofter.

Aim: to review use of before ond ofter

Ending the lessonAim: to review school subjectsr Give some simpte definitions, e.g. In this |esson you

leorn obout numbers.o Students onswer, e.g. Moths.o Repeot for other subjects.

Extension qctivitgAim: to personolise the longuogeo Students drow their school timetobte, using Engtish

words for o[[ the subjects.o Atternotivety, they work in poirs ond creote their

ideoI schoot timetobte.

Worm-upAim: to review school subjectso Write the nine school subjects on the boord, with

the letters in scrombled order, e.g. hsmot.o Ask o student to come to the boord ond write one

of the subjects correctty.o Repeot with other students.

PresentqtionAim: to present like, don't like, reolly don'Udoesn't likeo Point to the subjects on the boord in turn. Ask students

Do you like (Moths)?o Moke sentences obout their responses using the rng

form, e.g. Corl |ikes learning Moths.o First do it orotty for students to repeot. Then write the

sentences on the boord, using o different colour for therng ending.

o Eticit ond proctise sentences with like, don't like, reollydon'Udoesn't like.

O rs p1n Reod ond write the nomes.Aim: to proctise like, don't like, reolly don't/doesn't likeThinking skil$ drowing onotogiesr Students look of the informotion in their Student's

Books.o Students toke turns to reod the informotion otoud.o Check understonding. Review octivities for eoch subject.o Students reod the sentences silently ond write the

nomes, then compore onswers in poirs.o Check with the closs.Keg: t Att 2 Atf ond Jutio, 3 Jutio, 4 A[f, 5 ]utio,ffitqrJ-s" )sg prrrListen ond soy.-

Aim: to focus students on grommoticol formo Ptoy the recording. Students listen ond repeot in chorus.

Repeot.o Students proctise the sentences in poirs.

o Students turn to the Grommor focus section on poge 119of the Student's Book.

o Work through the other exomples with the ctoss.r Students comptete the exercise individuol.ty ond then

check in poirs.Keg: t p l .oy ing,2 wotk ing,3 ptoy ing,4 cooking

S )se ptt I Ptoy the like I don't tike gome.- -

Aim: to give students proctice osking qnd qnsweringquestionso Demonstrote the gome.o Write o school subject on o piece of poper ond drow o

smiting or sod foce next to it. Keep the piece of poperhidden.

o Students toke turns to osk questions os in the speechbubbtes to find out whot you hove written.

r Students then ptoy the gome in poirs. They toke turns.

ffi mmnf Find ond write the sentences.Aim: to proctise punctuotionKeg: 2 I love singing. Music is my fovourite subject. 3 I

reotty don't like running. I'm not good of it. + I reoltydon't like Moths. It's boring. 5 I tike Geogrophy. MyGeogrophy teocher is very nice. 5 I love History. I loveleorning obout the post.

@ fwm,-,t Follow the tines ond write.Aim: to give further writing procticeKeg: 2 lim tikes ptoying the piono. 3 Ctore tikes ctimbing

trees. 4 Ctore doesn't like ridinq o bike. 5 Ctore likeswotching TV.

Ending the lessonAim: to proctise ol.phobeticol ordero Elicit ond write o[[ the schoot subjects on the boord.r Students work in poirs to write the subjects in

olphobeticoI order.o Students come to the boord ond number the

subjects in order to check.

Extension qctlvitgAinr: to personolise the longuogeo Students write o short text obout their tikes ond

distikes, using the texts on SB poge 11 os o model.

Reod ond write the nomes.

Jul iqI tike Science. li,l'm good ot it. lg

| love Engtish. illfs mY fovourite f,

o I really don't like ,Science. l'm not good io t i t I

o I like Engtish MyEnglish teacher is nice.

o I love Music. f'm goodqt it

I

1

2

3

4

5

I reoil,y don't like singing.I Like writing ond listening to stories.I love singing.I t ike leorning obout plonts ond onimols

I reotty don't l ike leorning obout plonts.

Listen ond soy.

O Ptoy the tike / don't like gqme.

drowingdoing sportl istening to musicsinging

m Mqtch the pictures with the school, subjects. Listen qnd check.P. E.IJ.GeogrophyHistory

I love ploging football in P.E.,And hoving fun with rng friends.I like using cornputers in 1.T.,I'm sod when the lesson ends.

Let rne tell gou o secret,School is greot.School's for everuone.Don't tell ongbodg thotSchool is greot.And it's lots of fun.

I love leorning oll rng Geogrophg,I'rn good of nomes ond ploces.I love leorning oll rng HistorgAnd oll those fornous foces.

Let rne tell gou o secret ...

$tF# Listen ond sing.$ Solve the puzzle qnd write the school subjects.

1 - :g l;",r j 41+nW ,-1o;:,, ''r i ;Z :;'rI i;, ;:, n; r i-r y .1 t'i o 1'3 ',1t" '-+* ,*olii ifu t'r tl*1

liform-upAlm: to review school subjectsr Moke sentences obout two or three different school

subjects for students to guess, e.g. You con leornabout the post (History). You con leorn obout plontsond onimols (Science). You con sing (Music).

r Eticit other sentences from students for the ctoss toguess the subject.

,ffirW;,6W I sB p12 | Motch the pictures with the school

subjects. Listen ond check.Aim: to review whqt students do in different lessonso Students took ot the pictures in the Student's Book.o They do the octivity on their own ond then compore

onswers in poirs.e Ptoy the recording. Check with the closs.Keg:' t History, 2 P.E.,3 Geogrophy, a I .T.ffir{sW lsB Pl2 lL is ten ond s ing.Aim: to sing o song with the closso P[oy the song ogoin, pousing ofter eoch verse for

students to repeot.o When students hove leornt the song, proctise it with the

whote closs.o Ptoy the korooke version of the song for students to sing

in two groups, one verse eoch (the whol.e ctoss sings thechorus - Let me tell you o secret... ).

fsB tiZ Sotve the puzzle ond write the schoolsubjects.

Aim: to proctise probtem solvingr Check students know whot to do (unscrombte the letters

to moke subjects).o Students work individuotty ond then check in poirs.o Check with the closs. Remind students to use copito[

letters for schoot subjects.o Students con write other subjects in scrombled order for

their friends to unscrombte.

Keg:1 History, 2 Geogrophy, 3 Moths, 4 Science

IwB p12l Remember the song. Reod ond writethe words.

Aim: to proctise memorisotion skil.LsKeg:2 School, 3 everyone, 4 te[t, 5 School is

greot, 6 lots of fun

nn/Bf1zl Reod Anno ond Tim's new verses. Writethe words.

Aim: to proctise comprehension skilts, collocotion ondrhymeKeg:2 writing, 3 teorning, 4 doy, 5 working, 6 greot,

7 teochers, 8 lote

twg pr? Comptete the school subjects. Thendrow [ ines.

Aim: to proctise spel.tingKeg:1 e Engtish,2 b History,3 d Moths,4 escience,

5 cGeogrophy,6 f Music

Ending the lessonAim: to review the song ond to sing for pleosuree Ptoy the song ogoin. Students join in.

Extension qctlvltgAinr: to personolise the longuoge. Put students into groups of four.I Esch group prepores o new verse for the song, using

WB Activity 2 os o modet.o Use the korooke version of the song os groups

perform their new verses. They otl sing thechorus (Let me tell you o secret... ) os it is in theoriginoI song.

Warm-upAim: to review school qctivitiesr Write School day in the centre of the boord.I Broinstorm whot students do on o school doy,

e.g. get up of seYen o'clock.r Write the phroses on the boord to moke o mind

mop.

PresentqtionAim: to present hove to + infinitive for obligotiono Choose on oction, e.9. hove lunch of 12 o'clock. Ask Con

you choose to do thisT (No).o Soy You hove to hove lunch ot'12 o'clock. Students

repeot. Write it on the boord.o Provide more model sentences with hove to ond check

understondinq.

ffim tsBpl3l Listen ond tick (/) the things Donielond Lindo hove to do qt schoot.

Aim: to proctise hqve to for obtigotionr El,icit whot the students con see in the pictures. Pre-teoch

school uniform.r Pl,oy the recording. Students tisten ond tick, then

compore in poirs.o Pl,oy the recording ogoin. Check with the closs.

CDI Track L8For tapescript see TB page 118.

Keg: weor school uniform, orrive of school beforenine o'ctock, reod o book every week

..offinq,'"- ) SB p13r Listen ond soy..U,:tr

Aim: to focus students on grommoticol formo Pl,oy the recording. Students tisten ond repeot in chorus.

Repeot.r Students turn to the Grommor focus section on poge 119

of the Student's Book.r Work through the other exomptes with the closs.o Students complete the exercise individuol'ty ond then

check in poirs.

Keg: t I hove to weor uniform to schoot. 2 You hove toeot your beons. 3 lohn hos to wolk to schoot todoy.

p XfrTil Reod ond pl,oy the rules gome.

Aim: to give further proctice with hove too Reod the prompts under the pictures. Students repeot

the vocobutory ond point to the pictures.o Point to o picture. The clqss give o sentence with

hove to. Check students understond thot you here isimpersonot.

o Students pLoy the gome in poirs: one points ond theother soys ct sentence.

ffi fWgrll Look, reod ond comptete thesentences.

Aim: to consotidote use of have toKeg: 2 You hove to brush your teeth ofter you eot.

3 You hove to do your homework before you con 90ond ptoy. 4 You hove to cteqn your shoes before yougo to schoot. 5 You hove to get dressed before you 90to schoot.

ffi meo1-f Write obout yourself. Use before, after,-

"*rv a"y or every weiek.

Aim: to personolise the tonguoge

Ending the lessonAim: to review the new [onguogeo Stort o choin obout schoot. Soy, e.9. We hove to

arrive before holf post eight. Student A: We hqve toarrive before holf post eight ond we hove to stortIessons qt nine o'clock.

r Student B: We hove to orrive before hotf post eight,we hove to stort {essons of nine o'clock ond we hovet o . . .

r When the choin reoches six phroses, stort onotherone obout rules of home.

Extension qctivitgAin* to encouroge colloborotiono In groups of four, students think of one rute for the

ctoss using hove to.o Eticit ott the rules. Ask the ctoss which rutes they

ogree with ond moke o poster.

til Listen ond tick (/) the things Doniet ond Lindo hove to do ot school.

ffiT

Listen qnd sqy.

O Reod ond ptoy the rules gqme.

wosh your honds

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before you go to bed every doybefore you go to school before you eot

brush your teeth

%

hove breokfostYou hove to brush your teethbefore you go to bed.

do your homeworkget up

Lucy: Excuse me. Con you help us, pleose?Mr Wil.l,iqms: Yes, of course. Whot's the probtem?Ben: We cqn't reod this book. It 's in code.

i Mr Wiil. iqms: Hmm. Let me think. It isn't eosy., There ore lots of ctues in this book. But they're, ol'[ in code. Very interesting! I [ike doing puzztes!

, Mr Wil,l, iqms: This is difficutt! Con I keep the. book? I con te[|. you tomorrow.' Lucy: Keep the book?' Ben: No, sorry. We con't give it to you.

Ben: Whot's going on? It's dork!Lucy: Come on Ben. We hove to get out of here.

Mr WiLLiqms: OK then, sorry kids. I con't hetpyou. I've got to go.Lucy: OK, thonks onywoy.

Lucy: It 's probobty Horox ond Zeldo.Ben: Whot? Here in the school? No woy.Lucy: We hove to find o woy to reod this code.

Ben: Someone wonts our book!

IWEFTAI Remember the story. Put thelines in order.

Aim: to check comprehensionThinking skilft sequencingKeg : 4 ,5 ,2 , (1 ) ,3 ,7 , 6

Worm-upAlm: to review the story so forr Write The Explorerc on the boord.o Eticit the nomes of the Exptorers (Ben, Lucy ond

Buster).r Eticit whot hoppened in the lost episode, e.g. They

find a book. Zeldo ond Horox toke the book ond tiethem up. Buster helps them get the book back.

I Eticit the person ot schoot Lucy soys she Likes (the[ibrorion).

Isu ppr4rt Getting hetpAim: to present o picture storyo Use the pictures in the story to support meoning

whenever possible.o Eticit where the friends ore in frome 1 (the l ibrory) ond

who they ore with (the tibrorion).o Ptoy the recording. Students listen to onswer Why cqn't

they reod the book? (It's in code.) Does the librorionhelp them? (No) Whot does Lucy findT (The secret to thecode).

o Students compore their ideos in poirs. Elicit onswers.o Ptoy the recording ogoin. Students l isten ond repeot.

PrqcticeAim: to check understonding of the storyo P[oy the recording ogoin. Pouse ofter eoch frome to

check understonding. (Students con use L1 to tolk oboutsome of the events.)

^ f f i . . -*,rrfl iiiuffHffiirdn, lWEp1A Mqtch the questions with theT ryW*Ery' lnr*"rr.Aim: to encourqge logicol, thinkingThinking skilft motching questions qnd onswersK e g : 2 e , 3 e , 4 b , 5 t G d

@ rwE pTal Use the code on poge i5 of theStudent's Book to write the messoge.Aim: to proctise problem solvingThinking skilft decoding o puzzleKeg: Seven letters hetp to find the treosure.

Ending the lessonAlnr: to proctise the storyo Put students into groups of five.o Students eoch toke o role of one of the chorocters.r Ptoy the recording. Students repeot in role.o Students proctise the role ptoy in their groups.r Votunteer groups roLe ptoy the story for the ctoss.

Extenslon qctivitgAim: to give further proctice with problem solvingo Students choose o sentence from the story ond write

it using the code on SB poge 15.o They give it to their portner to sotve.

Wcrm-upAim: to review the story. Ask questions obout the story, e.g. Con they reod

the book? Why / Why not? (No. It's in code.) Doesthe libroriqn help them? Why / Why not? (She con't.She hos to go.) Whot hoppens then? (There ore noLights. / They con't see.)

A ^tFYr r=(p W )_s ptsl Use the code to write themessoge from Lucy ond Ben's book.

Aim: to focus students on the content of the storyThinking skilft decoding o puzzteo Pl.oy the recording of the story ogoin. Students fottow it

in their Student's Books.o Check students know whot to do.o They work individuol.ty ond write the messoge, then

compore their onswers in poirs.o Check with the ctoss.Keg: Find the seven letters to open the door to the

treosure.,.&.

B )se prs ' F ind who soys . . .- -

Aim: to present the tetter nqmes using OKo Write P.E., I.T. ond OK on the boord. Eticit pronunciotion

(pee-ee; ie-tee; oo-koy).r Exploin thot we often soy the letter nomes when we see

copitots put together.r Students repeot OK. Thonks onywoy ofter you ond find

the speech bubbte in the story (frome 4).Keg: tucyffi,n,

ry;,iw Isrjtt Listen ond soY.Aim: to proctise soying the nomes of tetterso Ptoy the recording. Students look ot the picture, reod

ond repeot.

Note: Before heoring the Sound sentence, students wi[[heor the nqmes of the key letters, with pouses for themto repeot.r Repeqt the sentence os o ctoss without the recording.

Soy it loudty, stowly, etc.o Students toke turns to repeot in poirs.

IWE pfi Listen ond write the missing words.Then soy with o fr iend.

Aim: to proctise conversotion sequencesl(eg: 't I've got to go. 2 Con you hetp us?

ffi lluE.nrfl Listen ond write.Aim: to listen to the tetter nomes ond identify whichwords they rhyme with

CDL Track 23For tapescript see TB page 118.

ffiW IwFFrfl Listen, soy ond check your onswers.Aim: to soy the letter nomes by identifying words theyrhyme withKeg:

Endlng the lesconAinr: to review letter nomeso Hove o letter nomes roce. Divide the ctoss into two

teoms. Drow the chort from WB Activity 2 on theboord twice, one for eoch teom. Copy the sevencotumns with the words written of the top, but leovethe cotumns btonk. Individuots toke turns writingthe letters of the otphobet in the correct cotumn.The teom which finishes first or hos the most correctonswers is the winner.

Extenslon actlvltgAinr: to encouroge creotivityo Write the short diologues in WB Activity 1 on the

boord.r Undertine key words (nomes, holf past three, cqc

heovy, man).r Students work in poirs ond moke up their own

diotogues by reptocing the undertined words.r Students rote pLoy their diotogues for the ctoss.

soy see Ben five 9o you cqrA B G F s I o a RH c P L X Y UJ D T M z WK E V N

Lucy: Hey, look of this! Whot's this here?Ben: Let me see. I think ... . Yes, it 's the secret tothe code. Yes! Now we con reod the clues.

Horox: The children hove got the book.Zetdq: Whot obout the code?Horqx: I don't understond the code, yet. Wehove to follow those kids.

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$ Find who sqys ... OK, thonks onywoy.Listen ond soy.

O @ Use the code to write the messoge from Lucy ond Ben's book.

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ry@Reodthestoryquicktyondtry tof indtheonsWers.1 Whot is the boy's nome?2 Whot is his teocher's nome?3 Whot lessons does the boy hove?r] Whot is he doing in the lessons?

Reod ond listen. Check your qnswers.

Johnng's storgAt Ook Tree School, there is o Geogrophy lesson. MissBurton is showing o film obout Chino. But one of thechildren, Johnny, is dreoming. ln his dreom, he is sittingon o drogon flying olong the Greot Woll of Chino. Johnnyis hoppy. He loves flying. He loves riding the red drogon.Then Miss Burton stops the film ond storts oskingquestions.

'Johnny,' she soys, 'When it's three o'clock in theofternoon in London, whot's the time in Beijing?'

'Whot is fourteen plus twelve?' she osks Jenny.'Twenty-six,' J enny onswers.'Johnny,' Miss Burton osks, 'Whot is forty plus eighteen?''l think the number two is ot the top of the triongle,'

Johnny soys.The children lough. Miss Burton doesn't.

The next doy the children hove Science. Miss Burton tells thechildren obout the lifecycle of butterflies. Johnny is dreoming.ln his dreom, he is in Art closs. He hqs to point o butterfly ono T-shirt.

Johnny soys, 'lt's my drogon.'The children lough. Miss Burton doesn't lough.

The next lesson is Moths. The children oll work in their workbook.Johnny isn't doing ony work inhis workbook. He loves doingMoths puzzles in his heod.Then Miss Burton storts oskingquestions.

ry,ffi

l istening for specific informotion

obout schoot.o Write the fottowing words on the boord ond

check understonding: drogon, book, homework,coterpillor, Iunch, uniform, code, teocher; concert,dreoming.

o In poirs, students predict which words ore in theil story.tiri' \ tur"t*ur{ l i ix j l tnl \ i i ! i {Mlf! i i i rr i f i {r iwinir i i r i i j i i j i i l i r i i i iwrlrrNj iurrNi,f i i i i i l i i l r i j i r i i l rr i i i i rr iLi i

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o Exptoin thot students in primory schoots in somecountries hove o ctoss teocher who teoches ot|' thesubjects.

Keg:1 Johnny, 2 Miss Burton, 3 Geogrophy, Moths,Science, Music, 4 He is dreoming.

W ffi HW$s@ whot con we leorn from thestory? Colour the words.

Aim: to focus students on the vqlue of oppreciotingdifferent woys of thinkingThinking skilfi interpreting the volues in o storyKeg: It's good to do things differently.

ffi me"fru Reqd ond write the words.Aim: to proctise summorising ski[[sKeg:2 ftying, 3 puzzles, 4 point ing, 5 singing,

6 ptoying, 7 write, 8 first'ddd&ila. .--_'.-*

W tWes'lqi Moke sentences.Aim: to proctise word order in sentencesKeg: 2 Miss Burton tetts the chitdren obout butterfties.

3 Miss Burton ptoys o piono concert in the Music lesson.4 Two weeks loter Johnny wins o prize for his story.

Ending the lessonAim: to review the storyo Focus students on the words from the Worm-up.o Eticit which words were in the story ond osk if their

predictions were correct.

Extension qctivitgAim: to discuss the volue of opprecioting differentwoys of thinking. Focus on exomptes in the story which demonstrote

Johnny's different woys of thinking (using hisimoginotion, doing puzztes, being creotive ondmusicot).

r Elicit why this votue is importont ond eticit exomptesfrom the students of their own different woys ofth ink ing.

Note: Some of this discussion moy need to toke ptocei n 1 1 .

{W ffi* Isr ppr6-1il Reqd the story quickl"y ondtry to f ind the onswers.

!\ im: to proctise scqnning ond skimming skil lsf'hinking skill: o pptyi n g o ppropriote reodi n gs'trotegieso Focus the students on the Activity'1 instructions.r Reod the quest ions otoud oround the closs.o Te[[ students to reqd quickty ond quietty to find the

onswers.o Give them o t ime [ imit , e.g. two minutes.o Students compore onswers in poirs.osMir

SrL# IsB ppG:t-l Reod ond listen. Check youronswers.

Aim: to proctise l istening ond reoding for specificinformotiono Ptoy the recording for students to l isten, reod ond check.o Check with the closs.o Check understqnding of Miss.

Worm-upAim: to review the story ond the votuesr Elicit the moin points of the story ond whot the

votue wos.r Pre-teoch doy-dream.o Ask students if they doy-dreom.

W W! t-sr plil Put the story in order.Aim: to give students proctice in reoding for detoilThinking skilfi sequencingo Ploy the recording of the story ogoin. Students fottow it

in their Student's Books.o Check students know whot to do. Do the first one os on

exomp[e.r Students work individuoLty ond then compore onswers in

poirs.o Check with the ctoss ond check meoning of unknown

vocobutory.K e g : 4 , 5 , G , i , 9 , 7 , 8 , 3 , 2

W ffi,! )-sr pd1 con you do Johnny's puzzle?Aim: to proctise different woys of thinkingThinking skilfi problem sotvingo Check students know whot to do.r They work in poirs ond try to solve the puzzte.o Poirs who f inish f irst go ond hetp the others.o Eticit the onswer qnd copy the completed puzzle on the

boord.Keg:

ffil F*W$U Listen, colour ond write.Aim: to proctise listening for detoit ffi

CDl Track 26For tapescript see TB page 118.

Keg: r butterfty: yetlow, 2 word 'ctock' below clock onthe wott, 3 triongte: red, 4 piono in photo on teocher'sdesk: brown, 5 pencil shorpener: green

Ending the lessonAim: to encourqge students to give personolresponses to the storyo Elicit from different students which port of Johnny's

story they Liked best.r Ask them why.o Ask if ony of the students doy-dreom ond whot they

dreom obout.

Ertension qctivitgAim: to encouroge personolisqtiono Tett students to ctose their eyes for o moment ond

put their heods on their desks.I Tet[ them to imogine they ore on the red drogon

with lohnny. Where do they wont to go? Whot conthey see?

o Students open their eyes ond drow o picture ofthemsetves riding on the drogon with Johnny.

o They write sentences under the picture, e.g. I consee big mountoins. I'm flying on the red dra