My clothes
Unit
1 Unit overview
Review and learn the names of clothes
(Lesson 1)
Review and contrast the present
simple and the present continuous
tenses (Lesson 2)
Learn and practise using too and
not enough to say whats wrong
(Lesson 4)
Review and learn adjectives to
describe clothing (Lesson 5)
Learn about and use the linkers
and, also, too (Lesson 7) slime, stick, waterproof, zip
Learn about different types of
materials (Lesson 6)
Use the Pupils Practice Kit at school
or at home
Identify and practise saying the stress
in words (Lesson 4)
Reflect on your own learning (Lesson 8)
Practise activity types found in the
Trinity and Cambridge exams
Think about the importance of
perseverance (Lesson 3)
Work in a group to design a sports
kit (Lesson 8)
Work in pairs or small groups to
practise and reinforce learning (all
lessons)
Do a communication task (Lesson 5)
Read and understand a story (Lesson 3)
Learn about Switzerland and a Swiss
inventor (Lesson 3)
Read a magazine article (Lesson 6)
Write a magazine article (Lesson 7)
Sing a song (Lesson 8)
Literacy
Vocabulary
Core vocabulary Text type: a magazine article (information text; writing
preparation)
baseball boots, belt, cardigan, jeans, leggings, polo shirt,
Reading skills: scanning
sweatshirt, tie, tights, top, tracksuit, waistcoat; baggy, flowery,
Writing skills: adding new information
long-sleeved, patterned, plain, short-sleeved, striped, tight
Extension vocabulary (optional)
blazer, blouse, pyjamas, suit, underwear, uniform
Culture ... around the world
Other vocabulary
bright, casual, dark, fashionable, clear, comfortable, rough, smart,
smooth, sticky, uncomfortable, unfair, unfashionable, weak; The invention of Velcro in Switzerland
chemical, cloak, engineer, equipment, hooks, nylon, pocket, seeds,
Recycled vocabulary Thinking skills
clothes, dress, gloves, helmet, T-shirt; big, dirty dry, happy, healthy,
heavy, kind, light, long, noisy, quiet, short, small, soft, strong, tidy, Categorising (Lesson 1); Problem solving (Lesson 1);
unhappy, unhealthy, unkind, untidy; astronaut, autumn, flowers, fur, Analysing and applying rules (Lessons 2 and 4);
Hypothesising (Lesson 3); Logical thinking (Lesson
invention, inventor, material, natural, watch; cotton, wool
4); Defining and describing (Lesson 5); Finding
information (Lesson 6); Planning, checking and
correcting (Lesson 7); Seeing anothers point of view
(Lesson 8); Reflecting on learning (Lesson 8)
Structures
Core structures
I / You / We / They wear (a helmet). He / She / It wears (a helmet).
I / You / We / They dont wear (a helmet). He / She / It doesnt
wear (a helmet). I am / am not wearing (a hat). He / She / It is / isnt
wearing (a helmet). You / We / They are / arent wearing (a hat). Working together (Lessons 1-8); Collaborating (Lessons
Are you / we / they wearing ( a helmet)? Is he /she / it wearing (a 1-8); Checking learning (Lessons 1-8); Peer evaluation
helmet)? Do you / we / they wear (a T-shirt)? Does he / she / it and feedback (Lesson 7); Helping and encouraging
wear (a T-shirt)? The (sweatshirt is) too big. The (sweatshirt isnt) (Lessons 1-8); Reaching agreement (Lesson 8);
big enough. Reflecting and setting goals (Lessons 1 and 8)
Other structures
Whats (Sally) wearing?
Unit value
Recycled structures The importance of persevering
Whats your favourite item of clothing? (Wool) comes from (sheep).
I agree with you. I disagree. Lets choose a T-shirt first. What about
having some plain shorts?
Cross-curricular links
Link to Science
Properties of materials
Pronunciation Suggested Arts and Crafts concepts
Stressed syllables in words Exploring proportion in figure drawing and drawing a
classmate with correct proportion
43
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1 Lesson 1
Key language Materials
baseball boots, belt, cardigan, jeans, leggings, polo Pupils Book pp8-9; Activity Book p6; Class CD1;
shirt, sweatshirt, T-shirt, tie, tights, top, tracksuit, Teachers Presentation Kit and Tools
 Review and learn the names of clothes
 Listen to definitions and identify the words waistcoat; bright, casual, dark, fashionable, smart, Clothes flashcards
sporty
Read information to solve a problem Optional materials
What do you usually wear at the weekend? I usually
Trinity Exam Practice cards (selected from the Starter
wear (smart clothes). Whats your favourite item of
Ask and answer personal questions about Unit)
clothing? My favourite item of clothing is a (polo shirt).
clothes
(My friends) prefer / like (casual clothes). Key Multiple Intelligences
Linguistic
Logical-Mathematical
Interpersonal

Activity Book
At a Glance Lesson Plan Pupils Book Unit Lesson 1 Vocabulary

Starting the lesson Unit Lesson 1 Vocabulary 1 1 My clothes

1
Objectives In this unit, I will ...

Use the Trinity Exam Practice My clothes learn the names of different clothes.
talk about routines and about actions that are 7
1 Order and write the words. Match.

cards (optional). happening at the moment.

9

learn about Switzerland and a Swiss inventor.

Review clothing and Look! Ive got a

message from a
boy in Switzerland.
Hi Jess,
My names
Nico. I live in
describe clothes using too and not enough.
read and write a magazine article about some
amazing clothes. 11
1 ginggles
leggings
5 nejas

12
appearance. 8
Hes got one of my Switzerland 10
balloon labels. and I found work in a group to design a sports kit.
your balloon 2 opt 6 loop hisrt

Set learning objectives.

label near my
house in the
mountains.
My friends prefer casual clothes.
How amazing!
3 leslabab obots 7 tashtwiser
The question you asked was:
Whats your favourite item of king
5 Read the rest of Nicos message. Choose T-shirts for Heidi and Jan. Thin lls
clothing? Thats an easy question ski
for me. Its my ski jacket because

Activity 1 Im mad about skiing. Here are

some photos of the clothes my
friends and family love wearing. 1
Do you like shopping for
clothes? I want to buy
T-shirts for two of my T-SHIRT Here are our top-selling T-shirts this
4 nacgidar 8 telb

friends, but I can only

WORLD month ... Click on the price to buy!
Look at Nicos photos. 2
3
spend 15 euros in total.
Can you help me choose one for Heidi
and one for Jan? Here are photos of six
a b c

Answer the questions.

cool T-shirts.
2 Read and complete the definitions.
Look at Nicos photos. My classmates and I like smart clothes. Heidi loves fashion. She often wears
1
smart clothes at the weekend, but 1 Girls wear on their feet and legs when its cold. They can be different colours.
Answer the questions. Whole Class
she usually wears casual clothes for
2 You wear a over a shirt or T-shirt. It hasnt got any sleeves.
1 What are the children doing? school. She never wears dark colours
like brown or black because she says
10 8 8 3 Boys wear a around their neck. Its long and thin.
2 What are they wearing?
3 Which clothes do you like the best? theyre boring. Her favourite colours are
yellow and red. d e f 4 You wear a when you do sport. Its got a top and bottom part.

Activity 2 2 Copy the chart. Complete

it with the clothes you know.
king
Thin lls
ski
Jan isnt very interested in fashion and
he never wears bright colours like
5 You wear a belt
6 You wear leggings
yellow or orange. He loves hip-hop

Copy the chart.

music and skateboarding, and his 3 Read and remember the grammar in the lesson.
above below clothes are always big and comfortable.
the waist the waist He usually wears shorts or trousers that 7.50 6 6 I prefer wearing casual clothes. I love / like / hate / dont mind wearing a tie.
are a bit too big for him. He often wears

Complete it with the clothes dress

4
cool T-shirts with graffiti on them, too.
4 Read and answer. Ask and answer. mm
Coom
C muunniiccaattee

1 Do you prefer wearing bright or dark colours?

you know. 3 Look and match. Listen, check

6 6 Ask and answer about clothes. mm
Coom
C muunniiccaattee
2 Which clothes do you love wearing?
3 Which clothes do you hate wearing?
and repeat. CD1 7 5 What do you usually wear at the weekend?

leggings tights baseball boots tie My sister is very fashionable. 6 Which is the odd one out? Why? love / hate / like / enjoy
I usually wear
waistcoat sweatshirt belt jeans

Vocabulary presentation
tracksuit cardigan polo shirt top
Whats your favourite item of clothing? What does it look like? 9780230449220_text_CS6.indd 6 03/06/2014 09:45

My cousin likes sporty clothes.

4 Listen and do the vocabulary quiz. My favourite item of clothing is
CD1 8

Present the unit vocabulary 8 Vocabulary: clothes Vocabulary and communication 9

using the clothes flashcards. Activity Book

9780230449206.HF PB5 U1.indd 8 22/05/2014 17:20 9780230449206.HF PB5 U1.indd 9 22/05/2014 17:20

Activity 5 Ending the lesson Activity 1 Activity 4

Activity 3 Order and write the Read and answer. Ask
Read the rest of Nicos message. Review the lesson and reflect on learning.
words. Match. and answer.
Look and match. Choose T-shirts for Heidi and
Listen, check and repeat. Jan. Extra activities Activity 2 Odd one out activity
CD1 Track 7 p241 Read and complete the Which is the odd one
Extension
Activity 6 definitions. out? Why?
Find out about Switzerland.
Activity 4 Ask and answer about clothes. Vocabulary extension Activity 3
Listen and do the vocabulary quiz. Go to the Activity Book. blouse, blazer, suit, uniform, pyjamas, Read and remember the
CD1 Track 8 p241 underwear grammar in the lesson.

Detailed Lesson Plan
Starting the lesson
Use the Trinity Exam Practice cards (optional).
The pupils practise asking and answering questions.
Review clothing and appearance.
Say Im thinking of a pupil in this room. Who is it?
Describe the pupils appearance and clothing. Ask the
pupils to guess. Repeat the procedure.
Set learning objectives.
Say Today were going to remember and learn the
names of different clothes.
Pupils Book Activity 1
Look at Nicos photos. Answer the questions.
Invite a pupil to read out the speech bubble to find
out who has found the balloon. Ask Do you know
where Switzerland is?
Ask a pupil to read out the message.
Check understanding.
Work as a class to answer the questions.
Answers:1 posing for photos, playing sports
2 1 waistcoat 2 tie 3 cardigan 4 leggings 5 baseball boots
then match
6 tracksuit them
7 polo with
shirt the pictures.
8 jeans 9 top 10 tights 11 belt
12 sweatshirt
Pupils Book Activity 2
Copy the chart. Complete it with the clothes you
know.
Copy the Venn diagram onto the board. Check that
the class understands how the diagram works.
The pupils copy the Venn diagram into their
notebooks. In pairs, they classify the clothes.
Vocabulary presentation
Present the unit vocabulary using the clothes
flashcards. Show the first flashcard and elicit / say the
word. Ask Whos wearing a (tie) today? When do
you usually wear a (tie)?
Invite a pupil to stick the flashcard on the Venn diagram
on the board. Repeat with the other flashcards.
Note: you can use the Vocabulary Tool to present and
practise this vocabulary.
Pupils Book Activity 3
Look and match. Listen, check and repeat.
CD1 Track 7 p241
Ask the pupils to look at number 1 in the photo. Ask
Which item of clothing is this? The pupils work in
pairs to match numbers 2-12 and the clothes words.
Play the CD. The pupils listen and check.
Play the CD again, pausing after each word for the
pupils to repeat.
Pupils Book Activity 4
Listen and do the vocabulary quiz.
CD1 Track 8 p241
Play the CD. Listen to the first definition, pausing at
the beep to allow the pupils to name the item. Play
the CD to listen to the answer.
Repeat the procedure with the other definitions.
Note: you can use the Vocabulary Tool to do this
definitions activity.
Pupils Book Activity 5
Read the rest of Nicos message. Choose T-shirts
for Heidi and Jan.
Check that the pupils understand the task. The pupils
read the information about Heidi and Jan and choose
the T-shirts.
Answers: T-shirts
bike e and d
Pupils Book Activity 6
Ask and answer about clothes.
Ask a pupil the first question. Repeat the procedure
with other questions, inviting a different pupil to
answer each time.
The pupils ask and answer questions in pairs.
1
Activity Book
Activity 1
Order and write the words. Match.
The pupils order, write and match the clothes words.
then match them with the3pictures.
Answers:1 leggings 2 top baseball boots 4 cardigan
5 jeans 6 polo shirt 7 sweatshirt 8 belt
Activity 2
Read and complete the definitions.
The pupils complete the definitions.
Answers:1 leggings 2 waistcoat 3 tie 4 tracksuit
Answers: bike
Activity 3
Read and remember the grammar in the lesson.
Read the information. Focus on the -ing form.
The pupils create sentences with these verbs.
Activity 4
Read and answer. Ask and answer.
The pupils write their answers to the questions.
The pupils ask and answer the questions.
Odd one out activity
Which is the odd one out? Why?
The pupils complete the odd one out activity.
Answers: hate (It expresses dislike.)
Ending the lesson
Review the lesson and reflect on learning.
Say Today weve learnt the names of different
clothes. What do you remember?
Ask Which was your favourite activity today?
Which activity was easy / difficult?
Extra activities
Extension
The pupils find Switzerland on the world map on
pages 124-125. They read the accompanying facts.
Vocabulary extension
Introduce six more words related to the topic: blouse,
blazer, suit, uniform, pyjamas, underwear.
45
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1 Lesson 2
Key language Materials
gloves, goggles, helmet, shorts, ski clothes, T-shirt; Pupils Book p10; Activity Book p7; Class CD1;
autumn, ski station Teachers Presentation Kit and Tools
 Listen to and read a dialogue
 Identify and learn about the present simple I / You / We / They wear (a helmet). I / You / We / They Clothes word cards
and present continuous tenses dont wear (a helmet). He / She / It wears (a helmet).
Optional materials
 Ask and answer questions using the present He / She / It doesnt wear (a helmet). Do you / we /
Trinity Exam Practice cards (selected from the Starter
simple and present continuous tenses they wear (a T-shirt)? Does he / she / it wear (a T-shirt)?
Practise activity types found in the Unit)
I am / am not wearing (a hat). You / We / They are /
Cambridge exams arent wearing (a hat). He / She / It is / isnt wearing Key Multiple Intelligences
(a helmet). Are you / we / they wearing (a helmet)? Is Linguistic
he / she / it wearing (a helmet)? Logical-Mathematical
Interpersonal

At a Glance Lesson Plan Pupils Book Activity Book

Starting the lesson 1 Lesson 2 Grammar
Activity 5 Lesson 2 Grammar 1

1 Read and circle the correct tense.

Use the Trinity Exam Practice 1 Look at the photo. Can Nico ski
in the autumn? Read and listen CD1 9
3 Look and learn.
Look at the dialogue in Activity 1 Nico always wears / is wearing a helmet.
2 My friends often do / are doing sports in their free time.
to find out.
cards (optional). go to menu Grammar wall 1 again. 3 I like / am liking skiing.
4 It isnt snowing / doesnt snow at the moment.
Present simple & present continuous
Review clothes.
Hi, Nico. Did your friends
like the T-shirts?
Present simple
Find more examples of 5 Do you swim / are you swimming every Saturday?
6 I wear / am wearing goggles now.

Set learning objectives. Yes, they did. Thanks

for your help. I/You/We/They
wear
dont wear
a helmet.
the present simple and the 2 Complete the sentences. Use the present simple or the
present continuous.

Youre welcome. Do you

usually wear T-shirts?
He/She/It
wears
doesnt wear present continuous. 1 I
2 What
(get up) at eight oclock every day.
you (read) now?

Activity 1 Yes, I do. But Im not wearing one

now. Im wearing my ski clothes.
Do
Does
you/we/they
he/she/it
wear a T-shirt?
3 The children
4 I usually
(not speak) English at the moment.
(wear) a tracksuit to do P.E.
5 It (not snow) in August in England.

Look at the photo. Your ski clothes? But its autumn.

You cant ski in the autumn.
Present continuous
I am/am not Activity 6
6 It (rain) this morning.

Can Nico ski in the autumn?

3 Listen and complete the notes.
You/We/They are/arent wearing a hat. CD1 10

Ask and answer.

You can in Switzerland. Some ski He/She/It is/isnt
stations are open all year here.
Read and listen to find out. Thats incredible! Are you
Are
Is
you/we/they
he/she/it
wearing a helmet? Ice skating lessons

CD1 Track 9 p242

wearing a helmet?
Go to the Activity Book. Day: (1)
Yes, I am.
I always wear 4 Read and think. Answer. Time: (2) at
a helmet and
I always wear Teachers name: (3)
Think about grammar
Ending the lesson
goggles to

Activity 2 protect my
eyes. Look! Which tense do we use when
Price per hour: (4)
1 we talk about things that

Read the dialogue again. What a great photo! But how can
you use your phone when youre
are happening now?
2 we talk about routines? Review the lesson and reflect Clothing: must wear (5) clothes and (6)

wearing gloves?

Ask and answer. Its easy. My gloves fasten with

on learning. 4 mm
Coom muunniiccaattee
5 Look at the dialogue in Activity 1 again. Read and answer. Ask and answer. C
Velcro, so I can put them on and
take them off really quickly. Velcro Find more examples of the present 1 Which sport do you often do?
is a really cool material. Ill send simple and the present continuous.
2 What do you usually wear when you do this sport?
you some information about it.

Extra activity
mm
Coom muunniiccaattee 3 What are you wearing now?
Ask and answer.
Activity 3
C
6
1 What do you usually wear to do sport?
2 Read the dialogue again. mmmuunniiccaattee
Which is the odd one out? Why? often / always / swim / sometimes 7
Coom

Reinforcement
C
Ask and answer. I wear shorts and a T-shirt to do sport.
Look and learn Grammar 1 What does Nico usually wear? 2 What are you wearing now?
9780230449220_text_CS6.indd 7 03/06/2014 09:45

wall
2 Whats he wearing now?
3 What does Nico always wear when he
3
4
What do you do in your free time?
What are you doing now? Make true and false sentences
Activity Book
goes skiing? 5 Which language do you usually speak at home?
4 What material is on Nicos gloves? 6 Which language are you speaking now?
about your daily routines.

Activity 4
10 Grammar and communication
Activity 1 Activity 3
9780230449206.HF PB5 U1.indd 10 22/05/2014 17:20
Read and circle the Listen and complete the
Read and think. correct tense. notes.
Answer.
Activity 2 Activity 4
Complete the sentences. Read and answer. Ask
Use the present simple or and answer.
the present continuous. Odd one out activity
Which is the odd one out?
Why?

Detailed Lesson Plan
Starting the lesson
Use the Trinity Exam Practice cards (optional).
The pupils practise asking and answering questions.
Review clothes.
Play the Mime the card game (see pxx) with the
clothes word cards.
Set learning objectives.
Say Today were going to remember how to talk
about routines and how to talk about things that
are happening at the moment.
Pupils Book Activity 1
Look at the photo. Can Nico ski in the autumn?
Read and listen to find out.
CD1 Track 9 p242
Prompt the class to describe what they can see in the
photo. Ask Wheres Nico? Whats he doing? Whats
he wearing?
Read out the instructions and encourage the pupils to
say if they think Nico can ski in the autumn.
Play the CD. The pupils listen and read the dialogue. (It
is possible to ski all year in some parts of Switzerland.)
Pupils Book Activity 2
Read the dialogue again. Ask and answer.
The pupils work in pairs to read and answer the
questions. They can do this orally or in their notebooks.
Pupils Book Activity 3
Look and learn Grammar wall
Read the information on the Grammar wall as a class.
Use questions to encourage the pupils to think about
form and identify / remember patterns. Ask What
happens to the verb when we use he, she and
it in the present simple? Which verb do we add to
make the negative? Do we use the verb to be in
the present simple or the present continuous? Do
we say wear or wearing after the verb to be in
the present continuous?
Note: you can use the Grammar Tool to present and
practise this grammar.
Pupils Book Activity 4
Read and think. Answer.
Focus the pupils attention on the Think about
grammar box. Read out the sentences as a class. The
pupils complete these sentences in their pairs.
Answers:1 present continuous 2 present simple
Answers: bike
Pupils Book Activity 5
Look at the dialogue in Activity 1 again. Find more
examples of the present simple and the present
continuous.
Ask the pupils to find examples of the present simple
and the present continuous in the text.
The pupils share information with the rest of the class.
Pupils Book Activity 6
Ask and answer.
Ask a pupil the first question. Repeat the procedure
with the other questions, inviting a different pupil to
answer each time.
The pupils ask and answer questions in pairs.
Activity Book
Activity 1
Read and circle the correct tense.
Read out the first sentence. Prompt the class to
identify the correct verb. Highlight that the word
always is a clue as it tells us that the action is a
routine. Then elicit other adverbs of frequency.
The pupils circle the correct tense in sentences 2-6.
Answers:1 wears 2 do 3 like 4 isnt snowing 5 swim
6 am wearing
Answers: bike
Activity 2
Complete the sentences. Use the present simple or
the present continuous.
sentences are true and one is false. The pupils listen
Prompt the class to complete the first sentence.
The pupils complete the remaining sentences.
Answers:1 get up 2 are/reading 3 arent speaking 4 wear
5 isnt snowing
Answers: bike6 is raining
1
Activity 3
Listen and complete the notes.
CD1 Track 10 p242
Focus the pupils on the picture. Ask them to identify
the sport (ice skating). Ask Have you ever tried this
sport? What do you need to wear?
Ask the class to read the notes. Then play the CD.
The pupils listen and follow in their books.
Play the CD again, pausing after each piece of key
information. The pupils say and write the missing
information.
Answers:1 Friday 2 6 oclock 3 Penny 4 10 pounds for
adults, five pounds for children 5 warm 6 gloves
Activity 4
Read and answer. Ask and answer.
Model the activity by asking a pupil the three
questions. The pupils then write their own answers.
The pupils ask and answer questions in pairs.
Odd one out activity
Which is the odd one out? Why?
The pupils complete the odd one out activity.
Answers: swim (It isnt an adverb of frequency.)
Ending the lesson
Review the lesson and reflect on learning.
Say Today weve learnt how to talk about routines
and habits. Weve also learnt how to talk about
what is happening now.
Ask Which was your favourite activity today?
Which activity was easy / difficult?
Extra activity
Reinforcement
Make four statements about your daily routines,
using an adverb of frequency each time. Three of the
and guess the false sentence.
The pupils prepare three true sentences and one false
one. They guess the false sentences in pairs.
47
 48
1 Lesson 3
Key language Optional materials
heavy, light, noisy, quiet, rough, smooth, strong, weak; Trinity Exam Practice cards (selected from the Starter
jacket, trousers; astronaut, curious, engineer, flowers, Unit)
Read a story with confidence and fluency
fur, hooks, idea, invent, invention, inventor, material,
Key Multiple Intelligences
microscope, nylon, seeds, stick, wild plants, woollen
Think about the importance of perseverance Linguistic
Hes wearing (woollen trousers). This material is too
Bodily-Kinesthetic
heavy and it isnt pretty enough.
Learn about a famous Swiss inventor Intrapersonal
 Use the Internet to investigate Switzerland Materials
Pupils Book p11; Activity Book p8; Class CD1;
Teachers Presentation Kit and Tools
Clothes word cards
Velcro

Activity Book
At a Glance Lesson Plan Pupils Book 1 Lesson 3 Culture
Culture
After you read around the wo r l d

Starting the lesson Culture

Nicos ski gloves have got a really cool material called Velcro.
Lesson 3 1
1 Remember the story. Read and answer the questions.
around the wo r l d He sent me some information about the inventor of Velcro.

Use the Trinity Exam Practice 1 Read and discuss.

king
Thin lls
Ending the lesson 1 What does George find on his clothes? He
2 What does George see on the seeds? He
ski
3 What do people think of Georges first invention? They

cards (optional).
Whole Class

Before you rea

d Are you wearing any clothes with Velcro today?
Touch the material. Is it Review the lesson and reflect 4 What does George invent ten years later? He
5 Whats this material like? Its

Review clothes. strong or weak?

heavy or light?
smooth or rough?
noisy or quiet? on learning. 6 Where can you find velcro now? You

2
Set learning objectives.
Do you think astronauts use Velcro in space? How? Listen and complete Jesss story review. Write one word each time.
Circle the correct number of stars. CD1 12

2 Listen and read.

CD1 11

A brilliant
A brilliant idea Extra activity
This story begins in Switzerland in 1948. George de Mestral, an engineer, An 1 called George de
takes his dog for a walk. Hes wearing woollen trousers and a woollen jacket. idea Mestral takes his dog for a walk through a

Activity 1:
forest. After the walk, George finds some
1 George walks through a forest 2 After the walk, George notices that 3 Hes very curious about the
with his dog. There are lots of there are seeds on his woollen seeds, so he looks at them Extension 2 on his clothes. He discovers that these have got

Before you read

lots of 3 and he uses this information to invent a new
wild plants and flowers. clothes and on the dogs fur. under a microscope.
4

Invent different uses for Velcro.

. George shows the material to people, but they dont like it. Later, he uses a material

Follow me. Good dog! How interesting! Theyve called 5 to make the hooks. The story ends 6 years later when George
got lots of tiny hooks. creates 7 . Now people all around the world use this amazing material. My favourite part is

Read and discuss. the fact about 8 .

Opinion: I think the story is 9 and I give it 10 stars.

ing
3 What do you think of the story? Think ls
skil

Activity 2 Oh dear! These seeds are

very difficult to take off.
I think
I give it stars.

Listen and read. 4

George invents a material that
has got the same tiny hooks as
5
George works on his invention
for ten more years. He uses
6
Now people all over the world
use Velcro. You can find it on all
4 Find out about Switzerland with your family. ICT

the seeds. The material can stick
CD1 Track 11 p242 together, but people think its a
silly idea.
nylon, which is strong and light. kinds of clothes and shoes.
He calls the new invention
Velcro. 1 Wheres the country located?
2 Which mountain range is in the south of Switzerland?

Go to the Activity Book. 3 Which is the highest mountain?

4 Whats an Alphorn?
5 What food is Switzerland famous for?

Did you know that astronauts

High Five! values
This material is too heavy
and it isnt pretty enough.
What a have got a piece of Velcro 8
Which is the odd one out? Why? button / strong / rough / noisy
brilliant inside their helmets so they can
idea! scratch their noses? 9780230449220_text_CS6.indd 8 03/06/2014 09:45

Read and discuss. After you rea

d Go to page 8 in your Activity Book.
F
igh iv
Activity Book: After you read
e!
H

How long did it take George to invent Velcro?

Do you think he got tired of his work?
Which things take you a long time to do?
val es
u
Activity 1 Activity 3
Culture, language consolidation and values 11
Remember the story. Read What do you think of
9780230449206.HF PB5 U1.indd 11 22/05/2014 17:21
and answer the questions. the story?
Activity 2 Activity 4
Listen and complete Find out about Switzerland
Jesss story review. with your family.
CD1 Track 12 p242 Odd one out activity
Write one word each time. Which is the odd one out?
Circle the correct number Why?
of stars.

Detailed Lesson Plan
Starting the lesson
Use the Trinity Exam Practice cards (optional).
The pupils practise asking and answering questions.
Review clothes.
Hold up the clothes word cards in turn and ask the
class to say the words. Highlight any tricky spelling,
i.e. double letters, silent letters or alternative spellings.
Stick the cards on the board.
Organise the class into pairs. One pupil should face
the board and the other pupil should face away from
the board. The pupil facing the board chooses a word
for their partner to spell and asks How do you spell ...?
Repeat the procedure several times. Then ask the
pupils to swap roles.
Set learning objectives.
Say Today were going to read a story from
Switzerland.
Pupils Activity Book 1: Before you read
Read and discuss.
Read the information about Velcro as a class.
Encourage the class to touch the Velcro and describe
what they can feel.
Ask Do you think astronauts use Velcro in space?
Encourage the class to predict and hypothesise about
how the material is used.
Note: you can use the Story Tool to present this story.
Pupils Activity Book 2
Listen and read.
CD1 Track 11 p242
Play the CD. The pupils follow in their books. Confirm
that astronauts use Velcro to scratch their noses in
space.
Ask questions to check understanding.
Suggested comprehension questions:
Frames 1 and 2: What sticks on Georges clothes?
(Seeds.) Where do the seeds come from? (Wild
plants and flowers.)
Frame 3: What do the seeds look like? (Theyve got
lots of tiny hooks.)
Frame 4: How is Georges material similar to the
seeds? (It has the same tiny hooks.)
Frame 5: How long does he work on his invention?
(Ten years.) What is Velcro like? (Strong and light.)
Note: you can use the Story Tool to read and review
this story (including a summarising activity).
Activity Book : After you read
Activity 1
Remember the story. Read and answer the
questions.
Read out the first question and invite a pupil to
answer it.
The pupils work on their own or in pairs to read and
answer the remaining questions.
Answers:1 finds seeds. 2 sees tiny hooks. 3 think its a
silly idea. 4 invents Velcro. 5 light and strong. 6 can find it
on all kinds of clothes and shoes.
Activity 2
Listen and complete Jesss story review. Write one
word each time. Circle the correct number of stars.
CD1 Track 12 p242
Read out the story review as a class. Ask the pupils to
guess the missing words.
Play the CD without pausing. The pupils should listen
and complete as much of the information as possible.
Play the CD again, pausing after each piece of key
information to check the information and spelling. The
pupils circle the correct number of stars.
Answers:1 engineer 2 seeds 3 hooks 4 material 5 nylon
6 ten 7 Velcro 8 astronauts 9 interesting 10 five
Activity 3
What do you think of the story?
The pupils write their opinion of the story and give a
rating.
Invite the pupils to share their opinions with the rest of
the class.
1
Activity 4
Find out about Switzerland with your family. ICT
Read out the questions about Switzerland. Ask
Where can you find out this information? (Internet,
library, asking friends and family.) The pupils should
complete the activity at home.
If you prefer to do this activity in the class, connect
to a childrens website which has information about
Switzerland such as: http://kids.nationalgeographic.
com (search for Switzerland facts and pictures).
Read out the questions. The pupils work as a class to
find and write the answers.
Answers:1 It borders with Germany, Italy, France, Austria
and Liechtenstein. 2 the Alps 3 Monte Rosa 4 an alpine
horn 5 fondue
Odd one out activity
Which is the odd one out? Why?
The pupils complete the odd one out activity.
Answers: button (It isnt an adjective.)
High Five! values
Read and discuss.
The pupils read and discuss the value.
Encourage the pupils to think about the things they
do that require effort and talk about the importance of
perseverance.
Ending the lesson
Review the lesson and reflect on learning.
Say Today weve read a story from Switzerland.
Ask Which was your favourite activity today?
Which activity was easy / difficult?
Extra activity
Extension
Ask What does an astronaut use Velcro for? (To
scratch his / her nose.) Ask What other things can
we do with Velcro? Lets imagine. Encourage the
class to be as creative as possible with their ideas.
49
 50
1 Lesson 4
Key language Optional materials
big, comfortable, fashionable, long, short, small, Trinity Exam Practice cards (selected from the Starter
uncomfortable, unfashionable; strap, sweatshirt, Unit)
 Act out a short dialogue in pairs
 Learn how to use too and not enough to trousers, watch
Key Multiple Intelligences
say whats wrong The (sweatshirt is) too big. The (sweatshirt isnt) small Linguistic
Identify and practise saying the stress in enough.
Musical
words
Materials Visual-Spatial
Pupils Book p12; Activity Book p9; Class CD1; Interpersonal
Teachers Presentation Kit and Tools

At a Glance Lesson Plan Pupils Book Activity Book

Starting the lesson 1 Lesson 4 Grammar and Pronunciation
Activity 4 Lesson 4 Grammar and Pronunciation
Lesson 6 1

1 Read and circle the correct sentence. 2 Look and write the sentences.

Use the Trinity Exam Practice 1 Listen and read. Act out.
CD1 13
3 Read and think. Choose.
Look at the story on page 11
cards (optional). Think about grammar and the dialogue in Activity 1
Review adjectives.
1 We write too before / after
the adjective.
2 We write enough before /
again.
Set learning objectives. after the adjective.
Find examples of too and not 1 He is too young.
He isnt young enough.
1 (heavy) The box
2 (light) The box

4 Look at the story on page 11 and the

enough. 2 He is too old.
He isnt old enough.
3 (strong) The girl
4 (weak) The girl

Tom: That story about Velcro was really interesting. dialogue in Activity 1 again. Find 3 Wheres the stress? Write the words in the chart. Listen and check.

Activity 1 Are you wearing any Velcro, Jess?

Jess: Yes, I am. Ive got some on my watch strap.
examples of too and not enough.
trousers cardigan uncomfortable umbrella fashionable
uniform sandals bracelet pyjamas unfashionable
CD1 15

5 Listen and read. Why is a part of each

Listen and read.

Tom: But your strap is too big. Your watch will fall off.
Jess: Dont worry. I can make the strap smaller.
word underlined? Listen again and
repeat.
CD1 14 Activity 5 Pronunciation

Pronunciation
Listen and read.
1 Oo 2 oOo 3 Ooo 4 oOoo

CD1 Track 13 p242 trousers sweatshirt enough

trousers

Act out. cardigan comfortable fashionable CD1 Track 14 p242

unfashionable uncomfortable
Why is a part of each word
6 Play a memory game. mm
Coom muunniiccaattee underlined? 4 Work with a partner. Read and write. C mm
Coom muunniiccaattee

Activity 2
C

Tom: Be careful! The strap isnt big enough now.

Jess: Ow! Youre right.
The cap is too small. Listen again and repeat. 1 Name three things that are too heavy for you to carry.

Look and learn Grammar wall Tom: Can you change it again?
Jess: Yes, of course. Its perfect now.
True.

2 Name three things that are too expensive for you to buy.
The trousers arent
long enough.

Activity 6
3 Name three vehicles that you arent old enough to drive.
2 Look and learn. False.

4 Name three places that arent near enough to visit.

1 2 3 4
Grammar wall
Play a memory game.
go to menu

too & not enough

The sweatshirt
is
isnt
too big.
small enough.
Go to the Activity Book. Which is the odd one out? Why? sunglasses / bikini / shorts / gloves 9

9780230449220_text_CS6.indd 9 03/06/2014 09:45

are too small.

The trousers
arent big enough. small long uncomfortable unfashionable

Ending the lesson

big short comfortable fashionable

Activity Book
Write the words in the
12 Grammar, pronunciation and communication
Review the lesson and reflect
Activity 1 chart. Listen and check.
on learning.
CD1 Track 15 p243
9780230449206.HF PB5 U1.indd 12 22/05/2014 17:21

Activity 3 Read and circle the

correct sentence.
Read and think. Activity 4
Extra activity Activity 2 Work with a partner.
Choose.
Extension Look and write the Read and write.
Identify word stress in other sentences.
Odd one out activity
clothes vocabulary. Activity 3 Which is the odd one
Where is the stress? out? Why?

Detailed Lesson Plan
Starting the lesson
Use the Trinity Exam Practice cards (optional).
The pupils practise asking and answering questions.
Review adjectives.
Play Opposites (see pxx) with: heavy, light, near, far,
strong, weak, hard, soft, noisy, quiet, rough, smooth,
long, short, expensive, cheap.
Set learning objectives.
Say Today were going to learn how to say whats
wrong with some clothes and were going to
practise our pronunciation.
Pupils Book Activity 1
Listen and read. Act out.
CD1 Track 13 p242
The pupils look at the pictures. Ask What are Tom
and Jess looking at? Whats the problem?
Play the CD. The pupils listen and read the dialogue.
Confirm that theyre looking at a watch. The
strap is too big and then not big enough. Check
understanding by drawing / showing different things
that are too big / not big enough.
Play the CD again, pausing after each sentence for
the pupils to repeat.
The pupils practise the dialogue in pairs.
Note: you can use the Dialogue Tool to present and
practise this dialogue.
Pupils Book Activity 2
Look and learn Grammar wall
Read the information on the Grammar wall as a class.
Ask Is a sweatshirt singular or plural? Do we use
is or are? Are trousers singular or plural? Do we
use is or are?
Note: you can use the Grammar Tool to present and
practise this grammar.
Pupils Book Activity 3
Read and think. Choose.
Focus the pupils attention on the Think about
grammar box. Read out the sentences as a class. The
pupils complete the sentences in pairs.
Note: you can use the Grammar Tool to think about
this grammar.
Answers: bike
Answers:1 before 2 after
Pupils Book Activity 4
Look at the story on page 11 and the dialogue
in Activity 1 again. Find examples of too and not
enough.
Ask the pupils to find examples of too and not
enough in the dialogue and the story.
Pupils Book Activity 5
Listen and read. Why is a part of each word
underlined? Listen again and repeat.
CD1 Track 14 p242
Say Look. Parts of the words are underlined. Lets
listen to the words and find out why. Play the CD,
pausing after each word.
Identify that the underlined parts of words sound
stronger / are stressed. The pupils identify the stress
pattern.
Play the CD again. The pupils listen and repeat.
Pupils Book Activity 6
Play a memory game.
Focus the class on the first picture. Elicit whats
wrong, using the adjectives to make the sentences.
Repeat the process with the other three pictures. Ask
two pupils to read out the speech bubbles. Make
similar true or false sentences about the pictures. The
pupils should listen and respond appropriately.
(Books closed.) The pupils play the game in pairs.
Ask Which was your favourite activity today?
Activity Book
Activity 1
Read and circle the correct sentence.
Ask a pupil to read out the first pair of sentences.
Prompt the class to identify the correct one.
The pupils circle the second correct sentence.
Answer:
Answers: 1bike
He is too young. 2 He isnt old enough.
1
Activity 2
Look and complete the sentences.
The pupils complete the sentences.
Answers:1 is too heavy. 2 isnt light enough. 3 isnt strong
enough. 4 is bike
Answers: too weak.
Activity 3
Where is the stress? Write the words in the chart.
Listen and check.
CD1 Track 15 p243
Clap the stress pattern in each column.
The pupils work in pairs to say and classify the words.
Play the CD. The pupils check their answers.
Answers:1 trousers, sandals, bracelet 2 umbrella,
pyjamas, unfashionable 3 cardigan, fashionable, uniform
4 uncomfortable
Answers: bike
Activity 4
Work with a partner. Read and write.
Read the sentences as a class and check
understanding. Set a time limit, i.e. 3-4 minutes.
The pupils work in pairs to brainstorm the answers.
Check answers as a class.
Odd one out activity
Which is the odd one out? Why?
The pupils complete the odd one out activity.
Answers: gloves (You dont wear them in summer.)
Ending the lesson
Review the lesson and reflect on learning.
Say Today weve learnt how to say whats wrong
with clothes and weve practised our pronunciation.
Which activity was easy / difficult?
Extra activity
Extension
The pupils add words to the chart in the Activity Book.
51
 52
1 Lesson 5
Key language Materials
baggy, flowery, long-sleeved, patterned, plain, Pupils Book p13; Activity Book pp10, 125 and 126;
short-sleeved, striped, tight; dress, T-shirt, tie, Class CD1; Teachers Presentation Kit and Tools
 Review and learn adjectives to describe
clothing trousers; comfortable, fair, happy, healthy, kind, tidy, Pictures of famous people
uncomfortable, unfair, unhappy, unhealthy, unkind,
Listen for gist and for specific information untidy Optional materials
Practise activity types found in the Trinity Exam Practice cards (selected from the Starter
Cambridge exams Whats (Sally) wearing? (Shes) wearing trousers and a
Unit)
T-shirt. Is (she) wearing baggy trousers? Yes, (she) is.
Do a communication task
No, (she) isnt. Key Multiple Intelligences
Linguistic
Visual-Spatial
Interpersonal

At a Glance Lesson Plan Pupils Book Activity Book

Starting the lesson Lesson 5 Vocabulary, Listening and Speaking 1 Activity 3 1 Lesson 5 Vocabulary, Reading and Writing Reading Reading
1 Look and write the adjectives and clothes.

Use the Trinity Exam Practice 1 Look and match. Listen, check and repeat.
CD1 16 Listen again.
short-sleeved flowery baggy plain striped long-sleeved tight patterned
cards (optional). 1 3 4
CD1 Track 17 p243
2
Review clothes and Write five adjectives that the 1 a long-sleeved top 2 a skirt 3 trousers 4 trainers

adjectives. children use to describe the

Set learning objectives and clothes.
use the talk cards. 5 6 7 8
5 waistcoat 6 7 8

2 Read and complete. Write one word each time.

Pupil A

Activity 4 Hi. My name (1) is Emma and I live in Oxford. Im

eleven years old and I (2) got an older sister
Ask and answe
r. Find and circle
the eight differe
Lesson 5 Com
munication
Activity
Unit

Activity 1 1
nces.
called Sue. My sister loves (3) shopping and
Ask and answer to find eight shes really fashionable. In this photo, shes wearing
a striped (4) and a plain (5) .

Look and match. 2 Listen and match the names to the children.
Andy Karen Sue Harry Jack
CD1 17
differences (Activity Book Shes wearing
prefers (7)
a (6) of sandals, too. My sister
smart clothes, but I usually
sporty clothes. In this photo Im wearing
Listen, check and repeat. pages 125 and 126).
(8)

1 2 3 4 5 a (9) and a pair of (10)

because Im going to play basketball with my friends.
CD1 Track 16 p243
Jenny
Jack Harry Dan

Go to the Activity Book.

Sam

Sally
Tina
Read and learn 3 Which six adjectives use un- to make Whats
the opposite? Jodie
wearing in your
Write the words. picture?
Is he / she wearing
?

comfortable difficult tidy kind Pupifair

healthy lA baggy happy
Lesson 5 Com
Word building munication
comfortable uncomfortable
Activity 2
1 Ask and answe Activity
r to complete
the Unit

Ending the lesson

information.

3 Listen again. Write five adjectives that the children use to describe the clothes.
You can make the
opposite of some
adjectives by adding
2
3
Molly
Patrick
Leah
Nick
2
CD1 17

Listen and match the names

the prefix un 4
4 Ask and answer to find eight differences (Activity Book pages 125 and 126). mm
Coom
C muunniiccaattee
Review the lesson and reflect fashionable
unfashionable
5

to the children.
6
Whats Sally wearing in
your picture? Shes wearing trousers on learning. 13th August

CD1 Track 17 p243

and a T-shirt.
22nd Septem
ber
Is she wearing 10 Which is the odd one out? Why? sandals / trainers / cardigan / socks
baggy trousers? No, she isnt. Shes
wearing tight trousers.

Extra activity
9780230449220_text_CS6.indd 10 03/06/2014 09:45

Shes wearing baggy

trousers in my picture. 9780230449220_text_CS
6.indd 125

125
Great! Thats one difference.
Reinforcement Activity Book
03/06/2014
09:47

Vocabulary and communication 13 Have a class fashion show.

Activity 1 Activity 3
9780230449206.HF PB5 U1.indd 13 22/05/2014 17:21

Look and write the Which six adjectives

adjectives and clothes. use un- to make the
Activity 2 opposite? Write the
Read and complete. Write words.
one word each time. Odd one out activity
Word building activity Which is the odd one
Read and learn. out? Why?

Detailed Lesson Plan
Starting the lesson
Use the Trinity Exam Practice cards (optional).
The pupils practise asking and answering questions.
Review clothes and adjectives.
Organise the class into two groups. Hold up a picture
of a famous person. Ask Group A to say a sentence
about the clothes the famous person is wearing.
The members of the group should confer before
they answer. They earn one point if the sentence is
correct and another point if the sentence contains an
adjective.
Show the same picture to Group B and award similar
points. The groups take turns to make sentences until
they have nothing more to say.
Repeat the procedure with different pictures, starting
with a different group each time. At the end of the
activity, add up the points.
Set learning objectives.
Say Today were going to learn some new
adjectives to describe clothes and were going to
do a communication task.
on Activity
Unit
1 Pupils Book Activity 1
Look and match. Listen, check and repeat.
CD1 Track 16 p243
Ask the pupils to name the clothes they can see in the
Jodie
?
photos. They work in pairs to match the adjectives in
ctivity Unit
the box to the clothes.
2
Play the CD. The pupils listen, check and repeat.
Note: you can use the Vocabulary Tool to present
er
and practise this vocabulary (including a definitions
activity).
125
03/06/2014
09:47
Pupils Book Activity 2
Listen and match the names to the children.
CD1 Track 17 p243
Ask the pupils to describe what the children are
wearing in the picture. Then ask them to write the six
names in their notebooks.
Play the CD. The pupils listen and write the
corresponding number next to each name.
Answers: Andy 5, Karen 2, Sue 4, Harry 3, Jack 1
Pupils Book Activity 3
Listen again. Write five adjectives that the children
use to describe the clothes.
CD1 Track 17 p243
Play the CD again. The pupils write down five
adjectives to describe clothing that they hear.
Answers: Five from: patterned, plain, smart, casual,
flowery, baggy, fashionable, striped, long
Pupils Book Activity 4
Ask and answer to find eight differences (Activity
Book pages 125 and 126).
Invite two pupils to read out the speech bubbles.
Organise the class into pairs (A and B). Ask Pupils A
to open their Activity Books at page 125 and Pupils B
at page 126.
Ask a confident pair to demonstrate the activity by
asking and answering questions to find another
difference. Then ask the rest of the class to do the
same activity in pairs.
At the end of the activity, the pupils should show
each other their pictures and check / identify the
differences.
Activity Book
Activity 1
Look and write the adjectives and clothes.
The pupils work on their own or in pairs to complete
the remaining labels.
Answers: 1 long-sleeved / plain top 2 stripped 3 baggy
4 plain 5 patterned 6 a flowery tie 7 tight jeans 8 short-
sleeved
Answers:T-shirt
bike
Activity 2
Read and complete. Write one word each time.
Ask the pupils to describe the picture. Then read out
the text as a class. Check comprehension by asking
questions.
Complete the first two sentences as a class.
1
The pupils work on their own or in pairs to complete
the remaining sentences.
Answers:1 is 2 have 3 going 4 skirt 5 T-shirt 6 pair
7 wearing 8 wear 9 tracksuit 10 trainers
Word building activity
Read and learn.
Read the information as a class.
Activity 3
Which six adjectives use un- to make the opposite?
Write the words.
The pupils work on their own or in pairs to identify
and write the opposites that begin with un-.
Answers: 1 comfortable, uncomfortable 2 tidy, untidy
3 kind, unkind 4 healthy, unhealthy 5 fair, unfair 6 happy,
Answers: bike
unhappy
Odd one out activity
Which is the odd one out? Why?
The pupils complete the odd one out activity.
Answers:
Answers:bike
cardigan (You dont wear it on your feet.)
Ending the lesson
Review the lesson and reflect on learning.
Say Today weve learnt some new adjectives
to describe clothes and weve played a
communication game.
Ask Which was your favourite activity today?
Which activity was easy / difficult?
Extra activity
Reinforcement
Invite a pupil to walk in front of the class. Describe his
/ her clothes as if you were at a fashion show.
Organise the class into small groups. The pupils work
together to write their fashion show script describing
what the different pupils in their group are wearing.
The groups take it in turn to read out their scripts and
present their clothes to the rest of the class.
53
 54
1 Lesson 6
Key language Optional materials
bend, chemical, cloak, clothes, cotton, dirty, light, Trinity Exam Practice cards (selected from the Starter
long, material, natural, plants, sheep, slime, small, Unit)
 Do pre-reading tasks to predict content and
raise interest smelly, smooth, soft, stain, sticky, stretchy, strong,
Key Multiple Intelligences
 Read the text for general understanding water, wool
Linguistic
 Scan the text to find specific information Scientists think that we can use this slime to make
Interpersonal
Learn about different types of materials strong, soft clothes. Which material is the most
(amazing)? (Wool) comes from (sheep). Intrapersonal

Discuss and share what you know about this Materials

type of text Pupils Book p14; Activity Book p11; Class CD1
Read and understand a magazine article
 Give an opinion on the text

Activity Book
At a Glance Lesson Plan Pupils Book Reading Reading Lesson 6 Literacy 1

Starting the lesson 1 Lesson 6

Reading Literacy TEXT TYPE: Ending the lesson
A MAGAZINE ARTICLE
After you read

Writing
1 Read the sentences and circle the correct words.

Use the Trinity Exam Practice Review the lesson and reflect 1 The hagfish slime is sticky / smooth / rough when its dry.

d
Before you rea
2 The chemicals can remove bad smells / soap / the colour from some clothes.

cards (optional). on learning. 3 The invisibility cloak bends light around / under / through a person.

1 Read and discuss. 4 The hagfish slime is clear / dark / white when its wet.

Review natural materials we Whole Class

Where can you buy magazines? Do you enjoy reading about the topics below in a magazine?
5 The invisibility cloak stops people hearing / seeing / touching you.
6 The chemicals work on a rainy / windy / sunny day.

wear and where they come

Why do people read magazines? fashion technology animals films and TV
How often do you read a magazine? history cities and countries sport music 2 Read the definitions and find the words in the text.

Extra activity stretchy

from.
1 This word described material that gets longer when you pull it.
2 Look at the title. Why do you think these materials are amazing? Read and find out.
2 This is a long coat that hasnt got any sleeves a

Extension
Amazing materials
3 This is a mark on clothes, for example from chocolate. a

Set learning objectives. 4 This is a product that is used for cleaning your clothes. a

Design a radio advert for one of

5 This word described a sock that has a bad smell.

The material of the future 3 Listen and complete the advert for a hagfish T-shirt.
Goodbye, washing machines!

the materials in the magazine

You know that wool comes from CD1 18

Activity 1: sheep and cotton comes from

plants. But did you know that some
Every week, we need to wash our clothes with soap
and water to get them clean. It takes a long time
and the soap can sometimes harm the environment. Be the first to buy an amazing hagfish T-shirt.
Before you read
materials come from the bottom
of the sea? The hagfish is a small,
long fish that lives on the sea floor.
Scientists in China have got an incredible solution:
clothes that clean themselves. These clothes have got
sticky (adj)
article. Available in 1 amazing colours
a special chemical on them. When the clothes are
When another animal attacks it, Available in three different sizes: 2 , medium
dirty, you put them in the sunlight and the chemical
Read and discuss.
it produces lots of sticky slime. and 3
removes the stains. The chemical also removes bad
This slime is clear, strong and Soft, 4 and very resistant
smells. Will smelly socks be a thing of the past?
very stretchy. Its also smooth and
light when its dry. Scientists in
stretchy (adj) Easy to 5

Canada think that we can use this Special offer: One T-shirt costs 6 pounds and
slime to make strong, soft clothes two T-shirts cost 7 pounds
in the future. They say that the To order, phone: 8

Activity 2
material is natural and good for the
environment, too. Are you ready to
wear a T-shirt made from hagfish chemical (n)
slime? 4 Work with a friend. Design an advert for one of the other materials in your notebook.

Look at the title. Where are you?

Material and clothes:
Description:
Would you like to disappear
Why do you think these when its time to tidy your
room or wash the dishes?
stain (n)
Special offer:
Where to buy it:
What you need is an
materials are amazing? invisibility cloak. Scientists
around the world are working
hard to create a special Which is the odd one out? Why? cotton / wool / bag / leather 11
Read and find out. material that bends light
around an object. When you 9780230449220_text_CS6.indd 11 03/06/2014 09:45
wear this material, people
d
After you rea cant see you. They see whats
behind you. This amazing cloak (n)
material is perfect for hiding
3 What do you think? things and people, too.

Activity 3: Activity Book: After you read

Whole Class
Which material is the most amazing? Why? Will you have an invisibility
cloak in your wardrobe in
Which material is the most useful? Why? bend (v)
the future?
After you read Activity 1
Go to page 11 in your Activity Book.
Activity 4
What do you think? 14 Literacy: information text Literacy: writing preparation
Read the sentences and Work with a friend. Design
Go to the Activity Book. 9780230449206.HF PB5 U1.indd 14 22/05/2014 17:22 circle the correct words. an advert for one of the
Activity 2 other materials in your
Read the definitions and notebook.
find the words in the text. Odd one out activity
Activity 3 Which is the odd one out?
Listen and complete the Why?
advert for a hagfish T-shirt.
CD1 Track 18 p243

Detailed Lesson Plan
Starting the lesson
Use the Trinity Exam Practice cards (optional).
The pupils practise asking and answering questions.
Review natural materials we wear and where they
come from.
Quickly brainstorm the names of natural materials we
wear. Ask Where does cotton come from? Repeat
the procedure with wool, leather, silk and (some)
rubber.
Set learning objectives.
Say Today were going to read a magazine article
about some amazing materials.
Pupils Book Activity 1: Before you read
Read and discuss.
Read the questions as a class. Prompt the pupils to
answer in as much detail as possible.
Organise the class into pairs. The pupils ask and
answer the same questions in their pairs.
Pupils Book Activity 2
Look at the title. Why do you think these materials
are amazing? Read and find out.
Read out the question and the title of the magazine
article. Ask How can materials be amazing?
Encourage the class to make predictions.
If pupils need more support, focus their attention on
the photos and ask them to describe what they can
see and predict what the materials can do.
The pupils read the texts as a class or in pairs to see
if their predictions are correct.
Quickly check comprehension by asking Why is the
first material amazing? (Because it comes from a
fish.) Repeat the procedure with the other two materials.
Pupils Book Activity 3: After you read
What do you think?
Read the questions as a class. Prompt the pupils to
say which material is the most amazing / useful and
why.
If you wish to do so, have a class vote.
1
Activity Book: After you read Ending the lesson
Activity 1 Review the lesson and reflect on learning.
Read the sentences and circle the correct words. Say Today weve read a magazine article about
The pupils work on their own or in pairs to read each some amazing materials.
sentence and circle the correct information. They Ask Which was your favourite activity today?
should refer back to the text in the Pupils Book when Which activity was easy / difficult?
necessary.
Answers:1 smooth 2 smells 3 around 4 clear 5 seeing Extra activity
6 sunny
Extension
Organise the class into pairs. Each pair should
Activity 2
choose the remaining amazing material and create a
Read the definitions and find the words in the text. radio advert.
The pupils work on their own or in pairs to read the
definitions and write the words. They should refer
back to the text in the Pupils Book when necessary.
Answers:1 stretchy 2 cloak 3 stain 4 soap 5 smelly
Activity 3
Listen and complete the advert for a hagfish T-shirt.
CD1 Track 18 p243
Read out the advertisement, pausing at the spaces to
allow pupils to predict the missing words.
Play the CD. The pupils listen and follow the
information in their books.
Play the CD again, pausing after each piece of key
information. The pupils should say and write the
missing information each time.
Answers:1 six 2 small 3 large 4 light 5 wash 6 ten
7 fifteen 8 685524
Activity 4
Work with a friend. Design an advert for one of the
other materials in your notebook.
The pupils work in pairs to write an advert. They
should use the advert in Activity 3 as a model.
Odd one out activity
Which is the odd one out? Why?
The pupils complete the odd one out activity.
Answers: bag (It isnt a material.)
55
 56
1 Lesson 7
Key language Optional materials
camera, equipment, jacket, light, magnet, map, mobile Trinity Exam Practice cards (selected from the Starter
phone, notebook, pocket, radio, sunglasses, sleeve, Unit)
Learn about and practise using the linkers
and, also and too waistcoat, waterproof, zip
Key Multiple Intelligences
Its waterproof, too. Theres a pocket for your mobile Linguistic
Identify the informational content of a
magazine article phone and your radio. There are also pockets for a
Logical-Mathematical
 Identify the text features of a magazine notebook, maps, sunglasses and a camera.
Interpersonal
article
 Use criteria to check your writing Materials Intrapersonal
Pupils Book p15; Activity Book p12
Share your writing with another pupil

Invent an amazing item of clothing and write

an article about it

Activity Book
At a Glance Lesson Plan Pupils Book 1 Lesson 7 Literacy
Writing

Writing
g skills
Develop your writin

Starting the lesson Writing

Lesson 7 1
Writing skills

Writing
TEXT TYPE: A MAGAZINE ARTICLE 1 Write new sentences. Use and, also and too.

Writing
1 The material is soft. The material is strong. (and)

Use the Trinity Exam Practice Read about adding new The material is soft and strong.
2 Theres a pocket for a torch. Theres a pocket for a notebook. (too)
a text
Investigate

1 cards (optional). 1
information. 3 This material is cheap. This material is good for the environment. (also)
Read and discuss. Read the information. Think of three questions.

Review the magazine article in

Whole Class

Do you enjoy reading about the topics below in a magazine? 4 The T-shirt is bright. The T-shirt is colourful. (and)
Where can you buy magazines?
Its a good idea to ask yourself questions about the topic before you read and write.
Why do people read magazines? Youre going to read about a spy jacket. What questions do you want to ask?

Lesson 6.
How often do you read a magazine?
Activity 4 Plan your writing
2 Read the magazine article. Does it answer your questions?
Set learning objectives.
2 mm
Coom muunniiccaattee
Work with a partner. Plan a magazine article. Make notes. C

title
The perfect spy jacket Look at the two articles again. 1 Whats your amazing item of clothing?

question
Would you like to be a spy? If the answer is yes, then youll love this amazing
spy jacket. It looks like a normal jacket, but its got pockets for all your equipment. Find examples of the linkers 2 Why is it special?

Activity 1:
3 Whats it made of?
Theres a pocket for your mobile phone and your radio. There are also pockets for
description
a notebook, maps, sunglasses and a camera. The pockets have got special zips so
and, also and too. 4 What does it look like?

Investigate a text
they can open and close silently. The jacket is light. Its waterproof, too. 5 Whats your opinion?
The most exciting thing about the spy jacket is that the
Go to the Activity Book.
6 What two questions can you ask the reader?
sleeves are attached with magnets. You can take the sleeves
opinions off and turn the jacket into a waistcoat in seconds.

Read the information. This is perfect when you need to change your 7 Whats the title of your article?
appearance quickly!
Would you wear this spy jacket? Let us know
Think of three questions. what you think: opinions@kidsmag.com 3 Now write your magazine article in your notebook. Remember to start with the title
and a question for the reader.

Discuss a text
Ending the lesson 4 Read your magazine article to a new partner. Then check your work together. Learning to
Put a tick () or a cross ().
LEARN

My article has got an exciting title.

Activity 2 3 Read the article again. Answer the questions.

1 Whats the title of the article? Is it a good title?
2 What question does the writer ask? Why?
Whole Class Review the lesson and reflect My article asks the reader a question at the beginning.
My article has got interesting facts and information.
3 What do we learn about the jacket?
4 Is the writers opinion of the jacket good or bad?
on learning. My article has got an opinion.

Read the magazine article. My article uses linkers to add information.

Does it answer your Writing skills: Adding new information

12

9780230449220_text_CS6.indd 12
Which is the odd one out? Why? title / opinion / facts / address

03/06/2014 09:45

questions? When we want to add new information, we can use the linkers and, also and too. Extra activity
We usually write and in the middle of a sentence:
Theres a pocket for your mobile phone and your radio. Activity Book
We write too at the end of a sentence: Its waterproof, too. Extension
We write also before the main verb in a sentence, but we write it after the verb to be:

Activity 3: Discuss a text

There are also pockets for a notebook, maps, sunglasses and a camera.
Draw and label your amazing Activity 1: Develop your Remember to start with
4 Look at the two articles again. Find examples of the linkers and, also and too. item of clothing. writing skills the title and a question
Read the article again. Write new sentences.
Plan and write a magazine article in your Activity Book (page 12).
for the reader.
Answer the questions. Use and, also and too.
15
Activity 4
Literacy: information text Literacy: writing preparation

9780230449206.HF PB5 U1.indd 15 22/05/2014 17:22

Activity 2: Plan your Read your magazine
writing article to a new partner.
Work with a partner. Plan Then check your work
a magazine article. Make together. Put a tick () or
notes. a cross ().
Activity 3 Odd one out activity
Now write your magazine Which is the odd one
article in your notebook. out? Why?

Detailed Lesson Plan
Starting the lesson
Use the Trinity Exam Practice cards (optional).
The pupils practise asking and answering questions.
Review the magazine article in Lesson 6.
Review information about the three amazing materials
in Lesson 6. Ask Where does the first material
come from? What does it look like? Why is it
friendly to the environment? Whats special about
the second material? What does it use to clean
the clothes? Why is it friendly to the environment?
What happens when you wear the third item of
clothing?
Set learning objectives.
Say Today were going to write a magazine article
about an amazing item of clothing.
Pupils Book Activity 1: Investigate a text
Read the information. Think of three questions.
Read the information as a class. Brainstorm three
questions they want to ask about a spy jacket. If
necessary, use prompts to support the class, e.g.
Made from? Look like? Colours?
Write the questions on the board.
Pupils Book Activity 2
Read the magazine article. Does it answer your
questions?
Read the text as a class.
Check to see if any of the questions on the board are
answered.
The pupils read the text on their own and answer the
questions.
Pupils Book Activity 3: Discuss a text
Read the article again. Answer the questions.
Read and discuss the questions as a class. Highlight
that a magazine article needs a good, eye-catching
title. It should also ask a question to get the readers
interest and give plenty of information. Finally, the
article needs to give an opinion.
Writing skills
Read the information.
Prompt the pupils to create their own sentences using
and, also and too. (Ive got brown hair and brown
eyes. Ive got brown hair. Ive also got brown eyes. Ive
got brown hair. Ive got brown eyes, too.)
Pupils Book Activity 4
Look at the two articles again. Find examples of the
linkers and, also and too.
Organise the pupils into pairs. Ask them to find
examples of and, also and too in Lessons 6 and 7.
They can do this orally or write the sentences in their
notebook.
The pupils share information with the rest of the class.
Activity Book
Activity 1: Develop your writing skills
Write new sentences. Use and, also and too.
The pupils work on their own or in pairs to rewrite the
sentences using and, also and too.
Answers:1 The material is soft and strong. 2 Theres a
pocket for a torch. Theres a pocket for a notebook, too.
3 This material is cheap. This material is also good for the
environment. 4 This T-shirt is bright and colourful.
Activity 2: Plan your writing
Work with a partner. Plan a magazine article. Make
notes.
Read out the notes and elicit examples of how pupils
can complete each section. If necessary, write these
ideas on the board.
Organise the class into Writing Partners. The pupils
think of an amazing piece of clothing and complete
their writing notes.
1
Activity 3
Now write your article in your notebook. Remember
to start with the title and a question for the reader.
The pupils work with their Writing Partner to write
their magazine article in their notebooks.
Remind the class to write the title at the top of the
page and then begin with a question for the reader.
The rest of the article should be a description and an
opinion.
Activity 4
Read your article to a new partner. Then check LEARN
Learning to
your work together. Put a tick () or a cross ().
Read through the statements as a class.
Organise the class into new Writing Partners. One
pupil reads aloud their text to their partner. The pupils
work together to decide if the text fulfils the criteria
and tick the corresponding boxes. The pupils can
add, improve or correct the text at this stage.
The pupils swap roles.
Odd one out activity
Which is the odd one out? Why?
The pupils complete the odd one out activity.
Answers: address (It isnt used in a magazine article.)
Answers: bike
Ending the lesson
Review the lesson and reflect on learning.
Say Today weve written a magazine article about
some amazing items of clothing.
Ask Which was your favourite activity today?
Which activity was easy / difficult?
Extra activity
Extension
Ask the pupils to draw and label their amazing item of
clothing in their notebooks.
The pupils copy their article onto a piece of paper
and illustrate it with a drawing of the clothing. Make a
class display of their work.
57
 58
1 Lesson 8
Key language Optional materials
key and revised clothes vocabulary; key and revised Trinity Exam Practice cards (selected from the Starter
adjectives to describe clothes; sports Unit)
Present your design to the class
Which ones do you prefer? I agree with you. I Key Multiple Intelligences
Listen to a text for general understanding
disagree. Lets choose a T-shirt first. What about Linguistic
 Listen to a text and identify key functional having some plain shorts? I dont think thats a good
Musical
language idea.
Visual-Spatial
 Review learning and reflect on progress
Materials Interpersonal
Work in a group to design a sports kit Pupils Book p16; Activity Book p13; Class CD1 Intrapersonal
Selection of sports pictures
Sing a song Coloured pencils

Activity Book
At a Glance Lesson Plan Pupils Book
Lesson 8 Speaking and Self-evaluation 1
Writing

Writing
Group discussion
Starting the lesson 1 Lesson 8 Speaking and Self-evaluation
Activity 4 1 Design a new kit for a sports club. Discuss and make notes. Draw and
colour your kit.

Writing
Use the Trinity Exam Practice Group discussion
Read and think about your

Writing
1
cards (optional).
Listen and look. Which clothes do the children choose for the basketball teams Sports club:
learning.
CD1 19
new kit?

Review sports, sports clothes What can you do now? Clothing:

and equipment.
Set learning objectives.
Ending the lesson Other equipment:

2 Listen again. Which four things do the children say?

Review the lesson and reflect
CD1 19
I agree with you. Which ones do you prefer? Lets choose a T-shirt first.

Activity 1 I disagree. What about having some plain shorts? I dont think thats a good idea.

3 Youre going to design a new kit for a sports club. Discuss your ideas. CCoommmmuniiccaattee
un
on learning. 2 Write a description of your groups sports kit.
Listen and look. Do you prefer plain or
patterned T-shirts?
We have designed a new kit for the sports club. The kit has got

CD1 Track 19 p243 I prefer patterned T-shirts.

Extra activity 3 Read and complete.
EVERYDAY

What clothes do the children

ENGLISH
Me too. What about a
I think those colours are too bright. 1 Lets (have) a plain T-shirt. 4 What about (choose) the tracksuit next?
yellow and white T-shirt?
Reinforcement
Blue and white are better. 2 What about (choose) long socks? 5 Lets (choose) the T-shirt first.

choose for the basketball Draw and describe your sports kit in your Activity Book (page 13).
3 Lets (have) the patterned trousers. 6 What about (have) the baggy shorts?

teams new kit? Go to the Song Bank, page 121.

Ask and answer questions to My progress

Reflect on the unit identify sports. 4 Think about your work in this unit. Read and complete the sentences.
I think that my work in Unit 1 is

4 Read and think about your learning. What can you do now? Now I can
Whole Class And I can

Activity 2 Hi, Nico. Thanks for all

I can talk about I can find Switzerland
In the next unit I want to practise more.

your messages. Im really

my routines and what on a map and talk about
Listen again.
happy to have a new
friend in Switzerland and Im doing now. a Swiss inventor. Which is the odd one out? Why? helmet / bike / gloves / goggles 13
Ive learnt a lot.

CD1 Track 19 p243

9780230449220_text_CS6.indd 13 03/06/2014 09:45

No problem, Jess.
Lets speak soon! I can read and write I can work in a group to
a magazine article. design a sports kit.
Which four things do the
Activity Book
children say? Do the Unit Review in your Activity Book (page 14).

Activity 1 Activity 3
16 Speaking, self-evaluation and review

Design a new kit for a Read and complete.

Activity 3 sports club. Discuss and
9780230449206.HF PB5 U1.indd 16 22/05/2014 17:22

Song Activity 4: My progress

Youre going to design a new make notes. Draw and
CD1 Track 20 p243 colour your kit. Think about your work
kit for a sports club. in this unit. Read and
Discuss your ideas. CD1 Track 21 p243 (optional Activity 2 complete the sentences.
Go to the Activity Book. karaoke version) Write a description of
your groups sports kit. Odd one out activity
Which is the odd one
out? Why?

Detailed Lesson Plan
Starting the lesson
Use the Trinity Exam Practice cards (optional).
The pupils practise asking and answering questions.
Review sports, sports clothes and equipment.
Hold up a selection of pictures of people doing sports
(from the Internet or a magazine). Prompt the pupils to
name the sport and describe what the person in the
picture is wearing. Elicit any sports / equipment that
is needed to do the sport and write any new words on
the board.
Repeat the procedure with other sports pictures.
Set learning objectives.
Say Today youre going to work together to design
some sports clothes and youre going to think
about your learning.
Pupils Book Activity 1
Listen and look. Which clothes do the children
choose for the basketball teams new kit?
CD1 Track 19 p243
Ask the pupils to name and describe the different
clothes they can see in the activity.
Play the CD. The pupils listen and identify which
T-shirt, shorts and socks the children choose.
(Stripped T-shirt, green shorts, white socks.)
Pupils Book Activity 2
Listen again. Which four things do the children say?
CD1 Track 20 p243
Read out the sentences as a class.
Play the CD again. The pupils listen and identify the
sentences which appear in the recording.
Check the answers as a class.
Answers: Lets choose a T-shirt first. I agree with you.
What about having some plain shorts? Which ones do you
prefer?
Pupils Book Activity 3
Youre going to design a new kit for a sports club.
Discuss your ideas.
Invite three pupils to read out the dialogue. Then explain
to the class that they have to design their own sports
kit. The pupils discuss ideas in small groups.
Song
Read and discuss the questions
Go to the Song Bank on page 121 to do the Pupils
Book and Activity Book song activities (see p238).
CD1 Track 20 p243
CD1 Track 21 p243 (optional karaoke version)
Activity Book
Activity 1
Design a new kit for a sports club. Discuss and
make notes. Draw and colour your kit.
Read the notes as a class. Check understanding.
Organise the class into groups of three. The pupils
work together to complete their notes and draw and
colour their new sports kit.
You can use the Talk role cards to assign roles within
the groups.
Organise the class into new groups. The pupils take
turns to describe their new kits.
Activity 2
Write a description of your groups sports kit.
The pupils work on their own to write a short
description of their sports kit.
Activity 3
Read and complete. EVERYDAY
ENGLISH
Read and complete the first two sentences as a class.
The pupils work on their own to complete the
remaining sentences.
Answers:1 have 2 choosing 3 have 4 choosing
5 choose 6 having
1
Pupils Book Activity 4
Read and think about your learning. What can you
do now?
Read the message as a class. Then look back through
the unit and prompt the pupils to identify other things
they have learnt and done.
Activity Book
Activity 4: My progress
Think about work in this unit. Read and complete
the sentences.
Read out the sentences and encourage the pupils to
think of different ways of completing them.
The pupils complete the sentences.
Odd one out activity
Which is the odd one out? Why?
The pupils complete the odd one out activity.
Answers: bike (You dont wear it.)
Ending the lesson
Review the lesson and reflect on learning.
Say Today weve designed a sports kit and weve
thought about our learning.
Ask Which was your favourite activity today?
Which activity was easy / difficult?
Extra activity
Reinforcement
Invite a pupil to think of a sport. Ask Do you play
this sport (indoors)? Do you wear (a swimming
costume)? Is it a (fast) sport? The pupil should
respond appropriately until you guess the sport. Swap
roles.
The pupils ask and answer questions in pairs.
59
 60
1 Review and external exams practice
Key language Optional materials
cheap, cheaper, expensive, more expensive; corridor, Trinity Exam Practice cards (selected from Unit 1)
 Review clothes, materials, accessories and back in half an hour, danger, keep out, end, half-price,
Key Multiple Intelligences
clothes adjectives less, more, park, pedestrian crossing, restaurant, sale,
Linguistic
school, shop, sign, special offer, sports centre, street
 Introduce the pupils to KET exam tasks Logical-Mathematical
Learn a simple strategy for dealing with You can / cant swim here. You must / mustnt walk
here. Visual-Spatial
unknown vocabulary
Practise reading signs for general meaning
Practise activity types found in the Trinity Materials
and Cambridge exams Pupils Book p17; Activity Book pp14-15; Class CD1
Raise awareness of the signs around us

At a Glance Lesson Plan Pupils Book Activity Book

REVIEW Review QUIZ QUIZ
RE V IE W

REVIEW
QUIZ REVIEW
Starting the lesson 1
Activity 3
1 Review

External exams practice ReviewQUIZ Review Review

Use the Trinity Exam Practice Read and match to the signs in Work with a friend to do the quiz.

REVIEW Quiz Review

Review Review
1 Think about the new words in this unit. Read and write.

cards (optional). 1 Read the sign. Then read and complete the sentences. Which words in the sign
help you? Activity 2. 1 Three things you wear on your legs:
2 Two things you wear to look smart:

Review clothes, materials, 1 The sign is in a .

A restaurant B shop C school
3 Three things you wear on a cold day:

2 Write the opposites of the adjectives.

accessories and clothes

2 The shoes are today.
A cheap B expensive baggy / plain / fashionable /

QUIZ
adjectives.
3 The shoes will be tomorrow.
A cheaper B more expensive Activity 4 smart /

3
long-sleeved /

Complete the sentences. Use the present simple or the present continuous.
comfortable /

Set learning objectives.

mmmuunniiccaattee

Think of more places where

Coom
C go not eat like do make
2 Say where you can see these signs.

Go
 to the Activity Book
sports centre restaurant shop park street school
you can see signs in your
1 Peters busy now. He
2 I
his homework.
wearing comfortable clothes.
QUIZ
REVIEW
3 We often to the beach at the weekend.
1 2 3

QUIZ
page 14: Review. community. REVIEW
4 The children their lunch now.

Quiz
5 Be quiet, please. You too much noise.

Review
QUIZ
4 Write the time expressions in the chart.
Go to the Activity Book.

Review QUIZ
2 Lesson 3 Culture
usually at the moment now often never this morning right now sometimes Culture
After you read around the wo r l d

Activity 1 Present simple Present continuous

1 Remember the story. Read and answer the questions.

REVIEW
1 Where is the village of Montignac? 4 What did they see on the walls of the cave?
4 5 6 usually Its They
2 What did the boys want to find? 5 What was the name of the boys teacher?
They His

Read the sign.

REVIEW
REVIEW
3 What did they use to see inside the cave? 6 Who did their teacher bring to the cave?

Exam help
They He

5 Complete the sentences. Use too and not enough.

Draw and describe your sports kit in your Activity Book (page 13). 2 Listen and complete Callums story review. Write one word each time.

Review
Circle the correct number of stars.

to the
Then read and complete the
CD1 28

1 The sweater is too small. 2 The trousers arent long enough.

Go Song Bank, page 121. isnt big enough. The fantastic This is a 1 story set in

Read the exam help.

The sweater 1940 in France. Four French boys and
discovery

sentences.

QUIZ
their 2 , Robot, wanted
3 The shirt is too baggy. 4 The shoes arent comfortable enough.
to find some treasure in the woods. Robot found a hole and the
3

Review
Read and match to the signs in Activity 2. boys 3 into it. They saw some amazing paintings
of 4 inside a huge cave. They kept the cave a secret,

Which words in the sign help

a You can swim in the evening. d You cant swim here. but then they decided to 5 it to some friends and their teacher. Their teacher brought an 6
6 Look and order the letters. Whats the mystery word? to the cave. He told the boys that the paintings were over 7 years old! My
b You mustnt drive fast here. e You can buy something this afternoon. favourite part was the moment they see the 8 for the first time.

c You pay less for your food today. f You must walk here. t i a r c u t s k Opinion: I think the story is 9 and I give it 10 stars.

you? Ending the lesson 3 What do you think of the story?

F
igh iv ing
Think ls
skil

e!
The mystery word is:

H
4 Think of more places where you can see signs in your community. I think . I give it stars.

REVIEWWell done.
Definition: 4 Find out about France and the Dordogne with your family.

QUIZ

Review
ICT

Review the lesson and reflect High Five everyone! Review

QUIZ REVIEWQUIZ
1 What countries have borders with France?

on learning.
2 What are the three biggest cities in France?
14

Activity 2 QUIZ
Learning

Review
3 Whats the name of Frances most famous museum?
Exam help LEARN
to
4 Is the Dordogne the name of a mountain, a river or a lake?

Q: What do I do if I dont understand the sign? 9780230449220_text_CS6.indd 14 5 How many castles are there in the Dordogne?
03/06/2014 09:45

A: Dont worry. Identify where the sign is and think about the information you

Say where you can see these

18 Which is the odd one out? Why? told / climbed / went / discover
usually read there. Then use the words you know to understand the most
9780230449220_text_CS6.indd 18 03/06/2014 09:45

Do the Unit Review in your Activity Book (page 14). important idea.

signs. Extra activity

17
Extension
Speaking, self-evaluation and review Trinity and Cambridge exams practice
External Exams DVD-ROM
Activity Book page 14: Activity Book
9780230449206.HF PB5 U1.indd 17 22/05/2014 17:22
Find examples of other signs Review page 15: External
External Exams and share them with your class. exams practice
Work with a friend to do the
Practice Pack Activity 1
quiz.
Additional Trinity and Cambridge Listen and tick () the right
Exams practice (optional). answer (A, B or C).
CD1 Track 22 p243
Activity 2
Read and match.

Detailed Lesson Plan
Starting the lesson
Use the Trinity Exam Practice cards (optional).
The pupils practise asking and answering questions.
Review clothes, materials, accessories and clothes
adjectives.
Organise the class into small groups. The groups
choose a scribe who should divide a notebook page
into four columns: Clothes; Materials; Accessories;
Clothes adjectives.
The pupils have five minutes to write as many words
as possible. Then collate the lists of words on the
board.
Set learning objectives.
Say Today youre going to read some signs and
practise your listening. Explain that signs are used
to give instructions, to help you and to keep you safe.
Ask the class to identify any signs in the classroom
and to think of other places in the school where they
can read signs.
Activity Book page 14: Review
Work with a friend to do the quiz.
Organise the class into pairs. Explain that they are
going to work together to do a quiz. Set a time limit
for the pupils to do this. This time limit will depend on
the ability of the class (10-15 minutes). Stress that the
pupils are not competing with each other.
Read out the six tasks that the pupils have to
complete. Check understanding. Then say Ready,
steady ... Go!
The pupils work in their pairs to do the quiz. Ask the
pupils who finish quickly to help another pair.
Correct the answers as a class.
Answers: 1 1 Three from: trousers, leggings, jeans,
tracksuit 2 tie, suit 3 Three from: hat, gloves, scarf, coat
2 tight, patterned, unfashionable, casual, short-sleeved,
uncomfortable 3 1 is doing 2 am wearing 3 go 4 are eating
5 are making 4 Present simple: usually, often, never,
sometimes Present continuous: at the moment, now, this
morning, right now 5 1 is too small. isnt big enough.
2 The trousers are too short. 3 The shirt isnt tight enough.
4 The shoes are too uncomfortable. 6 tracksuit, what you
wear to do exercise
Answers: bike
Pupils Book Activity 1
Read the sign. Then read and complete the
sentences. Which words in the sign help you?
Read the sign as a class. Then read and answer the
questions as a class. Focus the pupils attention on
clues such as shoes, half-price, end, this afternoon.
Pupils Book Activity 2
Say where you can see these signs.
Read the list of places as a class.
The pupils work in pairs to match a sign to each place.
Pupils Book Activity 3
Read and match to the signs in Activity 2.
The pupils match each sentence to a sign in Activity 2.
Answers:a 5 b 6 c 1 d 2 e 3 f 4
Pupils Book Activity 4
Think about more places where you can see signs in
your community.
Work as a class to think of more examples of signs
we can see in the community, e.g. shops, the post
office, the cinema. Encourage the pupils to think
about what sort of information appears in these signs.
Learning to
Exam help LEARN
Read the exam help as a class.
External Exams Practice Pack
Additional external exams practice (optional).
Additional Trinity and Cambridge Exams preparation
material, including videos, worksheets and practice
tests can be found on the DVD-ROMs.
1
Activity Book page 15 : External exams practice
Activity 1
Listen and tick () the right answer (A, B or C).
CD1 Track 22 p243
Invite a pupil to read out the first question. Play
the CD, pausing at the end of the first exchange
to identify Andy. The pupils should tick the
corresponding picture.
Repeat the procedure with the remaining questions.
Answers:1 C 2 A 3 C
Activity 2
Read and match.
The pupils work on their own to match each sentence
to a sign.
Answers:1 B 2 G 3 C 4 F 5 H
Ending the lesson
Review the lesson and reflect on learning.
Say Today weve read some signs and practised
our listening.
Ask Which was your favourite activity today?
Which activity was easy / difficult?
Extra activity
Extension
Ask the class to look out for signs in the community.
The pupils should write down where they saw each
sign and what the sign said. Prompt the class to think
about what the same signs would say in English.
61
 62
Reflective Teacher

Date: Unit:

1 What did my pupils learn in this unit? 5 Which lessons / activities did my pupils find the most difficult and
why?

2 How did my pupils work? ()

individually in pairs in small groups 6 What did I try in the classroom for the first time? How did it go?

in large groups as a class

3 Which key competences did my pupils develop? Give a score

from 1 to 5 (5 being the highest).
Competence in linguistic communication

Competence in mathematics, science and technology 7 Which resources did I find most useful? (including web pages)

Digital competence

Learning to learn

Social and civic competences

Sense of initiative and entrepreneurship

Cultural awareness and expression
8 What could I do differently next time I teach this unit?
4 Which lessons / activities were the most successful and why?