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1 Tara’s House

At

Lesson 1: Vocabulary ANSWERS


Every morning at eight o’clock she makes her bed. 3 
Language Every morning at eight o’clock he has a shower. 8
Every morning at eight o’clock they catch the bus. 10
Core: make (my) bed, have a shower, catch the bus, watch
Every morning at eight o’clock she watches TV. 7
TV, brush (my) teeth, leave home, use the internet, wake up,
Every morning at eight o’clock he brushes his teeth. 1
arrive home, take the dog for a walk
Every morning at eight o’clock he leaves home. 4
Revised: Present Simple (Time): What does he / she do at Every morning at eight o’clock she uses the internet. 9
(eight) o’clock? He / She / They (leave home) at (eight) o’clock. Every morning at eight o’clock she wakes up. 2
What do you / they do at (half past six)? I (watch TV). Every morning at eight o’clock he arrives home. 6
What time do you…, Brazil Every morning at eight o’clock they take the dog for a
walk. 5
Starting the lesson (optional)
• Play a game of Categories (see page 139). 2 Look and say he, she or they.
• In the children’s own language, ask the class what they do ANSWERS
every day / what is their daily routine. 1 he brushes his teeth.
2 she wakes up.
iPack 3 she makes her bed.
4 he leaves home.
Character flashcards: Tara and Layla 5 they take the dog for a walk.
• Explain to the children that Tara is going to meet one of 6 he arrives home.
the exchange students. 7 she watches TV.
• Use the character flashcards to introduce Layla from Brazil. 8 he has a shower.
9 she uses the internet.
• You could use the Famous landmarks poster to start a
10 they catch the bus.
discussion about any facts that the children know about
Brazil. 3 Ask and answer.
Vocabulary presentation: vocabulary animation • Explain that the children in the picture are taking turns to
ask and answer questions about the picture.
• Play the vocabulary animation for the children to watch
and listen. • Ask the children to work in pairs to complete the activity.

Transcript iPack
Mayor  Welcome to Rooftops, Layla. This is Layla from Brazil
and, Layla, this is your host family. Vocabulary practice: game 2
Tara  Hi, I’m Tara and this is my mum. See instructions for Jumbled words (page 134)
Layla  Hello.
Tara’s mum  Hello, Layla. You must be tired and hungry. Activity Book    page 6 
Let’s go home and we can talk in the car ... it’s in the car park.
Tara  Come on, Layla, you can get in the back with me. I can 1 Look and write.
tell you all about life in Rooftops. ANSWERS
Tara  Well, at my house we usually wake up early. Then I 1 Tara wakes up at half past six.
have a shower. I always brush my teeth in the morning. Then 2 She has a shower at quarter past seven.
I make my bed. I always leave home at eight o’clock and I 3 She makes her bed at half past seven.
catch the bus to school. I arrive home after school at half 4 She cleans her teeth at quarter to eight.
past four. I always take the dog for a walk. We watch TV in 5 She leaves home at five to eight.
the evening. And we use the internet. 6 They catch the bus at eight o’clock.
Layla  Wow – a lot of things to remember. I will write them 7 She arrives home at four o’clock.
down! 8 They take the dog for a walk at half past four.
9 She watches TV at seven o’clock.
Vocabulary presentation: game 1
10 She uses the internet at eight o’clock.
See instructions for Word match (page 136)
2 Ask and answer. Draw the times for your partner.
Class Book    page 6  • The children ask their partner about their routine and
write the times on the clock faces. They then answer their
1 Listen and say the number. Repeat. $ 1•07 partner’s questions.
• Play the listening for the children to listen and say the
number of the item in the picture. They then repeat the
new language.

50 Unit 1 • Lesson 1

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3 Write about your partner’s routine. Class Book    page 7 
• The children use the notes from activity 2 to write about
their partner’s routine. 1 Read. Listen and find three differences. $ 1•08
ANSWERS
Finished? (optional) Write sentences about a family The three differences are highlighted in the transcript below.
member’s routine.
• The children write sentences about a family member’s Transcript
routine. If appropriate, encourage them to think about My routines in Rooftops – by Layla Vieira from Brazil
how that person’s routine is different from their own and Morning
why. For example, does the family member get up earlier We always have breakfast at quarter to eight on school days.
than them? Why? It could be because they have to go to At the weekend we never have breakfast before ten o’clock.
work early, or need to take care of other people. We sometimes have a very big breakfast on Sundays.
We always leave home at half past eight on school days. We
Finishing the lesson (optional) catch the bus to school at quarter to nine, but it sometimes
• Play a game of Mime the flashcard! (see page 138), using comes late.
daily routine vocabulary. Afternoon
We never take the dog for a walk after school at four o’clock.
KEY COMPETENCES: Learn to learn At the weekend we sometimes watch TV in the afternoon.
• Games like the one above help children learn to use Evening
non-verbal clues to understand meaning, such as the We never go to bed after nine o’clock on school days. We
way we speak, facial expression, tone of voice and body always go to bed late on Fridays and Saturdays. We always
language. go to bed at half past eight on Sundays.

2 Read and learn. Make sentences.


Lesson 2: Grammar • The children use the table to make their own sentences.

Language Learn to learn


Core: I / They always / usually / sometimes / never (wake ANSWERS
up at seven o’clock). He / She always / usually / sometimes / Before the verb
never (takes the dog for a walk). Leave home, catch the bus,
take the dog for a walk, watch TV
3 Play the game.
Revised: have breakfast / lunch / dinner, go to bed
• Ask the children to work in pairs. They take turns to
describe the routine of Tara and her family. One child
Other: I know! Your turn. describes the routine and the other child guesses which
member of Tara’s family it is.
Starting the lesson (optional)
• Use the Unit 1, set 1 flashcards to play a game of Pass the KEY COMPETENCES: Learn to learn
flashcard with the class (see page 137). • Communicative games are a useful way of reinforcing
grammar and vocabulary. In the activity above, children
iPack repeat key structures, which will help to fix them in
their minds and recall them easily when needed.
Grammar presentation and vocabulary
consolidation: vocabulary animation
• Ask the children what they can remember about the iPack
animation from Lesson 1, e.g. the names of the characters, Grammar practice: game
where the exchange student is from.
See instructions for Sentence spin (page 136)
• Tell the children they are going to watch the vocabulary
animation again. This time there is a question screen Activity Book    page 7 
for you to show them before they watch the animation.
They should answer the question after watching, and you 1 Order and write sentences. Look and number the
should refer back to the question screen to reveal and pictures.
check their answers.
ANSWERS
After school Tara always … 1 I always wake up at six o’clock.
A makes her bed. 2 We usually take the dog for a walk before school.
B takes the dog for a walk. 3 She never catches the bus on Tuesdays.
C has a shower. 4 They sometimes watch TV at five o’clock.
• For transcript see Vocabulary animation lesson 1, page 50. 1  b  2  a  3  d  4  c 

ANSWERS
B takes the dog for a walk.

Unit 1 • Lessons 1 & 2 51

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2 Listen and complete the table. $ 1•09 Lesson 3: Culture
Transcript Language
Layla  I always make my bed.
Core: training, football strip, shin pads, ballet pumps,
I never catch the bus to school.
leotard, pyjamas, usually, always, catch the bus, watch TV
I always take the dog for walk.
I usually watch TV in the evening. Revised: Brazil, football, pink, purple
I sometimes use the internet. Other: ballet, ballet movements, dinnertime, weekdays, go
Dex  I never make my bed. for a run, French, capoeira, acrobatics, practise, (football)
I always catch the bus to school. match
I sometimes take the dog for a walk.
I sometimes watch TV in the evening. Starting the lesson (optional)
I usually use the internet. • Use the Unit 1, set 1 flashcards or wordcards to play a
ANSWERS game of What is it? (see page 137).
Layla: 1    2  ✗  3    4    5 
Dex: 1  ✗  2    3    4    5  iPack
3 Look at the table in activity 2. Write sentences. Culture presentation: film
ANSWERS • Tell the children that they are going to watch a culture
a Layla always make her bed. Dex never makes his bed. film about a boy called Tim.
b She never catches the bus to school. He always catches • Tell them that after watching the film they need to answer
the bus to school. the question:
c She always takes the dog for walk. He sometimes takes What’s Tim’s favourite thing?
the dog for a walk. • Play the film for the children to watch.
d She usually watches TV in the evening. He sometimes
watches TV in the evening. Transcript
e She sometimes uses the internet. He usually uses the Clive  I’m Clive Live and you’re watching …
internet. Totally Culture!
In today’s programme we’re going …
Activity Book    page 80  Totally Football!
Nelly  Ole, ole, ole, ole!
Grammar Practice: Adverbs of frequency United! United!
Clive  Well, I can see you like football, Nelly!
1 Read and correct the sentences.
But do you like football as much as Tim Ryder?
ANSWERS Nelly  Let’s find out!
1 I never wake up late. Tim  I’m Tim Ryder and I love football.
2 She always goes to the cinema on Fridays. On Saturdays I usually get up at 8 o’clock.
3 He sometimes makes his bed. I always put on my football strip … and my tracksuit.
4 We usually watch TV after dinner. This is my bedroom.
5 The postman always arrives early. I often play football in competitions and I’ve got lots of
trophies.
2 Look and complete. This is my dog. He’s called Messi.
1 Daisy usually plays tennis on Saturdays. After breakfast I go to football training.
2 Paul sometimes has a shower in the morning. I always take my football boots and my water bottle. And I
3 Daisy usually watches TV in the evening. never forget my shin pads!
4 Paul always takes the dog for a walk after school. I do football training from 10 o’clock until 12 o’clock.
5 My mum and dad never listen to music after dinner. In the afternoon I sometimes go to a football match with my
6 Paul always brushes his teeth after breakfast. family.
Finishing the lesson (optional) My favourite team is Aston Villa.
This is Aston Villa’s ground.
• Play a game of True or False with the children. Tell them In the evening I watch football on TV or football DVDs.
four things about your daily routine. One of the facts you
Goal!!!
tell them should be incorrect. The children must guess
I sometimes read magazines … football magazines, of
which one is false.
course!
Further practice I go to bed at half past ten.
$ Teacher’s Resource CD-ROM, Unit 1, Reinforcement worksheet 1 And I dream about … FOOTBALL!
and Extension worksheet 1. Notes and answers on CD-ROM. Clive  See you next time!
Nelly  Goodbye!
ANSWERS
football

52 Unit 1 • Lessons 2 & 3

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• Optional: If you would like to exploit the culture film
KEY COMPETENCES: Sense of initiative and
further you may ask these (or similar) questions at the end
of the film.
entrepreneurship
1 What is Tim Ryder’s opinion of football?
• Practising is a key learning skill for children and adults
alike. The more we practise, the better we become.
2 When does Tim go to football training on Saturdays? Explain to the children that they are in control of their
3 What three things does Tim put in his bag? own progress, and that they can improve if they practise.
4 What’s colour is Tim’s football strip? • To illustrate how practice can help, you could ask the
5 What does Tim do in the evenings? children to go away and practise, e.g. one of the songs,
6 What does Tim sometimes read? acting out a story, pronouncing a particular sound, or
spelling particular words. Then in the next class, ask
ANSWERS
the students if they have improved and ask them to
1 He loves football.
demonstrate this.
2 After breakfast.
3 Boots, water bottle and shin pads
4 Green and yellow Activity Book    page 8 
5 He watches football on the TV and DVDs.
6 Football magazines. 1 Complete the comments.
ANSWERS
Class Book    pages 8 and 9  1 shin pads
2 training
1 Read and listen. $ 1•10 Who goes to a special
3 football strip
school? 4 leotard
• For transcript see Class Book pages 8–9. 5 ballet pumps
ANSWERS 6 pyjamas
Becky goes to a special ballet school.
2 Think about your routine. Complete the table.
CULTURE NOTES: Special schools in Britain • Ask the children to complete the table for themselves.
• There are several types of special schools in the UK for
3 Complete the post. Use your notes in activity 2.
children who show a particular talent in one area or
another. These include ballet schools, music schools,
Draw your avatar.
acting schools and sporting schools. Students must • Using their notes from activity 2, the children write a short
study core subjects like English, Maths and Science, but post describing their routine, what activities they do,
they also spend a lot of time practising their special when and with what frequency. They can also draw their
talent. Many of these schools are residential. own avatar in the space provided.
COMMUNITY VALUES:   Read the post about Becky on
2 Match the headings and the photos. Use your Class Book page 8 again. How much ballet practice
notebook. does she do?
• Ask the children to read the headings and match them to ANSWERS
the photos. 4 hours
ANSWERS
1  c  2  a  3  b
Finishing the lesson (optional)
• Ask the children to think about any activities that they
3 Read again and say Tim, Becky or Otavio. practise regularly. If they can, they should tell you what
this activity is in English. If they don’t know the word,
ANSWERS
encourage them to use their dictionaries or the internet
1  Otavio  2  Becky  3  Becky  4  Tim  5  Otavio  
to find out the word in English. Make a record of their
6  Tim  7  Becky  8  Tim
answers on the board and then ask the class to work out
COMMUNITY VALUES:   Sometimes we have to work on what the most popular activity is.
things we’re not good at.
• Discuss the Community Value with the children in their Lesson 4: Everyday language
own language. Ask Why is it important to work at things
we’re not good at? Ask the children to think about skills Language
they have gained through practice (e.g. riding a bike,
Core: How often do you (catch the bus)? I (catch the bus)
swimming, cooking, art, dancing, sport, English!).
once / twice / three times a (day / week / month). Every (day
/ week / month).

Starting the lesson (optional)


• Use the Unit 1, set 1 flashcards and wordcards to play a
game of Stand up, sit down (see page 138).

Unit 1 • Lessons 3 & 4 53

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iPack 3 Complete the table. Ask and answer.
• Divide the class into pairs. Ask the children to complete
Culture review: film the table for themselves. They must then ask and answer
• Before you play the film again, ask the children what they with their partner, recording their partner’s answers.
can remember about the culture film from the previous
lesson. Ask them if they can remember what Tim does Learn to learn
after breakfast on Saturdays. ANSWERS
ANSWERS every day
He goes to football training.
Read more! (optional)
How to … presentation: film
• Explain to the children that they are going to watch Nelly Class Book    page 74 
and Clive talking about their routines. Ask the children
How often does Nelly catch the bus?
1 Read and listen. $ 3•33 What festival is Lucas at?
• Play the How to… film.
• Play the listening for children to listen and follow.
• For transcript see Class Book page 74. 
Transcript ANSWERS
Clive  How often do you catch the bus? Carnival
Nelly  I catch the bus twice a day.
ANSWERS 2 Read and answer. Use your notebook. 
Twice a day • Check that the children understand the underlined words
• Play the How to … film again, pausing after each phrase in the text.
for the children to repeat. ANSWERS
1 He lives in Olinda, in north-east Brazil.
Class Book    page 9  2 It starts at midnight on Saturday.
3 The dancers carry umbrellas.
4 Listen, read and repeat. $ 1•11 4 Lucas wakes up at 8 o’clock.
• Play the listening for the children to listen, follow and 5 In the morning he goes to the beach.
repeat the dialogue. 6 He goes to Carnival in the afternoon.
5 Make new dialogues and practise.
Activity Book    page 74 
• Divide the class into pairs. The children take turns to make
and respond to questions using the tables in the Class 1 Read the text again. Read and circle.
Book as prompts. • Have the children read the text on Class Book page 74
again before completing the activity.
KEY COMPETENCES: Social and civic competence
• Paired speaking activities are a good way for children ANSWERS
to learn how to work well together and respect each 1  never  2  always  3  always  4  usually  5  sometimes  
other. Encourage the children to understand that a 6  usually
conversation only works well if both parties listen 2 Find the words in the text. Write. 
carefully, speak clearly, take turns, repeat if necessary
and are patient with each other. ANSWERS
• After the children have talked to each other for a few 1  midnight  2   umbrellas  3  puppet  4   ocean 
minutes, check how much they can remember of their 5  streets    6  loud
partner’s responses to illustrate why it is important to 3 Complete the notes about a festival in your
listen to others. country.
• The children write notes about a festival in their own
Activity Book    page 9  country.

1 Look at the table. Read and write the names. 4 Write sentences about the festival using your
notes in activity 3. Use always, usually, sometimes
ANSWERS
and never.
1  Jane  2  Lily  3  Fred
• The children write sentences about a festival in their own
2 Look at the table in activity 1 again. Complete for country using the notes from activity 3 and adverbs of
Peter. frequency.
ANSWERS
1  How often   2  play football   3  twice a week  
4  sometimes

54 Unit 1 • Lesson 4

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Finishing the lesson (optional) Class Book    page 10 
• Use the completed tables in the children’s Activity Books
page 9 to compile a classroom survey for one or more of 1 Read and listen. $ 1•12 Which phrases are in the
the activities listed in the table, e.g. ask the class Put your story?
hand up if you brush your teeth once a day. As a class you • Play the story for the children to listen and follow in their
could even create some simple graphs (bar charts or pie Class Books.
charts) to illustrate the results. ANSWERS
• Encourage them to experiment with different ways of It’s snowing. It’s raining.
presenting data (e.g. different types of graphs, tables,
charts, colour-coding) and discuss with them which are iPack
the easiest to interpret. For example, it may be easier to
judge the most popular activity from a pie chart or bar Vocabulary practice: game
chart rather than a table. See instructions for Gap fill game (page 135)

Lesson 5: Vocabulary and Story Activity Book    page 10 


1 Look at the pictures. Remember and correct.
Language
Read the story again and check.
Core: It’s snowing / raining / foggy / warm / wet. The sun is
shining. ANSWERS
Revised: kitchen, clock, train station, train, missing, clue 1 It’s snowing.
2 It isn’t snowing.
Other: investigation, footprints, follow (the footprints),
3 It’s raining.
melting, disappearing, envelope, timetable, leaflet, list,
notebook, advert 2 Tick ✓ the six clues in the story.
a clock
Starting the lesson (optional) a train timetable
• Use the Unit 1, set 1 flashcards and wordcards to play a an empty notebook
game of What’s missing (see page 138). a list of strange numbers and letters
an advert from a newspaper
iPack a leaflet about an art exhibition

Vocabulary presentation: flashcards 3 Read and match.


• Click through the flashcards to show the new vocabulary. ANSWERS
Repeat several times, encouraging the children to 1  b  2  e  3  a  4  c  5  d
remember the words.
4 Complete the story review.
Story animation: Young Detectives Footprints in the ANSWERS
Snow Episode 2
 Episode:  2  Title:   Footprints in the Snow.
• Before playing episode 2 of the story ask the children Main characters:  Matt, Gaia, Annabel, Joey
what they can remember about episode 1. Places:  Mrs Rose’s house
1 What were the names of the children? Synopsis: 1  Mrs Rose   2  house  3  snowing  4  kitchen  
2 What was the name of the woman in the garden? 5  it’s raining   6  train  7  an envelope   8  five
3 What was the name of the dog? KEY COMPETENCES: Learn to learn
4 Where is Mrs Rose at the end of the episode? • This activity asks the children to think about the story,
ANSWERS summarize it and rate it. This encourages critical
1 Matt, Joey, Gaia and Annabel thinking as it teaches them to analyse texts and
2 Mrs Rose determine what their own personal opinion is and why.
3 Scamp
4 She’s missing Finished? (optional)
• Tell the children that they are going to watch episode 2 of • Complete the story playscript for this episode on the
the Young Detectives story animation and they should try Teacher’s Resource CD-ROM.
and answer the following questions at the end:
1 What was the weather like at the start of the story? Finishing the lesson (optional)
2 What was the weather like at the end of the story? • Play Remember the story (see page 138) with the class.
• For transcript see Class Book page 10. Further practice
ANSWERS $ Teacher’s Resource CD-ROM, Unit 1, Story worksheet. Notes and
1  snowing  2  raining answers on CD-ROM.

Unit 1 • Lessons 4 & 5 55

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Lesson 6: Grammar 4 Talk about the weather where you live. Use these
words and phrases.
Language • As a class or in pairs ask the children to describe the
Core: It’s / It isn’t snowing / raining / foggy / warm / wet. The weather where you live using the words and phrases on
sun is shining. Usually the Class Book page.
Revised: kitchen, clock, train station, train, January, April,
July, November, today, missing, clue iPack
Other: investigation, footprints, follow (the footprints),
Grammar practice: game
melting, disappearing, envelope, timetable, leaflet, list,
notebook, advert, cold, windy, hot, cloudy See instructions for Chase the cheese (page 133)

Activity Book    page 11 


Starting the lesson (optional)
• Play a game of Count the words (see page 139) with the 1 Listen and tick. $ 1•13
class.
Transcript
iPack Adult 1  What’s the weather usually like in Dublin in
September?
Story review: animation Adult 2  It usually rains in Dublin in September.
• Ask the children what they remember about the story Adult 1  What’s the weather like today?
from the previous lessons e.g. the characters, the clues, Adult 2  The sun is shining.
what happened. Adult 1  What’s the weather usually like in Sydney in
September?
• Tell the children they are going to watch episode 2 of the
Adult 2  The sun usually shines in Sydney in September.
story again. This time there is a question screen for you
Adult 1  What’s the weather like today?
to show them before they watch the story. They should
Adult 2  It’s foggy.
answer the question after watching, and you should refer
Adult 1  What’s the weather usually like in Rabat in
back to the question screen to reveal and check their
September?
answers.
Adult 2  The sun usually shines in Rabat in September.
What does Matt say? Adult 1  What’s the weather like today?
A Its raining. Adult 2  It’s raining.
B It rains. Adult 1  What’s the weather usually like in La Paz in
ANSWERS September?
A It’s raining Adult 2  It usually rains in La Paz in September.
Adult 1  What’s the weather like today?
Adult 2  It’s snowing.
Class Book    page 11 
ANSWERS
1 Which sentences are in the story? Say A or B. Dublin Usually: rain Today: sun
ANSWERS Sydney Usually: sun Today: fog
B Rabat Usually: sun Today: rain
La Paz Usually: rain Today: snow
2 Read and learn. Say the missing words.
• Ask the children to look at the table. Encourage them to 2 Read and circle.
identify the pattern in each column, i.e. that we use the ANSWERS
‘-ing’ form when something is happening at a particular 1 ’s raining
moment. 2 shines
ANSWERS
3 ’s snowing
He does his homework after dinner every day. 4 is shining
He’s doing his homework at the moment.  5 rains

3 Play the game. 3 Look at the table in activity 1 and complete.


• Ask the children to work in pairs and play the guessing ANSWERS
game. The first child chooses a city without telling the 1 It usually rains in Dublin in September, but the sun is
other child which city it is. The second child tries to guess shining today.
which city it is by asking questions about the weather 2 The sun usually shines in Sydney in September, but it’s
in general and today. When they guess correctly, the foggy today.
children swap roles and the second child starts the game. 3 The sun usually shines in Rabat in September, but it’s
raining today.
4 It usually rains in La Paz in September, but it’s snowing
today.

56 Unit 1 • Lesson 6

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4 Write about the weather in your town in Lesson 7: Song, Sounds and
December and today.
• The children write a sentence about the weather in their Speaking
town following the models in activity 3.
Language
KEY COMPETENCES: Mathematical competence Core: never, always, the sun is shining, it rains, every day,
and basic competences in science and wet, warm, it’s raining / cloudy / snowing.
technology Revised: happy, sad, white, sweater, winter, hat
• These activities encourage the children to consider Other: calls me on the phone, Suzie doesn’t love me
weather and climate in the world around them and anymore, send her flowers, throws them away, in my heart,
how they differ from one region to another. They also
help them to recognize that we can predict some Starting the lesson (optional)
aspects of the weather. • Use the Unit 1, sets 1 and 2 flashcards to play the Lip
reading game (see page 138).
Activity Book    page 81 
iPack
Grammar Practice: Present continuous
Grammar and vocabulary consolidation: song
ANSWERS
animation
1 Write the verbs in the –ing form. • For transcript see Class Book page 12. 
1 catching
2 snowing Class Book    page 12 
3 doing
4 shining 1 Read the song and choose. Use your notebook.
5 making Listen and check. $ 1•14
6 playing • The children read the song lyrics and choose the correct
words. They should use what they have learnt in Lesson 2
2 Complete. about word order to help them identify the correct lyrics.
1 It’s raining at the moment. • Once they have written their answers in their notebooks,
2 Fred’s walking to the supermarket. play the song again so they can check their answers.
3 We’re having a good time!
4 They’re dancing at the party. ANSWERS
5 I’m talking to someone on the phone. 1 never calls me
6 She’s brushing her teeth at the moment. 2 never comes
3 always throws
3 Look and complete. Write the verbs in the 4 never answers
present continuous. 5 never speaks
1 He’s painting a picture.
2 She’s singing a song. 2 Sing. $ 1•14
3 He’s making his bed. • Play the song again so that the children can sing along.
4 They’re playing football.
5 He’s climbing a tree. KEY COMPETENCES: Cultural awareness and
6 She’s catching the bus. expression
• Singing the song together as a class can give more
Finishing the lesson (optional) introverted students the confidence to express
• Tell the children they are going to pretend to give a themselves musically and in another language.
weather forecast on television. If you have one, display a
map of your country. Alternatively, you could show them 3 Work in pairs. Read the song again and answer.
the real weather forecast for the country on a website or
in a newspaper. Ask the children to come up and describe ANSWERS
what the weather is like in different regions today and in 1 sad
general. Encourage them to act like a television presenter 2 The sun is shining.
to make this really fun. They can use the Unit 1, set 2 3 Suzie doesn’t love the singer.
flashcards to illustrate their presentation if they like.
4 Listen and repeat. $ 1•15
Further practice • Play the pronunciation chant, pausing after each sentence
$ Teacher’s Resource CD-ROM, Unit 1, Reinforcement worksheet 2 for children to repeat.
and Extension worksheet 2. Notes and answers on CD-ROM. • For transcript see Class Book page 12. 

Unit 1 • Lessons 6 & 7 57

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5 Work in pairs. Cut out and complete your Lesson 8: Cross-curricular
speaking cards. 
• Ask the children to cut out the Unit 1 speaking cards (see Language
Activity Book pages 99-100.) Core: cottages, baker, shoemaker, farmers, church, lord,
• Divide the class into pairs and tell them that one person manor house, always, usually, wake up, once (a day)
in each pair will be ‘A’, the other will be ‘B’. They must only Revised: small, big, meat, fish, vegetables, fruit, table,
look at their own side of the cards. chair, bed
• The children take it in turns to describe the weather Other: medieval, serfs, peasants, castle, bakers, shoemakers,
forecast on their card to their partner. They must then farmers, cottages, rich, hunting, banquets, musicians,
listen to their partner describing their own weather jugglers, magicians, tax collectors, craftsman, poor, straw
forecast and write it down. They can use the dialogue on
Class Book page 12 for reference.
Starting the lesson (optional)
• Once both children have finished the activity, they should
• Ask the children to remember Layla’s daily routine (see
compare answers and correct them as necessary.
Class Book page 7) and their own. Make notes on the
board.
iPack • Ask the children, in their own language what they think
Pronunciation practice: game their daily routine would have been like 600 years ago.
Make a note of their suggestions on the board. Tell them
See instructions for Sound match (page 135)
that in this lesson, they are going to learn more about life
in medieval times.
Activity Book    page 12 
1 Listen to the song again. $ 1•14 Complete the iPack
song review.
Cross-curricular presentation: slideshow
• Explain that the song is part of the Twin City Song
Contest. Children listen to the song again and write their
• Tell the children that they are going to think about what
life was like in medieval times.
own review.
• Once the children have finished the song review,
• Play the cross-curricular slideshow, pausing for the
children to answer the questions.
encourage them to explain why they have given the song
that rating and review. TRANSCRIPT AND ANSWERS
[Slide 1]
2 Complete the new lyrics. Let’s think about medieval times.
• Ask the children to write their own version of the song. If [Slide 2]
they are confident singers, encourage them to sing their This is a scene from 1450.
version to the rest of the class. [Slide 3]
3 Listen again. $ 1•15 Underline the /w/ sound. Is this picture of the ice age, medieval times or ancient
Rome? [medieval times]
• For this activity make sure that the children have their
[Slide 4]
Class Books closed and can’t see the Class Book page on
the IWB as it shows the answers. Look at the pictures. Say rich or poor.
lord [rich]
ANSWERS
The queen wears wellies when the weather is wet, serf [poor]
With a white, winter sweater and a warm woolly hat! peasant [poor]
manor house [rich]
4 Listen. $ 1•16 Underline the words with the /w/ cottages [poor]
sound. [Slide 5]
ANSWERS These are houses in medieval times, for rich people and poor
2 witch people.
4 how [Slide 6]
5 two Who lives in the cottages? [serf, peasant]
6 what
Who lives in the manor house? [lord]
7 flowers
[Slide 7]
9 who
Who sleeps here? [lord; serf, peasant]
Finishing the lesson (optional) [Slide 8]
• Play a game of I spy (page 139) using the sound /w/. Here are people on a typical day in medieval times.
Further practice Is the lord working? [No, he isn’t.]
$ Teacher’s Resource CD-ROM, Song worksheet. Notes and What’s he doing? [He’s eating. He’s in the manor house]
answers on CD-ROM. Is the serf working? [Yes, she is.]
What’s she doing? [She’s cooking. She’s in the kitchen.]
Is the peasant working? [Yes, he is.]

58 Unit 1 • Lessons 7 & 8

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What’s he doing? [He’s working in the fields. He’s carrying • They should use the information they find to write a
apples.] menu for Denzel’s banquet. Remind them the food must
be appropriate for lords, not peasants and serfs. They can
Class Book     page 13  decorate the menu and draw pictures of the food if they
have time. Alternatively, they can use a computer word
1 Which of these years is in medieval times? processing program to create this menu.
ANSWERS
1450
KEY COMPETENCES: Digital competence
• Being able to draw on language and information from
2 Read and listen. $ 1•17 different sources gives learners more autonomy in their
• Play the listening for children to listen and follow along in language learning. It is important they learn to judge
the Class Book. for themselves the best places to find the information
• For transcript see Class Book page 13.  they need and how to interpret it.

3 Read and say lord, serf or peasant. Finishing the lesson (optional)
ANSWERS • Play a game of Who am I? (see page 140), pretending to
1 lord be one of the medieval groups described in the Class
2 serf Book.
3 peasant
Further practice
4 lord
$ Teacher’s Resource CD-ROM, Unit 1 Cross-curricular worksheet.
4 Tell your partner about a castle in your country. Notes and answers on CD-ROM.
• Divide the class into pairs. Explain that they must tell their
partner about a castle in their country. Lesson 9: Review and Skills
• Tell the children that they can use any English they can
remember. The important thing is that they describe the Language
castle as well as they can. Core: Language and structures from the unit
• The children could use other resources like the internet or Revised: town hall, Mayor, Brazil
a dictionary to find relevant information and language. Other: poster, visitor information centre, visitors

Activity Book    page 13  Starting the lesson (optional)


1 Read and match. • Use the Unit 1, sets 1 and 2 flashcards to play Whispers
(see page 137).
ANSWERS
1  d  2  e  3  b  4  g  5  f  6  a  7  c
iPack
2 Read and circle.
Vocabulary review: game
ANSWERS See instructions for Basketball bounce (page 135)
1  b  2  a  3  b  4  a  5  b

3 Complete. Class Book    page 14 


• Explain the Mayor’s project to the children. In their
ANSWERS
own language ask them what information a visitor to a
1 lord
different country might want to know e.g. weather, food,
2 rich
transport.
3 manor house
4 never 1 Dex interviews Layla. Listen. $ 1•18 Which
5 serf routines phrase is not mentioned? Use your
6 every notebook.
7 usually
• Tell the children they are going to listen to Dex and Layla
8 music
working on the Mayor’s project.
9 hunting
10 banquet Transcript
Dex  What time do you usually wake up here in the UK?
Project: Research food in medieval times. Write a
Layla  We wake up at seven o’clock, but that’s late for me.
menu for Denzel’s banquet. Dex  Late? What time do you wake up in Brazil?
• Ask the children to use different sources like the internet, Layla  Early! I always get up at six o’clock. I take the dog for a
books, television, etc. to find out what medieval food was walk every day.
like. Dex  Wow! That’s very early. What time do you usually have
breakfast?
Layla  I have breakfast at school before class. I usually have
chocolate milk and biscuits.

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Dex  What do you have for breakfast in the UK? Activity Book    pages 14 and 93 
Layla  We usually have cereals, and sometimes toast and
jam. We sometimes take the dog for a walk after breakfast. 1 Complete your Bilingual Dictionary.
Dex  Do you usually have lunch at school in Brazil? • Ask the children to complete the Bilingual Dictionary
Layla  Yes, I do. We always have lunch at ten o’clock in the sections on page 93.
morning!
Dex  Wow! That’s early! What time do you finish school? 2 Read and number the pictures in order.
Layla  We finish school at eleven o’clock. I arrive home at ANSWERS
half past eleven. Then I usually watch TV and have a siesta. 1  e  2  d  3  f  4  c  5  a  6  b
Dex  What time do you have dinner in Brazil?
Layla  We usually have dinner at about nine o’clock. That’s 3 Complete Dex’s notes using the information in
very late for British people! activity 2.
Dex  How often do you have a shower in Brazil?
ANSWERS
Layla  I usually have a shower three times a day because
wakes up: half past six
it’s very hot. Here in the UK I never have a shower in the
has a shower: once a day
afternoon, only in the morning.
makes the bed: always
ANSWERS leaves home: five minutes to eight
make my bed catch the bus: sometimes
has lunch: half past twelve
2 Listen again. Read and say True or False. $ 1•18 watches TV: never
ANSWERS
1 True 4 Complete the text using Dex’s notes in activity 3. 
2 False ANSWERS
3 False 1 six o’clock
4 True 2 three times a day
3 usually
KEY COMPETENCES: Social and civic 4 half past seven
competences 5 bus
• Point out to the children that Dex is interested in 6 lunch
finding out about Layla’s life and that learning a 7 watches TV
language is a great way to find out about different
cultures. Layla’s normal routine is different from Dex’s Finished? (optional)
for various reasons (e.g. the climate in Brazil); encourage • Ask children to complete the Dictionary skills section on
children to explore differences with their own routines page 93.
and the possible reasons behind them.
Finishing the lesson (optional)
• Use the Unit 1, sets 1 and 2 flashcards to play a game of
Pass the flashcard (see page 133).
3 Look at Dex’s notes. Tell your partner about
Layla.
• The children use the table to talk about Layla’s routine Lesson 10: Review and Skills
taking turns to tell their partner something about Layla’s
routine. Language
Core: Language and structures from the unit
ANSWERS
Revised: school, apple, have a snack
Layla never watches TV in the UK. She usually watches TV
in Brazil. Other: shops, supermarkets, open 24 hours, after-school
Layla sometimes eats pizza in the UK. She usually eats club, umbrella
pizza in Brazil.
Layla always uses the internet in the UK. She sometimes Starting the lesson (optional)
uses the internet in Brazil. • Play The chain game (see page 138), using language from
this unit, e.g. I always get up at six o’clock.
4 Read and say the missing words.
ANSWERS iPack
1 am / I’m
2 are / They’re, is / ’s Unit review: game
3 are / We’re See instructions for Three in a row (page 132) 
4 is / She’s

iPack
Grammar review: game
See instructions for Word clouds (page 134)

60 Unit 1 • Lessons 9 & 10

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Class Book    page 15  KEY COMPETENCES: Sense of initiative and
5 Match and make sentences with because. Use entrepreneurship
your notebook. • Checking and correcting their own work is an
important step towards autonomous learning. It is
• Look at the information about using because with the
important the children learn how to identify errors
children before they complete the activity.
in their own work by themselves, rather than always
ANSWERS relying on you to point them out. They also need to
1 I wake up early because I leave home at seven o’clock. learn how to find the correct answers, using all the
2 I wear warm clothes because it’s very cold. resources at their disposal.
3 I practise twice a day because I want to be a dancer.

6 Read and listen. $ 1•19 It’s nine o’clock in the 8 Self Evaluation. Read and tick ✓. 
evening. Where can you buy a snack? • Ask the children to think about their learning over the
• For transcript see Class Book page 14.  unit and to read the I can statements. They must tick the
statements they agree with.
ANSWERS
• Then ask the children to consider their own effort over the
big supermarkets
course of the unit and circle the face that represents the
7 Read again and answer. Use your notebook. effort they have made.
ANSWERS
• Ask them to look through their books and consider which
lesson they liked best and why.
1 big supermarkets
2 do sport or learn a language Finishing the lesson (optional)
3 it sometimes rains
• Ask children to work in pairs. Each child shoud think of
4 at five or six o’clock
one interesting thing they learnt in this unit and tell their
partner about it.
Activity Book    pages 15 and 93  • Play a game of Stop the spelling (see page 139).
5 Write notes for your routine. 
Unit test
• Ask the children to write notes for their own routine, • The children are now ready to do the Unit 1 test; see
adding in at what time or with what frequency they do
Teacher’s Resource CD-ROM, Evaluation section.
them. They can use activity 3 on Activity Book page 14 as
a model.

6 Write about your routine using your notes in


activity 5. 
• Ask the children to write a short text about their own
routine, using their notes in activity 5. They can use
activity 4 on Activity Book page 14 as a model.
• Ask the children to underline any examples of ‘because’ in
their text in activity 6.
• If they haven’t used ‘because’ in their text encourage them
to include it in their final version.

7 Check your work in activity 6. Write a final


version and draw pictures. 
• Encourage the children to check their work in activity
6. They should check their spelling, using their Bilingual
Dictionary on page 93 and any other dictionary they
have. They should check their grammar as well, using the
grammar section in the back of the Activity Book or the
Grammar poster for reference.
• Once they are happy with their corrections, they should
write out a final version of their text and illustrate it. This
can form part of their Portfolio.

Unit 1 • Lesson 10 61

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