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Map of the course

Meet The Explorers (pages 4–9)


Vocabulary Grammar Story and value
Phonics
Revision of I’m good at (playing The old book
numbers: football). Courage
21–100 I’m not good at Short vowel
upstairs, cellar, (climbing trees). sounds
downstairs Mike is Tom’s uncle.
Song: The Explorers
Our school (pages 10–21)
Vocabulary Grammar Story Skills and value Thinking skills English for
Phonics school
School subjects: I like listening to Getting help ● Reading Johnny’s ● Decoding a Music: Musical
Art, English, (music). Letter names story puzzle instruments
Geography, He loves / doesn’t ● Reading for detail ● Sequencing Project: Make
Music, I.T., like learning about ● Listening for detail ● Problem some maracas
History, Maths, (Science). LE solving
Science, P.E. You have to wear ● Appreciating
(school uniform). different ways of
thinking
Song: Let me tell you a secret Creativity Revision
The picnic (pages 22–33)
Vocabulary Grammar Story and value Skills Thinking skills English for
Phonics school
Food: apple Is there any (cheese)? The golden ● Listening for ● Finding Science: Food
juice, cheese, There isn’t any (cheese). apple detail LE relevant chain and
lemonade, There is some (cheese). Perseverance ● Speaking to information habitats
salad, Are there any (oranges)? The sounds /I/ exchange ● Logical Project:
rolls, soup, There aren’t any and /aI/ information thinking Choose a
vegetables, (oranges). ● Reading and habitat and
water There are some listening for make a food
(oranges). specific information chain
Shall we make some ● Writing about
(soup)? How about habits
some (tea)?
Song: A picnic Creativity Revision
Daily tasks (pages 34–45)
Vocabulary Grammar Story Skills and value Thinking skills English for
Phonics school
Daily tasks: It’s (eight) o’clock. Tidying up ● Reading Arnold ● Reflecting Environmental
wash up, tidy It’s half past (eight). The letter and the robot on one’s Studies: Saving
up, sweep the It’s quarter past / to sounds v and f ● Reading and habits water
floor, cook, (eight). listening for specific ● Sequencing Project:
feed the dog, Amy always / usually information ● Analysing How much
dry the dishes, / sometimes / never ● Telling a story data and water does a
do the shopping, (washes up after ● Writing a story making dripping tap
take the dog for dinner). ● Learning deductions waste?
a walk responsibility
Song: What a busy day Creativity Revision

iv Map of the course


Around town (pages 46–57)
Vocabulary Grammar Story and value Skills Thinking skills English for
Phonics school
Towns: map, It’s opposite the Up high ● Reading for ● Drawing Geography:
bank, bus (park). Lateral thinking specific conclusions Directions
station, It’s near the (library). The sounds /ɑ:/ information LE ● Matching Project: Make
tower, library, It’s above the (bus and /r/ ● Listening for ● Developing a compass
market square, station). specific sense of
sports centre, It’s below the (tower). information LE direction
supermarket I’m going to (the ● Speaking to ● Drawing
shop) to buy (some exchange analogies
bread). information
● Writing a
description
Song: Lost in town Creativity Revision

Under the sea (pages 58–69)


Vocabulary Grammar Story Skills and value Thinking skills English for
Phonics school
Sea creatures: The great auks were / The trap ● Reading What ● Remembering Art and
seahorse, weren’t (sea birds). The letter Christine found details Maths:
dolphin, seal, Their food was / wasn’t sounds s and sh ● Reading ● Comparing Pattern and
shell, octopus, (fish). for specific details in texts symmetry
anchor, Were you (in the sea), information and audio with Project:
starfish, turtle Sue? No, I wasn’t. ● Listening for images Make a
Was Tim (on the detail LE ● Recognising symmetrical
beach)? Yes, he was. ● Telling a story patterns fish
● Writing a story ● Application
● Caring for nature and transfer of
knowledge
Song: Fish, fish everywhere Creativity Revision
Gadgets (pages 70–81)
Vocabulary Grammar Story and value Skills Thinking skills English for
Phonics school
Technology: The (DX24) is bigger / The cave ● Comparing two ● Making Maths and
games console, more expensive than Being pictures deductions History:
electric fan, the (DX32). resourceful ● Writing a short ● Numerical Numbers
walkie-talkie, The (Airbus A380) is the Long vowel text awareness Project:
electric biggest (plane) in the sounds ● Describing a ● Logical and Think of
toothbrush, (world). picture mathematical a number
CD player, torch, The (Baldacchino ● Listening for thinking sequence
mobile phone, Supreme) is the most specific
lift, laptop, expensive (bed) in the information LE
mp3 player world. ● Writing a
dialogue
● Reading
for detail LE
Song: My bike is bigger Creativity Revision

Map of
Introduction
the course v
In the hospital (pages 82–93)
Vocabulary Grammar Story Skills and value Thinking skills English for
Phonics school
Health: jump – jumped, At the hospital ● Reading Sophia ● Decoding and Science:
doctor, nurse, shout – shouted, Caring for saves the day sequencing Fever
cold, cough, land – landed, people who ● Reading and ● Spotting details Project:
headache, look at – looked at, are ill listening in a narrative Make a
toothache, wake up – woke up, -ed endings for specific ● Developing thermometer
earache, feel – felt, have – had, information story analogies
stomach-ache go – went, give – gave, ● Reading for
say – said detail LE
● Writing a story
● Keeping busy by
helping others
Song: What a week Creativity Revision
Around the world (pages 94–105)
Vocabulary Grammar Story and value Skills Thinking skills English for
Phonics school
Countries: We went to the (beach), The final letters ● Reading ● Thinking about Art: Origami
Mexico, Spain, but we didn’t go Showing interest for specific possible lexical Project:
Argentina, (swimming). in other cultures information LE relationships Make an
Egypt, Chile, We played basketball, The sounds /i:/ ● Listening ● Imagining Origami
China, Turkey, but we didn’t play and /I/ for specific ● Visual spatial butterfly
Brazil, Australia, football. information LE thinking,
India Did you go shopping? ● Exchanging recognising
Yes, I did. / No, I didn’t. information shapes
When did you get ● Writing an
home? Yesterday. account
Song: All my friends are far away Creativity Revision
Holiday plans (pages 106–117)
Vocabulary Grammar Story Skills and value Thinking skills English for
Phonics school
Weather: I’m going to play in the The treasure ● Reading Holidays ● Prediction Geography:
thunderstorm, garden all day. Changing one’s with Grandma ● Logical Seasons and
lightning, It’s (not) going to be perception ● Reading and thinking hemispheres
rain(y), wind(y), rainy on (Tuesday). The sound /:r/ listening Project:
cloud(y), fog(gy), Are you going to (cook for specific Seasons
umbrella, pizza)? information around the
raincoat, boots Yes, I am. / No, I don’t ● Talking about world
like cooking. pictures LE
● Writing
about differences
● Changing
perceptions
Song: A super holiday Creativity Revision

vi Introduction
Map of the course
Introduction
About Super Minds Expanding young minds
Super Minds begins from the premise that the students
What is Super Minds?
are not just language learners but explorers in every
Super Minds is a seven-level course for primary age aspect of their educational development. The course
students, with a Starter level underpinning Super Minds 1. enables students to become smart in three ways:
By building solid foundations, expanding young minds,
kindling the imagination and fostering positive values, • Think! The development of thinking skills underpins
Super Minds encourages students to become smarter as the course methodology and is clearly signposted in
they develop in the widest educational sense. purposeful activities.
• Wider thinking through the application of knowledge
A flexible approach is encouraged by content and language integrated
Super Minds offers maximum flexibility: learning (CLIL), with topic-based material clearly
linked with subjects across the curriculum.
• Super Minds gives the option of an oral–aural • Games and other activities in pairs, groups or as a
introduction to English by using the Starter level, whole class are designed to improve students’ memory
whereas some schools may prefer to begin with and concentration skills.
Super Minds 1. This re-introduces all the language
from the Starter level in different contexts, developing In Super Minds 3, specific activities develop a range of
all four skills. skills from the visual skills of recognising patterns and
decoding to thinking skills such as problem solving,
• All seven levels of Super Minds have been specifically logical deduction, sequencing and predicting.
researched to cater for a variety of teaching situations
including those with a higher than usual number of
hours of English per week. The units include lessons
Kindling the imagination
with a core syllabus focus and additional lessons Super Minds 3
which can be used flexibly according to the time begins in a castle,
available for English. This is explained in the Tour of where the students
a unit (see pages x–xii). meet Ben and Lucy,
The Explorers, and
Building solid foundations Ben’s dog, Buster.
The students
Super Minds 3 is appropriate for students who have had
join them in their
two years of reading and writing in English. The solid
exciting treasure
language syllabus is carefully structured to cater for
hunt as they
those preparing for the YLE exams, with the YLE Movers
follow the clues and try to keep one step ahead of the
syllabus covered by the end of Super Minds 4.
‘baddies’, Horax and Zelda.
Students at this stage are just beginning to notice
The students’ imagination and creativity is also exercised
patterns in language. A Grammar focus section at the
through role play and writing activities.
back of the Student’s Book increases their awareness of
these patterns and offers written consolidation.
Fostering positive values
Alongside development in reading and listening skills,
Super Minds 3 uses both Ben and Lucy’s adventures
Super Minds 3 builds on the students’ early years of
and extended Story time narratives as a vehicle for the
English by offering more extensive productive skills work
illustration and discussion of values.
in specific speaking and writing features at the end of
each unit. The students are encouraged through discussion and
specific Workbook activities to think about the deeper
meaning of the stories, such as perseverance, caring for
nature and helping others.

Introduction vii
Super Minds 3 components
Student’s Book • Learn and think Cross curricular English for
The Student’s Book contains: school lessons, broadening
the unit topic in the context of other school subjects,
• An introductory Meet The encouraging the students to learn and then apply
Explorers unit (6 pages) knowledge, and offering an accessible follow-up
• 9 core units (12 pages) with an project
easy-to-use single-page lesson • A Communication or Creativity lesson featuring either:
format rounding off with revision
• A Grammar focus section which Find out a whole-class or group survey activity
provides an opportunity for
language presentation and
or:
written practice
Each unit offers:
• An opening scene in contemporary and attractive 3D Act out a topic-based role play in pairs
artwork which establishes the setting of the unit story
and also provides a vehicle for the presentation of
core vocabulary
• A My scrapbook revision lesson leading to a piece
of personalised writing that students can keep in a
• A game to practise the core vocabulary separate scrapbook
• 2 grammar lessons with varied presentation and Interactive DVD-ROM
practice activities including targeted oral production
of the new language in a Grammar focus feature This complementary component is included with the
Student’s Book, for students to use at home or in school
• An engaging song with a while-listening task for
further practice computer rooms, and with the Classware CD-ROM,
for teachers to use in the classroom with a computer
• A story featuring The Explorers, illustrating a different and a projector. Offering language reinforcement and
value in each unit for class discussion and leading into
consolidation while the students also have fun, it contains:
a phonics focus on specific sounds
• Think! Activities to develop a range of thinking skills • Interactive games and activities
• 2 lessons alternating between Story time narratives • The Student’s Book stories brought to life with high-
for extended reading in Units 1, 3, 5, 7 and 9 and topic- quality animation
based Skills activities in Units 2, 4, 6 and 8 combining • The Student’s Book songs with karaoke versions for
work on Reading, Listening, Speaking and Writing. the students to record and play back their own voice
• Videoke activities featuring real-life clips, with the
option for students to record themselves speaking one
or both roles

viii Introduction
Workbook Teacher’s Book

WILLIAMS PuchTA GERnGRoSS LEWIS-JonES


PuchTa
GERnGRoSS LEwiS-JonES

Workbook 3
This reinforces the core vocabulary Are you ready to
Teacher’s Book 3
This Teacher’s Book is interleaved
Are you ready to

and grammar and consolidates with the Student’s Book pages. Each
become one of the Super Minds?
become one of the Super Minds?
This exciting seven-level course, from a highly
This exciting seven-level course, from a highly experienced author team, enhances your students’
experienced author team, enhances your students’ thinking skills, improving their memory along
thinking skills, improving their memory along with their English.

the students’ skills development by page of teaching notes features:


with their English. Develop creativity with art and craft activities

SuPER MInDS TEAchER’S BooK


Develop creativity with art and craft activities Explore social values with lively stories
SuPER MinDS

Explore social values with lively stories Encourage cross-curricular thinking with fascinating
Encourage cross-curricular thinking with fascinating ‘English for school’ sections
‘English for school’ sections
For ease of use, this Teacher’s Book is interleaved

offering:
with pages from the Student’s Book. It includes
woRKBooK

This workbook features a page of activities to


accompany each page of the Student’s Book. detailed lesson aims, clear instructions and

• An Aims box with detailed lesson


a vast array of extra activities.

FREE extra resources can be downloaded from 3 3


www.cambridge.org/elt/superminds FREE extra resources can be downloaded from
www.cambridge.org/elt/superminds

• Vocabulary puzzles, written aims, new and recycled language,


vel CEFR Level Cambridge ESOL exams Super Minds Level CEF Level Cambridge ESOL exams

A2+ Key for Schools Level 6 A2+ Key for Schools


A2 Flyers Level 5 A2 Flyers
Level 3 Level 3
Level 4

Te
A1 Movers Student’s Book with DVD-RoM A1 Movers Student’s Book with DVD-RoM
Level 3

W
workbook Workbook class Audio cDs

ac
Level 2
Teacher’s Book class audio cDs Teacher’s Book Flashcards

or
Starters Starters

grammar practice at sentence any necessary or optional


Level 1

he
Teacher’s Resource Book classware and Teacher’s Resource Book classware and
with audio cD interactive DVD-RoM
k boo
Starter with Audio cD Interactive DVD-RoM
ela r’s B es

M
He on
rbe k3 es n ie ook 3 is-J
on ew
Primary i-Dictionary 2

rt P s-J Wil er L
ewi
Single Classroom version
CEF

l ia m
High beginner to low elementary

Pet
At last – an innovative way to build children’s vocabulary
ISBN 9780521175838 i-Dictonary Single Classroom version COVER CMYK

and develop their confidence in English!

uch
With animated stories, songs, printable worksheets and
flashcards, and over three hundred illustrated words needed
Anna Wieczorek

for the Movers level of the Cambridge Young Learners

level and reading, listening and materials and the language


er L
English (YLE) tests, the Primary i-Dictionary 2 CD-ROM is
ideal for general English classes as well as exam preparation.
• Bright, appealing animation and sound makes learning

s with &
new words memorable.
• Pictures and pronunciation in British and American English

ross
for EVERY word.

ta
• Games, songs and stories, plus extra practice work sheets
for every topic – learning has never been so much fun!

Günter Gerngross Pet


Ideal for classroom use with interactive whiteboard
or computer and projector. Multi-classroom and Home
Study versions are also available.

Herbert Puc a, Günter Gerng


Single Classroom

• Windows 7, XP or Vista and Mac OS X 10.3


• 300MB free hard disk space Primary i-Dictionary
version

• 512MB RAM for Windows XP, 1GB for Vista 2 Workbook


• Adobe Reader 8.2 or higher 978 0 521 17586 9
• Sound card and speakers for listening and/or headphones

An interactive picture dictionary


for young learners of English

ht
Cambridge
CEF Primary
ESOL
level i-Dictionary
exams
1 Starters
A1 2 Movers
om
Classro

A2 3 Flyers
Anna Wieczorek
version
Single

ISBN 978 0 521 74828 5 ISBN 978 0 521 17583 8 ISBN 978 0521 00963 8 ISBN 978 0521 69134 5 ISBN 978 1107 63852 5

writing activities competences that the students


• A values activity for each unit drawn from the will achieve
message in the Explorers story or the Story time • Concise and clear instructions together with answers
narrative for all the Student’s Book and Workbook activities
• A functions focus for each unit drawing on idiomatic • Additional lesson stages in coloured boxes:
language
1 34 Listen from
CD 3
The
and write Explorers
the story
missing words. Then say with a friend. Warm-up: ideas for beginning the lesson, recycling
1 2
language from the previous lesson or presenting new
language
Ending the lesson: simple ideas that are flexible in the
time available to bring the lesson to a close, requiring
no presentation or extra materials
Extension activities: optional activities for extending
Jenny: Be careful. That’s Mum’s Connor: What are you looking for, Izzie? the focus of the lesson, for which any additional
favourite vase. Izzie: My pen. I had it a minute ago. materials are listed as optional in the Aims box
• A revision
Ben: I know.page for careful.
I am being each unit with vocabulary
Now it’s gone.
Connor: That’s strange. The Tapescript for listening activities in both the
Jenny: OK, but
categorisation and grammar puzzles that guide
. Izzie: I know. Student’s Book and the Workbook is on pages 118–122
the
Ben: students
OK. Now can toyou
construct
just get outsentences using the two ?
of my ...presented in the unitConnor: Why don’t you look behind
of the Teacher’s Book.
structures
Jenny: Oh dear! your ear, Izzie?!

2 Look and write the words in the table. Class CDs


The 3 Class CDs contain all the recorded material for
1 Think! Which one is different in each group? Look, think and circle.

dry Turkey pyramid yuck happy buy Egypt young


1
the Student’s Book and Workbook, including the songs,
it very five yellow karaoke versions and stories.
2

Classware CD-ROM
3

This whiteboard software features:


pyramid
4

• The Student’s Book pages


2

1
Colour the bricks to make sentences. Write in the missing words.

Is there make some vegetable in the fridge.


• The audio material
2 There aren’t any cheese salad?

3 we about lemonade. It is also packaged together with the Interactive DVD-


4 How carrots soup?

5 Let’s make a bottle in my roll? ROM, which provides interactive activities and games for
Revision 33
classroom use.

CD 3
Teacher’s Resource Book (with CD)
• A3 record
Listen, say and check your answers.
35
of learning for each unit in the My Super
Mind feature at the back of the book, whichFunctions;
the phonics focus 99 As well as a CD of the recorded material for the listening
students personalise by indicating their preferences, tests, this component contains the following flexible
choosing new words to record and writing at sentence photocopiable resources for each unit:
level • Three worksheets to reinforce the core vocabulary and
My Super Mind
M What do you like best?
structures through extra practice, without introducing
Our school
unfamiliar language
• One cross-curricular extension worksheet
Colour your favourite lessons. Word Write three new words.
W
focus
singing the song finding out
about our

• Teaching notes with suggestions for exploitation and


reading the favourite subjects
Explorers story Gr mm r
focus W
Write two sentences about yourself.
making my
reading

optional follow-up activities


scrapbook
Johnny’s story

learning about

• An End-of-unit progress test evaluating the core


musical instruments

Now tell a friend what you like and don’t like in Unit 1.

The picnic vocabulary and structures with reading, writing and


listening activities
Colour your favourite lessons. Word Write three new words.
W
focus
singing the song acting out
our pizza
restaurant play
reading the Gr mm r
focus Write two sentences about yourself.
W
Explorers story

Introduction ix
drawing
learning about food and writing
chains and habitats about meals

Now tell a friend what you like and don’t like in Unit 2.

Daily tasks
Colour your favourite lessons. Word W
Write three new words.
focus
Tour of a unit
Super Minds 3 begins with an introductory Lesson 2
6-page Meet The Explorers unit in both the Student’s
Grammar 1
Book and the Workbook. This presents Ben and Lucy, The
Explorers, together with numbers 1–100, good at and The first of two core grammar points in the unit is
the possessive apostrophe. presented and practised in Lesson 2, in the topic-based
context of the unit.
There are then nine main units, each with twelve lessons.
Each page in the Student’s Book constitutes a lesson, • In most cases the students hear and read short
together with its corresponding Workbook page. presentation texts containing the new language
before doing a receptive activity such as matching or
The material is structured in a flexible way to make it
numbering.
suitable for different teaching situations:
• Gr mm r There is then a specific oral focus on the new
• Lessons 1–6 present and practise new core language, focus
language which can be used for presentation
as well as including a song and an episode of the on- and discussion.
going story with its follow-up activities. • This is followed by a practice activity to use the
• Lessons 7–12 focus on skills work and the use language, often in a game.
of English for school, together with creativity, • The practice activities in the Workbook focus on
communication and revision. written production at sentence level, sometimes
Classes with fewer than 5 hours of English per week including personalisation.
therefore have the option to miss out some or all of
Lessons 7–12, whilst still covering the vocabulary and Lesson 3
grammar syllabus.
Song
Using all the material in the Student’s Book and
The vocabulary and usually the first grammar point of
Workbook provides enough material for classes with up
the unit are combined in a song for students to join in
to 10 hours per week.
and sing.
Classes with more than 10 hours per week can extend
the material by using the worksheets in the Teacher’s • A while-listening task such as numbering pictures or
Resource Book. completing gaps helps to focus the students as they
listen to the song for the first time.
Lesson 1 • The students join in and sing the song, using either the
full version or the karaoke version, which is the next
Vocabulary presentation
track on the CD.
The core vocabulary of the unit is presented and
contextualised in a colourful illustration which also acts
• There is then a follow-up game using language from
the song.
as an introductory scene-setting frame for the episode of
the story later in the unit. • The practice activities in the Workbook are varied and
do not generally require the use of the CD. However,
• The students listen and find the new vocabulary in the the karaoke version is very motivating when the
picture. They then cover the list of new words on the students work with, or write, new verses of the song.
left as they test each other using the numbered items
in the picture. Lesson 4
• The students then hear a dialogue which establishes Grammar 2
the context of The Explorers episode in the unit, Lesson 4 introduces the second grammar point for the
followed by a short comprehension activity. unit.
• Having then heard the vocabulary in context, The range of presentation and practice activities is
the students practise it further in a game. similar to Lesson 2, including Grammar focus.
• The Workbook offers a wide variety of practice
activities, most of which are suitable for homework
if necessary.

x Introduction
Lesson 5 or rhyme featuring further examples of the sounds. A
memorable cartoon helps the students to associate the
Story and values
sentence or rhyme visually with its meaning. The Workbook
This lesson features an brings together other known examples of the target sound
episode of The Explorers and spelling in a practice activity.
story, following on from the opening scene and
dialogue in Lesson 1, bringing the unit context, Lessons 7 and 8
vocabulary and structures together. Skills work
• The teaching notes first suggest eliciting what These two lessons offer topic-based skills work consolidating the
students remember about the story so far and, language of the unit.
in particular, about the opening scene of this
Story time and values
episode in Lesson 1.
Units 1, 3, 5, 7 and 9 feature an
• The students then read and listen to the story, Story time extended Story time narrative,
which uses dramatic artwork and sound effects allowing students to practise
to help them follow the action. working with a longer text and to
• After discussing the story, the students turn develop their vocabulary.
to varied practice activities in the Workbook.
These include: • A range of pre-reading tasks are used to train the students in
scanning a text or to present essential vocabulary.
– Think! Thinking activities, working on skills
such as sequencing or inferring meaning • The students then read and listen to the story, which is also a
vehicle for the discussion of values.
– Values A text, story or dialogue
The follow-up tasks encompass other language skills and
demonstrating the same value as the episode
include:
of the story in Units 2, 4, 6 and 8, with a
summary sentence task guiding students to • Think! Thinking activities, such as puzzles, sequencing or
identify the value developing analogies
• The Ending the lesson activity in Lesson 5 is • Speaking activities
always a role play in groups to practise the
story. • Completing summary sentences
• In Units 2, 4, 6 and 8, the optional Extension The Story time page in the Workbook includes:
activity in Lesson 5 is always a discussion of the • Comprehension activities
value in the story, relating it to the students’
own lives. • Values A sentence SStory time

construction task guiding 1 V lues What can we learn from the story? Colour the words.

Lesson 6 the students to express I


It’s good easy to say

Story follow-up, functions and phonics the value demonstrated to laugh to do things
in the story
Lesson 6 exploits the story in more depth and the same differently .

features a phonics focus. Skills


2 Read and write the words.
Units 2, 4, 6 andpainting
8 feature topic-based
• A follow-up comprehension activity in the Skills
Sk activities developing
playing puzzles first lesson singing write flying
all four skills, with the
Student’s Book reminds the students of the In the Geography lesson Johnny is dreaming. In his dream he is
(1)

particular skills focus onclearly a dragon. The


(2)
identified at
next lesson is Maths. the
Johnny is doing
story.
1 R
Read the story. Choose
Maths
a word
in his head.
from the box.
(3)

foot of each page.


• The students practise natural idiomatic
In Science, Johnny is dreaming again. In his dream, he is (4)

The variedWrite
activities
the include:
correct word Johnny is next to numbers 1–6.
a butterfly. The next day the children have Music. In his dream,

language from the story in a functions focus and the guitar.


(5) (6)

• Think! Thinking activities


Then the children have to (7) a story. Johnny writes
in the Workbook, hearing and completing two a fantastic story and wins (8) prize.

mini-dialogues with target phrases and then


• Tasks in the style of the YLE tests in both the Student’s Book
3 Make sentences.

practising them in pairs. and the Workbook as a gentle introduction


1 his head / doing / loves / Johnny / Maths puzzles / in
topuzzles
Johnny loves doing Maths theinexam
his head.

• The lesson ends with a Phonics focus 2 about / the children / Miss Burton / tells / butterflies

where students learn to recognise English • An opportunity to personalise the language or to use it
3 a piano concert / Music lesson / plays / in the / Miss Burton
imaginatively in a written task
sound–spelling relationships. The students 4 for / two weeks / his story / a prize / later / Johnny / wins

first look for a phrase from the story which


exemplifies target sounds and identify who 16 Appreciating different ways of thinking; reading skills

says it. They then practise a new sentence


apple banana bus car

Introduction xi
Lessons 9 and 10 Lesson 11
English for school Communication and Creativity
Learn and think
These two lessons introduce a This lesson brings together the topic and language of
topic from another area of the primary school curriculum the unit in creative ways to encourage fluency in both
which is related to the overall unit topic. They are everyday communication and imaginative expression.
designed to encourage the students to learn about other
subjects through English and then to demonstrate and Find out Class survey
apply that knowledge in follow-up tasks including a • The students work first in groups,
project. asking questions and completing
forms or tables as a preparatory
• The first lesson usually introduces the topic and stage for a class survey.
presents words which the students use actively but
which are not core vocabulary. • The results for the whole class are then pooled, using
different methods of presenting statistics.
Learn and think
Le • The students then talk or write about the survey
results, demonstrating their understanding of the data
1 Read, look and draw lines.
What do these animals eat?
1 a
that they have collected as a class.
We all need energy to grow,
run, jump and play. We get our
energy from the food we eat.
2 b • The Workbook page features a dialogue question and
answer matching activity. The students then complete
That’s why we often feel weak
and tired when we are hungry.
Animals also get their energy
3 c

or correct the information in a report of this dialogue,


from food. Different animals
eat very different things.

2 Think! Read and draw


arrows to make food chains. which acts as a model for a piece of personalised
A food chain shows us what
animals eat. All food chains start
with the sun and plants. Plants use grass
writing.
Role play
the sun to grow. Some animals eat
plants to get energy. Some animals rabbit
eat other animals to get energy.
fox

Act out •
Grass gets energy from the sun, rabbits
eat grass and foxes eat rabbits. This is
In pairs, the students choose roles
owl plant
an example of a food chain.
and read the corresponding role
card.
lizard snail seaweed
surgeon
fish shark • A Useful language section provides plenty of
30 Science support for the students to plan their dialogue with
appropriate question and answer structures.
• The second English for school lesson provides • They practise their dialogue and then perform it for
opportunities for the students to apply the knowledge the class as time allows.
from the previous lesson, developing their thinking skills. • The Workbook page features a dialogue for the
• A creative or simple research project, to be done in student to put in the correct order before listening
groups, pairs or individually, rounds off the work on and checking. This dialogue then acts as a model for
the topic. students to write their own.

Lesson 12
Learn
Le
ear and think
My scrapbook
Revision
The last lesson rounds up
the topic and language
of the unit and develops
1
CD 1
42 Listen, read and look at the picture. Talk about
the food chain in the rainforest.
Snakes eat frogs.
Frogs eat …
writing skills.

• The students are encouraged in Unit 1 to make a


The place where an animal lives is called a ‘habitat’. The habitat in
the picture is the rainforest.
Animals and plants living in the same place need each other to get
food. Can you think of any other habitats and their food chains?

scrapbook to keep their work from these pages.


2 Project Choose a habitat
and make a food
chain. • In each unit, guided activities leading to a model
support the students in writing a short piece of
1 Draw the habitat. You can
also stick photographs.
2 Draw and cut out pictures

personalised writing or research, which they keep in


for the food chain.
3 Stick in the pictures to
make a food chain.

their scrapbook.

Science 31
• The Workbook revision pages round up the unit
vocabulary and grammar in puzzles.
• The corresponding pages in the Workbook consolidate • Students can then complete the My Super Mind
the work on the topic through a wide variety of feature at the back of the book, choosing their own
activities. examples of the unit language as a record of learning
and discussing what they like about the unit.

xii Introduction
Teaching with Super Minds 3
Encouraging fluency
Handling speaking activities Suggestions for making the most of these games:

Super Minds 3 is carefully structured to include regular • The model in the book is an essential tool for setting
opportunities for students to practise speaking. The up the activity, but bear in mind that most students
course encourages fluency through playing games in also need to see an example of what language they
pairs, acting out in pairs and whole class activities. These need to change when they come to do the activity
will be discussed in more detail in this section, but here themselves. It is therefore best to model the activity
are some general suggestions applicable to all speaking once more yourself using slightly different language
activities. with a stronger student, or to ask two confident
students to make up a new example.
Monitoring speaking activities
• Depending on the task, give clear instructions before
• While the students are working, walk around the class the students start about whether they are to take it in
listening with interest, but try not to interrupt the
turns or whether you will signal to the class when it’s
students. If you hear minor errors, you can note them
time to change roles.
discreetly on a piece of paper and mention them in the
feedback stage without naming the students. • If you have an odd number of children in the class, ask
a group of three to work together in these vocabulary
• If you hear a lot of students making the same error, a and grammar games as this will usually be easy
quick solution is to stop the task briefly, draw students’
enough for them to manage.
attention to the problem and ask everyone to repeat
the word or structure correctly before carrying on. Acting out in pairs
Feedback after speaking activities The Act out feature in Lesson 11 of alternate units
Allow appropriate time for a feedback stage after of Super Minds 3 combines the new vocabulary and
any speaking activity to give the task purpose and to structures of the unit in an extended role play which is
ensure that the students stay focused. Congratulate the specifically designed to encourage fluency.
students for working independently and focus on any Suggestions for making the most of this feature:
errors that you noted. Then ask as many students as
possible to report back. • If you have an odd number of children in the class,
you may need to help a group of three students to
• Where an activity requires more everyday divide up one of the roles.
communication such as talking about personal
preferences, this feedback can just be a show of
• Once the pairs are established, invite the students to
choose their roles. Ask all Student As to raise their
hands, but remember to phrase the question so that
hands, then Student Bs, and, as a final check, ask
students are responding about what their partner has
anyone who is unsure to raise their hand. This ensures
said, not their own preference.
that everyone is ready to start together.
• With more imaginative tasks, you can invite students • Make sure that students understand the objective
to give their ideas and vote as a class for the funniest
(often the last point on the role card) and that you
or strangest idea.
will be asking about this in the feedback stage.
Playing games in pairs • The teaching notes suggest inviting the class to fill out
All new vocabulary and grammar in Super Minds 3 is the Useful language section examples to make full
consolidated with a speaking game, making oral work sentences. However, it is important to make it clear
a natural part of the learning process. While earlier that these are only examples and that the students are
levels of the course worked more often with whole class free to use any relevant language.
games, students at this level now have the maturity to • Set the students a time limit to practise their role play.
work in pairs for these games most of the time. This You may also like to establish a signal that you will
gives them greater independence and, of course, allows use if the noise level becomes too high.
more students to practise at the same time.
• Whether everyone can perform for the class will
depend very much on your class size, but you could
keep a record of who has acted out for the class and
ensure that everyone has a chance during the year.
• You may also want to choose some particularly
successful role plays for a show for parents
(see ‘Involving parents’ on page xv).

Introduction xiii
Whole class speaking activities Drafting and
My scrapbook rewriting
Bringing together the new vocabulary and structures of
the unit, the Find out feature in Lesson 11 is specifically The use of a separate
designed to foster fluency through social interaction in Scrapbook provides an
the whole class. ideal opportunity to train
A mingling activity such as ‘Find someone who ...’ students in drafting and rewriting skills. If students take
achieves a similar result in language terms, but a survey pride in personalising their Scrapbook at the start of
goes a step further educationally by bringing in other the year, it will encourage them to create neat pieces of
skills such as collating and analysing data. In the Super finished work to include in it.
Minds 3 survey activities, the students produce an oral On each Scrapbook page, the students first work on
or written report of their findings, providing a satisfying preparatory tasks. Ask them to use their ordinary
outcome. exercise books and to continue in the same place as they
Suggestions for making the most of this feature: draft the final output task.
While the students are working on a rough draft, you
• For accurate findings, a whole class survey needs can take the opportunity to correct their work in a
a preparatory group stage so that each person
private and individual way:
only responds to each question once. This is clearly
established in the Find out activities. Allow plenty of • Praise an aspect of the work (the picture, the
time for this stage. handwriting, the ideas, the use of new words).
• If the students need to move to form their groups, • If there are serious problems with the writing, ask
check whether they need any specific materials and the student to read what he/she has written. You can
ensure that they take these with them. then check that the students have understood the
• Explain the activity once the students are sitting in task and confirm OK, great. So you like going to the
their groups. playground. Then continue Remember that we write it
like this and write any problem words for the student
• Before students begin, ensure that roles within the
groups are clearly assigned, such as taking notes, and to copy.
which questions each person will ask. • For small mistakes, it may be enough to point to the
handwritten word and then find and point to the word
Encouraging writing written correctly in the Student’s Book or Workbook.
Writing is often considered the most difficult skill for When you have seen rough drafts, the students can then
younger children, which is why it is thoroughly supported copy the work out neatly for sticking into their Scrapbook
in Super Minds 3 with more controlled passive activities together with any pictures that they have drawn.
and models leading to the students’ more extended Discuss the finished work with the students, praising
output. any improvements made between their draft and final
versions.
Supported practice
Sentence level Assessment
• At sentence level, passive tasks include ordering words Assessment in listening and speaking skills will largely be
within a sentence and the revision page puzzles in the an on-going process of observation in whole class work.
Workbook, giving the students clear parameters to However, there is a listening element to the tests in the
construct sentences in a supported way. Super Minds Teacher’s Resource Book and you could also
• By the time they come to write unsupported consider using the YLE listening activities in Units 2, 4, 6
personalised sentences in the My Super Mind feature and 8 as a more formal means of assessment.
at the back of the Workbook, they have had plenty of Now that the students are developing their reading
practice, although you can still steer weaker students and writing skills, you may wish to carry out a more
to the examples in the Grammar focus boxes and formal evaluation of their written work. In addition to
encourage them to change only one or two words. the YLE activities in Units 2, 4, 6 and 8, the Super Minds
Paragraph level Teacher’s Resource Book provides an end-of-unit test
which evaluates the core vocabulary and structures with
• Passive tasks include ordering lines from a summary
and underlining incorrect information. listening, reading and writing activities.

• Students then need a clear model for their own work,


whether this is factual research, such as writing about
a sea creature, or a personalised piece of work about
a favourite gadget.

xiv Introduction
Workbook To make the most of the stories:
My Super Mind pages 118–120 • Establish an agreement with the class at the beginning
This feature, whilst of the year that story time is special and that there are
ostensibly a record of learning, can also be used for to be no interruptions.
informal assessment. • Some teachers ask their students to read and prepare
A possible system would be to grade the vocabulary and a text before class, but with a continuing storyline this
sentences that students produce on this page as follows: risks weakening the dramatic impact. The students will
find the episode much more exciting if they hear it for
• Shows awareness of new vocabulary
the first time acted out and with the added drama of
• Writes new vocabulary accurately the sound effects.
• Uses vocabulary and both core structures from the • Give students a chance to ask any questions before
unit but with some spelling errors
you play the story and ask them to put all their pens
• Uses new vocabulary and both core structures accurately and pencils down so that there are no distractions.

Using the Super Minds songs Involving parents


The songs in Super Minds 3 include a while-listening task You could consider putting on a show for parents, using
to focus the students as they listen for the first time. For the songs and stories. If you have a large class and
this task to be most effective, it is best only to focus on would like more students to be involved, you could also
the pictures as a general lead-in to the song, resisting use the Act out dialogues. Together with the students’
the temptation to explain the song lyrics from the page. scrapbooks and craft projects displayed around the
The class will find it easier to concentrate on the task if room, this is a very visual demonstration of the work
you ask students not to try to sing along the first time done during the year and is highly motivating for the
through. Explain that this is a listening activity but that students.
they will be able to join in and sing the song later in the To involve as many students as possible in acting:
lesson.
You can help to focus purely on listening like this:
• You could have red and yellow T-shirts or a rucksack
each for Ben and Lucy, a coat or glasses for Horax and
• It may sometimes be possible, as on Student’s Book a red top for Zelda, which different children could put
page 60, to ask the students to cover the lyrics while on in order to represent the characters in different
they do the first task. episodes.
• In some cases the students could jot down key words • Other children could read summary sentences
or draw small pictures, such as the clocks on Student’s explaining the action before the characters say their
Book page 36, and then do the listening task with their lines. The Student’s Book or Workbook comprehension
Student’s Books closed. follow-up activities often provide sentences that are
Other listening tasks that you can do with any song suitable for this purpose.
while the students keep their books closed include: For example, Unit 2 Frame 2 could begin:
Narrator Lucy and Ben take Buster to a village.
• Writing key words from the song on the board for Lucy Can you help us?
students to copy and number as they hear them Students who are more self-conscious about performing
• Writing a list of random words, some that feature in public can be involved in other ways:
in the song and others that don’t, on the board for
students to copy and tick if they hear them • Writing invitations, ‘tickets’ or programmes
There are karaoke versions of the songs after the • Decorating the invitations/‘tickets’
main recording. These are best used once the class are • Making props for the stories or dialogues
confident enough to sing without their books or when • Greeting the parents in English and showing them to
the students have worked with, or written, new verses, their seats, using language such as Hello. Nice to see
as sometimes suggested in the Workbook. you. Thank you for coming. Please sit here.
Even if the parents don’t speak English, they will
Using The Explorers stories be delighted to hear their children using it and the
As each new episode unfolds, the teaching notes suggest context makes the meaning obvious.
summarising the story so far, which will be most effective If you involve the whole class in different ways as above,
if you involve the students as much as possible. The be sure to acknowledge everyone’s contribution in public
Student’s Book and Workbook follow-up tasks provide so that it isn’t just the actors who are clapped at the end.
an instant resource which you can use to make this
interactive.

Introduction xv
Aims: Key: 1 An old book, 2 In a castle, 3 To the cellar,
• to review numbers 21–100 4 Downstairs

• to introduce the characters 3 SB p4 Close your book. Play the memory game.
New language: explorer, meet, lost treasure, Aim: to give students practice with the new vocabulary
museum, adventure, castle, secret, only, upstairs,
downstairs, cellar • Ask Where’s room 35? (It’s upstairs.)
Recycled language: language from previous • Students play the same game in pairs with books closed.
levels, numbers 21–100 1
CD1
WB p4 Listen and write the numbers.
04
Materials: CD Aim: to practise writing the new vocabulary
Language competences: Your students will be Key: 1 30, 40, 50, 2 20, 40, 60, 80, 3 10, 30, 20, 40, 30
able to identify and use numbers 1–100.

2 Think! WB p4 Look at Activity 1. Write the


missing numbers.
Warm-up
Aim: to review numbers Aim: to give further writing practice
• Write some numbers on the board, e.g. 19, 13, 7. Thinking skill: logical-mathematical
Elicit the numbers. Key: 1 60, 2 100, 3 50
• Invite a student to the front. Draw a number
between 1 and 20 on his/her back with your finger. 3 WB p4 Write the words.
The student has three tries to guess the number. Aim: to give further writing practice
• Students repeat the activity in pairs. Key: 2 thirty, 3 one hundred, 4 forty
4 WB p4 Write Where or What. Then think about
Presentation the story and answer the questions.
Aim: to introduce the characters Aim: to give practice forming and answering questions
• Students look at the pictures and text at the top of the Key: 2 What / Buster, 3 What / An old book,
Student's Book page 4.
4 Where / To the cellar, 5 Where / Downstairs, 6 Where /
• Read the text aloud. Students follow. Downstairs
• Check understanding of new vocabulary.
• Tell students to look at the sign and check
Ending the lesson
understanding of upstairs and downstairs.
Aim: to review numbers
CD1 SB p4 Listen and say the words. Then check
1 02 • Write 15 numbers between 21 and 100 on the board.
with a friend.
• Students draw a 2 x 2 grid and write a number from
Aim: to practise new vocabulary the board in each square.
• Students look at the numbered words and phrases in • Call out numbers from the board. Students cross out
the picture. the ones they hear.
• Play the recording. Students listen and repeat. • The first student to cross out all four is the winner.
• Play the recording again. Students practise in pairs.
CD1
2 SB p4 Listen, read and answer.
03
Extension activity
Aim: to practise listening and reading Aim: to review vocabulary from the lesson
• Read the questions aloud and check understanding. • Ask students where different rooms are in school /
• Tell students that the answers to questions 1, 2 and 4 at home (upstairs or downstairs).
are in the text and picture on the page. • Students do the same in pairs.
• Give students time to find the answers.
• Explain that the answer to question 3 is on the CD.
• Play the recording twice. Check with the class.
CD1 Track 03
For tapescript see TB page 118.

T4
Aims:
3 SB p5 Look and make sentences.
• to present and practise good at + ing
• to review language for actions and activities Aim: to consolidate grammatical form
New language: snorkelling, doing puzzles • Students make sentences in pairs. Check with the class.
Recycled language: actions and activities
Key: Lucy is good at playing the piano. Lucy is good at
flying a kite.
Materials: CD Ben is good at painting. Ben is good at playing the
Language competences: Your students will be piano. Ben isn’t good at flying a kite.
able to say what they are good at / not good at.
1 WB p5 What are the children good at? Write
sentences with good at or not good at.

Warm-up Aim: to practise the new language


Aim: to review actions and activities Key: 2 I’m not good at snorkelling. 3I’m good at
swimming. 4 I’m not good at jumping. 5 I’m good at
• Mime an action, e.g. jumping. Students guess, snorkelling. 6 I’m good at swimming.
e.g. You’re jumping.
• Repeat with other known actions and activities. 2 Think! WB p5 Look, think and draw lines.

Aim: to give further practice with the new language


Presentation Thinking skill: matching words with pictures
Aim: to present good at / not good at Key: 1 She’s good at dancing. 2 He’s not good at
• Mime doing something well, e.g. dancing. Say I’m good swimming. (3 He’s good at playing football.) 4 She’s
at dancing. not good at jumping high.
• Mime doing something badly, e.g. jumping. Say I’m not 3 WB p5 Write about yourself.
good at jumping.
• Write the two example sentences on the board. Aim: to enable students to personalise the language
• Say, e.g. You’re good at swimming. The whole class
mime being good at swimming. Ending the lesson
• Say, e.g. You’re not good at playing the guitar. Students Aim: to practise key language from the lesson
mime playing the guitar badly.
• Say sentences about the characters, e.g. Ben is good
1 SB p5 Look, read and write B (Ben) or L (Lucy). at painting.

Aim: to practise good at / not good at


• If your sentence is true, students clap. If it is false,
students shake their heads.
• Elicit the activities in the pictures.
• Students take turns to read out the questions.
• They silently write the answers. Extension activity
• Students compare answers in pairs. Check with the class. Aim: to give listening and speaking practice
• Elicit which of these activities students are good at / not
good at. Students reply, e.g. I’m good at flying kites. • Students draw a simple 4 x 6 table for a survey.
Key: 1 B, 2 B, 3 L, 4 B, 5 L, 6 L • Down the side they write six activities. Along the top
they write Me and the names of three friends.
CD1
2 05 SB p5 Listen and say. • They fill in the first column with a ✓ or a X for
themselves.
Aim: to focus students on grammatical form
• Then they ask three friends, e.g. Are you good at
• Play the recording. Students listen and repeat. Repeat. swimming? and complete the table.
• Students turn to the Grammar focus section on page 118
of the Student's Book.
• Work through the other examples with the class.
• Students complete the exercise individually and then
check in pairs.
Key: 1 flying, 2 riding, 3 cooking/making,
4 speaking, 5 doing

T5
Aims: 3 SB p6 What are you good at? Write a verse.

• to consolidate understanding of good at / not Aim: to enable students to personalise the song
good at
• Check students know what to do.
• to sing a song with the class
• They each complete a verse for the song.
New language: action stars, action hero, clues, • Elicit example verses.
fences
Recycled language: actions and activities, 1 WB p6 Number the lines in each verse 1 to 4.
Then write Ben or Lucy.
carefully, here they come, good at, not good at,
character names Aim: to activate memory skills and raise awareness of
Materials: CD rhyme

Language competences: Your students will be Key: 3, 2, 4, (1) Lucy; 2, 4, 1, 3 Ben


able to join in with a song. 2 WB p6 Read Emily and Louis’s new verses. Write
the words.
Aim: to give practice with writing the ing form of verbs
Warm-up
Key: 2 climbing, 3 swimming, 4 sing, 5 climbing,
Aim: to review understanding of good at / not 6 playing, 7 snorkelling
good at
• Invite a student to the front of the class.
• The student mimes doing something, either badly or
Ending the lesson
well. Aim: to review language from the lesson
• The class guesses, e.g. He’s good at playing football. • Play the karaoke version of the song.
• Repeat with different students. • Students take turns to sing their own verses.

CD1
1 SB p6 Look and write the words in the song.
06

Listen and check.


Extension activity
Aim: to personalise the language
Aim: to give students practice with prediction and • Students write their verses in their notebooks and
listening draw a picture to illustrate them.
• Students look at the pictures in their Student’s Books.
• Elicit what and who they can see.
• Students look at the words of the song and try to fill in
the missing words. Use the pictures to support / check
meaning whenever possible.
• They compare ideas in pairs.
• Play the recording. Students check their ideas.
• Check with the class.
Key: 1 Ben, 2 Lucy, 3 puzzles, 4 horses, 5 sea
CD1
2 06
07
SB p6 Listen and sing.

Aim: to sing a song with the class


• Play the song again, pausing after each verse for
students to repeat.
• When students have learnt the song, practise it with the
whole class.
• Play the karaoke version of the song for students to sing
in four groups (one verse per group).

T6
Aims • Work through the other examples with the class.
• to present and practise the possessive • Students complete the exercise individually and then
apostrophe check in pairs.
• to review family vocabulary Key: 1 mum, 2 mum’s, 3 Brian’s, 4 Brian, 5 Sally’s
New language: grandfather, grandmother, 3 SB p7 Talk about the family.
grandson, granddaughter, daughter, son,
parents, uncle, aunt, cousin Aim: to give students further practice with using the
possessive apostrophe
Recycled language: family words
Materials: CD
• Demonstrate the activity for the class.
• In pairs, students talk about the picture.
Language competences: Your students will be • Elicit question and answer exchanges from pairs.
able to talk about relationships in a family.
CD1
1 09 WB p7 Listen and write the words.

Aim: to practise word identification


Warm-up Key: 2 son, 3 parents, 4 aunt, 5 grandmother,
Aim: to review family words 6 daughter, 7 grandparents, 8 uncle
• Draw a basic family tree on the board, e.g. parents
and children. Leave plenty of space around the basic 2 Think! WB p7 Follow the lines and write
tree to add grandparents, uncles, etc. later. sentences about Simon and Maria.
• Use the tree to elicit known family words, e.g. sister, Aim: to give further practice with the possessive
brother, child, children. apostrophe
Thinking skill: problem solving
Presentation Key: Simon: He’s Mike’s brother. He’s Jeremy and
Dorothy’s cousin.
Aim: to present new family words
Maria: She’s Joe’s granddaughter. She’s Harriet’s sister.
• Extend the tree on the board to teach the new words:
grandfather, grandmother, grandson, granddaughter, 3 WB p7 Look at Activity 2. Write about a person
daughter, son, parents, uncle, aunt, cousin. in your family.
• Elicit information about students’ families, e.g. Have you
got a grandmother? What’s her name? Aim: to enable students to personalise the language
• Say and write sentences using the information, e.g.
Marie is Sue’s grandmother. Use a different colour for ’s. Ending the lesson
• Elicit/Explain what the possessive apostrophe means. Aim: to review key vocabulary from the lesson
1 SB p7 Look at the family tree and write the • Students close their books.
words. • Write some of the family words on the board, with
the letters in scrambled order, e.g. rasgnnod.
Aim: to practise family words and the possessive
apostrophe
• Students take turns to come up and write the words.
• The rest of the class can help by calling out letters.
• Students look at the family tree in their Student’s Books.
• Read out the complete sentences. Students find and
point to the people on the family tree.
• Students complete the four sentences individually. They Extension activity
compare answers in pairs. Check with the class. Aim: to consolidate understanding
• In pairs, students take turns to read all the sentences. • Students draw a picture of their family.
Key: 1 brother, 2 sister, 3 father, 4 mother • In groups of four, they talk about their family using
CD1
the picture.
2 08 SB p7 Listen and say.

Aim: to focus students on grammatical form


• Play the recording. Students listen and repeat in chorus.
• Students take turns to practise the sentences in pairs.
• Students turn to the Grammar focus section on page 118
of the Student’s Book.

T7
Aims: 1 WB p8 Remember the story. Complete the

• to present a picture story sentences.

• to review language from the unit Aim: to check comprehension


New language: silly, tie up, Show us the way, Key: 2 behind a secret door, 3 can see,4 take the
Go away book, 5 has got an idea, 6 get the book back, 7 helps
the children
Recycled language: character names and
language from the story 2 Think! WB p8 Look at the pictures from the
Materials: CD (Optional: large sheet of poster story. Read, think and circle.
paper)
Aim: to check understanding of the story
Language competences: Your students will be
able to listen to and read a picture story.
Thinking skill: matching words with pictures
Your students will be able to act out a story.
Key: 1 excited, 2 happy, 3 no, 4 doesn’t like

Ending the lesson


Warm-up Aim: to practise the story
Aim: to review the characters and the context of the • Put students into groups of four.
story • Students each take a role of one of the characters.
• Write Ben, Lucy and Buster (the dog) on the board. • Play the recording. Students repeat in role.
• Elicit what students remember about these • Students practise the role play in their groups.
characters, giving prompts if necessary, e.g. • Volunteer groups role play the story for the class.
explorers, treasure, castle.
• Elicit where Lucy goes at the beginning of the story
(downstairs) and to which room (the cellar). Extension activity
Aim: to review ideas and concepts from the story
CD1
1 10 SB pp8–9 The old book • Elicit ideas about what the old book is and what
is in it.
Aim: to present a picture story
• Draw a mind map with students’ ideas on a large
• Use the pictures in the story to support meaning sheet of poster paper.
whenever possible.
• Put the mind map on the wall or keep it so you can
• Elicit where the friends are in frame 1 (the cellar). check their ideas after further episodes of the story.
• Play the recording. Students listen to find out who else
wants the book (Horax and Zelda) and how Ben and
Lucy get the book back (they swing from the tree).
• Students compare their ideas in pairs. Elicit answers.
• Play the recording again. Students listen and repeat.

Practice
Aim: to check understanding of the story
• Play the recording again. Pause after each frame to
check understanding (students can use L1 to talk about
some of the events).

T8
• Repeat the sentence as a class without the recording.
Aims: Then students repeat in pairs.
• to talk about the meaning of the story
• to review language from the story and the unit 1 Think! WB p9 Which one is different in each
group? Read, think and circle.
• to present and practise short vowel sounds
Thinking skills: interpreting the values in a story Aim: to give students further practice with the
vocabulary
New language: pat
Recycled language: language from the story Thinking skill: classifying
and the unit Key: 2 fifteen (odd number), 3 puzzle (noun), 4 Lucy
(female), 5 aunt (female)
Materials: CD
Language competences: Your students will be 2 WB p9 Colour the bricks to make sentences.
able to interpret deeper meaning from a story. Write in the missing words.
Phonics focus: Your students will be able to Aim: to review grammar from the unit
identify and say short vowel sounds a /æ/, e /e/, i Key: 2 Are you good at playing the piano? 3 She is good
/ɪ/, o /ɒ/ and u /∧/. at singing. 4 He’s not good at speaking French. 5 Is he
good at doing puzzles?

3 WB p9 Look and write a, e, i, o or u.


Warm-up
Aim: to review the story Aim: to identify and contrast words with short vowel
sounds
• Ask questions about the story, e.g. Where are the
friends? (In a cellar), What do they find? (A secret Key: 2a i, 2b e, 3a a, 3b u, 4a e, 4b a, 5a a, 5b e, 6a u, 6b a,
door and an old book). 7a a, 7b i, 8a e, 8b a
CD1
4 12 WB p9 Listen, say and check your answers.
2 SB p9 Write t (true) or f (false).
Aim: to practise saying words with short vowel sounds
Aim: to focus students on the content of the story
• Play the recording of the story again. Students follow it Ending the lesson
in their Student’s Books.
Aim: to review short vowel sounds
• Students look at the story and write t or f for each
sentence. • Books closed. Dictate the Sound sentence while
students write. They compare their sentences with a
• Check with the class. partner, then check in the Student’s Book.
Key: 1 t, 2 f, 3 f, 4 t, 5 t, 6 t

3 SB p9 Find who says …


Extension activity
Aim: to present the short vowel sound e
Aim: to discuss the value of courage
• Write Let’s get them on the board.
• Ask students to tell you what short vowel sound is in • Ask when the children in the story show courage
(when they are tied up and when they get the book
each word.
back).
• Remind students of the five short vowel sounds a,
e, i, o and u. • Elicit why this value is important and elicit examples
of when students have shown courage or when they
• Students repeat Let’s get them after you.
have seen other people showing courage.
• Students find the speech bubble in the story (frame 2).
Note: Some of this discussion may need to take place
Key: Zelda in L1.
CD1
4 11 SB p9 Listen and say.

Aim: to practise short vowel sounds (a, e, i, o, u)


• Teach pat.
• Play the recording. Students look at the picture, read
and repeat.
Note: Before hearing the Sound sentence, students will
hear the key sounds, with pauses for them to repeat.

T9
Aims: CD1
2 SB p10 Listen and correct the sentences.
• to present and practise school subjects 14

• to give students reading and listening practice Aim: to give further practice with vocabulary
New language: Geography, Music, I.T., History, • Read the sentences aloud with the class.
Maths, Science, Art, P.E., lunch, librarian, before, • Check understanding.
after • Play the recording. Students listen to find the answers.
Recycled language: English, favourite, • They compare answers in pairs.
understand, today, have got, days of the week • Play the recording again. Check with the class.
Materials: CD CD1 Track 14
Language competences: Your students will be For tapescript see TB page 118.
able to understand and use vocabulary for school Key: 1 Ben’s favourite subject is P.E.. 2 Lucy doesn’t
subjects. understand the puzzle. 3 Lucy wants to ask the
librarian. 4 Lucy likes the librarian.

3 SB p10 Ask and answer.


Warm-up Aim: to give students speaking practice
Aim: to review names of school subjects
• Demonstrate the activity with the class using the
• Ask students What’s this lesson? (English). prompts.
• Ask them what other lessons they have today. • Repeat for another subject.
• Elicit any school subjects they know in English. • Students practise in pairs, asking about different
• Draw a simple timetable for a day and pre-teach subjects.
before and after, e.g. English is after History. • Check using open pairs.

1 Think! WB p10 Read, think and write the days.


Presentation
Aim: to give students further practice with the new
Aim: to present school subjects vocabulary
• Use the picture in the Student’s Book to present the new Thinking skill: problem solving
vocabulary. Key: 2 Friday, 3 Monday
• Say each subject for students to repeat. Check
understanding. 2 WB p10 Look at Activity 1 and write dialogues.

• Ask, e.g. What’s after Music? (I.T.) What’s before P.E.? Use before and after.
(Art) Aim: to review use of before and after
• Elicit who students can see in the picture (Ben and Lucy).

1
CD1
13 SB p10 Listen and say the words. Then check Ending the lesson
with a friend. Aim: to review school subjects
Aim: to practise school subjects • Give some simple definitions, e.g. In this lesson you
• Students look at the numbered words and items in the learn about numbers.
picture. • Students answer, e.g. Maths.
• Play the recording. • Repeat for other subjects.
• Students listen to each word and repeat in chorus.
• Play the recording again. Students repeat in small
groups. Extension activity
• Students cover the list of new words so that they cannot Aim: to personalise the language
see them.
• Students draw their school timetable, using English
• They take turns to point at the numbered items in words for all the subjects.
the picture and say what each one is. They do this in
random number order. • Alternatively, they work in pairs and create their
ideal school timetable.
• Students uncover the list of words to check.

T10
Aims: • Students turn to the Grammar focus section on page 119
• to present and practise like / don’t like + ing of the Student’s Book.
• to review use of good at / not good at + ing • Work through the other examples with the class.

New language: plant (n), really (don’t/doesn’t • Students complete the exercise individually and then
check in pairs.
like), love, the past
Key: 1 playing, 2 walking, 3 playing, 4 cooking
Recycled language: actions and activities, school
subjects 3 SB p11 Play the like / don’t like game.
Materials: CD Aim: to give students practice asking and answering
Language competences: Your students will be questions
able to express their likes and dislikes. • Demonstrate the game.
• Write a school subject on a piece of paper and draw a
smiling or sad face next to it. Keep the piece of paper
Warm-up hidden.
Aim: to review school subjects • Students take turns to ask questions as in the speech
bubbles to find out what you have written.
• Write the nine school subjects on the board, with
the letters in scrambled order, e.g. hsmat. • Students then play the game in pairs. They take turns.

• Ask a student to come to the board and write one 1 WB p11 Find and write the sentences.
of the subjects correctly.
Aim: to practise punctuation
• Repeat with other students.
Key: 2 I love singing. Music is my favourite subject. 3 I
really don’t like running. I’m not good at it. 4 I really
Presentation don’t like Maths. It’s boring. 5 I like Geography. My
Geography teacher is very nice. 6 I love History. I love
Aim: to present like, don’t like, really don’t/doesn’t like learning about the past.
• Point to the subjects on the board in turn. Ask students
Do you like (Maths)? 2 WB p11 Follow the lines and write.

• Make sentences about their responses using the ing Aim: to give further writing practice
form, e.g. Carl likes learning Maths.
Key: 2 Jim likes playing the piano. 3 Clare likes climbing
• First do it orally for students to repeat. Then write the trees. 4 Clare doesn’t like riding a bike. 5 Clare likes
sentences on the board, using a different colour for the watching TV.
ing ending.
• Elicit and practise sentences with like, don’t like, really Ending the lesson
don’t/doesn’t like.
Aim: to practise alphabetical order
1 Think! SB p11 Read and write the names.
• Elicit and write all the school subjects on the board.
Aim: to practise like, don’t like, really don’t/doesn’t like • Students work in pairs to write the subjects in
Thinking skill: drawing analogies alphabetical order.
• Students look at the information in their Student’s • Students come to the board and number the
Books. subjects in order to check.
• Students take turns to read the information aloud.
• Check understanding. Review activities for each subject.
• Students read the sentences silently and write the Extension activity
names, then compare answers in pairs. Aim: to personalise the language
• Check with the class. • Students write a short text about their likes and
Key: 1 Alf, 2 Alf and Julia, 3 Julia, 4 Alf, 5 Julia dislikes, using the texts on SB page 11 as a model.
CD1
2 15 SB p11 Listen and say.

Aim: to focus students on grammatical form


• Play the recording. Students listen and repeat in chorus.
Repeat.
• Students practise the sentences in pairs.

T11
Aims: Key: 1 History, 2 Geography, 3 Maths, 4 Science
• to review school subjects and like / don’t like +
1 WB p12 Remember the song. Read and write
ing
the words.
• to sing a song with the class
Aim: to practise memorisation skills
New language: everyone, anybody, famous
Key: 2 School, 3 everyone, 4 tell, 5 School is
Recycled language: school subjects, secret, great, 6 lots of fun
computers
Materials: CD 2 WB p12 Read Anna and Tim’s new verses. Write
the words.
Language competences: Your students will be
able to join in with a song. Aim: to practise comprehension skills, collocation and
rhyme
Key: 2 writing, 3 learning, 4 day, 5 working, 6 great,
Warm-up 7 teachers, 8 late

Aim: to review school subjects 3 WB p12 Complete the school subjects. Then
• Make sentences about two or three different school draw lines.
subjects for students to guess, e.g. You can learn
Aim: to practise spelling
about the past (History). You can learn about plants
and animals (Science). You can sing (Music). Key: 1 e English, 2 b History, 3 d Maths, 4 a Science,
5 c Geography, 6 f Music
• Elicit other sentences from students for the class to
guess the subject.
Ending the lesson
1
CD1
SB p12 Match the pictures with the school
Aim: to review the song and to sing for pleasure
16

subjects. Listen and check. • Play the song again. Students join in.
Aim: to review what students do in different lessons
• Students look at the pictures in the Student’s Book. Extension activity
• They do the activity on their own and then compare
answers in pairs. Aim: to personalise the language
• Play the recording. Check with the class. • Put students into groups of four.
Key: 1 History, 2 P.E., 3 Geography, 4 I.T. • Each group prepares a new verse for the song, using
CD1
WB Activity 2 as a model.
2 16
17 SB p12 Listen and sing. • Use the karaoke version of the song as groups
Aim: to sing a song with the class perform their new verses. They all sing the
chorus (Let me tell you a secret ... ) as it is in the
• Play the song again, pausing after each verse for original song.
students to repeat.
• When students have learnt the song, practise it with the
whole class.
• Play the karaoke version of the song for students to sing
in two groups, one verse each (the whole class sings the
chorus – Let me tell you a secret ... ).

3 SB p12 Solve the puzzle and write the school


subjects.
Aim: to practise problem solving
• Check students know what to do (unscramble the letters
to make subjects).
• Students work individually and then check in pairs.
• Check with the class. Remind students to use capital
letters for school subjects.
• Students can write other subjects in scrambled order for
their friends to unscramble.

T12
Aim: Key: 1 I have to wear uniform to school. 2 You have to
• to present and practise have to + infinitive for eat your beans. 3 John has to walk to school today.
obligation
3 SB p13 Read and play the rules game.
New language: school uniform, just, clean your
shoes, impersonal you, rules Aim: to give further practice with have to
Recycled language: before, after • Read the prompts under the pictures. Students repeat
the vocabulary and point to the pictures.
Materials: CD (Optional: poster paper) • Point to a picture. The class give a sentence with
Language competences: Your students will be have to. Check students understand that you here is
able to express obligation using have to. impersonal.
• Students play the game in pairs: one points and the
other says a sentence.
Warm-up 1 WB p13 Look, read and complete the
Aim: to review school activities sentences.
• Write School day in the centre of the board. Aim: to consolidate use of have to
• Brainstorm what students do on a school day, Key: 2 You have to brush your teeth after you eat.
e.g. get up at seven o’clock.
3 You have to do your homework before you can go
• Write the phrases on the board to make a mind and play. 4 You have to clean your shoes before you
map. go to school. 5 You have to get dressed before you go
to school.
Presentation 2 WB p13 Write about yourself. Use before, after,
Aim: to present have to + infinitive for obligation every day or every week.
• Choose an action, e.g. have lunch at 12 o’clock. Ask Can Aim: to personalise the language
you choose to do this? (No).
• Say You have to have lunch at 12 o’clock. Students Ending the lesson
repeat. Write it on the board.
Aim: to review the new language
• Provide more model sentences with have to and check • Start a chain about school. Say, e.g. We have to
understanding.
arrive before half past eight. Student A: We have to
1
CD1
18 SB p13 Listen and tick (✓) the things Daniel arrive before half past eight and we have to start
and Linda have to do at school. lessons at nine o’clock.
• Student B: We have to arrive before half past eight,
Aim: to practise have to for obligation we have to start lessons at nine o’clock and we have
• Elicit what the students can see in the pictures. Pre-teach to …
school uniform.
• When the chain reaches six phrases, start another
• Play the recording. Students listen and tick, then one about rules at home.
compare in pairs.
• Play the recording again. Check with the class.
CD1 Track 18 Extension activity
For tapescript see TB page 118.
Aim: to encourage collaboration
Key: wear school uniform, arrive at school before
nine o’clock, read a book every week
• In groups of four, students think of one rule for the
class using have to.
CD1
2 19 SB p13 Listen and say. • Elicit all the rules. Ask the class which rules they
agree with and make a poster.
Aim: to focus students on grammatical form
• Play the recording. Students listen and repeat in chorus.
Repeat.
• Students turn to the Grammar focus section on page 119
of the Student’s Book.
• Work through the other examples with the class.
• Students complete the exercise individually and then
check in pairs.

T13
Aims: 1 Think! WB p14 Remember the story. Put the
lines in order.
• to present a picture story
• to review language from the unit Aim: to check comprehension
New language: in code, clue, keep Thinking skill: sequencing
Recycled language: characters and language Key: 4, 5, 2, (1), 3, 7, 6
from the story, have to, like + ing 2 Think! WB p14 Match the questions with the
Materials: CD answers.
Language competences: Your students will be Aim: to encourage logical thinking
able to listen to and read a picture story. Thinking skill: matching questions and answers
Your students will be able to act out a story. Key: 2 e, 3 a, 4 b, 5 f, 6 d
3 Think! WB p14 Use the code on page 15 of the
Student’s Book to write the message.
Warm-up
Aim: to review the story so far Aim: to practise problem solving
• Write The Explorers on the board. Thinking skill: decoding a puzzle
• Elicit the names of the Explorers (Ben, Lucy and Key: Seven letters help to find the treasure.
Buster).
• Elicit what happened in the last episode, e.g. They Ending the lesson
find a book. Zelda and Horax take the book and tie
Aim: to practise the story
them up. Buster helps them get the book back.
• Elicit the person at school Lucy says she likes (the
• Put students into groups of five.
librarian). • Students each take a role of one of the characters.
• Play the recording. Students repeat in role.
CD1
• Students practise the role play in their groups.
1 20 SB pp14–15 Getting help
• Volunteer groups role play the story for the class.
Aim: to present a picture story
• Use the pictures in the story to support meaning
whenever possible. Extension activity
• Elicit where the friends are in frame 1 (the library) and Aim: to give further practice with problem solving
who they are with (the librarian).
• Students choose a sentence from the story and write
• Play the recording. Students listen to answer Why can’t it using the code on SB page 15.
they read the book? (It’s in code.) Does the librarian
• They give it to their partner to solve.
help them? (No) What does Lucy find? (The secret to the
code).
• Students compare their ideas in pairs. Elicit answers.
• Play the recording again. Students listen and repeat.

Practice
Aim: to check understanding of the story
• Play the recording again. Pause after each frame to
check understanding. (Students can use L1 to talk about
some of the events.)

T14
Aims: Note: Before hearing the Sound sentence, students will
hear the names of the key letters, with pauses for them
• to talk about the meaning of the story
to repeat.
• to review language from the story and the unit
• Repeat the sentence as a class without the recording.
• to practise saying the names of the letters of Say it loudly, slowly, etc.
the alphabet through rhyming words
• Students take turns to repeat in pairs.
Recycled language: language from the story, CD1
time 1 22 WB p15 Listen and write the missing words.
Then say with a friend.
Materials: CD
Language competences: Your students will be Aim: to practise conversation sequences
able to interpret deeper meaning from a story. Key: 1 I’ve got to go. 2 Can you help us?
Phonics focus: Your students will be able to 2
CD1
23 WB p15 Listen and write.
pronounce the letter names correctly.
Your students will be able to identify which letter
Aim: to listen to the letter names and identify which
words they rhyme with
names rhyme, using short words to guide them.
CD1 Track 23
For tapescript see TB page 118.
Warm-up 3
CD1
24 WB p15 Listen, say and check your answers.
Aim: to review the story Aim: to say the letter names by identifying words they
• Ask questions about the story, e.g. Can they read rhyme with
the book? Why / Why not? (No. It’s in code.) Does Key:
the librarian help them? Why / Why not? (She can’t.
She has to go.) What happens then? (There are no say see Ben five go you car
lights. / They can’t see.) A B G F S I O Q R
H C P L X Y U
2 Think! SB p15 Use the code to write the J D T M Z W
message from Lucy and Ben’s book. K E V N
Aim: to focus students on the content of the story
Thinking skill: decoding a puzzle
• Play the recording of the story again. Students follow it Ending the lesson
in their Student’s Books. Aim: to review letter names
• Check students know what to do. • Have a Letter names race. Divide the class into two
• They work individually and write the message, then teams. Draw the chart from WB Activity 2 on the
compare their answers in pairs. board twice, one for each team. Copy the seven
• Check with the class. columns with the words written at the top, but leave
Key: Find the seven letters to open the door to the the columns blank. Individuals take turns writing
treasure. the letters of the alphabet in the correct column.
The team which finishes first or has the most correct
3 SB p15 Find who says ... answers is the winner.
Aim: to present the letter names using OK
• Write P.E., I.T. and OK on the board. Elicit pronunciation
(pee-ee; ie-tee; oa-kay). Extension activity
• Explain that we often say the letter names when we see Aim: to encourage creativity
capitals put together. • Write the short dialogues in WB Activity 1 on the
• Students repeat OK. Thanks anyway after you and find board.
the speech bubble in the story (frame 4). • Underline key words (names, half past three, car,
Key: Lucy heavy, man).

4
CD1
SB p15 Listen and say.
• Students work in pairs and make up their own
21
dialogues by replacing the underlined words.
Aim: to practise saying the names of letters • Students role play their dialogues for the class.
• Play the recording. Students look at the picture, read
and repeat.

T15
Aim: • Explain that students in primary schools in some
• to practise reading and listening skills countries have a class teacher who teaches all the
subjects.
Skills:
Key: 1 Johnny, 2 Miss Burton, 3 Geography, Maths,
• reading for specific information
Science, Music, 4 He is dreaming.
• listening for specific information
Thinking skills: interpreting the values in a story 1 Values WB p16 What can we learn from the
story? Colour the words.
New language: dream (n, v), dragon, Great Wall
of China, life cycle, caterpillar, butterfly, concert, Aim: to focus students on the value of appreciating
stage, clap, fantastic, Miss different ways of thinking

Recycled language: school subjects, language


Thinking skill: interpreting the values in a story
from the unit Key: It’s good to do things differently.
Materials: CD 2 WB p16 Read and write the words.
Language competences: Your students will be Aim: to practise summarising skills
able to read for specific information.
Key: 2 flying, 3 puzzles, 4 painting, 5 singing,
Your students will be able to listen for specific 6 playing, 7 write, 8 first
information.
Value: appreciating different ways of thinking 3 WB p16 Make sentences.

Aim: to practise word order in sentences


Key: 2 Miss Burton tells the children about butterflies.
Warm-up 3 Miss Burton plays a piano concert in the Music lesson.
Aim: to encourage prediction skills 4 Two weeks later Johnny wins a prize for his story.

• Tell the students they are going to read a story


about school. Ending the lesson
• Write the following words on the board and Aim: to review the story
check understanding: dragon, book, homework,
caterpillar, lunch, uniform, code, teacher, concert,
• Focus students on the words from the Warm-up.
dreaming. • Elicit which words were in the story and ask if their
predictions were correct.
• In pairs, students predict which words are in the
story.

Extension activity
1 Think! SB pp16–17 Read the story quickly and
try to find the answers. Aim: to discuss the value of appreciating different
ways of thinking
Aim: to practise scanning and skimming skills • Focus on examples in the story which demonstrate
Thinking skill: applying appropriate reading Johnny’s different ways of thinking (using his
strategies imagination, doing puzzles, being creative and
• Focus the students on the Activity 1 instructions. musical).
• Read the questions aloud around the class. • Elicit why this value is important and elicit examples
• Tell students to read quickly and quietly to find the from the students of their own different ways of
answers. thinking.
• Give them a time limit, e.g. two minutes. Note: Some of this discussion may need to take place
• Students compare answers in pairs. in L1.
CD1
2 25 SB pp16–17 Read and listen. Check your
answers.
Aim: to practise listening and reading for specific
information
• Play the recording for students to listen, read and check.
• Check with the class.
• Check understanding of Miss.

T16
Aim: CD1
1 26 WB p17 Listen, colour and write.
• to practise reading and listening skills
Skills: Aim: to practise listening for detail
• reading for detail CD1 Track 26
For tapescript see TB page 118.
• listening for detail
Key: 1 butterfly: yellow, 2 word ‘clock’ below clock on
New language: day-dream (v) the wall, 3 triangle: red, 4 piano in photo on teacher’s
Recycled language: language from the story desk: brown, 5 pencil sharpener: green
Materials: CD
Language competences: Your students will be Ending the lesson
able to read for detail. Aim: to encourage students to give personal
Your students will be able to listen for detail. responses to the story
• Elicit from different students which part of Johnny’s
story they liked best.
Warm-up • Ask them why.
Aim: to review the story and the values • Ask if any of the students day-dream and what they
dream about.
• Elicit the main points of the story and what the
value was.
• Pre-teach day-dream.
• Ask students if they day-dream. Extension activity
Aim: to encourage personalisation
3 Think! SB p17 Put the story in order.
• Tell students to close their eyes for a moment and
put their heads on their desks.
Aim: to give students practice in reading for detail • Tell them to imagine they are on the red dragon
Thinking skill: sequencing with Johnny. Where do they want to go? What can
• Play the recording of the story again. Students follow it they see?
in their Student’s Books. • Students open their eyes and draw a picture of
• Check students know what to do. Do the first one as an themselves riding on the dragon with Johnny.
example.
• They write sentences under the picture, e.g. I can
• Students work individually and then compare answers in see big mountains. I’m flying on the red dragon.
pairs. I really love flying.
• Check with the class and check meaning of unknown
vocabulary.
Key: 4, 5, 6, 1, 9, 7, 8, 3, 2

4 Think! SB p17 Can you do Johnny’s puzzle?

Aim: to practise different ways of thinking


Thinking skill: problem solving
• Check students know what to do.
• They work in pairs and try to solve the puzzle.
• Pairs who finish first go and help the others.
• Elicit the answer and copy the completed puzzle on the
board.
Key:
10

8 4

2 12 6

T17
Aim:
3 SB p18 Write names of the instruments in
• to integrate other areas of the curriculum
Activity 1 in the columns.
through English: Music
Aim: to practise classifying instruments
New language: musical instrument, recorder,
flute, triangle, pan pipes, violin, tambourine, • Students write the names of the instruments in pairs.
wind, stringed, percussion, blow, string, rhythm • Pairs compare with other pairs.
Recycled language: piano, guitar, drum,
• Check with the class and write the information on the
board.
numbers
Key: wind instruments: recorder, flute; stringed
Materials: CD, a musical instrument or a picture instruments: piano, guitar; percussion instruments:
of one triangle, drum
Language competences: Your students will be
able to use known language to talk about musical 1 Think! WB p18 Count and write sentences.
instruments in English. Use There is and There are.
Aim: to give students further practice with identifying
musical instruments
Warm-up Thinking skill: focusing attention and counting
Aim: to introduce the topic of musical instruments Key: There is one flute. There are five triangles. There are
• Show a picture of a musical instrument, or bring a three pianos. There are seven guitars. There are eleven
real one to class. drums.
• Tell students that this is a musical instrument and
2 WB p18 Look at Activity 1. Correct the
name it, e.g. Flute.
sentences.
• Ask students which instruments they play. Students
will use L1. Supply the English words they need. Aim: to practise close reading skills
Key: 1 There are seven wind instruments. 2 There are
CD1
ten stringed instruments. 3 There are 16 percussion
1 27 SB p18 Listen and number. instruments.
Aim: to extend students’ understanding of musical
instruments Ending the lesson
• Say the names of the six instruments in the Student’s Aim: to review what students have learnt in the
Book. lesson
• Students repeat.
• Write the following prompt on the board: Today
• Play the recording. Students listen and number. I’ve learnt about:
• They compare answers in pairs. • Elicit from students what they learnt about today,
• Play the recording again. Check and discuss answers e.g. musical instruments, their families and how we
with the class. play the instruments.
CD1 Track 27 • Write it on the board. Students copy it into their
For tapescript see TB page 118. notebooks.
Key: 1 recorder, 2 triangle, 3 flute, 4 piano, 5 drum,
6 guitar
Extension activity
2 SB p18 Read about different families of musical
Aim: to enable students to further apply what they
instruments.
have learnt
Aim: to extend students’ understanding of instrument • Invite a student to the front.
families
• The student mimes playing an instrument. The first
• Read the information about the different families of student to guess the instrument correctly and say its
instruments as a class. family comes and mimes another instrument.
• Check understanding and pronunciation of new words,
e.g. rhythm, tambourine.
• Demonstrate the action used to play each set of
instruments.

T18
Aims:
3 Project SB p19 Make some maracas.
• to extend the focus on Music through English
• to enable students to complete a project Aim: to enable students to follow instructions and to
make an instrument
New language: trombone, harp, cymbals, cello,
castanets, saxophone, maracas • Talk about the project with students and make sure they
know what to do.
Recycled language: musical instruments • Supply each student with the materials they need, e.g.
Materials: plastic bottles, rice, paper, paint plastic bottles and rice.
Language competences: Your students will be • Each student follows the instructions to make the
able to talk about musical instruments in English. maracas.
Your students will be able to complete a project. • Monitor students and help as necessary.
• Conduct small groups in turn to play their maracas to
the class.

Warm-up Key: Percussion


Aim: to review musical instruments 1 WB p19 Look and write the words.
• Elicit the three families of instruments (wind, Aim: to enable students to consolidate their
stringed, percussion) and write the words on the knowledge
board.
Key: 2 cello, 3 drum, 4 flute, 5 (electric) guitar,
• In pairs, students write as many instruments as they
6 piano, 7 recorder, 8 triangle, 9 trombone
can remember in each group on a piece of paper.
• Pairs swap papers and check each other’s work. 2 WB p19 Look at Activity 1. Write the instruments
• Elicit the instruments and write them on the board in in the families.
the three groups.
Aim: to practise classification
Key: wind: flute, recorder, trombone; percussion:
1 SB p19 Look at the instruments. Which family castanets, drum, triangle: stringed: cello, guitar, piano
are they from?
Aim: to enable students to apply their knowledge and Ending the lesson
experience Aim: to review what students have learnt in the
• Read out the names of the instruments. Students repeat. lesson
• Students do the activity in pairs. • Write the following prompt on the board:
• Elicit ideas from pairs and write the correct answers on Today I’ve …
the board, using the instrument family words from the • Elicit from students what they did today, e.g. learnt
Warm-up. more about musical instruments and their families,
Key: Trombones are wind instruments. Harps are stringed and I’ve made and played some maracas.
instruments. Cymbals are percussion instruments. Cellos • Write it on the board. Students copy it into their
are stringed instruments. Castanets are percussion notebooks.
instruments. Saxophones are wind instruments.

2 SB p19 Answer the questions.


Extension activity
Aim: to personalise the topic
Aim: to develop writing and reflective skills
• Discuss question 1 as a class.
• Supply the English for the instruments students talk • Talk through with the class what they did for the
project, e.g. First you … Then you …
about and add them to the groups on the board.
• Students discuss question 2 in groups and then as
• Individually, students make notes on what they did
and the sequence they did it in.
a class.
• Add any new instruments to the list on the board.
• Students then each write a report of what they did
for the project and what the outcome was.
• Students copy the new instrument words into their
• Monitor and help as necessary.
notebooks in the three groups (wind, stringed,
percussion).

T19
Aims:
1 WB p20 Match the questions with the answers.
• to consolidate language from the unit
• to promote student–student cooperation Aim: to practise questions and answers
Recycled language: language from the unit Key: 2 b, 3 a, 4 f, 5 c, 6 d
Materials: poster paper 2 WB p20 Look at Activity 1. Complete the report
Language competences: Your students will be about the interview.
able to complete a survey about school subjects. Aim: to practise writing skills
Key: 2 doing experiments, 3 like Science, 4 (in Kate’s
class) love English / like English best, 5 Kate has Science
Warm-up after Maths
Aim: to review school subjects 3 WB p20 Write about yourself and your school
• Write school subjects on the board and draw a circle subjects.
around it.
Aim: to personalise the topic
• Elicit the nine school subjects and write them on the
board to make a word map.
• Elicit at least two things students learn/do in each Ending the lesson
lesson. Aim: to review spelling of school subjects
• Students close their books.
1 SB p20 Work in groups of four. Draw a table. • Call out the names of the school subjects one after
Ask and write. another.

Aim: to prepare materials for a survey • Students write them in their notebooks.
• Tell students they are going to do a survey about • Students compare their spelling in pairs before
favourite subjects in groups of four. checking in their Student’s Books.
• Each group draws one table on paper. They write the
names of the students in their group in the second
column. Extension activity
• Elicit the question they are going to ask each other: Aim: to consolidate writing skills
What’s your favourite subject?
• In their groups from SB Activity 3, students write
• Students in each group ask each other and write the sentences in their notebooks about the results of
information in their tables. their survey.
2 SB p20 Add up all the answers from the groups • They use the speech bubble prompts on SB page 20
as a model.
on the board.
Aim: to collate information from a survey
• Draw a two-column table on the board (as in the SB
page 20, Activity 2) with all nine subjects in the left-
hand column.
• Elicit the information from each group.
• Have students help you add up all the numbers for each
subject.

3 SB p20 Make a bar chart and talk about the


results.
Aim: to practise speaking skills
• In their groups of four, students make a bar chart from
the information on the board.
• They then talk about the results.
• Demonstrate the activity using the speech bubbles.
• In their groups, students discuss the information.
• Elicit sentences about the results from different groups.

T20
Aim: • Students each choose six rules to write on paper. They
• to consolidate language from the unit can use the model sentence on SB page 21 or their own
ideas.
New language: scrapbook
• Go around the class and check each student’s
Recycled language: language from the unit information.
Materials: (Optional: example of a scrapbook) a • Then tell them to write it carefully in their scrapbooks.
new notebook for each student, coloured paper,
stickers, cloth, etc. for decoration 1 WB p21 Write the words in three groups.

Language competences: Your students will be Aim: to practise classification


able to use language from the unit to make a Key: 1 harp, cymbals, castanets, cello;
2 Friday,
page for their scrapbooks. Wednesday, Saturday, Tuesday; 3 Maths, I.T., Science,
French

2 WB p21 Look at Activity 1. Number the topics to


Warm-up match the groups.
Aim: to introduce the topic of scrapbooks
Aim: to review word families
• Write scrapbook on the board, show the students a
scrapbook if possible and elicit if any students keep Key: 2 Days of the week, 3 School subjects,
one. 1 Musical instruments

• Find out what kinds of things students put in their 3 WB p21 Look and draw lines to make sentences.
scrapbooks.
• Tell students they are going to start a scrapbook for Aim: to review grammatical form
Super Minds 3. Key: 2 She really doesn’t like playing the piano.3 You
have to wash your hands before dinner. 4 He has to
wear a uniform to school.
1 SB p21 Take a new notebook and make a nice
cover. You can use coloured paper, stickers,
photos and cloth. Write your name on it. Ending the lesson
Aim: to enable students to make a personal account of Aim: to enable students to express their preferences
their learning • Ask students what their favourite song or game is
from the unit.
• Hand out the new notebooks.
• Read the instructions for Activity 1 with the class. • Do the song or game again with the class.

• Hand out materials. Make sure students know what My Super Mind
to do.
Aim: to enable students to evaluate what they have
• Monitor as students do the activity. learnt
2 SB p21 Write your profile on the first page of • Students turn to the My Super Mind self-evaluation
your scrapbook. activity on page 118 of the Workbook.

Aim: to review language for giving personal • They think about the unit and individually complete
the My Super Mind section for Our school.
information
• Then they tell a friend what they liked and didn't
• Demonstrate what students are going to write using the like.
model on SB page 21.
• Each student writes a draft of the information on paper.
• Go around the class and check each student’s
information. Extension activity
• Then tell them to write it carefully on the first page of Aim: to review key vocabulary from the unit
their scrapbook. • Students turn to SB page 10 and use the book flap
to review the new words from the unit.
3 SB p21 Write some rules for your English class.
• They close the flap so that they cannot see the
Aim: to give students further practice with have to + words.
infinitive for obligation • Students take turns to point at the numbered items
• Brainstorm some class rules with the class. in the picture and say what each one is. They do this
• Remind students how to use have to. in random number order. They then write the words
in their notebooks.
• Students open the flap to check.

T21
Aims: CD1
2 SB p22 Listen and answer.
• to present and practise food vocabulary 29

• to give students listening and speaking practice Aim: to give further practice with vocabulary
New language: picnic, apple juice, cheese, • Read the questions and check understanding.
lemonade, salad, rolls, soup, vegetables, water, • Play the recording. Students listen to find the answers.
bark (v), pool, cool, deep, snake • They compare answers in pairs.
Recycled language: look for, drink, hungry, • Play the recording again. Check with the class.
thirsty, spoon, carrots, potatoes
CD1 Track 29
Materials: CD For tapescript see TB page 118.
Language competences: Your students will be Key: 1 They are looking for a pool. 2 Lucy drinks some
able to understand and use vocabulary for food. water. 3 Ben eats some cheese. 4 He’s barking at the
snake.

3 SB p22 Ask and answer.


Warm-up
Aim: to give students speaking practice
Aim: to review food vocabulary
• Students stand up. • Demonstrate the activity using the prompts,
e.g. A: I’m hungry. B: Would you like some salad?
• Clap your hands twice and say Food. A: No, thanks. I don’t like salad. B: Would you like
• Point to a student. Everyone claps twice and then some cheese? A: Yes, please.
the student says a food word, e.g. apple. • Students take turns and practise in pairs.
• Continue around the class, revising food words.
1 WB p22 Look and write the words.
• In a large class, students can do this activity in
groups. Aim: to give students further practice with the new
vocabulary
Key: 2 cheese, 3 lemonade, 4 salad, 5 roll, 6 soup,
Presentation 7 vegetables, 8 water
Aim: to present food vocabulary 2 WB p22 Read and write the words from
• Use the picture in the Student’s Book to present the new Activity 1.
vocabulary.
Aim: to review understanding of new vocabulary
• Say each word for students to repeat. Check
understanding. Key: 2 sandwich/roll, 3 Cheese, 4 Water, 5 apple juice/
lemonade/water, 6 Soup
• Make sure students say vegetables correctly.
• Elicit the characters’ names (Ben, Lucy, Buster) and 3 WB p22 Put the dialogue in order.
where they are (on a picnic). Aim: to review sentence order in a dialogue
CD1
1 28 SB p22 Listen and say the words. Then check Key: 4, (1), 3, 5, 2
with a friend.
Aim: to practise new vocabulary Ending the lesson
• Students look at the numbered words/phrases and items Aim: to review food vocabulary
in the picture. • Ask students if they go on picnics and what they like
• Play the recording. Students listen to each word/phrase to eat.
and repeat in chorus.
• Play the recording again. Students repeat in small
groups.
Extension activity
• Students cover the list of new words/phrases and
Aim: to personalise the language
practise them in pairs.
• Elicit what else they can see on the rug (a snake). • Students make dialogues in pairs, using the model in
WB Activity 3 and new or known food words.
• Focus students on the poem at the bottom of the
picture. Read it aloud (to show it is a poem) and check • They practise their dialogues and then perform
understanding of new words. them for the class.

T22
Aims: • Students take turns to practise the sentences in pairs.
• to present and practise questions with some • Students turn to the Grammar focus section on page 120
and any of the Student’s Book.
• to review countable and uncountable nouns • Work through the other examples with the class.
Recycled language: food vocabulary, question • Students complete the exercise individually and then
forms check in pairs.

Materials: CD Key: 1 any, 2 any, 3 some, 4 some, 5 any

Language competences: Your students will be 3 SB p23 Play the imaginary sandwich game.
able to ask and answer questions using some and
Aim: to give students practice asking and answering
any.
questions
• Demonstrate the game to the class.
• Students take turns to ask questions as in the speech
Warm-up bubbles.
Aim: to review food vocabulary • Students then play the game in pairs. They take turns.
• Write the eight food words on the board, with the
letters in scrambled order. 1 WB p23 Read and complete the dialogue.

• Ask a pair of students to come to the board and Aim: to practise spelling of new vocabulary
write one of the items correctly. Key: 2 box, 3 ham, 4 ham, 5 cheese, 6 chicken
• Repeat with other pairs and other words.
2 WB p23 Write some or any.

Presentation Aim: to give further practice with some and any


Key: 1 some, 2 any / any, 3 any / some / any,
Aim: to present some and any 4 any / any / some
• Rub two of the words, e.g. salad, rolls off the board.
• Ask the class Are there any vegetables? Give/Prompt 3 WB p23 Draw your packed lunch and write.

the answer Yes, there are some vegetables. Write the Aim: to personalise the topic
question and answer on the board.
• Ask the class Is there any soup? Give/Prompt the answer
Ending the lesson
Yes, there is some soup. Write the question and answer
on the board. Aim: to review the new language
• Repeat with Are there any rolls? (No, there aren’t any • Write some questions and answers with missing
rolls.) and Is there any salad? (No, there isn’t any words on the board, e.g. Is there _____ salad?
salad.). Write the questions and answers on the board. Yes, there is _____ salad.
• Underline some/any in all the sentences using a colour. • Elicit which words to write in the spaces.
• Tell students to look at the sentences and think.
• Elicit when we use some and when we use any.

1
CD1
SB p23 Listen, read and circle the roll.
Extension activity
30
Aim: to personalise the language
Aim: to practise some and any
• Elicit ten roll fillings from the class and write them
• Check students know what to do. on the board.
• Play the recording. Students listen and follow in their • Students each secretly draw a roll with three or four
Student’s Books. fillings.
• They circle the correct roll, then compare answers in • They play a guessing game in pairs, using the
pairs. dialogue from SB Activity 1 as a model.
• Check with the class.
Key: b
CD1
2 31 SB p23 Listen and say.

Aim: to focus students on grammatical form


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

T23
Aims:
3 SB p24 Play the chain game.
• to review food vocabulary
• to review some and any Aim: to give further practice with some, any and foods
• to sing a song with the class • Demonstrate the game using the prompts. Start a chain
and continue until there are eight items in the ‘basket’.
New language: lake Then start again.
Recycled language: food, picnic, sun, shopping, • Check students know what to do.
monster, fun, cake, sandwiches, sausages, tea, • Students play the game in groups of four, taking turns to
orange juice add food to the basket.
Materials: CD • Students can add other foods they know.
Language competences: Your students will be 1 WB p24 Look and write. Use there is, there are,
able to join in with a song.
there isn’t and there aren’t.
Aim: to practise grammar
Warm-up Key: (sample answers): There are some vegetables.
There is a/some cake. There isn’t any cheese and there
Aim: to review food vocabulary and some/any aren’t any bananas. There are some apples. There are
• Write five of the new food words on the board. some sandwiches.
• Invite a student to make a question, e.g. Is there any
soup? Another student answers, e.g. No, there isn’t 2 WB p24 Write the words from the shopping list.

any soup. (if the word isn’t on the board) or Yes, Make the song rhyme.
there is some soup. (if the word is on the board). Aim: to practise vocabulary and rhyme
• Repeat for the other new food vocabulary. Key: 2 glue, 3 rubbish, 4 wood
CD1
1 32 SB p24 Listen to the song. Write the numbers
Ending the lesson
of the food and drink you hear.
Aim: to join in with a song
Aim: to practise listening skills • Sing or chant The monster picnic song from WB
• Students look at the pictures and text in the Student’s Activity 2 with the class.
Book.
• Elicit what food they can see in the pictures.
• They listen and write the numbers in the spaces. Extension activity
• Play the recording. Students compare answers. Aim: to personalise the language
• Play the recording again.
• Students draw a picnic basket, similar to the one in
• Check with the class. WB Activity 1.
Key: 1 picture 6 (sausages), 2 picture 1 (cheese), • They swap pictures with a partner and write about
3 picture 3 (orange juice), 4 picture 5 (tea), each other’s baskets, using the WB Activity 1 text as
5 picture 4 (sandwiches), 6 picture 2 (cake) a model.
2
CD1
32
33
SB p24 Listen and sing. • Monitor and encourage students to use there is,
there are, there isn’t, there aren’t.
Aim: to sing a song with the class
• Play the song again pausing after each verse for
students to repeat.
• When students have learnt the song, practise it with the
whole class.
• Play the karaoke version of the song for students to sing
in groups.

T24
CD1
Aims: 2 35 SB p25 Listen and say.
• to present and practise Shall we … ? and How Aim: to focus students on grammatical form
about … ? for suggestions
• Play the recording. Students listen and repeat in chorus.
• to present and practise responses to
• Students practise the sentences in pairs.
suggestions
• Students turn to the Grammar focus section on page 120
New language: onions, bowl, good idea of the Student’s Book.
Recycled language: food, delicious • Work through the other examples with the class.
Materials: CD • Students complete the exercise individually and then
Language competences: Your students will be check in pairs.
able to make and respond to suggestions. Key: 1 Shall we have soup for dinner? 2 How about
some lemonade? 3 Shall we ask Mum for help? 4 How
about a cheese sandwich for lunch?

Warm-up 3 SB p25 Make a bowl of soup or a salad with a


Aim: to review food vocabulary friend.
• Write rolls, soup, salad across the centre of the Aim: to give students further practice making
board as headings. suggestions
• Brainstorm what there can be in each, e.g. salad: • Demonstrate the activity. Make suggestions using the
tomatoes, lettuce, apples, and write these words prompts. Students respond.
around the headings to create three word maps.
• Students practise in pairs.
• Elicit the students’ likes/dislikes, e.g. I don’t like
• Pairs draw a picture of the salad and soup they have
apples in salad. planned with their friend.

1 Think! WB p25 Look, read and write Ava, Lilly,


Presentation Olivia or Ella.
Aim: to present Shall we … ? and How about … ? Aim: to consolidate understanding of language of
• Choose one word map, e.g. rolls. Ask Shall we put suggestion
cheese in our rolls? Is that a good idea? Thinking skill: matching words with pictures
• Supply the answers Good idea! / OK. / No, I don’t like Key: Lilly, Ella, (Ava), Olivia
cheese. Students repeat.
• Write the suggestion and responses on the board. Write 2 WB p25 Make questions.
Shall we in a different colour. Aim: to practise word order
• Repeat for soup, using How about carrot soup? Shall we
Key: 2 Shall we put some carrots in the soup? 3 How
make carrot soup? and the answers Good idea! / OK. /
about some sandwiches? 4 Shall we put some cheese in
No, I don’t like carrot soup. Students repeat.
our rolls? 5 Shall we make a ham sandwich?
• Write the suggestion and responses on the board, with
How about in a different colour. Check understanding.
CD1
Ending the lesson
1 34 SB p25 Listen and tick (✓) the food in the
Aim: to review the new language
soup.
• Make a series of suggestions, e.g. Shall we close our
Aim: to practise language of suggestion books now? Shall we start a new page? Try to make
• Students look at the photographs. some funny suggestions.
• Elicit what they can see. Present onions. • Students answer Yes. / OK. / Good idea! or No.
• Play the recording. Students listen and tick and then
compare in pairs.
• Play the recording again. Check with the class. Extension activity
CD1 Track 34 Aim: to encourage creativity
For tapescript see TB page 119.
• In pairs, students choose a dialogue from WB
Key: carrots, potatoes, onions Activity 1. They replace the food words with things
they like/dislike.
• Students practise and then perform their dialogues.

T25
Aims: 1 WB p26 Remember the story. Read and circle.

• to present a picture story Aim: to check comprehension


• to review language from the unit Key: 2 village, 3 waterfall, 4 apple, 5 take
• to practise reading skills
2 Think! WB p26 Write more things for Lucy to
Thinking skills: interpreting the values in a story say. Use the box or your own ideas.
New language: bite, hut, waterfall, golden,
fool, What’s the matter?, illness, blind (adj),
Aim: to give further practice with the language
communicate, alphabet, intelligent, give up Thinking skill: making connections
Recycled language: characters and language Key: (sample answers): Shall we call the police? Let’s
from the story take him to the vet. We can give him some water.
Materials: CD 3 Values WB p26 Read the story. What can we
Language competences: Your students will be learn from it? Tick (✓).
able to listen to and read a picture story.
Aim: to practise reading skills
Your students will be able to act out a story.
Thinking skill: interpreting the values in a story
Your students will be able to identify and talk
about the values in a story. Key: When things don’t work, never give up!
Value: perseverance
Ending the lesson
Aim: to practise the story
Warm-up • Put students into groups of six.
Aim: to review the story so far • Students each take a role of one of the characters.
• Write The Explorers on the board. • Play the recording. Students repeat in role.
• Elicit the characters’ names (Ben, Lucy and Buster). • Students practise the role play in their groups.
• Elicit what happened in the last episode, e.g. They • Volunteer groups role play the story for the class.
take the book to the library. The librarian can’t help
them. Zelda and Horax take the book, but they get it
back. The book is in code. They can’t read it. Extension activity
• Elicit what Buster saw at the picnic on SB page 22 Aim: to discuss the value of perseverance
(a snake).
• Focus on what happens in the episode of the story
and in the story in WB Activity 3.
CD1
1 36 SB pp26–27 The golden apple • Elicit why perseverance is important and elicit
examples of when students have had to persevere
Aim: to present a picture story to get or do something.
• Use the pictures in the story to support meaning Note: Some of this discussion may need to take place
whenever possible.
in L1.
• Elicit where the friends are in the first picture (at their
picnic) and what is happening to Buster (he looks ill/
dead).
• Play the recording. Students listen to answer Where do
they take Buster? (To an old man in a hut) Why? (He can
help) What does Buster need to eat? (A golden apple)
Who gets there first? (Zelda and Horax).
• Students compare their ideas in pairs. Elicit answers.
• Play the recording again. Students listen and repeat.

Practice
Aim: to check understanding of the story
• Play the recording again. Pause after each frame to
check understanding (students can use L1 to talk about
some of the events).

T26
Aims: CD1
4 37 SB p27 Listen and say.
• to talk about the meaning of the story
• to review language from the story and the unit Aim: to practise the long vowel sound ie (/aɪ/) and
contrast it with the short vowel sound i (/ɪ/)
• to practise saying the long vowel sound ie as in
pie, contrasting it with the short vowel sound i • Play the recording. Students look at the picture, read
as in pin and repeat.

• to learn and play a traditional English game, Note: Before hearing the Sound sentence, students will
‘I spy’ hear the key sounds, with pauses for them to repeat.

New language: silver (adj), iguana, igloo • Repeat the sentence as a class without the recording.
Say it loudly, slowly, etc.
Recycled language: language from the story • Show how the e at the end of like or ice makes the
Materials: CD vowel in the middle or at the beginning sound like the
Language competences: Your students will be letter i, but that in igloo and in the sound is short.
able to interpret deeper meaning from a story. • Students take turns to repeat in pairs.
CD1
Phonics focus: Your students will be able to 1 38 WB p27 Listen and write the missing words.
identify and say the letter sound ie /aɪ/ and its Then say with a friend.
alternative spellings i_e and _y.
Aim: to practise conversation sequences
Key: 1 What’s the matter? 2 I think I’ve got it.
Warm-up 2
CD1
39 WB p27 Listen, point and say. Write the
Aim: to review the story words.
• Ask questions about the story, e.g. What happens to Aim: to learn how to play I spy and practise the short
Buster? (The snake bites him.) Where is the tree with vowel sound i and long vowel sound ie
the golden apple? (Above the waterfall) What does
Buster have to do? (Eat the apple) What does Ben
CD1 Track 39
For tapescript see TB page 119.
see on the ground? (The letter I).
Key: bike, kite, fish, rabbit, sandwich, window, picnic,
ice cream
2 SB p27 Write t (true) or f (false).

Aim: to focus students on the content of the story Ending the lesson
• Play the recording of the story again. Students follow it Aim: to play a traditional English game
in their Student’s Books.
• Play I spy with the class. Say, e.g. I spy with my little
• They work individually and write t or f, then they eye something beginning with B. Students guess
compare their answers. (bin). Once they have learnt how to play, students
• Check with the class. can lead the game, choosing the objects around the
Key: 1 t, 2 f, 3 f, 4 f, 5 t, 6 t room they know in English.

3 SB p27 Find who says ...

Aim: to present the letter sound ie Extension activity


• Write I on the board and ask students to say it. Write Aim: to encourage creativity
bike on the board, using a red pen for the i and e. I and
bike both contain the long vowel sound ie.
• Write the dialogues in WB Activity 1 on the board.
Underline key words (names, head, No, it’s OK. It’s
• Students repeat Shall we write it in the book? after you. not too bad, book, good).
• Ask students to identify the two short i sounds in the
• Students work in pairs and make up their own
sentence (it and in). dialogues by replacing the underlined words.
• Students find the speech bubble in the story (frame 7).
• Students role play their dialogues for the class.
Key: Ben

T27
Aim: Key: Connor e, Holly d, Thomas b, Grace a (Extra plate c:
• to practise listening, reading and speaking skills sausages and potato)
Skills: 3 SB p28 Tell your friend about meals at your
• listening for detail school.
• reading for specific information Aim: to personalise the language
• interactive speaking • Elicit the kind of information students heard in Activity 1,
New language: bell, school hall, pudding, inside, e.g. time lunch starts and finishes, what there is for
outside, meal lunch, children can/can’t bring food from home, what
they do before/after lunch.
Recycled language: food, language from the
unit • Students make sentences in pairs. Monitor and offer
help if necessary.
Materials: CD
• If the children never eat lunch at school, they can
Language competences: Your students will be imagine what meals they would like to have each day.
able to listen for detail.
Your students will be able to speak to exchange 1 WB p28 Look, read and write the words. There

information. is one extra word.

Your students will be able to read for specific Aim: to practise reading skills
information. Key: 2 tomatoes, 3 lunch, 4 Geography, 5 instruments,
6 roll (Extra word: sausages)

Warm-up Ending the lesson


Aim: to encourage prediction skills Aim: to review the listening activity
• Tell the students they are going to listen to an • Focus students on the words from the Warm-up.
interview. A girl is talking about lunch at school. • Elicit which words were in the listening activity and
• Brainstorm words they think they might hear. Write ask if their predictions were correct.
them on the board.

1
CD1
40 SB p28 Listen and write. Extension activity
Aim: to practise listening skills Aim: to practise writing definitions
• Focus the students on the Activity 1 instructions. • Focus students on the definitions in WB Activity 1.
• Read the gapped sentences aloud around the class. • Tell them to look back through the Student’s Book
and choose a school subject, some food and a
• Encourage students to predict answers. person.
• Play the recording. Students complete the information • Students then write a definition of each word, using
and then compare answers in pairs.
WB Activity 1 as a model and support.
• Play the recording again. Check with the class.
• Monitor students as they are working.
CD1 Track 40 • Collect the students’ work and choose the best
For tapescript see TB page 119. definitions to make a class quiz.
Key: 1 12 o’clock, 2 school hall, 3 sandwiches, 4 chicken,
peas and chips, 5 Wednesdays, 6 one o’clock

2 SB p28 Read and draw lines. There is one extra


plate of food.
Aim: to practise reading for specific information
• Check students know what to do.
• They read the texts silently and match them with the
plates.
• They compare answers in pairs.
• Check with the class.
• Elicit what’s on the extra plate of food.

T28
Aims: Key:
• to practise reading, writing and listening skills
1 2 3 4 5 6
• to review present simple with frequency adverbs
Skills:
• reading for specific information
• writing about habits and routines Amy ✓ ✓ ✓ ✓ ✓
• listening for specific information Rodolfo ✓ ✓
New language: bacon, fried, toast, scrambled, Ana ✓ ✓
tortillas, olives, honey, salami Mustafa ✓ ✓ ✓ ✓ ✓
Recycled language: breakfast, food, countries,
times 2 SB p29 Write about breakfast in your country.
Materials: CD (Optional: magazine pictures Aim: to give students practice writing from a model
of food)
• Tell students to use the texts in SB Activity 1 and the
Language competences: Your students will be foods from the word map on the board to help with
able to read for specific information. their writing.
Your students will be able to write about breakfast • Students write a first draft in their notebooks.
habits in their country.
• Go around the class and check their work.
Your students will be able to listen for specific • When you have checked their work, students write a
information. final version of their texts.
CD1
1 41 WB p29 Listen and choose the best answer.

Warm-up Aim: to practise listening for detail


Aim: to activate students’ knowledge of the topic CD1 Track 41
• Write Breakfast on the board. For tapescript see TB page 119.
• Elicit from students what they usually eat for Key: 2 B, 3 A, 4 B, 5 C, 6 B
breakfast. Develop a word map.
• Encourage responses using frequency adverbs, e.g. I 2 WB p29 Remember Activity 1. Write Carlos,

always have eggs for breakfast. I never drink tea. Chuck or Teresa.
• Elicit what students know about breakfast in other Aim: to consolidate understanding of vocabulary
countries, e.g. from relatives/holidays. Key: 1 Carlos, 2 Chuck, 3 Teresa

1 Think! SB p29 Read and tick (✓) what the Ending the lesson
children eat for breakfast. Aim: to develop memorisation skills
Aim: to practise reading for specific information • Students close their books.
Thinking skill: finding relevant information • Elicit the countries they read about today and what
people usually have for breakfast in these countries.
• Elicit which countries the children in the pictures
are from.
• Discuss students’ predictions from the Warm-up. Did
they talk about these countries? Extension activity
• Read the activity instructions with the class and check Aim: to encourage personalisation
students know what to do. Elicit the names of the foods • Students draw or find pictures in magazines of
in the photographs in the table (1 sausages, 2 eggs, dishes they usually eat for dinner. They put the
3 cheese, 4 tomatoes, 5 tea, 6 bread). pictures in their notebooks and write a description
• They read the texts quickly and quietly and only look for of the dinner.
information to complete the task. They tick the relevant
squares in the table.
• Give students a time limit, e.g. two minutes.
• Students compare answers in pairs. Check with the class.
• Check understanding of new food vocabulary.

T29
Aim: • Students work in pairs and draw arrows between the
• to integrate other areas of the curriculum rest of the photographs in pencil to make two more
through English: Science food chains.
New language: energy, grow, weak, arrow, food • Pairs check with pairs.
chain, fox, lizard, owl, snail, seaweed, surgeon • Discuss the food chains as a class.
fish, shark Key: plant – snail – lizard – owl, seaweed – surgeon
Materials: (Optional: poster paper) fish – shark

Recycled language: animals, different, tired, 1 WB p30 Read and write the words.
hungry, sun, plants, rabbit, action words
Aim: to give further practice of new vocabulary
Language competences: Your students will be Key: 2 food, 3 tired / weak, 4 energy, 5 different
able to use known language to talk about Science
in English. 2 WB p30 Read and write words from Activity 1.

Aim: to consolidate understanding of new vocabulary


Key: 2 tired, 3 energy, 4 different, 5 food
Warm-up
Aim: to introduce the topic of Science and food 3 Think! WB p30 Draw arrows to make a food
chains chain.
• Draw a picture of an egg on the board. Aim: to consolidate understanding of the topic
• Ask Who eats eggs for breakfast? Thinking skill: logical thinking
• Elicit where an egg comes from. Draw a chicken Key: plankton – shrimp – Arctic cod – ringed
on the board and draw a line from the chicken to seal – polar bear
the egg.
• Ask what makes chickens grow (grain/seeds). Draw
a seed and a line from the chicken to the seed. Ending the lesson
• Ask what makes the seed grow (the sun). Draw the Aim: to review what students have learnt in the
sun and a line from the seed to the sun. lesson
• Tell students that the pictures and lines you have • Write the following prompt on the board: Today I’ve
drawn make a food chain and that this is the topic learnt about:
of today’s lesson. • Elicit from students what they learnt about today,
e.g. food chains and how we get energy from the
sun and from plants.
1 SB p30 Read, look and draw lines. What do
these animals eat? • Write it on the board. Students copy it into their
notebooks.
Aim: to extend students’ understanding of food chains
• Elicit what students can see in the photographs in the
Student’s Book.
Extension activity
• Read the first text with the class. After reading, students
Aim: to enable students to further apply what they
draw lines between the photographs in pencil.
have learnt
• They compare answers in pairs.
• Check and discuss answers with the class.
• Students work in groups of four.
Key: 1 a, 2 c, 3 b
• Each group draws a new food chain on poster
paper.
2 Think! SB p30 Read and draw arrows to make • They display it for the class and talk about the
food chains. different parts of the chain.

Aim: to extend students’ understanding of food chains


Thinking skill: logical thinking
• Remind students about the food chain in the Warm-up
and point out the example arrows between the first
three photographs.
• Read the text aloud.

T30
Aims: • Supply each group of four students with relevant
• to extend the focus on Science through English reference materials.
• to enable students to complete a project • Each group follows the instructions to make a food
chain on poster paper.
New language: habitat, rainforest
• Monitor students and help each group as necessary.
Recycled language: Science and food chains, • In turn, groups present their food chains to the class.
habitats
Materials: CD, food chain pictures, scissors, glue, 1 WB p31 Read and number to make a food

poster paper, reference materials about different chain.


habitats and the animals and plants to be found Aim: to enable students to consolidate their
there knowledge
Language competences: Your students will be Key: 3, 2, 1
able to talk about Science in English.
2 Think! WB p31 Match the animals with the
Your students will be able to complete a project.
habitats.
Aim: to encourage students to apply new knowledge
about habitats
Warm-up
Aim: to review food chains Thinking skill: matching
• Draw part of one of the food chains from SB page 30, Key: ocean: whale, turtle, seahorse; forest: deer, owl,
Activity 2 on the board (write the names of one or two woodpecker; grasslands: elephant, antelope, zebra
of the creatures and plants and draw simple pictures
if you can). Ending the lesson
• Elicit the other elements of the chain and write/draw Aim: to review what students have done in
them on the board. the lesson
• Elicit what food chains are and how they work.
• Write the following prompt on the board: Today
• Remind students of the food chain posters they I’ve …
made for the Extension activity, if relevant.
• Elicit from students what they did today, e.g.
learnt more about food chains and habitats and
CD1
1 42 SB p31 Listen, read and look at the picture. completed a project with my group.
Talk about the food chain in the rainforest. • Write it on the board. Students copy it into their
notebooks.
Aim: to enable students to apply their knowledge and
experience
• Elicit what students can see in the picture on the
Student’s Book page (rainforest). Extension activity
• Ask students if there is rainforest in their country. Aim: to develop writing and reflective skills
• Play the recording. Students follow in their Student’s • Talk through with the class what they did for the
Books. project, e.g. First you … Then you …
• Check understanding of vocabulary and elicit the food • Individually, students make notes on what they did
chain in the picture above (leaves – beetle – frog – and the sequence they did it in.
snake). • Students then each write a report of what they did
• Elicit other known habitats (land, lake, ocean, for the project and what the outcome was.
grasslands). • Monitor and help as necessary.
• Students work in groups of four to think of different
animals/plants which live there and their food chains.
Monitor and help as necessary.
• Discuss the groups’ ideas as a class.

2 Project SB p31 Choose a habitat and make a


food chain.
Aim: to enable students to follow instructions and to
make a food chain
• Talk about the project with students and make sure they
know what to do.

T31
Aims:
• to consolidate language from the unit 1
CD1
43 WB p32 Put the dialogue in order. Then listen
• to develop interactive speaking skills and check.
New language: role card, topping, menu, Aim: to practise listening for specific information
customer, waiter
Key: 7, 5, 3, (1), 6, 2, 4
Recycled language: language from the unit
Materials: CD 2 WB p32 Look and write a dialogue. Use
language from Activity 1.
Language competences: Your students will be
able to plan and perform a short play. Aim: to practise writing skills

Ending the lesson


Warm-up Aim: to review spelling of food words
Aim: to review food vocabulary • Students close their books.
• Review the food vocabulary using a word map. • Call out the names of the food words one after
• Elicit when students usually eat each of the foods another.
(breakfast, lunch, dinner). • Students write them in their notebooks.
• Students check their spelling in pairs, spelling the
words aloud before checking in their Student’s
1 SB p32 Choose a role card. Read and plan.
Books.
Aim: to prepare and plan for a play
• Tell students they are going to perform a short play
between a waiter and a customer in a pizza restaurant. Extension activity
• Read through the information on the page with the Aim: to consolidate speaking skills
class. Allocate toppings to the students who are the
waiters. • In pairs, students practise their dialogues from WB
Activity 2.
• Elicit full examples of the Useful language.
• The more confident students perform their
• Make sure pairs know what to do and what language
dialogues for the class.
they need to use.
• Pairs compose a short play. Monitor each pair and help
as necessary.
• Students practise their plays so that they can perform
them without reading the text.

2 SB p32 Act out your play.

Aim: to perform a short play


• Pairs take turns to perform their short plays for the class.

T32
Aim: 4 SB p33 Write about a meal you would like
• to consolidate language from the unit and a meal you would not like. Add photos or
New language: cherries, coffee, dessert, bits of drawings.
paper Aim: to enable students to personalise the topic
Recycled language: language from the unit, • Read the model texts with the class.
scrapbook • Students write the first draft of their descriptions on
Materials: students’ scrapbooks, paper, food paper.
magazines or supermarket advertising leaflets • Go around the class and check each student’s
Language competences: Your students will be information.
able to use language from the unit to make a • Then tell them to write a final version carefully in their
page for their scrapbooks. scrapbooks.
• They can either draw pictures or use photos from
magazines or advertising leaflets.

Warm-up 1 Think! WB p33 Which one is different in each

Aim: to review food vocabulary group? Look, think and circle.

• Write Food and drink in a circle on the board. Aim: to give students further practice with vocabulary
• Students come up in groups to write food words on Thinking skill: classifying
the board.
Key: (sample answers): 2 chicken (not a vegetable),
• Encourage them to write as many words as they can
3 lion (not found in the forest), 4 owl (not found in the
think of in two minutes.
ocean / only bird)
2 WB p33 Colour the bricks to make sentences.
1 SB p33 Think of at least five more words you
Write in the missing words.
know for food and drink. Write them on bits
of paper. Aim: to review grammatical form
Aim: to give students writing practice Key: 1 Is there any cheese in my roll? 2 There aren’t any
carrots in the fridge. 3 Shall we make some vegetable
• Hand out the scrapbooks and let students look at what soup? 4 How about some salad? 5 Let’s make a bottle
they did at the end of Unit 1.
of lemonade.
• Read the instructions for Activity 1 with the class.
• Students work in groups, copying the vocabulary from
the board onto bits of paper. Ending the lesson
Aim: to enable students to express their preferences
2 SB p33 How many groups can you put your
words in? Colour each group. • Ask students what their favourite song or game is
from the unit.
Aim: to give students practice with classification • Do the song or game again with the class.
• Groups work together to classify the foods, firstly by
arranging the bits of paper into groups on their desks. My Super Mind
• Check food groups before students colour the bits • Now students complete My Super Mind section for
of paper, as different groupings are possible, The Picnic on page 118 of the Workbook.
e.g. vegetables, breakfast, hot, cold.

3 SB p33 Write your words in lists.


Extension activity
Aim: to give students further practice with Aim: to review key vocabulary from the unit
classification
• Students turn to SB page 22 and use the book flap
• Check students know what to do. to review the new words from the unit.
• They make a draft of their table on paper first. • They close the flap so that they cannot see the
• Go around the class and check each student’s words.
information.
• Students take turns to point at the numbered items
• Then tell them to copy the table carefully in their in the picture and say what each one is. They do
scrapbooks. this in random number order. They then write the
words in their notebooks.
• Students open the flap to check.

T33
Aims: • Check understanding.
• to present and practise vocabulary for daily • Play the recording. Students listen to correct the
tasks sentences.
• to give students listening and speaking practice • They compare answers in pairs.
New language: wash up, tidy up, sweep the • Play the recording again. Check with the class.
floor, cook, feed the dog, dry the dishes, do the CD1 Track 45
shopping, take the dog for a walk, you mean For tapescript see TB page 119.
Recycled language: like / don’t like + ing Key: 1 The boy calls the dog 'Thunder'. 2 Buster is
feeling a lot better. 3 Lucy likes cooking. 4 Ben doesn’t
Materials: CD
like washing up.
Language competences: Your students will be
able to understand and use vocabulary for daily 3 SB p34 Guess what your friend likes / doesn’t
tasks. like doing.
Aim: to give students speaking practice
• Demonstrate the activity using the prompts.
Warm-up • Students take turns and practise in pairs.
Aim: to review vocabulary for the home • Check using open pairs.
• Say the chant below for students to listen.
1 WB p34 Find eight actions.
• Then they join in and add their own responses.
What do you like doing at home? Aim: to give students further practice with the new
What do you like doing at home? vocabulary
I like watching TV. I like watching TV. Key: take the dog for a walk, sweep the floor, dry the
That’s what I like doing at home. dishes, cook, tidy up, feed the dog, do the shopping

2 WB p34 Look and write actions from Activity 1.


Presentation Aim: to review understanding of new vocabulary
Aim: to present vocabulary for daily tasks Key: 2 cook, 3 sweep the floor, 4 do the shopping,
• Use the picture in the Student’s Book to present the new 5 wash up, 6 take the dog for a walk, 7 tidy
vocabulary. up, 8 feed the dog
• Say each word/phrase for students to repeat. Check
3 WB p34 Write sentences about yourself.
understanding.
• Ask students, e.g. Do you like washing up? Aim: to practise writing the new vocabulary
• Elicit who students can see in the picture (Ben and Lucy)
and where they are (in the street / outside / on the Ending the lesson
village green).
Aim: to review vocabulary for daily tasks
CD1
1 44
SB p34 Listen and say the words. Then check • Mime one of the tasks.
with a friend. • Students ask questions to guess.
Aim: to practise new vocabulary • The student who guesses correctly comes to mime
the next action.
• Students look at the numbered words/phrases and items
in the picture.
• Play the recording. Students listen to each word/phrase
and repeat in chorus. Extension activity
• Play the recording again. Students repeat in small Aim: to personalise the language
groups. • Students work individually. They make wordsnakes
• Students cover the list of new words/phrases and using the model in WB Activity 1.
practise them in pairs. • They swap wordsnakes with a partner and find the
• Focus students on the poem at the bottom of the words.
picture. Elicit what it means.
CD1
2 45
SB p34 Listen and correct the sentences.

Aim: to give further practice with vocabulary


• Read the sentences aloud with the class.

T34
Aims: • Students complete the exercise individually and then
• to present and practise telling the time check in pairs.
• to review the present simple Key: 1 quarter past, 2 half past, 3 quarter to,
4 half past
New language: quarter past/to, half past, do my
homework, That’s right, at (for time) 3 SB p35 Play the time game.
Recycled language: daily tasks, o’clock Aim: to give students practice in telling the time
Materials: CD • Demonstrate the game.
Language competences: Your students will be • Students take turns to say a time and respond.
able to tell the time. • Students then play the game in pairs. They take turns.
CD1
1 47 WB p35 Listen and tick (✓) the box.

Warm-up Aim: to give students further practice understanding


the time
Aim: to review vocabulary for daily tasks and telling
the time with o’clock CD1 Track 47
• Mime one of the daily tasks, e.g. sweep the floor. For tapescript see TB page 119.
• Students say what the action is and if they like / Key: 2 half past six, 3 quarter to four, 4 quarter past
don’t like doing it. eight, 5 half past eleven, 6 quarter to nine
• Repeat for all the daily tasks.
2 WB p35 Write sentences about yourself. Use the
• Draw three or four clocks on the board, all showing words from the box.
o’clock times, not digital clocks (analogue).
• Elicit the times. Aim: to personalise the topic

Presentation Ending the lesson


Aim: to review the new language
Aim: to present quarter to/past, half past for time
• Say eight different times. Students draw eight clocks
• Draw three more clocks on the board, showing quarter showing the times.
to two, quarter past six and half past ten.
• They compare their clocks in pairs.
• Point to each clock and say the time. Students repeat.
• Check by asking pairs to come and draw the clock
• Elicit what the time is in L1 for each clock. for each time on the board.
• Say more times with quarter to/past, half past.
• Students come to the board and draw the clocks.

1 SB p35 Read and number. Extension activity


Aim: to practise telling the time Aim: to give further practice with telling the time
• Students look at the clocks and the sentences in their • Put students into groups of four to compare the
times they wrote for WB Activity 2.
Student’s Books.
• Check they know what to do. Pre-teach / Elicit the • Elicit information from different students about
another student in their group, e.g. (Name), tell me
meaning of do my homework.
about (name). What time does he have breakfast?
• Students read the sentences silently and match each one
with the right picture. • Students can transfer the information about their
group onto a bar chart.
• They compare answers in pairs.
• Check with the class.
Key: 5, 6, 1, 4, 3, 2
CD1
2 46 SB p35 Listen and say.

Aim: to focus students on grammatical form


• Play the recording. Students listen and repeat in chorus.
• Students take turns to practise the sentences in pairs.
• Students turn to the Grammar focus section on page
121 of the Student’s Book.
• Work through the other examples with the class.

T35
Aims: 3 SB p36 Close your book. Play the memory game.

• to review vocabulary for daily tasks Aim: to practise memorisation


• to review telling the time • Demonstrate the game using the speech bubbles.
• to sing a song with the class • Prompt a student with a task or a time. The student tries
New language: busy to complete the sentence.

Recycled language: daily tasks, do my • The rest of the class can help.
homework • Check students know what to do.
Materials: CD
• Students play the game in pairs. They take turns to say
tasks and when the girl in the song does them.
Language competences: Your students will be • If necessary, write the tasks which have a specific time
able to join in with a song. reference on the board.

1 WB p36 Remember the song. Look and draw


the times.
Warm-up
Aim: to review vocabulary for daily tasks Aim: to practise the time
• Invite a student to come to the front of the class. Key: quarter past four, quarter to eight, half past ten
• Whisper a daily task to him/her. 2 WB p36 Make the sentences of the chorus.
• The student mimes the task. Aim: to practise word order in sentences.
• The class guesses what it is.
• Another student from the class asks Do you like Key: Oh what a busy day, So much work to do. There’s no
(doing the task)? time to play. So much work to do!

• The student who mimed answers (Yes, I do / No, 3 WB p36 Write a verse for the song about
I don’t). yourself.
• Repeat for the other daily tasks with different
Aim: to personalise the topic and give students further
students.
practice
CD1
1 SB p36 Listen to the song. Write the numbers.
48
Ending the lesson
Aim: to practise listening skills Aim: to join in with a song
• Students look at the pictures and text in the • Play the song from the beginning of the lesson
Student’s Book. again.
• Elicit what times they can see on the clocks. • Students join in. They mime the actions.
• Play the recording. Students listen and number.
• They compare answers.
• Play the recording again. Extension activity
• Check with the class.
Aim: to stimulate creativity
Key: 3, 4, 2, 1
• Play the karaoke version of the song.
CD1
2 48
49
SB p36 Listen and sing. • Groups perform their verses from WB Activity 3
and mime.
Aim: sing a song with the class
• The whole class sings the chorus each time.
• Play the song again, pausing after each verse for
students to repeat.
• When students have learnt the song, practise it with the
whole class.
• Play the karaoke version of the song for students to sing
in groups or in pairs.

T36
CD1
Aims: 2 51 SB p37 Listen and say.

• to present and practise adverbs of frequency Aim: to focus students on grammatical form
always, usually, sometimes, never
• Play the recording. Students listen and repeat in chorus.
• to review telling the time
• Students practise the sentences in pairs.
New language: habit • Students complete the Grammar focus section on page
Recycled language: daily tasks, days of the week 121 of the Student’s Book.
Materials: CD Key: 1 I always help my mum in the kitchen. 2 Kevin
usually walks to school with me. 3 Dad sometimes
Language competences: Your students will be
cooks my dinner. 4 They never play computer games
able to express degrees of frequency.
before school.

3 SB p37 Play the true or false game.


Warm-up Aim: to give students further practice using adverbs
Aim: to review vocabulary for daily routines of frequency
• Ask a student, e.g. What time do you have your • Students take turns to say true and false sentences
dinner? The student answers. Then he/she asks a about Amy.
classmate another question, e.g. What time do you • Play the game as a class.
get up? Continue in open pairs in this way.
1 WB p37 Read and write about yourself. Then
find people with the same habits.
Presentation
Aim: to consolidate understanding of adverbs of
Aim: to present adverbs of frequency frequency
• Focus on one of the responses from the Warm-up and
ask, e.g. Carlos, do you get up at seven every day (on 2 WB p37 Look at the table. Read and write

Monday, Tuesday, Wednesday ... )? t (true) or f (false).


• Depending on the response, rephrase the sentence, Aim: to further consolidate understanding of adverbs
e.g. Carlos always gets up at seven o’clock. Write the of frequency
sentence on the board. Key: 2 t, 3 f, 4 f, 5 t
• Continue until you have four sentences, each with a
different adverb of frequency. 3 WB p37 Write three more true sentences about

• Arrange the sentences in a list, with always at the top Rob and Gillian.
and never at the bottom. Check understanding. Aim: to give further writing practice
• Say each sentence for students to repeat.

CD1
Ending the lesson
1 50 SB p37 Listen. Put ticks (✓) or crosses (✗) in Aim: to review the new language
the table.
• Say things that Amy does, e.g. walks the dog at
Aim: to practise adverbs of frequency quarter to six.
• Students look at the table in their Student’s Books. • Students respond with sentences, e.g. She always
• Tell them the girl in the photograph is called Amy. walks the dog at quarter to six.
• Play the recording. Students listen and tick or cross.
• Play the recording again. Check with the class.
CD1 Track 50 Extension activity
For tapescript see TB page 119. Aim: to personalise the language
Key: Students tick the following days: walk dog at • Create a table as in WB Activity 2 on the board, but
quarter to six: Monday, Tuesday, Wednesday, Thursday, for four people and with different activities.
Friday; do homework at quarter past five before dinner: • In groups of four, students tick the table according
Monday, Tuesday, Thursday, Friday; wash up after to how often they do the activities.
dinner: Tuesday, Thursday; go to bed at half past nine: • Then they write sentences in their notebooks about
none of the days themselves and their friends.

T37
Aims: 1 WB p38 Remember the story. Answer the

• to present a picture story questions.

• to review language from the unit Aim: to check comprehension


Thinking skills: interpreting the values in a story Key: 2 At half past ten, 3 Under a table,
4 In a bin, 5 Buster, 6 On a table, 7 F
New language: dark (as in night), What a mess!
maybe, horrible, bush, bin, rubbish 2 Think! WB p38 Read and choose the best
Recycled language: characters and language answer.
from the story Aim: to check detailed comprehension
Materials: CD
Thinking skill: identifying differences and similarities
Language competences: Your students will be Key: 1 B, 2 C, 3 B
able to listen to and read a picture story.
Your students will be able to act out a story.
Ending the lesson
Aim: to practise the story
Warm-up • Put students into groups of six.
Aim: to review the story so far • Students each take a role of one of the characters.
• Play the recording. Students repeat in role.
• Write The Explorers on the board. • Students practise the role play in their groups.
• Elicit what happened in the last episode, e.g. The • Volunteer groups role play the story for the class.
snake bites Buster. They have to find a golden apple
to make him better. Zelda and Horax get there first,
but they get the apple in the end. They find the first
letter: I. Extension activity
Aim: to discuss the value of being helpful
1
CD2
02 SB pp38–39 Tidying up • Focus on what happens in the episode of the story.
Aim: to present a picture story • Elicit when Lucy and Ben are helpful (they help the
people tidy up in the village) and why being helpful
• Use the pictures in the story to support meaning is important.
whenever possible.
• Elicit examples of when the students are helpful in
• Elicit where the friends are in the first picture (in the class and at home and when people have helped
village) and who is hiding behind the bush (Horax). them.
Pre-teach dark (as in night).
Note: Some of this discussion may need to take place
• Play the recording. Students listen to answer Where is in L1.
the next clue? (In the village) Why do Ben and Lucy tidy
up? (Because the village is a mess) Who finds the letter?
(Lucy).
• Students compare their ideas in pairs. Elicit answers.
• Play the recording again. Students listen and repeat.

Practice
Aim: to check understanding of the story
• Play the recording again. Pause after each frame to
check understanding (students can use L1 to talk about
some of the events).

T38
Aims: Note: Before hearing the Sound sentence, students will
hear the key sounds, with pauses for them to repeat.
• to talk about the meaning of the story
• to review language from the story and the unit • Repeat the sentence as a class without the recording.
Say it loudly, slowly, etc.
• to learn about voiced and unvoiced consonants
• Students take turns to repeat in pairs.
Recycled language: language from the story CD2

Materials: CD 1 04 WB p39 Listen and write the missing words.


Then say with a friend.
Language competences: Your students will be
able to interpret deeper meaning from a story. Aim: to practise conversation sequences
Phonics focus: Your students will be able to hear Key: 1 I’ve got something to show you. 2 What a mess!
and say the different consonant sounds f and v. 2 WB p39 Look and write v, f or ff.

Aim: to practise reading and writing words containing


v, f and ff
Warm-up Key: 2 vegetables, 3 fruit, 4 heavy, 5 fifteen,
Aim: to review the story 6 waterfall, 7 village, 8 difficult
• Ask questions about the story, e.g. Is it day or night CD2
at the beginning/end of the story? (Day and then 3 05 WB p39 Listen and say.

night) How do Ben and Lucy help the people in the Aim: to practise saying words containing v, f and ff
village? (They tidy up.) Who finds the letter? (Lucy)
What is it? (F) What are the first two letters?
(I and F). Ending the lesson
Aim: to review and write words containing the
letters v and f
2 SB p39 Answer the questions.
• Students close their Student’s Books.
Aim: to focus students on the content of the story • Dictate the Sound sentence while students write.
• Play the recording of the story again. Students follow in They compare their sentences with a partner before
their Student’s Books. checking in the Student’s Book.
• They work individually and write the names, then • Students draw a table with two columns in their
compare their answers in pairs. notebooks, with headings v and f.
• Check with the class. • Dictate the words below. Students write them in the
Key: 1 Ben, 2 Horax, 3 Zelda, 4 Ben, 5 Lucy, 6 Lucy correct columns: van, frog, live, funny, very, village,
vegetables, eleven, difficult, waterfall, fifteen, finish.
3 SB p39 Find who says ...

Aim: to present the consonant sounds v and f


• Write van and fan on the board, using a red pen for the Extension activity
v and f. Ask students to put their fingers on their throat Aim: to encourage creativity
as they say the two words. Make sure they lengthen the
• Write the dialogues in WB Activity 1 on the board.
first sounds so that they can feel their throats vibrate Underline key words (names, room, last week).
when they say v but they don’t feel anything when they
say f.
• Students work in pairs and make up their own
dialogues by replacing the underlined words.
• Explain that the two sounds are the same except that
• Students role play their dialogues for the class.
we use our voice when we say v and we don’t when we
say f.
• Students repeat The letter F. Now we’ve got our second
letter! after you.
• Students find the speech bubble in the story (frame 8).
Key: Lucy
CD2
4 03 SB p39 Listen and say.

Aim: to practise and identify the v and f letter sounds


• Play the recording. Students look at the picture, read
and repeat.

T39
Aim: 1 WB p40 Complete the words.

• to practise reading and listening skills Aim: to practise spelling


Skills: Key: 2 scientist, 3 laboratory, 4 button, 5 bucket
• reading for specific information
2 WB p40 Read and write the words.
• listening for specific information
Aim: to practise comprehension skills
Thinking skills: interpreting the values in a story
Key: 2 robots, 3 doesn’t, 4 difficult, 5 room, 6 floor,
New language: robot, laboratory, scientist, 7 wash, 8 angry
button, housework, helper, bucket, fill, press,
pour 3 Values WB p40 What can we learn from the
Recycled language: daily tasks, language from story? Colour the words.
the unit Aim: to focus students on the value of learning
Materials: CD responsibility
Language competences: Your students will be Thinking skill: interpreting the values in a story
able to read for specific information. Key: Always listen carefully.
Your students will be able to listen for specific
information.
Ending the lesson
Value: learning responsibility
Aim: to review the story
• Focus students on the words from the Warm-up.
• Elicit which words were in the story and if their
Warm-up predictions were correct.
Aim: to encourage prediction skills
• Pre-teach robot, scientist and laboratory.
• Tell the students they are going to read a story Extension activity
about a scientist who makes robots in his laboratory.
Aim: to discuss the value of learning responsibility
• Elicit which daily tasks they think the scientist
• Focus on how Arnold learns responsibility in the
teaches the robot to do.
story (The scientist trusts him and he doesn’t do
things right. He then has to clean up more in the
1 SB pp40–41 Look at the pictures and write end).
t (true) or f (false). • Elicit why this value is important and elicit examples
from the students of how they have learnt
Aim: to practise using pictures to predict content of responsibility.
a text
Note: Some of this discussion may need to take place
• Focus the students on the Activity 1 instructions. in L1.
• Read the sentences aloud around the class.
• Tell students to look at the pictures carefully, without
reading, and mark their answers in pencil.
• Students compare answers in pairs.
CD2
2 06 SB pp40–41 Read and listen. Check your
answers.
Aim: to practise listening and reading for specific
information
• Play the recording for students to listen, read and check.
• Elicit answers and check understanding of key
vocabulary, e.g. bucket.
• Ask if students’ predictions in the Warm-up and Activity
1 were correct.
Key: 1 f, 2 t, 3 f, 4 f

T40
Aim: 1 WB p41 Look at the pictures and tell the story.

• to practise reading, speaking and writing skills Use the words from the box.

Skills: Aim: to practise telling a story


• reading for detail Key: (sample answer): Arnold doesn’t want to wash
up. He has an idea. He wants a robot to help him.
• narrating
He presses a button and says ‘Robot wash up.’ The
• writing a story
robot washes up. Arnold is happy. He sits down. Then
Recycled language: language from the story, the robot drops the plates on the floor. ‘Stop,’ shouts
daily tasks Arnold, but the robot doesn’t stop. William arrives. He
Materials: CD is very angry. He presses some buttons and the robot
stops. ‘Now tidy up,’ William says to Arnold.
Language competences: Your students will be
able to read for detail. 2 WB p41 Write the story. Use the words from
Your students will be able to tell a story. Activity 1 to help you.
Your students will be able to write a story. Aim: to practise writing skills

Ending the lesson


Warm-up Aim: to encourage students to give personal
Aim: to review the story and the values responses to the story
• Elicit the main points of the story and what the • Elicit from different students which part of the story
value was. about Arnold and William they liked best.
• Ask students if they sometimes try to help at home • Ask them why.
and things go wrong. • Elicit how the students would change the story.

3 Think! SB p41 Put the story in order.

Aim: to give students practice in reading for detail Extension activity


Aim: to encourage personalisation
Thinking skill: sequencing
• Tell students to imagine they have a robot. What
• Play the recording of the story again. Students follow in tasks can their robot do? What does it look like?
their Student’s Books.
• Students draw a picture of their robot.
• Check students know what to do. Do the first one as an
• They write a description and a list of the tasks the
example.
robot does for them.
• Students work individually and then compare answers in
pairs.
• Check with the class.
Key: 5, 1, 6, 2, 7, 3, 8, 4
4 SB p41 Play the robot game.

Aim: to practise giving instructions


• Demonstrate the activity using the prompts.
• One student gives instructions. The other acts them out
as if he/she were a robot.
• Students practise in pairs, taking turns to give
instructions and to mime.

T41
Aim: 1 WB p42 Look and colour the water blue.

• to integrate other areas of the curriculum Aim: to activate previous knowledge


through English: Geography
Key:
New language: cover (n), less, more, need,
enough, much, save, waste (v), showers, tap,
Earth, environment
Recycled language: mean, water, drink, use,
daily tasks
Materials: CD (Optional: poster paper)
Language competences: Your students will
be able to use known language to talk about
Geography in English.

2 Think! WB p42 How can you save water?


Warm-up Look and tick (✓) the correct picture.
Aim: to introduce the topic of Geography and Aim: to activate students’ knowledge and experience
environment
Thinking skill: problem solving
• Write the word Water on the board.
• Elicit all the things students use water for in a Key: 2 a (having showers, not baths), 3 b (turning the
day, e.g. washing their faces, brushing their teeth, tap off when you brush your teeth), 4 a (keeping cold
showering, in drinks, washing clothes. water in the fridge instead of running the tap to get a
cold drink)
• Ask students if they think about how much water
they use.
• Tell students the topic of today’s lesson is saving Ending the lesson
water (check understanding of saving). Aim: to review what students have learnt in the
lesson
1
CD2
07 SB p42 Listen, read and circle. • Write the following prompt on the board: Today
I’ve learnt about:
Aim: to extend students’ understanding of problems • Elicit from students what they learnt today, e.g. the
with water
problem with water in the world and ways I can
• Elicit what students can see in the pictures in the save it and not waste it.
Student’s Book. • Write it on the board. Students copy it into their
• Read the short text under the map with the class and notebooks.
check understanding of not enough.
• Read the longer text with the class, checking
understanding of key vocabulary during the reading,
e.g. cover, less, more, waste.
Extension activity
• Students circle the correct words in the two sentences Aim: to enable students to further apply what they
and then compare answers in pairs. have learnt
• Check and discuss answers with the class. • Students work in groups of four.
Key: 1 more, 2 more • Each group thinks of two more ways they can save
water. Help with new language as necessary.
• Elicit ideas from groups and, if the class think the
ideas are good, write them on poster paper for
display.

T42
Aims: • Elicit from pairs whose predictions were correct and
• to extend the focus on Geography through whose were incorrect.
English • Elicit if students are surprised by how much water
• to enable students to complete a project there is.
New language: water waster, questionnaire, How • Elicit answers and ideas for questions 3 and 4.
often?, turn off, have a shower, hose-pipe, drip, 1 WB p43 How can you save water? Read and
dripping (tap), measure, half full, a quarter full, write the words.
three-quarters full, full, dishwasher, flush (the
toilet) Aim: to consolidate students’ understanding of
the topic
Recycled language: Geography and
environment, bucket Key: 2 waste, 3 turn, 4 tap, 5 wash, 6 Never, 7 full

Materials: cup, access to a tap 2 WB p43 Make a list of all the ways you

Language competences: Your students will be use water.


able to talk about Geography in English. Aim: to encourage reflection
Your students will be able to complete a project.
3 WB p43 Keep a water diary for three days.

Aim: to enable students to reflect on their habits


Warm-up
Aim: to review the problems with water Ending the lesson
• Discuss with students what they remember about Aim: to review what students have learnt in the
the problems with water. lesson
• Elicit ways of saving water they learnt about in the • Write the following prompt on the board:
previous lesson. Today I’ve …
• Elicit from students what they have done today,
e.g. learnt more about my habits and how I can
1 Think! SB p43 Are you a water waster? Do the
save water, kept a water diary.
questionnaire.
• Write it on the board. Students copy it into their
Aim: to enable students to reflect on their habits notebooks.
Thinking skill: reflecting on one’s habits,
intrapersonal experience
• Elicit/Pre-teach key vocabulary for the questionnaire, Extension activity
e.g. turn off, tap, hose-pipe, drip. Aim: to develop writing and reflective skills
• Read through the questionnaire with students and check • Talk through with the class what they did for the
they know what to do. project, e.g. First you … Then you …
• Students answer individually and then check their scores. • Individually, students make notes on what they did
• They compare scores in groups. and the sequence they did it in.
• Discuss results as a class. • Students then each write a report of the project, of
their predictions and of what the outcome was.
2 Project Think! SB p43 How much water does
• Monitor and help as necessary.
a dripping tap waste?
Aim: to enable students to follow instructions and to
check predictions
Thinking skill: analysing data and making deductions
• Tell students what they are going to do for the project.
• Show them the cup they are going to use.
• In pairs, students predict how much water will drip in
ten minutes, e.g. half full, a quarter full, three-quarters
full, full.
• Place the cup under the tap, start it dripping and wait.
• After ten minutes, measure how much water is in the
cup.

T43
Aims:
3 SB p44 Make a table and write a report.
• to consolidate language from the unit
• to promote student–student cooperation Aim: to practise speaking and writing skills
Recycled language: language from the unit • Students copy the table from the board into their
notebooks, replacing the phrases in the first column
Materials: poster paper with their own drawings.
Language competences: Your students will be • Students write a report using the information they
able to complete a survey about daily tasks. gathered in SB Activity 2.
• Talk about the results with the class.
• Write some example sentences on the board to help
Warm-up students with their reports, e.g. Three people sometimes
dry the dishes.
Aim: to review vocabulary for daily tasks
• Ask students to come to the front in turn to mime a • Students write their reports in groups.
daily task. 1 WB p44 Match the questions with the answers.
• The rest of the class guess what it is.
Aim: to practise questions and answers
• Elicit which students always, usually, sometimes or
never do the task at home. Key: 2 e, 3 f, 4 a, 5 c, 6 d
2 WB p44 Read about Stuart. Underline the

1 SB p44 Read and tick (✓) yes or no. mistakes. Then write the correct sentences.

Aim: to review language from the unit Aim: to practise close reading skills
• Students answer the questions individually. Key: dinner / breakfast, cooking / walking the dog,
mum / dad, washes up / helps in the garden
• Remind them that the questions say sometimes.
• Students compare their results in pairs. 3 WB p44 Write about how you help at home.
• Elicit results from some students, e.g. Do you sometimes Aim: to personalise the topic
wash the dishes? No, I never wash the dishes. / Yes, I
sometimes wash the dishes.
Ending the lesson
2 SB p44 Ask and answer.
Aim: to review spelling of daily tasks
Aim: to practise asking questions and giving answers • Students close their books.
• Draw the following table on the board: • Write the daily tasks on the board, with the letters in
scrambled order.
Yes No
• Students write the unscrambled words in their
cook
notebooks.
wash up
• Check by having students spell each word aloud.
tidy your room
dry the dishes
help with the shopping
Extension activity
wash your clothes
Aim: to consolidate speaking skills
• Call a student to the front and ask him/her to read the • Display all the results from SB Activity 3 (the tables).
question in the speech bubble (Who sometimes cooks?).
• Ask students to put the jobs in order of popularity:
• Students raise their hands if they have ticked yes for the the one the most people help with at the top and
first question in SB Activity 1. the one the fewest people help with at the bottom.
• The student at the front counts the number of hands
• Elicit other jobs the students help with at home
and writes the total in the Yes column in the first row of (they can use what they wrote in WB Activity 3 for
the table on the board. reference). Students find out if their classmates help
• Elicit the question with Who for the second question with the same jobs.
in SB Activity 1 (Who sometimes washes up?). Call
a different student to the front to ask the question.
Students who ticked yes raise their hands. The student
counts and writes the total in the table.
• Repeat until the Yes column of the table on the board
is complete.

T44
Aim:
4 SB p45 Write a poem and add photos or
• to consolidate language from the unit
drawings. Use the text to help you.
Recycled language: language from the unit,
scrapbook
Aim: to give students writing practice and to
encourage creativity
Materials: students’ scrapbooks
• Read the poem to the class, adding your own ideas to
Language competences: Your students will be fill the gaps.
able to use language from the unit to make a • Students write a draft of the poem with their own ideas.
page for their scrapbooks.
• Go around the class and check their work.
• Students write the final version in their scrapbooks.
• Students decorate the poem with drawings or photos.
Warm-up
Aim: to review vocabulary for daily tasks 1 WB p45 Write the words in three groups.

• Write Daily tasks in a circle on the board. Aim: to practise classification


• Students come up in groups to write tasks on the Key: 1 washing up, tidying up, shopping; 2 always,
board. usually, never; 3 quarter past, quarter to, half past
• Encourage them to write as many words as they can
2 WB p45 Look at Activity 1. Number the topics to
think of in two minutes.
match the groups.
Aim: to review word families
1 SB p45 Write a list of things people in your
family do.
Key: 1 Daily tasks, 3 Time, 2 Frequency words
Aim: to give students writing practice 3 WB p45 Look and draw lines to make sentences.

• Draw a table similar to the one in SB Activity 1 on the Aim: to review grammatical form
board to show students what to do. Key: 2 She has breakfast at quarter past seven. 3 You
• They copy the table onto paper and complete it with always play tennis after school. 4 He never does
information about their family. homework on Sundays.
• Go around and help as necessary.
• Students then copy the table into their scrapbooks.
Ending the lesson
2 SB p45 Underline each word in your list in a Aim: to enable students to express their preferences
colour to show how often people do it. • Ask students what their favourite song or game is
Aim: to give students practice with classification from the unit.

• Elicit the colour of each word in the Student’s • Do the song or game again with the class.
Book (always – red, usually – blue, often – green,
sometimes – yellow).
My Super Mind
• Monitor students as they complete the activity. • Now students complete the My Super Mind section
for Daily tasks on page 118 of the Workbook.
• Early finishers can compare their information.
• Discuss briefly as a class: Who does more at home?
Who does less?
Extension activity
3 SB p45 What do the people in your family do at
Aim: to review key vocabulary from the unit
the weekend?
• Students turn to SB page 34 and use the book flap
Aim: to give further practice with language to review the new words from the unit.
• Students write at least one sentence for each family • They close the flap so that they cannot see the
member. words.
• They write their sentences on paper first. • Students take turns to point at the numbered items
• Go around the class and check their work. in the picture and say what each one is. They do
• Students then write their sentences in their scrapbooks. this in random number order. They then write the
words in their notebooks.
• Early finishers can compare their information.
• Discuss briefly as a class: What are the things some • Students open the flap to check.
people in your family never do at home?

T45
Aims: • Check understanding.
• to present and practise vocabulary for places in • Play the recording. Students listen for the information.
a town • They compare answers in pairs.
• to give students listening and speaking practice • Play the recording again. Check with the class.
New language: map, bank, bus station, CD2 Track 09
tower, library, market square, sports centre, For tapescript see TB page 120.
supermarket, high Key: 1 They want to go to the tower. 2 They ask a
Recycled language: between, next to woman / Zelda. 3 It’s between the school and the café,
on the square. 4 She tells them to look at the map.
Materials: CD
Language competences: Your students will be 3 SB p46 Look at the map. Ask and answer.
able to understand and use vocabulary for places
Aim: to give students speaking practice
in a town.
• Demonstrate the activity with the class, using the
prompts.
• Check understanding of known prepositions between
Warm-up and next to.
Aim: to review vocabulary for places in a town • Students take turns and practise in pairs.
• Do a clapping game to revise vocabulary. • Check using open pairs.
• Write Town on the board. Clap twice and say, e.g.
park. 1 Think! WB p46 Look at the letters on the
signs. Write the words.
• Clap twice and invite a student to say a known place
in a town. Aim: to give students practice with spelling the new
• Continue, reviewing known town words (playground, vocabulary
cinema, swimming pool, hospital, bus stop, street, Thinking skill: decoding
café, train station). Key: 2 supermarket, 3 tower, 4 market square, 5 bus
station, 6 library, 7 sports centre, 8 bank
Presentation 2 WB p46 Look and write the places.

Aim: to present vocabulary for places in a town Aim: to review understanding of new vocabulary
• Use the picture in the Student’s Book to present the new Key: 2 tower, 3 bus station, 4 supermarket, 5 market
vocabulary. square, 6 bank, 7 sports centre
• Say each word/phrase for students to repeat. Check
understanding.
• Elicit who students can see in the picture (Ben and Lucy
Ending the lesson
and a woman) and what they are looking at (a map). Aim: to review vocabulary for places in a town
CD2 • Give simple definitions for each place in a town.
1 08 SB p46 Listen and say the words. Then check
Students guess the place, e.g. You can get money
with a friend. here (bank), You can buy things here (supermarket).
Aim: to practise new vocabulary
• Students look at the numbered words/phrases and
places in the picture. Extension activity
• Play the recording. Students listen to each word/phrase Aim: to personalise the language
and repeat in chorus.
• Students work individually or in pairs.
• Play the recording again. Students repeat in small
• They write about the places in their town, e.g. In our
groups.
town there is a market square. It is called [name of
• Students cover the list of new words/phrases and square]. There isn’t a sports centre. There are four
practise them in pairs. high towers. People live in them.
• Focus students on the poem. Check understanding of Go
up high and look down.
CD2
2 09 SB p46 Listen and answer.

Aim: to give further practice with vocabulary


• Read the questions aloud with the class.

T46
Aims: • Work through the other examples with the class.
• to present and practise prepositions of place • Students complete the exercise individually and then
check in pairs.
• to review places in a town
New language: below, above, opposite, near Key: 1 below, 2 opposite, 3 above, 4 near
CD2
Recycled language: places in a town, between, 3 11 Think! SB p47 Look, read and write. Then
next to, behind listen and check your answers.
Materials: CD Aim: to give students further practice with the new
Language competences: Your students will be language
able to say where places are. Thinking skills: drawing conclusions, working out
relations between language and visual information
• Focus students on the picture of the town and elicit
Warm-up what they can see.
Aim: to review vocabulary for places in a town • Check students know what to do. Do the first one as an
example.
• Write the eight town words on the board, with the
letters in scrambled order. • Students fill in the gaps and then compare their answers
in pairs.
• Ask a pair of students to come to the board and
write one of the items correctly. • Play the recording for students to check.
• Repeat with other pairs and different places. • Check with the class, playing the recording again as
necessary.
Key: 1 bank, 2 bus station, 3 sports centre, 4 library
Presentation
Aim: to present below, above, opposite, near 1 WB p47 Look and write. Use the words from the
box.
• Teach the new prepositions using things in the
classroom. Aim: to give students further practice with prepositions
• Move objects to make meaning clearer if necessary. Key: 2 opposite, 3 below, 4 above
• Make sure the meaning of below is made clear and that
2 WB p47 Look at the picture. Complete the
students know it is different from under.
sentences.
• Write four sentences on the board, each containing one
of the new prepositions, e.g. There is a picture above the Aim: to consolidate understanding of prepositions
window. of place
• Students copy them into their notebooks and draw a Key: 2 behind, 3 near, 4 below / under, 5 between,
simple picture to reinforce the meaning. 6 above, 7 below

1 SB p47 Look, read and draw lines.


Ending the lesson
Aim: to practise prepositions of place
Aim: to review the new language
• Students look at the pictures and the sentences in their
Student’s Books. • Say a sentence about something in the classroom
using one of the new prepositions. If it is true,
• Check students know what to do.
students raise their right arm. If it is false, they raise
• Students read the sentences silently and match each one their left arm.
with the right picture.
• Repeat with other sentences and other prepositions.
• They compare answers in pairs.
• Check with the class.
Key: 1 d, 2 c, 3 b, 4 a
Extension activity
CD2
2 10 SB p47 Listen and say. Aim: to give further practice with prepositions of
place
Aim: to focus students on grammatical form
• Play the recording. Students listen and repeat in chorus. • Students work in pairs and act out the dialogues
from SB Activity 3.
Repeat.
• Students take turns to practise the sentences in pairs. • They practise in pairs first.

• Students turn to the Grammar focus section on • Volunteers perform the dialogues for the class.
page 122 of the Student’s Book.

T47
Aims: 3 SB p48 Play the town game.

• to review prepositions of place Aim: to stimulate imagination and creativity


• to sing a song with the class • Tell students they can imagine any town they like.
New language: in front of, get lost, imagine • Tell students to close their eyes and imagine. Give them
time to form a picture in their minds.
Recycled language: prepositions of place, places
in a town • Say each prompt in turn and give students time to think
before saying the next one.
Materials: CD
• Say more prompts like the ones in the speech bubbles
Language competences: Your students will be (about six in all).
able to join in with a song.
• Then tell students to open their eyes and draw the town
they imagined.

1 Think! WB p48 Look at the picture. Read and


Warm-up answer.
Aim: to review vocabulary for places in a town
Aim: to practise location
• Call a student to the front. Whisper one of the
places in a town. Thinking skill: problem solving
• The class asks the student questions to guess what Key: He’s between the music shop and the bank.
the place is, e.g. Can you get money there? Can
you find books there? Help with new language as 2 WB p48 Look, read and write t (true) or f (false).
necessary. Aim: to give students further practice with prepositions
• The student who guesses correctly comes to the of location
front. Whisper another place to him/her.
Key: 2 f, 3 t, 4 t, 5 f
• Repeat for all the new places.

CD2 Ending the lesson


1 12 SB p48 Write the words in the song. Listen
Aim: to join in with a song
and check.
• Play the song from the beginning of the lesson
Aim: to practise listening skills again.
• Students look at the pictures and text in their Student’s • Students join in.
Books.
• Pre-teach in front of.
• Students read the song and try to complete it using the Extension activity
picture information. Tell them to write in pencil.
Aim: to consolidate understanding
• They compare ideas in pairs.
• Students write a short description of their imaginary
• Play the recording. Students listen and write/check.
town under the picture they drew for SB Activity 3.
• They compare answers again.
• Play the recording a second time.
• Check with the class.
Key: 1 bank, 2 tower, 3 café, 4 station, 5 map
CD2
2 12
13
SB p48 Listen and sing.

Aim: to sing a song with the class


• Play the song again, pausing after each verse for
students to repeat.
• When students have learnt the song, practise it with the
whole class.
• Play the karaoke version of the song for students to sing
in groups or pairs.

T48
Aim:
3 SB p49 Where are you going? Complete the
• to present and practise going to + infinitive of sentences. Then act out.
purpose
Recycled language: places in a town, verbs
Aim: to give students further practice using the new
language
Materials: CD
• Check students know what to do.
Language competences: Your students will be • Students complete the sentences using the words in the
able to express purpose with going to. box. Then they compare answers in pairs.
• Demonstrate the activity using the speech bubbles. The
student who answers mimes the action at the same
Warm-up time.
Aim: to review vocabulary for places in a town • Students take turns to ask and to respond using all the
• Say different places in a town and elicit what sentences.
students do there, e.g. market square (buy Key: 1 to buy, 2 to go, 3 to watch, 4 to read, 5 to
a drink / meet friends). buy, 6 to help

1 WB p49 Look, read and write the words.


Presentation Aim: to consolidate understanding of going to
Aim: to present going to + infinitive of purpose + infinitive of purpose
• Choose an example from the Warm-up, e.g. market Key: 2 market, 3 listen, 4 library, 5 book, 6 sports
square – buy a drink. centre, 7 tennis
• Say, e.g. (Name) is going to the market square to buy a 2 WB p49 Make sentences.
drink. Why is she going to the market square? (To buy a
drink). Aim: to practise word order
• Repeat using other examples from the Warm-up. Key: 2 I’m going to the supermarket to buy some
• Write two or three example sentences on the board. bread. 3 I’m going to my friend’s place to play
Underline the full infinitive in each one. computer games. 4 I’m going to the park to ride
my bike.
• Check students understand the meaning (the infinitive
answers the question Why?).
Ending the lesson
1
CD2
14 SB p49 Listen and number. Aim: to review the new language
Aim: to practise going to + infinitive of purpose • Ask different students Where are you going?
• They respond using examples from the lesson,
• Students look at the pictures. e.g. I’m going to the cinema to watch a film.
• Play the recording. Students listen and number.
• They compare answers in pairs.
• Play the recording again. Check with the class. Extension activity
CD2 Track 14 Aim: to personalise the language
For tapescript see TB page 120. • In pairs, students choose one dialogue from WB
Key: 3, 1, 4, 2 Activity 1. They personalise it by replacing the place
CD2 words and changing the infinitives.
1 SB p49 Listen and say.
• Students practise their dialogues and then perform
15

Aim: to focus students on grammatical form them for the class.


• Play the recording. Students listen and repeat.
• Students take turns to practise the sentences in pairs.
Note: The use of the present continuous here is action at
the moment of speaking, not future arrangements.
• Students complete the Grammar focus section on page
122 of the Student’s Book.
Key: 1 sports centre, 2 library, 3 bus station, 4 bank,
5 cinema

T49
Aims: 1 WB p50 Remember the story. Write
the words.
• to present a picture story
• to review language from the unit Aim: to check comprehension
Thinking skills: interpreting the values in a story Key: 2 dog, 3 near, 4 going, 5 high
New language: funfair, Pirate Ship, the wrong 2 Think! WB p50 Put the story in order.
place
Aim: to check understanding of the sequence of events
Recycled language: high, characters and in the story
language from the story
Thinking skill: sequencing
Materials: CD Key: 3, (1), 2, 4, 5
Language competences: Your students will be
able to listen to and read a picture story. 3 Values WB p50 Read the story. What can we
learn from it? Tick (✓).
Your students will be able to act out a story.
Value: lateral thinking Aim: to focus students on the value of lateral thinking
Thinking skill: interpreting the values in a story
Key: It’s good to try out new ideas.
Warm-up
Aim: to review the story so far Ending the lesson
• Write The Explorers on the board. Aim: to practise the story
• Elicit the names of the Explorers (Ben, Lucy and • Put students into groups of four.
Buster). Elicit the names of the people trying to get
the book (Zelda and Horax).
• Students each take a role of one of the characters.
• Play the recording. Students repeat in role.
• Elicit what happened in the last episode, e.g. Ben
• Students practise the role play in their groups.
and Lucy are in a village. They help to tidy up. They
look for the letter in the rubbish and under a table, • Volunteer groups role play the story for the class.
but don’t find it. Then Lucy finds it on a table. It’s
the letter F.
Extension activity
1
CD2
16 SB pp50–51 Up high Aim: to discuss the value of lateral thinking
Aim: to present a picture story • Focus on what happens in the story.
• Elicit how Lucy’s lateral thinking (going on the Pirate
• Use the pictures in the story to support meaning Ship, not the tower) helps the children find the
whenever possible. letter.
• Elicit where the friends are in frame 1 (in the town) and
• Elicit the example of lateral thinking in the story in
who is listening (Zelda). Pre-teach funfair.
WB Activity 3 (A white T-shirt with a photo printed
• Play the recording. Students listen to answer Who wants on is something different / They didn’t just buy it in
to go to the funfair in frame 3, Ben or Lucy? (Ben) Why? the shop).
(To have a good time) Who wants to go to the funfair
in frame 5, Ben or Lucy? (Lucy) Why? (To find the letter) • Elicit examples of when the students have used
lateral thinking to help them solve a problem.
What is the third letter? (R).
Note: Some of this discussion may need to take place
• Students compare their ideas in pairs. Elicit answers.
in L1.
• Play the recording again. Students listen and repeat.

Practice
Aim: to check understanding of the story
• Play the recording again. Stop after each frame to check
understanding (students can use L1 to talk about some
of the events).

T50
Aims: • Point out that in frame 8, Zelda says We’re in the wrong
place! Students repeat after you (wrong is pronounced /
• to talk about the meaning of the story
rɒŋ/ and rhymes with long).
• to review language from the story and the unit
Key: Lucy
• to practise saying the sounds ar (car park) and r
CD2
(read write hurry), 4 17 SB p51 Listen and say.
• to revise How do you spell ... ? and the names of
Aim: to practise saying the sounds ar and r
the letters of the alphabet
• Play the recording. Students look at the picture, read
New language: owl and repeat.
Recycled language: language from the story Note: Before hearing the Sound sentence, students will
Materials: CD hear the key sounds, with pauses for them to repeat.
Language competences: Your students will be • Point out that the word are is pronounced ar.
able to interpret deeper meaning from a story. • Repeat the sentence as a class without the recording.
Say it loudly, slowly, etc.
Phonics focus: Your students will practise saying
the letter sounds ar /ɑ:/ (car) and r /r/ ( read, write, • Students take turns to repeat in pairs.
hurry). 1
CD2
18 WB p51 Listen and write the missing words.
Then say with a friend.
Aim: to practise conversation sequences
Warm-up Key: 1 No time to play. 2 Look, it’s over there.
Aim: to review the story CD2
• Ask questions about the story, e.g. Where are Ben 2 19 WB p51 Listen and write.
and Lucy? (In a town) Why do they want to go up Aim: to practise asking how words are spelt and to
the tower? (To see the letter) Who thinks it’s a good identify ar and r sounds
idea to go on the Pirate Ship? (Lucy) What’s the
third letter? (R) What are the first two letters? CD2 Track 19
(I and F). For tapescript see TB page 120.
Key: 2 frog, 3 market, 4 park, 5 write, 6 Art,
7 hurry
2 Think! SB p51 Read and find the pictures in
CD2
the story. 3 20 WB p51 Listen and say.

Aim: to focus students on the content of the story Aim: to practise saying words with ar /ɑ:/ and r /r/
sounds
Thinking skill: making connections
• Play the recording of the story again. Students follow in
their Student’s Books. Ending the lesson
• They work individually and find the pictures. Aim: to review and write words with the sounds
• They compare their answers in pairs. ar /ɑ:/ and r /r/
• Check with the class. • Dictate the Sound sentence while students write
Key: 1 Frame 2 – the funfair, 2 Frame 7 – the Pirate (Student’s Books closed). They compare their
Ship, 3 Frame 8 – they’re in the wrong place, 4 Frame sentences with a partner before checking in the
7 – they can see the letter Student’s Book.

3 SB p51 Find who says ...

Aim: to present the sound ar and r as contrast Extension activity


• Write R, car, right and wrong on the board, using a red Aim: to encourage creativity
pen for the underlined letters. Explain that the letter • Write the dialogues in WB Activity 1 on the board.
name R rhymes with car. Show how in the words right Underline key words (names, fair, home, owl,
and wrong both spellings give exactly the same sound beautiful).
(the R as in run). • In pairs, students make up their own dialogues by
• Students repeat It’s an R. Fantastic! after you. replacing the underlined words.
• Students find the speech bubble in the story (frame 7). • Students role play their dialogues for the class.

T51
Aim: CD2
1 21 WB p52 Listen and draw lines.
• to practise reading and listening skills
Skills: Aim: to practise listening skills
• reading for specific information CD2 Track 21
For tapescript see TB page 120.
• listening for specific information
Key: Ben – boy below the tree, Christine – girl with the
Recycled language: places in a town, language hat near the bikes, Hannah – girl in front of the tent on
from the unit the right, Mike – boy opposite Hannah, William – boy
Materials: CD behind the tent on the right, Olivia – girl between
Language competences: Your students the tents
will be able to read for specific information.
Your students will be able to listen for specific Ending the lesson
information.
Aim: to practise speaking skills
• Focus students on the picture in WB Activity 1.
Warm-up • Give them 30 seconds to look at it. Then tell them to
close their books.
Aim: to review the infinitive of purpose • Elicit what they can remember about the picture.
• Play a clapping game. Make sure they use complete sentences and
• Clap twice and say, e.g. bus station. prepositions.
• Clap twice. A student calls out a reason for going
to the bus station, e.g. To meet a cousin. Continue
clapping with students calling out different reasons. Extension activity
• Do this three or four more times. Then change the
Aim: to practise writing definitions
place and continue in the same way.
• Focus students on the definitions in SB Activity 1.
• Tell them to choose other places they know, e.g.
1 SB p52 Look and read. Write words. park, house, zoo.
Aim: to practise reading skills • Pairs write two definitions, using SB Activity 1 as a
model and support.
• Focus the students on the Activity 1 instructions.
• Make sure they know what to do. • Monitor students as they are working.

• Students work individually and write the places next • Collect the students’ work and choose the best
definitions to make a class quiz.
to the definitions.
• They compare answers in pairs.
• Check with the class.
Key: 1 bank, 2 castle, 3 library, 4 market, 5 sports
centre, 6 map

T52
Aim: • Students work in pairs and take turns to ask and answer.
• to practise listening, speaking, writing and • Check using open pairs.
reading skills Key: Where is Barney going? He’s going to the bank.
Skills: Why? To get some money.
Where is Chuck going? He’s going to the zoo.
• listening for specific information
Why? To see the new baby dinosaur.
• speaking skills: exchanging information Where is Amanda going? She’s going to the library.
• writing about what people are doing and why Why? To get a book.
• reading for specific information
3 SB p53 Imagine a stone-age person. Write what
New language: playground, swings, zoo, bear, he/she is doing and why.
stone-age
Aim: to give students writing practice
Recycled language: places in a town,
prepositions of place • Elicit what students can see in the picture (a stone-age
person).
Materials: CD • Demonstrate the activity by eliciting examples of where
Language competences: Your students he is going and why.
will be able to listen for specific information. • Students work in pairs and take turns to talk about Tom.
Your students will be able to exchange • Elicit ideas to check.
information with a partner.
Your students will be able to write a description. 1 Think! WB p53 Look, read and write the
names.
Your students will be able to read for specific
information. Aim: to practise reading for specific information
Thinking skill: problem solving
Key: 2 Alice, 3 Tom, 4 Mike, 5 Heather, 6 Ed
Warm-up 2 WB p53 Look at Activity 1. Complete the
Aim: to review places in a town sentences.
• Write Town on the board. Aim: to consolidate understanding of prepositions
• Brainstorm all the places that students can think Key: 2 next to Ed, opposite Tom, Ben and Mike, 3 next to
of in two minutes.
Lucy, opposite Anne, 4 between Tom and Mike, 5 next
• Create a word map. to Lucy, opposite the park

CD2
1 22 SB p53 Listen and find out where they are
Ending the lesson
going. Write M (Millie), B (Barney), C (Chuck)
and A (Amanda). Aim: to review places and purpose
• Mime actions which happen in a place in town,
Aim: to practise listening for specific information without saying the place, e.g. opening a door, going
• Students look at the pictures in their Student’s Books. in, choosing a book (opening some books and
Elicit what they can see. looking at them), going to the desk to check the
• Check they know what to do. book out, walking out – library.
• Play the recording. Students listen and write the letters. • When you have finished, students try to guess the
• Students compare answers in pairs. place and purpose, e.g. You are going to the library
• Play the recording again. Check with the class. to get a book.

CD2 Track 22 • Mime other places/actions which are less obvious to


make it more fun for the class.
For tapescript see TB page 120.
Key: M – playground, B – bank, C – zoo, A – library
2 SB p53 Ask and answer. Extension activity
Aim: to give students practice in exchanging Aim: to encourage personalisation
information • Students draw a picture or a series of pictures to
• Demonstrate the activity using the speech bubbles. accompany the text they wrote for SB Activity 3.
• Check that students know what to do (ask and answer
about the people in Activity 1).

T53
Aim: • Check students know what to do.
• to integrate other areas of the curriculum • Play the recording. Students listen and write.
through English: Geography • They compare answers in pairs.
New language: directions, north, south, east, • Play the recording again. Check with the class.
west, points (up/to the right), city, capital, cities Key: (from the top of the map) 1 Aberdeen,
and countries 2 Manchester, 3 Cardiff, 4 Brighton
Recycled language: map 1 WB p54 Look and write the words.
Materials: CD, world map (Optional: local maps)
Aim: to review understanding of directions
Language competences: Your students will
be able to use known language to talk about
Geography in English. Key: west east

south

Warm-up 2 WB p54 Look and write north, south, east or


Aim: to introduce the topic of Geography and west.
compass points Aim: to activate students’ knowledge and experience
• Draw a simple compass on the board and mark in Key: 2 west, 3 east, 4 south, 5 west
the points (North, South, East, West).
• Elicit countries which are north, south, east or west 3 Think! WB p54 Look at the map. Read and
of the students’ country/countries. write the city.
• If possible, use a world map to help. Aim: to consolidate understanding of the topic
• Delete the compass from the board. Thinking skill: logical–mathematical
Key: La Paz
1 SB p54 Read about directions and write the
letters S (South), E (East) and W (West). Ending the lesson
Aim: to extend students’ understanding of compass Aim: to review what students have learnt in the
points and directions lesson
• Elicit what students can see in the picture in the • Write the following prompt on the board: Today
Student’s Book (a compass). I’ve learnt about:
• Read the short text to the left of the compass with the • Elicit from students what they learnt about today,
class and check understanding. e.g. points of the compass, where cities are in the
• Students write letters S, E and W in the boxes. UK, and the capital cities of South America.
• They compare answers in pairs. • Write it on the board. Students copy it into their
• Check as a class. notebooks.

2 SB p54 Look at the map and answer.

Aim: to extend students’ understanding of directions Extension activity


• Focus students on the map. Read the activity instruction Aim: to enable students to further apply what they
aloud and check pronunciation of Birmingham. have learnt
• Students work individually and find four cities to write
• Students work in groups of four.
on the lines.
• Give each group a map of their country. They take
• They check in pairs. turns to talk about places on the map and where
• Check and discuss with the class. they are in relation to each other.
Key: 1 Edinburgh, 2 London, 3 Norwich, 4 Aberystwyth • Elicit and discuss as a class.
CD2
3 23 Think! SB p54 Listen, read and write the
names of the cities on the map.
Aim: to give students practice listening to directions
Thinking skill: developing a sense of direction
• Read the instructions and the sentences aloud for the
class to tune their ears in for listening to the city names.

T54
Aims: 1 WB p55 Look at the map. Read and write t

• to extend the focus on Geography through (true) or f (false).


English Aim: to give students further practice with directions
• to enable students to complete a project Key: 2 t, 3 f, 4 t, 5 t
New language: compass, pointer, gadget, GPS,
satellite, tape, magnet, cave, north-east, 2 Think! WB p55 Where’s the treasure? Read

north-west, south-east, south-west and draw it on the map in Activity 1.

Recycled language: Geography and directions, Aim: to encourage logical, systematic thinking
compass Thinking skill: problem solving
Materials: tape, magnet, case, bowl of water Key: The treasure is in the same square as the pirate.
Language competences: Your students will
be able to talk about Geography in English.
3 WB p55 Look at the map again and write. Use

Your students will be able to complete a project. the words from the box.
Aim: to consolidate students’ understanding of
directions
Warm-up Key: 2 south-east, 3 south-west, 4 north-west
Aim: to review direction and compass points
• Draw a compass on the board and elicit the four Ending the lesson
main points. Aim: to review what students have learnt in the
• Elicit names of countries north, south, east and west lesson
of the students’ country/countries. • Write the following prompt on the board: Today
I’ve …
1 SB p55 Read and answer. • Elicit from students what they have done today,
e.g. learnt more about compass points, made a
Aim: to enable students to build on their knowledge compass and used it in the classroom.
and experience
• Write it on the board. Students copy it into their
• Elicit what students can see in the pictures in the notebooks.
Student’s Book. Ask if any of their parents have GPS in
their cars.
• Read the text through with the class. Check
understanding of vocabulary. Extension activity
• Students discuss the two questions in pairs. Aim: to develop writing and reflective skills
• Elicit answers and then discuss as a class. • Talk through with the class what they did for the
Key: 2 north-east, north-west, south-east, south-west project, e.g. First you … Then you …
• Individually, students make notes on what they did
2 Project SB p55 Make a compass. Use your and the sequence they did it in.
compass to find out where things are • Students then each write a report of the project,
in your classroom. of their predictions and of what the outcome was.
Aim: to enable students to follow instructions • Monitor and help as necessary.
• Tell students what they are going to do for the project.
• Read through the instructions with the class before
giving them the materials. Check they know what to do.
• Lay out all the materials on a central table.
• Students come and collect what they need when they
need it.
• Go around the class to check students are following the
instructions.
• Students write down in their notebooks where things are
in the classroom when they use their compass.

T55
Aims: CD2
1 24 WB p56 Put the dialogue in order. Then
• to consolidate language from the unit
listen and check.
• to develop interactive speaking skills
Aim: to practise listening for specific information
• to develop reading, listening and writing skills
Key: 2, 6, 7, 4, (1), 3, 8, 5
New language: visitor, hospital, That’s very kind,
You’re welcome 2 WB p56 Look and write a dialogue. Use
Recycled language: language from the unit language from Activity 1.
Materials: CD Aim: to practise writing skills
Language competences: Your students will be
able to plan and perform a short play. Ending the lesson
Aim: to review spelling of places in a town
• Students close their books.
Warm-up • Call out the names of the eight new places in a
Aim: to review places in a town town, one after another.
• Students work in pairs with books closed. • Students write them in their notebooks.
• They write a list of all the places in a town that they • Students check their spelling in pairs, spelling the
can think of in one minute. words out loud before checking in their Student’s
• Elicit the places from pairs. Write them on the board. Books.
• The pair(s) with the most places spelt correctly is/are
the winners.
Extension activity
1 SB p56 Choose a role card. Read and plan. Aim: to consolidate speaking skills
Aim: to prepare and plan for a role play • In pairs, students practise their dialogues from WB
Activity 2.
• Tell students they are going to do a short play between • The more confident students perform their
a visitor to a town and someone who lives there.
dialogues for the class.
• Tell students that they can talk about their own
city/town/village or an imaginary place.
• Read through the information on the page with
the class.
• Elicit full examples of the Useful language.
• Make sure pairs know what to do and what language
they need to use.
• Pairs compose a short play. Monitor each pair and help
as necessary.
• Students practise their plays so that they can perform
them without reading the text.

2 SB p56 Act out your play.

Aim: to practise interactive speaking skills


• Pairs take turns to perform their short plays for the class.

T56
Aim: 1 Think! WB p57 Which one is different in each

• to consolidate language from the unit group? Look, think and circle.
New language: text message Aim: to practise classification
Recycled language: language from the unit, Thinking skill: classifying
scrapbook Key: 1 map (not a place), 2 bank (not a preposition),
Materials: students’ scrapbooks 3 near (not a compass point), 4 China (not in South
Language competences: Your students will be America), 5 sports centre (not related to a treasure
able to use language from the unit to make a hunt)
page for their scrapbooks.
2 WB p57 Colour the bricks to make sentences.
Write in the missing words.
Aim: to review grammatical form
Warm-up
Key: 2 We’re going to the library to get a book. 3 He’s
Aim: to review vocabulary for places in a town going to the café to get a sandwich. 4 The museum is
• In pairs, students think of definitions for at least opposite the park. 5 The café is near the bus station.
two places in a town, e.g. You can see animals here
(zoo).
• Pairs take turns to say their definitions for other Ending the lesson
students to guess the place. Aim: to enable students to express their preferences
• Ask students what their favourite song or game is
from the unit.
1 SB p57 Use the code to find out what the
messages mean. • Do the song or game again with the class.

Aim: to give students practice in solving problems My Super Mind


• Remind students that they have used this code before. Aim: to enable students to evaluate what they have
• Individually, students decode the message and write it in learnt
their Student’s Books. • Students turn to the My Super Mind self-evaluation
• They check in pairs. activity on page119 of the Workbook.
• Elicit the message from the class. • They think about the unit and individually complete
Key: What are you doing? I’m going to the cinema to the My Super Mind section for Around town.
watch a film. • Then they tell a friend what they liked and didn't
like.
2 SB p57 Imagine you are in a town. Write where
you are at the different times.
Aim: to give students practice with times and places Extension activity
• Students write a place for each time in the list in Activity Aim: to review key vocabulary from the unit
2 in their notebooks.
• Students turn to SB page 46 and use the book flap
• Monitor students as they complete the activity.
to review the new words from the unit.
• When you have checked their work, students can copy
• They close the flap so that they cannot see the
it into their scrapbooks. They copy the times as well.
words.
• Early finishers can compare their information.
• Students take turns to point at the numbered items
3 SB p57 People are writing you messages. Write in the picture and say what each one is. They do this
their messages and your answers. in random number order. They then write the words
in their notebooks.
Aim: to give further practice with the language • Students open the flap to check.
• Make sure students realise they are writing the
information from Activity 2 here.
• Remind them to write messages from different family
members or friends.
• They write their messages and answers on paper first.
• Go around the class and check their work.
• Students then write their messages and answers in their
scrapbooks.

T57
Aims: CD2 Track 26
• to present and practise vocabulary for sea For tapescript see TB page 120.
creatures Key: 1 Ben loves the sea. 2 Ben thinks the clue is
• to give students listening and speaking practice under the sea. 3 The children think the octopus looks
clever. 4 Lucy isn’t worried about Horax and Zelda.
New language: seahorse, dolphin, seal, shell,
octopus, anchor, starfish, turtle, dive, get wet 3 Think! SB p58 Play the chain game.
Recycled language: clue, sea, ugly, worried, Aim: to give students speaking practice
under, hard, arm
Materials: CD Thinking skill: remembering details from auditory
input
Language competences: Your students will be
able to understand and use vocabulary for sea • Demonstrate the activity using the prompts.
creatures/things in the sea. • Check students realise they don’t need and once the
list is more than two items, e.g. There’s a shark, and a
seahorse and a starfish.
• Students play the chain game in groups of four.
Warm-up • Check using open pairs.
Aim: to review vocabulary for things in the sea
1 WB p58 Look and write the words.
• Write The sea on the board and draw a circle
around it. Aim: to give students practice with spelling the new
• Elicit words the students know for things in or on the vocabulary
sea, e.g. fish, boat, and make a word map. Key: 2 turtle, 3 shell, 4 octopus, 5 anchor, 6 starfish,
7 dolphin, 8 seal

Presentation 2 WB p58 Read and write words from Activity 1.

Aim: to present vocabulary for sea creatures/things Aim: to review understanding of new vocabulary
• Use the picture in the Student’s Book to present the new Key: 2 octopus, 3 anchor, 4 shell
vocabulary.
• Say each word for students to repeat. Check 3 WB p58 Read and write the words.
understanding. Aim: to give students practice with words in context
• Elicit who students can see in the picture (Ben and Lucy)
Key: 2 love, 3 clever, 4 follow, 5 sure, 6 worry
and where they are (swimming under the sea).
CD2
1 25 SB p58 Listen and say the words. Then check
Ending the lesson
with a friend.
Aim: to review vocabulary
Aim: to practise new vocabulary • Elicit the words for the sea creatures/things.
• Students look at the numbered words and items in the • Students write the words in their notebooks, then
picture. check their spelling in pairs.
• Play the recording. Students listen and repeat. • Elicit which sea creatures the students like best.
• Play the recording again. Students repeat in small
groups.
• Students cover the list of new words and practise them Extension activity
in pairs.
Aim: to personalise the language
• Focus students on the poem at the bottom of the
picture. Check understanding. • Students draw their favourite sea creature.
CD2 • They write a short description and write why they
2 26 SB p58 Listen and correct the sentences. like it.
Aim: to give further practice with vocabulary
• Read the sentences aloud and check understanding.
• Play the recording. Students listen and correct.
• They compare answers in pairs.
• Play the recording again. Check with the class.

T58
Aims: CD2
2 28 SB p59 Listen and say.
• to present and practise positive and negative
sentences with was/were Aim: to focus students on grammatical form
• to review sea creatures • Play the recording. Students listen and repeat. Repeat.
New language: extinct, great auks, island, • Students take turns to practise the sentences in pairs.
feather, baiji, a long time ago • Students complete the Grammar focus section on page
123 of the Student’s Book.
Recycled language: adjectives
Key: 1 was, 2 was, 3 was, 4 were, 5 were
Materials: CD (Optional: reference books)
Language competences: Your students will be 3 SB p59 Look at the pictures. Complete the
able to talk about the past using was/were. sentences.
Aim: to give students further practice with the new
language
Warm-up • Students do the activity individually, then compare their
Aim: to review vocabulary answers in pairs.
• Write each sea word on the board, with the letters in Key: a 1 was, 2 wasn’t, 3 was; b 1 were,
scrambled order. 2 weren’t, 3 were
• Students unscramble the words in pairs. 1 WB p59 Read and circle.

Aim: to give students further practice with was/were


Presentation Key: 2 were, 3 were, 4 was, 5 was
Aim: to present positive and negative sentences with
was/were 2 WB p59 Write was or were.

• Write today’s date on the board. Nearby write Today is Aim: to consolidate understanding of was and were
(the day of the week). Key: 2 was, 3 was, 4 were, 5 was, 6 were
• Write yesterday’s date on the board. Nearby write
Yesterday was (the day of the week). Underline was. 3 WB p59 Look and complete the sentences.

• Write another sentence under today’s date, using the Aim: to reinforce use of the past with was/were
plural, e.g. Today there are twenty children in the class. Key: (sample answers): 2 A long time ago there
Under yesterday’s date write, e.g. Yesterday there were was a school. 3 A long time ago there wasn’t a
nineteen children in the class. Underline were in the supermarket. 4 A long time ago there was a zoo.
same colour as was. 5 A long time ago there weren’t any cars. 6 A long
• Elicit why we use was/were in the two sentences about time ago there weren’t many houses.
yesterday.
• Elicit/Explain when we use was and when we use were.
Ending the lesson
• Add other examples to the sentences on the board.
CD2
Aim: to review the new language
1 27 Think! SB p59 Listen, read and write the
• Elicit what students remember about the great auk
names under the animals. and the baiji.
Aim: to practise positive and negative sentences with
was and were
Thinking skills: comparing details in texts and Extension activity
auditory input with details in images Aim: to give further practice with was/were
• Pre-teach extinct. Say the names of the two animals • Students write about an extinct animal in pairs,
(great auk and baiji). using the text about the great auk as a model. They
• Play the recording. Students listen, read (silently) and find the information in reference books, write their
match. text and illustrate it.
• Play the recording again. Check with the class. • Copy the great auk text on the board and underline
• Tell students to find examples of was/were in the text. the words students can change, e.g. Great auks
Ask what they think wasn’t/weren’t means. were sea birds. There were lots of them on the
islands north of Britain. Their food was fish. …
Key: Top picture: The baiji, Bottom picture: The great auk

T59
• Then Student B has a turn at describing.
Aims: • The student with the most points at the end is the
• to review positive and negative sentences with winner.
was/were
1 WB p60 Read Simon’s new verses. Look and
• to sing a song with the class
write the rhyming words.
New language: sofa, tank, mat, sum, shark
Aim: to practise rhyme
Recycled language: sea creatures/things
Key: 2 T-shirt, 3 skirt, 4 zoo, 5 bed, 6 hat, 7 cat, 8 tree
Materials: CD
Language competences: Your students will be 2 Think! WB p60 Read, think and colour.

able to join in with a song. Aim: to give students further practice with problem
solving
Thinking skill: logical-mathematical
Warm-up Key: B 0 yellow, C 77 blue, D 88 black
Aim: to review vocabulary for sea creatures/things
• On the board, write the first letter of one of the Ending the lesson
sea creatures/things, followed by a dash for each
missing letter, e.g. a _ _ _ _ _. Aim: to join in with a song
• Students take turns to call out letters to complete • Play the song from the beginning of the lesson
the word (e.g. anchor). again.
• Repeat for the other new words and fish. • Students join in.

CD2
1 29 SB p60 Listen to the song. Tick (✓) the fish
that are in the song. Extension activity
Aim: to consolidate understanding
Aim: to practise listening skills
• Play the karaoke version of the song.
• Students look at the pictures in the Student’s Book. Elicit • The class performs Simon’s verses.
what colours the fish are.
• Play the recording. Students listen and tick. • Make six groups. Play the karaoke version of the
song again. Each group sings a pair of lines.
• They compare answers.
• Play the recording again.
• Check with the class.
Key: blue, green, pink, red
CD2
2 29
30
SB p60 Listen and sing.

Aim: to sing a song with the class


• Play the song again, pausing after each verse for
students to repeat.
• When students have learnt the song, practise it with the
whole class.
• Play the karaoke version of the song for students to sing
in groups or pairs.

3 SB p60 Play the memory game.

Aim: to practise memorisation skills


• Students play the game in groups of three.
• One student (C) is the referee.
• The other two (A and B) look at the picture in Activity 1
for one minute and then close their books.
• Student A says a sentence describing the picture.
Student C checks if the sentence is correct. For each true
sentence, A gets a point.

T60
• Students turn to the Grammar focus section on page 123
Aim: of the Student’s Book.
• to present and practise questions and short • Work through the other examples with the class.
answers with was/were
• Students complete the exercise individually and then
Recycled language: sea creatures/things, times, check in pairs.
places in a town Key: 1 Was, 2 were, 3 Were, 4 were, 5 Was
Materials: CD
3 SB p61 Play the guessing game.
Language competences: Your students will be
able to ask and answer questions about the past Aim: to give students further practice with questions
using was and were. and short answers with was/were
• Demonstrate the activity using the prompts.
• Check students know what to do.
Warm-up • Play the game in open pairs first.
Aim: to review was/were • Then students play in closed pairs.
• Monitor pairs to check they are using the language
• Play the song from the previous lesson for students correctly.
to join in.
1 WB p61 Make questions.

Presentation Aim: to consolidate understanding of word order in


questions
Aim: to present questions and short answers with
was/were Key: 2 Were you with John? 3 Where were you at five
o’clock? 4 Were there lots of fish in the river? 5 Was
• Ask the class a question, e.g. Was Emma here yesterday? Emma helping her grandmother in the garden? / Was
Check comprehension and elicit Yes/No. Supply the short
Emma in the garden helping her grandmother?
answers Yes, she was. / No, she wasn’t.
• Write the question and short answers on the board. 2 WB p61 Look and write questions or answers.
Underline was and wasn’t.
Aim: to give further practice with the new language
• Repeat for a question using were and write it on the
board with the short answers. Key: 2 Was Charlotte at the (any place except the library)
at half past three? 3 Yes, they were. 4 Were Lily and
• Say each of the questions and short answers for
Ella at the sports centre at quarter past seven? 5 No,
students to repeat.
he wasn’t. 6 Were Mia and Grace at the cinema at
CD2
1 31 SB p61 Look, listen and draw lines. eight o’clock?

Aim: to practise questions and short answers with


was/were Ending the lesson
• Students look at the picture in their Student’s Book. Aim: to review the new language
• Elicit what they can see and the people’s names. • Ask different questions around the class,
• Check students know what to do. e.g. Were you at school yesterday at six o’clock?
• Play the recording. Students listen and draw lines from • Students answer Yes, I was. / No, I wasn’t.
the names to the people in the picture.
• They compare answers in pairs.
• Play the recording again. Check with the class. Extension activity
CD2 Track 31 Aim: to consolidate the language
For tapescript see TB page 120. • Focus students on the picture in SB Activity 1.
Key: Sue – on the beach, Bob – in the sea, Jane – on a • They cover the rest of the page with paper so that
boat, Tim – on the beach, Emma – in the sea they can’t see the questions.
2
CD2
32 SB p61 Listen and say. • In pairs, they take turns to ask and answer questions
about the picture.
Aim: to focus students on grammatical form • Students write the questions and answers in their
• Play the recording. Students listen and repeat in chorus. notebooks.
Repeat.
• Students take turns to practise the sentences in pairs.

T61
Aims: 1 WB p62 Remember the story. Read and

• to present a picture story write t (true) or f (false).

• to review language from the unit Aim: to check comprehension


Thinking skills: interpreting the values in a story Key: 2 f, 3 t, 4 f, 5 f, 6 t
New language: trap (n), giant, get (my arm) out, 2 Think! WB p62 Put the story in order.
stuck, beauty, helpful
Aim: to check understanding of the sequence of events
Recycled language: characters and language in the story
from the story
Materials: CD
Thinking skill: sequencing
Key: 8, 4, (1), 2, 7, 5, 6, 3
Language competences: Your students will be
able to listen to and read a picture story. 3 Think! WB p62 Which picture in the story?
Your students will be able to act out a story. Look and number.
Aim: to give further practice with sequencing
Thinking skill: matching
Warm-up
Key: a picture 3, c picture 6, d picture 7, e picture 4
Aim: to review the story so far
• Write The Explorers on the board.
• Elicit the names of the main characters (Ben, Lucy
Ending the lesson
and Buster). Elicit the names of the people trying to Aim: to practise the story
get the book (Zelda and Horax). • Put students into groups of four.
• Elicit what happened in the last episode, e.g. Ben • Students each take a role of one of the characters.
and Lucy were in the town. There was a funfair. • Play the recording. Students repeat in role.
They were on the Pirate Ship. The third letter was R. • Students practise the role play in their groups.
• Volunteer groups role play the story for the class.
CD2
1 33 SB pp62–63 The trap

Aim: to present a picture story


Extension activity
• Use the pictures in the story to support meaning
whenever possible. Aim: to discuss the value of working together as a
team
• Elicit where the friends are in frame 1 (under the sea)
and what creature they can see (an octopus). • Focus on what happens in the story.
• Pre-teach trap, get out and stuck. • Elicit how, by working together as a team, Lucy and
• Play the recording. Students listen to answer Who gets Ben manage to free Ben and to find the letter.
stuck in the shell? (Ben) Where is the shark? (In a cage) • Elicit examples of when students work together in a
Who opens the cage? (Horax) What creature is helpful? team and how this helps them solve problems / get
(Octopus) What’s the fourth letter? (S). better results.
• Students compare their ideas in pairs. Elicit answers. Note: Some of this discussion may need to take place
• Play the recording again. Students listen and repeat. in L1.

Practice
Aim: to check understanding of the story
• Play the recording again. Pause after each frame to
check understanding (students can use L1 to talk about
some of the events).

T62
Note: Before hearing the Sound sentence, students will
Aims: hear the key sounds, with pauses for them to repeat.
• to talk about the meaning of the story • Repeat the sentence as a class without the recording.
• to review language from the story and the unit Say it loudly, slowly, etc.

• to practise the sounds s and sh and to recognise • Students take turns to repeat in pairs.
that the s sound is sometimes written with the 1
CD2
35 WB p63 Listen and write the missing words.
letter c Then say with a friend.
Recycled language: language from the story
Aim: to practise conversation sequences
Materials: CD Key: 1 It doesn’t like you. 2 I can’t open it.
Language competences: Your students will be
able to interpret deeper meaning from a story. 2 WB p63 Look and write sh, s or c.

Phonics focus: Your students will be able Aim: to practise reading and writing words with the
to identify and say the sounds /s/ and /∫/ and sounds s and sh
recognise words which contain them. Key: 2 shark, 3 sea, 4 ship, 5 swim, 6 fish, 7 octopus,
8 seahorse, 9 starfish, 10 Lucy
CD2
3 36 WB p63 Listen and say.
Warm-up
Aim: to review the story Aim: to practise saying words with the sounds s
and sh
• Ask questions about the story, e.g. Where were Ben
and Lucy? (In the sea) Where was the shark? (In a
cage, then outside the cage) Was Lucy’s arm stuck Ending the lesson
in the shell? (No, it wasn’t, Ben’s was) What was the Aim: to review and write words with the sounds s
fourth letter? (S) What were the first three letters? and sh
(I, F, R).
• Students close their Student’s Books.
• Dictate the Sound sentence. Students compare their
2 SB p63 Read and draw lines to make sentences. sentences with a partner before checking in the
Student’s Book.
Aim: to focus students on the content of the story
• Make two teams. Draw a line down the centre of
• Play the recording of the story again. Students follow in the board. Dictate words while a student from each
their Student’s Books. team comes to the front to write them (one team
• They work individually and match the sentence halves, writes on one side of the line, the other team on the
then compare their answers in pairs. other side).
• Check with the class. Some possible words are: school, she, sandwich,
Key: 1 e, 2 c, 3 a, 4 f, 5 b, 6 d soup, snake, shop, sport, square, sea, socks,
shoes, shark, ship, shell, sing, say, see, swim, sorry,
3 SB p63 Find who says ... seahorse, science, centre.
Aim: to present the sounds s and sh
• Write she and see on the board, using a red pen for the
letters s and sh. Extension activity
• Explain that the words rhyme; they sound exactly the Aim: to encourage creativity
same except for the first sound. Students practise saying
• Write the dialogues in WB Activity 1 on the board.
the two words. Underline key words (names, dog, barking, dogs,
• Students repeat I’m sorry, Ben. I can’t open the shell box, easy, strong).
after you.
• In pairs, students make up their own dialogues by
• Students find the speech bubble in the story (frame 3). replacing the underlined words.
Key: Lucy • Students role play their dialogues for the class.
CD2
4 34 SB p63 Listen and say.

Aim: to practise the sounds s and sh


• Play the recording. Students look at the picture, read
and repeat.

T63
CD2
Aim: 1 38 WB p64 Listen and write.

• to practise reading and listening skills Aim: to practise listening for specific information
Skills: CD2 Track 38
• reading for specific information For tapescript see TB page 120.
• listening for specific information Key: 2 On parents’ farms Ireland, 3 A bird, 4 In a net,
Thinking skills: interpreting the values in a story 5 Black and white, orange legs, orange and black bill,
6 Fish, 7 Three
New language: found (find), farm, storm, knock,
hunting, net, bill, puffin, grass, feed, bigger, Will 2 Values WB p64 What can we learn from the
it come back next year?, cliff story? Colour the words.
Recycled language: things in and from the sea, Aim: to focus students on the value of caring for
colours, language from the unit nature
Materials: CD, map, pictures of Ireland Thinking skill: interpreting the values in a story
Language competences: Your students will Key: It’s important to care for nature.
be able to read for specific information.
Your students will be able to listen for specific
information.
Ending the lesson
Aim: to review the context of the story
Value: caring for nature
• Find Ireland on a map.
• Ask if any students know the country / have been
there on holiday.
Warm-up • Show pictures of Ireland if possible.
Aim: to activate students’ knowledge and experience
• Draw a simple bird on the board (two legs, body, bill
and folded wings).
Extension activity
• Elicit the names of birds students know (in L1) and Aim: to discuss the value of caring for nature
where we can find different birds (sea, land).
• Elicit what different birds eat. • Focus on what Christine, Ryan and Christine’s mum
and dad do to care for the bird.
• Elicit why this value of caring for nature is important
1 Think! SB pp64–65 Look at the picture and and elicit examples of things the students do / have
guess what the story is about. done to care for nature.
Aim: to practise prediction skills Note: Some of this discussion may need to take place
in L1.
Thinking skill: predicting
• Focus the students on the picture in the Student’s Book
(they cover the text of the story with paper).
• Pre-teach storm, nets, cliff.
• Elicit ideas about the story.
• Write the ideas on the board as words/sentences, e.g.
It’s about the sea, It’s about birds.
CD2
2 37 SB pp64–65 Read and listen. Check your
answers.
Aim: to practise listening and reading for specific
information
• Play the recording for students to listen, read and check
their predictions.
• Discuss answers with the class and check understanding
of key vocabulary, e.g. farm, knock, hunting, puffin, bill,
feed, bigger.

T64
Aim:
1 WB p65 Look at the pictures and tell the story.
• to practise reading, speaking and writing skills
Use the words from the box.
Skills:
Aim: to practise telling a story
• reading for detail
• narrating 2 WB p65 Write the story. Use the words from
Activity 1 to help you.
• writing a story
New language: fact sheet, take off, swim away Aim: to practise writing skills
Recycled language: language from the story, Key: (sample answer): Sophie and Tom live on an island.
sea creatures / things One day they find a turtle in a net. The turtle is heavy
and it has a big shell, four legs and a short tail. Sophie
Materials: CD (Optional: reference books) and Tom take off the net and carry the turtle to the sea.
Language competences: Your students will be The turtle swims away. Sophie and Tom say goodbye.
able to read for detail. ‘Will it come back?’ asks Tom.
Your students will be able to tell a story.
Your students will be able to write a story. Ending the lesson
Aim: to encourage students to give personal
responses to the story
Warm-up • Elicit from different students which part(s) of the
Aim: to review the story and the values story about the puffin they liked best.

• Elicit the main points of the story on pages 64–65 in • Ask them why.
the Student’s Book and what the value was (caring • Elicit how they would change the story.
for nature).

3 SB p65 Complete the sentences. Extension activity


Aim: to encourage personalisation
Aim: to give students practice in reading for detail
• Students work in pairs.
• Play the recording of the story again. Students follow in • They use reference books to write a fact sheet about
their Student’s Books.
another bird.
• Check students know what to do. Do the first one as an
• They write a draft of the fact sheet in their
example.
notebooks.
• Students work individually and then compare answers in
• Go around the class to check students’ work.
pairs.
• Check with the class.
• When you have checked it, students write a final
version on paper and draw/stick a picture of the bird
Key: 1 live, 2 treasure, 3 net, 4 bird, 5 fish, 6 put, alongside the text.
7 feed, 8 later
• Display students’ fact sheets in the classroom.
4 SB p65 Read again and complete the fact sheet.

Aim: to practise transfer of information


• Pre-teach fact sheet.
• Demonstrate the activity by doing the first one as an
example (Puffins are small).
• Students complete the information individually. Then
they check their answers in pairs.
• Elicit information and check as a class.
Key: 2 orange and black, 3 are orange,
4 fly, 5 swimming, 6 fish

T65
Aim: Key: In picture 2, I can see spirals. In picture 3, I can see
• to integrate other areas of the curriculum horizontal stripes. In picture 4, I can see vertical stripes.
through English: Art and Maths In picture 5, I can see horizontal stripes and vertical
stripes. In picture 6, I can see spots and horizontal
New language: pattern, symmetry, stripes,
stripes.
vertical, diagonal, horizontal, spiral, spots
Recycled language: sea creatures 1 WB p66 Look and write the words.

Materials: CD Aim: to review understanding of patterns


Language competences: Your students will be Key: 2 diagonal stripes, 3 horizontal stripes, 4 spots,
able to use known language to talk about Art and 5 spiral
Maths in English.
2 WB p66 Read and draw.

Aim: to activate students’ knowledge and experience


Warm-up Key: vertical stripes, horizontal stripes, spots, diagonal
Aim: to introduce the topic of Art and Maths stripes, spiral

• Introduce the topic of patterns by showing students


things in the classroom which have patterns, e.g. Ending the lesson
clothes, shoes, bags. Aim: to review what students have learnt in the
• Show the class that there are lots of different lesson
patterns. • Write the following prompt on the board: Today
• Tell students they are going to learn about some of I’ve learnt about:
those patterns today. • Elicit from students what they have learnt today,
e.g. the names for different patterns and which sea
1
CD2
SB p66 Listen, look and number. creatures have patterns.
39

Aim: to extend students’ understanding of patterns


• Elicit/Pre-teach what students can see in the pictures Extension activity
(vertical stripes, diagonal stripes, horizontal stripes, a
spiral, spots). Aim: to enable students to further apply what they
have learnt
• Play the recording. Students number the pictures.
• Students compare answers in pairs. • Students work individually.
• Check with the class. Say the words for students to • They think of something they have which has one of
repeat. the patterns from the lesson on it.

CD2 Track 39
• They draw a picture of the object and write what
the pattern is, using the language from WB Activity
For tapescript see TB page 121. 2 as a model.
Key: a 2, b 4, c 3, d 5, e 1
2 Think! SB p66 Look at the pictures. Which
patterns can you see?
Aim: to extend students’ understanding of patterns
and symmetry
Thinking skill: recognising patterns
• Focus students on the pictures and demonstrate for
picture 1 using the prompt.
• Students work in pairs and talk about what they
can see.
• Elicit sentences and discuss answers as a class.
• Talk about the things from the Warm-up to see if
students can name the patterns.
• Elicit other things/creatures with the same patterns as
in this activity.

T66
Aims: • Students come and collect what they need when they
• to extend the focus on Art and Maths through need it.
English • Go around the class to check students are following the
• to enable students to complete a project instructions.
New language: symmetrical, asymmetrical, • When all the fish are made, students come to the front
in groups and show their fish to the class.
middle, sides, same, missing, halves
Recycled language: Art and Maths, patterns and 1 Think! WB p67 Which are symmetrical? Look
symmetry and tick (✓).
Materials: CD, paper, scissors, paints and Aim: to give students further practice with identifying
paintbrushes symmetry
Language competences: Your students will be Thinking skills: applying knowledge and identifying
able to talk about Art and Maths in English. patterns
Your students will be able to complete a project. Key: picture 3, picture 6

2 WB p67 Draw the missing halves of the pictures.


Warm-up Make picture 1 symmetrical. Make picture 2
Aim: to review patterns and symmetry asymmetrical.

• Draw five squares on the board. Aim: to encourage logical, systematic thinking
• Ask a student to come up and draw, e.g. vertical
stripes in one square. Ending the lesson
• Ask other students to come up and draw different
Aim: to review what students have done in the lesson
patterns in the other squares.
• Point to each square and elicit what the pattern is.
• Write the following prompt on the board: Today
I’ve …

CD2
• Elicit what students did in the lesson today, e.g.
1 40 Think! SB p67 Listen, read and answer. learnt more about patterns and symmetry and
Which of these pictures are made a symmetrical fish.
symmetrical? Look and tick (✓). • Write it on the board. Students copy it into their
Aim: to enable students to build on their knowledge notebooks.
and experience and apply their understanding
Thinking skill: application and transfer of knowledge
Extension activity
• Pre-teach middle, sides and symmetry/symmetrical/
asymmetrical using the two pictures on the right. Aim: to develop writing and reflective skills
• Play the recording. Students listen and follow the text in • Talk through with the class what they did for the
their books. project, e.g. First you … Then you …
• Read the text again with the class. • Individually, students make notes on what they did
and the sequence they did it in.
• Check comprehension and elicit things in the classroom
which are symmetrical. • Students then each write a report of the project and
of what the outcome was. They comment on if their
• Focus students on the three pictures at the bottom of
the activity and check they know what to do. fish was symmetrical or not.

• Give students thinking time. • Monitor and help as necessary.

• They compare answers quietly in pairs before the class


check.
Key: a the turtle, b the shell

2 Project SB p67 Make a symmetrical fish.

Aim: to enable students to follow instructions


• Tell students what they are going to do for the project.
• Read through the instructions with the class before
giving them the materials. Check they know what to do.
• Lay out all the materials on a central table.

T67
Aims:
3 SB p68 Talk about your results.
• to consolidate language from the unit
• to promote student–student cooperation Aim: to practise speaking skills
Recycled language: language from the unit • Students do this as a class.
Materials: poster paper
• Elicit information from different students about the list
on the board.
Language competences: Your students will be • Remind students to use the language in the prompt
able to complete a survey about where people each time, e.g. _____ child/ren in our class was/were in/at
were last Saturday. the ______ on Saturday afternoon.

1 WB p68 Match the questions with the answers.

Warm-up Aim: to practise questions and answers


Aim: to review places in a town Key: 2 f, 3 a, 4 e, 5 c, 6 d
• Write Town on the board. 2 WB p68 Look at Activity 1. Underline the
• Brainstorm with students all the places in a town mistakes. Then write the correct sentences.
they can think of in two minutes.
• Leave the word map on the board for the next Aim: to practise close reading skills
activity. Key: mum – dad, wasn’t – was, two girls – a girl and a
boy, was – wasn’t

1 SB p68 Draw a table. Write in the names of the 3 WB p68 Write about your Saturday afternoon.
children from your group. Ask questions and Aim: to personalise the topic
write the answers in the table.
Aim: to review language from the unit Ending the lesson
• Students work in groups of four. Aim: to review places in a town and was/were
• They follow the instructions and draw a table on paper.
They write in their names. • Play a quick hands-up game.
• Students take turns to ask the person on their left Where • Call out sentences one after another, e.g. Who was
in bed at six o’clock this morning? Who was in the
were you on Saturday afternoon?
park on Sunday?
• The student then writes the information in the table as
shown. • Students put their hands up if the answer is yes.

2 SB p68 Write a big list of all the places. Tick (✓)


the number of children and count them. Extension activity
Aim: to practise cooperation and team work Aim: to consolidate writing skills
• Put a large piece of poster paper on the board. Write • Display the poster which you made with students for
the headings from the list in the Student’s Book on it SB Activity 2.
(Place, Number of Children, Total). • Students write sentences about the results of the
• Go around the groups, eliciting one place from each survey, using the prompt from SB Activity 3.
group.
• Go around groups again until they have said all the
places on their list.
• Call out the first place on your list and elicit from each
group how many people were there. Make ticks.
• Repeat for each place on the list.
• Ask the students to count the ticks to find the total
number of students in each place.
• Elicit and write the totals on the board.

T68
Aim: • They stick in their pictures.
• to consolidate language from the unit • Early finishers can help their classmates.
New language: lay (eggs), become, oldest, 1 WB p69 Write the words in three groups.
Internet
Aim: to practise classification
Recycled language: language from the unit,
scrapbook Key: 1 octopus, starfish, 2 dolphin, polar
bear, 3 horizontal, diagonal
Materials: students’ scrapbooks, reference
books, access to the Internet 2 WB p69 Look at Activity 1. Number the topics to

Language competences: Your students will be match the groups.


able to use language from the unit to make a Aim: to review word families
page for their scrapbooks.
Key: 3 Types of stripes, 1 Fish, 2 Mammals

3 WB p69 Look and draw lines to make sentences.

Warm-up Aim: to review grammatical form


Aim: to review scrapbooks Key: 2 The puffin was in a net. 3 Where was she at four
• Elicit what students did in their scrapbooks for the o’clock? 4 Where was my bag? Under the table.
previous unit (they wrote text messages).
• Students look at each other’s scrapbooks and Ending the lesson
compare their work.
Aim: to enable students to express their preferences
• Ask students what their favourite song or game is
1 SB p69 Find information about a sea creature from the unit.
and make notes. • Do the song or game again with the class.
Aim: to give students practice in reading and
note-taking
My Super Mind
Aim: to enable students to evaluate what they have
• Read through the text about the turtle with the class. learnt
Check understanding of new words.
• Make sure students realise these are notes, not full • Students turn to the My Super Mind self-evaluation
sentences, and that this is a model for their work. activity on page119 of the Workbook.

• Students work individually. They choose a sea creature • They think about the unit and individually complete
and find information about it on the Internet or in the My Super Mind section for Under the sea.
reference books. • Then they tell a friend what they liked and didn't
• Monitor students to make sure they choose an like.
appropriate creature (you could write a list on the
board) and that they understand what they are writing
in the notes. Extension activity
• Remind students to keep the notes short.
Aim: to review key vocabulary from the unit
2 SB p69 Find pictures and write about your sea • Students turn to SB page 58 and use the book flap
creature. to review the new words from the unit.

Aim: to give students writing practice • They close the flap so that they cannot see the
words.
• Read the text through with the class. • Students take turns to point at the numbered items
• Focus students on how the information is organised and in the picture and say what each one is. They do this
how it has been transferred from the notes. in random number order. They then write the words
• Remind students to use the present simple. in their notebooks.
• Students find pictures of their sea creature. • Students open the flap to check.
• They write a first draft of their text on paper, using their
notes from Activity 1.
• Monitor and help students as they write their drafts.
• When you have checked their work, students write a
final version for their scrapbooks.

T69
Aims: CD2
2 SB p70 Listen and answer.
• to present and practise vocabulary for gadgets 42

• to give students listening and speaking practice Aim: to give further practice with vocabulary
New language: gadget, games console, electric • Read the questions aloud with the class and check
fan, walkie-talkie, electric toothbrush, CD player, understanding.
torch, mobile phone, lift, laptop, mp3 player, • Play the recording. Students listen for the answers.
underground, cave, I’d like … , £ (pounds), • They compare their answers in pairs.
assistant, holiday • Play the recording again. Check with the class.
Recycled language: numbers, Let’s … , How CD2 Track 42
about … ? For tapescript see TB page 121.
Materials: CD Key: 1 In the caves, 2 The torch, 3 Some red walkie-
Language competences: Your students will talkies and a torch, 4 Mr Williams
be able to understand and use vocabulary for
3 SB p70 You are going on holiday. Decide what
gadgets.
you want to buy.
Aim: to give students speaking practice
Warm-up • Demonstrate the activity using the prompts.
Aim: to review vocabulary for gadgets • Pairs decide where they are going on holiday first.
• Then they share ideas, decide on four objects and write
• Hold up and point to gadgets in the classroom. their objects in a list.
• Elicit what they are called, e.g. CD player, computer, • Pairs compare lists with other pairs to see if they chose
projector.
the same things.
• Ask if anyone has a camera or a mobile phone. • Elicit lists from pairs and ask what kind of holiday they
• Tell students that all these things are called gadgets are going on.
and write the word on the board.
1 Think! WB p70 Look at the shop window. Read
and write the prices.
Presentation
Aim: to give students practice with the new vocabulary
Aim: to present vocabulary for gadgets
Thinking skills: matching words and pictures,
• Use the picture in the Student’s Book to present the new and practising addition
vocabulary.
• Say each word/phrase for students to repeat. Key: 2 £60, 3 £200, 4 £112, 5 £20
• Elicit who students can see in the picture (Ben and Lucy, 2 WB p70 Look at Activity 1. Write the words.
Mr Williams and a shop assistant) and where they are
(in an electrical shop). Aim: to review understanding of new vocabulary
CD2 Key: 2 electric fan, 3 walkie-talkies, 4 electric
1 41 SB p70 Listen and say the words. Then check
toothbrush, 5 CD player, 6 torch, 7 mobile
with a friend. phone, 8 laptop, 9 mp3 player
Aim: to practise new vocabulary
• Students look at the numbered words/phrases and items Ending the lesson
in the picture. Aim: to review vocabulary for gadgets
• Play the recording.
• Elicit the gadgets in turn.
• Students listen and repeat in chorus.
• Students write the word(s) in their notebooks, then
• Play the recording again. Students repeat in small check their spelling in pairs.
groups.
• Students cover the list of new words/phrases and
practise them in pairs.
• Focus students on the poem at the bottom of the
Extension activity
picture. Check understanding of underground and cave. Aim: to personalise the language
• Students draw a picture of their favourite gadget.
• They write a short description of it and write why
they like it.

T70
Key: 1 more expensive, 2 bigger, 3 more
Aims: beautiful, 4 cheaper, 5 happier
• to present and practise comparative adjectives
• to review and extend vocabulary for gadgets 3 SB p71 What is more expensive? Play the
guessing game.
New language: cheap, expensive, Let’s check
Recycled language: gadgets, adjectives
Aim: to give students further practice with the new
language
Materials: CD
• Focus students on the pictures and on the sentences.
Language competences: Your students will be • Demonstrate the activity with the class.
able to compare two things.
• In pairs, students take turns to talk about and compare
the things in the pictures.
• Monitor pairs as they are working to check they are
Warm-up using the new structure correctly.
Aim: to review vocabulary for gadgets • Check using open pairs.
• Mime using a gadget. Students guess what it is. 1 WB p71 Read and write the names of the
• Students take turns to come to the front and mime motorbikes.
other gadgets.
Aim: to give students further practice with comparative
adjectives
Presentation Key: MX8, MX7, GT4, GT3
Aim: to present comparison with adjectives 2 WB p71 Read and write the words.
• Put two objects on your desk. Say, e.g. Look at these
two pencils. They are different. This pencil (hold it up) Aim: to consolidate understanding of comparative
is longer than this one (hold the other one up and hold adjectives
them together to show the difference). Key: 2 bigger, 3 smaller than, 4 expensive
• Write the sentence on the board.
3 WB p71 Look and write about the dogs.
• Repeat for other classroom objects and adjectives
(introduce at least one comparative with more). Aim: to reinforce use of comparative adjectives
• When you have several comparative sentences on the
board, underline the comparative forms and than using Ending the lesson
the same colour.
Aim: to review the new language
• Elicit what happens to short adjectives (-er) and long
adjectives (more). • Students take turns to hold up two objects from
their desk or bag and compare them.
CD2
1 43 SB p71 Listen and read. Write the words.

Aim: to practise comparative adjectives


• Pre-teach cheap and expensive. Extension activity
• Review how to say the prices in the dialogue. Aim: to give further practice with comparative
• Check students know what to do. adjectives
• Play the recording. Students listen, read (silently) and • Say, e.g. I’m thinking of a gadget. It’s more
write the prices and words. expensive than a torch and cheaper than a laptop.
• They compare answers in pairs. • Students try to guess the gadget.
• Play the recording again. Check with the class. • Students work in pairs writing other sentences. They
• Tell students to find all the examples of comparative can compare things from previous units, e.g. sea
adjectives and than in the dialogue. creatures or food. Supply adjectives as necessary.
Key: DX24 – £75, big; DX32 – £99, small • Pairs take turns to say sentences for the class to
guess.
CD2
2 44 SB p71 Listen and say.

Aim: to focus students on grammatical form


• Play the recording. Students listen and repeat in chorus.
• Students take turns to practise the sentences in pairs.
• Students complete the Grammar focus section on page
124 of the Student’s Book.

T71
Aims:
3 SB p72 Choose pictures and talk with a friend.
• to review and extend comparative adjectives
Use the words to help you.
• to sing a song with the class
Aim: to practise comparative adjectives
Recycled language: adjectives, possessive
pronouns, possessive apostrophe • Elicit which of the adjectives in the box have -er and
which more in the comparative.
Materials: CD • Demonstrate the activity using the examples.
Language competences: Your students will be • Students work in pairs. They take turns to start the
able to join in with a song. conversation.
• Monitor pairs as they are working.
• Check with the class. Invite pairs to talk about different
Warm-up pictures.
Aim: to review comparative adjectives 1 WB p72 Remember the song. Correct the
• Hold up two bags, one bigger than the other. sentences.
• Students silently think of a sentence to describe Aim: to check comprehension
them using a comparative.
Key: 2 Tom’s bike is more expensive than Sue’s. 3 Tom’s
• Elicit two sentences, using bigger than / smaller
bike is faster than Sue’s. 4 Tom’s bike is lighter than
than.
Sue’s. 5 Tom’s bike is newer than Sue’s. 6 Tom’s bike is
• Repeat for other pairs of objects. Students have to
more beautiful than Sue’s.
think of different adjectives each time.
2 WB p72 Read and write the children’s names.
CD2
1 45 SB p72 Listen to the song. Write Tom or Sue Aim: to give students further practice with
by their bikes. comparatives
Aim: to practise listening skills Key: 1 a Tom, b Sue, 2 a Sue, b Tom, 3 a Tom, b Sue,
4 a Tom, b Sue
• Students look at the first picture in the Student’s Book.
Elicit what it is (a new bike). 3 WB p72 Complete the dialogues with your own
• Check students know what to do. ideas.
• Play the recording. Students write the names under the Aim: to stimulate students’ imagination
pictures.
• They compare answers in pairs.
• Play the recording again. Ending the lesson
• Check with the class. Check understanding of the Aim: to join in with a song
adjectives in the song. • Play the song from the beginning of the lesson
Key: The bike on the left is Tom’s. The bike on the right again.
is Sue’s. • Students join in.
CD2
2 45
46
SB p72 Listen and sing.

Aim: to sing a song with the class Extension activity


• Play the song again, pausing after each verse for Aim: to consolidate understanding of comparative
students to repeat. adjectives
• When students have learnt the song, practise it with the
• Students draw four pictures of pairs of objects in
whole class.
their notebooks.
• Play the karaoke version of the song for students to sing
• They write sentences to compare them.
in groups or in pairs.

T72
Aim: • Students turn to the Grammar focus section on page 124
• to present and practise superlative adjectives of the Student’s Book.
New language: kilometres an hour (km/h), watch • Work through the other examples with the class.
(n), cost (v), million, seat • Students complete the exercise individually and then
check in pairs.
Recycled language: animals, adjectives, gadgets
Key: 1 I’m the smallest boy in our class. 2 It’s the most
Materials: CD beautiful snake in Africa. 3 It’s the biggest sandcastle
Language competences: Your students will be on the beach. 4 He’s the world’s most expensive
able to compare more than two things. footballer.

3 SB p73 Complete the sentences. Tell your friend.

Warm-up Aim: to give students further practice with superlative


adjectives
Aim: to review comparative adjectives
• Demonstrate the activity and make sure students know
• Play the song from the previous lesson again. it is about them.
• Students join in. • Check understanding of each sentence.
• Students complete the sentences and then tell their
Presentation friends.

Aim: to present superlative adjectives • Elicit sentences and check as a class.

• Ask the class how many things they compared in the 1 WB p73 Look, read and write t (true) or f (false).
song in the Warm-up (two).
Aim: to consolidate understanding of superlative
• Tell them they are going to learn how to compare more adjectives
than two things.
Key: 2 f, 3 f, 4 t, 5 t, 6 f
• Draw three dogs (or stick people) of different sizes on
the board. 2 WB p73 Look at Activity 1. Write sentences.
• Point to two of the dogs and compare them, e.g. This
Aim: to give further practice with the new language
dog is smaller than that one. Then point at the smallest
dog and say, e.g. But this one is very small. It is the Key: 2 The Turbo 18 is the smallest. 3 The Turbo 18 is the
smallest. lightest. 4 The Turbo 18 is the most expensive.
• Write This dog is the smallest on the board and 3 WB p73 Use the Internet and write names or
underline smallest. places.
• Point to the biggest dog and try to elicit a sentence from
the class. Aim: to activate knowledge of the world
• Repeat with another three pictures and a longer
adjective (e.g. beautiful) to present the most _______. Ending the lesson
1 SB p73 Read and number the pictures. Aim: to review the new language
Aim: to practise superlative adjectives • Give instructions using superlatives, e.g. Point to the
biggest bag / the happiest student.
• Students look at the photographs and the texts in their
Student’s Book.
• Read the texts aloud with the class. Pre-teach kilometres
Extension activity
an hour (km/h), watch (n), cost (v), million and seat.
• Students silently match the sentences with the pictures. Aim: to consolidate the language
• They compare answers in pairs. • Students each create a table like the one in WB
Activity 1.
• Check with the class.
Key: Clockwise from top left: 4, 3, 2, 1 • Each student chooses different models of a gadget
to compare.
CD2
2 47 SB p73 Listen and say. • They complete the information in the table and
then write sentences about their gadget as in WB
Aim: to focus students on grammatical form
Activity 2.
• Play the recording. Students listen and repeat in chorus.
Repeat.
• Students take turns to practise the sentences in pairs.

T73
Aims:
1 Think! WB p74 Remember the story. Read and
• to present a picture story
choose the best answer.
• to review language from the unit
Aim: to check comprehension
Thinking skills: interpreting the values in a story
Thinking skill: analysing information
New language: somewhere, hide, clever
Key: 1 C, 2 B, 3 C, 4 B
Recycled language: characters and language
from the story 2 Values WB p74 Read the story. What can we

Materials: CD learn from it? Tick (✓).


Language competences: Your students will be Aim: to focus students on the value of being
able to listen to and read a picture story. resourceful
Your students will be able to act out a story. Thinking skill: interpreting the values in a story
Value: being resourceful Key: Use your imagination.

Ending the lesson


Warm-up Aim: to practise the story
Aim: to review the story so far • Put students into groups of four.
• Write The Explorers on the board. • Students each take a role of one of the characters.
• Elicit the names of the main characters (Ben, Lucy • Play the recording. Students repeat in role.
and Buster) and the people trying to get the book • Students practise the role play in their groups.
(Zelda and Horax).
• Volunteer groups role play the story for the class.
• Elicit what happened in the last episode, e.g. Ben
and Lucy were under the sea. Ben’s arm was stuck in
a shell. There was a big shark. The octopus helped
them. The fourth letter was S. Extension activity
Aim: to discuss the value of being resourceful
1
CD2
48 SB pp74–75 The cave • Focus on what happens in the story.
• Elicit ways Ben and Lucy are resourceful (they buy a
Aim: to present a picture story torch and a walkie-talkie before they go and Lucy
• Use the pictures in the story to support meaning uses Buster to scare Horax and Zelda).
whenever possible. • Elicit examples of when the students themselves
• Elicit where the friends are in frame 1 (outside a cave) have been resourceful.
and what Ben’s got in his bag (a torch and a walkie- Note: Some of this discussion may need to take place
talkie). in L1.
• Pre-teach hide.
• Play the recording. Students listen to answer Who goes
into the cave? (Ben) Who stays outside? (Lucy and
Buster) Where does Ben see the fifth letter? (On the
wall, among the cave paintings) What is it? (E) Why are
Zelda and Horax scared? (They hear Buster over the
walkie-talkie.)
• Students compare their ideas in pairs. Elicit answers.
• Play the recording again. Students listen and repeat.

Practice
Aim: to check understanding of the story
• Play the recording again. Pause after each frame to
check understanding (students can use L1 to talk about
some of the events).

T74
Aims: the a_e and ai, explaining that the two words have the
• to talk about the meaning of the story same vowel sound.
• to review language from the story and the unit • Students repeat What beautiful cave paintings! after
you.
• to learn how the letter e at the end of a word
can change the pronunciation, making the • Students find the speech bubble in the story (frame 4).
vowel sound long Key: Ben
• to practise saying long vowel sounds 4
CD3
02 SB p75 Listen and say.
New language: rock, hurry up Aim: to practise the long vowel sounds
Recycled language: language from the story, • Play the recording. Students look at the picture, read
burglar and repeat.
Materials: CD Note: Before hearing the Sound sentence, students will
Language competences: Your students will be hear the key sounds, with pauses for them to repeat.
able to interpret deeper meaning from a story. • Repeat the sentence as a class without the recording.
Phonics focus: Your students will be able to Say it loudly, slowly, etc.
identify and pronounce the sounds /eɪ/, /i:/, /ɑɪ/, • Students take turns to repeat in pairs.
/əʊ/ and /u:/ (‘long’ vowel sounds pronounced like CD3

the letters a, e, i, o and u), even when they are


1 03 WB p75 Listen and write the missing words.
Then say with a friend.
spelt differently.
Aim: to practise conversation sequences
Key: 1 Stay here and watch. 2 I’ve got an idea.
Warm-up 2 WB p75 Write the words in the table.
Aim: to review the story
Aim: to practise reading and saying words with long
• Ask questions about the story, e.g. Where were Ben vowel sounds
and Lucy? (Outside a cave), Who goes in the cave?
CD3
(Ben), Where were Horax and Zelda? (In the cave), 3 04 WB p75 Listen, say and check your answers.
Where was the fifth letter? (On the wall), What was Key: say: game, rain, play; see: (Irene), cheese, really;
it? (E), What were the first four letters? (I, F, R, S). five: nine, light, time; go: phone, code, coat; you: use,
computer, music
2 Think! SB p75 Write a quiz for the story. Here
are the answers. Ending the lesson
Aim: to focus students on the content of the story Aim: to review and write words with the long vowel
sounds a, e, i, o and u
Thinking skill: making deductions
• Play the recording of the story again. Students follow in • Dictate the Sound sentence while students write
(books closed). They compare their sentences with a
their Student’s Books.
partner before checking in the Student’s Book.
• Check students know what to do. Read the answers and
pre-teach rock. • Add the letter E to the ends of words. Write the
following words on the board: cap, cut, not, bit,
• Do the first one as an example, e.g. What does the book
plan. Students say the words. Then add on e to the
say?
end of each word (cape, cute, note, bite and plane).
• Students work in pairs and write questions for the
Say the words with the long vowel sounds.
answers.
• Monitor pairs and help as necessary.
Key: 1 What does the book say? 2 Who goes in the
cave? 3 Who watches for Horax and Zelda? 4 What is
Extension activity
in the cave paintings? 5 Where does Ben hide? 6 Who Aim: to encourage creativity
frightens Horax and Zelda? • Write the dialogues in WB Activity 1 on the board.
Underline key words (names, gentlemen, Run).
3 SB p75 Find who says ...
• In pairs, students make up their own dialogues by
Aim: to focus on the way long vowel sounds can have replacing the underlined words.
different spellings • Students role play their dialogues for the class.
• Write cave and paint on the board, using a red pen for

T75
CD3
Aim: 1 05 WB p76 Listen and write the names under the

• to practise reading, speaking, listening and pictures. There are three extra pictures.
writing skills Aim: to practise listening for specific information
Skills: CD3 Track 05
• reading for detail For tapescript see TB page 121.
• talking about differences Key: 1 Jenny (bike), 4 Tim (games console), 6 Olivia
• listening for specific information (mobile phone)
• writing a short text 2 WB p76 Read and write the words.
New language: kg (kilogramme) Aim: to consolidate understanding of vocabulary in
Recycled language: questions and answers context
Materials: CD Key: 2 birthday, 3 small, 4 bigger, 5 beautiful,
Language competences: Your students will be 6 everywhere
able to read for detail. 3 WB p76 Write about your favourite gadget.
Your students will be able to talk about two Think about these questions.
pictures and compare them.
Aim: to personalise the topic
Your students will be able to listen for specific
information.
Your students will be able to write a short text Ending the lesson
about a favourite gadget. Aim: to enable students to compare and discuss
their work
• Put students into groups of four.
Warm-up • Students take turns to read out the texts they wrote
for WB Activity 3.
Aim: to review gadgets
• As a group they decide which gadget is the most
• Write Gadgets on the board and draw a circle interesting and which text they like best.
around the word.
• Elicit the different gadgets students wrote about.
• Elicit gadgets from students and write them on the
board, creating a word map.
• Accept other words from students, as well as the
new ones from this unit. Extension activity
Aim: to review comparatives
1 SB p76 Read and circle. • Students close their Student’s Books.
• Put students into groups of three. Each group
Aim: to practise reading skills chooses four gadgets and writes them in a list (all
• Focus the students on the instructions for Activity 1. the students in the group write the list).
• Make sure they know what to do. • Every student in the group decides the price of each
• Students work individually and choose the correct gadget and adds it to their list, without showing the
response each time. others.
• They compare answers in pairs. • Students then show the other people in their group
• Check with the class. the prices they chose.
Key: 1 B, 2 A, 3 A, 4 C, 5 A • They write sentences using comparatives in their
notebooks about the information, e.g. My fan is
2 SB p76 Look at the pictures and talk about the cheaper than Paula’s but more expensive than
differences. Carl’s.
Aim: to practise speaking skills
• Demonstrate the activity with the students. Elicit one
example sentence, e.g. The walkie-talkies in picture A
are more expensive.
• Make sure students know what to do.
• Students work in pairs, taking turns to say a sentence
about the two pictures.
• Elicit examples and check as a class.

T76
Key: compass, torch, camera, watch, sunglasses
Aim:
CD3
• to practise speaking, listening, writing and 3 07 SB p77 Now listen again and write the prices
reading skills of the things you hear.
Skills: Aim: to practise listening for detail
• talking about a picture • Check students understand they are going to listen
• listening for specific information again for the prices.
• writing a dialogue • Play the recording again. Students write the prices.
• reading for detail • Students compare their answers in pairs.
• Play the recording a third time and then check with the
New language: Ultimate adventure kit class.
Recycled language: gadgets, compass CD3 Track 07
Materials: CD For tapescript see TB page 121.
Language competences: Your students will be Key: watch £15, compass £2, torch £17, camera £50,
able to describe a picture. sunglasses £5
Your students will be able to listen for specific
4 SB p77 Choose one of the things in the picture.
information.
Write a dialogue between Sara and the shop
Your students will be able to write a dialogue. assistant.
Your students will be able to read for detail.
Aim: to practise speaking skills
• Elicit an example dialogue as a demonstration.
• Remind students of the things that Sara bought in the
Warm-up shop and how much she paid.
Aim: to introduce the topic of adventure • Students work in pairs and write a dialogue for one of
• Tell students they are going on an adventure. the things she bought.
• Pre-teach Ultimate adventure kit. • Go around the pairs to help as appropriate.
• Elicit places students want to go, e.g. mountains, 1 WB p77 Look, read and write t (true) or f (false).
rainforest, the moon.
• Elicit some of the gadgets they want to take with Aim: to practise reading for specific information
them. Key: 2 f, 3 t, 4 f, 5 t, 6 f, 7 f, 8 f

1 SB p77 Look carefully. Close your books and say. Ending the lesson
Aim: to practise memorisation and speaking skills Aim: to review dialogues
• Tell students to open their books and to look at the • Volunteer pairs come to the front of the class and
picture. role play their dialogues from SB Activity 4.
• Give them 30 seconds to study the picture.
• Students close their books.
• In pairs they try to remember what was in the picture. Extension activity
• Elicit and check as a class before students look at the Aim: to personalise the topic
picture again. • Students imagine they are going on an adventure.
2
CD3
06 SB p77 Listen and tick (✓) the things you hear. • They write a short text about what the adventure is,
what kit they are going to take and why.
Aim: to practise listening for specific information • In pairs or small groups, students compare their
• Focus students on the activity instructions and check adventure ideas and their kits.
they know what to do.
• Play the recording. Students listen and tick.
• Students compare their answers in pairs.
• Check with the class.
CD3 Track 06
For tapescript see TB page 121.

T77
Aim: • Elicit if students see these numbers anywhere today
• to integrate other areas of the curriculum (e.g. on clocks).
through English: Maths and History • Students work in pairs and write the numbers and
Roman Numerals for questions 1 and 2.
New language: important, Hindu-Arabic, 12 th

century, Italian, professor, travel (v), North Africa, • Pairs check with pairs.
much easier, Italy, Europe, when, need, Roman • Elicit and discuss answers as a class.
Numerals, combine, subtract, card game Key: 1 3, 16, 22; 2 VIII, XXV, XXXIII
Recycled language: comparative adjectives 1 WB p78 Look, read and number the pictures.
Materials: CD, a world map (Optional: the
Internet, reference books, poster paper)
Aim: to activate students’ knowledge and experience
Key: Clockwise from top left: 4, (1), 3, 2
Language competences: Your students will be
able to use known language to talk about Maths 2 WB p78 When do you use numbers? Make a
and History in English. list.
Aim: to personalise the topic
Warm-up 3 WB p78 Correct the sentences.

Aim: to introduce the topic of Maths and History Aim: to practise close reading skills
• Write a sum on the board, e.g. 72 ÷ 8. Key: 1 The numbers we use today are called Hindu-
• Elicit how students can find the answer (in their Arabic numbers. 2 Leonardo Pisano Fibonacci was an
heads / on a calculator). Italian professor of Maths. 3 Leonardo Pisano Fibonacci
• Ask students to imagine they don’t have calculators. was in North Africa. 4 The numbers in North Africa
How can they do this? Elicit their ideas (Abacus, were easier to use than the numbers in Italy. 5 We can
counting stones, etc.). see Roman Numerals today.
• Elicit if students know any other ways of writing
numbers (e.g. Roman Numerals). Ending the lesson
• Tell students they are going to learn about the
Aim: to review what students have learnt in the
history of numbers today.
lesson

CD3
• Write the following prompt on the board: Today I’ve
1 08 SB p78 Listen, read and answer. learnt about:
Aim: to extend students’ understanding of the history • Elicit from students what they learnt about today,
of numbers e.g. the History of numbers and how to write Roman
Numerals.
• Focus students on the picture. Ask if they think this is a
picture of today or the past. Pre-teach 12th century.
• Play the recording. Students listen and follow the text in
their Student’s Books. Extension activity
• Read the text again with the class, checking Aim: to enable students to further apply what they
understanding of new words/concepts. have learnt
• Use a world map to check students know where all the • Students work in pairs. Using the Internet or
places are. reference books, they find out about different
• Elicit answers to the questions and discuss. counting systems in the past, e.g. Ancient Egypt,
Key: 1 We need numbers for counting, money, Maths. Ancient Greek, Mayan, Counting Rods.
2 The numbers we use today come from North Africa. • They write examples in their notebooks and present
what they have learnt on a poster.
2 SB p78 Read and write the numbers.

Aim: to extend students’ understanding of Maths and


History
• Focus students on the picture and elicit where this man
is from (Ancient Rome).
• Read the text aloud for the class, checking new
vocabulary as you do so.

T78
Aims: 3 Think! Project SB p79 Think of a number
• to extend the focus on Maths and History sequence.
through English Aim: to enable students to follow instructions
• to enable students to complete a project
Thinking skill: logical-mathematical thinking
New language: invented, sequence, series, miss
out, swap, work out
• Read through the instructions with the class and check
students understand what to do.
Recycled language: Maths and History, numbers • Students work in pairs.
and numerical systems
• Go around the class to check students have thought of a
Language competences: Your students will be number sequence. Suggest one if they cannot think of one.
able to talk about Maths and History in English. • Check their work before they swap with another pair.
Your students will be able to complete a project.
1 WB p79 Match the Roman Numerals with the
numbers.
Warm-up Aim: to give students further practice with numbers
Aim: to review the numerical systems Key: 4 – IV, 7 – VII, 15 – XV, 19 – XIX, 21 – XXI,
26 – XXVI, 30 – XXX
• Write the following Roman Numerals on the board:
XIV, XXIX, VII, XII.
2 Think! WB p79 Write the Roman Numerals
• Students work out what they are (14, 29, 7, 12). and colour.
• Elicit what we call these numbers (Roman Numerals)
Aim: to enable students to apply what they have learnt
and where the numbers we use today are from
(North Africa). Thinking skill: problem solving
Key: 9 = IX, 11 = XI, 14 = XIV, 18 = XVIII, 24 = XXIV
1 SB p79 Read and solve the puzzle. What are the
3 WB p79 Write the missing numbers in the
next two numbers in the Fibonacci Sequence? Fibonacci Sequence.
Aim: to promote logical-mathematical thinking Aim: to give students further practice with number
• Pre-teach invented, series and sequence. sequences
• Read the first sentence of the text aloud for the class. Key: 3, 21
• Look at the numbers with students and then read the
sentence under the number box. Check understanding.
• Students work in pairs to answer the question. Ending the lesson
• Give all the class thinking time. Aim: to review what students have done in the
lesson
• Check and discuss as a class.
Key: 55, 89 • Write the following prompt on the board: Today
I’ve …
2 Think! SB p79 Here are some more sequences. • Elicit what students did in the lesson today, e.g.
Look and write the missing numbers. learnt more about number sequences and written a
number sequence for my friends to work out.
Aim: to enable students to apply logical-mathematical
thinking • Write it on the board. Students copy it into their
notebooks.
Thinking skill: numerical awareness
• Focus students on the activity instructions and check
understanding.
Extension activity
• Students work individually and try to complete the
Aim: to develop writing and reflective skills
number sequences.
• Give students thinking time. • Talk through with the class what they did for the
project, e.g. First you … Then you …
• Early finishers can help other students.
Note: Students who do not have strong logical-
• Individually, students make notes on what they did
and the sequence they did it in.
mathematical intelligence will take much longer to do
this task. Some may need support from other students.
• Students then each write a report of the project.
They comment on their number sequence and on
• Check with the class and elicit/explain how the their friends’ sequences – were they good?
sequences work for each one.
• Monitor and help as necessary.
Key: 10, 16; 8, 64; 15, 40; 44, 99
T79
Aims: 2 SB p80 Act out your play.

• to consolidate language from the unit Aim: to practise interactive speaking skills
• to develop interactive speaking skills
• Pairs take turns to perform their short plays for the class.
• to develop reading, listening and writing skills CD3
1 09 WB p80 Put the dialogue in order. Then listen
Recycled language: language from the unit
and check.
Materials: CD, prices for Activity 1 on a large
piece of paper/card Aim: to practise listening for specific information
Language competences: Your students will be Key: 2, (1), 5, 4, 3, 6, 7, 8
able to plan and perform a short play. 2 WB p80 Look and write a dialogue. Use
language from Activity 1.
Aim: to practise writing skills
Warm-up
Aim: to review gadgets
Ending the lesson
• Draw simple pictures of each gadget from the unit Aim: to review language from the lesson
on the board.
• Write a number between 1 and 10 under each one. • Call out the gadgets from the list in SB Activity 1.
(Depending on your class, you could use Roman • Elicit which ones students bought and how much
Numerals.) they cost.
• Students draw a 2 x 2 grid in their notebooks and • Prompt students to use comparatives to discuss the
write a different number (from the board) in each differences, e.g. My torch was cheaper than yours.
square.
• Say the gadgets one by one, in random order (not
following the numbers). Extension activity
• If students have the corresponding number in their Aim: to consolidate speaking skills
grid, they put a cross through the square.
• In pairs, students practise their dialogues from WB
• When a student has crossed out all four squares, he/
Activity 2.
she calls out Bingo!
• The more confident students perform theirs for the
• Elicit and check answers before declaring if this
class.
student is the winner.

1 SB p80 Choose a role card. Read and plan.

Aim: to prepare and plan for a role play


• Tell students they are going to do a short play between
a shop assistant and a shopper.
• Read through the information on the Student's Book
page with the class.
• Elicit full examples of the Useful language and
demonstrate a full dialogue with the class. Make sure
pairs know what to do and what language they need to
use.
• Pairs decide who is A and who is B. Tell Student As to
turn so their backs are to you or close their eyes.
• Hold up the paper with the prices on it. Student Bs
silently write them on their role cards.
• Remind Student As to choose what they want to buy
before they start and that they only have £100 to
spend.
• Pairs compose a short play. Monitor each pair and help
as necessary.
• Students practise their plays so that they can perform
them without reading the text.

T80
Aim: • Monitor and help students as they write their drafts.
• to consolidate language from the unit • When you have checked their work, students write a
New language: got, silver (adj), looks, cycle (v) final version in their scrapbooks.

Recycled language: language from the unit, • If they have time, students can draw a picture of their
favourite gadget.
scrapbook, facts
Materials: students’ scrapbooks 1 WB p81 Which one is different in each group?
Look, think and circle.
Language competences: Your students will be
able to use language from the unit to make a Aim: to practise classification
page for their scrapbooks. Key: 2 toothbrush (not battery-operated/mechanical),
3 VII (not a Hindu-Arabic number), 4 7 (not a Roman
Numeral)
Warm-up 2 WB p81 Colour the bricks to make sentences.
Aim: to review scrapbooks Write in the missing words.
• Elicit what students did in their scrapbooks for the Aim: to review grammatical form
previous unit (they wrote about a sea creature).
• Students look at each other’s scrapbooks and
Key: 2 The torch is more expensive than the watch.
3 Mike’s bike is faster than mine. 4 Jack is the tallest
compare their work.
boy/student in our class. 5 It’s the most beautiful dog
in the world.
1 SB p81 Think of some toys or gadgets you have.
Write words about them in a table.
Ending the lesson
Aim: to give students practice in reading and note- Aim: to enable students to express their preferences
making
• Ask students what their favourite song or game is
• Read through the table with the class and check from the unit.
understanding of words in the headings, e.g. got, looks.
• Do the song or game again with the class.
• Make sure students realise these are notes, not full
sentences, and that this is a model for their work. My Super Mind
• Students work individually. They draw a table with the Aim: to enable students to evaluate what they
same headings at the top and think of three things/ have learnt
gadgets they have got to write down the left side. They
make notes in the table.
• Students turn to the My Super Mind self-evaluation
activity on page 119 of the Workbook.
• Monitor students to make sure they choose appropriate
gadgets and write relevant notes. • They think about the unit and individually complete
the My Super Mind section for Gadgets.
• Remind students to keep the notes short.
• Then they tell a friend what they liked and didn't
2 SB p81 Tell your friend about your favourite like.
gadget.
Aim: to give students speaking practice
• In pairs, students take turns to talk about their favourite Extension activity
gadget. Aim: to review key vocabulary from the unit
• Monitor, listen and support. • Students turn to SB page 70 and use the book flap
• More confident students can tell the class about their to review the new words from the unit.
favourite gadget. • They close the flap so that they cannot see the
words.
3 SB p81 Write about your favourite gadget.
• Students take turns to point at the numbered items
Aim: to give students writing practice in the picture and say what each one is. They do this
• Read the text through with the class. in random number order. They then write the words
in their notebooks.
• Focus students on how the information is organised and
how it has been transferred from the notes. • Students open the flap to check.
• Highlight different structures, e.g. comparatives, was/
were, present simple.
• Students write a first draft of their text on paper.

T81
Aims: • Play the recording. Students listen to correct the
• to present and practise vocabulary for health sentences, then compare their answers in pairs.
• to give students listening and speaking practice • Play the recording again. Check with the class.
New language: hospital, doctor, nurse, cold (n), CD3 Track 11
cough, headache, toothache, earache, For tapescript see TB page 121.
stomach-ache, ill, get better, quickly, What’s the Key: 1 The message says Ben’s grandpa’s in hospital.
matter? 2 Grandpa’s room is upstairs. 3 The nurse tells them
Recycled language: upstairs, downstairs, lift (n), where the room is. 4 Ben and Lucy go in the lift.
message, places in a town
3 SB p82 Play the miming game.
Materials: CD
Aim: to give students speaking practice
Language competences: Your students will be
able to understand and use vocabulary for health.
• Demonstrate the game with the class using the prompts.
• The student who is pretending to be ill mimes the illness
and doesn’t speak.
• Students play the game in pairs, taking turns to speak or
Warm-up mime.
Aim: to introduce the topic of the unit • Pairs perform their short dialogues/mimes for the class.
• Write Town on the board and brainstorm places in a Note: We say You’ve got toothache. You’ve got earache.
town. You’ve got stomach-ache. without the article a/an, because
• Supply hospital if students do not say it. toothache, earache and stomach-ache are uncountable.
• Ask students Do you know where the hospital is in However, cold, cough and headache are countable, so we
our town? say You’ve got a cold. You’ve got a cough. You’ve got a
• Students tell you where it is using prepositions, e.g. headache.
near, opposite.
1 WB p82 Find and write eight words. Look ➔,


and ➔ .
Presentation Aim: to give students practice with the new vocabulary
Aim: to present vocabulary for health Key: 2 cough, 3 nurse, 4 earache, 5 doctor, 6 toothache,
• Use the picture in the Student’s Book to present the new 7 cold, 8 headache
vocabulary.
2 Think! WB p82 Remember the story. Read and
• Say each word for students to repeat. Check
match.
understanding.
• Elicit who students can see in the picture in their Aim: to review understanding of the story
Student’s Book (Ben and Lucy and lots of people) and Thinking skill: matching
where they are (in a hospital). Pre-teach ill.
Key: 2 d, 3 a, 4 b
CD3
1 10 SB p82 Listen and say the words. Then check
with a friend. Ending the lesson
Aim: to practise new vocabulary Aim: to review vocabulary for health
• Focus students on the text message at the bottom of the • Play the miming game from SB Activity 3 again.
picture. Check understanding of quickly.
• Students look at the numbered words and items in the
picture.
Extension activity
• Play the recording. Students listen to each word and
Aim: to personalise the language
repeat in chorus.
• Play the recording again. Students repeat in small • Students draw their own word squares, using the
groups. one in WB Activity 1 as a model.
• Students cover the list of new words and practise them • Each student chooses six health words for his/her
in pairs. square. They can also use hospital and ill.
CD3
• Students write the words they have hidden under
2 11 SB p82 Listen and correct the sentences. the word square.
Aim: to give further practice with vocabulary • Students swap their word squares and find the
words in their partner’s square.
• Read the sentences aloud with the class. Check
understanding.

T82
Aim: • Students turn to the Grammar focus section on page 125
• to present and practise the simple past of of the Student’s Book.
regular verbs • Work through the other examples with the class.
New language: land (v), shout (v), smile (v), • Students complete the exercise individually and then
phone (v), visit (v), happen (v), suddenly, spaghetti check in pairs.

Recycled language: food, places in a town, verbs Key: 1 jumped, 2 smiled, 3 cooked, 4 helped, 5 played

Materials: CD 3 SB p83 Change the words to talk about

Language competences: Your students will be yesterday. Ask and answer.


able to talk about events and actions in the past. Aim: to give students further practice with the new
language
• Elicit the past of all the verbs and check understanding
Warm-up of What happened?
Aim: to review vocabulary for health • Demonstrate the activity and give students time to think
of sentences using all the verbs before they start.
• Mime one of the health words. Students guess.
• Students take turns to mime other health words. • In pairs, they take turns to ask and answer about
yesterday.
• Monitor pairs as they are working to check correct use of
Presentation the new structure.
Aim: to present the simple past of regular verbs Key: watched, listened to, visited, phoned, played, walked
• Ask students Do we use was/were to talk about now or 1 WB p83 Write the words.
the past? (the past).
• Tell students they are going to learn other verbs in the Aim: to give students further practice with the form of
past today. the new language
• Draw a stick figure of a boy on the board and say, e.g. Key: 2 jumped, 3 looked at, 4 smiled, 5 landed,
This is Frank. 6 shouted, 7 walked, 8 listened to, 9 visited,
10 phoned, 11 watched, 12 was / were
• Say, e.g. Today Frank is at home. He is watching TV.
(Draw a TV.) Yesterday afternoon Frank was in the park. 2 WB p83 Read and write the words. Change the
He played football with his friends. (Draw a football.) words to talk about yesterday.
• Write the two past sentences on the board and
underline was and played. Aim: to consolidate understanding of the new
language
• Elicit that played is about the past and that it comes
from the verb play. Key: 2 looked, 3 shouted, 4 visited, 5 was, 6 smiled,
7 listened
• Say the sentence with played for students to repeat.
• Write another sentence about yesterday on the board, 3 WB p83 Look and write the story. Change the
using phone. Underline the verb. Students repeat. words to talk about Sunday.
1 SB p83 Look, read and put the sentences in Aim: to reinforce use of the simple past
order.
Aim: to practise the simple past of regular verbs Ending the lesson
• Pre-teach land/landed, shout/shouted. Aim: to review the new language
• Students read (silently), look and number. • Ask What happened yesterday? Students say the
• Check answers. Then read the sentences in order for things they said for SB Activity 3.
students to repeat.
Key: 3, 1, 4, 6, 2, 5
2
CD3
12 SB p83 Listen and say. Read the story. Extension activity
Aim: to give further practice with simple past of
Aim: to focus students on grammatical form regular verbs
• Pre-teach/Check spaghetti. • Students write the sentences from SB Activity 3 in
• Play the recording. Students listen and repeat in chorus. their notebooks.
• Students practise the verbs and the story in pairs.

T83
Aims:
3 SB p84 Play the memory game.
• to review and extend the simple past of regular
verbs Aim: to practise language from the song
• to sing a song with the class • Check students know what to do. Pre-teach What
about … ?
New language: terrible, flea, rode, dinosaur,
ate, switch on, What about, slow, so (bad), What • Demonstrate the activity using the example.
happened (on Monday)? What about (Tuesday)? • Students work in pairs. They cover the song and take
turns to ask questions.
Recycled language: days of the week
• Monitor pairs as they are working.
Materials: CD
• Check using open pairs.
Language competences: Your students will be
able to join in with a song. 1 WB p84 Remember the song. Look at the
pictures and correct the mistakes.
Aim: to check comprehension
Warm-up Key: 2 She played the violin (for me). 3 He watched a
Aim: to review days of the week film and he was really scared. 4 An elephant climbed
on my father’s chair.
• Write the days of the week on the board, with the
letters in scrambled order and the days in random 2 WB p84 Read Natalie and Sam’s new verses.
order. Put the lines in order.
• Students unscramble the letters and write the words
correctly in their notebooks. Aim: to practise rhyme
• Elicit the spelling and the correct sequence of the Key: Natalie: 3, 4, 2, (1); Sam: 4, 2, 1, 3
days.
Ending the lesson
CD3 Aim: to join in with a song
1 SB p84 Listen to the song. Number the
13

pictures.
• Play the song from the beginning of the lesson
again.
Aim: to practise listening skills • Students join in.
• Students look at the pictures in the Student’s Book.
• Check they know what to do.
• Play the recording. Students match the days in the song Extension activity
with the pictures by writing numbers in the boxes. Aim: to consolidate understanding
• They compare answers in pairs.
• Play the karaoke version of the song.
• Play the recording again.
• The class performs Natalie and Sam’s verses.
• Check with the class. Check understanding of rode, ate,
flea, dinosaur, terrible and switch on.
Key: Clockwise from top left (the dinosaur): 5, 4, 2, 1,
6, 7, 3
CD3
2 13
14 SB p84 Listen and sing.

Aim: to sing a song with the class


• Play the song again, pausing after each verse for
students to repeat.
• When students have learnt the song, practise it with the
whole class.
• Play the karaoke version of the song for students to sing
in groups or in pairs.

T84
Aim: CD3
2 16 SB p85 Listen and say. Read the story.
• to present and practise the simple past of
irregular verbs Aim: to focus students on grammatical form
New language: simple past of: wake up, feel, • Read through the text with the class. Check
have, go, give, say; lolly, pill understanding of vocabulary after each sentence. Pause
at each verb and elicit the infinitive form.
Recycled language: health, colours, monster,
chocolate • Play the recording. Students listen and repeat in chorus.
Repeat.
Materials: CD
• Students take turns to practise the story and all the verb
Language competences: Your students will be pairs.
able to talk about events and actions in the past. • Complete the Grammar focus section on page 125 of
the Student’s Book.
Key: 1 feel, 2 give, 3 have, 4 wake up, 5 go, 6 say
Warm-up
3 SB p85 Work with a friend. Make a story about
Aim: to review vocabulary for health Choc, the chocolate monster.
• Dictate the health words. Students write them in
their notebooks. Aim: to give students further practice with simple past
irregular verbs
• Students check their spelling in pairs.
• Elicit answers and write the words on the board for • Demonstrate and make sure students know to use the
pairs to check. story in SB Activity 1 as a model.
• Elicit a sentence for each picture.
• Students work in pairs and take turns to say a sentence
Presentation of the story.
Aim: to present the simple past of irregular verbs
1 WB p85 Look at the letters. Complete the table.
• Draw a stick figure of a girl on the board and introduce
her, e.g. This is Paula. Aim: to consolidate simple past irregular forms
• Say, e.g. Today Paula is at school. She is learning Key: feel – felt, say – said, go – went, give – gave,
English. (Write an English word.) Yesterday afternoon have – had
Paula was at home. She had a bad earache.
(Draw an ear.)
2 WB p85 Complete the story. Use words from
Activity 1.
• Write the two past sentences on the board and
underline was and had. Aim: to give further practice with the new language
• Elicit that had is about the past and that it comes from Key: 2 He had, 3 He went, 4 gave him, 5 said ‘Can I
the verb have. have some ice cream?’, 6 his father said
• Say the sentence for students to repeat.
• Add another sentence about yesterday, using go, Ending the lesson
e.g. She went to the doctor.
Aim: to review the new language
• Write it on the board, underline went and elicit which
verb it is from. Students repeat. • Clap twice and say the infinitive form of one of the
irregular verbs, e.g. give.
CD3
1 15 Think! SB p85 Listen and number the • Clap twice more. Students say the past form in
pictures. chorus.
Aim: to practise simple past irregular verbs • Repeat for all the other new irregular verbs.

Thinking skills: decoding the meaning of a narrative,


sequencing actions in images
Extension activity
• Elicit what students can see in the pictures in the
Student’s Book. Aim: to consolidate the language
• Play the recording. Students listen and number. • Students write the Choc stories from SB Activity 3 in
• Check answers. their notebooks.

CD3 Track 15
For tapescript see TB page 121.
Key: 5, 1, 6, 2, 4, 3

T85
Aims: 1 WB p86 Remember the story. Write sentences.

• to present a picture story Aim: to practise simple past irregular verbs and
• to review language from the unit sentence construction
Thinking skills: interpreting the values in a story Key: 2 They went to room 209. 3 They found Horax, not
Ben’s grandfather. 4 It was a trick. 5 Horax shouted
New language: go right in, I’ll see you later, Are ‘I want the book, and I want the letters’. 6 At that
you all right? play a trick, leave us alone, no way,
moment, the doctor came in. 7 Ben and Lucy said
injection, lie down
goodbye and went out of the room.
Recycled language: characters and language
from the story 2 WB p86 Read and write t (true) or f (false).

Materials: CD Aim: to check comprehension of the story


Language competences: Your students will be Key: 2 f, 3 t, 4 f, 5 t
able to listen to and read a picture story.
3 WB p86 How is Ben feeling? Look, read and
Your students will be able to act out a story. number the pictures.
Aim: to check understanding of facial expressions
Warm-up Key: 2, 3, 1
Aim: to review the story so far
• Write The Explorers on the board. Ending the lesson
• Elicit the names of the characters. Aim: to practise the story
• Elicit what happened in the last episode, e.g. Ben • Put students into groups of four.
was in a cave. Lucy was outside. The fifth letter was • Students each take a role of one of the characters.
on the wall of the cave. It was an E. • Play the recording. Students repeat in role.
• Students practise the role play in their groups.
1
CD3
17 SB pp86–87 At the hospital • Volunteer groups role play the story for the class.
Aim: to present a picture story
• Use the pictures in the story to support meaning Extension activity
whenever possible.
Aim: to discuss the value of caring for people who
• Elicit where the friends are in frame 1 (outside
are ill
the hospital room) and who is in the room (Ben’s
grandfather). • Focus on what happens in the story.
• Play the recording. Students listen to answer Is Ben’s • Elicit how Ben and Lucy try to care for someone who
grandfather OK? (He’s not there) What do they find in is ill (they go and visit Ben’s grandfather).
the bed? (Some pillows) Who comes into the room first? • Elicit examples of when students have cared for
(Horax) Who comes into the room next? (The doctor) people who are ill.
Do Ben and Lucy find the next letter? (No) Note: Some of this discussion may need to take
• Students compare their ideas in pairs. Elicit answers from place in L1.
the class.
• Play the recording again. Students listen and repeat.

Practice
Aim: to check understanding of the story
• Play the recording again. Pause after each frame to
check understanding (students can use L1 to talk about
some of the events).

T86
Aims: CD3
4 18 SB p87 Listen and say.
• to talk about the meaning of the story
• to review language from the story and the unit Aim: to practise and contrast the t and id sounds in
past tense endings
• to practise the pronunciation of the regular past
tense endings presented in the unit • Play the recording. Students look at the picture, read
and repeat.
New language: found, fell off
Note: Before hearing the Sound sentences, students will
Recycled language: language from the story hear the key sounds, with pauses for them to repeat.
Materials: CD • Repeat the sentences as a class without the recording.
Language competences: Your students will be Say them loudly, slowly, quickly, whisper them, etc.
able to interpret deeper meaning from a story. • Students take turns to repeat in pairs.
Phonics focus: Your students will be able to 1
CD3
19 WB p87 Listen and write the missing words.
identify the pronunciation of past tense -ed
Then say with a friend.
endings using the sounds /t/, /d/ or /ɪd/.
Aim: to practise conversation sequences
Key: 1 Are you all right? 2 Leave me alone!
Warm-up 2
CD3
20 WB p87 Listen and write the words in the
Aim: to review the story table.
• Ask questions about the story, e.g. Where were Ben Aim: to practise the regular past tense endings found
and Lucy? (In the hospital) Who went into room in the unit vocabulary
209? (Ben, Lucy, Horax and the doctor) Was his
grandfather there? (No) Who was in the room? CD3 Track 20
(Horax) What were the first five letters? (I, F, R, S, E) For tapescript see TB page 121.
CD3
3 21 WB p87 Listen, say and check your answers.
2 SB p87 Read and draw lines to make sentences.
Aim: to practise saying the past tense endings
Aim: to focus students on the content of the story Key: t: jumped, looked; d: played, smiled, listened;
• Play the recording of the story again. Students follow id: landed, shouted, wanted
in their Student’s Books.
• Do the first one as an example, e.g. Ben got … a text Ending the lesson
message.
Aim: to review regular past tense words
• Students work in pairs and match the other sentence
halves. • Dictate the Sound sentence while students write.
They compare their sentences with a partner before
• Monitor pairs and help as necessary.
checking in the Student’s Book.
• Check with the class.
Key: 1 d, 2 f, 3 a, 4 b, 5 c, 6 e

3 SB p87 Find who says ... Extension activity


Aim: to present the pronunciation of -ed endings Aim: to encourage creativity
• Write played, liked and hated on the board, with the • Write the dialogues in WB Activity 1 on the board.
letters in bold and in red. Ask students how the words Underline key words (names, fell off, bike, play, busy,
are pronounced. Explain that sometimes we pronounce bored).
-ed endings as id and at other times with a d or t sound. • In pairs, students make up their own dialogues by
• Students repeat Someone played a trick on us! after replacing the underlined words. They can use the
you. same dialogues, but change the contexts.
• Students find the speech bubble in the story (frame 4). • Students role play their dialogues for the class.
Key: Lucy

T87
Aim: CD3
2 22 SB pp88–89 Read and listen. Check your
• to practise reading and listening skills
answers.
Skills:
Aim: to practise listening and reading for specific
• reading for specific information information
• listening for specific information
• Play the recording for students to listen, read and check
Thinking skills: interpreting the values in a story their predictions from Activity 1.
New language: save the day, hurt (v), score (n), in • Check with the class and check understanding of
front of, goalkeeper, hard (adv), pain, check (v), key vocabulary, e.g. save the day, score, in front of,
knee, X-ray machine, take (took) (= take time), goalkeeper, pain, check, knee, X-ray, took, came, saw,
come back (came back), computer screen, pair of wood, interview.
binoculars, see (saw), wood, interview (v) Key: 1 Sophia. 2 Football. 3 Her leg/knee.
Recycled language: health, adjectives, language CD3
1 23 WB p88 Who is speaking? Read and write S
from the unit
(Sophia) or d (doctor). Then listen and check.
Materials: CD
Aim: to practise listening for specific information
Language competences: Your students will be
able to read for specific information.
Key: 1 d, 2 S, 3 S, 4 d
Your students will be able to listen for specific 2 WB p88 Look and write.
information.
Aim: to review vocabulary from the story
Value: keeping busy by helping others Key: 2 X-ray, 3 screen, 4 binoculars, 5 room
3 Values WB p88 What can we learn from the
story? Colour the words.
Warm-up
Aim: to activate students’ knowledge and Aim: to focus students on the value of helping others
experience Thinking skill: interpreting the values in a story
• Make circles with the first finger and thumb of each Key: Find things to do when you are bored.
hand and put them to your eyes (miming looking
through binoculars). Say, e.g. Oh, I can see a long
way. I can see people sitting in the café in the Ending the lesson
market square. What can you see? Aim: to stimulate discussion
• Students do the same with their fingers and say • Write Girls aren’t good at football on the board.
things they imagine they can see.
• Elicit what students think. Elicit what they think
• Say Let’s put our binoculars on our desks now. about other sports. Are boys or girls better?
• Tell students they are going to read a story about
hospitals, sport and binoculars.

Extension activity
1 Think! SB pp88–89 Read the story quickly and Aim: to discuss the value of helping others
try to find the answers. • Focus on what Sophia does in the story to help
others. What do students think she saw?
Aim: to practise skimming and scanning
• Elicit why this value of helping others is important
Thinking skill: quickly spotting details in a narrative and elicit examples of things students do / have
• Focus the students on the questions in the Student’s done to help others.
Book. Note: Some of this discussion may need to take place
• Pre-teach hurt. in L1.
• Students read the text quickly to find the answers. Give
a time limit of one minute.
• Students compare their answers in pairs.

T88
Aim:
1 Think! WB p89 Read and choose the best
• to practise reading and writing skills
answer. Sophia is talking to the
Skills: doctor.
• reading for detail
Aim: to practise conversation sequences
• writing a story
Thinking skill: identifying sequences
New language: newspapers, fire (n), call (v), title,
comic
Key: 2 B, 3 B, 4 A, 5 C
Recycled language: language from the story,
health Ending the lesson
Materials: CD Aim: to encourage students to give personal
responses to the story
Language competences: Your students will be
able to read for detail. • Elicit from different students which part(s) of the
story about Sophia they liked best.
Your students will be able to write a story.
• Ask them why.
• Elicit how they could change the story.

Warm-up
Aim: to review the story and the values Extension activity
• Elicit the main points of the story and what the Aim: to encourage personalisation
value was.
• Students work in pairs.
• They practise the conversation sequences from WB
Activity 1.
3 Think! SB p89 Put the story in order.
• Encourage students to use appropriate intonation
Aim: to give students practice in reading for detail and to change words where possible, e.g. 3 No,
Thinking skill: sequencing thanks. I’d like some milk.
• Play the recording of the story again. Students follow in
their Student’s Books.
• Check students know what to do. Do the first one as an
example.
• Students work individually and then compare answers in
pairs.
• Check with the class.
Key: 3, 8, 6, 4, 5, 2, 7, 1
4 Think! SB p89 Write a different story with the
same title. Draw a picture.
Aim: to practise writing from a model
Thinking skill: developing story analogies
• Read the activity instructions with the class and check
understanding of title.
• Brainstorm different ideas for the story, using the
questions as prompts. Write them on the board.
• Tell students how long you want the story to be,
e.g. 30 words.
• Students write ideas in their notebooks and then they
start a first draft.
• Go around the class and help.
• When you have checked their work, students write a
final version on paper. They draw a picture above or
under the story.

T89
Aim:
1 WB p90 Look and write the words.
• to integrate other areas of the curriculum
through English: Science Aim: to review understanding of fevers and
thermometers
New language: fever, last, temperature, perfect,
virus/viruses, thermometer Key: 2 fever, 3 thermometer, 4 virus
Recycled language: health 2 WB p90 Read and match.
Materials: CD Aim: to activate students’ knowledge and experience
Language competences: Your students will be Key: 2 a, 3 d, 4 e, 5 b
able to use known language to talk about Science
in English.
Ending the lesson
Aim: to review what students have learnt in the
lesson
Warm-up
Aim: to introduce the topic of fever • Write the following prompt on the board: Today
I’ve learnt about:
• Introduce the topic of fever and temperatures by • Elicit from students what they learnt today, e.g.
drawing a thermometer on the board.
normal body temperature and fevers.
• Say We use this when we are ill. We put it in our • Write it on the board. Students copy it into their
mouth or under our arm or on our forehead to see
notebooks.
how hot we are. Use mime to help show what you
mean.
• Elicit if students have a thermometer at home and if
they use it. Extension activity
• Tell students they are going to learn about Aim: to enable students to further apply what they
thermometers and fevers today. Write both words have learnt
on the board. • Students work individually. They draw a
thermometer with numbers from 35 to 42 on it
in their notebooks and label it with Perfect body
1 SB p90 Read and talk about the questions. temperature, Start of a fever and Dangerous
Aim: to extend students’ understanding of fever and temperature.
temperatures
• Read the introduction and the questions with the class.
• Talk about the questions together. Check understanding
of last.
CD3
2 24 SB p90 Listen, read and answer.

Aim: to extend students’ understanding of fever and


temperatures
• Focus students on the pictures.
• Play the recording for the students to listen and follow
in their Student’s Books.
• Play the recording again, pausing after each sentence to
check general understanding and understanding of new
words.
• Students work in pairs to answer the questions.
• Elicit and discuss answers as a class.
Key: 1 41 – get to hospital, 39 – fever starting, 37 – feeling
great, 2 (possible answer): hot, tired

T90
Aims:
3 Project SB p91 Make a thermometer.
• to extend the focus on Science through English
• to enable students to complete a project Aim: to enable students to follow instructions
New language: plenty, rest (n), fight, germs, • Tell students what they are going to do for the project.
dehydrated, pyjamas, blanket, alcohol, food • Read through the instructions with the class before
colouring, straw, clay, height, liquid, room giving them the materials.
temperature • Lay out all the materials on a central table.
Recycled language: Science, fevers and • Students come and collect what they need.
temperatures • Go around the class to check students are following
the instructions and are doing the project safely. Make
Materials: bottles, water, alcohol, red food
sure the clay around the straw is absolutely airtight
colouring, clay, straw
(otherwise the thermometer will not work).
Language competences: Your students will be • When all the thermometers are finished, elicit results
able to talk about Science in English. and talk about them.
Your students will be able to complete a
project. 1 Think! WB p91 Look, read and tick (✓) the
correct picture.
Aim: to give students further practice with the topic
Warm-up Thinking skill: analysing and synthesising
Aim: to review fevers and body temperatures Key: 2 b (Drink a lot of water.), 3 a (Get plenty of rest.),
4 b (Use a blanket that isn't too hot.)
• Elicit what students remember about the previous
lesson. 2 Think! WB p91 These children are ill. Who
• Write key words (virus, temperature, thermometer, gives the doctor the best information?
fever) on the board to help them. Read and tick (✓).
o
• Review how to say temperatures, e.g. 37 C 5 Aim: to encourage logical, systematic thinking
Thirty-seven degrees Celsius.
Thinking skill: applying world knowledge
Key: George
1 SB p91 Read about what you can do if you have
a fever. Ending the lesson
Aim: to enable students to build on their knowledge Aim: to review what students have done in the
and experience lesson
• Pre-teach plenty of rest, dehydrated, pyjamas and • Write the following prompt on the board: Today
blanket. I’ve …
• Read the activity instructions with the class. • Elicit what students did in the lesson today, e.g.
• Students read the text silently and match the text with learnt more about fevers and what to do when
the pictures, then compare answers in pairs. people are ill and I’ve made a thermometer.
• Check and discuss answers. • Write it on the board. Students copy it into their
notebooks.
Key: 3, 2, 1
2 SB p91 Look and tell the girl what not to do.

Aim: to enable students to apply their understanding Extension activity


and give advice Aim: to develop writing and reflective skills
• Read the prompt and remind students to use Don’t to • Talk through with the class what they did for the
tell someone what not to do. project, e.g. First you … Then you …
• Students work in pairs, thinking of advice to give the girl • Individually, students make notes on what they did
in the pictures. and the sequence they did it in.
• Elicit answers and write the sentences on the board. • Students then each write a report of the project
Key: (sample answers): 1 Don’t sleep with a big and of what the outcome was. They write what the
blanket. 2 Don’t drink hot drinks/coffee. 3 Don’t do height of the liquid in the straw was at the end.
your homework. Get plenty of rest. • Monitor and help as necessary.

T91
Aims:
1 WB p92 Read the questions and write d (doctor)
• to consolidate language from the unit
or p (patient).
• to develop interactive speaking skills
Aim: to practise reading for meaning
• to develop reading and writing skills
Key: 2 d, 3 d, 4 p, 5 p
New language: patient (n)
Recycled language: language from the unit 2 WB p92 Read the answers and write d (doctor)
or p (patient). Then match them with the
Language competences: Your students will be
questions in Activity 1.
able to plan and perform a short play.
Aim: to practise conversation sequences
Key: b p, c d, d p, e d; 2 a, 3 d, 4 e, 5 c
Warm-up 3 WB p92 Look and write a dialogue. Use
Aim: to review vocabulary for health language from Activities 1 and 2.
• Invite a student to come to the front. Aim: to personalise the language
• Secretly whisper a health word, e.g. stomach-ache.
• The student mimes for the class to guess what the
word is. Ending the lesson
• When the class guesses correctly, the student writes Aim: to review language from the lesson
the word on the board. • Review with students what problems/illnesses the
• Repeat with other students and other health words. patients had today (in the plays). Ask how many
they can remember in two minutes.
• Students write a list in pairs.
1 SB p92 Choose a role card. Read and plan.
• Pairs swap lists with other pairs.
Aim: to prepare and plan for a role play • Elicit the problems/illnesses.
• Tell students they are going to do a short role play • Students mark their friends’ work, giving points for
between a doctor and a patient. Check understanding correct words and spelling.
of patient. • The pair with the most words, correctly spelt, are the
• Read through the information on the page with the winners.
class.
• Elicit full examples of the Useful language and
demonstrate a complete dialogue with the class. Extension activity
• Make sure pairs know what to do and what language Aim: to consolidate speaking skills
they need to use.
• In pairs, students practise their dialogues from WB
• Pairs decide who is A and who is B. Activity 3.
• Pairs compose a short play. Monitor each pair and help
• The more confident students perform their
as necessary. dialogues for the class.
• Students practise their plays so that they can perform
them without reading the text.

2 SB p92 Act out your play.

Aim: to practise interactive speaking skills


• Pairs take turns to perform their short plays for the class.

T92
Aim:
1 WB p93 Write the words in three groups.
• to consolidate language from the unit
Recycled language: language from the unit, Aim: to practise classification
scrapbook, true Key: 1 cough, toothache, cold; 2 smile, visit,
watch; 3 say, feel, go
Materials: students’ scrapbooks
Language competences: Your students will be 2 WB p93 Look at Activity 1. Number the topics to
able to use language from the unit to make a match the groups.
page for their scrapbooks. Aim: to review word families
Key: 1 Health and illness, 3 Non -ed verbs, 2 -ed verbs

Warm-up 3 WB p93 Look and draw lines to make sentences.

Aim: to review scrapbooks Aim: to review grammatical form


• Elicit what students did in their scrapbooks for the Key: 2 She woke up at six o’clock this morning. 3 They
previous unit (they wrote about their favourite gave me a bike for my birthday. 4 She felt ill so she
gadget). went to the doctor’s.
• Students look at each other’s scrapbooks and
compare their work.
Ending the lesson
Aim: to enable students to express their preferences
1 SB p93 Think of a story. It can be a true story or
• Ask students what their favourite song or game is
a story you imagine. Use the questions to help from the unit.
you with the story.
• Do the song or game again with the class.
Aim: to give students practice in reading and note-
making My Super Mind
• Read through the notes with the class and check Aim: to enable students to evaluate what they have
understanding. learnt
• Make sure students realise these are notes, not full • Students turn to the My Super Mind self-evaluation
sentences, and that this is a model for their work. activity on page 120 of the Workbook.
• Students work individually. They draw a table and think • They think about the unit and individually complete
of ideas for a story in response to the prompts. They the My Super Mind section for In the hospital.
make notes in the table. • Then they tell a friend what they liked and didn't
• Monitor students to help with ideas if necessary. like.
• Remind students to keep the notes short.

2 SB p93 Plan and write your story. Draw pictures.


Extension activity
Aim: to give students drafting practice
Aim: to review key vocabulary from the unit
• Students plan their story and write a first draft. • Students turn to SB page 82 and use the book flap
• They think of pictures to go with each part of the story. to review the new words from the unit.
• They draw them on paper, ready to stick in their • They close the flap so that they cannot see the
scrapbooks.
words.
• Monitor students and check their story drafts.
• Students take turns to point at the numbered items
3 SB p93 Draw and write your story in your in the picture and say what each one is. They do this
scrapbook. in random number order. They then write the words
in their notebooks.
Aim: to give students writing practice • Students open the flap to check.
• Students carefully copy their stories into their
scrapbooks.
• They stick the pictures in the scrapbook as they write.
• Remind them to give their story a title.

T93
Aims: • Play the recording. Students listen and answer.
• to present and practise vocabulary for countries • They compare their answers in pairs.
• to give students listening and speaking practice • Play the recording again. Check with the class.
New language: Mexico, Spain, Argentina, Egypt, CD3 Track 26
Chile, China, Turkey, Brazil, Australia, India, idea, For tapescript see TB page 121.
ticket, change (n), model village, far Key: 1 Lucy, 2 £2, 3 £1, 4 Brazil, because he loves
Recycled language: places in a town football.

Materials: CD, world map (Optional: ten small 3 SB p94 Play the flag game.
pieces of paper, coloured wool and map pins)
Aim: to give students speaking practice
Language competences: Your students will
be able to understand and use vocabulary for
• Demonstrate the game with the class, using the
prompts.
countries.
• Students work in pairs. A describes a flag to B. If B
guesses correctly, B gets a point. If not, A gets a point.
• They take turns to describe and guess.
Warm-up
Aim: to introduce the topic of the unit 1 WB p94 Match and write the countries.

• Display the world map. Aim: to give students practice with the new vocabulary
• Ask different students to name one country they Key: 2 Egypt, 3 Mexico, 4 China, 5 Spain, 6 Brazil,
know and find it on the map. 7 Argentina, 8 Chile, 9 India, 10 Turkey

2 WB p94 Look and write countries from Activity 1.


Presentation Aim: to review understanding of the story
Aim: to present vocabulary for countries Key: 2 China, 3 Chile, 4 Turkey
• Use the picture in the Student’s Book to present the new
vocabulary. 3 WB p94 Read and write the words.

• Say each country for students to repeat. Aim: to review conversation sequences
• Point to each flag and then point to the country on the Key: 2 are, 3 change, 4 country, 5 visit, 6 choose
map.
• Elicit who students can see in the picture in their Ending the lesson
Student’s Book (Ben and Lucy and Buster) and where
they are (outside a model village). Pre-teach/Check
Aim: to review vocabulary for countries
model village. • Dictate the countries. Students write the words in
CD3
their notebooks, then check.
1 25 SB p94 Listen and say the words. Then check
with a friend.
Aim: to practise new vocabulary Extension activity
• Focus students on the text message at the bottom of the Aim: to personalise the language
picture. Check understanding of far and missing letter.
• Students look at the numbered words and flags in the
• Hand out ten small pieces of paper to different
students. Each of these students writes a different
picture.
country name from the lesson on the paper.
• Play the recording. Students listen to each word and
• Other students cut the wool into long pieces.
repeat in chorus.
• Play the recording again. Students repeat in small
• Fix the world map to a display board.
groups. • Students come up in pairs. One of the students has a
piece of paper with a country name, the other has a
• Students cover the list of new words and practise them
piece of wool. They put a pin with the wool around
in pairs.
it in the country on the map, run the wool to the
CD3
2 26 SB p94 Listen and answer. edge of the map and pin the other end of the wool
to the country name label.
Aim: to give further practice with vocabulary • Students can label other countries in the same way,
• Read the questions aloud with the class. e.g. all the countries students in the class come from.
• Check understanding.

T94
Aim: CD3
2 27 SB p95 Listen and say.
• to present and practise the negative simple past
of regular and irregular verbs Aim: to focus students on grammatical form
Recycled language: animals, food, places in a • Play the recording. Students listen and repeat in chorus.
town, verbs • Students take turns to practise the sentences in pairs.
Materials: CD • Students complete the Grammar focus section on page
126 of the Student’s Book.
Language competences: Your students will be
able to talk about events and actions that did not Key: 1 didn’t go, 2 didn’t give, 3 didn’t have, 4 didn’t
happen in the past. feel, 5 didn’t have/drink

3 SB p95 Play the sentence game.

Aim: to give students further practice with the new


Warm-up language
Aim: to review the simple past • Demonstrate the activity.
• Elicit/Write known simple past verbs on the board, • Read out a sentence beginning. Give students waiting
e.g. played, went, jumped. and thinking time.
• Write some simple past sentences on the board, using • Then students put up their hands. Choose a student to
students’ names. Include regular and irregular verbs. complete the sentence.
• Students make a table with two columns in their • If he/she does it correctly, the student gets a point.
notebooks, one column with regular verbs and one
with irregular verbs. They check in pairs. 1 WB p95 Find seven words. Change the words to

• Elicit which verbs are regular and which irregular, talk about today.
and write the table on the board for students to Aim: to give students further practice with the form of
check their work. the new language
Key: felt – feel, said – say, gave – give, ate – eat, saw –
Presentation see, rode – ride

Aim: to present the negative simple past of regular 2 WB p95 Read and circle.
and irregular verbs
Aim: to consolidate understanding of the new
• Point to one of the examples on the board, e.g. (Name) language
played football yesterday.
Key: 2 didn’t, 3 didn’t, 4 didn’t give, 5 didn’t say,
• Say I didn’t play football yesterday. I watched a film.
6 didn’t eat
• Do the same with an irregular verb, e.g. I didn’t see …
• Repeat the two examples and write them on the board. 3 WB p95 Complete the sentences.

• Point to and say the examples. Students repeat. Aim: to reinforce use of the negative simple past
• Check students understand the meaning.
Key: 2 she didn’t see any lions, 3 he didn’t play
• Underline, e.g. didn’t play / didn’t see, in the same volleyball, 4 she didn’t eat any bananas, 5 he didn’t
colour. feel scared, 6 she didn’t go to Australia
• Elicit what happens to the verb when we make a
negative sentence in the past.
Ending the lesson
1 SB p95 Read and circle the picture.
Aim: to review the new language
Aim: to practise the negative simple past of regular • Call out simple past verbs, regular or irregular,
and irregular verbs e.g. saw.
• Students look at the pictures and the text. • Students call out, e.g. didn’t see.
• Read the email aloud as students follow in their books.
• Students read the email again (silently), look at the
pictures and circle. Extension activity
• Check with the class. Aim: to give further practice with the negative
Key: 1 a, 2 b, 3 b simple past of regular and irregular verbs
• Students write the sentences from SB Activity 3
in their notebooks.

T95
Aims:
• to review and extend the negative simple past
• to sing a song with the class
New language: postcard, by air, flight number,
far away, on my own, fly (v), by ship, go/went/
gone, read/read
Recycled language: countries
Materials: CD, a world map with removable
country labels, coins, cardboard for the game
• Students play the game in groups.
• They take turns to throw a coin so that it lands on a
Language competences: Your students will be flag. They say, e.g. I didn’t go to (name of any other
able to join in with a song. country). I went to (name of country whose flag they’ve
landed on).
• If the sentence is correct (grammar and fact), they write
Warm-up their initials on the square.
Aim: to review countries • If they land on a square already initialled, they miss a
turn.
• Take the ten country labels off the world map.
• Hand them to pairs of students. They take turns to • Students play until all the flags are claimed.
put the country labels back on the map. • The winner is the student with the most countries visited.
• Pairs point to the country on the map and say, 1 WB p96 Remember the song. Read and write
e.g. This is Chile. t (true) or f (false).

CD3
Aim: to check comprehension
1 28 SB p96 Listen to the song. Number the Key: 2 t, 3 f, 4 t, 5 f, 6 t
pictures.
2 Think! WB p96 Read and write the numbers.
Aim: to practise listening skills
• Pre-teach postcard. Aim: to practise close reading skills
• Students look at the postcards in the Student’s Book. Thinking skill: logical-mathematical
• Check they know what to do. Key: 2, 5; 80, 3, 3
• Play the recording. Students match the postcards to the
people by writing numbers next to the names. 3 WB p96 Look at Activity 2. Answer the
questions.
• They compare answers in pairs.
• Play the recording again. Aim: to check comprehension
• Check with the class. Check understanding of by air, far Key: 1 four o’clock, 2 John
away, on my own, flight number, by ship, gone.
Key: 3, 2, 1 Ending the lesson
CD3
2 28
29
SB p96 Listen and sing. Aim: to join in with a song
Aim: to sing a song with the class • Play the song from the beginning of the lesson for
students to join in.
• Play the song again, pausing after each verse for
students to repeat.
• When students have learnt the song, practise it with the
whole class. Extension activity
• Play the karaoke version of the song for students to sing Aim: to consolidate understanding
in groups or in pairs. • Students play the countries game again in different
groups.
3 SB p96 Play the countries game.

Aim: to practise language from the song


• Explain the game to the students.
• They make a board like the example. Students add the
names of the countries.

T96
Aim: CD3
2 31 SB p97 Listen and say.
• to present and practise questions and answers
in the simple past Aim: to focus students on grammatical form
New language: simple past of: stay, send, forget; • Read through the questions and answers with the class.
astronaut, moon, by rocket, how long, for a week/ • Play the recording. Students listen and repeat in chorus.
month • Students practise the questions and answers in pairs.
Recycled language: countries, postcard, zoo, • Students complete the Grammar focus section on page
hotel 126 of the Student’s Book.
Materials: CD Key: 1 Did, did, 2 Did, didn’t, 3 Did, didn’t, 4 Did,
didn’t, 5 Did, did
Language competences: Your students will be
able to ask about events and actions in the past. 3 Think! SB p97 Read and think of the
questions to ask the astronaut.
Aim: to give students further practice
Warm-up
Thinking skill: thinking about possible lexical
Aim: to review holiday activities relationships
• Write Holiday on the board. Add: stay in a hotel, go • Demonstrate the activity and make sure students
to the beach, go to museums, go swimming, travel know which verbs to use in their questions.
by bus, go walking to make a word map.
• Elicit one question as an example.
• Ask questions, e.g. Do you like going to museums?
• Students ask and answer in pairs. Check as a class.
(Yes, I do. / No, I don’t.)
Key: Where did you go? Who did you see? How did you
• Continue in open pairs, with one student asking
travel/go there? How long did you stay?
another across the class. They can choose any of the
prompts on the board. 1 WB p97 Make questions.
• Leave the word map on the board.
Aim: to consolidate understanding of word order in
questions with the simple past
Presentation Key: 2 Did you have fun there? 3 How long did you stay
Aim: to present questions and answers with the in Mexico? 4 Where did you stay? 5 Did you go to a
simple past museum there? 6 Did you buy me a present?

• Write Last summer above Holiday on the board. 2 WB p97 Look and write answers.
• Point to one of the phrases, e.g. go walking. Say
Imagine I ask you about your holiday last summer. = yes = no
I say ‘Did you go walking?’ Elicit answers Yes, I did. / No,
J
Aim:
L
to give further practice with short answers
I didn’t. Repeat for another question.
• Write the two questions and the two short answers on Key: 2 No, he didn’t. 3 No, she didn’t. 4 Yes, they
the board, underlining did and the infinitive. Say each did. 5 No, I didn’t. 6 Yes, they did.
question for students to repeat.
• Elicit questions for the other phrases on the board. Ending the lesson
Students practise in open pairs. Aim: to review the new language
1
CD3
30 SB p97 Match the questions with the answers. • Use the word map from the Warm-up to review
Then listen and check. questions and answers in the past. Prompt students
to ask and answer in open pairs. Students can add
Aim: to practise questions and answers with the simple other questions.
past
• Elicit what students can see in the picture.
• Play the recording. Students listen and match, then Extension activity
compare answers in pairs.
• Play the recording again. Check answers.
Aim: to consolidate the language
Key: 5, 3, 1, 6, 2, 4 • Students write the questions from WB Activity 1 in
their notebooks. They write an answer for each one,
using their imagination.

T97
Aims:
1 Think! WB p98 Remember the story. Put the
• to present a picture story
sentences in order.
• to review language from the unit
Aim: to check comprehension
Thinking skills: interpreting the values in a story
New language: stadium, not yet, opera house,
Thinking skill: sequencing
drop, I’m not sure Key: 2, 3, 7, (1), 6, 8, 4, 5
Recycled language: characters and language 2 Values WB p98 Read the story. What can we
from the story, food learn from it? Tick (✓).
Materials: CD Aim: to focus students on the value of showing
Language competences: Your students will be inter-cultural interest
able to listen to and read a picture story.
Thinking skill: interpreting the values in a story
Your students will be able to act out a story.
Key: It’s often interesting to try food from another
Value: showing interest in other cultures culture.

Ending the lesson


Warm-up Aim: to practise the story
Aim: to review the story so far • Put students into groups of three.
• Write The Explorers on the board. • Students each take a role of one of the characters.
• Elicit what happened in the last episode, e.g. Ben • Play the recording. Students repeat in role.
and Lucy were in the hospital. Ben’s grandfather • Students practise the role play in their groups.
was ill. But when they got to the room, he wasn’t • Volunteer groups role play the story for the class.
there. Horax was there. The doctor gave Horax an
injection and Ben and Lucy escaped. They didn’t
find another letter.
Extension activity
CD3 Aim: to discuss the value of showing inter-cultural
1 32 SB pp98-99 The final letters
interest
Aim: to present a picture story • Focus on what happens in the stories.
• Use the pictures in the story to support meaning • Elicit which ‘countries’ Ben and Lucy visit in the
whenever possible. model village and how they show their interest in
• Elicit where the friends are in frame 1 (in the model the places.
village). • Elicit how Oliver learnt from Adil.
• Play the recording. Students listen to answer Which • Elicit examples of how students show / have shown
‘countries’ do they visit? (Brazil, China, Australia, interest in other cultures and places.
Egypt, India) Who do they meet? (The librarian) Who is Note: Some of this discussion may need to take place
hungry? (Ben.) Where is the book? (They don’t know) in L1.
Who sees the missing letters? (Lucy) What are they?
(N and D).
• Students compare their ideas in pairs. Elicit answers.
• Play the recording again. Students listen and repeat.

Practice
Aim: to check understanding of the story
• Play the recording again. Pause after each frame to
check understanding (students can use L1 to talk about
some of the events).
• Elicit if students have visited any of the places
mentioned.

T98
Aims: CD3
4 33 SB p99 Listen and say.
• to talk about the meaning of the story
• to review language from the story and the unit Aim: to practise different pronounciations of the letter
y (short i and long ee)
• to practise saying different pronunciations of
the letter y • Play the recording. Students look at the picture, read
and repeat.
New language: Be careful, vase, a minute ago
Note: Before hearing the Sound sentence, students will
Recycled language: language from the story hear the key sounds, with pauses for them to repeat.
Materials: CD • Repeat the sentence as a class without the recording.
Language competences: Your students will be Say it loudly, slowly, etc.
able to interpret deeper meaning from a story. • Students take turns to repeat in pairs.
Phonics focus: Your students will be able to 1
CD3
34 WB p99 Listen and write the missing words.
identify different pronunciations of the letter y Then say with a friend.
(/ɪ/, /i/, /ɑɪ/ and /j/).
Aim: to practise conversation sequences
Key: 1 don’t drop it, 2 Where can it be?
Warm-up 2 WB p99 Look and write the words in the table.
Aim: to review the story Aim: to practise reading and saying words with the
• Ask questions about the story, e.g. Where were different pronunciations of the letter y
Ben and Lucy? (In the model village) Name three CD3
things they saw. (The Great Wall of China, Sydney 3 35 WB p99 Listen, say and check your answers.
Opera House, Rio de Janeiro football stadium, the Aim: to practise reading and saying words with the
pyramids and Sphinx in Egypt, the Taj Mahal in different pronunciations of the letter y
India) What happened to the book? (They don’t
know) Where were the missing letters? (On the India
Key: it: Egypt; very: Turkey, happy; five: buy, dry; yellow:
yuck, young
sign)

2 SB p99 Look, read and answer.


Ending the lesson
Aim: to review different pronunciations of the
Aim: to focus students on the content of the story letter y
• Play the recording of the story again. Students follow in • Dictate the Sound sentence while students write
their Student’s Books. (books closed). They compare their sentences with a
• Students work individually and match the places with partner before checking in the Student’s Book.
the pictures, then they compare their answers.
Key: 1 a (India) – frame 8, b (Australia) – frame 3,
c (Brazil) – frame 1, d (China) – frame 2,
e (Egypt) – frame 5; 2 N and D
Extension activity
Aim: to encourage creativity
3 SB p99 Find who says ... • Write the dialogues in WB Activity 1 on the board.
Aim: to present different pronunciations of the letter y Underline key words (Mum, vase, pen, behind, ear).

• Write Egypt and pyramid on the board, using a red pen • In pairs, students make up their own dialogues by
replacing the underlined words.
for the letter y. Elicit the pronunciation. Make the short i
sound and have students repeat. • Students role play their dialogues for the class.

• Write sunny and rainy on the board, using a red pen for
the letter y. Say the ee sound at the end of the word.
• Students repeat It’s the opera house in Sydney,
Australia after you. Explain that Sydney has both of
the pronunciations the i as in pyramid and the ee as in
happy.
• Students find the speech bubble in the story (frame 3).
Key: Lucy

T99
Aim: • Remind them to think carefully about each one.
• to practise reading and listening skills • Students do the activity individually and then compare
answers in pairs.
Skills:
• Remind them to check again if their answers are
• reading for specific information
different from their partner’s.
• listening for specific information • Check with the class, discussing why each answer is
New language: school trip, camel, statue, ancient correct.
Egyptians, soft drink, simple past of drink Key: 1 b, 2 a, 3 c, 4 c, 5 c
Recycled language: countries, health, language
from the unit 1 WB p100 Look and read. Write 1, 2 or 3 words to
complete the sentences about the story.
Materials: CD (Optional: reference books, the
Internet, poster paper) Aim: to practise reading and writing skills
Language competences: Your students will be Key: (sample answers): 2 was, 3 went,
able to read for specific information. 4 drank, 5 didn’t eat, 6 gave, 7 felt sick, 8 very silly

Your students will be able to listen for specific


information. Ending the lesson
Aim: to practise speaking skills
• Focus students on the picture in SB Activity 1.
Warm-up • Give them 30 seconds to look at it. Then they close
their books.
Aim: to review countries and places to visit
• Elicit what they can remember about the picture.
• Play a clapping game.
• Clap twice and say, e.g. Australia.
• Clap twice again. A student calls out either another Extension activity
country or a place to visit in Australia.
• Continue clapping with students calling out Aim: to extend inter-cultural knowledge and
countries/places until they have said all the countries understanding
and places from the unit. • Students work in groups of four to make a poster.
Each group finds out more information about
ancient Egypt, for example the names of the
CD3
1 36 SB p100 Listen and draw lines. pharaohs, information about one of the pharaohs,
the names of their gods, or the names of other
Aim: to practise listening skills pyramids.
• Focus students on the Activity 1 instructions. • Groups write titles on their posters, write the key
• Make sure they know what to do. facts they found out and then decorate the posters
• Elicit some of the things they can see in the picture. with pictures or photographs.
Pre-teach camel and statue. • Groups display and talk about their posters to the
• Play the recording. Students listen and draw lines. class.
• They compare answers in pairs.
• Play the recording again. Check with the class.
CD3 Track 36
For tapescript see TB page 122.
Key: Daisy – girl with book, Jack – boy riding camel, Fred
– boy with ice cream, Vicky – girl reading map, Paul –
boy buying statue, Peter – boy with camera, Mary – girl
drinking water

2 SB p100 Read and write the words.

Aim: to practise reading skills


• Pre-teach ancient Egyptians.
• Check students know what to do. Do the first one as an
example and elicit from students why answer b is correct
and the others are not.

T100
Aim: • Read the sentences below the website with the class.
• to practise speaking, reading, writing and Check understanding of close to.
listening skills • Students read the website silently and correct the
sentences, then compare answers in pairs.
Skills:
• Check and discuss as a class.
• exchanging information
Key: 1 Ancient Babylon was close to the River
• reading for detail
Euphrates. 2 The Ishtar Gate was blue. 3 The Ziggurat
• writing an account of a holiday was a temple. 4 The King built the Hanging Gardens
• listening for specific information (for the Queen).
New language: time machine, the future, Would 3 SB p101 Write about your visit to Babylon.
you like … ?, BC, explore, build, temple, floor,
Queen, close to, thousands, skin, can (n), plastic Aim: to practise writing skills
Recycled language: countries, measurements, • Read through the example text with students.
simple past, time • Elicit ideas for the prompts, e.g. It was the year 585 BC. I
went to see the Hanging Gardens and …
Materials: CD
• Students write a draft of their texts in their notebooks.
Language competences: Your students will be
able to exchange information with a partner.
• Go around the class to check their work before students
write a final version.
Your students will be able to read for detail. CD3
Your students will be able to write an account. 1 37 WB p101 Listen and answer.

Your students will be able to listen for specific Aim: to practise listening for specific information
information. CD3 Track 37
For tapescript see TB page 122.
Key: 2 They were small and their skin was brown. 3 They
Warm-up gave her some food/fish. 4 Yes, she did. 5 She stayed
Aim: to review countries and alphabetical order there for one or two hours. 6 She felt tired.

• Invite ten students to the front of the class. 2 WB p101 Look and write about David’s trip in
• Whisper one country from the unit to each student. the time machine.
• Students quickly stand in a line showing the
alphabetical order of the countries. Aim: to consolidate understanding of vocabulary and
practise writing in the simple past
• The class tells them if they are correct or not.

Ending the lesson


1 Think! SB p101 Read and talk about the
Aim: to review the content of the lesson
questions.
• Elicit what students learnt about the ancient city of
Aim: to practise interactive speaking Babylon, if they would like to go there and why /
Thinking skill: imagining why not.

• Students look at the picture. Pre-teach time machine


and check understanding.
• Read the introduction to the activity with students Extension activity
and discuss some of the questions as a class. Remind Aim: to enable students to read and talk about each
students they can go into the past or the future. other’s work
• Students discuss their ideas in pairs. Monitor and help/ • Students work in groups of four.
prompt as necessary.
• They read the texts they wrote for SB Activity 3 and
• Elicit some ideas from the class. discuss which places they went to and when they
were there. Students decide which of the texts they
2 SB p101 Read and correct the sentences.
like best.
Aim: to practise reading for detail • Ask a student in each group to read aloud the text
• Draw a timeline on the board to show what 591 BC they chose.
means. Elicit which is older: the pyramid of Khufu or the
buildings in Babylon (the pyramid).
• Read the introduction to the text. Pre-teach/Check
explore.

T101
Aim: • Elicit and discuss answers as a class.
• to integrate other areas of the curriculum Key: 1 (the art of) folding paper to make
through English: Art models, 2 Japan, 3 because paper was very
New language: Origami, Japanese, mean (v), expensive, 4 He drew pictures to show how to make
fold, model, century, monk, popular, mask models.

Recycled language: adjectives, simple past 3 SB p102 Look at these modern Origami masks
Materials: CD (Optional: a simple Origami model) and tell your friend which ones you like the
most.
Language competences: Your students will be
able to use known language to talk about Art in Aim: to encourage students to express opinions
English. • Check students know what to do.
• They discuss the masks in pairs, giving their opinions.
• Discuss ideas as a class and elicit which mask is the class
Warm-up favourite and why.
Aim: to introduce the topic of Art and Origami 1 WB p102 Read and write the words.
• If you wish, show a simple Origami model to the Aim: to review understanding of key vocabulary
class.
• Ask if they know what it is and where the art of Key: 2 means, means, 3 started, 4 expensive,
making models like this comes from. Tell them if 5 about, 6 popular
they don’t know (Origami is from Japan).
2 WB p102 Look and write sentences. Use the
• Ask students if they know how to fold paper to words from the box.
make things.
• Tell students they are going to learn about Origami Aim: to encourage students’ personal expression and
and in the next lesson they are going to make some review superlatives
Origami models themselves.
Ending the lesson
1 Think! SB p102 What do you think they are? Aim: to review what students have learnt in the
Look and write the words. lesson
Aim: to extend students’ understanding of Art • Write the following prompt on the board: Today
and Origami I’ve learnt about:

Thinking skills: visual-spatial thinking,


• Elicit from students what they learnt about today,
e.g. Origami, where it’s from and its history.
recognising shapes
• Write it on the board. Students copy it into their
• Read the activity instruction with the class. notebooks.
• Students look at the pictures and discuss their ideas in
pairs.
• Check with the class.
Key: rabbits, a flower, a jumping frog, a flying bird Extension activity
CD3
Aim: to enable students to consolidate their
2 38 SB p102 Listen, read and answer. knowledge and understanding
Aim: to extend students’ understanding of Origami • Students work in pairs.
• Tell students they are going to learn about the history of • They create a timeline of the history of Origami
Origami. in their notebooks. Along the line they write key
dates. Above the line they write notes about what
• Tell them to listen, read and look out for the date when
happened, e.g. Origami started.
the first book on Origami (1954) came out.
• Play the recording. Students listen and follow the text
silently in their Student’s Books.
• They compare answers in pairs. Check with the class.
• Read the text aloud, pausing after each sentence to
check general understanding and understanding of
new words.
• Students work in pairs to answer the questions.

T102
Aims:
1 Project WB p103 Make an Origami aeroplane.
• to extend the focus on Art through English
• to enable students to complete two projects Aim: to enable students to follow instructions
New language: corner, flap (v), rectangular
Recycled language: topic of Art, Origami Ending the lesson
Materials: square pieces of paper, coloured pens, Aim: to review what students have done
rectangular pieces of paper, one model already in the lesson
made for each project • Write the following prompt on the board:
Language competences: Your students will be Today I’ve …
able to talk about Art in English. • Elicit what students did in the lesson today, e.g.
Your students will be able to complete two made some Origami models. I made a butterfly and
projects. an aeroplane.
• Write it on the board. Students copy it into their
notebooks.

Warm-up
Aim: to review Art and Origami Extension activity
• Show students an Origami model you have made. Aim: to develop writing and reflective skills
• Elicit what it is, e.g. a flower, and what it’s called • Talk through with the class what they did for the
(Origami). projects, e.g. First you … Then you …
• Elicit what students can remember about the history • Individually, students make notes on what they did
of Origami. and the sequence they did it in.
• Students then each write a report of the project and
of what the outcome was. They comment on how
1 Project SB p103 Make an Origami butterfly. difficult/easy they found it to make the models and
which they liked best.
Aim: to enable students to follow instructions
• Monitor and help as necessary.
• Tell students what they are going to do for the project.
• Read through the instructions with the class before
giving them the materials. Check understanding of
vocabulary, e.g. square, 15cm x 15cm, triangle.
• Hand out one square of paper to each student.
• Do each step with the class the first time.
• Students can then make their next butterfly alone.
• Students decorate their butterflies.

T103
Aims: ticks / write numbers next to the different activities.
• to consolidate language from the unit • When all the groups have reported back, write the
• to promote student–student cooperation totals on the board.

New language: abroad, relatives, go sightseeing, 4 SB p104 Make charts.


relax
Aim: to practise speaking and writing skills
Recycled language: language from the unit
• Each group makes a chart from the information on the
Materials: poster paper board.
Language competences: Your students will be • Talk about the results with the class.
able to complete a survey about holidays.
1 WB p104 Match the questions with the answers.

Aim: to practise conversation sequences


Warm-up Key: 2 d, 3 e, 4 a, 5 f, 6 c
Aim: to review holiday activities 2 WB p104 Look at Activity 1. Underline the
• Write Holidays on the board. mistakes. Then write the correct sentences.
• Do a quick brainstorm of all the things students like Aim: to practise close reading skills
doing on holiday, e.g. swimming.
Key: didn’t have fun – had fun, 15 hours – five hours,
bought some food – didn’t buy any food/didn’t buy
1 SB p104 Ask questions. Find out how many anything
people:
3 WB p104 Write about your travels in the
Aim: to review language from the unit time machine.
• Read through the activity instructions with the class.
Aim: to personalise the topic
• Check understanding of abroad.
• Check students know what to do (they ask the question
in the speech bubble and record the answers). Ending the lesson
• Students work in groups of seven. The first student asks Aim: to practise memorisation
the person to their left and then the group record the
answer.
• Play a game using the information from the survey.
• Say some incorrect sentences, e.g. (Name), you went
• The student who answered asks the person to his/her
to France for your last holiday. (This is incorrect.)
left and so on until all the students have asked and
The student says, e.g. No, I didn’t. I went to Russia.
answered.
Say Oh dear, sorry. Now, (name of another student),
• Elicit information from the groups (how many students I remember you visited relatives. This student says,
went abroad / stayed at home). e.g. No, I didn’t. I went camping.
2 SB p104 Ask questions. • Continue, addressing different students, making
mistakes each time for them to correct.
Aim: to practise questions and answers
• Pre-teach relatives and go sightseeing.
• Read through the list of holiday activities and check
understanding of each word/phrase. Extension activity
• Still in their groups of seven, students ask the person to Aim: to consolidate writing skills
their left What did you do on holiday? The group record • Students look again at the charts they completed in
the answer and then the student who spoke last asks SB Activity 4.
the person to his/her left, as in Activity 1. • Elicit some information, e.g. Five students visited
• Monitor and check that students are answering using relatives.
the simple past. • Write this example sentence on the board.
3 SB p104 Write the information on the board. • In their notebooks, students write sentences about
the information in their charts.
Aim: to practise cooperation and team work
• Write the list of holiday activities from Activity 2 on the
board.
• Elicit from each group who did what on holiday and put

T104
Aim: • Students write a first draft of their text on paper.
• to consolidate language from the unit • Monitor and help as they write their drafts.
New language: Europe • When you have checked their work, students write a
final version in their scrapbooks.
Recycled language: language from the unit,
scrapbook
• Students stick pictures of the country (e.g. natural
features, buildings, famous people) around the text.
Materials: students’ scrapbooks, pieces of paper,
1 Think! WB p105 Which one is different in each
world map, reference books, access to the Internet
group? Read, think and circle.
Language competences: Your students will be
able to use language from the unit to make a Aim: to practise classification
page for their scrapbooks.
Thinking skill: categorising
Key: 2 Origami (not a shape), 3 nurse (not an illness),
4 go (not a regular verb), 5 watched (not an irregular
Warm-up verb)
Aim: to review scrapbooks 2 WB p105 Colour the bricks to make sentences.
• Elicit what students did in their scrapbooks for the Write in the missing words.
previous unit (wrote a story).
Aim: to review grammatical form
• Students look at each other’s scrapbooks and
compare their work. Key: 2 Where did you go on holiday last year? 3 How
long did you stay in the hotel? 4 What time did your
plane leave? 5 Did you see a lion on the safari?
1 SB p105 Choose a country. Find information
3 WB p105 Look at Activity 2. Read and number
about the country. Make notes.
the answers.
Aim: to give students practice in reading and note- Aim: to review question and answer forms
making
Key: 5, 3, (1), 4, 2
• Read through the example information with the class
and check understanding.
• Make sure students realise these are notes, not full Ending the lesson
sentences, and that this is a model for their work. Aim: to enable students to express their preferences
• Students work individually. They write headings and • Ask students what their favourite song or game is
choose a country to focus on. from the unit.
• They use the reference books / the Internet to find the • Do the song or game again with the class.
information they need.
• Monitor students and help with ideas if necessary. My Super Mind
• Remind students to keep their notes short. Aim: to enable students to evaluate what they have
learnt
2 SB p105 Make an information tree about
your country. • Now students complete the My Super Mind section
for Around the world on page 120 of the Workbook.
Aim: to give students practice with graphic organisers
• Talk through the information tree with students. Make
sure they understand how it works.
• Students transfer the information from their notes onto Extension activity
a tree in their notebooks. Aim: to review key vocabulary from the unit
• Go around the class to check/help. • Students turn to SB page 94 and use the book flap
• When you have checked their work, students can draw to review the new words from the unit.
the information tree neatly in their scrapbooks. • They close the flap so that they cannot see the
words.
3 SB p105 Find pictures and write about
your country. • Students take turns to point at the numbered flags
in the picture and say what each country is. They do
Aim: to give students writing practice this in random number order. They then write the
• Read the text about Spain through with the class. words in their notebooks.
• Focus students on how the information is organised and • Students open the flap to check.
how it has been transferred from the information tree.

T105
Aims: • Play the recording. Students listen and correct.
• to present and practise vocabulary for weather • They compare their answers in pairs.
• to give students listening and speaking practice • Play the recording again. Check with the class.
New language: thunderstorm, lightning, rain(y), CD3 Track 40
wind(y), cloud(y), fog(gy), umbrella, raincoat, For tapescript see TB page 122.
boots, a bit, get wet Key: 1 Lucy is scared of thunderstorms. 2 They are near
Recycled language: language from previous the castle. 3 Ben and Lucy haven’t got the book. 4 Ben
units and Lucy have got all the letters.
Materials: CD 3 SB p106 Play the mime game.
Language competences: Your students will Aim: to give students speaking practice
be able to understand and use vocabulary for
weather. • Demonstrate the game with the class, using the
prompts.
• Mime an action related to a type of weather, e.g. trying
to see in fog.
Warm-up • Students guess, using the prompt, e.g. I think it’s foggy.
Aim: to introduce the topic of the unit • Students play the game in pairs, taking turns to mime
• Look out of the window and ask What’s the weather and guess.
like today?
• Draw symbols for the different types of weather on 1 WB p106 Read the sentences. Do the puzzle.

the board. Students choose the one which matches Find the secret word.
the weather outside. Aim: to give students practice with the new vocabulary
• Elicit any words students already know for the Key: 2 umbrella, 3 windy, 4 lightning, 5 cloudy, 6 foggy,
different types of weather. 7 rainy, 8 boots; secret word: raincoat

2 WB p106 Read and write words from Activity 1.


Presentation
Aim: to review understanding of vocabulary
Aim: to present vocabulary for weather
Key: 2 cloudy, 3 rainy, 4 thunderstorm, 5 lightning,
• Use the picture in the Student’s Book to present the new 6 umbrella, 7 raincoat, 8 boots
vocabulary.
• Say each word for students to repeat. Check
understanding. Ending the lesson
• Check students realise which words are nouns and which Aim: to review vocabulary for weather
are adjectives. • Say each weather word in turn.
• Elicit who students can see in the picture (Ben and Lucy • Students write the words in their notebooks, then
and Buster), where they are (outside) and what the check in pairs.
weather is like (rainy and windy).
CD3
1 39 SB p106 Listen and say the words. Then check
with a friend. Extension activity
Aim: to practise new vocabulary Aim: to personalise the language
• Students look at the numbered words in the picture. • Ask What’s the weather like today?
• Play the recording. Students listen to each word and • Students answer truthfully, e.g. Windy.
repeat in chorus. • They each draw a weather chart like this in their
notebooks:
• Play the recording again. Students repeat in small
groups.
• Students cover the list of new words and practise them
in pairs.

2
CD3
40 SB p106 Listen and correct the sentences. • They write the five days of the school week along
the top (starting with today) and then draw a
Aim: to give further practice with vocabulary symbol and write the word under today’s day.
• Read the sentences aloud with the class. • Students complete the chart for each day.
• Check understanding. • Check it with the class the following week.

T221
T106
Aim: • Students complete the Grammar focus section on page
• to present and practise future with going to + 127 of the Student’s Book.
infinitive Key: 1 going to phone, 2 not going to rain, 3 going to
Recycled language: actions and activities, days cook, 4 not going to have, 5 going to build
of the week, sunny
3 SB p107 Play the weather game.
Materials: CD, 16 small pieces of card for each
group of four students (eight in one colour, eight
Aim: to give students further practice
in another) • Make groups of four. Give each group 16 pieces of card,
eight of one colour and eight of another colour.
Language competences: Your students will
be able to make predictions and talk about • Students make eight weather cards using one colour
card: sunny, foggy, rainy, cloudy, windy, plus three more
intentions.
with, e.g. sun crossed out (it’s not going to be sunny).
• Students make eight sports/hobbies cards, using the
other colour, e.g. flying kite, playing football, tennis.
Warm-up • Demonstrate the game. Students put the cards face
Aim: to review days of the week down on their desks. They take turns to take one card of
• Write the days of the week on the board with the each colour, turn them over and make a sentence, e.g.
letters in scrambled order. if the cards are sun and tennis: It’s going to be sunny
• Students work in pairs to unscramble them. Elicit the tomorrow. I’m going to play tennis. They place the cards
words and write them on the board. back on the desk. It’s the next student’s turn.
• Elicit what day it is and what the weather is like. • Students get a point for each correct sentence.

1 WB p107 Look, read and tick (✓) or correct the


Presentation sentences.

Aim: to present future with going to + infinitive Aim: to give students further practice
• Elicit what students think the weather is going to be like Key: 2 ✓, 3 foggy, 4 rainy, 5 windy
at the weekend. Make clear that it is next weekend.
2 WB p107 Follow the lines and complete the
• Say, e.g. It’s going to be sunny. Good. I’m going to play
sentences.
tennis on Saturday. I’m not going to come to school.
• Write the examples on the board, underlining (not) Aim: to consolidate understanding
going to and the infinitive. Key: 2 I’m going to watch TV, 3 I’m going to play tennis,
• Ask a student What are you going to do? 4 I’m going to fly a kite, 5 I’m going to cook (dinner),
• Point to the structure on the board and help the student 6 I’m going to stay in bed
produce a correct sentence. Write it on the board and
3 WB p107 Write about your week. Use I’m going
underline going to and the infinitive.
to and I’m not going to.
• Repeat, this time eliciting a negative sentence.
• Ask students Is this the past? Is this today? Is this the Aim: to reinforce use of going to + infinitive and
future? (The future). personalise the new language
CD3
1 SB p107 Listen and draw lines.
41
Ending the lesson
Aim: to practise going to + infinitive for predictions Aim: to review the new language
• Elicit the weather in each picture. • Elicit what students are going to do at the weekend.
• Play the recording. Students listen and match.
• Check with the class.
CD3 Track 41 Extension activity
For tapescript see TB page 122.
Aim: to give further practice with the new language
Key: Monday – rainy, Tuesday – windy,
Wednesday – foggy, Thursday – cloudy, Friday – sunny
• Students play the weather game in different groups.
CD3
2 42 SB p107 Listen and say.

Aim: to focus students on grammatical form


• Play the recording. Students listen and repeat in chorus.
• Students take turns to practise the sentences in pairs.

T107
Aims: • Check students realise they don’t need and once the list
• to review and extend going to + infinitive for is more than three items.
intentions • Students play the chain game in groups of four.
• to sing a song with the class • Check using open pairs.

New language: super, all through the night, 1 Think! WB p108 Remember the song. Put the
cartoon lines in order.
Recycled language: verbs, holiday activities Aim: to check comprehension
Materials: CD
Thinking skill: sequencing
Language competences: Your students will be Key: 4, 7, (1), 2, 8, 6, 3, 5
able to join in with a song.
2 WB p108 Write a verse for the song and draw
pictures.
Warm-up Aim: to personalise the language
Aim: to review weather
• Draw the weather symbols on the board. Ending the lesson
• Students write the words in their notebooks. Aim: to join in with a song
• Students swap with a partner and mark each other’s • Play the song from the beginning of the lesson
work. again.
• Elicit the words and the spelling to check.
• Students join in.

CD3
1 SB p108 Listen to the song. Number the
43

pictures.
Extension activity
Aim: to consolidate understanding
Aim: to practise listening skills
• Play the karaoke version of the song.
• Students look at the pictures in the Student’s Book. Elicit • Groups perform the verses in turn with the class
what they can see.
singing the chorus.
• Check students know what to do: they number the
pictures in the order they hear them.
• Play the recording. Students listen and number.
• They compare answers in pairs.
• Play the recording again.
• Check with the class. Check understanding of super, all
through the night and cartoon.
Key: (from top to bottom) 7, 4, 1, 5, 6, 3, 2
CD3
2 43
44 SB p108 Listen and sing.

Aim: to sing a song with the class


• Play the song again, pausing after each verse for
students to repeat.
• When students have learnt the song, practise it with the
whole class.
• Play the karaoke version of the song for students to sing
in groups or in pairs.

3 SB p108 Play the chain game.

Aim: to practise going to


• Demonstrate the activity with the class, using the
prompts.

T225
T108
Aim: CD3
2 46 SB p109 Listen and say.
• to present and practise questions and answers
with going to + infinitive Aim: to focus students on grammatical form
New language: nothing much • Read through the questions and answers with the class.
Check understanding.
Recycled language: countries, actions and
activities • Play the recording. Students listen and repeat in chorus.
Materials: CD
• Students take turns to practise the questions and
answers in pairs.
Language competences: Your students will be • Students complete the Grammar focus section on page
able to ask about intended events and actions in 127 of the Student’s Book.
the future.
Key: 1 going to visit, 2 going to sleep, 3 going to help,
4 going to give, 5 going to have

Warm-up 3 SB p109 Look and play the holiday game.

Aim: to review weather and going to Aim: to give students further practice of questions and
answers with going to
• Ask What’s the weather like today? Students put the
information in their charts (if they made them for • Demonstrate the activity.
the Extension activity in the first lesson of the unit). • One student secretly chooses a picture.
• Elicit what the weather was like for the previous few • The other student points to the pictures in turn and asks
days. a question, e.g. Are you going to help in the garden?
• Elicit what students think the weather is going to be • Students play the game in pairs, taking turns to choose
like tomorrow. and guess.

1 WB p109 Make questions. Then look and


Presentation answer.
Aim: to present questions and answers with going to + Aim: to consolidate understanding of word order in
infinitive questions with going to + infinitive
• Write After school on the board. Ask a student Are you Key: 2 Are you going to take photos? Yes, I am. 3 Are
going to have a Music lesson after school today? you going to go snorkelling? No, I’m not. 4 Are you
• Write the question on the board and give the student going to listen to music? Yes, I am. 5 Are you going to
thinking time. read a book? Yes, I am. 6 Are you going to eat lots of
• Prompt a response (a full or a short answer). food? Yes, I am.
• Draw a double-headed arrow in colour under Are you to
2 WB p109 Answer the questions.
demonstrate the inversion of You are.
• Ask another student Are you going to go to the park? Aim: to give further practice with short answers
• When the student responds, ask the class Is he/she
going to go to the park? Ending the lesson
• Write this question on the board with a similar double- Aim: to review the new language
headed arrow under Is he/she.
CD3
• Students close their Student’s Books.
1 45 SB p109 Listen, read and write the names • They work in groups of four. They are Lilly, James,
under the pictures. Ruby and Dylan. They take turns to ask each other
What are you going to do in the holidays?
Aim: to practise questions and answers with going to
• Students reply in role, then check SB Activity 1.
• Elicit what students can see in the pictures.
• Read the activity instructions with the class.
• Play the recording. Students listen, read silently and
label the pictures. Extension activity
• They compare answers in pairs. Aim: to consolidate the language
• Play the recording again. Check answers and • Students ask their partner the questions from WB
understanding of vocabulary. Activity 2 and compare answers with their own.
Key: Ruby, Oliver and James, Dylan, Lily

T109
Aims: 1 WB p110 Remember the story. Write the words.

• to present a picture story Aim: to check comprehension


• to review language from the unit Key: 2 message, 3 hear, 4 glasses, 5 finders, 6 friends,
Thinking skills: interpreting the values in a story 7 treasure

New language: finders, wrong, fool, amazing, 2 Think! WB p110 Make words with the letters
perfect, friendship of friendship.
Recycled language: characters and language Aim: to practise problem solving and spelling
from the story
Thinking skill: lateral thinking
Materials: CD
Key: (possible words): fish, shine, he, hen, his, her, ship,
Language competences: Your students will be pen, pin, end
able to listen to and read a picture story.
Your students will be able to act out a story. 3 WB p110 Use the code to make words. Ask your
friends to guess.
Aim: to give further practice with problem solving
Warm-up 4 WB p110 Use the code to read more about the
Aim: to review the story so far statue.
• Write The Explorers on the board. Aim: to practise decoding skills
• Elicit what happened in the last episode, e.g. Ben Key: treasure of Tutov the third, ruler of Helpopolis. The
and Lucy were in the model village. They visited lots
statue is of his friend Phi. Phi saved Tutov’s life. Phi died
of different countries and places. They found two
soon after.
more letters, N and D.
• Write all the missing letters on the board. Ask
students if they can make a word. Ending the lesson
Aim: to practise the story
1
CD3
47 SB pp110–111 The treasure • Put students into groups of four.
• Students each take a role of one of the characters.
Aim: to present a picture story
• Play the recording. Students repeat in role.
• Use the pictures in the story to support meaning • Students practise the role play in their groups.
whenever possible.
• Volunteer groups role play the story for the class.
• Elicit where the friends are in frame 1 (in the castle)
and what Zelda and Horax are doing (going through
a door).
• Play the recording. Students listen to answer Who’s Extension activity
got the book? (Zelda and Horax) Who is Horax? Aim: to discuss the value of working together as a
(Mr Williams) What do Zelda and Horax think the team
missing word is? (Finders) Is it right? (No) What is the • Focus on what happens in the story.
missing word? (Friends) What is the treasure? (A statue) • Elicit how Ben and Lucy worked together as a team
What are Lucy and Ben going to do with it? (Take it to in this episode and in the whole story. Ask students
the museum). to find examples.
• Students compare their ideas in pairs. Elicit answers. • Elicit examples of when students have worked as a
• Play the recording again. Students listen and repeat. team with friends, in class and at home.
Note: Some of this discussion may need to take place
Practice in L1.
Aim: to check understanding of the story
• Play the recording again. Pause after each frame to
check understanding (students can use L1 to talk about
some of the events).

T229
T110
Aims: CD3
4 48 SB p111 Listen and say.
• to talk about the meaning of the story
• to review language from the story and the unit Aim: to practise and identify the sound er and its
alternative spellings
• to practise saying the sound er
• Play the recording. Students look at the picture, read
New language: honest, open, whirl, twirl and repeat.
Recycled language: language from the story Note: Before hearing the Sound sentence, students will
Materials: CD hear the key sound, with pauses for them to repeat.
Language competences: Your students will be • Students point out where the sound er is spelt er, ir
able to interpret deeper meaning from a story. and ur.

Phonics focus: Your students will be able to read • Repeat the sentence as a class without the recording.
Say it loudly, slowly, etc.
and say the sound /ɜ:/ and identify its different
alternative spellings ur, ir, or, er, ear. • Students take turns to repeat in pairs.
CD3
1 49 WB p111 Listen and write the missing words.
Then say with a friend.
Warm-up Aim: to practise conversation sequences
Aim: to review the story Key: 1 It’s wrong, you fool 2 go away
• Ask questions about the story, e.g. Where were
Ben and Lucy? (In the castle) Who did they see? 2 WB p111 Look and write er, ar, ur, or ir.
(Horax and Zelda) Who is Horax? (Mr Williams, the Aim: to practise identifying some alternative spellings
librarian) Who got the missing word right? (Ben and of the sound er
Lucy) What was the treasure? (A statue).
Key: 2 birthday, 3 nurse, 4 Thursday, 5 perfect, 6 girl,
7 turtle, 8 Earth
2 SB p111 Use the code to find out what the CD3
statue says. 3 50 WB p111 Listen and say.

Aim: to focus students on the content of the story Aim: to practise saying words with the sound er
• Play the recording of the story again. Students follow in
their Student’s Books. Ending the lesson
• Review the meaning of friendship. Aim: to review and write words with the sound er
• Students work individually and decode the text, then • Dictate the following words: person, birthday,
compare their answers in pairs. Thursday, bird, circle, learn, early. They compare
• Check with the class. their spelling with a partner before checking as a
Key: A statue of friendship, For friends that are true, class.
Honest and open, And full of love too.

3 SB p111 Find who says ...


Extension activity
Aim: to present the sound er, spelt er, or or ir Aim: to encourage students’ personal response to
• Write perfect, word and first on the board, using a red the story
pen for the letters in bold. Students listen while you say
the words and tell you the sound they all have er.
• Review with students what happened in the whole
story.
• This English phoneme doesn’t exist in many languages
• Students work in pairs and try to summarise w