Enter-The-Portal Starter Worksheets Teachers-Guide

H. Q.
Mitchell – Marileni Malkogianni
ENTER
THE PORTAL
STARTER
Copyright © mm publications
VIDEO
TEACHER’S GUIDE
contents
Episode 1��3
Episode 2�� 4
Episode 3��6
Episode 4��7
Episode 5��9
Episode 6��10
Episode 7��12
Episode 8��13
episode 1 VIDEO WORKSHEETS - TEACHER'S GUIDE
Active Language
Vocabulary Structures Description of the episode
notebook bus This is a/an… In part 2 of this episode, we meet Carol and Harry
pencil classroom Is it a/an…? Yes, it is./No, it isn’t. who are brother and sister. We also meet their new
apple desk What’s this/that? This/That is a…. classmate, Jim.
rubber board These/Those are… In Part 3, we see different schools around the
school teacher world.
boat
Watching
Warm-up
Part 1
• Watch Part 1.
• Ss watch the presentation of the vocabulary carefully. They look at the pictures and repeat the words.
• Point to a S near you and say, This is (John). Introduce more Ss this way and have the class repeat after you.
• Hold up a pencil and ask Ss, What’s this? Say, It’s a pencil. Then point to a rubber which is further away and ask,
What’s that? Answer the question and explain that we use this for objects that are near us and that for objects that
are further away from us. Do the same with these and those. Additionally, explain to Ss that we use a before a noun
with an initial consonant sound and an before a noun with an initial vowel sound.
Worksheet
Activity 1 Activity 2
• Ss join the numbers to reveal the classroom objects and • Tell Ss to look at the pictures, and write.
then write the words. Key
Key 1. BUS 2. CLASSROOM 3. SCHOOL
1. desk 2. ruler 4. BOAT 5. DESK 6. BOARD
3. rubber 4. bag
While watching
Part 2 - Friends
• Watch Part 2.
Transcript • Ask Ss to tell you the children’s names
Jim: Hello! (Harry, Carol, Jim).
Carol: Hi, I’m Carol. What’s your name? • Ask Ss to tell you what classroom
Jim: My name is Jim. objects they see in the video
(notebooks, a pencil, a rubber, desk,
Harry: I’m Harry.
chair, board, bag).
Carol: How old are you, Jim?
Jim: I’m seven.
Teacher: Children, sit down.
Harry: Wow! Nice notebook! Look! My notebook is blue, green and white!
Carol: My notebook is pink!
Jim: This is a pencil!
Carol: And what’s that? Is it an apple?
Jim: No, it isn’t. It’s a rubber!
Carol: Oh!
Worksheet
Activity 3
• Explain to Ss that they have to tick (4) only the pictures which appear in the video.
• Watch the video again, pausing for Ss to complete the activity.
Key
Pictures a, e and f should be ticked.
3
Part 3 - Schools around the world
Transcript
Narrator: This is a school. This is a school. This is a school. This is a school. Yes, these are ALL schools. But not all
schools are the same. This is a school. This is a boat too. It’s a boat school! These are more boat schools.
Look at this school. It’s a school and a bus. It’s from Pakistan. This is a classroom. What’s inside? Let’s see. An
apple, a desk, a board and a teacher! What’s in your classroom?
• Watch the documentary.

• Ask Ss a few questions about the video, e.g. What’s inside the classroom? (An apple, a desk, a board and a teacher.)
Worksheet
Activity 4
• Tell Ss to watch the video, look at the pictures and put them in the correct order (1-4).
Key
a. 4 b. 3 c. 2 d. 1
After watching
1.
Invite a S to come to the board. Point to a classroom object and ask him/her, What’s this/that? The S answers, e.g. It’s
a rubber. Then call up other Ss to the board and repeat the question pointing at different objects each time.
2.
Divide Ss into groups of three. Get the three students to write two different names each on small pieces of paper and
fold them so that the names cannot be seen. Two of the Ss take turns choosing one of the names at random and
introducing the other to the third student, e.g. SA says, This is Gary. Ss swap roles and choose new names each time.
Active Language
living room painter Who’s that? It’s my… In Part 2 of this episode, we see Carol and Harry at
garden film I’m/You’re/It’s in the… home. Carol is looking for their pet cat Patch who
box colour He’s/She’s a… has gone missing.
jobs Where’s…? On/In/Under the… In Part 3, we meet a woman who has an unusual
artist job.
Watching
Warm-up
Part 1
• Watch Part 1.
• Place a few classroom objects in/under/on other items or draw them on the board and ask Ss, Where’s the (ruler)?
Answer, It’s (on) the (desk). Practise with more prepositions of place.
Worksheet
• Ss look at the picture and complete the gaps. • Ss look at the pictures and match them with the words
Key
1. colour 2. artist/painter
3. film 4. artist/painter
4
While watching episode 1 VIDEO WORKSHEETS - TEACHER'S GUIDE
Part 2 - Friends
• Watch Part 2.
Transcript • Ask Ss to tell you where Patch was after
Carol: Mum, where’s Patch? all (in the box).
Mum: Umm...… she’s in the living room. • Ask Ss to name the places Carol looked
Harry: Who’s that, Dad? for Patch in (living room, garden).
Dad: It’s Kenny Rogers. He’s an actor.
Carol: Hey, Harry, where is Patch?
Harry: I think she’s in the garden.
Carol: Patch! Patch!
Carol: Mum, Dad, Harry!
Mum: What is it?
Carol: Shh… wait!
Harry: Look, it’s Patch! She’s in the box!
Carol: Oh, Patch!
Worksheet
Activity 3
• Tell Ss to look at the picture and then complete the sentences.
Key
1. living room 2. kitchen 3. garden 4. box
Part 3 - An unusual job
Transcript
Narrator: People do many different jobs. Here are a few. Here is an artist. She’s a painter. Her name is Sophie Marker.
She is also a body painter! What animal is she? A tiger! Now look at these colours. Red and yellow. Here are some
more beautiful colours! Sophie is a very good body painter. Let’s look at her work from films!

• Ask Ss a few questions about the video, e.g. What does Sophie Marker do? (She’s an artist.) What is unusual about her
job? (She paints on people’s bodies.)
Worksheet
Activity 4
• Explain to Ss that they have to read the sentences and complete them with the missing words.
Key
1. artist 2. job 3. painter 4. colours 5. films
After watching
1. 2.
• Have a S come up to the board. Ask him/her to draw • Divide Ss into pairs and have SA draw three different
one of his/her family members on the board. Then objects in different places (e.g. a doll on a desk). SB
ask the rest of the Ss to guess who it is and call out has to look at SA’s drawing for a minute and try to
the word, e.g. brother. Repeat with different Ss at the memorise what he/she sees. Then SA asks SB, Where’s
board. the (doll)? and SB has to answer correctly. Then Ss swap
roles.
5
Active Language
tall play the piano The verb be In Part 2 of this episode, the children are
short draw The verb can in their class, presenting their project
thin fly a plane which is about a person they admire.
funny think In Part 3, we learn about robots and
pilot robot what they can do.
actor play music
play the guitar smart
Watching
Warm-up
Part 1
• Watch Part 1.
• Jump and say, I can jump. Then mime swimming and pretend to be drowning. Say, I can’t swim. Have Ss repeat. Walk
up to a S and ask him/her, Can you swim? Encourage him/her to answer, Yes, I can or No, I can’t. Repeat for the rest of
the Ss.
Worksheet
• Tell Ss to look at the pictures, read the sentences and • Tell Ss to match the phrases with the pictures.
circle the correct answer.
Key Key
1. Yes, he is. 2. Yes, she is. a. 4 b. 1 c. 2 d. 3
3. No, it isn’t. 4. Yes, he is.
While watching
Part 2 - Friends
Transcript • Watch Part 2.

• Ask Ss to tell you who the people
Teacher: Carol, stand up please! So, who is the person you admire? Carol and Jim admire are (her
Carol: My father. This is my father everyone. He’s tall and thin. He is father and his brother).
a pilot. He can play the guitar, he can draw and he can fly a • Ask Ss some questions about the
plane! video, e.g. What does Carol’s father
Teacher: Thank you, Carol! OK, now, stand up please Jim. look like? (He’s tall and thin.) What
Jim: This is my brother, Ken. He’s short and thin. He is an actor. He does Ken’s brother do? (He’s an
can’t sing, he can’t dance and he can’t play the piano. But he actor.)
can run, he can jump and he can swim! He’s funny!
Worksheet
Activity 3
• Ss have to look at the pictures and draw a line from each character, to what he can do.

Key
Dad can: play the guitar, draw, fly a plane.
Ken can: run, jump, swim.
6
Transcript
episode 1
Part 3 - Can robots think?
VIDEO WORKSHEETS - TEACHER'S GUIDE
Narrator: Think of a robot. What can you see? This… or this… or this… Robots can do many things! Can robots talk?
Yes, they can.
Robot: Hello. My name is Robo.
Narrator: Can they play music? Yes, they can. Look at this robot. It can dance! But can robots think? Are they smart?
Robots can make things and can copy us. They remember, do maths… but they can’t think like us… yet.

• Ask Ss what the robots in the video can do. (They can talk, play music, make things, copy us, dance, remember, do
maths.) And what they can’t do. (They can’t think like us.)
Worksheet
Activity 4
• Tell Ss to look at the pictures and put them in the correct order (1-6) according to what they saw in the video.
• Watch the video again, pausing for Ss to complete the activity
Key
a. 3 b. 5 c. 1 d. 6 e. 2 f. 4
After watching
1. 2.
• Mime an action and invite Ss to guess what you can • Ask a S to come up to the front of the classroom and
do. For example, mime running and ask, What can I do? draw an animal that he/she knows. Then tell another S
Encourage Ss to answer, You can run. Invite a S to come to ask a question about its abilities, e.g. Can it fly? The
to the front of the class and mime an action while the S at the board answers, Yes, it can or No, it can’t. Repeat
rest of the Ss try to figure out what the S can do. with different Ss.
Active Language
face museum The verb have got In Part 2 of this episode, Carol and Harry are at
new monster home, playing on the computer.
glasses head In Part 3, we learn facts about the famous Loch
nose body Ness Monster.
long hair tail
dinosaur
Watching
Warm-up
Part 1
• Watch Part 1.
• Point to your face and start describing your features, e.g. I have got green eyes. I have got brown hair. Have Ss
describe themselves in a similar manner. Then ask a S, Have you got (black hair)? and encourage him/her to answer,
Yes, I have./No, I haven’t. Explain the structure I have got.
• Draw a rabbit with long ears and a long tail on the board. Ask Ss, Has it got long ears/a short tail? Encourage them to
answer, Yes, it has./No, it hasn’t. Repeat with more examples.
7
Worksheet
• Tell Ss to look at the words in the box and complete the • Tell Ss to look at the picture and then write the words
picture. in the corresponding boxes.
Key Key
Ss should draw long hair, a nose and glasses on the child. 1. head 2. body 3. dinosaur 4. museum 5. tail
While watching
Part 2 - Friends
• Watch Part 2.
Transcript • Ask Ss to tell you what Carol looks
like on the screen in all of the
Carol: Come here, Harry! I have got a new face! pictures (she has got a big nose
Harry: What? A new face? and red glasses; she hasn’t got
Carol: Yes. Look! I have got a big nose! hair; she has got long hair).
Harry: You have got red glasses. Wait, let me… Now you haven’t got hair! • Ask Ss to tell you what Patch looks
Carol: Hey, that’s not funny! Now, I have got long hair! like on the screen (she has got two
Harry: Hey, let’s try with Patch. tails).
Carol: Oh yes! Oh, Patch, look! You haven’t got one tail. You have got two
tails!
Worksheet
Activity 3
• Tell Ss to watch the video, look at the pictures carefully and put them in the correct order (1-4).
Key
a. 3 b. 2 c. 4 d. 1
Part 3 - The Loch Ness Monster
Transcript
Narrator: Look at this. Is it an elephant? Is it a dinosaur? No, it’s the Loch Ness Monster. But what is the Loch Ness
Monster? Here it is outside a museum. Its name is Nessie. It has got a small head and a big body. It has got a long
tail, too! It’s in Scotland. It’s in Loch Ness. Is it real? It’s a mystery!

• Ask Ss questions about the video, e.g. Where is the Loch Ness Monster? (It’s in Scotland.) What does it look like? (It has
got a small head, big body and a long tail.)
Worksheet
Activity 4
• Tell Ss to look at the pictures and tick (4) only the pictures that appear in the video.
• Watch the video again, pausing for Ss to complete the activity
Key
Pictures a, d and f should be ticked.
After watching
1. 2.
• Describe yourself to Ss making sure your features • Draw the outline of a person on the board. Invite a S to
sound strange and funny. Each S has to draw you on a come to the board and instruct him/her to draw facial
piece of paper as best as he/she can. At the end, have features and hair on it, e.g. (She) has got (long hair) and
Ss hold up their drawings of you and see if they look (a big nose).
similar to each other’s. • Continue the game, making sure all Ss get a chance to
participate.
8
Active Language
burgers meat I like/don’t like… In Part 2 of this episode, Carol, Harry
pasta cheese Do you like…? Yes, I do./No, I don’t. and their friends Jim and Kelly are at
fish tomatoes How many...? their place. They’re having lunch when
food home something unexpected happens.
chicken In Part 3, we learn about traditional and
popular foods in Italy.
Watching
Warm-up
Part 1
• Watch Part 1.
• Draw some burgers and some fish on the board. Put a smiley face next to the fish and a sad face next to the burgers.
Smile and say, I like fish. Then frown, point to the burgers and say, I don’t like burgers. Explain the use of like and don’t
like to express likes and dislikes, respectively.
• Ask a S, Do you like (chicken)? Encourage him/her to answer, Yes, I do or No, I don’t. Explain how the question is used
to ask if someone likes something.
Worksheet
• Tell Ss to look at the pictures and fill in the crossword. • Tell Ss to look at the pictures and circle the correct
words.
Key Key
1. CHICKEN 2. FISH 3. PASTA 4. CHEESE 5. BURGER 1. meat 2. tomatoes 3. food 4. home
While watching
Part 2 - Friends
• Watch Part 2.
Transcript • Ask Ss to tell you what the children are having for
Harry: I’m hungry. lunch (fish burgers) and who doesn’t like fish (Harry).
Jim: Me too! • Ask Ss to tell you what happens in the end. (Patch
Mum: Here, kids! eats Harry’s fish, they all laugh and Harry decides
Kelly: Mmm… What are these? that in the end he likes the burgers.)
Carol: They’re fish burgers.
Harry: But… I don’t like fish!
Jim: Yum! I like it!
Kelly: Me, too! Thanks, Mrs Marks.
Mum: Hey, where’s Patch? It’s time for lunch.
Carol: I think she’s in the living room.
Harry: What… Patch! No!
Jim: She’s under the table!
Kelly: She likes fish!
Mum: Oh, Patch…
Harry: Mmm... me too!
Worksheet
Activity 3
• Explain to Ss that they have to tick (4) the pictures that appear in the video and put an (8) next to the ones that
don’t.
Key
1. 4 2. 8 3. 8 4. 8 5. 4 6. 4
9
Part 3 - Italy
Transcript
Narrator: Italy. Home to history… Home to fashion… Home to music… And home to delicious food! But what foods are
popular in Italy? Well, pasta, of course! Look at all these different kinds of pasta. They all have different names.
People really like pasta there. Look! Pasta with tomatoes, other vegetables and cheese… with chicken, too! Now,
what’s that? It’s lasagne! It’s pasta with meat, tomatoes… milk and cheese. Ready! Mmm… Another food people
really like in Italy is pizza. Do you like pizza? How many pieces can you eat? Bon appetit!

• Ask Ss questions about the video e.g. What are the most popular foods in Italy? (Pasta and pizza.) What do people in
Italy usually eat pasta with? (Tomatoes, cheese, meat, chicken and vegetables.)
Worksheet
Activity 4
• Explain to Ss that they have to read the sentences and complete them with the missing words.
Key
a. tomatoes, cheese b. chicken c. meat
After watching
1. 2.
• Ask a S, Do you like (cheese)? Encourage him/her • Divide Ss into two teams. Ask all Ss from both teams
to answer, Yes, I do or No, I don’t. Once the S has to draw a food item from the ones presented in the
answered, he/she asks another S in the same manner, vocabulary on a piece of paper and fold it. Collect their
choosing a different food, until all Ss have participated. papers and place them in two separate boxes; one for
team A and one for team B. A S from each team comes
up to the board and takes out one piece of paper from
his/her team’s box and says the word out loud. Then he/
she writes the word on the board. Ss from both teams
take turns saying the food items. If Ss say and write the
word correctly, they get a point for their team. The team
with the most points wins.
Active Language
ship hotel There is/isn’t a…. In Part 2 of this episode, the children
castle room There are/aren’t… visit a museum where, Harry gets lost!
bridge bed Is there a…? Yes, there is./No, there isn’t. In Part 3, we visit two very different
board game sleep Are there…? Yes, there are./No, there aren’t. hotels in different parts of the world.
clothes beach
between
restaurant
What day is it today? It’s... Let’s...
Watching
Warm-up
Part 1
• Watch Part 1.
• Draw a map of a town on the board. Add a few places on the map, e.g. two restaurants, a hotel, a museum etc.,
and ask Ss, e.g. Is there a hotel? Encourage them to answer, Yes, there is or No, there isn’t. Then point to a place
(e.g. a museum) which is between two other places on the map and ask, Where’s the museum? Say, It’s between the
(restaurant) and the (zoo). Get Ss to repeat.
10
Worksheet
• Tell Ss to look at the picture and write the words. • Tell Ss to match the words to the pictures.
Key Key
1. castle 2. clothes 3. restaurant 4. bridge a. 3 b. 5 c. 4 d. 2 e. 1
5. board game 6. ship
While watching
Part 2 - Friends
Transcript • Watch Part 2.

• Ask Ss to name some of the things
Mum: What day is it today? the children saw in the museum (a
Harry: It’s Saturday! ship, some old chairs and a table,
Carol: Our day out! a castle, a bridge, a board game,
Mum: So, let’s go to the museum! old clothes).
Kids: Yeah! • Ask Ss to tell you what happened
Carol: Look, there’s a big ship! to Harry. (He got lost and ended
Kids: Wow! up in the display window.)
Kelly: Hey, look! There are some very old chairs and a table.
Carol: Where?
Kelly: There! The table and chairs are between the castle and the bridge.
Jim: Wait, what’s that? There’s a board game on the table!
Carol: Yes, there is. It’s so old!
Kelly: And there are clothes too. So pretty!
Harry: I don’t like museums. Is there a restaurant here?
Carol: Harry?
Harry: Er… Hi?
Guard: Hey, don’t touch anything! Wait.
Mum: Oh, Harry…
Harry: Sorry, Mum!
Worksheet
Activity 3
• Explain to Ss that they have to watch the video and circle the correct answers.
Key
1. Yes, there is. 2. Yes, there are. 3. No, there isn’t. 4. No, there aren’t.
Part 3 - Where to stay?
Transcript
Narrator: Travelling around the world is fun! But where do people stay? Well, there are many hotels and rooms, of
course, but let’s see some unusual places. Firstly in Tokyo, Japan. This is a capsule hotel in Japan. The rooms are
small spaces with beds. There is just one bed in the room… and a small TV. So, you can sit there… or sleep! Now,
let’s go to a very different place. This is a hotel in the Maldives. Look at the small houses. There aren’t any cars
here, but there are boats. Tourists go to small islands and beautiful beaches. Which hotel do you like?

• Ask Ss which places they saw in the video (Tokyo in Japan and the Maldives).
• Ask Ss to remember some facts about the two hotels presented in the video. (In the capsule hotel there is just one bed
and a TV in the room, in the Maldives there are boats and many small houses in the water.)
Worksheet
Activity 4
• Explain to Ss that they have to read the sentences and complete with T for Tokyo and M for Maldives.
Key
1. T 2. M 3. M 4. T 5. M
After watching
1. 2.
• Have Ss stand in a line. Whisper a word, one of the words • Make a poster. Divide Ss into groups of three and
introduced in this lesson, to the last S standing in the line, have them draw their own town on a piece of paper/
e.g. bridge. The S then whispers the word to the next S in card. Encourage them to include shops and places
the line, and so on, until the first S hears the word. He/she they are familiar with. Then invite each group to the
then says the word out loud. If the word is correct, the first front of the class and have them present their town.
S moves to the end of the line and the game starts again.
11
Active Language
park clean my room Present Simple (Affirmative) In Part 2 of this episode, Harry
laptop train describes his everyday activities to
watch TV climb Carol.
listen to music In Part 3, we learn about the
everyday life of two children in two
very different parts of the world.
Watching
Warm-up
Part 1
• Watch Part 1.
• Pretend that you are listening to music and say, I listen to music every day. Explain that we use the Present Simple to
talk about habits and daily routines.
• Point to a S and ask, Do you watch TV in the evening? Encourage the S to answer, Yes, I do/No, I don’t. Repeat the
same procedure with other Ss and more activities.
Worksheet
• Tell Ss to look at the pictures and complete the sentences. • Tell Ss to look at the pictures and write (1-3).
Key Key
1. trains 2. cleans her room 3. climbs 4. watch TV a. 3 b. 1 c. 2
While watching
Part 2 - Friends
• Watch Part 2.
Transcript • Ask Ss to tell you what Carol wants to
Carol: Harry! Let’s go to the park. do. (She wants to go to the park with
Harry: I can’t. I’m sorry! Harry.)
Carol: Ugh, come on. You play games on your laptop every day. • Ask Ss to tell you what Harry says he
Harry: Well… I also watch TV… does every day. (He watches TV, listens
to music, cleans his room, trains, runs,
Harry: I listen to music…
swims, climbs and plays with his friend
Harry: I clean my room…
Jim.)
Harry: I always train in the afternoon... • Ask if they go to the park in the end.
Carol: What? No, you don’t! (Yes.)
Harry: Yes, I do.
Harry: I run… I swim and I climb every day.
Harry: I also play with my friend, Jim…
Carol: Oh, come on. Let’s go.
Harry: OK, OK.
Worksheet
Activity 3
• Tell Ss to watch the video, look at the pictures carefully and put them in the correct order (1-6).
Key
a. 3 b. 1 c. 5 d. 2 e. 6 f. 4
12
Part 3 - Everyday life in different parts of the world
Transcript
Narrator: This is Emma. Emma lives in New York City. Every day she goes to school at 8 o’clock. This is her school.
After school, she goes to the swimming pool. Emma usually watches TV in the evening or she plays video games.
This is Atid. Atid lives in a small village on Phuket Island. There are no cars here. People walk or use boats to move
around. This is Atid’s school. Atid goes to school every day at 8 o’clock, too. After school, Atid and his friends play
games in the street, at the beach or they swim in the river. In the evening, Atid likes to sit outside and watch the
sunset. It’s very beautiful!

• Ask Ss to tell you the names of the two children in the video as well as the places where they live. (Emma lives in New
York City and Atid lives on Phuket Island.)
• Ask Ss to tell you some of the everyday habits of the two children. (Emma goes to the swimming pool after school, she
usually watches TV in the evening or plays video games. Atid plays with his friends in the street or at the beach after
school or they swim in the river. In the evening, he likes to sit outside and watch the sunset.)
Worksheet
Activity 4
• Explain to Ss that they have to match each child with the correct sentences.
Key
Emma: lives in New York City, plays video games, swims in a swimming pool, goes to school at 8 o’clock.
Atid: lives on Phuket Island, plays games with friends, swims in the river, goes to school at 8 o’clock.
After watching
1. 2.
• Have Ss stand in a line. Whisper a sentence using the • Make a poster. Divide Ss into groups of three and
Present Simple to the last S standing in the line, e.g. I go have them think of a place (e.g. Sydney) and draw it
to school at 8 o’clock. The S then whispers the sentence to on a piece of paper/card. Then instruct them to think
the next S in the line, and so on, until the first S hears the of an imaginary friend who lives there and write
sentence. He/she then says the sentence out loud. If the sentences about his/her life. (He goes to school at...
sentence is correct, the first S moves to the end of the line He goes to the beach, etc.) Then invite each group
and the game starts again. to the front of the class and have them present their
friend.
Active Language
It’s hot. music Present Progressive (Affirmative and Questions) In Part 2 of this episode, the
It’s raining. makeup children are at the beach,
cap jacket where Carol appears wearing a
umbrella weird-looking umbrella cap.
theatre In Part 3, we learn facts about
act the theatre.
Watching
Warm-up
Part 1
• Watch Part 1.
• Pretend that you are outside and it’s raining. Encourage Ss to say, It’s raining. Then pretend to hold an umbrella and
say, I’m holding an… and encourage Ss to say, umbrella. Then pretend to put on a jacket and say, I’m wearing a… and
encourage Ss to say jacket. Then ask Ss to repeat the sentences while you are miming the actions.
13
Worksheet
• Tell Ss to look at the picture and complete the sentences. • Tell Ss to look at the pictures and circle the correct
words.
Key Key
1. raining 2. theatre 3. jacket 4. umbrella 1. cap 2. acting 3. theatre 4. hot
5. music 6. cap
While watching
Part 2 - Friends
• Watch Part 2.
Transcript • Ask Ss to tell you where the children are and what
Harry: Ah, I like the beach. the weather is like. (They are at the beach and it’s
Kelly: Me too! It’s sunny and hot! sunny and hot.)
Jim: But where’s Carol? • Ask Ss to tell you what the children are doing at
Harry: Is that Carol? Is she wearing an umbrella-cap?! the beach. (They are cleaning.)
Carol: Hello guys! • Ask Ss what is weird about Carol’s cap. (It has an
Harry: Carol, whose cap is that? umbrella on top of it.)
Carol: It’s my cap! I made it!
Kelly: Is that an umbrella?
Carol: Yes, it is!
Jim: Oh no! It’s raining!
Carol: Ha! I have got an umbrella so I can clean the beach.
No! Ah! Harry, Kelly, Jim, wait!
Worksheet
Activity 3
• Tell Ss to watch the video, read the questions and circle the correct answers.
Key
1. Yes 2. No 3. Yes 4. Yes
Part 3 - The theatre
Transcript
Narrator: The theatre is a magical place. Full of stories, costumes, dancing, acting… and fun! There are many different
types of shows in a theatre. Let’s look at a few. A Chinese opera! Listen to the music. A beautiful ballet… A
comedy show... an orchestra... and concerts! Some theatres are very beautiful. Look at this one. Here is a theatre
in Athens, Greece. It’s very old. Acting started in ancient Greece. Here is an actor. He is getting ready. He is putting
on makeup. Look! He is acting now. He is putting on a jacket. Look at these actors. They are singing and dancing!
Their clothes are red and black and they’re wearing hats, too! They are great! Do you like the theatre?

• Encourage the Ss to answer the question at the end of the video.
• Ask the Ss to name some of the different types of shows in a theatre. (An opera, a comedy show, ballet, concerts, an
orchestra.)
• Ask Ss some questions about the video, e.g. Where did acting start? (In Ancient Greece.) What are the actors in the
video doing? (They’re singing and dancing.)
Worksheet
Activity 4
• Tell Ss to look at the pictures and tick (4) only the pictures that appear in the video.
Key
Pictures a, c, d, e and g should be ticked.
After watching
1. 2.
• Invite a S to come to the board. Ask him/her to mime a • Have Ss stand in a line. Whisper a word, from
weather condition or an activity including a word from the the ones introduced in this lesson, to the last
ones presented in the vocabulary section, e.g. putting on S standing in the line, e.g. jacket. The S then
makeup. Then have the rest of the class guess what the S is whispers the word to the next S in the line,
doing. You can help the Ss by asking them, Is he/she putting and so on, until the first S hears the word. He/
on a cap? Ss have to guess and answer, e.g. No, (he) isn’t. (He) She then says the word out loud. If the word is
is putting on makeup. Repeat until all Ss have had a chance to correct, the first S moves to the end of the line
mime. and the game starts again.
14
Enter the Portal Starter
Video Teacher’s Guide
H. Q. Mitchell - Marileni Malkogianni
Published by: MM Publications

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Produced in the EU
Part of Enter the Portal Starter Teacher’s Digital Resources (978-618-05-5488-5)

ENTER
THE PORTAL
equips English language learners
with the skills and knowledge they need
to excel in an increasingly connected
and ever-changing world.
Part of
Enter the Portal Starter
Teacher’s Digital Resources
(978-618-05-5488-5)

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H. Q.

Mitchell – Marileni Malkogianni

• Watch the documentary.

episode 2 VIDEO WORKSHEETS - TEACHER'S GUIDE

Part 3 - An unusual job

• Watch the documentary.

Transcript • Watch Part 2.

• Watch the video again, pausing for Ss to complete the activity.

• Watch the documentary.

episode 4 VIDEO WORKSHEETS - TEACHER'S GUIDE

Part 3 - The Loch Ness Monster

• Watch the documentary.

Harry: Mmm... me too!

• Watch the documentary.

episode 6 VIDEO WORKSHEETS - TEACHER'S GUIDE

Transcript • Watch Part 2.

• Watch the documentary.

• Watch the documentary.

episode 8 VIDEO WORKSHEETS - TEACHER'S GUIDE

• Watch the documentary.

Published by: MM Publications

Copyright © 2021 MM Publications

Part of Enter the Portal Starter Teacher’s Digital Resources (978-618-05-5488-5)

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