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X

2
Extended Teacher Edition
1 Student Book X
1 Everyday Life p4 LAB

Differentiated Instruction: •

Off to Work!
Lesson Objectives
Learn vocabulary for daily routine.
Sing a song about getting ready for school.
A Write the activity under the picture.
• Elicit the activities pictured. Differentiated Instruction:
• Pairs: the children write the names of the activities
Challenge Level • Talk about their daily routine and why they
under the correct pictures. Learner Styles
do some things every day.
• Elicit answers.
Low Hold up your book. Point to the Answers
Visual
Warm Up: Unit Objectives
three pictures one by one and • Generate interest in the topic. Ask questions to find
1 put on my hat 2 take a shower 3 get up 4 have an • Follow the TE activity. Write in the center of
name the actions for the children egg 5 brush my teeth 6 brush my hair 7 pick up my
out what the children can already say about their the board get up, put on, pick up, take, have,
bag 8 get dressed
to repeat. Then say the actions routine, e.g. What do you do in the morning before brush. Then write around the edge of the
again for the children to point to school? Are there activities you do every day?
B What do you do in the morning? Write numbers. board an egg, my teeth, my hair, my bag, my
and repeat. hat, dressed, a shower, early. The children copy
A Read and point. • The children number the activities in the order
that they do them. the words, using the same layout. Pairs: the
Medium Follow the TE activity. • Say and mime each activity pictured. The children
point and repeat the phrases.
children draw lines to match the collocation
High Follow the TE activity. Elicit other C Now tell a friend about your routine. halves. Explain that some verbs will be used
morning routines the children B [Track 2] Listen and sing. • Pairs: the children take turns talking about their more than once. Elicit answers.
know that aren’t pictured on the routine.
• Play the CD twice. (1) The children listen and follow
page (e.g. brush my hair, brush my the text. (2) They sing along. • They make sentences comparing their routines, Auditory
e.g. You brush your hair before breakfast. I brush
teeth). Write them on the board.
C [Track 2] Listen again and act. my hair after breakfast. • Follow the TE activity. Pairs: the children take
• Say each activity in the song and create a mime for turns saying one of the verbs (e.g. get up) and
it together. Practice by calling out the activities in responding with the full collocation (e.g. get
Thinking Point
random order. up early).
Understanding Theory:
• Play the CD. The children listen and act out each Think about your daily routine. Why do you do
Constructivism action as it occurs. some things every day? Kinesthetic
This activity reminds and encourages
the children to activate their thought
Treasure Hunt

The world

Explain to the children that they need to find the
Elicit details of the children’s daily routines. Ask
them to explain why they do some things every
day.
• Follow the TE activity. Pairs: the children take
turns reading an expression in the activity and
processes by relating the new language
to activities they do in their everyday

questions. of work
answers to each Treasure Hunt in the unit. Read the

The children find the answers to each question and
The children make a list of their daily activities in
their notebook.
responding with an appropriate mime for it.
Pairs mime the expressions for the class to
life. This allows them to build on the guess.
circle the correct option.
knowledge they already have. The Round Up
language is reinforced in several ways: Answers
• Play “Simon Says” (see p13) with the actions from the
first, the children see the words for the 1 a boy 2 6
song.
activities written on the page; then they
Competency Support: Think
hear the words as part of a song; finally,
The children reflect on a personal
they associate the words with an action.
level, saying what their everyday life
This helps reinforce what they already
and routines are like. Brainstorm the
know as well as support memorization of
topic by eliciting examples of routines
the new information.
from children, then encourage the
children to analyze why they do
certain activities every day. This
requires them to process information
to understand the concept of
routines and contemplate the reasons
for repeated actions. Then they
personalize the activity by writing
a list of their daily activities in their
Connection notebook.
Off to Work, p6
U1 16 Genre: fiction

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Unit 1 Lessons

1 2 3 4 5 6 7 8 9 10 U2
1 Student Book X
2 Language B Take turns. Give your family directions. LAB

k! Differentiated Instruction: Lesson Objectives • The children identify and circle each messy thing in
the room. Elicit the verb to fix each problem.
• Learn vocabulary for instructions.
• Groups of six: the children take turns pretending to
Competency Support:
• Use separable two-word verbs. be Mrs. Messy giving instructions to the family. The
Challenge Level • Give instructions. other children each play another character and mime Communicate
the appropriate activity.
Materials for you: a messy pile of books and papers
• Groups create and act out a conversation for the The children create a role-play to
Low Write messy on the board and class. review the vocabulary and grammar
elicit/clarify the meaning. Give Warm Up
of the lesson. They work together in
instructions using the main picture •Walk into the classroom with a messy pile of books C Play “Say It Again.”
and papers. Pretend you are looking for something groups to recall the new phrasal verbs
(e.g. Point to the vacuum cleaner. • Teams: tell the children that they are all robots.
and say Oh, no! I can’t find today’s lesson! Put the in the context of instructions related
Point to the dog. Point to the Give an instruction to one team, e.g. Hang up your
books and papers all over your desk. Finally, pull out
clothes. The team repeat the command and then say to domestic activities. The activity
stereo player.). Then ask Who is a crumpled piece of paper and say Oh! Here it is!
it another way, e.g. Hang them up. Then one “robot” encourages respect for taking turns
this? to elicit the family members • Ask Am I neat or am I messy? Is it better to be neat or on the team acts out the instruction. Teams get 1 and fairness in allocating roles.
and the animals. Play the CD messy? Elicit responses with reasons. point for a correct sentence and 1 for the correct
twice. (1) The children listen and action.
point to the people. (2) Pause and A [Track 3, p134] Where are they? Listen and
point.
• Repeat with other instructions.
repeat the action words after each Differentiated Instruction:
sentence. Write the words on the • The children look at the picture. Ask Where are these p5
board and elicit actions for them. people? What room are they in? What is each child
doing?
Learner Styles
B Mary’s room is very messy. Read the commands.
Medium Follow the TE activity. • Play the CD. The children point to the different Draw the pictures. Visual
people.
High Follow the TE activity. Pairs: the • The children read the commands and draw the
• Pairs: the children draw a picture of a messy
• Write on the board clean, pick up her toys, clean up
pictures. Tell them they don’t have to draw the
children take turns starting a the milk, hang up his jacket, put away the CDs, throw
whole body, just the part doing the action. room similar to the one in SB A. Encourage
sentence about a character in the away the newspaper. Play the CD again. The children them to be creative in their pictures, but
say who should do each action. • Pairs: the children compare drawings.
picture (e.g. Mary plays with her remind them that the items need to be clearly
world toys) and responding with the
rest of the sentence (e.g. but she
• Ask Would you like to live in the Messy house? Why/
Why not? Ask Who looks happy? Why? Round Up
• Small groups: the children take turns miming
identifiable. They swap pictures with another
pair and give instructions about what needs to

work doesn’t pick them up). p5 cleaning-up actions. The group guess the action. be done to clean up the room.

A Match the sentences to the pictures. Auditory/Kinesthetic


• Do the activity orally first. Elicit the action for • Pairs: the children take turns giving an
Understanding Theory: each picture.
instruction to clean up a room and miming the
Multiple Intelligences • Pairs: the children match the sentences and the
pictures.
appropriate action.
To match the sentences and pictures • Mime each picture to elicit answers.
correctly, the children use their linguistic Answers
Kinesthetic
intelligence to identify the written words 1e2f3a4d5b6c • Follow the TE activity.
and decode their meanings. The activity
is particularly challenging because it
involves phrasal verbs, so the children
need to do more than simply translate
literally. Encourage the children to focus
on each picture and repeat the sentence
that accompanies it. Learners with visual/
spatial intelligence will benefit from
having clear pictures to associate with
language in this way.

17 U1

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Unit 1 Lessons

1 2 3 4 5 6 7 8 9 10 U2
1 Student Book X
3 Language
C Cross (✘) the incorrect sentences. Rewrite them.
LAB

Understanding Theory:


Off to Work!
Lesson Objectives
Practice giving instructions.
Use separable two-word verbs in different ways.


Pairs: children identify the incorrect sentences,
then rewrite them correctly.
Elicit answers.
Differentiated Instruction:
Classroom Management • Play a guessing game with a friend using Answers Learner Styles
separable two-word verbs. 1 Pick them up. 2 Put it away. 4 Put them on.
The children brainstorm the two-word Visual
verbs that they studied in the previous Warm Up
A [Track 4, p134] Listen and number the
class. Remind them of the importance • Review two-word verbs by prompting with the first • Follow the TE activity. Pairs: the children look
commands.
of raising their hand and waiting to be word, e.g. Throw, to elicit the whole form, e.g. at the picture for 60 seconds and memorize as
Throw away. • Play the CD twice. (1) The children listen and number
many items as they can. Then they close their
asked to speak. If everyone speaks at the commands. (2) They check answers.
once, it means no one is listening. Stress book and say what they can remember. Finally,
p6 • Elicit answers.
they open their book and name things they
the importance of taking turns and Answers
listening to other people. Write the verbs Grammar on the Brain didn’t remember.
1 Pick them up! 2 Clean it up! 3 Hang it up! 4 Throw it
exactly as the children say them on the Accuracy Focus: Make sure the children know that away! 5 Put them away!
board to give them a visual reference.
the two parts of the verb can’t stay together when Auditory
used with pronouns, e.g. Put it away, not Put away B Look at the picture. Can you find Mrs. Messy’s purse?
Encourage the class to correct any errors. it. • Pairs: the children take turns giving instructions
Give the children positive feedback and • Write on the board an example of how separable • Have a race to see who can find Mrs. Messy’s purse in
based on the picture (e.g. Find the cat.) and
encouragement as they work. the picture (under the green chair).
two-word verbs can be used in different ways, e.g. following the instructions.
Please throw away the papers./Please throw the
C [Track 5, p134] Listen and do the actions.
papers away. Children read the sentences. Elicit
what has changed. • Play the CD twice. (1) The children do all the actions Kinesthetic
Differentiated Instruction: • Elicit alternatives for Pick up the book. Put your together. (2) Group the children as the different
• The children stand holding their hands in front
hat on. Take your coat off., etc., asking children characters so that they listen for and act out only
of them about a ruler’s width apart, palms
Challenge Level to write the first sentence each time, then to their action.
facing in. Say instructions in random order (e.g.
move the appropriate word to create the second

The world
version. D Take turns with a friend. Play “What Is It?” Put them away. Pick up your toys.). When they
Low Small groups: the children write • hear a sentence with the two-word verb as a

Repeat with Please throw them away. Point out Demonstrate the model dialogue with a child. The
three two-word verbs from the that this one can’t be changed. children take turns choosing a word and asking phrase (e.g. pick up, put away), they put the

of work
unit. Elicit examples and write questions to identify the word. Explain that a palms of their hands together. If the verb is split
them on the board. Ask the A Rewrite the sentences. question with a two-word verb (e.g. Can you hang
it up?) wins 2 points; other questions (e.g. Can you
(e.g. Pick it up. Put the toys away.), they hold
children to make one verb into a • Do the activity orally. The children then complete their hands wide apart. Each time, elicit any
eat it?) win 1 point Allow some time for children to
simple instruction (e.g. Put away the sentences.
demonstrate understanding of the instructions. They alternative way of phrasing the sentence.
your book.). Write it on the board Answers can ask up to five questions.
and write Put your book away 2 Put your books away. 3 Clean the milk up. 4 Throw • Pairs: the children play the game.
underneath. Elicit whether this is the papers away.
also correct. Show how the object
Competency Support:
Think some more …
B Rewrite the sentences with the pronouns it or Communicate
(your book) comes in the middle them. • Pairs: children take turns talking about the chores
of the two-word verb. Then ask they do every day as part of their daily routine.
• Do the activity orally. The children then write the The children demonstrate
the children to change the object sentences. • They add at least two chores to the daily routine
to a pronoun Put it away. Make list they wrote for the Thinking Point in Lesson 1. understanding of game rules which
sure all the children understand.
Answers are more complicated than usual.
2 Put them away. 3 Don’t throw it away. 4 Take it They work collaboratively with
Repeat the whole procedure with off. 5 Pick it up. Round Up
another two-word verb on the • Play “Bingo” (see p13) with instruction vocabulary another person, making up questions
board. The children continue with e.g. Pick it up. Throw them away. and answers about everyday activities.
the verbs on their lists. They put into practice using separable
two-word verbs in questions, as well
Medium Follow the TE activity. as collocating them with appropriate
nouns. The children need to apply
High Follow the TE activity. Pairs:
communicative strategies in order to
the children take turns making Connection Student Website
ask and answer, as well as find and
instructions with two-word verbs, Homework Zone: Play
Anna’s First Day, p20
Interactive Grammar Game infer information.
then changing the position of U1 18 Genre: fiction
Separable two-word verbs
the noun, and finally saying the
instructions with a pronoun.
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Unit 1 Lessons

1 2 3 4 5 6 7 8 9 10 U2
1 Student Book X
4 CLIL: Science—Machines p7 LAB

k! Differentiated Instruction: Lesson Objectives




Identify different household machines.
Say what different machines do.
A Write the name of the machine.
• Elicit the machine described in each sentence.
If the children are unsure, refer to the pictures
Understanding Theory:
Learner Styles • Identify the most important machines in their as a prompt, e.g. What is picture a? (A washing CLIL Science
home. machine.) Link the machine to the correct
sentence. Elicit A washing machine washes our
Visual clothes.
The CLIL science context of this activity
Warm Up has the children actively analyzing and
• Follow the TE activity. Draw a picture of one of • Pairs: the children write the names of the
evaluating information about domestic
• Mime jobs at home that need to be done by hand, machines, checking spelling in the SB if they need
the objects from this lesson line by line on the e.g. washing the car, sweeping the floor, using verbs appliances in their everyday lives as they
board. Pause after you draw each line to elicit to.
the children already know. Elicit what you are doing. focus on the specific functions of the
a guess on what the object is. Repeat, with Write the verbs on the board. • Children spell out their answers.
• The children choose the five machines they find different machines. They also develop their
different children drawing the items. thinking skills as they notice and practice
A [Track 6, p134] Listen, find, and number. most difficult to spell and try to memorize them.
Then they test each other in pairs. spellings.
Auditory • Say the names of the machines. The children point,
then repeat. Answers
• Follow the TE activity. Pairs: the children take • Play the CD twice. (1) The children write the number 1 a washing machine 2 b blender 3 c microwave
4 d dishwasher 5 e vacuum cleaner
turns making a machine noise and naming the next to each picture. (2) They listen again to check
Differentiated Instruction:
machine. answers.
B Fill in the chart.
• Elicit answers.
Challenge Level
• Do the activity orally first. For each picture, the
Kinesthetic Answers
class identify whether the activity can be done
1 toaster 2 washing machine 3 juicer 4 coffee maker
by a machine or must be done by hand. For Low The children draw and color
• Follow the TE activity. Pairs: the children take 5 can opener 6 vacuum cleaner 7 dishwasher 8 ice-cream
activities done by machine,the children identify
turns miming using a machine and naming it. maker 9 microwave 10 blender pictures of three appliances in
the machine.
their home. Encourage them to
B Point and talk about the machines. Use the • Pairs: the children complete the chart, sorting the
activities into categories. include as many details as they
information in the box.
can remember about them in their
worldCompetency Support: Think
• Elicit answers.
• Provide children with the phrases in turn (e.g. cleans drawings. They label the pictures.
floors) to elicit a sentence about the machine being Answers
Children present their pictures to
This activity encourages the children described (e.g. A vacuum cleaner cleans floors.). Things machines do for us: Dishwashers wash the

work dishes for us. Microwaves cook our food for us. the class.
to look at the machines and consider • Pairs: the children take turns pointing to a machine
and explaining what it does. Monitor and help. Things we do by hand: We set the table. We pack
what they are for. Young learners suitcases. Medium Follow the TE activity.
at this level will be developing an Guess What!
Homeschool Connection High Follow the TE activity. Then the
understanding of items they have at
home and their processes and uses, • Ask How many hours are there in one day? How children choose one machine on
many hours do you sleep? • The children write a list of machines they have at
their list and write about it, saying
and this activity encourages critical home. Give new vocabulary support as necessary.
• The children read the text. Elicit ideas about how who uses it, what they use it for,
thinking about the function of the many days a year they watch TV. Figure it out • Pairs: the children underline and discuss the three
most important machines in their home. and what time they use it (e.g.
objects surrounding them. You can together. (Two hours a day would be about one
My mom uses the coffee maker.
encourage further reflection on this month of the year.)
She makes coffee for breakfast.
subject by asking them to think about Round Up
• The children take turns thinking of a machine. The She has breakfast at 7:00 a.m.).
how much the objects help them or
class ask questions to identify it, e.g. Is it in the Pairs: the children present their
their parents do things faster/more
kitchen? Does it make a lot of noise? information to a friend.
easily.
• Once they are familiar with the game, play it in
smaller groups to increase participation levels.

Teacher Technology Pack DVD-ROM


Discovery Zone: Video
Modern Machines and Me – exploring
how modern machines help in the home. 19 U1

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Unit 1 Lessons

1 2 3 4 5 6 7 8 9 10 U2
1 Student Book X
5 Create A Make a Popsicle® maker. LAB

Off to Work!
Lesson Objectives • Make sure that each pair have the materials they
need. Say each item. The pairs point to it/hold it up.
• Make a Popsicle® maker and Popsicles®.
Understanding Theory: • Invent new Popsicle® flavors.
• Read the instructions and answer any questions. Differentiated Instruction:
• Pairs: the children create their Popsicle® maker.
Multiple Intelligences Materials for each pair: see You need list in the SB • If there are no facilities at school to make and freeze Learner Styles
For each group: set of small cards showing each the Popsicles®, the children can take their Popsicle®
This activity promotes the use of stage of the recipes in the LAB (use a different color makers home and make Popsicles® for homework. Visual
intrapersonal intelligence, as the children for each recipe) (see Round Up) They can report back the next day on how successful
think about what Popsicles® they eat and they were. • Pairs: the children illustrate the ingredients
enjoy. They are encouraged to express Warm Up and the steps needed to make their Popsicle®.
Round Up They then label the picture for each step with a
and share their ideas freely. In doing so, • Discuss Popsicles® with the children. Elicit their
favorite flavors, the ingredients in them, where they • Small groups: give each group a set of cards for the simple instruction.
they are learning to understand their own three recipes. They put each recipe in order from
buy them, and how much they usually pay. Ask if they
tastes and likes and share their preferences make them at home. memory.
with others. Understanding that people • Children take turns removing a card. The group Auditory
have different tastes also promotes the use p8
remember what was written on it. Repeat several
• Follow the TE activity. Pairs: the children work
of interpersonal intelligence. times.
with another pair. They take turns reading their
A Read the recipes and choose the name of each ingredients and steps to the other pair, and
type of Popsicle®.
summarizing what they heard.
• The children keep their books closed. Write
Understanding Theory: the three types of Popsicle® on the board. The
Kinesthetic
children suggest ingredients. Write their ideas on
Critical Thinking the board under the name of each Popsicle®.
• Follow the TE activity.
• The children look at the recipes and compare their
The children use their critical thinking skills suggestions to the real recipes.
to read and categorize the ingredients • Pairs: the children write the correct names on each
and steps of three different recipes in recipe. Differentiated Instruction:
order to match each to the appropriate
title. The activity requires the analysis and
evaluation of information so that they
• Elicit answers.
Answers
The world Challenge Level

of work
1 Fresh Fruit Popsicle® 2 Lovely Lemon Popsicle®
can identify appropriate links. They are 3 Chilly Chocolate Popsicle® Low Pairs: the children take turns
gathering and assessing information to reading the three recipes in LAB A
come to a well-reasoned conclusion. B Invent a Popsicle®. aloud. Check that they understand
• Read the instructions aloud. all the ingredients and steps of
• Pairs: the children invent their own Popsicle®. Tell the method by asking simple
them that they will make it later, so they need to questions.
include all the ingredients. Monitor and help.
• A few pairs read out their recipes aloud. The class Medium Follow the TE activity.
respond Yum! softly or loudly depending on how
delicious they think the recipes sound. High Follow the TE activity. Pairs: the
children do a walking dictation.
Put the three recipe cards up
around the classroom. Pairs
choose one recipe card. One child
is the reader and the other is the
writer. The reader walks to the
card and reads the information to
say to the writer. The first pair to
write the recipe correctly win.

Teacher Technology Pack DVD-ROM


Discovery Zone: Video
Modern Machines and Me – exploring
U1 20 how modern machines help in the home.

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Unit 1 Lessons

1 2 3 4 5 6 7 8 9 10 U2
1 Student Book X
6 Language
Grammar on the Brain
LAB

k! Differentiated Instruction: Lesson Objectives • Ask Who likes broccoli? Those children stand.
• Note information on daily routines. • Show the but card. Say, e.g. Sam likes broccoli, but
Adam doesn’t.
• Compare two daily routines. Competency Support: Learn
• • Show the and … too card. Say, e.g. Helen likes
Learner Styles Use but and and … too in comparisons.
broccoli, and Tina does, too.
The children review and assess two
Materials for you: two word cards with but, and … • Repeat with different items, e.g. Who likes
sets of information related to the
Visual/Auditory too tomatoes? The class compare children using but
and and … too. same theme in order to compare
• The children write on three separate pieces of them. They are being challenged to
paper, each one in a different color, ✓ always, Warm Up
B Make sentences with but or and ... too in your apply strategies to reflect on the
? sometimes, ✘ never. Play the CD. The children •Ask Who always/sometimes/never eats breakfast? notebook. similarities and differences between
hold up the correct piece of paper each time • Ask the children about their morning routine,
eliciting everything on the list in SB A. Write the • Do the activity orally first. two people. As well as demonstrating
they hear the corresponding word. Then follow items on the board. • The children complete the sentences. their understanding of the
the TE activity. • Ask Who has a dog? Elicit who feeds and walks the • Elicit answers. knowledge they acquired earlier
dog. Answers in the lesson, they are using critical
Auditory 2 We have cereal for breakfast, but they have eggs thinking skills.
A [Track 7, p134] Listen to Alex. Fill in the chart. for breakfast. 3 Paula is hungry, and Mike is hungry,
• Follow the TE activity. too. 4 Cats can run, but they can’t fly.
• Play the CD three times. The children note: (1) what
Alex always does (✓); (2) what he sometimes does (?);
Kinesthetic/Auditory and (3) what he never does (✘). All About Me
Understanding Theory:
• Ask What does Alex always do?, etc., to elicit • Pairs: the children write two sentences comparing
• Agree on actions for always, sometimes, never. answers. themselves with a friend, one featuring a Critical Thinking
Play the CD. The children do the correct action similarity and the other a difference.
Answers
each time they hear the corresponding word. 1✓2?3✓4✘5✘6✓7✓8? • Elicit sentences. This activity requires the use of critical
Then follow the TE activity. thinking as the children contemplate their
B [Track 8, p135] Listen to Alex’s dad. Fill in the daily routines and the frequency with
chart above. C Compare Alex and his dad.

world
which they carry out specific activities.
Differentiated Instruction: • Repeat SB A. This time, the children note answers for • Read the sentence. They are actively examining their own
Alex’s dad. • Pairs: the children take turns creating sentences to lifestyles, then summarizing and sharing

work
Challenge Level compare Alex and his dad.
Answers their conclusions with others. The activity
1✘2✓3✓4?5✓6✓7✘8?
Think some more …
is challenging, since the children are
Low The children recall the routines not required to reproduce previously
they remember from the chart p9 • Pairs: children talk about three features of their
mentioned information in a traditional
daily routine using always, sometimes, and never.
in A. Double check that they manner. Instead, they process the concept
A Write the actions under the pictures.
understand the meaning of the and actively relate it to their own lives.
Round Up
words by saying the routines for • Do actions to elicit the verbs.
• Elicit the activities pictured. • The children think of their favorite food or activity
them to mime. Play the CD twice. and make a sentence.
(1) Pause after each sentence • The children label the pictures.
• Half the class find someone who agrees with them;
and allow the children time to Answers the other half find someone who disagrees. The pairs
check the correct boxes. Pairs: 1 wake up 2 brush teeth 3 make his/the bed 4 take a make sentences using and … too or but.
the children check answers. (2) shower 5 get dressed • Elicit examples.
Pause after each sentence and
encourage the children to repeat.
Elicit answers: draw the chart on
the board and ask children to
check the correct boxes.
Medium Follow the TE activity.
High Follow the TE activity. Pairs: the
children say sentences about Dad’s
routines (e.g. Alex’s Dad gets up
after 7:00 a.m.). 21 U1

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Unit 1 Lessons

1 2 3 4 5 6 7 8 9 10 U2
1 Student Book X
7 Language
B Fill in the chart in your notebook. Write always,
LAB

Off to Work!
Lesson Objectives sometimes, and never.
• Practice using adverbs of frequency. • The children copy and complete the chart, checking
Differentiated Instruction: • Talk about their morning routine. details on SB pp10–11 as necessary. Competency Support: Learn
• • Write the chart on the board. Different children write
Learner Styles Write a riddle.
in answers. The class confirm. The children verbally interact
Materials for each child: a different colored shape
Visual/Auditory (do these in matching pairs) For you: large cards with
Answers with each other in a natural and
1 always, sometimes, always 2 never, sometimes, never meaningful way. They show their
always, sometimes, never
• The children read the text. They think up and 3 never, always, always 4 always, never, always
knowledge of the target language
draw three symbols that convey the meaning of the unit by sharing it with a friend
Warm Up C Tell your friends about your morning routine.
of always, sometimes, never on separate pieces in a personalized manner. Be sure to
• Give each child a colored shape. They find another • Pairs: the children take turns telling a friend about
of paper. Make sentences about Alex’s mom’s child with the same colored shape. give positive feedback to the children
what they do in the morning. Encourage them to
activities. The children hold up the correct card. • Pairs: the children talk to each other to find one mention things that are not in the text. throughout the activity, to build their
Make sentences about other activities. The similarity and one difference in their daily routine. confidence in expressing themselves in
• Ask the children to explain what they do to organize
children hold up the response for themselves. • Pairs report their findings to the class. themselves and how they could help more, e.g. by English.
packing their own backpack, making their bed, etc.
A Read about Alex’s mom.
Kinesthetic/Auditory
• Children read the text aloud. They circle all p10
• The children read the text. Write three column occurrences of always, sometimes, and never.
headings on the board: always, sometimes, • As a class, make a list of Alex’s mom’s activities in time B Answer the riddles.
never. Make sentences about Alex’s mom’s order, e.g. She gets up at 6:30 a.m. She takes a shower. • Explain what a riddle is (a word puzzle that
activities, omitting always, sometimes, never. contains clues to help you figure out the answer).
The children stand in line with the correct p10 Elicit the animals pictured (rooster and fish).
column. Make sentences about other activities. • Pairs: the children read and solve the riddles.
Grammar on the Brain
The children stand in line with the appropriate Accuracy Focus: Focus on using always, sometimes, • Elicit answers.
column for them. and never in the correct context, but correct any Answers

The world
errors in word position. Review the rules: after forms
of be, before other verbs; sometimes can also go at the
1 a rooster 2 a fish

Differentiated Instruction: beginning of a sentence. C Write a riddle.

Challenge Level

of work
Check comprehension of always, sometimes, and•
never by making statements, e.g. Sometimes the
sun comes up in the morning. Danny never eats
Pairs: the children write their own riddles, then try
to figure each other’s out. Help with vocabulary as Understanding Theory:
necessary.
vegetables. The children raise their right hand if Brain-Based Learning
Low Write on the board 0%, 50%, they agree and their left hand if they disagree. If • Children read their riddles aloud for the class to
guess.
100%. The children write always, they disagree, they correct the statement. The children conduct a survey about
sometimes, or never for each • Put the always, sometimes, never cards around the routines. Groups decide on the content
room. Say statements. The children decide if the Round Up
percentage. Elicit sentences using of the questions for their survey and take
statement is always, sometimes, or never true for • Small groups: the children conduct a class survey.
the words appropriately (e.g. them and stand by that word. They decide on a topic that has to do with routines, responsibility for conducting it, collating
take a shower—I always take a e.g. one might do a survey on weekend activities, the results, and presenting the outcomes.
shower.). Copy the sentences A Look at the chart. Complete the sentences with another a survey on homework habits. They write This task promotes effective learning by
from the box on to the board. The always, sometimes, or never. four or five statements, e.g. I do my homework in the creating an educational environment that
kitchen. I do my homework after dinner. My parents
children circle the adverbs and • Ask questions about the chart, e.g. Does Sandra
help me with my homework.
fully immerses the children in the learning
underline the verbs. Elicit rules for clean her room on Wednesdays? to elicit always, experience. You could extend the activity
sometimes, or never, as appropriate. • They create a chart similar to the one in the SB but
the position of always, sometimes, with more columns for names. by asking them to repeat the survey
never. The children write the rules • Pairs: the children do the activity orally, then write outside the classroom with friends or
the answers. • Small groups: two groups get together. They
in their notebook. interview each other in pairs. Then they share their family members and to report their results
Answers information and complete the chart. at the beginning of the next class.
Medium Follow the TE activity. 1 Sometimes Sandra makes her bed. 2 Sandra never
cleans her room. 3 Sandra always feeds the dog.
• Elicit one finding from each group.
High Follow the TE activity. Pairs: the
children write two sentences
Connection Student Website
—one with to be and always/ Homework Zone: Play
Bill’s Birthday, p18
sometimes/never, the other with Genre: fiction
Interactive Vocabulary Game
U1 22 Daily routines
a different verb and always/
sometimes/never. They share their
sentences with the class. Printer Friendly Version
Unit 1 Lessons

1 2 3 4 5 6 7 8 9 10 U2
1 Student Book X
8 Reading C Is Nancy’s mom happy at the end of the story? LAB
Why or why not?

k! Differentiated Instruction: Lesson Objectives




Identify names in a story.
Practice making inferences from a text.
• Ask Is Nancy’s mom happy in picture 3? Why? Then
ask Is Nancy’s mom happy in the last picture? Why
not? Ask the children to justify their answers. Competency Support: Think
Learner Styles • Compare themselves to the characters in a story. • Point out that the children can figure some things
out even if they are not mentioned in the text. The children reflect upon the
Visual ending of the story and relate to the
Reading Skills: Scanning for names D What is your room like? Are you like Ned or Nancy? emotions of one of the characters.
• Follow the TE activity. Then name objects Finding the names helps children practice identifying
• Pairs: the children take turns talking about their room, They process the information
key language without reading the text in detail.
for the children to circle in the final scene saying whether they are messy or neat and why. conveyed in the whole plot and infer
Encourage them to think about how to identify
of the story (toy, cup, clothes, ball, present, the information they need—here they look only at • Children tell the class about their friend, e.g. Tina is to grasp the final outcome. They
tennis racket, doll, book, guitar, bat, lamp, like Nancy. She’s neat. She always puts away her toys.
words with capital letters. Remind them that they combine the language they have
globe). Pairs: the children write the objects in don’t need to understand every word at this stage. learned with their understanding of
alphabetical order in their notebook. p11
Making inferences people’s feelings to figure out and
Sometimes certain information isn’t included in A Read and answer. Use these words. explain the mom’s reaction at the end
Auditory/Kinesthetic the text. Encourage the children to “read between of the story. Encourage the children
the lines”, i.e. use clues in the pictures, what they • Pairs: the children write their answers, reading the
also to relate the story to their own
• Follow the TE activity. Then say (one at a time) already know, and logical reasoning, to get a deeper story again if necessary.
personal experiences at home with
toy, cup, clothes, ball, present, tennis racket, meaning. Answers
their siblings and parents and keeping
doll, book, guitar, bat, lamp, globe. The 1 Ned 2 Nancy 3 their mom 4 Nancy 5 their mom
their own rooms clean.
children circle the items in the final scene of the Warm Up
B Complete the chart by writing a check (✓) in the
story. Then play “Bingo” (see p13). The children • Discuss with the children whether it’s better to be
neat or messy and why. Elicit problems caused by correct column. Number the statements.
draw a six-square bingo board and draw a
messiness, e.g. losing things, being late, breaking • Write a sentence on the board with quotation
different object from the story in each square.
Call out words from the story in random order.
things, etc. marks. Elicit what the marks mean. The children Understanding Theory:
underline the quotations in the story in the SB and
The first child to mark off all their squares A Look at the pictures. What do you think the story is identify each speaker.
Multiple Intelligences

world shouts Bingo.



about?
Ask the children to look at the pictures and make
guesses about the story. Ask questions as necessary
• Explain that the chart shows the conversation that
took place between Nancy and her mother when
she got home from school. The children identify
This final activity encourages the
development of kinesthetic and linguistic

work
Differentiated Instruction: to prompt, e.g. What’s the relationship between the
people? What happens at the end?
who said each statement, checking the correct
column.
intelligence as the children write a skit
of the story and act it out for the whole
Challenge Level • Pairs: the children put the statements in the class. The children work together as a
B [Track 9] Listen and read the story. Can you find correct order to make the dialogue.
any names?
group to create the content of their skit,
• Elicit answers. as well as find the appropriate words to
Low Name and point to the characters. • Elicit the number of characters in the story. (Three.)
Then name them for the children
Answers express the ideas and emotions from the
Ask the children how they can find a name in a text.
Nancy’s mom: Everything fell out of your closet., I’m story. As part of this, they need to work
to identify by pointing. Picture (It begins with a capital letter.) Ask Are all words with
in your room., I’m very unhappy with you., Come in
read the text with the children by capital letters names of people? Review other things out how to move appropriately in space to
here, please. Clean up this mess right now.
pointing to the pictures one by
capitals are used for, e.g. city and country names,
Nancy: Oh, no! What happened?, Where are you?, I express themselves as they act out the skit
word at the beginning of sentences, etc. for the class. The activity also promotes
one and asking questions (e.g. promise I’ll put everything away., I’m sorry.
• Pairs: the children listen and read the story and find Order: 4, 5, 3, 6, 2, 1, 8, 9, 7 interpersonal intelligence. Remind the
Who’s this? Where is he/she? the characters’ names.
Is his/her room clean or messy? children to be respectful as they watch the
• Elicit answers. C Act out the dialogue in Activity B with a friend.
different skits and give positive feedback
What does mom have?). Play the • Read the story again. Ask questions to check • Pairs: the children act out the dialogue in LAB B. on others’ work.
CD. The children listen and follow comprehension, e.g. Is Ned’s room messy? Does he
the story in their book. Check if put away his toys?
Round Up
the children’s predictions were Answers
• Groups: the children write a skit acting out the whole
correct. Ned, Nancy, Nancy’s (and Ned’s) mom story. They can add some lines for Ned and Nancy to say.
Medium Follow the TE activity. • Groups act out their skit for the class.

High Follow the TE activity. Make true Student Website


and false statements about the Homework Zone: Read
story, e.g. The boy is very clean. A Fictional Interactive Reading Task
Claude’s Problem 23 U1
The girl is very messy. The children
put their thumb up if they are true
and thumb down if they are false. Printer Friendly Version
Unit 1 Lessons

1 2 3 4 5 6 7 8 9 10 U2
1 Student Book X
9 Sounds Like English p12 LAB

Understanding Theory:


Off to Work!
Lesson Objectives
Identify and practice words with the long a sound.
Identify spelling patterns for the long a
A Complete the words. Then draw.
• Do the activity orally first, eliciting the missing
letters.
Competency Support: Think
sound.
Classroom Management • The children complete the words by writing the
Materials for each child: scissors, glue, old magazines correct letters in the blanks, then draw the picture The children use the skill of recall
In activities that require total physical for each word. to review the words on the page
response, make sure that you go through Phonics Tip
Answers
and categorize them, circling those
the steps and procedures clearly so that The long a sound has a variety of spellings. This rain, mail, cake, face, cape with long a sounds. They identify
the children can carry out the activity lesson focuses on a–e and ai, e.g. case, rain. the spelling patterns associated with
effectively. Check that they have clearly Phonics Fun! this sound, differentiating between
understood the difference between the Warm Up • Draw a picture of a cat and a cake on the board. a–e and ai spellings. This encourages
Elicit the words. Ask which word has a short a children to analyze how words are
two sounds before proceeding to the •Write on the board cap and cape. Say the words for
sound and which has a long a sound.
next stage. Repeat the demonstration as the children to repeat. formed and helps strengthen their
• Explain that you will say a list of words in random
• Do the activity orally first. The children say the
pronunciation repertoire.
many times as necessary. Have a trial run word for each picture and whether it has a short
order. When the word has the same sound as cap,
in order to ensure that all the children the children clap their hands. When it has the same
or long a sound.
understand what they are required to sound as cape, they stamp their feet. Use familiar • Pairs: they say the words again, circling the ones
do. Keep it fun—this isn’t a competitive with a short a sound and underlining those with
words, e.g. map, cat, hat, bat, make, game, rain, late.
a long a sound. They then label the pictures. Differentiated Instruction:
activity. Encourage the children to laugh
A [Track 10] Listen and read. Monitor and help.
and see the funny side if they make the
Answers
Learner Styles
wrong movement. • Write long a on the board. Play the CD. The children
short a: 1 cat 2 can 3 ham 5 cap
read along silently. They raise their hands each time
long a: 4 cane 6 face 7 cake 8 cape
Visual
they hear a word with a long a sound.
• Elicit items in the pictures with the long a sound. • Divide the class into two teams. Play “Draw
Differentiated Instruction: Round Up and Guess” (see p13) with the words from the
B Read again and circle all the words with the • Hand out the old magazines, scissors, and glue. Phonics Fun! section.
Challenge Level

long a sound.
The world

Do the activity orally first. Elicit words with the long
a sound and draw attention to it.
Write on the board long a sound. The children copy it
on a new page in their notebook. They find pictures
with the sound in the magazines and glue them in
Auditory

of work
Low Point to the man and write his their notebook, then write the word under each
• The children circle all the words in the text with the • The children write in their notebook cat, can,
name on the board: Shake. Read long a sound. picture. Monitor and help.
ham, cap, cane, face, cape, cake. Dictate (one
the name out loud, exaggerating
• Elicit spelling patterns for the long a sound (a–e, ai). at a time) lane, space, pan, jam, rap, tape, lake,
the long a sound. Explain that
Answers mat. The children write each word next to the
he is an actor. Read the text and
Shake, later, today, stage, waking, mail, cake, face, word it rhymes with. Pairs: the children check
exaggerate the long a sound making, cane, cape, case, gate, rainy, wait answers.
where it appears. Read the text
again, pausing after each word C Now you read!
with a long a sound for the Kinesthetic
• Pairs: the children practice reading the text. Monitor
children to repeat. Exaggerate the and deal with common mistakes, focusing mainly on • Write on separate pieces of paper cat, can,
sound as much as possible. the long a sound.
ham, cap, cane, face, cape, cake. Put the
Medium Follow the TE activity. papers up around the classroom. Give the
children instructions (e.g. Point to “cat.” Jump
High Follow the TE activity. Pairs: the to “can.” Hop to “ham.” Walk to the word that
children close their book. They rhymes with “lake.”).
try to recall all the words in the
text with the long a sound. Elicit
answers, making a list on the
board.

Connection
Aida’s New Bed, p24
U1 24 Genre: fiction

Printer Friendly Version


Unit 1 Lessons

1 2 3 4 5 6 7 8 9 10 U2
1 Student Book X
10 Review
B Fill in the chart with always, sometimes, or never
LAB

k! Lesson Objectives for your family. (4 points)


• Review and practice language introduced in the • Copy the first row of the chart on the board. Elicit
Assessment Focus unit. sentences about each person in the chart using Competency Support: Learn
• Discuss and compare daily routines. always, sometimes, or never, e.g. My mom always
eats breakfast. A child fills in the details in the
Use this activity as an oral assessment. chart on the board.
The children reflect upon and talk
The children work in pairs, looking at the Warm Up about their own routine. Give them
• The children work individually to complete the
pictures and making instructions about • The children write down one word or phrase that chart for their family. time to take notes and organize their
what needs to be done. Assess their ability they learned in the unit. ideas as they compare their routines
to form the imperative correctly and their • Groups: the children take turns saying their word/ C Write sentences about your chart. Use but or with those of other family members.
phrase. The group make sentences with the words/ and ... too. (8 points)
use of the correct words and phrases for This is an important preparation
phrases.
the different pictures. Correct errors where • Write on the board but and and ... too. Elicit stage before they speak and helps
appropriate, but try not to disturb the sentences from the children about people in their them develop as autonomous
A Look at the pictures. Imagine you’re Mom. What do
own family.
children’s fluency. you say? learners. They then communicate this
• The children write sentences about their family
information to a friend, comparing
• Read the sentence. using the information from their chart.
• Say Please hang up your backpack. Elicit the number it with their friend’s experience.
• Elicit sentences.
of the picture this command goes with. (Four.) Repeat Praise the children for their ability
with the other pictures. to express personal information to
• Pairs: the children take turns pointing to a picture Talking Point others.
and giving a command.
Answers Talk about your daily routine. How does your day
Accept correct alternatives e.g. Please take your sweater compare to your mom’s or dad’s?
off. 2 Please take off your sweater. 3 Please clean up the • The children use the lists they made in their
soda. 4 Please hang up your backpack. 5 Please throw notebook to remind them of daily routines. Ask
away your candy wrappers. Does your dad go to school? What does your mom
do every day? Elicit differences between their
B Do the quiz.

world
routine and their parents’ routines. Encourage the
• Pairs: the children take turns asking their friend the children to use always, sometimes, and never.
questions and circling their friend’s answers. • Pairs: the children take turns giving information

work
Assessment Focus • They total their friend’s points and read the results to about their parents’ routines, and comparing Assessment Focus
their friend. them with their own.
This activity gives the opportunity for a • When everyone has finished, ask for a show of hands • Children tell the class about their daily routine. Self-assessment is a very important feature
writing assessmen. The children write the to find out how many very organized/pretty neat/very The class listen carefully and ask questions. of language learning, helping the children
sentence in two different ways, replacing messy people there are in class. to develop their language skills and their
the noun with a pronoun in the second My Progress Journal self-confidence. The My Progress Journal
p13 •Ask the children what they can remember from the
one. You could use peer assessment as an section of the review gives the children the
unit. What was fun? What was difficult?
additional checking stage. The children opportunity to evaluate how they have
A Write two sentences for each Student Book • Talk them through each activity on My Progress
exchange books with a friend and correct picture. (8 points) done in the course of the unit by coloring
Journal pp6–7, giving support as necessary.
each other’s answers. Collect the books at in stars in different colors to reflect how
• Read the example. Give more examples, eliciting • The children fill in their Review scores (from LAB
the end of the class so you can get an idea the second sentence, e.g. Throw the bottle away. Lesson 10), then start the activities. They can finish confident they are in each language area.
of the children’s weak points and strong Throw it away. them for homework if necessary. Praise them for all they have achieved.
points. Make a note of areas that need • Pairs: the children make two sentences for each SB Also encourage them to use the results
review. A picture (2–5). of this assessment constructively. Suggest
Answers that they review and practice any areas of
1 Take your sweater off. Take it off. 2 Clean up the weakness they have identified so that they
soda. Clean it up. 3 Hang your backpack up. Hang it can perform even more effectively in the
up. 4 Throw the candy wrappers away. Throw them next unit.
away.

Student Website Teacher Technology Pack DVD-ROM


Homework Zone: Listen Talking Point:
Interactive Listening Task Listen to Kayla, Megan, and Oliver
Talking Point practice talking about their daily routine. 25 U1
.

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Unit 1 Lessons

1 2 3 4 5 6 7 8 9 10 U2
2 Student Book X
1 What’s The Time? p14 LAB

Understanding Theory:


Off to Work!
Lesson Objectives
Sing a song about time.
Think about the importance of time.
A How many clocks do you have in your home?
• Make sure the children understand the difference
between clock and watch. They think carefully
Differentiated Instruction:
Constructivism and count the number of clocks they have at Learner Styles
Warm Up: Unit Objectives home. Encourage them to visualize the rooms to
help them remember. Each child writes down the
The children activate schemata by thinking • Generate interest in the topic. Ask questions to find
number.
Visual
about time in their daily lives. This is an out what children already know about time, e.g.
important first step in constructivism
What time is lunch? How long is lunch? • The children draw two clocks from home on
B Which rooms are they in?
theory when tackling a new topic. By paper, then color and cut them out. They paste
A [Track 11] Listen and point to the clocks. • Review the names of the rooms in a house, asking,
considering time in this way, the children all the clocks together as a class collage on
• Point to the clocks in the picture and ask the children e.g. Which room do you cook in? The children construction paper. They take turns pointing
are introduced to the new language to imagine and imitate the different sounds they spell the words. Write them on the board.
within a familiar context, which provides to a clock and saying where it is in their house
make. • The children write the names of the rooms the
(e.g. This clock is in the living room.).
a secure foundation for them to build • Play the CD. The children listen to the song, pointing clocks are in.
new ideas on. It also encourages an to the clocks they hear in each verse.
appropriate attitude for them to receive Answers
C Draw three of the clocks in your house. Auditory
more input and integrate it into their alarm clock, kitchen clock, grandfather clock, cuckoo • The children choose three of their favorite clocks
• The children draw two clocks from home
thought systems. clock at home and draw a picture of each. This activity
could be done for homework so the children can on paper, then color and cut them out. Say
B [Track 11] Listen again and sing. copy the clocks as they draw. sentences about where clocks are (e.g. This
clock is in the kitchen.). The children with (e.g.)
• Play the CD twice. (1) The children sing along.
Differentiated Instruction: Encourage them to sing the sound of the clock kitchen clocks hold them up in the air.
Thinking Point
printed on the fourth line of each verse (heard as a
Challenge Level sound effect on the audio).
Think about time. Is it important to you? Kinesthetic
• (2) Put the class into two groups. One group sings the
questions and the other group the answers. • Ask the children if time is important and to • The children draw two clocks from home on
Low Point to the song. The children explain why. Elicit occasions when it might be

The world
paper, then color and cut them out. They
identify what is happening at C [Track 12, p135] Listen and say. important to know the time, e.g. going to a party/
attach one clock to their front and another to
the time specified in each verse school, wanting to see a TV show. Elicit occasions
• Play the CD, pausing after each sound for the when they don’t want to think about time, e.g. their back. They walk around the classroom

of work
(e.g. It’s time for school.). They children to say the time. Repeat several times until when you’re playing, when you don’t want to go describing where their clocks are (e.g. This clock
underline the sentences containing they don’t need to refer to the text. to bed, when you’re on vacation. is in the kitchen.), until they find another child
this information. Repeat the Answers • The children list occasions when time is important who has their clocks in the same rooms.
sentences chorally as a class. Pairs: 1 It’s time for dinner. 2 It’s time for bed. 3 It’s time for for them in their notebook.
the children take turns reading the lunch. 4 It’s time for school.
sentences, then close their book Round Up
and try to remember them.
Treasure Hunt
• Play “What’s the Time, Mr. Wolf?” The class make a
Competency Support: Think
• Pairs: the children find and write the types of the TV circle, holding hands. One child is the wolf and stands
Medium Follow the TE activity. shows pictured. in the center. The class walk/run/dance around the The children consider the concept of
Answers wolf. They chant three times, What’s the time, Mr. time. They think of occasions when
High Follow the TE activity. In pairs: Wolf? then stop moving. Mr. Wolf answers, e.g. It’s
1 sports 2 horror they want to know the time and how
the children make new sentences time to get up/time for my shower., etc. If the wolf
answers It’s time for my breakfast!, the class run away
it helps them to create a structure
about different times of day
and the wolf runs after them. The wolf catches one for activities within their own life, as
(e.g. It’s time for breakfast at
child “for breakfast” and they both sit down. well as situations when they would
7 o’ clock.). Pairs share their
• Repeat with new children as the wolf until all the prefer not to notice the time passing.
sentences with the class. children have been caught. They recognize that their perception
of time can be subjective. They are
reflecting on their own knowledge
and learning to express their
opinions.

U2 28

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Unit 2 Lessons

U1 1 2 3 4 5 6 7 8 9 10 U3
2 Student Book X
2 Language
• Repeat with 2:30 and 1:45.
LAB

k! Understanding Theory:
Lesson Objectives


Learn vocabulary for places in town.
Demonstrate and tell time.
Note: Be careful to use the same time phrases as are
used in the text. Do not use quarter after ten, half-
past eight, etc. Differentiated Instruction:
Critical Thinking Materials for you: a toy clock with moveable hands B Look at the clocks. Write It’s and the time. Challenge Level
• The children write a sentence for each clock. Point
The children use their time-telling skills, out that there is a distractor (there are five times
Warm Up Low Read the dialogue in the speech
which they have acquired at an earlier age •The children read the names of the different
but only four clocks), so they must think carefully
about which time matches which clock.
bubble: What’s the time at the
in their own language, to understand and businesses in the picture. Elicit details about the library? The children repeat it
identify the clocks in the pictures. They businesses by asking, e.g. What do you buy in a Answers
bakery? Why do you go to the library? Then ask
chorally. Ask similar questions
integrate the time information with the 2 It’s eleven fifteen. 3 It’s one thirty. 4 It’s three
about their location in the picture, e.g. Where’s the o’clock. about other places for them to
words for the places around town. In so
bakery? Where’s the beauty salon? repeat chorally. Elicit the answers
doing, they are synthesizing information
• Find out what the children know about time. Ask chorally, too. Pairs: the children
from two different topic areas and using How can we tell the time? Why do we need to be
B Ask and answer.
take turns asking and answering
them together in a new context. able to tell time at home? At school? • The children use the picture to answer your the questions.
questions. Ask What’s the time at the ...?, eliciting
A [Track 13, p135] Listen and point to each clock. It’s ... Medium Follow the TE activity.
• Write on the board in two columns: library, • Pairs: the children take turns asking and answering.
Differentiated Instruction: barbershop, church, and bakery; beauty salon, • Teams: the children close their books and ask similar High Follow the TE activity. Pairs: the
courthouse, and bus station. Play the CD twice. (1) questions in teams. Each team take turns asking children close their book and see
Learner Styles The children listen and point to the clocks by the another team. They win one point for a correct how many times for the different
places in the first column. (2) They point to the places question and two points for a correct answer. places they can say from memory.
Visual in the second column.
C Take turns with a friend. Be a clock.
• The children cut out 12 squares of paper p15
and write the names of the places and the • Draw a clock face on the board. Ask the children for
a time and draw the hands on the clock. Use your
definitions in the squares. Pairs: the children Competency Support: Learn
world
A Match the sentences to the places. arms to demonstrate being a clock, e.g. for six thirty,
shuffle the two sets of cards and lay them out put both arms straight down. Give the class different
• Ask the children for the names of all the places
face down. They take turns turning the cards they can remember in Smallville and write them times so that they can practice being clocks. Ask The children are putting into practice

work over to find a place + definition pair. The child on the board. Ask questions, e.g. Which place do children to call out times for the class to do. what they have learned about time,
with the most cards at the end wins. you like to go to? Which place is noisy? • Pairs: the children do the activity with a friend. showing their understanding and
• The children match the sentences to the places. ability to tell time. They interpret
Round Up
Auditory Answers times by using their own arms and
• Play “Change Places” (see p13) using different times.
1e2c3d4b5f6a Each time the children think of a time. Say, e.g. If hands to convey the information.
• Pairs: the children take turns saying the clues your clock says it’s 9 o’clock, change places. This is a fun way for children
and naming the places. The child who guesses Grammar on the Brain
Accuracy Focus: Focus on accurate pronunciation
to demonstrate that they have
the most correct places wins. of numbers. The numbers 13–19 are often confused processed and assimilated knowledge
with 30, 40, 50, etc. It is helpful to point out that the from the lesson.
Kinesthetic emphasis in the teens is on the second syllable: fif-
teen. The emphasis in the tens is on the first syllable:
• Make flashcards of the place words from the fif-ty.
activity (two copies of each word). Hold them • Say the times on the clocks pictured.
up for the children to read. Put them up around • Use a toy clock. Teach the children the phrases the big
the classroom. Two teams: one child from each hand and the little hand for the hands of the clock.
team stands up. Give a clue about a place (e.g. • Show the children 12 o’clock and 1 o’clock. Then
You can get books there.). The first child to give a child the clock. Ask them to show you 8
o’clock, 3 o’clock, etc.
collect the correct flashcard wins a point for
their team. Play several times until all the team • Demonstrate 1:15, 5:15, 11:15, saying One fifteen.,
etc. Ask children to demonstrate further :15 times.
members have participated.

Student Website
Homework Zone: Play
Interactive Vocabulary Game
Places in town and telling the time 29 U2

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Unit 2 Lessons

U1 1 2 3 4 5 6 7 8 9 10 U3
2 Student Book X
3 Language p16 LAB

Understanding Theory:


Off to Work!
Lesson Objectives
Practice using times.
Interpret information to figure out the correct
A Complete the clocks.
• Ask questions about daily routines, e.g. What time
do you get up/go to school?, etc. Use the toy clock
Differentiated Instruction:
time.
Multiple Intelligences to demonstrate the times. Learner Styles
• Practice talking about time with a friend.
• The children draw their own times on the clocks.
The children are developing their logical/ Materials for you: a toy clock with moveable hands Visual
mathematical intelligence to analyze the B Look at the clocks in your school and answer.
information on the incorrect clocks, and • Follow the TE activity. Use the clock with
Warm Up • Decide on the time right now with the children.
figure out what the correct time is. This is Write it on the board. The children write it as the moveable hands. Put it to the correct time. Say
• Review fast and slow, moving the clock hands quickly first answer. Make sure your watch matches this The clock is ten minutes fast. A child moves
a complicated skill for young learners to and slowly to elicit. If the children wear watches, ask
conceptualize and may require drawing the time. Compare it to the time on the classroom
time. the clock hands to the appropriate place. The
sketches of the clocks and their times clock. Explain that fast and slow are used when a • Take the children to two or three different clocks class agree or disagree. Return the clock to the
clock/watch shows a time ahead of/behind the real in the school. They note the time and the time on correct time. Repeat as often as you have time
on the board to help them figure it out. time. Decide which clocks/watches are fast or slow. your watch. They figure out if these clocks are fast
Encourage the children to discuss their or slow.
for, using different amounts of time that the
thought processes and talk about how A [Track 14, p135] Listen and check (✓).
clock is fast or slow.
C Write your school schedule in English. Copy the
they figured out the answer. Give positive • Ask what is strange about the clocks in Smallville.
feedback if they have tackled the problem (Each one says a different time.) Ask if they are all
chart below in your notebook. Auditory
in the correct way, even if they didn’t get correct. (No.) • The children edit the list of subjects, adding any
not listed and deleting any that don’t apply. • Follow the TE activity. Pairs: the children draw
the correct answer. • Play the CD three times. (1) The children check the a sequence of blank clocks (i.e. with numbers
clocks that are fast. (2) They check the clocks that are • Create a schedule on the board, like the one in
slow. (3) They check the clock which is broken. LAB C. Write Monday–Friday and times hour by but no hands). They take turns saying times and
hour from the beginning to the end of the school drawing them on the clocks.
Answers day.
Fast: barbershop, beauty salon, bus station;
Competency Support: slow: library, bakery, courthouse; broken: church • Elicit answers orally first. Kinesthetic
Communicate • The children copy the chart in their notebook and

The world
B What’s the time in Smallville? Circle the correct complete it, then trade with a friend to check. • Follow the TE activity.
The children use effective answer. • Ask children to close their books. Do a quick
communication to exchange spelling test on school subjects.
• Write the places on the board. Children write the
information about times and places.
The activity provides the opportunity • of work
time at each place. Other children write fast or slow.
The children test each time, e.g. It can’t be 10 Think some more …
Differentiated Instruction:
to put into practice what they have because the courthouse clock says 10, and it’s slow. Challenge Level
They circle the correct answer. • Elicit examples of occasions when it is important
been learning throughout the to know the time. The children can look at the
lesson. It also gives the children the Answer lists they compiled for Thinking Point in Lesson 1. Low Point to the schedule on the
11:30 a.m. page and make sure the children
opportunity to communicate meaning • Pairs: the children discuss what would happen in
in interactions taking place in an C Take turns with a friend to be late ...
their town if all the clocks showed different times. understand what it is for. Read
authentic context. Encourage the Elicit the importance of timekeeping and how the subject words and elicit/clarify
children to take turns fairly and to
• Model the dialogue with a child. confusing it would be if people didn’t know when meaning as necessary. The children
• Pairs: the children take turns practice playing each the buses were leaving, when their appointments
use appropriate expression in their were, etc.
copy the chart and complete
part and reorganizing the role-play for the different
exchanges. it with their own schedule in
situations listed. • The children add more examples to their lists of
when time is important. English. They can work in pairs
to do this, each completing their
Round Up own schedule.
• Make statements about the children’s school day,
Medium Follow the TE activity.
using the information from LAB C. If the statement is
true, they do nothing. If false, they stand up. Speak
High Follow the TE activity. The children
quickly to make the activity more challenging.
create another schedule of their
activities on weekday afternoons
after school. Help them out with
Connection vocabulary as necessary.
Don’t Be Late!, p22
U2 30 Genre: fiction

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Unit 2 Lessons

U1 1 2 3 4 5 6 7 8 9 10 U3
2 Student Book X
4 CLIL: Math—Time A [Track 15] Listen and read. LAB

k! Lesson Objectives • The children say where they might see each clock
pictured.
• Investigate how to measure time.
Understanding Theory: • Estimate times and investigate how long it
• Play the CD. The children read along silently. Pause Differentiated Instruction:
after Try to count 20 seconds! to be sure that the
takes to do different activities.
CLIL Math children understand what they need to do. Continue Challenge Level
Materials for each pair: stopwatch For each group: playing the CD. The children raise their hands when
The children are progressively acquiring stopwatch, apple, balloon, paper to make a paper they think 20 seconds has passed. (Generally, the
airplane, 2 plastic cups, plastic spoon children will estimate very incorrectly the first time Low Review the meaning of clock,
more knowledge of time. They have around.) hand, second, minute, hour. The
thought about the concept of how fast Preparation for each group: make a set of cards with • Play the CD several times and see how close they can children scan the text and circle
time appears to pass when we look second, minute, hour, day, week, month, year get. Suggest they count using any two-syllable word these words. They predict what
at it subjectively, i.e. by assessing it make a paper airplane after each number, e.g. one apple, two apples, three
apples, etc.
the text is about. Read the text
depending on the different activities that
aloud. Ask if their predictions
we are doing. This activity uses a CLIL Warm Up B Fill in the chart with a friend. Guess. Then find were correct. Read the text again,
math context to focus on the objective •Groups: give a set of the cards you prepared to each out. pausing to give them time to do
measurement of time and how it is broken group. They order the words from the shortest time
to the longest. • Ask the children how long they think it would take each task.
down into seconds, minutes, hours, days, to do each activity on the list. The children write their
weeks, months, and years. The children • Elicit answers.
estimates in the chart. Medium Follow the TE activity.
then consider how accurately we can • Groups of six: hand out the materials. Each child
estimate time, to gain an appreciation of p17
chooses an activity. Give the children ten minutes to
High Follow the TE activity. Pairs: the
how useful time-measuring devices are. do their activities, timing them with the stopwatch. children write other things that
A Read and answer as quickly as possible. take 20 seconds to do. They
• The groups complete the chart with the actual times
• Pairs: the children answer the questions as quickly for each activity. compare ideas with another pair.
as possible, then check answers with another pair. • Identify for each activity which group had the most Write ideas on the board for the
Differentiated Instruction: • Elicit answers. accurate estimate. class to copy into their notebook.
Answers
Learner Styles 1 365 2 12 3 7 4 24 5 60
Guess What!

world
Visual/Auditory B Challenge your friend!
• The children read the text. Ask them why they think
it is nighttime in China when it is daytime in Mexico.
Explain that Earth rotates, and at any one time, only
Competency Support: Learn

work • The children write on squares of paper 365, 12, • Read the questions in the activity. Ask the class to
part of it can be facing the sun. You can demonstrate
demonstrate each action. The children carry out specific
7, 24, 60. Give clues (e.g. How many minutes this by shining a flashlight on a ball and turning the
are there in an hour?). The children hold up • Pairs: hand out stopwatches. The children take ball. That’s why it’s night in the countries on the activities and measure how long
turns timing each other as they do the activities. other side of the world.
the correct piece of paper. Then hold up the it takes to do them. The activities
Monitor and help.
numbers in random order to elicit a definition are fun challenges in an authentic
Round Up
for them (e.g. the number of minutes in an Homeschool Connection context that the children can relate
• Discuss how close the children’s estimates were
hour). • The children answer questions 1–4 for homework. to the real times. Ask them which activities took to. They perform as self-directed
more or less time than they thought. Ask them why learners, as they take responsibility
• Tell the children that they are going to do a survey
Auditory to find out about bedtimes. Model and practice estimating can be useful. for the individual activities they do.
the dialogue until the children don’t need to read • Discuss how time helps us organize our lives. Ask They work as a team and need to
• Follow the TE activity. Pairs: the children take it. them what time key events take place during their communicate in order to measure
turns prompting (e.g. the number of days in a • day. Encourage them to wear watches so they can be
Copy the chart on the board and show the the time and note down the results
week) and answering (e.g. seven). children how to fill it in. Each child stands up and on time.
accurately. A time limit is specified
asks the child next to them what time they go
to bed. The class listen and make a note in the
for the task. Use this to remind the
Kinesthetic right place on the chart. If you have more than 15 children of the need to respect time
children in your class, do the activity in groups. constraints in everyday life in order
• Draw five chalk circles on the floor and write a
to make things work more efficiently.
number in each one: 365, 12, 7, 24, 60. Give
clues (e.g. the number of days in a year). The
children run and stand in the correct circle.

Teacher Technology Pack DVD-ROM


Discovery Zone: Poster
A Day in Our Town – exploring times of
the day and places around town. 31 U2

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Unit 2 Lessons

U1 1 2 3 4 5 6 7 8 9 10 U3
2 Student Book X
5 Create
B What’s the time? Use your clock to help you. Fill
LAB

Off to Work!
Lesson Objectives in the chart.
• Make a clock. • Read the chart aloud. Ask questions, e.g. What
Understanding Theory: • Use a clock to show different times. time is it in Mexico? (It’s 8 o’clock.) What time Differentiated Instruction:
is it in New York City? (It’s 9 o’clock.) Make sure
Multiple Intelligences • Learn about the time in different parts of the
the children know to add one hour to 8 o’clock. Learner Styles
world.
Demonstrate with the toy clock.
This activity encourages the use of bodily/ Materials for you: a toy clock with moveable hands • Pairs: the children figure out the times in the Visual
kinesthetic intelligence as the children For each child: see You need list in SB other countries in the chart using the clocks they
use the clocks they made previously and made. They write their answers in the chart. • Follow the TE activity, with the children also
Preparation: make a template for the clock (see drawing a graph to show their answers.
move the hands to demonstrate the time. SB A) or download it from the Black Line Masters,
• Children say the answer and show the time on
A hands-on activity like this is a very their clock.
found on the Teacher Website
stimulating way of helping kinesthetic • Note: point out that when they write o’clock, they Auditory
need to include the apostrophe.
learners to learn and communicate. The Warm Up • Pairs: the children take turns asking and
children are also reviewing their logical/ Answers
• Ask a riddle: What has a face and two hands but can’t New York City: 9 o’clock, São Paulo: 10 o’clock,
answering the questions. They think up three
mathematical intelligence as they review talk? Let them guess the answer, but don’t tell them more questions to ask each other.
yet. London: 2 o’clock, Moscow: 5 o’clock, Beijing:
time concepts and how time is represented 9 o’clock
on an analog clock. • Hold up the toy clock. Ask questions so that the
children are encouraged to look at the details on the Kinesthetic
C Now answer these questions about you.
clock, e.g. How many hands does it have? Are they
both the same length? Which number is opposite • Invite children to ask the questions for you to • Follow the TE activity. Give a range of
the number 12? 3? 4?, etc. Ask the riddle again. They answer. instructions using the prompts in the questions
should now be able to guess that it is a clock. • The children write their own answers to the (e.g. Stand up if it takes you more than 20
questions. minutes to get to school. Jump if it takes you
A Make a clock. more than 10 minutes to eat lunch.).
• Pairs: the children compare answers with a friend.
• If time is short, you can download the clock template
from the Black Line Masters, found on the Teacher Round Up
Website. Photocopy the template and give one to

The world
each child.
• Play “Simon Says” (see p13) using the clocks the
Understanding Theory:
children made. Say, e.g. Simon says it’s three o’clock.
• If the children have time to make their own, make The children show 3 o’clock on their clock. If they’re Brain-Based Learning
sure that they have the materials they need. Say each

of work
wrong or they change the time on the clock without
item. The children point to it/hold it up. you saying Simon says, they sit down. The game is a perfect opportunity for the
• Read the instructions and answer any questions.
Differentiated Instruction: • The children follow the instructions to make the
children to be immersed in an interactive
clock. Monitor and help.
task. They are using what they have
Challenge Level • Show the children how to tell the time, using only
learned so far in this unit in the context
o’clock. Explain that the minutes are indicated by the of conveying information about time.
Low Ask the children about time long hand and the hours by the short hand. Model This synthesis of skills and information is
differences, both within their own the dialogue: What’s the time? It’s 3 o’clock. presented in a fun and challenging way.
country and between their country • Pairs: the children practice asking and answering, They have to concentrate on listening
using their clocks. carefully, distinguishing between different
and other countries. Discuss why
there are time differences. Point to types of instructions. The challenge
p18
the chart and read it aloud. Hold of trying to win the game helps them
up a clock and elicit the times practice performing under pressure.
A Use your clock. Move the hands to show these
one by one chorally. The children times.
write the times in the chart. Pairs:
• Pairs: the children take turns moving the hands on
the children use their clocks and their clock to show the times, then checking with
review how they figured out the their friend.
time differences. • Call out each time. The children hold up their
clocks to show you.
Medium Follow the TE activity.
High Follow the TE activity. Pairs: Teacher Technology Pack DVD-ROM
the children investigate time Discovery Zone: Poster
A Day in Our Town – exploring times of
differences between other U2 32 the day and places around town.
countries and their own, using
books or the internet. Pairs share
their discoveries with the class. Printer Friendly Version
Unit 2 Lessons

U1 1 2 3 4 5 6 7 8 9 10 U3
2 Student Book X
6 Language
• A child acts out an activity. Ask the class, e.g.
LAB

k! Differentiated Instruction: Lesson Objectives What does Diego want to do? Elicit answers in full
sentences.
• Learn vocabulary for types of TV shows.
• Use want + infinitive.
Differentiated Instruction:
A Match the words to the pictures.
Challenge Level • Decide what activities to do with a friend.
• Groups: the children take turns acting out one of Learner Styles
the shows listed. The group guess.
Low Review the names of the different
Warm Up • Pairs: the children match the words to the Visual/Kinesthetic
•Ask the children their favorite kinds of television shows. pictures.
types of shows to make sure the Write them on the board. Then ask which shows are the • Pairs: the children make a television. They cut a
children understand. Play the CD Answers
same general type: movies, sports, cartoons, etc. long strip of construction paper. They divide the
1a2d3b4c5e6f
twice. (1) Pause after the time of strip into six equal parts and draw the six types
a show is mentioned, allowing A [Track 16, p135] Listen and point to the show. B Complete the conversations. of shows on them. They label each show with
the children time to repeat and • Read the television shows listed while the children • Do the activity orally. its name and the time it is on. Then they cut
then write the time down. (2) The look at the pictures. Play the CD twice. (1) The a square television screen out of construction
children listen and point to the corresponding • The children write the answers.
children check their answers. Elicit • Elicit answers. paper. It should be big enough for one show
pictures. (2) Pause after each show for the children to
answers. call out the picture number. at a time to show. They make a slit in each
Answers
1 No, I don’t. Let’s go shopping. 2 No, I don’t. Let’s side and slip the strip through the slit. They
Medium Follow the TE activity. B [Track 16] Listen again and write the time for watch television. take turns moving the screen to show different
each show. shows and saying the show name/when it is on.
High Follow the TE activity. Pairs: the
children name shows that they • Play the CD twice. (1) The children write the times by Think some more …
the shows. (2) They listen again to check their answers.
watch on television, similar to • Pairs: the children look at the notes they made for Auditory
those in the book, and say what • Elicit answers.
Thinking Point and Think some more in Lesson 3.
• Pairs: the children take turns saying the
time they are on TV. Answers • They discuss occasions when it causes a problem if
Horace the Hippo: 7 o’clock; No Time for School: 7:30; someone is late, e.g. if your friend arrives at the
names of the show types in LAB A in random
Monsters at Midnight: 7 o’clock; All about Animals: movie theater late and you miss the beginning of a order, and responding with the letter for the
9 o’clock; News 9:30 movie. They write some examples in their notebook. corresponding picture.

worldCompetency
Communicate
Support: C

Ask your friend.
Read the question aloud. Elicit activities that children
Round Up

work
The children do a survey on what kinds of shows the
might want to do. List them on the board. Model the
class like to watch. They ask Do you like to watch the
Understanding Theory:
The children discuss programs that dialogue with a child. Classroom Management
news/sports?, etc. Pairs: they interview each other,
they want to watch on television • Pairs: the children take turns asking and answering. then report their friend’s answers to the class.
using open and closed questions. The • Point out that not everyone wants to do the same • If there is time, compile the answers and make a bar The children conduct a survey about TV
activity encourages the children to thing at the same time. Discuss how you can solve chart on the board. shows. It is important to outline clearly
this problem. Explain that sometimes you need to
take part in meaningful exchanges, compromise. what they need to do, in order to avoid
related to authentic situations. In chaos in the classroom. In this activity, the
the first part of the activity, they p19 children work in pairs to interview each
work together in pairs. They take other and then report the information to
turns asking and answering, learning Grammar on the Brain you. You then function as a facilitator and
Accuracy Focus: Ensure that the children use to
to listen and to talk at appropriate collate the information and results on the
between the two verbs and don’t put an ending on
moments. In the second part, the the second verb. board for the whole class.
whole class are encouraged to think • Ask yes/no questions such as Do you want to play On other occasions, the children may move
about and resolve what happens soccer right now? Do you want to have lunch right around the class to do a more extensive
when people want to watch different now? Do you want to go home? survey. Encourage them to be clear about
shows that are on at the same • Write want to on the board. Do a chain drill with who they need to interview and to speak
time. This introduces the concept the children asking and answering questions in in a quiet voice while they are working.
of negotiation and encourages the order. Encourage them to use as many different
verbs as possible.
children to consider and develop a
spirit of compromise.
Connection Student Website
Homework Zone: Play
I Want Chocolate, p76
Interactive Grammar Game
Genre: fiction 33 U2
Want + infinitive

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Unit 2 Lessons

U1 1 2 3 4 5 6 7 8 9 10 U3
2 Student Book X
7 Language p20 LAB

Differentiated Instruction: •

Off to Work!
Lesson Objectives
Say when things start and end, using at.
Design a television schedule.
Grammar on the Brain
Accuracy Focus: Ensure the children use the correct
preposition.
Differentiated Instruction:
Challenge Level • Give information about your favorite TV show. • Ask Do we have gym class at 6 o’clock? (No.) Write
Learner Styles
at on the board. Ask What time do we have gym
Materials for each group: a large piece of paper; a class? Write the time they say after at. Contrast at
Low Read the names of the shows and toy clock with moveable hands + time with other means of talking about time: Visual
make sure the children understand —in + time of day (e.g. We have gym class in the
Preparation: make a set of cards with exact times • Pairs: the children write on separate squares
morning/afternoon.)
their meaning. Play the CD twice. (e.g. 7:30, 3 o’clock), times of day (morning/ —on + day of the week (e.g. We have art class on of paper morning, afternoon, evening, night,
(1) The children raise their hand afternoon/night), and days of the week (see Mondays and Tuesdays.) Thursdays, Saturdays, Wednesdays, 7:30, 4:00,
when they hear the names of the Grammar on the Brain)
• Show the cards you prepared and elicit the correct 9:00. They cut the words out to make cards.
shows mentioned. (2) Pause after preposition, e.g. show night and elicit at. They then write at, in, on as column headings
Warm Up
the time for each show, and elicit • Repeat, this time eliciting sentences using the on a piece of paper. They shuffle the cards,
the time. The children write the • Teams: give each team a specific time. Show different preposition + the time period, e.g. show 7 o’clock
times on the toy clock. The children shout out the then take turns turning them over one at a time
times down in their book. to elicit I wake up at 7 o’clock. and sorting them into the correct column.
time. When you say one of the special team times,
that team jumps up and runs to the front of the class,
Medium Follow the TE activity. A Look at the TV schedule. Write five sentences.
saying Oh, no! I’m late!
• Elicit the names following types of show on the
Auditory
High Follow the TE activity. Pairs: the A [Track 17, p135] Listen and write the times. schedule: a sports show, a nature show, a movie, a • Say at, in, on in random order to prompt a time
children make sentences about news show, and a comedy.
• Check understanding of begin and end by asking phrase (e.g. at 6:30, in the evening, on Fridays).
the programs (e.g. There’s a movie what time school begins and ends. • Pairs: the children write sentences. If they need
Pairs: the children continue the activity, taking
at 9 o’clock.). more space, get them to write in their notebook.
• Play the CD twice. (1) The children listen and guess turns prompting and responding.
who might be speaking: adults? children who are • Elicit answers.
friends? a brother and sister? (2) They write the time
each show begins. Elicit answers. All About Me Kinesthetic
Competency Support: • Pairs: the children talk about their favorite TV

The world
Answers • The children stand in a circle. Give one child
shows.
Communicate 1 7:30 2 9:00 3 10:30 a soft ball. They say at, in, or on as a prompt,
• Elicit names of shows. Write them on the board.
then throw the ball to someone else. That
B Now put the shows in Activity A in order by writing

of work
This activity develops the children’s • The children write their answers in their
person responds with a time phrase using the
1, 2, or 3 in the boxes. notebooks.
ability to communicate effectively as word (e.g. at 6:30, in the evening, on Fridays).
they work as part of a team to create
• The children look at the times and put the shows in
chronological order. (The shows are already printed If someone can’t respond or makes an error,
Round Up
a television schedule. They organize in order, but the children still need to check their they sit down. The last child standing wins.
• Give the children one minute to study the schedule
and present their thoughts and understanding of time.) in LAB A. They then close their books and play a
ideas, then reach a consensus about • Elicit answers. Ask which of these shows they would memory game. Ask questions to see who remembers
which information to include: the watch. the most, e.g. What time is the soccer game?
Competency Support: Me
shows, appropriate times for them, Answers
how to lay out the information, and nature show 1, movie 2, baseball game 3
The children talk about their favorite
how to present it to the class. Help
C Work in groups. Make a television schedule for show, giving details of what kind of
groups make decisions and choices if one night. show it is and what day and time it
necessary.
• Review the types of television shows the children is on. They share the information
have learned. Introduce game shows, talk shows, related to their life and lifestyle
reality shows, cooking shows, and educational shows with a friend, then write it in their
(e.g. Sesame Street) if the children show an interest notebook. Encourage them to respect
in these.
and appreciate each other’s taste.
• Groups: the groups create a television schedule using
real shows. They write it on a large piece of paper
and hang it in the classroom.
• Groups: present their schedule to the class.

U2 34

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Unit 2 Lessons

U1 1 2 3 4 5 6 7 8 9 10 U3
2 Student Book X
8 Reading p21 LAB

k! Competency Support: Think


Lesson Objectives


Identify the main theme of a story.
Relate the text to their own experience.
A What are Marco and Toby like on land? Read and
write M for Marco and T for Toby.
Differentiated Instruction:
• The children read the SB text again and decide

The children are encouraged to apply


which animal is described by each adjective. Challenge Level
Reading Skills: Identifying the main theme • Pairs: the children check answers with a friend.
critical thinking skills as they use the
Identifying the main theme helps children engage • Elicit answers. Low Review the meaning of quickly
picture of the two characters from with a text. It also gives them a context in which to
the story to figure out who is the Answers and slowly with the children.
figure out new words. 1M2T3T4M5M
fastest swimmer. They analyze the Review the actions from the story
Personalizing reading and write them on the board for
two types of animals, considering B Complete the diagram about Marco and Toby.
Identifying things that they share with the characters reference. Ask the children if they
their characteristics and assessing helps children see the relevance of the story. • The children write on the board words/phrases to
how they would perform in water in do them quickly or slowly. They
Relating the text to their own experience can also describe Marco and Toby, including adjectives and
order to reach a conclusion. They are help them read more effectively. adverbs. Make sure they include similarities as well show their answers by raising their
also developing their prediction skills, as differences, such as on the swimming team, go hand. Brainstorm other activities
since focusing on this kind of detail Warm Up
to school. and write them on the board. Elicit
will help give them a context for • The children look at the pictures and tell you what • Demonstrate how a Venn diagram works. Draw whether the children do each one
the diagram from LAB B on the board. Ask where quickly or slowly in the same way.
understanding the story. animals the two characters are (a mouse and a turtle).
each word/phrase on the board should go and
Pairs: the children ask and answer
why. Complete the diagram together.
A Look at the title. What are the names of the two about the activities.
characters? • The children complete the diagram in their books.

Differentiated Instruction: • Read the title. Elicit the names of the two characters Answers Medium Follow the TE activity.
(Marco and Toby). Marco: is usually very fast; talks quickly; whistles
High Follow the TE activity. Groups of
Learner Styles B Look at the pictures. Who do you think is the
quickly; rides his bike quickly; brushes his teeth
quickly; is never late; is always early; isn’t a good four: the children compare their
fastest swimmer? swimmer; Toby: is usually very slow; walks slowly; ideas and see which activities they
Visual talks slowly; plays the piano slowly; is never early; is
have in common and do at the
world
• Ask the children to look at the two animals and always late; is a good/fast swimmer; Toby and Marco:
• Play the CD. The children listen and follow decide who they think the fastest swimmer is. Elicit same speed.
are friends; go to school; are on the swimming team.
the text. Write on the board quickly, slowly, reasons. Ask who is quicker at other activities, again

work
mouse, turtle, talk, whistle, brush his teeth, eliciting reasons. Don’t confirm answers. C Write sentences about Marco and Toby in your
play the piano, walk, swim. The children make notebook.
C [Track 18] Listen and read the text.
two columns in their notebook headed Marco • The children use the Venn diagram to write Competency Support: Me
Mouse and Toby Turtle. They copy the words • Play the CD. The children follow the text. Ask if they sentences showing similarities and differences
guessed correctly. between Marco and Toby.
into the correct column (some may appear in The children consider the actions
both columns). Elicit answers. • Ask questions to check comprehension, e.g. Is Marco
Mouse fast or slow? Is he always late? D Check (✓) the correct answer.
that they have been learning about
throughout the reading activities
Auditory D Are the characters friends, brothers, or cousins? • Pairs: the children decide which option is correct.
in a personal context. They are
• Elicit the answer, with reasons. (3 Everyone is
demonstrating their ability to relate
• Play the CD. The children listen and follow the • The children skim the text to see if they can find the good at something.)
words friends, brothers, or cousins. Elicit the answer. information to their own lives and to
text. Write on the board the words in Visual. (They are friends. See first line on p17.) All About Me express it in written form. They also
The children read the words, explain their
show their understanding of social
meanings, and say who they refer to. E Do you do most things quickly or slowly? Why? • The children write sentences about three things
they do quickly and three things they do slowly. factors and actions in their lives. The
• Ask the children if they do activities such as getting activity is motivational in providing
Kinesthetic up in the morning, doing homework, etc., quickly or • Pairs: children share their sentences in a respectful way.
slowly.
them with an opportunity to express
• Groups: write on sticky notes (1 set for each information and events that relate to
• Pairs: the children talk about how they do activities Round Up
group) quickly, slowly, mouse, turtle, talk (x2), like these and why. • Ask if Marco is fast everywhere and Toby is slow them directly. They then share their
whistle, brush his teeth, play the piano, walk • Elicit examples. everywhere. Elicit whether everyone is good at thoughts with a friend. Remind them
(x2), swim. Put them up around the classroom. everything. Elicit activities the children are good at to respond respectfully to what their
and aren’t good at. friend tells them.
Give each group a piece of paper with column
headings Marco Mouse and Toby Turtle. The Student Website
groups collect the notes and stick them in the Homework Zone: Read
A Fictional Interactive Reading Task
correct column. What do you want to do today? 35 U2

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Unit 2 Lessons

U1 1 2 3 4 5 6 7 8 9 10 U3
2 Student Book X
9 Sounds Like English p22 LAB

Understanding Theory:


Off to Work!
Lesson Objectives
Identify and practice words with the long e sound.
Identify spelling patterns for the long e
A Complete the words. Then draw.
• Do the activity orally first, eliciting the missing
letters.
Competency Support: Think
sound.
Multiple Intelligences • The children complete the words by writing the
Materials for each child: scissors, glue, old magazines correct letters in the blanks, then drawing the The children identify a sound from
This activity encourages the children to picture for each word. its written forms. They visually
use their linguistic intelligence when Phonics Tip
Answers
discriminate between spellings in
comparing two sounds. They learn to The long e sound has a variety of spellings. This feet, tree, jeep, bead, meat, ice cream order to classify words into categories
create links between the sounds and lesson focuses on ee and ea, e.g. queen, team. for the two different spellings ee
words containing them, consolidating Phonics Fun! and ea. By identifying the spelling
their phonetic knowledge. Their bodily/
Warm Up • Draw a picture of feet and a tent on the board. patterns for the long e sound for
• Write on the board shell and sheep. Say the words Elicit the words. Ask which word has a short e themselves, the children are more
kinesthetic intelligence also comes into for the children to repeat. sound and which has a long e sound.
play as they do certain movements to likely to remember the language
• Explain that you will say a list of words in random • Do the activity orally first. The children say the
point.
show that they can distinguish between order. When the word has the same sound as shell, word for each picture, and whether it has a short
the two sounds when they hear them. the children clap their hands. When it has the same or long e sound.
Associating a sound and words featuring sound as sheep, they stamp their feet. Use familiar • Pairs: they say the words again, circling the ones
words, e.g. pet, feet, teeth, pen, beach, hen. with a short e sound and underlining those with
it with a particular action will help them Differentiated Instruction:
recall spellings more accurately. • Add a competitive element. Ask the children to stand. a long e sound. They then label the pictures.
If they do the wrong action, they sit down. Play until Monitor and help.
only one child is left standing.
Answers
Learner Styles
short e sound: 3 tent 4 hen 6 lemon 7 eggs/nest
A [Track 19] Listen and read. Visual
Differentiated Instruction: long e sound: 1 feet 2 meat 5 cheese
• Write long e on the board. Play the CD. The children • The children draw pictures for six long e words
Challenge Level read along silently. They raise their hand each time
they hear a word with a long e sound.
Round Up from this lesson. Pairs: the children exchange
• Hand out the old magazines, scissors, and glue. pictures and write the corresponding words.
The world
• Elicit items in the pictures with the long e sound.
Low Write on the board Jean, theater, • Write on the board long e sound. The children copy it
on a new page in their notebook. They find pictures
team, queen, beads, green, tree, B Circle all the words with the long e sound.
with the sound in the magazines and glue them in
Auditory

of work
reading, meat, cheese, ice cream, • Do the activity orally first. Draw attention to the long their notebook, then write the word under each • Pairs: the children take turns saying long e
jeep. Review the meaning of the e sound. picture. Monitor and help.
words from memory and spelling them aloud.
words. Read them aloud for the • The children circle all the words in the text with the
long e sound. The child who spells the most words correctly
children to repeat chorally. Then
• wins.
erase the words on the board. Elicit spelling patterns for the long e sound, focusing
Read the text aloud. The children on ee, ea. Point out that e can also be pronounced as
raise their hands every time they
a long e, as in she’s and evening. Kinesthetic
hear a word with the long e Answers
Jean, theater, team, queen, beads, green, tree, reading,
• Write the long e words from this lesson in
sound. scrambled form on the board. Divide the class
meat, cheese, ice cream, feet, jeep
Medium Follow the TE activity. into two teams. One child from each team
C Now you read! comes to the front holding a cone-shaped piece
High Follow the TE activity. The children • Pairs: the children practice reading the text. Monitor of paper. Say one of the words. The first child to
brainstorm other words they know and deal with common mistakes, e.g. ready with a hit the correct scrambled word and spell it aloud
with these sounds (e.g. three, long e sound. correctly wins a point for their team. Play several
tree, see, pea) and write them in times. The team with the most points win.
their notebook.

U2 36

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Unit 2 Lessons

U1 1 2 3 4 5 6 7 8 9 10 U3
2 Student Book X
10 Review
B [Track 21, p135–136 Look at the TV schedule.
LAB

k! Lesson Objectives Listen and circle the shows Bob and Emma
decide to watch. (4 points)
• Review and practice language introduced in the
Assessment Focus unit. • Ask questions, e.g. Which show begins at 11:00? Competency Support: Learn
• Discuss the importance of time in society. • Play the CD twice. (1) The children listen and circle
This vocabulary assessment requires the the shows Bob and Emma decide to watch. (2) The children consider and discuss
Materials for you: toy clock with moveable hands They check answers.
children to write their own list, to show ideas about time and why being on
how many place words they remember Answers time is important. Sharing thoughts
Warm Up Circles around: Movie: The Five Fools, News, Movie:
from the unit. When the children have with a friend encourages them to
• Play “Hangman” (see p13) with types of TV shows. The Thing from Space
finished their lists, they work in pairs, as be self-directed learners and to take
a form of peer assessment, to read their A Write a list of as many places in a town as you can C What do you want to watch? Choose three shows responsibility for their own ideas.
lists to each other and make changes, think of. Work with a friend. See who can make the with a friend. (3 points) The second part encourages them to
additions, or amendments. Comparing longest list! share what they have learned with
• Pairs: the children decide on three shows to
information is an excellent way for the • Pairs: the pairs compete to make the longest list of watch. the whole class, building up their
children to remember words: it keeps the places in a town. confidence to present knowledge to
• Pairs define each place for the class to guess, e.g. You D Write about what you decided. (9 points)
atmosphere relaxed and helps the children a larger group of people.
buy bread here. Write the places on the board. •
review what they already know. It also Do the activity orally. Then write examples on the
helps fine tune and reactivate words that board using the version in LAB D as a model.
B Work with a friend. Ask and answer.
they had forgotten or never learned. • Pairs: the children complete the text with their
• Elicit the clock times pictured. own details.
Assessment Focus
• Pairs: the children take turns asking and answering
about each clock. Talking Point Self-assessment is a very important feature
C Ask your friends and fill in the chart to show your Why is time so important in society? of language learning, helping the children
Assessment Focus class’s favorite kinds of shows.
• Pairs: the children discuss why time, and being on
to develop their language skills and their
• The children do a survey about favorite TV shows. time, is important. self-confidence. The My Progress Journal
Use this activity and LAB D to carry out a Each child asks their friends and notes each response section of the review gives the children the
world
• Children exchange ideas with the class.
general assessment to help you evaluate by coloring in a square in the correct row. opportunity to evaluate how they have
how the children are progressing at this • Ask questions so they interpret the information they
Assessment for Units 1 and 2 done in the course of the unit by coloring

work
collected, e.g. How many children liked sports shows
stage. Ask them to complete the activities • The children do Review A on LAB p104. in stars in different colors to reflect how
best?
individually and in silence. Collect and • The children do Assessment A on SB pp124–125. confident they are in each language area.
correct their work. Use the results in D Ask a friend and complete the timetable. Praise them for all they have achieved.
conjunction with the Review & Assessment My Progress Journal Also encourage them to use the results
• Model the dialogue with a child. Then elicit questions
sections at the back of the LAB/SB to for the other pictures, e.g. What time do you take a • The children complete My Progress Journal on pp8–9 of this assessment constructively. Suggest
keep a record of the different abilities of shower? and fill in their scores. that they review and practice any areas of
the children, in order to help you guide • Pairs: the children complete the timetable for a weakness they have identified so that they
and support them throughout the school friend, then tell the class about their friend’s day. can perform even more effectively in the
year. Give the children feedback on their next unit.
p23
strengths and areas of weakness, and
figure out with them ways in which they
A [Track 20, p135] Listen and write the times
can improve. on the clocks. (4 points)
• Play the CD twice. (1) The children listen and draw
the time on each clock. (2) They check answers.
Answers
1 4 o’clock 2 2:15 3 3:30 4 7:45

Student Website Teacher Technology Pack DVD-ROM


Homework Zone: Listen Talking Point:
Interactive Listening Task Listen to Arisha, Peter, and Lex talking
Talking Point practice about the importance of time. 37 U2

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Unit 2 Lessons

U1 1 2 3 4 5 6 7 8 9 10 U3
3 Student Book X
1 How’s The Weather?
B Match the weather to the activities.
LAB

Understanding Theory:


Off to Work!
Lesson Objectives
Sing a song about weather.
Think about the weather and identify their


Do the activity orally first. Say the weather word,
e.g. rainy. Elicit the activity, e.g. Get my face wet.
Pairs: the children match the words and activities.
Differentiated Instruction:
favorite season.
Constructivism • A pair writes answers on the board. The class
Challenge Level
agree or disagree.
The children reflect on what they already Warm Up: Unit Objectives Answers
•Generate interest in the topic. Ask questions to 1b2a3d4c Low Review the meaning of weather
know about the weather, an essential first
find out what the children already know about the and clothing. Pairs: the children
step in constructivism when introducing a weather, e.g. What’s the weather like today? How C Read and answer. read the song. They underline
new topic. Encourage them to share their many seasons are there?
• Ask What do you do when it’s rainy? Elicit weather words and circle clothing
ideas freely and articulate them clearly, to
answers. words. They then look for pictures
make sure the class understand them. This A [Track 22] Listen and point.
• The children write answers for themselves. of weather and clothing in the
approach enables the children to build on • Play the CD. The children listen and point to the
• Pairs: the children ask and answer the questions. unit, writing down the page
what they already know by integrating weather they hear in each verse.
numbers.
others’ ideas. When discussing the seasons,
B [Track 22] Listen and sing.
mention how they can vary from country Thinking Point Medium Follow the TE activity.
to country and continent to continent, and • Play the CD several times. The children sing along.
that some countries don’t experience four • Ask questions, e.g. What does the singer do when it Think about the weather. What is your favorite High Follow the TE activity. Small
clearly distinguished seasons like this. rains? What does the singer wear when it snows? season? Why? groups: the children think of other
• Play the CD again. The children do the actions for • Elicit different types of weather. Then elicit the words for the two categories and
each verse. names of the seasons. Elicit the class’s favorite make a new chart with them in
weather and season by a show of hands. Ask their notebook. Groups share
Differentiated Instruction: C Learn a verse from the song and draw a picture. children to explain their choice. information with the class, writing
• Ask the children to choose their favorite verse of • The children list the types of weather and the it on the board.
Learner Styles the song. They learn the verse and draw a picture of seasons in their notebook. They identify their own
themselves to illustrate it. favorites and write a sentence explaining their

The world
Visual reasons.
D Read your verse to the class.
• The children write four column headings in • The children show their picture to the class and recite Round Up Competency Support: Think
their notebook: sun, rain, snow, wind. Write in
random places on the board boots, no shoes,
gloves, hat, pour down, shine down, fall down,
the verse they learned.

Treasure Hunt
of work
• Groups: the children choose a type of weather and
draw a small symbol to represent it. They write a list
of all the activities you can do in this weather.
The children use their prior
knowledge to recall details of the
blow around. The children copy the words in • Pairs: the children find and write three kinds of • Groups: the children read their list to class. The class weather for each season. They
the correct columns and do small drawings weather and three items of clothing. identify the type of weather. analyze the seasons and their own
to illustrate their meaning. Play the CD. The Answers preferences, deciding on their
children listen and sing. 1 three from: rainy, windy, sunny, snowy, cloudy favorite season. They convey this
2 three from: boots, shoes, gloves, (sun)hat, sweater information in a show of hands,
Auditory/Kinesthetic then justify their reasons. In the final
p24 stage of the activity, the children
• Play the CD several times. The children sing write a sentence to express their
along and do appropriate actions for the A Read and draw the weather.
ideas in written form, strengthening
weather and the activities. • The children draw a picture for each weather their understanding of the weather
word.
concepts as well as building up
vocabulary.

Connection
Fall Leaves, p16
U3 40 Genre: non-fiction

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Unit 3 Lessons

U2 1 2 3 4 5 6 7 8 9 10 U4
3 Student Book X
2 Language
• Ask Where are you going to go at the weekend?
LAB

k! Differentiated Instruction: Lesson Objectives What’s the weather going to be like? Write the
questions and an answer on the board.
• Learn vocabulary for weather.
• Use be and going to to talk about the weather.
• Pairs: the children ask and answer the questions. Differentiated Instruction:
They then report what their friend said, e.g. Vicky
Challenge Level • Consider how accurate weather reporters are. is going to go to the movies. It’s going to be Learner Styles
sunny.

Low Ask the children to look at the


Warm Up • Elicit the negative by playing “Gotcha.” Make Visual
Ask How’s the weather today? Encourage general statements based on what the children said.
pictures and describe what they comments, e.g. great, terrible, beautiful, hot. Ask Is it a The children shout Gotcha! when you’re wrong • Follow the TE activity. Write on the board
can see. Read the weather words good day to play soccer/go skiing/fly a kite? Why or why and correct you, e.g. Vicky is going to go to the (omitting the vowels) cold, cool, warm, hot,
together. Play the CD twice. not? swimming pool.—Gotcha! Vicky isn’t going to go rainy, windy, snowy, sunny, cloudy. The children
to the swimming pool. She’s going to go to the
(1) The children listen, then say the write the correct version of the words in their
A [Track 23, p136] Listen and point to the weather movies.
weather words they heard. Explain notebook. Pairs: the children compare their
reporter.
that some of the weather reports B Complete the sentences with be and going to. answers.
don’t correspond correctly to the • Elicit who the men pictured are (TV weather
reporters). Explain that the first picture in each line • Do the activity orally.
pictures. (2) The children point to Auditory
shows them forecasting the weather and that the • The children complete the sentences.
the correct weather forecaster. second picture shows what actually happened.
• They close their book. Do a quick spelling test
• Pairs: the children cover the column of words
Elicit answers. • Read the weather words. with all the weather words covered so far: rainy,
cloudy, sunny, windy, snow, hot, cold, cool. on the left. They take turns pointing to the
Medium Follow the TE activity. • Play the CD. The children point to the weather
reporter speaking each time. pictures and saying the words for the weather
Answers
or temperature. Then the children close their
High Follow the TE activity. Pairs: the Answers 1 The weather is going to be cold tomorrow. It
1 Reporter 2 2 Reporter 3 3 Reporter 1 isn’t going to be sunny. 2 We’re going to go to book and take turns saying as many of the
children take turns giving the
the movies. We aren’t going to go to the park. words as they can from memory.
weather forecast pictured and 3 I’m going to go tomorrow. I’m not going to go
B Read and answer. Are the weather reporters
describing the actual weather always right? tomorrow.
shown. Kinesthetic
• The children identify which reporters were wrong C What do you think the weather is going to be

world and say why. (All.) • Follow the TE activity. The children draw and
like tomorrow? Draw a picture and write in your
notebook. cut out four circles. On the circles they write
p25 and illustrate cold, cool, warm, sunny. They

work Competency Support: Think


• The children draw a picture of what they think
then attach their circles in order of temperature
the weather will be like tomorrow and write
A Match the words to the pictures. two sentences about it, one affirmative and one (cold to hot) on a long pole or a piece of
The children develop their critical string. Pairs: the children take turns pointing to
• Mime weather words. Make sure the children negative. They then compare with a friend.
thinking skills by comparing the know the difference between cold and cool, warm the pictures and describing different types of
weather forecasts to the actual and hot. weather.
C [Track 24, p136] Listen and act out.
weather depicted. This then provides • Children in turn mime weather, asking How’s the
the opening for them to consider weather? to elicit It’s cold/sunny., etc. • Play the CD twice. (1) The children listen. (2) They act
out the weather and actions.
real-life weather forecasts, comparing • The children match the words to the pictures.
what they hear or read in them Answers
Understanding Theory:
Round Up
to how the weather turns out. 1b2g3f4d5c6i7a8h9e • Groups: the children write sentences about the Multiple Intelligences
Encourage the children to share their weather like those heard in SB C.
Grammar on the Brain
ideas freely, and to offer reasons for • Groups read their sentences aloud. The class act them This activity encourages the use of bodily/
• Accuracy Focus: Focus on the correct use of be
their ideas. (present) and going to (future). out. kinesthetic intelligence. The children
• Ask about weather now and in the future, e.g. Is it listen and act out the scenarios they hear
rainy now? Is it going to be rainy tonight? described. Encourage them to exaggerate
• Ask wh– questions, e.g. Where’s David going to their movements and make appropriate
go tomorrow? The children make positive and sound effects for the different weather
negative responses. Write them on the board. types that they act out.

Student Website
Homework Zone: Play
Interactive Vocabulary Game
Weather 41 U3

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Unit 3 Lessons

U2 1 2 3 4 5 6 7 8 9 10 U4
3 Student Book X
3 Language
Answers
LAB

Off to Work!
Lesson Objectives 1c2b3a
• Learn vocabulary for temperatures.
B Look and complete the weather reports.
Understanding Theory: • Use be and going to to talk about the weather. Competency Support: Me
• Elicit which country is shown on the map. The
Multiple Intelligences • Compile and present a TV weather report.
children then read aloud the cities.
The children personalize what they
• Do the activity orally.
have learned so far in the lesson by
The children listen to comprehend Warm Up
• The children complete the sentences.
information about weather. They then •Review weather words. Different children mime expressing personal opinions as they
weather conditions, asking How’s the weather? The • Elicit answers.
tell the class their favorite type of
demonstrate their understanding by
class respond. Answers weather. Ask them to explain the
using their visual/spatial intelligence to
1 warm, 26º, 22º 2 hot, 33º, 28º
complete a weather map by drawing reasons for their preferences and also
A [Track 25, p136] Listen to the weather report.
graphics representing different weather Draw the symbols on the map. C Write a weather report for Miami in your encourage them to provide additional
types and inserting them into the correct notebook. detail, e.g. on how different weather
• Review the weather symbols on page 30. Help the
affects how they decide to dress,
position on a map. They are showing and children identify which continent and country each • The children look at the map in LAB B and identify
developing their ability to understand the city on the map is in. Remind them that cities always the weather for Miami. Then they write a report what food they eat, and what types
different components of visual displays. start with a capital letter. using the sentences in B as a model. of activities they do. This activity is
This is a fun activity that the children will • Play the CD twice. (1) The children listen and draw • Elicit answers. much broader than just vocabulary
the symbols. (2) They check their answers. review. It is instead an opportunity
enjoy. Answers
Answers In Miami tomorrow, it’s going to be hot. The high to discuss lifestyle choices. Give the
Mexico City [sun], San José [cloud], Quito [rain], Rio de temperature is going to be 30ºC, and the low is children positive feedback for all their
Janeiro [wind] going to be about 25ºC. ideas.
Differentiated Instruction: B [Track 25] Listen again and write the high and All About Me
low temperatures.
Challenge Level • Have a class discussion about favorite types of
• Teach the words high and low by pointing to weather. Elicit reasons for choice.
something high on the wall and something low near Competency Support: Learn
Low Point to a thermometer and • Pairs: the children discuss their favorite weather.

The world
the ground.
say This is a thermometer. The • Write temperatures on the board. Elicit if high The children learn to make weather
children repeat. Make sure they temperatures are cold or hot. Ask if the temperature C Prepare a TV weather report for your class. maps, dealing with challenges such
know how thermometers are
of work as drawing an accurate outline of a
is high or low right now. Ask when we have the• Read the instructions.
used and how to read them. Elicit highest and lowest temperatures of the day. map of their country and naming four
• Pairs: the children prepare weather reports, then
the temperatures on the three • Play the CD twice. (1) The children listen and write present them to the class. cities and positioning them correctly.
the temperatures. (2) They check their answers.
thermometers. Read the texts • Encourage the children to speak using only the map They use their maps to give realistic
Pronunciation note: Temperature is usually
chorally. Explain new vocabulary. to cue them. However, if they are apprehensive, let predictions about weather for those
pronounced “temprature.” them make and use notes.
Read the texts again. The children places and represent them with
match them chorally to the correct Answers
Think some more …
correct symbols. Pairs present their
Mexico City: 23/19 San José: 20/16 Quito: 26/21 Rio de
temperature. Give the children Janeiro: 24/20 weather map and give a weather
time to write the answers. Pairs: • Pairs: the children choose a country each and report for the class, demonstrating
describe the weather there, saying if they think
the children take turns rereading p26 the knowledge and abilities they
the people who live there like it. Encourage them
the texts aloud and pointing to to use the lists they wrote in the Thinking Point in have acquired and developed earlier
the corresponding thermometer. A Read and match the sentences to the Lesson 1. in the unit. This fun and challenging
temperatures. activity gives the children a
Medium Follow the TE activity. Pairs: the
• Elicit the hottest and the coldest thermometer. Round Up memorable context for consolidating
children take turns rereading each
• Children read the sentences aloud. • Play “Change Places” (see p13). Each child makes a and using the new language.
text aloud and pointing to the weather prediction for tomorrow, e.g. It’s going to
corresponding thermometer. • The children match the sentences to the
temperatures, then compare answers with a be sunny tomorrow. Then you call out sentences, e.g.
friend. Change places if it’s going to be sunny tomorrow.
High Follow the TE activity. Pairs: the
children write a similar forecast • Elicit answers.
in their notebook. They swap
forecasts with another pair, and
draw a thermometer to illustrate
the forecast they receive. U3 42

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Unit 3 Lessons

U2 1 2 3 4 5 6 7 8 9 10 U4
3 Student Book X
4 CLIL: Science—The • Ask What did it rain in England? What did it rain in LAB
Water Cycle the USA? Ask what they would do if it rained frogs

k! Understanding Theory: Lesson Objectives


one day in their country.

p27 Differentiated Instruction:


• Learn about the water cycle.
CLIL Science • Talk about the water cycle. Learner Styles
A Try this experiment and answer the questions.

The CLIL context of science in this lesson Materials for you: two dishes, water For each group: • Tell the class you are going to do an experiment Visual/Auditory
gives the children the opportunity to a set of cards with the water cycle sentences (see to show how the water cycle works. Read the
discover information about the water
Round Up) instructions. • The children draw and color the water cycle on
cycle. This builds on the knowledge of • A child pours half a glass of water into one construction paper. Pairs: the children present
Warm Up dish and puts it on a shelf inside the classroom. their water cycle to a friend, pointing to the
weather they have been progressively Another child does the same but puts their dish
acquiring throughout the unit. Encourage •Ask Do you like drinking water? What else is water
outside in a sunny spot. Ask the children what
appropriate illustrations as they do so.
used for? How old is the water you drink? Where
them to discuss what happens if rain they think will happen to the water in each dish.
does water come from? If children say from the
falls in a very hot or arid place, and what faucet/from rivers and lakes/from clouds, ask where • After a few hours, the children check the dishes Auditory
happens to rain if it falls in a place with this water comes from. Elicit as much about the water and see if they were right.
• Follow the TE activity. The children then close
temperatures below zero. Ask them to cycle as you can. • Read the questions and elicit the answers, helping
with spelling if necessary. The children write the their book. They recall the stages in order, taking
consider how this affects the types of A Read and point. answers. turns prompting ( e.g. Air …) and completing
plants and crops that can grow there, in the sentence (e.g. … warms the water.).
• The children read the text and look at the picture. • Ask why one evaporated more quickly.
order to create further contexts and make
the topic more broadly stimulating and • Read the text aloud. The children point to the Answers
relevant part of the picture. 1 It starts to evaporate. 2 the one in the hotter place Kinesthetic
relevant.
B Read and answer. B Number the stages of the water cycle. • Groups of 6: each child draws and colors a
picture representing one stage of the water
• Children read the questions aloud. • Pairs: the children order the sentences that
describe the stages of the water cycle. cycle. They act out the water cycle for the class,
• Pairs: the children discuss the questions.
Competency Support: Learn • Elicit ideas. The class agree or disagree. • Elicit answers. holding up pictures in the correct order, and

world
doing appropriate movements.
Answers Answers
The children demonstrate their 1d2b3a4e5c
1 Water falls to Earth.
understanding of the water cycle and 2 The rain water falls to Earth; runs into rivers, lakes,

work become self-directed learners as they


complete the sentences by supplying
and streams; and evaporates into the sky.
3 Evaporate means to change from liquid to gas.
Homeschool Connection
• Make sure the children remember the meaning of
Differentiated Instruction:
key words and concepts. They are Condense means to turn from gas to liquid. condensation and evaporation by asking them to Challenge Level
actively reviewing and applying explain each process.
C Complete the sentences.
the knowledge that they acquired • The children find an example of condensation or Low Write the sentences for the
at the beginning of the lesson and • Do the activity orally. Elicit the missing details. evaporation in their home and draw a picture to different stages of the water cycle
• The children complete the sentences, then check show what happens.
demonstrating understanding by in big letters on pieces of paper.
transferring it into a formal text
answers in pairs. • In the next class, ask children for their examples
Elicit the first sentence. The class
• The children close their book. Read the sentences for and write a list on the board.
format. agree or disagree. A child finds
the children to complete orally.
the sentence and places it on
Answers Round Up
the board. Repeat with the other
1 evaporates 2 low, condenses 3 clouds 4 Earth 5 streams • Groups: give each group a set of the water cycle
cards you prepared. They put the sentences in order sentence. Follow the TE activity.
D Talk about the water cycle with a friend. as quickly as possible. The first group to finish, read
their sentences aloud. The class agree or disagree. Medium Follow the TE activity.
• Pairs: one child starts the activity by using the first
sentence Air warms the water. Then they take turns • Point out that water is a finite resource and that High Follow the TE activity. Groups:
adding a sentence to describe the whole water cycle. we should not waste it. Brainstorm ways to save or
reduce the amount of water used at home/school, the children cut up each sentence
Guess What! e.g. collect rainwater in barrels, take a shower rather into words. They shuffle all the
• Ask what rain is made of. The children read the text. than a bath. pieces of paper, then reassemble
Explain any words they don’t know. the sentences in the correct word
order and chronological order.
Teacher Technology Pack DVD-ROM
Discovery Zone: Interactive Display
Weather and the Water Cycle – exploring
how the water cycle works. 43 U3

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Unit 3 Lessons

U2 1 2 3 4 5 6 7 8 9 10 U4
3 Student Book X
5 Create
• The children take their rain meters home over
LAB

Off to Work!
Lesson Objectives the weekend and take readings on Saturday and
Sunday, too. They can list both days in the last row.
• Make a rain meter.
Understanding Theory: • Record and analyze data from the rain meter.
• Compare the amount of rain that fell each day Differentiated Instruction:
with the estimates the children made at the
Multiple Intelligences • Investigate rain patterns in their country. beginning of the lesson. Challenge Level
Materials for each child: see You need list in the SB
This activity allows children to develop B Complete.
Low Read the questions and make sure
logical/mathematical intelligence. • The children add up the amounts of rain that fell
Warm Up
over the course of the week and write the result
the children understand. Elicit
They have been focusing on weather
• The children look at a ruler and estimate to complete the sentence. where they can find the answers.
throughout the unit, and now have the approximately how many centimeters of rain fall in Write their ideas for sources on
opportunity to predict rainfall, estimating one day. C Investigate and answer. the board. If possible, provide
how many centimeters of rain fall daily. • Write some of their suggestions in a small corner of
• The children investigate to find out the answers the sources. Support the children
They review the use of measurements on a the board and leave them there to compare with real
results once they have made the rain meters.
to the questions. They could go online, visit the as they research and write the
ruler and how to record data. town’s meteorological center, or look at rain maps answers. Pairs: the children take
in an atlas.
A Make a rain meter. turns saying the questions and
• Elicit answers. The class agree or disagree.
answers.
• Make sure that each child has the materials they
need. Say each item. The children point to it/hold it • Ask where all the water for the city/town they
Understanding Theory: up.
live in comes from. If they live in area with Medium Follow the TE activity.
little rainfall, emphasize the need to use water
Brain-Based Learning • Read the instructions and answer any questions. carefully. High Follow the TE activity. Small groups:
• Walk around and help the children with cutting, etc.,
they make a poster promoting
This activity and LAB A–C fully immerse as they work.
Round Up sensible use of water. Groups
the children in an integrated learning • Make sure the children leave their rain meters in a
• Pairs: the children take turns explaining how to make present their posters to the class.
experience as they create a rain meter clear place where rain will fall easily. It is advisable
a rain meter. One child mimes each action as their
and carry out an experiment, monitoring not to place them near trees or walls.
friend gives the instructions.
and collecting data on a daily basis. These • Alternative: if it is not practical for each child to
make a rain meter in your class, you could make one
activities promote a heightened focus and
fixed attention to learning as the children
concentrate on establishing their findings,
The world
rain meter before the class begins for the children to
check each day and carry out the LAB activities.
Differentiated Instruction:
Learner Styles
then contrast their results with their
earlier estimates.
p28
of work Visual
Note: If there is no rain at this time of A Record your rain meter readings.
• Small groups: the children make a wordsearch,
year where you live, store the children’s • Over the period of a week, the children write the writing words from the experiment (e.g. plastic,
rain meters for them to use when there is date and the amount of rain collected in their bottle, small, stones, ruler, tape, scissors,
more rainfall. Ask the children to estimate rain meter each day. For these readings to be as
accurate as possible, the children need to check water), horizontally, vertically, or diagonally.
rainfall for a particular country, then They fill the empty boxes with random letters.
their rain meters at the same time each day.
supply internet information to review data They do another group’s wordsearch.
• After recording the level, the children empty the
and results. rain meters and refill them with water up to the
zero line. If the children find that their readings Auditory
on the same day are not the same as their friends’,
elicit suggestions as to why this might happen, • Make a chain around the class explaining how
e.g. position of the rain meter, they may have to make a rain meter. Each child says a sentence
filled their rain meters with slightly too much or
too little water, etc. in turn. When the instructions are complete,
the next child starts again from the beginning.

Kinesthetic
• Pairs: the children make wordcards (e.g. plastic
bottle, small stones, ruler, tape, scissors, water).
Connection Teacher Technology Pack DVD-ROM They take turns turning a card over and making
Look at the Sky, p28
Discovery Zone: Interactive Display a sentence about the experiment with the word
Weather and the Water Cycle – exploring
U3 44 Genre: poem (e.g. Add some small stones to the bottle.).
how the water cycle works.

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Unit 3 Lessons

U2 1 2 3 4 5 6 7 8 9 10 U4
3 Student Book X
6 Language p29 LAB

k! Understanding Theory:
Lesson Objectives


Ask and answer wh– questions.
Ask about and make predictions with going to.
Grammar on the Brain
Accuracy Focus: Ensure that the children use the
correct form of going to. Competency Support:
Critical Thinking • Play a prediction guessing game with a • Ask the children wh- questions with going to, e.g. Communicate
friend. Who’s going to win the next World Cup? When
is class going to end? What are you going to do
This activity promotes the development tonight?
The children focus on predicting
of critical thinking skills. First the children Warm Up actions using current signs or
• Review going to by asking yes/no questions about • Pretend that you can see the future (make sure
look at the pictures and describe the they know you’re pretending!). The children evidence. They aim to interact
the children’s plans for the coming weekend, e.g. Are
different situations they can see. Then ask you wh– questions with going to, which you efficiently to demonstrate that they
you going to go to the movies this weekend? Are
they assess the safety of these situations you going to go to your grandmother’s house this
answer. Answer only wh– questions. If they ask have understood the concept of what
and use this to make predictions based on other questions, don’t answer them. is going to happen as a consequence
weekend?
the evidence shown about what is most A Match to make questions.
of what is happening now. Remind
likely to happen. Finally, they evaluate the A Look and say. them that body language plays a very
ideas and suggestions that others make, • The children look at the picture and point to the • The children match the question halves to make
important part in communicating,
questions.
and relate these to their own thoughts dangerous things. As a class, decide on names for the giving clues about feelings and future
people in the picture. The children write these on the • Elicit answers.
and the information they have interpreted intentions. Encourage the children
picture. Answers
on the page. to exaggerate their movements to
• Ask yes/no questions, e.g. Is Luisa going to fall into 1c2a3b
the hole? Write on the board phrases such as fall communicate their ideas clearly.
down, fall into, fall on, climb. Then ask questions B Look at the pictures. Write questions with the
with who, e.g. Who’s going to climb the tree? words.
Differentiated Instruction: • Ask What’s going to happen? to elicit a range of • Do the activity orally.
predictions based on the picture. Differentiated Instruction:
Challenge Level • The children write questions.
B Look at the picture and play “Who Am I?” • Elicit answers.
Learner Styles
Low Give instructions about the people • The children pretend to be one of the people or Answers

world in the picture (e.g. Point to the


boy climbing the tree.). Then •
animals in the picture.
Model the activity by saying I’m going to learn to fly.
2 What are the children going to do? 3 What’s going
to happen? 4 When are they going to play baseball?
Visual
• Write on the board, scrambling the order

work
prompt with the names of the Who am I? Elicit answers. Then ask different children
to pretend. The class guess. Round Up of each question Are you going to visit your
people for the children to describe grandparents tonight? What are you going to
what they are doing. • Pairs: the children draw a picture of something that
C Play “What Am I Going To Do?” is about to happen. They take turns asking What’s do tomorrow? When is class going to end? The
Medium Follow the TE activity. • Model the activity by demonstrating the beginning going to happen? about each other’s picture, and children write the questions correctly in their
of an action, e.g. move your leg back as if you are answering. notebook. Pairs: the children ask and answer
High Follow the TE activity. Small going to kick a ball. Elicit You’re going to play soccer. the questions.
groups: the children stand in a Children in turn demonstrate an action and ask What
am I going to do? The class guess.
circle and play the game from Auditory
memory. One child gives a clue. • Pairs: the children continue the activity with a friend.

The first child to guess correctly • Remind children to use body language in order to • Dictate the questions from Visual for the
communicate their ideas more clearly. children to write in their notebook. They sit on
gives the next clue.
opposite sides of the classroom and take turns
asking and answering the questions loudly.

Kinesthetic
• Write lots of yes/no and wh- questions with
going to on pieces of paper, and put them in a
bag. The children sit in a circle. They take turns
taking out a paper from the bag, reading it,
and answering the question aloud. They put the
paper back in. Repeat several times.

45 U3

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Unit 3 Lessons

U2 1 2 3 4 5 6 7 8 9 10 U4
3 Student Book X
7 Language A Take turns with a friend. LAB

Off to Work!
Lesson Objectives • Model the dialogue with a child. Then have two or
three pairs model, substituting different types of
• Learn vocabulary for clothing.
Understanding Theory: • Ask and answer yes/no questions with going to.
weather and different advice. Differentiated Instruction:
• Pairs: the children do the activity with a friend.
Classroom Management • Draw a picture to illustrate a poem.
Challenge Level
B Fool your friends.
When you do an oral activity like this, Warm Up • Two children model the dialogue. Ask them to think
Low Say the conversation for the
ensure as many children as possible •Review weather and clothing words. Ask, e.g. What’s of another example of clothes you would never wear
the weather going to be like tomorrow? Is it going to together. children to repeat chorally.
participate with their ideas. Keep note
be cold? What do you wear when it’s cold? • Pairs: the children play the game, taking turns listing Two groups: one group say the
of who speaks and how often, and
clothing items that don’t go together and identifying question chorally; the other group
encourage the talkative children to p30 the odd one out. say the answer. Then they swap
realize that they cannot monopolize the
roles. Repeat the procedure with
discussion. Ask direct questions to the A [Track 26, p136] Listen and repeat. C [Track 27] Listen and repeat the poem.
hot/hat. Pairs: the children repeat
children who tend to express their ideas • Play the CD twice. (1) The children listen and
• Play the CD three times. (1) The children listen and the question and answer with
less in class. Also make sure your questions point to the items. (2) They listen and repeat. (3) underline new words. Explain them. (2) They listen
cold/gloves and hot/hat.
require a detailed answer—not just a yes The girls repeat the clothes you wear in hot, sunny and repeat.
or no—or lead on to a question eliciting weather, and the boys say the clothes you wear in Note: Poets sometimes do not follow grammar rules Medium Follow the TE activity.
more detail. cold weather. Everyone can repeat the clothes you exactly, e.g. in regular speech we would say It falls
need when it rains. on fields and trees. Do not point this out unless the High Follow the TE activity. Pairs:
children question it. challenge the pairs to come up
B Write the words from Activity A next to the
pictures. D Draw a picture of the poem.
with as many different dialogues
Differentiated Instruction: as possible. Elicit answers with
• Children mime different weather conditions. The • The children draw a picture of the poem.
books closed.
Learner Styles class say what they should wear. • Children share how they felt about the poem: they
• The children write the clothing words by the don’t have to include everything in the picture.
Visual correct picture.

The world
Think some more …
Answers
• Draw a “Tic-Tac-Toe” grid on the board with sun (hot): sunglasses, shorts, bathing suit, sun hat
Competency Support: Me
• Pairs: the children take turns asking and
weather icons in the squares (sun, rain, and a rain: boots, umbrella, raincoat answering about the weather, e.g. Is it going to

of work
thermometer showing a very low temperature). thermometer (cold): boots, sweater, jacket, gloves be sunny tomorrow? They say what they are going The children create a picture
Two teams: the teams take turns choosing to wear, choosing appropriate clothes for the reflecting their thoughts and feelings
C Look at the weather map on page 26 and answer weather. about the poem they encountered in
a square and saying an appropriate item of
the questions in your notebook.
clothing for the weather depicted. If correct, C. Expressing their interpretation of a
they put their symbol (X or O) in the square. • Do the activity orally. Round Up written text through art encourages
The first team to win three squares in a row • The children write the answers in their notebook. • The children plan a trip. Tell them to decide what the children to identify and express
they are going to take and what they are going to their own emotional responses to the
(vertically, horizontally, or diagonally) win. Answers
do.
1 No, it isn’t. 2 No, they aren’t. 3 No, It isn’t. 4 No, poem in an imaginative way. They are
they’re not. • Pairs: they take turns asking yes/no questions about choosing the information that made
Auditory what the other is going to take/do, etc. They use this
Grammar on the Brain information to ask yes/no questions to guess where a personal impact on them and are
• Pairs: read out groups of four items of clothing, Accuracy Focus: Ensure that the verb forms in their friend is going to go. making a creative artistic response
three for one kind of weather and one for a answers are correct for the question. to it. They are also learning to share
different kind of weather. The children write • Play “Guess the Weather.” The children think of a with others their impressions of
down the one that doesn’t belong. Repeat type of weather and the clothes that they would artistic works.
several times. Elicit answers. wear. Ask questions to figure out the weather, e.g.
Are you going to wear a sweater? (No, I’m not.)
Are you going to wear a sun hat? (Yes, I am.) Is it
Kinesthetic going to be sunny? (Yes, it is.)

• If possible, do this activity in an open space. • Pairs: the children take turns asking the questions
and guessing.
Label three areas with weather icons (sun,
rain, and a thermometer showing a very low
temperature). Read out items in random order Connection Student Website
Homework Zone: Play
(e.g. umbrella, sunglasses). The children run to Windy Street, p30
Interactive Grammar Game
the appropriate area. U3 46 Genre: poem
Going to

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Unit 3 Lessons

U2 1 2 3 4 5 6 7 8 9 10 U4
3 Student Book X
8 Reading Answers LAB
cirrus, cumulus, thunderhead

k! Differentiated Instruction: Lesson Objectives




Use pictures to predict what a text is about.
Use pictures and context to understand new
E If you are going to play outside, what type of
cloud do you want to see? Competency Support: Think
words. • Pairs: the children process and revise the information
Challenge Level • Use what they have learned to predict the in the text to answer the question. The children reflect on the
weather. • Elicit answers, asking children how they figured them information they have learned
Low Point to the pictures one by one out. The class agree or disagree. about clouds. They decide what
and elicit the labels chorally in Answer type of weather would be best if
Reading Skills: Using pictures to guess new words
English. Write the words on the cirrus or cumulus they wanted to go out and play,
Remind the children that pictures can help them to
board. Ask the children to predict then use their knowledge to reach a
predict the theme of a text. This will give them a p31
what the text is about. Write their context in which to figure out new words. Explain conclusion about the type of cloud
ideas on the board for reference. that using strategies like this will make them better they would hope to see in the sky
Check their predictions after B. and more confident readers. A Write the name of each cloud under its picture.
to guarantee that kind of weather.
Guessing words in context • Elicit the types of clouds pictured. Spell the words
They are exploring new information
Medium Follow the TE activity. and then say them. Then ask the children to spell
Encourage the children to try to figure out new and developing thought processes
them.
High Pairs: the children describe the words by using the context—both the topic and the in order to interpret a situation.
words around new words. This can help them figure • The children write the names of the clouds.
pictures together. They then out words that are quite technical.
They are also required to justify their
Answers
discuss their predictions and write reasoning.
1 cirrus 2 cumulus 3 thunderhead
them in their notebook. Pairs
Warm Up
check their predictions after B. B Guess the meaning of predict.
• Ask the children what the weather is like today and
what it is going to be like tomorrow. • The children look back at the title of the text in
the SB. They look at the choices and guess the Understanding Theory:
A Look at the pictures and say what the text is about.
Differentiated Instruction: meaning. Ask them to explain their guesses. Multiple Intelligences
Confirm the answer (2).
• The children look at the pictures and predict what
the text is about. Don’t confirm answers.

world
Learner Styles C Check (✓) the correct answers. In LAB A–C the children are putting their
B [Track 28] Listen and read.
linguistic intelligence into play, as they
Visual/Auditory • Do the activity orally. Ask the children to explain
create links between words and their
their answers using the SB.

work • Play the CD. The children listen and follow the text in
meanings. These links are formed through
• Do a picture dictation of the three clouds: Draw their book. • The children check the correct answers. Monitor
and help. direct references to pictures on the page,
a cumulus/thunderhead/cirrus cloud. Then the
C How do weather reporters know tomorrow’s • Elicit answers. as well as through guessing meaning using
children write the titles of the clouds they drew,
weather? What do they look at in the sky? the reading skill of analyzing context. The
copying the words from the SB. Answers
• The children read the first text again. 1a2b3a children figure out words by using what
• Pairs: the children answer the questions, then tell the they know of the concepts and words that
Auditory class. surround the new language. They also use
Round Up
• Play “Chinese Whispers” with phrases/ Answers • Groups: the children think of adjectives to describe their linguistic intelligence in the Round
sentences from the text, featuring sky, wind, They look at the wind and clouds. They also look at the each type of cloud. Up when they think up adjectives to
animal, cloud, rain, nature, predict, weather, animals. • One group reads aloud their list. The class agree or describe the clouds.
big, fluffy, dark. Teams: the teams stand in rows disagree.
D What are the three kinds of clouds we learn about in
and pass the message back by whispering it to the text?
each other. They win a point for each message
This exercise shows children how helpful pictures can
that gets to the end correctly. be in helping you to figure out new words.
• The children read the second text again and answer
Kinesthetic the question.

• Write on sticky notes fluffy, dark, thin, cirrus • Elicit answers, asking children how they figured them
out.
cloud, cumulus cloud, thunderhead cloud (a
pair of notes for each pair of children). Attach
a sticky note to each child. The children walk Student Website
around the classroom, finding a partner with a Homework Zone: Read
A Fictional Interactive Reading Task
cloud or a description that matches theirs. The Show and tell 47 U3
children swap sticky notes with somebody else
and play again.
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Unit 3 Lessons

U2 1 2 3 4 5 6 7 8 9 10 U4
3 Student Book X
9 Sounds Like English p32 LAB

Differentiated Instruction: •

Off to Work!
Lesson Objectives
Identify and practice words with the long i sound.
Identify spelling patterns for the long i
A Complete the words. Then draw.
• Do the activity orally first, eliciting the missing
letters.
Differentiated Instruction:
sound.
Learner Styles • The children complete the words by writing the Challenge Level
Materials for each child: scissors, glue, old magazines correct letters in the blanks, then draw the picture
Visual Preparation: make picture cards for cap, cape, shell,
for each word.
Low Read the texts sentence by
sheep, bike, pig Answers sentence for the class to repeat
• The children draw and color six pictures (a cap,
bike, Spike, pie, tie
a cape, a shell, a sheep, a bike, and a pig) in chorally. Exaggerate the long i
Phonics Tip
random order on a piece of paper. They cut Phonics Fun! sound as you read. Encourage
the paper into pieces to make a jigsaw puzzle. The long i sound has a variety of spellings. This the children to imitate you. Four
• Draw a picture of a bike and a pie on the board.
lesson focuses on i-e and ie, e.g. nice, pie. Elicit the words. Ask Which word has a short i groups: the children compete
Pairs: the children exchange puzzles. They
put the jigsaw puzzle together and name the sound and which has a long i sound? to pronounce their text the best
objects. Warm Up • Do the activity orally first. The children say the chorally.
•Hold up the picture cards you prepared one by one to word for each picture, and whether it has a short
elicit the words. or long i sound. Medium Follow the TE activity. The children
Auditory • Pin up the cards in different places around the • Pairs: they say the words again, circling the words identify in the pictures hiking,
room. Say words with the same vowel sounds as the with a short i sound and underlining those with writing, pie, bike as they read.
• Six children stand in a row at the front, each a long i sound. They then label the pictures.
pictures. The children stand by the correct picture.
holding up one of the picture cards that you Monitor and help. High Follow the TE activity. Small
prepared. The class take turns saying the A [Track 29] Listen and read.
Answers groups: the children read the
words in random order. The child with the • Write long i on the board. Play the CD. The children 1 dolphin (short) 2 kite (long) 3 hike (long) 4 pig texts, competing with each other
corresponding card steps forward and turns read along silently. They raise their hands each time (short) to see whose pronunciation is
around, so the picture is hidden. After you have they hear a word with a long i sound.
best. Each group takes a vote. If
done all the words, six different children take • Elicit items in the pictures with the long i sound. Round Up you have time, ask the children to
the cards. Repeat the procedure. • Hand out the old magazines, scissors, and glue. read the texts in different tones of
The world
B Circle all the words with the long i sound.
• Write on the board long i sound. The children copy it voice (e.g. happily, sadly, quietly,
Kinesthetic • Do the activity orally first. Elicit words with the long i on a new page in their notebook. They find pictures
sound. Draw children’s attention to it. with the sound in the magazines and glue them in
loudly, quickly, slowly).
• Follow the TE activity. The children draw the
pictures and label them in their notebook.

of work
The children circle all the words in the text with the
long i sound.
their notebook, then write the word under each
picture. Monitor and help.
• Elicit spelling patterns for the long i sound (i–e, ie).
Answers
Understanding Theory:
Competency Support: Think Spike, nice, smiles, writes, lines, time, tonight, hiking, Classroom Management
shining, writing, likes, pies, riding, bike
It is important to remind the children to
The children are required to notice all C Now you read!
carry out hands-on activities in as neat
of the words in a text and distinguish • Pairs: the children practice reading the texts. Monitor and organized a manner as possible.
those that contain the long i and deal with common mistakes.
Encourage them to organize their
sound. In order to gain confidence
materials on their desk before beginning,
in making and recognizing the
then to cut out and collect all the pictures
sound, the children reproduce the
first. They should then glue all the pictures
words with the appropriate sound,
in their book at the same time before
focusing closely on its pronunciation.
finally writing the words underneath
They then demonstrate their
the pictures. Remind the children to clear
understanding by circling the
up all the trash paper and cuttings, put
appropriate words, distinguishing
the magazines back in their place, and
them from words with different
clean up their desk to keep the classroom
pronunciations.
neat at the end of the lesson. Give them
positive encouragement as they show
respect and care for their place of study.
U3 48

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Unit 3 Lessons

U2 1 2 3 4 5 6 7 8 9 10 U4
3 Student Book X
10 Review p33 LAB

k! Assessment Focus
Lesson Objectives
• Review and practice language introduced in the
unit.
A Draw the weather words. (5 points)
• The children draw a picture for each weather
word.
Competency Support: Learn
• Discuss and predict the weather.
This activity provides an opportunity Materials for each group: 12 blank cards B Complete the calendar. (2 points) The children have the opportunity to
for listening and skills assessment. The review and reuse information that
• The children complete the calendar with today’s
children draw weather symbols on the weather information. they have previously learned, in an
Warm Up
map and write information about the authentic exchange with a friend.
•Play “Draw and Guess” (see p13) using weather and
C Write your schedule for the weekend in your
temperature after extracting details from clothing vocabulary. They also use their prediction skills
notebook. Write six sentences. (6 points)
the report they listen to. Elicit answers. to guess what the weather will be
As well as checking the detail, check the A Look and say what you think is going to happen. • Copy the schedule on the board and demonstrate like tomorrow and demonstrate their
children’s understanding of how weather with the class. Point out that when you write a ability to figure out the consequences
• Model the dialogue with a child. The class practice,
schedule, you use note form, e.g. play soccer in
maps are used and the meaning of asking What’s going to happen? and answering for
the park instead of I’m going to play soccer in the
of certain events or conditions as
symbols. Clarify and review as necessary. each picture. they identify appropriate clothing
park. Elicit another example. Write it on the board
• Pairs: the children take turns asking and answering as a model. for the weather type. They are using
about the pictures.
• Each child writes their schedule for the weekend their knowledge to interpret the
Answers with at least six activities. They then write six world around them and decide on an
2 The dog’s going to fall in the water/lake. 3 The complete sentences about their activities. appropriate response.
children are going to fall off the bed./The bed is going
to break. D Tell your friend about your plans. (1 point)

B [Track 30, p136] Listen to the weather report. • Pairs: the children tell each other about their plans
for the weekend.
Draw the symbols on the map.
• Play the CD twice. (1) The children listen and write E Write six more sentences about you and your
the symbols on the map. (2) They check answers and friend’s plans in your notebook. (6 points)
note extra information about the temperature.

world
• Read the example. The children write full
• Pairs: the children compare their answers. sentences about their own and their friend’s plans
• Elicit answers. for the weekend.

work
Assessment Focus
Answers
Buenos Aires: rainy icon; Santiago: windy icon;
Montevideo: cloudy icon; Lima: sunny icon
Talking Point Assessment Focus
Use this activity as a formative assessment. Talk about the weather. What will it be like Self-assessment is a very important feature
Collect and correct the sentences. Use C Make some vocabulary cards. Play a game. tomorrow? of language learning, helping the children
them to review how the children are • Groups: give each group 12 cards. They draw pictures • Elicit examples of what the children wrote down to develop their language skills and their
doing, checking they can express meaning on the cards: weather on six cards and clothing for the Thinking Point. self-confidence. The My Progress Journal
clearly as well as use correct language and on the other six. They write the name under each • Pairs: the children take turns talking about the section of the review gives the children the
picture. They shuffle each set of cards and put them weather. They say what their favorite weather is
punctuation. Take note of which children in two piles. opportunity to evaluate how they have
and make a prediction about tomorrow’s weather.
need extra attention in this area, and done in the course of the unit by coloring
• The children take turns picking up one card from They add details of what they’re going to wear.
help them throughout the next unit as each pile. To win them, they make a correct sentence, in stars in different colors to reflect how
• They then tell the class about what their friend
appropriate. e.g. (the child picks up windy and gloves) It’s going to has said. confident they are in each language area.
be windy tomorrow. I’m going to wear gloves. Praise them for all they have achieved.
My Progress Journal Also encourage them to use the results
•The children complete My Progress Journal on pp10– of this assessment constructively. Suggest
11 and fill in their score. that they review and practice any areas of
weakness they have identified so that they
can perform even more effectively in the
next unit.

Student Website Teacher Technology Pack DVD-ROM


Homework Zone: Listen Talking Point:
Interactive Listening Task Listen to Megan, Oliver, and Arisha
Talking Point practice talking about their weather predictions. 49 U3
.

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Unit 3 Lessons

U2 1 2 3 4 5 6 7 8 9 10 U4
4 Student Book X
1 Party Time! p34 LAB

Differentiated Instruction: •

Off to Work!
Lesson Objectives
Sing a song about a birthday cake.
Talk about parties and whether they are fun.
A Complete the words. Find the months.
• Elicit the months of the year in order.
Competency Support: Me
• The children complete the months by writing in
Challenge Level Materials for you: tape or safety pins the missing letters.
The children think about the
Preparation: make 8 paper cards with numbers 1–8 Answers birthdays of their family members.
Low Point to the list of words. Elicit (see SB B); make 12 construction paper cards with January, February, March, April, May, June, July,
They demonstrate their ability
that they are the months of the the months August, September, October, November, December
to conceptualize dates as well as
year. Say the words one by one B Ask your friends and fill in the graph. demonstrate their awareness of
for the children to repeat chorally. Warm Up: Unit Objectives special dates for the people in their
Read the months slowly. The • Generate interest in the topic. Ask questions to find • Tell the children they are going to do a survey.
• Model the dialogue. The children repeat until they families. This activity is challenging
children stand up when they hear out what the children already know about parties,
e.g. Do you have a party for your birthday? What do can ask the question naturally. for learners of this age, since they
the month that their birthday is in. have only recently come to terms with
you do? What other types of parties are there? • They mingle, asking their friends the question.
Then they circle the month of their For each child, they color in one section of the the concept of dates and identified
birthday. A Circle your birthday month. appropriate candle on the cake graph. They their own birthday as a point on
complete the graph accordingly.
Medium Follow the TE activity. Elicit the • Read the months of the year one by one. The children the calendar, and are now required
repeat. to extend this concept to others. It
children’s birthdays, including the C Look at your graph and answer.
date (e.g. March 23). • The children circle the month their birthday occurs in. encourages them to become more
This activity is good for interpreting data.
aware of the people around them.
High Follow the TE activity. Elicit the B [Track 31] Listen, sing, and act. • Do the questions orally first.
children’s birthdays, including the • Play the CD several times. (1) The children read the • The children write their answers.
date and year (e.g. March 23, text as they listen. (2) They sing along. • Elicit answers.
2003). • Play a game with the song if there is space. Choose
ten children—eight children are the candles, the All About Me
ninth child is the cake, and the tenth child is the
• The children complete the sentences by writing in

The world
birthday child. The “candles” stand in a circle facing the months of their families’ birthdays. They could
the center. Tape or pin a number card (1–8) on their
Differentiated Instruction: backs. The “cake” stands in the center. The rest of the
do the activity at home in case they are not sure
of some of the dates.

of work
children in the class sing along.
Learner Styles • Play the CD. The birthday child walks around the
• Pairs: the children tell a friend about their family
members’ birthdays.
outside of the circle. When it is time to blow out a
Visual candle, pause the CD: the child stops and blows on Competency Support: Think
candle 8. Candle 8 then joins the birthday child in Thinking Point
• The children draw, color, and cut out ten walking around the candles. In the next verse, both The children think about the concept
candles. They lay them out on their desk or on children blow out candle number 7, who then joins Do you enjoy parties? Why or why not?
of parties and the types of activities
the floor. Say Four candles on the birthday cake. candle 8 and the birthday child. Repeat until there • The children think about parties and explain that take place there. They reflect
The children move four candles to one side. Ask are no candles left. Then all the candles run after the whether they enjoy them and why or why not.
birthday cake child and pretend to eat them up! upon information they are already
How many candles are left? Elicit Six. Repeat • After sharing with the class, the children write
familiar with from their own daily life
using different amounts. Once the children are their response in their notebook.
C Play a miming game. and personal experience. They are
confident, encourage them to answer without then asked to consider and explain
• Give commands from the song, e.g. Blow out the Round Up
counting their candles. candle! Cut the cake!, for the children to act out. whether they like parties or not. This
• Say the months of the year. The children listen first,
• Pairs: the children take turns miming an action and then repeat. They memorize the order. requires thinking and recognizing
Auditory guessing the command.
• Hand out the month cards you prepared to 12 positive and negative reactions, as
• Play the CD. The children sing along and do children. They memorize their month, then return well as expressing these in written
Treasure Hunt
actions for each line.
the card to you. Draw a chalk line on the floor, long form. Writing down their ideas makes
• Pairs: the children find and write the answers. enough for them all to stand on. them more concrete and tangible and
Answers • They get in order on the line, discussing who goes serves as a point of reference for the
Kinesthetic 1 the supermarket 2 Simple Butter Cake 3 Mo is an where. If they fall off the line, they are out and another
Think Some More activities connected
actor. child replaces them. Repeat with different children.
• Make picture cards for candle and cake (one to this in the rest of the unit. 
for each child, with five candles for every
cake). The children move to music around the
classroom, holding their cards. Pause the music U4 52
and give instructions to get into groups (e.g.
One cake with two candles.). The children who
can’t get into a group are out. Continue until Printer Friendly Version
there are only two children left. Repeat the
Unit 4 Lessons
game.
U3 1 2 3 4 5 6 7 8 9 10 U5
4 Student Book X
2 Language
B This is a crazy grocery list. Rewrite it correctly.
LAB

k! Differentiated Instruction: Lesson Objectives




Identify quantities.
Understand partitives with count and non-count


Do the activity orally.
The children rewrite the list correctly, changing
the container, not the food.
Differentiated Instruction:
nouns. •
Learner Styles • Play a game to practice food vocabulary.
Elicit answers.
Challenge Level
Answers
Visual Materials for you: different types of food packaging: 2 2 bags of apples 3 1 carton of milk 4 3 boxes of
Low Read the list aloud. Elicit the food
bottle, carton, jar, bag, can, box eggs 5 1 can of soup 6 1 loaf of bread
• Follow the TE activity. Pairs: the children take words, then the container words.
Grammar on the Brain Ask the children to identify what
turns prompting (e.g. Draw a bottle.), and
Warm Up Accuracy Focus: Make sure the children only make
drawing the container while blindfolded. They the container plural, not the non-count noun, e.g.
is wrong (The containers don’t
• Review count and non-count foods by asking the go with the food items.). Read
compare their drawings and see how many children what their favorite foods are. Make sure boxes of cereal not “boxes of cereals.”
came out correctly. that they use s on count nouns, e.g. hot dogs, and do • Show the food containers you brought. Elicit the the items on the list one by one
not use s on non-count nouns, e.g. ice cream. words. to elicit the correct containers.
Auditory • Row groups: give each row a different container. Allow the children time to write
A [Track 32] Listen, read, and point. They brainstorm foods that could go in the the answers each time. Read the
• Follow the TE activity. The children play “The • The children guess who the people in the picture are container. If they do not know the words in final correct list chorally with the
Memory Game” (see p13). Say I bought a bag and what they are doing. English, let them use their own language, and
children.
of apples. The first child repeats this and adds then translate the items for them. While they
• Play the CD twice. (1) The children listen and find
are working, write the types of containers on the
an item (e.g. I bought a bag of apples and out what the people are planning and why. (2) They Medium Follow the TE activity.
point to the items at the top of the page when they board with space under each one to list foods.
a carton of juice.). Continue with each child
are mentioned. • Each group share their list with the class and write High Follow the TE activity. Pairs: the
repeating and adding an item. If a child makes a few of the items on the board under the correct children write a list of foods
a mistake, start again. B [Track 32] Listen again and complete the list. container.
that could go with the different
• Play the CD again for the children to complete the C Write a grocery list for your party in your containers featured (e.g. a bag of
Kinesthetic list. notebook. carrots). Elicit answers.
• Elicit answers.

world
• Follow the TE activity. Place several types of • Groups: the children plan the food for a party and
bottles, cartons, jars, bag, cans, and boxes on Answers write a list.
152332415363
a desk and cover with a cloth. Blindfold a child. • One group reads their list. The other groups

work Select one item. The child touches it, names


the container, and tries to guess the product.
C

Take turns with a friend.
Tell the children to plan going to the party. They Round Up
contribute different items. Understanding Theory:
Critical Thinking
Repeat with different children. think of one food they are going to buy to take with
them. • Ask the children to look at the numbered pictures at In this final activity the focus changes
the top of SB p42 and find something … yellow, red, slightly, as the children review the food
• Model the dialogue with a child. white, soft, hard, salty, sweet; and also some things
• they have studied throughout the lesson
Competency Support: Pairs: the children take turns talking about and listing that go together.
from a different angle. Instead of focusing
what they are going to buy for the party.
Communicate on containers, they think about the colors,
p35 smells, and textures of the food. This
The children have a conversation challenges the children to analyze the
about what food/drink they are A Complete the words under the pictures. descriptions and apply what they have
planning to buy for a birthday party. learned, using critical thinking in order to
• Do the activity orally.
They are communicating about an respond. They apply reasoning to come up
• The children complete the words.
out-of-school situation as well as with plausible identifications.
• Elicit answers, asking the children to spell the
expressing thoughts, opinions, and words.
preferences about food items they
Answers
think would be good to take to a 1 pack 2 can 3 box 4 bottle 5 jar 6 bag 7 carton 8 loaf
party. They are working with other
people to demonstrate they can put
into practice in a real life situation
what they have learned.
Student Website
Homework Zone: Play
Interactive Vocabulary Game
Party food 53 U4

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Unit 4 Lessons

U3 1 2 3 4 5 6 7 8 9 10 U5
4 Student Book X
3 Language
A Circle T (true) or F (false).
LAB

Differentiated Instruction: •

Off to Work!
Lesson Objectives
Identify what you have and what you need to buy.
Practice some and any.



Do the activity orally.
The children circle the correct answer.
Elicit answers.
Differentiated Instruction:
Learner Styles • Play a shopping game. • Ask children to correct the false sentences. Challenge Level
Answers
Visual Warm Up 1T2F3F4T Low Read each sentence aloud,
•The children keep their books closed. Ask what things
• Follow the TE activity. The children make 12 the Bradys needed for the party (from Lesson 2). Grammar on the Brain emphasizing the words some and
squares. They draw shopping list items on six • Ask the children for some school supplies, a any. Ask Is there any milk? to
and the corresponding words on the other six. A [Track 33, p136] Listen and complete the combination of count and non-count nouns. Cover elicit No. Repeat with the other
shopping list for Mr. Brady. the items and encourage the children to ask Do
Pairs: the children shuffle the squares and lay sentences. Help the children
you have any … ? Then uncover the items and
them face down. They take turns turning them • Ask the children what kinds of things they would buy prompt the children to say There are some … , deduce the meaning of some
over to find a word–picture pair. The child with for a party. Elicit paper plates, ice cream, balloons, There aren’t any … Make it clear that any is used and any and figure out how they
and party hats. Write the words on the board.
the most pairs wins. only for negatives and questions. are used. Complete A chorally
• Tell the children they will hear the Bradys talking with the children, allowing them
about the party again. Play the CD twice. (1) The B Look at the picture in Activity A again. Answer.
Auditory/Kinesthetic children listen and write the shopping list. They check
enough time to write each answer.
their answers. • The children look at the picture again and answer Repeat the procedure with the
• Follow the TE activity. Make true and false the questions.
Answers
second Grammar on the Brain box
sentences about what Mr. Brady needs to • Elicit answers. and B–C.
fruit, chocolate ice cream, pink paper plates, party hats,
buy (e.g. Mr. Brady needs to buy blue paper balloons Answers
plates.). The children make a check mark or a 2 No, we don’t. 3 No, there isn’t. Medium Follow the TE activity.
cross shape with their arms as appropriate in B Play a shopping game.
C Write questions about the picture in Activity A. High Follow the TE activity for both
response. • The children make a list of three things they already Grammar on the Brain boxes.
have for the party. Ask them to think of three • The children write questions for the answers
other things that they need. The children mingle supplied. Questions will vary. Pairs: the children write one
affirmative sentence, one negative
The world
and ask each other for the items they need. After
Competency Support: five minutes, elicit who has found everything they
Think some more …
sentence, and one question
needed. using some or any. They compare
Communicate • Pairs: the children talk about their favorite party

The children are given a fun context


p36
of work food and drinks. They write lists in their notebook. sentences with another pair.

in which to work as a whole group, Grammar on the Brain Round Up


asking and answering questions Accuracy Focus: Make sure that the children use s on • Groups: the children ask and answer about what is in
about what they have and what count nouns with some and any and don’t use s on their backpacks, e.g. Are there any books? Yes, there Understanding Theory:
non-count nouns.
they need for a party. They work on are some. No, there aren’t any. Brain-Based Learning
building harmonious relationships • Ask for a number of items, e.g. Where is the
chalk? Elicit There is some chalk on the table. Use
and developing methods of a combination of count and non-count nouns.
This fun activity builds on what the
communication, while having fun as children have already learned in the course
• Then ask about some things that are not in the
they find the information they need room, e.g. Where are the grapes? Elicit There of the unit, and stimulates their thought
in order to complete their lists. They aren’t any grapes here. Write some and any on the processes as they write a list of food and
are required to express and share board. drink they would like to have at a party. It
what they need and have a positive • Ask more questions, using a combination of count allows them to activate previously stored
attitude towards the communicative and non-count nouns. Encourage the children to information, organize it in a different
use there is/are some and there isn’t/aren’t any.
transaction. way, and integrate new elements. As they
• Pairs: the children brainstorm things that are and
upgrade mental rough drafts, the children
are not in the room. They then write them on the
board under some and any. work on improving meaning and accuracy
in a broader context.

Connection
Surprise for Mom, p40
U4 54 Genre: fiction

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Unit 4 Lessons

U3 1 2 3 4 5 6 7 8 9 10 U5
4 Student Book X
4 CLIL: Design—Packaging Guess What! LAB

k! Lesson Objectives • The children estimate the number of plastic bottles


used in their home every day. Elicit what happens to
• Learn vocabulary for containers. the plastic bottles when they are empty.
Understanding Theory: • Identify appropriate containers for different
• The children read the text. Ask what could be done Competency Support: Think
items.
CLIL Design to reduce the number of plastic bottles thrown away,
• Identify containers and their uses in the e.g. choose different types of packaging. The children put into practice the
classroom. knowledge they have acquired in
In this activity the content and the • Talk about what happens to trash and how it
language use a CLIL design context, with Materials for you: 3 eggs, 2 paper bags, a small box is possible to recycle a lot of things, especially the lesson, and look for containers
(see Warm Up); large pieces of paper packaging. in the classroom. Encourage them
the focus on the theme of packaging. The
first activity paves the way for the whole to be creative but respectful in their
p37 searches, by looking in predictable
lesson, encouraging the children to study Warm Up
the form, shape, color, space, and function • Present the three eggs you brought: one in a plain and unpredictable places. This
A Circle the best packaging.
of different kinds of containers. They paper bag, one in a paper bag with egg written on it, activity challenges the children to
and one in a small box. Show the children the plain • Groups: the children discuss the items and identify be thoughtful and critical in their
assess the objects in this way to evaluate bag and ask them to guess what is inside. After a few the best package for each item pictured. When
the strengths and weaknesses of the guesses, show them. Ask whether they think this is a they agree, they circle the picture. thinking as they take steps to process
designs. The activity also increases spatial good package for an egg. Elicit reasons why or why information, evaluate likely sources
• Groups take turns answering. The class agree or
awareness in the children, inviting them not, e.g. The egg can break easily., etc. Show them disagree. for the items, and locate them. If
to consider what types of objects go best the other types of packaging and ask them to say
Answers
possible, put all the containers the
what is good and bad about each one. children identified together in one
in different containers, according to their 1c2b3a
shape and form. A Choose the best container for each item.
place, so that you can summarize as a
B Match to say why each kind of packaging is best. class with a visual reference.
• Elicit the items pictured. Give clues if necessary, e.g.
You use it when you brush your teeth. • Groups: the children decide which sentence best
describes the function of each kind of packaging.
Differentiated Instruction: • Do the activity orally first, eliciting the best container
They draw lines from the sentences to the
for each product.
pictures. Differentiated Instruction:
Learner Styles • Pairs: the children write the letter of the container in
• Elicit answers.

world Challenge Level


the box by each number. They then write the name
of the container under the picture. Answers
Visual 1c2a3b
• Elicit answers.
Low Point to each situation. Elicit
work • Follow the TE activity. Answers
1 e jar 2 d can 3 f box 4 b tube 5 a bottle 6 c bag
C Design the packaging for one of these items.
• Groups: hand out large pieces of paper. The
what item is shown. Discuss what
the best packaging is for each
Auditory/Kinesthetic children design packaging for one of the products.
B Read and answer. situation, eliciting what is good
• Ask the questions in the SB. Elicit answers. • Pairs: the children discuss the answers for each and bad about each alternative.
Homeschool Connection
Write two sets of alphabet letters on index question. Give the children time to write the
• The children look for different types of packaging
cards. Make sure you have double cards for i, o, • Read the first question aloud. One pair answers. The at home, then report back to class. answers as you go along.
n, and t. Put one set of each cards on separate class agree or disagree. • Discuss recycling. Encourage the children to
desks. Two teams: one child from each team Medium Follow the TE activity.
• Repeat with questions 2–5. recycle more at home and school.
comes to the front. Say a word from this lesson • The children write their answers, then check with a High Follow the TE activity. Pairs: the
bottle, tube, bag, can, jar, box, container, liquid, friend. Round Up children draw two more objects
decoration, fresh, information, instructions. The Answers • The groups present the designs they drew in LAB C. without packaging. They swap
first child to spell out the word with the letters 1 c, e, f 2 a, d 3 f 4 a, d, e 5 a, c, e, f • The class vote for the best design. pictures with another pair and
wins a point for their team. The team with the draw the best form of packaging
C Find containers in the classroom and say what
most points win. for the objects.
they’re for.

Kinesthetic • Pairs: the children look for containers in the


classroom and think about what they can be used for.
• Go around the class and give each child the • Each pair shows a container and explains its function
name of a container: bottle, tube, bag, can, jar, to the class.
box. Read the SB questions aloud. The children
who are the appropriate container stand. Elicit
answers and reasons, before continuing with
the next question. 55 U4

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Unit 4 Lessons

U3 1 2 3 4 5 6 7 8 9 10 U5
4 Student Book X
5 Create
B Find a reading book and cover it.
LAB

Understanding Theory:


Off to Work!
Lesson Objectives
Make decorative paper.
Use their paper to cover a book and make a
• Show the children how to cover a small book
with decorative paper, following the steps in the
picture. Understanding Theory:
Multiple Intelligences bookmark. • Hand out scissors and tape. The children cover
Constructivism
their books. Monitor and help.
Materials for you: different decorative paper For
The children identify and describe each child: see You need list in the SB; scissors, tape, C Make a bookmark to match. This fun activity builds on what the
different designs and patterns on string/ribbon children already know from their everyday
• The children use a piece of leftover decorative
paper, and express opinions about what Preparation: cut potatoes and carrots in a range of paper to make a bookmark. They cut the paper experience of the shape and form of
they like and dislike about them. They shapes for printing into the shape they want, punch a hole in it, and objects. It stimulates their thought
are encouraged to use their logical/ tie a piece of string or ribbon through the hole. processes by encouraging speculation.
mathematical intelligence as they Warm Up It allows them to activate previously
D Design a title.
demonstrate their ability to perceive • Show the children the decorative paper. Ask which stored information and relate what they
patterns. They are also using their visual/ ones they like/don’t like. Encourage them to say why, • The children design a title using a piece of recognize to the new words they are
e.g. because they don’t like flowery designs, because blank paper. Encourage them to use their best
spatial intelligence by identifying and learning. By provoking their curiosity, it
they like bright colors, etc. handwriting to make the cover as attractive as
appreciating artistic and graphic designs. possible. gives the children the impetus to continue
The activity prepares the children for • Point out how the patterns on the paper repeat
studying the subject further. 
themselves and how certain color schemes are used. • They glue the title to the front of the book.
the whole lesson, which focuses on the Tell the children they are going to design their own
development of patterns and the graphic decorative paper to use to cover a book and make a E Make a book cover display. Vote for the ones you
arts. bookmark. They should think about using patterns like best.
and color to best effect. • Display the books around the room. The children
Differentiated Instruction:
vote for the best designs.
A Make decorative paper. Learner Styles
Differentiated Instruction: • Make sure that each child has the materials they Round Up
need. Say each item. The children point to it/hold Visual
• Groups: the children show each other their book
Challenge Level it up. The children choose one, two, or three basic
covers and say why they chose the design they did. • Ask the children for ideas on how to display the

Low Wrap some objects similar to • The world


shapes for their design, sharing as necessary.
Read the instructions and answer any questions.
books. Elicit reasons for their ideas. Take a class
vote on the best designs. Ask the children why
• The children make their paper. Monitor and help.

of work
those in the activity for the they like them.
children to guess. They unwrap
p38
the objects to see if they guessed Auditory
correctly. The children look at the A Find and write.
book and guess what the different • Follow the TE activity. Describe random
wrapped objects are. Explain that
• Do the activity orally first. Elicit what each gift book designs. The children identify the book
might be, e.g. Tom is going to get a soccer ball.
they need to study the characters The children use the shape of the package to
described.
depicted carefully, so that they can figure it out and also look for clues in the pictures
deduce their preferences. Make of the recipients. Kinesthetic
each sentence chorally with the • Pairs: the children write the sentences.
• Display the books in an area where the children
children, then give them time to Answers
can move around (e.g. the school hall). Give
write it. 2 Henry is going to get a CD. 3 Billy is going to get a
mouse. 4 Jill is going to get a vase. 5 Susan is going instructions (e.g. Find a book with a blue
Medium Follow the TE activity. to get a doll. and purple design. Find a book with stars.).
The children move around and stand by an
High Follow the TE activity. Pairs: the appropriate book.
children draw a wrapped object.
They swap pictures with another
pair and write the correct sentence
below (We’re going to get …).
Pairs share their pictures and
sentences with the class.

U4 56

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Unit 4 Lessons

U3 1 2 3 4 5 6 7 8 9 10 U5
4 Student Book X
6 Language p39 LAB

k! Differentiated Instruction: Lesson Objectives




Identify quantities.
Identify the value of fractions.
A Match the numbers to the pictures.
• Review fractions with the paper pie and pizza you
prepared. Show each one whole, then elicit the
Competency Support: Learn
Challenge Level • Play a game to guess the ingredients in a parts, e.g. one quarter, three quarters.
recipe.
• Divide the class into two teams. Give the pie to In taking an active role in this kind of
Materials for you: measuring cups, measuring the first team and the pizza to the second team. activity, the children become self-
Low Name the ingredients on the page Say quantities, e.g. 2/3 of a pizza, 1/2 a pie, etc. directed learners. In the first part of
spoons, flour
for the children to point to. Play The appropriate number of children run to the the activity, they show their ability
the CD twice. (1) Pause after every Preparation: make fraction cards 1/2, 1/3, 1/4; make a front holding the correct pieces of paper from the
to understand recipes by making a
sentence. Allow the children time paper pie cut into four pieces and a paper pizza cut pizza/pie.
into three pieces list of all the ingredients. They aim
to point to the ingredients they • The children match the word fractions with the
to share and exchange information
pictures. Make sure that they understand that
hear. Name the ingredients again effectively. In the second part,
Warm Up they are looking at the orange part of the circle
if they didn’t hear them properly. each time. groups have to guess each other’s
(2) The children listen and point. • Ask what we use to measure things (rulers, scales,
cups, etc.). • Elicit answers. ingredients, taking the initiative and
Medium Follow the TE activity. • Show the cups smallest to largest and name each Answers analyzing different recipes. During
one, e.g. 1/4 cup, 1/3 cup, etc. Check comprehension of 1c2a3d4b5e the activity, observe which children
High Follow the TE activity. Pairs: the the sizes. take the role of leader. Note how well
children take turns naming the • Show the spoons. The children find out how many B Match the two halves of the shapes. they handle managing the process
ingredients and pointing to them. teaspoons are in a tablespoon using the flour (three). • The children match the shape halves to pair the and the group. Encourage all the
Ask Which is bigger, 1/2 teaspoon or 1/3 teaspoon? words and pictures.
They name the ingredients for children to participate equally.
Which is smaller, 1 teaspoon or 1 tablespoon?
other simple recipes they know. • Elicit answers.
A [Track 34, p137] Kathy and her mom are making Answers
her birthday cake. Listen and point. 1c2a3b
• Understanding Theory:
Differentiated Instruction: Play the CD twice. (1) The children listen and read.
C Read and answer in your notebook.
(2) They point to the ingredients. CLIL Math
world
Learner Styles B [Track 34] Listen again and write the amount of
each ingredient.


Pairs: the children solve the problems.
Elicit answers. LAB A–C use a CLIL math context to give

work
Visual/Auditory
• The children draw pictures representing ½,
• Show the fraction cards you prepared to elicit 1/2,
1/3, 1/4. Write on the board t = teaspoon and T =
Answers
1 Jane 2 No, he can’t. 3 1 cup 4 Billy
practice in solving problems. The children
consolidate their understanding of simple
tablespoon. The children use these abbreviations in fractions, then extend their knowledge
3, and ¼ on separate pieces of paper (e.g. as
1
the activity. Think some more … to work with more complex fractions. The
sections of a pizza or cake). Say the fractions in
• Play the CD twice. The children complete the list with cross-curricular use of fractions in recipes
random order. The children hold up the correct the quantities. • Pairs: the children talk about things you need for
a party other than food and drinks, e.g. games, is the perfect way to grasp their practical
picture. Follow the TE activity.
Answers balloons, invitations. They write lists in their application. The extra activities suggested
2 11/2 teaspoons 3 0 4 3/4 cup 5 2 6 1 cup notebook. in the TE for A make the activity fun and
Kinesthetic 7 1/2 cup 8 2 tablespoons the concepts easy to understand.
• Put 12 balls or soft toys on a desk at the front Round Up
C Play “Guess an Ingredient”.
of the class. Call out fractions in random order • Play “The Whispering Game”. One child whispers to
• Model the dialogue with a child. the next child a phrase or sentence using ingredients
½, 1 3, ¼. Each time, two different children
• Groups: the children think of a well-known dish and and quantities, e.g. The recipe says we need 2 cups
select the correct number of balls/toys and hold list the ingredients. Help with vocabulary. of flour and 1 cup of sugar. That child whispers to
them up to show the class. The class agree or • Two groups work together. They take turns saying the next child and so on until all of the children
disagree. You can make this more challenging what they’re making and guessing two ingredients in have received the message. Children can repeat the
by moving on to include prompts like 2 3 and 3 4. it, following the model dialogue. message once. Ask the last child what her or she
heard. Then ask the first child what he or she said.
They are usually very different.

Connection
My Dad and I, p32
Genre: non-fiction 57 U4

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Unit 4 Lessons

U3 1 2 3 4 5 6 7 8 9 10 U5
4 Student Book X
7 Language LAB
• Divide the class: count nouns and non-count nouns.

Understanding Theory:


Off to Work!
Lesson Objectives
Calculate multiple quantities.
Ask and answer questions with How much …? and
Ask the count children, How many x’s do you have?
They make up an answer. Write How many on the
board. Ask the non-count children, How many water Competency Support: Learn
How many …? do you have? and look puzzled. Elicit How much
Critical Thinking water do you have? Then elicit an answer with a lot,
• Play a food quantities memory game. some, or a quantity such as cups/teaspoons, etc. The children use what they have
The children apply their critical thinking Preparation: make picture cards of count and non- • Continue asking How much/How many questions. learned about food and quantities
by using the information in a cake recipe count foods (including foods from the recipe on SB to take part in a memory game. They
to figure out what ingredients they p46 and bread, cake, meat) A Copy the table into your notebook. Write the call on their social knowledge of
words in the correct column. cooking in order to recall appropriate
would need to make two cakes. They
conceptualize the process, then identify Warm Up • The children complete the chart in their notebook, items. The activity becomes more and
• Teams: the children have one minute to think of as writing the foods in the how much or how many more challenging as the list of things
the mathematical operation required and
column as appropriate.
apply it. After checking their reasoning, many food words as they can. to remember grows. Encourage
• The team with the most words read their list to the • Pairs: they check their answers. the children to create methods to
they express their conclusions.
class. The class agree or disagree. • Elicit answers. remember the previous information,
A Read and make a list in your notebook.
Answers e.g. keeping count of the number of
How much: rice, milk, pepper, cereal items they need to recall, visualizing
Differentiated Instruction: • The children use the answers to SB p46 B to figure How many: bananas, eggs, pizzas
the items, identifying a rhythm for
out the quantities. Work on the whole numbers first:
each phrase.
Challenge Level 4 cups of flour, 4 eggs, etc. Then do butter (1/2 cup—1
cup). If they aren’t sure, demonstrate with the two
B Look. Write the questions and the answers in
your notebook.
halves of a piece of paper. Repeat with salt and sugar.
Low Read the dialogue on the page
• Do the activity orally first.

for the children to repeat chorally.


Answers
4 cups of flour, 4 eggs, 2 cups of milk, 11/2 cups sugar,
• Pairs: the children write the questions and answers Differentiated Instruction:
in their notebooks.
Two groups: the groups say the 1 cup butter, 4 tablespoons oil, 3 teaspoons salt
dialogue chorally, with one group
• Elicit answers. Learner Styles
B Ask and answer with a friend. Answers
asking and the other answering.
The world 2 How much sugar do we need? One and a half cups. Visual
Then they swap roles. Provide • Model the dialogue with a child.
3 How many eggs do we need? Four. 4 How much
the children with other sample • Pairs: the children take turns asking and answering salt do we need? Three teaspoons. • The children cut out ten strips of paper and

of work
dialogues to repeat. Pairs: the about the ingredients. write on them rice, milk, eggs, bananas, pizza,
children repeat the same dialogues • Pairs demonstrate to the class. C Complete the conversation with much, many, cereal, pepper, sugar, flour, butter. They fold
some, or any. a piece of paper in half and write the column
they practiced chorally.
C Play “Neighbor, Neighbor.”
• Do the activity orally first. Children read each line, headings Count and Non-count. Then they
Medium Follow the TE activity. • Show the picture cards. Elicit a quantity for each one, supplying the missing words. paste each word in the correct column.
e.g. one cup, two teaspoons. Do bread (slice, piece, • The children write the answers.
High Follow the TE activity. Pairs: the loaf), cake (slice, piece), and meat (pound) last.
• Elicit answers.
Auditory
children figure out the ingredients • Model the dialogue.
for three cakes and make up Answers
• The children sit in a circle. Hand out the food cards.
any, some, many, much, any, some • Play “Hangman” (see p13) with the food items
an appropriate dialogue. Pairs One child begins. Each child repeats the list so far, in the lesson. The children say if each item is
perform their dialogue for the and then adds on another food. They display their
D Now practice the conversation with a friend. count or non-count once they have guessed the
cards to help them remember the food.
class. word.
• Pairs: the children practice saying the conversation.
p40 • Pairs act out their conversation for the class.
Kinesthetic
Grammar on the Brain Round Up
• The children make two response cards with the
Accuracy Focus: Make sure the children use plural • Groups: the children write a new conversation
count nouns and singular non-count nouns. beginning Can we make a salad? words count and non-count. Say in random
order rice, milk, eggs, bananas, pizza, cereal,
• Review count and non-count nouns. Write s on • Each group act out their conversation for the class.
one side of the board and No s on the other side. pepper, sugar, flour, butter. The children hold
Brainstorm and write foods in both categories. up the appropriate response card each time.

Student Website
Homework Zone: Play
Interactive Grammar Game
U4 58 How much and how many

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Unit 4 Lessons

U3 1 2 3 4 5 6 7 8 9 10 U5
4 Student Book X
8 Reading E [Track 35] Listen and read. Answer. LAB

k! Differentiated Instruction: Lesson Objectives • Write on the board What are the two parts of the
recipe? Which part does a cook read first? Why?
• Use a picture to predict the kind of text.
• Identify the order of a process.
• Play the CD twice. (1) The children read and answer Differentiated Instruction:
the questions on the board. (2) They answer the
Challenge Level • Analyze why it is important to follow questions in the book. Learner Styles
directions in the order given.
• The children underline new words and see if they

Low Elicit the type of text. Write on Materials for you: an egg, a small bowl, a measuring can guess the meaning. Help with vocabulary, using Visual
cup, a mixing spoon, oil, a cake pan (optional; see SB E) drawings/items you brought in. Point out the use of
the board cake, ingredients, the word then to show the order of the process. • Write on the board mix, add, stir, pour, bake.
directions. The children repeat the • The children read the directions again and The children copy the words using different
words, then find them in the text. Reading Skills: Using a picture to predict the kind of underline the verbs. Use the items you brought in to colors on a piece of paper and illustrate them.
Elicit the meaning of the words. text demonstrate the meaning of the words mix, stir, add,
They tape the two sides of the paper together
Point out that texts have different purposes: bake, pour. The children mime actions for these.
to make a chef’s hat. Pairs: the children put on
Medium Follow the TE activity. Ask the they can inform, give instructions, entertain, etc. • Ask the children to say which word in the box is only
used for liquids (pour). their hats. They read the words and point to the
children where else they have Identifying the type of text will help understanding,
as it gives a context in which to figure out new pictures on each other’s hats.
seen recipes, and to say what the Answers
words. Noticing from the picture and layout that 1 1 teaspoon 2 2 3 No. 4 25–30 minutes 5 No, it needs to
recipes were for. this text is a recipe will help the children predict cool, so you can add the frosting/because it is hot. Auditory/Kinesthetic
vocabulary topics that are likely to come up.
High Follow the TE activity. Pairs: the
Understanding time order F Can you think of other ingredients that you would • Dictate mix, add, stir, pour, bake. The children
children circle the key words in
Point out to the children that pictures can help them put in a cake? Are they healthy or unhealthy? copy the words on to paper. They tape the two
the recipe. Elicit answers and
establish the order of a process. Tell them to look • Ask the children what their favorite cakes are. Elicit sides of the paper together to make a chef’s
write them on the board. Pair
out for words such as then that signal a sequence. any extra ingredients they require, e.g. chocolate, hat. They put their hats on. They say all the
these children with lower-ability
and write them on the board. words from memory and do simple actions to
children, so that they can explain
Warm Up • Pairs: the children discuss ingredients they could put demonstrate their meaning.
why they chose the words they in a cake and decide if they are healthy or not.
did and assist the lower-ability • Ask the children about their favorite foods, e.g.
When do you eat it? Who makes it? • Elicit ideas.
Kinesthetic
children in identifying a context to
world help them work out new words. A Look at the picture. What kind of text do you think
this is?
p41 • The children roll up a piece of white paper
as though it were a chef’s hat, and tape it

work Competency Support: Think • The children use the picture to figure out what kind
of text it is (a recipe). Elicit reasons. Ask if they have
ever used a recipe.
A Look at the recipe in the Student Book and
number the pictures.
together. They put their hats on. Say the
following words for the children to act out as
• Pairs: the children number the pictures showing though they were chefs mix, add, stir, pour,
• Elicit ideas on the kind of vocabulary the class will how to make a cake in the correct order. bake. Say the words again for the children to
The children analyze the directions find in the text, e.g. ingredients, quantities.
Answers spell chorally.
given in recipes and consider why the B Read the ingredients. Guess which two ingredients a6b2c5d4e3f1
instructions appear in the order they would be used first.
do. Encourage them to share their B Read and answer.
• Write the ingredients on the board.
Understanding Theory:
ideas freely. Discuss how different • Pairs: the children discuss the questions.
• Pairs: the children discuss which two they think
foods react together chemically, would be used first and why. Don’t confirm answers. • Elicit answers. Multiple Intelligences
and how their chemistry changes, Answers
depending on the order that the C Why is it important to follow the directions in 1 white/clear 2 yellow/orange 3 mix 4 mixture This activity encourages the children to
ingredients are mixed and what the same order? use their interpersonal intelligence as
temperatures they are cooked at. • Pairs: the children discuss the question, justifying Round Up they either lead a group or follow the
Encourage the children to share any their answers.
• Groups: nominate one child in each group to lead leader’s instructions. They aim to interact
family culinary disasters or successes. • Pairs give their answers. The class agree or disagree. the activity. The leader calls out the instructions for sensitively and function effectively as
Give the children positive feedback making the cake one by one. The group act out each a team. The activity also encourages
D Read and answer. instruction.
on the ideas or stories that they share. them to develop their bodily/kinesthetic
• Read the questions. Pairs: they compare their ideas. intelligence as they use their body to
• Pairs say their ideas. The class agree or disagree. enact the stages, using both fine and gross
motor skills.
Teacher Technology Pack DVD-ROM Student Website
Discovery Zone: Video Homework Zone: Read
Party Time! – exploring how to make a A Non-Fiction Interactive Reading Task
cake for a special occasion. Let’s make a cake 59 U4

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Unit 4 Lessons

U3 1 2 3 4 5 6 7 8 9 10 U5
4 Student Book X
9 Sounds Like English p42 LAB

Differentiated Instruction: •

Off to Work!
Lesson Objectives
Identify and practice words with the long o sound.
Identify spelling patterns for the long o
A Complete the words. Then draw.
• Do the activity orally first, eliciting the missing
letters.
Understanding Theory:
sound.
Challenge Level • The children complete the words by writing the Classroom Management
Materials for each child: scissors, glue, old magazines correct letters in the blanks, then draw the picture
for each word. This activity encourages the children to
Low Follow the TE activity. Play the Phonics Tip
Answers practice reading the words they have
CD again and clarify any new
The long o sound has a variety of spellings. This lesson o–e: bone, robe, rose; oa: boat, coat, goat; studied throughout the lesson with the
vocabulary with the children. ow: blow, show
focuses on o–e, oa, and ow, e.g. rose, boat, blow. correct pronunciation. It is important as
Medium Follow the TE activity. The children part of Classroom Management to find
Phonics Fun!
circle the object words in the text Warm Up the appropriate correction techniques,
• Write on the board rain, heat, rice. Ask the children • Draw a picture of a dog and a bone on the board.
and look for them in the pictures. Elicit the words. Ask which word has a short o i.e. to identify when you should correct
which vowel sound each word has. mispronunciation and when you should
sound and which has a long o sound.
High Follow the TE activity. Pairs: the • Pairs: the children collect three objects in the allow a child to continue and not interrupt
classroom that have the same three vowel sounds,
• Do the activity orally first. The children say the
children read the text again aloud word for each picture, and whether it has a short their flow even when they make an error
and circle the object words in e.g. paint, seat, a white pencil. Say each vowel sound
or long o sound. in pronunciation. In this context, where
in turn, asking each pair to name their object that
the text. They identify which has the same sound. The class agree or disagree. • Pairs: they say the words again, circling the words accurate pronunciation is a key aim, it is
object words are depicted, and with a short o sound and underlining those with very important to assist the children in
draw lines from the words to the A [Track 36] Listen and read. a long o sound. They then label the pictures.
Monitor and help. getting it right. In other activities where
pictures. • Write long o on the board. Play the CD. The children developing fluency and self-confidence is
read along silently. They raise their hand each time Answers
1 bone (long) 2 rose (long) 3 sock (short) 4 box
the main aim, correct pronunciation only
they hear a word with a long o sound.
(short) 5 coat (long) 6 dog (short) where an error might prevent a child from
• Elicit items in the pictures with the long o sound.
communicating their message effectively.
Competency Support: Think
B Circle all the words with the long o sound. Round Up
The children are required to notice
that words with the long o sound

o sound and draw attention to it. The world
Do the activity orally first. Elicit words with the long

• Hand out the old magazines, scissors, and glue.
Write on the board long o sound. The children copy it
on a new page in their notebook. They find pictures
Differentiated Instruction:

of work
have three different types of spelling: The children circle all the words in the text with the
with the sounds in the magazines and glue them
o–e, oa, and ow. Ask them to practice
long o sound.
in their notebook, then write the word under each Learner Styles
saying the words and writing the • Elicit spelling patterns for the long o sound,
picture. Monitor and help.
correct spelling in the air. The
focusing on o–e, oa, ow. Point out that o can also be Visual
pronounced as a long o, as it Mo and going.
activity provides the children with • The children copy the words from LAB A and
Answers
aural discrimination practice as they show, home, robe, bone, roses, boat, blowing, coat Phonics Fun! into their notebook, writing short
classify words according to sounds o words in black, and using a different color for
and spelling. Write the words in three C Now you read! each spelling of the long o sound. Encourage
columns on the board to consolidate • Pairs: the children practice reading the texts. Monitor them to picture the color when they try to recall
the differences and help the children and deal with common mistakes, focusing mainly on how to spell the word.
relate sounds to letters. the long o sound.

Auditory/Kinesthetic
• The children make up different actions for short
o, and the different spellings of long o. Say
words in random order. The children do the
appropriate action. Speed up the prompts to
make the game more fun.

U4 60

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Unit 4 Lessons

U3 1 2 3 4 5 6 7 8 9 10 U5
4 Student Book X
10 Review p43 LAB

k! Assessment Focus
Lesson Objectives
• Review and practice language introduced in the
unit.
A [Track 37, p137] Listen and circle the correct
recipe. (5 points)
Competency Support: Learn
• Ask questions about the recipes, e.g. Which recipe
• Talk about their favorite birthday cake.
needs 11/2 cups of flour? Which recipe needs 2
The children make sentences about the Preparation for each child: make a food word card eggs? The children organize knowledge
differences they identified in A, when using can, soup, package, cookies, jar, jam, bag, • Play the CD twice. (1) The children listen to they have gained about cakes by
they compared the details of two pictures. potato chips, box, cereal, bottle, soda, carton, eggs, identify the correct recipe. (2) They check their applying the language learned to
Use the activity as grammar assessment, loaf, bread, etc. (make sure the words are all in pairs, answer. the personalized task of describing
checking that the children can refer e.g. bottle + soda) • Elicit the answer. The class agree or disagree. their favorite birthday cake and what
accurately to count and non-count items, Answer ingredients it has. They share this
and that they use the singular or plural Warm Up Recipe card 1 information with a friend. Remind
form of the verb as well as some or any, •Play “I Spy” with words from the unit. One child the children to review information
thinks of a person, place, or thing that they are able B Complete the questions and write the answers.
as appropriate. Check the children’s work to see. The class guess the person, place, or thing by (10 points)
and take notes if they find it useful
individually. Review the grammar rules as asking yes/no questions. The child who is “it” usually to have these as a reference to help
a class. begins with I spy with my little eye, something • Do the activity orally first.
them explain their ideas.
beginning with B / something delicious / scary., etc. • Pairs: the children complete the questions and
answers.
A Circle the differences. Answers
• Pairs: the children circle six differences in the pictures. 1 How much, One cup. 2 How much, One cup. 3 How
many, Two eggs. 4 any, Yes, we do./We need one cup
• Elicit the differences, e.g. There’s some milk. There
of butter. 5 How much, Two teaspoons.
isn’t any milk.
Answers C Choose a recipe and play a guessing game.
See B. (5 points)

B Write about the differences. • Pairs: one child chooses a recipe from LAB A
without telling their friend. The other child asks

world
Assessment Focus
• Pairs: the children write pairs of sentences describing
the differences.
questions to find out which recipe they chose.
Then they change roles.
Assessment Focus
work
Answers
This activity provides the perfect There are three apples. There aren’t any apples. There Talking Point
opportunity for language assessment, are three sodas. There’s one soda. There isn’t any juice. Self-assessment is a very important feature
since children review the overall meaning There’s some juice./There are two cartons of juice. There Talk about your favorite birthday cake. What are the
isn’t any cheese. There’s some cheese.
of language learning, helping the children
ingredients?
of recipe ingredient lists and take turns to develop their language skills and their
asking and answering about them. Walk • Pairs: the children take turns talking about their
C Play the “Picnic Game.” favorite birthday cake and listing its ingredients. self-confidence. The My Progress Journal
around and listen to pairs as they are Encourage them to ask questions and to elicit section of the review gives the children the
• Give each child a word card you prepared. The
working, and assess their ability to use children mingle. When they find a friend with a word reasons for choices. opportunity to evaluate how they have
the appropriate language for the recipes. that goes with their word, e.g. can and soup, they sit • Children tell the class about their favorite cake. done in the course of the unit by coloring
Correct errors where appropriate without down together. in stars in different colors to reflect how
disrupting the children’s fluency. • After five minutes, elicit from pairs what they are, Assessment for Units 3 and 4 confident they are in each language area.
e.g. I’m a can. I’m soup. We’re a can of soup. If
• The children do Review B on LAB p105. Praise them for all they have achieved.
correct, they move to one side of the room to go to
the picnic. If wrong, they continue. It should now be • The children do Assessment B on SB pp126–127. Also encourage them to use the results
easier for the others to find partners. of this assessment constructively. Suggest
My Progress Journal that they review and practice any areas of
• The children complete My Progress Journal on weakness they have identified so that they
pp12–13 and fill in their scores.
can perform even more effectively in the
next unit.

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Homework Zone: Listen Talking Point:
Interactive Listening Task Listen to Peter, Lex, and Kayla talking
Talking Point practice about their favorite cake. 61 U4
.

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Unit 4 Lessons

U3 1 2 3 4 5 6 7 8 9 10 U5
5 Student Book X
1 We Are Different A Talk about the picture. LAB

Off to Work!
Lesson Objectives • Pairs: the children look at the picture and discuss how
the two children are different.
• Describe how people look.
Differentiated Instruction: • Sing a song about best friends.
• Elicit answers, e.g. The girl has long hair. The boy has Differentiated Instruction:
short hair.
Learner Styles • Think about their appearance and who they
Challenge Level
resemble. B [Track 38] Listen and sing.
Visual • Play the CD twice. (1) The children listen and read
Low Read the prompts and make
Warm Up: Unit Objectives along silently. (2) They sing along.
• Make a body with detachable parts using • Generate interest in the topic. Ask questions to sure the children understand.
• Ask How many children in the class have blond hair?,
construction paper. Children come to the board find out what the children already know about etc. Repeat with the other characteristics mentioned Find the items one by one, as a
and assemble the body. The children point appearances, e.g. Who in this classroom has long in the song. group. Make sure all the children
hair? Do I have blue eyes? have found each answer before
to and name the different parts of the body.
C Write a verse about you and your friend. proceeding.
They draw the body and label the parts in their
p44
notebook. • Pairs: the children think about the physical
differences between them. They write a verse about Medium Follow the TE activity.
A Write the parts of the body. themselves using the verses in the song as a model.
Auditory • Read the list aloud. The children point to the
High Follow the TE activity. Pairs: the
correct part of their own body. D Sing your verse to the class. children look for two more items
• Draw a torso and head on the board for the
• Pairs: the children label the parts of the body. • The children sing their verse to the class. If they don’t in the unit and list them for their
children to copy. Give instructions (one at a
• Draw a body on the board. Elicit the name of each want to sing it, they can just read it aloud. friend to find.
time) for the children to draw a body by adding
part. Children write the words on the board.
features (e.g. Draw two arms.). The children Treasure Hunt
hold up their pictures after each instruction for Answers
1 hand 2 ear 3 eye 4 mouth 5 body 6 hair 7 face • Pairs: the children find each item and write down the
you to check.
8 arm 9 nose 10 leg 11 foot page number. Competency Support: Think
Answers
Kinesthetic B Draw and color a picture of you in your 1 p56 2 p58 3 p62 The children activate their cognitive
notebook.
skills as they compare themselves
The world
• Pairs: give the children a piece of craft paper
large enough for them to lie down on. They • The children draw and color a picture of Thinking Point with their mom and dad to identify
themselves. two ways in which they resemble
take turns lying down on their paper and Think about how you look. Do you look like your

of work
drawing around each other’s outlines with C Compare your picture with a friend’s picture.
them. They share their ideas with
mom or your dad?
chalk. They then draw on the facial features. a friend. They develop their note-
• •
Pairs: the children compare pictures, focusing on Pairs: the children find two ways in which they
taking skills as they write their ideas.
They label the different parts of the body with the differences between them. resemble either their mom or dad, and they tell
markers. their friend. Remind the children to keep their
D Write four differences. • They make notes on the two resemblances in their notes in a safe place to use in later
• Pairs: the children write four sentences describing notebook. classes.
the differences between the two pictures,
Understanding Theory: following the model given. Round Up
Multiple Intelligences • Play “Change Places” (see p13) using physical
characteristics, e.g. say Change places if you have
The children use musical and linguistic long hair.
intelligence in this activity as they listen to
a song and identify words that relate to
the body. First they listen to understand
and identify new key words and their
meaning. Then they join in with the song,
demonstrating their basic understanding.
The use of music and singing in the
classroom is an excellent tool for creating
a positive learning environment, and
the fun approach increases the children’s
ability to retain new vocabulary.
U5 64

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Unit 5 Lessons

U4 1 2 3 4 5 6 7 8 9 10 U6
5 Student Book X
2 Language p45 LAB

k! Understanding Theory:
Lesson Objectives


Learn vocabulary for physical characteristics.
Process information to identify people.
A Read and draw the people in your notebook.
• Write on the board hair, hair color, eye color,
height, other as column headings. Ask children
Competency Support: Think
Constructivism • Play a guessing game to practice describing to describe themselves using these categories. As
people. they do, they write the descriptive words in the The children listen to descriptions
The children implement what they already correct columns on the board. (They don’t repeat and identify two more people
Preparation for each child: make a card containing words that are already there.)
know about how to describe people’s in the picture who have not yet
information like the following (make two of each
appearances and demonstrate their card, so that the children can pair up; each pair of
• To elicit bald, beard, and mustache, ask the been named. They use methods
children to describe other people in the school or
understanding through a picture dictation. cards should differ in one detail from other pairs— of aural discrimination, capturing
famous people that they all know.
You are a facilitator, and the task provides see Round Up) key words that describe the people
• Children read the texts aloud. Then the children
and transferring the information
a dynamic interaction between you and Eyes Hair Height Other draw and label pictures of the people described.
the learners. Interpreting the instructions to the images on the page. They
Brown curly tall thin
you give stimulates the children’s thought short glasses
B Write about a friend in your class. are developing important skills
processes, making the learning an active brown • Pairs: the children write phrases describing their of processing and interpreting
and constructive process. friend, e.g. Maria has curly hair. Make sure they information.
don’t use derogatory adjectives such as fat and
Warm Up
skinny.
•Describe a person for the children to draw. Keep
it simple, focusing on eye color, glasses/no glasses,
Differentiated Instruction: short/long hair, brown/black hair, tall/short, thin/
C Find the six words. Differentiated Instruction:
not thin, green sneakers, etc. (Don’t use curly, wavy, • The children circle the six words in the word
Challenge Level straight.) snake. Learner Styles
• Children write the words on the board.
A [Track 39] Listen, read, and follow the Visual
Low Point to the picture. Give simple instructions. Answers
descriptions of the people for the glasses, bald, beard, wavy, curly, straight • Write four column headings on the board: hair,
• Elicit the number of girls and boys in the picture. Play
children to point to (e.g. Point hair color, eye color, height. Write on pieces
world
the CD twice. (1) The children listen and read. (2) D Describe your friend to the class.
to a man with a mustache.). Use They follow the instructions. of paper short, curly, straight, mustache, red,
gestures as necessary to convey • The children use the notes they wrote in LAB B to
blue, tall, long, brown, black, wavy, blond,
• Elicit answers 1, 4, 5, and 6. describe their friend to the class.

work
the meaning of new words such • Ask Who in the class has straight/wavy/curly hair? bald. Put the papers in a bag. The children take
as curly, mustache, etc. Read the Write each word on the board. Ask Do you know a paper, read it aloud, and stand in line with
anyone who is bald/has a mustache/has a beard? Ask C Play a game. Take turns with a friend. the corresponding column on the board. Elicit
first paragraph of the text. The
children to illustrate each word on the board.
children identify Diana, saying the • Model the dialogue with a child. which words can be used for more than one
number of the correct box chorally Answers • Pairs: the children take turns describing a person in column (short, brown, black).
(One.). Give them time to write 1 Diana 4 Mike 5 Jack 6 Adam the class and guessing who it is.
the answer. Repeat the procedure B [Track 40, p137] Listen and follow the Round Up
Auditory
with the remaining paragraphs. instructions. • Play “Find Your Twin.” Shuffle and hand out the • Follow the TE activity but instead of asking the
Play the CD. The children listen cards you made. The children mingle, asking each
• The children point to two people in the picture who children to read the descriptions, give the text
and read the texts again. have not yet been identified. Play the CD twice. other questions to find their twin. Boys and girls can
also be twins. as a dictation.
(1) The children listen and discover who the missing
Medium Follow the TE activity. people are and write the names. (2) They check
answers. Kinesthetic/Auditory
High Follow the TE activity. Pairs: the
children take turns saying clues Answers • Do this activity in an open space. Mark out
2 Sam 3 Sara
about the different people and two areas: true and false. Make true and false
pointing to them on the page. sentences about the people pictured in the SB
(e.g. Diana has short brown hair.). The children
move to the correct area. Anyone with the
wrong answer is out. For each false statement,
elicit the correct version.
Connection Student Website
Homework Zone: Play
Mr. Ross, p44
Interactive Vocabulary Game
Genre: fiction 65 U5
Physical characteristics

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Unit 5 Lessons

U4 1 2 3 4 5 6 7 8 9 10 U6
5 Student Book X
3 Language
• Pick them out one by one, asking, e.g. Whose
LAB

Off to Work!
Lesson Objectives notebook is this? Whose stickers are these?
Choose a child to answer, e.g. It’s Tina’s./They’re
• Ask and answer Whose …? questions.
Jake’s. If wrong, they choose the next item and
Competency Support: Learn • Identify when to use ’s. ask the question. If correct, the child who owns Understanding Theory:
• Draw and describe people. the item (e.g. Tina/Jake) chooses the next item Multiple Intelligences
This activity focuses on understanding and asks the question. Repeat several times.
the mechanics and meaning of the Materials for you: a bag
• Display the items and ask questions, e.g. Whose In the first part of the activity, the children
language as the children deduce pencil is green? /Whose pens are small? Elicit
use their visual/spatial intelligence,
Warm Up Jenny’s is./Daniel’s are.
the use and meaning of two showing their ability to create a graphic
language points: who vs. whose • Say descriptive phrases, e.g. short, curly black hair.
Everyone who would describe themselves in this way A Match the animals to their clothes. likeness of a person by drawing a picture
and ’s to demonstrate possession stands up. of one of their parents. In the second part,
or relationship. They are figuring • Elicit the animals pictured, then the clothing
pictured. they share information, demonstrating
out and applying language rules. A Answer the questions. Use these words. their ability to impart information to
• The children draw lines to match the animals to
They assess descriptions of family • Pick up a book that belongs to a child. Ask Whose their clothes. others, as well as listen and understand in
members, process information, book is this? Write whose on the board. Ask • Elicit answers. return.
and reach conclusions about the questions contrasting who and whose, e.g. Whose
brother plays soccer? Who plays soccer? Answers
relationships between people in the 1d2a3c4b
same family. • Make sure that the children distinguish the difference
between the name with and without the ’s.
• Pairs: the children answer the questions using
B Ask and answer. Competency Support: Me
information from Lesson 2 and the words supplied. • Model the dialogue with a child.
• The children apply the language and
Differentiated Instruction: Don’t confirm answers. Pairs: the children take turns pointing and asking
about the items in LAB B using Whose ...?, and concepts they have been learning
B [Track 41, p137] Listen and check your answers. answering. throughout the unit. They put their
Challenge Level
• Play the CD twice. The children check their answers.
All About Me
new knowledge into practice by
• Elicit answers. writing sentences that describe their
Low Elicit answers for A. Encourage • The children complete the sentence about

The world
Answers own physical appearance. They then
the children to share their reasons themselves.
1 Jack’s 2 Jack’s 3 Diana’s 4 Diana 5 Jack 6 Diana’s read their descriptions to the class.
for choosing the people they • Children read their descriptions to the class and
7 Diana’s 8 Jack’s
listen to others’ ideas respectfully. You could extend the activity by then

of work
did, and discuss as a class/group
asking children to describe the person
whether they are correct and why. C Draw and guess.
Think some more … beside them, e.g. Adam’s hair is
Play the CD, pausing so that the • Give each child a piece of paper to draw and color brown and his eyes are blue.
children can check their answers their mom or dad. Collect the drawings and give • Pairs: they take turns describing themselves.
in context. them out to different children. They should try to say five things about their
appearance.
• Model the dialogue with two children.
Medium Follow the TE activity. • They write the details in their notebook,
• The class guess whose mom/dad is pictured, using the
expanding the notes they wrote for Thinking
dialogue as a model.
High Follow the TE activity. Play the Point in Lesson 1.
CD twice. (1) The children make p46
notes. Pairs: the children recall Round Up
as much as they can remember Grammar on the Brain • Tell the children that you are going to ask some
from the CD. (2) Play the CD Accuracy Focus: Make sure the children give the questions. For each one, they need to identify
again for them to add any missing correct form of the verb for singular/plural. whether you mean whose or who’s and write the
• Gather items from the children’s desks. Choose appropriate word.
information.
items that they will recognize, and have a mixture • Say questions such as Whose dress is red? Whose
of singular and plural items. Put them in a bag. father is a doctor? Who’s not in school today?
• Elicit answers.

Teacher Technology Pack DVD-ROM


Discovery Zone: Poster
We Are Different – exploring physical
U5 66 characteristics in families.

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Unit 5 Lessons

U4 1 2 3 4 5 6 7 8 9 10 U6
5 Student Book X
4 CLIL: Art—Portraits Guess What! LAB

k! Lesson Objectives • The children read the text and look at the picture.
Ask questions to check comprehension, e.g. Do men
• Process information to match titles to
Competency Support: Think pictures.
wear neck rings? Why do the women wear neck
rings?
Differentiated Instruction:
• Identify details in pictures.
The children contemplate three • Draw and describe portraits.
• Ask the children what kinds of jewelry and
accessories people wear in their towns. Ask whether
Challenge Level
paintings. First they express their they know of any native peoples in their country,
Materials for you: a ball (optional) and whether they adorn themselves in different or Low Read the text. Use the picture to
personal response to the paintings.
unusual ways. clarify meaning. Elicit opinions
They then analyze the content of
the paintings more objectively to Warm Up • If you want to extend the topic of different on the information. Elicit typical
• The children close their eyes and listen carefully. perceptions of beauty, you could bring in pictures adornments and dresses from the
identify their titles, choosing from the Describe one of the children in the class, using the of people from different cultures and/or the past
selection supplied. The children are and show how the idea of beauty changes between
children’s country, helping with
language they have learned so far.
being encouraged to think critically, countries and has changed over the years. vocabulary as necessary. Write
• The children open their eyes and guess who you
ideas on the board.
as they take steps towards reflecting described.
on different kinds of art and p47
A Look and match the titles to the pictures.
Medium Follow the TE activity.
formulating their critical opinion.
A Draw a self-portrait in your notebook and
• Ask the children to look at the paintings and describe High Follow the TE activity. Pairs: the
color it.
how they feel about them. Read the titles aloud. children choose a picture showing
• Pairs: they decide which title goes with each painting. • The children draw and color a picture of someone from another culture
Remind them that they do not need to understand themselves wearing their favorite clothes in their
notebook.
who they think looks beautiful.
every word to do this activity.
They put together a mini-
• Elicit answers. The class agree or disagree.
B Now write about your self-portrait in your presentation about it. Pairs give
Answers notebook. their presentation to the class.
1b2c3a
• The children describe their face and what they’re
wearing.
B [Track 42, p137] Listen and point.

world • Ask questions to familiarize the children with the


paintings before they listen to the CD, e.g. Who has
black hair? Who is sitting on a chair?
C Choose a friend and draw their portrait in your
notebook.
Differentiated Instruction:
Learner Styles

work
Pairs: the children look at their friend and
• Play the CD. The children listen and point to the complete the checklist, checking the appropriate
person described. characteristics. Demonstrate if necessary. Visual
Answers • They then draw their friend in their notebook.
• Follow the TE activity. When they draw, make
Understanding Theory: Picture A, Picture C, Picture B
sure that the children cannot see their friend
Homeschool Connection
CLIL Art C Look at the pictures in Activity A and answer the and work just from the checklist.
questions. • Discuss the ways in which people in families are
similar. They can look similar, e.g. they all have
This lesson uses a CLIL art context,
• Do a class question and answer chain. Give a child blond hair or green eyes. They sometimes have Auditory/Kinesthetic
specifically the area of portrait painting. the ball. He/She asks the first question and throws other characteristics in common, e.g. a musical
The main focus is the paintings themselves. the ball to another child, who answers the question. talent or the same laugh. • Say eyes, nose, mouth, hair for the children to
The children study them in detail, and That child then asks a question, throwing the ball • The children think carefully about how they touch the corresponding parts. Say adjectives
so immerse themselves in the topic. to another child. Repeat until all the questions have resemble people in their family and write their from the checklist (e.g. straight). The children
been asked and answered. ideas. This could be done at home, where they can
They use what they know to understand touch the part of the head they describe (e.g.
descriptions of the people in the paintings • Ask the children whether they like the pictures ask their family for ideas.
hair). Pairs: the children play, taking turns
and whether they find the people in the pictures
and demonstrate what they have beautiful or not. Point out that different people find prompting and doing the action.
understood. different things attractive. Round Up
• Pairs/groups: one child chooses a picture from SB A
Kinesthetic
Answers on p56 and asks questions about it, e.g. What color is
1 the girl in A 2 the woman in C 3 the girls in A the ribbon in the little girl’s hair? The other children
4 the boy in B 5 the girl in A 6a the woman in C • Put several pieces of paper with the words eyes,
answer the questions from memory.
6b the girl in A 6c the boy in B nose, mouth, hair on the floor around the class.
Say adjectives from the checklist in random
order (e.g. straight.). The children stand on the
Connection
Hats, p48
piece of paper corresponding to the appropriate
Genre: fiction 67 U5
feature (e.g. hair).

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Unit 5 Lessons

U4 1 2 3 4 5 6 7 8 9 10 U6
5 Student Book X
5 Create p48 LAB

Understanding Theory:


Off to Work!
Lesson Objectives
Make a portrait frame.
Create an art gallery.
A Write about the portrait of your friend from
Lesson 4.
Competency Support: Me
• Elicit whether the model description talks just
Brain-Based Learning • Make an invitation to their art gallery. about physical description or personality also.
Elicit the information which is not about physical The children make an art gallery to
Materials for each child: see You need list in the SB;
The children do a hands-on activity first, an index card For you: plastic cups, juice, cookies, a
appearance. display their portraits. Discussing
by drawing a portrait of themselves. Then “visitors book” (optional—see LAB B) • The children write a similar description of the how they will present their portraits
friend they drew in Lesson 4, focusing on both and the overall design and layout
they guess who the different portraits
Preparation: arrange with another teacher a good physical and personality aspects. Monitor and
belong to. The use of movement and of the gallery is a key focus of the
time for their class to visit your class’s portrait help.
variety of tasks help the children maintain exhibition and get a class list from them task. The children are executing real
• Children read their texts to the class.
life plans as they set up the gallery
their focus for an extended period of
time. The children consequently have a Warm Up B Make an invitation to invite another class to your as well as using their creativity and
better attention span and a higher level • The children draw self-portraits on pieces of paper.
gallery. imagination.
of interest in the activity, and so are more Hold them up at random for the children to guess • Design an exhibition invitation together on
motivated to learn. who the child in the portrait is. After each one, hand the board, adapting the details in the model
the portrait to the child who drew it. invitation as necessary.
• Give each child an index card. The children design Differentiated Instruction:
A Make a portrait frame. and decorate an invitation to their exhibition,
Differentiated Instruction: • Make sure that each child has the materials they including the details on the board. Allocate each Challenge Level
need. Say each item. The children point to it/hold it child a child from the other class to invite.
Learner Styles up. • You could offer juice and cookies at the exhibition
and provide a “visitors book” for visitors to write
Low Discuss the meaning of physical
• Read the instructions and answer any questions. description and personality.
down what they liked about the exhibition or
Visual • The children make their portrait frames. Monitor and
which paintings they liked best. Brainstorm words for both
help.
• Name the materials (in random order) for categories and write them on
the children to hold up: construction paper, B Make an art gallery. the board. The children write

The world
C Ask your visitors to guess the people in the
corrugated cardboard, decorations, glue, paintings.
four sentences about the friend
• Tell the children they are going to display their
they drew in Lesson 4—two on
stickers, scissors. The children put the materials portraits in an art exhibition so that visitors can come
• Ask the visitors to identify the portrait of the friend
physical description and two on
of work
in alphabetical order. Follow the TE activity. and look at them. who invited them and to guess who the other
• Discuss options for displaying the portraits, e.g. on portraits are of. personality. Check the children’s
the classroom walls, in a school hallway, on their sentences. They then write a clean
Auditory/Kinesthetic desks (this would require making a small cardboard Round Up version of them. The children
• Put all the materials in a central place. Put the stand for each portrait). The class decide which way • The children vote for the best portrait. You could give share their sentences with the
would be best. They help with the positioning of a small prize to the winner.
children in groups. Call out instructions for the the paintings and make sure that they are all easily
class.
children to collect the materials (e.g. Group 1: viewable. Children visit the exhibition and appraise
You need a piece of construction paper.). The their classmates’ work. Allow time for children to
Medium Follow the TE activity.
children collect their materials. Follow the TE explain, question, and compare their work.
High Follow the TE activity. Small
activity, with the children working individually. groups: the children take turns
reading a sentence from their
Kinesthetic texts. The members of the
• Hide the materials for the activity around the group say if it refers to physical
classroom. Small groups: the children find description or personality.
all the materials required for the activity and
collect them on a desk. The first team to collect
all the materials win (construction paper,
corrugated cardboard, glue, stickers, scissors,
decorations). Follow the TE activity.

U5 68

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Unit 5 Lessons

U4 1 2 3 4 5 6 7 8 9 10 U6
5 Student Book X
6 Language LAB
Answers

k! Differentiated Instruction: Lesson Objectives


• Practice using kg. and cm. to talk about weight
and height.
2 Leo is 127 cm. tall. 3 Ellen is 118 cm. tall. 4 Wendy
is 109 cm. tall. 5 Alan is 123 cm. tall.
Competency Support: Learn
B Read and answer.
• Describe their favorite dog.
Learner Styles • Read the question. Point out the silent gh in The children recognize breeds of dogs
Materials for you: a measuring tape, a set of weigh. Elicit other examples, e.g. eight, straight.
Visual bathroom scales
and give opinions about the kinds
• Pairs: the children write sentences, saying what
of dogs they like, giving reasons.
• Follow the TE activity. The children make a Preparation for each child: make a number card, each pet weighs.
Encourage them to discuss height,
presentation card about a dog, writing details using different numbers between 20 and 100 • Elicit answers.
weight, and appearance, as well as
(height, weight, description) and drawing a Answers temperament and habits to apply a
picture. Display the cards around the classroom. Warm Up 2 The dog weighs 10 kg. 3 The eagle weighs 4 kg.
4 The elephant weighs 4 tons. 5 The snake weighs
wide range of language they have
•Give each child a number card. They line up in
learned. The children are analyzing
number order. 3 kg.
Auditory what best suits their personality, as
• They call out their numbers in order. Address Grammar on the Brain well as thinking about and expressing
• Follow the TE activity. Small groups: the children pronunciation and numerical problems. Accuracy Focus: Make sure that the children say
weigh and not weight for the verb. personal interests.
take turns presenting a dog (height, weight,
A [Track 43, p138] Listen and write what kinds of
description) for the group to identify the breed. dogs they are.
• With the tape measure, mark different heights on
the board. Then the children line up from shortest
• Ask questions about the dogs pictured, e.g. Which to tallest. Measure the shortest and tallest. Write
Kinesthetic dog is the smallest? Which dog has long hair? their heights on the board. Competency Support: Me
• Write sentence halves on strips of paper: • Write the names of the dog breeds on the board. • Children guess their own heights, e.g. I think I’m
• 128 cm. tall. Measure them and check.
Poodles have short / curly hair. Sheepdogs / Play the CD twice. (1) The children listen and write The children find out and note
work on farms. Afghan hounds / are about 70 as many names as they can. (2) They finish writing all • The children estimate their weights, then stand down their weight and height. The
the names and check their answers. on the scale to check. If they don’t want to be
cm tall. Chihuahuas / are very small. Shar-Peis weighed, use piles of books and other classroom lesson has focused on the height
are from China / and have lots of wrinkles. Answers and weight of animals: now the
objects and ask them to guess, e.g. I think it
1 poodle 2 Chihuahua 3 Afghan Hound 4 sheepdog
children personalize the information
world
Number the sentence openings and label 5 Shar-Pei
weighs about 3 kilos. Weigh the items to check.
the sentence endings with letters (in random and discover the same data for
order). Put the strips of paper up around the B [Track 43] Listen again, read, and complete the All About Me themselves. Encourage them to

work classroom. The children walk around and match


the halves, writing the correct number/letter •
missing information.
Play the CD. The children complete the text by
• The children predict their height and weight and
write them in their notebook, then they take the real
compare their sizes and weights to
see how big the range for weight and
pair. Elicit answers. writing in the missing information. ones and compare them. height is in their classroom. Remind
Answers the children to be respectful to
2 55 3 25 4 20 Think some more … classmates in this activity.
Differentiated Instruction: C Ask and answer.
• Pairs: the children take turns describing a pet (real
or imaginary) to their friend. Their friend guesses
Challenge Level • The children look at the picture and choose a dog what kind of animal they are describing.
they would like. Ask them to justify their answers.

Low The children scan the text and • Model the dialogue. Round Up

identify what type of information • Pairs: the children take turns asking and answering. • Groups: have a dog popularity contest. Assign a
different kind of dog to each group. The children
they will be listening for • Elicit examples.
think about why this is a good breed of dog and tell
(numbers). Play the CD, pausing to the class.
p49
give the children time to write the • If they have time, they can make a campaign poster
answers. Elicit answers. Children A Read and answer.
for their dog. The class vote on their favorite dog.
write them on the board.
• Do the activity orally.
Medium The children remember and write • The children write the answers.
all the information they can from A. • Elicit answers.
Follow the TE activity. Elicit answers.
High Follow the TE activity. Elicit
answers. Pairs: the children say as
much as they can remember about 69 U5
the different dogs.
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Unit 5 Lessons

U4 1 2 3 4 5 6 7 8 9 10 U6
5 Student Book X
7 Language LAB

Differentiated Instruction: •
Off to Work!
Lesson Objectives
• Practice possessive pronouns.
Play a guessing game to practice describing
• Make untrue statements, e.g. The small dog is
Billy’s dog., for the children to correct, e.g. No,
it isn’t. The big dog is Billy’s dog. Write the last
sentence on the board. Cross out Billy’s dog and
Differentiated Instruction:
dogs.
Learner Styles write his to make The big dog is his. Challenge Level
Preparation: ask the children to bring in a small • Repeat with The small dog is Barbara’s dog. to
Visual distinctive possession each, e.g. a headband, a key elicit The small dog is hers.
Low Review what adjectives and
ring (see Round Up) • Pick up a pen from a child’s desk. Ask Whose pen
• Follow the TE activity. The children circle and is this? The child answers It’s my pen. Write this
pronouns do (Describe a noun.
label the features which the owners and dogs sentence on the board. Cross out my pen and / Replace a noun.) Read the first
Warm Up
have in common. write mine to make It’s mine. pair of sentences. Explain that
•Ask Do you have a dog? Elicit descriptions, prompting
with questions about color, length of hair, length of • Repeat with your book: Whose book is this? It’s the words in bold are possessives.
Auditory/Kinesthetic tail/ears/legs. your book. It’s yours. Elicit whether each is a possessive
• The children show the height of their dogs with their • Send a child (the “detective”) out of the room. adjective or a possessive pronoun.
• Five groups: allocate each group a different hands. Measure these and write them on the board. Ask another child for an item that belongs to Repeat with the other sentences.
dog breed from poodle, sheepdog, Chihuahua, them but is not very distinctive. The detective
comes back. Give them the item. They go around
The children circle the adjectives
Afghan hound, Shar-pei. Agree an action and/ A Look at the dogs and match them to their owners.
the room asking different children Is this yours? in red and the pronouns in blue.
or noise for each breed, encouraging the • Model the dialogue with a child. The children should always answer No and then Elicit which words the possessive
children to come up with ideas suited to the • Elicit which dog belongs to which person. say It’s his/hers., pointing to another child. After a pronouns stand for in the second
breed’s characteristics. Ask Which dog is Mrs. (The owners and dogs have matching physical few minutes, the detective guesses who is lying. sentences. Do B orally with the
Sharp’s? The poodles say The poodle is hers. characteristics.)
B Write three more sentences in your notebook.
children to check understanding.
and make the appropriate action and noise. • Pairs: the children take turns asking and answering
which dog belongs to which owner. Use these adjectives.
Repeat with the other breeds in random order. Medium Follow the TE activity.
• Elicit answers. Write them on the board. • Do the activity orally first.
Answers • Pairs: the children write sentences in their notebooks High Follow the TE activity. Pairs: the
Mr. Johnson—Shar-Pei, Mr. Taylor—sheepdog, Mrs. using the information in LAB A, the adjectives children write six sentences like
Competency Support: Sharp—poodle, Ms. Kelly—Afghan hound, Mr. Green— supplied, and the correct possessive pronoun. those in the Grammar on the
Communicate Chihuahua

B Play a guessing game.


The world Answers
The young dog is Barbara’s. The young dog is hers.
Brain box, three with a possessive
adjective and three with a

of work
The old dog is Sam’s. The old dog is his. The small possessive pronoun.
This activity fosters effective
• The children each draw a dog. Collect the pictures, dog is Carol’s. The small dog is hers.
communication and working as a shuffle them, and hand them out to the class
team. The children draw a dog of C These animals are in the wrong homes. Which is
• Model the dialogue with two children.
any type. Their pictures are shuffled their correct home?
• The children mingle and try to guess whose dog they
Understanding Theory:
and handed out. The children then have, following the model dialogue. • Elicit the animals and the homes. Do the activity orally.
focus on asking questions using the • Pairs: the children write the sentences. Critical Thinking
model dialogue to identify who drew p50 • Elicit answers.
the picture they now have. They aim This activity allows the children to develop
Answers
to work harmoniously as a group A Match the people to their dogs. 2 The doghouse is hers. 3 The nest is his. 4 The cave their critical thinking skills, as they
to exchange information, so that • The children follow the lines to match the people is hers. identify the different types of animals
they can reach the common goal of with their dogs. and the homes they are pictured in. They
identifying who drew each picture. • Elicit answers. Round Up use this information to deduce what is
Answers • Display the items the children brought on a table. wrong about the pictures and correct the
1 Sam—4 2 Carol—3 3 Billy—1 4 Barbara—2 Number each item. information supplied. The children are
• The children write guesses for who each item belongs actively and skillfully conceptualizing,
Grammar on the Brain to. Elicit guesses, e.g. I think the headband/number modifying incorrect information, and
Accuracy Focus: Make sure the children understand 14 is Martha’s. The child guessing then asks Martha,
that your/her/our/their add s, my changes to mine providing the correct answers. Encourage
is the headband yours? Martha answers Yes, it’s mine.
and his doesn’t change at all. or No, it isn’t mine. I think it’s Carol’s. The children them to express what they find funny
count their correct answers. about the pictures. If you have time,
the children could draw pictures of the
Connection Student Website animals in their correct homes.
Homework Zone: Play
My Funny Cousin, p50
Interactive Grammar Game
U5 70 Genre: poem
Possessive pronouns

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Unit 5 Lessons

U4 1 2 3 4 5 6 7 8 9 10 U6
5 Student Book X
8 Reading • List other unknown words and see if the children LAB
can figure out the meanings. Promote the use of

k! Competency Support: Learn


Lesson Objectives


Use pictures to make predictions about a story.
Use a range of reading skills to figure out
different strategies.

F What do you need to do if you have a pet? How Differentiated Instruction:


new words. would you feel about it?

The children notice new words in • Pairs: the children list what they would have to do Learner Styles
a text and recall the reading skills if they had a pet. Ask them to discuss whether they
Reading Skills: Predicting content from pictures would like doing all these things. Visual
techniques that they have learned Remind the children that pictures can help them to
to assess which will help them • Elicit responses. • Follow the TE activity. The children illustrate the
predict the theme of a text. This will give them a
deduce the meaning. They apply context in which to figure out new words. Explain words they have written. Encourage them to
p51
the appropriate techniques of using that using strategies like this will make them better use different visual representations—pictures,
information provided in the pictures, and more confident readers.
A Match.
symbols, different layouts showing words
what they know already, and context Using pictures and context to figure out new words in groups, etc.—when they are noting and
• The children look back at the SB and match the
learning vocabulary. Visual learners will benefit
to help them figure it out. The Reminding the children that they have a range people and their descriptions.
activity requires a mixture of critical of different strategies for figuring out new from an approach like this, finding it much
words—clues in pictures, words they already know, • Elicit answers.
easier to memorize language.
thinking and evaluation of options to
the context—will also help boost their reading Answers
determine how best to complete confidence. 1f2a3e4c5b6d
the task. Auditory
B Complete the sentences. Use these words.
Warm Up • Follow the TE activity. Say (one at a time)
•Ask the children if they like dogs. If yes, find out their • Do the activity orally. contestant, vet, dog, walk, groomer, haircut,
Differentiated Instruction: favorite kind of dog and why they like it. • The children complete the sentences. bath, trainer, win. Elicit a sentence using the
A Look at the picture. Where are the people?
• Elicit answers. word. Learning vocabulary by reproducing it in
Challenge Level Answers context like this is an effective way for auditory
• The children figure out from the picture where the
1 contest 2 contestants 3 Dog trainers 4 Dog learners to memorize language.
people are. Elicit that they are on a television show.
groomers 5 clues
Low Elicit pets the children would like

world to have. Write their ideas on the


board. Go through the animals
B What kind of television show is it?
• Pairs: the children discuss what kind of show it is and
C Find information from the text and fill in the
chart.
Kinesthetic
• Follow the TE activity. Say (one at a time)
one by one and discuss what you
work
what the people have to do.
• Pairs: the children look back at the text and contestant, vet, dog, walk, groomer, haircut,
would have to do to take care • Elicit ideas. (A game show.) complete the chart by writing the words in the
bath, trainer, win. The children think up a mime
of them. Write the ideas under correct column.
C [Track 44] Listen and read. for each word. Associating words with actions
the corresponding animals. The • Write the chart on the board. Children complete
or gestures is an effective way for kinesthetic
children use the information to say • Play the CD. The children listen and follow the text in the chart with their answers.
their books. learners to memorize language.
whether they would really like one Answers
of these pets and if they would be D What do you think the story will be about?
Kinds of dogs: Chihuahua, sheepdog, Afghan hound,
prepared to take care of it. Shar-Pei; kinds of jobs: vet, dog groomer, dog trainer
• Ask the children what they think the story will be
Understanding Theory:
Medium Follow the TE activity. about. Elicit reasons.
Round Up
Classroom Management
E How can you guess what new words mean? • Groups: the children act out the story.
High Follow the TE activity. Pairs: the
children write three sentences • The children underline new words in the text. The children act out the scenes from the
about two different pets, saying Brainstorm how they could figure out the meaning story. Make sure that you divide the class
what you need to do to take of these words. For example, using pictures: e.g. clearly into groups and allocate roles in
contestant; using what they know already and each group. Give each group an area of
care of them. They then swap the context of the surrounding words: e.g. dog
with another pair. They read each groomer—the text says She gives dogs haircuts and the classroom to work in with enough
other’s sentences and say which baths. Ask them to share their strategies with the space to move freely. Give the children
pet they would prefer. class. time to practice their roles and build up
their confidence. Groups perform for the
class. Give the children lots of praise for
their effort and encourage the class to
Student Website
Homework Zone: Read respond positively, too.
A Fictional Interactive Reading Task
A very special dog 71 U5

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Unit 5 Lessons

U4 1 2 3 4 5 6 7 8 9 10 U6
5 Student Book X
9 Sounds Like English p52 LAB

Understanding Theory:


Off to Work!
Lesson Objectives
Identify and practice words with the long u sound.
Identify spelling patterns for the long u
A Complete the words. Then draw.
• Do the activity orally first, eliciting the missing
letters.
Competency Support: Think
sound.
Multiple Intelligences • The children complete the words by writing the
Materials for each child: scissors, glue, old magazines correct letters in the blanks, then draw the picture The children identify all of the words
This activity encourages the development for each word. in the text with the long u sound.
Preparation: make word cards with long a, long e, They develop critical thinking skills
of linguistic intelligence. The children Answers
long i, long o
identify words and distinguish the vowel u–e: flute, Luke; oo: balloon, moon; ue: blue, glue; by using this data to identify the
sound in them. They are developing Phonics Tip ui: fruit, suit different spellings that can create the
their sensitivity to sounds and linking long u sound, and ccategorize them.
The long u vowel sound has a variety of spellings. Phonics Fun!
word recognition to meaning. They are This lesson focuses on u–e, oo, ue, and ui, e.g. flute, The children are analyzing words and
• Draw a picture of a bus and a balloon on the noticing spelling patterns. This active
also developing their bodily/kinesthetic balloon, blue, juice. board. Elicit the words. Ask which word has a
intelligence, since they respond with a short u sound and which has a long u sound. approach to identifying rules will help
gesture/sound depending on whether they the children learn more effectively.
Warm Up • Do the activity orally first. The children say the
agree or disagree with the identification •Hold up the word cards you prepared one at a time. word for each picture, and whether it has a short
of word and sound. Coordinating their Elicit words with these sounds. or long u sound.
response in this way to demonstrate their • Hold up one of the cards, e.g. long o, and say a word, • Pairs: they say the words again, circling the words
e.g. box. If the children think the word has the same with a short u sound and underlining those with Differentiated Instruction:
understanding is challenging.
vowel sound as the card, they clap; otherwise, they a long u sound. They then label the pictures.
boo. Monitor and help. Learner Styles
Answers
A [Track 45] Listen and read. Visual
Differentiated Instruction: 1 nut (short) 2 puppy (short) 3 bus (short) 4 glue
• Write long u on the board. Play the CD. The children (long) 5 flute (long) 6 cup (short) 7 suit (long) • Follow the TE activity. Write the new words
Challenge Level read along silently. They raise their hands each time
they hear a word with a long u sound. on the board, leaving out the letters for the
Round Up u sound. The children copy and complete the
The world
• Elicit items in the pictures with the long u sound.
• Hand out the old magazines, scissors, and glue.
Low Say the long u sound for the words by writing in the missing vowels and
children to repeat. Read the text B •
Circle all the words with the long u sound. Write on the board long u sound. The children copy it then write the meaning of the words in their
on a new page in their notebook. They find pictures

of work
slowly, exaggerating the words • Do the activity orally first. Elicit words with the long with the sound in the magazines and glue them in
notebook.
with the sound. Say the text u sound and draw attention to it. their notebook, then write the word under each
sentence by sentence for the • The children circle all the words in the text with the picture. Monitor and help. Auditory
children to repeat. long u sound.
• Elicit spelling patterns for the long u sound, focusing • Follow the TE activity. Pairs: the children take
Medium Follow the TE activity. on u–e, oo, ue, ui. Point out that o can also be turns saying the words and spelling them aloud.
pronounced as a long u, as in do and to.
High Follow the TE activity. Pairs:
Answers Kinesthetic
the children take turns naming Luke, too, flute, tune, Sue, blue, balloons, fruit, suit,
objects with the long u sound and soon • The children stand holding their hands in front
pointing to them in the picture. of them about a ruler’s width apart, palms
C Now you read! facing. Say words with long and short u sounds
• Pairs: the children practice reading the texts. Monitor in random order (e.g. glue, puppy). When the
and deal with common mistakes, focusing mainly on children hear a word with a short u, they put
the long u sound. the palms of their hands together. If it has a
long u, they hold their hands wide apart.

U5 72

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Unit 5 Lessons

U4 1 2 3 4 5 6 7 8 9 10 U6
5 Student Book X
10 Review
C Write two sentences in your notebook. (4 points)
LAB

k! Assessment Focus
Lesson Objectives
• Review and practice language introduced in the
unit.


Do the activity orally.
Pairs: the children write the sentences in their
notebook. Competency Support: Learn
• Describe a friend.
Answers
Use this activity to carry out an oral Materials for you: a bag The ball is Ronaldinho’s. The ball is his. The owl is The children review and organize
assessment. Listen to pairs as they make Harry’s/Daniel’s. The owl is his. information that they have previously
simple dialogues about facial features. learned, in order to describe the
Warm Up D Draw in your notebook and guess. (5 points)
Check that the descriptions the children appearance of a friend. Note-taking
•Play “20 Questions” (see p13) with famous people.
provide are correct. Check that the • The children draw a picture of their favorite thing, in preparation for the activity is a
children take turns fairly, speaking and e.g. toy, food, etc. Make sure they use the last key learning skill that the children
A Match the pictures to the names.
blank page in their notebook so they can cut out
listening at appropriate moments. Take • Pairs: the children write the letter of the correct their pictures. can transfer to other areas of their
note of problem areas and use them to picture by each name. learning. In this activity the children
• Put all the drawings in a bag. Invite children to
continue helping the children to develop • Elicit answers. take out a picture and say whose they think it show understanding of new language
speaking skills throughout the school year. Answers
is. Give the children points for using the correct and the ability to respond to further
a2b3c1 language, not for guessing correctly whose picture questions about the subject.
it is!
B Look and say.
• Say the sentences for the children to repeat. Talking Point
• Do the activity orally. Elicit a sentence about each Talk about your friend. Say three sentences to
picture, e.g. That’s Daniel Radcliffe’s nose. describe your friend.
• Pairs: the children talk about the pictures. • Pairs: the children take turns choosing a friend in
the class and describing them. They can use the
C Play a game. notes they made in their notebook.
• Play “Change Places” (see p13), using all the new • Children tell the class about their friend. The
vocabulary the children have learned in this unit, e.g. class then identify the person being described,

world
Assessment Focus
Change places if you have curly, brown hair. asking questions to obtain more information as
necessary. Assessment Focus
p53

work Use this activity as a writing assessment.


The children draw a picture of themselves A Draw your face and write about it. (8 points)
My Progress Journal
•The children complete My Progress Journal on
Self-assessment is a very important feature
of language learning, helping the children
and write sentences describing their • The children draw their own face. Encourage them pp14–15 and fill in their score.
to develop their language skills and their
physical appearance. Check their work to add as much detail as possible, e.g. glasses,
self-confidence. The My Progress Journal
individually and take note of problem freckles.
section of the review gives the children the
areas they have with language, writing, • The children write three sentences about their
drawing. opportunity to evaluate how they have
etc., in order to help them through the done in the course of the unit by coloring
school year. B Match and say. (3 points) in stars in different colors to reflect how
• Pairs: the children draw lines from the objects to confident they are in each language area.
the people. Praise them for all they have achieved.
• Say the speech bubble for the class to repeat. Also encourage them to use the results
• Pairs: the children say whose each object is. of this assessment constructively. Suggest
Answers that they review and practice any areas of
1c2b3a weakness they have identified so that they
can perform even more effectively in the
next unit.

Connection Student Website Teacher Technology Pack DVD-ROM


Homework Zone: Listen Talking Point:
Ben and the Ball, p36
Interactive Listening Task Listen to Oliver, Arisha, and Peter
Genre: fiction 73 U5
Talking Point practice describing their friends.

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Unit 5 Lessons

U4 1 2 3 4 5 6 7 8 9 10 U6
6 Student Book X
1 Years Ago p54 LAB

Understanding Theory:


Off to Work!
Lesson Objectives
Sing a song about life 200 years ago.
Compare life 100 years ago and now.
A [Track 3, p138] Correct the sentences. Then
listen and check your answers.
Differentiated Instruction:
• Say each sentence and ask the children to answer
Critical Thinking orally. Learner Styles
Warm Up: Unit Objectives • Give the children a minute to write down their
This activity requires the use of critical • Generate interest in the topic. Ask questions to find answers. Visual
thinking. The children are asked to out what the children already know about the past, • Play the CD for the children to listen and check.
consider how people lived in the past,
e.g. How did people travel 100 years ago? What • Follow the TE activity, with the children writing
machines did people have in their houses? What did Answers: 2 No, it isn’t. The sun isn’t cold. 3 No, they
what kinds of buildings they lived in, the sentences on paper instead of in their
cities look like? can’t. Trees can’t talk.
what transport they used, etc. They notebook. Pairs: each child cuts out the words
conceptualize and analyze information A Look and say.
B Practice the conversations with a friend. Make up and punctuation, and gives them to a friend to
one on your own. reassemble the sentences.
they have seen, read, or heard in other • Model the words in the book and have the whole
places, examining the subject and class repeat them. • Pairs: the children practice saying the dialogues,
using natural intonation.
discussing their ideas and conclusions. • Say Car. Can you see a car in the picture? Elicit an Auditory/Kinesthetic
answer. • They make up another false statement and negate
Explain that they will discover information it. They practice saying their dialogue as naturally • Do this activity in an open space, if possible.
to confirm some of their ideas in the • Repeat with the other items. as possible. Mark out two areas: true and false. Make true
course of the unit, and encourage them to • Pairs perform their dialogue to the class. and false sentences (e.g. 200 years ago there
B [Track 2] Listen and chant.
look at other information sources outside were planes.). The children move to the correct
the classroom to study the topic further. • Play the CD several times. (1) The children listen and C Look and write three sentences in your notebook.
read along silently. (2) They join in with the words. area. Anyone with the wrong answer is out. For
• The children look at the first pair of pictures: a each false statement, elicit the correct version.
• Groups: one group chants the first two lines of each plane and a boat. Write the example sentence on
verse, and the other group the last two lines. the board and read it to the class. Erase planes
Differentiated Instruction: and boats. The children look at the next pair of Kinesthetic
C Work with a friend. Make up a new verse. pictures, a phone and a letter, and decide where
• Pairs: the children take turns miming one of the
Challenge Level • Brainstorm things that didn’t exist 200 years ago and each word should go. Repeat for the other pairs

The world
write a list on the board. Make sure all the things of pictures. situations/objects pictured (e.g. a plane) and

are countable, so that they will fit in with the chant Pairs: the children complete the sentences. responding appropriately (e.g. There weren’t
Low Point to the picture of the family format. Choose one item. The class make a new verse any planes.).
Answers

of work
to elicit what the children can see. with it, e.g. There were computers, computers, lots
There weren’t any phones, but there were letters.
Ask them to identify if the scene of computers. There were lots of computers 200 years
There weren’t any cars, but there were horses. There
ago. No, there weren’t. There weren’t any computers.
is in the past or in the present. weren’t any televisions, but there were books.
Read the words and make sure
There weren’t any computers 200 years ago. Competency Support: Think
• Pairs: the children write a verse of their own using
the children understand them. The one of the items on the board. Monitor and make Thinking Point
children identify which words are The children compare and contrast
suggestions/corrections as necessary.
illustrated in the picture. Think about what life was like 100 years ago. How is life today with life 100 years ago.
• The pairs take turns standing at the front of the class
to say their new verse. As soon as the rest of the class life different now? In the first part of the activity, they
Medium Follow the TE activity. hear the subject of the verse, they join in and finish • Pairs: the children compare and contrast life 100 brainstorm facts and ideas about the
the chant. years ago and life now. differences. In the second part, they
High Follow the TE activity. Pairs: the
• The children write down four differences in their share their ideas and take notes on
children read the words and Treasure Hunt notebook. the differences. Help the children
discuss which don’t apply to life • Pairs: the children find and write the items. organize their ideas coherently and
200 years ago.
Answers Round Up clearly about the two time periods.
1 piano, flute 2 any two of: dishwasher, radio, • Play “Hangman” (see p13) with words from this
microwave, computer, washing machine, video game, lesson.
air conditioner 3 any two of: school, hospital, stores

U6 76

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Unit 6 Lessons

U5 1 2 3 4 5 6 7 8 9 10 U7
6 Student Book X
2 Language
• When the children get the idea, give them two
LAB

k! Differentiated Instruction: Lesson Objectives minutes to think of two statements, one true
and one false. Play the game again with children
• Use there was/wasn’t and there were/weren’t to
talk about the past.
giving the statements. Differentiated Instruction:
• Categorize items according to what they use
Learner Styles or are made of.
B Look at the picture of Grandview in 1910. Write
about these things.
Challenge Level
• Apply their knowledge to identify errors in a
Visual/Kinesthetic picture.
• Ask What kind of vehicles do you see in the
Low Point to elicit the items (e.g. horse,
picture? Ask them to look at the list.
• The children make four labels paper, metal, car, etc.). Discuss if the picture is
• Introduce subway. Ask Were there cars in 1900?
plastic, wood. They put the labels on Warm Up Was there a subway in 1900? of the past or the present. Explain
appropriate objects around the classroom. • Groups: the children find and write down as many • Do the activity orally. Elicit sentences using the words in the box. Do the
things as they can in the classroom that are made of there was/wasn’t and there were/weren’t, as sentences chorally one by one and
paper, metal, plastic, and wood. appropriate.
Auditory/Kinesthetic give the children time to write the
• The groups compare lists to see which group found • The children write answers. answer each time. Ask children
• Hold up or point to different objects in the the most items.
• Elicit answers. to spell the verb each time. Pairs:
classroom made of plastic, metal, paper, or A Read and do. Answers the children take turns reading the
wood. Say plastic, metal, paper, or wood, In 1910, there were cars in Grandview. In 1910, there sentences aloud to each other.
sometimes giving the correct material and • The children name the objects pictured. Write any
wasn’t a subway in Grandview. In 1910, there were
words they don’t know on the board.
sometime the wrong one. The children give a horses in Grandview. In 1910, there weren’t traffic Medium Follow the TE activity.
• Children read the text aloud. lights in Grandview.
thumbs-up if they agree and a thumbs-down
• Pairs: the children decide which items use electricity High Follow the TE activity. Pairs: the
if they disagree. Elicit the correct material each and which are made of plastic, writing E or P under children write two more sentences
time. the relevant picture. Check answers with whole class, B Look and say what’s wrong.
related to the picture.
asking children to explain their answers if necessary. • Ask if the picture shows a house from now.
Kinesthetic Answers • Read the speech bubble. Pairs: the children identify
Electricity: radio, dishwasher, microwave, computer the items in the picture that don’t fit in a house from
• Put four large boxes at the front marked paper, Plastic: radio, dishwasher 200 years ago.

world
metal, plastic, wood. The children put items • Elicit responses.
in the boxes made from the four different p55 Understanding Theory:
Answers
materials. Review all the objects with the class, There weren’t any computers 200 years ago. There
Brain-Based Learning
work eliciting (e.g. The pencil is made of wood.). A Look and complete the sentences.
• Do the activity orally. The children use the picture
weren’t any video games 200 years ago. There wasn’t
any electricity 200 years ago. The children analyze the features of a
to complete the sentences. classroom today and compare them to
C Compare your classroom with schools 200 years ago. what would have been in a classroom
Competency Support: Think • The children write the answers.
• Elicit answers. • The children walk around the classroom. They stand 200 years ago. They are giving meaning
next to or pick up something that would not have to the objects that surround them by
The children identify objects from Answers been in the classroom 200 years ago. Each child
1 six 2 was one monkey 3 There was one 4 There analyzing what they know about the past
the past and from the present, and makes a sentence with There was/were … or There
were no wasn’t/weren’t any ... and making comparisons with it. Relating
learn new vocabulary. They are then
new learning to the children’s everyday
challenged to think which of the Grammar on the Brain
Accuracy Focus: Make sure the children use was and Round Up experience helps encourage a longer
objects use electricity and which are
were correctly. • The children tell you how things in their city or town attention span, since the information is
made of plastic. This encourages were different 100 years ago.
• Tell the children that you are going to make true directly relevant and interesting. This helps
them to interpret what materials
and false statements about life 100 years ago. promote effective learning.
modern objects are made of, and They should stand up and say That’s not true.
how they are powered. They are when the statement is false, and then correct the
assessing everyday objects from a statement.
new perspective. • Make statements such as There were a lot of
airplanes. There were big cities. There weren’t any
farms.

Student Website
Homework Zone: Play
Interactive Vocabulary Game
Past time phrases 77 U6

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Unit 6 Lessons

U5 1 2 3 4 5 6 7 8 9 10 U7
6 Student Book X
3 Language
B Look at the pictures and complete the sentences.
LAB

Differentiated Instruction: •

Off to Work!
Lesson Objectives
Learn time phrases to use about the past.
Practice there were/there weren’t.


Elicit what the pictures show.
Do the activity orally. The children read and
complete the sentences. Competency Support:
Learner Styles • Order inventions from oldest to newest in a • They then complete the sentences, writing in the Communicate
group. missing time expressions.

Visual Preparation: make a list of items that were and


• Elicit answers. The children draw on what they
weren’t around 100 years ago; mark a calendar with Answers have learned about everyday objects
• Write on the board (in random order) for activities in the past, e.g. soccer game, Tim’s party, 1 Yesterday 2 Last week 3 Two weeks ago 4 Last in the unit so far and analyze and
the children to copy onto a piece of paper etc. (write them on days that will elicit yesterday, last month
order objects according to when they
computer, game, washing, machine, dish, week, last Tuesday, etc.)
were invented. Use the inventions
washer, air, conditioner, electric, train, radio- B Make a list. pictured first, then encourage the
controlled, car. They draw lines to match the Warm Up
children to come up with different
word halves, without any of the lines touching. • Review there was/were and there wasn’t/weren’t. Say • Pairs: the children write a list of reasons why life was
an item from the list that you prepared. The children
probably more difficult 100 years ago. inventions of their own if you want
stand up and say a sentence using There was/were … • Elicit ideas. Make notes on the board. to extend the activity. The task is a
Auditory/Kinesthetic or There were/weren’t …, as appropriate. • Elicit reasons why life might have been more challenging one, since the children
• Say in random order computers, computer interesting 100 years ago. have to consider the order of all the
A [Track 4, p138] Listen and check (✓) the correct
games, washing machines, dishwashers, fans, objects and communicate in order to
answers. C Work in groups. Each choose to be an invention
air conditioners, electric trains, radio-controlled and then stand in line, from the oldest to the demonstrate their understanding by
• The children look at the list of items. Ask them what forming a line. They are manipulating
cars. Groups: the groups take turns responding year it was 50 years ago. Write the year on the board.
newest.
with an appropriate sentence (e.g. There were information and demonstrating their
• Ask the children to guess if these things existed 50 • Groups: each child chooses an invention from those
computers 50 years ago.). years ago. They write a check or an ✘ next to each pictured. The group stand in line, the oldest first and comprehension of it, presenting it in
item to record their guesses (not in the boxes). the newest last. Ask them to explain their position in a new manner.
the time line.
Kinesthetic • Play the CD. The children check the correct columns.
• Elicit answers. Ask children how accurate their Think some more …

The world
• Play “Simon Says” (see p13), making guesses were.
instructions using the objects from this activity • Pairs: the children identify ways our homes have
Differentiated Instruction:
Answers
(e.g. Turn on the washing machine. Play a changed over the last 100 years.
There were computers, washing machines, fans, electric Challenge Level
computer game.). The children mime the
actions preceded by Simon says. If they make a
trains.
There weren’t computer games, dishwashers, air
conditioners, radio-controlled cars.
of work
• They write down four changes in their notebook.

Low Follow the TE activity. Encourage


mistake, or mime when you haven’t said Simon Round Up
says, they are out. The last child standing wins. • The class discuss whether they would prefer to live the children to refer to the list they
p56 100 years ago or now. made in B.

A Match. Medium Follow the TE activity without


Understanding Theory: • Display the calendar you prepared. Elicit what day
referring to the list the children
Multiple Intelligences today is. Then ask when Tim’s party was, etc. made in B.
• The children look at the calendar in LAB A. Ask
High Follow the TE activity without
The children develop their analyzing what date is circled. Ask the children to pretend
that is today’s date. Say the time phrases for the referring to the list the children
skills and use their logical/mathematical made in B. Elicit other times in
children to repeat.
intelligence. They contemplate the the past when the children would
• Pairs: the children match the dates with the
different stages of construction and correct phrases presuming today is March 16, prefer to live.
comprehend a variety of time scales and 2015.
the expressions used to represent them. Answers
What seems in appearance to be a simple 1c2d3a4e5b6f
activity is quite complex as the children
have to figure out the correct order of
a sequence, and then apply appropriate
time phrases to show it.
Connection Teacher Technology Pack DVD-ROM
Discovery Zone: Interactive Display
The Story of the Boy King, p52
The Past – exploring life now and in the
U6 78 Genre: non-fiction
past.

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Unit 6 Lessons

U5 1 2 3 4 5 6 7 8 9 10 U7
6 Student Book X
4 CLIL: History— p57 LAB
Christopher Columbus
k! Understanding Theory: Lesson Objectives
A Use words from the story to write three lists.
• Pairs: the children read the text in the SB again.
They write the names of things in the story under
Competency Support: Think
• Learn about Christopher Columbus.
CLIL History • Find places on a map.
each heading.
In this task, the children interpret
Answers
The children use a CLIL history context Materials for you: a globe or world map Places: Genoa, Italy, Spain, India, Guanahaní
information from the text in order
to activate schemata about Christopher People: Christopher Columbus, King Ferdinand, to match three questions to their
Preparation for each child: prepare a small strip of
Columbus. Throughout the lesson they paper (mark half of them T and half F—see LAB C) Queen Isabella, Arawak Indians answers. The questions are designed
Products from Guanahaní: parrots, cotton, wood to encourage the children to read
find out information about the past
and the historical implications of the the text in detail. The children reflect
Warm Up B Find the places from the story on the map and
discovery of the continent of America. upon the information in the text in
• Write Christopher Columbus on the board. Ask the answer.
They encounter information about the children if they know who Christopher Columbus is. order to mark the correct answers.
Don’t confirm answers.
• Use a globe or a world map for the children to
They are also developing their ability
economic influences affecting Christopher identify Europe, Asia, Africa, and America. Explain
Columbus’s expedition to find new • Groups: the children make words with the letters that continents are large masses of land and are to recognize where particular details
lands, as well as details of the other in Christopher Columbus. Walk around and correct made up of many countries. Ask which continent can be found within an information
words that are incorrectly spelled. their country is in. source.
geographical and natural discoveries that
occurred during his visits. They are using • Groups take turns saying words. List them on the • The children look at the map in LAB B. Ask which
board. continent each country labeled on the map is in.
their cognitive ability to understand
and develop information in a historical A [Track 5] Listen and read.
• Do the activity orally.

context. • Pairs: the children write the answers.


• Play the CD. The children listen and follow the text in
• Elicit answers.
their books.
Answers
• Pairs: the children read the text to each other. Tell
them not to worry if they don’t understand all the 1a India 1b Spain and Italy 1c Guanahaní 2 No.
Differentiated Instruction: words.
C Try to trick your friends.

worldChallenge Level B

[Track 5] Listen again and write the names.
Elicit ideas on who the four people pictured are.
• Give each child a strip of paper. They each write
a statement about Christopher Columbus—a true
statement if their paper is marked T and a false
Differentiated Instruction:
work
Low Point to the pictures. The children • Play the CD again. The children identify the
statement if it’s marked F. Monitor and help.
describe what they can see. Follow characters and write their names.
• Say a true and false sentence to model the activity.
Learner Styles
the TE activity. Answers The class say Yes, that’s right. if the sentence is
1 Christopher Columbus 2 King Ferdinand 3 Queen true, or No, that’s not right. if the sentence is
Medium The children look at the pictures Isabella 4 Arawak Indian false, and correct it. Visual
and predict what they think the
C Match the question to the answers.
• The children mingle, saying their sentences and • Follow the TE activity.
text is about. Write their ideas on responding to their friends’ sentences.
the board. Follow the TE activity. • Do the activity orally. Read each question aloud and
Elicit and discuss predictions. elicit the answers. Homeschool Connection Auditory
• Pairs: the children draw lines from the questions to • The children choose three toys at home. For • Say words one by one, mixing key words from
High The children look at the pictures the answers. each toy, they write the name in English and the
and predict what they think the the SB with other random words. The children
Answers country the toy came from.
text is about. Write their ideas on respond yes or no depending on whether each
1c2a3b • In the next class, take a quick survey to find out
word comes from the story text or not.
the board. Follow the TE activity. where most toys come from.
Elicit and discuss predictions. Pairs: Guess What!
the children identify and try to • The children read the text. Ask them how long they Round Up Kinesthetic
figure out the meaning of four think Columbus’s trip took (just over two months) • Write scrambled versions of words related to the • Read the SB story aloud, occasionally making a
new words. and why they think he brought chickens on the boat Columbus story on the board, e.g. PSINA (Spain),
(to eat). LGOD (gold), RROPSAT (parrots).
mistake (e.g. Christopher Columbus was a sailor
from Genoa, in Spain.). The children follow the
• Pairs: the students unscramble them as fast as they
can. text in their book. When they hear a mistake,
they stand up. Elicit the correct version.

79 U6

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Unit 6 Lessons

U5 1 2 3 4 5 6 7 8 9 10 U7
6 Student Book X
5 Create B Act out the Christopher Columbus story. LAB

Off to Work!
Lesson Objectives • The children use the ideas from the LAB and their
own ideas to act out the story of Christopher
• Make puppets.
Differentiated Instruction: • Retell the Christopher Columbus story using
Columbus using their puppets.
Competency: Learn
• Groups: the children practice several times so they
puppets.
Challenge Level • Write a conversation using a picture.
can say their parts confidently.
The children work in groups
Materials for each group of four: see You need list
Round Up to demonstrate their cultural
Low Review the names of the • Each group present their show to the class. knowledge, interpreting the story
in the SB
characters from the Lesson 4 story they have read to enact it. They use
with the children. The children what they have learned and their
Warm Up
point to them in the pictures. imagination as they add their own
Follow the TE activity. • Ask questions to review the Christopher Columbus
story, e.g. Where was Christopher Columbus from? ideas. They take the initiative and
Medium Follow the TE activity. become self-directed learners, in
A Make Christopher Columbus story puppets. order to communicate effectively and
High Elicit the Christopher Columbus • Make sure that each group of four have the materials create an interesting performance.
story from Lesson 4. Follow the TE they need. Say each item. The children point to it/
activity. hold it up.
• Read the instructions and answer any questions.
• Groups of four: the children make four puppets, with Understanding Theory:
each child making a different character. Monitor and
Differentiated Instruction: help. Multiple Intelligences

Learner Styles p58 This activity requires the use of bodily/


kinesthetic intelligence as the children
Visual A Match the captions to the pictures. use their puppets to act out the story,
• Do the activity orally, eliciting the correct picture encouraging expression through
• Follow the TE activity. Pairs: the children cover

The world
for each caption. movement. It also requires the use of
the text and try to remember the captions for
• Pairs: the children write the letter of the correct interpersonal intelligence, since the
as many pictures as possible. picture in the box by each caption. children work in groups in order to carry
Auditory

Answers of work
Elicit answers. The class agree or disagree. out the activity effectively.

• Pairs: the children read the sentences aloud, 1f2e3b4g5d6c7a


exaggerating intonation and pronunciation. B Choose one picture and write a short
They circle the key words. conversation.
• Elicit who is in each of the two pictures. Elicit
Kinesthetic some ideas from the class about what each
character might be saying, e.g. Columbus: Good
• Follow the TE activity. The children make a morning! Please give me a boat.
pencil spinner with six sides and write on it • Pairs: the children choose one of the pictures and
gold, silver, boat, parrot, cotton, wood. Pairs: write a mini-dialogue to go with it.
the children take turns spinning and making • Pairs: the children read their dialogues to the
sentences using the words. class.

U6 80

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Unit 6 Lessons

U5 1 2 3 4 5 6 7 8 9 10 U7
6 Student Book X
6 Language
B Work with a friend. Talk about your town or city.
LAB

k! Differentiated Instruction: Lesson Objectives Use these words.


• Use the quantifiers much, many, a few, any, • Read the words in the box and the speech bubble.
a lot of. Elicit sample sentences about the children’s town Competency Support: Think
• Analyze a text to choose the correct using one of the words in the box.
Challenge Level adjectives. • Pairs: the children take turns talking about their In the first part of the activity, the
• Write about where they live. town.
children review the meanings of
Low Display on a table the items you the adjectives that appear on the
Materials for you: items to illustrate a lot of, much, All About Me
brought. Elicit the items and many, not much, not many with count and non- page, reflecting on information
whether each is a count or non- • Pairs: the children write sentences about their
count nouns, e.g. a big pile of chalk, a glass with a
town. They need to rank them in order of and acquiring new knowledge as
count noun. Copy the sentences tiny bit of water, two or three pencils, a lot of books. necessary. In the second part, they
importance to them.
from the box on the board. Ask assess the adjectives and the situation
children to circle much, many, Warm Up the town is in today, putting into
any, a lot. Deduce their use and A Match the paragraphs to the pictures.
• Review there is/are. Give the children one minute practice their critical thinking skills.
meaning. Make sentences chorally to think of places near the school. They then tell • The children look at the pictures. Ask Is it the same
They remember vocabulary and apply
with the children about the items you about them using There is/are … Prompt with place or three different places? How do you know?
questions if necessary, e.g. Is there a beauty salon? They describe what they see in each picture. it appropriately.
you brought. Write them on the
board for the children to copy into • Read the first paragraph aloud. Children identify the
p59 picture. Repeat with the other paragraphs.
their notebook.
Grammar on the Brain Answers Differentiated Instruction:
Medium Follow the TE activity. Accuracy Focus: Make sure the children use much 1a2c3b

High Follow the TE activity. Write on


with non-count nouns and many with plural count
B Circle the adjectives that describe Gold Hill
Learner Styles
nouns.
the board much, many, any, a lot. today.
• Display on a table the items you brought to Visual
Small groups: the children write illustrate a lot of, much, many. Elicit the items, • Check comprehension of the adjectives by asking
sentences using the words. Elicit e.g. chalk, paper, etc. Say There’s a lot of chalk questions, e.g. Are monsters scary? Is our classroom • Pairs: the children discuss Gold Hill at the
on the table. Write a lot of on the board. Repeat empty? The children justify their answers. different times in its history, using the pictures
sentences.
world with much/many, introducing the negative forms,
too, e.g. There isn’t much …/There aren’t many
… Finally, ask about something that isn’t on the
• The children circle the adjectives that describe Gold
Hill today.
as prompts. They then close their book. Follow
the TE activity. Encourage the children to
• Elicit answers.

work Competency Support: Me table at all, e.g. Are there a lot of books on the visualize Gold Hill as pictured in the SB to help
table? Elicit No. and say That’s right. There aren’t Answers them recall the details.
any books on the table. Write any on the board. lonely, empty
The children employ their knowledge • Describe a place by telling the children what is
C Close your book and listen to your teacher. Auditory
of their own town to describe what and is not there, e.g. There is a lot of food there.
There are a lot of people. There are a lot of tables • The children close their book. Ask questions, e.g. • Follow the TE activity. Explain to the children
features it has/doesn’t have. They and chairs. There aren’t any animals. Where is it? What was Gold Hill like a long time ago? What was how they can use recordings to help them
are taking into account social factors (A restaurant.) The children continue in groups. Gold Hill like 100 years ago? What can you see in learn if they are auditory learners. Suggest they
and interpreting information about Gold Hill today? Would you like to visit Gold Hill
A Complete the sentences. record themselves reading the texts in A or
their own community. They work with today? Why or why not? Encourage the children to
discuss and explain their answers. other key sentences from the unit. Listening to
a friend to share and articulate the • Do the activity orally first.
it over and over again, and joining in when they
information. They then discuss and • Pairs: the children write the answers. Round Up can, will help their comprehension and fluency.
assess how important these features • Elicit answers. • Groups: the children think of a place and write
are to them personally. Answers sentences about it. The class identify the place.
1 aren’t many 2 are a lot of 3 isn’t much 4 are a lot
Kinesthetic
of/aren’t many 5 aren’t any • Groups of three: the children take turns
describing Gold Hill at different times in its
history, using the text. The group draw what is
described, without looking at their book. Then
Follow the TE activity.

81 U6

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Unit 6 Lessons

U5 1 2 3 4 5 6 7 8 9 10 U7
6 Student Book X
7 Language p60 LAB

Competency Support: Learn


• Off to Work!
Lesson Objectives
Interview an older person to learn about life
in the past.
A Match the words to the pictures.
• Do the activity orally, eliciting the letter of the
picture for each word.
Differentiated Instruction:
• Ask and answer Was there ...?/Were there ...?
The children work collaboratively questions. • Pairs: the children draw lines matching each word Learner Styles
to the correct picture.
with members of the community Materials for each pair of teams: a tray Visual
• Elicit answers.
to research and record information
Answers • Small groups: the children play “Hangman”
about lifestyles in the past. In the Warm Up 1g2a3c4b5d6e7f
first part of the activity, the children (see p13) with the words from the activity and
• Play “The Memory Game” (see p13). Start with a
perform as self-directed learners as sentence, e.g. Yesterday I went to town and I saw a Grammar on the Brain the lesson in general.
they conduct an interview with an lot of people ... Each child repeats the sentence so Accuracy Focus: Make sure that the children use
indefinite nouns after there was/were, i.e. There
adult. They learn to note down the far and adds a new thing that they saw, including a
was a park here 100 years ago. (not “There was
Auditory
quantifier.
main ideas during the interview, Greenfield Park here 100 years ago.”). • Pairs: the children take turns giving clues about
which they use to report information A Interview someone about life in their • Ask Was there a town here 100 years ago? Were the different items and naming them.
back to the class in the second part of community 50 years ago. Make notes. there buses here 100 years ago? Elicit Yes, there
the activity. They are assessing culture • Most children will not be able to interview anyone
was. and No, there weren’t.
and influences in everyday life, and in English. However, they should prepare as if they • The children think of questions and ask the class. Kinesthetic
making comparisons between the were going to. Brainstorm different kinds of past • Small groups: the children take turns miming a
tense questions to ask, including both yes/no and B Look and answer.
past and the present. word from the activity and guessing the word.
wh- questions. Focus on things that were likely to • Ask Would you like to play on this playground?
be different 50 years ago. The children choose five Elicit why not. Ask children to describe the picture.
questions to ask.
• The children read and answer the questions.
• Help the children decide who to interview. If they
• Elicit answers.
Differentiated Instruction:
don’t know anyone old enough, they can change it to
20 years ago and ask their parents. Answers Challenge Level
• The children do their interview and make notes in 1 No, there wasn’t. 2 Yes, there were. 3 No, there


The world
English on the responses to their questions.
Discuss how things have changed for the better or
wasn’t. 4 No, there weren’t.

C Ask your friend. Use these words.


Low Read the words in the list aloud
and make sure the children

of work
worse, e.g. In the past, family ties were stronger, but
it was harder to travel to different places. • Do the activity orally. The children read the items understand their meaning. Write
in the box. Ask whether they need to use was the short answers on the board
B Ask your friend about the information. or were for each one. Write Was there ... on the for reference. (Yes, there was.
board. Elicit the questions. No, there wasn’t. Yes, there
• Brainstorm yes/no questions about the past.
• A child tells the class who they talked to and the • The children write the questions. were. No, there weren’t.) Make
Understanding Theory: place that they talked about. • Pairs: the children take turns asking and the questions chorally with the
Constructivism • The class ask questions with was/were there and
answering each other.
children. Two groups: one group
other wh– questions that are relevant. say the questions chorally and the
A central idea of constructivism is that • Pairs: the children continue the activity with a friend. Think some more … other group answer chorally. They
knowledge and meaning are generated then swap roles.
from an interaction between experiences C Play “What Do You Remember?”. • Pairs: the children look at the notes they wrote
for Thinking Point and Think Some More in Lesson
and ideas. The children participated • Model the dialogue. The children think about a place 3. They identify whether each change is good or
Medium Follow the TE activity.
in an active social process when they they knew well in the past or a place they know bad, giving reasons.
that has changed. Brainstorm items they want to ask High Follow the TE activity. Small
interviewed members of the community
about. groups: the children stand in a
in A. They now reuse information to play Round Up
• Groups: they take turns asking other groups circle with a red ball and a green
a game about the way things were in the questions. • Teams: one team assembles a tray of items from the
ball. The child with the red ball
past. They are building on information classroom. They show their tray to another team for
30 seconds and then take it away. They ask the other asks a question and the child
that they have acquired from another
team yes/no questions about the items on the tray with the green ball answers. The
source, compared with their own lives, using Was there …?/Were there …? children throw the balls to other
and assimilated into their learning and
people. Continue until all the
experience. Connection Student Website children have participated.
Homework Zone: Play
The Little Donkey, p56
Interactive Grammar Game
U6 82 Genre: fiction
was there and were there

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Unit 6 Lessons

U5 1 2 3 4 5 6 7 8 9 10 U7
6 Student Book X
8 Reading E How would you feel if you were the king in the LAB
story?

k! Competency Support: Learn


Lesson Objectives
• Use a story title to predict what a main character
is like.


Pairs: the children discuss how they would feel if they
were the king and why.
Ask children to share their ideas with the class. Competency Support: Me
• Use pictures to predict a story.
• Talk about the importance of learning to appreciate
The children develop skills to • Deduce the moral of a story by empathizing what we have before it is too late. The children are developing
analyze pictures, understand their with a character. analyzing skills in relation to a
meaning and context, and follow p61 character from a story. They think
a storyline through a sequence of about the decisions he made, and
Reading Skills: Predicting content from title and
related images. They form their own A Check (✓) the correct column. form a personal judgment on why he
pictures
opinions, then discuss and share their • Children read aloud the items in the chart. acted as he did and whether he was
Remind the children that titles and pictures can help
ideas first with a friend and then with them to predict the theme of a text. This will give • Pairs: the children identify what items were in right or not. They relate emotionally
the class. They are applying reading them a context in which to figure out new words. Lindostan and Secostan by checking the correct to the king’s decision, discussing
skills to predict content. Deducing the moral of a story
column. their ideas first with a friend, and
Sometimes the lesson of a story is not expressed
• Elicit answers. then sharing them with the class. The
explicitly. The children need to use their own Answers children are interpreting information
knowledge to infer the meaning. This helps them In Lindostan: trees, a king, wood, flowers, mountains from a fictional context and relating
develop their close reading and analytical skills. In Secostan: gold mines it to aspects of their own life. Ask
them to imagine they are the king.
B Read the text and match the words to their
Warm Up meanings. What would they have decided to do?
• Ask the children if they know any stories about a
king. Encourage them to tell you the story and say • The children read the text in the SB again.
which characters are good or bad. • Pairs: the children match the words to their
meanings, using context to figure them out. Differentiated Instruction:
A Look at the title. Is the king good or bad? • Elicit answers.
• The children read the title and say if they think the Answers Learner Styles
world B
king is good or bad. Elicit reasons.

Look at the pictures. Can you tell the story from


1c2e3f4d5b6a

C Think. Write two lists.


Visual

work
the pictures? • Follow the TE activity. Write the definitions on
Differentiated Instruction: • Elicit one or two ideas for what you can do with
the board for the children to copy into their
• Pairs: the children use the pictures to make trees and gold.
predictions about the story. notebook. They write the missing words from
Challenge Level • Groups: the children brainstorm more ideas and
• Children talk about their ideas. Elicit reasons. make two lists. memory. Elicit answers.

C [Track 6] Listen and read.


• The group with the most ideas write them on the
Low Pairs: the children underline new board. Other groups contribute. Auditory
words in the text, focusing on • Play the CD. The children follow the text in their
books. Ask questions to check their predictions, e.g. • Follow the TE activity. Say the definitions in
nouns. Discuss the words they Round Up
Is the king good?, and comprehension, e.g. Was the random order to elicit the words.
underline. Encourage them to king happy? Why not? What did the king exchange • The children draw their own picture or series of
figure out the meanings using the for gold? pictures to illustrate the story.
pictures. Elicit meanings, asking Kinesthetic
• Point out that the pictures give them information
the children to explain how the about the story before they read the text. • Follow the TE activity. Copy the words and their
pictures helped them. meanings onto slips of paper several times and
D Do the pictures help you to understand new words?
Medium Follow the TE activity. Which words? hide them around the classroom. Pairs: the
children have three minutes to find as many
High Follow the TE activity. Pairs: the • Ask the children to underline new words. They then
matching pairs as possible. The pair with the
use the pictures to try to figure out the meaning of
children draw lines from the words the words. most matches win.
to the pictures. The children circle
new words that appear in the
text but are not illustrated in the
picture. Encourage the children Student Website
to figure out their meaning from Homework Zone: Read
A Non-Fiction Interactive Reading Task
context or by using other reading The Christopher Columbus Journey 83 U6
skills (e.g. cognates, educated
guess). Elicit ideas.
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Unit 6 Lessons

U5 1 2 3 4 5 6 7 8 9 10 U7
6 Student Book X
9 Sounds Like English p62 LAB

Competency Support: Think




Off to Work!
Lesson Objectives
Identify contractions.
Practice using contractions.
A

[Track 8] Listen and read.
Play the CD twice. (1) The children listen and read
along silently. (2) Pause for them to repeat each
Differentiated Instruction:

The children identify words and


Materials for you: a ball For each child: scissors, glue, phrase. Learner Styles
old magazines • Ask questions to check comprehension, e.g. Why is
their contracted forms. In the first the director crying? Where’s Spike? Visual
part of the activity, they locate the Phonics Tip
contracted forms in the text. In the B Find and write the contractions in Activity A in • Small groups: give each group a large sheet
In spoken or informal written English, the verb to be your notebook.
second part, they write the words of construction paper and a marker. They
and other auxiliary verbs often merge with names
in their full and contracted forms to and pronouns (He is = He’s) or negatives (He is not = • Pairs: the children underline the contractions in brainstorm all the contractions they have
reinforce the rules they are learning. He isn’t). These shorter forms are called contractions. LAB A, then write them in their notebook. They learned in this lesson and any others they
check answers with another pair. know. They organize them in written form on
Encourage the children to pronounce
both forms. Elicit why contracted Warm Up
• Elicit answers. the construction paper. Groups present their
Answers ideas to the class. The class vote on the clearest
forms are more common in spoken • Say Pat the happy cat has black hands and a big hat. 1 I’m not 2 I don’t 3 He isn’t 4 She doesn’t 5 They
English than written English. (They The children draw a picture of the sentence. They presentation.
aren’t 6 I can’t
compare pictures with a friend, listen to the sentence
help us speak more fluently.)
again, and make any adjustments necessary. Elicit the
words in their pictures with the sound a.
C Rewrite the sentences in your notebook. Use the Auditory
contraction. Match the sentences to the speakers.
• Pairs: the children take turns saying aloud the
A [Track 7] Listen and read. • Do sentence 1 orally. Elicit She doesn’t want you
complete word and the contracted form, then
to sleep. The children identify the speaker.
• Elicit the characters in the pictures. Ask the children spell them both.
where they are and which parts they’re going to play. • Pairs: the children rewrite the sentences, then
match them to the correct speaker.
• Play the CD twice. (1) The children listen and read
along silently. (2) Pause after each phrase for the class • Elicit answers. Kinesthetic
to repeat. Answers • Play a word race. Small teams: say a verb that
1 “She doesn’t want you to sleep.” (b) 2 “I’m not

The world
B Circle the contractions in the story for these can be contracted in its full form. One child
sleeping!” (a) 3 “I can’t see him.” (c) 4 “They’re not
words. here, and I’m not happy!” (d) from each team runs to the board and writes
• Explain that sometimes we put two words together the contracted form. The first child to spell the

board, e.g. It is—It’s. of work


to form a contraction. Write an example on the

Phonics Fun!
Play “20 Questions” (see p13). Demonstrate the
game. Draw an item without showing the class.
word correctly wins a point for their team. Play
until all the children have participated.
Differentiated Instruction: • Pairs: the children circle in the text in SB A the
contractions for the word pairs listed. They write the The children ask up to 20 questions to find out
words and contractions in their notebooks. what it is, e.g. Is it in this room? (No, it isn’t.) Do
Challenge Level you have one? (No, I don’t.) Do you play games Understanding Theory:
Answers with it? (Yes, you do.), etc. If they cannot guess
I am—I’m, they are—they’re, we are—we’re, the object after 20 questions, you win. Classroom Management
Low Read the texts chorally together she is—she’s, you are—you’re
first. Follow the TE activity. Pairs: • Pairs: The children draw an item in their notebook
without showing it. They take turns asking and When doing hands-on activities, make sure
each child pairs up with a higher- C Play with a friend.
answering to guess their friend’s item. Monitor. you are well prepared before class. Check
ability child and reads aloud to • Play a ball game. One child says a word pair from SB Deal with common difficulties with the class at the that you bring enough materials (here
them. B, e.g. we are, and throws the ball to a friend, who end.
magazines) for all the children, and that
says the contraction, e.g. we’re. That child then says
Medium Follow the TE activity. Pairs: the a word pair and throws the ball to another friend. the magazines have lots of examples of the
Round Up language you are studying. State clearly
children take turns reading to a Continue until everyone has had a turn.
• Hand out the old magazines, scissors, and glue.
what the task is, and how much time the
different child. When it is their
D Now read with a friend. • Write on the board Contractions. The children copy it
children have to complete the activity.
turn to listen, they note any errors on a new page in their notebook. They find headings
and give constructive feedback. • Pairs: the children practice reading the texts. Monitor
with contractions in the magazines and glue them Give them tips on how to save time, e.g.
and help as necessary. Deal with common mistakes, by cutting out the words and pictures
in their notebook, then write the word under each
High Follow the TE activity. Pairs: each focusing mainly on contractions.
picture. Monitor and help. first, then pasting them all onto paper at
child pairs up with a lower-ability the same time. Giving the children simple
child and listens to them read. hands-on tips can help them work smoothly
They note any errors and give Connection and efficiently in class.
The Invention of the Bicycle, p58
constructive feedback.
U6 84 Genre: non-fiction

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Unit 6 Lessons

U5 1 2 3 4 5 6 7 8 9 10 U7
6 Student Book X
10 Review
• One pair tells you their sentences. Write them on
LAB

k! Lesson Objectives the board. Underline was and were.


• Review and practice language introduced in the • Pairs: the children complete the sentences.
Assessment Focus unit. Answers Competency Support: Learn
• Talk about things that are better now than in 1 was 2 were 3 was 4 were 5 was
This activity provides the opportunity the past. The children review and organize
B Look at the invention timeline. Circle T (true) or F
for an oral assessment. Check that they Preparation: make a set of “Memory” cards with (false). (5 points)
information that they have previously
ask the questions and respond clearly, There was/were, There wasn’t/weren’t and some learned or researched, in order to
using the vocabulary they have studied items from the past and present, e.g. dishwasher, car, • Ask simple questions to familiarize the children
first tell a friend about it and then to
candles with the timeline, e.g. When were TVs invented?
throughout the unit to refer accurately When were cars invented? share it with the whole class. In this
to the pictures in B. Check also that they • Reproduce the timeline on the board. Elicit the activity, they show understanding
participate fully. Carrying out the activity Warm Up of the new topic and language they
points for 50, 100, and 150 years ago.
with their book closed helps the children • Play “Memory” with the cards you prepared. Children have studied in this unit. They assess
take turns to turn over two cards and make correct • Pairs: the children circle T or F for each statement.
to focus on recalling and conveying sentences about the past. The children keep the cards • Elicit answers. The class agree or disagree. the ideas they generate as a class,
information clearly and accurately. if they make a correct sentence and return them if and vote to identify a consensus of
Answers
they don’t. The person with the most cards wins. 1T2F3F4T5T opinion about what they consider to
be the most important improvements
A Number the pictures from oldest to newest. Work C Write dates for each time phrase. (5 points) of the past century.
with a friend.
• Elicit today’s date. Write it on the board.
• Elicit the names of the items.
• Pairs: the children write the dates for the other
• Pairs: the children order the pictures using 1 for the time phrases.
oldest.
• Elicit answers. The class agree or disagree. Discuss D Write about one of the pictures of Hilton in your
differences. notebook. (5 points)
Answers • Choose one of the Hilton pictures from SB B. Elicit
1 trolley 2 electric fan 3 dishwasher 4 computer sentences about it. Write them on the board.

world 5 video game

B Compare the pictures.


• Pairs: the children choose a picture and write
sentences about it.
• Pairs read their sentences to the class. The class

work • Elicit what the pictures show (the same town a long
time ago and 100 years later). Say the sentences in
the speech bubbles for the children to repeat.
guess which picture they are describing.

Talking Point
• Pairs: the children make sentences to compare the
Assessment Focus
two pictures. Talk about three things that are better now than 100
• Elicit responses. years ago.
Self-assessment is a very important feature
• Pairs: the children tell their friend about three
of language learning, helping the children
C Ask and answer questions about the pictures in things that are better today than 100 years ago.
Activity B. They ask questions and elicit reasons. to develop their language skills and their
• Pairs: one child keeps their book open and asks • Children tell the class about their ideas. Take
self-confidence. The My Progress Journal
questions about the pictures. The other child answers a class vote on the three most important section of the review gives the children the
from memory. improvements in the past 100 years. opportunity to evaluate how they have
Assessment Focus done in the course of the unit by coloring
p63 Assessment for Units 5 and 6 in stars in different colors to reflect how
Give the children a set amount of time • The children do Review C on LAB p106. confident they are in each language area.
to complete LAB A–D individually and in A Complete the sentences with was or were.
• The children do Assessment C on SB pp128–129. Praise them for all they have achieved.
(5 points)
silence. Use these activities as a summative Also encourage them to use the results
assessment. Collect the work and correct • Pairs: the children think of one sentence with was My Progress Journal of this assessment constructively. Suggest
and one sentence with were. • The children complete My Progress Journal on
it. When returning the work, use the that they review and practice any areas of
pp16–17 and fill in their scores.
scores to show the children how they are weakness they have identified so that they
doing in English. Discuss what types of can perform even more effectively in the
skills and abilities they need to develop Student Website Teacher Technology Pack DVD-ROM next unit.
from here to the end of the school year to Homework Zone: Listen Talking Point:
Interactive Listening Task Listen to Lex, Kayla, and Megan talking
continue learning well, and which areas Talking Point practice about life now compared to the past. 85 U6
they may need to improve in.

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Unit 6 Lessons

U5 1 2 3 4 5 6 7 8 9 10 U7
7 Student Book X
1 It’s A Mystery
B Invent three more things the old lady took. Draw
LAB

Off to Work!
Lesson Objectives them in your notebook.
• Sing a song about a mysterious lady. • Brainstorm pairs of rhyming words, e.g. ants—
Differentiated Instruction: • Think about mysteries and why they are pants, rose—hose, pin—tin. Understanding Theory:
interesting. • Demonstrate different ways of joining the
Multiple Intelligences
Challenge Level rhyming words, e.g. She took a hundred ants with
their fine white pants. She took a beautiful rose
Warm Up: Unit Objectives The children use a variety of intelligences
Low Point to the words in the list and and a garden hose. She took silver pins in an old
•Generate interest in the topic. Ask questions to find cookie tin., etc. in this activity. At first glance the activity
read them aloud for the children out what the children already know about mysteries,
• Groups: the children think up rhyming pairs seems to be simple, but is actually quite
to repeat chorally. Elicit which e.g. What is a mystery? What kind of people solve
mysteries?
and sentences using them. Monitor and help by challenging. The children put their
words the children already know. making suggestions as they work. linguistic intelligence into play, as they
Then say the words one by one. • The groups write their sentences and draw
A Find these things in the picture and describe them. brainstorm pairs of rhyming words they
Pairs: the children find the item in pictures in their notebook.
• Model the dialogue with a child. have been studying in the lesson or knew
the picture. Help with any words
• Groups: the children play a guessing game. One child from before. Then they put the rhyming
they don’t understand. Thinking Point
chooses an item from the list and describes it to the pairs into nonsense rhyming sentences,
Medium Follow the TE activity. others, who then guess which item it is. similar to those in LAB A. They develop
Think about a mystery. Why are they so interesting?
their visual/spatial intelligence as they
High Follow the TE activity. Say the B [Track 9] Listen and point. • Ask the children if they like mysteries. Elicit
examples from television, books, comic books, draw a picture to demonstrate the
words on the list in mixed-up • Play the CD. The children listen and point to the
movies, etc. Ask why mysteries are interesting, meaning of their rhyme. The entire activity
order as fast as possible, for the items as they are mentioned.
eliciting what the children like about them. also promotes and develops the use of
children to point to the different Children justify their answers. interpersonal intelligence as the children
C [Track 9] Listen again and sing.
items. The children close their • The children write down why they like mysteries work together in groups to brainstorm
book and see how many of the • Play the CD several times. The children sing along. and the name of some mysteries they have
Note: the song is not printed in full and the chorus is ideas, write their rhymes, and create the
words they can recall. enjoyed.
repeated after every verse. The children can follow pictures.
the words as a model. When she sailed to sea, In a
red umbrella full of tea. Who knows why she sailed Round Up

Differentiated Instruction:
to sea? It’s a great big mystery to me.

Treasure Hunt
The world • Make a rhyming chain. Go around the class. The
first child says a word, e.g. Tea. The next child says a
rhyming word, e.g. Sea. The next child starts a new Competency Support: Think
Learner Styles • of work
Pairs: the children find and write the answers.
pair. Continue until everyone has said a word.
During this activity, the children
Visual Answers relate to the topic by contemplating
1 3 (2 on pp78–79, 1 on p85) 2 4 (1 on p78, 1 on p85,
2 on p87) 3 6 (1 on p79, 2 on p80, 1 on p83, 2 on p87)
things that are mysteries and why
• The children choose one of the verses from the
they find mysteries interesting. They
rhyme and draw a silly picture to demonstrate
p64 are activating their own knowledge
its meaning. They copy the verse below their
in different areas and using it in a
picture.
A Complete the sentences and draw pictures. different context. This encourages
• Read aloud some words, eliciting a rhyming word thoughtful and critical thinking. In
Auditory for each, e.g. flute—boot, plum—drum, tea—sea, the second part, the children write
• Follow the TE activity. Say the rhyme, each time rain—train. Read the first verse of the song and down the ideas they generated and
the question. Say She took her black cat in an old express their preferences.
stopping before the last word of the line for
velvet … Elicit hat. Write hat and draw a picture
children to supply it. of a hat on the board.
• Pairs: the children complete the other lines, then
Kinesthetic draw a picture of each word.

• Review the key words from the rhyme: sea, Answers


1 hat 2 shoes 3 boot 4 plate 5 coats
umbrella, tea, mystery, cat, hat, velvet, shoes,
flute, boot, cake, plate, silver, golden coat,
woolly. The children stand in a circle. Throw a
ball to a child. They say a word from the rhyme, Connection
then throw the ball to someone else, who says Halloween, p82
another word. The children count how many U7 88 Genre: non-fiction
words they can say in a row before someone
repeats a word or hesitates for longer than five
seconds. If that happens, the game starts again. Printer Friendly Version
Unit 7 Lessons

U6 1 2 3 4 5 6 7 8 9 10 U8
7 Student Book X
2 Language
B Complete the sentences with verb + –ing.
LAB

k! Understanding Theory:
Lesson Objectives


Practice the past progressive tense.
Learn sound verbs.


Do the activity orally. Elicit the completed
sentences.
The children complete the sentences with the Competency Support: Learn
correct –ing form.
Critical Thinking • Retell a story by acting it out.
Answers This activity provides the children
This activity develops the children’s critical Warm Up 1 sleeping 2 sitting 3 dripping 4 snoring 5 hooting with the opportunity to demonstrate
6 creaking 7 opening their understanding of the story.
thinking. The children analyze the pictures •The children look at the story in the SB and guess
that illustrate the story and identify what it is about. If necessary, ask questions, e.g. How They assess the main ideas and
C Imagine you were outside at midnight. Tell your
does the boy feel? What time of day is it? What can scenes of the story and find ways to
information and background elements friend about the scary noises you heard.
he hear?
that can help them understand important communicate these as they act out
• Pairs: the children take turns imagining and
the boy’s experiences. Encourage
aspects of the context and content, e.g. A [Track 10] Listen, read, and point. describing what they heard outside at midnight.
the time of day, who the main character is, the children to exaggerate their
• Play the CD twice. (1) The children read and listen.
movements and the different sounds
what the setting of the story is, how the (2) They point to the items in the picture. Round Up
main ideas of the story are conveyed, and while they are acting the story out.
• Groups: assign each group a different sound. Make
how the character feels as the different B [Track 10] Listen again. Point to the things in the one group the narrator. This group reads the story The use of movement and noise
pictures and make the noises. and the other groups make their sound at the makes the activity memorable for the
events occur. This type of critical thinking
• Play the CD twice. (1) The children listen and point relevant point in the story. children and allows them to reinforce
encourages the children to develop as self-
directed learners as they take control of to the things that made the noises. (2) The children their learning and understanding in a
point to the sound verbs and make the noises. fun way.
their own learning process.
• Ask questions, e.g. What noise was the clock making?

C Look at the picture and act out the story.

Differentiated Instruction: • Pairs: the children look at the picture, interpret it, Differentiated Instruction:
and act out the story.
Challenge Level Learner Styles
world
p65
Visual
Low Review the items that make A Write the sound under the picture. Use these

work
noises in the story. Encourage words. • The children make a wordsearch using the –ing
the children to share their ideas form of the verbs from the activity. They can
• Do the activity orally. The children look at the
freely. Read the story slowly. The verbs and make the noise for each one. Elicit what write them horizontally, vertically, or diagonally.
children to point to the noises makes each of the noises listed. The children write They add random letters to fill the empty boxes.
as you mention them. Point to the verbs under the correct pictures. Pairs: The children exchange wordsearches and
the objects for the children to • Elicit answers. circle the hidden words. The first child to find
make the noises chorally. Read Answers all the words wins.
again and pause at appropriate 1 snore 2 creak 3 tick 4 bark 5 drip 6 hoot
moments for the children to make Grammar on the Brain Auditory
the noises. Accuracy Focus: Make sure that the children do not • Pairs: the children take turns giving prompts
use stative verbs, e.g. have, be, in the progressive
Medium Follow the TE activity. form. relating to the story (e.g. The dog is barking.)
and responding with an appropriate mime and
High Follow the TE activity. Pairs: the • Give ten children different action verbs. They
mime them in front of the class. Ask Who was noise.
children think of four more objects riding a bike? Who was sleeping?, etc. Then ask
at home and the sounds they What was Maria doing? What were Laura and Kinesthetic
make (e.g. door bell ringing, tree Sara doing?
creaking). Help with vocabulary as • Draw a clock on the board. Ask, e.g. What were • Make a chain. The first child acts out one of the
necessary. you doing last night at 8 o’clock? What were you –ing verbs in the activity. The next child makes
doing at 11 o’clock? an appropriate sentence (e.g. It was ticking.).
The chain continues around the class. If a child
Student Website makes a mistake or can’t answer, they are out.
Homework Zone: Play
Interactive Vocabulary Game
Sound verbs 89 U7

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Unit 7 Lessons

U6 1 2 3 4 5 6 7 8 9 10 U8
7 Student Book X
3 Language
Answers
LAB

Off to Work!
Lesson Objectives 2 Tommy’s father wasn’t creaking. The stairs were
creaking. 3 Some dogs weren’t hooting. Some owls
• Practice the past progressive tense.
Differentiated Instruction: • Draw and talk about a scary night.
were hooting. 4 An owl wasn’t snoring. Tommy’s
Competency Support:
father was snoring. 5 The clock wasn’t dripping. The
Challenge Level • Invent a story and act it out in a group. water was dripping. 6 The stairs weren’t barking. Communicate
The dog was barking.
Warm Up The children work as part of a team
Low Read the words in A and make B Look at the picture in the Student Book and
•Review the past progressive by asking the children to match. to create and act out a story. They
sure the children understand their retell and act out the story of Tommy from Lesson 2. share the work and responsibility,
meaning. Tell the children they will • The children look at the picture in the SB and
match the items to the sounds. respecting different personality
hear a girl giving a description and A [Track 11, p138] Listen and check (✓) the correct
sound. • Elicit answers. types as they plan the content, make
that they have to write a check
notes and sketches, distribute the
mark by the correct sounds. Play • Play the CD twice. (1) The children listen and check Answers
the correct noise. (2) They check answers. 1b2e3d4a5c
roles appropriately, and prepare to
the CD twice. (1) Pause after each
perform for the class. Encourage them
sentence. Discuss the answer Answers
C Write your own scary story in your notebook. to be creative in their expression of
chorally and give the children time 1c2a3c4a5c
• Brainstorm some sentences with the children and ideas. Help as necessary. Praise all the
to write. (2) The children raise
B Draw a picture of a scary night. Tell your friends write them on the board. Then erase all but the children for their efforts, while you
their hand when they hear a verb about it. key words. monitor their practice in groups and
in the past progressive. Write the
• Brainstorm things that might be scary at night. Help • The children write their own scary story in their also after their performance.
verbs on the board and review notebook.
the children with vocabulary and write the words and
how the tense is formed. phrases on the board, e.g. shadows on the wall, an
open closet door, nightmares.
Medium Follow the TE activity. Think some more …
• The children draw a picture. Differentiated Instruction:
High Follow the TE activity. Pairs: the • Children show and tell the class about their pictures. • Ask the children if they have experienced
something similar to Tommy’s story or any other
children listen again and write the
C Work in groups. Make up a story. Act it out. kind of mystery. Find out if anyone is scared of the
Learner Styles
verbs in the past progressive in
The world
dark. Ask what other things scare them and why.
their notebook. Check the spelling • Groups: the children brainstorm to make up a story. Point out that in the story there was nothing to be Visual
Encourage them to use the story of Tommy as a scared of—it was all in Tommy’s imagination.
of the verbs by asking children to • The children copy out LAB B 1–5 and a–e, all on
model.
write them on the board.
of work
• Pairs: the children tell each other about their
• The children make notes about their story. They can separate pieces of paper. They shuffle the papers
mystery experience. If they haven’t had one, they
draw pictures as well. can make one up. and pass them to a friend. The children wait until
• The groups act out their stories for the class. you say Go!, then assemble the sentences as
Round Up
quickly as they can. Repeat several times.
Understanding Theory: p66
• Play a guessing game. Call five children to the front
Classroom Management of the class. Tell the rest of the class to turn around. Auditory
A Correct the silly sentences. The children at the front make noises individually.
This activity uses a visual representation The class guess who was making each noise. • Play “Chinese Whispers.” Teams: each team
• A child reads aloud the first sentence. Ask them
to express ideas about a scary night. When to make a ticking sound. Ask Can water tick? (No.) stand in a line. Whisper a sentence using the
doing artistic activities in the classroom, Say The water wasn’t ticking. What was ticking? language from this lesson to the children at the
Elicit The clock was ticking. front. Whispering, the children pass the sentence
set clear time limits for the different
stages. Give the children a certain • Repeat with the other sentences. to the back of the line. The child there says the
amount of time to complete the drawing, • The children write the correct versions of the sentence aloud. If correct, the team win a point.
sentences changing the subject each time. The child at the front goes to the back. Repeat
then focus on using their drawing to
communicate information. Monitor them • Elicit answers. several times.
as they talk to their friends, encouraging
discussion and use of the new language. Kinesthetic
Display the artwork around the classroom
• Say verbs from the lesson, using the present
and refer to it throughout the lesson.
progressive and past progressive in random order.
This gives their work validity, encourages
For past verbs, the children jump around to face
self-esteem, and helps consolidate the unit
the back. For present, they face forward and
theme, language, and grammar where
make a big circle with their hands.
appropriate. U7 90

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Unit 7 Lessons

U6 1 2 3 4 5 6 7 8 9 10 U8
7 Student Book X
4 CLIL: Science—
Homeschool Connection
LAB
Animal Tracks
k! Differentiated Instruction: Lesson Objectives
• Ask the children to look out for tracks made by
animals, people, and vehicles near their house.
They should also look for signs other than Competency Support: Think
• Identify clues and tracks that animals leave. footprints, e.g. nests, spider’s webs, etc. They list
Challenge Level • Analyze clues to figure out what happened. and make a drawing of each or take a photo.
The children reflect on further
• Explain to the children how to collect prints and
information about animal tracks
Materials for you: a world map other animal signs for SB C.
Low Do the activity together, discussing and traces in our surroundings. They
Preparation: get several different types and sizes of
ideas and confirming answers as shoes; use three of them to make footprints, in sand put into practice their evidence-
you go along. Give the children or in mud, and make a print on paper (then clean A Look and answer. Which animals were here? What
gathering skills by looking at the
time to write in the answers. the shoes in preparation for the Warm Up) clues can you find?
picture and using the evidence they
Children come to the front to • Tell the class they are going to be nature detectives. can extract from it to hypothesize
draw simple sketches of animals Warm Up Pairs: the children list all the animals that are or have
and reach conclusions about what it
and their footprints on mural • Display the shoes you brought. Show the children the been in the picture and the clues that helped them
shoe prints you prepared. Elicit which shoes made the reach their decisions. means. Collecting and using evidence
paper. Leave the pictures for prints. The children compare the size of the prints effectively is an important skill for
reference throughout the lesson. • A child writes everyone’s ideas on the board.
and the size of the shoes. They look at the bottom of children to learn, and one that will
the shoe to check the pattern of the print, too. Ask Answers
Medium Follow the TE activity. 2 horses—footprints, one or two birds—footprints and be of use to them both inside and
how they figured out their answers. Elicit what other
types of things leave tracks, e.g. animals, vehicles. feathers, a person—footprints, a fox—footprints, a outside the classroom.
High Follow the TE activity. Pairs: the bike—bike tracks, a spider—web
children draw footprints for two p67
more animals (e.g. cat, duck). B Look again and answer.
Two pairs exchange pictures and A Match the footprints to the animals. • Pairs: the children discuss the questions and make Differentiated Instruction:
draw in the animals the footprints notes. They compare their ideas with another pair.
belong to. Pairs share their ideas
• The children use their knowledge of the shapes of
• Ask if there is anything pairs don’t agree on. Discuss Learner Styles
animals’ feet and the pictures provided to identify
issues as a class. Elicit answers.
with the class. which footprints belong to which animal. Visual
Answers

world
Answers
1 two 2 galloping 3 no 4 a bird 5 red 6 yes 7 in the tree • Encourage the children to take their own photos
1c2a3d4b
8 in the log of items from nature, or to make drawings of

work
B Look and answer.
C Make a nature table. what they see when they are out and about.
• Check comprehension of trotting and galloping by Suggest that they stick the pictures in their
asking the children to do the actions. The children
• The children display items they collected for the
notebook and label them, as a good way to help
Homeschool Connection. They label them with a
look at the different positions of the horse’s feet them memorize the vocabulary.
name, date, and place of finding. They organize their
when trotting and galloping. Ask which prints
items into categories: bones, seeds, feathers, etc.
would be left after each kind of movement.
Understanding Theory: • The children write information about each display Auditory
• Explain that if an animal moves slowly, the sets
CLIL Science of footprints are close together. When it moves
item, e.g. Woodpeckers like these seeds very much.
• If you have a camera, take photos of the table and • Make a nature table together (see TE 1st bullet
quickly, the prints are more spaced out.
print them out so the children have a record of the point). Small groups (with even numbers of
This lesson uses a CLIL science context • The children write in the letter of the correct print
items they found and the vocabulary. children): pairs give a presentation on the objects
to give a challenging and fun range of for each action in 1 and 2.
on the nature table to the group. They talk
activities which call on the children to • Ask What was here? Elicit what animal or thing Guess What!
left each sign. about the four items they like most, saying who
act as nature detectives, studying animal
• The children read the text. Ask them to find Nepal on found them and where, and why they like them.
footprints and habitats and the other • The children write the name of the animals/things
a map. Ask if they have heard of the Yeti and what
signs they leave. The children develop below the pictures.
they think it looks like. Ask Do you think it is real?
their understanding of the part played Answers They could research it for homework. Kinesthetic
by animals in our environment and 1 trotting a, galloping b 2 fox walking a, fox running
b 3 a spider b bird c bike d car or truck Round Up • Make a nature table together (see TE 1st bullet
surroundings. In this activity, they analyze point). Pairs: the children take turns being
• The children experiment by walking and running
different elements in the picture and through wet sand to see how the footprint pattern blindfolded and touching objects on the nature
name the animals that left them behind. changes at different speeds. table to guess what they are (e.g. I think this is a
The integration of topic and language pine cone.).
here heighten the children’s interest and
so promote their learning ability.
91 U7

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Unit 7 Lessons

U6 1 2 3 4 5 6 7 8 9 10 U8
7 Student Book X
5 Create
• Pass an ink pad around the class and have each
LAB

Off to Work!
Lesson Objectives child print a clear fingerprint in the space. Show
them how to roll their finger over the paper from
• Make a nature scene with fingerprint animals.
Understanding Theory: • Learn about fingerprints.
left to right, rather than just press it down one Differentiated Instruction:
time: this will give a clearer result.
Brain-Based Learning • Identify people by their fingerprints.
Learner Styles
B Make a record of your friends’ prints.
Materials for you: magnifying glasses (see Warm
In this fun activity, the children analyze Up); ink pad For each child: see You need list in the • The children collect some fingerprints from their Visual
close-up details of objects from nature SB and You need list in the LAB friends. They look at the prints and compare
using a magnifying glass. The children them. Encourage them to use the magnifying • Follow the TE activity. Encourage everyone to
Preparation: cut potatoes and carrots in a range glasses to get bigger images. study and compare the fingerprints carefully,
bring their knowledge of nature to the of shapes for printing For each child: number the
task as well as employing their own looking for small differences. Praise the children
glasses (see LAB C) C Find out whose fingerprints!
subjective reading. Observing the objects for using their visual skills.
• Tell the children that they are going to try taking
from a different perspective alters how Warm Up fingerprints, using a similar method to that used
the children perceive them, and drives • Distribute the magnifying glasses. Show the children by detectives. Auditory
the brain to record and understand how to use them, e.g. how to adjust the distance • Provide all the materials listed and read the • Read the instructions aloud together twice.
information in a fresh and stimulating from their eye until they get a clear focus. They use instructions to the class. Deal with any questions.
them to look at different things, such as writing in a
Make sure the children understand them. Then
manner. Tell the children it is important not to finger the
book, their fingerprints, leaves, etc. glasses too much or to “slide” their fingers over they close their book. Read the instructions
the glasses. They should simply place their fingers again, leaving out key words for the children to
A Make fingerprint animals and a nature scene. on the glass and remove them at once. supply. Follow the TE activity.
• Make sure that each child has the materials they • Tell the children to make their print in the bottom
Understanding Theory: need. Say each item. The children point to it/hold it half of the glass and make a note of the number
Kinesthetic
of the glass they touch. When they pick up
Multiple Intelligences up.
someone else’s glass, they should hold it near the
• Read the instructions and answer any questions. • Hide the materials required to do the
top to avoid smudging the prints. Supervise and
This activity promotes the use of visual/ • Point out the different kinds of prints in the SB. The experiment around the classroom. Small
help the children as they work.
spatial intelligence, as the children children experiment with different print effects on groups: the children collect and name the
small pieces of scrap paper before they make their • Once the children have a copy of the print on

The world
create a graphic representation of black paper, they display their print in LAB A, so objects. They take turns rereading the
scene.
an animal or nature scene by doing a the class can walk around and compare the prints sentences in the instructions, holding up the
• After the children have tried various methods, they took with the originals. corresponding objects as they are mentioned.
finger painting. They also develop their
of work
encourage them to plan their work before they start,
naturalist intelligence as they show and to decide whether they want to draw a scene Follow the TE activity.
their appreciation of the animal and featuring just one animal in detail or several animals. Round Up
their interest in the natural world. The • The children make their scenes. Monitor and help. • Write the word FINGERPRINTS vertically down the
combination of the two intelligences gives • Model the dialogue. The children show their work to
board. Differentiated Instruction:
a creative environment which will make their friends and talk about it. • Pairs: give the children five minutes to make words

the learning experience memorable and so


starting with each letter of fingerprint. They win 2
points if the word is from Unit 7 and 1 point if it’s
Challenge Level
p68
more effective for the children. from elsewhere.
• Each pair checks another pair’s answer, awarding Low Follow the TE activity, but do it
A Make a print of your index finger here.
points. Discuss any differences of opinion. The pair as a class/group. Children come
• Ask the children what they know about with the most points win. to the board and write the
fingerprints, e.g. they help the police in their words they suggest. The children
work, how they can be used to identify people.
Tell the children that nobody has the same print
copy the final version into their
as anyone else, and this fact can help the police to notebook.
identify who has been at the scene of a crime.
Medium Follow the TE activity.
High Follow the TE activity. Pairs: the
children do another word puzzle
with the words NATURE TRAIL.

Connection
The Giraffe and the Jerboa, p84
U7 92 Genre: fiction

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Unit 7 Lessons

U6 1 2 3 4 5 6 7 8 9 10 U8
7 Student Book X
6 Language
Answers
LAB

k! Differentiated Instruction: Lesson Objectives 1 were, doing, reading 2 What, Blue Bird, was
3 What was Mitzi doing, was washing
• Practice past progressive wh– questions.
• Ask what people were doing in the past. B Look at the pictures and the answers. Write the Competency Support: Me
Challenge Level • Analyze picture clues to solve a mystery. questions in your notebook.
• Elicit what Marta/Danny are doing in each picture. The children personalize the
Preparation: make word cards with activities, e.g.
information they have been studying
Low Point to and name the animals cleaning room, reading, etc. (see LAB Grammar on • A child reads the answers aloud.
the Brain) in this lesson by applying the context
in the picture for the children to • Pairs: the children write the question for each
answer in their notebook. of the lesson to their own life. They
repeat. Point to Grandma and identify what they were doing at 6:00
Warm Up Answers
explain that someone has stolen last night. Elicit reasons for what they
her chocolate cake. Play the CD, •Review the past progressive by asking the children 1 What was Danny doing at 7 a.m.? 2 What were
what they were doing yesterday at different times. Marta and Danny doing at 8 a.m.? 3 What were were doing. Explain to the children
pausing after each person has Marta and Danny doing at noon? 4 What was Marta that they will soon discover who stole
spoken. The children point to the A [Track 12] Listen, read, and point. doing at 3 p.m.? the cake in the SB story. Ask what
character and picture. The children • The children name the animals and the places the consequences of this action will
underline the questions and circle pictured. All About Me
be for the thief, once they are found
the answers in the text. Check • Ask them to find Grandma. Elicit how she feels. See • The children think about what they were doing out.
understanding by asking simple if they can find the detective. Ask How do you know at 6 p.m. yesterday and write a sentence in their
he’s the detective? notebook. They compare answers with a friend.
questions.
• Play the CD three times. (1) The children listen and
Medium Follow the TE activity. read. (2) They point to the speakers. (3) They point to C Look at the pictures and answer.
the places. Competency Support: Think
High Follow the TE activity. Pairs: the • Tell the children they are going to play detective. Ask
children take turns reading the B [Track 12] Listen again and answer. Who was for ideas on how to find out who was lying. (Look at The children use their hypothesizing
lying? the pictures.) Prompt by asking What were Sam and
questions in the text and saying Sandy doing? Are they telling the truth? How do you
skills, analyzing clues in order to
the answers/pointing to the • Play the CD again. Ask if anyone is lying and why. know? Write their ideas on the board. reach conclusions and ascertain them
appropriate pictures. (Yes, because someone had to take the cake.) orally. In the first part of the activity,
world
• Pairs: the children answer the questions.
the children read and discuss the
p69
D [Track 13, p138] Listen to the end of the story. questions as a class. This helps guide

work
Differentiated Instruction: Grammar on the Brain
• Tell the children that someone stole a book from
the library at 7 o’clock this morning. Hand out the
• Play the CD twice. (1) The children listen for the
answer. (2) They listen to find out how the detective
figured it out.
them towards the kind of information
they need to be considering in order
to deduce what has really happened.
Learner Styles word cards you prepared, some to single children • Discuss stealing and why it is bad. They are also encouraged to analyze
and some to children in pairs. The children hold
Visual the cards so that the class can see them.
the pictures carefully to look for any
Think some more …
further clues. In the second part,
• Write in random order on the board fox, • Ask questions about the children, e.g. What
was Holly doing? Children answer using the • Pairs: the children discuss the mystery. Did they the children continue to formulate
squirrel, blue bird, panda, monkey, chocolate information on Holly’s card, e.g. She was sleeping.
figure out who stole the cake? Did it take them their ideas about the mystery in
cake, reading, library, watering, flowers, long? They also talk about whether they like this
Holly then asks a question about another child/
kind of story and why.
pairs, manipulating the information
washing, dishes, cleaning, room. The children pair of children. Continue until all of the activities available and making reasonable
draw a chart in their notebook with three have been described.
predictions based on evidence. The
column headings Characters, Actions, Objects. Round Up
A Practice being a detective. Complete the development of these skills is useful
They write the words in the correct columns. • Groups: the children act out the story for the rest of
questions and answers. the class. both in a learning environment and
• Do the activity orally. Elicit the missing words. in their other everyday interactions.
Auditory
• The children complete the questions and answers
• The children draw a chart in their notebook, in their books.
using three column headings Characters, • Elicit answers.
Actions, Objects. Dictate the words in Visual in
random order. The children write them in the
correct columns.
Connection
Kinesthetic Amazing Creatures, p90
Genre: non-fiction 93 U7
• Follow Visual, but instead of writing in the chart
the children copy the words on strips of paper
and stick them in their chart. Printer Friendly Version
Unit 7 Lessons

U6 1 2 3 4 5 6 7 8 9 10 U8
7 Student Book X
7 Language
• Pairs: the children take turns asking and
LAB

Off to Work!
Lesson Objectives answering to complete the schedule for their
friend. They then exchange books and check each
• Ask and answer yes/no questions using the past
Differentiated Instruction: progressive.
other’s answers.
Understanding Theory:
• Illustrate a mystery for friends to solve.
Constructivism
Challenge Level A Work with a friend. Ask and answer.
Warm Up • The children imagine what they were doing In this activity, the children are
Low Write on the board Last night I •Begin describing a scene in the past progressive. yesterday: the place, who was with them, what they
information constructors, as they ask
was in the park. The wind was Invite the children to continue by adding more past were doing, and what the weather was like.
a series of questions to find out what
blowing. The children say what progressive sentences, e.g. Last night I was in the • Model the dialogue with a child.
park. The wind was blowing. The class repeat, then a their friend was doing yesterday. They
tense is used. Read the sentences • Pairs: the children take turns asking and answering
child adds, e.g. It was raining. Repeat several times, questions. acquire this new information within a
chorally with the class. Brainstorm making sure negative statements are included, too,
• Children report what their friend did by answering familiar context as part of an active and
further ideas for continuing the e.g. The stars weren’t shining.
questions posed by the class. constructive learning process. They then
story. Write the ideas on the
convey the information they have learned
board. p70
B Play “Liar, Liar.” to the class.
Medium Follow the TE activity. Grammar on the Brain • Select one child to be a detective like Ferdinand Fox
Accuracy Focus: Focus on the correct use of was/ from the previous lesson and send them out of the
High Follow the TE activity. Pairs: wasn’t for singular and were/weren’t for plural. classroom. While they are gone the class decides who
the children take turns making the thief is. The thief has stolen the class mascot.
• Put some children in pairs. Say What were you Competency Support: Learn
affirmative and negative sentences doing last night? Ask the pairs/the rest of the • The child returns to the room and asks questions to
to continue the story. children individually to think of an activity and find out who stole the class mascot, e.g. What were
you doing just now? The children can make up details The children consolidate their
a mime for it. Encourage them to be inventive
rather than truthful. They shouldn’t tell anyone of what they were doing, but the thief must answer understanding of the concept and
what they have chosen. truthfully. The child asking can ask up to six questions significance of clues at the scene of
before they guess who did it. a crime or as part of a mystery. They
Differentiated Instruction: • Say, e.g. Ted. Ted mimes his activity. Ask Was Ted
watching TV at 8 o’clock last night? to elicit Yes,
C Someone stole Mr. Green’s apples. Draw a
use what they have learned and their
he was. or No, he wasn’t., as appropriate. Repeat
Learner Styles
The world picture with clues. Can your friends guess? inventiveness to create a crime scene
with a pair of children using Were … ? to elicit
of their own. The children are self-
Yes, they were./No, they weren’t. • Brainstorm different kinds of clues for this scenario,
Visual e.g. you can see the stolen apples somewhere, the directed learners as they express their

of work
Children take turns asking the question about
different children/pairs in the class to elicit thief left an article of clothing, distinctive footprints, ideas visually through a drawing,
• Follow the TE activity. The children draw a
appropriate answers. etc. working into it the clues they want to
picture of themselves and three friends doing
• The children draw a picture to illustrate the scene of show. They then use their knowledge
different activities. Pairs: the children ask a A Look at the pictures. Answer. the crime, including clues to help identify the thief. and critical thinking skills to deduce
friend questions about their own drawing, then
• The children say what the children pictured were • Groups: the children guess the thief from each other’s who committed the crime in their
answer about their friend’s drawing. doing. pictures justifying their answers. friends’ pictures. They are applying
• They write the answers to the questions. the knowledge and skills that they
Auditory • Elicit answers.
Round Up
have been developing throughout
• Play “Charades” based around the question What
• Follow the TE activity. The children study the Answers were you doing yesterday at 4:30 p.m.? Groups: the the lesson in a fun and challenging
pictures for one minute longer, then close their 1 Yes, she was. 2 No, they weren’t. 3 No, she wasn’t. children take turns miming what they were doing. context.
The group guess by asking Were you …? to elicit, e.g.
book. Pairs: the children take turns asking and
B Ask questions to complete the schedule for a Yes, I was.
answering questions about the pictures. friend.
• Tell the children to ask What and yes/no questions
Kinesthetic to get the information they need to complete the
schedule for a friend. If they have an idea what
• Follow the TE activity. The children study the their friend was doing, they ask, e.g. Were you
pictures for one minute longer, then close their eating lunch at 12 o’clock yesterday? If they have
book. Ask questions about the pictures. The no idea, they ask, e.g. What were you doing at 10
children respond by nodding or shaking their o’clock yesterday?
head in an exaggerated fashion, to indicate yes
or no. Then ask the questions to elicit short- Student Website
form answers (e.g. Yes, she was.). Homework Zone: Play
Interactive Grammar Game
U7 94 Past progressive

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Unit 7 Lessons

U6 1 2 3 4 5 6 7 8 9 10 U8
7 Student Book X
8 Reading E [Track 14] Listen and read. LAB

k! Differentiated Instruction: Lesson Objectives • Play the CD twice. (1) The children listen and check
their predictions. (2) They read along as they listen.
• Use pictures to predict what will happen in Ask questions, e.g. What happened to Molly? Did
the story. they find her? Who stole her? Competency Support: Me
• Scan a story for specific information.
Challenge Level • Empathize with a character in a story. F How would you feel if you were Mr. Wilson? This activity encourages the
Materials for you: a picture of Sherlock Holmes • Pairs: the children explain how they would feel if children to relate to the story in
Low Read the first two lines aloud. Ask they were Mr. Wilson. a personalized way. The children
the children to say any important • Elicit ideas. comprehend the whole sequence of
words they don’t understand. Reading Skills: Predicting content from pictures • Discuss why taking things that don’t belong to you is events in the story, and then relate
Discuss the question, eliciting Remind the children that titles and pictures can help bad. Ask if and how the men should be punished. to the character most affected by
ideas. Write these on the board. to predict the theme of a text. This gives a context in the events. They are encouraged to
Confirm the answer. Ask the which to figure out new words. p71
empathize, imagining how it would
children if a lot of people do this Scanning for specific information feel to be in Mr. Wilson’s position.
job or if they know anyone who Scanning enables you to find key information. A Read and complete the chart. Cross (✘) if you
don’t know. They also look at the consequences
does this job. This gives you a context that you can then use to
of behavior and decisions and
understand the detail. Focus on how to identify the • The children circle the times in the story. Write these
distinguish appropriate and
Medium Follow the TE activity. information needed, pointing out that you don’t on the board in order. Elicit what was happening at
need to understand every word at this stage. each time, e.g. 5:45 Pete—eating dinner. inappropriate actions as they consider
High Follow the TE activity. The children • The children complete the chart using the the effect of the dognappers’
write sentences about what a pet Warm Up information on the board. If the information isn’t actions, and think about a suitable
detective does. Pairs: the children • Ask the children what they know about Sherlock given in the story, they write ✘. punishment for the men.
read their sentences to each other. Holmes. Show a picture of him if possible. Answers
Children share their sentences Pete: ✘, eating dinner, looking for Molly in the park,
with the class. A Look at the pictures. Who is the man in the hat? Mr. Wilson: walking in the park, visiting Pete,
• The children look at the pictures and guess who the looking for Molly in the park, Mrs. Lawson: walking Differentiated Instruction:
man is. Elicit reasons. Don’t confirm answers. in the park, ✘, ✘

worldCompetency Support: Think B Read the first two lines. What do you think is his
job?
B Match these words to the pictures. Then circle the
clues from the story in the Student Book.
Learner Styles
Visual/Kinesthetic
work This activity encourages the children
to predict content from pictures as
• Read aloud the first two lines of the story. Elicit the
man’s job and what he does.


Elicit the phrase for each picture.
The children label the pictures. • Distribute two sheets of paper to each child.
Put some paint in a flat, open tray. The children
Answers
• Elicit answers.
they analyze the different scenes • Point out the silent w in wrappers. Elicit other do a paint footprint and a paint fingerprint on
The man in the hat is Pete. He’s a pet detective.
in the story. They interpret visual words with silent w, e.g. write, answer, whose. their papers. Make sure they clean themselves
information by applying logic and C What do you think will happen in the story? Answers
properly afterwards with paper towels. The
using inference to guess how the Use the pictures to help you. 1 fingerprints 2 candy wrappers 3 footprints 4 an children label their prints My footprint. My
story will develop. They do the • Pairs: the children predict what will happen. empty box of dog biscuits fingerprint.
activity in pairs first. This encourages • Elicit ideas and reasons.
C Read and answer.
them to brainstorm and share Auditory
their ideas freely. Then pairs share D Look at the story quickly and answer the questions • Explain that the children have to figure out the
below. answers using the information given in the story. • The children close their eyes. Make noises
their ideas with the class. This is
• Pairs: the children discuss the questions. related to the items from the activity and from
an example of student-oriented • The children scan the story to answer the questions.
• Elicit ideas with reasons. the SB story (e.g. footprints, candy wrappers,
learning, with the teacher working as • Pairs: the children compare their answers.
dog biscuits, police siren, eating, walking). The
facilitator—a concept implemented • Elicit answers. Point out that they didn’t have to read Answers
the story in detail to answer the questions. Say that 1 Because the man used the biscuits to attract Molly. children name the items.
throughout the course.
scanning a text is a very useful skill. 2 Dognappers steal dogs.
Answers Kinesthetic
1 Mr. Wilson 2 Molly 3 in the park 4 big footprints, Round Up
• The children write a list of things that make
candy bar wrappers, empty box of dog biscuits • Groups: the children practice and act out the story.
noise from the activity and the story (e.g.
Teacher Technology Pack DVD-ROM Student Website footprints, candy wrappers, dog biscuits, police
Discovery Zone: Video Homework Zone: Read siren, eating, walking). Pairs: the children find
The Case of the Missing Things – A Non-Fiction Interactive Reading Task
exploring how a mystery story is solved. The mystery of Bigfoot 95 U7 an object or other means to make each noise.

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Unit 7 Lessons

U6 1 2 3 4 5 6 7 8 9 10 U8
7 Student Book X
9 Sounds Like English p72 LAB

Understanding Theory:


Off to Work!
Lesson Objectives
Identify spelling patterns for –ing verb forms.
Describe a picture using –ing words.
A Write the –ing form.
• Use –ing words to play “Hangman” (see p13).
Make sure you include at least one example of
Differentiated Instruction:
Brain-Based Learning Materials for each child: scissors, glue, old magazines each type of spelling, e.g. jumping, hopping, Learner Styles
making.
This activity encourages the children to Phonics Tip • The children write the –ing form for each verb. Visual
express their understanding of words They check their work against the words in SB B.
We usually add –ing to the verb when we want to
ending in –ing by doing different • Write the –ing forms on the board, each in a
express the idea that an action continues for a period Answers
movements. Physical response to of time. When a verb ends in a short vowel and a 1 jumping 2 dancing 3 hopping 4 running 5 walking correct and an incorrect version (e.g. runing
instructions immerses the children consonant, we double the consonant before adding 6 making running). The children write the correct versions
totally in the activity. They demonstrate
–ing, e.g. run—running. When a verb ends in e, we in their notebook. Elicit answers.
remove the e before adding –ing, e.g. dance—dancing. B Write the numbers from Activity A next to the
their understanding of the vocabulary correct rule.
and translate this understanding into Warm Up Auditory
• The children look at the words they have written
appropriate movement. They consolidate • The children walk around the edge of the classroom, in LAB A to find a pattern for each pair of verbs. • Dictate jumping, dancing, hopping, running,
information they have learned in previous all in the same direction. After a few seconds, say Read the rules. Elicit the numbers of the verbs
Hopping. The children hop. Change instructions every
walking, making for the children to write
lessons and prepare to understand new from LAB A that follow each rule.
down. Elicit answers, asking children to write
few seconds, using different movement words, e.g.
aspects of the information in this lesson. running, skipping, crawling, walking on tip toe. Teach • Pairs: the children write the numbers on the lines.
the words on the board. The class agree or
the children backward and forward and include these • Elicit another verb for each group. The class disagree.
in your instructions. confirm whether it follows the rule or not.
• You could make this into a game of “Simon Says” Answers
Kinesthetic
(see p13) for a greater challenge. 1 3, 4; 2 2, 6; 3 1, 5
• Pairs: the children make a list of as many –ing
A [Track 15] Listen and look. Phonics Fun!
words as they can think of. They take turns
• Write –ing on the board. Play the CD. The children • Pairs: the children complete the chart, writing the spelling the words in the air and guessing them.
read along silently. –ing form of each verb in the correct column.

B Look at the picture and write the name. The world


• Teams: three teams line up facing the board. The
first member of each team should be holding a
marker/chalk to write on the board. Say What Differentiated Instruction:

of work
Elicit what the different people in the picture are
am I doing? and mime a word, e.g. sleeping. The
doing.
• Pairs: the children complete the sentences.
first member of each team runs to the board
and writes the word. Give points to the first
Challenge Level
• Elicit answers. team to write the word with the correct spelling.
Competency Support: Learn The children hand the marker/chalk to the next Low Point to the chart and explain
Answers
1 Shake 2 Jean 3 Spike 4 Mo 5 Luke 6 Robin 7 Gina
member of the team and go to the end of the the three columns. Review the
In this activity, the children put line. verbs chorally one by one with
8 Penny
into practice their knowledge of Answers the children. Copy the chart on
verb forms that end in –ing. They C Tell a friend about the picture. Add –ing: sleeping, watching, reading; double the the board. Ask children to write
demonstrate their comprehension consonant: swimming, sitting, hugging; take off the
• Pairs: the children take turns pointing and producing the answers in the chart. Delete
e: baking, taking, making
of material they have studied in the a sentence about what the people in the picture are the chart on the board. Pairs: the
lesson and their ability to pronounce doing. children complete the chart in the
words correctly. Correct errors as Round Up
LAB.
appropriate, without unnecessarily • Hand out the old magazines, scissors, and glue.
disturbing the children’s attempts to • Write on the board –ing. The children copy it on Medium Follow the TE activity.
a new page in their notebook. They find pictures
express themselves fluently. of people doing different –ing activities in the High Follow the TE activity. Pairs: the
magazines and glue them in their notebook, then children find one more word
write the word/phrase under each picture. Monitor
for each of the three spelling
and help.
categories, and add the words to
the chart.

U7 96

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Unit 7 Lessons

U6 1 2 3 4 5 6 7 8 9 10 U8
7 Student Book X
10 Review p73 LAB

k! Assessment Focus
Lesson Objectives
• Review and practice language introduced in the
unit.
A Answer the questions about the story in the
Student Book. (5 points)
Competency Support: Learn
• Pairs: the children write answers to the questions
• Discuss favorite mysteries.
about the SB story.
Use this activity to assess spelling and • Check answers using a question and answer chain The children verbally interact with
pronunciation. The competitive element Warm Up (see p67, SB C). each other as they discuss their
makes a challenging activity fun, and the • Have a “Spelling Bee” with words from the unit, e.g. Answers
favorite mystery from the unit. They
team context means that learners who are detective, clue, mystery. Divide the class into teams should be focusing on how they can
1 No. 2 3 o’clock in the afternoon. 3 No. 4 No. 5
of three or four; team members can work together
less confident benefit from peer support. Because the children were trying to wake him up. produce ideas demonstrating a clear
but only one person at a time can speak. Ask a team
There is also a form of peer assessment at to spell a word: if they make a mistake they lose understanding of the language and
work, as the teams listen to and correct B [Track 17, p138] Follow the instructions and the content learned in this unit. They
a point and you can ask another team to spell the
play “Bingo.” (8 points)
each other when errors are made. same word; if they spell the word correctly they get a give reasons for their ideas as well
point. • The children play “Bingo” (see p13). Read the as ask others questions about the
instructions. The children choose and write eight
A [Track 16, p138] Listen to the story and make
ideas they are articulating. Give the
of the items on their card.
the sound effects. children positive encouragement and
• Play the CD. The children cross off their items.
Assessment Focus praise for their participation.
• Tell the children they are going to listen to a story
and they have to make the sound effects. C Play “Find Someone Who ...” (7 points)
You can use this activity to carry out a
• Play the CD twice. Pause after each appropriate • Elicit the question the children need to ask for the
writing assessment. Ask the children phrase for the children to make the sound effect. first item on the list: What were you doing at 6:00
to answer the questions in complete Deal with vocabulary as necessary. p.m. yesterday? Write it on the board as a model. Assessment Focus
sentences in their notebook. Collect the • The children move around the class asking friends
books and correct the answers for content, B Check (✓) the picture that best fits the story. the same question until they find someone who Self-assessment is a very important feature
spelling, language, and grammar. Return • Ask questions to check understanding of the story, was watching TV at 6 p.m. They write that child’s of language learning, helping the children
e.g. Where was Tony? How was he feeling? name in the left-hand column. They repeat with
the books to the children for them to the other activities/times.
to develop their language skills and their
rewrite the sentences correctly. • Pairs: the children decide which is the best picture to self-confidence. The My Progress Journal
world •
illustrate the story.
Elicit the answer (2). The class agree or disagree.
• Check answers by asking the class to tell you who
was doing each item on the list. section of the review gives the children the
opportunity to evaluate how they have

work C Ask a friend.


• Model a sample dialogue. Ask e.g. What were you
Talking Point

Talk about your favorite mystery in the unit. Tell a


done in the course of the unit by coloring
in stars in different colors to reflect how
confident they are in each language area.
doing at 1 o’clock yesterday? to elicit, e.g. We were
friend. Praise them for all they have achieved.
having lunch. Practice the dialogue until the children
can say it confidently. • Pairs: the children tell their friend about their Also encourage them to use the results
favorite mystery from the unit. Encourage them to of this assessment constructively. Suggest
• Pairs: the children take turns asking and answering
ask questions about their friend’s choice and elicit
the questions. Monitor and deal with any common
reasons. that they review and practice any areas of
mistakes. weakness they have identified so that they
• Children tell the class about their chosen mystery.
D Tell the class about you and your friend. Ask the class questions to check that they have can perform even more effectively in the
been listening carefully, e.g. Which mystery did next unit.
• Read the speech bubble. Pairs: the children make a David like? Why did he like it?
similar phrase comparing themselves.
• Children take turns telling the class what they and
their friend were doing. My Progress Journal
•The children complete My Progress Journal on
pp18–19 and fill in their score.

Student Website Teacher Technology Pack DVD-ROM


Homework Zone: Listen Talking Point:
Interactive Listening Task Listen to Oliver, Peter, and Kayla talking
Talking Point practice about their favorite mystery from the unit. 97 U7

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Unit 7 Lessons

U6 1 2 3 4 5 6 7 8 9 10 U8
8 Student Book X
1 Out And About
B [Track 19, p138] Listen and number the
LAB

Off to Work!
Lesson Objectives pictures in Activity A.
• Sing a song about going to the fair. • Play the CD. The children identify the sounds,
Competency Support: Think • Talk about fun places in their town and why writing the number in the box by each picture. Differentiated Instruction:
they’re fun.
The children analyze pictures and
Answers
1 2, 2 3, 3 1, 4 4
Learner Styles
reflect upon new words, using the Warm Up: Unit Objectives Visual
C Imagine your favorite fair. Write three things
details in the pictures to figure out •Generate interest in the topic. Ask questions to find
you can do there. Then draw a picture in your
their meanings. In the first part out what the children already know about their • Ask the children to bring into class pictures of
notebook.
town, e.g. Where do you go on weekends? Is there their favorite fair from magazines/brochures/
of the activity, they show their
an amusement park? Is there a zoo? • Pairs: the children talk about their favorite fair internet downloads/vacation photos, etc.
understanding by pointing to the and what you can do there.
correct pictures. In the second part, A Look and find. Groups: the children make a collage about fairs,
• The children write in their notebook three things
labeling the rides. Display the collages around
they indicate a personal preference, • Say the items one at a time. The children point to you can do at the fair, then draw a picture of
raising their hand to show which them. Ask for a show of hands to find out which of themselves at the fair. the classroom for everyone to look at.
activity they prefer. This gives these activities the children prefer.
them the opportunity to use the Auditory/Kinesthetic
B [Track 18] Listen and point. Thinking Point
information they are learning in a
• Groups of four: allocate a number from 1–4
personalized context. • Play the CD twice. The children listen and point to Think about the fun places to visit in your town.
the pictures. to each child in the group. Give instructions by
What makes them fun?
saying a number and one of ride on the steam
C [Track 18] Listen again, sing, and act. • Elicit suggestions about the fun places to visit in
the children’s town. Elicit reasons and see whether train, jump on the moon bounce, ride the
Differentiated Instruction: • Play the CD again. The children sing and act out the everyone agrees on each place. horses, listen to the band (e.g. 3—Jump on the
song. They join together and pretend to be a steam • The children write a list of three places in their moon bounce.). When they hear their number,
Challenge Level train for the last verse. notebook, giving reasons. all the 3s mime the action you have just said.
Note: the song is not printed in full and the chorus is Repeat until all the children have done all the
repeated after every verse. The children can follow the
Low Pairs: the children underline the Round Up actions.
words as a model. Let’s go to the fair today. Let’s go to
words in the song that represent
sounds. Review how to say the The world
the fair. What can we do there today? What can we do
at the fair?
• Conduct a survey to find out the class’s favorite
fairground activities. Ask questions, e.g. Who’s
favorite ride is the steam train? Make a tally chart on
words. Agree on and practice
different actions for the sounds.
Follow the TE activity.
Treasure Hunt

of work
Pairs: the children find and write the answers.

the board.
Ask questions so that the children interpret the
information, e.g. How many children like the moon
Competency Support: Think
The children reflect upon the fun
Answers bounce? Which is the most popular activity? things there are to do where they
Medium Follow the TE activity. Five groups: 1 in a restaurant 2 giraffes, elephants, monkeys, lions,
allocate each group a verse with live, and explain their reasons
gorillas, goats 3 Cinderella
one of the sounds (from We can for selecting them. They use their
ride the horses … to … Choo! p74
thinking skills to assess what they
Choo!). The whole class sing know about their town from the
the first and last verse. Each A Write the phrase next to the picture. angle of a particular requirement and
group sing and act out their own justify their thinking. They also assess
• Read the phrases. Elicit the picture number for
verse, competing to be the best each one. suggestions put forward by other
performers. Name the winning • The children label the pictures. people. The children usually have
group at the end. lots of ideas to enrich these topics, so
Answers
1 ride the horses 2 jump on the moon bounce allow opportunities for paraphrasing
High Follow the TE activity. Play the CD 3 listen to the band 4 ride on the steam train and discussion.
again. Say the sounds (e.g. Boing!
Boing!) to elicit the activity (e.g.
the moon bounce). Say part of
the activity description (e.g. We
can take our shoes off …) to elicit
the end (e.g. … and jump on the
moon bounce).
U8 100

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Unit 8 Lessons

U7 1 2 3 4 5 6 7 8 9 10 U9
8 Student Book X
2 Language p75 LAB

k! Differentiated Instruction: Lesson Objectives


• Talk about the past using irregular past tense
verbs.
A Write these words under the pictures.
• The children label pictures. Ask them which words
are verbs (bring, pay).
Competency Support: Learn
• Identify instances of rude behavior.
Learner Styles • Elicit answers.
The children reflect on the text as
Warm Up Answers a whole and sift out the sentences
Visual 1 menu 2 angry 3 pay 4 bring 5 check 6 straw
• Brainstorm restaurant words, e.g. waitress, waiter, which illustrate the rude words and
• The children read the text. They circle the key customer, menu, food, cook, check. Write them on
B Find ten verbs in the past form in the puzzle and actions. They work collaboratively
words in the text that relate to restaurants, and the board.
complete. in pairs to find the appropriate
then copy them in their notebook (waitress, information. Then they pool ideas
A [Track 20] Listen and read. • Pairs: the children circle in the puzzle the past
restaurant, menu, soup, glass, milk, spoon, form of the verbs listed. as a class. Write the answers in a
straw, check). They draw simple sketches to • The children identify where the story pictured takes
place and identify the two people shown (a waitress • They write the past form on the line next to each clear list in chronological order on
demonstrate their meaning. and a customer). Ask them to guess if the boy is verb. the board, to ensure that children
polite or rude. Answers have understood and grasped all
Auditory • Play the CD twice. (1) The children listen and read the sit–sat, bring–brought, come–came, drink–drank, the details. They are reviewing what
text. (2) They underline any new words. eat–ate, give–gave, go–went, make–made, say–said, they have already studied and are
• Play the CD. The children listen and circle the put–put demonstrating their comprehension
key words in the text that relate to restaurants B [Track 20] Listen again and number the pictures.
C Write the past form of the verbs. of the most important ideas of a text.
(waitress, restaurant, menu, soup, glass, milk, • Play the CD. The children listen and number the
spoon, straw, check). Pairs: the children take pictures in the correct order. • Do the activity orally. The children say the past
turns dictating the words and writing them in Answers
forms of the verbs.
their notebook. a3b1c4d2 • The children complete the sentences by writing in
Differentiated Instruction:
the past forms.
Kinesthetic C Why is his name Ricky Rude? • Elicit answers.
Challenge Level
• Pairs: the children discuss the question. Answers

world
• The children make eight squares. Pairs: one 1 went 2 got 3 ate 4 drank 5 made 6 left
• Elicit ideas. Low Small groups: the children write
child writes words on the squares waitress,
restaurant, menu, soup, glass, milk, spoon, D Say all the rude things that Ricky did. all the verbs from LAB B–C in a
Round Up

work straw; the other draws illustrations for these column on construction paper.
• Read the speech bubbles. • Say the present tense of the verbs in the LAB. The They write the simple past forms
words. They shuffle both sets of cards together • Pairs: the children tell each other all the rude things children say and spell the past tense forms.
and place them face down. They take turns next to them in another column,
that Ricky did.
turning them over to make a pair. The child using a different color. Elicit
• Elicit answers. Write a list on the board. Ask the
with the most pairs wins. children to justify their answers. answers. The children copy the
charts into their notebook and
Answers
He asked for a big table. He didn’t read the menu. He
use them to review and memorize
spoke in a loud voice. He made a lot of noise with his irregular simple past forms.
Understanding Theory: straw. He made a mess on the table. He didn’t pay the
Critical Thinking check. He didn’t say please or thank you. Medium Follow the TE activity.
High Follow the TE activity. Play
This activity requires critical thinking skills. “Human Tic-Tac-Toe” in an open
The children assess what Ricky Rude’s space. Draw a grid on the floor.
name implies, then analyze the evidence Nine children stand in the squares.
provided in the text about the character Two teams (X and O): the teams
to see if the information tallies. They take turns choosing a square. The
explain their ideas to a friend and ask child there says a present tense
questions about the ideas their friend verb. The team say and spell the
puts forward. Analyzing and discussing appropriate past tense form. If
ideas and opinions in this way is a key skill. correct, that square is marked with
Encourage the children to listen carefully their team symbol. The first team
while others are speaking and to respect with three squares in a row win.
their ideas.
101 U8

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Unit 8 Lessons

U7 1 2 3 4 5 6 7 8 9 10 U9
8 Student Book X
3 Language
Answers
LAB

Off to Work!
Lesson Objectives 2 Laura spoke politely. 3 Fran didn’t make a noise
with her straw. 4 Mike didn’t put his feet on the
• Differentiate between good and bad behavior.
Differentiated Instruction: • Use irregular past tense verbs in the negative.
table. 5 Kevin said thank you. 6 Luisa didn’t drink her
Competency Support: Me
soup with a straw. 8 Paul didn’t eat the rice with his
Challenge Level • Compile lists of appropriate behavior. fingers.
The children evaluate their own
All About Me understanding of the theme by
Warm Up
Low Read the Grammar on the Brain • Pairs: the children think about a polite and a rude thinking of and writing about a polite
•Ask the children what restaurants they have been to.
sentences aloud together. Read Ask How do you behave in a restaurant? Is it polite thing they did or didn’t do yesterday. thing and a rude thing that they
them again in random order. The to make a lot of noise/run around? Is it rude to throw • They complete the sentences and report back to did/failed to do yesterday. As they
children nod if each action did food on the floor? the class. They propose ways to behave properly. assess the decisions that they made,
happen and shake their head if it and consider the impact these had
didn’t. Write an affirmative and p76
A [Track 21, p138] Paul Polite is the opposite of on other people, they are working
negative sentence on the board. Ricky Rude. Listen and check (✓) who did each towards accepting responsibility for
Grammar on the Brain
Elicit the differences. Remind Accuracy Focus: Make sure that the children use the action.
their own actions.
the children that some verbs are base form of the verb in negative sentences. • Introduce Paul Polite. Elicit if he is similar to or
irregular in the affirmative simple • Write on the board ate, drank, spoke, went. Read different from Ricky Rude.
past. Review the use of didn’t the corresponding sentences from Grammar on • Play the CD twice. The children check whether each
and the verb returning to the the Brain. Elicit the present tense of the verbs. statement is about Ricky Rude or Paul Polite.
Write on the board I didn’t eat Chinese food. Elicit Competency Support: Act
base form in the negative. Write Answers
the negative forms of drank, spoke, went.
other examples on the board to Paul Polite: 2, 4, 5; Ricky Rude: 1, 3 The children identify their own
• Make incorrect statements about Ricky Rude, e.g.
reinforce understanding. Do the Ricky ate a peanut butter sandwich. The children situations and circumstances as they
B Make lists.
3rd TE bullet point. correct you, e.g. Ricky didn’t eat a peanut butter consider politeness and appropriate
sandwich. He ate peanut butter soup. • Groups: the children brainstorm appropriate behavior
behavior in particular contexts. In the
Medium Follow the TE activity. in the school yard and the classroom, making two lists.
• Pairs: the children say something that they did and first part of the activity, the children
didn’t do yesterday, using the verbs go, eat, make, • They report back to the class starting their sentences
High Follow the TE activity. Pairs: the work in groups to determine behavior
The world
put, drink, or give, e.g. I went to school. I didn’t It’s rude to … /It’s polite to … The children propose
children take turns making more go to the movies. ways to promote appropriate behavior at school. norms on the school yard and in the
incorrect sentences about Ricky • Children report what their friend did and didn’t classroom. Elicit the differences and

of work
Rude and correcting them. C Ask and answer. similarities. Ask what would happen
do, e.g. Dave went to school. He didn’t go to the
movies. • Discuss the questions as a class. Begin with an if you behaved the same way in both
example of a time that you were less than patient or places. Then the children share their
A Check (✓) polite or rude. polite with someone. Explain that all of us are rude
information with the class, using the
Differentiated Instruction: • Children read the sentences aloud.
at times. Point out how important it is to apologize
appropriate language structures.
for rude behavior and to try to avoid it.
• Pairs: the children decide if each action is polite or They consider ways to encourage
Learner Styles rude, checking the correct box. • Ask what behavior is appropriate or inappropriate in
appropriate behavior at school.
other situations too, e.g. at a party, playing sport.
• Elicit ideas. The activity develops the children’s
Visual
Answers Think some more … consciousness of their own—and
• Write the sentences from the activity on slips 1 polite 2 rude 3 rude 4 rude 5 rude 6 rude 7 polite other people’s—right to be treated
8 rude • Pairs: the children talk about their favorite
of paper (and add others if you want to make restaurant and why they like it. with respect in their everyday
the task more challenging). Put them in a bag. environment.
B Change the rude things in Activity A to polite • They add details of the restaurant and reasons for
Small groups: the children take a slip of paper things in your notebook. liking it to the notes they made for the Thinking
from the bag, read the sentence, and identify Point in Lesson 1.
the action as polite or rude. • Do the activity orally with the class. Elicit a polite
action to replace each rude action in LAB A, e.g.
Laura spoke politely. Round Up
Auditory • The children write answers in their notebook. • Tell the children you’re going to make up a story
together. Start it off, e.g. Yesterday I went to the
• Pairs: the children take turns reading the park. Children add sentences in turn, using the
sentences from the activity and then saying irregular verbs they have learned.
aloud if the people are polite or rude.
Student Website
Homework Zone: Play
Kinesthetic Interactive Grammar Game
U8 102 Irregular past tense verbs
• Small groups: the children take turns miming
the actions in the sentences and naming the
actions, then saying if they are polite or rude. Printer Friendly Version
Unit 8 Lessons

U7 1 2 3 4 5 6 7 8 9 10 U9
8 Student Book X
4 CLIL: Geography— p77 LAB
About town
k! Understanding Theory: Lesson Objectives
A Read and answer about Lakestown.
• The children read the SB text again and answer
the questions.
Differentiated Instruction:
• Learn vocabulary for town attractions.
CLIL Geography • Identify places from definitions. • Pairs: the children compare their answers. Learner Styles
• Children write answers on the board. The class
• Talk about what they can do in their town.
In this activity, the children learn places agree or disagree. Visual/Kinesthetic
and attractions in towns within a CLIL Materials for each group: a die Answers
geography context. The new language • Ask the children to bring in lots of small boxes.
1 one 2 A zoo, an aquarium, a planetarium, a
is presented in this lesson through the botanical garden, a shopping mall, a movie theater, The children paint, decorate, and label the
Warm Up
authentic medium of an information and an adventure playground 3 fish, sharks, and boxes zoo, aquarium, planetarium, shopping
• Groups: the children brainstorm places they can go in
leaflet. As with all CLIL lessons, the context their free time in or near their town.
whales 4 hundreds of different animals mall, movie theater, museum. They make a
enables the children to gradually acquire • A child writes the groups’ ideas on the board. Keep street out of construction paper, drawing the
B What museums are there in your town? What can
more knowledge while implementing the the list on the board. you see there? Tell your friend.
road and background elements of a town.
language that they know, and to extend They glue the boxes on as the buildings. Elicit
A Look and say the name of the place. • Brainstorm museums in the children’s town. Elicit
descriptions of the town.
their understanding and use of language what kinds of things you can see there. Write
within the topic. • Say the words. The children repeat them as they ideas on the board.
point to the pictures. Auditory
• Pairs: the children take turns telling their friend
about the museums in their town.
B Read and write the name of the place. Check (✓) • Have a quiz. Small teams: the teams study
the places that you can find in your town.
C [Track 22, p138] Listen and number. the details about Lakestown in the SB for one
Competency Support: Learn • Groups: the children take turns throwing a die. They minute. Ask questions about the town (use
read the definition for the number on the die and • Ask if the children have ever visited a folk
museum. Elicit what you might see in one. Explain the ones in LAB A and make up others using
The children play a game using name the place. Monitor and help.
that it exhibits items used by people in the local the text and pictures). A correct answer wins a
a die to practice reading and • Pairs: the children take turns prompting with a place area many years ago. point.
understanding information to link and giving a definition.
• Read the introduction to LAB C. Ask the children
• Elicit answers.

world
attractions with definitions. The game if they have ever seen any of these things pictured
aspect adds an element of fun to the and, if so, where.
Answers
1 planetarium 2 movie theater 3 zoo 4 aquarium •
Differentiated Instruction:
activity. The children are self-directed Play the CD. The children write the numbers next

work
5 museum 6 adventure playground to the pictures. Elicit answers.
learners here, carrying out the activity Challenge Level
without your intervention, expressing C Talk about what you can do in your town with a
Answers
and sharing ideas and information a2b5c1d4e3f6
friend. Low Point to and read the verbs while
with each other. In the second part of Homeschool Connection
• Pairs: the children take turns telling a friend what the children follow in their book.
the activity, the children work in pairs they can do in their town, using the list on the board Explain they will hear sentences
• The children make a museum display using old
putting into practice what they have for ideas and adding ideas of their own. things their parents or grandparents may have at about the functions of the objects,
learned. • Pairs share their ideas with the class. Add any new home, e.g. pictures of their town, clothing that and that they have to number
places to the list. isn’t used today, or unusual objects. Make sure
they ask their parents’ permission first.
the pictures accordingly. Play the
• Discuss attractions that are new to some children,
CD twice. (1) Pause after each
and encourage them to visit these. • Each child logs their objects in a notebook when
they bring them to school, to keep track of sentence and answer chorally with
Guess What! everything they have contributed. the children. (2) Pairs: the children
• Tell the children that the objects pictured are from a • The children write a short phrase about each item write answers. Elicit answers.
museum. Pairs: the children guess what each object and display the items on their desk.
was used for. • They could invite friends from other classes to see Medium Follow the TE activity.
• Elicit ideas and see if anyone guessed correctly. the display.
High Follow the TE activity. The children
Answers research the names of the objects.
Object on left: a hat stretcher, to make hats larger; Round Up
Elicit answers and write them on
object on right: a hot water bottle, to put in bed • Groups: one child thinks of an object from a museum
the board: telephone, wig, penny
and make it warmer and gives a definition, e.g. Children played with this.
The class guess the name of the item. farthing (bicycle), automobile/car,
clock, camera. Say the words and
Teacher Technology Pack DVD-ROM
Discovery Zone: Interactive Display elicit sentences using them.
Out and About in London – exploring
tourist attractions. 103 U8

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Unit 8 Lessons

U7 1 2 3 4 5 6 7 8 9 10 U9
8 Student Book X
5 Create p78 LAB

Understanding Theory:


Off to Work!
Lesson Objectives
Make a tourist leaflet for their town.
Say why places are worth visiting.
A Write about the time you visited an interesting
place in your town.
Differentiated Instruction:
• Tell the children about an interesting place you
Brain-Based Learning • Give information about a visit in the past to a went to recently. Different children ask you the Challenge Level
place in their town. questions. Respond and write your answers on the
In this activity, the children assess different board.
Materials for you: tourist information (leaflets, etc.) Low Read the questions and make sure
tourist information leaflets. They scan for the children’s town For each child: see You need • The children think and write about an interesting
list in the SB place they visited recently. They write their own the children understand them.
these in order to find interesting pieces
answers to the questions, using your answers as a Ask one child the questions, and
of information about the different places, model. write their answers on the board
then share their discoveries with the Warm Up
• Elicit responses. as a sample. Pair each lower-
class. The relevance of the task to their • Groups: give each group a variety of tourist leaflets.
They look through the information and find out ability child with a higher-ability
everyday life encourages the children B Fill in the chart with these words.
something interesting about one of the places that child. Pairs: each lower-ability
to fully engage. They sift large amounts they didn’t know before, e.g. There are flamingos at • Ask the children if they have visited the town child writes the answers to the
of information, as they identify what is the zoo. library. Elicit if it was quiet or noisy inside. Ask
why. Elicit other places they know where you
questions, with support from the
relevant to their current requirements. • Each group report back to the class about what they
shouldn’t make a lot of noise. higher-ability child. Elicit answers.
They engage emotionally with the texts, found out.
as they are assessing them for information • Discuss the tourist information to help the children • Do the activity orally. Elicit the places where it’s
Medium Follow the TE activity.
OK to make noise and the places where it’s not
of personal interest to them. A positive identify key features that they should copy in their
OK.
emotional response to the materials will own leaflet, e.g. Which ones did you find interesting? High Follow the TE activity. The children
Which ones weren’t interesting? Why? Why not? Was • The children complete the chart and add other then pair up with a lower-ability
also help promote effective learning. it important to have color pictures? Was it better to places if they can.
child to help them complete their
have a small amount of information on one page or • Elicit answers. Discuss why you should be quiet in
answers. Elicit answers.
a lot? certain places, e.g. If you talk in a movie theater,
other people can’t hear the movie., etc.
A Make a tourist leaflet for your town.

The world
• Make sure that each child has the materials they Round Up Differentiated Instruction:
need. Say each item. They point to it/hold it up.
• Play “Hangman” (see p13) using the names of places
• Read the instructions and demonstrate how to fold in a town that the children have learned in the last
Learner Styles
of work
the paper. Answer any questions. two lessons.
• The children look at the leaflets you brought for Visual
design ideas, then make their own leaflet. They
should plan and do a first draft on a piece of scrap • Follow the TE activity.
paper first, then copy it neatly onto the leaflet.
Monitor and help, particularly with the writing stage.
Auditory
B Read your friends’ leaflets.
Understanding Theory: • The children make two response cards: noise
• The children display their leaflets on their desks. They and no noise. Say the places in the activity in
Multiple Intelligences move around and look at each other’s work.
random order. The children hold up the correct
The children use their linguistic C Say three places you want to visit. response card. Pairs: the children play, taking
intelligence and visual/spatial intelligence turns prompting and holding up a card.
• Pairs: the children tell their friend about three places
as they evaluate their friend’s work from in their friend’s town that they would like to visit and
B in order to identify three places which why. Kinesthetic
they would like to visit, giving reasons for • Write the words in the activity several times
their choice. Interpersonal intelligence also on pieces of paper and put them around the
comes into play as they communicate their classroom. Small groups: give two boxes to
thoughts and feelings. Encourage them to each group, marked noise and no noise. The
interact in a positive manner as this will groups have two minutes to collect as many
result in more effective communication. words as possible and put them in the correct
Connection Teacher Technology Pack DVD-ROM boxes. They can send only one child at a time
My Beautiful Jamaica, p68
Discovery Zone: Interactive Display to look for a word. The group with the most
Out and About in London – exploring
U8 104 Genre: non-fiction tourist attractions.
correct words in the boxes win.

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Unit 8 Lessons

U7 1 2 3 4 5 6 7 8 9 10 U9
8 Student Book X
6 Language
B Complete the questions.
LAB

k! Understanding Theory:
Lesson Objectives


Ask and answer wh– questions in the past tense.
Make and question incorrect past tense


Do the activity orally with the class. Elicit the
correct wh– question word.
The children complete the questions in their book.
Differentiated Instruction:
statements.
Constructivism • Elicit answers.
Learner Styles
Answers
This activity implements key concepts of Warm Up 1 Where 2 What 3 Who 4 When 5 When Visual
constructivism. It calls on the children to •Review wh– questions by playing “What’s the
activate previous knowledge and also
Question?” Give the children an answer. They • Write on the board What did they eat? What
respond with an appropriate question. Try to give A [Track 23, p139] Listen to the questions and
lays the foundation for building on what did they drink? What did they win? What did
answers with a variety of possible questions, e.g. number the answers.
they know. First the children use their Kevin lose? Who found it? What time did they
(Mexico) What country is next to the United States? • The children look at the pictures a–e and the captions
understanding of answer statements to Where is Mexico City? Avoid answers that will elicit leave?, omitting words (either the question
underneath. Elicit a question for each caption.
generate the corresponding questions. past tense questions. word or did). The children copy and complete
• Play the CD twice. (1) The children number the
the questions in their notebook. They write the
They use previous language knowledge to p79
answers in the correct order. (2) They check answers.
formulate the questions with the correct appropriate answers from B. Elicit the questions
Answers
grammar. This in turn prepares them for and answers.
Grammar on the Brain a2b1c5d3e4
analyzing the syntax of questions, which Accuracy Focus: Make sure that the base form is used
they will do throughout the lesson. in object questions (e.g. What did they play?) and B [Track 24, p139] Listen to the rest of the Auditory
the past form in subject questions (e.g. Who found questions and number the answers.
the money?) • Write the questions in Visual on two pieces of
• Follow the same procedure as for SB A.
paper, omitting words (either the question word
• Read aloud the first three questions and answers
Answers
Differentiated Instruction: in the Grammar on the Brain box. or did). Choose different words on each paper.
a3b6c1d5e4f2
• Two teams: the teams take turns answering your Give pairs one copy of each paper. Pairs: the
Challenge Level questions about Ricky Rude, e.g. When did Ricky
go to the restaurant? Where did he want to sit?
C Tell the story and try to trick your friend. Use children each do a cloze dictation to complete
these words. the questions. They swap to check answers.
They get one point for a correct answer.
Low Copy the questions on the board. • Model the activity by making an incorrect statement

world
• Read the who questions in the grammar box.
about the story, e.g. They drank milk. Kinesthetic
Children underline the question Ask other who questions about the children in
word and circle the verb. Review the class, e.g. Who scored a goal in the game • The children question your statement, emphasizing
the question word, e.g. What did they drink? • Write the questions in Visual on a piece of

work
the meaning of the question yesterday? Who sang in the concert?
• A child makes another incorrect statement. You paper. Put it up at the front. Pairs: the children
words. Write on the board with • The children close their books. Read the answers
do a walking dictation. They take turns walking
in the Grammar on the Brain box in random order question it in the same way.
the words in random order What to the paper, reading a sentence, and dictating
to elicit the questions. • Pairs: the children take turns trying to trick their
did he do? Elicit the correct order. friend and questioning the incorrect statements. it for their friend to write down.
Encourage the children to deduce A Read. Then underline the words in the past form.
the rules for word order in wh- Round Up
• Children read each paragraph.
questions in the simple past. Make • Pairs: the children pretend to be a famous dead
• The children underline the past tense verbs.
person. Other children ask wh– past tense questions Competency Support: Think
sure the children understand when
• Children tell you each past tense verb and give to guess their identity, e.g. Where did you live? What
who is followed by did and when you the present tense as well. Write the pairs on did you do?
it isn’t. The children copy all the the board.
This activity encourages critical
information into their notebook. thinking as the children produce
Answers
incorrect sentences, and also question
1 said 2 met 3 was, won 4 said, lost 5 didn’t lose,
Medium Follow the TE activity. said, found the truthfulness of information.
They manipulate correct information
High Follow the TE activity. Pairs: the
to make it incorrect if they are the
children write one question in
sentence maker. They recognize false
the simple past for each question
ideas and ask appropriate questions
word. They swap questions with
to elicit the correct version if they
another pair to check.
are the questioner. This activity is
a challenging one that develops
different ways of thinking as the
children move in and out of false
situations.
105 U8

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Unit 8 Lessons

U7 1 2 3 4 5 6 7 8 9 10 U9
8 Student Book X
7 Language p80 LAB

Differentiated Instruction: •

Off to Work!
Lesson Objectives
Invent a story set in the past.
Practice irregular past tense verbs.
A Write the past form of these verbs.
• Have a “Spelling Bee” using the verbs in this
activity. Say the present tense and ask the children
Competency Support:
Challenge Level • Ask and answer past tense wh– questions to say and spell the past tense. Communicate
about a story.
• The children write the answers. They exchange
Materials for you: pictures of different people in books and correct each other’s work. This activity takes the children step
Low Hold up the pictures and
different places, as prompts for a story (see SB A) • Elicit answers. by step through a communicative
brainstorm ideas as a group/class.
Preparation: make a set of “Memory” cards with Answers exchange in which they elicit
Write the ideas on the board. pairs of verbs in the simple present and simple past brought, drank, ate, found, got, gave, went, left, information about a story. The
Pairs: the children invent and write tense, e.g. buy—bought lost, put, read, said children refer to the questions they
a story, using the ideas on the
wrote in B. When doing collaborative
board. Check that what they have Warm Up B Write the correct form of these verbs.
learning tasks, it is very important
written is clear. • Play “Memory” with the verb cards you prepared. • The children decide whether each verb will be
Children take turns to turn over two cards with the
to emphasize that the children
in the simple present or past. go is listed several
Medium Follow the TE activity. same verb. The children keep the cards if they are the times because they will use it more than once.
should always listen to each other
same verb and return them if they’re different. The respectfully. All feedback should be
High Follow the TE activity. Pairs: the winner is the person with the most cards. • Children read through the dialogue without
inserting the words to get the gist of the constructive, with suggestions offered
children summarize the main conversation. tactfully and in a positive manner.
points of their stories for each A Look at the pictures. Invent a story.
• Do the first two lines together. For each blank, ask
other. • Display some pictures around the classroom. The Present or past?
children wander around and look at them, then sit
• The children do the exercise, then check answers
down and make notes for a story using ideas from
with a friend. Differentiated Instruction:
the pictures. Monitor and help with vocabulary.
• Elicit answers.
Competency Support: Learn • The children write a story using their notes. Learner Styles
Answers
B Write questions to ask about a friend’s story. 1 go 2 went 3 go 4 go 5 do 6 was 7 go 8 loves 9 was
The children work in pairs to ask Visual
The world
10 lost 11 found
• Pairs: the children brainstorm questions they would
about and give information on each like to ask about their friend’s story. They share their • The children write the verbs from the activity
other’s stories. (If the children wrote C Look at the pictures. Write a story in your
questions with the class. Write them on the board. in a column in alphabetical order in their
notebook. Your friend will ask you questions.

of work
their stories in pairs in A, they work • Erase parts of the questions, leaving clues for the notebook. Then they write the simple past form
here with another pair.) The children children. • Elicit descriptions of the pictures. Write key words of all the verbs alongside.
brainstorm questions they want to on the board.
• The children each write five questions to ask about
ask in order to find out information their friend’s story. • The children write a story using the pictures.
Auditory
about their friend’s story. They are • The class brainstorm questions to ask. Write them
C Work with a friend. Ask and answer questions. on the board. • Pairs: the children take turns saying the verbs in
demonstrating their understanding
of the concept of story construction • Model the dialogue with a child. • The children ask and answer questions about their the simple present and past, and spelling them
story with a friend.
and reflecting on how to elicit • Divide the children into new pairs. Pairs: the children in the simple past.
ask and answer questions about their stories. Monitor
information.
and make sure children use irregular past tense verbs
correctly.
Think some more … Kinesthetic
• Pairs: the children talk about places they visit • Divide the class into two teams. Play “Draw
D Tell your friend’s story. when they’re on vacation, identifying their
favorite places and why. and Guess” (see p13) with the words from the
• Children tell the class their friend’s story. activity. One child from each team comes to the
• They add notes on this to the Thinking Point notes
E [Track 25] Listen and clap. in their notebook. board. Whisper a verb to draw. The first team
to identify the verb correctly, giving both the
• Play the CD twice. (1) The children listen and clap.
simple present and simple past forms, win a
(2) They speak along with the recording. Round Up
• The children read their stories from LAB C to the point. The team with the most points win.
• Elicit an answer for 4, then a follow-up sentence and
question. class. Encourage the class to respond constructively.

Connection Student Website


Homework Zone: Play
Places to Go, p74
Interactive Vocabulary Game
U8 106 Genre: poem
Places to visit

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Unit 8 Lessons

U7 1 2 3 4 5 6 7 8 9 10 U9
8 Student Book X
8 Reading F What are your favorite things to do when on LAB
vacation? Why?

k! Competency Support: Learn


Lesson Objectives


Scan a text to identify key information.
Give information on attractions at theme parks.


Groups: the children discuss the things they like to do
on vacation, giving reasons.
Children share what their friends like to do with the Understanding Theory:
• Talk about favorite things to do on vacation. class. The class ask the relevant child why they like Classroom Management
This activity requires the children to doing these things.
put into practice the reading skill of This activity encourages cooperative
scanning as they aim to identify the Reading Skills: Scanning to identify key information p81
learning as the children discuss a topic
key points in a text. In the first part Point out that when you need to extract the key
information in a text, you can save time by focusing that is fun and of interest to them.
of the activity, they are given a very A Write the things you can do at the attractions in
on headings, pictures, and proper nouns. Identifying the Student Book.
Monitor to get a clear idea of how they
short amount of time to glean the information also makes it easier to remember. are performing, but don’t contribute to
most important facts from the text. • Pairs: the children read the text in the SB again.
the discussions. First, they work in groups
They categorize and write the activities.
In the second part, they work in pairs Warm Up sharing, discussing, and listening to each
to share as much information as • Elicit answers.
• Ask the children about vacations. Write on the board other’s ideas. They express themselves
they remember. You play the role of Where? When? Who? What? The children ask each Answers without relying on you to confirm
instructor at the end of the activity, other questions about their vacations. Characters to meet: Mickey Mouse™, Shrek, the
Cat in the Hat, Cinderella; animals to see: dolphins,
answers. They must also listen very
reinforcing what elements readers a whale, polar bears, dinosaurs; rides: Splash carefully to other people’s contributions
A Look at the pictures. Can you tell what the text is
need to focus on in this type of activity about? Mountain, Kraken as, in the second part, they tell the class
(titles, headings, pictures, key words, about their friend’s favorite things. Your
etc.) and reminding the children of • Pairs: the children look at the pictures and discuss B Read Helena’s letter. Underline what she did.
what the text is about. Don’t confirm answers. role then is one of facilitator, helping the
the need to identify the appropriate • The children read the letter aloud. They circle the expression of ideas to flow smoothly.
way to tackle a particular task (here B Read the text quickly. Tell a friend what you can verbs, then underline what Helena did.
scanning, not reading in detail). remember. • Elicit answers.
• Give the children 30 seconds to read the text. Answers
• The children close their book. Pairs: the children tell Met Mickey Mouse™ and Shrek, went to Mars, Differentiated Instruction:
touched dolphins, went down a water slide, went to

world
each other what they can remember.
Differentiated Instruction: • Point out that it is not possible to find and remember
the beach Challenge Level
all the information in such a short time. Elicit how
Learner Styles C What did Helena do in each place?

work
you can focus on the most important things, e.g. use Low Read the postcard aloud together.
headings, look for proper nouns. • Do the activity orally.
Elicit what Helena did. The
Visual • The children write what Helena did in each place.
children then underline the
C [Track 26] Listen and read.
• Follow the TE activity. The children find and • Elicit answers. activities in the postcard. Elicit
• Play the CD twice. (1) The children listen and read the
write their favorite thing in each theme park. text. (2) They underline proper nouns and circle the
Answers ideas for their own postcard (e.g.
Elicit ideas. Disneyworld™: met Mickey Mouse™, went to Mars, other activities). Small groups:
names of the three theme parks.
went down a water slide; SeaWorld™: touched
dolphins, Universal Studios™: met Shrek
the groups use the postcard as a
D Did you remember everything in the tourist brochure?
Auditory model and write a similar postcard
• Pairs discuss the text and compare with another pair D Imagine you went to one of the theme parks. Tell together. Groups read their
• Follow the TE activity. Pairs: the children write to see if they remembered/forgot the same things. your friend. postcards aloud.
a top-three list of things shown in the SB that
E Write the name of the theme park under each picture. • The children imagine they went to one of the
they would like to see/do. They discuss and theme parks. Ask what they did. Medium Follow the TE activity. Pairs: the
compare their top-three lists. Children share • Pairs: the children write the name of the theme park children write a similar postcard
• Pairs: the children talk about their imaginary trip.
their lists with the class. under each picture. together. They read their postcard
• Elicit each attraction and where you can see it.
Round Up
to another pair.
Kinesthetic Answers • Name a theme park. The children say one thing that High Follow the TE activity. The children
(From left to right) Splash Mountain—Disneyworld™, Helena didn’t do there. When a child can’t think of
• Follow the TE activity. The children draw a Shrek—Universal Studios™, The Cat in the Hat— another, they name another park, and continue.
write a similar postcard about their
water slide, a polar bear, a dolphin, a roller Universal Studios™, Mickey Mouse™—Disneyworld™, own vacation. Pairs: the children
coaster, and a movie studio. They decorate dolphin and polar bears—SeaWorld™ read their friend’s postcard, then
their pictures with material scraps, tissue paper, tell another friend about the
cotton wool, etc. Pairs: the children present Student Website postcard, saying what the writer
Homework Zone: Read did on vacation.
their pictures to each other. A Fictional Interactive Reading Task
The lost sunglasses 107 U8

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Unit 8 Lessons

U7 1 2 3 4 5 6 7 8 9 10 U9
8 Student Book X
9 Sounds Like English p82 LAB

Differentiated Instruction: •

Off to Work!
Lesson Objectives
Identify silent letters in words.
Practice saying words with silent gh.
A Unscramble the simple past verbs. Then match to
their base forms.
Understanding Theory:
• Pairs: the children unscramble the words and draw
Challenge Level Materials for each child: scissors, glue, old magazines lines to match them to their base forms. Multiple Intelligences
Answers
Phonics Tip 1 taught—b, 2 brought—a, 3 thought—d, This activity encourages the children to
Low Play the CD twice. (1) Make
When the letters gh follow a vowel, they are often 4 caught—e, 5 bought—c develop their linguistic intelligence as
sure children understand the
silent, as in eight. they read aloud, analyzing the words to
main vocabulary by pointing to B Check (✓) the correct sentence.
make sure they pronounce them correctly.
the pictures and explaining as
Warm Up • Pairs: the children choose the correct sentence for Encourage them to have fun and to try
necessary, teach, taught, crown, each picture from the two options given.
• Carry out a quick dictation of gh words that the to sound as much like a native English
bring, brought, buy, bought, gold, • Elicit answers. The class agree or disagree.
children have seen before, e.g. eight, high, light, speaker as they can. The recurring feature
silver, stars. (2) The children follow night, fight. Answers of words with –gh gives the opportunity
the text and circle the words with • Children write the answers on the board. The class 1 I taught Sue how to make hats. 2 I thought he was for the children to consolidate their
silent –gh in them. agree or disagree. singing at the theater. 3 We bought the silver paper.
understanding of a new pronunciation
Medium Follow the TE activity.
• The children identify the pattern in the words you
rule in a relaxed fashion, and to
dictated. Elicit what is special about the letters g and Phonics Fun!
h in those words (You cannot hear them.). Finally, • Pairs: the children correct the sentences, then demonstrate their new knowledge.
High Follow the TE activity. Ask the children read back all the words written on the compare answers with another pair.
comprehension questions about board, pronouncing them correctly. • Elicit answers.
the story.
A [Track 27] Listen and read. Answers
1 I thought of a plan. 2 She taught me to ride a bike.
Differentiated Instruction:
• Play the CD. The children read along silently. 3 I bought a book. 4 I caught a cold.
Learner Styles
Competency Support: Think B [Track 28, p139] Listen and say the verb.
Round Up Visual
• Play the CD. The children repeat each verb they hear.
The children develop their phonemic
awareness by identifying letters that
• The world
They find and underline these verbs in the SB text.

• Hand out the old magazines, scissors, and glue.
Write on the board silent gh. The children copy it
on a new page in their notebook. They find pictures
• Write on the board scrambled versions of
bring, teach, buy, think, catch. The children

of work
are not pronounced. They look at the C Cross out the letters you can’t hear. that illustrate verbs with silent gh in the magazines unscramble the words and write the correct
words they underlined in B, assessing • The children show understanding by crossing out the and glue them in their notebook, then write a phrase version of the simple past. Pairs: the children
how they look and how they sound letters that are silent in each verb. under each picture. Monitor and help.
compare their answers.
to distinguish the silent letters. They Answers
identify the pattern: the letters –gh taught, brought, bought, thought, caught
Auditory
are always silent. Give the children
D Now you read! • Read out sentences (the ones in the activity and
time to process the information and
check comprehension by writing up • Pairs: the children read the story, making sure to others like them), sometimes using an incorrect
pronounce the verbs correctly. verb and sometimes a correct verb. The children
words with silent –gh and asking
children to say them. Elicit other make a cross or a checkmark shape with their
words with silent –gh. arms as appropriate. Elicit correct versions of
the sentences which are wrong.

Kinesthetic
• Play “Musical Statues.” Play music while the
children walk around the classroom. Pause the
music. The children stand still. Ask any child
who moves to spell a simple past verb from this
lesson.

U8 108

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Unit 8 Lessons

U7 1 2 3 4 5 6 7 8 9 10 U9
8 Student Book X
10 Review LAB
• Elicit answers.

k! Assessment Focus
Lesson Objectives
• Review and practice language introduced in the
unit.
Answers
1 saw 2 rode 3 gave 4 threw 5 lost 6 found 7 saw
8 made 9 ate 10 drank 11 was Competency Support: Learn
• Talk about what they did on their last
Use this activity to carry out a language vacation. B Write questions about Matt’s day at the wildlife The children verbally interact
park. (3 points)
assessment. Assess the pairs as they take Materials for each group: an empty plastic bottle with each other in a natural and
turns talking about the pictures. Check • Write examples on the board: They drank my meaningful way as they show
that the children can formulate affirmative soda. to elicit the question What did the goats their knowledge on the topic of
Warm Up drink/do? Write His car keys. to elicit What did
and negative statements clearly and •Pairs: the children write one question about the Dad lose?
vacations. Encourage the children to
accurately. Assess their ability to use the unit on a strip of paper, e.g. What can you see in an demonstrate how fluently they can
• Pairs: the children write sentences.
key words and phrases they have been aquarium? What did Ricky Rude eat? convey information, reproducing the
Answers
learning throughout the unit. Provide • The pairs mingle, asking and answering the language and facts they acquired
questions. 1 What did the gorilla do? 2 Where were Dad’s keys?
feedback on areas they need to review, 3 What did Matt ride on? in the unit in a personal context.
giving ideas on how they can memorize A Look and tell the story of Matt’s day at the wildlife
Praise plays a very important
new language more effectively. park. C Write about what you did last weekend in your role at this stage of integration
notebook. (6 points) and consolidation. The children
• Say sentences about the pictures in random order.
The class identify the picture you are talking about, • Brainstorm some examples and write them on the are also encouraged to focus on
e.g. The monkeys threw banana peels at Matt. The board, e.g. Last Saturday I played soccer. understanding the information
gorilla made models with building blocks. • The children write six sentences about what they they hear, since they are required to
• Tell the children that they are going to tell the story did last weekend in their notebook. summarize what the other speakers
in pairs. Talk about the first picture together as a • They underline the verbs and make sure they have say.
model. Elicit sentences about it: It was a wonderful used the simple past form.
day. Matt and his father went to the wildlife park. • Pairs: the children read their sentences to a friend.
They saw lots of interesting animals.
• Elicit responses.
• Pairs: the children talk about the other pictures.
Assessment Focus
world • Invite five children to the front of the class to tell
the story by talking about one picture each. The class
list all the simple past verbs they hear. The children
Talking Point

Talk about what you did on your last vacation.


Self-assessment is a very important feature

work of language learning, helping the children


compare their lists of verbs at the end and write the
base form of all the verbs. • Pairs: the children tell their friend about their
last vacation and what they did, saying why they to develop their language skills and their
B Play “Memory Chain”. enjoyed it. They can use the notes they made in self-confidence. The My Progress Journal
their notebook. Encourage them to ask questions section of the review gives the children the
• Groups: the children sit in circles facing the center. about their friend’s choices and reasons. opportunity to evaluate how they have
Model the dialogue with one group to demonstrate
the game. Each child in turn repeats the sentence so
• Children tell the class about their vacation. Make done in the course of the unit by coloring
sure that the class have listened carefully by
far and adds an activity of their own. Repeat until asking them to summarize what each child said.
in stars in different colors to reflect how
everyone in the group has had a turn. confident they are in each language area.
Assessment Focus
• To keep the children focused, give each group a Praise them for all they have achieved.
bottle. Once everyone has had a turn, the group spin Assessment for Units 7 and 8
Also encourage them to use the results
This activity provides the opportunity a bottle. The child it points to will have the final turn • The children do Review D on LAB p107.
of this assessment constructively. Suggest
to carry out a grammar assessment. Ask and end the chain. • The children do Assessment D on SB pp130–131.
that they review and practice any areas of
the children to complete the activity
p83 My Progress Journal weakness they have identified so that they
individually. Review the answers with
• The children complete My Progress Journal on can perform even more effectively in the
the whole class. The children correct
A Use the correct form of these verbs to complete pp20–21 and fill in their scores. next unit.
their own answers using a different-
Matt’s diary. (11 points)
colored pen. Then they rewrite correctly
in their notebook the words they got • Pairs: the children complete the story using the
verbs in the box. Remind them to put the verbs
wrong. Check their results to make sure into the simple past.
that everyone understands how to write
irregular simple past verbs in affirmative
and negative forms. Help any children who Connection Student Website Teacher Technology Pack DVD-ROM
Homework Zone: Listen Talking Point:
require extra support. New Shoes, p72
Interactive Listening Task Listen to Megan, Arisha, and Lex talking
Genre: poem 109 U8
Talking Point practice about what they did on their last vacation.

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Unit 8 Lessons

U7 1 2 3 4 5 6 7 8 9 10 U9
9 Student Book X
1 Together p84 LAB

Differentiated Instruction: •

Off to Work!
Lesson Objectives
Sing a song about doing things together.
Think about why and how people help each
A Look and answer.
• Pairs: the children circle in red the activities that
are better done with a friend, then circle in blue
Differentiated Instruction:
other, and what things they do to help.
Challenge Level the activities that are better done alone. Learner Styles
Materials for you: stopwatch • Elicit answers. Children make two lists on the
Low Play the CD twice. (1) The children
board. Visual
point to the corresponding Warm Up: Unit Objectives
B Work with a friend. Make up your own verse for • Follow the TE activity. The children make 16
pictures. (2) They sing along and •Generate interest in the topic. Ask questions to find the song in the Student Book. squares and write on them a cake, go, a game,
out what the children already know about working
do actions to demonstrate the together and helping other people, e.g. Which • Pairs: the children write a verse about something read, a story, do, shoelaces, sing, homework, a
meaning. people help in the community? What do you do to they enjoy doing together, using the song in the song, make, shopping, wash, the car, tie, play.
help at home/at school? SB as a model. They match the verbs to the nouns, and paste
Medium Follow the TE activity.
C Sing it to the class with your friend!
the collocations in their notebook.
A Look and say what they are doing.
High Follow the TE activity. Three
• Describe the pictures for the children to point to. • Pairs sing their verse to the class.
teams: assign each team a verse Auditory
from the song. Play the CD one • Ask questions about the pictures, e.g. What are they
mixing together? Who’s mixing? Who’s pouring? • Follow the TE activity. Pairs: the children take
more time. The teams compete to Thinking Point
• Pairs: the children point and say what is happening in turns saying a verb (e.g. make) and responding
see who can sing the song best. each picture. Think about why people help each other. What with the collocation (e.g. make a cake).
Name the winning team. things do you do to help?
B [Track 29] Listen and sing.
• Brainstorm what people do to help each other. Kinesthetic
• Play the CD several times. The children listen and Elicit why people help in this way.
read along silently, then sing along. • Pairs: the children discuss what they do to help at • Follow the TE activity. Pairs: the children make a
Understanding Theory: home. spinner with eight sections and a pencil in the
C Time yourself.
Classroom Management • They write a list in their notebook. middle. They write on the sections make, play,
• The board needs to be covered in writing/drawing for

The world
read, do, sing, go, wash, tie. They take turns
This activity gives the children a context this activity. If it’s blank, play a game of “Hangman”
Round Up spinning their spinners and making the correct
to fill it. Give one child the stopwatch. They time
in which they can feel empowered as •
another child cleaning the board. Record the time Write vertically on the board WE CAN HELP. The collocations (e.g. when the spinner falls on
they direct their own learning. Make it
clear that the independence that comes •
taken.
of work
Cover the board again. Repeat with two children
children come up with one suggestion for each letter
of something you could do to help other people, e.g.
Wash the car, Erase the writing on the board.
make, they say Make a cake.).

with this kind of activity also brings cleaning the board. Record the time taken.
with it responsibility. The children need • Repeat this procedure for distributing books to the
to acknowledge and use the freedom/ class.
Competency Support: Think
structure that both provide to carry out • Compare the times and find out whether it was faster
alone or in pairs. Point out the benefits of working This activity is an opportunity for
the task to the best effect. This approach is
together. children to demonstrate their
one that you should encourage whenever
knowledge of the topic as well as
possible, so that the children develop as Treasure Hunt to get actively involved in the unit
learners who are accountable for their
• Pairs: the children find the items and write the page theme. First, the children list ways
own behavior and the work they produce. numbers. that people can help each other, and
Answers contemplate the reasons why people
1 pp106–107 2 p104 3 p105 act in this way. Next, they personalize
the information, writing down a list
of things that they do at home to
help out. Encourage them to extend
this by thinking of additional ways
they could help. The children are
identifying situations and exploring
ways they can participate in them.

U9 112

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Unit 9 Lessons

U8 1 2 3 4 5 6 7 8 9 10 U10
9 Student Book X
2 Language
Grammar on the Brain
LAB

k! Lesson Objectives • The children study the past tense verbs in the
story. Write on the board clean, cook, wash, bake,
• Practice regular past tense verbs.
cry. Elicit the simple past forms.
Understanding Theory: • Discuss how they can make a difference for Competency Support: Act
their school or community.
• Help the children to create the rules from these
Critical Thinking examples:
—add –ed to words that end with a consonant, The children focus on how they
This activity encourages the children to use Warm Up e.g. cooked can work together in society in a
• Say the present tense of a verb from Unit 8 to elicit —add –d to words that end in e, e.g. baked responsible manner in order to help
their critical thinking skills. They analyze
the past tense. —if the verb ends in y, change y to i and add –ed,
the pictures and the titles, evaluating or improve conditions. In the first part
e.g. cried.
them to understand the situations of the activity, the class brainstorm
A Look and read. • Teach the children this chant:
referred to in the text. Then they read ways to help in the community or
• Read the title. The children guess what Make a • Yesterday we helped, we helped our mom
at school. Then the children come
the text paragraph by paragraph and difference means (to change something for the and dad.
synthesize what the different people do in up with further ideas in groups
better). • We watered, we cleaned, nobody was sad.
order to provide solutions to the problems • for making a positive difference.
Ask the children to look at the pictures. Ask What • We painted, we weeded, we planted flowers,
pictured. kind of problems do you see? too. Encourage them to think as broadly
• The children read the first paragraph. Ask When is • We washed, we cooked, we stopped when we as possible, looking at, e.g., the
Make a Difference Day? What do people do on this were through. welfare of people, the welfare of
day? animals, the environment, or any
• Repeat the chant. Ask the children if –ed is
Differentiated Instruction: • The children read the rest of the text. pronounced the same way each time. (No.) other area where the children are
• Write the three sounds as column headings on the developing their awareness of the
Challenge Level B Underline the past tense verbs in Activity A. board: t, d, id. The children say the chant again need to care for and contribute to the
• The children read and underline the past tense verbs. and tell you which verbs go under each heading: improvement of their society.
Low Review what verbs do and when Help them guess the meaning of new verbs. t—helped, washed, cooked, stopped; d—watered,
cleaned; id—painted, weeded, planted.
we use the simple past tense. • They underline any other unknown words. Help them
figure these out, too.
Review how to recognize regular B [Track 30, p139] Listen to the –ed sound and
simple past forms (with –ed Answers check (✓) same or different. Differentiated Instruction:
world endings). Read the text sentence
by sentence. The children raise
called, worked, started, finished, were, helped, raked,
picked up, planted, tried, collected, donated, painted,
cleaned, prepared, agreed, made
• Play the CD twice. (1) The children listen and check
same or different for each pair of sounds. (2) They
Learner Styles

work
their hand when they see a verb check answers. Elicit answers.
Visual
in the past. Give them time to C Read and answer. Answers
underline the verbs as you go • Write school and community on the board. The class 1 same 2 same 3 same 4 different 5 same • Follow the TE activity. Discuss ways in which the
along. Elicit the simple present brainstorm ways to help both groups. children could note these verb forms to help
C [Track 31, p139] Listen and check (✓) every
form of each one. • Groups: assign each group either school or them remember the pronunciation (e.g. using
day or yesterday.
community. They think of at least three more ways to colors, writing them in columns with the ending
Medium Follow the TE activity. make a difference. • Write on the board every day and yesterday. Say sounds as headings, underlining/circling the
I worked in the house. I work in the house. The
High Follow the TE activity. Pairs: the • Groups share their ideas with the class and make a
children tell you which sentence refers to every
ones with endings which sound the same).
proposal to help their school and community.
children write the verbs in their day and which to yesterday.
base form and simple past form in p85 • Play the CD. The children listen and check every Auditory
their notebook. day or yesterday for each sentence.
• Follow the TE activity.
A Write the past form of these regular verbs. • Elicit answers.
Answers
• Do the activity orally.
1 yesterday 2 every day 3 yesterday 4 yesterday
Kinesthetic
• The children write the past forms. 5 every day 6 yesterday • Pairs: the children take turns saying words from
• Elicit answers, asking children to spell the verbs.
LAB A and B, and spelling them on each other’s
Answers Round Up back.
1 cleaned 2 helped 3 lived 4 cried 5 walked 6 closed • Write scrambled versions of verbs from this lesson on the
7 dried 8 agreed board, e.g KDECIP (picked), KREAD (raked). The children
race to unscramble the words as fast as they can.

113 U9

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Unit 9 Lessons

U8 1 2 3 4 5 6 7 8 9 10 U10
9 Student Book X
3 Language p86 LAB

Competency Support: Learn




Off to Work!
Lesson Objectives
Answer questions about an event in the past.
Practice regular and irregular past tense verbs.
A

[Track 33] Listen and repeat.
Play the CD twice. The children listen and repeat
the words, paying particular attention to the
Understanding Theory:
• Retell and illustrate a story. pronunciation of the endings. Multiple Intelligence
The children employ their linguistic
knowledge and give it artistic Warm Up B Find the past form of these verbs. This activity develops the use of
expression by drawing pictures to • Play “The Memory Game” (see p13). Say, e.g. • Elicit the past tense of each verb. The children interpersonal intelligence. The children
show the key parts of the story. Yesterday I went to the store and then I … The circle the past tense verbs in the wordsearch, then work in teams to play a game, interacting
First, they work in groups, to draw children in turn repeat the sentence so far, then add compare answers in pairs.
with others. The game also encourages
an activity, e.g. Yesterday I went to the store, and
and color four scenes to convey the Answers the children to say, use, and spell words
then I washed the dishes.
main points of the story. Then they brought, cleaned, drank, ate, went, helped, left, effectively and so puts their linguistic
brainstorm important words and made, prepared, raked, said, tried
A [Track 32, p139] Read the questions. Then listen intelligence into play.
work together to write sentences to twice for the answers.
C Complete the story of Little River. Use the correct
go with the pictures. They use their • Before playing the CD, read the relevant questions form of these verbs.
own initiative to carry out the activity aloud. Play the CD twice. (1) The children listen and
answer the first four questions. (2) They answer the • Pairs: the children complete the story by writing
Differentiated Instruction:
successfully, as well as strategies the past tense of the appropriate verb each time.
next four.
to work as a team and convey the They compare answers with another pair.
appropriate information. Displaying Answers • Elicit answers.
Challenge Level
the stories gives the children 1 near Little River 2 it rained very hard/it flooded 3 the
fishermen 4 everyone/all the people Answers
the chance to appreciate each 1 got 2 went 3 filled 4 saved 5 came 6 were 7 worked Low The children share their ideas from
1 five days 2 they saved everyone with their boats
other’s work. Use the display as a 3 they returned to the village/they cleaned 4 they had a 8 cleaned 9 helped 10 had Thinking Point in Lesson 1. Small
springboard to discuss the importance big party groups: the children brainstorm
of helping when possible. C Have a past tense “Spelling Bee”.
ideas about when they helped
B Draw pictures and write the story. someone. They write one sentence
• Read the story again. The children raise their hands • Model the dialogue. The class do a “Spelling Bee”
each about helping someone.

Differentiated Instruction: The world


when they don’t understand a word. Write each
word on the board. Read it in its original sentence.
The children use their reading skills to work out what
using regular and irregular past tense verbs.

Think some more …


Help with language as necessary.
Pairs: the children read each other
Learner Styles

it means.
of work

Groups: the children draw four pictures to illustrate
Pairs: The children look at the notes they wrote
for the Thinking Point in Lesson 1. They describe Medium
their sentences.
Follow the TE activity.
Visual the story: the rain, saving the people, cleaning up, an occasion where they helped someone, saying at
and the party. least three sentences about it. High Follow the TE activity. Groups: the
• Follow the TE activity. The children make a • Display the pictures in the classroom. children read their sentences to
wordsearch using different verbs. They write • Discuss how important it is for people to help each Round Up each other. After listening to all
them horizontally, vertically, or diagonally, and other after a natural disaster like this. Point out • Play “Bingo” (see p13) with verbs. Write 15 verbs on the sentences, the group agree
add random letters to fill the empty boxes. They that it is much easier and quicker to solve problems the board. The children write the past tense of nine
together. It also helps people not to feel that they on the three occasions where they
exchange wordsearches and circle the hidden verbs on a grid.
have to deal with things alone. think children have been the most
words. The first child to find all the words wins.
helpful.

Auditory
• The children stand and make a verb chain. The
first child says a simple present verb (e.g. try).
The next child gives the simple past form (e.g.
tried). Continue in this way, alternating simple
present prompts and past forms. If a child
makes a mistake or can’t think of a verb, they
are out. The last child standing wins.

Kinesthetic Connection Student Website


Homework Zone: Play
Flying with Amelia Earhart, p60
Interactive Grammar Game
• Small groups: one child prompts with a verb U9 114 Genre: non-fiction
Regular and irregular past tense verbs
in the simple present from the unit. The group
do an appropriate mime. The child chooses
someone to say the verb in the simple past. Printer Friendly Version
That child then gives the next prompt. Unit 9 Lessons

U8 1 2 3 4 5 6 7 8 9 10 U10
9 Student Book X
4 CLIL: Music—Peter
• Pairs: the children decide which instrument in LAB
LAB
and the Wolf
k! Differentiated Instruction:
A they think represents each character and label
the pictures.
Lesson Objectives • Play the CD for the children to check their
Understanding Theory:
• Find out about Prokofiev’s Peter and the Wolf. answers.
Challenge Level • Identify different musical instruments. Answers
CLIL Music
• Identify pictures from descriptions. a violin b bassoon c French horn d oboe e clarinet
f flute This activity uses a CLIL music context to
Low Point to the instruments and
Materials for you: pictures of musical instruments focus on how music represents objects,
name them. The children repeat Homeschool Connection people, animals, actions, and situations
the word and mime playing each Preparation: ask children who play musical
• The children listen to a favorite piece of music at from everyday life. The children consider
instrument. Read the words one instruments to bring them in (optional)
home and identify the instruments. a piece of classical music as a concept,
by one and elicit the answers
• They bring their music to school. They play it thinking about how music can convey
chorally. The children complete the Warm Up for their friends and ask them to name the information and set an emotional tone.
activity in their book. • Pairs: the children write the names of any musical instrument.
instruments they can think of. This angle helps the children recognize
Medium Follow the TE activity. • Elicit suggestions. Ask the class to categorize them as how music is a powerful force that reflects
instruments you hit, blow, or play with a bow. A [Track 35] Listen and read the story. our emotions and intellect, and gives a
High Follow the TE activity. Pairs: the means of self-expression that is different
• Elicit what the children can see in each picture. Ask
children research and write the p87 questions to elicit as much vocabulary as possible, e.g. from verbal and graphic approaches. The
names of other instruments they Where was Peter playing? children are also encouraged simply to
know. Write their ideas on the A Look and match the pictures to the words. • Play the CD. The children listen and read along appreciate and enjoy the music they hear.
board. silently.
• Children who brought instruments in show them
to the class and name them. Encourage them to
B [Track 36, p139] Listen and say the picture
play a little.
number.
• Show pictures of other instruments. Elicit/Say the Competency Support: Think
Differentiated Instruction: names and ask the children to mime how they • Play the CD twice. (1) The children listen and point to
think the instruments are played. the picture. (2) They say the picture number.

world
Learner Styles The children work in pairs, making
• Pairs: the children write the letter of each Answers
instrument in the box by the correct name. 6, 1, 4, 3, 2, 5 sentences and pointing to the
Visual • Elicit answers. corresponding pictures. They reflect

work • Follow the TE activity. The children draw and


label the instruments in their notebook.
Answers
1a2d3b4f5c6e
C

Say and find.
Pairs: the children take turns making a sentence
on the information they have
read, and reinterpret it orally in
about a picture. Their friend points to the correct order to make the sentences. They
B [Track 34, p139] Listen and name the picture and says the number. demonstrate their understanding
Auditory instruments. by identifying the correct picture.
Guess What!
• Play the CD, pausing after each character is • Play the CD twice. (1) The class listen and identify The activity requires the ability to
presented as a different instrument. Elicit which which instruments from A are being played. • Pairs: the children read the text. Ask them what other give and follow instructions, and
(2) They listen to check their answers. composers they can name.
character is represented each time. helps develop the children’s thought
Answers Round Up processes.
1 flute 2 clarinet 3 oboe 4 French horn 5 violin
Kinesthetic 6 bassoon
• Groups: the children play “Charades” (see p13) with
the names of musical instruments.
• Follow the TE activity. Say each of the
C [Track 34] Look and answer. Write. Then
characters to elicit the instrument. The children listen again and check.
also mime the character, bearing in mind the
characteristics highlighted in the instrument • Tell the children they will hear the story of Peter
and the Wolf later in the lesson. This is a musical
used for them. piece where each character is represented by a
different instrument. The pictures here show the
characters from the story.

115 U9

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Unit 9 Lessons

U8 1 2 3 4 5 6 7 8 9 10 U10
9 Student Book X
5 Create p88 LAB

Understanding Theory:


Off to Work!
Lesson Objectives
Make puppets.
Put on a puppet show of Peter and the Wolf.
A Paste or draw your puppet here.
• The children keep their puppet as a record of
their work by gluing it onto the space provided.
Differentiated Instruction:
Multiple Intelligences Materials for each child: see You need list in the SB Alternatively, they could draw a picture of it. Learner Styles
B Write about your puppet’s part in the story.
In this activity, the children use bodily/ Warm Up Visual
kinesthetic intelligence, as they follow • Groups: give each group a piece of paper for a quiz • Read the model description to the class.
instructions to make a puppet in a correct • Follow the TE activity, with the children
on Peter and the Wolf. Ask ten questions, e.g. Did • Pairs: the children work with someone who has
and orderly manner using fine motor skills. Peter live in the country or the town? Did the wolf the same puppet as they do. They write a similar illustrating each sentence in their description.
They are also developing their visual/ eat the cat or the duck? The groups discuss and write description for their puppet. Monitor and help.
spatial intelligence, as they concentrate on down each answer. Auditory
determining the form, color, and shape of • Groups exchange papers. Read the questions again Round Up
and elicit the answers. The groups mark the paper • Follow the TE activity. Pairs: the children read
the puppets. This kind of hands-on activity • Groups: the children discuss what instrument they
they have. Identify the group with the most correct would choose to represent themselves in a story, their description to another pair (who have
helps the children review, remember, and answers. giving reasons. chosen a different character). The pair listening
represent texts in a memorable and fun draw a picture of what they hear. Then the
A Make some puppets.
• Elicit responses.
way. pairs swap roles.
• Groups: the children make one puppet each to act
out the story. Make sure that each child has the
materials they need. Say each item. The children Kinesthetic
point to it/hold it up.
Competency Support: • Follow the TE activity. Pairs: the children act
• Read the instructions and answer any questions. out their description to another pair (who have
Communicate • The children make their puppets. Monitor and help. chosen a different character). The pair listening
The children work in small groups to B Put on a puppet show.
try to reconstruct the description from the
reenact the story of Peter and the actions. Then the pairs swap roles.
• Groups: the children re-enact the story of Peter and
Wolf. They aim to work effectively
as a team to achieve the best results.
First, they reach a consensus on how
The world
the Wolf. They can do this in one of two ways. One:
the children choose a narrator who reads the story
from Lesson 4. The rest of the group handle the Differentiated Instruction:
they are going to put on the show,
coordinating who is doing what
of work
puppets and acts out the events. Two: each child
manages one or two puppets, and they invent a
script, giving each character different things to say.
Challenge Level
and—if they choose Option 2—in
• In both cases, give the children time to prepare and
Low Review the instruments and write
agreeing on a script between them. practice. Then the groups present their show to the
Then they prepare and practice class. them on the board. Elicit the
together. Remind them that when animals they represent. Discuss
they give feedback on each other’s what animals other instruments
input, they need to be constructive, could represent and write them
giving positive encouragement as on the board. Pairs: the children
well as suggesting any changes. When discuss options, then each choose
they present their show to the class, an instrument that they think
the children demonstrate how well represents their personality. Elicit
they can function as a group as they ideas.
communicate their interpretation of
Medium Follow the TE activity.
the text.
High Follow the TE activity. The children
walk around the class and find
two other people with the same
instrument as them. The three
children compare their reasons for
choosing this instrument.

U9 116

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Unit 9 Lessons

U8 1 2 3 4 5 6 7 8 9 10 U10
9 Student Book X
6 Language p89 LAB

k! Differentiated Instruction: Lesson Objectives


• Use reading skills to guess the meaning of new
vocabulary.
A Complete the words.
• The children complete the phrase for each picture.
Competency Support: Learn
• Use a picture to explain how something was • Elicit answers.
Learner Styles done. Answers The children use the visual aids on
• Answer yes/no questions referring to the past. 1 plant the seeds 2 water the plants 3 weed the the page as a prompt to remember
Visual garden 4 pick the vegetables
information about what the people
• Small groups: give the children five minutes to Warm Up Grammar on the Brain did in the different parts of the
write a list of as many verbs as they can find •Play a rhythm game. Demonstrate the pattern: snap Accuracy Focus: Make sure that the children use the garden. They use the information to
in the simple past (regular and irregular) from your fingers and say a past tense verb; snap them base form of the verb in questions. express their ideas orally. This gives
again and say a different verb. The children take •
Units 7, 8, and 9. Ask questions about things that have happened them the opportunity to interpret
turns snapping their fingers and saying a verb. Tell recently, e.g. Did it rain yesterday? Did we study
the children to use regular and irregular verbs. If math this morning? to elicit both yes and no
everyday situations and summarize
Auditory/Kinesthetic a child breaks the chain, can’t think of a verb, or answers. Allow the children to give one-word events to convey the key points to
repeats a verb, they stand up. The class monitor. answers for now. others. The children then relate
• Say sentences featuring verbs from Units 7,
• Write Did you/your parents on the left-hand side the situation in the book to similar
8, and 9. Use the simple present and simple A Look and read.
of the board and yesterday afternoon/last night? situations in their own community,
past tense in random order. For past verbs, the • The children read the text and underline any on the right-hand side. Brainstorm questions and share ideas about their own
children jump around to face the back. For unknown words. Ask Where does the speaker live? the children could ask each other using this
What did her neighbors do last year? experiences.
present verbs, they face forward and make a framework. Write the verbs and objects in the
big circle with their hands. Say the verbs on • Elicit unknown words, e.g. weeds and weeded. middle section of the board, e.g. eat pizza, play
Encourage the children to figure out the meanings soccer, watch television.
their own, and elicit sentences using them.
using the picture, the context, cognates, etc. • Ask the questions to elicit Yes, I did. or No, I
• The children circle the verbs in the text. didn’t.
Kinesthetic • Pairs: the children take turns asking and
• Write two columns of words on the board: divided,
prepared, planted, watered, weeded; and garden, answering the questions.
• Follow the TE activity.
seed, soil, flowers, vegetables. Ask children to match

world
Differentiated Instruction: B
the verbs and objects. The class agree or disagree.

Cover up the words. Look at the picture and


B Read and answer.
• The children identify the people in the SB text.

work explain how the people made the garden. • Elicit answers to the questions.

Challenge Level Answers Understanding Theory:


• The children read the text again quickly. Ask them to
find key words that summarize the story.
1 No, she didn’t. 2 Yes, she did. 3 Yes, they did. 4 Yes, Brain-Based Learning
they did.
Low Read the text aloud. Ask Where • The children cover the text, look at the picture, and
tell you about the story. Ask children in turn. The In this activity, the children review and
does the speaker live? What did
information doesn’t have to be in order. Round Up put into practice key words and language
her neighbors do last year? Elicit
• Ask if there are any gardens in the children’s town • Groups: the children read and act out the story to the that they have been learning throughout
answers. Ask the children to circle class.
that have been created by the community or any the lesson. The children are fully engaged
words that relate to gardening. places that could be made into a communal garden. in the learning process as they act out the
Write the words on the board.
story. There is also an element of challenge
Elicit other new words and explain
involved, as they work together to
their meaning.
perform for the class. Encourage the class
Medium Follow the TE bullet points to give positive and constructive feedback.
1–3. The children then copy
the gardening vocabulary in
their notebook. Encourage
them to display it as a discrete
topic, perhaps decorating it
appropriately.
High Follow the TE activity. The
children then copy the gardening Student Website
Homework Zone: Play
vocabulary in their notebook. Interactive Vocabulary Game
Encourage them to display it as a Gardening collocations 117 U9
discrete topic, perhaps decorating
it appropriately.
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Unit 9 Lessons

U8 1 2 3 4 5 6 7 8 9 10 U10
9 Student Book X
7 Language
D Now ask your friend.
LAB

Differentiated Instruction: •

Off to Work!
Lesson Objectives
Practice past tense yes/no questions.
Plan a garden in a group.
• Pairs: the children take turns asking and
answering the questions.
Competency Support:
Challenge Level Materials for you: pictures of trees, flowers, and
B Work in groups. Plan a garden. Then draw a big Communicate
picture of your garden.
vegetables For each group: a large piece of graph
paper For each child: a piece of construction paper • Show the pictures of trees, flowers, and vegetables This activity is a great opportunity
Low Reread the text from Lesson 6
you brought. Brainstorm these items. List them on for children to work as part of a
aloud. Elicit the main ideas. Play the board.
Warm Up team, since they need to negotiate
the CD and pause after each
•Do a class question and answer chain (see p67), • Groups: the children decide what they are going to and reach a compromise to decide
question. Give the children time to grow in their garden. Give each group a large piece
using yes/no questions about the past, e.g. Did you what they are going to grow in their
find the answer in the text. Elicit it of paper. They draw a rectangle and plan their plants
watch TV last night? Did you make a cake yesterday?
inside it, using the model picture as a guide. garden. Once they have decided
chorally. Give the children time to Encourage the children to think and speak quickly. on their plan, they express their
circle the answer.
A [Track 37, p139] Listen to the questions about
C Play “20 Questions.” final ideas graphically. Clarity and
Medium Follow the TE activity. Lesson 6. Circle the answers. • Play “20 Questions” (see p13). Instead of a person, accuracy are important here—the
the children choose an activity they did to help children need to maintain good
High Follow the TE activity. Pairs: the • Children read the story from Lesson 6 aloud.
someone, e.g. I helped my mother wash the dishes. communication as a group in order
children listen to the CD again and • Play the CD twice. (1) The children listen and answer Model the activity by having the children guess
the questions. (2) They check answers. to achieve a successful outcome.
write down the questions. They something that you did.
Throughout the activity, the children
practice saying the questions and Answers • Brainstorm useful verbs. List them on the board.
are developing effective interaction
1 Yes, she did. 2 No, he didn’t. 3 Yes, she did. 4 No, they • Groups: the children play the game.
answers. with others.
didn’t. 5 Yes, they did.
Think some more …
p90
• Brainstorm projects in your community where
Differentiated Instruction: A Match the questions to the answers. groups of people help others. Give the projects
names and write them on the board. Understanding Theory:
Learner Styles
The world
• Pairs: the children read each question and draw a Constructivism
line to the correct answer. • Pairs: the children discuss the projects listed,
saying who each one would help. They make
Visual Answers notes on this in their notebook. In this activity, the children generate
• Using different-colored pens or pencils, the
children circle the words in each question-and-
1b2d3a4c5e
of work
B Complete the yes/no questions and answers. Use Round Up
and acquire further knowledge about
improvement projects in their community.
answer pair that show that they match (e.g. these words. • The children each draw a large hand on construction Brainstorming the project as a first step
paper and cut it out. They write a sentence describing stimulates their thought processes.
Did you do your homework? Yes, I did.). Elicit • Do the activity orally. Elicit the correct verb for something they did to help, e.g. I helped my dad
answers. each picture. Then elicit a sentence and answer wash the car. Display the “helping hands” around the
They engage in a social process as they
using the verb. classroom. integrate information from outside
• Pairs: the children complete the sentences. school with what they are learning in the
Auditory
• Elicit answers. classroom. They have a personal response
• Follow the TE activity. Pairs: the children Answers to the information and choose a project
take turns asking the questions and eliciting 1 Did Jane cook breakfast? No, she didn’t. 2 Did they would be interested in being a part
appropriate responses. Remind them these Susan pick the vegetables. Yes, she did. 3 Did Mark of. Encourage the children to participate
don’t have to be the same responses as help his mother? Yes, he did. 4 Did Adam eat the in projects of this sort, and to report back
the ones in the LAB—they just need to be soup? Yes, he did.
to the class on their outcome.
grammatically correct. C Write five yes/no questions to ask your friend in
your notebook.
Kinesthetic • Brainstorm questions the children could ask.
• Follow the TE activity. Pairs: the children choose • The children write five questions in their
notebook.
a question-and-answer pair. One child writes
out the question, the other the answer. They
cut them up into words and punctuation. They Teacher Technology Pack DVD-ROM
swap with another pair. They assemble the Discovery Zone: Video
Tatiana’s Volunteer Day – working
question and answer they receive. They check U9 118 together to improve the community.
the other pair has assembled their question and
answer correctly.
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Unit 9 Lessons

U8 1 2 3 4 5 6 7 8 9 10 U10
9 Student Book X
8 Reading • Elicit answers. Write them on the board. Ask children LAB
for an example.

k! Understanding Theory:
Lesson Objectives
• Use the title and pictures to predict what a story is
about.
Answers
Once upon a time, one day, first, then, after a while, in
the end, next day, for years
Differentiated Instruction:
Critical Thinking • Practice making inferences from a text.
• Identify time phrases and order events in a F Why didn’t the soldier sell the stone? What would Learner Styles
story. you have done?
The children use the title of the story Visual
to predict the content of the text. This • Groups: the children discuss the question and
encourages critical thinking as they
what they would have done. They make notes for • The children write on squares of paper
Reading Skills: Making inferences discussion in LAB C.
assess the evidence available and use pot, stone, carrots, beef, onions, potatoes,
Remind the children that sometimes they need
logical reasoning to speculate about the to “read between the lines,” i.e. to use clues in mushrooms, peppers. They paste the words in
p91
title’s meaning and possible connections the pictures, what they already know, and logical their notebook, in the order they were used in
between it and the details of the story to
reasoning to get a deeper meaning. the story. They illustrate each one.
A Number the events from the story.
reach a conclusion. Write children’s ideas Putting events in time order
• Elicit the first sentence in the story. Explain that
Auditory
on the board so that you can go back and It is important to identify sequencing words and the children must number the others in order, 2–8.
phrases to put the story in the correct order.
check if their predictions were correct once • Do the activity as a class. Don’t confirm answers. • The children draw a picture of the pot from the
they have read the story. Discuss why they The children look at the SB to check the answers. story. Dictate the food one by one for them to
came to the conclusions they did. Warm Up
Answers draw in the pot: stone, carrots, beef, onions,
•Ask what a fable is. (A story that teaches a lesson.)
a8b4c7d2e1f3g5h6
Ask the children if they know any fables, prompting potatoes, mushrooms, peppers. The children
as necessary to elicit, e.g. The Tortoise and the Hare. B Read the story and answer.
retell the story, pointing to each food as it is
Differentiated Instruction: mentioned.
A Look at the title. What do you think the story is • Groups: the children read the story again. Each
about? child answers two questions and then tells the
Challenge Level group their answers. Kinesthetic
• Read the title. Ask Can you make soup from a stone?
Ask the children to guess what the story might be • Elicit answers. • Small groups: give each group a box. The
Low Play the CD twice. (1) Elicit the about. Don’t confirm answers.

world
Answers children draw and cut out pictures of the
main idea of the text, prompting 1 No. 2 No. 3 No. 4 He put a stone in a pot of water. ingredients of the soup: stone, carrots, beef,
with questions as necessary (A B Look at the pictures. Where do you think the people 5 Vegetables and beef. 6 Yes. 7 No.
are? onions, potatoes, mushrooms, peppers. The

work
man makes soup with all the children enact the story, putting the vegetables
• The children look at the pictures and guess where the C Read again and answer in your notebook.
ingredients the villagers bring.). into the pot as they are mentioned.
people are and when the story might have happened. • The children read the story again. Elicit answers to
(2) Pause after each paragraph
Don’t confirm answers. 1 and 2.
and elicit the main idea, asking
questions to guide the children as C [Track 38] Listen and read.
• Read aloud question 3. Brainstorm reasons why
the soldier might not have wanted to sell the Competency Support: Think
necessary. Write the main ideas • Play the CD. The children read along silently. Pause stone. The children refer to the notes they made
on the board and make sure the after “You can’t make soup from a stone!” Ask Were in SB F. Write their ideas on the board.
children understand them. the people rich or poor? Who came to the village? This activity invites children to
• Repeat for question 4. In both cases, do not say
• Play the CD to the end. The children circle all the that any one answer is correct or wrong. Let the consider the concept of sequencing
Medium Follow the TE activity. things the people put in the soup. Ask Did the children make up their own mind. events, as they reflect upon the order
villagers eat the stone soup? Was it good? • Point out the benefits of working together and of events in a story and identify the
High Follow the TE activity. Write on the sharing the things you have. words used to structure it. You could
board Does the soldier need the D Can you make soup from a stone? Why or why not?
consolidate the concept and the
people’s food? Why or why not? • Pairs: the children discuss the question and consider Round Up language by recreating the story as
How does the soldier manage why the soup was good. They infer that it is not the
• The class write a short skit based on the story. The a class: write the time expressions on
to make the soup? Why did the stone that gives the soup the flavor but all the food children take turns being the soldier or a villager and
the villagers contributed.
the board and elicit the story using
people remember the soup for act out the story. Each child can participate if they
them.
many years? Pairs: the children think of something to add to the soup.
E Find and circle the time phrases in the story.
discuss the answers. Elicit ideas.
• Pairs: the children read the text again, circle the time
phrases, then compare answers with another pair.

Student Website
Homework Zone: Read
A Fictional Interactive Reading Task
Many hands make light work 119 U9

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Unit 9 Lessons

U8 1 2 3 4 5 6 7 8 9 10 U10
9 Student Book X
9 Sounds Like English p92 LAB

Understanding Theory:
• Off to Work!
Lesson Objectives
Categorize different –ed verb endings
according to pronunciation.
A [Track 40] Listen and check (✓) same or
different.
Competency Support: Think
• Write on the board cooked, played. Say both
Brain-Based Learning • Practice the pronunciation of –ed verb endings.
verbs. Ask whether the endings sound the same or
Materials for each child: scissors, glue, old magazines different (different). The children develop their phonemic
The children refer to situations in their • Play the CD twice. (1) The children listen and check awareness by assessing previously
personal life and activities that they did Phonics Tip the same or different column. (2) They check acquired information from a new
answers. angle. In the first part of the activity,
yesterday. Using factual details provides The –ed ending has three different pronunciations: t,
them with material that relates to their d, id, e.g. cooked, arrived, decided. Answers they distinguish between the three
own ideas and experience as well as giving 1 same 2 same 3 different 4 different 5 different pronunciations of –ed endings by
Warm Up 6 same marking them in three different ways.
them a communicative situation to use the
• Give each child a piece of paper. They write three As always, give the children time
simple past, which they have been learning sentences about things they did yesterday evening, B Look. Write the text from the story about each
throughout the unit. Alternatively, they using only regular past tense verbs. They can be picture. to process the information before
can make up the details. If they choose this inventive rather than truthful if they prefer. eliciting answers. Ask children to
• Do the activity orally. Elicit sentences for each
route, encourage them to be as inventive • Pairs: they read their sentences to a friend. picture. Make sure the children pronounce the write the answers in three columns on
as possible. Being creative and funny is past tense verbs correctly. the board to consolidate the details.
A [Track 39] Listen and read. •
also a good way to fully engage in the The children write the sentences under the
activity. • Elicit the items in the pictures. pictures.
• Play the CD. The children read along silently. Ask Answers
Differentiated Instruction:
questions to check comprehension, e.g. What did the 2 Luke fixed the stage. 3 They cooked some
actors do yesterday? Who painted the set? vegetables and rice. 4 Luke played his flute.
Differentiated Instruction: Learner Styles
B [Track 39] Listen again and answer. C Read your sentences from Activity B to a friend
and check your answers. Visual
Challenge Level • Write on the board decided, cooked, arrived. Point
to and say Decided. Ask how the –ed ending is • Pairs: the children read their sentences to a friend • Draw a “Tic-Tac-Toe” grid on the board with
Low Explain the meaning of the key
words by drawing simple pictures
The world
pronounced. Elicit id and write it in parentheses by
the side of the word. Do the same for cooked (t) and
arrived (d).
and compare answers.

Phonics Fun!
the verbs from the activity in the simple present.
Divide the class into two teams: O and X. The

of work
or giving definitions. Discuss • •
Read the first instruction to the children. Play the CD. Pairs: the children say the verbs and color them: teams take turns choosing a verb and giving
where you find these things. Read The children listen and underline verbs that end in red (id sound), blue (t sound), or green (d sound). the simple past. If they say and spell the verb
the text slowly and make sure the the id sound. They compare with a friend and listen
• Elicit answers. correctly, they put their symbol in the square.
again to check their answers. Elicit the verbs. The The first team to win three squares in a row—
children understand the meaning. class agree or disagree. Answers
id (red): rested, decided, painted; t (blue): walked, vertically, horizontally, or diagonally—win.
Medium Follow the TE activity. • Repeat this procedure for verbs ending in the t sound
fixed, worked, cooked; d (green): played
(circle) and verbs ending in the d sound (draw a
High Follow the TE activity. The children rectangle). Auditory
Round Up
read the information again and list Answers • Follow the TE activity. Pairs: the children make
id: decided, painted, rested; t: helped, fixed, washed, • Hand out the old magazines, scissors, and glue.
the words that end in –ed. up more pairs of words to test each other.
stopped, cooked, worked, walked; d: arrived, played, • Write on the board –ed endings. The children copy it
listened on a new page in their notebook. They find pictures
illustrating verbs with –ed endings in the magazines Kinesthetic
C Now you read! and glue them in their notebook, then write a past
tense verb under each picture. Monitor and help. • Follow the TE activity, but ask the children to
• Pairs: the children read the text, making sure to
respond with a gesture each time: clapping
pronounce the ed endings correctly. Monitor and
deal with common mistakes. their hands above their head for same and
holding their hands in front of them, palms
down, for different.

U9 120

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Unit 9 Lessons

U8 1 2 3 4 5 6 7 8 9 10 U10
9 Student Book X
10 Review
B Write and answer the questions about the stories
LAB

k! Lesson Objectives in Unit 9. (8 points)


• Review and practice language introduced in the • Pairs: the children put the words in the correct
Assessment Focus unit. order to make questions about stories in the unit. Competency Support: Act
• Talk about things they can do to help the Then they answer the questions. They refer to the
community. SB if they need to.
Use this activity as a listening assessment. The children verbally interact in a
Pairs: the children check each other’s Answers discussion on community projects.
Warm Up 1 What did the children plant? They planted
work. Elicit answers. Elicit what words the In the first part of the activity, they
seeds. 2 Who did Peter live with? He lived with his
children found in each sentence to identify • Play “Draw and Guess” (see p13) with words from the grandfather. 3 Why did the river fill the streets? review activities that you can do to
unit.
the correct picture. Ask the children to Because it rained very hard. 4 What did the adults in help out in the community, using
hold up their hand if they got five answers A Look and say what happened. Warren collect? They collected clothes and toys. what they know of community needs
correct. Ask questions about the listening to help them decide on ways to act
• Pairs: the children make a sentence about what
text (Track 41, TE p139) (e.g. What did happened in each picture. Talking Point appropriately. They work in a pair,
the children plant?). Try to elicit answers • Elicit answers. The class agree or disagree. helping each other to formulate their
from children who didn’t answer all the Talk about what you can do to help in your choices clearly and to articulate the
community.
questions in the activity correctly.   B [Track 41, p139] Listen and number the pictures. reasons for them by asking questions.
• Pairs: the children take turns identifying what
They share their ideas with the class,
• Play the CD. The children listen and number the they can do to help in their community. They can
pictures. either choose one project and talk about it in aiming to be persuasive. The class
Answers detail, or they can talk about a range of different then vote on the idea they think is
a4b5c3d1e2 ways they can help. Encourage them to ask the best, taking into consideration
questions about their friend’s choices and reasons. societal norms and the effectiveness
C Have a “Story Quiz.” • Children tell the class about their ideas. Take of the suggestions.
a class vote on the best plan for helping the
• Pairs: the children write two questions in the past
community.
tense about any of the stories in the unit, e.g. Which
vegetables did the villagers put in the soup?
• Teams: the children take turns asking the other My Progress Journal
Assessment Focus Assessment Focus
worldUse this activity as a grammar assessment.
team the questions they wrote. Each child asking
a question chooses who should answer. Someone
different must answer each time. Children win 1
•The children complete My Progress Journal pp22–23
and fill in their score.
Self-assessment is a very important feature
Ask the children to complete the chart
work individually. They then swap with a friend
and check answers. This peer assessment
point for a correct sentence, plus 1 bonus point if the
verb form is correct.
of language learning, helping the children
to develop their language skills and their
self-confidence. The My Progress Journal
is a good way to make the children read p93 section of the review gives the children the
text closely and critically. Identifying
opportunity to evaluate how they have
errors helps them consolidate the correct A Fill in the chart with these verbs. (12 points)
done in the course of the unit by coloring
forms. Copy the chart on the board. Elicit • Draw the chart on the board and demonstrate in stars in different colors to reflect how
answers, asking a different child to write how to fill it in. The children decide whether each
confident they are in each language area.
each one on the board. Ask for a show verb is regular or irregular and write the base
form and simple past form in the correct two Praise them for all they have achieved.
of hands for each one to see who got it
columns. Also encourage them to use the results
correct. Do reinforcement activities with
• The children complete the chart, then check of this assessment constructively. Suggest
the children who had trouble completing
answers with a friend. that they review and practice any areas of
the activity.
Answers weakness they have identified so that they
Regular: paint—painted, collect—collected, can perform even more effectively in the
prepare—prepared, rain—rained, plant—planted, next unit.
pick—picked, divide—divided
Irregular: go—went, come—came, eat—ate, catch—
caught, give—gave

Connection Student Website Teacher Technology Pack DVD-ROM


Homework Zone: Listen Talking Point:
Party Time, p92
Interactive Listening Task Listen to Peter, Megan, and Arisha talking
Genre: fiction 121 U9
Talking Point practice about helping in their community.

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Unit 9 Lessons

U8 1 2 3 4 5 6 7 8 9 10 U10
10 Student Book X
1 Our Wonderful World p94 LAB

Differentiated Instruction: •

Off to Work!
Lesson Objectives
Sing a song about planet Earth.
Identify wild animals in their country.
A Draw things we find on planet Earth.
• Brainstorm natural things found on Earth, e.g.
water, plants, soil. Write them on the board.
Differentiated Instruction:
Challenge Level Materials for you: small blank cards (see SB C) • Elicit where we find each thing and what we use Learner Styles
it for, e.g. We find soil on the surface of Earth. We
Low Play the CD twice. (1) The children Warm Up: Unit Objectives
grow things in it. Visual/Kinesthetic
point to the corresponding • Generate interest in the topic. Ask questions to find • Categorize the list, e.g. Water: rivers, streams,
oceans. • Groups: the children make a globe using
pictures in A as they are out what the children already know about animals
and sea creatures, e.g. Can you name some wild • The children draw pictures of some of these things papier mâché. They paint the land and oceans
mentioned. (2) The children sing animals? What sea creatures can you name? Can you around the globe. of planet Earth, and indicate and label the
along. Encourage them to put lots name any oceans? following features river, stream, ocean, land,
of expression into their delivery B Write the names of some of the things. continent, plants, soil. Display a map of the
and to concentrate on sounding A [Track 42, p140] Listen and point. • The children write the words for three things they world to help the children remind themselves
as much like a native English • Play the CD. The children point to the pictures. drew. where things are.
speaker as they can. • The children close their books. Tell them there were
eight pictures. Pairs: the children write down as many
Medium Follow the TE activity. of the items as they can remember. Then they look in Thinking Point Auditory/Kinesthetic
their books to check. • Groups: the children make a globe using
High Follow the TE activity. Pairs: the Think about animals. What wild animals are there in
your country? papier mâché. They paint the land and oceans
children circle and count all the B [Track 43] Listen and sing.
• Elicit wild animals. Ask which of them live in the of planet Earth, and indicate and label the
features of planet Earth that are • Play the CD twice. (1) The children listen and read children’s own country. following features river, stream, ocean, land,
mentioned in the song. along silently. (2) They sing along.
• The children list the animals in their notebook, continent, plants, soil. Display a map of the
Note: the song is not printed in full and the chorus is highlighting the ones in their own country.
repeated after every verse. The children can follow the
world to help the children remind themselves
words as a model. Is that all? No, that’s not all! Are where things are. Name different features (e.g.
you sure? Yes, there’s more! Round Up This is the Pacific Ocean. This is the continent of
Understanding Theory:
The world •
• Two groups: in the chorus, Group 1 sings the Challenge the class to come up with more pairs of Africa.). The children take turns pointing to the
Multiple Intelligences questions and Group 2 the responses. rhyming words. If they need help getting started,
appropriate place on the globe and repeating
prompt with e.g. night, fun, car.
the sentence. The children take turns finding
In this activity, the children demonstrate
their use of visual/spatial intelligence.
C Finish the phrases from the song.
• of work
Groups: the children make small word cards with
and labeling places.
First, they make cards with the rhyming rhyming words from the song, e.g. showers, flowers,
words from the activity, transferring the stream, gleam, etc.
words from the page into a different • They practice matching the rhyming words. Competency Support: Think
graphic form. Encourage the children to • They use the rhyming words as prompts to say the
decorate the cards to show the meanings lines of the song, e.g. they put showers and flowers This activity involves a brainstorming
together, and say Rain showers, colorful flowers. task in which the children list wild
of the words. Then they match the
cards with the same rhymes, using their • The children close their books. Pairs: they complete animals they know. Encourage them
the phrases from the song.
linguistic intelligence to recognize and link to take turns while brainstorming.
• Elicit answers.
Write their ideas on the board. In the
the sounds. They then make phrases to
complete the lines of the song. This helps Answers second part, the children assess the
2 stars that gleam 3 a summer breeze 4 the wind that list to identify the wild animals that
them assimilate the meaning of the new blows 5 honeybees
language. are native to their country. They copy
Treasure Hunt the whole list into their notebook
and highlight the animals from their
• Pairs: the children find and write the answers.
country. Remind the children of the
Answers
importance of keeping a written
1 kangaroo, flea 2 Mount Everest 3 the Atacama Desert/
the Sahara Desert record of words and structures, to
reinforce and facilitate learning.

U10 124

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Unit 10 Lessons

U9 1 2 3 4 5 6 7 8 9 10
10 Student Book X
2 Language
A Write the comparative adjectives next to the
LAB

k! Differentiated Instruction: Lesson Objectives pictures.


• Learn/practice animal vocabulary. • Do the activity orally.
• Use comparative adjectives to compare animals. • The children write the comparatives. Competency Support:
Learner Styles • Process and exchange information to figure • Elicit answers, asking children to spell them. Communicate
out age/height order.
Answers
Visual Materials for you: a bag 1 taller 2 faster 3 happier 4 hotter The children work together in
Preparation: make word cards with one-syllable order to line up according to their
• Follow the TE activity. The children choose and B Compare. Talk to your friend using these words.
birthdays. They work as a team,
adjectives, e.g. old, big, strong
draw any five animals, and label each with an • Do the activity orally. The children compare each asking and answering about dates
appropriate adjective from strong, heavy, long, Warm Up pair of items using one of the adjectives supplied. to identify the correct sequence,
short, tall, dangerous, fast, slow, intelligent. •Play a rhythm game with animals. Demonstrate the • Pairs: the children take turns comparing the items. bearing in mind the year as well as
pattern: pat your legs, clap your hands, snap your Possible answers the month they were born. They
Auditory/Visual fingers twice, and say the name of an animal. Go 1 A car is more expensive than a bike. 2 A man is read and answer the questions in
around the class. Anyone who breaks the chain, can’t more intelligent than a monkey. 3 Math is more
• Follow the TE activity. Put enlarged photocopies think of an animal, or repeats an animal is out and the SB by comparing information
difficult than art. 4 Cartoons are more exciting than
of the animals up around the classroom. Pairs: stands up. the news. to identify who is older and who is
the children walk around the classroom and younger than them. Then they play a
A [Track 44, p140] Listen, read, and circle the Grammar on the Brain
say sentences about the animals, using strong, true and false game, understanding
answers. • Write two math problems on the board, one information about themselves in
heavy, long, short, tall, dangerous, fast, slow, very simple, the other difficult. Ask the class to
• Before the children open their books, brainstorm relation to others. They identify
intelligent. animals. Elicit animals that are strong, heavy, long,
compare them to elicit more difficult. Write more
short, tall, dangerous, fast, slow, intelligent. Help
… on the board. Ask the class to compare things errors and communicate the correct
with beautiful, expensive, famous, popular, good. information.
Kinesthetic with vocabulary if necessary.
• Play the CD. The children listen, read, and circle the
• Follow the TE activity. Put enlarged photocopies correct option from the two given each time. Explain B Line up in order of your birthdays and answer.
of the animals up around the classroom. Say that answers will be confirmed in Lesson 3 (see p126
• The children line up in order of their birthdays,
for answers). Competency Support:
world
sentences using strong, heavy, long, short, tall, taking account of different years as necessary.
dangerous, fast, slow, intelligent. The children p95 • Turn around so you can’t see the children. Say, e.g. Communicate
walk to a picture of an animal that represents Jack is older than Chris. If you’re wrong, Jack says

work that quality, then mime an action to represent


the animal.
Grammar on the Brain
• The children look at their answers for SB A.
That’s not right. I’m younger than Chris. Repeat with
different children.
The children make deductions about
their heights, comparing different
Model, then elicit comparative statements, e.g. children in the class and deciding who
C Line up in order of height and answer.
I think an ant is stronger than a man. Write on the
is taller. The class verify their answers
Differentiated Instruction: board –er than. • Say the names of two children and ask who is taller.
Do this for several pairs. Then have the class line up by lining up in height order, working
• Brainstorm one-syllable adjectives with the class.
(Avoid longer adjectives and colors, which are not to see if they were right. together once more, this time as a
Challenge Level usually used as comparatives.) whole class. Then the children read
D Draw a silly animal and describe it to your friend. and answer the questions in the SB
• Write on the board big—bigger and heavy—
Then compare it to your friend’s animal.
Low Read the sentences in the heavier. Elicit what has changed in the by assessing the visual evidence to
Grammar on the Brain box comparative. (Double g in bigger, ier in heavier.) • Model the activity by drawing a silly animal on the identify who is taller and who is
aloud. The children underline Explain the spelling rules: board. Invite a child to draw another. Then compare
—word ending in vowel + consonant, add a
shorter than them.
animals, using a range of comparative adjectives.
the sentences in which things consonant before the –er, big—bigger.
are compared. Elicit their • Pairs: the children draw and compare silly animals.
—words ending in y, change y to i before –er, e.g.
meanings. The children identify heavy—heavier. Round Up
the comparative adjectives and • Show a word card you prepared, e.g. old. A child • Put a number of items in a bag.
deduce the spelling rules. Review makes a comparative sentence, e.g James is older
• The children take two items out of the bag and make
the spelling rules. Write on the than me. Elicit the spelling of older. Write it on
a sentence comparing them.
the board. Repeat with the other cards.
board long, happy, hot. Elicit the
comparative forms.
Medium Follow the TE activity. Student Website
Homework Zone: Play
High Follow the TE activity. Pairs: the Interactive Grammar Game
children draw an animal each and Comparative adjectives 125 U10
take turns comparing them using
the comparative forms of big,
heavy, strong. Printer Friendly Version
Unit 10 Lessons

U9 1 2 3 4 5 6 7 8 9 10
10 Student Book X
3 Language p96 LAB

Differentiated Instruction: •

Off to Work!
Lesson Objectives
Practice animal vocabulary.
Describe animals using comparative adjectives.
A Write the adjectives. Use these words.
• The children look at the category words: size,
weight, etc. Elicit adjectives to use to talk about
Differentiated Instruction:
Challenge Level • Compare animals in detail. each one. Learner Styles
• Elicit an adjective for each picture. Point out that
Low Pairs: the children reread and
Warm Up the adjectives are in pairs of opposites. Visual/Auditory
•Review older than/younger than by having the • Elicit answers.
compare their answers from children line up as fast as they can in order of their • Write as column headings on the board weight,
Lesson 2 A and make any changes Answers
birthdays. Each child names another child who is height, size, strength, speed. Say in random
2 light, heavy 3 tall, short 4 strong, weak 5 slow, fast
they want to. Play the CD. Pause older or younger than them. order big, heavy, short, small, tall, fast, light,
after each animal and elicit the B Think of things to compare. Write sentences with slow, strong, weak. The children stand in line
A [Track 44, p140] Listen again and check your
answer. The children write the the adjectives in Activity A. with the correct category. If wrong, they sit
answers to Lesson 2.
comparative adjectives in their • Brainstorm topics other than animals that can down. The last child standing wins.
notebook. • Play the CD again. The children check their answers
be compared in each category, e.g. vehicles (car,
to Lesson 2 Activity A.
plane), materials (glass, metal). Write ideas on the Auditory
Medium Follow the TE activity. The children Answers board.
write the adjectives from Lesson 2 1b2b3b4b5b6b7a8a • The children choose a topic for each category and • Pairs: the children take turns naming and
A in their notebook in pairs (e.g. write a sentence. spelling the adjectives from the activity and
B Think of two animals. Compare their:
heavy—heavier). 1 size • Elicit sentences. saying and spelling their opposites.
2 height
High Follow the TE activity. Pairs: the
children write sentences about the
3 speed
Think some more … Kinesthetic
4 weight
animals using comparatives. 5 strength • Pairs: the children use the lists they wrote in • Draw five circles on the floor. Label them
• Each child thinks of an animal and writes it on a piece Thinking Point in Lesson 1. They take turns weight, height, size, strength, speed. Give
of paper. defining animals for their friend to guess, e.g. It’s
bigger than a lion. An elephant!
each child a sticky note with big, heavy, short,
• Divide the class into two groups. Each group allocates

The world
small, tall, fast, light, slow, strong, or weak. Play
Competency Support: Learn numbers from one to all the children. Each child pairs
music. The children walk around. When the
up with the child in the other group with the same Round Up
number. If they have the same animal, they change music stops, they stand in the correct circle for

of work
This activity involves the children Groups: give each group a category, e.g. food,
pairs. weather, movies. They write the category and list their adjective. Repeat. The children swap sticky
working in pairs to compare two notes each time. You could ask the children to
• Pairs: they compare animals, talking about size, adjectives that could be used to compare things in it,
different animals they have chosen. height, weight, speed, and strength. Monitor and e.g. delicious, sweet, sour, salty. hop/skip/jump, instead of walk.
They put into practice the topic make sure children are making comparisons correctly. • They exchange lists with another group. Each group
knowledge, grammar, and vocabulary • Collect the animal papers from the children. makes sentences comparing things in the category
that they have acquired in earlier they have.
stages of the unit. They apply C Play the “Animal Game.” Understanding Theory:
their thinking skills to identify and • Model the dialogue with a child. Critical Thinking
compare the animals’ characteristics. • Two teams: use the animal papers from SB B. A child
They demonstrate their ability to from each team chooses an animal paper without The children refer back to their ideas from
express this knowledge and extend it looking. They read the names aloud. The teams take Lesson 1. They take turns describing the
turns making a comparative sentence about their
by sharing information. animals they listed using comparative
animal. Continue until they run out of adjectives to
use. The team who made the last statement about adjectives and guessing the animal
the animal wins 1 point. described. This task involves critical
thinking as the children think of a range
of ways in which they can give clues about
the animal. Encourage them to think
about the adjectives they have been
learning and choose the most appropriate
ones to make clear statements to help the
other person guess. Monitor the activity
and help as required.
U10 126

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Unit 10 Lessons

U9 1 2 3 4 5 6 7 8 9 10
10 Student Book X
4 CLIL: Science— Guess What! LAB
Ocean Animals
k!
• The children read the text. Ask them to guess how
fast an average human being runs (15–20 km. per
Lesson Objectives hour). So the sailfish is at least five times as fast as a
Understanding Theory: human. Competency Support: Learn
• Learn vocabulary for sea creatures.
CLIL Science • Compare sea creatures.
• Ask the children what else they would like to know
about sailfish. Suggest they find out for homework. The children work as autonomous
• Investigate, draw, and write about a sea creature. learners to put into practice the
Content and language join together in
this lesson as the children learn language Materials for you: world map; reference materials p97 knowledge they acquired in A. They
to talk about oceans and ocean wildlife and brochures with pictures of sea creatures, large use this information to build on their
pieces of blue paper For each child: scissors, glue A Read and draw lines from the creatures to their knowledge of comparative adjectives,
in a CLIL science context. To do the food.
activity, the children must understand the making sentences to compare the
concepts behind land and water coverage Warm Up • Draw pictures of sea creatures on the board. The creatures pictured. This fun and
• Show the children a world map and ask them to children label them.
of planet Earth. They consider whether highly visual activity is a good way of
point to the Pacific, Atlantic, and Indian Oceans. Ask • Pairs: the children read and draw lines from each making the language memorable.
land or ocean covers more of the surface if there is more ocean or land covering the surface of creature to its food, then check answers with
of Earth, establishing that oceans cover Earth (ocean). another pair.
more. They then brainstorm animals that • Brainstorm sea creatures. • Elicit answers.
live in the oceans. They demonstrate their Differentiated Instruction:
understanding by making and writing A [Track 45, p140] Listen and point. B Draw a picture of your favorite ocean creature in
your notebook.
about an aquarium mural later in the • The children talk about the pictures. Learner Styles
lesson. • Play the CD twice. (1) Pause before the name of • The children draw and label a picture of their
favorite ocean creature in their notebook.
the animal is said to see if the children can name it. Visual
(2) They listen and point.
C Answer the questions. • The children read the sentence, then draw a
Differentiated Instruction: B Talk about the creatures you can see. Use these
words.
• The children use the Internet or reference books line from each creature to its food. Pairs: the
to answer the questions about their favorite children draw on squares of paper octopus,
Challenge Level • Model the sentence. The class repeat. ocean creature. They write the information. crab, shellfish, small fish, starfish, shark,
worldLow Point to the pictures and name


Elicit examples using other comparative adjectives.
Pairs: the children make sentences about the animals
• The children show the class their picture and talk
about the sea creature, saying what it eats and
what eats it.
stingray, plankton. They take turns throwing an
eraser to fall on a picture. Their friend writes a
in the pictureusing comparative adjectives.

work
each creature for the children sentence about that picture. They write at least
to repeat. Read the text slowly C Make an aquarium for your classroom.
four sentences each.
Round Up
sentence by sentence. The children • Play “20 Questions” (see p13) with sea creatures. The
• Hang up some large pieces of blue paper to make an
point to the corresponding aquarium background. children ask questions, e.g. Is it faster than a sailfish? Auditory
pictures. Play the CD. The children
• The children look at the reference materials and • The children cover up the sentences in LAB A.
listen and point. brochures you brought. They find a sea creature they Read the sentences aloud. The children draw
are interested in. They draw and color it, then glue
Medium Follow the TE activity. their creature onto the blue paper. a line from each creature to its food. Say a
creature (e.g. Octopus.) to elicit what it eats
High Follow the TE activity. Pairs: D Write about the creatures in your aquarium. (e.g. Octopuses eat crabs.).
the children take turns reading
a sentence from the text and • Read the model text.
• The children draft a description of their own sea Kinesthetic/Auditory
pointing to the picture of the creature using comparative adjectives. They check
creature described. their work. Then they rewrite it neatly on a piece of • Write on large pieces of paper octopus, crab,
paper. Hang the papers around the aquarium. shellfish, small fish, starfish, shark, stingray,
plankton. Put the papers on the floor. Two
teams: say sentences (e.g. Crabs eat dead
fish.). The teams throw a beanbag onto the
corresponding paper. If correct, they win a
point. The team with the most points win.

127 U10

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Unit 10 Lessons

U9 1 2 3 4 5 6 7 8 9 10
10 Student Book X
5 Create
C Choose one group of animals and put them in
LAB

Off to Work!
Lesson Objectives order to make a food chain.
• Learn about food chains. • Pairs: the children choose one group of animals
Differentiated Instruction: • Make a food chain. shown in LAB A. They order the animals to make a Understanding Theory:
food chain.
Learner Styles • Explain their food chain to friends. Classroom Management
• Ask three pairs who chose different groups of
Materials for each child: see You need list in the SB animals to describe their food chains and write
Visual For each group: a set of word cards: plankton, small them on the board. The class agree or disagree. Remind the children of the importance of
fish, stingray, shark, man having all the materials ready and well
• Follow the TE activity. The children write as organized before they start the activity.
column headings in their notebook Lake, Arctic, A Make a food chain.
Warm Up Review all the steps for the procedure
Field. They write the names of the animals • Make sure that each child has the materials they and make sure the children are clear on
• Write the animals in LAB A on the board in random
pictured in the correct columns. order. The children label the animals in their LAB,
need. Say each item. The children point to it/hold
what they have to do. Set time limits for
it up.
using reading skills (e.g. picture clues, cognates, etc.) the different stages in order to ensure
Auditory/Kinesthetic to try to figure out those they’re unsure of. Elicit • Read the instructions and answer any questions.
that the children finish the activity before
answers: owl, mouse, grasshopper, fish, dragonfly, • The children make their food chains. Monitor and
• The children sit in a circle. Throw a beanbag to bird, polar bear, seal, plankton. help. the lesson ends, if possible including time
one child and say an animal. The child says the • Groups: the children tell their friends about their to display the food chains around the
name of the habitat, then throws the beanbag p98 food chain. classroom.
to another child. They say another animal. And • Point out how the environment is interlinked and
A Match the animal groups to the habitat names. needs to be treated with respect. For example, if one
so on. Play the game until all the children have
animal becomes endangered or extinct, it can affect
participated. • Check comprehension of lake, Arctic, and field.
the rest of the animals in its food chain.
Write the words on the board. Understanding Theory:
Kinesthetic • Ask Which group of animals lives in a field? Elicit Round Up Multiple Intelligences
Group 1. Repeat for the other groups.
• Groups of five: shuffle and hand out the sets of word
• Put three big boxes at the front of the class • The children draw lines matching each group of cards, text side down. Each child takes a card without In this activity, the children review
labeled Lake, Arctic, Field. The children take animals to their habitat. looking at the text until you say so. The groups then everything they have been learning
• Pairs: the children close their books. They try to compete to see which can be the first to stand in the

The world
turns throwing balls or beanbags into one throughout the lesson and play a
remember the names of the animals that live in correct food chain order.
of the boxes, and saying an animal that game in order to demonstrate their
each habitat.
lives in that habitat. The first child to get a understanding. They use their linguistic
of work
Answers
ball/beanbag into all three boxes, naming intelligence to understand the cards, then
1c2a3b
appropriate animals, wins. use their bodily/kinesthetic intelligence
B Look and read about the food chain. to stand in the correct order to make
• Read the text. The children close their books. up the stages of a food chain. They are
Differentiated Instruction: • Draw some plankton on the board. Ask What eats using movement and are positioning
plankton? Elicit A small fish eats plankton. Draw a themselves appropriately to communicate
Challenge Level small fish, with an arrow going from the small fish information.
to the plankton. Ask What eats small fish? Elicit
the whole chain in this way (stingray—shark—
Low Read the sentences aloud.
man). Explain that this is a food chain.
The children point to the
corresponding pictures. Discuss
• Pairs: the children look for other food chains of at
least three elements in the sea picture on p97.
the order of the food chain orally
• Pairs describe their food chains. Reproduce the
with the children. Draw simple details on the board so that the class can check.
sketches on the board to show
the food chain the children
say. Repeat all the information
chorally. Pairs: the children say the
information about the food chain
one more time.
Medium Follow the TE activity.
Connection
High Follow the TE activity. Pairs: the The World under the Water, p64
U10 128 Genre: fiction
children close their LAB and
recreate the food chain in B from
memory.
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Unit 10 Lessons

U9 1 2 3 4 5 6 7 8 9 10
10 Student Book X
6 Language Pronunciation note: make sure that the children LAB
pronounce desert with the stress on the first syllable.

k! Differentiated Instruction: Lesson Objectives




Learn vocabulary for geographical features.
Describe geographical features using superlative
Dessert has the stress on the second syllable.

Grammar on the Brain


Accuracy Focus: Make sure that the children use the
Differentiated Instruction:
adjectives.
Challenge Level • Describe a place they want to visit.
with all superlatives. Learner Styles
• Show three books, all different colors and sizes.

Low Read the words in the box aloud.


Compare two, eliciting, e.g. The green book is Visual
Warm Up bigger. Elicit that one book is bigger than the
Elicit their superlative form. Ask • Prepare a list of easy questions featuring the other two. Say, e.g. The blue book is the biggest. • Pairs: the children write on construction paper
the children what places or natural comparative, e.g. What’s bigger—a dog or an • Three children of differing heights stand next the headings –est, –iest, most. They write the
features these words could be elephant? The children answer quickly, using whole to each other. Write tallest and shortest on the adjectives from the activity under the correct
applied to in their country. Help sentences, e.g. An elephant is bigger. board. The class compare them using comparative
headings. They check answers with another
and superlative adjectives. Repeat with longest/
with ideas if necessary. Form shortest hair. pair.
A Find and answer.
sentences with the superlative
• The children identify which type of geographical • Show the three books again. Repeat the
with the children and write them procedure using interesting. Point out that Auditory
feature Kilauea (pronounced Kil-oo-ay-a), Everest,
on the board. The children write the Sahara, the Atacama, and the Nile are (volcano, adjectives with more syllables don’t add –est
them in their notebook. mountain, desert, desert, river). to the end, but use most instead, e.g. most • Write the words from the activity on slips of
interesting. paper and put them in a bag. The children sit in
Medium Follow the TE activity. • A child reads the statements aloud.
• The children read the sentences in the grammar a circle and take turns passing the bag around,
• Pairs: The children discuss and write the answers
box. Ask which adjective doesn’t behave in the
(from a–e). pulling out a word, and making a sentence with
High Follow the TE activity. The children same way as the others (good—best). Elicit the
• Elicit answers. the adjective in the superlative form.
look through geography and comparative form (better).
natural science books about their Answers • Point out the spelling change in big and heavy,
country to brainstorm ideas. They 1a2c3b4d5e reminding the children of the rule they learned Kinesthetic
write one sentence using each for comparative adjectives.
B Find out some superlatives about your country and
• Do this activity on the school yard. Pairs: the
word. Pairs: the children compare write sentences. Use these words. B Write the correct superlative form of these children draw a hopscotch grid and write the
sentences with a friend. Elicit
world
adjectives in your notebook. adjectives from the activity in the ten squares.
sentences. • Brainstorm superlatives related to the children’s own
country. If the children are not sure of the highest, • Do the activity orally. Elicit the superlative The children play hopscotch, saying the
longest, etc., in the country, ask them to talk about adjectives. adjectives in superlative form as they land on

work Competency Support: Learn •


their state or town.
Point out that the features you have discussed are
highlights of the children’s country and that they
• The children write the adjectives with their
superlative forms in their notebook.
the squares.

Answers
should be proud to be from there.
1 youngest 2 most beautiful 3 most important
In this activity, the children share 4 smallest 5 heaviest 6 best 7 oldest 8 most
Competency Support: Me
C Tell the class about a place you want to visit.
and talk about a place they want intelligent 9 friendliest 10 prettiest
to visit. In the first part of the • Brainstorm adjectives the children could use to This activity allows the children to
activity, the class work as a whole to
describe a place they want to visit, e.g. interesting, All About Me personalize what they have learned
exciting. Point out that the word fun is a noun, not about the superlative form of
brainstorm appropriate adjectives an adjective. You cannot add –est to it. • Pairs: the children complete the questions.
to describe the place. The children • Elicit answers. adjectives. First they complete the
• Children in turn tell the class about a place they
questions, showing that they have
are learning to learn together. They would like to visit. Encourage them to give reasons. • Pairs: the children answer the questions for
decide on a place, using social and themselves in their notebook and then share their assimilated the structure. Then they
cultural facts to assess options and p99 answers. Ask them to explain their answers. answer the questions, expressing
come to a conclusion. Finally, the information about their lifestyle.
children share their ideas with the A Match the words to the pictures. Round Up Finally, they share their ideas with
whole class and give reasons for • Have a “Spelling Bee” with comparative and others and explain their preferences.
• The children draw a line between each word and
superlative adjectives. Say, e.g. Happy—superlative. A
their choices. Encourage them to pay the correct picture. In this final stage, encourage them to
child responds, e.g. happiest, and spells the word.
attention when they are listening to Answers
express themselves with confidence
each other’s ideas, so that they can 1c2e3d4a5b and to show their appreciation of
respond positively, giving constructive others’ tastes and opinions.
feedback. Remind them as necessary Teacher Technology Pack DVD-ROM Student Website
of the importance of respecting other Discovery Zone: Poster Homework Zone: Play
people’s tastes and opinions. Amazing Animals – exploring some Interactive Vocabulary Game
record-breaking animals. Geographical features 129 U10

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Unit 10 Lessons

U9 1 2 3 4 5 6 7 8 9 10
10 Student Book X
7 Language p100 LAB

Differentiated Instruction: •

Off to Work!
Lesson Objectives
Solve brain teasers.
Practice superlative adjectives.
A Read and answer.
• Elicit the names of the three planets pictured and
the people who live there (Birogs, etc.).
Understanding Theory:
Challenge Level • Collect and interpret data.
• Children read the text and questions one by one. Brain-Based Learning
Elicit answers.
Warm Up • If they need help, ask children to act out the texts. This activity gives the children the
Low Pairs: the children read the brain
•Do a quick question drill with wh– questions, e.g. opportunity to be fully immersed in a
teasers. Discuss what they mean, What is the longest river in the world? What is the
Answers
1 Birog 2 Snootches 3 Birogs, Snootches 4 Snootches meaningful task, a survey that reflects
clarifying any new vocabulary. biggest city in Mexico?
their own areas of interest. They conduct
Elicit ideas. Write them on the
A Read and guess.
B Talk about your class with a friend. Use these their own investigations and record the
board so that the children can words. results. They engage with and assess
check them in the next activity. • A child reads aloud the brain teasers. The class guess
the answers. (Don’t confirm answers.) • Demonstrate by saying, e.g. In my class, I am the information related to their age and
Medium Follow the TE activity. oldest and Juan is the youngest. appearance, sifting it to identify the
• The first one is a logic puzzle. Help the children
think of possibilities by asking how they might make • Pairs: the children take turns making similar correct results.
High Follow the TE activity. Pairs: themselves higher than a friend even though they
sentences about their class.
the children write one more aren’t taller. Draw a vertical arrow.
brain teaser using a superlative • The second one is based on knowledge. Elicit Think some more …
adjective. Pairs tell the class their suggestions. Differentiated Instruction:
brain teaser. The class try to solve • Pairs: the children use the list they wrote for the

it. B [Track 46, p140] Listen and check. Thinking Point. They choose three animals that
they can describe using superlatives and describe
Learner Styles
• Play the CD. Pause after the first answer and repeat. them to their friend.
Ask for a volunteer to draw the answer on the board. Visual/Auditory
Play the CD to the end. The children listen for what
the bakers made. Round Up • Write on the board youngest, oldest, most
Competency Support: Learn • Groups: the children create a puzzle like the one in talkative, quietest, funniest, tallest, shortest,
C Survey your friends. LAB A, making up three planets of their own. most intelligent. The children write the three
Carrying out a survey is a fun and
challenging way of consolidating


Model the dialogue with a child. The world

Groups (rows or tables): the children decide who is
They then try to solve another group’s puzzle. words that best describe them. Collect all the
papers. Read the papers aloud for the children

of work
understanding of the target grammar the most … in each category. to guess who each one refers to.
and vocabulary from the unit. The • The row/table winners stand up. The class compare
children work together to reach a them to identify a winner in each category for the Kinesthetic/Visual
common goal. In the first part of the class.
activity, the children work in groups, • The children write on index cards youngest,
D Give your class a school record. Does your teacher oldest, most talkative, quietest, funniest, tallest,
identifying the people in their group agree?
who are the most … for each of shortest, most intelligent. They put an envelope
the different categories. They are • Brainstorm some superlatives that might be used to on their desk. The class walk around and put
describe your class, e.g. the biggest, the neatest, the
functioning as self-directed learners the words that apply to the different children
most intelligent.
as they assess social information. In in their envelopes. The children check their
• Groups: the children decide which superlatives apply
the second part, the class work as a to their class, giving reasons. envelopes and see how many words they got in
whole, comparing the nominees for common. Elicit results.
• Groups share their ideas. The class try to identify one
each category and voting on the most that everyone agrees with.
suitable candidate from the whole
class for each category. This involves
analyzing particular features and
assessing and comparing people.

U10 130

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Unit 10 Lessons

U9 1 2 3 4 5 6 7 8 9 10
10 Student Book X
8 Reading • Elicit ideas on the moral of the story, e.g. You have to LAB
pay attention all the time. or Don’t boast.

k! Understanding Theory:
Lesson Objectives


Identify the speakers in a story.
Deduce the moral of a story.
E Point to the skunk, the lion, the hawk, and the bear
in the picture. Competency Support: Me
Constructivism • Identify story characters with similarities to • Elicit the characteristics of each animal, e.g. The lion
themselves. has the biggest teeth. This activity is an opportunity for
The focus of this activity is to build on • Say each animal name. The children point to the children to analyze their personality
correct animal. Point out to the children that pictures and decide which story character
information that the children already Reading Skills: Identifying speakers are very useful for helping you remember vocabulary
have about animals. Through the use as well as figuring out new words. They might find it
they think they are similar to. The
Show how recognizing textual clues helps you figure
of pictures, the children activate the out what is going on by highlighting what each useful to draw a small picture beside a new word. children assess the character traits of
information they already know and use character says (e.g. “/” for direct speech). the animals and compare them with
F Which animal are you most like in the story? their own. This motivating activity
this as a foundation on which to build Deducing the moral of a story Why?
their knowledge. They are encouraged to Sometimes the lesson of a story is not expressed
gives the children the opportunity to
speculate about the content of the story explicitly. The children need to use their own • Pairs: the children think about which animal they are identify and evaluate their strengths
knowledge to infer the meaning. This helps them similar to and why. They tell their friend. and weaknesses, and to share their
and the role the animals will play in it.
The children are actively engaged in the develop their close reading and analytical skills. • Children share their ideas with the class. discoveries with others.
learning process, rather than receiving p101
knowledge passively. Throughout the Warm Up
activities in this lesson, the children • Write the animals pictured on the board. Elicit the
discuss, discover, and appreciate new
biggest and smallest animal. Ask how the animals A Write these words under the correct picture. Differentiated Instruction:
feel: happy, sad, angry? Ask if the story is going to • For each body part, elicit the animal.
knowledge. be true. Elicit reasons. Explain that this is a fable. Ask Learner Styles
what a fable is (a story that teaches a lesson).
• The children label the pictures with the words.
• Elicit answers. Then elicit the body parts.
Visual/Auditory
A Look at the picture. Which animal do you think is the Answers
Differentiated Instruction: most dangerous? 1 lion 2 hawk 3 bear 4 skunk • Follow the TE activity. The children draw, color,
• The children say which animal they think is the most and cut out pictures of the four animals from
world
Challenge Level dangerous and why. Don’t confirm answers.

B Look at the text. Who speaks first? How can you


B Who is it? Write skunk, lion, hawk, or bear.
• Discuss the sample answer. Ask the children if they
the story. Give instructions (e.g. Put them
in order of size/height/weight …). Then the

work
Low Point to the first paragraph agree (the answer given is deliberately wrong). children paste the pictures to a pole (or onto
tell? The children read the text in the SB again to
and explain that it is narrated check. Elicit the correct answer (hawk).
a piece of string) in an order of their own
text. Remind the children that a • Pairs: the children look and decide who speaks first.
choosing—they must be able to say why they
• Elicit answers, with reasons. • Pairs: they discuss what each animal said and write
narrator is someone who isn’t in their answer, referring to the text in the SB. chose this order. They mingle to find someone
the story but who tells the story Answer
• Elicit answers. who has the same order of pictures as them,
from outside. Review the four The hawk; speech is shown by quotation marks, and the then sit down. Ask the pairs sitting what order
introduction. ‘The hawk said …’ Answers
characters. Explain that when they 1 hawk 2 skunk 3 lion 4 hawk 5 bear 6 lion, hawk, they chose and why.
speak, what they say is marked by C What do you think the story is going to be about? skunk
quotation marks. Draw quotation
• Pairs: the children look at the title and pictures and Auditory/Kinesthetic
marks on the board. Explain C Act out the story.
make predictions.
which show the start of speech • Groups of four: within the group, each child
• Elicit ideas. Don’t confirm answers. • Groups of four: the children take a part each and
and which show that speech practice acting out the story. takes the role of a different animal. They draw a
has finished. (NB In the SB story D [Track 47] Listen and read. • The groups act out the story. picture of the animal and stick it to themselves.
font, these are the same.) Ask the Give instructions (e.g. Stand in order of size/
• Play the CD. The children read along silently in their
height/weight …). The children get into the
children to circle the quotation book. Pause after “Everyone runs when I come.” Round Up
marks in the story. Elicit which • The children write a version of the story with new appropriate order. Elicit from the class what the
• The children underline how each animal says they are
character speaks first. the best. Elicit answers. For smelliest, also elicit smelly animals. The theme is which animal is the scariest. order should be each time.
and the related word smell.
Medium Follow the TE activity. • Play the rest of the CD. Ask which animal didn’t say
anything. Elicit ideas on what happened and why.
High Follow the TE activity. Pairs: the
children underline all the speech Student Website
that the characters say in the Homework Zone: Read
A Non-Fiction Interactive Reading Task
story. Elicit answers. Ask if any The most amazing race 131 U10
important information would be
lost if we only had the words the
characters say in the story. Printer Friendly Version
Unit 10 Lessons

U9 1 2 3 4 5 6 7 8 9 10
10 Student Book X
9 Sounds Like English p102 LAB

Differentiated Instruction: •

Off to Work!
Lesson Objectives
Identify how ph and wh are pronounced.
Practice pronouncing words with ph and wh.
A Complete the words. Then draw.
• Do the activity orally first, eliciting the missing
letters.
Competency Support: Think
Challenge Level • Distinguish between words starting w and wh, ph
• The children complete the words by writing the
and f.
correct letters in the blanks, then draw the picture The children develop their phonemic
Materials for each child: scissors, glue, old magazines for each word. awareness by remembering previously
Low Write on the board phone, photo, acquired sounds and using their
when, why, who, where, which. Answers
Phonics Tip ph: phone, photo; wh: white, wheel deduction skills to answer questions
Play the CD twice. (1) The children about them. Discuss their ideas and
In the combination wh, the h is usually silent or very
listen and raise their hand when Phonics Fun! confirm which are correct. Then the
gently emphasized, e.g. why. Ph is pronounced f, e.g.
they hear those words. (2) The phone. • The children circle the items spelled with ph and children brainstorm other words
children circle the words. underline those spelled with wh. Elicit answers. that contain the sound to extend
Warm Up • Pairs: the children think of a famous person and their knowledge. They share and
Medium Follow the TE activity. write down the name.
• Give each child a piece of paper. They draw a scene discuss their words with the class.
High Follow the TE activity. Pairs: the (serious or funny, real or imaginary) that needs to • Brainstorm questions you could ask a famous
Encourage them to copy them into
include all the things you say. Say the words one at person, e.g. Why are you an actor? Who do you
children think of other words admire? their notebook.
a time, giving the children time to think about how
with those sounds (e.g. dolphin, to work them into their pictures: fish, wheel, phone, • Pairs: the children write one question for
physical, wheel, white). Write flowers, white, window, elephant. Don’t write them each question word. Then they prepare a mini
their ideas on the board for all on the board. interview, with one child asking the questions and
the children to read and practice • Pairs: the children compare their pictures. the other pretending to be the famous person and
inventing answers.
pronouncing.
A [Track 48] Listen and read. • Pairs present their interview to the class.
• Play the CD. The children read along silently. They then Answers
circle the wh– words in red and the ph– words in blue. circled: photo, phone; underlined: wheel, white
Differentiated Instruction: • Elicit the words. Write them on the board.

Learner Styles B Find and write the words. Then answer. The world

Round Up
Hand out the old magazines, scissors, and glue.

of work
The children find and write the word for each • Write on the board wh- and ph–. The children copy it
Visual picture. on a new page in their notebook. They find pictures
• Write on the board why, wind, where, water, • Read the questions. Elicit the answers. with the sounds in the magazines and glue them
window, which, when, who, was, flowers, Answers
in their notebook, then write the word under each Understanding Theory:
picture. Monitor and help.
phone, dolphin, flute. The children copy the photo, phone; 1 ph 2 f Multiple Intelligences
words into their notebook, using different
C Write five question words. The children develop their visual/spatial
colors to distinguish between the different
spellings of the same sounds. Ask which word • The children write the five question words. They can intelligence and linguistic intelligence in
find them in the text first, if they need help with the this activity. They review the words they
is different (who). spelling.
have learned throughout the book by
Answers completing them, then draw pictures of
Auditory when, why, who, which, where
the items to confirm their understanding.
• Dictate one by one why, wind, where, water, The children are reinforcing the links that
D Look at the words in Activity C and answer.
window, which, when, who, was, flowers, exist between words and images, helping
phone, dolphin, flute. The children write down • Read the questions. Elicit the answers. Ask which
effective memorization and reuse of
letter is silent and draw attention to it. Ask if all the
the words. Pairs: the children swap with a words are the same. (No, who is different.) vocabulary.
friend and check each other’s answers.
• Ask the children if they can think of any other words
with wh and if the h in these words is silent, too.
Kinesthetic Answers
1 wh 2 w (all except who =h)
• Write on sticky notes _y, _ind, _ere, _ater,
_indow, _ich, _en, _o, _as, _lowers, _one,
dol_in, _lute. Stick them around the classroom.
The children walk around, and write the words U10 132
in their complete version. The first child to
complete all the words correctly wins.
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Unit 10 Lessons

U9 1 2 3 4 5 6 7 8 9 10
10 Student Book X
10 Review • Elicit answers, asking children to spell difficult LAB
words.

k! Assessment Focus
Lesson Objectives
• Review and practice language introduced in the
unit.
Answers
small, smaller, smallest; fast, faster, fastest; hot,
hotter, hottest; funny, funnier, funniest; intelligent, Competency Support: Learn
• Describe and compare two animals. more intelligent, most intelligent; beautiful,
Use this activity as an oral assessment. more beautiful, most beautiful; dangerous, more The children talk about animals they
Assess the children as they give and Warm Up dangerous, most dangerous; dry, drier, driest have been studying throughout the
figure out clues to guess the animal being • Groups: the children write the alphabet on a piece of B Complete the sentences using the correct form of unit. First they talk and compare
described. Make sure that they can express paper. They think of one animal for each letter. two animals with another child,
these words. (8 points)
their ideas clearly and accurately. Check • The first group to finish write their list on the board. demonstrating their ability to
The other groups contribute additional answers. • Write The Sahara desert is _____ desert. (hot) Elicit
that they are taking turns appropriately, the hottest. employ and interpret knowledge
listening and speaking when they should. A Play a guessing game. • Pairs: the children complete the sentences, using about wildlife. Then they share their
the comparative or superlative of the adjective. information with the whole class,
• Elicit the animals pictured. Model the dialogue in the
using appropriate presentation skills.
book. Give another definition for support. Answers
1 the most active 2 the driest 3 the longest 4 the Give the children positive feedback
• Groups: the children take turns giving clues. The
group guess the animals. highest on their presentations. Encourage
the class to listen carefully and to ask
B Choose two animals for each word and make C Make true sentences. (4 points)
questions that show their interest and
sentences in your notebook. • Write crabs / small / stingray on the board. Elicit a help the person presenting convey all
• Read the example aloud. Elicit another example using true sentence: Crabs are smaller than stingrays. the information required.
the second adjective, heavier. • Pairs: the children write true sentences using the
• Pairs: the children write sentences in their notebook prompts supplied.
comparing pairs of animals. Monitor and help. • Children write their answers on the board. The
class agree or disagree.
C [Track 49, p140] Listen and circle the correct
Answers
answer.
1 Whales are bigger than sharks. 2 The Sahara

world • Pairs: play the CD, pausing after each question. The
children listen and circle the correct answer from the
three options each time.
Desert is larger than the Atacama. 3 Mosquitos are
more dangerous than rattlesnakes. 4 The Nile is the
longest river in the world.

work • Pairs compare answers. If there is disagreement, the


class confirm. Talking Point
Assessment Focus
Answers
1 cheetah 2 giraffe 3 elephant 4 mosquito Talk about two animals. Describe and compare them. Self-assessment is a very important feature
• Pairs: the children each choose any two animals, of language learning, helping the children
D Test your friend’s general knowledge. from any page of the unit or from their Thinking to develop their language skills and their
• Hand out scrap paper. The children write a question Point list. They take turns describing them, self-confidence. The My Progress Journal
about something in the unit. They must know the comparing them in as many ways as possible. section of the review gives the children the
answer to the question themselves. • Children tell the class about their animals. opportunity to evaluate how they have
• Model the dialogue with a child. Encourage the class to listen carefully and ask
done in the course of the unit by coloring
questions about points of comparison not already
• The children mingle, asking and answering their
covered. in stars in different colors to reflect how
questions. confident they are in each language area.
Assessment Focus Praise them for all they have achieved.
p103 Assessment for Units 9 and 10
• The children do Review E on LAB p108. Also encourage them to use the results
Use LAB A–C to carry out an end-of-
• The children do Assessment E on SB pp132–133. of this assessment constructively. Suggest
year assessment. Give the children a set A Fill in the chart. (8 points)
that they review and practice any areas of
amount of time to complete the activities • Read the first entry in the chart. Elicit the
My Progress Journal weakness they have identified so that they
individually and in silence. Collect and comparative and superlative of small.
• The children complete My Progress Journal pp24–25 can perform even more effectively in the
correct the work. Praise and congratulate • The children complete the chart, then check and fill in their scores. next unit.
the children on their efforts here and answers in pairs.
throughout the year.
Connection Student Website Teacher Technology Pack DVD-ROM
Homework Zone: Listen Talking Point:
The House by the Ocean, p94 Interactive Listening Task Listen to Lex, Kayla, and Oliver describing
Genre: non-fiction Talking Point practice and comparing animals. 133 U10

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Unit 10 Lessons

U9 1 2 3 4 5 6 7 8 9 10
1
2 <
1 1 Everyday Life
A Read and point.
A Write the activity under the picture.
Differentiated Instruction:
Challenge Level Differentiated Instruction:
Low Hold up your book. Point to the Learner Styles
three pictures one by one and
Visual
name the actions for the children
to repeat. Then say the actions • Follow the TE activity. Write in the center of
again for the children to point to the board get up, put on, pick up, take, have,
and repeat. brush. Then write around the edge of the
board an egg, my teeth, my hair, my bag, my
Medium Follow the TE activity. hat, dressed, a shower, early. The children copy
High Follow the TE activity. Elicit other the words, using the same layout. Pairs: the
morning routines the children children draw lines to match the collocation
know that aren’t pictured on the halves. Explain that some verbs will be used
page (e.g. brush my hair, brush my more than once. Elicit answers.
teeth). Write them on the board.
Auditory
• Follow the TE activity. Pairs: the children take
C [Track 2] Listen again and act. turns saying one of the verbs (e.g. get up) and
responding with the full collocation (e.g. get
up early).
Understanding Theory:
Constructivism Kinesthetic
• Follow the TE activity. Pairs: the children take
This activity reminds and encourages
turns reading an expression in the activity and
the children to activate their thought
responding with an appropriate mime for it.
processes by relating the new language
Pairs mime the expressions for the class to
to activities they do in their everyday
guess.
life. This allows them to build on the
knowledge they already have. The
language is reinforced in several ways:
first, the children see the words for the Thinking Point
activities written on the page; then they
hear the words as part of a song; finally,
they associate the words with an action.
This helps reinforce what they already Competency Support: Think
know as well as support memorization of
the new information. The children reflect on a personal
level, saying what their everyday life
and routines are like. Brainstorm the
topic by eliciting examples of routines
from children, then encourage the
children to analyze why they do
certain activities every day. This
requires them to process information
to understand the concept of
routines and contemplate the reasons
for repeated actions. Then they
personalize the activity by writing
a list of their daily activities in their
notebook.
1
2 <
1 2 Language
A [Track 3, p134] Where are they? Listen and B Take turns. Give your family directions.
point.
Competency Support:
Differentiated Instruction: Communicate
Challenge Level The children create a role-play to
review the vocabulary and grammar
Low Write messy on the board and of the lesson. They work together in
elicit/clarify the meaning. Give groups to recall the new phrasal verbs
instructions using the main picture in the context of instructions related
(e.g. Point to the vacuum cleaner. to domestic activities. The activity
Point to the dog. Point to the encourages respect for taking turns
stereo player.). Then ask Who is and fairness in allocating roles.
this? to elicit the family members
and the animals. Play the CD
twice. (1) The children listen and
point to the people. (2) Pause and Round Up
repeat the action words after each
sentence. Write the words on the Differentiated Instruction:
board and elicit actions for them.
Medium Follow the TE activity.
Learner Styles
High Follow the TE activity. Pairs: the Visual
children take turns starting a • Pairs: the children draw a picture of a messy
sentence about a character in the room similar to the one in SB A. Encourage
picture (e.g. Mary plays with her them to be creative in their pictures, but
toys) and responding with the remind them that the items need to be clearly
rest of the sentence (e.g. but she identifiable. They swap pictures with another
doesn’t pick them up). pair and give instructions about what needs to
be done to clean up the room.

Auditory/Kinesthetic
A Match the sentences to the pictures. • Pairs: the children take turns giving an
instruction to clean up a room and miming the
appropriate action.
Understanding Theory:
Multiple Intelligences Kinesthetic
• Follow the TE activity.
To match the sentences and pictures
correctly, the children use their linguistic
intelligence to identify the written words
and decode their meanings. The activity
is particularly challenging because it
involves phrasal verbs, so the children
need to do more than simply translate
literally. Encourage the children to focus
on each picture and repeat the sentence
that accompanies it. Learners with visual/
spatial intelligence will benefit from
having clear pictures to associate with
language in this way.
1
2 <
1 3 Language
Warm Up B Look at the picture. Can you find Mrs. Messy’s purse?

Understanding Theory: Differentiated Instruction:


Classroom Management Learner Styles
The children brainstorm the two-word Visual
verbs that they studied in the previous
class. Remind them of the importance • Follow the TE activity. Pairs: the children look
of raising their hand and waiting to be at the picture for 60 seconds and memorize as
asked to speak. If everyone speaks at many items as they can. Then they close their
once, it means no one is listening. Stress book and say what they can remember. Finally,
the importance of taking turns and they open their book and name things they
listening to other people. Write the verbs didn’t remember.
exactly as the children say them on the
board to give them a visual reference. Auditory
Encourage the class to correct any errors. • Pairs: the children take turns giving instructions
Give the children positive feedback and based on the picture (e.g. Find the cat.) and
encouragement as they work. following the instructions.

Kinesthetic
• The children stand holding their hands in front
Grammar on the Brain of them about a ruler’s width apart, palms
facing in. Say instructions in random order (e.g.
Put them away. Pick up your toys.). When they
Differentiated Instruction: hear a sentence with the two-word verb as a
phrase (e.g. pick up, put away), they put the
Challenge Level palms of their hands together. If the verb is split
(e.g. Pick it up. Put the toys away.), they hold
Low Small groups: the children write their hands wide apart. Each time, elicit any
three two-word verbs from the alternative way of phrasing the sentence.
unit. Elicit examples and write
them on the board. Ask the
children to make one verb into a D Take turns with a friend. Play “What Is It?”
simple instruction (e.g. Put away
your book.). Write it on the board
and write Put your book away Competency Support:
underneath. Elicit whether this is Communicate
also correct. Show how the object
(your book) comes in the middle The children demonstrate
of the two-word verb. Then ask understanding of game rules which
the children to change the object are more complicated than usual.
to a pronoun Put it away. Make They work collaboratively with
sure all the children understand. another person, making up questions
Repeat the whole procedure with and answers about everyday activities.
another two-word verb on the They put into practice using separable
board. The children continue with two-word verbs in questions, as well
the verbs on their lists. as collocating them with appropriate
nouns. The children need to apply
Medium Follow the TE activity.
communicative strategies in order to
High Follow the TE activity. Pairs: ask and answer, as well as find and
the children take turns making infer information.
instructions with two-word verbs,
then changing the position of
the noun, and finally saying the
instructions with a pronoun.
1
2 <
1 4 CLIL: Science – Machines
A [Track 6, p134] Listen, find, and number.
A Write the name of the machine.
Differentiated Instruction:
Learner Styles Understanding Theory:
Visual CLIL Science
• Follow the TE activity. Draw a picture of one of The CLIL science context of this activity
the objects from this lesson line by line on the has the children actively analyzing and
board. Pause after you draw each line to elicit evaluating information about domestic
a guess on what the object is. Repeat, with appliances in their everyday lives as they
different children drawing the items. focus on the specific functions of the
different machines. They also develop their
Auditory thinking skills as they notice and practice
spellings.
• Follow the TE activity. Pairs: the children take
turns making a machine noise and naming the
machine.

Kinesthetic Homeschool Connection


• Follow the TE activity. Pairs: the children take
turns miming using a machine and naming it.
Differentiated Instruction:
Challenge Level
B Point and talk about the machines. Use the
information in the box. Low The children draw and color
pictures of three appliances in
Competency Support: Think their home. Encourage them to
include as many details as they
This activity encourages the children can remember about them in their
to look at the machines and consider drawings. They label the pictures.
what they are for. Young learners Children present their pictures to
at this level will be developing an the class.
understanding of items they have at Medium Follow the TE activity.
home and their processes and uses,
and this activity encourages critical High Follow the TE activity. Then the
thinking about the function of the children choose one machine on
objects surrounding them. You can their list and write about it, saying
encourage further reflection on this who uses it, what they use it for,
subject by asking them to think about and what time they use it (e.g.
how much the objects help them or My mom uses the coffee maker.
their parents do things faster/more She makes coffee for breakfast.
easily. She has breakfast at 7:00 a.m.).
Pairs: the children present their
information to a friend.
1
2 <
1 5 Create
Warm Up
B Invent a Popsicle®.
Understanding Theory:
Multiple Intelligences Differentiated Instruction:
This activity promotes the use of Learner Styles
intrapersonal intelligence, as the children
think about what Popsicles® they eat and Visual
enjoy. They are encouraged to express • Pairs: the children illustrate the ingredients
and share their ideas freely. In doing so, and the steps needed to make their Popsicle®.
they are learning to understand their own They then label the picture for each step with a
tastes and likes and share their preferences simple instruction.
with others. Understanding that people
have different tastes also promotes the use
of interpersonal intelligence.
Auditory
• Follow the TE activity. Pairs: the children work
with another pair. They take turns reading their
ingredients and steps to the other pair, and
A Read the recipes and choose the name of each summarizing what they heard.
type of Popsicle®.
Kinesthetic
• Follow the TE activity.
Understanding Theory:
Critical Thinking
Round Up
The children use their critical thinking skills
to read and categorize the ingredients Differentiated Instruction:
and steps of three different recipes in
order to match each to the appropriate Challenge Level
title. The activity requires the analysis and
evaluation of information so that they Low Pairs: the children take turns
can identify appropriate links. They are reading the three recipes in LAB A
gathering and assessing information to aloud. Check that they understand
come to a well-reasoned conclusion. all the ingredients and steps of
the method by asking simple
questions.
Medium Follow the TE activity.
High Follow the TE activity. Pairs: the
children do a walking dictation.
Put the three recipe cards up
around the classroom. Pairs
choose one recipe card. One child
is the reader and the other is the
writer. The reader walks to the
card and reads the information to
say to the writer. The first pair to
write the recipe correctly win.
1
2 <
1 6 Language
A [Track 7, p134] Listen to Alex. Fill in the chart. C Compare Alex and his dad.

Differentiated Instruction: Competency Support: Learn


Learner Styles The children review and assess two
Visual/Auditory sets of information related to the
same theme in order to compare
• The children write on three separate pieces of them. They are being challenged to
paper, each one in a different color, ✓ always, apply strategies to reflect on the
? sometimes, ✘ never. Play the CD. The children similarities and differences between
hold up the correct piece of paper each time two people. As well as demonstrating
they hear the corresponding word. Then follow their understanding of the
the TE activity. knowledge they acquired earlier
in the lesson, they are using critical
Auditory thinking skills.
• Follow the TE activity.

Kinesthetic/Auditory Think some more …


• Agree on actions for always, sometimes, never.
Play the CD. The children do the correct action
each time they hear the corresponding word.
Then follow the TE activity. Understanding Theory:
Critical Thinking

B [Track 8, p135] Listen to Alex’s dad. Fill in the This activity requires the use of critical
thinking as the children contemplate their
chart above.
daily routines and the frequency with
which they carry out specific activities.
Differentiated Instruction: They are actively examining their own
lifestyles, then summarizing and sharing
Challenge Level their conclusions with others. The activity
is challenging, since the children are
Low The children recall the routines not required to reproduce previously
they remember from the chart mentioned information in a traditional
in A. Double check that they manner. Instead, they process the concept
understand the meaning of the and actively relate it to their own lives.
words by saying the routines for
them to mime. Play the CD twice.
(1) Pause after each sentence
and allow the children time to
check the correct boxes. Pairs:
the children check answers. (2)
Pause after each sentence and
encourage the children to repeat.
Elicit answers: draw the chart on
the board and ask children to
check the correct boxes.
Medium Follow the TE activity.
High Follow the TE activity. Pairs: the
children say sentences about Dad’s
routines (e.g. Alex’s Dad gets up
after 7:00 a.m.).
1
2 <
1 7 Language
A Read about Alex’s mom. C Tell your friends about your morning routine.

Differentiated Instruction: Competency Support: Learn


Learner Styles The children verbally interact
Visual/Auditory with each other in a natural and
meaningful way. They show their
• The children read the text. They think up and knowledge of the target language
draw three symbols that convey the meaning of the unit by sharing it with a friend
of always, sometimes, never on separate pieces in a personalized manner. Be sure to
of paper. Make sentences about Alex’s mom’s give positive feedback to the children
activities. The children hold up the correct card. throughout the activity, to build their
Make sentences about other activities. The confidence in expressing themselves in
children hold up the response for themselves. English.

Kinesthetic/Auditory
• The children read the text. Write three column Round Up
headings on the board: always, sometimes,
never. Make sentences about Alex’s mom’s
activities, omitting always, sometimes, never. Understanding Theory:
The children stand in line with the correct Brain-Based Learning
column. Make sentences about other activities.
The children stand in line with the appropriate The children conduct a survey about
column for them. routines. Groups decide on the content
of the questions for their survey and take
responsibility for conducting it, collating
the results, and presenting the outcomes.
Grammar on the Brain This task promotes effective learning by
creating an educational environment that
fully immerses the children in the learning
Differentiated Instruction: experience. You could extend the activity
by asking them to repeat the survey
Challenge Level outside the classroom with friends or
family members and to report their results
Low Write on the board 0%, 50%, at the beginning of the next class.
100%. The children write always,
sometimes, or never for each
percentage. Elicit sentences using
the words appropriately (e.g.
take a shower—I always take a
shower.). Copy the sentences
from the box on to the board. The
children circle the adverbs and
underline the verbs. Elicit rules for
the position of always, sometimes,
never. The children write the rules
in their notebook.
Medium Follow the TE activity.
High Follow the TE activity. Pairs: the
children write two sentences
—one with to be and always/
sometimes/never, the other with
a different verb and always/
sometimes/never. They share their
sentences with the class.
1
2 <
1 8 Reading
A Look at the pictures. What do you think the story is C Is Nancy’s mom happy at the end of the story?
about? Why or why not?

Differentiated Instruction: Competency Support: Think


Learner Styles The children reflect upon the
Visual ending of the story and relate to the
emotions of one of the characters.
• Follow the TE activity. Then name objects They process the information
for the children to circle in the final scene conveyed in the whole plot and infer
of the story (toy, cup, clothes, ball, present, to grasp the final outcome. They
tennis racket, doll, book, guitar, bat, lamp, combine the language they have
globe). Pairs: the children write the objects in learned with their understanding of
alphabetical order in their notebook. people’s feelings to figure out and
explain the mom’s reaction at the end
Auditory/Kinesthetic of the story. Encourage the children
also to relate the story to their own
• Follow the TE activity. Then say (one at a time)
personal experiences at home with
toy, cup, clothes, ball, present, tennis racket,
their siblings and parents and keeping
doll, book, guitar, bat, lamp, globe. The
their own rooms clean.
children circle the items in the final scene of the
story. Then play “Bingo” (see p13). The children
draw a six-square bingo board and draw a
different object from the story in each square. Round Up
Call out words from the story in random order.
The first child to mark off all their squares
shouts Bingo. Understanding Theory:
Multiple Intelligences

B [Track 9] Listen and read the story. Can you find This final activity encourages the
any names? development of kinesthetic and linguistic
intelligence as the children write a skit
of the story and act it out for the whole
Differentiated Instruction: class. The children work together as a
Challenge Level group to create the content of their skit,
as well as find the appropriate words to
express the ideas and emotions from the
Low Name and point to the characters.
story. As part of this, they need to work
Then name them for the children
out how to move appropriately in space to
to identify by pointing. Picture
express themselves as they act out the skit
read the text with the children by
for the class. The activity also promotes
pointing to the pictures one by
interpersonal intelligence. Remind the
one and asking questions (e.g.
children to be respectful as they watch the
Who’s this? Where is he/she?
different skits and give positive feedback
Is his/her room clean or messy?
on others’ work.
What does mom have?). Play the
CD. The children listen and follow
the story in their book. Check if
the children’s predictions were
correct.
Medium Follow the TE activity.
High Follow the TE activity. Make true
and false statements about the
story, e.g. The boy is very clean.
The girl is very messy. The children
put their thumb up if they are true
and thumb down if they are false.
1
2 <
1 9 Sounds like English
Warm Up B Read again and circle all the words with the long
a sound.
Understanding Theory:
Classroom Management Competency Support: Think

In activities that require total physical The children use the skill of recall
response, make sure that you go through to review the words on the page
the steps and procedures clearly so that and categorize them, circling those
the children can carry out the activity with long a sounds. They identify
effectively. Check that they have clearly the spelling patterns associated with
understood the difference between the this sound, differentiating between
two sounds before proceeding to the a–e and ai spellings. This encourages
next stage. Repeat the demonstration as children to analyze how words are
many times as necessary. Have a trial run formed and helps strengthen their
in order to ensure that all the children pronunciation repertoire.
understand what they are required to
do. Keep it fun—this isn’t a competitive
activity. Encourage the children to laugh
and see the funny side if they make the
Phonics Fun!
wrong movement.

Differentiated Instruction:
A [Track 10] Listen and read.
Learner Styles
Differentiated Instruction: Visual
Challenge Level • Divide the class into two teams. Play “Draw
and Guess” (see p13) with the words from the
Low Point to the man and write his Phonics Fun! section.
name on the board: Shake. Read
the name out loud, exaggerating Auditory
the long a sound. Explain that
• The children write in their notebook cat, can,
he is an actor. Read the text and
ham, cap, cane, face, cape, cake. Dictate (one
exaggerate the long a sound
at a time) lane, space, pan, jam, rap, tape, lake,
where it appears. Read the text
mat. The children write each word next to the
again, pausing after each word
word it rhymes with. Pairs: the children check
with a long a sound for the
answers.
children to repeat. Exaggerate the
sound as much as possible.
Kinesthetic
Medium Follow the TE activity.
• Write on separate pieces of paper cat, can,
High Follow the TE activity. Pairs: the ham, cap, cane, face, cape, cake. Put the
children close their book. They papers up around the classroom. Give the
try to recall all the words in the children instructions (e.g. Point to “cat.” Jump
text with the long a sound. Elicit to “can.” Hop to “ham.” Walk to the word that
answers, making a list on the rhymes with “lake.”).
board.
1
2 <
1 10 Review
A Look at the pictures. Imagine you’re Mom. What do
Talking Point
you say?

Assessment Focus
Competency Support: Learn
Use this activity as an oral assessment.
The children work in pairs, looking at the The children reflect upon and talk
pictures and making instructions about about their own routine. Give them
what needs to be done. Assess their ability time to take notes and organize their
to form the imperative correctly and their ideas as they compare their routines
use of the correct words and phrases for with those of other family members.
the different pictures. Correct errors where This is an important preparation
appropriate, but try not to disturb the stage before they speak and helps
children’s fluency. them develop as autonomous
learners. They then communicate this
information to a friend, comparing
it with their friend’s experience.
Praise the children for their ability
A Write two sentences for each Student Book
to express personal information to
picture. (8 points) others.

Assessment Focus
My Progress Journal
This activity gives the opportunity for a
writing assessmen. The children write the Assessment Focus
sentence in two different ways, replacing
the noun with a pronoun in the second Self-assessment is a very important feature
one. You could use peer assessment as an of language learning, helping the children
additional checking stage. The children to develop their language skills and their
exchange books with a friend and correct self-confidence. The My Progress Journal
each other’s answers. Collect the books at section of the review gives the children the
the end of the class so you can get an idea opportunity to evaluate how they have
of the children’s weak points and strong done in the course of the unit by coloring
points. Make a note of areas that need in stars in different colors to reflect how
review. confident they are in each language area.
Praise them for all they have achieved.
Also encourage them to use the results
of this assessment constructively. Suggest
that they review and practice any areas of
weakness they have identified so that they
can perform even more effectively in the
next unit.
1
2 <
2 1 What’s The Time?
Warm Up: Unit Objectives
C Draw three of the clocks in your house.
Understanding Theory:
Constructivism Differentiated Instruction:
The children activate schemata by thinking Learner Styles
about time in their daily lives. This is an
important first step in constructivism Visual
theory when tackling a new topic. By • The children draw two clocks from home on
considering time in this way, the children paper, then color and cut them out. They paste
are introduced to the new language all the clocks together as a class collage on
within a familiar context, which provides construction paper. They take turns pointing
a secure foundation for them to build to a clock and saying where it is in their house
new ideas on. It also encourages an (e.g. This clock is in the living room.).
appropriate attitude for them to receive
more input and integrate it into their
thought systems.
Auditory
• The children draw two clocks from home
on paper, then color and cut them out. Say
sentences about where clocks are (e.g. This
C [Track 12, p135] Listen and say. clock is in the kitchen.). The children with (e.g.)
kitchen clocks hold them up in the air.
Differentiated Instruction:
Kinesthetic
Challenge Level
• The children draw two clocks from home on
Low Point to the song. The children paper, then color and cut them out. They
identify what is happening at attach one clock to their front and another to
the time specified in each verse their back. They walk around the classroom
(e.g. It’s time for school.). They describing where their clocks are (e.g. This clock
underline the sentences containing is in the kitchen.), until they find another child
this information. Repeat the who has their clocks in the same rooms.
sentences chorally as a class. Pairs:
the children take turns reading the
sentences, then close their book
and try to remember them. Thinking Point

Medium Follow the TE activity.


High Follow the TE activity. In pairs: Competency Support: Think
the children make new sentences
about different times of day (e.g. The children consider the concept of
It’s time for breakfast at 7 o’ time. They think of occasions when
clock.). Pairs share their sentences they want to know the time and how
with the class. it helps them to create a structure
for activities within their own life, as
well as situations when they would
prefer not to notice the time passing.
They recognize that their perception
of time can be subjective. They are
reflecting on their own knowledge
and learning to express their
opinions.
1
2 <
2 2 Languages
A [Track 13, p135] Listen and point to each clock. B Ask and answer.

Understanding Theory: Differentiated Instruction:


Critical Thinking Challenge Level
The children use their time-telling skills,
Low Read the dialogue in the speech
which they have acquired at an earlier age
bubble: What’s the time at the
in their own language, to understand and
library? The children repeat it
identify the clocks in the pictures. They
chorally. Ask similar questions
integrate the time information with the
about other places for them to
words for the places around town. In so
repeat chorally. Elicit the answers
doing, they are synthesizing information
chorally, too. Pairs: the children
from two different topic areas and using
take turns asking and answering
them together in a new context.
the questions.
Medium Follow the TE activity.
High Follow the TE activity. Pairs: the
A Match the sentences to the places. children close their book and see
how many times for the different
places they can say from memory.
Differentiated Instruction:
Learner Styles
C Take turns with a friend. Be a clock.
Visual
• The children cut out 12 squares of paper Competency Support: Learn
and write the names of the places and the
definitions in the squares. Pairs: the children The children are putting into practice
shuffle the two sets of cards and lay them out what they have learned about time,
face down. They take turns turning the cards showing their understanding and
over to find a place + definition pair. The child ability to tell time. They interpret
with the most cards at the end wins. times by using their own arms and
hands to convey the information.
Auditory This is a fun way for children
to demonstrate that they have
• Pairs: the children take turns saying the clues
processed and assimilated knowledge
and naming the places. The child who guesses
from the lesson.
the most correct places wins.

Kinesthetic
• Make flashcards of the place words from the
activity (two copies of each word). Hold them
up for the children to read. Put them up around
the classroom. Two teams: one child from each
team stands up. Give a clue about a place (e.g.
You can get books there.). The first child to
collect the correct flashcard wins a point for
their team. Play several times until all the team
members have participated.
1
2 <
2 3 Language
B What’s the time in Smallville? Circle the correct answer.
B Look at the clocks in your school and answer.
Understanding Theory:
Multiple Intelligences Differentiated Instruction:
The children are developing their logical/ Learner Styles
mathematical intelligence to analyze the
information on the incorrect clocks, and Visual
figure out what the correct time is. This is • Follow the TE activity. Use the clock with
a complicated skill for young learners to moveable hands. Put it to the correct time. Say
conceptualize and may require drawing The clock is ten minutes fast. A child moves
sketches of the clocks and their times the clock hands to the appropriate place. The
on the board to help them figure it out. class agree or disagree. Return the clock to the
Encourage the children to discuss their correct time. Repeat as often as you have time
thought processes and talk about how for, using different amounts of time that the
they figured out the answer. Give positive clock is fast or slow.
feedback if they have tackled the problem
in the correct way, even if they didn’t get
the correct answer.
Auditory
• Follow the TE activity. Pairs: the children draw
a sequence of blank clocks (i.e. with numbers
but no hands). They take turns saying times and
C Take turns with a friend to be late ... drawing them on the clocks.

Competency Support: Kinesthetic


Communicate • Follow the TE activity.

The children use effective


communication to exchange
information about times and places. C Write your school schedule in English. Copy the
The activity provides the opportunity chart below in your notebook.
to put into practice what they have
been learning throughout the
lesson. It also gives the children the Differentiated Instruction:
opportunity to communicate meaning
in interactions taking place in an Challenge Level
authentic context. Encourage the
children to take turns fairly and to Low Point to the schedule on the
use appropriate expression in their page and make sure the children
exchanges. understand what it is for. Read
the subject words and elicit/clarify
meaning as necessary. The children
copy the chart and complete
it with their own schedule in
English. They can work in pairs
to do this, each completing their
own schedule.
Medium Follow the TE activity.
High Follow the TE activity. The children
create another schedule of their
activities on weekday afternoons
after school. Help them out with
vocabulary as necessary.
1
2 <
2 4 CLIL: Math – Time
Warm Up A [Track 15] Listen and read.

Understanding Theory: Differentiated Instruction:


CLIL Math Challenge Level
The children are progressively acquiring
Low Review the meaning of clock,
more knowledge of time. They have
hand, second, minute, hour. The
thought about the concept of how fast
children scan the text and circle
time appears to pass when we look
these words. They predict what
at it subjectively, i.e. by assessing it
the text is about. Read the text
depending on the different activities that
aloud. Ask if their predictions
we are doing. This activity uses a CLIL
were correct. Read the text again,
math context to focus on the objective
pausing to give them time to do
measurement of time and how it is broken
each task.
down into seconds, minutes, hours, days,
weeks, months, and years. The children Medium Follow the TE activity.
then consider how accurately we can
estimate time, to gain an appreciation of High Follow the TE activity. Pairs: the
how useful time-measuring devices are. children write other things that
take 20 seconds to do. They
compare ideas with another pair.
Write ideas on the board for the
class to copy into their notebook.
A Read and answer as quickly as possible.

Differentiated Instruction: B Fill in the chart with a friend. Guess. Then find
out.
Learner Styles
Visual/Auditory Competency Support: Learn
• The children write on squares of paper 365, 12, The children carry out specific
7, 24, 60. Give clues (e.g. How many minutes activities and measure how long
are there in an hour?). The children hold up it takes to do them. The activities
the correct piece of paper. Then hold up the are fun challenges in an authentic
numbers in random order to elicit a definition context that the children can relate
for them (e.g. the number of minutes in an to. They perform as self-directed
hour). learners, as they take responsibility
for the individual activities they do.
Auditory They work as a team and need to
communicate in order to measure
• Follow the TE activity. Pairs: the children take
the time and note down the results
turns prompting (e.g. the number of days in a
accurately. A time limit is specified
week) and answering (e.g. seven).
for the task. Use this to remind the
children of the need to respect time
Kinesthetic constraints in everyday life in order
• Draw five chalk circles on the floor and write a to make things work more efficiently.
number in each one: 365, 12, 7, 24, 60. Give
clues (e.g. the number of days in a year). The
children run and stand in the correct circle.
1
2 <
2 5 Create

A Use your clock. Move the hands to show these C Now answer these questions about you.
times.

Differentiated Instruction:
Understanding Theory:
Multiple Intelligences
Learner Styles
Visual
This activity encourages the use of bodily/
kinesthetic intelligence as the children • Follow the TE activity, with the children also
use the clocks they made previously and drawing a graph to show their answers.
move the hands to demonstrate the time.
A hands-on activity like this is a very Auditory
stimulating way of helping kinesthetic
• Pairs: the children take turns asking and
learners to learn and communicate. The
answering the questions. They think up three
children are also reviewing their logical/
more questions to ask each other.
mathematical intelligence as they review
time concepts and how time is represented
on an analog clock.
Kinesthetic
• Follow the TE activity. Give a range of
instructions using the prompts in the questions
(e.g. Stand up if it takes you more than 20
B What’s the time? Use your clock to help you. Fill minutes to get to school. Jump if it takes you
more than 10 minutes to eat lunch.).
in the chart.

Differentiated Instruction: Round Up

Challenge Level Understanding Theory:


Brain-Based Learning
Low Ask the children about time
differences, both within their own
The game is a perfect opportunity for the
country and between their country
children to be immersed in an interactive
and other countries. Discuss why
task. They are using what they have
there are time differences. Point to
learned so far in this unit in the context
the chart and read it aloud. Hold
of conveying information about time.
up a clock and elicit the times
This synthesis of skills and information is
one by one chorally. The children
presented in a fun and challenging way.
write the times in the chart. Pairs:
They have to concentrate on listening
the children use their clocks and
carefully, distinguishing between different
review how they figured out the
types of instructions. The challenge
time differences.
of trying to win the game helps them
Medium Follow the TE activity. practice performing under pressure.

High Follow the TE activity. Pairs:


the children investigate time
differences between other
countries and their own, using
books or the internet. Pairs share
their discoveries with the class.
1
2 <
2 6 Language
B [Track 16] Listen again and write the time for
each show. A Match the words to the pictures.

Differentiated Instruction:
Differentiated Instruction:
Challenge Level
Learner Styles
Low Review the names of the different Visual/Kinesthetic
types of shows to make sure the
children understand. Play the CD • Pairs: the children make a television. They cut a
twice. (1) Pause after the time of long strip of construction paper. They divide the
a show is mentioned, allowing strip into six equal parts and draw the six types
the children time to repeat and of shows on them. They label each show with
then write the time down. (2) The its name and the time it is on. Then they cut
children check their answers. Elicit a square television screen out of construction
answers. paper. It should be big enough for one show
at a time to show. They make a slit in each
Medium Follow the TE activity. side and slip the strip through the slit. They
take turns moving the screen to show different
High Follow the TE activity. Pairs: the
shows and saying the show name/when it is on.
children name shows that they
watch on television, similar to
those in the book, and say what Auditory
time they are on TV. • Pairs: the children take turns saying the
names of the show types in LAB A in random
order, and responding with the letter for the
corresponding picture.
C Ask your friend.

Competency Support: Round Up


Communicate
The children discuss programs that
Understanding Theory:
they want to watch on television Classroom Management
using open and closed questions. The
activity encourages the children to The children conduct a survey about TV
take part in meaningful exchanges, shows. It is important to outline clearly
related to authentic situations. In what they need to do, in order to avoid
the first part of the activity, they chaos in the classroom. In this activity, the
work together in pairs. They take children work in pairs to interview each
turns asking and answering, learning other and then report the information to
to listen and to talk at appropriate you. You then function as a facilitator and
moments. In the second part, the collate the information and results on the
whole class are encouraged to think board for the whole class.
about and resolve what happens On other occasions, the children may move
when people want to watch different around the class to do a more extensive
shows that are on at the same survey. Encourage them to be clear about
time. This introduces the concept who they need to interview and to speak
of negotiation and encourages the in a quiet voice while they are working.
children to consider and develop a
spirit of compromise.
1
2 <
2 7 Language
A [Track 17, p135] Listen and write the times.
Grammar on the Brain
Differentiated Instruction:
Challenge Level Differentiated Instruction:
Low Read the names of the shows and Learner Styles
make sure the children understand Visual
their meaning. Play the CD twice.
(1) The children raise their hand • Pairs: the children write on separate squares
when they hear the names of the of paper morning, afternoon, evening, night,
shows mentioned. (2) Pause after Thursdays, Saturdays, Wednesdays, 7:30, 4:00,
the time for each show, and elicit 9:00. They cut the words out to make cards.
the time. The children write the They then write at, in, on as column headings
times down in their book. on a piece of paper. They shuffle the cards,
then take turns turning them over one at a time
Medium Follow the TE activity. and sorting them into the correct column.
High Follow the TE activity. Pairs: the
children make sentences about Auditory
the programs (e.g. There’s a movie • Say at, in, on in random order to prompt a time
at 9 o’clock.). phrase (e.g. at 6:30, in the evening, on Fridays).
Pairs: the children continue the activity, taking
turns prompting and responding.
C Work in groups. Make a television schedule for
one night. Kinesthetic
• The children stand in a circle. Give one child
a soft ball. They say at, in, or on as a prompt,
Competency Support:
then throw the ball to someone else. That
Communicate person responds with a time phrase using the
word (e.g. at 6:30, in the evening, on Fridays).
This activity develops the children’s If someone can’t respond or makes an error,
ability to communicate effectively as they sit down. The last child standing wins.
they work as part of a team to create
a television schedule. They organize
and present their thoughts and
ideas, then reach a consensus about
All About Me
which information to include: the
shows, appropriate times for them,
how to lay out the information, and
how to present it to the class. Help Competency Support: Me
groups make decisions and choices if
necessary. The children talk about their favorite
show, giving details of what kind of
show it is and what day and time it
is on. They share the information
related to their life and lifestyle
with a friend, then write it in their
notebook. Encourage them to respect
and appreciate each other’s taste.
1
2 <
2 8 Reading
B Look at the pictures. Who do you think is the E Do you do most things quickly or slowly? Why?
fastest swimmer?
Differentiated Instruction:
Competency Support: Think Challenge Level
The children are encouraged to apply
Low Review the meaning of quickly
critical thinking skills as they use the
and slowly with the children.
picture of the two characters from
Review the actions from the story
the story to figure out who is the
and write them on the board for
fastest swimmer. They analyze the
reference. Ask the children if they
two types of animals, considering
do them quickly or slowly. They
their characteristics and assessing
show their answers by raising their
how they would perform in water in
hand. Brainstorm other activities
order to reach a conclusion. They are
and write them on the board. Elicit
also developing their prediction skills,
whether the children do each one
since focusing on this kind of detail
quickly or slowly in the same way.
will help give them a context for
Pairs: the children ask and answer
understanding the story.
about the activities.
Medium Follow the TE activity.
C [Track 18] Listen and read the text. High Follow the TE activity. Groups of
four: the children compare their
Differentiated Instruction: ideas and see which activities they
have in common and do at the
Learner Styles same speed.

Visual
• Play the CD. The children listen and follow
the text. Write on the board quickly, slowly, All About Me
mouse, turtle, talk, whistle, brush his teeth,
play the piano, walk, swim. The children make
two columns in their notebook headed Marco
Mouse and Toby Turtle. They copy the words Competency Support: Me
into the correct column (some may appear in
both columns). Elicit answers. The children consider the actions
that they have been learning about
Auditory throughout the reading activities
in a personal context. They are
• Play the CD. The children listen and follow the demonstrating their ability to relate
text. Write on the board the words in Visual. information to their own lives and to
The children read the words, explain their express it in written form. They also
meanings, and say who they refer to. show their understanding of social
factors and actions in their lives. The
Kinesthetic activity is motivational in providing
them with an opportunity to express
• Groups: write on sticky notes (1 set for each
information and events that relate to
group) quickly, slowly, mouse, turtle, talk (x2),
them directly. They then share their
whistle, brush his teeth, play the piano, walk
thoughts with a friend. Remind them
(x2), swim. Put them up around the classroom.
to respond respectfully to what their
Give each group a piece of paper with column
friend tells them.
headings Marco Mouse and Toby Turtle. The
groups collect the notes and stick them in the
correct column.
1
2 <
2 9 Sounds like English
Warm Up B Circle all the words with the long e sound.

Understanding Theory: Competency Support: Think


Multiple Intelligences
The children identify a sound from
This activity encourages the children to its written forms. They visually
use their linguistic intelligence when discriminate between spellings in
comparing two sounds. They learn to order to classify words into categories
create links between the sounds and for the two different spellings ee
words containing them, consolidating and ea. By identifying the spelling
their phonetic knowledge. Their bodily/ patterns for the long e sound for
kinesthetic intelligence also comes into themselves, the children are more
play as they do certain movements to likely to remember the language
show that they can distinguish between point.
the two sounds when they hear them.
Associating a sound and words featuring
it with a particular action will help them
recall spellings more accurately. Phonics Fun!

A [Track 19] Listen and read. Differentiated Instruction:

Differentiated Instruction: Learner Styles


Visual
Challenge Level
• The children draw pictures for six long e words
Low Write on the board Jean, theater, from this lesson. Pairs: the children exchange
team, queen, beads, green, tree, pictures and write the corresponding words.
reading, meat, cheese, ice cream,
jeep. Review the meaning of the Auditory
words. Read them aloud for the • Pairs: the children take turns saying long e
children to repeat chorally. Then words from memory and spelling them aloud.
erase the words on the board. The child who spells the most words correctly
Read the text aloud. The children wins.
raise their hands every time they
hear a word with the long e
sound.
Kinesthetic
• Write the long e words from this lesson in
Medium Follow the TE activity. scrambled form on the board. Divide the class
High Follow the TE activity. The children into two teams. One child from each team
brainstorm other words they know comes to the front holding a cone-shaped piece
with these sounds (e.g. three, of paper. Say one of the words. The first child to
tree, see, pea) and write them in hit the correct scrambled word and spell it aloud
their notebook. correctly wins a point for their team. Play several
times. The team with the most points win.
1
2 <
2 10 Review
A Write a list of as many places in a town as you can
Talking Point
think of. Work with a friend. See who can make the
longest list!

Assessment Focus Competency Support: Learn

This vocabulary assessment requires the The children consider and discuss
children to write their own list, to show ideas about time and why being on
how many place words they remember time is important. Sharing thoughts
from the unit. When the children have with a friend encourages them to
finished their lists, they work in pairs, as be self-directed learners and to take
a form of peer assessment, to read their responsibility for their own ideas.
lists to each other and make changes, The second part encourages them to
additions, or amendments. Comparing share what they have learned with
information is an excellent way for the the whole class, building up their
children to remember words: it keeps the confidence to present knowledge to
atmosphere relaxed and helps the children a larger group of people.
review what they already know. It also
helps fine tune and reactivate words that
they had forgotten or never learned.
My Progress Journal

Assessment Focus
A [Track 20, p135] Listen and write the times
Self-assessment is a very important feature
on the clocks. (4 points) of language learning, helping the children
to develop their language skills and their
self-confidence. The My Progress Journal
Assessment Focus section of the review gives the children the
opportunity to evaluate how they have
Use this activity and LAB D to carry out a done in the course of the unit by coloring
general assessment to help you evaluate in stars in different colors to reflect how
how the children are progressing at this confident they are in each language area.
stage. Ask them to complete the activities Praise them for all they have achieved.
individually and in silence. Collect and Also encourage them to use the results
correct their work. Use the results in of this assessment constructively. Suggest
conjunction with the Review & Assessment that they review and practice any areas of
sections at the back of the LAB/SB to weakness they have identified so that they
keep a record of the different abilities of can perform even more effectively in the
the children, in order to help you guide next unit.
and support them throughout the school
year. Give the children feedback on their
strengths and areas of weakness, and
figure out with them ways in which they
can improve.
1
2 <
3 1 How’s The Weather?
Warm Up: Unit Objectives Treasure Hunt

Understanding Theory: Differentiated Instruction:


Constructivism Challenge Level
The children reflect on what they already
Low Review the meaning of weather
know about the weather, an essential first
and clothing. Pairs: the children
step in constructivism when introducing a
read the song. They underline
new topic. Encourage them to share their
weather words and circle clothing
ideas freely and articulate them clearly, to
words. They then look for pictures
make sure the class understand them. This
of weather and clothing in the
approach enables the children to build on
unit, writing down the page
what they already know by integrating
numbers.
others’ ideas. When discussing the seasons,
mention how they can vary from country Medium Follow the TE activity.
to country and continent to continent, and
that some countries don’t experience four High Follow the TE activity. Small
clearly distinguished seasons like this. groups: the children think of other
words for the two categories and
make a new chart with them in
their notebook. Groups share
B [Track 22] Listen and sing. information with the class, writing
it on the board.
Differentiated Instruction:
Learner Styles
Thinking Point
Visual
• The children write four column headings in
their notebook: sun, rain, snow, wind. Write in
random places on the board boots, no shoes, Competency Support: Think
gloves, hat, pour down, shine down, fall down,
blow around. The children copy the words in The children use their prior
the correct columns and do small drawings knowledge to recall details of the
to illustrate their meaning. Play the CD. The weather for each season. They
children listen and sing. analyze the seasons and their own
preferences, deciding on their
Auditory/Kinesthetic favorite season. They convey this
information in a show of hands,
• Play the CD several times. The children sing then justify their reasons. In the final
along and do appropriate actions for the stage of the activity, the children
weather and the activities. write a sentence to express their
ideas in written form, strengthening
their understanding of the weather
concepts as well as building up
vocabulary.
1
2 <
3 2 Language
A [Track 23, p136] Listen and point to the weather
reporter. A Match the words to the pictures.

Differentiated Instruction:
Differentiated Instruction:
Challenge Level
Learner Styles
Low Ask the children to look at the Visual
pictures and describe what they
can see. Read the weather words • Follow the TE activity. Write on the board
together. Play the CD twice. (omitting the vowels) cold, cool, warm, hot,
(1) The children listen, then say the rainy, windy, snowy, sunny, cloudy. The children
weather words they heard. Explain write the correct version of the words in their
that some of the weather reports notebook. Pairs: the children compare their
don’t correspond correctly to the answers.
pictures. (2) The children point to
the correct weather forecaster. Auditory
Elicit answers.
• Pairs: the children cover the column of words
Medium Follow the TE activity. on the left. They take turns pointing to the
pictures and saying the words for the weather
High Follow the TE activity. Pairs: the or temperature. Then the children close their
children take turns giving the book and take turns saying as many of the
weather forecast pictured and words as they can from memory.
describing the actual weather
shown. Kinesthetic
• Follow the TE activity. The children draw and
cut out four circles. On the circles they write
B Read and answer. Are the weather reporters and illustrate cold, cool, warm, sunny. They
always right? then attach their circles in order of temperature
(cold to hot) on a long pole or a piece of
string. Pairs: the children take turns pointing to
Competency Support: Think the pictures and describing different types of
weather.
The children develop their critical
thinking skills by comparing the
weather forecasts to the actual
weather depicted. This then provides C [Track 24, p136] Listen and act out.
the opening for them to consider
real-life weather forecasts, comparing Understanding Theory:
what they hear or read in them
Multiple Intelligences
to how the weather turns out.
Encourage the children to share their
This activity encourages the use of bodily/
ideas freely, and to offer reasons for
kinesthetic intelligence. The children
their ideas.
listen and act out the scenarios they hear
described. Encourage them to exaggerate
their movements and make appropriate
sound effects for the different weather
types that they act out.
1
2 <
3 3 Language
A [Track 25, p136] Listen to the weather report.
Draw the symbols on the map. All About Me

Understanding Theory:
Competency Support: Me
Multiple Intelligences
The children personalize what they
The children listen to comprehend
have learned so far in the lesson by
information about weather. They then
expressing personal opinions as they
demonstrate their understanding by
tell the class their favorite type of
using their visual/spatial intelligence to
weather. Ask them to explain the
complete a weather map by drawing
reasons for their preferences and also
graphics representing different weather
encourage them to provide additional
types and inserting them into the correct
detail, e.g. on how different weather
position on a map. They are showing and
affects how they decide to dress,
developing their ability to understand the
what food they eat, and what types
different components of visual displays.
of activities they do. This activity is
This is a fun activity that the children will
much broader than just vocabulary
enjoy.
review. It is instead an opportunity
to discuss lifestyle choices. Give the
children positive feedback for all their
ideas.
A Read and match the sentences to the
temperatures.
C Prepare a TV weather report for your class.
Differentiated Instruction:
Competency Support: Learn
Challenge Level
The children learn to make weather
Low Point to a thermometer and maps, dealing with challenges such
say This is a thermometer. The as drawing an accurate outline of a
children repeat. Make sure they map of their country and naming four
know how thermometers are cities and positioning them correctly.
used and how to read them. Elicit They use their maps to give realistic
the temperatures on the three predictions about weather for those
thermometers. Read the texts places and represent them with
chorally. Explain new vocabulary. correct symbols. Pairs present their
Read the texts again. The children weather map and give a weather
match them chorally to the correct report for the class, demonstrating
temperature. Give the children the knowledge and abilities they
time to write the answers. Pairs: have acquired and developed earlier
the children take turns rereading in the unit. This fun and challenging
the texts aloud and pointing to activity gives the children a
the corresponding thermometer. memorable context for consolidating
and using the new language.
Medium Follow the TE activity. Pairs: the
children take turns rereading each
text aloud and pointing to the
corresponding thermometer.
High Follow the TE activity. Pairs: the
children write a similar forecast
in their notebook. They swap
forecasts with another pair, and
draw a thermometer to illustrate
the forecast they receive.
1
2 <
3 4 CLIL: Science – The Water Cycle
Warm Up D Talk about the water cycle with a friend.

Understanding Theory: Differentiated Instruction:


CLIL Science Learner Styles
The CLIL context of science in this lesson Visual/Auditory
gives the children the opportunity to
discover information about the water • The children draw and color the water cycle on
cycle. This builds on the knowledge of construction paper. Pairs: the children present
weather they have been progressively their water cycle to a friend, pointing to the
acquiring throughout the unit. Encourage appropriate illustrations as they do so.
them to discuss what happens if rain
falls in a very hot or arid place, and what Auditory
happens to rain if it falls in a place with • Follow the TE activity. The children then close
temperatures below zero. Ask them to their book. They recall the stages in order, taking
consider how this affects the types of turns prompting ( e.g. Air …) and completing
plants and crops that can grow there, in the sentence (e.g. … warms the water.).
order to create further contexts and make
the topic more broadly stimulating and Kinesthetic
relevant.
• Groups of 6: each child draws and colors a
picture representing one stage of the water
cycle. They act out the water cycle for the class,
C Complete the sentences. holding up pictures in the correct order, and
doing appropriate movements.
Competency Support: Learn
The children demonstrate their Round Up
understanding of the water cycle and
become self-directed learners as they Differentiated Instruction:
complete the sentences by supplying
key words and concepts. They are Challenge Level
actively reviewing and applying
the knowledge that they acquired Low Write the sentences for the
at the beginning of the lesson and different stages of the water cycle
demonstrating understanding by in big letters on pieces of paper.
transferring it into a formal text Elicit the first sentence. The class
format. agree or disagree. A child finds
the sentence and places it on
the board. Repeat with the other
sentence. Follow the TE activity.
Medium Follow the TE activity.
High Follow the TE activity. Groups:
the children cut up each sentence
into words. They shuffle all the
pieces of paper, then reassemble
the sentences in the correct word
order and chronological order.
1
2 <
3 5 Create
Warm Up
C Investigate and answer.
Understanding Theory:
Multiple Intelligences Differentiated Instruction:
This activity allows children to develop Challenge Level
logical/mathematical intelligence.
They have been focusing on weather Low Read the questions and make sure
throughout the unit, and now have the the children understand. Elicit
opportunity to predict rainfall, estimating where they can find the answers.
how many centimeters of rain fall daily. Write their ideas for sources on
They review the use of measurements on a the board. If possible, provide
ruler and how to record data. the sources. Support the children
as they research and write the
answers. Pairs: the children take
A Make a rain meter. turns saying the questions and
answers.

Understanding Theory: Medium Follow the TE activity.


Brain-Based Learning High Follow the TE activity. Small groups:
they make a poster promoting
This activity and LAB A–C fully immerse sensible use of water. Groups
the children in an integrated learning present their posters to the class.
experience as they create a rain meter
and carry out an experiment, monitoring
and collecting data on a daily basis. These
activities promote a heightened focus and Round Up
fixed attention to learning as the children
concentrate on establishing their findings, Differentiated Instruction:
then contrast their results with their
earlier estimates. Learner Styles
Note: If there is no rain at this time of
year where you live, store the children’s Visual
rain meters for them to use when there is • Small groups: the children make a wordsearch,
more rainfall. Ask the children to estimate writing words from the experiment (e.g. plastic,
rainfall for a particular country, then bottle, small, stones, ruler, tape, scissors,
supply internet information to review data water), horizontally, vertically, or diagonally.
and results. They fill the empty boxes with random letters.
They do another group’s wordsearch.

Auditory
• Make a chain around the class explaining how
to make a rain meter. Each child says a sentence
in turn. When the instructions are complete,
the next child starts again from the beginning.

Kinesthetic
• Pairs: the children make wordcards (e.g. plastic
bottle, small stones, ruler, tape, scissors, water).
They take turns turning a card over and making
a sentence about the experiment with the word
(e.g. Add some small stones to the bottle.).
1
2 <
3 6 Language
A Look and say. C Play “What Am I Going To Do?”

Understanding Theory: Competency Support:


Critical Thinking Communicate

This activity promotes the development The children focus on predicting


of critical thinking skills. First the children actions using current signs or
look at the pictures and describe the evidence. They aim to interact
different situations they can see. Then efficiently to demonstrate that they
they assess the safety of these situations have understood the concept of what
and use this to make predictions based on is going to happen as a consequence
the evidence shown about what is most of what is happening now. Remind
likely to happen. Finally, they evaluate the them that body language plays a very
ideas and suggestions that others make, important part in communicating,
and relate these to their own thoughts giving clues about feelings and future
and the information they have interpreted intentions. Encourage the children
on the page. to exaggerate their movements to
communicate their ideas clearly.

B Look at the picture and play “Who Am I?”

Differentiated Instruction: Grammar on the Brain

Challenge Level
Differentiated Instruction:
Low Give instructions about the people
in the picture (e.g. Point to the
Learner Styles
boy climbing the tree.). Then Visual
prompt with the names of the
people for the children to describe • Write on the board, scrambling the order
what they are doing. of each question Are you going to visit your
grandparents tonight? What are you going to
Medium Follow the TE activity. do tomorrow? When is class going to end? The
children write the questions correctly in their
High Follow the TE activity. Small
notebook. Pairs: the children ask and answer
groups: the children stand in a
the questions.
circle and play the game from
memory. One child gives a clue.
The first child to guess correctly Auditory
gives the next clue. • Dictate the questions from Visual for the
children to write in their notebook. They sit on
opposite sides of the classroom and take turns
asking and answering the questions loudly.

Kinesthetic
• Write lots of yes/no and wh- questions with
going to on pieces of paper, and put them in a
bag. The children sit in a circle. They take turns
taking out a paper from the bag, reading it,
and answering the question aloud. They put the
paper back in. Repeat several times.
1
2 <
3 7 Language
Warm Up A Take turns with a friend.

Understanding Theory: Differentiated Instruction:


Classroom Management Challenge Level
When you do an oral activity like this,
Low Say the conversation for the
ensure as many children as possible
children to repeat chorally.
participate with their ideas. Keep note
Two groups: one group say the
of who speaks and how often, and
question chorally; the other group
encourage the talkative children to
say the answer. Then they swap
realize that they cannot monopolize the
roles. Repeat the procedure with
discussion. Ask direct questions to the
hot/hat. Pairs: the children repeat
children who tend to express their ideas
the question and answer with
less in class. Also make sure your questions
cold/gloves and hot/hat.
require a detailed answer—not just a yes
or no—or lead on to a question eliciting Medium Follow the TE activity.
more detail.
High Follow the TE activity. Pairs:
challenge the pairs to come up
with as many different dialogues
as possible. Elicit answers with
B Write the words from Activity A next to the books closed.
pictures.

Differentiated Instruction: D Draw a picture of the poem.

Learner Styles Competency Support: Me


Visual
The children create a picture
• Draw a “Tic-Tac-Toe” grid on the board with reflecting their thoughts and feelings
weather icons in the squares (sun, rain, and a about the poem they encountered in
thermometer showing a very low temperature). C. Expressing their interpretation of a
Two teams: the teams take turns choosing written text through art encourages
a square and saying an appropriate item of the children to identify and express
clothing for the weather depicted. If correct, their own emotional responses to the
they put their symbol (X or O) in the square. poem in an imaginative way. They are
The first team to win three squares in a row choosing the information that made
(vertically, horizontally, or diagonally) win. a personal impact on them and are
making a creative artistic response
Auditory to it. They are also learning to share
with others their impressions of
• Pairs: read out groups of four items of clothing,
artistic works.
three for one kind of weather and one for a
different kind of weather. The children write
down the one that doesn’t belong. Repeat
several times. Elicit answers.

Kinesthetic
• If possible, do this activity in an open space.
Label three areas with weather icons (sun,
rain, and a thermometer showing a very low
temperature). Read out items in random order
(e.g. umbrella, sunglasses). The children run to
the appropriate area.
1
2 <
3 8 Reading
A Look at the pictures and say what the text is about. E If you are going to play outside, what type of
cloud do you want to see?
Differentiated Instruction:
Challenge Level Competency Support: Think
The children reflect on the
Low Point to the pictures one by one
information they have learned
and elicit the labels chorally in
about clouds. They decide what
English. Write the words on the
type of weather would be best if
board. Ask the children to predict
they wanted to go out and play,
what the text is about. Write their
then use their knowledge to reach a
ideas on the board for reference.
conclusion about the type of cloud
Check their predictions after B.
they would hope to see in the sky
Medium Follow the TE activity. to guarantee that kind of weather.
They are exploring new information
High Pairs: the children describe the and developing thought processes
pictures together. They then in order to interpret a situation.
discuss their predictions and write They are also required to justify their
them in their notebook. Pairs reasoning.
check their predictions after B.

B [Track 28] Listen and read. A Write the name of each cloud under its picture.

Differentiated Instruction:
Learner Styles Understanding Theory:
Multiple Intelligences
Visual/Auditory
In LAB A–C the children are putting their
• Do a picture dictation of the three clouds: Draw
linguistic intelligence into play, as they
a cumulus/thunderhead/cirrus cloud. Then the
create links between words and their
children write the titles of the clouds they drew,
meanings. These links are formed through
copying the words from the SB.
direct references to pictures on the page,
as well as through guessing meaning using
Auditory the reading skill of analyzing context. The
• Play “Chinese Whispers” with phrases/ children figure out words by using what
sentences from the text, featuring sky, wind, they know of the concepts and words that
animal, cloud, rain, nature, predict, weather, surround the new language. They also use
big, fluffy, dark. Teams: the teams stand in rows their linguistic intelligence in the Round
and pass the message back by whispering it to Up when they think up adjectives to
each other. They win a point for each message describe the clouds.
that gets to the end correctly.

Kinesthetic
• Write on sticky notes fluffy, dark, thin, cirrus
cloud, cumulus cloud, thunderhead cloud (a
pair of notes for each pair of children). Attach
a sticky note to each child. The children walk
around the classroom, finding a partner with a
cloud or a description that matches theirs. The
children swap sticky notes with somebody else
and play again.
1
2 <
3 9 Sounds like English
Warm Up C Now you read!

Differentiated Instruction: Differentiated Instruction:


Learner Styles Challenge Level
Visual Low Read the texts sentence by
• The children draw and color six pictures (a cap, sentence for the class to repeat
a cape, a shell, a sheep, a bike, and a pig) in chorally. Exaggerate the long i
random order on a piece of paper. They cut sound as you read. Encourage
the paper into pieces to make a jigsaw puzzle. the children to imitate you. Four
Pairs: the children exchange puzzles. They groups: the children compete
put the jigsaw puzzle together and name the to pronounce their text the best
objects. chorally.
Medium Follow the TE activity. The children
Auditory identify in the pictures hiking,
• Six children stand in a row at the front, each writing, pie, bike as they read.
holding up one of the picture cards that you
High Follow the TE activity. Small
prepared. The class take turns saying the
groups: the children read the
words in random order. The child with the
texts, competing with each other
corresponding card steps forward and turns
to see whose pronunciation is
around, so the picture is hidden. After you have
best. Each group takes a vote. If
done all the words, six different children take
you have time, ask the children to
the cards. Repeat the procedure.
read the texts in different tones of
voice (e.g. happily, sadly, quietly,
Kinesthetic loudly, quickly, slowly).
• Follow the TE activity. The children draw the
pictures and label them in their notebook.
Round Up
B Circle all the words with the long i sound.
Understanding Theory:
Competency Support: Think Classroom Management
It is important to remind the children to
The children are required to notice all
carry out hands-on activities in as neat
of the words in a text and distinguish
and organized a manner as possible.
those that contain the long i
Encourage them to organize their
sound. In order to gain confidence
materials on their desk before beginning,
in making and recognizing the
then to cut out and collect all the pictures
sound, the children reproduce the
first. They should then glue all the pictures
words with the appropriate sound,
in their book at the same time before
focusing closely on its pronunciation.
finally writing the words underneath
They then demonstrate their
the pictures. Remind the children to clear
understanding by circling the
up all the trash paper and cuttings, put
appropriate words, distinguishing
the magazines back in their place, and
them from words with different
clean up their desk to keep the classroom
pronunciations.
neat at the end of the lesson. Give them
positive encouragement as they show
respect and care for their place of study.
1
2 <
3 10 Review
B [Track 30, p136] Listen to the weather report.
Talking Point
Draw the symbols on the map.

Assessment Focus
Competency Support: Learn
This activity provides an opportunity
for listening and skills assessment. The The children have the opportunity to
children draw weather symbols on the review and reuse information that
map and write information about the they have previously learned, in an
temperature after extracting details from authentic exchange with a friend.
the report they listen to. Elicit answers. They also use their prediction skills
As well as checking the detail, check the to guess what the weather will be
children’s understanding of how weather like tomorrow and demonstrate their
maps are used and the meaning of ability to figure out the consequences
symbols. Clarify and review as necessary. of certain events or conditions as
they identify appropriate clothing
for the weather type. They are using
their knowledge to interpret the
world around them and decide on an
E Write six more sentences about you and your
appropriate response.
friend’s plans in your notebook. (6 points)

Assessment Focus My Progress Journal

Use this activity as a formative assessment. Assessment Focus


Collect and correct the sentences. Use
them to review how the children are Self-assessment is a very important feature
doing, checking they can express meaning of language learning, helping the children
clearly as well as use correct language and to develop their language skills and their
punctuation. Take note of which children self-confidence. The My Progress Journal
need extra attention in this area, and section of the review gives the children the
help them throughout the next unit as opportunity to evaluate how they have
appropriate. done in the course of the unit by coloring
in stars in different colors to reflect how
confident they are in each language area.
Praise them for all they have achieved.
Also encourage them to use the results
of this assessment constructively. Suggest
that they review and practice any areas of
weakness they have identified so that they
can perform even more effectively in the
next unit.
1
2 <
4 1 Party Time!
A Circle your birthday month.
All About Me
Differentiated Instruction:
Challenge Level Competency Support: Me
Low Point to the list of words. Elicit The children think about the
that they are the months of the birthdays of their family members.
year. Say the words one by one They demonstrate their ability
for the children to repeat chorally. to conceptualize dates as well as
Read the months slowly. The demonstrate their awareness of
children stand up when they hear special dates for the people in their
the month that their birthday is in. families. This activity is challenging
Then they circle the month of their for learners of this age, since they
birthday. have only recently come to terms with
the concept of dates and identified
Medium Follow the TE activity. Elicit the
their own birthday as a point on
children’s birthdays, including the
the calendar, and are now required
date (e.g. March 23).
to extend this concept to others. It
High Follow the TE activity. Elicit the encourages them to become more
children’s birthdays, including the aware of the people around them.
date and year (e.g. March 23,
2003).

Thinking Point
B [Track 31] Listen, sing, and act.

Differentiated Instruction: Competency Support: Think


Learner Styles The children think about the concept
of parties and the types of activities
Visual
that take place there. They reflect
• The children draw, color, and cut out ten upon information they are already
candles. They lay them out on their desk or on familiar with from their own daily life
the floor. Say Four candles on the birthday cake. and personal experience. They are
The children move four candles to one side. Ask then asked to consider and explain
How many candles are left? Elicit Six. Repeat whether they like parties or not. This
using different amounts. Once the children are requires thinking and recognizing
confident, encourage them to answer without positive and negative reactions, as
counting their candles. well as expressing these in written
form. Writing down their ideas makes
Auditory them more concrete and tangible and
serves as a point of reference for the
• Play the CD. The children sing along and do
Think Some More activities connected
actions for each line.
to this in the rest of the unit. 

Kinesthetic
• Make picture cards for candle and cake (one
for each child, with five candles for every
cake). The children move to music around the
classroom, holding their cards. Pause the music
and give instructions to get into groups (e.g.
One cake with two candles.). The children who
can’t get into a group are out. Continue until
there are only two children left. Repeat the
game.
1
2 <
4 2 Language

B [Track 32] Listen again and complete the list. B This is a crazy grocery list. Rewrite it correctly.

Differentiated Instruction: Differentiated Instruction:


Learner Styles Challenge Level
Visual
Low Read the list aloud. Elicit the food
• Follow the TE activity. Pairs: the children take words, then the container words.
turns prompting (e.g. Draw a bottle.), and Ask the children to identify what
drawing the container while blindfolded. They is wrong (The containers don’t
compare their drawings and see how many go with the food items.). Read
came out correctly. the items on the list one by one
to elicit the correct containers.
Auditory Allow the children time to write
• Follow the TE activity. The children play “The the answers each time. Read the
Memory Game” (see p13). Say I bought a bag final correct list chorally with the
of apples. The first child repeats this and adds children.
an item (e.g. I bought a bag of apples and Medium Follow the TE activity.
a carton of juice.). Continue with each child
repeating and adding an item. If a child makes High Follow the TE activity. Pairs: the
a mistake, start again. children write a list of foods
that could go with the different
Kinesthetic containers featured (e.g. a bag of
carrots). Elicit answers.
• Follow the TE activity. Place several types of
bottles, cartons, jars, bag, cans, and boxes on
a desk and cover with a cloth. Blindfold a child.
Select one item. The child touches it, names Round Up
the container, and tries to guess the product.
Repeat with different children.
Understanding Theory:
Critical Thinking
C Take turns with a friend.
In this final activity the focus changes
slightly, as the children review the food
Competency Support: they have studied throughout the lesson
Communicate from a different angle. Instead of focusing
on containers, they think about the colors,
The children have a conversation smells, and textures of the food. This
about what food/drink they are challenges the children to analyze the
planning to buy for a birthday party. descriptions and apply what they have
They are communicating about an learned, using critical thinking in order to
out-of-school situation as well as respond. They apply reasoning to come up
expressing thoughts, opinions, and with plausible identifications.
preferences about food items they
think would be good to take to a
party. They are working with other
people to demonstrate they can put
into practice in a real life situation
what they have learned.
1
2 <
4 3 Language
A [Track 33, p136] Listen and complete the
shopping list for Mr. Brady. Grammar on the Brain

Differentiated Instruction:
Differentiated Instruction:
Learner Styles
Challenge Level
Visual
Low Read each sentence aloud,
• Follow the TE activity. The children make 12
emphasizing the words some and
squares. They draw shopping list items on six
any. Ask Is there any milk? to
and the corresponding words on the other six.
elicit No. Repeat with the other
Pairs: the children shuffle the squares and lay
sentences. Help the children
them face down. They take turns turning them
deduce the meaning of some
over to find a word–picture pair. The child with
and any and figure out how they
the most pairs wins.
are used. Complete A chorally
with the children, allowing them
Auditory/Kinesthetic enough time to write each answer.
• Follow the TE activity. Make true and false Repeat the procedure with the
sentences about what Mr. Brady needs to second Grammar on the Brain box
buy (e.g. Mr. Brady needs to buy blue paper and B–C.
plates.). The children make a check mark or a
Medium Follow the TE activity.
cross shape with their arms as appropriate in
response. High Follow the TE activity for both
Grammar on the Brain boxes.
Pairs: the children write one
B Play a shopping game. affirmative sentence, one negative
sentence, and one question
using some or any. They compare
Competency Support: sentences with another pair.
Communicate
The children are given a fun context
in which to work as a whole group, Think some more …
asking and answering questions
about what they have and what
they need for a party. They work on
building harmonious relationships Understanding Theory:
and developing methods of Brain-Based Learning
communication, while having fun as
they find the information they need This fun activity builds on what the
in order to complete their lists. They children have already learned in the course
are required to express and share of the unit, and stimulates their thought
what they need and have a positive processes as they write a list of food and
attitude towards the communicative drink they would like to have at a party. It
transaction. allows them to activate previously stored
information, organize it in a different
way, and integrate new elements. As they
upgrade mental rough drafts, the children
work on improving meaning and accuracy
in a broader context.
1
2 <
4 4 CLIL: Design – Packaging
A Choose the best container for each item. C Find containers in the classroom and say what
they’re for.
Understanding Theory:
CLIL Design Competency Support: Think

In this activity the content and the The children put into practice the
language use a CLIL design context, with knowledge they have acquired in
the focus on the theme of packaging. The the lesson, and look for containers
first activity paves the way for the whole in the classroom. Encourage them
lesson, encouraging the children to study to be creative but respectful in their
the form, shape, color, space, and function searches, by looking in predictable
of different kinds of containers. They and unpredictable places. This
assess the objects in this way to evaluate activity challenges the children to
the strengths and weaknesses of the be thoughtful and critical in their
designs. The activity also increases spatial thinking as they take steps to process
awareness in the children, inviting them information, evaluate likely sources
to consider what types of objects go best for the items, and locate them. If
in different containers, according to their possible, put all the containers the
shape and form. children identified together in one
place, so that you can summarize as a
class with a visual reference.

B Read and answer.

Differentiated Instruction: A Circle the best packaging.


Learner Styles
Visual Differentiated Instruction:
• Follow the TE activity. Challenge Level
Auditory/Kinesthetic Low Point to each situation. Elicit
• Ask the questions in the SB. Elicit answers. what item is shown. Discuss what
Write two sets of alphabet letters on index the best packaging is for each
cards. Make sure you have double cards for i, o, situation, eliciting what is good
n, and t. Put one set of each cards on separate and bad about each alternative.
desks. Two teams: one child from each team Give the children time to write the
comes to the front. Say a word from this lesson answers as you go along.
bottle, tube, bag, can, jar, box, container, liquid,
Medium Follow the TE activity.
decoration, fresh, information, instructions. The
first child to spell out the word with the letters High Follow the TE activity. Pairs: the
wins a point for their team. The team with the children draw two more objects
most points win. without packaging. They swap
pictures with another pair and
Kinesthetic draw the best form of packaging
for the objects.
• Go around the class and give each child the
name of a container: bottle, tube, bag, can, jar,
box. Read the SB questions aloud. The children
who are the appropriate container stand. Elicit
answers and reasons, before continuing with
the next question.
1
2 <
4 5 Create
Warm Up
A Find and write.
Understanding Theory:
Multiple Intelligences
Understanding Theory:
The children identify and describe Constructivism
different designs and patterns on
paper, and express opinions about what This fun activity builds on what the
they like and dislike about them. They children already know from their everyday
are encouraged to use their logical/ experience of the shape and form of
mathematical intelligence as they objects. It stimulates their thought
demonstrate their ability to perceive processes by encouraging speculation.
patterns. They are also using their visual/ It allows them to activate previously
spatial intelligence by identifying and stored information and relate what they
appreciating artistic and graphic designs. recognize to the new words they are
The activity prepares the children for learning. By provoking their curiosity, it
the whole lesson, which focuses on the gives the children the impetus to continue
development of patterns and the graphic studying the subject further. 
arts.

E Make a book cover display. Vote for the ones you


A Find and write. like best.

Differentiated Instruction: Differentiated Instruction:


Challenge Level Learner Styles
Visual
Low Wrap some objects similar to
those in the activity for the • Ask the children for ideas on how to display the
children to guess. They unwrap books. Elicit reasons for their ideas. Take a class
the objects to see if they guessed vote on the best designs. Ask the children why
correctly. The children look at the they like them.
book and guess what the different
wrapped objects are. Explain that Auditory
they need to study the characters • Follow the TE activity. Describe random
depicted carefully, so that they can book designs. The children identify the book
deduce their preferences. Make described.
each sentence chorally with the
children, then give them time to
write it.
Kinesthetic
• Display the books in an area where the children
Medium Follow the TE activity.
can move around (e.g. the school hall). Give
High Follow the TE activity. Pairs: the instructions (e.g. Find a book with a blue
children draw a wrapped object. and purple design. Find a book with stars.).
They swap pictures with another The children move around and stand by an
pair and write the correct sentence appropriate book.
below (We’re going to get …).
Pairs share their pictures and
sentences with the class.
1
2 <
4 6 Language
A [Track 34, p137] Kathy and her mom are making C Play “Guess an Ingredient”.
her birthday cake. Listen and point.
Competency Support: Learn
Differentiated Instruction:
In taking an active role in this kind of
Challenge Level activity, the children become self-
directed learners. In the first part of
Low Name the ingredients on the page the activity, they show their ability
for the children to point to. Play to understand recipes by making a
the CD twice. (1) Pause after every list of all the ingredients. They aim
sentence. Allow the children time to share and exchange information
to point to the ingredients they effectively. In the second part,
hear. Name the ingredients again groups have to guess each other’s
if they didn’t hear them properly. ingredients, taking the initiative and
(2) The children listen and point. analyzing different recipes. During
the activity, observe which children
Medium Follow the TE activity.
take the role of leader. Note how well
High Follow the TE activity. Pairs: the they handle managing the process
children take turns naming the and the group. Encourage all the
ingredients and pointing to them. children to participate equally.
They name the ingredients for
other simple recipes they know.

A Match the numbers to the pictures.


B [Track 34] Listen again and write the amount of
each ingredient.
Understanding Theory:
Differentiated Instruction: CLIL Math
Learner Styles LAB A–C use a CLIL math context to give
practice in solving problems. The children
Visual/Auditory
consolidate their understanding of simple
• The children draw pictures representing , fractions, then extend their knowledge
, and on separate pieces of paper (e.g. as to work with more complex fractions. The
sections of a pizza or cake). Say the fractions in cross-curricular use of fractions in recipes
random order. The children hold up the correct is the perfect way to grasp their practical
picture. Follow the TE activity. application. The extra activities suggested
in the TE for A make the activity fun and
Kinesthetic the concepts easy to understand.
• Put 12 balls or soft toys on a desk at the front
of the class. Call out fractions in random order
, , . Each time, two different children
select the correct number of balls/toys and hold
them up to show the class. The class agree or
disagree. You can make this more challenging
by moving on to include prompts like and .
1
2 <
4 7 Language
A Read and make a list in your notebook. C Play “Neighbor, Neighbor.”

Understanding Theory: Competency Support: Learn


Critical Thinking
The children use what they have
The children apply their critical thinking learned about food and quantities
by using the information in a cake recipe to take part in a memory game. They
to figure out what ingredients they call on their social knowledge of
would need to make two cakes. They cooking in order to recall appropriate
conceptualize the process, then identify items. The activity becomes more and
the mathematical operation required and more challenging as the list of things
apply it. After checking their reasoning, to remember grows. Encourage
they express their conclusions. the children to create methods to
remember the previous information,
e.g. keeping count of the number of
items they need to recall, visualizing
B Ask and answer with a friend. the items, identifying a rhythm for
each phrase.
Differentiated Instruction:
Challenge Level
A Copy the table into your notebook. Write the
Low Read the dialogue on the page
words in the correct column.
for the children to repeat chorally.
Two groups: the groups say the
dialogue chorally, with one group Differentiated Instruction:
asking and the other answering.
Then they swap roles. Provide Learner Styles
the children with other sample
dialogues to repeat. Pairs: the Visual
children repeat the same dialogues
• The children cut out ten strips of paper and
they practiced chorally.
write on them rice, milk, eggs, bananas, pizza,
Medium Follow the TE activity. cereal, pepper, sugar, flour, butter. They fold
a piece of paper in half and write the column
High Follow the TE activity. Pairs: the headings Count and Non-count. Then they
children figure out the ingredients paste each word in the correct column.
for three cakes and make up
an appropriate dialogue. Pairs
Auditory
perform their dialogue for the
class. • Play “Hangman” (see p13) with the food items
in the lesson. The children say if each item is
count or non-count once they have guessed the
word.

Kinesthetic
• The children make two response cards with the
words count and non-count. Say in random
order rice, milk, eggs, bananas, pizza, cereal,
pepper, sugar, flour, butter. The children hold
up the appropriate response card each time.
1
2 <
4 8 Reading
A Look at the picture. What kind of text do you think E [Track 35] Listen and read. Answer.
this is?
Differentiated Instruction:
Differentiated Instruction:
Learner Styles
Challenge Level
Visual
Low Elicit the type of text. Write on • Write on the board mix, add, stir, pour, bake.
the board cake, ingredients, The children copy the words using different
directions. The children repeat the colors on a piece of paper and illustrate them.
words, then find them in the text. They tape the two sides of the paper together
Elicit the meaning of the words. to make a chef’s hat. Pairs: the children put on
their hats. They read the words and point to the
Medium Follow the TE activity. Ask the pictures on each other’s hats.
children where else they have
seen recipes, and to say what the
recipes were for.
Auditory/Kinesthetic
• Dictate mix, add, stir, pour, bake. The children
High Follow the TE activity. Pairs: the copy the words on to paper. They tape the two
children circle the key words in sides of the paper together to make a chef’s
the recipe. Elicit answers and hat. They put their hats on. They say all the
write them on the board. Pair words from memory and do simple actions to
these children with lower-ability demonstrate their meaning.
children, so that they can explain
why they chose the words they
did and assist the lower-ability
Kinesthetic
children in identifying a context to • The children roll up a piece of white paper
help them work out new words. as though it were a chef’s hat, and tape it
together. They put their hats on. Say the
following words for the children to act out as
though they were chefs mix, add, stir, pour,
C Why is it important to follow the directions in the bake. Say the words again for the children to
same order? spell chorally.

Competency Support: Think


Round Up
The children analyze the directions
given in recipes and consider why the
Understanding Theory:
instructions appear in the order they
do. Encourage them to share their Multiple Intelligences
ideas freely. Discuss how different
foods react together chemically, This activity encourages the children to
and how their chemistry changes, use their interpersonal intelligence as
depending on the order that the they either lead a group or follow the
ingredients are mixed and what leader’s instructions. They aim to interact
temperatures they are cooked at. sensitively and function effectively as
Encourage the children to share any a team. The activity also encourages
family culinary disasters or successes. them to develop their bodily/kinesthetic
Give the children positive feedback intelligence as they use their body to
on the ideas or stories that they share. enact the stages, using both fine and gross
motor skills.
1
2 <
4 9 Sounds like English
A [Track 36] Listen and read. C Now you read!

Differentiated Instruction: Understanding Theory:


Challenge Level Classroom Management
This activity encourages the children to
Low Follow the TE activity. Play the
practice reading the words they have
CD again and clarify any new
studied throughout the lesson with the
vocabulary with the children.
correct pronunciation. It is important as
Medium Follow the TE activity. The children part of Classroom Management to find
circle the object words in the text the appropriate correction techniques,
and look for them in the pictures. i.e. to identify when you should correct
mispronunciation and when you should
High Follow the TE activity. Pairs: the allow a child to continue and not interrupt
children read the text again aloud their flow even when they make an error
and circle the object words in in pronunciation. In this context, where
the text. They identify which accurate pronunciation is a key aim, it is
object words are depicted, and very important to assist the children in
draw lines from the words to the getting it right. In other activities where
pictures. developing fluency and self-confidence is
the main aim, correct pronunciation only
where an error might prevent a child from
B Circle all the words with the long o sound. communicating their message effectively.

Competency Support: Think


The children are required to notice Phonics Fun!
that words with the long o sound
have three different types of spelling:
o–e, oa, and ow. Ask them to practice Differentiated Instruction:
saying the words and writing the
correct spelling in the air. The Learner Styles
activity provides the children with Visual
aural discrimination practice as they
classify words according to sounds • The children copy the words from LAB A and
and spelling. Write the words in three Phonics Fun! into their notebook, writing short
columns on the board to consolidate o words in black, and using a different color for
the differences and help the children each spelling of the long o sound. Encourage
relate sounds to letters. them to picture the color when they try to recall
how to spell the word.

Auditory/Kinesthetic
• The children make up different actions for short
o, and the different spellings of long o. Say
words in random order. The children do the
appropriate action. Speed up the prompts to
make the game more fun.
1
2 <
4 10 Review
B Write about the differences.
Talking Point

Assessment Focus
The children make sentences about the Competency Support: Learn
differences they identified in A, when
they compared the details of two pictures. The children organize knowledge
Use the activity as grammar assessment, they have gained about cakes by
checking that the children can refer applying the language learned to
accurately to count and non-count items, the personalized task of describing
and that they use the singular or plural their favorite birthday cake and what
form of the verb as well as some or any, ingredients it has. They share this
as appropriate. Check the children’s work information with a friend. Remind
individually. Review the grammar rules as the children to review information
a class. and take notes if they find it useful
to have these as a reference to help
them explain their ideas.

C Choose a recipe and play a guessing game.


(5 points) My Progress Journal

Assessment Focus Assessment Focus


Self-assessment is a very important feature
This activity provides the perfect
of language learning, helping the children
opportunity for language assessment,
to develop their language skills and their
since children review the overall meaning
self-confidence. The My Progress Journal
of recipe ingredient lists and take turns
section of the review gives the children the
asking and answering about them. Walk
opportunity to evaluate how they have
around and listen to pairs as they are
done in the course of the unit by coloring
working, and assess their ability to use
in stars in different colors to reflect how
the appropriate language for the recipes.
confident they are in each language area.
Correct errors where appropriate without
Praise them for all they have achieved.
disrupting the children’s fluency.
Also encourage them to use the results
of this assessment constructively. Suggest
that they review and practice any areas of
weakness they have identified so that they
can perform even more effectively in the
next unit.
1
2 <
5 1 We Are Different
Treasure Hunt
A Write the parts of the body.
Differentiated Instruction:
Differentiated Instruction: Challenge Level
Learner Styles Low Read the prompts and make
sure the children understand.
Visual
Find the items one by one, as a
• Make a body with detachable parts using group. Make sure all the children
construction paper. Children come to the board have found each answer before
and assemble the body. The children point proceeding.
to and name the different parts of the body.
They draw the body and label the parts in their Medium Follow the TE activity.
notebook. High Follow the TE activity. Pairs: the
children look for two more items
Auditory in the unit and list them for their
• Draw a torso and head on the board for the friend to find.
children to copy. Give instructions (one at a
time) for the children to draw a body by adding
features (e.g. Draw two arms.). The children
hold up their pictures after each instruction for Thinking Point
you to check.

Kinesthetic
Competency Support: Think
• Pairs: give the children a piece of craft paper
large enough for them to lie down on. They The children activate their cognitive
take turns lying down on their paper and skills as they compare themselves
drawing around each other’s outlines with with their mom and dad to identify
chalk. They then draw on the facial features. two ways in which they resemble
They label the different parts of the body with them. They share their ideas with
markers. a friend. They develop their note-
taking skills as they write their ideas.
Remind the children to keep their
B [Track 38] Listen and sing. notes in a safe place to use in later
classes.
Understanding Theory:
Multiple Intelligences
The children use musical and linguistic
intelligence in this activity as they listen to
a song and identify words that relate to
the body. First they listen to understand
and identify new key words and their
meaning. Then they join in with the song,
demonstrating their basic understanding.
The use of music and singing in the
classroom is an excellent tool for creating
a positive learning environment, and
the fun approach increases the children’s
ability to retain new vocabulary.
1
2 <
5 2 Language
Warm Up B [Track 40, p137] Listen and follow the
instructions.
Understanding Theory:
Constructivism Competency Support: Think

The children implement what they already The children listen to descriptions
know about how to describe people’s and identify two more people
appearances and demonstrate their in the picture who have not yet
understanding through a picture dictation. been named. They use methods
You are a facilitator, and the task provides of aural discrimination, capturing
a dynamic interaction between you and key words that describe the people
the learners. Interpreting the instructions and transferring the information
you give stimulates the children’s thought to the images on the page. They
processes, making the learning an active are developing important skills
and constructive process. of processing and interpreting
information.

A [Track 39] Listen, read, and follow the


instructions.
A Read and draw the people in your notebook.
Differentiated Instruction:
Challenge Level Differentiated Instruction:

Low Point to the picture. Give simple


Learner Styles
descriptions of the people for the Visual
children to point to (e.g. Point
to a man with a mustache.). Use • Write four column headings on the board: hair,
gestures as necessary to convey hair color, eye color, height. Write on pieces
the meaning of new words such of paper short, curly, straight, mustache, red,
as curly, mustache, etc. Read the blue, tall, long, brown, black, wavy, blond,
first paragraph of the text. The bald. Put the papers in a bag. The children take
children identify Diana, saying the a paper, read it aloud, and stand in line with
number of the correct box chorally the corresponding column on the board. Elicit
(One.). Give them time to write which words can be used for more than one
the answer. Repeat the procedure column (short, brown, black).
with the remaining paragraphs.
Play the CD. The children listen Auditory
and read the texts again. • Follow the TE activity but instead of asking the
Medium Follow the TE activity. children to read the descriptions, give the text
as a dictation.
High Follow the TE activity. Pairs: the
children take turns saying clues Kinesthetic/Auditory
about the different people and
pointing to them on the page. • Do this activity in an open space. Mark out
two areas: true and false. Make true and false
sentences about the people pictured in the SB
(e.g. Diana has short brown hair.). The children
move to the correct area. Anyone with the
wrong answer is out. For each false statement,
elicit the correct version.
1
2 <
5 3 Language
A Answer the questions. Use these words. C Draw and guess.

Competency Support: Learn Understanding Theory:


Multiple Intelligences
This activity focuses on understanding
the mechanics and meaning of the In the first part of the activity, the children
language as the children deduce use their visual/spatial intelligence,
the use and meaning of two showing their ability to create a graphic
language points: who vs. whose likeness of a person by drawing a picture
and ’s to demonstrate possession of one of their parents. In the second part,
or relationship. They are figuring they share information, demonstrating
out and applying language rules. their ability to impart information to
They assess descriptions of family others, as well as listen and understand in
members, process information, return.
and reach conclusions about the
relationships between people in the
same family.

All About Me

B [Track 41, p137] Listen and check your answers.


Competency Support: Me
Differentiated Instruction:
The children apply the language and
Challenge Level concepts they have been learning
throughout the unit. They put their
Low Elicit answers for A. Encourage new knowledge into practice by
the children to share their reasons writing sentences that describe their
for choosing the people they own physical appearance. They then
did, and discuss as a class/group read their descriptions to the class.
whether they are correct and why. You could extend the activity by then
Play the CD, pausing so that the asking children to describe the person
children can check their answers beside them, e.g. Adam’s hair is
in context. brown and his eyes are blue.
Medium Follow the TE activity.
High Follow the TE activity. Play the
CD twice. (1) The children make
notes. Pairs: the children recall
as much as they can remember
from the CD. (2) Play the CD
again for them to add any missing
information.
1
2 <
5 4 CLIL: Art – Portraits
A Look and match the titles to the pictures. Guess What!

Competency Support: Think Differentiated Instruction:

The children contemplate three


Challenge Level
paintings. First they express their
personal response to the paintings. Low Read the text. Use the picture to
They then analyze the content of clarify meaning. Elicit opinions
the paintings more objectively to on the information. Elicit typical
identify their titles, choosing from the adornments and dresses from the
selection supplied. The children are children’s country, helping with
being encouraged to think critically, vocabulary as necessary. Write
as they take steps towards reflecting ideas on the board.
on different kinds of art and Medium Follow the TE activity.
formulating their critical opinion.
High Follow the TE activity. Pairs: the
children choose a picture showing
someone from another culture
B [Track 42, p137] Listen and point. who they think looks beautiful.
They put together a mini-
Understanding Theory: presentation about it. Pairs give
their presentation to the class.
CLIL Art
This lesson uses a CLIL art context,
specifically the area of portrait painting.
The main focus is the paintings themselves. C Choose a friend and draw their portrait in your
The children study them in detail, and notebook.
so immerse themselves in the topic.
They use what they know to understand
descriptions of the people in the paintings Differentiated Instruction:
and demonstrate what they have
understood. Learner Styles
Visual
• Follow the TE activity. When they draw, make
sure that the children cannot see their friend
and work just from the checklist.

Auditory/Kinesthetic
• Say eyes, nose, mouth, hair for the children to
touch the corresponding parts. Say adjectives
from the checklist (e.g. straight). The children
touch the part of the head they describe (e.g.
hair). Pairs: the children play, taking turns
prompting and doing the action.

Kinesthetic
• Put several pieces of paper with the words eyes,
nose, mouth, hair on the floor around the class.
Say adjectives from the checklist in random
order (e.g. straight.). The children stand on the
piece of paper corresponding to the appropriate
feature (e.g. hair).
1
2 <
5 5 Create
Warm Up B Make an art gallery.

Understanding Theory: Competency Support: Me


Brain-Based Learning
The children make an art gallery to
The children do a hands-on activity first, display their portraits. Discussing
by drawing a portrait of themselves. Then how they will present their portraits
they guess who the different portraits and the overall design and layout
belong to. The use of movement and of the gallery is a key focus of the
variety of tasks help the children maintain task. The children are executing real
their focus for an extended period of life plans as they set up the gallery
time. The children consequently have a as well as using their creativity and
better attention span and a higher level imagination.
of interest in the activity, and so are more
motivated to learn.

A Write about the portrait of your friend from


A Make a portrait frame. Lesson 4.

Differentiated Instruction: Differentiated Instruction:


Learner Styles Challenge Level
Visual
Low Discuss the meaning of physical
• Name the materials (in random order) for description and personality.
the children to hold up: construction paper, Brainstorm words for both
corrugated cardboard, decorations, glue, categories and write them on
stickers, scissors. The children put the materials the board. The children write
in alphabetical order. Follow the TE activity. four sentences about the friend
they drew in Lesson 4—two on
Auditory/Kinesthetic physical description and two on
• Put all the materials in a central place. Put the personality. Check the children’s
children in groups. Call out instructions for the sentences. They then write a clean
children to collect the materials (e.g. Group 1: version of them. The children
You need a piece of construction paper.). The share their sentences with the
children collect their materials. Follow the TE class.
activity, with the children working individually. Medium Follow the TE activity.

Kinesthetic High Follow the TE activity. Small


groups: the children take turns
• Hide the materials for the activity around the reading a sentence from their
classroom. Small groups: the children find texts. The members of the
all the materials required for the activity and group say if it refers to physical
collect them on a desk. The first team to collect description or personality.
all the materials win (construction paper,
corrugated cardboard, glue, stickers, scissors,
decorations). Follow the TE activity.
1
2 <
5 6 Language
A [Track 43, p138] Listen and write what kinds of C Ask and answer.
dogs they are.
Competency Support: Learn
Differentiated Instruction:
The children recognize breeds of dogs
Learner Styles and give opinions about the kinds
of dogs they like, giving reasons.
Visual
Encourage them to discuss height,
• Follow the TE activity. The children make a weight, and appearance, as well as
presentation card about a dog, writing details temperament and habits to apply a
(height, weight, description) and drawing a wide range of language they have
picture. Display the cards around the classroom. learned. The children are analyzing
what best suits their personality, as
Auditory well as thinking about and expressing
personal interests.
• Follow the TE activity. Small groups: the children
take turns presenting a dog (height, weight,
description) for the group to identify the breed.

Kinesthetic All About Me


• Write sentence halves on strips of paper:
Poodles have short / curly hair. Sheepdogs /
work on farms. Afghan hounds / are about 70 Competency Support: Me
cm tall. Chihuahuas / are very small. Shar-Peis
are from China / and have lots of wrinkles. The children find out and note
Number the sentence openings and label down their weight and height. The
the sentence endings with letters (in random lesson has focused on the height
order). Put the strips of paper up around the and weight of animals: now the
classroom. The children walk around and match children personalize the information
the halves, writing the correct number/letter and discover the same data for
pair. Elicit answers. themselves. Encourage them to
compare their sizes and weights to
see how big the range for weight and
B [Track 43] Listen again, read, and complete the height is in their classroom. Remind
missing information. the children to be respectful to
classmates in this activity.
Differentiated Instruction:
Challenge Level
Low The children scan the text and
identify what type of information
they will be listening for
(numbers). Play the CD, pausing to
give the children time to write the
answers. Elicit answers. Children
write them on the board.
Medium The children remember and write
all the information they can from A.
Follow the TE activity. Elicit answers.
High Follow the TE activity. Elicit
answers. Pairs: the children say as
much as they can remember about
the different dogs.
1
2 <
5 7 Language
A Look at the dogs and match them to their owners.
Grammar on the Brain
Differentiated Instruction:
Learner Styles Differentiated Instruction:
Visual Challenge Level
• Follow the TE activity. The children circle and
label the features which the owners and dogs Low Review what adjectives and
have in common. pronouns do (Describe a noun.
/ Replace a noun.) Read the first
pair of sentences. Explain that
Auditory/Kinesthetic
the words in bold are possessives.
• Five groups: allocate each group a different Elicit whether each is a possessive
dog breed from poodle, sheepdog, Chihuahua, adjective or a possessive pronoun.
Afghan hound, Shar-pei. Agree an action and/ Repeat with the other sentences.
or noise for each breed, encouraging the The children circle the adjectives
children to come up with ideas suited to the in red and the pronouns in blue.
breed’s characteristics. Ask Which dog is Mrs. Elicit which words the possessive
Sharp’s? The poodles say The poodle is hers. pronouns stand for in the second
and make the appropriate action and noise. sentences. Do B orally with the
Repeat with the other breeds in random order. children to check understanding.
Medium Follow the TE activity.
B Play a guessing game. High Follow the TE activity. Pairs: the
children write six sentences like
those in the Grammar on the
Competency Support:
Brain box, three with a possessive
Communicate adjective and three with a
possessive pronoun.
This activity fosters effective
communication and working as a
team. The children draw a dog of
any type. Their pictures are shuffled
and handed out. The children then C These animals are in the wrong homes. Which is
focus on asking questions using the their correct home?
model dialogue to identify who drew
the picture they now have. They aim
to work harmoniously as a group Understanding Theory:
to exchange information, so that
Critical Thinking
they can reach the common goal of
identifying who drew each picture. This activity allows the children to develop
their critical thinking skills, as they
identify the different types of animals
and the homes they are pictured in. They
use this information to deduce what is
wrong about the pictures and correct the
information supplied. The children are
actively and skillfully conceptualizing,
modifying incorrect information, and
providing the correct answers. Encourage
them to express what they find funny
about the pictures. If you have time,
the children could draw pictures of the
animals in their correct homes.
1
2 <
5 8 Reading
E How can you guess what new words mean?
C Find information from the text and fill in the
chart.
Competency Support: Learn
The children notice new words in Differentiated Instruction:
a text and recall the reading skills
techniques that they have learned Learner Styles
to assess which will help them
deduce the meaning. They apply Visual
the appropriate techniques of using
• Follow the TE activity. The children illustrate the
information provided in the pictures,
words they have written. Encourage them to
what they know already, and context
use different visual representations—pictures,
to help them figure it out. The
symbols, different layouts showing words
activity requires a mixture of critical
in groups, etc.—when they are noting and
thinking and evaluation of options to
learning vocabulary. Visual learners will benefit
determine how best to complete
from an approach like this, finding it much
the task.
easier to memorize language.

Auditory
F What do you need to do if you have a pet? How • Follow the TE activity. Say (one at a time)
would you feel about it? contestant, vet, dog, walk, groomer, haircut,
bath, trainer, win. Elicit a sentence using the
Differentiated Instruction: word. Learning vocabulary by reproducing it in
context like this is an effective way for auditory
Challenge Level learners to memorize language.

Low Elicit pets the children would like Kinesthetic


to have. Write their ideas on the
board. Go through the animals • Follow the TE activity. Say (one at a time)
one by one and discuss what you contestant, vet, dog, walk, groomer, haircut,
would have to do to take care bath, trainer, win. The children think up a mime
of them. Write the ideas under for each word. Associating words with actions
the corresponding animals. The or gestures is an effective way for kinesthetic
children use the information to say learners to memorize language.
whether they would really like one
of these pets and if they would be
prepared to take care of it. Round Up
Medium Follow the TE activity.
Understanding Theory:
High Follow the TE activity. Pairs: the
Classroom Management
children write three sentences
about two different pets, saying The children act out the scenes from the
what you need to do to take story. Make sure that you divide the class
care of them. They then swap clearly into groups and allocate roles in
with another pair. They read each each group. Give each group an area of
other’s sentences and say which the classroom to work in with enough
pet they would prefer. space to move freely. Give the children
time to practice their roles and build up
their confidence. Groups perform for the
class. Give the children lots of praise for
their effort and encourage the class to
respond positively, too.
1
2 <
5 9 Sounds Like English
Warm Up B Circle all the words with the long u sound.

Understanding Theory: Competency Support: Think


Multiple Intelligences
The children identify all of the words
This activity encourages the development in the text with the long u sound.
of linguistic intelligence. The children They develop critical thinking skills
identify words and distinguish the vowel by using this data to identify the
sound in them. They are developing different spellings that can create the
their sensitivity to sounds and linking long u sound, and ccategorize them.
word recognition to meaning. They are The children are analyzing words and
also developing their bodily/kinesthetic noticing spelling patterns. This active
intelligence, since they respond with a approach to identifying rules will help
gesture/sound depending on whether they the children learn more effectively.
agree or disagree with the identification
of word and sound. Coordinating their
response in this way to demonstrate their
understanding is challenging. Phonics Fun!

A [Track 45] Listen and read. Differentiated Instruction:

Differentiated Instruction: Learner Styles


Visual
Challenge Level
• Follow the TE activity. Write the new words
Low Say the long u sound for the on the board, leaving out the letters for the
children to repeat. Read the text u sound. The children copy and complete the
slowly, exaggerating the words words by writing in the missing vowels and
with the sound. Say the text then write the meaning of the words in their
sentence by sentence for the notebook.
children to repeat.
Auditory
Medium Follow the TE activity.
• Follow the TE activity. Pairs: the children take
High Follow the TE activity. Pairs: turns saying the words and spelling them aloud.
the children take turns naming
objects with the long u sound and Kinesthetic
pointing to them in the picture.
• The children stand holding their hands in front
of them about a ruler’s width apart, palms
facing. Say words with long and short u sounds
in random order (e.g. glue, puppy). When the
children hear a word with a short u, they put
the palms of their hands together. If it has a
long u, they hold their hands wide apart.
1
2 <
5 10 Review
B Look and say.
Talking Point

Assessment Focus
Use this activity to carry out an oral Competency Support: Learn
assessment. Listen to pairs as they make
simple dialogues about facial features. The children review and organize
Check that the descriptions the children information that they have previously
provide are correct. Check that the learned, in order to describe the
children take turns fairly, speaking and appearance of a friend. Note-taking
listening at appropriate moments. Take in preparation for the activity is a
note of problem areas and use them to key learning skill that the children
continue helping the children to develop can transfer to other areas of their
speaking skills throughout the school year. learning. In this activity the children
show understanding of new language
and the ability to respond to further
questions about the subject.
A Draw your face and write about it. (8 points)

My Progress Journal
Assessment Focus
Assessment Focus
Use this activity as a writing assessment.
The children draw a picture of themselves Self-assessment is a very important feature
and write sentences describing their of language learning, helping the children
physical appearance. Check their work to develop their language skills and their
individually and take note of problem self-confidence. The My Progress Journal
areas they have with language, writing, section of the review gives the children the
etc., in order to help them through the opportunity to evaluate how they have
school year. done in the course of the unit by coloring
in stars in different colors to reflect how
confident they are in each language area.
Praise them for all they have achieved.
Also encourage them to use the results
of this assessment constructively. Suggest
that they review and practice any areas of
weakness they have identified so that they
can perform even more effectively in the
next unit.
1
2 <
6 1 Years Ago
Warm Up: Unit Objectives
C Look and write three sentences in your notebook.
Understanding Theory:
Critical Thinking Differentiated Instruction:
This activity requires the use of critical Learner Styles
thinking. The children are asked to
consider how people lived in the past, Visual
what kinds of buildings they lived in, • Follow the TE activity, with the children writing
what transport they used, etc. They the sentences on paper instead of in their
conceptualize and analyze information notebook. Pairs: each child cuts out the words
they have seen, read, or heard in other and punctuation, and gives them to a friend to
places, examining the subject and reassemble the sentences.
discussing their ideas and conclusions.
Explain that they will discover information
to confirm some of their ideas in the
Auditory/Kinesthetic
course of the unit, and encourage them to • Do this activity in an open space, if possible.
look at other information sources outside Mark out two areas: true and false. Make true
the classroom to study the topic further. and false sentences (e.g. 200 years ago there
were planes.). The children move to the correct
area. Anyone with the wrong answer is out. For
each false statement, elicit the correct version.
A Look and say.
Kinesthetic
Differentiated Instruction:
• Pairs: the children take turns miming one of the
Challenge Level situations/objects pictured (e.g. a plane) and
responding appropriately (e.g. There weren’t
Low Point to the picture of the family any planes.).
to elicit what the children can see.
Ask them to identify if the scene
is in the past or in the present.
Read the words and make sure Thinking Point
the children understand them. The
children identify which words are
illustrated in the picture.
Competency Support: Think
Medium Follow the TE activity.
The children compare and contrast
High Follow the TE activity. Pairs: the life today with life 100 years ago.
children read the words and In the first part of the activity, they
discuss which don’t apply to life brainstorm facts and ideas about the
200 years ago. differences. In the second part, they
share their ideas and take notes on
the differences. Help the children
organize their ideas coherently and
clearly about the two time periods.
1
2 <
6 2 Language
Warm Up
B Look at the picture of Grandview in 1910. Write
Differentiated Instruction: about these things.

Learner Styles
Differentiated Instruction:
Visual/Kinesthetic
Challenge Level
• The children make four labels paper, metal,
plastic, wood. They put the labels on
Low Point to elicit the items (e.g. horse,
appropriate objects around the classroom.
car, etc.). Discuss if the picture is
of the past or the present. Explain
Auditory/Kinesthetic the words in the box. Do the
• Hold up or point to different objects in the sentences chorally one by one and
classroom made of plastic, metal, paper, or give the children time to write the
wood. Say plastic, metal, paper, or wood, answer each time. Ask children
sometimes giving the correct material and to spell the verb each time. Pairs:
sometime the wrong one. The children give a the children take turns reading the
thumbs-up if they agree and a thumbs-down sentences aloud to each other.
if they disagree. Elicit the correct material each
Medium Follow the TE activity.
time.
High Follow the TE activity. Pairs: the
Kinesthetic children write two more sentences
related to the picture.
• Put four large boxes at the front marked paper,
metal, plastic, wood. The children put items
in the boxes made from the four different
materials. Review all the objects with the class,
eliciting (e.g. The pencil is made of wood.). C Compare your classroom with schools 200 years ago.

A Read and do. Understanding Theory:


Brain-Based Learning
Competency Support: Think The children analyze the features of a
classroom today and compare them to
The children identify objects from what would have been in a classroom
the past and from the present, and 200 years ago. They are giving meaning
learn new vocabulary. They are then to the objects that surround them by
challenged to think which of the analyzing what they know about the past
objects use electricity and which are and making comparisons with it. Relating
made of plastic. This encourages new learning to the children’s everyday
them to interpret what materials experience helps encourage a longer
modern objects are made of, and attention span, since the information is
how they are powered. They are directly relevant and interesting. This helps
assessing everyday objects from a promote effective learning.
new perspective.
1
2 <
6 3 Language
A [Track 4, p138] Listen and check (✓) the correct C Work in groups. Each choose to be an invention
answers. and then stand in line, from the oldest to the
newest.
Differentiated Instruction:
Learner Styles Competency Support:
Communicate
Visual
The children draw on what they
• Write on the board (in random order) for
have learned about everyday objects
the children to copy onto a piece of paper
in the unit so far and analyze and
computer, game, washing, machine, dish,
order objects according to when they
washer, air, conditioner, electric, train, radio-
were invented. Use the inventions
controlled, car. They draw lines to match the
pictured first, then encourage the
word halves, without any of the lines touching.
children to come up with different
inventions of their own if you want
Auditory/Kinesthetic to extend the activity. The task is a
• Say in random order computers, computer challenging one, since the children
games, washing machines, dishwashers, fans, have to consider the order of all the
air conditioners, electric trains, radio-controlled objects and communicate in order to
cars. Groups: the groups take turns responding demonstrate their understanding by
with an appropriate sentence (e.g. There were forming a line. They are manipulating
computers 50 years ago.). information and demonstrating their
comprehension of it, presenting it in
Kinesthetic a new manner.

• Play “Simon Says” (see p13), making


instructions using the objects from this activity
(e.g. Turn on the washing machine. Play a Round Up
computer game.). The children mime the
actions preceded by Simon says. If they make a Differentiated Instruction:
mistake, or mime when you haven’t said Simon
says, they are out. The last child standing wins. Challenge Level
Low Follow the TE activity. Encourage
the children to refer to the list they
B Look at the pictures and complete the sentences. made in B.
Medium Follow the TE activity without
referring to the list the children
Understanding Theory: made in B.
Multiple Intelligences
High Follow the TE activity without
The children develop their analyzing referring to the list the children
skills and use their logical/mathematical made in B. Elicit other times in
intelligence. They contemplate the the past when the children would
different stages of construction and prefer to live.
comprehend a variety of time scales and
the expressions used to represent them.
What seems in appearance to be a simple
activity is quite complex as the children
have to figure out the correct order of
a sequence, and then apply appropriate
time phrases to show it.
1
2 <
6 4 CLIL: History – Christopher Columbus
Warm Up C Match the question to the answers.

Understanding Theory: Competency Support: Think


CLIL History
In this task, the children interpret
The children use a CLIL history context information from the text in order
to activate schemata about Christopher to match three questions to their
Columbus. Throughout the lesson they answers. The questions are designed
find out information about the past to encourage the children to read
and the historical implications of the the text in detail. The children reflect
discovery of the continent of America. upon the information in the text in
They encounter information about the order to mark the correct answers.
economic influences affecting Christopher They are also developing their ability
Columbus’s expedition to find new to recognize where particular details
lands, as well as details of the other can be found within an information
geographical and natural discoveries that source.
occurred during his visits. They are using
their cognitive ability to understand
and develop information in a historical
context. A Use words from the story to write three lists.

A [Track 5] Listen and read. Differentiated Instruction:

Differentiated Instruction: Learner Styles


Visual
Challenge Level
• Follow the TE activity.
Low Point to the pictures. The children
describe what they can see. Follow Auditory
the TE activity. • Say words one by one, mixing key words from
Medium The children look at the pictures the SB with other random words. The children
and predict what they think the respond yes or no depending on whether each
text is about. Write their ideas on word comes from the story text or not.
the board. Follow the TE activity.
Elicit and discuss predictions. Kinesthetic
High The children look at the pictures • Read the SB story aloud, occasionally making a
and predict what they think the mistake (e.g. Christopher Columbus was a sailor
text is about. Write their ideas on from Genoa, in Spain.). The children follow the
the board. Follow the TE activity. text in their book. When they hear a mistake,
Elicit and discuss predictions. Pairs: they stand up. Elicit the correct version.
the children identify and try to
figure out the meaning of four
new words.
1
2 <
6 5 Create
A Make Christopher Columbus story puppets. B Act out the Christopher Columbus story.

Differentiated Instruction:
Competency: Learn
Challenge Level
The children work in groups
Low Review the names of the to demonstrate their cultural
characters from the Lesson 4 story knowledge, interpreting the story
with the children. The children they have read to enact it. They use
point to them in the pictures. what they have learned and their
Follow the TE activity. imagination as they add their own
ideas. They take the initiative and
Medium Follow the TE activity. become self-directed learners, in
High Elicit the Christopher Columbus order to communicate effectively and
story from Lesson 4. Follow the TE create an interesting performance.
activity.

Round Up

A Match the captions to the pictures. Understanding Theory:


Multiple Intelligences
Differentiated Instruction: This activity requires the use of bodily/
Learner Styles kinesthetic intelligence as the children
use their puppets to act out the story,
Visual encouraging expression through
movement. It also requires the use of
• Follow the TE activity. Pairs: the children cover interpersonal intelligence, since the
the text and try to remember the captions for children work in groups in order to carry
as many pictures as possible. out the activity effectively.

Auditory
• Pairs: the children read the sentences aloud,
exaggerating intonation and pronunciation.
They circle the key words.

Kinesthetic
• Follow the TE activity. The children make a
pencil spinner with six sides and write on it
gold, silver, boat, parrot, cotton, wood. Pairs:
the children take turns spinning and making
sentences using the words.
1
2 <
6 6 Language
B Circle the adjectives that describe Gold Hill
Grammar on the Brain today.

Differentiated Instruction: Competency Support: Think

Challenge Level In the first part of the activity, the


children review the meanings of
Low Display on a table the items you the adjectives that appear on the
brought. Elicit the items and page, reflecting on information
whether each is a count or non- and acquiring new knowledge as
count noun. Copy the sentences necessary. In the second part, they
from the box on the board. Ask assess the adjectives and the situation
children to circle much, many, the town is in today, putting into
any, a lot. Deduce their use and practice their critical thinking skills.
meaning. Make sentences chorally They remember vocabulary and apply
with the children about the items it appropriately.
you brought. Write them on the
board for the children to copy into
their notebook. C Close your book and listen to your teacher.
Medium Follow the TE activity.
Differentiated Instruction:
High Follow the TE activity. Write on
the board much, many, any, a lot. Learner Styles
Small groups: the children write
sentences using the words. Elicit Visual
sentences.
• Pairs: the children discuss Gold Hill at the
different times in its history, using the pictures
as prompts. They then close their book. Follow
the TE activity. Encourage the children to
All About Me visualize Gold Hill as pictured in the SB to help
them recall the details.

Competency Support: Me Auditory


• Follow the TE activity. Explain to the children
The children employ their knowledge how they can use recordings to help them
of their own town to describe what learn if they are auditory learners. Suggest they
features it has/doesn’t have. They record themselves reading the texts in A or
are taking into account social factors other key sentences from the unit. Listening to
and interpreting information about it over and over again, and joining in when they
their own community. They work with can, will help their comprehension and fluency.
a friend to share and articulate the
information. They then discuss and Kinesthetic
assess how important these features
are to them personally. • Groups of three: the children take turns
describing Gold Hill at different times in its
history, using the text. The group draw what is
described, without looking at their book. Then
Follow the TE activity.
1
2 <
6 7 Language
A Interview someone about life in their
community 50 years ago. Make notes. A Match the words to the pictures.

Competency Support: Learn Differentiated Instruction:


The children work collaboratively Learner Styles
with members of the community
to research and record information Visual
about lifestyles in the past. In the
• Small groups: the children play “Hangman”
first part of the activity, the children
(see p13) with the words from the activity and
perform as self-directed learners as
the lesson in general.
they conduct an interview with an
adult. They learn to note down the
main ideas during the interview, Auditory
which they use to report information • Pairs: the children take turns giving clues about
back to the class in the second part of the different items and naming them.
the activity. They are assessing culture
and influences in everyday life, and Kinesthetic
making comparisons between the
past and the present. • Small groups: the children take turns miming a
word from the activity and guessing the word.

C Play “What Do You Remember?”.


C Ask your friend. Use these words.
Understanding Theory:
Constructivism Differentiated Instruction:
A central idea of constructivism is that Challenge Level
knowledge and meaning are generated
from an interaction between experiences
Low Read the words in the list aloud
and ideas. The children participated
and make sure the children
in an active social process when they
understand their meaning. Write
interviewed members of the community
the short answers on the board
in A. They now reuse information to play
for reference. (Yes, there was.
a game about the way things were in the
No, there wasn’t. Yes, there
past. They are building on information
were. No, there weren’t.) Make
that they have acquired from another
the questions chorally with the
source, compared with their own lives,
children. Two groups: one group
and assimilated into their learning and
say the questions chorally and the
experience.
other group answer chorally. They
then swap roles.
Medium Follow the TE activity.
High Follow the TE activity. Small
groups: the children stand in a
circle with a red ball and a green
ball. The child with the red ball
asks a question and the child
with the green ball answers. The
children throw the balls to other
people. Continue until all the
children have participated.
1
2 <
6 8 Reading
B Look at the pictures. Can you tell the story from E How would you feel if you were the king in the
the pictures? story?

Competency Support: Learn Competency Support: Me


The children develop skills to The children are developing
analyze pictures, understand their analyzing skills in relation to a
meaning and context, and follow character from a story. They think
a storyline through a sequence of about the decisions he made, and
related images. They form their own form a personal judgment on why he
opinions, then discuss and share their acted as he did and whether he was
ideas first with a friend and then with right or not. They relate emotionally
the class. They are applying reading to the king’s decision, discussing
skills to predict content. their ideas first with a friend, and
then sharing them with the class. The
children are interpreting information
from a fictional context and relating
D Do the pictures help you to understand new words? it to aspects of their own life. Ask
Which words? them to imagine they are the king.
What would they have decided to do?
Differentiated Instruction:
Challenge Level
B Read the text and match the words to their
Low Pairs: the children underline new
meanings.
words in the text, focusing on
nouns. Discuss the words they
underline. Encourage them to
figure out the meanings using the
Differentiated Instruction:
pictures. Elicit meanings, asking Learner Styles
the children to explain how the
pictures helped them. Visual
Medium Follow the TE activity. • Follow the TE activity. Write the definitions on
the board for the children to copy into their
High Follow the TE activity. Pairs: the notebook. They write the missing words from
children draw lines from the words memory. Elicit answers.
to the pictures. The children circle
new words that appear in the
text but are not illustrated in the
Auditory
picture. Encourage the children • Follow the TE activity. Say the definitions in
to figure out their meaning from random order to elicit the words.
context or by using other reading
skills (e.g. cognates, educated Kinesthetic
guess). Elicit ideas.
• Follow the TE activity. Copy the words and their
meanings onto slips of paper several times and
hide them around the classroom. Pairs: the
children have three minutes to find as many
matching pairs as possible. The pair with the
most matches win.
1
2 <
6 9 Sounds Like English
B Circle the contractions in the story for these
words. B Find and write the contractions in Activity A in
your notebook.
Competency Support: Think
Differentiated Instruction:
The children identify words and
their contracted forms. In the first Learner Styles
part of the activity, they locate the
contracted forms in the text. In the Visual
second part, they write the words • Small groups: give each group a large sheet
in their full and contracted forms to of construction paper and a marker. They
reinforce the rules they are learning. brainstorm all the contractions they have
Encourage the children to pronounce learned in this lesson and any others they
both forms. Elicit why contracted know. They organize them in written form on
forms are more common in spoken the construction paper. Groups present their
English than written English. (They ideas to the class. The class vote on the clearest
help us speak more fluently.) presentation.

Auditory
D Now read with a friend. • Pairs: the children take turns saying aloud the
complete word and the contracted form, then
Differentiated Instruction: spell them both.

Challenge Level Kinesthetic


Low Read the texts chorally together • Play a word race. Small teams: say a verb that
first. Follow the TE activity. Pairs: can be contracted in its full form. One child
each child pairs up with a higher- from each team runs to the board and writes
ability child and reads aloud to the contracted form. The first child to spell the
them. word correctly wins a point for their team. Play
until all the children have participated.
Medium Follow the TE activity. Pairs: the
children take turns reading to a
different child. When it is their Round Up
turn to listen, they note any errors
and give constructive feedback.
Understanding Theory:
High Follow the TE activity. Pairs: each Classroom Management
child pairs up with a lower-ability
child and listens to them read. When doing hands-on activities, make sure
They note any errors and give you are well prepared before class. Check
constructive feedback. that you bring enough materials (here
magazines) for all the children, and that
the magazines have lots of examples of the
language you are studying. State clearly
what the task is, and how much time the
children have to complete the activity.
Give them tips on how to save time, e.g.
by cutting out the words and pictures
first, then pasting them all onto paper at
the same time. Giving the children simple
hands-on tips can help them work smoothly
and efficiently in class.
1
2 <
6 10 Review
C Ask and answer questions about the pictures in
Talking Point
Activity B.

Assessment Focus
Competency Support: Learn
This activity provides the opportunity
for an oral assessment. Check that they The children review and organize
ask the questions and respond clearly, information that they have previously
using the vocabulary they have studied learned or researched, in order to
throughout the unit to refer accurately first tell a friend about it and then to
to the pictures in B. Check also that they share it with the whole class. In this
participate fully. Carrying out the activity activity, they show understanding
with their book closed helps the children of the new topic and language they
to focus on recalling and conveying have studied in this unit. They assess
information clearly and accurately. the ideas they generate as a class,
and vote to identify a consensus of
opinion about what they consider to
be the most important improvements
of the past century.
A Complete the sentences with was or were.
(5 points)

My Progress Journal
Assessment Focus
Assessment Focus
Give the children a set amount of time
to complete LAB A–D individually and in Self-assessment is a very important feature
silence. Use these activities as a summative of language learning, helping the children
assessment. Collect the work and correct to develop their language skills and their
it. When returning the work, use the self-confidence. The My Progress Journal
scores to show the children how they are section of the review gives the children the
doing in English. Discuss what types of opportunity to evaluate how they have
skills and abilities they need to develop done in the course of the unit by coloring
from here to the end of the school year to in stars in different colors to reflect how
continue learning well, and which areas confident they are in each language area.
they may need to improve in. Praise them for all they have achieved.
Also encourage them to use the results
of this assessment constructively. Suggest
that they review and practice any areas of
weakness they have identified so that they
can perform even more effectively in the
next unit.
1
2 <
7 1 It’s A Mystery
A Find these things in the picture and describe them.
B Invent three more things the old lady took. Draw
Differentiated Instruction: them in your notebook.

Challenge Level
Understanding Theory:
Low Point to the words in the list and Multiple Intelligences
read them aloud for the children
to repeat chorally. Elicit which The children use a variety of intelligences
words the children already know. in this activity. At first glance the activity
Then say the words one by one. seems to be simple, but is actually quite
Pairs: the children find the item in challenging. The children put their
the picture. Help with any words linguistic intelligence into play, as they
they don’t understand. brainstorm pairs of rhyming words they
have been studying in the lesson or knew
Medium Follow the TE activity.
from before. Then they put the rhyming
High Follow the TE activity. Say the pairs into nonsense rhyming sentences,
words on the list in mixed-up similar to those in LAB A. They develop
order as fast as possible, for the their visual/spatial intelligence as they
children to point to the different draw a picture to demonstrate the
items. The children close their meaning of their rhyme. The entire activity
book and see how many of the also promotes and develops the use of
words they can recall. interpersonal intelligence as the children
work together in groups to brainstorm
ideas, write their rhymes, and create the
pictures.
C [Track 9] Listen again and sing.

Differentiated Instruction:
Thinking Point
Learner Styles
Visual
• The children choose one of the verses from the Competency Support: Think
rhyme and draw a silly picture to demonstrate
its meaning. They copy the verse below their During this activity, the children
picture. relate to the topic by contemplating
things that are mysteries and why
Auditory they find mysteries interesting. They
are activating their own knowledge
• Follow the TE activity. Say the rhyme, each time
in different areas and using it in a
stopping before the last word of the line for
different context. This encourages
children to supply it.
thoughtful and critical thinking. In
the second part, the children write
Kinesthetic down the ideas they generated and
• Review the key words from the rhyme: sea, express their preferences.
umbrella, tea, mystery, cat, hat, velvet, shoes,
flute, boot, cake, plate, silver, golden coat,
woolly. The children stand in a circle. Throw a
ball to a child. They say a word from the rhyme,
then throw the ball to someone else, who says
another word. The children count how many
words they can say in a row before someone
repeats a word or hesitates for longer than five
seconds. If that happens, the game starts again.
1
2 <
7 2 Language
Warm Up C Look at the picture and act out the story.

Understanding Theory: Competency Support: Learn


Critical Thinking
This activity provides the children
This activity develops the children’s critical with the opportunity to demonstrate
thinking. The children analyze the pictures their understanding of the story.
that illustrate the story and identify They assess the main ideas and
information and background elements scenes of the story and find ways to
that can help them understand important communicate these as they act out
aspects of the context and content, e.g. the boy’s experiences. Encourage
the time of day, who the main character is, the children to exaggerate their
what the setting of the story is, how the movements and the different sounds
main ideas of the story are conveyed, and while they are acting the story out.
how the character feels as the different The use of movement and noise
events occur. This type of critical thinking makes the activity memorable for the
encourages the children to develop as self- children and allows them to reinforce
directed learners as they take control of their learning and understanding in a
their own learning process. fun way.

B [Track 10] Listen again. Point to the things in the


pictures and make the noises. B Complete the sentences with verb + –ing.

Differentiated Instruction: Differentiated Instruction:


Challenge Level Learner Styles
Low Review the items that make Visual
noises in the story. Encourage
the children to share their ideas • The children make a wordsearch using the –ing
freely. Read the story slowly. The form of the verbs from the activity. They can
children to point to the noises write them horizontally, vertically, or diagonally.
as you mention them. Point to They add random letters to fill the empty boxes.
the objects for the children to Pairs: The children exchange wordsearches and
make the noises chorally. Read circle the hidden words. The first child to find
again and pause at appropriate all the words wins.
moments for the children to make
the noises. Auditory
Medium Follow the TE activity. • Pairs: the children take turns giving prompts
relating to the story (e.g. The dog is barking.)
High Follow the TE activity. Pairs: the and responding with an appropriate mime and
children think of four more objects noise.
at home and the sounds they
make (e.g. door bell ringing, tree Kinesthetic
creaking). Help with vocabulary as
necessary. • Make a chain. The first child acts out one of the
–ing verbs in the activity. The next child makes
an appropriate sentence (e.g. It was ticking.).
The chain continues around the class. If a child
makes a mistake or can’t answer, they are out.
1
2 <
7 3 Language
A [Track 11, p138] Listen and check (✓) the correct C Work in groups. Make up a story. Act it out.
sound.
Competency Support:
Differentiated Instruction: Communicate
Challenge Level The children work as part of a team
to create and act out a story. They
Low Read the words in A and make share the work and responsibility,
sure the children understand their respecting different personality
meaning. Tell the children they will types as they plan the content, make
hear a girl giving a description and notes and sketches, distribute the
that they have to write a check roles appropriately, and prepare to
mark by the correct sounds. Play perform for the class. Encourage them
the CD twice. (1) Pause after each to be creative in their expression of
sentence. Discuss the answer ideas. Help as necessary. Praise all the
chorally and give the children time children for their efforts, while you
to write. (2) The children raise monitor their practice in groups and
their hand when they hear a verb also after their performance.
in the past progressive. Write the
verbs on the board and review
how the tense is formed.
Medium Follow the TE activity.
B Look at the picture in the Student Book and
High Follow the TE activity. Pairs: the match.
children listen again and write the
verbs in the past progressive in
their notebook. Check the spelling Differentiated Instruction:
of the verbs by asking children to
write them on the board. Learner Styles
Visual
• The children copy out LAB B 1–5 and a–e, all on
B Draw a picture of a scary night. Tell your friends about it. separate pieces of paper. They shuffle the papers
and pass them to a friend. The children wait until
Understanding Theory: you say Go!, then assemble the sentences as
Classroom Management quickly as they can. Repeat several times.

This activity uses a visual representation Auditory


to express ideas about a scary night. When • Play “Chinese Whispers.” Teams: each team
doing artistic activities in the classroom, stand in a line. Whisper a sentence using the
set clear time limits for the different language from this lesson to the children at the
stages. Give the children a certain front. Whispering, the children pass the sentence
amount of time to complete the drawing, to the back of the line. The child there says the
then focus on using their drawing to sentence aloud. If correct, the team win a point.
communicate information. Monitor them The child at the front goes to the back. Repeat
as they talk to their friends, encouraging several times.
discussion and use of the new language.
Display the artwork around the classroom
Kinesthetic
and refer to it throughout the lesson.
This gives their work validity, encourages • Say verbs from the lesson, using the present
self-esteem, and helps consolidate the unit progressive and past progressive in random order.
theme, language, and grammar where For past verbs, the children jump around to face
appropriate. the back. For present, they face forward and
make a big circle with their hands.
1
2 <
7 4 CLIL: Science – Animal Tracks
B Look again and answer.
A Match the footprints to the animals.
Competency Support: Think
Differentiated Instruction: The children reflect on further
Challenge Level information about animal tracks
and traces in our surroundings. They
put into practice their evidence-
Low Do the activity together, discussing
gathering skills by looking at the
ideas and confirming answers as
picture and using the evidence they
you go along. Give the children
can extract from it to hypothesize
time to write in the answers.
and reach conclusions about what it
Children come to the front to
means. Collecting and using evidence
draw simple sketches of animals
effectively is an important skill for
and their footprints on mural
children to learn, and one that will
paper. Leave the pictures for
be of use to them both inside and
reference throughout the lesson.
outside the classroom.
Medium Follow the TE activity.
High Follow the TE activity. Pairs: the
children draw footprints for two C Make a nature table.
more animals (e.g. cat, duck).
Two pairs exchange pictures and Differentiated Instruction:
draw in the animals the footprints
belong to. Pairs share their ideas Learner Styles
with the class.
Visual
• Encourage the children to take their own photos
A Look and answer. Which animals were here? What of items from nature, or to make drawings of
what they see when they are out and about.
clues can you find?
Suggest that they stick the pictures in their
notebook and label them, as a good way to help
Understanding Theory: them memorize the vocabulary.
CLIL Science
Auditory
This lesson uses a CLIL science context
• Make a nature table together (see TE 1st bullet
to give a challenging and fun range of
point). Small groups (with even numbers of
activities which call on the children to
children): pairs give a presentation on the objects
act as nature detectives, studying animal
on the nature table to the group. They talk
footprints and habitats and the other
about the four items they like most, saying who
signs they leave. The children develop
found them and where, and why they like them.
their understanding of the part played
by animals in our environment and
surroundings. In this activity, they analyze
Kinesthetic
different elements in the picture and • Make a nature table together (see TE 1st bullet
name the animals that left them behind. point). Pairs: the children take turns being
The integration of topic and language blindfolded and touching objects on the nature
here heighten the children’s interest and table to guess what they are (e.g. I think this is a
so promote their learning ability. pine cone.).
1
2 <
7 5 Create
Warm Up
C Find out whose fingerprints!
Understanding Theory:
Brain-Based Learning Differentiated Instruction:
In this fun activity, the children analyze Learner Styles
close-up details of objects from nature
using a magnifying glass. The children Visual
bring their knowledge of nature to the • Follow the TE activity. Encourage everyone to
task as well as employing their own study and compare the fingerprints carefully,
subjective reading. Observing the objects looking for small differences. Praise the children
from a different perspective alters how for using their visual skills.
the children perceive them, and drives
the brain to record and understand
information in a fresh and stimulating
Auditory
manner. • Read the instructions aloud together twice.
Make sure the children understand them. Then
they close their book. Read the instructions
again, leaving out key words for the children to
A Make fingerprint animals and a nature scene. supply. Follow the TE activity.

Understanding Theory: Kinesthetic


Multiple Intelligences • Hide the materials required to do the
experiment around the classroom. Small
This activity promotes the use of visual/ groups: the children collect and name the
spatial intelligence, as the children objects. They take turns rereading the
create a graphic representation of sentences in the instructions, holding up the
an animal or nature scene by doing a corresponding objects as they are mentioned.
finger painting. They also develop their Follow the TE activity.
naturalist intelligence as they show
their appreciation of the animal and
their interest in the natural world. The Round Up
combination of the two intelligences gives
a creative environment which will make
the learning experience memorable and so Differentiated Instruction:
more effective for the children.
Challenge Level
Low Follow the TE activity, but do it
as a class/group. Children come
to the board and write the
words they suggest. The children
copy the final version into their
notebook.
Medium Follow the TE activity.
High Follow the TE activity. Pairs: the
children do another word puzzle
with the words NATURE TRAIL.
1
2 <
7 6 Language
A [Track 12] Listen, read, and point.
All About Me
Differentiated Instruction:
Challenge Level Competency Support: Me
Low Point to and name the animals The children personalize the
in the picture for the children to information they have been studying
repeat. Point to Grandma and in this lesson by applying the context
explain that someone has stolen of the lesson to their own life. They
her chocolate cake. Play the CD, identify what they were doing at 6:00
pausing after each person has last night. Elicit reasons for what they
spoken. The children point to the were doing. Explain to the children
character and picture. The children that they will soon discover who stole
underline the questions and circle the cake in the SB story. Ask what
the answers in the text. Check the consequences of this action will
understanding by asking simple be for the thief, once they are found
questions. out.
Medium Follow the TE activity.
High Follow the TE activity. Pairs: the
children take turns reading the
C Look at the pictures and answer.
questions in the text and saying
the answers/pointing to the Competency Support: Think
appropriate pictures.
The children use their hypothesizing
skills, analyzing clues in order to
reach conclusions and ascertain them
B [Track 12] Listen again and answer. Who was orally. In the first part of the activity,
lying? the children read and discuss the
questions as a class. This helps guide
Differentiated Instruction: them towards the kind of information
they need to be considering in order
Learner Styles to deduce what has really happened.
They are also encouraged to analyze
Visual the pictures carefully to look for any
• Write in random order on the board fox, further clues. In the second part,
squirrel, blue bird, panda, monkey, chocolate the children continue to formulate
cake, reading, library, watering, flowers, their ideas about the mystery in
washing, dishes, cleaning, room. The children pairs, manipulating the information
draw a chart in their notebook with three available and making reasonable
column headings Characters, Actions, Objects. predictions based on evidence. The
They write the words in the correct columns. development of these skills is useful
both in a learning environment and
Auditory in their other everyday interactions.

• The children draw a chart in their notebook,


using three column headings Characters,
Actions, Objects. Dictate the words in Visual in
random order. The children write them in the
correct columns.

Kinesthetic
• Follow Visual, but instead of writing in the chart
the children copy the words on strips of paper
and stick them in their chart.
1
2 <
7 7 Language
Warm Up A Work with a friend. Ask and answer.

Differentiated Instruction: Understanding Theory:


Challenge Level Constructivism
In this activity, the children are
Low Write on the board Last night I
information constructors, as they ask
was in the park. The wind was
a series of questions to find out what
blowing. The children say what
their friend was doing yesterday. They
tense is used. Read the sentences
acquire this new information within a
chorally with the class. Brainstorm
familiar context as part of an active and
further ideas for continuing the
constructive learning process. They then
story. Write the ideas on the
convey the information they have learned
board.
to the class.
Medium Follow the TE activity.
High Follow the TE activity. Pairs:
the children take turns making C Someone stole Mr. Green’s apples. Draw a
affirmative and negative sentences picture with clues. Can your friends guess?
to continue the story.

Competency Support: Learn


The children consolidate their
A Look at the pictures. Answer. understanding of the concept and
significance of clues at the scene of
a crime or as part of a mystery. They
Differentiated Instruction: use what they have learned and their
inventiveness to create a crime scene
Learner Styles of their own. The children are self-
directed learners as they express their
Visual ideas visually through a drawing,
• Follow the TE activity. The children draw a working into it the clues they want to
picture of themselves and three friends doing show. They then use their knowledge
different activities. Pairs: the children ask a and critical thinking skills to deduce
friend questions about their own drawing, then who committed the crime in their
answer about their friend’s drawing. friends’ pictures. They are applying
the knowledge and skills that they
Auditory have been developing throughout
the lesson in a fun and challenging
• Follow the TE activity. The children study the context.
pictures for one minute longer, then close their
book. Pairs: the children take turns asking and
answering questions about the pictures.

Kinesthetic
• Follow the TE activity. The children study the
pictures for one minute longer, then close their
book. Ask questions about the pictures. The
children respond by nodding or shaking their
head in an exaggerated fashion, to indicate yes
or no. Then ask the questions to elicit short-
form answers (e.g. Yes, she was.).
1
2 <
7 8 Reading
B Read the first two lines. What do you think is his F How would you feel if you were Mr. Wilson?
job?
Competency Support: Me
Differentiated Instruction:
This activity encourages the
Challenge Level children to relate to the story in
a personalized way. The children
Low Read the first two lines aloud. Ask comprehend the whole sequence of
the children to say any important events in the story, and then relate
words they don’t understand. to the character most affected by
Discuss the question, eliciting the events. They are encouraged to
ideas. Write these on the board. empathize, imagining how it would
Confirm the answer. Ask the feel to be in Mr. Wilson’s position.
children if a lot of people do this They also look at the consequences
job or if they know anyone who of behavior and decisions and
does this job. distinguish appropriate and
inappropriate actions as they consider
Medium Follow the TE activity.
the effect of the dognappers’
High Follow the TE activity. The children actions, and think about a suitable
write sentences about what a pet punishment for the men.
detective does. Pairs: the children
read their sentences to each other.
Children share their sentences
with the class. B Match these words to the pictures. Then circle the
clues from the story in the Student Book.

C What do you think will happen in the story?


Use the pictures to help you. Differentiated Instruction:
Learner Styles
Competency Support: Think
Visual/Kinesthetic
This activity encourages the children • Distribute two sheets of paper to each child.
to predict content from pictures as Put some paint in a flat, open tray. The children
they analyze the different scenes do a paint footprint and a paint fingerprint on
in the story. They interpret visual their papers. Make sure they clean themselves
information by applying logic and properly afterwards with paper towels. The
using inference to guess how the children label their prints My footprint. My
story will develop. They do the fingerprint.
activity in pairs first. This encourages
them to brainstorm and share
Auditory
their ideas freely. Then pairs share
their ideas with the class. This is • The children close their eyes. Make noises
an example of student-oriented related to the items from the activity and from
learning, with the teacher working as the SB story (e.g. footprints, candy wrappers,
facilitator—a concept implemented dog biscuits, police siren, eating, walking). The
throughout the course. children name the items.

Kinesthetic
• The children write a list of things that make
noise from the activity and the story (e.g.
footprints, candy wrappers, dog biscuits, police
siren, eating, walking). Pairs: the children find
an object or other means to make each noise.
1
2 <
7 9 Sounds like English
Warm Up
A Write the –ing form.
Understanding Theory:
Brain-Based Learning Differentiated Instruction:
This activity encourages the children to Learner Styles
express their understanding of words
ending in –ing by doing different Visual
movements. Physical response to • Write the –ing forms on the board, each in a
instructions immerses the children correct and an incorrect version (e.g. runing
totally in the activity. They demonstrate running). The children write the correct versions
their understanding of the vocabulary in their notebook. Elicit answers.
and translate this understanding into
appropriate movement. They consolidate
information they have learned in previous
Auditory
lessons and prepare to understand new • Dictate jumping, dancing, hopping, running,
aspects of the information in this lesson. walking, making for the children to write
down. Elicit answers, asking children to write
the words on the board. The class agree or
disagree.
C Tell a friend about the picture.
Kinesthetic
Competency Support: Learn • Pairs: the children make a list of as many –ing
words as they can think of. They take turns
In this activity, the children put
spelling the words in the air and guessing them.
into practice their knowledge of
verb forms that end in –ing. They
demonstrate their comprehension
of material they have studied in the
Phonics Fun!
lesson and their ability to pronounce
words correctly. Correct errors as
appropriate, without unnecessarily
disturbing the children’s attempts to Differentiated Instruction:
express themselves fluently.
Challenge Level
Low Point to the chart and explain
the three columns. Review the
verbs chorally one by one with
the children. Copy the chart on
the board. Ask children to write
the answers in the chart. Delete
the chart on the board. Pairs: the
children complete the chart in the
LAB.
Medium Follow the TE activity.
High Follow the TE activity. Pairs: the
children find one more word
for each of the three spelling
categories, and add the words to
the chart.
1
2 <
7 10 Review
Warm Up
Talking Point

Assessment Focus
Use this activity to assess spelling and Competency Support: Learn
pronunciation. The competitive element
makes a challenging activity fun, and the The children verbally interact with
team context means that learners who are each other as they discuss their
less confident benefit from peer support. favorite mystery from the unit. They
There is also a form of peer assessment should be focusing on how they can
at work, as the teams listen to and correct produce ideas demonstrating a clear
each other when errors are made. understanding of the language and
the content learned in this unit. They
give reasons for their ideas as well
as ask others questions about the
A Answer the questions about the story in the ideas they are articulating. Give the
children positive encouragement and
Student Book. (5 points)
praise for their participation.

Assessment Focus
My Progress Journal
You can use this activity to carry out a
writing assessment. Ask the children
Assessment Focus
to answer the questions in complete
sentences in their notebook. Collect the Self-assessment is a very important feature
books and correct the answers for content, of language learning, helping the children
spelling, language, and grammar. Return to develop their language skills and their
the books to the children for them to self-confidence. The My Progress Journal
rewrite the sentences correctly. section of the review gives the children the
opportunity to evaluate how they have
done in the course of the unit by coloring
in stars in different colors to reflect how
confident they are in each language area.
Praise them for all they have achieved.
Also encourage them to use the results
of this assessment constructively. Suggest
that they review and practice any areas of
weakness they have identified so that they
can perform even more effectively in the
next unit.
1
2 <
8 1 Out And About
A Look and find.
C Imagine your favorite fair. Write three things
you can do there. Then draw a picture in your
Competency Support: Think notebook.
The children analyze pictures and
reflect upon new words, using the Differentiated Instruction:
details in the pictures to figure out
their meanings. In the first part Learner Styles
of the activity, they show their
understanding by pointing to the Visual
correct pictures. In the second part,
• Ask the children to bring into class pictures of
they indicate a personal preference,
their favorite fair from magazines/brochures/
raising their hand to show which
internet downloads/vacation photos, etc.
activity they prefer. This gives
Groups: the children make a collage about fairs,
them the opportunity to use the
labeling the rides. Display the collages around
information they are learning in a
the classroom for everyone to look at.
personalized context.

Auditory/Kinesthetic
C [Track 18] Listen again, sing, and act. • Groups of four: allocate a number from 1–4
to each child in the group. Give instructions by
saying a number and one of ride on the steam
Differentiated Instruction: train, jump on the moon bounce, ride the
horses, listen to the band (e.g. 3—Jump on the
Challenge Level moon bounce.). When they hear their number,
all the 3s mime the action you have just said.
Low Pairs: the children underline the Repeat until all the children have done all the
words in the song that represent actions.
sounds. Review how to say the
words. Agree on and practice
different actions for the sounds.
Follow the TE activity. Thinking Point
Medium Follow the TE activity. Five groups:
allocate each group a verse with
one of the sounds (from We can Competency Support: Think
ride the horses … to … Choo!
Choo!). The whole class sing The children reflect upon the fun
the first and last verse. Each things there are to do where they
group sing and act out their own live, and explain their reasons
verse, competing to be the best for selecting them. They use their
performers. Name the winning thinking skills to assess what they
group at the end. know about their town from the
High Follow the TE activity. Play the CD angle of a particular requirement and
again. Say the sounds (e.g. Boing! justify their thinking. They also assess
Boing!) to elicit the activity (e.g. suggestions put forward by other
the moon bounce). Say part of people. The children usually have
the activity description (e.g. We lots of ideas to enrich these topics, so
can take our shoes off …) to elicit allow opportunities for paraphrasing
the end (e.g. … and jump on the and discussion.
moon bounce).
1
2 <
8 2 Language
A [Track 20] Listen and read. D Say all the rude things that Ricky did.

Differentiated Instruction: Competency Support: Learn


Learner Styles The children reflect on the text as
Visual a whole and sift out the sentences
which illustrate the rude words and
• The children read the text. They circle the key actions. They work collaboratively
words in the text that relate to restaurants, and in pairs to find the appropriate
then copy them in their notebook (waitress, information. Then they pool ideas
restaurant, menu, soup, glass, milk, spoon, as a class. Write the answers in a
straw, check). They draw simple sketches to clear list in chronological order on
demonstrate their meaning. the board, to ensure that children
have understood and grasped all
Auditory the details. They are reviewing what
they have already studied and are
• Play the CD. The children listen and circle the
demonstrating their comprehension
key words in the text that relate to restaurants
of the most important ideas of a text.
(waitress, restaurant, menu, soup, glass, milk,
spoon, straw, check). Pairs: the children take
turns dictating the words and writing them in
their notebook. Round Up
Kinesthetic Differentiated Instruction:
• The children make eight squares. Pairs: one
child writes words on the squares waitress, Challenge Level
restaurant, menu, soup, glass, milk, spoon,
straw; the other draws illustrations for these Low Small groups: the children write
words. They shuffle both sets of cards together all the verbs from LAB B–C in a
and place them face down. They take turns column on construction paper.
turning them over to make a pair. The child They write the simple past forms
with the most pairs wins. next to them in another column,
using a different color. Elicit
answers. The children copy the
C Why is his name Ricky Rude? charts into their notebook and
use them to review and memorize
irregular simple past forms.
Understanding Theory:
Critical Thinking Medium Follow the TE activity.
High Follow the TE activity. Play
This activity requires critical thinking skills. “Human Tic-Tac-Toe” in an open
The children assess what Ricky Rude’s space. Draw a grid on the floor.
name implies, then analyze the evidence Nine children stand in the squares.
provided in the text about the character Two teams (X and O): the teams
to see if the information tallies. They take turns choosing a square. The
explain their ideas to a friend and ask child there says a present tense
questions about the ideas their friend verb. The team say and spell the
puts forward. Analyzing and discussing appropriate past tense form. If
ideas and opinions in this way is a key skill. correct, that square is marked with
Encourage the children to listen carefully their team symbol. The first team
while others are speaking and to respect with three squares in a row win.
their ideas.
1
2 <
8 3 Language

Grammar on the Brain All About Me

Differentiated Instruction: Competency Support: Me


Challenge Level The children evaluate their own
understanding of the theme by
Low Read the Grammar on the Brain thinking of and writing about a polite
sentences aloud together. Read thing and a rude thing that they
them again in random order. The did/failed to do yesterday. As they
children nod if each action did assess the decisions that they made,
happen and shake their head if it and consider the impact these had
didn’t. Write an affirmative and on other people, they are working
negative sentence on the board. towards accepting responsibility for
Elicit the differences. Remind their own actions.
the children that some verbs are
irregular in the affirmative simple
past. Review the use of didn’t
and the verb returning to the B Make lists.
base form in the negative. Write
other examples on the board to
reinforce understanding. Do the Competency Support: Act
3rd TE bullet point.
The children identify their own
Medium Follow the TE activity. situations and circumstances as they
consider politeness and appropriate
High Follow the TE activity. Pairs: the behavior in particular contexts. In the
children take turns making more first part of the activity, the children
incorrect sentences about Ricky work in groups to determine behavior
Rude and correcting them. norms on the school yard and in the
classroom. Elicit the differences and
similarities. Ask what would happen
if you behaved the same way in both
A Check (✓) polite or rude. places. Then the children share their
information with the class, using the
appropriate language structures.
Differentiated Instruction: They consider ways to encourage
appropriate behavior at school.
Learner Styles The activity develops the children’s
consciousness of their own—and
Visual other people’s—right to be treated
with respect in their everyday
• Write the sentences from the activity on slips
environment.
of paper (and add others if you want to make
the task more challenging). Put them in a bag.
Small groups: the children take a slip of paper
from the bag, read the sentence, and identify
the action as polite or rude.

Auditory
• Pairs: the children take turns reading the
sentences from the activity and then saying
aloud if the people are polite or rude.

Kinesthetic
• Small groups: the children take turns miming
the actions in the sentences and naming the
actions, then saying if they are polite or rude.
1
2 <
8 4 CLIL: Geography – About town
A Look and say the name of the place.
A Read and answer about Lakestown.
Understanding Theory:
CLIL Geography Differentiated Instruction:
In this activity, the children learn places Learner Styles
and attractions in towns within a CLIL
geography context. The new language Visual/Kinesthetic
is presented in this lesson through the • Ask the children to bring in lots of small boxes.
authentic medium of an information The children paint, decorate, and label the
leaflet. As with all CLIL lessons, the context boxes zoo, aquarium, planetarium, shopping
enables the children to gradually acquire mall, movie theater, museum. They make a
more knowledge while implementing the street out of construction paper, drawing the
language that they know, and to extend road and background elements of a town.
their understanding and use of language They glue the boxes on as the buildings. Elicit
within the topic. descriptions of the town.

Auditory
B Read and write the name of the place. Check (✓) • Have a quiz. Small teams: the teams study
the places that you can find in your town. the details about Lakestown in the SB for one
minute. Ask questions about the town (use
Competency Support: Learn the ones in LAB A and make up others using
the text and pictures). A correct answer wins a
The children play a game using point.
a die to practice reading and
understanding information to link
attractions with definitions. The game
aspect adds an element of fun to the C [Track 22, p138] Listen and number.
activity. The children are self-directed
learners here, carrying out the activity
without your intervention, expressing Differentiated Instruction:
and sharing ideas and information
with each other. In the second part of Challenge Level
the activity, the children work in pairs
putting into practice what they have Low Point to and read the verbs while
learned. the children follow in their book.
Explain they will hear sentences
about the functions of the objects,
and that they have to number
the pictures accordingly. Play the
CD twice. (1) Pause after each
sentence and answer chorally with
the children. (2) Pairs: the children
write answers. Elicit answers.
Medium Follow the TE activity.
High Follow the TE activity. The children
research the names of the objects.
Elicit answers and write them on
the board: telephone, wig, penny
farthing (bicycle), automobile/car,
clock, camera. Say the words and
elicit sentences using them.
1
2 <
8 5 Create
Warm Up
A Write about the time you visited an interesting
place in your town.
Understanding Theory:
Brain-Based Learning
Differentiated Instruction:
In this activity, the children assess different
tourist information leaflets. They scan Challenge Level
these in order to find interesting pieces
of information about the different places, Low Read the questions and make sure
then share their discoveries with the the children understand them.
class. The relevance of the task to their Ask one child the questions, and
everyday life encourages the children write their answers on the board
to fully engage. They sift large amounts as a sample. Pair each lower-
of information, as they identify what is ability child with a higher-ability
relevant to their current requirements. child. Pairs: each lower-ability
They engage emotionally with the texts, child writes the answers to the
as they are assessing them for information questions, with support from the
of personal interest to them. A positive higher-ability child. Elicit answers.
emotional response to the materials will
also help promote effective learning. Medium Follow the TE activity.
High Follow the TE activity. The children
then pair up with a lower-ability
C Say three places you want to visit. child to help them complete their
answers. Elicit answers.

Understanding Theory:
Multiple Intelligences
B Fill in the chart with these words.
The children use their linguistic
intelligence and visual/spatial intelligence
as they evaluate their friend’s work from
B in order to identify three places which Differentiated Instruction:
they would like to visit, giving reasons for
their choice. Interpersonal intelligence also
Learner Styles
comes into play as they communicate their Visual
thoughts and feelings. Encourage them to
interact in a positive manner as this will • Follow the TE activity.
result in more effective communication.
Auditory
• The children make two response cards: noise
and no noise. Say the places in the activity in
random order. The children hold up the correct
response card. Pairs: the children play, taking
turns prompting and holding up a card.

Kinesthetic
• Write the words in the activity several times
on pieces of paper and put them around the
classroom. Small groups: give two boxes to
each group, marked noise and no noise. The
groups have two minutes to collect as many
words as possible and put them in the correct
boxes. They can send only one child at a time
to look for a word. The group with the most
correct words in the boxes win.
1
2 <
8 6 Language
Warm Up B [Track 24, p139] Listen to the rest of the
questions and number the answers.
Understanding Theory:
Constructivism Differentiated Instruction:

This activity implements key concepts of


Learner Styles
constructivism. It calls on the children to Visual
activate previous knowledge and also
lays the foundation for building on what • Write on the board What did they eat? What
they know. First the children use their did they drink? What did they win? What did
understanding of answer statements to Kevin lose? Who found it? What time did they
generate the corresponding questions. leave?, omitting words (either the question
They use previous language knowledge to word or did). The children copy and complete
formulate the questions with the correct the questions in their notebook. They write the
grammar. This in turn prepares them for appropriate answers from B. Elicit the questions
analyzing the syntax of questions, which and answers.
they will do throughout the lesson.
Auditory
• Write the questions in Visual on two pieces of
paper, omitting words (either the question word
Grammar on the Brain or did). Choose different words on each paper.
Give pairs one copy of each paper. Pairs: the
children each do a cloze dictation to complete
Differentiated Instruction: the questions. They swap to check answers.

Challenge Level Kinesthetic


• Write the questions in Visual on a piece of
Low Copy the questions on the board. paper. Put it up at the front. Pairs: the children
Children underline the question do a walking dictation. They take turns walking
word and circle the verb. Review to the paper, reading a sentence, and dictating
the meaning of the question it for their friend to write down.
words. Write on the board with
the words in random order What
did he do? Elicit the correct order.
C Tell the story and try to trick your friend. Use
Encourage the children to deduce
the rules for word order in wh- these words.
questions in the simple past. Make
sure the children understand when Competency Support: Think
who is followed by did and when
it isn’t. The children copy all the This activity encourages critical
information into their notebook. thinking as the children produce
incorrect sentences, and also question
Medium Follow the TE activity.
the truthfulness of information.
High Follow the TE activity. Pairs: the They manipulate correct information
children write one question in to make it incorrect if they are the
the simple past for each question sentence maker. They recognize false
word. They swap questions with ideas and ask appropriate questions
another pair to check. to elicit the correct version if they
are the questioner. This activity is
a challenging one that develops
different ways of thinking as the
children move in and out of false
situations.
1
2 <
8 7 Language
A Look at the pictures. Invent a story. C Work with a friend. Ask and answer questions.

Differentiated Instruction: Competency Support:


Challenge Level Communicate
This activity takes the children step
Low Hold up the pictures and
by step through a communicative
brainstorm ideas as a group/class.
exchange in which they elicit
Write the ideas on the board.
information about a story. The
Pairs: the children invent and write
children refer to the questions they
a story, using the ideas on the
wrote in B. When doing collaborative
board. Check that what they have
learning tasks, it is very important
written is clear.
to emphasize that the children
Medium Follow the TE activity. should always listen to each other
respectfully. All feedback should be
High Follow the TE activity. Pairs: the constructive, with suggestions offered
children summarize the main tactfully and in a positive manner.
points of their stories for each
other.

A Write the past form of these verbs.


B Write questions to ask about a friend’s story.

Competency Support: Learn Differentiated Instruction:


The children work in pairs to ask Learner Styles
about and give information on each Visual
other’s stories. (If the children wrote
their stories in pairs in A, they work • The children write the verbs from the activity
here with another pair.) The children in a column in alphabetical order in their
brainstorm questions they want to notebook. Then they write the simple past form
ask in order to find out information of all the verbs alongside.
about their friend’s story. They are
demonstrating their understanding Auditory
of the concept of story construction
• Pairs: the children take turns saying the verbs in
and reflecting on how to elicit
the simple present and past, and spelling them
information.
in the simple past.

Kinesthetic
• Divide the class into two teams. Play “Draw
and Guess” (see p13) with the words from the
activity. One child from each team comes to the
board. Whisper a verb to draw. The first team
to identify the verb correctly, giving both the
simple present and simple past forms, win a
point. The team with the most points win.
1
2 <
8 8 Reading
B Read the text quickly. Tell a friend what you can F What are your favorite things to do when on
remember. vacation? Why?

Competency Support: Learn Understanding Theory:


Classroom Management
This activity requires the children to
put into practice the reading skill of This activity encourages cooperative
scanning as they aim to identify the learning as the children discuss a topic
key points in a text. In the first part that is fun and of interest to them.
of the activity, they are given a very Monitor to get a clear idea of how they
short amount of time to glean the are performing, but don’t contribute to
most important facts from the text. the discussions. First, they work in groups
In the second part, they work in pairs sharing, discussing, and listening to each
to share as much information as other’s ideas. They express themselves
they remember. You play the role of without relying on you to confirm
instructor at the end of the activity, answers. They must also listen very
reinforcing what elements readers carefully to other people’s contributions
need to focus on in this type of activity as, in the second part, they tell the class
(titles, headings, pictures, key words, about their friend’s favorite things. Your
etc.) and reminding the children of role then is one of facilitator, helping the
the need to identify the appropriate expression of ideas to flow smoothly.
way to tackle a particular task (here
scanning, not reading in detail).

C What did Helena do in each place?


C [Track 26] Listen and read.

Differentiated Instruction: Differentiated Instruction:


Learner Styles Challenge Level
Visual Low Read the postcard aloud together.
• Follow the TE activity. The children find and Elicit what Helena did. The
write their favorite thing in each theme park. children then underline the
Elicit ideas. activities in the postcard. Elicit
ideas for their own postcard (e.g.
Auditory other activities). Small groups:
the groups use the postcard as a
• Follow the TE activity. Pairs: the children write model and write a similar postcard
a top-three list of things shown in the SB that together. Groups read their
they would like to see/do. They discuss and postcards aloud.
compare their top-three lists. Children share
their lists with the class. Medium Follow the TE activity. Pairs: the
children write a similar postcard
Kinesthetic together. They read their postcard
to another pair.
• Follow the TE activity. The children draw a
water slide, a polar bear, a dolphin, a roller High Follow the TE activity. The children
coaster, and a movie studio. They decorate write a similar postcard about their
their pictures with material scraps, tissue paper, own vacation. Pairs: the children
cotton wool, etc. Pairs: the children present read their friend’s postcard, then
their pictures to each other. tell another friend about the
postcard, saying what the writer
did on vacation.
1
2 <
8 9 Sounds like English
A [Track 27] Listen and read. D Now you read!

Differentiated Instruction: Understanding Theory:


Challenge Level Multiple Intelligences
This activity encourages the children to
Low Play the CD twice. (1) Make
develop their linguistic intelligence as
sure children understand the
they read aloud, analyzing the words to
main vocabulary by pointing to
make sure they pronounce them correctly.
the pictures and explaining as
Encourage them to have fun and to try
necessary, teach, taught, crown,
to sound as much like a native English
bring, brought, buy, bought, gold,
speaker as they can. The recurring feature
silver, stars. (2) The children follow
of words with –gh gives the opportunity
the text and circle the words with
for the children to consolidate their
silent –gh in them.
understanding of a new pronunciation
Medium Follow the TE activity. rule in a relaxed fashion, and to
demonstrate their new knowledge.
High Follow the TE activity. Ask
comprehension questions about
the story.

Phonics Fun!
C Cross out the letters you can’t hear.
Differentiated Instruction:
Competency Support: Think
Learner Styles
The children develop their phonemic Visual
awareness by identifying letters that
are not pronounced. They look at the • Write on the board scrambled versions of
words they underlined in B, assessing bring, teach, buy, think, catch. The children
how they look and how they sound unscramble the words and write the correct
to distinguish the silent letters. They version of the simple past. Pairs: the children
identify the pattern: the letters –gh compare their answers.
are always silent. Give the children
time to process the information and Auditory
check comprehension by writing up
• Read out sentences (the ones in the activity and
words with silent –gh and asking
others like them), sometimes using an incorrect
children to say them. Elicit other
verb and sometimes a correct verb. The children
words with silent –gh.
make a cross or a checkmark shape with their
arms as appropriate. Elicit correct versions of
the sentences which are wrong.

Kinesthetic
• Play “Musical Statues.” Play music while the
children walk around the classroom. Pause the
music. The children stand still. Ask any child
who moves to spell a simple past verb from this
lesson.
1
2 <
8 10 Review
A Look and tell the story of Matt’s day at the wildlife
Talking Point
park.

Assessment Focus
Competency Support: Learn
Use this activity to carry out a language
assessment. Assess the pairs as they take The children verbally interact
turns talking about the pictures. Check with each other in a natural and
that the children can formulate affirmative meaningful way as they show
and negative statements clearly and their knowledge on the topic of
accurately. Assess their ability to use the vacations. Encourage the children to
key words and phrases they have been demonstrate how fluently they can
learning throughout the unit. Provide convey information, reproducing the
feedback on areas they need to review, language and facts they acquired
giving ideas on how they can memorize in the unit in a personal context.
new language more effectively. Praise plays a very important
role at this stage of integration
and consolidation. The children
are also encouraged to focus on
understanding the information
A Use the correct form of these verbs to complete
they hear, since they are required to
Matt’s diary. (11 points) summarize what the other speakers
say.

Assessment Focus
This activity provides the opportunity My Progress Journal
to carry out a grammar assessment. Ask
the children to complete the activity Assessment Focus
individually. Review the answers with
the whole class. The children correct Self-assessment is a very important feature
their own answers using a different- of language learning, helping the children
colored pen. Then they rewrite correctly to develop their language skills and their
in their notebook the words they got self-confidence. The My Progress Journal
wrong. Check their results to make sure section of the review gives the children the
that everyone understands how to write opportunity to evaluate how they have
irregular simple past verbs in affirmative done in the course of the unit by coloring
and negative forms. Help any children who in stars in different colors to reflect how
require extra support. confident they are in each language area.
Praise them for all they have achieved.
Also encourage them to use the results
of this assessment constructively. Suggest
that they review and practice any areas of
weakness they have identified so that they
can perform even more effectively in the
next unit.
1
2 <
9 1 Together
B [Track 29] Listen and sing.
A Look and answer.
Differentiated Instruction:
Challenge Level Differentiated Instruction:
Low Play the CD twice. (1) The children Learner Styles
point to the corresponding
Visual
pictures. (2) They sing along and
do actions to demonstrate the • Follow the TE activity. The children make 16
meaning. squares and write on them a cake, go, a game,
read, a story, do, shoelaces, sing, homework, a
Medium Follow the TE activity. song, make, shopping, wash, the car, tie, play.
High Follow the TE activity. Three They match the verbs to the nouns, and paste
teams: assign each team a verse the collocations in their notebook.
from the song. Play the CD one
more time. The teams compete to Auditory
see who can sing the song best. • Follow the TE activity. Pairs: the children take
Name the winning team. turns saying a verb (e.g. make) and responding
with the collocation (e.g. make a cake).

C Time yourself. Kinesthetic


• Follow the TE activity. Pairs: the children make a
Understanding Theory: spinner with eight sections and a pencil in the
middle. They write on the sections make, play,
Classroom Management
read, do, sing, go, wash, tie. They take turns
spinning their spinners and making the correct
This activity gives the children a context
collocations (e.g. when the spinner falls on
in which they can feel empowered as
make, they say Make a cake.).
they direct their own learning. Make it
clear that the independence that comes
with this kind of activity also brings
with it responsibility. The children need Thinking Point
to acknowledge and use the freedom/
structure that both provide to carry out
the task to the best effect. This approach is
one that you should encourage whenever Competency Support: Think
possible, so that the children develop as
learners who are accountable for their This activity is an opportunity for
own behavior and the work they produce. children to demonstrate their
knowledge of the topic as well as
to get actively involved in the unit
theme. First, the children list ways
that people can help each other, and
contemplate the reasons why people
act in this way. Next, they personalize
the information, writing down a list
of things that they do at home to
help out. Encourage them to extend
this by thinking of additional ways
they could help. The children are
identifying situations and exploring
ways they can participate in them.
1
2 <
9 2 Language
A Look and read. C Read and answer.

Understanding Theory: Competency Support: Act


Critical Thinking
The children focus on how they
This activity encourages the children to use can work together in society in a
their critical thinking skills. They analyze responsible manner in order to help
the pictures and the titles, evaluating or improve conditions. In the first part
them to understand the situations of the activity, the class brainstorm
referred to in the text. Then they read ways to help in the community or
the text paragraph by paragraph and at school. Then the children come
synthesize what the different people do in up with further ideas in groups
order to provide solutions to the problems for making a positive difference.
pictured. Encourage them to think as broadly
as possible, looking at, e.g., the
welfare of people, the welfare of
animals, the environment, or any
B Underline the past tense verbs in Activity A. other area where the children are
developing their awareness of the
Differentiated Instruction: need to care for and contribute to the
improvement of their society.
Challenge Level
Low Review what verbs do and when
we use the simple past tense. B [Track 30, p139] Listen to the –ed sound and
Review how to recognize regular
check (✓) same or different.
simple past forms (with –ed
endings). Read the text sentence
by sentence. The children raise Differentiated Instruction:
their hand when they see a verb
in the past. Give them time to Learner Styles
underline the verbs as you go
along. Elicit the simple present Visual
form of each one.
• Follow the TE activity. Discuss ways in which the
Medium Follow the TE activity. children could note these verb forms to help
them remember the pronunciation (e.g. using
High Follow the TE activity. Pairs: the colors, writing them in columns with the ending
children write the verbs in their sounds as headings, underlining/circling the
base form and simple past form in ones with endings which sound the same).
their notebook.
Auditory
• Follow the TE activity.

Kinesthetic
• Pairs: the children take turns saying words from
LAB A and B, and spelling them on each other’s
back.
1
2 <
9 3 Language
B Draw pictures and write the story. C Have a past tense “Spelling Bee”.

Competency Support: Learn Understanding Theory:


Multiple Intelligence
The children employ their linguistic
knowledge and give it artistic This activity develops the use of
expression by drawing pictures to interpersonal intelligence. The children
show the key parts of the story. work in teams to play a game, interacting
First, they work in groups, to draw with others. The game also encourages
and color four scenes to convey the the children to say, use, and spell words
main points of the story. Then they effectively and so puts their linguistic
brainstorm important words and intelligence into play.
work together to write sentences to
go with the pictures. They use their
own initiative to carry out the activity
successfully, as well as strategies Think some more …
to work as a team and convey the
appropriate information. Displaying
the stories gives the children
the chance to appreciate each Differentiated Instruction:
other’s work. Use the display as a
springboard to discuss the importance
Challenge Level
of helping when possible.
Low The children share their ideas from
Thinking Point in Lesson 1. Small
groups: the children brainstorm
ideas about when they helped
B Find the past form of these verbs. someone. They write one sentence
each about helping someone.
Help with language as necessary.
Differentiated Instruction: Pairs: the children read each other
their sentences.
Learner Styles
Medium Follow the TE activity.
Visual
High Follow the TE activity. Groups: the
• Follow the TE activity. The children make a children read their sentences to
wordsearch using different verbs. They write each other. After listening to all
them horizontally, vertically, or diagonally, and the sentences, the group agree
add random letters to fill the empty boxes. They on the three occasions where they
exchange wordsearches and circle the hidden think children have been the most
words. The first child to find all the words wins. helpful.

Auditory
• The children stand and make a verb chain. The
first child says a simple present verb (e.g. try).
The next child gives the simple past form (e.g.
tried). Continue in this way, alternating simple
present prompts and past forms. If a child
makes a mistake or can’t think of a verb, they
are out. The last child standing wins.

Kinesthetic
• Small groups: one child prompts with a verb
in the simple present from the unit. The group
do an appropriate mime. The child chooses
someone to say the verb in the simple past.
That child then gives the next prompt.
1
2 <
9 4 CLIL: Music – Peter and the Wolf
A [Track 35] Listen and read the story.
A Look and match the pictures to the words.
Understanding Theory:
Differentiated Instruction: CLIL Music

Challenge Level This activity uses a CLIL music context to


focus on how music represents objects,
Low Point to the instruments and people, animals, actions, and situations
name them. The children repeat from everyday life. The children consider
the word and mime playing each a piece of classical music as a concept,
instrument. Read the words one thinking about how music can convey
by one and elicit the answers information and set an emotional tone.
chorally. The children complete the This angle helps the children recognize
activity in their book. how music is a powerful force that reflects
our emotions and intellect, and gives a
Medium Follow the TE activity. means of self-expression that is different
from verbal and graphic approaches. The
High Follow the TE activity. Pairs: the
children are also encouraged simply to
children research and write the
appreciate and enjoy the music they hear.
names of other instruments they
know. Write their ideas on the
board.
C Say and find.

Competency Support: Think


C [Track 34] Look and answer. Write. Then
listen again and check. The children work in pairs, making
sentences and pointing to the
corresponding pictures. They reflect
Differentiated Instruction: on the information they have
read, and reinterpret it orally in
Learner Styles order to make the sentences. They
demonstrate their understanding
Visual
by identifying the correct picture.
• Follow the TE activity. The children draw and The activity requires the ability to
label the instruments in their notebook. give and follow instructions, and
helps develop the children’s thought
Auditory processes.
• Play the CD, pausing after each character is
presented as a different instrument. Elicit which
character is represented each time.

Kinesthetic
• Follow the TE activity. Say each of the
characters to elicit the instrument. The children
also mime the character, bearing in mind the
characteristics highlighted in the instrument
used for them.
1
2 <
9 5 Create
A Make some puppets.
B Write about your puppet’s part in the story.
Understanding Theory:
Multiple Intelligences Differentiated Instruction:
In this activity, the children use bodily/ Learner Styles
kinesthetic intelligence, as they follow
instructions to make a puppet in a correct Visual
and orderly manner using fine motor skills. • Follow the TE activity, with the children
They are also developing their visual/ illustrating each sentence in their description.
spatial intelligence, as they concentrate on
determining the form, color, and shape of
the puppets. This kind of hands-on activity
Auditory
helps the children review, remember, and • Follow the TE activity. Pairs: the children read
represent texts in a memorable and fun their description to another pair (who have
way. chosen a different character). The pair listening
draw a picture of what they hear. Then the
pairs swap roles.
B Put on a puppet show.
Kinesthetic
• Follow the TE activity. Pairs: the children act
Competency Support: out their description to another pair (who have
Communicate chosen a different character). The pair listening
try to reconstruct the description from the
The children work in small groups to actions. Then the pairs swap roles.
reenact the story of Peter and the
Wolf. They aim to work effectively
as a team to achieve the best results. Round Up
First, they reach a consensus on how
they are going to put on the show,
coordinating who is doing what Differentiated Instruction:
and—if they choose Option 2—in
agreeing on a script between them.
Challenge Level
Then they prepare and practice
together. Remind them that when Low Review the instruments and write
they give feedback on each other’s them on the board. Elicit the
input, they need to be constructive, animals they represent. Discuss
giving positive encouragement as what animals other instruments
well as suggesting any changes. When could represent and write them
they present their show to the class, on the board. Pairs: the children
the children demonstrate how well discuss options, then each choose
they can function as a group as they an instrument that they think
communicate their interpretation of represents their personality. Elicit
the text. ideas.
Medium Follow the TE activity.
High Follow the TE activity. The children
walk around the class and find
two other people with the same
instrument as them. The three
children compare their reasons for
choosing this instrument.
1
2 <
9 6 Language
Warm Up B Cover up the words. Look at the picture and
explain how the people made the garden.
Differentiated Instruction:
Learner Styles Competency Support: Learn

Visual The children use the visual aids on


the page as a prompt to remember
• Small groups: give the children five minutes to information about what the people
write a list of as many verbs as they can find did in the different parts of the
in the simple past (regular and irregular) from garden. They use the information to
Units 7, 8, and 9. express their ideas orally. This gives
them the opportunity to interpret
Auditory/Kinesthetic everyday situations and summarize
• Say sentences featuring verbs from Units 7, events to convey the key points to
8, and 9. Use the simple present and simple others. The children then relate
past tense in random order. For past verbs, the the situation in the book to similar
children jump around to face the back. For situations in their own community,
present verbs, they face forward and make a and share ideas about their own
big circle with their hands. Say the verbs on experiences.
their own, and elicit sentences using them.

Kinesthetic Round Up
• Follow the TE activity.
Understanding Theory:
Brain-Based Learning
A Look and read.
In this activity, the children review and
Differentiated Instruction: put into practice key words and language
that they have been learning throughout
Challenge Level the lesson. The children are fully engaged
in the learning process as they act out the
Low Read the text aloud. Ask Where story. There is also an element of challenge
does the speaker live? What did involved, as they work together to
her neighbors do last year? Elicit perform for the class. Encourage the class
answers. Ask the children to circle to give positive and constructive feedback.
words that relate to gardening.
Write the words on the board.
Elicit other new words and explain
their meaning.
Medium Follow the TE bullet points
1–3. The children then copy
the gardening vocabulary in
their notebook. Encourage
them to display it as a discrete
topic, perhaps decorating it
appropriately.
High Follow the TE activity. The
children then copy the gardening
vocabulary in their notebook.
Encourage them to display it as a
discrete topic, perhaps decorating
it appropriately.
1
2 <
9 7 Language
A [Track 37, p139] Listen to the questions about B Work in groups. Plan a garden. Then draw a big
Lesson 6. Circle the answers. picture of your garden.

Differentiated Instruction: Competency Support:


Challenge Level Communicate
This activity is a great opportunity
Low Reread the text from Lesson 6
for children to work as part of a
aloud. Elicit the main ideas. Play
team, since they need to negotiate
the CD and pause after each
and reach a compromise to decide
question. Give the children time to
what they are going to grow in their
find the answer in the text. Elicit it
garden. Once they have decided
chorally. Give the children time to
on their plan, they express their
circle the answer.
final ideas graphically. Clarity and
Medium Follow the TE activity. accuracy are important here—the
children need to maintain good
High Follow the TE activity. Pairs: the communication as a group in order
children listen to the CD again and to achieve a successful outcome.
write down the questions. They Throughout the activity, the children
practice saying the questions and are developing effective interaction
answers. with others.

A Match the questions to the answers. Think some more …

Differentiated Instruction: Understanding Theory:


Learner Styles Constructivism

Visual In this activity, the children generate


and acquire further knowledge about
• Using different-colored pens or pencils, the improvement projects in their community.
children circle the words in each question-and- Brainstorming the project as a first step
answer pair that show that they match (e.g. stimulates their thought processes.
Did you do your homework? Yes, I did.). Elicit They engage in a social process as they
answers. integrate information from outside
school with what they are learning in the
Auditory classroom. They have a personal response
• Follow the TE activity. Pairs: the children to the information and choose a project
take turns asking the questions and eliciting they would be interested in being a part
appropriate responses. Remind them these of. Encourage the children to participate
don’t have to be the same responses as in projects of this sort, and to report back
the ones in the LAB—they just need to be to the class on their outcome.
grammatically correct.

Kinesthetic
• Follow the TE activity. Pairs: the children choose
a question-and-answer pair. One child writes
out the question, the other the answer. They
cut them up into words and punctuation. They
swap with another pair. They assemble the
question and answer they receive. They check
the other pair has assembled their question and
answer correctly.
1
2 <
9 8 Reading
A Look at the title. What do you think the story is about? D Can you make soup from a stone? Why or why not?

Understanding Theory: Differentiated Instruction:


Critical Thinking Learner Styles
The children use the title of the story Visual
to predict the content of the text. This
encourages critical thinking as they • The children write on squares of paper
assess the evidence available and use pot, stone, carrots, beef, onions, potatoes,
logical reasoning to speculate about the mushrooms, peppers. They paste the words in
title’s meaning and possible connections their notebook, in the order they were used in
between it and the details of the story to the story. They illustrate each one.
reach a conclusion. Write children’s ideas
on the board so that you can go back and Auditory
check if their predictions were correct once • The children draw a picture of the pot from the
they have read the story. Discuss why they story. Dictate the food one by one for them to
came to the conclusions they did. draw in the pot: stone, carrots, beef, onions,
potatoes, mushrooms, peppers. The children
retell the story, pointing to each food as it is
mentioned.
C [Track 38] Listen and read.

Differentiated Instruction: Kinesthetic


• Small groups: give each group a box. The
Challenge Level children draw and cut out pictures of the
ingredients of the soup: stone, carrots, beef,
Low Play the CD twice. (1) Elicit the onions, potatoes, mushrooms, peppers. The
main idea of the text, prompting children enact the story, putting the vegetables
with questions as necessary (A into the pot as they are mentioned.
man makes soup with all the
ingredients the villagers bring.).
(2) Pause after each paragraph E Find and circle the time phrases in the story.
and elicit the main idea, asking
questions to guide the children as
necessary. Write the main ideas Competency Support: Think
on the board and make sure the
children understand them. This activity invites children to
consider the concept of sequencing
Medium Follow the TE activity. events, as they reflect upon the order
of events in a story and identify the
High Follow the TE activity. Write on the
words used to structure it. You could
board Does the soldier need the
consolidate the concept and the
people’s food? Why or why not?
language by recreating the story as
How does the soldier manage
a class: write the time expressions on
to make the soup? Why did the
the board and elicit the story using
people remember the soup for
them.
many years? Pairs: the children
discuss the answers. Elicit ideas.
1
2 <
9 9 Sounds Like English
Warm Up B [Track 39] Listen again and answer.

Understanding Theory: Competency Support: Think


Brain-Based Learning
The children develop their phonemic
The children refer to situations in their awareness by assessing previously
personal life and activities that they did acquired information from a new
yesterday. Using factual details provides angle. In the first part of the activity,
them with material that relates to their they distinguish between the three
own ideas and experience as well as giving pronunciations of –ed endings by
them a communicative situation to use the marking them in three different ways.
simple past, which they have been learning As always, give the children time
throughout the unit. Alternatively, they to process the information before
can make up the details. If they choose this eliciting answers. Ask children to
route, encourage them to be as inventive write the answers in three columns on
as possible. Being creative and funny is the board to consolidate the details.
also a good way to fully engage in the
activity.

A [Track 40] Listen and check (✓) same or


different.
A [Track 39] Listen and read.

Differentiated Instruction: Differentiated Instruction:


Challenge Level Learner Styles
Low Explain the meaning of the key Visual
words by drawing simple pictures • Draw a “Tic-Tac-Toe” grid on the board with
or giving definitions. Discuss the verbs from the activity in the simple present.
where you find these things. Read Divide the class into two teams: O and X. The
the text slowly and make sure the teams take turns choosing a verb and giving
children understand the meaning. the simple past. If they say and spell the verb
Medium Follow the TE activity. correctly, they put their symbol in the square.
The first team to win three squares in a row—
High Follow the TE activity. The children vertically, horizontally, or diagonally—win.
read the information again and list
the words that end in –ed. Auditory
• Follow the TE activity. Pairs: the children make
up more pairs of words to test each other.

Kinesthetic
• Follow the TE activity, but ask the children to
respond with a gesture each time: clapping
their hands above their head for same and
holding their hands in front of them, palms
down, for different.
1
2 <
9 10 Review
B [Track 41, p139] Listen and number the pictures.
Talking Point

Assessment Focus
Use this activity as a listening assessment. Competency Support: Act
Pairs: the children check each other’s
work. Elicit answers. Elicit what words the The children verbally interact in a
children found in each sentence to identify discussion on community projects.
the correct picture. Ask the children to In the first part of the activity, they
hold up their hand if they got five answers review activities that you can do to
correct. Ask questions about the listening help out in the community, using
text (Track 41, TE p139) (e.g. What did what they know of community needs
the children plant?). Try to elicit answers to help them decide on ways to act
from children who didn’t answer all the appropriately. They work in a pair,
questions in the activity correctly.   helping each other to formulate their
choices clearly and to articulate the
reasons for them by asking questions.
They share their ideas with the class,
aiming to be persuasive. The class
A Fill in the chart with these verbs. (12 points) then vote on the idea they think is
the best, taking into consideration
societal norms and the effectiveness
Assessment Focus of the suggestions.
Use this activity as a grammar assessment.
Ask the children to complete the chart
individually. They then swap with a friend My Progress Journal
and check answers. This peer assessment
is a good way to make the children read
text closely and critically. Identifying Assessment Focus
errors helps them consolidate the correct
forms. Copy the chart on the board. Elicit Self-assessment is a very important feature
answers, asking a different child to write of language learning, helping the children
each one on the board. Ask for a show to develop their language skills and their
of hands for each one to see who got it self-confidence. The My Progress Journal
correct. Do reinforcement activities with section of the review gives the children the
the children who had trouble completing opportunity to evaluate how they have
the activity. done in the course of the unit by coloring
in stars in different colors to reflect how
confident they are in each language area.
Praise them for all they have achieved.
Also encourage them to use the results
of this assessment constructively. Suggest
that they review and practice any areas of
weakness they have identified so that they
can perform even more effectively in the
next unit.
1
2 <
10 1 Our Wonderful World
B [Track 43] Listen and sing.
B Write the names of some of the things.
Differentiated Instruction:
Challenge Level Differentiated Instruction:
Low Play the CD twice. (1) The children Learner Styles
point to the corresponding
Visual/Kinesthetic
pictures in A as they are
mentioned. (2) The children sing • Groups: the children make a globe using
along. Encourage them to put lots papier mâché. They paint the land and oceans
of expression into their delivery of planet Earth, and indicate and label the
and to concentrate on sounding following features river, stream, ocean, land,
as much like a native English continent, plants, soil. Display a map of the
speaker as they can. world to help the children remind themselves
where things are.
Medium Follow the TE activity.
High Follow the TE activity. Pairs: the Auditory/Kinesthetic
children circle and count all the • Groups: the children make a globe using
features of planet Earth that are papier mâché. They paint the land and oceans
mentioned in the song. of planet Earth, and indicate and label the
following features river, stream, ocean, land,
continent, plants, soil. Display a map of the
C Finish the phrases from the song. world to help the children remind themselves
where things are. Name different features (e.g.
This is the Pacific Ocean. This is the continent of
Understanding Theory: Africa.). The children take turns pointing to the
Multiple Intelligences appropriate place on the globe and repeating
the sentence. The children take turns finding
In this activity, the children demonstrate and labeling places.
their use of visual/spatial intelligence.
First, they make cards with the rhyming
words from the activity, transferring the
words from the page into a different Thinking Point
graphic form. Encourage the children to
decorate the cards to show the meanings
of the words. Then they match the
cards with the same rhymes, using their Competency Support: Think
linguistic intelligence to recognize and link
the sounds. They then make phrases to This activity involves a brainstorming
complete the lines of the song. This helps task in which the children list wild
them assimilate the meaning of the new animals they know. Encourage them
language. to take turns while brainstorming.
Write their ideas on the board. In the
second part, the children assess the
list to identify the wild animals that
are native to their country. They copy
the whole list into their notebook
and highlight the animals from their
country. Remind the children of the
importance of keeping a written
record of words and structures, to
reinforce and facilitate learning.
1
2 <
10 2 Language
A [Track 44, p140] Listen, read, and circle the B Line up in order of your birthdays and answer.
answers.
Competency Support:
Differentiated Instruction: Communicate
Learner Styles The children work together in
Visual order to line up according to their
birthdays. They work as a team,
• Follow the TE activity. The children choose and asking and answering about dates
draw any five animals, and label each with an to identify the correct sequence,
appropriate adjective from strong, heavy, long, bearing in mind the year as well as
short, tall, dangerous, fast, slow, intelligent. the month they were born. They
read and answer the questions in
Auditory/Visual the SB by comparing information
• Follow the TE activity. Put enlarged photocopies to identify who is older and who is
of the animals up around the classroom. Pairs: younger than them. Then they play a
the children walk around the classroom and say true and false game, understanding
sentences about the animals, using strong, heavy, information about themselves in
long, short, tall, dangerous, fast, slow, intelligent. relation to others. They identify
errors and communicate the correct
information.
Kinesthetic
• Follow the TE activity. Put enlarged photocopies
of the animals up around the classroom. Say
sentences using strong, heavy, long, short, tall, C Line up in order of height and answer.
dangerous, fast, slow, intelligent. The children
walk to a picture of an animal that represents Competency Support:
that quality, then mime an action to represent the
Communicate
animal.
The children make deductions about
their heights, comparing different
children in the class and deciding who
Grammar on the Brain is taller. The class verify their answers
by lining up in height order, working
together once more, this time as a
Differentiated Instruction: whole class. Then the children read
and answer the questions in the SB
Challenge Level by assessing the visual evidence to
identify who is taller and who is
Low Read the sentences in the Grammar shorter than them.
on the Brain box aloud. The children
underline the sentences in which
things are compared. Elicit their
meanings. The children identify the
comparative adjectives and deduce
the spelling rules. Review the spelling
rules. Write on the board long,
happy, hot. Elicit the comparative
forms.
Medium Follow the TE activity.
High Follow the TE activity. Pairs: the
children draw an animal each and
take turns comparing them using
the comparative forms of big, heavy,
strong.
1
2 <
10 3 Language
A [Track 44, p140] Listen again and check your
answers to Lesson 2. A Write the adjectives. Use these words.

Differentiated Instruction:
Differentiated Instruction:
Challenge Level
Learner Styles
Low Pairs: the children reread and Visual/Auditory
compare their answers from
Lesson 2 A and make any changes • Write as column headings on the board weight,
they want to. Play the CD. Pause height, size, strength, speed. Say in random
after each animal and elicit the order big, heavy, short, small, tall, fast, light,
answer. The children write the slow, strong, weak. The children stand in line
comparative adjectives in their with the correct category. If wrong, they sit
notebook. down. The last child standing wins.

Medium Follow the TE activity. The children Auditory


write the adjectives from Lesson 2
A in their notebook in pairs (e.g. • Pairs: the children take turns naming and
heavy—heavier). spelling the adjectives from the activity and
saying and spelling their opposites.
High Follow the TE activity. Pairs: the
children write sentences about the Kinesthetic
animals using comparatives.
• Draw five circles on the floor. Label them
weight, height, size, strength, speed. Give
each child a sticky note with big, heavy, short,
B Think of two animals. Compare their: small, tall, fast, light, slow, strong, or weak. Play
1 size music. The children walk around. When the
2 height music stops, they stand in the correct circle for
3 speed their adjective. Repeat. The children swap sticky
4 weight notes each time. You could ask the children to
hop/skip/jump, instead of walk.
5 strength

Competency Support: Learn Think some more …


This activity involves the children
working in pairs to compare two
different animals they have chosen. Understanding Theory:
They put into practice the topic
Critical Thinking
knowledge, grammar, and vocabulary
that they have acquired in earlier
The children refer back to their ideas from
stages of the unit. They apply
Lesson 1. They take turns describing the
their thinking skills to identify and
animals they listed using comparative
compare the animals’ characteristics.
adjectives and guessing the animal
They demonstrate their ability to
described. This task involves critical
express this knowledge and extend it
thinking as the children think of a range
by sharing information.
of ways in which they can give clues about
the animal. Encourage them to think
about the adjectives they have been
learning and choose the most appropriate
ones to make clear statements to help the
other person guess. Monitor the activity
and help as required.
1
2 <
10 4 CLIL: Science – Ocean Animals
Warm Up B Talk about the creatures you can see. Use these
words.
Understanding Theory:
CLIL Science Competency Support: Learn

Content and language join together in The children work as autonomous


this lesson as the children learn language learners to put into practice the
to talk about oceans and ocean wildlife knowledge they acquired in A. They
in a CLIL science context. To do the use this information to build on their
activity, the children must understand the knowledge of comparative adjectives,
concepts behind land and water coverage making sentences to compare the
of planet Earth. They consider whether creatures pictured. This fun and
land or ocean covers more of the surface highly visual activity is a good way of
of Earth, establishing that oceans cover making the language memorable.
more. They then brainstorm animals that
live in the oceans. They demonstrate their
understanding by making and writing
about an aquarium mural later in the A Read and draw lines from the creatures to their
lesson.
food.

A [Track 45, p140] Listen and point. Differentiated Instruction:

Differentiated Instruction: Learner Styles


Visual
Challenge Level
• The children read the sentence, then draw a
Low Point to the pictures and name line from each creature to its food. Pairs: the
each creature for the children children draw on squares of paper octopus,
to repeat. Read the text slowly crab, shellfish, small fish, starfish, shark,
sentence by sentence. The children stingray, plankton. They take turns throwing an
point to the corresponding eraser to fall on a picture. Their friend writes a
pictures. Play the CD. The children sentence about that picture. They write at least
listen and point. four sentences each.

Medium Follow the TE activity. Auditory


High Follow the TE activity. Pairs: • The children cover up the sentences in LAB A.
the children take turns reading Read the sentences aloud. The children draw
a sentence from the text and a line from each creature to its food. Say a
pointing to the picture of the creature (e.g. Octopus.) to elicit what it eats
creature described. (e.g. Octopuses eat crabs.).

Kinesthetic/Auditory
• Write on large pieces of paper octopus, crab,
shellfish, small fish, starfish, shark, stingray,
plankton. Put the papers on the floor. Two
teams: say sentences (e.g. Crabs eat dead
fish.). The teams throw a beanbag onto the
corresponding paper. If correct, they win a
point. The team with the most points win.
1
2 <
10 5 Create
A Make a food chain.
A Match the animal groups to the habitat names.
Understanding Theory:
Differentiated Instruction: Classroom Management

Learner Styles Remind the children of the importance of


having all the materials ready and well
Visual organized before they start the activity.
• Follow the TE activity. The children write as Review all the steps for the procedure
column headings in their notebook Lake, Arctic, and make sure the children are clear on
Field. They write the names of the animals what they have to do. Set time limits for
pictured in the correct columns. the different stages in order to ensure
that the children finish the activity before
the lesson ends, if possible including time
Auditory/Kinesthetic to display the food chains around the
• The children sit in a circle. Throw a beanbag to classroom.
one child and say an animal. The child says the
name of the habitat, then throws the beanbag
to another child. They say another animal. And
so on. Play the game until all the children have Round Up
participated.
Understanding Theory:
Kinesthetic Multiple Intelligences
• Put three big boxes at the front of the class
labeled Lake, Arctic, Field. The children take In this activity, the children review
turns throwing balls or beanbags into one everything they have been learning
of the boxes, and saying an animal that throughout the lesson and play a
lives in that habitat. The first child to get a game in order to demonstrate their
ball/beanbag into all three boxes, naming understanding. They use their linguistic
appropriate animals, wins. intelligence to understand the cards, then
use their bodily/kinesthetic intelligence
to stand in the correct order to make
up the stages of a food chain. They are
B Look and read about the food chain. using movement and are positioning
themselves appropriately to communicate
information.
Differentiated Instruction:
Challenge Level
Low Read the sentences aloud.
The children point to the
corresponding pictures. Discuss
the order of the food chain orally
with the children. Draw simple
sketches on the board to show
the food chain the children
say. Repeat all the information
chorally. Pairs: the children say the
information about the food chain
one more time.
Medium Follow the TE activity.
High Follow the TE activity. Pairs: the
children close their LAB and
recreate the food chain in B from
memory.
1
2 <
10 6 Language
B Find out some superlatives about your country and
write sentences. Use these words. B Write the correct superlative form of these
adjectives in your notebook.
Differentiated Instruction:
Challenge Level Differentiated Instruction:
Learner Styles
Low Read the words in the box aloud.
Elicit their superlative form. Ask Visual
the children what places or natural
features these words could be • Pairs: the children write on construction paper
applied to in their country. Help the headings –est, –iest, most. They write the
with ideas if necessary. Form adjectives from the activity under the correct
sentences with the superlative headings. They check answers with another
with the children and write them pair.
on the board. The children write
them in their notebook. Auditory
Medium Follow the TE activity. • Write the words from the activity on slips of
paper and put them in a bag. The children sit in
High Follow the TE activity. The children a circle and take turns passing the bag around,
look through geography and pulling out a word, and making a sentence with
natural science books about their the adjective in the superlative form.
country to brainstorm ideas. They
write one sentence using each Kinesthetic
word. Pairs: the children compare
sentences with a friend. Elicit • Do this activity on the school yard. Pairs: the
sentences. children draw a hopscotch grid and write the
adjectives from the activity in the ten squares.
The children play hopscotch, saying the
adjectives in superlative form as they land on
C Tell the class about a place you want to visit. the squares.

Competency Support: Learn


In this activity, the children share
All About Me
and talk about a place they want
to visit. In the first part of the
activity, the class work as a whole to Competency Support: Me
brainstorm appropriate adjectives
to describe the place. The children This activity allows the children to
are learning to learn together. They personalize what they have learned
decide on a place, using social and about the superlative form of
cultural facts to assess options and adjectives. First they complete the
come to a conclusion. Finally, the questions, showing that they have
children share their ideas with the assimilated the structure. Then they
whole class and give reasons for answer the questions, expressing
their choices. Encourage them to pay information about their lifestyle.
attention when they are listening to Finally, they share their ideas with
each other’s ideas, so that they can others and explain their preferences.
respond positively, giving constructive In this final stage, encourage them to
feedback. Remind them as necessary express themselves with confidence
of the importance of respecting other and to show their appreciation of
people’s tastes and opinions. others’ tastes and opinions.
1
2 <
10 7 Language
A Read and guess. C Survey your friends.

Differentiated Instruction: Understanding Theory:


Challenge Level Brain-Based Learning
This activity gives the children the
Low Pairs: the children read the brain
opportunity to be fully immersed in a
teasers. Discuss what they mean,
meaningful task, a survey that reflects
clarifying any new vocabulary.
their own areas of interest. They conduct
Elicit ideas. Write them on the
their own investigations and record the
board so that the children can
results. They engage with and assess
check them in the next activity.
information related to their age and
Medium Follow the TE activity. appearance, sifting it to identify the
correct results.
High Follow the TE activity. Pairs:
the children write one more
brain teaser using a superlative
adjective. Pairs tell the class their
brain teaser. The class try to solve B Talk about your class with a friend. Use these
it. words.

Differentiated Instruction:
C Survey your friends.
Learner Styles
Competency Support: Learn Visual/Auditory
Carrying out a survey is a fun and • Write on the board youngest, oldest, most
challenging way of consolidating talkative, quietest, funniest, tallest, shortest,
understanding of the target grammar most intelligent. The children write the three
and vocabulary from the unit. The words that best describe them. Collect all the
children work together to reach a papers. Read the papers aloud for the children
common goal. In the first part of the to guess who each one refers to.
activity, the children work in groups,
identifying the people in their group Kinesthetic/Visual
who are the most … for each of • The children write on index cards youngest,
the different categories. They are oldest, most talkative, quietest, funniest, tallest,
functioning as self-directed learners shortest, most intelligent. They put an envelope
as they assess social information. In on their desk. The class walk around and put
the second part, the class work as a the words that apply to the different children
whole, comparing the nominees for in their envelopes. The children check their
each category and voting on the most envelopes and see how many words they got in
suitable candidate from the whole common. Elicit results.
class for each category. This involves
analyzing particular features and
assessing and comparing people.
1
2 <
10 8 Reading
A Look at the picture. Which animal do you think is the F Which animal are you most like in the story?
most dangerous? Why?

Understanding Theory: Competency Support: Me


Constructivism
This activity is an opportunity for
The focus of this activity is to build on children to analyze their personality
information that the children already and decide which story character
have about animals. Through the use they think they are similar to. The
of pictures, the children activate the children assess the character traits of
information they already know and use the animals and compare them with
this as a foundation on which to build their own. This motivating activity
their knowledge. They are encouraged to gives the children the opportunity to
speculate about the content of the story identify and evaluate their strengths
and the role the animals will play in it. and weaknesses, and to share their
The children are actively engaged in the discoveries with others.
learning process, rather than receiving
knowledge passively. Throughout the
activities in this lesson, the children
discuss, discover, and appreciate new A Write these words under the correct picture.
knowledge.

Differentiated Instruction:
B Look at the text. Who speaks first? How can you
tell? Learner Styles
Visual/Auditory
Differentiated Instruction:
• Follow the TE activity. The children draw, color,
Challenge Level and cut out pictures of the four animals from
the story. Give instructions (e.g. Put them
Low Point to the first paragraph in order of size/height/weight …). Then the
and explain that it is narrated children paste the pictures to a pole (or onto
text. Remind the children that a a piece of string) in an order of their own
narrator is someone who isn’t in choosing—they must be able to say why they
the story but who tells the story chose this order. They mingle to find someone
from outside. Review the four who has the same order of pictures as them,
characters. Explain that when they then sit down. Ask the pairs sitting what order
speak, what they say is marked by they chose and why.
quotation marks. Draw quotation
marks on the board. Explain Auditory/Kinesthetic
which show the start of speech • Groups of four: within the group, each child
and which show that speech takes the role of a different animal. They draw a
has finished. (NB In the SB story picture of the animal and stick it to themselves.
font, these are the same.) Ask the Give instructions (e.g. Stand in order of size/
children to circle the quotation height/weight …). The children get into the
marks in the story. Elicit which appropriate order. Elicit from the class what the
character speaks first. order should be each time.
Medium Follow the TE activity.
High Follow the TE activity. Pairs: the
children underline all the speech
that the characters say in the
story. Elicit answers. Ask if any
important information would be
lost if we only had the words the
characters say in the story.
1
2 <
10 9 Sounds Like English
A [Track 48] Listen and read. D Look at the words in Activity C and answer.

Differentiated Instruction: Competency Support: Think


Challenge Level The children develop their phonemic
awareness by remembering previously
Low Write on the board phone, photo, acquired sounds and using their
when, why, who, where, which. deduction skills to answer questions
Play the CD twice. (1) The children about them. Discuss their ideas and
listen and raise their hand when confirm which are correct. Then the
they hear those words. (2) The children brainstorm other words
children circle the words. that contain the sound to extend
Medium Follow the TE activity. their knowledge. They share and
discuss their words with the class.
High Follow the TE activity. Pairs: the Encourage them to copy them into
children think of other words their notebook.
with those sounds (e.g. dolphin,
physical, wheel, white). Write
their ideas on the board for all
the children to read and practice
pronouncing. A Complete the words. Then draw.

C Write five question words. Understanding Theory:


Multiple Intelligences
Differentiated Instruction:
The children develop their visual/spatial
Learner Styles intelligence and linguistic intelligence in
this activity. They review the words they
Visual have learned throughout the book by
completing them, then draw pictures of
• Write on the board why, wind, where, water,
the items to confirm their understanding.
window, which, when, who, was, flowers,
The children are reinforcing the links that
phone, dolphin, flute. The children copy the
exist between words and images, helping
words into their notebook, using different
effective memorization and reuse of
colors to distinguish between the different
vocabulary.
spellings of the same sounds. Ask which word
is different (who).

Auditory
• Dictate one by one why, wind, where, water,
window, which, when, who, was, flowers,
phone, dolphin, flute. The children write down
the words. Pairs: the children swap with a
friend and check each other’s answers.

Kinesthetic
• Write on sticky notes _y, _ind, _ere, _ater,
_indow, _ich, _en, _o, _as, _lowers, _one,
dol_in, _lute. Stick them around the classroom.
The children walk around, and write the words
in their complete version. The first child to
complete all the words correctly wins.
1
2 <
10 10 Review
A Play a guessing game.
Talking Point

Assessment Focus
Use this activity as an oral assessment. Competency Support: Learn
Assess the children as they give and
figure out clues to guess the animal being The children talk about animals they
described. Make sure that they can express have been studying throughout the
their ideas clearly and accurately. Check unit. First they talk and compare
that they are taking turns appropriately, two animals with another child,
listening and speaking when they should. demonstrating their ability to
employ and interpret knowledge
about wildlife. Then they share their
information with the whole class,
using appropriate presentation skills.
A Fill in the chart. (8 points) Give the children positive feedback
on their presentations. Encourage
the class to listen carefully and to ask
Assessment Focus questions that show their interest and
help the person presenting convey all
Use LAB A–C to carry out an end-of- the information required.
year assessment. Give the children a set
amount of time to complete the activities
individually and in silence. Collect and
correct the work. Praise and congratulate My Progress Journal
the children on their efforts here and
throughout the year. Assessment Focus
Self-assessment is a very important feature
of language learning, helping the children
to develop their language skills and their
self-confidence. The My Progress Journal
section of the review gives the children the
opportunity to evaluate how they have
done in the course of the unit by coloring
in stars in different colors to reflect how
confident they are in each language area.
Praise them for all they have achieved.
Also encourage them to use the results
of this assessment constructively. Suggest
that they review and practice any areas of
weakness they have identified so that they
can perform even more effectively in the
next unit.

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