Have you ever had a key pal?

Lesson 1 Page 4 Page 3 Listening – reading (2 Listen and read.)

● Children look quickly at the strip story. Ask how many
names they can find.
Language focus Talking about the past; present
● Play Tape 1; children listen and follow in their books.
perfect and past simple

Language (R) Sally has received an email. It arrived Tape 1

this morning.
Narrator: Sally and Joe are in the school computer
New words receive, Jordan, Amman, visitor, parcel; room. Sally has received an email from her
(R) names of countries key pal.
Teaching aids 1 Map of the world Joe: What’s that?
Sally: It’s an email from my key pal. It just arrived.
Narrator: Joe had a key pal in America, but now
Warm-up
he doesn’t have one.
● How many countries? Give each child a world map. Then Sally: Have you ever had a key pal?
write the letters of the alphabet on the board. Set a time Joe: I had a key pal in America, but he hasn’t
limit. How many names of countries can the children find emailed for six months.
for each letter? Narrator: Sally’s key pal is from Jordan. Her name
● Ask children to choose a country they have been to (or is Samia.
would like to visit). Each child gives a clue, e.g. Joe: Where is your key pal from?
My country begins with ‘A’. Other children try to guess Sally: She lives in Amman. She’s Jordanian.
the country. Whoever guesses must ask the question, Narrator: Sally has a picture of Samia and her brother,
e.g. Have you ever been to Australia? The child answers Ali.
Yes or No. Sally: Look! This is Samia and this is her
brother. Why don’t you email him?
Introducing the Pupil’s Book Joe: What’s his name?
● Pass out the books and allow some time for the children
to look at them. Have they found any pages they like? ● Go through the story again and check that they have
understood.
● Ask if they can find any characters they remember from
Book 5. Write the names on the board. ● Play the tape again. Ask the children to close their eyes
and try to remember the words and the pictures.
Page 4
Speaking (3 Ask and answer.)
Pre-reading (1 Think about it.) ● Children look at the question and the pictures. They then
Children look at the maps. Quickly gather answers to the take turns asking and answering the questions.
question. ● You may wish to draw the pictures or write the words on
the board and make a table or list of children’s names and
Presentation the places the people or items have come from.
● Draw a computer on the board and name it. Ask the e.g. under visitor Carl, Saudi Arabia; under postcard
children if any of them have ever had an email: Have you Jane, London, etc.
ever had an email? If the answer is Yes, ask Who was it
from? and write the name of the place they come from Introducing the Workbook
under the picture. ● Pass out the new workbooks and give the children time to
● If necessary, explain key pal: someone you email to have a look.
exchange information and make friends, usually part of an ● Children write their names on the front page. They may
organised school exchange. also wish to draw a picture of themselves and write one or
two lines about themselves.

22 Unit 1 Lesson 1
 Page 3 Revising the language focus
● Write these verb forms on the board: have been, went,
Verbs (1 Write the past participles …) flew, stayed, were, didn’t like, loved and teach any they
Answers: had, written, seen, been, received, eaten don’t know.
● Tell the children that the words are from an email they are
Verbs (2 Complete the sentences …) going to read. Can they guess what the email is about?
Answers: Have you ever seen a crocodile? ● Joe and Sally ● Write the word Disneyland on the board. Point to the
have never been to Australia. ● Joe’s key pal has not verbs again. Ask children to make sentences they think
emailed since last year. ● We have never had a visitor from might be in the email.
another country. ● Sally has just received an email from her
key pal. ● I have never eaten Indian food.
Page 5
Matching (3 Match the towns with their countries.) Reading (1 Read Sally’s email from Samia.)
Answers: Amman/Jordan; London/England; ● Children look at the email. Ask them to read it quickly and
Bejing/China; New York/America; Cairo/Egypt; find as many proper names as they can. Write them on the
Vancouver/Canada board.
● Children read the email again, silently, in their own time.
Writing (4 Complete the sentences as in the example.)
Answers: She is Jordanian. They are American. He is Speaking (2 Look, ask and answer.)
English. She is Chinese. I’m Egyptian.
● Ask children to cover the email and read the four
questions. Can they answer them without looking?
Lesson 2 Page 5 Page 4
● Set a time limit. How many other questions can children
write down about the email? Children write their questions
Language focus Present perfect and past simple on the board; other children answer.

New language Have you ever been there? We went

Grammar card (3 Look and write.)
last year.
● Hand out the grammar file instructions and pattern. Help
New words Disneyland, aeroplane; (R) thunder, roller the class to read and follow the instructions and to make
coaster their files.
Teaching aid 1 Map of the world ● Hand out the grammar file cards. Children copy the first
two sentences leaving a free line above each. Now elicit
Preparation Bring in a small, soft ball.
question forms for the two sentences. Children copy them
2 Make full size copies of the grammar file cards. above the answers. Encourage them to write the verbs in
one colour and the time words in another.
2-3 Copy the patterns and instructions for
making the grammar file, enough for a set for ● Look at the next two sentences and repeat as above.
each child. ● Encourage the children to draw a picture on the back of
the card and write two example sentences about
Warm-up themselves.

● Ask children to think of a place to go or visit. Bring seven ● They can also start a new card for irregular verbs, to which
or eight children forward to stand in a circle. they add as they go through their Pupil’s Books.

● Give the ball to a child, who then asks a question, e.g.

Have you ever been to a zoo? The child then throws the Teaching note The card files should be made as
ball to someone in the circle, who answers Yes, I have or personal as possible to each child. They should also be
No, I haven’t. (If the answer is Yes, the first child asks fun. Encourage the use of coloured pens or pencils to
When did you go there? The second child answers.) The highlight structures, and they mustn’t forget to include
first child then sits down and the second child begins the ‘tips’. You can also encourage children to add in
again, asking Have you ever …? cards with rhymes or songs or puzzles which may
exemplify a particular structure in an extended context.
● Continue until each child has answered a question, then
repeat with another group of children.

Unit 1 Lesson 2 23
 Page 4 Speaking (2 Talk about English and you.)
● Ask children to make sentences at random about their
Writing (1 Make questions as in the example.)
answers to the questionnaire.
Answers: Have you done your homework yet? Has Sally
● You may wish to collect the answers to the questionnaire
been to the shops yet? Has Joe found his key yet? Have your
on the board, writing the number of children under each
pen friends written to you yet? Have we had any letters yet?
column, e.g.
Verbs (2 Complete the conversations …) Never Sometimes Often
Answers: Have you ever been to America? Yes, we went read books 0 16 14
there last year. We flew from London to New York. Where watch TV 28 2 0
did you stay? We stayed in a big hotel near Central Park.
Listening – speaking (3 Listen and speak.)
I have never been to Australia but my cousins went there
● These examples demonstrate how a topic can be
three years ago. What did they see there? They saw
introduced using the present perfect. Play Tape 2.
kangaroos and koala bears. Did they like Australia? Yes,
Children listen and follow in their books.
they liked it very much. They did not want to leave.

Lesson 3 Page 6 Page 5 Tape 2

A
Sally: Have you met the new boy?
Language focus Talking about frequency of English
Joe: No. What’s his name?
usage; introducing topics (conversation)
Sally: His name is James. He’s nice.
New language How often do you read English? Have B
you seen this video? Joe: Have you seen this video?
Sally: You mean the Lion King? Yes, I have.
New words sign (n.), met
Joe: Did you like it?
Preparation Bring in a small box. Sally: I loved it.

Warm-up ● Play section A again and draw empty speech bubbles on

● Play a miming game. Write two example sentences, like the board. How much can they remember? Play the tape
this: I have seen lions in the zoo. I have climbed a until they can complete the exchange. Repeat with B.
mountain. Ask children to write similar sentences about
themselves and put them in the box. Page 5
● Ask a child to come forward and draw out a sentence and
mime it. The class tries to guess: Have you seen an
Completing a chart (1 Ask your friends. Write their
elephant (… been on a ship, etc)?
names …)
Children work in pairs, asking and answering to complete the
Revising the language focus chart.
● Remind the class of the frequency words. Write the words
video, cinema and computer games on the board and
Writing (2 Write about your friends.)
put ticks and crosses under them (✗ = never ✓ = Children use the information they have collected on their
sometimes, ✓✓✓ = often). Make statements about charts to write about a friend.
yourself to match your ticks and crosses, e.g. I often
watch videos, I sometimes go to the cinema, I never Writing (3 What about you? Write about English and
play computer games. you.)
● Children come forward, write their own ✓s and ✗s and Children write three sentences about themselves.
make statements.
Lesson 4 Page 7 Page 6
Page 6

Reading (1 Read and circle.) Language focus Listening as a skill: pronunciation;

listening for gist
● Brainstorm quickly where children might see/hear English
in their daily lives and write the words on the board. Language Verbs in past simple tense: /d/, /t/, /Id/
● Children should be able to understand the questionnaire endings
with the help of the pictures. Give them time to read Words (R) names of countries
through it and circle their answers.

24 Unit 1 Lesson 3
Warm-up ● Play the tape again; children decide (or check) their
Play a quick quiz game with regular and irregular verbs. answers.
Divide the class into two teams, A and B. Make three Answers: Mark’s key pal is Bill from the USA; Amy’s key
columns on the board (1, 2 and 3) and write be, was and pal is Sami from Egypt.
been beneath. Then write received under was in column 2.
Team A now has to fill in one of the other columns (receive Speaking – writing (3 Find, say and write.)
or received) and Team B the remaining column. Write ● Children choose a key pal and make notes. Each child
another verb form (e.g. have in column 1) and continue. then describes his/her key pal. Can the others guess who
Score 1 point for each correct answer. it is?
● Each child writes a short description of his/her key pal.
Page 7

Pronunciation (1 Listen and speak.) Page 6

● Focus attention on the three different sounds the -ed Reading (1 Read and match the key pals.)
ending makes (d/, t/, Id/). Then play Tape 3.
Children read the clues and draw lines from the children to
their key pals (they should skim through all the clues first).
Tape 3
Answers: Mark/Carlo, Sue/Molly, Jenny/Sam, Ben/Ellen
Presenter: Listen!
climbed … climbed Pronunciation (2 Say the verbs and put them in the
liked … liked right box.)
needed … needed. Remind children of the three sounds of the -ed verb ending:
Now, listen and repeat. /t/, /d/, /Id/ before they write the verbs in the boxes.
climbed … climbed; called … called; stayed … stayed;
Answers: stayed received, climbed, loved, called; asked
received … received
liked, stopped, walked, watched; shouted visited, wanted,
liked … liked; stopped … stopped; asked … asked;
needed, started
looked … looked
needed … needed; wanted … wanted; visited … visited;
shouted … shouted Unit 1: Additional pages

● Play the tape again; children listen and repeat. Pages 8, 9 7 Codes RFP tape
● Children close their books. Write the three key words on
Reading for pleasure
the board, numbered 1, 2 and 3; say one of the other
words. Children say which column it goes in. Messages and codes
Children should be familiar with scanning a text before
Listening (2 Listen and find.) reading it to help them predict what it is about. If you wish to
● Give children time to look at the pictures and read the revise prediction skills follow these steps
information under each one. 1 Give children a moment or two to read the title, look at the
● Play a quick word association game, first looking at their pictures and read the labels. (In this text the title and the
books and then with books closed, e.g. You say labels give a lot of information.)
Sami, children say Egypt ; USA/Bill, etc. 2 Ask what they expect to read about in the text. Write their
● Play Tape 4. Children listen and look at the pictures. ideas on the board.
3 Tell them to look at the text quickly for a moment, but not
Tape 4 to read every word.
4 Ask if they have noticed any words that give them more
Mark: My key pal is a boy. He’s thirteen and he has
accurate ideas of what they are going to read about. Write
brown curly hair. He likes football and so do I.
these up on the board
He is American. I’ve never been to the USA, but I
would like to go there some day. Can you guess ● Play the tape. Children listen and follow in their books.
who it is? Explain any new or unfamiliar words.
Amy: My key pal is is a girl. She’s very tall with ● With the class, look at the ideas on the board and ask how
brown hair. She lives in a hot country and she well they match the text they heard.
likes to go to the beach. She’s twelve years old. ● If the class needs practice in scanning, ask them to find
Do you know who it is? particular parts of the text, e.g. say Tell me about the
pigeon post/ hieroglyphs/ smoke signals, etc. Children

Unit 1 Lesson 4; Additional pages 25

 search for that part of the text and tell you one piece of Page 8
information about the subject.
Composition
● Children take turns to read a part of the text. Alternatively,
play the tape a second time before you read. 1 Children read Meg’s email
● Children use the photocopied sheet on Codes. If you don’t 2 Children choose one of the three places and write an
have this, show children two or three simple codes on the email to a friend, using Meg’s email as a model, but
board, e.g.: changing the underlined words. (They may also wish to
draw a ‘photograph’ to go with the email.)
a = 1, b = 2, etc.
z = 1, y = 2, etc. Project notes
a = z, b = y, etc.
Our Class and English
● Brainstorm ideas for some secret messages. Let children
choose one, write it in code and exchange with a friend, ● Use the questionnaire in Lesson 3.
who must try to work out what code has been used and ● Children write two or three sentences about everything
read the message. they sometimes or often see, hear or read in English:
Code for third message: a = 26, b = 1, c = 2, d = 3, etc. 1 They name their favourite book, film, TV programme or
Message reads: The plane will take off at ten tonight. song in English and say what they like about it.
2 If they speak English outside the classroom, who do they
Pages 7 talk to?
3 If they read newspapers in English, what are they? What
Study skills did they read about recently?
● This page deals with the importance of children trying to 4 Children list signs they see in English.
correct their own written work and begins with spelling
The children’s work can be made into a book or displayed in
mistakes. Under ‘word building’ children make nouns into
the classroom. If there is time, they could each make one of
adjectives.
the English signs and stick them onto a large poster.
1 Children look at the spelling mistakes and try to correct
them.
Answers: shopping, noisily, making, middle, wolves,
ladies
2 Children try to identify the spelling mistakes and then
correct them.
Answers: bottle, prettily, swimming, riding, babies, leaves
3 Children add ‘ful’ to the nouns in the box to make
adjectives and then use them in the sentences.
Answers: powerful, useful, careful, colourful, beautiful

26 Unit 1 Additional pages