m01 poptropica tb4 global british english for argentina 91945 · 2018-05-10 · (cd1:04). pupils...

27

Friends1Unit overviewUnit objective

• I can talk about physical appearance and personality

Language

Target vocabulary

Physical appearance: cute, bald, beautiful, good-looking, handsome, spiky hair, straight hair

Personality: bossy, clever, kind, lazy, shy, sporty

Target structures

What does he/she look like? He’s/She’s (beautiful). He’s/She’s got (blond hair).

What do they look like? They’re (tall). They’ve got (brown hair).

You’re (sporty) and you’re (clever). You’re (bossy) but I don’t mind.

I like you because you’re (kind).

Features Phonics: /i/ and /ɑɪ/ Values: Being a good friend

Cross-curricular: Art: warm and cool colours

Skills

Reading

• Can identify people and what they look like • Can understand a simple story • Can understand details of a story • Can find information in an email

Writing • Can write about what people look like and are like • Can write about a painting • Can write about what makes good and bad friends (Activity Book)

Listening • Can identify words that describe what people look like and are like • Can identify words with the sounds /i/ and /ɑɪ/

Speaking • Can ask and answer about what someone looks like and is like • Can discuss a story • Can talk about warm and cool colours and how they make me feel

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1 FriendsWorksheet 1Name: Class:

1 Write the words.

I’ve got long, dark curly hair. My friends say I’m tall. I’m thin, too. I’m wearing trousers, a jacket, a hat and trainers. I’m not wearing gloves and sunglasses.

1 ogdo-olokign good-looking 3 dbla 5 aebluutif

2 pskyi airh 4 targisht irha 6 ucrly irah

2 Write about your best friend.

He’s/She’s got .

He’s/She’s and but he’s/she’s .

He’s/She’s my best friend, he’s/she’s very and his/her name is .

3 Look, read and choose. Tick (✓) a or b.

4 Describe the other girl.

a b

Z02_POEN_TB_04GLB_BR_0000_WS_5p.indd 194 19/01/2017 12:41M01 Poptropica TB4 Global British English for Argentina 91945.indd 27 04/05/2017 16:01

Sample

Sample

Sample


Sample



Sample


/ɑɪ/

Sample

/ɑɪ/

Being a good friend

Sample

Being a good friend

Cross-curricular:

Sample

Cross-curricular: Art: warm and cool colours

Sample

Art: warm and cool colours

Sample

Sample

Sample

•

Sample

• Can identify people and what they look like

Sample

Can identify people and what they look like

• Sample

• Can understand a simple story Sample

Can understand a simple story • Sam

ple

• Can understand details of a story Sample

Can understand details of a story • Sam

ple

• Can find information in an email Sample

Can find information in an email

unit

unit Personality: bossy, clever, kind, lazy, shy, sporty

unit Personality: bossy, clever, kind, lazy, shy, sporty

What does he/she look like? He’s/She’s (beautiful).

unit What does he/she look like? He’s/She’s (beautiful).

They’re (tall). They’ve got (brown hair). unit

They’re (tall). They’ve got (brown hair).

You’re (sporty) and you’re (clever). You’re (bossy) but I don’t mind. unit


1

28

Lesson 1 PB page 4

Learning objective Can identify people and what they look like

Target language cute, bald, beautiful, good-looking, handsome, spiky hair, straight hair

Recycled language curly, tall Colours He’s/She’s (tall). He’s/She’s got (curly hair).

Warm-up

• Write friends on the board jumbled up ( drefisn ). Elicit the word.

• Ask pupils (in L1) if they think it’s better to have lots of friends or to have fewer, very good friends. Why?

Learning adventure

1 What do you know?

• Open books and ask pupils to look at the activities. Ask, What are we learning today? Write the lesson objective on the board or look at it on the screen: We’re learning about what people look like .

• Close books. Ask pupils what words they know in English for describing people, e.g. tall, curly . Write them on the board.

• Introduce pupils to the learning adventure poster. Use this poster with pupils to help them indicate how confident they feel about the lesson objective. It can show you who may need more help. See page 7 in the Introduction for how to use this in your lessons.

• Refer to the learning adventure poster and say, Great! You are already moving along your learning adventure!

2 Listen and read. Who lives at number twelve?

• Ask pupils, W here are the children? ( at home/in the garden )

• Ask, Who lives at number twelve? Play the audio (CD1:04). Pupils listen, follow the story and find the answer to the question. Elicit the answer.

ANSWER KEY Maddy, her family and Kipper the cat

Listen and read. Who lives at number Listen and read. Who lives at number

• Play the audio again. Mime tall/bald/spiky as pupils listen and encourage pupils to copy you, e.g. tall (stretch and hold a hand up), bald (cover the top of your head with your hands).

Presentation

3 Listen and say.

• Give pupils time to look at the pictures to introduce the new vocabulary.

• Play the audio (CD1:05). Pause for pupils to say the words.

• Play the audio again, pausing after each word so that pupils can repeat and point to classmates or themselves where possible. Encourage pupils to point to themselves for good-looking/beautiful/handsome .

• Tell them good-looking can describe a boy or girl but beautiful is only for girls and handsome is only for boys.

4 Talk about your friends.

• Write has got and is on the board as column headings. Ask pupils which words should go in each column. ( has got : curly/spiky/straight hair, is : bald/good-looking/beautiful/handsome/cute).

• Ask a volunteer to read the examples. • Pupils give you examples about others in the class,

e.g. (Name)’s got spiky hair. • In pairs, pupils describe their friends. Go around the

class, correcting and prompting.

Practice

• Divide pupils in pairs. They think of two famous people and describe them to each other, e.g. Cristiano Ronaldo has got short, straight hair. He’s good-looking.

Learning adventure

Ask pupils, How many words do you know for describing what people look like now? Give pupils a

minute to tell their partner the new words they know. Ask them, Where are you on your learning adventure now? Ask pupils which words they find the easiest or the most difficult to remember. Tell pupils, Well done! to reinforce the progress they are making.

Listen and say. Listen and say. Listen and say. Listen and say. Listen and say. Listen and say.

M01 Poptropica TB4 Global British English for Argentina 91945.indd 28 04/05/2017 16:01

Sample

Close books. Ask pupils what words they know

Sample

Close books. Ask pupils what words they know

tall, curly

Sample

tall, curly .

Sample

. tall, curly . tall, curly

Sample

tall, curly . tall, curly

Introduce pupils to the learning adventure poster.

Sample

Introduce pupils to the learning adventure poster. Use this poster with pupils to help them indicate how

Sample

Use this poster with pupils to help them indicate how confident they feel about the lesson objective. It can

Sample

confident they feel about the lesson objective. It can show you who may need more help. See page 7 in the

Sample

show you who may need more help. See page 7 in the Introduction for how to use this in your lessons.

Sample

Introduction for how to use this in your lessons. Refer to the learning adventure poster and say, Sam

ple

Refer to the learning adventure poster and say, You are already moving along your learning adventure!Sam

ple

You are already moving along your learning adventure!

Listen and read. Who lives at number Sample

Listen and read. Who lives at number

got

Sample

gotbeautiful/handsome/cute).

Sample

beautiful/handsome/cute). •

Sample

• Ask a volunteer to read the examples.

Sample

Ask a volunteer to read the examples. •

Sample

• Pupils give you examples about others in the class,

Sample

Pupils give you examples about others in the class, e.g.

Sample

e.g. (Name)’s got spiky hair.

Sample

(Name)’s got spiky hair.

•

Sample

• In pairs, pupils describe their friends. Go around the

Sample

In pairs, pupils describe their friends. Go around the class, correcting and prompting.

Sample

class, correcting and prompting.

Practice

Sample

Practice

unit

good-looking

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good-looking can describe a boy or girl

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can describe a boy or girl is only for girls and

unit is only for girls and

Talk about your friends.

unit Talk about your friends.

Write unit

Write has gotunit

has got and unit

and isunit

is on the board as column headings. unit

on the board as column headings. Ask pupils which words should go in each column. ( un

itAsk pupils which words should go in each column. (

: curly/spiky/straight hair, unit

: curly/spiky/straight hair, beautiful/handsome/cute). un

itbeautiful/handsome/cute).

1

29 Materials Poster, photos of people to exemplify the appearance adjectives (from magazines or the internet)

44

bald

3

1 What do you know?

2 1:04

Listen and read. Who lives at number twelve?

31:05

Listen and say.

Lesson 1 Can identify people and what they look like

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1

3 4

2There’s a new family at number twelve!

What do they look like?

The dad is tall and bald. There’s a girl, too. She’s

got curly blond hair.Thanks! I’m Maddy.

Is that your cat?

It’s got spiky red hair.

What does it look like?Oh, no! Red paint!

Hi. I’m Emma. Can I help?

Spiky red hair? My cat, Kipper, is black and white.

4 Talk about your friends.

spiky hair

1

straight hair

2

beautiful

5

handsome

4

good-looking6

cute

7

Arthur’s good-looking.Lily’s got straight hair.

M01_POEN_PUB_04GLB_1907_U01.indd 4 28/04/2016 1:53 µ.µ.

Pop quiz

Show pupils a selection of photos of people from magazines or the internet and ask them to describe the people using

words from the lesson.

Direct pupils’ attention to the ice cream card on page 4 in their Pupil’s Book. Tell pupils to go online to the Poptropica English Island Adventure Game and find the item. Once pupils click on it, they are taken to a supplementary language task.

Show homework

• Show the homework. Explain that pupils will do the activities at home in their Activity Books. Check the rubrics with pupils and go through an example, if necessary, so pupils understand the activities.

AB page 4

1 Find and circle six words.

ANSWER KEY straight, good-looking, spiky, bald, beautiful

2 Write. Use words from Activity 1.

ANSWER KEY 2 straight 3 spiky 4 bald


Sample

Sample


Sample


Sample

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Sample

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Sample

Sample

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Show pupils a selection of photos of people from magazines

Sample

Show pupils a selection of photos of people from magazines or the internet and ask them to describe the people using

Sample

or the internet and ask them to describe the people using

Direct pupils’ attention to the ice cream card on page 4 in their Sample

Direct pupils’ attention to the ice cream card on page 4 in their Pupil’s Book. Tell pupils to go online to the Sam

ple

Pupil’s Book. Tell pupils to go online to the Sample

Poptropica English Sample

Poptropica English and find the item. Once pupils click on it, Sam

ple

and find the item. Once pupils click on it, Sample

they are taken to a supplementary language task.Sample

they are taken to a supplementary language task.

unit

unit

1

30

• Play the audio again, pausing for pupils to repeat the questions and answers.

ANSWER KEY 1 Maddy 2 Dan 3 Emma 4 Robbie 5 Emma, Robbie

Presentation

• Read through the Look! box with pupils and play the audio (CD1:07).

• Use L1 to explain when we use do and does in questions. Point out that we use be with adjectives and have got with nouns.

• Elicit more examples from pupils and write a few on the board.

• Pupils then copy the sentences into their notebooks.

6 Ask and answer. True or false ?

• Ask two confident pupils to read the example. • In pairs, pupils continue, asking and answering about

the course characters.

7 Play the game.

• Revise the vocabulary in the word bank you think pupils may have difficulty with.

• Ask two confident pupils to read the example dialogue. Pupils look at the pictures and identify which portrait is being described.

• Then pupils play the game in pairs.

Pop quiz

Show the same selection of photos of people from Lesson 1 but now with names written at the

top of each picture. Ask pupils to play a guessing game in pairs. The first pupil describes one of the people. The second pupil guesses who it is.

Show homework


Lesson 2 PB page 5

Learning objective Can ask and answer about what someone looks like

Target language What does he/she look like? He’s/She’s (beautiful). He’s/She’s got (blond hair). What do they look like? They’re (tall). They’ve got (brown hair).

Recycled language Appearance

Check homework

• Check the homework as a class. Ask pupils what they found easy/difficult and help them with any problems or difficulties. Do remedial teaching as/if necessary before moving on to the new lesson.

Warm-up

• Say, You’ve got curly/spiky/straight hair, stand up! Only pupils with curly/spiky/straight hair stand up.

Learning adventure

Open books and ask pupils to look at the activities. Ask, What are we learning today?

Write the lesson objective on the board or look at it on the screen: We’re learning to ask and answer questions about what people look like.

5 Listen and read. Then look and say.

• Give pupils time to look at the pictures. Revise the names of the characters.

• Play the audio. Pause after each description to let pupils say the correct name.

CD1, Track 06 1 What does she look like?

She’s got blond hair and blue eyes. Maddy!

2 What does he look like? He’s got spiky hair and brown eyes.

3 What does she look like? She’s got straight hair and glasses.

4 What does he look like? He’s got brown hair and green eyes.

5 What do they look like? They’ve got brown hair.

Listen and read. Then look and say. Listen and read. Then look and say. Listen and read. Then look and say. Listen and read. Then look and say. Listen and read. Then look and say. Listen and read. Then look and say.


Sample

Sample

Sample

Sample

7

Sample

7 Play the game.

Sample

Play the game. Play the game.

Sample

Play the game. Play the game.

Sample

Play the game.

•

Sample

• Revise the vocabulary in the word bank you think

Sample

Revise the vocabulary in the word bank you think pupils may have difficulty with.

Sample

pupils may have difficulty with.

•

Sample

• Ask two confident pupils to read the example

Sample

Ask two confident pupils to read the example dialogue. Pupils look at the pictures and identify which

Sample

dialogue. Pupils look at the pictures and identify which portrait is being described.

Sample

portrait is being described.

•

Sample

• Then pupils play the game in pairs.

Sample

Then pupils play the game in pairs.

Sample

What are we learning today?

Sample

What are we learning today?What are we learning today? What are we learning today?

Sample

What are we learning today? What are we learning today?

Write the lesson objective on the board or look at it on

Sample


We’re learning to ask and answer questions

Sample

We’re learning to ask and answer questions

Listen and read. Then look and say.

Sample


Give pupils time to look at the pictures. Revise the Sample

Give pupils time to look at the pictures. Revise the

Play the audio. Pause after each description to let Sample

Play the audio. Pause after each description to let

unitPupils then copy the sentences into their notebooks.

unitPupils then copy the sentences into their notebooks.

Ask and answer.

unit Ask and answer. True

unitTrue or

unit or

Ask two confident pupils to read the example.

unitAsk two confident pupils to read the example.

In pairs, pupils continue, asking and answering about unit

In pairs, pupils continue, asking and answering about the course characters. un

itthe course characters.

Play the game. unit

Play the game.

1

31 Materials Magazine or internet photos from Lesson 1

5555

51:06


1 She’s got blond hair and blue eyes. 2 He’s got spiky hair and brown eyes. 3 She’s got straight hair and glasses. 4 He’s got brown hair and green eyes. 5 They’ve got brown hair.

6 Ask and answer. True or false?

A: What does Maddy look like?B: She’s got dark hair.A: False. She’s got light hair.

7 Play the game.

A: He, she or they?B: He.A: What does he look like?B: He’s got long hair and a beard.

He hasn’t got a moustache.A: He’s number two.

Lesson 2 Can ask and answer about what someone looks like

bald beard beautiful curly cute fat glassesgood-looking handsome long moustache old

pretty short spiky straight thin ugly young

1:07

What does he/she look like?


She’s beautiful.She’s got blond hair.

They’re tall.They’ve got brown hair.

Maddy

Robbie

Emma

Dan

13 42 5

76

8

1211

109


5 Match the questions in Activity 3 with the pictures in Activity 4.

ANSWER KEY 2 c 3 a

6 Listen and complete.

CD1, Track 08 Emma: So, Maddy, who have you got

in your family? Maddy: There’s me, my mum and dad,

my grandad … and Kipper the cat, of course. Dad is very tall and he’s bald. He’s got brown eyes.

Emma: What about your mum? What does she look like?

Maddy: She’s got curly hair and green eyes.

Emma: And your grandad? Maddy: Grandad’s got blue eyes.

He’s got grey hair and a big moustache.

ANSWER KEY Dad: eyes – brown, tall Mum: hair – curly, eyes – green Grandad: eyes – blue, hair – grey, other – moustache

7 Write sentences about the people in Activity 6 in your notebook.

ANSWER KEY Dad’s tall and bald. He’s got brown eyes.Mum’s got curly hair and green eyes.Grandad’s got blue eyes, grey hair and a big moustache.

Listen and complete. Listen and complete. Listen and complete. Listen and complete. Listen and complete. Listen and complete.

AB page 5

3 Find and write the questions.

ANSWER KEY 2 What do they look like? 3 What does he look like?

4 Read and choose. Then look and tick ( ✓ ) the true sentences.

ANSWER KEY a 1 is ( ✓ ) 2 has got b 1 is ( ✓ ) 2 has got c 1 are 2 have got ( ✓ )


Sample

Sample

Sample

Sample

Sample

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5

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5

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Can ask and answer about what someone looks like

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Can ask and answer about what someone looks like

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Find and write the questions.

Sample

Find and write the questions.

What do they look like? Sample

What do they look like? Sample

unit

unit

cat, of course. Dad is very

unit

cat, of course. Dad is very tall and he’s bald. He’s got

unittall and he’s bald. He’s got

brown eyes.

unitbrown eyes.

Emma:

unit Emma: What about your mum?

unit What about your mum?

What does she look like?

unitWhat does she look like?

Maddy: unit

Maddy: She’s got curly hair and unit

She’s got curly hair and

Emma: unit

Emma: Maddy: un

it Maddy: un

it

1

32

Lesson 3 PB page 6

Learning objective Can use adjectives to describe what a person is like

Values Being a good friend

Target language bossy, clever, kind, lazy, shy, sporty You’re (sporty) and you’re (clever). You’re (bossy) but I don’t mind. I like you because you’re (kind).

Recycled language You’re (lazy at home).

Check homework


Warm-up

• Revise appearance words. Describe three pupils to the class without saying their names. Pupils guess.

• Ask pupils to think about what kind of a person they are. Use L1, if necessary. Ask for examples in English or L1, e.g. I’m funny!

Learning adventure


Write the lesson objective on the board or look at it on the screen: We’re learning words that describe what people are like.

• Close books. Ask pupils what personality adjectives they know in English, e.g. kind, nice . Write them on the board.

• Refer to the learning adventure poster and say , Great! You are already moving along your learning adventure!

Presentation

8 Listen and say.

• Give pupils time to look at the pictures, then use them to introduce the new vocabulary.

• Play the audio (CD1:09). Pause for pupils to say the words.

Listen and say. Listen and say. Listen and say. Listen and say. Listen and say. Listen and say.

• Play the audio again. Repeat each word, varying the volume of your voice, e.g. whispering, shouting. Pupils repeat in chorus, imitating you.

9 Listen, read and sing.

• Direct pupils’ attention to the song. Play the audio (CD1:10). Pupils follow in their books.

• Play the song again. Encourage pupils to sing. • If pupils feel confident, use the karaoke version of the

song on the Audio CD (CD1:11).

Practice

• Have a competition. Divide pupils in two teams. Play the song twice more, each group singing in turn. Decide which group is best.

Values

• Ask pupils (in L1) why it’s important to be a good friend, e.g. We can’t expect others to be our friends if we aren’t a good friend ourselves.

• Divide pupils in groups of four. They discuss what being a good friend means to them and present their ideas to the class.

Presentation

• Read through the Look! box with pupils and play the audio (CD1:12).

• Use L1 to explain that and introduces extra information, but a contrast and because a reason.

• Elicit more examples from pupils and write a few on the board.

• Pupils then copy the sentences in their notebooks.

10 Read and choose.

• Give pairs time to do the activity. If pupils need support, do it with the whole class first.

ANSWER KEY 1 but 2 because 3 and 4 but 5 because

11 Talk about people in your family.

• Ask a pupil to read the example. • Ask volunteers for two or three more examples. • In pairs, pupils continue. • Ask volunteers to tell the class about their family.

Practice

• Pupils use ideas from Activity 11 to write about their family.

Listen, read and sing. Listen, read and sing. Listen, read and sing. Listen, read and sing. Listen, read and sing. Listen, read and sing.


Sample

ideas to the class.

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ideas to the class.

Presentation

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Presentation

•

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• Read through the

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Read through the audio (CD1:12).

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audio (CD1:12).

•

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• Use L1 to explain that

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Use L1 to explain that

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Ask pupils to think about what kind of a person they

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Ask pupils to think about what kind of a person they are. Use L1, if necessary. Ask for examples in English

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are. Use L1, if necessary. Ask for examples in English

Open books and ask pupils to look at the

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Open books and ask pupils to look at the

What are we learning today?

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What are we learning today?What are we learning today? What are we learning today?

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What are we learning today? What are we learning today?


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We’re learning words that describe what

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We’re learning words that describe what

Close books. Ask pupils what personality adjectives Sample

Close books. Ask pupils what personality adjectives kind, niceSam

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kind, nice . Write them on Sample

. Write them on

Refer to the learning adventure poster and say Sam

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Refer to the learning adventure poster and say

information,

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information,

•

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• Elicit more examples from pupils and write a few on

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Elicit more examples from pupils and write a few on

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unitAsk pupils (in L1) why it’s important to be a good

unitAsk pupils (in L1) why it’s important to be a good

friend, e.g.

unitfriend, e.g. We can’t expect others to be our friends if we

unitWe can’t expect others to be our friends if we

aren’t a good friend ourselves.

unitaren’t a good friend ourselves.

Divide pupils in groups of four. They discuss what unit

Divide pupils in groups of four. They discuss what unit

being a good friend means to them and present their unit

being a good friend means to them and present their ideas to the class. un

itideas to the class.

Presentation unit

Presentation

1

33 Materials Poster

6 Lesson 3 Can use adjectives to describe what a person is like

81:09

Listen and say.

kindsporty clever

shy

bossy

Get up now!

lazy

You’ve got me And I’ve got you.

You help, you listen And I do, too.

We’re friends. We’re friends. You’re lazy at home. You’re shy at school.

But you’re sporty and clever And very cool.

We’re friends. We’re friends. You’re sometimes bossy

But I don’t mind. I like you

Because you’re kind. We’re friends. We’re friends.We’re friends. We’re friends.

You’re sporty and you’re clever.

You’re bossy but I don’t mind.

I like you because you’re kind.

3

12

5

4

6

11 Talk about people in your family.

• mum • dad• sister • brother• granny • grandad

I like my granny because she isn’t bossy. She’s funny and kind.

1:12

10 Read and choose.

1 She’s sporty ( but / because ) she isn’t very clever.

2 We don’t like Tom ( but / because ) he’s very bossy.

3 They’ve got brown hair ( and / but ) brown eyes.

4 She’s clever ( but / because ) she’s lazy at school.

5 He hasn’t got a lot of friends ( but / because ) he’s very shy.

9 Listen, read and sing.1:101:11


Pairwork

• Pupils write three half sentences, e.g. She’s kind but … Pupils switch their half-sentences and finish the ones they are given, e.g. She’s kind but she’s bossy!

Learning adventure

Ask pupils, How many personality adjectives do you know now? Give pupils a minute to tell their partner the new

words they know. Ask them, Where are you on your learning adventure now? Tell pupils, Well done! to reinforce the progress they are making.

Pop quiz

Ask pupils to describe someone they know to the class. Why do they like this person?

Show homework

• Show the homework in the Activity Book. Ask pupils to do the activities at home.

• Check the rubric with pupils and go through an example, if necessary, so pupils understand the activities.

AB page 6

8 Read and match.

ANSWER KEY 2 a 3 b 4 e 5 f 6 d

9 Complete the words.

ANSWER KEY 2 kind 3 clever 4 funny 5 bossy 6 shy 7 sporty 8 lazy

10 What makes a good friend? Read and choose in Activity 9.

ANSWER KEY Pupil’s own answers

11 Write about your good friend.



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Can use adjectives to describe what a person is like

• grandad

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• grandad

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I like my granny because she isn’t

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I like my granny because she isn’t

bossy. She’s funny and kind.

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bossy. She’s funny and kind.

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Pupils write three half sentences, e.g.

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Pupils write three half sentences, e.g. She’s kind but …

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She’s kind but … Pupils

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Pupils

switch their half-sentences and finish the ones they are given,

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switch their half-sentences and finish the ones they are given,

She’s kind but she’s bossy!

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She’s kind but she’s bossy!She’s kind but she’s bossy! She’s kind but she’s bossy!

Sample

She’s kind but she’s bossy! She’s kind but she’s bossy!

How many personality adjectives do you know Sample

How many personality adjectives do you know Give pupils a minute to tell their partner the new Sam

ple

Give pupils a minute to tell their partner the new Sample

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unit

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Complete the words.

unit

Complete the words.

ANSWER KEY

unitANSWER KEY

2

unit2 kind

unitkind 3

unit 3 clever

unitclever

6 unit

6 shyunit

shy 7 unit

7 sportyunit

sportyunit

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10 What makes a good friend? Read unit

What makes a good friend? Read What makes a good friend? Read unit

What makes a good friend? Read What makes a good friend? Read unit

What makes a good friend? Read unit

1

34

Lesson 4 PB page 7

Learning objectives Can find information in an email Can identify words with the sounds /i/ and /ɑɪ/ Target language nice, sporty

Recycled language Character, Family funny, pretty and, but, because What does he/she look like?

Warm-up

• Revise character adjectives. Mime one for pupils to guess. Volunteers continue.

• Explain the concept of foreign exchange visits.

Learning adventure


Write the lesson objectives on the board or look at them on the screen: We’re learning to find information in an email and to identify words with the sounds /i/ and /ɑɪ/.

12 Look and read. What are the names of the children in the Torres family?

• Give pupils time to quickly scan the email. Set a time limit to focus your pupils’ attention.

• Tell them the time we need to read depends on our purpose. Here, they are just looking for the answer to one question.

• After checking answers, ask pupils to point to the different family members in the photo.

ANSWER KEY Carlos, Nerea and Lucía

13 Read and say. True or false ?

• Give pupils time to skim the text. Tell them to underline the relevant parts.

• When checking answers, ask pupils to correct the false statements.

ANSWER KEY 1 True 2 False (He’s staying with the Torres family.) 3 True 4 True 5 False (Carlos has got a bossy sister.)

Extension questions

After the reading activity, pretend you are Seb. Pupils ask you questions about your stay in Spain

or general questions about your likes/dislikes. Pupils then come to the front and take turns to be Seb or a member of the Torres family. This type of task activates empathy and critical thinking skills and increases engagement with the listening and subject matter.

14 Act out the dialogue between Seb and his mum.

• Demonstrate the telephone roleplay with a confident pupil.

• Give pairs time to do the roleplay and then switch roles.

• Go around the class, prompting and correcting. Write two or three common mistakes on the board.

• Ask volunteers to correct them.

15 Listen, read and say.

• Pupils look at the tongue twister and say which sounds the blue letters make.

• Play the audio (CD1:13) and check. • Say, very . Elicit the words whose final y has the same

sound ( pretty, sporty, funny ). Ask (in L1) what these words have in common. ( They have two syllables .) Point out that why and shy have just one syllable.

• Play the audio again. Stop after each line to give pupils time to repeat.

• Pupils work in pairs and say the tongue twister to each other.

Pop quiz

Say some statements from the text. Ask pupils to stand up if they think it’s true or put up their

hands if they think it’s false, e.g. Lucía wants to play games all the time. ( true )

Listen, read and say. Listen, read and say. Listen, read and say. Listen, read and say. Listen, read and say. Listen, read and say.


Sample

/ɑɪ/

Sample

/ɑɪ/.

Sample

.

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Look and read. What are the names of the

Sample

Look and read. What are the names of the

Give pupils time to quickly scan the email. Set a time

Sample

Give pupils time to quickly scan the email. Set a time

Tell them the time we need to read depends on our

Sample

Tell them the time we need to read depends on our purpose. Here, they are just looking for the answer to

Sample

purpose. Here, they are just looking for the answer to

After checking answers, ask pupils to point to the Sample

After checking answers, ask pupils to point to the different family members in the photo. Sam

ple

different family members in the photo. Sample

•

Sample

• Go around the class, prompting and correcting.

Sample

Go around the class, prompting and correcting. Write two or three common mistakes on the board.

Sample

Write two or three common mistakes on the board. •

Sample

• Ask volunteers to correct them.

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Ask volunteers to correct them.

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15

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Listen, read and say.

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•

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• Pupils look at the tongue twister and say which

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Pupils look at the tongue twister and say which sounds the blue letters make.

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sounds the blue letters make.

•

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unit

engagement with the listening and subject matter.

unit

engagement with the listening and subject matter.

Act out the dialogue between Seb and

unit Act out the dialogue between Seb and

Demonstrate the telephone roleplay with a

unitDemonstrate the telephone roleplay with a

confident pupil.

unit

confident pupil. Give pairs time to do the roleplay and then un

itGive pairs time to do the roleplay and then switch roles. un

itswitch roles. Go around the class, prompting and correcting. un

itGo around the class, prompting and correcting. Write two or three common mistakes on the board. un

itWrite two or three common mistakes on the board.

1

35

151:13


My friend’s ver y prett y . She’s sport y but sh y . She likes funn y glasses. I don’t know wh y !

77Lesson 4 Can find information in an email / Can identify words with the sounds /i/ and /ɑɪ/

112 Look and read. What are the names of the children in the Torres family?

The Torres family

Seb

[email protected]@gogomail.comSpain!

Hi Matt,

I’m having a great time here in Spain. I’m staying with the Torres family this summer. They’ve got a beautiful home in Madrid. Carlos is twelve. He’s shy but he’s very kind. He’s clever, too. My Spanish isn’t very good but he speaks great English. He’s got a granny in Los Angeles and she speaks English with Carlos. He’s got two sisters, Nerea and Lucía. Nerea is fi fteen. She’s got beautiful brown hair and she’s very sporty. She isn’t at home this week because she’s got a big tennis competition. Lucía is nine. She’s funny but she’s very bossy. She wants to play games all the time!

See you soon, Seb

From:

To:

Subject:

13 Read and say. True or false ?

1 Seb is in Spain. 2 Seb has got a new home. 3 Carlos is clever. 4 Nerea likes sport. 5 Carlos has got a lazy sister.

14 Act out the dialogue between Seb and his mum.

Seb’s mum: • Are you having a good time? • ar n • a d • a g a r r r r • a d


Show homework



AB page 7

12 Say and complete. Then listen and check.

CD1, Track 14 my cry fly by bossy lazy spiky ugly sporty granny

ANSWER KEY shy: my, by, cry, fly funny: bossy, granny, lazy, spiky, ugly, sporty

Say and complete. Then listen and check. Say and complete. Then listen and check. Say and complete. Then listen and check. Say and complete. Then listen and check. Say and complete. Then listen and check. Say and complete. Then listen and check.

13 Listen. Where is Carlos? Is he happy?

CD1, Track 15 Carlos: Hi, Granny. Granny: Hi, Carlos. Are you having

fun in England? Carlos: Yes, I am! Seb’s family are

great. He’s got a sister, Megan. She’s five and she’s very funny.

Granny: What does she look like? Carlos: She’s short – well, she’s only

five, so of course she’s short … and she’s got curly blond hair. She’s very bossy but she makes me laugh!

Granny: And are you having a good time?

Carlos: Yes, it’s fantastic! Seb’s mum and dad are very kind. The food’s nice. We do a lot of fun things. I’m very happy here!

Granny: That’s good, Carlos …

ANSWER KEY Carlos is at Seb’s house in England. He’s happy.

14 Listen again and match.

ANSWER KEY 1 a, e 2 d 3 b

15 Imagine you are staying with this family in Britain. Look and write to a friend.

ANSWER KEY (suggested answers) (Pupils choose a name) 1 good time 2 nice 3 curly 4 spiky 5 bad 6 is kind 7 straight (Pupil’s name)

Listen. Where is Carlos? Is he Listen. Where is Carlos? Is he

Listen again and match. Listen again and match. Listen again and match. Listen again and match. Listen again and match. Listen again and match.


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7

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Can find information in an email / Can identify words with the sounds /i/ and /

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Can find information in an email / Can identify words with the sounds /i/ and /ɑɪ

Sample

ɑɪ/

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/

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Show the homework in the Activity Book. Ask pupils to do the

Sample

Show the homework in the Activity Book. Ask pupils to do the

Check the rubric with pupils and go through an example, if

Sample

Check the rubric with pupils and go through an example, if necessary, so pupils understand the activities.Sam

ple

necessary, so pupils understand the activities.

Say and complete. Then listen and check. Sam

ple

Say and complete. Then listen and check. Sam

ple

Sample

Sample

unit

hair. She’s very bossy but she

unit

hair. She’s very bossy but she makes me laugh!

unitmakes me laugh!

Granny:

unit Granny: And are you having a good

unit And are you having a good

time?

unittime?

Carlos:

unit Carlos: Yes, it’s fantastic! Seb’s mum

unit Yes, it’s fantastic! Seb’s mum

and dad are very kind. The

unitand dad are very kind. The

Granny: unit

Granny: unit

unit

unit

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36

Lesson 5 PB page 8

Learning objectives Can understand a simple story Can discuss a story

Functional language Let’s (get some ice cream). Poor Gizmo. Follow him, quick!

Target language thieves, plan

Recycled language Appearance What do they look like? Have they got (beards)? Are they (tall)?

Warm-up

• Revise the characters in the story, Hector Frost, Smith, Polly, Mike, Gizmo, the Queen, Polly’s mother. Ask, Who is this? Invite pupils to describe them by prompting, What does Polly look like? What is she like?

Learning adventure

Open books and ask pupils to look at the story. Ask, What are we learning today? Write the lesson

objectives on the board or look at them on the screen: We’re reading and acting out a story.

16 Talk about the pictures. Then listen and read.

• Direct pupils’ attention to the story and ask questions about the characters and the scenes: Who can you see in Picture 1? ( Mike, Polly and Gizmo ) What are they doing? ( looking for the skidoo ) What does the man look like in Picture 3? In Picture 4? Who can Mike and Polly see in Picture 6? ( Smith )

• Play the audio (CD1:17) and ask pupils to listen to the story as they follow along in their books.

Talk about the pictures. Then listen Talk about the pictures. Then listen Talk about the pictures. Then listen Talk about the pictures. Then listen Talk about the pictures. Then listen Talk about the pictures. Then listen

• Play the audio again. Check pupils’ understanding of the story by asking questions and pointing to the pictures, e.g. Who is the man in Picture 6? ( It’s Smith. ) What does he look like? ( He is bald. ) What is he holding? ( shopping bags )

• After pupils have a clear understanding of the story, play the audio again and ask different groups of pupils to read along the parts of the characters.

• Ask pupils to work in pairs to predict (in L1) what happens next. Volunteers tell the class their ideas. Take a vote to find the most popular idea.

Extension questions

Tell pupils you are going to ask them some questions about the story and you want them to

work in pairs to think of an answer. Tell pupils that there isn’t one correct answer to each question but you would like them to give a reason or reasons for their answer.

• Write the following questions on the board: Do Mike and Polly know who the thieves are? Do you know who the thieves are? What do they look like? Is it safe to follow someone who might be a thief? Would you follow the skidoo? Why? Why not? Use L1, if necessary.

• Ask pupils to work with a partner to answer the questions. They might like to write their ideas in their notebooks. Ask pupils to share their answers with the class. Write their answers to the last question on the board in two categories. See how many pupils in the class would/wouldn’t follow the skidoo.

17 Act out the story.

• See the ‘How to use stories’ section on page 18 for more ideas on how to build your pupils’ confidence with roleplays.

• Invite a group of volunteers to act out the roles. Play the audio (CD1:17) while pupils mime the story first or say the lines and pupils repeat.

• Divide pupils in groups of three (Polly, Mike, Gizmo). Give groups time to practise their roleplay.

• Ask groups of pupils to come to the front and act out the story.

You might like to give pupils feedback on their roleplay.


Sample

Open books and ask pupils to look at the story.

Sample

Open books and ask pupils to look at the story.

Write the lesson

Sample

Write the lesson

objectives on the board or look at them on the screen:

Sample

objectives on the board or look at them on the screen:

Talk about the pictures. Then listen

Sample

Talk about the pictures. Then listen

Direct pupils’ attention to the story and ask questions

Sample

Direct pupils’ attention to the story and ask questions about the characters and the scenes: Sam

ple

about the characters and the scenes: Who can you Sample

Who can you Mike, Polly and GizmoSam

ple

Mike, Polly and Gizmo ) Sample

) Mike, Polly and Gizmo ) Mike, Polly and GizmoSample

Mike, Polly and Gizmo ) Mike, Polly and Gizmo What are they Sample

What are they looking for the skidoo Sam

ple

looking for the skidoo ) Sample

) What does the man look Sample

What does the man look In Picture 4? Who can Mike and Polly see Sam

ple

In Picture 4? Who can Mike and Polly see

the skidoo? Why? Why not?

Sample

the skidoo? Why? Why not? •

Sample

• Ask pupils to work with a partner to answer the

Sample

Ask pupils to work with a partner to answer the questions. They might like to write their ideas in their

Sample

questions. They might like to write their ideas in their notebooks. Ask pupils to share their answers with the

Sample

notebooks. Ask pupils to share their answers with the class. Write their answers to the last question on the

Sample

class. Write their answers to the last question on the board in two categories. See how many pupils in the

Sample

board in two categories. See how many pupils in the class would/wouldn’t follow the skidoo.

Sample

class would/wouldn’t follow the skidoo.

Sample

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17

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unit

work in pairs to think of an answer. Tell pupils that

unit

work in pairs to think of an answer. Tell pupils that there isn’t one correct answer to each question but you

unitthere isn’t one correct answer to each question but you

would like them to give a reason or reasons for their

unitwould like them to give a reason or reasons for their

Write the following questions on the board:

unitWrite the following questions on the board:

and Polly know who the thieves are? Do you know who

unitand Polly know who the thieves are? Do you know who

the thieves are? What do they look like? Is it safe to unit

the thieves are? What do they look like? Is it safe to follow someone who might be a thief? Would you follow un

itfollow someone who might be a thief? Would you follow the skidoo? Why? Why not?un

itthe skidoo? Why? Why not?Ask pupils to work with a partner to answer the un

itAsk pupils to work with a partner to answer the

1

37Materials Nine blank pieces of paper, one piece of paper with the word ‘thief’ on it

8 Lesson 5 Can understand a simple story / Can discuss a story

161:17

Talk about the pictures. Then listen and read.

17 Act out the story.

1

5

2

3

6

4INSIDE THE ICE PALACE

I love strawberry ice cream.

Poor Gizmo.

Have they got beards?

Are they tall or short?

I don’t know.

Huh?! WOOF! It’s the man from the skidoo! And he hasn’t got hair.

Rrrrruff!

Follow him, quick!

Oh, no, I can’t see the skidoo now.

Come on, let’s get some ice cream and make a plan.

What do the thieves look like?

I think one’s got spiky hair and the other

has got straight hair.

What is it, Gizmo?


Game

• Give ten volunteers a piece of paper you have prepared. Tell pupils that you are Polly or Mike. Ask each volunteer Are you the thief? until the pupil with the ‘thief’ piece of paper says Yes, I am . Collect the pieces of paper, redistribute and repeat.

Pop quiz

Say a line from the story, e.g. I love strawberry ice cream! Ask pupils to put their hands up if they know who said it.

Repeat with statements/text said by each character to aid recall of the story.

Show homework


AB page 8

16 Write.

ANSWER KEY 2 Polly 3 Mike 4 Hector Frost

17 Look at the story and tick ( ✓ ).

ANSWER KEY 1 b 2 c

18 Find the words in the story and write.

ANSWER KEY 2 beard 3 thieves 4 plan 5 strawberry 6 follow

Role playing the story

Below are some suggestions for extra work with the stories:

• While pupils listen to the story, they perform a specific action for target vocabulary.

• Pupils draw a new picture for any frame of the story.

• Pupils create a new ending for the story.• Pupils draw or describe their favourite

character.• Pupils discuss real-life situations that are

related to the story.• Pupils comment on how they would feel

or how they would behave if they were in a similar situation to one of the story characters.

• You might like to give pupils feedback. You could give pupils two stars and one wish, e.g. Fantastic actions! Great teamwork! Speak a bit louder next time.


Sample

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Can understand a simple story / Can discuss a story

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Can understand a simple story / Can discuss a story

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Give ten volunteers a piece of paper you have prepared. Tell

Sample

Give ten volunteers a piece of paper you have prepared. Tell pupils that you are Polly or Mike. Ask each volunteer

Sample

pupils that you are Polly or Mike. Ask each volunteer

until the pupil with the ‘thief’ piece of paper says

Sample

until the pupil with the ‘thief’ piece of paper says

Collect the pieces of paper, redistribute and repeat. Sample

Collect the pieces of paper, redistribute and repeat.

Say a line from the story, e.g. Sample

Say a line from the story, e.g. I love strawberry ice cream!Sample

I love strawberry ice cream!Sample

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Find the words in the story and

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Find the words in the story and write.

unitwrite.

ANSWER KEY

unitANSWER KEY

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it5 strawberryun

itstrawberryun

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38

Lesson 6 PB page 9

Learning objectives Can talk about warm and cool colours and how they make me feel Can write about a painting

Cross-curricular Art: warm and cool colours

Target language artist, cool, warm

Recycled language Colours, Feelings, Times of day It’s got (cool colours).

Check homework

• Check the homework as a class. Ask pupils what they found easy/difficult and help them with any problems or difficulties. Do remedial teaching as/if necessary.

Background

• Pierre-Auguste Renoir was a famous impressionist painter. His style of painting celebrated beauty.

• Vincent van Gogh was a famous Dutch post-impressionist painter. His work was notable for its beauty, emotion and colour.

• Albrecht Dürer was a famous German Renaissance painter. He is famous for engraving as well as painting.

Warm-up

• Ask pupils to tell you the names of any famous artists they know. What do they know about them?

• Write Renoir and Vincent van Gogh on the board. If you have pictures of them, stick them on the board next to their names.

• Ask pupils what they know about these artists. • Give pupils information from the Background

information section above (in L1).

Learning adventure

18 What do you know?

• Open books and ask pupils to look at the activities. Ask, What are we learning today? Write the lesson objectives on the board or look at them on the screen: We’re learning about cool and warm colours in art and we’re writing about a painting.

• Close books. Ask pupils what words they know in English for talking about art, e.g. draw, colour.

• Refer to the learning adventure poster and say, Great! You are moving along your learning adventure!

19 Look and read. Do you like the pictures? Why?

• Direct pupils to the questions, and give pupils time to read the texts. An audio version is available (CD1:18), if you feel that extra support is required.

• Give pupils plenty of time for reflection before asking for ideas. Encourage pupils to explain their reactions, e.g. Why do you like picture a?

20 Read, look and say.

• In pairs, pupils take time to do the activity. Make sure they understand that they have to match the statements with pictures a and b .

• When you are checking answers, check comprehension of warm and cool colours, e.g. ask, Are yellow and red cool colours? ( No. )

ANSWER KEY 1 a 2 b 3 b 4 a

Extension questions

Show a set of four paintings (in art books or on coloured printouts) such as Van Gogh’s

‘Sunflowers’, Picasso’s ‘The Starry Night’, one of Monet’s ‘Water Lilies’ and Vermeer’s ‘A Girl Asleep’. Ask pupils, What colours has the artist used? How do they make you feel? Do you like the paintings? Answers will vary. Accept answers and promote discussion in L1, if necessary.

21 Imagine and answer the questions. Then share with a friend.

• Ask, What time of day is it at the moment? Is it morning, afternoon?

• Pupils look at the two pictures again. In pairs, pupils take time to do the activity. Explain that there are no correct answers.

• Ask fast finishers, What are the girls doing? What are they thinking? Ask pupils for their guesses.

Mini Project

22 Write about a painting.

• Ask pupils what steps they will take to make sure they include all the necessary information. Remind pupils of the steps to success: Think, Plan, Write and Share .

Think If they need some help, show them the examples you brought in for the warm-up.

Plan Ask pupils to make some notes about the painting and the artist.

Look and read. Do you like the Look and read. Do you like the Look and read. Do you like the Look and read. Do you like the Look and read. Do you like the Look and read. Do you like the


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Albrecht Dürer was a famous German Renaissance

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Albrecht Dürer was a famous German Renaissance painter. He is famous for engraving as well as painting.

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painter. He is famous for engraving as well as painting.

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Ask pupils to tell you the names of any famous artists they know. What do they know about them?

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they know. What do they know about them?

Vincent van Gogh

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Vincent van Gogh on the board.

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on the board.

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If you have pictures of them, stick them on the board

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Show a set of four paintings (in art books or on

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Show a set of four paintings (in art books or on coloured printouts) such as Van Gogh’s

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coloured printouts) such as Van Gogh’s ‘Sunflowers’, Picasso’s ‘The Starry Night’, one of

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‘Sunflowers’, Picasso’s ‘The Starry Night’, one of Monet’s ‘Water Lilies’ and Vermeer’s ‘A Girl Asleep’.

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Monet’s ‘Water Lilies’ and Vermeer’s ‘A Girl Asleep’. Ask pupils,

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they make you feel? Do you like the paintings?will vary. Accept answers and promote discussion in

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will vary. Accept answers and promote discussion in L1, if necessary.

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L1, if necessary.

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Show a set of four paintings (in art books or on unit

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1

39 Materials Poster, pictures by Renoir and Van Gogh from, e.g. the internet, including self- portraits; pictures of well-known paintings

99Lesson 6 Can talk about warm and cool colours and how they make me feel / Can write about a painting

118 What do you know?

191:18 Look and read. Do you like the pictures? Why?

20 Read, look and say.

This picture is by Auguste Renoir, an artist from France (1841 to 1919). It is in

warm colours.

21 Imagine and answer the questions. Then share with a friend.

1 What time of day is it in Picture A? 2 How do the girls in Picture A feel? 3 How does Picture A make you feel? 4 How does Picture B make you feel?

A

B

This picture is by Vincent van Gogh, an artist from the

Netherlands (1853 to 1890). It is in cool colours.

1 This picture’s got a lot of

yellow and red.

2 This picture’s got a lot of

green and white.

3 This picture’s got cool colours.

4 This picture’s got warm

colours.

It’s Picture A!

22 Write about a painting.

Think of a painting you like. Plan by making notes about the

painting. Are the colours in the painting warm or cool? How do they make you feel?

Write five sentences about the painting.

Share what you have learnt about the painting.

HOMESCHOOLLINKHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOME

SCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHO


Write Give pupils time to write. Remind them to check their work afterwards.

Share Nominate pupils to read their sentences in class.

You may also wish to give pupils feedback on their projects.

Home–school link

• Pupils share what they have learnt about the painting with their family members.

Learning adventure

Ask pupils, What do you know about describing art and artists now? Tell pupils to work with a partner. Give pairs a

minute to think of ideas. Accept any answers and promote discussion. Ask, Where are you on your learning adventure? Tell pupils, Well done! to reinforce their progress.

Pop quiz

As pupils are leaving the class, show them different colours (cards or objects) and ask them if they are warm or cool.

Show homework

• Show the homework. Ask pupils to do the activities at home in their Activity Books. Check the rubrics with pupils and go through an example so pupils understand the activities.

AB page 9

19 Look, think and complete. Then add two more.

ANSWER KEY Warm colours: fire, lion Cool colours: cloud, frog

20 Look, listen and choose.

CD1, Track 19 He’s got a long, thin face. He’s looking at me and he isn’t shy. He’s got long curly hair. He’s got a short beard and a moustache, too. He’s a young man. I think he’s 27 or 28.

ANSWER KEY Picture b

21 Find and write the questions. Then answer about Picture a.

ANSWER KEY 1 How old is he? He’s about fourteen. 2 What does he look like? He’s got long,

curly hair.

Look, listen and choose. Look, listen and choose. Look, listen and choose. Look, listen and choose. Look, listen and choose.


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9Can talk about warm and cool colours and how they make me feel / Can write about a painting

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Can talk about warm and cool colours and how they make me feel / Can write about a painting

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Give pupils time to write. Remind them to check their

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Nominate pupils to read their sentences in class.

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Nominate pupils to read their sentences in class.


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Pupils share what they have learnt about the painting with their Sample

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unit

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unit Look, listen and choose.


CD1, Track 19

unit CD1, Track 19

He’s got a long, thin face. He’s looking unit

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itat me and he isn’t shy. He’s got long curly hair. He’s got a short beard and un

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40

Lesson 7 PB page 10

Learning objective Can assess what I have learnt in Unit 1

Recycled language Target language from Unit 1

Check homework


Warm-up

• Write the words from Lessons 1 and 3 in two sets on the board. Divide pupils in two teams. The teams must think of a sentence about a fictional person that includes a word from each set of cards, e.g. (Name) has got long dark hair and is always kind. Invite a pupil from each team to come up and say their sentence to the class, until all pupils have taken a turn. Give two points for each correct sentence.

Learning adventure


Write the lesson objective on the board or look at it on the screen: We’re thinking about our learning adventure .

• Close books. Ask pupils if they can remember the things they have been learning in the unit, e.g. How many personality adjectives can you remember? Put their ideas on the board.

• For each example, ask pupils, Where are you on your learning adventure? Reassure pupils who are less confident that they will have opportunities for more practice.

23 Listen and number.

• Ask pupils to look at the pictures. Ask them to think about what these people look like and what they may be like.

• Play the audio. Pupils listen and write the correct number for each picture.

Listen and number. Listen and number.

CD1, Track 20 1 She has got long hair and glasses. He has got

spiky hair and a moustache. The dogs are ugly and fat.

2 She is very cute! He is bald but he’s good-looking. He’s very sporty and loves basketball.

3 I like my friends because they’re kind and they aren’t bossy.

4 My best friend is very clever. He has got curly brown hair. His grandad has got curly grey hair! He’s old and shy.

• Play the audio again and check the answers as a class.

ANSWER KEY 1 b 2 c 3 d 4 a

• Then play the audio again for pupils to repeat.

24 Circle. Then ask and answer.

• Ask pupils to read and then circle the correct questions.

• Pupils then ask and answer in pairs.

ANSWER KEY 1 What do they look like? 2 What does your brother look like? 3 What does Sally look like?

25 Write. Then ask and answer.

• Ask confident pupils to read the questions aloud. • Then have pupils write their own answers, before

asking and answering in pairs.

Learning adventure

Ask pupils (in L1) how they feel about their learning in this unit. Ask pupils to tell you what

they found the easiest or the most difficult to learn in the unit. Pupils revise the three I Can statements at the bottom of page 10 in their Pupil’s Book. For each one, pupils tick the box that reflects how confident they feel about the language point. Ask them, Where are you on your learning adventure? Pupils indicate where they think they are on the learning adventure poster. Tell pupils, Well done! to reinforce the progress they are making.


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We’re thinking about our learning adventure

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We’re thinking about our learning adventure .

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.

Close books. Ask pupils if they can remember

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Close books. Ask pupils if they can remember the things they have been learning in the unit,

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the things they have been learning in the unit,

How many personality adjectives can you remember?

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How many personality adjectives can you remember?

For each example, ask pupils,

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For each example, ask pupils, Where are you on your

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Where are you on your Reassure pupils who are less Sam

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Reassure pupils who are less confident that they will have opportunities for more Sam

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confident that they will have opportunities for more

questions.

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questions. •

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• Pupils then ask and answer in pairs.

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Pupils then ask and answer in pairs.

ANSWER KEY

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ANSWER KEY 1

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1 What do they look like?

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2

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2 What does your brother look like?

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What does your brother look like?

3

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3 What does Sally look like?

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What does Sally look like?

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unitThen play the audio again for pupils to repeat.

unitThen play the audio again for pupils to repeat.

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unit Circle. Then ask and answer.

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itquestions. Pupils then ask and answer in pairs. un

itPupils then ask and answer in pairs.

1

41 Materials Poster

10 Lesson 7 Can assess what I have learnt in Unit 1

231:20

Listen and number.

24 Circle. Then ask and answer.

1 A: What does her sister look like? / What do they look like? B: They’ve got straight hair and glasses. 2 A: What does your mum look like? / What does your brother look like? B: He’s got spiky hair and brown eyes. 3 A: What does your dad look like? / What does Sally look like? B: She’s got straight hair but she hasn’t got blue eyes. She’s got brown eyes!

25 Write. Then ask and answer.

1 Is your best friend clever? 2 What does your mum look like? 3 Is your dad sporty and handsome? 4 Are you shy? 5 What do you look like?

I can ask and answer questions about what people look like.I can talk about the personalities of my friends and family.I can write about a painting and its colours.

a

c

b

d


Pop quiz

In groups of four, pupils tell the others the answers to the following questions: Which is your favourite activity in the

unit? Why? Which activity don’t you like? Why? What is your favourite new word? Which word is the most difficult for you?

Show homework



AB page 10

22 Read and write.

ANSWER KEY 2 does 3 like

23 Write.

ANSWER KEY am/is/are: beautiful, cute, good-looking have/has got: straight hair, long hair, spiky hair, blue eyes

24 Write. Then number.

ANSWER KEY 1 She’s 2 does, He’s 3 do, They’re a 1 b 3 c 2

General poster activities

• Before displaying the poster for the first time, pupils can anticipate and predict who and what they will see within a topic area and then see how many items they guessed correctly once the poster is visible.

• Pupils can create their own posters, based on a similar topic.

• Using a large piece of paper placed over the top of the poster (with a 5 cm hole cut out), pupils can be asked to identify what they can see through the hole.

• Through description, pupils can identify objects that are being described orally, e.g. It’s fat. It’s white. It’s an animal. What is it? It’s a cat.

• With a time limit, pupils can look at the posters and try to remember as much language and content as possible and then in pairs or led by the teacher, they can try to recall the content through questions and answers, e.g. Is there a hat? What colour is it?

• By pointing to an object and making a statement, pupils can reply, Yes. or No. if the information is correct or incorrect, e.g. This is a library.

• In teams or pairs, pupils can write down as many words as possible for the items in each poster.


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Can assess what I have learnt in Unit 1

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Can assess what I have learnt in Unit 1

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In groups of four, pupils tell the others the answers to the

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In groups of four, pupils tell the others the answers to the

Which is your favourite activity in the

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unit? Why? Which activity don’t you like? Why? What is your

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unit? Why? Which activity don’t you like? Why? What is your favourite new word? Which word is the most difficult for you?Sam

ple

favourite new word? Which word is the most difficult for you?

Show the homework in the Activity Book. Ask pupils to do the Sam

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Show the homework in the Activity Book. Ask pupils to do the Sam

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unit

unitGeneral poster activities

unitGeneral poster activities

•

unit•

unit

unitBefore displaying the poster for the first

unitBefore displaying the poster for the first

time, pupils can anticipate and predict

unittime, pupils can anticipate and predict

who and what they will see within a unit

who and what they will see within a topic area and then see how many un

ittopic area and then see how many items they guessed correctly once the un

ititems they guessed correctly once the poster is visible.un

itposter is visible.un

it

1

42

Lesson 8 PB page 11

Learning objective Can use what I have learnt in Unit 1

Recycled language Target language from Unit 1

Warm-up

• Show some popular comic books to pupils. Pupils take turns to point to a character in the book and describe them using target language.

• Invite pupils to name some other characters seen on television or films and then ask pupils to describe them.

Learning adventure

Open books and ask pupils to look at the activities. Ask, What are we learning today? Write the lesson

objective on the board or look at it on the screen: We’re creating a character to revise Unit 1 language.

26 Create a new character.

• Tell pupils they are going to design and draw their own new character. Explain that they must first choose the description by circling the words in Part 1. Then have pupils read the words aloud. Give pupils time to think about their design and circle the words they want.

• Then tell pupils they must specify the look of body parts by filling the blanks in Part 2.

• Draw pupils’ attention to the blank space for Part 3. Allow time to draw and colour their new character in the space. Go around the class and offer help if necessary.

• When pupils have finished Part 3, tell them to find a partner. Explain that they will take turns to describe their character to their partner and he/she will draw it in the space for Part 4. Explain that they must only talk and not show their drawings to each other. You can also invite pairs of pupils to come forward so the class can compare how similar the drawings of the characters are.

• When this is completed, invite pupils to come forward to show and talk about their new character using adjectives which describe personality (helpful, bossy, clever, etc.).

Extension questions

Tell pupils you are going to give them answers and they have to guess the questions.

Allow pupils to work in pairs and allow sufficient time to work out the questions before nominating pairs to give their responses.

• Provide pupils with answers, e.g. They’ve got short, light hair and blue eyes. She isn’t lazy. and pupils provide the correct questions, e.g. What do they look like? Is she lazy? This will provide pupils with further reinforcement of the question form. If your class is confident, you can then repeat this, with a pupil giving the answer.

27 I want to know more!

• Ask pupils to choose anything they enjoyed from the unit and to go and find out more. You might like to set this activity as homework with a quick feedback session at the beginning of the next lesson.

• You can also suggest that pupils write one or two questions about what they want to know, then switch question(s) with a partner. Pupils then find answer(s) to their partner’s question(s) as a homework activity, with feedback in the next lesson.

Are you ready for Unit 2?

Ask pupils if they are ready to move on to the next unit. Tell pupils that it is fine if they do not

remember everything as they will continue to practise throughout the level.

• Encourage pupils to ask if they have any questions about what they learnt in Unit 1. Tell pupils, Well done! to reinforce the progress they are making.

Consolidation and extension worksheet 1

• Pupils complete the consolidation and extension activities on Worksheet 1 (page 26). See also answer keys on page 23.

1 Write the words.

• Pupils rearrange the letters to write the adjectives.

2 Write about your best friend.

• Pupils complete the sentences with the appearance adjectives in Activity 1 and describe their best friend.


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choose the description by circling the words in Part 1.

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choose the description by circling the words in Part 1. Then have pupils read the words aloud. Give pupils

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Then have pupils read the words aloud. Give pupils time to think about their design and circle the words

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time to think about their design and circle the words

Then tell pupils they must specify the look of body

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Then tell pupils they must specify the look of body parts by filling the blanks in Part 2.

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parts by filling the blanks in Part 2. Draw pupils’ attention to the blank space for Part 3.

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Draw pupils’ attention to the blank space for Part 3. Allow time to draw and colour their new character

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Allow time to draw and colour their new character in the space. Go around the class and offer help

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in the space. Go around the class and offer help

When pupils have finished Part 3, tell them to find a Sample

When pupils have finished Part 3, tell them to find a partner. Explain that they will take turns to describe Sam

ple

partner. Explain that they will take turns to describe their character to their partner and he/she will draw Sam

ple

their character to their partner and he/she will draw it in the space for Part 4. Explain that they must only

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it in the space for Part 4. Explain that they must only

to their partner’s question(s) as a homework activity,

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to their partner’s question(s) as a homework activity, with feedback in the next lesson.

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with feedback in the next lesson.


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Ask pupils if they are ready to move on to the

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Ask pupils if they are ready to move on to the next unit. Tell pupils that it is fine if they do not

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next unit. Tell pupils that it is fine if they do not

remember everything as they will continue to practise

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remember everything as they will continue to practise throughout the level.

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throughout the level.

unit

Ask pupils to choose anything they enjoyed from the

unit

Ask pupils to choose anything they enjoyed from the unit and to go and find out more. You might like to

unitunit and to go and find out more. You might like to

set this activity as homework with a quick feedback

unitset this activity as homework with a quick feedback

session at the beginning of the next lesson.

unitsession at the beginning of the next lesson.

You can also suggest that pupils write one or two

unitYou can also suggest that pupils write one or two

questions about what they want to know, then switch unit

questions about what they want to know, then switch question(s) with a partner. Pupils then find answer(s) un

itquestion(s) with a partner. Pupils then find answer(s) to their partner’s question(s) as a homework activity, un

itto their partner’s question(s) as a homework activity, with feedback in the next lesson. un

itwith feedback in the next lesson.

1

43Materials Consolidation and extension worksheet 1

Now go to PoptropicaEnglish World

11

11Lesson 8 Can use what I have learnt in Unit 1

126 Create a new character.

My new character is tall and handsome. He’s got short spiky hair

and green eyes. He’s bossy but clever. He likes surfing. 27 I want to know more!

My new character is…

My new character’s got… (thin, long, short, pink, etc.)

hair

a body legs

a head arms

a face eyes

a mouth ears

1 Circle.2 Write.

3 Draw. Then tell a friend.4 Listen to your friend. Draw

his/her new character.

5 Tell the class about your character. What is it like? What does it look like?

cleverbeautiful bald


3 Look, read and choose. Tick ( ✓ ) a or b.

• Pupils read the text and choose the picture it describes.

4 Describe the other girl.

• Pupils write a description of the other picture.

Pop quiz

Ask pupils to describe their family members to a partner. Afterwards ask them (in L1), Did you use words and

structures you have learnt in this Unit? Can you talk more about your family now than at the beginning of the unit?

Evaluation

• You can check pupils’ progress using Evaluation sheet 1 (pages 188 and 189). See also answer keys on page 184.

Show homework



AB page 11

25 Look at Activity 24 and write the answers.

ANSWER KEY 1 sporty 2 kind 3 lazy

26 Listen and write.

CD1, Track 21 My friend’s name is Miki. She’s tall and she’s got short spiky hair. She’s got brown eyes and she wears glasses. She likes skirts and colourful T-shirts. She isn’t lazy or shy. She’s a bit bossy but it’s OK. I like her because she’s funny, sporty and clever.

ANSWER KEY 2 tall 3 spiky 4 likes 5 lazy 6 shy 7 bossy 8 sporty 9 clever

27 Describe a friend or family member. Use He’s/She’s and He’s/She’s got…



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Now go to Poptropica

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Now go to Poptropica

English World

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English World

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11

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11

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Can use what I have learnt in Unit 1

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Can use what I have learnt in Unit 1

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Look, read and choose. Tick (

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Look, read and choose. Tick ( ✓

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✓ ) a or b.

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) a or b.

Pupils read the text and choose the picture it describes.

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Pupils read the text and choose the picture it describes.

Describe the other girl.

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Describe the other girl.

Pupils write a description of the other picture. Sample

Pupils write a description of the other picture.

Ask pupils to describe their family members to a partner. Sam

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Ask pupils to describe their family members to a partner. Sam

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unit Listen and write.

unit Listen and write.

unit CD1, Track 21

unit CD1, Track 21

My friend’s name is Miki. She’s tall and unit

My friend’s name is Miki. She’s tall and she’s got short spiky hair. She’s got un

itshe’s got short spiky hair. She’s got brown eyes and she wears glasses. She un

itbrown eyes and she wears glasses. She un

itlikes skirts and colourful T-shirts. un

itlikes skirts and colourful T-shirts. un

itun

itun

itun

itun

itun

it

m01 poptropica tb4 global british english for argentina 91945 · 2018-05-10 · (cd1:04). pupils...

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