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4 Syllabus

Syllabus

Vocabulary Grammar Culture Values Literacy Listening and speaking Reading and Writing

StarterOn High Street

CorePlaces in town: café, cinema, fire station, flat, library, post office, school, (fancy dress) shop, takeawayNumbers: 21–100The alphabet

CoreWhere’s the (post office)?RevisedWhat’s your name? My name’s (Ruby). Have you got (any brothers or sisters)? I’ve got (a brother).

Unit 1At Flat

Number 6

CoreFurniture: a bookcase, a clock, a desk, a lamp, a mirror, a picture, a TV, a wardrobeFurniture II: a bin, a computer, a cushion, a plant, a poster, a rugParts of the house: door, windowRevisedIn the house: bed, chair, cupboard, garage, sofa, table

CoreIs it a (TV)? Yes, it is. / No, it isn’t. Have you got a (computer)? Yes, I have. / No, I haven’t.RevisedThere’s a (clock).Can I see (your bedroom)?This is (my bedroom).I’ve / We’ve / It’s got (a mirror). This (wardrobe) is (very heavy). It’s (number 6).This is a photo. / These are photos.Everyday languageCan you (open the window), please? Yes, of course.Thanks.

CultureAt the cottage

Is it important to say please and thank you?

A messaging appUnderstanding the text genre of a messaging appIdentifying the different text elements appropriate for this genreApplying the different text elements to a productive task

Listening Listening for specific informationPronunciationIntonation with yes / no questionsHave you got a balcony?Yes, I have.SpeakingAsking and answering about what people have got in their home

ReadingReading and understandinginformation about a flat in JapanWritingJoining sentences with andWriting about things a child has got in their home

Unit 2At the

Fancy Dress Shop

CoreClothes: a belt, gloves, a mask, sandals, a shirt, socks, a sweater, trainersFacial features: a beard, curly hair, earrings, a moustache, a ponytail, straight hairCarnival: costume, hat, ribbons, shirt, belt, trousers, tunicRevisedColours: black, blue, brown, green, orange, pink, red, white, yellow

CoreWhat colour is (Mum’s hat)? It’s (black). What colour are (Dad’s jeans)? They’re (blue). Has he / she got a (ponytail)? Yes, he has. / No, she hasn’t.RevisedHe’s / She’s wearing (sandals). This is (a mask). He’s got a (moustache).Everyday languageI like these (trainers). So do I. / I prefer these (trainers).

CultureAt the carnival

Is it important to be polite? A party invitationUnderstanding the text genre of a party invitationIdentifying the different text elements appropriate for this genreApplying the different text elements to a productive task

Listening Listening for specific informationPronunciationIntonation in listsShe’s wearing a kimono, get a and a belt.SpeakingTalking about wearing clothes on special days.

ReadingReading and understandinginformation about Holi festivalWritingUsing capital lettersWriting about a celebration in a particular country

Project 1: Land on Earth a poster about land features Vocabulary describing different land features on Earth, mountains, volcanoes, valleys, cliffs, caves

Unit 3At Rooftops

Café

CoreFree time activities: buy an ice cream, have a drink, have a snack, listen to music, play chess, play games, read a comic, talk to friendsMusical instruments: drums, a flute, a recorder, a triangle, a trumpet, a violinAt the café: biscuit, magazine, waitressRevisedAt the café II: cake, café, chess, comics, drinking, eating, mum, orange

CoreWhat’s he / she doing? He’s / She’s (having a snack). Can he / she (dance)? Yes, he can. / No, she can’t.RevisedHe / She can (play the flute). You can have (a drink). He’s / She’s got (a notebook). He’s / She’s drawing (a picture). This is (my brother).Everyday languageLet’s (buy an ice cream). OK.

CultureA visit to the café

Is it important to choose activities with your friends?

A programmeUnderstanding the text genre of a programmeIdentifying the different text elements appropriate for this genreApplying the different text elements to a productive task

Listening Listening for specific informationPronunciationWord stress for nounsguitar, bagpipes, instrument, violinSpeakingAsking and answering about what people can do with musical instruments

ReadingReading and understandinginformation about musical instrumentsWritingUsing apostrophesWriting about traditional music and dance in a particular country

4120968 Amazing Rooftops L3&4 PROMO_PRESS.indb 4 03/12/2018 10:23

5Syllabus


StarterOn High Street

CorePlaces in town: café, cinema, fire station, flat, library, post office, school, (fancy dress) shop, takeawayNumbers: 21–100The alphabet

CoreWhere’s the (post office)?RevisedWhat’s your name? My name’s (Ruby). Have you got (any brothers or sisters)? I’ve got (a brother).

Unit 1At Flat

Number 6

CoreFurniture: a bookcase, a clock, a desk, a lamp, a mirror, a picture, a TV, a wardrobeFurniture II: a bin, a computer, a cushion, a plant, a poster, a rugParts of the house: door, windowRevisedIn the house: bed, chair, cupboard, garage, sofa, table

CoreIs it a (TV)? Yes, it is. / No, it isn’t. Have you got a (computer)? Yes, I have. / No, I haven’t.RevisedThere’s a (clock).Can I see (your bedroom)?This is (my bedroom).I’ve / We’ve / It’s got (a mirror). This (wardrobe) is (very heavy). It’s (number 6).This is a photo. / These are photos.Everyday languageCan you (open the window), please? Yes, of course.Thanks.

CultureAt the cottage

Is it important to say please and thank you?

A messaging appUnderstanding the text genre of a messaging appIdentifying the different text elements appropriate for this genreApplying the different text elements to a productive task

Listening Listening for specific informationPronunciationIntonation with yes / no questionsHave you got a balcony?Yes, I have.SpeakingAsking and answering about what people have got in their home

ReadingReading and understandinginformation about a flat in JapanWritingJoining sentences with andWriting about things a child has got in their home

Unit 2At the

Fancy Dress Shop

CoreClothes: a belt, gloves, a mask, sandals, a shirt, socks, a sweater, trainersFacial features: a beard, curly hair, earrings, a moustache, a ponytail, straight hairCarnival: costume, hat, ribbons, shirt, belt, trousers, tunicRevisedColours: black, blue, brown, green, orange, pink, red, white, yellow

CoreWhat colour is (Mum’s hat)? It’s (black). What colour are (Dad’s jeans)? They’re (blue). Has he / she got a (ponytail)? Yes, he has. / No, she hasn’t.RevisedHe’s / She’s wearing (sandals). This is (a mask). He’s got a (moustache).Everyday languageI like these (trainers). So do I. / I prefer these (trainers).

CultureAt the carnival

Is it important to be polite? A party invitationUnderstanding the text genre of a party invitationIdentifying the different text elements appropriate for this genreApplying the different text elements to a productive task

Listening Listening for specific informationPronunciationIntonation in listsShe’s wearing a kimono, get a and a belt.SpeakingTalking about wearing clothes on special days.

ReadingReading and understandinginformation about Holi festivalWritingUsing capital lettersWriting about a celebration in a particular country

Project 1: Land on Earth a poster about land features Vocabulary describing different land features on Earth, mountains, volcanoes, valleys, cliffs, caves

Unit 3At Rooftops

Café

CoreFree time activities: buy an ice cream, have a drink, have a snack, listen to music, play chess, play games, read a comic, talk to friendsMusical instruments: drums, a flute, a recorder, a triangle, a trumpet, a violinAt the café: biscuit, magazine, waitressRevisedAt the café II: cake, café, chess, comics, drinking, eating, mum, orange

CoreWhat’s he / she doing? He’s / She’s (having a snack). Can he / she (dance)? Yes, he can. / No, she can’t.RevisedHe / She can (play the flute). You can have (a drink). He’s / She’s got (a notebook). He’s / She’s drawing (a picture). This is (my brother).Everyday languageLet’s (buy an ice cream). OK.

CultureA visit to the café

Is it important to choose activities with your friends?

A programmeUnderstanding the text genre of a programmeIdentifying the different text elements appropriate for this genreApplying the different text elements to a productive task

Listening Listening for specific informationPronunciationWord stress for nounsguitar, bagpipes, instrument, violinSpeakingAsking and answering about what people can do with musical instruments

ReadingReading and understandinginformation about musical instrumentsWritingUsing apostrophesWriting about traditional music and dance in a particular country


6 Syllabus


Unit 4At the library

CoreStory characters: an explorer, a footballer, a king, a prince, a princess, a queen, a spy, a wizardAdjectives to describe people: good-looking, old, short, strong, tall, youngBooks: author, character, cover, titleRevisedStories: book, comic, witchSchool objects: chair, computer, desk

CoreIs there a (wizard)? Yes, there is. / No, there isn’t.Is he / she (old)? Yes, he is. / No, she isn’t.RevisedIt’s about (a queen). There’s (a wizard). He can (fly).(Oli and Grace) are doing (homework). What’s he / she wearing? This is (a guitar). Everyday languageWhat’s your favourite book?Who’s your favourite character?

CultureAt the library

Is it important to ask friends about their interests?

A magazine interviewUnderstanding the text genre of a magazine interviewIdentifying the different text elements appropriate for this genreApplying the different text elements to a productive task

Listening Listening for specific informationPronunciationPlural nounsbooks, explorers, witchesSpeakingTalking about characters in books

ReadingReading and understandinginformation about a traditional story characterWritingJoining sentences with becauseWriting a traditional story from a particular country

Project 2: The ocean make a model of the ocean Vocabulary describing ocean animals, ocean features, natural formations found in the ocean

Unit 5At Rooftops

Zoo

CoreAnimals: a crocodile, a flamingo, a gorilla, a monkey, a parrot, a penguin, a rhino, a snakeAdjectives to describe animals: active, colourful, dangerous, funny, furry, noisyAnimals II: giraffe, turtle, tortoiseReptile facts: ear hole, eggs, scales, shellRevisedAnimals III: bat, deer, donkey, ducks, fish, rabbitWords to describe animals: big, favourite, feathers, neck, old, strong, wings

CoreWhere’s (the snake)? It’s (under) the rock. Where’s (the rhino)? It’s (opposite) the lake? Where are (the snakes)? They’re (between) the parrots and the monkeys. Is it (colourful)? Yes, it is. / No, it isn’t. Are they (furry)? Yes, they are. / No, they aren’t.RevisedIt’s in / on / under (the rock).She’s looking at (a map).They’ve got (black noses).They haven’t got (wings).Everyday languageWhat time is it?It’s half past five.

CultureAt the wildlife park

Is it important to be punctual?

A web pageUnderstanding the text genre of a web pageIdentifying the different text elements appropriate for this genreApplying the different text elements to a productive task

Listening Listening for specific informationPronunciationWord stress for adjectivesfunny, colourful, enormousSpeakingDescribing birds in a particular country

ReadingReading and understandinginformation about rainforest animalsWritingUsing adjectivesWriting about an animal from a particular country

Unit 6 At the

Takeaway

CoreFood: beef, chicken, chips, fish, noodles, prawns, rice, vegetablesFood II: beans, carrots, mushrooms, onions, peas, peppersFood III: chicken, vegetables, potatoes, trifle, custard, creamRevised: cake, invent, soup, strawberry, strawberries, tunic, grandma, kitchen, ice cream

CoreHe / She likes (rice).He / She doesn’t like (rice).My brother likes (rice), too.There are some (carrots).There aren’t any (carrots).RevisedI’d like (prawns and rice).Do you like (fish)? Yes, I do. / No, I don’t. He’s cooking (chicken). She’s got some (spinach). Everyday languageCould you pass me the beef, please? Yes, here you are.

CultureSunday lunch

Is it important to help at home?

A recipeUnderstanding the text genre of a recipeIdentifying the different text elements appropriate for this genreApplying the different text elements to a productive task

Listening Listening for specific informationPronunciationSentence stressSpeakingDescribing food for a special occasion

ReadingReading and understanding information about Thanksgiving foodWritingUsing exclamation marksWriting about a meal for a special occasion in a particular country

Project 3: Earth’s climate create a shape poem about a season or place Vocabulary describing seasons, climate, types of weather

Book Club: Where on Earth Are We? Vocabulary describing books, characters, feelings, likes and dislikes

Festivals Halloween – oranges, burger, olives, cake, apples, biscuits Christmas – candle, decorations, card, candy cane, sleigh, snowflake, robin, holly Easter – faces, craft materials, blow, egg, holes, paint


7Syllabus


Unit 4At the library

CoreStory characters: an explorer, a footballer, a king, a prince, a princess, a queen, a spy, a wizardAdjectives to describe people: good-looking, old, short, strong, tall, youngBooks: author, character, cover, titleRevisedStories: book, comic, witchSchool objects: chair, computer, desk

CoreIs there a (wizard)? Yes, there is. / No, there isn’t.Is he / she (old)? Yes, he is. / No, she isn’t.RevisedIt’s about (a queen). There’s (a wizard). He can (fly).(Oli and Grace) are doing (homework). What’s he / she wearing? This is (a guitar). Everyday languageWhat’s your favourite book?Who’s your favourite character?

CultureAt the library

Is it important to ask friends about their interests?

A magazine interviewUnderstanding the text genre of a magazine interviewIdentifying the different text elements appropriate for this genreApplying the different text elements to a productive task

Listening Listening for specific informationPronunciationPlural nounsbooks, explorers, witchesSpeakingTalking about characters in books

ReadingReading and understandinginformation about a traditional story characterWritingJoining sentences with becauseWriting a traditional story from a particular country

Project 2: The ocean make a model of the ocean Vocabulary describing ocean animals, ocean features, natural formations found in the ocean

Unit 5At Rooftops

Zoo

CoreAnimals: a crocodile, a flamingo, a gorilla, a monkey, a parrot, a penguin, a rhino, a snakeAdjectives to describe animals: active, colourful, dangerous, funny, furry, noisyAnimals II: giraffe, turtle, tortoiseReptile facts: ear hole, eggs, scales, shellRevisedAnimals III: bat, deer, donkey, ducks, fish, rabbitWords to describe animals: big, favourite, feathers, neck, old, strong, wings

CoreWhere’s (the snake)? It’s (under) the rock. Where’s (the rhino)? It’s (opposite) the lake? Where are (the snakes)? They’re (between) the parrots and the monkeys. Is it (colourful)? Yes, it is. / No, it isn’t. Are they (furry)? Yes, they are. / No, they aren’t.RevisedIt’s in / on / under (the rock).She’s looking at (a map).They’ve got (black noses).They haven’t got (wings).Everyday languageWhat time is it?It’s half past five.

CultureAt the wildlife park

Is it important to be punctual?

A web pageUnderstanding the text genre of a web pageIdentifying the different text elements appropriate for this genreApplying the different text elements to a productive task

Listening Listening for specific informationPronunciationWord stress for adjectivesfunny, colourful, enormousSpeakingDescribing birds in a particular country

ReadingReading and understandinginformation about rainforest animalsWritingUsing adjectivesWriting about an animal from a particular country

Unit 6 At the

Takeaway

CoreFood: beef, chicken, chips, fish, noodles, prawns, rice, vegetablesFood II: beans, carrots, mushrooms, onions, peas, peppersFood III: chicken, vegetables, potatoes, trifle, custard, creamRevised: cake, invent, soup, strawberry, strawberries, tunic, grandma, kitchen, ice cream

CoreHe / She likes (rice).He / She doesn’t like (rice).My brother likes (rice), too.There are some (carrots).There aren’t any (carrots).RevisedI’d like (prawns and rice).Do you like (fish)? Yes, I do. / No, I don’t. He’s cooking (chicken). She’s got some (spinach). Everyday languageCould you pass me the beef, please? Yes, here you are.

CultureSunday lunch

Is it important to help at home?

A recipeUnderstanding the text genre of a recipeIdentifying the different text elements appropriate for this genreApplying the different text elements to a productive task

Listening Listening for specific informationPronunciationSentence stressSpeakingDescribing food for a special occasion

ReadingReading and understanding information about Thanksgiving foodWritingUsing exclamation marksWriting about a meal for a special occasion in a particular country

Project 3: Earth’s climate create a shape poem about a season or place Vocabulary describing seasons, climate, types of weather

Book Club: Where on Earth Are We? Vocabulary describing books, characters, feelings, likes and dislikes

Festivals Halloween – oranges, burger, olives, cake, apples, biscuits Christmas – candle, decorations, card, candy cane, sleigh, snowflake, robin, holly Easter – faces, craft materials, blow, egg, holes, paint


8 Component Overview

Component Overview

Reader

The Amazing Rooftops reader is downloaded via a code provided to the teacher. Children will read all about Clunk, Grandpa, Ben and Rosie as they have exciting adventures!

Class Book

The Class Book contains six units, three projects, six Book Club lessons and three festivals. All pages have clear 21st Century Skills references and a balance of all four skills.

Activity Book

The Activity Book has extra practice for every lesson in the Class Book as well as picture dictionary pages and extra activities to help children who need reinforcement or challenge.

i-Progress Check

The i-Progress Check can be accessed via a code in the Activity Book and provides review activities online for every two units in the Class Book and Activity Book.

Project Zone website

The Project Zone website provides all the input children need to learn about a topic in detail and complete three engaging projects per year. It can be accessed through a code provided to the teacher.

For the student


9Component Overview

iPack

Presentation and practice material for your interactive whiteboard or laptop and projector. It includes animations, song presentations, videos, activities and games.

Teacher’s Resource Pack

The Teacher’s Resource Pack contains 102 flashcards presenting the key unit

vocabulary, 102 word cards to accompany the flashcards

and six large posters.

Assessment suite

The Amazing Rooftops assessment suite has a comprehensive range of tests, competences-based evaluation, marking grids and a class Gradetracker, available to download online on Oxford Premium.

Teacher’s Guide

This includes an introductory section that explains the methodology behind the course, extensive teaching notes, audio scripts and answer keys and games to reinforce language.

Worksheets

A wide range of worksheets, including those to reinforce grammar and vocabulary, festivals, story, and literacy are available to download online on Oxford Premium.

For the teacher

Audio

The audio can be accessed either through the iPack (icons on screen) or through downloading MP3 files for all Class Book, Activity Book and test audio on Oxford Premium.


10

Mr Graham Robinson

Mrs Merrilee Robinson

Ruby Robinson Dylan Robinson Jack JonesTamsin Green

Zoey Tweedy Joey Tweedy Billy ParkerFinlay Bell

Justin Wilson

Hattie Baker Jasmin KureishiLin-Lin Lee

Cory Ellis

Pippa Appleby

Introduction to Amazing Rooftops

Amazing Rooftops is a six-level course for children learning English from Primary 1 to Primary 6.The course has an innovative approach, providing the perfect combination of modern digital content and print materials, to achieve maximum learner engagement and classroom efficiency.The approach has been developed to satisfy teachers who are excited by new digital techniques, while at the same time providing support and guidance for teachers who are new to digital media.Amazing Rooftops lessons are simply staged so that each of the three core components (the iPack, Class Book and Activity Book) adds value in its own particular way. The three mediums are consistently used where they yield most benefit. As a highly effective presentation tool, the iPack comes into play at the beginning of lessons, introducing concepts clearly, providing ample exposure to core language, and checking comprehension of language and content thoroughly. What the iPack presents, the Class Book consolidates and practises, through fun, context-rich activities with emphasis placed on listening and speaking skills, as well as reading at text level in later cycles. The Activity Book then completes the teaching sequence as the most effective means of developing combined reading and writing skills, carefully staged from term to term and level to level.The context for the Amazing Rooftops series is the city of Rooftops, a fictional location inspired by the city of Oxford. The Amazing Rooftops characters all live in Rooftops. We begin in a residential street in Levels 1 and 2, sharing in the everyday lives of the children characters that live there. We join them as they go to Rooftops Primary School, visit nearby places such as the local park, and participate in civic events such as a street carnival and a community picnic in

the neighbourhood school. In Levels 3 and 4, we move to a more commercial district of the city, sharing in the lives of the children whose families are connected in some way with local shops, businesses and amenities, such as the post office, takeaway and Rooftops Zoo. In Levels 5 and 6, the Rooftops residents are accompanied by children from other countries taking part in an exchange programme. Through their eyes we witness the wider city of Rooftops and beyond, and compare this quintessential British city and other parts of the UK with the wider world. At the heart of Amazing Rooftops is the theme of community. The theme runs throughout the series on many levels, starting with the fictional community of Rooftops children and their families, friends and neighbours. The course also encompasses a real community through the real world culture strand linked to the topic of each unit. The UK is brought vividly to life for children through the documentary-style culture footage and photographs. The course places strong emphasis on community values, i.e. those values which bring a community together such as helping one another, looking after those in need and joining together to organize a local event such as a fete or neighbourhood picnic. In this way Amazing Rooftops aims to model and advocate a community of good citizens. Studying English with Amazing Rooftops naturally creates within our own classrooms a community of scholars, as they learn about other subjects in the project lessons. Importantly, they also become, of course, a community of language learners, as they develop the confidence and language skills they need to communicate both with their classmates and with the English-speaking world. Welcome to Amazing Rooftops! Welcome to our community!

Introduction to Amazing Rooftops

Meet the Amazing Rooftops Characters


11Introduction to Amazing Rooftops

Places in Rooftops

Not too far away from the zoo is the sports centre, where Billy’s dad Mr Parker works.

At the start of Amazing Rooftops 3, you’ll notice a removal van outside Number 21 High Street, because everything begins when Ruby, Dylan and their parents (Mr and Mrs Robinson) move into their new flat.

High Street’s new fancy dress shop is run by the parents of Tamsin Green.

If you walk past Number 23 High Street, you might see Sandra coming out carrying a tray of cupcakes. It’s the Rooftops Café.

Step inside Rooftops Library and you’re sure to find Mr Ellis, the librarian, and maybe his son Cory writing a story at one of the desks.

Number 25 is Rooftops Fire Station, manned by the Rooftops fire brigade, including Justin Wilson’s mum and dad, Mitch and Minnie.

There’s lots of noise and laughter outside Number 26 High Street. It’s the children in the playground of Rooftops School, where Mrs Tweedy is the head teacher.

The Post Office at Number 27 High Street is run by Ruby and Dylan’s Uncle Charlie and Aunty Wilma.

Next door to the post office, at Number 28, is the cinema, owned by Jasmin’s dad, Mr Kureishi.

Everybody loves the Chinese takeaway at Number 29. It’s run by Lin-Lin’s mum and dad, Mr and Mrs Lee.

Rooftops Zoo is a conservation centre, where Finlay’s mum, Mrs Bell, is a zookeeper.

With the guidance of Miss Appleby, head gardener and Pippa’s aunty, everyone works hard to prepare for the Rooftops annual garden show in the Rooftops Community Garden.


12

1 Ruby and Dylan’s flat in High Street

2 train station

3 hospital

4 petrol station

5 town hall

6 bank

7 hotel

8 theatre

9 museum

10 zoo

11 sports centre

Rooftops City

Uncle Charlie’s post round (Level 4 Unit 1)

Suggestions for using the city poster as a Starting the lesson routine are provided.

Rooftops City

Get to know the city of RooftopsThe strong sense of place conveyed in Amazing Rooftops 3 & 4 is an important aspect of the concept of the course, aiming to give the children the same satisfaction and feeling of belonging that they find in the worlds they inhabit when they immerse themselves in today’s popular children’s literature, digital games and 3D movies.Rooftops is, for the duration of the course, a real, living and breathing place, with all the features and hustle and bustle you would expect to find in an actual British city. The Amazing Rooftops 3 & 4 city poster reveals a different area of this fictional city to the Rooftops 1 & 2 city poster. The poster allows the children to explore for themselves the areas Amazing Rooftops 3 & 4 cover. There are lots of very culturally-specific details for the children to spot and enjoy. The poster can also be used to chart the movements of the course characters as they become familiar with their environment.Each unit of the Levels 3 and 4 focuses on a different location in or near High Street. In addition, in Level 4, we see the course characters traversing the wider city with their older cousin. The locations they visit are all depicted on the poster so that it can be used to set the scene at the beginning of each Lesson 1.

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13Learning with Amazing Rooftops

Learning with Amazing Rooftops

The print Class Book is ideal for activating the language the children have been exposed to, as it provides close images and information to prompt their oral production in pairs or small groups, i.e. they refer to a large picture, series of pictures or a table in order to play a communication game. It is also the perfect tool for providing reading practice at text length, accompanied by thorough comprehension checking.

The iPackAll the lessons have an additional iPack stage which takes place between the Class Book stage and the Activity Book stage. This is in order to provide further exposure to the written form of the new language in preparation for the children’s more independent reading and writing in the Activity Book. In the case of vocabulary, the extra iPack activity allows the teacher to check reading comprehension of the new words before the children move on to reading individually in their Activity Books. In the case of grammar, the extra iPack activity provides opportunity for the children to engage in some practice of forming sentences, paying particular attention to word order, before producing the grammar for themselves in written activities in the Activity Book.In every case, these games have goals other than language aims and plenty of cognitive challenge to ensure they are satisfying as games in their own right and therefore fun and motivating for children of this age group.

The Activity BookAfter the further listening, speaking and reading practice provided by the Class Book activities (and, where appropriate, the additional iPack activity described above), the children open their Activity Books.

The iPackEach lesson of Amazing Rooftops 3 & 4 begins with a presentation delivered via an interactive whiteboard (or computer and screen). Beginning the lesson in this way means that the attention of the whole class is focused in one place at one time, allowing the content of the lesson to be introduced clearly and the children’s understanding of the concept and language to be checked thoroughly.The iPack presentation materials are engaging and varied. They include vocabulary animations, song animations, culture films, story animations, and visual stimulus to introduce children to the topic of the lesson.Some lessons have a second activity on the iPack immediately after the initial presentation. These are lessons where whole-class, controlled practice is appropriate after the first presentation, and the activity is in the form of a game. These games are often receptive and aim to provide further aural exposure to core language and allow for well-timed comprehension checking.The iPack is extremely easy to navigate, as the material is divided clearly into units and lessons. Materials can also be accessed by type (e.g. songs, stories, games, flashcards etc.) via the Resources tab. While the iPack material is core to the teaching and learning experience, there are inevitably days when technology lets us down. Amazing Rooftops makes provision for the days when your interactive whiteboard (or computer and screen) isn’t functioning or is unavailable for any reason. The alternative ‘rescue’ presentation stage, using print components from the Teacher’s Resource Pack as well as the Class Book, is described in the How to teach section of the Tour of a unit of this guide.Electronic book-on-screen versions of the Amazing Rooftops Class Book and Activity Book are also available on the iPack and can be used to aid classroom management, i.e. for helping children navigate their own print Class Books and print Activity Books, as well as for quick and easy access to audio or for checking answers.

The Class BookAfter the presentation stage of the lesson with the iPack, the children open their print Class Books. The Class Book activities keep the same theme and context as the iPack material. Lessons presenting new language are carefully staged so that the children progress smoothly from the receptive listening practice provided by the iPack, to simple listening activities demonstrating active recognition of the language, and then finally to speaking practice of the language. Lessons presenting other kinds of content progress from listening skills practice on the iPack to reading skills practice in the Class Book.


14 Learning with Amazing Rooftops

The Activity Book activities have been designed to bring together all that the children have learnt in the lesson beforehand, consolidating and reinforcing content and language.In lessons which aim to practise core vocabulary and grammar, the Activity Book serves as the means to provide independent reading practice which then gradually progresses to written production.In lessons which centre on other types of content, e.g. culture, the unit story and literacy content, the Activity Book is an effective means of checking concept and understanding and consolidating what the children have learnt in the previous stages of the lesson. The Activity Book also affords the children the chance to input creatively themselves, personalizing the content they have learnt.The Activity Book, then, provides the ideal round up and final step to the lessons.

Vocabulary and grammarAmazing Rooftops has a practical, well-balanced, high frequency language syllabus, which is appropriate for all children learning English at this level. In addition, with the growing popularity of external English assessment in mainstream language education, the GESE Trinity and Cambridge English: Young Learners examinations have also been taken into consideration in the design and coverage of the Amazing Rooftops syllabus.In Amazing Rooftops 3 eight new core items of vocabulary are presented in Lesson 1 of each unit, with a further six core words taught in Lesson 5. All the new core vocabulary is grouped in semantic sets which relate to the unit topic. The vocabulary is presented in a unique and engaging way through a vocabulary animation and the unit story, both featuring the course characters and delivered via the iPack. The vocabulary is then reviewed and practised through a variety of digital games, listening activities (including an animated song) and motivating communicative activities. Flashcards are provided both digitally on the iPack and in print format, along with a set of wordcards, in the Teacher’ s Resource Pack. These can be used for ease of review, further practice and reinforcement.In addition to the new core vocabulary in each unit, culture words are presented for receptive use in the culture lessons.Each unit of Amazing Rooftops 3 presents and practises two new core structures. There is thorough listening, speaking, reading and writing practice of the structure in the Class Book and Activity Book. In addition, the same grammar is recycled in new contexts in both the Lesson 3 culture lesson and the Lesson 5 story. As well as reviewing the first structure, the Lesson 5 story presents a second. This structure is then reinforced and practised through an iPack digital game and Class Book listening and communicative speaking activities, followed by carefully staged reading and writing practice in the Activity Book.All the vocabulary and grammar of each unit is reviewed and practised through each of the four skills in Lessons 8 and 9.

SkillsThe approach in Amazing Rooftops 3 allows for fully integrated language and skills development. The iPack, Class Book and Activity Book work closely together to develop the four skills. Through a variety of enjoyable tasks with a very systematic methodology, the children progress from listening practice to speaking practice, from speaking practice to reading practice and from reading practice to writing practice.

Listening One of the major benefits of the iPack is its ability to deliver quality audio-visual material. This provides not only clear listening models of spoken English, but also strong visual support simultaneously. In this way, from the very first instance, children are able to develop great confidence, as they hear words and phrases for the first time and understand them without ambiguity.The iPack affords the children plenty of aural recognition of core language before they are required to produce it, something which good English language teaching practice demands. Through the various forms of iPack presentation material, the children listen first and are soon after prompted to demonstrate recognition of the language through games. The Class Book picks up where the iPack leaves off, providing listening activities in conjunction with the audio to progress to more active demonstration of aural comprehension. Listening to the songs and stories, as well as the culture and texts, also helps the children internalize the language and exposes them to native speaker pronunciation. In addition, ‘the listen and do’ activities in both the Class Book and the Activity Book further develop listening comprehension skills and learner independence, and help to prepare the children for practical, everyday tasks in English.

Speaking In Amazing Rooftops 3 speaking practice builds swiftly and effectively from simple word-level production to sentence-level production. Spoken accuracy is developed through activities which encourage repetition following a model, provided both by the iPack and on the audio, as well as through songs, oral comprehension questions, everyday language dialogues and controlled practice games. The controlled practice games afford children plenty of opportunity for repetition of core language within a clearly defined framework. By Lesson 8, they have had sufficient controlled practice to participate in a freer pair work communicative activity, which incorporates all the core language they have learnt in the unit.Further optional communication games are detailed in the Ideas Bank section of this Teacher’s Guide.

ReadingAmazing Rooftops 3 takes a very systematic approach to reading new core language. It is only once the children have had ample aural exposure to new language and sufficient oral practice that the written form of the new language is introduced. In the case of new vocabulary in


15Learning with Amazing Rooftops

Lessons 1 and 5, the children are exposed to the written form of the new words incidentally at first at the end of the iPack presentation stage. After further exposure to the words in the Class Book, an additional iPack game checks understanding of the written form actively before the children move on to reading more independently in their Activity Books. In the case of new structures in Lessons 2 and 6, a similar procedure is followed. Here, importantly, the nature of the pre-Activity Book iPack games means that they focus the children’s attention very much on word order, as well as checking comprehension.The reading of core language in the Activity Book activities is carefully staged throughout the unit from word level reading to sentence and then short paragraph reading.The Teacher’s Resource Pack includes print wordcards which can be used alongside the print flashcards for optional review or further practice at word level, at any point.The Class Book also provides plenty of general reading skills practice. The children gain experience of reading a variety of different text types through the culture lesson photo captions, everyday language dialogues, story playscripts, and different text genres in the non-fiction literacy lesson. It should also be noted that for many of the iPack materials, there is both a ‘text off’ and ‘text on’ option, so that teachers can choose the most suitable version according to the point at which the material is being used and the progress the children have made.

WritingMost of the writing practice in Amazing Rooftops 3 takes place in the Activity Book.Only once the children have practised reading core new language, do they move on to writing it, beginning at word level and progressing to sentence level. As the unit develops, the amount of guidance and scaffolding for writing steadily decreases, for example from using words from a pool, or copying and completing phrases, to free writing production in Lesson 9. Lesson 9 is the culmination of all the language learning and skills practice the children have benefited from during the unit. The final reading actiivity provides a model for the children’s own last writing challenge of the unit. The preparation for this final written task is staged carefully for maximum effect. Once the children have read and understood the posts in the Class Book, the pre-Activity Book iPack game prompts them to review what they have learnt and raises their awareness of text cohesion, helping them to take steps towards their own writing.The first follow-up activity in the Activity Book also helps develop learner training with regard to writing, as it tasks the children with firstly gathering together the ‘tools’ they will need for their writing in the form of a vocabulary mind map. To do this, they are encouraged to use their Picture Dictionary at the back of their Activity Book.The children are asked to complete this Picture Dictionary with the core vocabulary from the unit at the end of Lesson 8. They are also prompted to list any other new words they have learnt that they want to take note of. Completing this Picture Dictionary forms a record which the children

can refer to, not only for this initial Lesson 9 activity, but whenever it will aid them with their writing. In this way they are also developing further learning to learn skills (using reference materials) with regard to their writing in English. The mind map completed, the children follow a model text in order to produce their own post for the Amazing Rooftops international blog. In so doing, they are bringing together all that they have learnt over the course of the unit and writing at paragraph level.

Songs

With the growing popularity of music video websites and the very ready availability of film outside the classroom, children’s experience of music is increasingly becoming an audio-visual one. For this reason the Amazing Rooftops iPack is the perfect medium for children to enjoy the Amazing Rooftops songs. In addition, the songs cover a wide variety of musical genres, specifically designed to encompass the diverse range of musical styles children enjoy in the real world.Each unit of Amazing Rooftops 3 has a song in Lesson 2. The song is an animated song featuring the course characters and presenting the first grammar focus of the unit in context, as well as practising the vocabulary from Lesson 1.

Culture and everyday language

With the theme of community so key to the Amazing Rooftops series, culture has been brought to the forefront in this course. From the very beginning of each unit, the children are immersed in British culture as they are invited


16

Stories

The unit stories in Amazing Rooftops 3 add to the rich context of the course, continuing the narrative of the unit from the point at which we left the characters at the end of the Lesson 1 vocabulary animation and Lesson 2 animated song. Through the stories the children share in the adventures of the Rooftops characters in and around Rooftops city, in particular High Street. The unit stories also play an important role with regard to language development, as they revise the first vocabulary set and structure of the unit, and at the same time present the second vocabulary set and structure in context. The children’s first experience of the unit stories is via the iPack. Each story is introduced primarily through a fun game, which, when completed, reveals the story title. This can then be used to make predictions about the story before it is told, so that the children bring to the story their own ideas and expectations, a key step in developing literacy skills. After the game, the children enjoy a full animation of the story on the iPack, allowing them to immerse themselves in the English world of Amazing Rooftops.Following the iPack presentation materials, the children are invited to open their Class Books for a re-telling of the story, this time in writing, accompanied by picture scenes. The story is presented as a play script, which means that it can be easily acted out by the class if so desired.The Activity Book affords the children the opportunity to consolidate and evaluate the story for themselves by choosing and colouring one of four ratings.

PronunciationAmazing Rooftops 3 trains learners to pronounce tricky English sounds more accurately through a series of staged activities in Lesson 8 of each unit. In the Class Book children are first exposed to a video blog where a child talks about the unit topic in a personalized way. A pronunciation area is then focused on, using examples from the video blog, so that children understand the language in context and have natural English pronunciation to refer to.Amazing Rooftops pronunciation goes further than just difficult sound combinations or blends at levels 3 & 4.

to participate in the daily lives of the course characters, their families, neighbours and friends, and all the familiar faces of the Rooftops locality. The vocabulary, song and story animations all bring to life the details and conventions of the British every day life.The cultural input then extends from the fictional world to the real world. In the Lesson 3 culture film, the children witness real British children in their everyday pursuits, in and around a real British city. The culture films raise the children’s consciousness of being part of a global community by helping them to develop an awareness of the people around them, as well as a stronger understanding of the culture behind the language they are learning. In addition, they are given the opportunity to understand and reflect on the differences and similarities between their own and other cultures in order to develop Key Competences, in particular Social and civic competences and Cultural awareness and expression.What the children learn through the film is consolidated in the Class Book and Activity Book, and gives them the opportunity to share their experience and knowledge with their own family at home.Further intercultural learning is provided through the Festival Lessons, which are intended to be used at the appropriate times of the year: Halloween, Christmas and Easter. The lessons include fun festival sing-along songs and digital games delivered via the iPack, as well as consolidation and practice, and cut-outs in the print Class and Activity Books, all of which can be used to create an intercultural festival atmosphere in the classroom. In this way Amazing Rooftops values intercultural education as an essential part of language learning.

Values and citizenship

l

Continuing the community theme, learning about values and good citizenship are key features of the Amazing Rooftops series as a whole. In Amazing Rooftops 3, the values focus is presented in every Lesson 4. The feature integrates socio-cultural aspects of learning and helps to promote self-esteem, as well as positive attitudes, tolerance and respect towards others. Amazing Rooftops teachers are also encouraged to monitor and reward examples of good citizenship that they witness in the classroom.



17

your class. In addition, audio for the tests is available in the Resources section of the iPack and for download on Oxford Premium.The Portfolio material and Evaluation grids also allow you to continuously assess the children’s progress and feed back to them and their parents. There is further information on how to use these in the relevant Introduction sections on Oxford Premium.Amazing Rooftops 3 also provides review material online, called the i-Progress check. This feature is an engaging way of encouraging children to focus on their own learning with familiar online activities, and provides teachers with the outline of their students’ progress at a glance. The progress checks combine material from two units each, similar to the term tests. Children can complete these activities independently, at home or in class, and they are scored automatically. The activities focus on vocabulary and grammar, as well as all four skills (reading, listening, writing and speaking). The speaking activity for each review section is ‘speak and record’, which allows children to record themselves, so they can assess their own pronunciation. Teachers are also able to listen to the children’s recordings to identify areas of difficulty and provide a grade.

Parental involvementAmazing Rooftops acknowledges that the support of parents and family members is a key motivating factor for children and that they will always enjoy sharing what they have learnt with their parents or guardians. For this reason Amazing Rooftops recommends that the children are also encouraged to show parents or guardians the work they have completed in their Class Books and Activity Books, as well as taking home their projects once they have made and completed them.In addition, you can set children homework to tell their parents the unit story, sing them a song in English or tell them about life in the UK. for example. You can also inform parents of the values their children are learning, and ask them to encourage their children to employ them at home too.Establishing clear communication with parents is also essential in developing a co-operative relationship between home and school. It’s important to keep parents informed about what their children are learning and their progress. School blogs can be an effective way to keep parents up-to-date, as well as highly motivating for children. (Please make sure, however, that the children in your classes practise safe internet use.) There is also a letter at the end of this Teacher’s Guide, which can be photocopied for parents to provide them with ideas on how they can share in their child’s English language learning with Amazing Rooftops.

The focus begins to be areas such as intonation, word and sentence stress, syllables, contracted and weak sounds. In this way children listen to and practise natural speech in easily accessible chunks of language.

RevisionAmazing Rooftops gives great importance to recycling and review of language throughout the course. In Amazing Rooftops 3 systematic recycling of all core language takes place in every unit and the language is revised in a variety of different contexts. In Lesson 2, the vocabulary presented and practised in Lesson 1 is revised in conjunction with the new structure in the character world song animation and subsequent activities. The same vocabulary and structure are then reviewed in the culture content in Lesson 3 and again in the character world story in Lesson 5. The Lesson 5 story also presents a new vocabulary set and structure, which are in turn reviewed and practised in Lesson 6. In addition, Lesson 7 picks up known structures and recycles them within a non-fiction, literacy context. Lastly, both vocabulary sets and structures from the unit are brought together and revised in the review lessons of each unit. Lessons 8 provides language review with listening and speaking skills practice and Lesson 9 provides language review with reading and writing practice. In this way all four skills are developed in conjunction with the core language over the two lessons.In addition, children will have an opportunity to do further revision online with the i-Progress Check after every two units. There are activities covering the grammar, vocabulary, and all four skills from the previous two units and their results will go into a class gradebook so teachers can see how children are progressing.An extra opportunity for children to revise the different language structures after every two units is presented via a board game. All the revision board games can be found on the board game posters. These are an engaging way for children to practise the language in a fun and productive context while collaborating with their friends.As further optional review, the Teacher’s notes and the Ideas Bank provide activities for starting the lesson involving recapping of language from previous lessons. Reinforcement worksheets, as well as language extension worksheets, are also available on Oxford Premium.

EvaluationAmazing Rooftops 3 provides tests on Oxford Premium. These tests are divided into six unit, three term and one end of year test. There are two versions of each test: Standard and Challenge. The Standard tests cover all the target language and assess all four skills of listening, speaking, reading and writing. The Challenge tests do likewise and, in addition, draw from a larger pool of revised language, test the everyday language from Lesson 4 and require a greater degree of freer, less supported writing. The Challenge tests also have more tasks on the page, so that the test carries a higher number of marks.All these tests are available as printable pdfs or editable documents, so you can choose to adapt the material to suit



18

Amazing Rooftops includes readers with every Class Book at every level (these are print readers for levels 1 & 2, and eBooks for levels 3-6). These form part of the Amazing Rooftops Book Club. Children are encouraged to read longer pieces of text and to focus on aspects such as characters, plot development and place. The lessons in the Class Book and Activity Book have activities that focus on understanding the text, critically examining parts of it and producing creative responses to the content. The lessons are carefully staged so that children can read part of the reader in class (through group reading activities, individual reading, being read to by the teacher) or at home in preparation for the lesson the next day. The stages of the lesson are:• Get Ready: this stage helps children to ‘get into’ the

lesson. They may focus on what they remember of the book so far (and in the iPack stage they will be encouraged to summarize previous plot points) or look predict what they think will happen in the next pages or chapter by looking at a picture and answering questions.

• Read and Do: This is where children are encouraged to read the text and have a very simple task to complete to keep them focused. At this stage they aren’t expected to stop and answer comprehension questions, or do particular language-based activities, because reading fluency and general understanding are the areas being highlighted.

• Over to You: When children read extensively, they need to be prompted to express a personal reaction. This may be as simple as saying what they like and dislike about the story so far. It can also be relating the plot or characters to their lives – making comparisons, identifying similarities and differences. Or it can be doing a creative activity that utilizes their imagination in a way that helps them engage with the content of the text in greater depth.

The Activity Book activities check general comprehension of the text, including a focus on collaborative discussion questions (just like a real Book Club!) and finally, provide children with a productive, creative output task. The Book Club worksheets on Oxford Premium give children more opportunities to engage with the content, characters and plot of the reader. These can be done in class or for homework. The Book Club Poster will be a useful reference in the classroom as it provides core vocabulary for parts of books and sentence prompts for talking about books.Amazing Rooftops has an extremely strong literacy strand throughout the course, including engaging stories in every unit, interesting writing activities, and now an intensive non-fiction focus and an extensive fiction focus that, together, will provide children with decoding, comprehension and general understanding skills and, hopefully, a life-long love of reading.

Amazing Literacy

Good literacy skills aren’t just reading and writing. They include the ability to understand, interpret, identify and communicate using text in particular contexts. Amazing Rooftops has a syllabus that covers all four skills.

But the new literacy elements bring many of these skills together and encourages children to engage more deeply with both fiction and non-fiction texts, through intensive and more extensive reading strategies.

Intensive readingWhen children read intensively they are reading to understand things specifically. This is why we often keep the texts short, and use vocabulary and language structures that are at the appropriate level. In Lesson 7 of Amazing Rooftops 3 children will be exposed to different text types, such as recipes, programmes, articles and website pages. These texts and activities will help children:• Identify and recognize different types of texts• Understand the purpose of different text types• Identify and recognize particular features and language

items used with different types of texts• Begin to apply those features and language items in their

own writing outputIn the Class Book children will work with a model text, before considering the different features of the text. They will be asked to critically examine the text, considering where they might find it, how often they would see a text like this, who it is written for, and why it could be useful. In the Activity Book children will be expected to more directly show understanding and specific comprehension of the text features and language before doing an activity where they apply their new knowledge in written form. For classroom reference, there is a literacy poster which shows all the texts and some of their features. This will be useful for children to refer to as they move through the course. On Oxford Premium there are also literacy worksheets which provide further practice with each text type.

Extensive readingWhen children read extensively they are reading quickly with the aim of enjoying the text and having an overall understanding. They are not focusing on particular language features. It is important to encourage children to choose to read for enjoyment, as in this way they meet language in a natural context and build fluency skills (as opposed to the accuracy focus of intensive reading).

Amazing Literacy


19

How the projects workEach project requires a combination of the following in class:• Class Book • Activity Book• Project Zone website• Model project presentation

video on the iPack• Materials for making the

project• There is a step-by-step process set out in the lesson notes

in this Teacher’s Guide, but it is also designed to be used as flexibly as possible. There are very clear stages for each project:

• Stage 1: Investigate - The first stage is all about giving children the tools and information they need to complete the project. In the Class Book they are directed to go to the Project Zone website. This can be managed in class, individually, or in groups or at home. Once on the website, they will need to use digital literacy and research skills to find the relevant information. In the Activity Book they will have the opportunity to check their comprehension of necessary language from this stage.

• Stage 2: Think - Using the information they have learnt from their research, they now complete a visual literacy activity in the Class Book and a comprehension activity in the Activity Book. They will be encouraged to think about the topic, to draw logical conclusions and apply what they have learnt to knowledge they already have.

• Stage 3: Plan and Do - Now children have the information they require and have started thinking more deeply about the topic they are ready to prepare and create their project. There is a visual, step-by-step process provided in the Class Book and concept maps or similar planning tools to help them do so in the Activity Book.

• Stage 4: Share - This stage is about presenting the project to the class, including concentrating on a model presentation through a video, (with comprehension focused on in the Activity Book) practice and rehearsal time, and then the actual presentation, with questions and answers encouraged.

• Stage 5: Evaluate - This is a very important stage as it encourages children to reflect upon not only the product but the process of the project activities. Children look at the projects across the class and may vote on their favourite, or say what they like about each one, before analysing their own work. Evaluation of this type can be adapted to almost any element of learning.

Amazing Projects

Amazing Rooftops has three projects in every level. All three projects are based around a broad topic area, and each project has a specific focus within that area. The topic is linked to the main topic of the Amazing Rooftops reader for the level. In Amazing Rooftops 3 the reader, Where on Earth Are You?, is set in the ocean. The project topic for Level 3 is Earth, with the three projects covering Land on Earth, The Ocean and Climate. The projects have been designed to allow for great flexibility in the curriculum and classroom. This means that you can choose to do them over two or three lessons or take longer on both the preparation and production stages. Work can be done individually, collaboratively, in class and at home. The methodology underpinning the projects is Project Based Learning (PBL).

What is Project Based Learning?PBL rests on the following main principles:• There is a central topic which drives the project towards a

final objective• Children have access to a means of investigation so they

can collect, analyse and apply information• There are numerous opportunities for interaction with a

focus on collaboration and communication• There is a final product (such as a poster or model) which

is the result of collaboration, information collection and sharing

• PBL encourages the development of critical and creative thinking as well as the life skills of productivity, leadership and initiative. The advantages of PBL for learners is that it is an engaging way of learning, language is strongly contextualized, they are encouraged to make choices and develop skills of autonomy, they are prompted to be creative and learn interesting things about real life that can be applied to other subjects.

Presentation skills• Amazing Rooftops adds a further element to PBL by

including a focus on presentation skills. Once children have completed their project (individually or in a group) they need to present their project to the class, explaining why and how they created their project and the information they discovered. They will also answer questions from other children in the class. Developing good presentation skills is important as it builds confidence, the ability to prepare appropriately, as well as the ability to ‘think on one’s feet’. These are skills that not only showcase language learning, but holistically form part of the educational development necessary for every child.

Amazing Projects


20 20 Tour of a unit

Learners’ objectives • Become familiar with the context of the unit.• Listen and identify, then say the new vocabulary.• Review and practise a structure from a previous unit.• Read and write the new vocabulary.

Options from the Resources section of the iPack:• Flashcards• Rooftops city poster

Tour of Lesson 1

This provides further aural exposure to the vocabulary and controlled speaking practice, as well as incidental exposure to the written form of the words.

This activity provides listening practice of the new vocabulary with the revised structure.

This game presents the written form of the new vocabulary and checks understanding.

These reading and writing activities provide reading practice and then writing practice of the new vocabulary at word level.

An extra activity is provided for early finishers.

These activities provide speaking practice of the new vocabulary with the revised structure.

Game

6 7

iPack

4–5

3

Class Book

Activity Book

Activity Book

7 Ask the children to do the Activity Book activities.

iPack

1 Play the vocabulary animation.2 Play the vocabulary game.

Optional• With audio on, click through each of the

vocabulary flashcards for this lesson, encouraging the children to repeat.

No access to your iPack today?• Put the flashcards from the TRP in the same

order as the flashcard vocabulary recording on the audio. Present the vocabulary using the flashcards and the audio.

Class Book

3 Play the vocabulary audio for the children to point to the picture.4 Play the audio for

the children to repeat.5 Set up the

communicative game and monitor while the children play.

iPack

6 Play the vocabulary game.No access to your iPack today?• Choose a flashcard

and wordcard game from the Ideas Bank.

Vocabulary animation

Game

This introduces the theme of the unit and presents the 8 new items of vocabulary with a revised structure. At the end of the animation, there is opportunity for the children to listen and repeat the new vocabulary.

1

iPack

2


21 21Tour of a unit

Tour of Lesson 2Learners’ objectives • Understand and listen to the new grammar.• Say the vocabulary from Lesson 1 with the new

grammar.• Read the vocabulary from Lesson 1 with the new

grammar.• Write the vocabulary from Lesson 1 with the new

grammar.

Further Practice• Reinforcement worksheet• Extension worksheet

Game

6

iPack

7

Activity Book

This activity presents the grammar in context before children listen to the song.

This listening activity checks comprehension of the new grammar.

This reviews vocabulary items from Lesson 1 and presents the grammar for this lesson.

iPack

1

This game focuses the children on the written form and word order of the new grammar.

These activities provide speaking practice of the new grammar and Lesson 1 vocabulary.

These activities provide practice of the new grammar with the vocabulary from Lesson 1.

Activity Book


iPack

6 Play the vocabulary and grammar game.No access to your iPack today?• Play a vocabulary and

grammar game.

2 Introduce children to the new grammar structure and play the audio, for children to repeat.3 Play the song on the audio for

the children to listen and match the pictures with the specified parts of the song.4 Play the song again for the children

to sing along, looking at the pictures.5 Ask the children to do the

speaking activity using the pictures on the previous page.

Class BookiPack

1 Play the song animation.No access to your iPack today?• Play the song on the audio

holding up the flashcards from the TRP. Encourage the children to do actions. Then put the flashcards on the board in random order. Play the song again and ask the children to listen and point to the items as they are mentioned.

Song animation

3–4

2

Class Book

5



Culture film

iPack

1–2

All the films have been recorded in and around Oxford.

Tour of Lesson 3Learners’ objectives • Become familiar with aspects of British culture.• Review and practise the vocabulary and grammar

from Lessons 1 and 2 in a real life context.• Practise integrated skills.• Review and practise reading and writing vocabulary

and grammar taught previously in the course and related to the theme.

Further Practice• Culture worksheet

7

8

Activity Book

3

4

Class Book

New culture words are presented passively here.

These activities review and practise language from Lessons 1 and 2, and previous units.

The children practise writing the language from Lessons 1 and 2 and previous units here.

This activity requires children to relate what they have learnt to their own life.

5

The culture film recycles the language from Lessons 1 and 2 (as well as from previous units) in a real world context.

Each unit film focuses on an aspect of British culture familiar with your pupils’ experience, e.g. taking part in a carnival or visiting a wildlife park.

Activity Book

7 Ask the children to complete the gap fill, then find and circle the false fact.8 Ask children to do

the creative activity and to share their results with their partner.

iPack

6 Play the gap fill game.No access to your iPack today?• Play a vocabulary

and grammar game.

Class Book

3 Ask the children to look at the photos and say what they can see.4 Ask the children to read and

find the mistake in each text.5 Focus children on the final

question. Put children in pairs or small groups to discuss.

iPack

1 Set the vocabulary gist task. Then play the culture film.2 Play the culture film again. Ask the

children to answer the comprehension questions.No access to your iPack today?• Point to the photos in the Class Book

and ask children to name all the things they can see. Ask them what they think they will listen to.

Game

6

iPack

This game gives children practice with the language presented in the video.

ResetShow AnswerNext

This is Holly’s ? .It’s got a big ? .

bedroom

house

door

mirror

table

Read. Choose the correct words.


23 23Tour of a unit

Learners’ objectives • Listen and understand the everyday language.• Act out the everyday language.• Learn and understand the value.

Tour of Lesson 4

7

8

Activity Book

2

4

3

Class Book

5

Everyday language

iPack

1

This is an extract from the culture film which focuses the children on the everyday language of the lesson.

The children practise the everyday language through a controlled and then freer practice speaking activity.

Focus children on the value of the lesson, which is exemplified through the everyday language.

These activities focus children on demonstrating understanding of the value.

The picture helps children understand the value of the lesson.

Activity Book

7 8 Ask the children to do the Activity Book activities.

Value

iPack

6

iPack

6 Point to the pictures and ask children to identify good and bad examples of the value.No access to your iPack today?• Ask children to think

of good and bad examples of the value and write them on the board.

Class Book

2 Point to the photos in the Class Book and ask children the question. 3 Play the audio for the

children to listen and read the everyday language.4 Ask the children to use

the picture prompts to act out the Everyday language in pairs.5 Put children in pairs to

answer the final question.

iPack

1 Play the everyday language film all the way through. Then play it again, pausing after each phrase for the children to listen and repeat. No access to your iPack today?• Use the photos on the Class Book page

to introduce the lesson. Ask the children questions about the photos. Then play the accompanying audio while the children listen and look at the photos.

• Play the audio a second time, pausing for the children to repeat.


Look at the picture. Say what you think is happening.



Activity Book

6 Ask the children to do the story comprehension check.7 Ask the children to

evaluate the story by choosing and colouring one of the numbers.

iPack

5 Play the vocabulary game.No access to your iPack today?• Choose a flashcard

and wordcard game.

Class Book

3 Play the audio and ask the children to point at the new vocabulary in the pictures.4 Play the story audio

for the children to listen and read.

iPack

1 Play the story title game.2 Play the story animation.

No access to your iPack today?• Ask the children to read the story title

in their Class Books. • Tell the children to listen to the story and

look at the pictures. Play the story audio. Then present the new vocabulary from the story with the flashcards.

Tour of Lesson 5Learners’ objectives • Listen and understand a story with new

vocabulary and grammar.• Review the vocabulary and grammar from

Lessons 1 and 2.• Practise saying, reading and writing the

new vocabulary.

Game

Story animation

1

2

iPack

3–4Class Book

The completed game reveals the story title to set up the unit story.

The story presents the new vocabulary and grammar. At the end of the animation, there is opportunity for the children to listen and repeat the new vocabulary.

6

7

Activity Book

Game

5

iPack The children practise reading and writing the new vocabulary here.

These activities allow the children to remember, consolidate and evaluate the unit story.

The second game provides further exposure to the written form and reading practice of the new vocabulary.

The Class Book story is presented as a playscript so the children have the option to act it out.

6 new items of vocabulary are presented and practised in this lesson.


25 25Tour of a unit

Activity Book


iPack

6 Play the vocabulary and grammar game.No access to your iPack today?• Play a vocabulary and

grammar game.

3 Play the audio for the children to do the activity.4 Play the audio for the

children to look at the pictures, listen and repeat.5 Set up the

communicative game and monitor while the children play.

Class BookiPack

1 Ask the children questions about the story. 2 Re-play the story animation for them to

check their answers.No access to your iPack today?• Ask the children questions about the story. • Then re-play the story on the audio while

they listen and follow in their Class Books to check their answers.

Learners’ objectives • Review the unit story.• Review the vocabulary from Lesson 5.• Listen and understand, then say the new grammar.• Read, then write the new grammar.

Option from the Resources section of the iPack:• FlashcardsFurther Practice• Reinforcement worksheet• Extension worksheet• Story worksheet

Tour of Lesson 6

7

Activity Book

Game

6

iPack

3

Class Book

4–5

Reviewing the story provides a recap of the vocabulary from the previous lesson and further exposure to the new grammar working in context.

These activities provide controlled and freer speaking practice of the new grammar with the Lesson 5 vocabulary.

This activity focuses on the new grammar and checks comprehension.

This game focuses the children on the written form and word order of the new grammar.

These activities provide practice of the new grammar with the vocabulary from Lesson 5.

Story animation

iPack

1–2



Learners’ objectives • Learn about different non-fiction text

types.• Develop understanding of text features

and language.• Develop intensive reading skills.• Practise writing a particular text type.

Further Practice• Literacy worksheet• Literacy poster

Tour of Lesson 7

Activity Book


iPack

5 Play the vocabulary game.No access to your iPack today?• Choose a vocabulary

game.

Class Book

2 Ask the children to look at the text and answer the questions.3 Play the audio for the children

to listen and read.4 Ask the children to read

the text again and answer the comprehension and critical thinking questions orally.

iPack

1 Show the visual representation of the non-fiction text.No access to your iPack today?• Ask the children to look at the text

on the Class Book page. Ask them what type of text they can see and how they know.

6

Activity Book

There is a different non-fiction text presented in each unit.

The lesson develops reading skills and exposes children to different features of particular text types.

These activities provide reading and writing practice of the text presented in the Class Book.

This game focuses children on the language features in the text type.

Game

iPack

5

Class Book

2–3

This is a visual introduction which shows the text for this lesson.

Literacy introduction

iPack

1

Chase the cheese!


4


27 27Tour of a unit

Learners’ objectives • Develop listening skills and review the

language of the unit.• Focus on a specific area of pronunciation.• Participate in collaborative discussions

about the unit topic.

Tour of Lesson 8

Activity Book

7 Set up the communicative game and monitor while the children play.

iPack

6 Play the game.No access to your iPack today?• Ask children to look

at the photos in their Class Book again and identify all the different things they can see.

Class Book

2 Ask children to think about the video they have just seen and answer the questions.3 Play the audio again and have children

complete the questions.4 Focus on the pronunciation area and

have children repeat as a class, in pairs and individually.5 Put children in pairs and have them do the

communicative activity.

iPack

1 Play the video blog.No access to your iPack today?• Ask the children to

look at the pictures on the Class Book page and play the audio.

7

Activity Book

This activity provides listening practice through a video blog.

These activities provide speaking practice as well as a focus on a particular area of pronunciation.

4

5

Class Book

2–3

This video presents language from the unit in a real-world context.

This game encourages children to identify particular vocabulary items as they complete the jigsaw.

The communicative game reviews and practises the core language from the unit all together.

Find detailed instructions for playing the game in the lesson notes.

Working in pairs develops learner independence.

Video

iPack

1

Game

iPack

6

00:02 / 05:12


Make the jigsaw.



Learners’ objectives • Develop world knowledge and learn about children

in other countries.• Review all the language of the unit through reading

and writing activities.

Further Practice• Revision board games poster

Tour of Lesson 9

Activity Book

6 Ask the children to do the unit review reading and writing activities.7 Ask the children

to complete the self-evaluation progress check.

This activity introduces children to a visual prompt that will focused on further in the Class Book.

A flat in Japan

iPack

1

The text recycles language from the whole unit in a new context.

The writing preparation is linked to the model text and prepares children for the productive activity in the Activity Book.

This lesson builds on the UK-based Culture Lesson 3, developing knowledge of the wider world.

76

Activity BookActivity Book

Game

iPack

iPack

5 Play the review game.No access to your iPack today?• Write the text from the Class

Book page on the white board. Blank out approximately ten words and ask children to work together to remember the missing words.

Class Book

2 Ask the children to look at the photos. Have children read to answer the gist question.3 Ask children to answer the

comprehension questions, either orally in pairs or in their notebooks.4 Have children look at the

writing focus and complete the writing task in the Activity Book.

This activity focuses children further on the text in the Class Book.

By writing their own blog post, the children consolidate the language they have learnt throughout the unit.

The children evaluate their learning experience. The activity develops skills in learning to learn.

3

2

4

Class Book

5

iPack

1 Show the visual prompt.No access to your iPack today?• Ask children to look

at the pictures in the Class Book. Ask questions to check their understanding.


What can you see? Say.


29 29Tour of the Book Club Lessons

Learners’ objectives • Develop a love of reading stories.• Develop reading for fluency skills.

Further Practice• Book Club worksheets• Book Club poster

Tour of the Book Club Lesson

Children will be encouraged to remember what they have read in past lessons.

These activities prepare children to read the text, give them a task to focus them while reading, and a personalized question at the end to help them reflect on what they have read.

Class Book

Activity Book

6 Ask children to do the vocabulary review.7 Put children in groups

to discuss the reading questions.8 Have children work

individually or in pairs to complete the writing activity.

iPack

5 Play the game.No access to your iPack today?• Ask children to tell

you what happened in the story in their own words.

3

2

4

These activities check general comprehension of the text and encourage children to collaborate in a communicative activity.

Activity Book

6

7

8

This game helps children focus on what is happening in the story.

Game

iPack

Revision story

iPack

2 Ask children to look at the picture and answer the questions.3 Have children read the appropriate

pages in their reader. Focus them on the task as they are doing so.4 When children have finished

reading, do the creative activity that follows.

Class Book and ReaderiPack

1 Show the visual prompt.No access to your iPack today?• Ask children to look at the

previous Book Club lesson in their Class Book. Ask questions to help them remember the plot.

1

5


Grandpa

Ben

Clunk

Rosie

Max

Alice

Click and match.


What do you think the book is about?


30 30

Tour of the Festival Lesson

Learners’ objectives • Listen, identify and say the festival vocabulary.• Read and write the new vocabulary.• Develop awareness of British culture and traditions.• Make a festival cut-out.

Further Practice• Festivals worksheets

Game

iPack

Activity BookActivity Book

Game

iPack

Class Book The children learn cultural information about the festival.

These activities provide reading and freer speaking practice of the festival vocabulary.

There are 3 festivals: Halloween, Christmas and Easter.

This game presents the festival vocabulary and provides speaking practice.

This game practises the festival vocabulary and its written form.

These fun activities practise writing the vocabulary.

There is also a festival cut-out to make.

Tour of the Festival Lessons

Activity Book

5 Ask the children to do the Activity Book activities.6 Make the festival cut-out.

Children can work individually or in small groups.

iPack

4 Play the game.No access to your iPack today?• Do a spelling quiz with

the festival vocabulary.

Class Book

2 Have children read the text and answer the questions.3 Have children work in

pairs to discuss the question.

2

3

5 6

1

4

iPack

1 Play the game.No access to your iPack today?• Draw different festival

items on the board and elicit the words.




31 31Tour of the Project Lessons

Tour of the Project Lesson

Learners’ objectives • Learn about a particular topic and the

vocabulary required to understand the topic in depth.

• Develop digital literacy and research skills.

Further Practice• Project Poster

Children go to the website to research the information they need to complete the project. It contains photos, texts, videos and amazing facts for each project.

The Class Book provides clear stages for children to follow to complete their project.

A visual activity helps children understand the topic of the project.

The project presentation video provides a model for children to follow as they prepare to present their projects to the class.

These activities consolidate the stages in the Class Book and provide space for note taking and a comprehension check of the website text and topic.

Activity Book

4

iPack

5 Ask children to watch the video before they present their own projects.No access to your iPack today?• Model a project

presentation yourself.

Project Zone Website3

Project presentation video

iPack

5

4 Ask children to do the Activity Book activities.

Activity Book

3 This can be done at home or in class. The website can be utilised individually or in pairs. Have children read the content before they continue in their Class Book.

Project zone websiteClass Book

2 Guide children through the project. The Activity Book has activities to support every stage in the Class Book.

iPack

1 Ask children to look at the pictures and say what they see.No access to your iPack today?• Point to the pictures in

the Class Book to elicit the topic of the lesson.

2

Class Book

Game

iPack

1



00:02 / 05:12


32 Amazing Rapid Route

Outlined here is advice for teachers with reduced timetables and teachers who may sometimes need to shorten lessons. The plan below outlines the stages you should include and omits stages or components where it is possible to achieve the objectives of the lesson with reduced input.

Lesson 1 Vocabulary iPack: Vocabulary animation only

Class Book: All activities

Activity Book: Set activity 2 for homework

Lesson 2 Grammar and Song iPack: Song animation only



Lesson 3 Culture iPack: Culture film only

Class Book: Activities 1 & 2


Lesson 4 Everyday language and Values iPack: Everyday language film only

Class Book: Activities 1, 2 & 4


Lesson 5 Vocabulary and Story iPack: Story animation only



Lesson 6 Story and Grammar iPack: Game only

Class Book: Activities 1 & 2 only

Activity Book: Set activities 1 & 2 for homework

Lesson 7 Literacy: non-fiction Class Book: Activities 1, 2 & 3 only

Activity Book: Activity 1 only

(NOTE: This lesson could be omitted entirely if classroom hours are very limited)

Lesson 8 Communication iPack: Video blog only

Class Book: Activities 1, 2 & 3 only

Lesson 9 Communication Class Book: All activities

Activity Book: Set all activities for homework

Project If classroom hours are limited, choose one project out of the three for children to do. Set the website research stage and the Activity Book exercises for homework.

Book Club These lessons are optional. If classroom hours are limited, ask children to read the text at home. Do the Class Book activities but not the Activity Book activities.

Amazing Rapid Route


33Amazing Assessment

Amazing Assessment

The Amazing Rooftops assessment suite is a complete package consisting of both continuous and summative assessment components. These are supplemented by a class Gradetracker, i-Progress Check and a strong focus on

competences evaluation, alongside clear suggestions for directing children’s learning when confidence issues or low performance have been identified.

Amazing Rooftops i-Progress Check• Online review activities for every two units in the Class Book and Activity

Book• Activities that focus on vocabulary, grammar and the four skills• Connected to a gradebook that will automatically provide you with

children’s scores• Engaging preparation before children take the Amazing Rooftops tests

Additional evaluation resources

Amazing Rooftops tests

• Comprehensive notes, transcripts and answers

• Test audio on the iPack• Evaluation grids for charting the process of

each child• Portfolio and self-evaluation material for

each child• Key Competences evaluation materials• Gradetracker for keeping a record of

children’s progress• Suggestions for reinforcement activities to

support children who need further practice

Language from the core units is tested along with the four skills of listening, speaking, reading and writing.

Choose Standard tests or Challenge tests according to the ability of the children.

Term tests provide assessment of the language learnt in the preceding two units.

End-of-year tests combine assessment of the language learnt throughout the year.


34 Amazing Accessibility

Key CompetencesThe Key Competences describe a range of skills, knowledge, attitudes and behaviours that will serve children for life and learning outside the classroom. They go beyond the classroom, as they are essential for personal development, social inclusion, active citizenship and successful employment.

The lesson notes in this Teacher’s Guide provide information in how the syllabus maps to the Key Competences, enabling you to track the children’s development through the course.There are seven Key Competences in the Spanish education system, defined as follows:

Linguistic competenceThe children will use and develop their linguistic competence in all the activities in Amazing Rooftops. This encompasses effective communication and expression across the four skills of reading, writing, listening and speaking.

Social and civic competences

Cultural awareness and expression

Learning to learn

Linguistic communication

Digital competence

Mathematical competence and basic competencesin science and technology

Sense of initiative and entrepreneurship

Social and civic competenceThis describes the range of social, interpersonal and intercultural skills and behaviours that equip individuals to participate effectively in society. The children practise this competence when they do activities that require participation, cooperation, and respect for themselves and others, both in the classroom and in society, such as the collaborative speaking tasks.



Learning to learn


Digital competence



Digital competenceThis involves the confident use of ICT and develops the skills to use CIT safely and responsibly. The children use this competence whenever they employ digital tools, such as when they use the interactive IWB games, when they carry out searches online or use technology to communicate in English.



Learning to learn


Digital competence



Learning to learnThis encompasses the development of a positive attitude towards learning, both inside and outside of the classroom, as well as the study skills to help learners do this. The children also use this competence when they are asked to reflect on and evaluate their progress, such as at the end of each project.



Learning to learn


Digital competence



Cultural awareness and expressionThis encourages the creative expression of ideas, experiences and emotions in different ways; for example, through music, performance and craft. The children also develop this competence when they learn about the culture of English-speaking communities and reflect on their own culture, as they are encouraged to do throughout the whole course.



Learning to learn


Digital competence



Sense of initiative and entrepreneurshipLike ‘Learning to learn’ this competence encourages a positive attitude towards problem-solving and develops values such as perseverance and self-esteem. The children use this competence in activities that involve teamwork or individual initiative, for example decision-making skills, cooperating and negotiation, planning, organizing, and when completing the projects.



Learning to learn


Digital competence



Mathematical competence and basic competences in science and technologyThis is the ability to apply mathematical, scientific and technological thinking in order to identify questions and solve problems. The children practise this competence when they do tasks that require them to interpret numbers or engage with scientific content, such as in the project lessons.



Learning to learn


Digital competence



Amazing Accessibility


35Amazing Accessibility

Special Educational Needs in the ELT classroomWhat is SEN?Special Educational Needs (SEN) is the term we use to refer to the requirements of a child who has a difficulty or disability which makes learning harder for them than for other children their age. Note that gifted and talented children are also considered to have special needs as they require specialized, more challenging materials.

Strengths, not just weaknesses Children make progress at different rates and vary widely in how they learn most effectively. Although children with special needs may have difficulties in some areas, there will also be areas of strength. Recognizing and utilizing these strengths is important to the children’s academic development as well as their self-esteem. Your daily contact with these children will help you understand what works best for each individual and choose the most appropriate techniques.

You can do it!You might be worried about trying to include children with SEN in your class. It can feel like it requires specialist knowledge and extra work for you, the teacher. This does not have to be the case. As a teacher you are used to dealing with different personalities and abilities in your class – you are probably adapting to widely differing needs from the children each day. Children with SEN are simply part of this variety and challenge. In addition, the teaching techniques which help to support children with SEN are good, practical techniques which will benefit all children.

Top tips for creating an inclusive classroom You do not need to be an expert on SEN to teach children with SEN. You do need to want to work with these children and to be prepared to learn from them.

Tip 1: Be a role model Children will take their lead from their teacher. It is important to show that you respect and celebrate differences between people. For example, if you notice some children do not want to work with a child, make sure you talk to those children privately about their behaviour and give praise and rewards to the children who are working well in teams.

Tip 2: See the person not the labelIt is very important to get to know each child individually and to not label them according to their SEN. If you have children who wear glasses in your classes, you do not assume that they have all got the same personality. In the same way, you should not assume every child with SEN is the same. Find out their interests and their strengths. Remember also that the range of SEN is wide so take time to find out the level of a child’s difficulty. Do not assume, for example, that a visually impaired person cannot see anything – they may have some sight.

Tip 3: Avoid judgements of behaviour Do not label a child as lazy or not trying. Children with SEN are often trying hard and get criticized unfairly by teachers. They might seem to be daydreaming in class but their

brains might be overloaded with information which they cannot process and they need a short brain break. These children also need positive feedback on behaviour, so make sure that you notice when they are behaving appropriately. Many children with SEN and behavioural difficulties only get noticed negatively by the teacher.

Tip 4: Celebrate difference and diversity The classroom and the world would be a boring place if everyone was the same. You can use the differences between children to learn from and about each other.

Tip 5: Teach in a multi-sensory wayChildren all learn in different ways. Some like to see information, some like to hear it and some like to get up, do and touch things. Children with SEN particularly need practice in all the senses because they find it difficult to learn in traditional ways. Use a multi-sensory approach to present and practise information in your lessons.

Tip 6: Plan ways to adapt your lesson plan You will sometimes need to adapt your lesson plans. This is called ‘differentiation’. Differentiation means planning and teaching to take account of all children in the class, whatever their level. The children can make progress in their learning wherever they start from. All children should achieve the same main aim, but they may do this in different ways.

Tip 7: Work on classroom managementClear, consistent classroom management is very important for children with SEN. They often have problems understanding and following rules and instructions, so it is important to think about the best way to do this. It is a good idea, for example, to give careful thought to your seating plan.

Tip 8: Work cooperatively with adults and children Teamwork is the best approach to teaching children with SEN. It is particularly important to work with parents / carers, as they know their child best and will often have helpful strategies to suggest. Other people who can help you include school psychologists, counsellors, speech and language therapists, occupational therapists, SEN organizations and charities. Try to find out what’s available in your local area and keep a list of useful contacts.

Tip 9: Work with children’s strengthsTry to find out what your child’s strengths and interests are and include these in your teaching. Children who have problems reading can sometimes be good at drawing and acting instead. Children who find it hard to sit still might be very good at organizing teams and roleplay. Children who are struggling academically might be very kind and helpful.

Dyslexia: an example of SEN Dyslexia affects approximately 10% of the population, so each classroom may have two or three children with this learning difficulty. Dyslexia is a neurological condition that causes the brain to process and interpret information differently, which makes language learning challenging. It is not a sign of low intelligence or laziness, or the result of impaired hearing or vision.


36 Amazing Accessibility

What problems do dyslexic children have? Dyslexia can manifest itself in a variety of ways, through linguistic problems such as: • slow reading speed• difficulties with word recognition and spelling• a smaller range of vocabulary in the mother tongueDyslexia is also apparent in non-linguistic problems, such as:

– a more limited memory span – difficulties with handwriting and motor skills – difficulties with time management and organization

of work – slowness in automating new skills

These difficulties will vary in their severity or seriousness in different individuals, and some people will experience some, but not all, of these problems. Children with dyslexia can become competent and skilled second-language users, especially when a supportive school with a warm and positive classroom environment fosters their confidence. Even small steps, such as ensuring that a child is sitting comfortably at their desk with a well-positioned writing surface, can have a positive impact.

English: some areas of difficulty• Children with dyslexia may struggle with the spelling of

words in English since the spelling rules and conventions can appear unpredictable; specific sounds are spelt in many different ways, and certain letters can be pronounced differently.

• Children with dyslexia may find it more difficult to learn abstract words than concrete nouns, and may find it easier to learn nouns than verbs and adjectives. They may find it hard to distinguish between words with similar sounds or that are close in meaning.

• Speaking and listening skills seem to be affected less than the literacy-based skills of reading and writing.

• Questions which require open-ended answers and pronunciation activities may be difficult for children with dyslexia or other special educational needs.

• Children with dyslexia may struggle with the organization of their work and their classroom equipment, and this may impact on their learning.

Simple tips for helping a dyslexic child • Children with dyslexia learn better if vocabulary is taught

in context, or anchored to an image. The anchoring of language in the real-world context in Amazing Rooftops will help with this.

• Children with dyslexia often engage well with electronic or interactive devices, so the iPack games will help them with learning and reviewing vocabulary at their own pace.

• Multi-sensory and multi-channel formats, such as the animations, games and videos on the iPack and reading with audio in the Class Book, are well suited to children with dyslexia.

• Give children short instructions, perhaps one step at a time. Set realistic targets, so they gain a sense of accomplishment.

• Children with dyslexia do not need an entirely different set of materials from the rest of the class. Focus their attention on particular sections instead, or select from the Activity Book, or from the mixed-ability worksheets in the Teacher’s Resource Material.

• Children with dyslexia may benefit from a more structured approach to learning, with controlled oral practice, plenty of examples, and opportunities to plan their work. The structured approach to lessons in Amazing Rooftops and the models and examples on the iPack videos and the Class Audio, for example, will support dyslexic children’s communication skills.

• Allow children who need longer to process information to do what they can in class, and encourage them to finish at home if possible.

• Children with learning difficulties tend to respond well to extensive practice and explicit explanation. You may find that doing language drills in class, focusing on a small set of core vocabulary or one grammatical feature at a time, will be helpful. Remember that similar-sounding words or words with a similar meaning may cause confusion, so present them separately.

• Encourage children to create mind maps or visual representations of vocabulary in their vocabulary notebooks, so they can review language regularly.

Mixed-ability and multiple intelligencesNo two children in any class are the same. Children learn at different speeds and have different styles of learning. In every class, there will be a variety of interests, likes and dislikes. In addition, some children may have different cultural backgrounds from the rest of the group. Whatever the extent of the diversity within a class, it is important to help all the children feel part of the group during the English lesson.

Mixed-ability Naturally, in classes where there is a wide range of abilities, there will be times when children’s needs will be different. Some children will require extra support for even the basics and others will require reinforcement of what they have learnt, while the most able will benefit from extension and further practice. In a mixed-ability class, it is very important that everyone can take part in activities, whatever their ability, which can present a challenge for the teacher. This is why Amazing Rooftops is carefully designed to offer graded and structured activities to support all children’s language learning. Amazing Rooftops caters for mixed-ability children in a number of different ways: • The iPack, with its wealth of visual support, allows children

to benefit from the many non-linguistic aspects of the video presentations. Practically, it also provides one clear focus in the classroom, allowing the class to work together but at a different pace.

• The receptive nature of many of the iPack games at this level means that they allow even children with the lowest level of English to participate without feeling under pressure, because everyone joins in.


37Amazing Accessibility

• Systematic revision of all core language has been carefully built into the course, with continual revision opportunities provided within each unit, as well as opportunities for the recycling of language from previous units. For example, the Culture and Literacy lessons regularly reinforce previously presented vocabulary and structures in a new context, and the songs offer the chance for fun and meaningful revision of the unit vocabulary.

• The high frequency of collaborative tasks throughout the Class Book and Activity Book encourages cooperation amongst children: if you put a stronger child with a less able child, he / she can support this child. The child who needs more support also feels less under pressure in this way. Similarly in group games and activities, every child can feel supported by the group and can participate as much as he / she is able.

• The Activity Book provides practice of the language introduced in the Class Book. Moreover, it contains slightly higher-level reading and writing tasks than those presented in the Class Book. There is also a special Extra feature at the bottom of the Activity Book pages, which suggests a further activity to allow for extension of the lesson content.

• The Teacher’s Resource Material offers mixed-ability worksheets at extension and reinforcement level, which can be used when required with the children who need them. The reinforcement activities can be used to consolidate learning, while the extension activities allow more able children to expand on what they have learnt. Children should be grouped together with others of a similar ability to work on worksheets that suit their level.

• Also in the Teacher’s Resource Material are two levels of each of the unit and term tests: ‘Standard’, which matches the reading and writing development of the Class Book, and ‘Challenge’, which follows the approach in the Activity Book and tests more reading and writing. This allows all children to participate in testing to the best of their ability.

Multiple intelligencesThe theory of multiple intelligences, as first developed by American psychologist Howard Gardner, views intelligence as being multi-dimensional. Instead of thinking of intelligence as something connected to cognitive or academic skills that you have more or less of, Gardner believes that it is more useful to think of humans as having a range of eight different ‘intelligences’, and that we all have these intelligences in different strengths and combinations.These eight intelligences are:• Verbal-linguistic: Being good with words and language,

reading and writing• Logical-mathematical: Being good with numbers,

Maths, logical processes, patterns, relationships between things and abstract concepts

• Visual-spatial: Being good with pictures, diagrams, maps and visual representations

• Musical-rhythmic: Being good with music, noticing sounds and recognizing tunes

• Bodily-kinaesthetic: Being good with physical skills, sports, activities and tangible objects, dance, mime and acting

• Interpersonal: Being good with other people; being good at communication and social skills

• Intrapersonal: Being reflective and insightful about your own psychology and internal life; being intuitive and self-confident

• Naturalistic: Being good at recognizing and understanding aspects of the natural world around us, e.g. animals, birds, plants

In the context of the ELT primary classroom, this clearly acknowledges that every child has different kinds of mental abilities, and responds in their own way to different stimuli. As teachers, we know that children each have their own natural talents and multiple ways of learning. For example, some children may respond well to artistic or musical activities, such as painting or singing, while others may be more engaged when movement or logic are involved, such as during dancing activities or number games.It follows, then, that in order to keep our children engaged and involved during language learning, we need to include a variety of tasks that activate different intelligences. Although we cannot teach directly to each individual child in our classes all the time, we can provide opportunities for diversity. When we allow for this diverse range of language activities that match our children’s intelligence strengths, we multiply the opportunities for a ‘hook’ through which English can be acquired.Amazing Rooftops provides the perfect combination of modern digital content and print materials. All the lessons are staged across the three core components, with each component providing a diverse range of language activities that stimulate different intelligences.For example, a standard lesson might include a warm-up matching game (verbal-linguistic and bodily-kinaesthetic), an animation on the iPack (visual-spatial), singing a song, (musical-rhythmic), followed by a question-and-answer pairwork task based on a picture (interpersonal and logical-mathematical). In this way, the inherent diversity of the classroom is purposefully catered for in each lesson.


38

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4211680 Spanish Pocket cover.indd All Pages 21/09/2017 09:44

Unit 6 My Town36

Point and say. Find a …

big red bus long silver train

new yellow bike little black taxi

How many people are …

at the station?

on the bus? at the bus stop?

helicopter

airport

station

train

bu∫driver

bu∫ stop

van

passenger∫

ppp

helicóptero

ppppaeropuerto

estación

tren

autobú∫ conductor

pppp

parada de autobú∫

furgoneta

c

pppp ggg

pasajero∫

4433129 OCPD English-Spanish.indb 36

28/09/2016 15:58

Unit 10 Weather and Time66

What’s the weather like? It’s …

sunny

hotice

cold

snow

snowball

snowman

snowing

dry

rainbow

wet

rain

rainingcloud

cloudy

fog

foggy

wind

storm

windy

yyysoleado

calurosohielo

frío

nieve

bola de nieve

muñeco de nievegggg

nevando

yyyseco

arco iri∫

lluvioso

lluvia

ggglloviendo

nube

yyynublado

ffff ggggniebla

fff ggggggyyycubierto por la niebla

viento

tormenta

yyyventoso

4433129 OCPD English-Spanish.indb 66

28/09/2016 16:00

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01_AR2e_TG3_Prelims 01–38.indd 38 10/01/2019 10:43

39Unit 4

Lesson 1: Vocabulary LanguageCore: an explorer, a footballer, a king, a prince, a princess, a queen, a spy, a wizardRevised: It’s about a queen.

Starting the lesson• Play a game of Secret talent (see Ideas Bank) to revise verbs

that the children are already familiar with for example, read, draw, talk, play, write.

• In L1, ask if they like going to the library. How often do you go? What types of books do they like reading?

iPack

Vocabulary presentation: vocabulary animation.• Play the vocabulary animation for the children to watch

and listen.

TranscriptDylan There’s Cory. He’s writing a story!Cory Hello!Ruby Hello! There are lots of books.Cory This is my favourite book. It’s about a wizard.Ruby Look! This book is about a spy.Dylan And this book is about an explorer.Ruby I like books about kings and queens.Cory This book is about a king and a queen.Cory It’s about a princess … and a prince too.Ruby Great! Thank you, Cory!Dylan I like books about sport.Cory This book is about a footballer.Dylan Fantastic! Thanks!Cory Enjoy your books!Dylan and Ruby Thank you!Cory A wizard, a spy, an explorer, a king, a queen, a princess, a prince, a footballer

Vocabulary practice: game 1• See instructions for Wait for it! (See Ideas Bank.)

Class Book page 38

1 Communicate Have you got a library in your city or town? Tell your partner.• Ask a few children before they ask and answer in pairs.

2 Listen, point and repeat. e 51• Ask Where are the people? (In a library.) What are they

doing? (Looking at books.)• Play the audio for the children to listen and point to the

correct book cover.• Play the audio again for the children to repeat.

TranscriptIt’s about an explorer. It’s about a princess.

It’s about a queen. It’s about a spy.It’s about a footballer. It’s about a wizard.It’s about a king. It’s about a prince.

ANSWERSIt’s about an explorer. 5 It’s about a princess. 8It’s about a queen. 7 It’s about a spy. 6It’s about a footballer. 2 It’s about a wizard. 1It’s about a king. 3 It’s about a prince. 4

3 Collaborate Listen and repeat. e 52 Play a memory game. • Play the dialogue for the children to listen and repeat.• Explain that the girl and boy in Activity 2 are playing a

memory game about the books in the library. • Tell the children to look at the picture for 30 seconds and

then close their books. Say The Rainbow. What’s it about? (A princess.)

• Ask the children to work in pairs. They take turns to have their books open and closed for their partner to say a book title and their partner to say the character.

4 Communicate Think of a book you like. Which characters has it got? Which characters hasn’t it got?• Say the name of a story, for example Cinderella, and ask

which characters are in the book and which aren’t.• Ask a few children what their favourite book is and what

characters are in the story.• In pairs, the children ask and answer and point at the

characters on the book covers as they answer.

iPack

Vocabulary practice: game 2See instructions for Pairs (see iPack games notes).

Activity Book page 33

1 Match.• The children match the characters to the pictures.

ANSWERSTop row from left to right: a queen, a king, an explorer, a spyBottom row from left to right: a princess, a wizard, a prince, a footballer

2 Complete the crossword. • The children look at the pictures and write the characters

in the crossword.

ANSWERS1 spy 2 king 3 princess 4 explorer 5 wizard 6 prince 7 footballer 8 queen

Finishing the lesson• Use the vocabulary animation to play Freeze frame (see

Ideas Bank).

At the Library4


Unit 440

Lesson 2: Grammar and Song LanguageCore: Is there an explorer? Yes, there is. / No, there isn’t.Revised: bat, cat, pumpkin; There’s a wizard.

Starting the lesson• Play Missing card with set 1 of the character flashcards (see

Ideas Bank).

iPack

Grammar presentation• Show children the visual representation of the grammar

point and practise the dialogue.

Grammar presentation and vocabulary consolidation: song animation.• For transcript see Class Book page 39.

Class Book page 39

1 Listen and repeat. e 53• Play the dialogue for the children to listen and repeat.

2 Listen and look. e 54 Which story isn’t in the song? • Focus the children’s attention on the pictures and ask

what they can see. • Play The Story song for the children to look at the pictures

and tick the picture that isn’t mentioned in the song.

ANSWERSPicture: The Secret

3 Listen and sing along. e 54• Play The Story song for the children to sing along.• Divide the class into four groups and assign each group a

verse and one group the chorus.• Give the groups a few minutes to practise their part.• Play the song again for the groups to sing their parts.• Change the parts and play the song a final time for the

children to sing along.

4 Collaborate Work in pairs. Choose a book on page 38. Play a guessing game. • Say the exchange for the children to repeat.• Focus the children’s attention on the picture on page 38.

Tell the class you are thinking of one of the characters and they have to ask you questions to find out who.

• Divide the class into pairs to play the game.

iPack

Grammar practice: game • See instructions for Chase the cheese! (see iPack games

notes.)


1 Listen and follow. e 55 Write the numbers.• Focus the children’s attention on the pictures.

• Play the audio for the children to listen and follow the route on the character flow chart. They write the numbers of the books next to the children’s names.

TranscriptWoman Is there an explorer in your story, Sam? Sam Yes, there is.Woman Is there a prince? Sam Yes, there is.Woman Thanks, Sam.Woman Is there an explorer in your story, Hayley? Hayley No, there isn’t.Woman Is there a queen? Hayley Yes, there is.Woman Is there a footballer? Hayley Yes, there is.Woman OK. Thanks, Hayley.Woman Is there king in your story, Tom? Tom Yes, there is.Woman Is there a wizard? Tom No, there isn’t.Woman Thank you, Tom.Woman Is there a queen in your story, Ravi? Ravi No, there isn’t.Woman Is there a king? Ravi Yes, there is.Woman Is there a wizard? Ravi Yes, there is.Woman Thanks, Ravi.Woman Is there a king in your story, Milena? Milena No, there isn’t.Woman Is there an explorer? Milena Yes, there is.Woman Is there a prince? Milena No, there isn’t.Woman Thank you, Milena.Woman Is there a king in your story, Kay? Kay No, there isn’t.Woman Is there a queen? Kay Yes, there is.Woman Is there a footballer? Kay No, there isn’t. There’s a princess.Woman OK. Thanks, Kay.

ANSWERSSam: 5 Hayley: 3 Tom: 1 Ravi: 2 Milena: 6 Kay: 4

KEY COMPETENCES: Mathematical competence and basic competences in science and technologyExplain that there are many different ways of presenting and finding information. In Activity 1, the children follow a simple flow chart. Ask the children if they have ever used a chart like this before.

2 Look and answer Yes, there is or No, there isn’t.• On the board write Is there a spy? Yes, there is. Ask the

children to point at the spy in the picture. • The children look at the picture and answer the questions.

ANSWERS1 Yes, there is. 2 No, there isn’t.3 Yes, there is.4 No, there isn’t.

3 Communicate Write more questions about the picture. Swap books and answer.• The children write four questions about the picture.• In pairs, the children swap books and write the answers.

Finishing the lesson• Play What is it? (See Ideas Bank.)

Further practice Unit 4 Reinforcement worksheet 1; Unit 4 Extension worksheet 1


41Unit 4

Lesson 3: Culture

At the libraryLanguageCore: author, character, cover, titleRevised: book, comic, computer, desk, library; I’m reading. She’s talking. Grace has got a DVD.

Starting the lesson e 54• Play The Story song from Lesson 2 again for the children to

sing along.

iPack

Culture presentation: film (1st viewing).• Tell the children that they are going to watch a film about

going to the library. Ask the children to make suggestions of what might be in the film. Compile a short list on the board. For example, books, computers, DVDs, CDs.

• Play the film for the children to watch. Ask How many of the things did you see? Stop the film before the comprehension task.

Culture presentation: film (2nd viewing).• Play the film again. Do the comprehension task at the end

of the film.

TranscriptThis is our library. I love it because I love reading books!My name’s Oli. Today I’m here with my mum and my friendGrace. They like the library too. The librarian is called MrsWilliams. She’s very nice! These are our books from last week. We’re returning them. Mrs Williams is helping. We want some new books!Mrs Williams is helping someone else now. She’s talking onthe phone. There are lots of books for children at the library. They’ve gotcomics too. Fantastic!Librarian Hello again, Oli.Oli Hello Mrs Williams.Librarian What’s your favourite book?Oli Lost in the Jurassic by Rex Stone.Librarian Oh yes, that’s great.Librarian Who’s your favourite character?Oli Tom Clay.There are DVDs in the library as well. Grace has got a Winnie the Witch DVD. She’s got a book too. She loves Winnie the Witch! Her favourite character is Wilbur the cat. They’ve got computers at the library. You can do your homework at the computers. Our History homework isabout castles. We’re using the internet to find out about castles. The internet has lots of information. Mum loves reading. She borrows books every week! The title of this book is the Serengeti Story. The author isAnthony Sinclair. You can borrow music CDs from the library. Mum likes listening to music. She borrows two CDs every week.We’re looking at some books of stories from other countriesnow. This one is called Rama’s Journey. Mrs Williams is telling

us about it. It’s a story from India. There’s a prince and a princess on the cover. It looks good. Grace wants to read it at home. Here’s mum. We’re taking out our books, CDs and DVDs now. And then it’s time to go home! Bye!

Class Book page 40

1 Look at the photos. What can you see?• Ask the children to tell you what they see in the photos,

for example, a book, a DVD, children working on the computer.

2 Read and match the photos and the texts. Say the letter and the number.• Ask the children to read the description and match them

to the pictures.

ANSWERS1 f 2 b 3 d 4 e 5 a 6 c

3 Think What can you do at a library in your city or town?

KEY COMPETENCES: Learning to learnExplain to the children that they are responsible for their own learning outside school and reading plays a big part in this. It not only helps with spelling and writing, it also feeds our imagination and teaches us about the world.

iPack

Language practice: game• See instructions for Gap fill (see iPack games notes).


1 What’s Oli saying? Complete. Then read again and circle one false fact.ANSWERS

1 books 2 comics 3 wizard 4 princess 5 witch 6 chairs 7 desks 8 computersFalse fact: My favourite book is Winnie the Witch. (My favourite book is Lost in the Jurassic.)

2 Be creative Draw an amazing library. Write.• Ask the class to what they think an amazing library would

look like and what would be in it. Write their ideas on the board.

• The children, using the suggestions on the board and their own ideas draw their amazing library and then write sentences.

• In pairs, the children show each other their pictures and talk about what their amazing library.

Finishing the lesson• Play Comparing (see Ideas Bank) using the culture film.

Further practice Unit 4 Culture worksheet


Unit 442

Lesson 4: Everyday language and Values

LanguageCore: What’s your favourite (DVD)? Who’s your favourite character? Is there a (witch)?

Starting the lesson • Put the flashcards on the board. Describe a character from

a book, using one of the words. For example: He’s a boy wizard. (Harry Potter!) Invite children to do the same.

iPack

Everyday language presentation: film • Play the everyday language clip. Ask What’s Oli’s favourite

book about? (Dinosaurs) Who’s his favourite character? (Tom Clay.)

• Play it again and pause after each phrase for the children to repeat.

TranscriptFor transcript see Lesson 4.

Class Book page 41

1 Look at the photos. Who’s Oli talking to?• Ask the children What’s the librarian’s name? (Mrs Williams.)

2 Listen and repeat. e 56• Play the audio for the children to listen and follow the

dialogue in their Class Books.• Play the audio again for the children to repeat.

iPack

Our Values presentation• Show children the photo presentation of the value and

discuss with the class.

Class Book page 41

3 Think Answer Dylan’s question.• Ask the Our Values question to a few children. Ask Why is

it important to ask friends about their interests? How do you feel when a friend asks you about their interests?

4 Collaborate Look. Choose a book and character. Talk to your partner.• Ask the class for the names of books that everyone knows

well. Write the titles on the board. Ask what characters are in some of the books.

• Ask a few children about their favourite books and characters.

• Focus the children’s attention on the books and characters in the box and ask which books and characters they know.

• Divide the class into pairs. The children take turns to ask and answer about their favourite books and characters.

• Ask a few pairs if they chose the same book.

5 Communicate Think of a famous book. Who’s your class’s favourite character?• Divide the class into groups of four and tell them to

choose a famous book. • The children stand up, mingle and ask each other which

their favourite character is in the book their group chose. • On the board write Our favourite book is (Little Red Riding

Hood). The class’s favourite character is (The wolf ).• The children go back to their groups and tally their

answers and report back using the model sentence on the board.

KEY COMPETENCES: Social and civic competenceBy sharing their favourite books and characters, the children express their own opinions and develop critical thinking skills. You could expand the topic by discussing books and characters in L1, for example, What do you like about these characters? What do you think makes a story good? Why are some characters more popular in books than others?


1 Order the words and write questions. Write another question. • Focus the children’s’ attention on the pictures and elicit

the stories and characters. • On the board write your / DVD / What’s / favourite / ? Ask a

child to come to the board and write the question in the correct order.

• In pairs, children order the other questions and write one more.

2 Answer the questions for you. Ask two classmates and write their answers.• Remind the children of the lesson value about the

importance of asking friends about their interests.• Individually the children write the answers for themselves.• Divide the class into pairs. Ask the children to think of

other questions they could ask about someone’s favourite DVD for example What’s it about? Why do you like it?

• The pupils take turns to ask and answer the questions in the survey.

• Change pairs and repeat the activity.• As a class, ask the children to share the information about

the books and DVD they’ve enjoyed and which ones they would recommend to the class. Ask Which books that you have heard about in this lesson would you like to read?

• Ask the children to make a note of the books or DVDs they like the sound of so they can find them in the library.

3 Think Read and tick f.• The children evaluate and tick what they can do.• Ask children if they tick all of them or if they would like to

review anything.

Finishing the lesson• Play the mingling version of the Same and different using

the language from the unit (see Ideas Bank).


43Unit 4

Lesson 5: Vocabulary and StoryLanguageCore: good-looking, old, short, strong, tall, youngRevised: frog, river; He’s tall. He’s got dark hair.

Starting the lesson• Play a game of Lip reading (see Ideas Bank) with the Unit 4

story character flashcards.

iPack

Story introduction: game 1• See instructions for Don’t pop the balloon! (see iPack games

notes.)

Story review and grammar presentation: story animation• Tell the children that they are going to watch a story

animation. At the end ask Who is the purple frog? (The prince.)

• Play the story again and ask the children to repeat the vocabulary presented at the end of the animation.

TranscriptSee pages Class Book pages 42 and 43.

Class Book page 42–43

1 Communicate Do you like writing stories?• Ask a few children before they ask and answer in pairs.

2 Listen and point to a–f in the pictures. e 57 Listen again and repeat. • Focus the children’s attention on the story frames. Ask

what they can see in each one.• Play the audio for the children to listen to the words and

point to pictures a to f in the frames .• Play the audio again for children to repeat.

Transcriptgood-looking old short strong tall young

ANSWERSa young b old c tall d short e good-looking f strong

3 Listen and read. e 58• Play the audio for the children to listen and follow the

story in their Class Books.• Ask the following comprehension questions: 1 Where

are the children? (At the Rooftops library.) 2 True or false? Cory reads his story. (True.) 3 Is the prince old and short? (No.) 4 Do the sisters like frogs? (No.) 5 Who helps the frog? (Cinderella) 6 True or false? The frog kisses Cinderella. (True.) 7 Do the children like Cory’s story? (Yes.)

4 Think What’s your favourite part of the story?• Ask the children to read the story to themselves one more

time and think about their favourite part.• Ask a few children to tell you which part they like and why.

iPack

Vocabulary practice: game 2See instructions for Jumbled words (see iPack games notes).


1 Number the words. Then look and write.• Focus the children’s attention on the pictures and say a

number for the children to say the word.• The children number the words.• The children follow the lines from the characters and

complete the sentences.

ANSWERS1 He’s tall. 2 He’s strong. 3 He’s short. 4 She’s old. 5 She’s good-looking. 6 She’s young.

2 Read the story again. Circle True or False.• Tell the children to read the sentences and see if they

know if any of them are true or false before they read the story again.

• The children read the story to check and answer the ones they didn’t know.

• Ask the children to correct the false sentences.• Divide the class into groups of four and tell them are

going to write a new end of the story to replace frame ten.• Tell them to think about what happens when the sisters

find out Cinderella has found the prince and they are friends.

• Tell them to draw the frame and write a short dialogue.• The groups take turns to share their ending with the class.

ANSWERS1 False 2 True 3 False 4 True 5 True 6 True

3 Think How do you rate the story? Colour.• Ask the children what they thought of the story and why.• The children colour the number that represents best what

they think about the story.

KEY COMPETENCES: Cultural awareness and expressionGender stereotypes are common in children’s literature. Classic children’s books, like Cinderella, frequently portray boys and girls in terms of specific socially defined gender norms. You could have a discussion in L1 about the gender stereotypes in Cinderella, for example strong men and weak and ugly women. Explain that it’s important to focus on individual identities rather than definitions of what and how a boy or girl “should” be.

Finishing the lesson• Divide the class into groups of four and tell them to change

the gender of the characters in the story, for example the prince is a princess and the sisters are brothers.

• Ask the children how and if the story changes when they change the gender.

Further practice Unit 4 Story worksheet


Unit 444

Lesson 6: Story and Grammar LanguageCore: Is he / she young? Yes, he / she is. No, he / she isn’t.

Starting the lesson• Play Draw (see Ideas Bank) using the vocabulary from

Lesson 5.

iPack

Story review and grammar presentation: story animation.• Ask the children what they remember about the story

from the previous lesson. Ask Is there a storyteller? Who is in Cory’s story? Where is the prince?

• Play the animation again for the children to see how well they remembered.

Class Book page 44

1 Listen and say which picture. e 59 Then read and choose the correct answers. • Point to the different characters in the pictures and ask the

children who they are and what kind of stories they are in.• Tell the children that they are going to hear Ruby, Cory

and Dylan talking about the characters. They must listen and say a, b, c or d.

• Play the audio for the children to listen. Pause after each exchange for the children to respond a, b, c or d.

• The children then read the questions and answers and point to the correct person.

TranscriptRuby Is she old? Cory No, she isn’t. She’s young.Dylan Is he tall? Cory No, he isn’t. He’s short.Ruby Is she old? Cory Yes, she is.Dylan Is he good-looking? Cory Yes, he is.Ruby Is she good-looking? Cory Yes, she is.

ANSWERSc b a d ca No, she isn’t b Yes, he is

2 Collaborate Look, listen and repeat. e 60 Play a guessing game.• Play the audio for the children to listen and repeat

the dialogue.• Focus the children’s attention on the numbered characters

and ask a few questions for example, Number 1. Is he old? • Ask the children to work in pairs and play the game. The

first child chooses one of the characters without telling the other child who it is. The second child tries to guess which picture it is by asking questions Is he / she young / old? The first child answers. The second child gradually eliminates the incorrect character and tells the first child which character they think it is. When they guess correctly, the children swap roles and the second child starts the game.

3 Communicate Work in pairs. Choose a character from a famous book or comic. Ask and answer.• Remind the children of the books and characters they

thought of in Lesson 4, Activity 4.• In pairs, the children take turns to think of a famous

character. Their partner asks questions to guess the character.

iPack

Grammar practice: game See instructions for Word clouds (see iPack games notes).


1 Read, look and write the names.• Focus the children’s attention on the four pictures and ask

them to describe them.• Read out the first question and answer and ask which

character it is. The children write the name.• The children read the questions and answers and write

the names.

ANSWERS1 Hugo 2 Patsy 3 Ivan 4 Delia 5 Ziggy

2 Choose a character from Activity 1. Read, circle and answer.• Put one of the character flashcards from the unit on the

board. Write Is he / she tall? Ask a child to circle the correct pronoun and answer the question.

• The children choose a character and circle and answer the questions for their character.

• The children swap books with their partner for their partner to guess which character they chose.

ANSWERSChildren’s own answers.

3 Communicate Draw a character from a famous book and write questions. Swap books and answer.• The children choose their favourite character from a book

and draw a picture.• The children write questions about their character using

the questions in Activity 1 as a model.• The children swap books with their partner, read the

questions and write the short answers.

Finishing the lesson• Give each child a piece of plain paper. Put children with a

partner from the other side of the room. • Tell them they are going to draw their partner’s character

without looking at him / her. • Children take turns to ask questions about their partner’s

character, for example, Has he got straight hair? Is he good-looking? They draw the details on their picture.

Further practice Unit 4 Reinforcement worksheet 2, Unit 4 Extension worksheet 2


45Unit 4

Lesson 7: Literacy: non-fiction LanguageCore: clever, detective, funny, illustrator, series Revised: story characters

Starting the lesson • Brainstorm famous characters from children’s books.• Tell the children to imagine they are going to interview

one of the characters and elicit questions they could ask in the interview.

iPack

Presentation • Introduce the text type to the children ahead of the

lesson.

Class Book page 45

1 Think Communicate Look and answer. Where can you see an interview like this?• Focus the children’s attention on the pictures and ask

what they can see and if they would like to read any of the books.

• Ask where you would see this kind of interview.• Ask if anyone has ever read an interview like this.

2 Read and listen. e 61 How many questions and answers are there?• Play the audio for the children to listen and read the

interview.• Ask How many questions are there? (Five.)• Ask a few comprehension questions for example What’s

Henry’s favourite book? (Detective Doris and the Diamond Thief.) Why is Einstein Henry’s favourite character? (Because he’s clever.) Why is Detective Doris’ coat blue? (Because it’s Henry’s favourite colour.)

3 Read again. Say True or False. • Ask the children to look at the sentences and see if they

know if they are true or false.• The children read the interview again to check their

answers.• In pairs, the children look at the false sentences and

correct them.

ANSWERS1 T 2 F 3 T 4 T 5 F 6 T

4 Think Communicate Answer in groups. What book or comic has got your favourite illustrations? Why?• If you have access to some children’s books and comics

with different styles of illustrations show them to the class and ask which they like and why.

• Divide the class into groups of four to tell each other about their favourite illustration and why they like them.

iPack

Review: game• See instructions for Chase the cheese! (See iPack games

notes.)


1 Look at the interview again and write the numbers.• Ask the children to look at the interview again on page 45

of the Class Book. Ask the children to point to the answers in the interview.

• Focus the pupils’ attention on the picture in the Activity Book on page 39. Ask the children which number is an answer and which letter it matches to (a 4).

• The children match the rest of the features.

ANSWERSa 4 b 5 c 1 d 3 e 2

2 Think Tick f your favourite story and character in the Rooftops series.• Ask the children to look back at the stories in the last four

units and choose their favourite story and character.• The children tick the title and character they like.

KEY COMPETENCES: Social and civic competenceIn this activity, the children are asked to react to the stories from Amazing Rooftops and say which story they enjoyed. Talking about what we have read is a very natural way to respond to stories.

3 Be creative Look at Activity 2. Complete the interview with your partner.• The children answer the interview questions.• Divide the class into pairs and tell them to take turns to

interview their partner.• Ask if any of the pairs chose the same favourite story.

Finishing the lesson• Put the Unit 4 story character flashcards in a horizontal

line across the bottom of the board. • Ask the children to vote on which character type is their

favourite. Count and make a note of the answers. • Use the flashcards as your horizontal axis. Draw a vertical

axis, going up to the number of the highest vote. • Invite different children to come to the front of the class

and draw the bar for each character type.

Further practice Unit 4 Literacy worksheet; Literacy Poster


Unit 446

Lesson 8: Communication LanguageCore: donkey, festival, funnyRevised: Characters and descriptive adjectives; Is there a wizard? Yes there is. Is he / she short? Yes, he / she is. No he / she isn’t.

Starting the lesson• Play Descriptions (see Ideas Bank). Use famous characters

from stories.

iPack

Video diary: photos• Tell the children they are going to watch Sophia’s video

diary. Ask them to watch and tell you what it’s about.• Play the film for the children to watch. Ask what the vlog is

about (traditional stories in different countries).

TranscriptSophia Hello! Today I’m talking about popular stories in different countries. In Sweden, people like books about a character called Pippi Longstocking. The author of the books is Astrid Lindgren. Pippi Longstocking is a young girl. She’s got red hair and she wears different socks! Pippi has got two pets: a monkey and a horse. She’s very strong! There are lots of books about Pippi Longstocking … and you can see plays about her at the theatre, too. In Turkey, people like traditional stories about a man called Nasreddin Hodja. He’s got a long, white beard. He’s clever and funny. You can see different statues of Nasreddin Hodja and his donkey. He’s very popular. There is a Nasreddin Hodja festival in Turkey in July. This man is wearing Nasreddin Hodja fancy dress. He’s wearing a long scarf and big, red trousers. In Russia people like traditional stories about a character called Baba Yaga. She’s old and she isn’t very good-looking! There are lots of stories about Baba Yaga! Her house has got legs and it can walk! Baby Yaga is very popular in Russia. You can buy Baby Yaga dolls in the market.

Class Book page 46

1 Remember the video. Look at the photos. Say which countries the characters are from.• Focus the children’s attention on the photos. Ask what

they can see and which countries they think the stories are from.

2 Listen and say Pippi Longstocking, Nasreddin Hodja or Baba Yaga. e 62• Tell the children they are going to hear Sophia talking

about the characters in the pictures. Tell them to look at the photos again and ask what they think the stories are about.

• Play the audio again for the children to say the names.• Ask different children to read out a sentence for the rest of

the class to check their answers.• Play the audio again if there are different answers.

TranscriptSee iPack transcript.

ANSWERS1 Pippi Longstocking 2 Nasreddin 3 Nasreddin 4 Baba Yaga 5 Pippi Longstocking

KEY COMPETENCES: Cultural awareness and expressionChildren are learning about stories and characters from other cultures. You could have a discussion in L1 about the different characters and how they are similar or different to characters in their culture.

3 Listen and follow. e 63 Listen again and repeat.• Focus the children’s attention on the words and explain

that the plural s is pronounced differently depending on the noun.

• Play the audio for children to listen and follow.• Play the audio again, pausing after each word for the

children to repeat. Encourage the children to over emphasize the plural s.

• In pairs, the children take turns saying the words.

4 Communicate Think about characters you like in books. Tell your partner.• Read out the speech bubble for the children to repeat.• In pairs, the children take turns to ask and answer about

characters they like. Remind them to pay attention to the plural s.

iPack

Language practice: game• See instructions for Jigsaw (see iPack games notes).


1 Listen and repeat. e 64• Explain that the children are going to play a game using

the exchanges.• Play the audio for the children to repeat.• Ask the children for other questions they could ask for

example Is the person a boy or a girl? Is he / she young?

2 Communicate Collaborate Play the game in pairs. Choose a book. Ask, answer and guess.• Focus the children’s attention on the pictures and ask

them what characters they can see.• Divide the class into pairs and assign them A and B. • Tell child A to choose a book and (using a pencil) tick the

book cover without showing child B. • Child B asks questions to find out which book child A has

chosen. They use the dialogue in the Class Book as a model. • Children swap roles and play the game again.

Finishing the lesson• Ask the children to design their own book cover. They

draw a picture and write the title. The children show their book cover to a friend and tell them about it. For example, This is ‘Princess in the team’. It’s about a princess footballer.


47Unit 4

Lesson 9: Communication LanguageCore: bee, clever, jungle, spider; I like the story because it’s funny.Revised: story characters and descriptions

Starting the lesson• Play a game of Word jumble (see Ideas Bank).

iPack

Photo discussion• Review the photo and picture on the screen with the

children before the lesson.

Class Book page 47

1 Think Look at the photo and picture. Where is the girl? Who is the character? Guess.• Focus the children’s attention on the photo and picture

and ask them what they can see and what they think the text is about.

2 Read and check your ideas.• The children read the text to check their answers to the

question in Activity 1.

ANSWERSA Jamaican girl’s favourite story and character.

KEY COMPETENCES: Learning to learnLooking at the pictures and predicting what a text is about gives the children a reason to read to develop a positive attitude to their learning and motivating them to engage with the text.

3 Read again and say True or False.• Ask the children to see how many of the true / false

sentences they can do before they read the text again.• The children read the text again and check their answers.• Ask the children to correct the false sentences.

ANSWERS 1 T 2 F. Anansi’s friends are animals. 3 F. There are lots of stories about Anansi. 4 T 5 F. Taite’s favourite story is funny.

4 Read. Then look at Activity 2 and find more sentences with because.• Ask the children to read the text again and circle two

example of because.• Ask the class if they can tell you when we use because.• Go through the rules box with the class.

5 Think Complete the writing task in your Activity Book.

iPack

Review: game • See instructions for Gap fill (see iPack games notes).


1 Look, read and underline the sentences you can join with because. Write the sentences.• Focus the children’s attention on the photo and ask them

to describe what they see. Encourage them to use full sentences.

• Review the uses of because from the Class Book. • Divide the class into pairs to work together to find the

sentences they can join and then write the sentences with because.

• Ask different children to write their answers on the board as a class check.

ANSWERSI like this story because it’s very funny. My favourite character is Turtle because he’s clever.

2 Think Think of a traditional story from your country. Copy and complete the concept map.• Ask a few children what traditional stories they have in

their country.• Copy the concept map onto the board. Choose a book

that all the children know and as a class complete the concept map for the children to use an example.

• Tell them to complete the concept map. Remind them to look back through Unit 4 and use their picture dictionary to help them.

3 Be creative Look at your notes from Activity 2. Draw and write.• Tell the children to draw the front cover, character or

event from their story. • The children then complete the sentences to describe

their story. Tell them to choose because where they can to join sentences or give reasons. They look back at Lesson 9 in their Class Book to check.

KEY COMPETENCES: Cultural awareness and expressionWriting about a favourite book is a creative and personal process. It encourages learners to think about the characters and plot as well the reasons why the book is special to them.

Finishing the lessonPlay a game of Find the answer (see Ideas Bank). Ask What is on the cover of ‘Rama’s Journey’? (A prince and princess.) Who is the frog in Cory’s story? (The prince.) Who is the interview with? (Henry Stone.)

Further practice Revision board games poster; Term 2 Standard or Challenge test, i-Progress Check 2 Unit 4 Standard or Challenge test


Project 3

Earth’s climateLanguageCore: blossom, cherry, climate, dry, equator, fog, hail, ice, poem, season, shape, thunder, weather, wetRevised: desert, hurricane, leaves, lightning, storm, warm

The Project• Explain to the children that they are going to do a project

about the Earth’s climate and write a shape poem. Explain that will be using the Project Zone website to do their research.

• Put the Project poster (Earth) on the wall for children to refer to for key vocabulary as they do the project.

iPack

Photo presentation• Ask children to look at the photos and say what they

know about them. Encourage them to make connections.

Class Book page 70

Stage 1: Investigate

Find out Go to the Project Zone website. Read about Earth’s climate.• Ask the children what they think climate means and what

the climate is like in their country. Explain that weather is the condition over a short period of time and climate is the condition over a longer period of time and is normal for the area.

• Ask the children to work with a partner and write two questions they would like to know about the Earth’s climate.

• Tell them to go to the website and check to see if they can answer either of their questions.

COMPETENCES: Digital competenceThrough the use of the Project Zone website for their projects, the children have been learning how to act and interact with technology and to understand how to use it for finding specific information. You could have a discussion about the difference between finding the information on the website and going to the library and find out which way they prefer and why.


Stage 1 Think Investigate

Tick f the weather from the Project Zone website.• Focus the children’s attention on the pictures and ask

what types of weather they can see.• The children tick the ones that are on the website.

ANSWERShurricane lightning fog ice dry wet

Class Book page 70

Stage 2: Think

Identify Look at the photos. Describe the different kinds of weather.• Focus the children’s attention on the photos and ask what

different weather they can see.

ANSWERSrain dry fog ice lightning hurricane

Think Look again at the photos. Which places on Earth have got these kinds of weather?• Ask the children if they get any of these types of weather

in their country and if they have experienced any of them.• In pairs, the children discuss which places have got these

types of weather. Tell them to check back with the website to help them.


Stage 2: Think

Think Read and complete the sentences with words from Activity 1.• On the board write Polar Regions, the Tropics, the

rainforest, mountains, desert. Ask the children what kind of climate these regions get.

• The children complete the sentences individually before checking with their partner.

ANSWERS1 ice 2 hurricane 3 wet 4 fog 5 lightning 6 dry

Class Book page 71

Stage 3: Plan and do

Prepare Follow the steps.• Tell the children they are going to start planning their

shape poem. Focus their attention on the steps and ask what shape the steps are written in (clouds).

• Go through the steps one by one giving the children time to choose their topic, make a list relevant to their chosen topic and write their notes. Do an example on the board for each step.


Stage 3: Plan and do

Be creative Copy and complete the concept map.• Remind the children that concept maps are a good way

to organize their ideas. • The children complete the title, weather, facts and things

I like boxes in the concept map using their notes and the Project Zone website.

Project 3 EarthP

48


49

• Explain to the children that they are going to write a poem in a shape that illustrates their season or weather.

• As a class, brainstorm some ideas, for example, a leaf shape for autumn, a raindrop for the rainforest, a sun for hot and dry, a lightning strike for storms.

• The children draw a few shape ideas in the box.

iPack

Watch the video of Oliver presenting his poems.• The children watch the video to answer the questions.

TranscriptOliver This is my shape poem. It’s about the desert. Near the equator, there are deserts. The light from the sun is strong. There are months with no rain. It’s very dry. It’s hot and sunny in summer and winter. This is my shape poem. It’s about autumn.Autumn is rainy and wet here. It’s very windy too. There’s fog in the morning. The sky is grey, but the leaves are orange and red.


4 Remember the video. Read and complete the poems.• Focus the children’s attention on the shape poems. Ask

Why do you think Oliver chose these shapes for his poems? (Cactuses grow in the desert and leaves fall in autumn).

• Read out the first line of the desert poem, pausing to elicit the missing word (equator). The children complete the line in their books.

• Divide the class into pairs to work together to complete the rest of the poem.

• In their pairs the children complete the Autumn poem. Play the video for them to check their answers

ANSWERS1 equator 2 sun 3 dry 4 hot 5 wet 6 fog 7 leaves

Class Book page 71

Write Use your notes from step 3. Write four of five sentences.• Ask the children to look back at their notes and concept

map from stage 3.• Tell them to use their notes to write five or six sentences.

They can look at Oliver’s shape poems in the Activity Book on page 63 and the website to help them too.

• Go around checking their sentences and helping where necessary.

Create Choose a shape and create your poem on paper.• Tell the children to choose one of their shapes from their

concept map that best suits their topic and sentences.• Give the children some scrap paper and tell them to draw

an outline of their shape on their paper first and then they write their sentences around the outline.

• Once the children have a good example of their shape poem, give them a large sheet of paper each and tell them to copy the shape poem onto it.

Stage 4: Share

Look Watch the video again. • Ask the children to watch for how Oliver introduces his

shape poem presentation. • Ask the children to tell how he presented each poem and

write the phrases on the board This is my shape poem. It’s about the desert / autumn.

Prepare Practise saying your poem in small groups.• Divide the class into groups of four. • The children take turns to read out their poem to the group.

Encourage them, as you go around, to try and remember their poem so they aren’t reading from the paper and they can face the shape poem to their audience.

• Read through the speech bubble to remind the children what language to use.

Share Present your poem to the class.• Each group takes turns to present their poem. You could

divide the class in half and two children present at the same time to their half of the class. This can be less intimidating and save time.

• Remind the class to be respectful, listen and think of one question to ask at the end of the presentations.

Stage 5: Evaluate

Choose Say what you like about your classmates’ poems and why.• Tell the children to think about the shapes, the facts, the

presentation and their body language.• You could put these categories on the board to help them

with their feedback.

Think Evaluate your work in Project 3.


Stage 5: Evaluate

Evaluate your work in Project 3. Circle.• Ask children to share their evaluation with their partners

and say why their circled the options they did.• Ask the children how they felt about presenting their

poems and if they feel their confidence and presenting skills have improved over the three projects.

• Ask the class which of the three projects they enjoyed the most and found the most interesting ad why.

Finishing the lesson• Make a wall display with all the poems.• Ask the children to walk around and look at the poems

and write down two new things they learnt.• Ask a few children to share their new facts.

Project 3


Unit 150

Rooftops Book Club

Lesson 1LanguageCore: Earth, squidRevised: boat, brother, Grandpa, robot, sister, title

Starting the lesson• Tell the children to think of their favourite character from a

story or movie.• Ask for a volunteer and tell the class to ask them questions

to find out who their favourite character is, for example, Is it a boy or a girl? Can he / she sing? How old is he / she? What story is she he from?

• When the class have guessed choose another volunteer.

iPack

Reader presentation• Show children the book cover and tell them they are

going to read an exciting story.

Class Book page 72

1 Think Look at the cover. Answer the questions with your classmates.• Ask the children to look at the front of the book cover. Ask

What’s the title? What do you think it means? (Where / Who / What / How on earth is...? are phrases we use in English to emphasize the question when there is no easy answer.) Take all their suggestions and discuss it in L1 if necessary.

• Divide the class into groups of four and tell them to look at the cover. They discuss the questions together.

• Ask a few groups to share their answers and write their suggestions on the board. Keep a note of these suggestions so the children can check their answers as they read the book.

2 Communicate What do you know about the characters? Say in your own words.• Focus the children’s attention on the characters from the

story and ask if they can remember their names and how they know each other.

• Divide the class into pairs. Ask them to tell each other what they remember about each character.

3 Communicate Imagine you’re one of the characters. Introduce yourself to the class.• Ask the children to tell you personal questions you can

ask people, for example, Where are you from? What food you like? How old are you? How many people in your family? What do you like doing? Who is your best friend? What sports do you like? Write the questions on the board.

• Individually the children choose their favourite character and look at the questions on the board and think about how their character would answer them.

• Divide the class into groups of four. The children take turns to introduce themselves as their favourite character.

• Tell the group to help them by asking questions from the board or their own ideas.

KEY COMPETENCES: Cultural awareness and expressionBy imagining they’re a different person the children are developing empathy and are encouraged to be creative and express their ideas. Often when children are playing a role they feel more confident and less shy.

iPack

Vocabulary practice: game• Play Pairs (see iPack games notes).


1 Remember and tick f the characters on the cover. Look at CB page 72 and check.• Focus the children’s attention on the characters and ask if

they can tell you who is who, for example Rosie is Ben’s sister.• Ask the children which characters are on the front cover of

the eBook.

ANSWERSGrandpa, Alice and Rosie.

2 Read and circle.• Do the first one as an example with the class. Ask What has

Ben got? And go through the options. The children circle a.• The children complete the activity individually.

ANSWERS1 a 2 a 3 a 4 b

3 Collaborate Do a survey and find how many brothers and sisters your classmates have got.• Focus the children’s attention on the tick chart. Ask a couple

of children how many brothers and sisters they have got.• Ask the children to stand up and tell them they have two

minutes to ask any many classmates as possible how many brothers and sisters they have got.

• Divide the class into pairs for them to compare their results.• Ask a few pairs to share their results.

4 Be creative Draw you and a family member. Write and circle.• The children draw a family member and complete the

sentences.• Divide the class into pairs to tell each other about their

family member.

Finishing the lesson• Put the family member drawings up on the wall.

Further practice Book Club worksheet 1


syllabus - catálogo oxford · project 1: vocabulary describing different land features on earth,...

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