learn with us 5 teachers guide

Syllabus cross-curricular themes Project Reading: reading for specific information: reading personal information, a song, a diary entry Listening: listening for specific information: ide

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: Teacher’s Guide

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Classroom Resource Pack flashcards

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Teacher’s Guide 5

Introduction to Learn with Us 15

Learning withLearn with Us 16

Tour of unit and How to section 28

5 At the department store 123

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Adjectives of appearance and personality

Core vocabulary:

assembly, break, Cookery Club, Craft Club, ICT, Geography, registration, Spanish

Other

Jack, Dad, Mum, Sally, Alfie, Lisa

Present simple: Hi, I’m Jack I’m ten

I’m excited I love Science My birthday

is on …

Possessive ’s / Personal pronouns:

This is (Jack’s) These are (his mum’s)

Present simple: I’ve / He’s / She’s got (fair) hair and (blue) eyes I’m / He’s / She’s (clever) and (friendly)

Has he / she got (long hair)? Yes, he / she has No, he / she hasn’t

Adverbs of frequency: always, every day, never, sometimes, usually

I (always) walk to school

He (never) goes to Craft Club

Sounds:

Alfie, and, has, salad, sandwich, Spanish club, loves, lunch, sometimes

do gymnastics, go abseiling,

go climbing, go diving, go swimming,

go trampolining, play badminton, play hockey, play table tennis

Football vocabulary: goal, match, player, stadium, team, win

He / She (plays hockey) on Mondays

I’m / You’re / We’re / They’re (playing badminton) now

He’s / She’s (playing table tennis) in this photo

why and because: Why are you (happy)? Because we’re winning the match

Why is she (hot)? Because she’s wearing

a hat and scarf

Language in action!: How often do you …? I (play rounders) once / twice

a week I (go swimming) every day / on (Sundays)

Making and accepting an invitation:

Would you like to come to my party?

Yes, I’d love to When is it? Where is it?

What time does it start?

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Syllabus

cross-curricular themes

Project

Reading: reading for specific information: reading personal

information, a song, a diary entry

Listening: listening for specific information: identifying

descriptions of family members, times in a song, times for school

subjects

Speaking: describing who things belong to, giving personal

information; describing yours and others’ physical appearance and

personality, saying a tongue twister, asking and answering about

times and frequency of school subjects

Writing: personal information and descriptions of physical

appearance, personality and likes and dislikes

Reading: reading for specific information and gist: descriptions

of sports activities, text messages between Jack and his friends, a

webpage about why exercise is good for us, a comic-book story

about a girl who loves football, a song about activities, Jack’s project

(an article about a famous sportsperson); reading and understanding

instructions for an experiment and for the unit project

Listening: listening for specific information and gist: descriptions

of sports activities, conversations between friends about sports

activities, a text about exercise and the role of our heart and

lungs; listening to and singing a song about activities; listening to

and understanding a story; listening to opinions about the story;

listening to a conversation in preparation for a project

Speaking: asking and answering about sports activities you enjoy

doing; talking about routines and regular sports activities you

and others do; talking about activities you and others are doing

now; giving opinions about a story; expressing cause and result

using why and because; saying a pronunciation tongue twister to

practise the target sounds /iː/ and /ɪ/; making and accepting an

invitation; presenting a project about a famous sportsperson

Writing: core language at word and sentence level: writing about

people’s routines, timetables and sports activities at paragraph

level, writing your opinion of a story and how you say thank you,

checking and revising written work

Say thank you when somebody does something kind

Sports in the UK and

in South AfricaNatural Science: Why

is exercise good for us?

Writing and presenting

an article about a famous sports person

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What kind of music do you like?

I like (pop music)

I prefer (classical music) My favourite band / singer is …

Superlative adjectives (short and irregular):

My best friend is …

I’m the happiest when …The (tallest) person in my class is … (James) is the (funniest) person I know

Asking for information at a tourist office

Have you got any information about the (museum)?

How do I get there?

How much is a return ticket?

Thanks for your help You’re welcome

bus station, hospital, hotel, museum, post office, shopping centre, square, supermarket, theatre, town hall

There was / wasn’t (a school)

There were some (squares)

There weren’t any (shopping centres)

Past simple: to be:

I / He / She was / wasn’t (scared)

We / You / They were / weren’t (happy)

Language in action!: Excuse me, can you tell me the way to …?

Go past the (museum) Go straight on

Turn left Turn right

The (school) is on your left / right

Buying a ticket for the cinema

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Syllabus

Project

Reading: reading for specific information and gist: short

descriptions of wild animals, an email comparing animals, a text

message about hobbies, a webpage about The Carnival of the

Animals and sections of an orchestra; a fantasy story about a

safari park adventure, a song about wild animals, Jack’s project (a

presentation about giraffes); reading and correcting sentences with

superlative adjectives; reading and understanding instructions to

carry out a project

of wild animals, a conversation between friends about hobbies,

a text about a piece of music and instruments in an orchestra,

comparative and superlative sentences about wild animals;

listening to and singing a song about wild animals; listening to

and understanding a story, listening to opinions about the story;

listening to an interview in preparation for a project

Speaking: asking and answering questions describing wild

animals; comparing wild animals; talking about music you like;

giving opinions about a story, making superlative statements about

members of your family; saying a pronunciation tongue twister to

practise the target sounds /p/ and /b/; asking for information at a

tourist office; presenting a project about a wild animal

Writing: core language at word and sentence level: describing and

comparing wild animals, describing and comparing your family,

writing about music you like, writing your opinion of a story and

your hidden talents, checking and revising written work

We’ve all got hidden talents

Hobbies in the UKMusic: The Carnival of Animals

a project about a wild animal

Reading: reading for specific information and gist: descriptions

and directions of places around town; a diary entry about a town in

the past; a text message about famous buildings; a webpage about

Manchester, a city in the UK now and in the past; a historical story

based on facts about the destruction of Pompeii, Jack’s project (a

presentation about giraffes); a song about a day trip to London;

Jack’s report about the history of places in his town; reading and

understanding instructions to carry out a project

of places around town and directions, a conversation between

friends about famous buildings, a text about old and new

buildings; listening to and singing a song about a trip to London;

a conversation about where you were yesterday; listening to

listening to an interview in preparation for a project

Speaking: describing where places around town are, talking about

what there was in a town in the past, giving directions, talking

about how people felt in the past, talking about where you were

on different days of the week, giving opinions about a story, saying

a pronunciation tongue twister to practise the target sounds /θ/

and /ð/; buying a ticket for the cinema or the theatre; presenting a

report about the history of places around your town

Writing: core language at word and sentence level: describing

places around town and historical buildings and sites, writing about

your town in the past and present, writing your opinion of a story

and the way you help animals, checking and revising written work

Animals can help us We can help animals, too

Famous buildings

in London and AmsterdamSocial Science:

Manchester: Buildings that tell stories

a project about buildings in

my town in the past and present

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Biography vocabulary: daughter, husband, prize, professor, university, war

Other

CLIL: abstract, cubist, impressionist,

pointillist

Past simple regular verbs:

affirmative & negative:

I talked to an engineer

He listened to the gardener

We didn’t play the guitar

Past simple irregular verbs:

affirmative & negative:

became / didn’t becomehave / didn’t havemade / didn’t makemet / didn’t meetwent / didn’t gowon / didn’t win

Language in action!:

He / She was (a scientist) and lived

in the …

Why is he / she famous?

He’s / She’s famous for … +-ing

a cotton T-shirt, a glass bottle, a leather belt, a metal bracelet, a paper plane, a plastic car, rubber boots, a silk scarf, a wooden train, a wool jumper

Obligation: have to / don’t have to

I / You / We / They have to (wear a school uniform)

I / You / We / They don’t have to (wear a school uniform)

He / She has to (go to the post office)

He / She doesn’t have to (go to the post office)

Past simple questions and short answers:

Did you / he / she / we / they (see a river)?

Yes, I / he / she / we / they did

No, I / he / she / we / they didn’t

Language in action!:

can for permission

I can (wear bracelets) at the weekend

I can’t (wear them to school)

Trying on clothes in a shop:

Please can I try this (dress) on?

Yes, of course

Is it any good?

It’s too big / small

Have you got a (smaller) size?

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Syllabus

Project

descriptions of jobs, an article about a job fair, a text message

between friends about great bridges, a webpage about styles

of art, a biographical story about famous scientist (Marie Curie),

a song about what I want to be, information to compare Louis

Pasteur and Albert Edelfelt; Jack’s project (a biography about

Michael López-Alegría); reading and understanding instructions to

carry out a project

of jobs, a conversation between friends about great bridges, a text

about artists and styles of art, a conversation about where you

were yesterday; listening to and understanding a story; listening

to and singing a song about what you want to be; listening to

listening to a conversation in preparation for a project

Speaking: describing people’s jobs, saying what job you want to

do when you’re older, talking about what people did at the job

fair, describing people from the past, giving your opinion about a

story, saying a pronunciation tongue twister to practise the target

sounds /ə/ and /ɜː/, asking and answering to borrow something,

presenting a biography about someone’s job

jobs, writing about what people did in the past, writing about a

painting and style of art, writing your opinion of a story and the

way you work hard to make your dreams come true, writing a

biography, checking and revising written work

Work hard

to make your dreams come true

Great bridges and their designers around the world

Art: Styles of art

a biography about someone’s job

descriptions of items in a department store and the materials

they are made of, a letter to a friend, a text message between

friends about clothes, a webpage about properties of materials,

an adventure story about a family holiday, a song about what we

did and wore, Jack’s project (a report about wetsuits); reading and

of clothes and their materials, a text about properties of materials;

listening to and understanding a story; listening to opinions about

the story; listening to and singing a song about what we did and

wore; listening to a phone conversation in preparation for a project

Speaking: describing objects and what they are made of,

describing what you’re wearing today, talking about what people

have to do, talking about what you can and can’t wear, comparing

traditional clothes in your region with other cultures, giving your

opinion about a story, saying a pronunciation tongue twister to

practise the target sounds /t/, /d/

and /ɪd/; asking and answering about what you and others did on

holiday; asking and answering about trying on clothes; presenting

a report about special clothes and the materials they are made of

objects and material they are made of, writing about what you

have to and don’t have to do, can and can’t wear, writing about

what people did on holiday, writing about properties of materials,

writing your opinion of a story and the way you solve problems,

writing a report about a type of clothing, its development and

properties; checking and revising written work

Be creative

to solve problems

Special clothes around the worldNatural Science:

Properties of materials

a report about special clothes and their properties

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to the beach, play volleyball, swim in the lake, take photos, visit a castle

Is he / she going to (cook pizza)?

Yes, he / she is No, he / she isn’t

Yes Please follow me Are you ready

to order? I’d like … Could I have …?

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Read a story about the H Team to review the vocabulary and grammar from Units 5 and 6 Speaking in groups to prepare, plan and put on a play Working in groups to make a programme for the play.

Festival:

Halloween

Core: carve a pumpkin, dress up, eat party food, go

trick-or-treating, play party games, skeleton

Review: Food and drink; Present simple and continuous;

frequency, can for possibility

Other: gifts, hang, night, pretty, stocking, streets

Festival:

Easter

Core: Easter Monday, Easter Sunday, Good Friday, hot cross

bun, roll (v), roast lamb

Review: Present simple; have got

Other: Christian, cooked (egg), spring, traditions

Project

descriptions of holiday activities, a letter to a friend, a message

about plans for the weekend, a text message between friends

about plans for the summer, a webpage about the world of water;

a humorous story about a birthday, a song about future plans; a

dialogue about what food you are going to have at a restaurant;

Jack’s project (an email about summer plans); reading and

of holiday plans; a text about the world of water; listening to

and understanding a story; listening to opinions about the story;

listening to and singing a song about future plans; listening to a

conversation in preparation for a project

Speaking: asking and answering about holiday activities and

what you have to wear / have; describing what activities you like

doing on holiday; talking about what people are going to do at

the weekend; making polite requests for information; comparing

what you do at the seaside with other cultures; giving your opinion

about a story; asking and answering about what you and other

people ae going to do; saying a pronunciation tongue twister to

practise the target sounds /æ/ and /ɑː/; asking and answering at a

café or restaurant; presenting an email about summer plans

holiday activities and future plans, describing your perfect summer

holiday, writing about your daily water usage, writing your opinion

of a story and thoughtful presents, writing an informal email about

future plans, checking and revising written work

A thoughtful present

is always

a good present

At the seaside Natural Science: World

of water

an email about summer holiday plans

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12 Components overview

CPT (Classroom Presentation Tool)

Classroom Presentation Tool (CPT) with on-screen Class

Book, Activity Book, video and animations, interactive games

and embedded audio to facilitate dynamic classes

The Classroom Presentation Tool contains:

• an opening video featuring the main character

introducing the setting for the unit

• animated song videos

• a culture film introduced by the main character,

showing British children in their own environment, with

comprehension task

• a video for presentation and practice of the Language in

action! functional language in Lesson 3

• a slideshow introducing the cross-curricular topic with a

Quick quiz

• a fully animated story with real-action video introduction

• an animated song video introduced by the main character

and his friends

• a video presenting a functional language dialogue for

role-play in Lesson 8

• vocabulary games in Lessons 1 and 5

• vocabulary and grammar games in Lessons 2 and 6

• a pronunciation game in Lesson 7

• a grammar and vocabulary review game in Lesson 8

• Class Book and Activity Book pages with answer

key-reveal function, for easy reference and navigational

support in the classroom

• all audio tracks

It also includes:

• a Starter Unit video introducing the main character and

his friends and family

Class Book

• a clear syllabus summary showing the language learnt in

each unit

• a Starter Unit introducing the course character, Jack,

and his family and friends, as well as presenting and

practising school vocabulary and adverbs of frequency,

and reviewing family members, activities, personal

information, school subjects, adjectives, present simple

and present continuous

• six units of nine lessons providing the core teaching material

• three Review Units, including a reading-for-pleasure story as well as a project to engage and assess various competences and to practically apply linguistic knowledge

• three Festival Units (Halloween, Christmas and Easter)

• six Conversation cards to present and practise a functional language role play in Lesson 8

Activity Book with Online Practice

• ten pages of practice activities for each unit, with a focus

on reading and writing

• follow-up practice to the Review Units

• All about grammar additional practice pages for the grammar presented in Lessons 2 and 6

• follow-up practice for the Festival Units

• an alphabetical Wordlist of the vocabulary presented in Lessons 1 and 5

• three pages of exam practice (reading and writing) which can be used towards the end of the year

• six cut-out speaking cards for the speaking activity in Lesson 7

Online Practice

Online practice offers a blended approach to learning where students can use online interactive activities to further practise language and ideas taught in the Class Book

Components overview

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Components overview

Teacher’s Pack

A comprehensive Teacher’s Guide containing:

• a full syllabus overview

• an introductory section including

a components overview, a

summary of the course concept

and characters, an introduction

to the course, a breakdown of the

methodology behind the course,

and notes on current issues around

accessibility in the classroom, such

as Competences for 21st century

learning, SEN, mixed-ability classes

and multiple intelligences

• a Tour of a unit section, presenting an overview of the

function of each lesson with a ‘How to’ section outlining

the standard teaching steps and sequence of resources for

each of the nine lessons

• suggestions for what to do if the CPT is not available

• a rapid route with suggestions for how to save time

• notes on further resources

• transcripts for each lesson

• full answer keys for Class Book and Activity Book activities,

as well as explanatory teaching notes where appropriate

• suggestions for optional starter and finisher activities

• culture notes

• references to Competences for 21st century learning

• references to worksheets and tests in the Teacher’s

Resource Material in the Teacher’s Resource Centre

• an Ideas bank with games, activities and ideas for how to

exploit the extra resources (flashcards, posters, etc.) These

include ideas for action and settling games, pronunciation

practice games, grammar games as well as ideas to exploit

the animations, videos and posters

• useful classroom language and a wordlist

• a letter to parents, outlining what Learn with Us offers

Class Audio

All tracks are provided on the Class Audio CDs and the CPT:

• recordings of all the songs, stories and listening activities

• includes karaoke versions of the unit songs

Listening tracks for the tests are available on the Teacher’s

Resource Centre

Teacher’s Resource Centre

• complete access to students’ online practice

Downloadable Teacher’s Resource Material:

• mixed-ability vocabulary and grammar worksheets at

reinforcement and extension level for each of the core units

• Culture & communication worksheets to support the

Culture film in Lesson 3

• Cross-curricular worksheets to support the Lesson 4 CLIL

topic and facilitate the Web search

• Story worksheets to enable children to act out the story

• Word skills worksheets providing essential word skills focus: dictionary skills, spelling rules, synonyms and collocations, etc

• Standard and Challenge level tests: six unit tests and three term tests

• listening tracks for the tests

• transcripts, answer keys and teaching notes for all worksheets and tests

• flashcards for the Starter and Festival Units

• notes on evaluation and grids for assessing Competences for 21st century learning and speaking

Classroom Resource Pack Flashcards

• flashcards for presenting the core unit vocabulary

Posters

• Building fluency: a large, easy-to-read poster with definitions

of an adjective, adverb, noun, adverb, preposition, pronoun, and how

to improve fluency presented on

a large poster format

• English-speaking countries: a large, easy-to-read poster with map of the world and information about the English-speaking countries

if ‘All About Us’

is legible

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14 Concept and characters

As every child grows up, his or her year is punctuated by

routines, events and occasions – some are ordinary and

everyday, such as eating at school or cooking, while others

are more momentous, such as a birthday or a holiday It is

these real-life situations and events, as experienced by real

children, that are at the heart of Learn with Us

All about Jack

In Learn with Us 5, children follow the real-life experiences of

Jack, a ten-year-old British schoolchild Jack and his family

and friends inhabit a world the children can easily relate

to – at home, at school or doing activities on holiday In this

way, children are motivated to learn and use the language of

real-life situations that are relevant to them, while also being

invited to draw comparisons between the main character’s

and their own experiences Learning alongside a real child

in the UK will also raise their curiosity about English, provide

opportunities to learn about other cultures and encourage

them to develop the skills and competences shown by Jack

and his friends

The children are first introduced to Jack in the Starter unit as

he moves to a new town with his family, starts a new school

and makes two new friends Through this they learn about

his family and interests – before his life is explored further

through each unit Each unit opens to a different event or a

day in the life of Jack and his family and friends Jack, along

with his friends and family, are introduced first on video as

real people before we enter their world on the page and see

the same characters on the page

The context for the unit is always introduced via a short

video of Jack This scene is then visualized in the large

picture shown on the opening Class Book pages This

integration of video and pictures not only turns the ordinary,

everyday situations into the extraordinary, but is also

stimulating for the children, reflecting their own multimedia

interests and experience

The real-life contexts for each unit in Learn with Us 5 are:

• an introduction to Jack and his family after their move to a

new town, and an introduction to Jack’s friends (Starter Unit)

• celebrating Jack’s birthday with a sports activities party

(Unit 1)

• a trip to a safari park (Unit 2)

• getting to know Jack’s new town (Unit 3)

• a job fair at Jack’s school (Unit 4)

• shopping for a birthday present for Jack’s cousin, Lewis (Unit 5)

• activities at a summer camp (Unit 6)Jack accompanies the children throughout the unit, grounding their learning in the real-life context and encouraging them to immerse themselves in the language situation alongside our character

All about Jack’s family and friends

In exploring Jack’s world, we also become familiar with his family and friends all around the world, who often accompany him in different situations in the Class Book pictures and videos

We meet Jack’s mum and dad, as well as his older sister, Sally, and many of his friends from around the world who he communicates with online

We also come to know Lisa and Alfie, Jack’s friends from school, who are in the same class as him Jack, Lisa and Alfie all contribute giving their opinions on the stories and by presenting the unit songs, providing a realistic and relatable context throughout the course

Concept and characters

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colour animations of all the unit stories, and a selection of interactive games and other types of games

The stories form an important feature of the course, with

a rich variety across all six levels They not only provide a meaningful context for the language, but bring creativity and imagination to the classroom, captivating and inspiring young minds The stories also provide a useful springboard into linked activities, such as the values focus In this way, children form important connections between the values they see played out in the story and their own social development

Learn with Us is underpinned by a sound competence-based learning methodology, ensuring that the Competences for 21st century learning are developed Activity rubrics are often competence-based, and include thinking-skills activities and challenges that require the children to work collaboratively and stretch themselves cognitively Likewise,

a variety of activities which appeal to multiple intelligences, such as individual and collaborative project work, quizzes and games, ensure every child remains challenged and active in their learning Drawing on the real-world content of the course, critical-thinking and self-evaluation skills are also developed by encouraging the children to be curious about and question the world around them, while also reflecting

on their own interactions

Studying English with Learn with Us also naturally activates curiosity about other cultures By focussing on a day in the life of a British child, the opening context for each unit is overtly cultural, and is also enriched by video clips rooted

in British culture The children are invited to explore and think about the world presented to them, comparing the character’s life to their own

The specific Culture lessons in each unit also vividly bring a part of British culture to life The children follow this lesson with a cross-curricular topic linked to the theme of the unit, allowing them to continually review and build on their language-learning Making links to other subject areas in this way extends the meaning and perspective of what the children have learnt, and broadens their horizons

Learn with Us offers a wide range

of activities and materials that acknowledge individual learning styles and allow you to cater for mixed-abilities within your class Children are encouraged to work at their own ability level, with reinforcement and extension resources and two-levels of tests to provide additional flexibility

Introduction to Learn with Us

Introduction to Learn with Us

Learn with Us is a six-level course for children learning English

from Primary 1 to Primary 6 It is a child-centred course that

enables children of ALL abilities to learn by doing, to learn

together, and to learn from each other

Learn with Us provides an unprecedented amount of real-life

video as part of the exciting digital and print resources that

are designed to work independently and in combination,

allowing for maximum learner engagement and classroom

efficiency, whether your classroom has an interactive

whiteboard or not

At the heart of Learn with Us is real life In each level of the

course, the children follow the experiences of a British

schoolchild, and share experiences and learning This

approach marks an important shift towards language for

communication by structuring language learning around

real children in real situations In this way, language

presentation can be focused on real-life situations and social

interaction

A new child is introduced at each level of the course to

reflect the children’s own changing life experiences and

interests As the learners progress through the levels, they

can share and compare ideas about themselves and their

lives to those of the characters, achieving a real sense of

growing up together

The course is situation-based, with an event in the life of the

child forming the starting point for each unit, e.g a birthday,

a trip, or going on holiday The situation is introduced by the

central character via an accompanying video

The central character then accompanies the children as

they progress through each unit, using more videos to

introduce stories, documentary-style culture videos and unit

projects, bringing each to life In addition to these

character-led videos, there are animated songs, as well as attractive

Learn with Us

Bring learning together Bring learning to life

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16 Learning with Learn with Us

Classroom Presentation Tool (CPT)

The CPT presentation materials for Learn with Us are engaging

and varied They include unit-introduction videos with

Jack, culture films, cross-curricular slideshow presentations,

story animations, song animations, functional language

conversations, pronunciation games and review games There

are also interactive practice games designed to be played

during Lessons 1, 2, 5 and 6, providing further exposure to

core language and allowing for well-timed comprehension

checking A bank of these games is also provided in the

Resources section of the CPT to allow for revision and

recycling when needed

The CPT also offers all the pages of the Class Book and Activity

Book on screen, for easy reference and to aid classroom

management, e.g for helping the children to navigate to the

correct page in their own printed Class Books / Activity Books,

and for quick and easy access to audio tracks or answer keys

The CPT is easy to navigate with the material clearly divided

into units and lessons

Class Book

The Class Book lessons have been carefully staged to allow

smooth and natural progression: from the presentation

stage provided by the CPT material, flashcards or the Class

Audio, to simple activities demonstrating active recognition

of the language, then finally to practise of the language via

engaging activities such as games, role plays, or listening

and speaking activities, supported by further practice games

on the CPT

The rubrics in the Class Book are addressed to the child,

rather than the teacher, and include critical-thinking

challenges that allow the children to personally invest in

the material, as well as scaffolded communication games

and tasks that require the children to work cooperatively

Likewise, at the end of each unit in the Class Book the

children create a project, which allows them not only to

consolidate their learning, but to also to work independently

and personalize the language they have encountered in the

unit in a way that is meaningful for them In this way their

enthusiasm for speaking English is heightened

Activity Book with Online Practice

The Activity Book with Online Practice has been designed

to bring together all that the children have learnt in the lesson beforehand, consolidating and reinforcing content and language from the Class Book and CPT presentations and practice In lessons which aim to practise core vocabulary and grammar, the Activity Book serves to provide independent reading practice as well as listening practice and written production In lessons which centre on other types of content, e.g the unit story, culture and cross-curricular content, the Activity Book is an effective means of checking concepts 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 review the vocabulary they have been learning and to explore and break down the rules of the grammar they are studying, as well as enabling them to input creatively and imaginatively, by personalizing the content they have learnt For example, in Lesson 2, the main rules of the target structure are presented through a table which allows the children to think about the form and use of the grammar

In Lessons 3 and 4, the activities allow the children to make links to their own country or region and to personalize the unit language creatively in a way most meaningful to each child In Lesson 5, children are asked to choose statements that apply the story value to their own lives Finally and importantly, it provides scaffolding to ensure a successful and motivating outcome for the end-of-unit project in Lesson 9

Learning with Learn with Us

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Learning with Learn with Us

On the CPT, new language is always presented alongside images, so that meaning is clarified first The option to turn off text on the CPT allows the children to focus on the oral and aural before they focus on the written form The ‘text off’ and ‘text on’ option, available for many of the CPT materials, allows the teacher to choose the most suitable version according to the point at which the material is being used and the progress the children have made

The Class Book provides plenty of general reading skills practice from which the children gain exposure to a variety

of different text types; in the Lesson 2 Grammar lesson, in the culture and cross-curricular lessons, the unit stories and Jack’s projects The three end-of-term review stories in the Class Book bring together the language that the children have learnt over two units in a fun, comic book-style story The printed flashcards in the Classroom Resource Pack can

be used for optional review or further practice at any point during a unit

After exposure to new language in the Class Book, the children move on to more independent reading and writing

in the Activity Book The approach to reading and writing

in the Activity Book is carefully staged to move from word level to sentence level, and on to short paragraphs As a unit develops, the amount of guidance and scaffolding for writing tasks is graded to encourage learner independence, for example, moving from using words from a selection provided, or copying and completing phrases, to freer and more personalized writing production in Lesson 9

The project preparation and writing tasks in Lesson 9 are staged carefully to support all learners, challenging the more confident to stretch themselves, while supporting the less confident to a successful writing outcome The project

is the culmination of all the language learning and skills practice the children have had during the unit The mix of listening and reading comprehension, and writing activities include tasks and tips to help children plan and generate ideas, order and structure their writing, and successfully tie their ideas together raising awareness of the cohesion of texts Once the children have completed these stages, they are ready to produce their own personalized written text

at paragraph level, based on the model, with the ultimate aim of presenting their work in project form to an audience The writing tasks include several motivating text types (an article about a famous sportsperson, a presentation about

a wild animal, a report about the history of places in your town, a biography about someone’s job, an informal email describing summer plans) The performance outcome is also a motivating factor in helping the children write more independently whilst bringing together all that they have learnt over the course of the unit

Learner training is an important part of developing writing skills and the check and revise activity in Lesson 9 encourages children to review each other’s work in order to develop writing skills such as spelling, punctuation, grammar and organizing work Working with a friend to do this gives each child the opportunity to share their language skills, opinions and receive peer feedback

Skills

Listening and speaking

The high-quality audio-visual material supplied on the CPT

affords the children plenty of aural recognition before they

are required to produce the language The ideal combination

of clear listening models of spoken English with strong visual

support means that the children are able to develop notable

confidence as they hear words and phrases for the first time

and understand them without ambiguity Equally, the clear

and easy-to-follow models provided on the Class Audio

allow for quick and accessible models that stimulate the

children’s accurate recognition of the language before they

are expected to produce it themselves Listening skills and

aural confidence are further developed through listening

to a range of motivating texts and stories with varied

comprehension tasks in both the Class Book and the Activity

Book These also help develop learner independence and to

prepare the children for practical everyday tasks in English

In Learn with Us 5, speaking practice at sentence-level

is integrated into every lesson and builds on language

the children have already learnt in previous levels New

vocabulary is introduced in the context of a familiar grammar

structure Spoken accuracy of new language is developed

through activities which encourage repetition following

a model, provided by the CPT and on the Class Audio

CDs, as well as through oral pairwork activities, songs, oral

comprehension questions, speaking dialogues that practise

functional language exchanges, controlled practice games

and personalization activities Speaking cards in the Activity

Book provide practice of exam-style pairwork speaking, and

the Conversation cards in the Class Book also offer pairwork

practice of longer functional language dialogues Learn with

Us 5 also includes activities designed to actively encourage

the children to formulate and express their opinion in English

Previously learnt language is actively recycled in oral activities

and the children are encouraged to use this language as

they set up and carry out various tasks This wide range of

motivating oral activities allows for extensive opportunity for

repetition of core language within a clearly defined framework

in order to help children build their confidence in speaking

In addition, phonetic awareness and confidence is further

developed in pronunciation activities designed to raise

awareness of and practise production of key sounds and

familiarity with the phonetic script

By the end of a unit, the wide range of graded speaking

practice should support all learners to successfully present

their end-of-unit project with confidence and to the best of

their ability, and talk about their performance in the unit

Further optional pronunciation and communication games

are detailed in the Ideas bank on pages 167–172 of this

Teacher’s Guide

Reading and writing

Learn with Us takes a systematic approach to both reading

and writing throughout the course In Level 5 children are

introduced to reading the written form as they hear and say

new words or structures Once the children are familiar with

reading and saying new core language, they move on to

writing it

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Following the CPT presentation materials, the children are invited to open their Class Books for a re-telling of the story, this time in closer view, with full-colour story frames and accompanying audio A variety of activities in the Class Book and Activity Book support consolidation of new vocabulary and core concepts The children also further develop learner independence by being encouraged to evaluate the story and say what they think about it The children, as with previous levels, have the opportunity to act out the story

to recycle the language of the unit in a fun and memorable way, while allowing learners of all levels to join in with the performance

Revision stories are also available in the form of a running cartoon in the Review units and are also available as a scroll-through storybook on the CPT

Values

There is a strong emphasis in Learn with Us on values and developing the whole child In Learn with Us 5, the values focus is presented in Lesson 5 through the story, with

a focused ‘All about values’ feature clearly linked to the content of the story The children are encouraged to discuss and relate the value to their own lives, raising awareness

of the children’s own social growth as well as promoting self-esteem, positive attitudes, and tolerance and respect towards others

In the Activity Book follow-up task in Lesson 5, the children consolidate the value by doing a personalization task which helps internalize the value and make it more relevant to their real-life experience

All about values

Stories

The stories are central to each unit in Learn with Us 5 They

depart from the real-life context and narrative as presented

by Jack and instead immerse the children in a fun and

entertaining story that, while still linked to the theme of

the unit, is also a completely new and exciting adventure,

with a different storyline and set of new characters in each

unit A rich variety of different story genres are explored:

from traditional fables and fairy tales to true life stories and

adventure All the stories have been specially chosen to

appeal to the children’s imagination and diverse interests

The unit stories in Lesson 5 play an important role with

regard to language development, as they not only present

the second vocabulary set and target grammar in context,

but they also revise previously learnt language (both core

and incidental) Hearing this recycled language in a rich

story narrative provides the children with an important

opportunity to practise recognizing larger language outputs,

i.e the lexical ‘chunks’ that form the building blocks of

English that they will encounter time and time again

The stories also provide the opportunity to develop listening

skills (via the CPT or the Class Audio CDs) and reading skills

All story text is provided on the page, allowing the children

to follow while they listen and thereby boosting their

confidence and ability to recognize known words

The children’s first experience of the unit stories is via the

CPT, where they can enjoy a beautiful, fully animated version

of the story, maximizing the story’s motivational potential as

well its function as a learning tool Each story is first chosen

for us by our central character, Jack, smoothly embedding

the imaginary in the real-world context so central to Learn

with Us, while also helping the children to transition into and

build excitement about the new content

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The culture lesson also helps the children take a step towards integration into the culture of the language they are learning by giving them useful expressions, in the form of common everyday language, in the Language in action! activity A simple, high frequency social exchange is modelled by children in the video clip, so that leaners can listen and repeat it easily These exchanges have also been chosen taking into consideration the language syllabi of the GESE Trinity and Cambridge English: Young Learners external exams, in which social English plays a key role

of the children using a variety of tools

The Learn with Us 5 tests can be found in the Teacher’s Resource Material in the Teacher’s Resource Centre They cover all the target language from the level and are divided into six unit and three term tests Importantly, the term tests are cumulative, with the language from Units 1 and 2 tested

in the Term 1 test, Units 1–4 in the Term 2 test, and Units 1–6 in the Term 3 test In this way, long-term retention of the language the children have encountered throughout the duration of the course can be tested, aiming towards longer-term learning Moreover, the activity types in the term tests have all been carefully designed to echo the latest Cambridge Young Learners English test (Movers level) This can help the children start to familiarize themselves with the test in a non-intimidating way, enhancing their confidence with regard to sitting external exams

There are two levels of each of the unit and term tests:

‘Standard’ and ‘Challenge’, allowing you to select the level appropriate to the ability of the different children in the class

At both levels, all four skills are systematically tested across both the unit and term tests To provide more flexibility in administration, speaking skills are assessed continuously and after every two units in the term tests Grids are provided

in the Evaluation section in the Teacher’s Resource Material

to help with the continuous assessment of speaking using various unit activities and appropriate criteria for evaluation

Songs

Songs form a natural part of childhood and are therefore

something immediately familiar to primary-aged children

They are also an invaluable way of practising and assimilating

new language, as they naturally include repetition, provide

clear models for correct pronunciation and greatly aid memory

through their use of rhythm The children will naturally

participate, meaning they will be active and having fun while

at the same time gaining valuable exposure to the language,

increasing the likelihood of retention For this reason, songs

are an integral part of Learn with Us, with the CPT providing an

extra audio-visual dimension through an animated song for

the Lesson 7 songs

Each unit of Learn with Us 5 contains one song They review

and consolidate language presented in previous lessons in the

unit The songs cover a variety of musical genres specifically

designed to encompass the diverse range of musical styles

children enjoy in the real world The song is supported with an

animation available on the CPT

unit, the content is grounded in the real world, immersing

and inviting the children to participate in the life of a British

child In Learn with Us 5, the wider English-speaking world

is also integrated into the Culture lessons This approach to

structuring language learning around day-to-day situations

naturally inspires the children to compare the character’s

world with their own The details and conventions of British

everyday culture are brought to life in supporting video

clips at the start of each unit, helping to make British culture

relevant and interesting to the children’s own lives The mix

of documentary and drama footage which make up the unit

culture films provide a motivating insight into British culture,

and the follow up pages in the Class Book and Activity Book

all provide interest and the opportunity for cross-cultural

comparison

The children are encouraged to understand and reflect on

the differences and similarities between their own and other

cultures in order to develop Competences for 21st century

learning in particular Social and civic competences and

Cultural awareness and expression

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20 Learning with Learn with Us

Clear and practical notes are provided to help with

administering the speaking sections of the term tests The tests

are available as printable PDFs or editable documents on the

Teacher’s Resource Centre, so you can choose to adapt the

material to suit your class Audio for the tests is available on the

Teacher’s Resource Centre

Additional opportunities for evaluation in Learn with Us 5

come in the Lesson 3 Language in action! tasks, Lesson 7

speaking cards activity, Lesson 8 Conversation cards activity

and Lesson 9 unit project, establishing a more holistic

approach to the assessment of the children The criteria

for assessment of the projects is matched to learning

standards for this level and Competences for 21st century

learning Opportunities for evaluation in the project lesson

is identified in the Class Book with a key symbol Guidance

notes and grids for assessment of the projects can be

found in the Teacher’s Resource Material and allow you to

continuously assess the children’s progress and provide

them and their parents / carers with feedback

Allowing your children to evaluate and reflect on the

work that they have done is also an integral part of the

learning process, and links directly to the Learning to learn

competence Studies have shown that children who are

given opportunities to reflect on their work tend to be better

engaged, have a more positive attitude towards learning,

and therefore absorb much more For this reason, Learn

with Us 5 provides opportunities for reflection and

self-evaluation, allowing the children to think about what they

are learning, check what they know and record how they are

progressing Children are encouraged to evaluate their own

projects, and the unit tests each contain an ‘All about my test’

feature, allowing for self-reflection on how well the child has

performed at the end of the unit

Cross-curricular focus

One core lesson in each

unit of Learn with Us covers

content from other subjects

across the curriculum,

providing the opportunity

to transfer useful, practical

English language to a

range of different areas

of the curriculum, including Social and Natural Science and

Music These lessons are linked to the theme of the unit and

complement the culture lesson that has come before This

allows vital links to be formed in the children’s

language-learning, as well as providing a meaningful context for the

topic area via a ‘learning through meaning’ approach

The content ranges from why exercise is good for us to music

compositions and an orchestra, to styles of art and the world

of water, and the concept is always consolidated with clear

illustrations and activities in the Class Book, with further

practice in the Activity Book Within these lessons, the children

will encounter new vocabulary specific to each topic, but the

focus is on understanding the concept rather than retaining all

the new language

Exciting visual and auditory presentation tools are used to introduce and exploit the concept in every unit An engaging slideshow-style presentation with a Quick quiz introducing the subject matter is available on the CPT for easy-to-use, effective presentation of the cross-curricular concept and new cross-curricular words, and this is reinforced in the Class Book with tasks developing reading, listening and speaking skills

Collaborative learning

Language-learning is a pre-eminently collaborative activity, and it is for this reason that Learn with Us offers a wide range of activities and materials that inspire the children

to experience English together by working collaboratively Children are encouraged to work together in a variety

of communicative speaking activities, grammar practice activities and project activities, helping to develop the children’s social and civic competence

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Learn with Us encourages the development of thinking

and communication skills through engaging collaborative

activities which promote truly meaningful communication

The Think icon in the Class Book and Activity Book denotes

activities which encourage children to formulate and express

their own opinion The language they need to do this is

clearly modelled and they are encouraged to share their

opinions with others They are encouraged to respect each

other’s opinions, and are reminded of the need to take turns

in a conversation and appreciate that there is more than one

perspective on most things As this features regularly, they

will gain in confidence as the year progresses

Likewise, the projects that appear in each unit are an

example of how collaborative work not only facilitates

appreciation of each other’s ideas but also develops personal

initiative In these tasks, the children are asked to work in

pairs to check and revise their project This collaboration

allows children to learn from and instruct each other on how

to improve their work

Parental involvement

The support and involvement of parents and family members

is a key motivating factor for children across all subjects The

children will enjoy sharing what they have learnt with their

parents or carers, and for this reason, Learn with Us uses a

variety of approaches to help establish a vital home–school

link for the children

The ‘English at home’ icon appears in several places throughout

the Class Book and Activity Book, clearly signposting

opportunities for children to share their learning with their

parents or carers

Establishing clear and transparent communication with

parents is also essential in developing a cooperative

relationship between home and school It’s important to keep

parents informed about what their children are learning

Think

English at home

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22 All about accessibility

Competences for 21st century learning

The Competences for 21st century learning 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

There are seven Competences for 21st century learning in

the Spanish education system, defined as follows:

The methodology of the course ensures that the competences are developed methodically, and that they are clearly highlighted and explained throughout the teacher’s notes

The lesson notes in this Teacher’s Guide provide information in how the syllabus maps to the Competences for 21st century learning enabling you to track the children’s development through the course A more detailed explanation of how learning a foreign language can develop the Competences for 21st century learning can also be found on the Learn with

Us 5 Teacher’s Resource Material in the Teacher’s Resource Centre, along with ideas and material for further exploitation

of Competences for 21st century learning

All about accessibility

Linguistic competence

The children will use and develop their linguistic

competence in all the activities in Learn with Us

This encompasses effective communication and

expression across the four skills of reading, writing,

listening and speaking

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

Digital competenceThis involves the confident use of ICT and develops the skills to use IT 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

This 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

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

Sense of initiative and

entrepreneurship

Like ‘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

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 cross-curricular lessons

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All about accessibility

Special Educational Needs in the ELT classroom

What 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 always 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 label

It 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 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 way

Children 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 management

Clear, 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 strengths

Try 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

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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 Learn with Us will help with this

• Children with dyslexia often engage well with electronic

or interactive devices, so the CPT 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 CPT 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 Learn with Us and the models and examples on the CPT 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 repetition and 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 vocabulary notebooks, so that they can review new language regularly

Mixed-ability and multiple intelligences

No 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 For this reason, Learn with Us offers strategies and materials to help teachers adapt their lessons to meet the needs of individual children

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

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 tongue

Dyslexia 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

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Mixed-ability and Learn with Us

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 Learn

with Us is carefully designed to offer graded and structured

activities to support all children’s language learning

Learn with Us caters for mixed-ability children in a number of

different ways:

The CPT, 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 CPT games at this level

mean that they allow even children with the lowest level

of English to participate without feeling under pressure,

because everyone joins in

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 Cross-curricular lessons regularly reinforce

previously presented vocabulary and structures in a new

context, and the songs and chants which punctuate each

unit offer the chance for fun and meaningful revision of the

unit vocabulary

• In addition to the continual recycling within the main

units, an end-of-term review is provided through the

dedicated Review units These lessons draw together all

the core vocabulary and target grammar from two units

in a new setting, with a practical and tangible outcome in

the form of the project

• The recycling and revision of language from previous

years is also given great importance throughout Learn

with Us For example, in Learn with Us 5, the reading

and speaking activities in Lesson 1 and Jack’s question

in Lesson 1 of every core unit revise vocabulary and

grammar from previous levels and units, making

important links in the children’s language-learning

journey

• The extension vocabulary activity provided in Lesson 1

of each main unit provides an opportunity for more able

children to expand on what they have learnt

• 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

• In Learn with Us, many activities in the units and others

in the Ideas bank of the Teacher’s Guide encourage communication and co-operation, which in turn involve everyone in the group The teaching notes include many activities to help you create a relaxed atmosphere so children of different abilities can integrate more easily

• 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 intelligences and Learn with Us

The 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

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different types of input carefully designed to serve all children by reaching out to their multiple ways of learning Each lesson in Learn with Us 5 has been deliberately set out

to appeal to a wider range of intelligences, offering a variety

of activities which cater at different times for children with different learning styles or intelligences

For example, a typical lesson may start with a warm-up matching game (verbal-linguistic and bodily-kinaesthetic), followed by an introductory video on the digital CPT (visual-spatial), followed by singing a song (musical-rhythmic) and finally a pairwork speaking activity (interpersonal and verbal-linguistic) Follow-up tasks are provided in the Activity Book with Online Practice and in worksheets in the Teacher’s Resource Material, allowing children to reflect on their learning (intrapersonal) in a variety of ways In this way, the inherent diversity of the classroom is purposefully catered for

in each lesson

Learn with Us taps into children’s natural talents, thus allowing you to provide motivating educational experiences which help develop the confidence and language skills your children need to communicate both with their classmates and with the English-speaking world

Mixed-ability extra ideas

The following is a list of optional extra activities that can be used in each lesson of every core unit to cater for mixed-ability children

Lesson 1 Give out the flashcards to children or pairs

of children around the room Ask them to hold up their flashcards in turn for the class to say the word Ask each child

or pair to come to the front of the class, stick their flashcard

on the board and say the word In a more confident class, ask the children to write the words next to the flashcards

Lesson 2 Divide the class into two groups Divide the unit flashcards equally between the two groups Group A holds

up a flashcard for Group B to make a correct sentence referring to the All about grammar box Leave it completely open what type of sentence they make or give instructions directing the sentence you want them to form If their sentence is correct they get to take the card Then swap roles Alternatively, do this in pairs using the Class Book page photos

Lesson 3 After listening to the message between Jack and his friend, divide the class into two groups Group A read Jack’s lines and Group B read his friend’s lines Ask pairs or small mixed ability groups within Groups A and B to find examples of the target language from Activity 3 in the message See if together the two groups can find all the main examples in the message

Lesson 4 Put the class into small mixed-ability groups Ask one child from each group to come to the front of the class and show them one of the new cross-curricular words They return to their group and draw a picture representing that word Give them a time-limit The rest of the group guess which word it is Repeat with another child and the other words

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

Likewise, it is clear that learning a foreign language at an

early age can positively help to develop and stimulate all of

a child’s intelligences In the ELT primary classroom, all eight

of Gardner’s intelligences can be quite clearly activated in

a number of ways through the language-learning process,

allowing our children to build on their natural talents, while

also encouraging the development of their other abilities

Simply put, all intelligences can be learnt, and that is why

we must help our children to develop all their intelligences

through creating an attractive, encouraging and motivating

atmosphere in the ELT primary classroom

This is why Learn with Us contains activities, tools and

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Lesson 5 Ask two or three confident children to come to

the front of the class and mime one of the story frames

The rest of the class guess which frame they were miming

Lesson 6 Divide the class into small mixed ability groups

and ask them to think of and write as many examples as

they can of one of the items in the All about grammar box

on a large piece of paper Display the pieces of paper around

the room and allow groups to walk around and add to them

Use this to see what errors the class are making and review

these areas with them later

Lesson 7 To help children familiarize themselves with the

pronunciation, write the two sounds on separate pieces

of paper and place them on opposite sides of the room

Pronounce a sound and ask the class to walk or point to the

correct side of the room Review and mix in sounds from

previous units and have three or four sounds placed around

the room Once the children are familiar with the sound and

words that contain it, say a word with the sound and ask

them to walk /point to the correct side of the room

To have some fun with pronunciation, ask the class to say

the rhyme in different ways – first slowly and then quickly,

quietly and then loudly (and vice versa), happily and in a sad

way, etc

Lesson 8 Go through the questions in activities 1 and

2 before the children listen to the dialogue and check

comprehension together as a class Put the class into small

mixed-ability groups to read the questions again and predict

the answers Invite them to be as creative or as inventive as

they like and to give reasons for their answers Feed back

some answers from the class After doing the ‘listen and

match’ opinions activity in the Class Book, make the activity

interactive by designating areas of the classroom as the

‘three opinions’ Children walk to the area which reflects their

opinion and say their opinion out loud

Lesson 9 When the children check each other’s work,

encourage mixed-ability pairs or different pairs each time so

that they bring out each other’s strengths and support each

other, but do consider how well they work together and get

along outside the classroom They need to feel comfortable

working together to make the most of their English and

have fun

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The star learner activity supports your mixed-ability class by highlighting an optional way

of reviewing and extending vocabulary

Become familiar with Jack’s everyday context for the unit

Listen and say Vocabulary Set 1

Listen and identify the new vocabulary in context

using revised language

Read and identify the new vocabulary in context from

descriptions using revised vocabulary and a revised

The main aim for each unit

is presented clearly for the

class

The main character, Jack,

introduces the unit theme in

a short, live-action film

Flashcards are found as printed cards in the Classroom Resource Pack, as an optional way of presenting and practising the new vocabulary

Activity 5 provides supported speaking practice of the vocabulary set and the revised structure

Class Book CPT

Lesson 1 Vocabulary

28

Teaching tipSelect an additional flashcard game to supplement the presentation of the vocabulary set and activities on the page, if you feel the class needs more practice See the Ideas bank

on pages 167–172

Activity 3 provides an opportunity to hear and identify the vocabulary in the context of revised vocabulary and a revised structure

Audio can be launched from the CPT or the Class Audio CDs

Activity 4 provides an

opportunity to read and identify

the new vocabulary in the

context of the revised structure

The revised structure is

highlighted in the review tab

Jack’s question encourages the children

to talk about themselves and personalize the topic

of the unit

Activity 2 provides an opportunity to hear and say the vocabulary set

Tour of a unit

What sports and activities

do you like doing?

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Ending the lesson

Follow the suggestions

in the lesson notes for each unit

10 Ask the children

to complete Activities 1, 2 and 3 to practise reading, spelling and writing the core vocabulary and revised structure

11 Ask any fast

finishers to complete the Extra activity

Activity Book Optional

3 Play the audio for children to listen, point to

and repeat the vocabulary

4 Play the audio for children to listen and say

the missing number of the item described

5 Read and say the activity described.

6 Read the model dialogue then set up the

speaking game and monitor while children play

7 Ask the children Jack’s question to personalize

the topic of the unit

8 Optional: Ask the children the Star learner

question and encourage them to answer using language they know from previous lessons or levels

Class Book

Activity Book

Activity 1 provides reading and writing practice of the vocabulary set at word level

Activity 2 provides oral spelling practice of the vocabulary set

Activity 3 provides speaking and writing practice of the vocabulary set with a revised structure

Answer keys are included on the CPT

This Extra feature suggests a further writing activity for fast finishers

How to teach Lesson 1

Starting the lesson

in the lesson notes for

each unit

Other useful resources

In the Classroom Resource Pack:

Set 1 flashcards

1 Play the unit introduction

film

2 Use the flashcards from the

Classroom Resource Pack to present the vocabulary

9 Play the vocabulary

practice game

No CPT today?

Play a game from the Ideas bank on pages 167–172

Optional

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Classroom Resource Pack

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Read and listen to a text with a new grammar structure and the Set 1 vocabulary Answer a question for specific information.

Read and say the new grammar using a simple grammar table

Do a speaking activity using the grammar structure and vocabulary Set 1

Objectives

The Activity 2 grammar table provides a clear model

of the new target grammar

Children practise and internalize its structure

The Activity 1 reading text provides examples of the new grammar in context

The Activity 3 speaking game allows children to use the target grammar and internalize its meaning

On the CPT a game practises the Lesson

2 target grammar with the Lesson 1 vocabulary

Teaching tipWork through the All about grammar box and elicit or give children lots of additional examples to illustrate the grammar point Use the language in the text for additional examples

Lesson 2 Grammar & Communication

Class Book CPT

30

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Activity Book

The Activity 1 listening and writing activity provides practice of the new grammar with the vocabulary from Lesson 1

Activity 2 allows the children

to elicit the grammar rules

of the target grammar

Grammar pages at the back of the Activity Book provide extra consolidation activities

In the Teacher’s Resource Material:

Lesson 2 Reinforcement and Extension worksheets

1 Read and listen to the text and answer

the question

2 Focus on the All about grammar box

to learn about the structure Read the sentences to practise the language

3 Read the model dialogue then set up

the speaking game and monitor while children play

the lesson notes

for each unit

Follow the suggestions in the lesson notes for each unit

5 Ask the children to

complete the Activity Book activities to practise listening, speaking, reading and writing of the core grammar

6 Ask the children to

complete the All about grammar page

Activity Book Optional Optional

and grammar practice game

No CPT today?

Play a flashcard game from the Ideas bank on pages 167–172 to practise the target grammar

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Understand the main ideas in a video about an aspect of British culture, practising integrated

skills in a real-life context

Read and understand a conversation about the Culture topic in the English-speaking world

Think about and write notes about your life in connection with the Culture topic

Watch or listen to the Language in action! conversation using functional language

Exchange opinions and act out the Language in action! conversation

Reflect on the differences and similarities on the topic in your country

Objectives

Each film presents a motivating

glimpse into an element of British

culture, chosen to be of interest

to your students It activates the

children’s language and raises interest

before they read in Activity 2

The Activity 2 text message between Jack and one of his friends further reviews the unit language, providing

a link to not only the culture topic and English-speaking world, but to the Cross-curricular lesson to follow

The culture film is introduced by

Jack and recycles and extends

language from Lessons 1 and 2

in a real-world context

The target functional language

is highlighted on the page for children to refer to if needed

The culture question encourages children

to make comparisons between their own culture and the UK

Activity 3 activates the children’s

language and caters to mixed-ability

by allowing interaction with the page

at the child’s own level whilst recycling

language from previous lessons

Children watch or listen to a conversation and then practise the exchange with their friends and personalize it to themselves

Teaching tipRemind the class that they don’t have to understand every single word in the text Encourage the children to look for the key words in Activity 3 in the reading text to help them identify example answers that they can adapt for themselves for their notes Their preparation in Activity 3 will help them when they come to speak in Activity 4

Lesson 3 Culture & Communication

Class Book CPT

32

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Activity Book

Activity 3 consolidates

the Language in action!

exchange

Activities 1 and 2 provide

integrated skills practice

as children listen to, read

and write language revised

from previous units and

levels in the context of the

culture lesson

This Extra feature suggests

a further writing activity for fast finishers

Culture & Communication worksheet Speaking assessment grid

to read and listen to the text and answer the questions

4 Read the example

sentences and words in the box and ask the children to think about their life and write notes using the words

6 Read the

Language in action! box and ask the children to act out the conversation

7 Discuss the

cross-cultural question with the class

Class Book Class Book

Follow the

suggestions in the

lesson notes for

each unit

1 Set the gist task and watch the film.

2 Watch the film again and ask children

to answer the comprehension questions at the end of the film

No CPT today?

Use the photos on the Class Book page to present the culture topic Ask the children what they can see using language they know from earlier lessons Ask them questions about the photos, where the people are, what they have got, etc Encourage them to compare the photos of the

UK with life in their own country

5 Play the

Language in action! video conversation for children to listen and repeat

No CPT today?

Play the Class Audio track for children to listen and repeat the dialogue

8 Ask the children to do Activities

1 and 2 for further reading and writing practice of the language

9 Ask the children to do the

writing activity to consolidate the Language in action!

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Learn about another area of the curriculum

Read, listen to and understand a text

Identify and say the new cross-curricular vocabulary

Read and write the new cross-curricular vocabulary

Research and write about an aspect linked to the topic

Objectives

The Class Book activities consolidate the CPT presentation and develop listening and reading skills

A follow-up activity checks comprehension

of the main concepts and the new

vocabulary set

A practical activity allows children to personalize the topic and do further research via the internet

Teaching tipHighlight the new cross-curricular vocabulary by pointing to or zooming

in on the items during the slideshow

Lesson 4 Cross-curricular

Class Book CPT

34

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Activity Book

These activities check

comprehension of the

concepts and provide

reading and writing

practice of the

2 Play the audio and ask the

children to read the text and answer the question

3 Ask the children to read the

text again and answer the comprehension questions

4 Use the Cross-curricular

worksheet to do the Web search

Class Book

each unit

1 Play the cross-curricular

slideshow and do the Quick quiz

No CPT today?

Use the photos or pictures on the Class Book page to present the cross-curricular topic and introduce the vocabulary set

Use the slideshow transcript

in the teaching notes to talk through the visuals

CPT

5 Ask the children to complete the

Activity Book activities

6 Ask any fast finishers to complete

the Extra activity

Activity Book Optional

This activity allows the children to personalize the cross-curricular content

an extension option for fast finishers to research

Teaching tipCross-curricular lessons suit mixed-ability classes as the concepts are accessible to all children whatever their ability in English They also provide a rich and varied context for learning English which is motivating to children Encourage them to explore areas they are interested in and consider using the cross-curricular themes as a basis for project work

35

Cross-curricular worksheet

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In Activity 4, children evaluate the story for themselves in this speaking activity designed to practise the Learning to learn competence and functional expressions, while developing speaking and listening skills.

On the CPT the game practises the vocabulary set

On the CPT the story is brought to life in an

animation with a real-action video introduction

Listen to and understand a story presenting

Vocabulary Set 2 and a new grammar structure

Listen, identify and say the new vocabulary

Read and do a story comprehension task

Discuss a value related to the story

Listen to and give an opinion about the story

Read and write the new vocabulary

Write how the story value applies to your life

Objectives

The story genre is presented clearly for the class

Flashcards in the Classroom Resource Pack can be

used to present and practise the new vocabulary set

The animated story presents the new vocabulary in a

clear context, allowing presentation with the flashcards

after watching

In Activity 2, children listen to the story audio and follow the pictures in their Class Book They read, say and find the new vocabulary set in the story Printed flashcards are found in the Classroom Resource Pack

In Activity 3, children do a post-story activity to check comprehension

The value of the story relates to the children’s own social growth and is inspired by the theme of the story

A practical activity allows children

to personalize the topic and do further internet research linked to the topic of the story

Class Book CPT

Teaching tipPut the class into groups to act out the story This provides a means to internalize the language in a fun, memorable and inclusive way

Lesson 5 Story & Vocabulary

36

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Set 2 flashcards

Story playscript Word skills worksheet (Word skills worksheets are provided in different lessons every unit to offer complimentary word skills tasks when children most need them)

Activity Book

Activity 1 provides a review

of and general summary

of the story It also

allows children to check

their comprehension and

provides practise of the

written form of the new

and revised language

In Activity 2, children

express their opinion

on the story, building on

their Learning to learn

competence

3 Play the story audio for the children to listen Ask

them to look at the pictures in the Class Book

4 Read, say and ask the children to find the new

words in the story

5 Focus on the value Discuss with the class why the

value is important

6 Ask the children to complete the post-story

comprehension activity

7 Ask the children to evaluate the story by listening to

the phrases and then giving their own opinion

Class Book

each unit

1 Play the story animation and

ask the children questions about the story in their own language

2 Play the Class Audio and

use the Class Book Use the flashcards from the Classroom Resource Pack to present the vocabulary

8 Play the

vocabulary practice game

No CPT today?

Play a flashcard game from the Ideas bank on pages 167–172

to practise the target grammar

9 Ask the children to complete the

Activity Book activities to practise reading and writing of the new and revised vocabulary and to consolidate the story value

it relates to their lives

a creative extension option for fast finishers to allow them to invent what happens next in the story

37

Classroom Resource Pack

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Review the story and vocabulary from the unit

Read and understand the new grammar in the

context of the story

Say the new grammar using a simple grammar table

Do a speaking activity to practise the new vocabulary and structure

Read and write the new grammar

Objectives

Activity 2 provides a clear model of the new target grammar in the grammar table and enables children to internalize its structure and meaning with a fun Beat the clock challenge

Children review an aspect of grammar they already know alongside the new structure

The Activity 3 speaking task provides controlled and meaningful speaking practice of the target grammar

Activity 4 provides personalized speaking practice of the target grammar

On the CPT, the game practises the Lesson 6 target grammar with the Lesson 5 vocabulary

Teaching tip

It is very motivating for children

to practise the grammar through personalizing it to themselves The star learner activity provides a challenge for pairs to listen carefully and remember what their partner tells them

Lesson 6 Story, Grammar & Communication

Class Book CPT

In Activity 1, identifying

missing words in sentences

from the story helps children

familiarize themselves with the

new structure, by identifying

key words

The star learner activity

supports your mixed-ability

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Activity Book

A variety of listening,

reading and writing

activities provide practice

of the new grammar

with the vocabulary from

Lesson 5

Set 2 flashcards

Lesson 6 Reinforcement and Extension worksheets Speaking assessment grid

2 Review the story and find the missing

words from the sentences using the Class Book and Class Audio

3 Focus on the All about grammar box

Read through the sentences and check understanding of the structure

Ask the children to do the Beat the clock challenge Feed back answers

4 Ask the children to do the speaking

activities to consolidate and personalize the language

5 Optional: Star learner activity.

the lesson notes

for each unit

1Watch the story animation again to review the story

CPT

to complete the Activity Book activities

Activity Book

Optional

and grammar practice game

No CPT today?

Play a flashcard game from the Ideas bank

on pages 167–172 to practise the new target grammar

CPT

Grammar pages at the back of the Activity Book provide extra consolidation activities

39

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Review the unit language and develop

pronunciation skills

Read, understand and sing a song

Give an opinion about the song

Develop pronunciation awareness by identifying and practising two sounds by listening to and reading a short pronunciation rhyme

Exam practice: Review the language from the unit in a pairwork speaking activity

Objectives

Reading the song and answering a gist question in Activity 2 provides

an opportunity for children to consolidate both the vocabulary and the grammar from the unit

The animated song in Activity 1 reviews the language from the unit The songs are introduced by Jack and his friends

In Activity 3, children sing the song and give their opinion about it

The ‘English at home’

icon suggests ways for children to share their learning at home

On the CPT the children practise listening

to and identifying two target sounds

in a controlled way via an interactive pronunciation game

Teaching tipThe songs presented by Jack and his friends provide a fresh context in which to read and hear the language the children have already learnt Encourage the children to create their own new verses for the songs

Lesson 7 Song & Skills

Class Book CPT

Activities 4 and 5 provide opportunities for active

production of the target sounds using previously

taught vocabulary A fun tongue twister allows

the children to practise the target sounds in

a meaningful context The written form of the

controlled exam style speaking practice

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