All together teacher book 5

● Then play the recording and have the students point to and read each word they hear.. ● Then play the recording and have the students point to and read each word they hear.. ● ● Then h

Teacher’s Guide

Bringing the world to the classroom

and the classroom to life

NGL.Cengage.com/ELT

A PArt of CengAge

AMERICAN ENGLISH

CEFR A1

Powered by National Geographic photographs and videos, All Together

weaves the skill-building, grammar and phonics young learners need into

content-rich lessons and projects.

• National Geographic photography and videos motivate learners by

bringing the world to the classroom

• Step-by-step language development gives learners essential skills,

phonics and grammar for real-world practice

• Wonderful World projects teach 21st century skills—communication,

collaboration, critical thinking and creativity

• Classroom eBook lessons put class structure and fun-filled activities

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

Teacher’s Guide

Jain Cook David A Hill Michael Gough

All Together 5 Teacher’s Guide

Print Number: 01 Print Year: 2018

Copyright © 2018 National Geographic Learning, a Cengage Learning Company

This edition is adapted from Hopscotch, for sale in Asia only.

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ISBN: 978-1-4737-6380-7

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www.frenglish.ru

PAGE

Unit 1 People 6

Unit 2 Special jobs 20

Unit 3 Food 34

Unit 4 Shopping 48

Unit 5 Health 62

Unit 6 Entertainment 76

Unit 7 Extreme sports 90

Unit 8 Trips 104

Extra culture 118

Board game 122

Self-evaluation 124

Certificate of completion 126

Workbook answer key 127

Unit 1

4

Scope and Sequence

Sentence stress • Present simple tense

• Adverbs of frequency

• To describe different jobs

• To use the present simple and continuous tenses, and comparatives

• To recognize silent letters

• Jobs

• Adjectives describing jobs

Silent letters

• Present simple tense

• Present continuous tense

• Comparatives

3 Food • To describe the taste of food • To talk about plans

• To use many / much / a lot of and sense verbs

• Food

• Adjectives describing food

Connected speech • A lot of / many / much

• To talk about illnesses and symptoms

• To describe illnesses and symptoms at the doctor’s

• To use be in the past simple tense

• Illnesses

• Body parts -che, -gh, -tion

• Past simple tense: be

• Time expressions for the past simple tense

6 Entertainment • To talk about different forms of entertainment • To make suggestions and give opinions

• To use the past simple tense with regular verbs

• Activities

• Entertainment

-ed in the past simple

tense • Past simple tense: regular verbs

• Past simple tense: irregular verbs

• What / where / when / who / why

• To give directions

• To talk about vacation plans

• To talk about taking transportation

• To use be going to to talk about the future

• Modes of transportation Silent letters

• Prepositions used in transportation

• Be going to

www.frenglish.ru

Sentence stress • Present simple tense

• Adverbs of frequency

• To describe different jobs

• To use the present simple and continuous tenses, and comparatives

• To recognize silent letters

• Jobs

• Adjectives describing jobs

Silent letters

• Present simple tense

• Present continuous tense

• Comparatives

3 Food • To describe the taste of food • To talk about plans

• To use many / much / a lot of and sense verbs

• Food

• Adjectives describing food

Connected speech • A lot of / many / much

• To talk about illnesses and symptoms

• To describe illnesses and symptoms at the doctor’s

• To use be in the past simple tense

• Illnesses

• Body parts -che, -gh, -tion

• Past simple tense: be

• Time expressions for the past simple tense

6 Entertainment • To talk about different forms of entertainment • To make suggestions and give opinions

• To use the past simple tense with regular verbs

• Activities

• Entertainment

-ed in the past simple

tense • Past simple tense: regular verbs

• Past simple tense: irregular verbs

• What / where / when / who / why

• To give directions

• To talk about vacation plans

• To talk about taking transportation

• To use be going to to talk about the future

• Modes of transportation Silent letters

• Prepositions used in transportation

• Be going to

additional questions, such as: How old is your brother/sister?

Do you have cousins? Do you have aunts and uncles? Do you have grandparents? Be sensitive about any questions about

parents There can be family situations that cause the children embarrassment, like having a step-parent or having parents that are divorced

How many people are there in your family? Are you an

only child? My mom and dad have brothers and sisters, so

they are my aunts and uncles, and I’m their niece.

Materials required

Student Book, pages 6–7; CD

Warm-up

●

● Have the students find the caption of the photo and read

it Ask questions about what is stated in the caption e.g.,

Can all babies swim naturally? What does ‘instinct’ mean?

(A feeling you are born with)

●

● Personalize the context of the photo by asking the

students to raise a hand if they can/can’t swim Say: Raise

your hand if you can/can’t swim Then ask

swimming-related questions, e.g., Do you take swimming lessons? Are

you scared to swim in the ocean?

●

● Put the students in pairs and have them take turns asking

each other questions about the photo These questions

can be probing or speculative, e.g., What color is the

baby’s swimsuit? What’s the baby’s name?

All babies can swim naturally It is an instinct Lots of parents go swimming with their babies, and those babies don’t become scared of water when they are older.

7

You will learn

✹ to talk about people’s appearances, feelings and preferences

✹ the present simple tense and adverbs of frequency

✹ sentence stress

1

Unit

People

In pairs, ask each other about your families.

1 How many people are there in your family?

2 What are their names?

3 Are you an only child? Do you have any brothers or sisters?

6

Additional activity

●

● Put the students in groups and ask them to make

a list of family words Before they make the list, tell

the students that you yourself have a lot of family

names To explain what you mean, write the words

on the board as you say them For example, say: I am

a daughter to my mother and father (write daughter

on the board) and I’m a sister to my brother and sisters

(write sister on the board) I’m a granddaughter, too

(write granddaughter) and my brother and sisters have

children, so I’m an aunt (write aunt) My mom and dad

have brothers and sisters, so they are my aunts and

uncles, and I’m their niece (write niece) My aunts and

uncles have children, so I’m their cousin (write cousin)

You should have on the board: daughter, sister,

granddaughter, aunt, niece, cousin.

●

● Adapt the list to suit your own circumstances Ask

the class to write this list in their notebooks in one

column down the page They should then think about

their own relationships and write their family words

together with these people’s first names down the

right side of the page

●

● When the students have finished, invite them at

random to write one of their family words on the

board Continue until the class have run out of words

Ensure that the students have all the words in their

notebooks correctly spelled Then ask the class to raise

their hand if they know any other family words and

write them on the board

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7

Homework

●

● Write the following incomplete sentences on the board:

This is me My name is

Notes:

All babies can swim naturally It is an instinct Lots of parents go swimming with their babies, and those babies don’t become scared of water when they are older.

7

You will learn

✹ to talk about people’s appearances, feelings and preferences

✹ the present simple tense and adverbs of frequency

✹ sentence stress

1

Unit

People

In pairs, ask each other about your families.

1 How many people are there in your family?

2 What are their names?

3 Are you an only child? Do you have any brothers or sisters?

6

People

Where’s Uncle Gordon? Aunt Kay is Uncle Gordon’s wife

He’s in trouble Nephew, niece, stepmother, stepfather, only

child, twin, husband, wife.

Materials required

Student Book, pages 8–9; CD; photos of students’ family

members; Workbook, pages 4–5

Warm-up

●

● Write question words on the board: What, Who, When

and Where, and ask the class: What word do we use to ask

a question about things/people/times/places? Elicit What/

Who/When/Where respectively

●

● Direct the students’ attention to the illustration and ask

them a question about it For example: What are they

eating? Elicit answers

●

● Put the students in pairs and instruct them to take turns

asking each other similar questions about the illustration

Say: Take turns asking a question about the illustration.

●

● Write ‘The Crystal Ball Mystery’ on the board Have the

students look at the title (and pictures) and ask them:

What’s missing from the title on the board? Elicit Where

is Uncle Gordon? and write it on the board to complete

the title Ask: What do you think this lesson is about? Elicit

Hello, Uncle Gordon Nice to meet you, Aunt Kay.

Meet my nephew and niece, dear.

Hi, I’m so happy to meet you

Frame 2

I like Uncle Gordon’s wife She’s nice.

I can’t talk right now Let’s meet at the museum this afternoon.

Now I remember, I must call our stepfather and tell him we’re

here.

Frame 3

Look Mickey, it’s an old map of all the islands

Please tell us about the map, Uncle Gordon.

Later, Mickey I’m going to the museum now to meet

somebody See you at seven for dinner.

Bye, dear Don’t be late!

Frame 4

It’s really strange Your uncle is never late.

Where is Uncle Gordon?

He doesn’t have his phone with him There’s no answer.

● Have the students look at the comic Then ask: What do you

think this part of the story is about? Accept all answers Then

put the students in pairs and have them take turns telling

each other what happens in this part of the story Say: Tell your

partner what happens in this part of the story

●

● Say: Look at the pictures Listen to the recording and follow the

story Play the recording all the way through.

●

● Say: Listen to the recording and read Play the recording again,

pausing after each sentence for the students to read chorally

●

● Ask the students to work in groups of five to act out the story Walk around and help them if needed as they practice, especially with pronunciation Then invite groups to perform for the class

●

● Ask the students questions about each section of this part of

the story: Who does Aunt Kay meet? Who is back on the island?

Why does Bill like Uncle Gordon’s wife? Who must Suzy call and what must she tell him/her? Where will Uncle Gordon go? What

do the children want Uncle Gordon to tell them about? Who is

2 Read and circle.

1 Aunt Kay isn’t happy to meet the children True / False

2 Bill calls his dad True / False

3 Uncle Gordon tells the children about the map True / False

4 Suzy finds the crystal ball True / False

5 Uncle Gordon isn’t OK True / False

4 Work in pairs Show a photo of one of your family members Describe her / his appearance.

nephew niece stepmother stepfather only child twin husband wife

Word Bank Learn more words I’m Hoppy

with me!

3 Listen and write Complete the sentences with the words from the word bank above. 1/4

1 Aunt Kay is Uncle Gordon’s

2 Uncle Gordon is Aunt Kay’s

3 Suzy is Uncle Gordon’s

4 Mickey is Uncle Gordon’s

5 Suzy and Mickey’s mom has a new husband He is their

6 Bill doesn’t have any brothers or sisters He is an

7 Bill’s dad has a new wife She’s Bill’s

8 Aunt Kay has a sister They look identical.

1/3

My aunt is tall and slim She has red curly hair.

My grandpa isn’t tall He has short gray hair.

9

The crystal ball mystery:

Where is Uncle Gordon?

1 Listen and read 1/2

It’s Uncle Gordon. He’s in

trouble!

Where is Uncle Gordon?

Meet my nephew and niece, dear.

Please tell us about the map, Uncle Gordon.

Now I remember, I must call our stepfather and tell him we’re here.

Later, Mickey I’m going

to the museum now to meet somebody See you at seven for dinner.

Look, his phone is here And there’s this It’s a crystal ball!

Welcome back

to the island.

Hello, Uncle Gordon.

Nice to meet you, Aunt Kay.

Look Mickey, it’s an old map of all the islands.

It’s really strange Your uncle is never late.

I can’t talk right now Let’s meet

at the museum this afternoon.

● Workbook, page 4, activity 2 Say: Listen to the recording, read

the sentences and circle T (true) or F (false).

2 Read and circle.

● Take up the answers with the class by asking individuals to

read the sentences and having the class say True or False

● Then play the recording and have the students point to

and read each word they hear Say: Listen to the recording

and point to and read each word you hear.

3 Listen and write.

Recording 1/4

1 Aunt Kay is Uncle Gordon’s wife

2 Uncle Gordon is Aunt Kay’s husband

3 Suzy is Uncle Gordon’s niece

4 Mickey is Uncle Gordon’s nephew

5 Suzy and Mickey’s mom has a new husband He is their stepfather

6 Bill doesn’t have any brothers or sisters He is an only child

7 Bill’s dad has a new wife She’s Bill’s stepmother

8 Aunt Kay has a twin sister They look identical.

●

● Read each incomplete sentence aloud and ask the

students to fill in the missing word chorally Say: Say the

missing words in the sentences that I am going to read

●

● Then play the recording for the students to hear Say: Listen

to the recording

●

● Have the students complete the sentences with the words

from the Word Bank Say: Complete the sentences with the

words from the Word Bank

●

● Take up the answers with the class by playing the recording a second time and having the students check

their answers Say: Listen to the recording again and check

your answers (Answers: 1 wife; 2 husband; 3 niece;

4 nephew; 5 stepfather; 6 only child; 7 stepmother;

8 twin)

●

● Workbook, page 4, activity 1 Say: Find the words in the

word search puzzle and complete the sentences.

● Workbook, page 5, activity 3 Say: Listen to the recording

and complete the sentences.

●

● Workbook, page 5, activity 4 Say: Complete the

conversation using the words from the box.

Lesson 1

Notes:

2 Read and circle.

1 Aunt Kay isn’t happy to meet the children True / False

2 Bill calls his dad True / False

3 Uncle Gordon tells the children about the map True / False

4 Suzy finds the crystal ball True / False

5 Uncle Gordon isn’t OK True / False

4 Work in pairs Show a photo of one of your family members Describe her / his appearance.

nephew niece stepmother stepfather only child twin husband wife

Word Bank Learn more words I’m Hoppy

with me!

3 Listen and write Complete the sentences with the words from the word bank above. 1/4

1 Aunt Kay is Uncle Gordon’s

2 Uncle Gordon is Aunt Kay’s

3 Suzy is Uncle Gordon’s

4 Mickey is Uncle Gordon’s

5 Suzy and Mickey’s mom has a new husband He is their

6 Bill doesn’t have any brothers or sisters He is an

7 Bill’s dad has a new wife She’s Bill’s

8 Aunt Kay has a sister They look identical.

1/3

My aunt is tall and slim She has red curly hair.

My grandpa isn’t tall He has short gray hair.

9

The crystal ball mystery:

Where is Uncle Gordon?

1 Listen and read 1/2

It’s Uncle Gordon. He’s in

trouble!

Where is Uncle Gordon?

Meet my nephew and

niece, dear.

Please tell us about the map,

Uncle Gordon.

Now I remember, I must call our stepfather and tell

him we’re here.

Later, Mickey I’m going

to the museum now to meet somebody See

you at seven for dinner.

Look, his phone is here And there’s this It’s a crystal

ball!

Welcome back

to the island.

Hello, Uncle Gordon.

Nice to meet you, Aunt Kay.

Look Mickey, it’s an old

map of all the islands.

It’s really strange Your uncle is never late.

I can’t talk right now Let’s meet

at the museum this afternoon.

This man is a beekeeper He has 20 beehives Angry, bored,

excited, sad, scared, worried, brave, hard-working, late,

lazy, nice, optimistic.

Materials required

Student Book, pages 10–11; CD; Workbook, pages 6–7

Warm-up

●

● Elicit as many words as the students can remember for

different family members and write them on the board

Then ask them to tell you something one of their family

does This can be a game they play, their job or a hobby

1 Listen and read.

Recording 1/5

This man is a beekeeper He has 20 beehives Every day he

visits his bees It is important that the bees are healthy and

happy If the bees are sick or angry, then they don’t make

any honey So this beekeeper is always calm and patient He

doesn’t want to scare the bees.

Bees are hard-working insects Some bees stay in the beehive

with the babies Other bees leave the beehive and collect

nectar from flowers Then they give it to their family in the

beehive Nectar is bees’ food There is only one mother in

a beehive She is the queen bee and she has many babies.

●

● Say: Open your book to page 10 and look at the photo

●

● Put the students in pairs and have them work together to

come up with a list of words from the photo Set a time

limit of one minute At the end, see which group came

up with the most words

●

● Write ‘Bees’ in the middle of the board and draw a circle

around it Draw a graphic organizer in the form of a web

diagram to help the students organize what they know

about bees

●

● Ask the students: What do you know about bees? Elicit

answers and write them on the board, connecting them

to the word ‘Bees’

●

● Ask questions about the photo: What is the man doing?

What is the man wearing? What do we get from bees? Elicit

answers

●

● Say: Listen to the recording carefully Play the recording all

the way through

●

● Say: Listen and repeat Play the recording again, pausing

after each sentence for the students to repeat chorally

and individually

●

● Workbook, page 6, activity 2 Say: Listen to the recording,

read the sentences and circle T (true) or F (false).

● Say: Turn to page 11, look at the photos and read the words in

the box in activity 2.

●

● Read each incomplete sentence aloud and ask the students

to fill in the missing word chorally Say: Say the missing words

in the sentences that I am going to read.

3 nectar; 4 beekeeper, calm, patient; 4; 3; 2; 1)

●

● Workbook, page 6, activity 1 Say: Read the clues and

complete the crossword.

2 Read, write and number.

1 The is where bees live.

2 Bees make

3 Bees collect from flowers.

4 The is always and

3 Read and circle

1 The beekeeper is sometimes angry True / False

2 The bees don’t always make honey True / False

3 Bees eat nectar True / False

4 There are many queen bees in a beehive True / False

beehive beekeeper calm honey nectar patient

4 Look and write Label the photos with the words from the word bank above

angry bored excited sad scared worried brave hard-working late lazy nice optimistic

When a bee comes back

to the hive, it dances in circles to show the other bees where the flowers are.

Hard-working bees

1 Listen and read 1/5

This man is a beekeeper He has 20

beehives Every day he visits his bees

It is important that the bees are healthy and happy If the bees are sick or angry,

then they don’t make any honey So this beekeeper is always calm and patient

He doesn’t want to scare the bees.

Bees are hard-working insects Some bees

stay in the beehive with the babies Other bees leave the beehive and collect nectar from flowers Then they give it to their

family in the beehive Nectar is bees’ food.

There is only one mother in a beehive

She is the queen bee and she has many babies.

11

3 Read and circle.

●

● Ask the students to read the sentences and circle True or

False for each

● Then play the recording and have the students point to and

read each word they hear Say: Listen to the recording and

point to and read each word you hear.

4 Look and write.

●

● Say: Look at activity 4 and read the words in the Word

Bank above Have the students read them chorally and

● Take up the answers with the class by asking: What is

number 1? Do the same for the others (Answers: 1 brave;

2 excited; 3 angry; 4 lazy)

●

● Workbook, page 7, activity 3 Say: Look at the pictures

Write the words from the box under the correct pictures.

Homework

●

● Workbook, page 7, activity 4 Say: Complete the sentences

using the words from the box.

Lesson 2

Notes:

2 Read, write and number.

1 The is where bees live.

2 Bees make

3 Bees collect from flowers.

4 The is always and

3 Read and circle

1 The beekeeper is sometimes angry True / False

2 The bees don’t always make honey True / False

3 Bees eat nectar True / False

4 There are many queen bees in a beehive True / False

beehive beekeeper calm honey nectar patient

4 Look and write Label the photos with the words from the word bank above

angry bored excited sad scared worried brave hard-working late lazy nice optimistic

When a bee comes back

to the hive, it dances in circles to show the other bees where the flowers are.

Hard-working bees

1 Listen and read 1/5

This man is a beekeeper He has 20

beehives Every day he visits his bees

It is important that the bees are healthy and happy If the bees are sick or angry,

then they don’t make any honey So this beekeeper is always calm and patient

He doesn’t want to scare the bees.

Bees are hard-working insects Some bees

stay in the beehive with the babies Other bees leave the beehive and collect nectar

from flowers Then they give it to their

family in the beehive Nectar is bees’ food.

There is only one mother in a beehive

She is the queen bee and she has many babies.

10

Lesson

2

● can use adverbs of frequency: always, usually, often,

sometimes and never.

Language

Is my …? Are your …? Do I/you/we/they have …? Does

he/she/it like …? Yes, it is No, it isn’t Yes, they are No, they

aren’t Yes, I/you/we/they do No, I/you/we/they don’t Yes,

he/she does No, he/she doesn’t.

Materials required

Student Book, pages 12–13; Workbook, pages 8–9

Grammar box

●

● Practice the sentence patterns with the students Instruct

them to repeat after you

●

● Ask questions such as: Is (my pen) in this pencil case? /

Are (my pens) in this pencil case? Instruct the students to

answer: Yes, it is / No, it isn’t / Yes, they are / No, they aren’t

Point out that they should use ‘is’ for singular subjects

and ‘are’ for plural subjects Remind the students of the

singular and plural pronouns

●

● Have the students look at the last two questions in the

grammar box Explain to the students that they can use

‘do’ or ‘does’ to make questions with the main verbs Point

out that they should use ‘does’ with singular subjects and

pronouns (he, she, it) and ‘do’ with plural subjects and

pronouns (I, you, we, they).

●

● Put the students in pairs to ask and answer questions

using the present simple tense

1 Read and circle.

●

● Write an example sentence on the board: He don’t have/

doesn’t have lessons on Saturday Ask the students: He

don’t have lessons or he doesn’t have lessons: which is

correct? Elicit the answer Then circle doesn’t have

●

● Then have the students read the sentences and circle

the correct highlighted words Take up the answers with

the class by having the students read the completed

sentences (Answers: 1 don’t go; 2 aren’t; 3 Does, watch;

4 isn’t; 5 do)

●

● Workbook, page 8, activity 1 Say: Circle the correct words

to complete the sentences.

2 Read and write.

●

● Write a scrambled question (or sentence) on the

board: you/Do/pizza/some/want/? Ask the students to

unscramble the words to make a question (or sentence)

Elicit: Do you want some pizza? and write it on the board

●

● Then ask the students to unscramble the sentences and questions on their own Take up the answers with the class

by asking: What is the answer in number 1? Do the same for

the others (Answers: 1 Does Bill live on the island? 2 We don’t go to school on the weekend 3 Tom’s aunt and uncle aren’t very old 4 Mickey and Suzy aren’t twins 5 Is Aunt Kay Uncle Gordon’s wife?)

●

● Monitor and help if necessary and check that all their answers are correct If time allows, invite three or four students to write their questions or sentences on the board for the class to unscramble correctly

always JJJJJ usually JJJJF often JJJFF sometimes JJFFF never FFFFF

Adverbs of frequency

1 Read and check

1 Mr Jackson to work in the morning.

always walks walks always

2 I don’t like bananas so I them

eat never never eat

3 Helen nice to her brothers.

is usually usually is

4 Diane likes sports She tennis with her dad.

often plays plays often

2 Read and write Rewrite the sentences using the adverbs of frequency in

brackets.

1 I do my homework (always)

2 I am angry with my brother (often)

3 She is late for school (never)

4 The soccer game starts at 3 p.m (usually)

Put adverbs of frequency AFTER the verb to be

I am always happy.

You / We / They are always happy.

He / She / It is always happy.

Put adverbs of frequency BEFORE other verbs.

I / You / We / They often play in the park.

He / She / It often plays in the park.

13

Dialog

Is my / your / his / her / its / our / their Yes, it is

toy in this box? No, it isn’t

Are my / your / his / her / its / our / their Yes, they are

parents inside the house? No, they aren’t

Do I / you / we / they have lessons on Yes, I / you / we / they do Saturday morning? No, I / you / we / they don’t

Does he / she / it like going to the park in the Yes, he / she / it does

Present simple tense

1 Read and circle.

1 We doesn’t go / don’t go to school on Saturdays

2 My mom and dad don’t / aren’t very patient

3 Is / Does Toby watch / watches TV after school?

4 He isn’t / doesn’t a very optimistic person.

5 When do / are you visit your grandparents?

2 Read and write Put the words in the correct order to make questions or

negative sentences.

1 on / does / the / Bill / live / island?

2 we / on / school / go to / don’t / the weekend

3 old / very / aunt / Tom’s / and / aren’t / uncle

4 and / Mickey / twins / aren’t / Suzy

5 Uncle Gordon’s / is / wife? / Aunt Kay

3Grammar

* isn’t = is not aren’t = are not don’t = do not doesn’t = does not

● Write always, usually, often, sometimes and never on the

board and say a sentence for each for the students to repeat

●

● Explain to the students that we use these adverbs to show how often we do something Then draw a timeline on the board:

●

● Explain that ‘100% of the time’ means all the time Write some example sentences on the board, using the adverbs

of frequency For example: I always go to the movie

theater on Friday I’m usually early for class I often visit my grandparents.

● Write two example sentences on the board: Mike to

school early (comes always/always come) and Matt

late for school (is always/always is) Ask the students: Mike comes always to school early or Mike always comes to school early: which one is correct? Elicit the answer Circle always

comes Point out how comes is not a ‘be’ verb and so the

adverb is placed before the verb Then ask the students:

Matt is always late for school or Matt always is late for school: which one is correct? Elicit the answer Circle is always Point out how is is a ‘be’ verb and so the adverb is

placed after the verb

●

● Then have the students read each incomplete sentence and check the correct words that complete it Take up the answers with the class by instructing the students to read the completed sentences (Answers: 1 always walks;

2 never eat; 3 is usually; 4 often plays)

● Write I am on time for school (always) on the board and

ask the students to reword the sentence to include

‘always.’ Elicit the answer and write I am always on time for

school on the board

●

● Then ask the students to read the sentences and reword them with the adverbs in the brackets Take up the

answers with the class by asking: What is the answer to

number 1? Do the same for the other questions (Answers:

1 I always do my homework 2 I am often angry with my brother 3 She is never late for school 4 The soccer game usually starts at 3 p.m.)

Homework

●

● Workbook, page 8, activity 2 Say: Complete the sentences

with the correct forms of the words in brackets.

Adverbs of frequency

1 Read and check

1 Mr Jackson to work in the morning.

always walks walks always

2 I don’t like bananas so I them

eat never never eat

3 Helen nice to her brothers.

is usually usually is

4 Diane likes sports She tennis with her dad.

often plays plays often

2 Read and write Rewrite the sentences using the adverbs of frequency in

brackets.

1 I do my homework (always)

2 I am angry with my brother (often)

3 She is late for school (never)

4 The soccer game starts at 3 p.m (usually)

Put adverbs of frequency AFTER the verb to be

I am always happy.

You / We / They are always happy.

He / She / It is always happy.

Put adverbs of frequency BEFORE other verbs.

I / You / We / They often play in the park.

He / She / It often plays in the park.

13

Dialog

Is my / your / his / her / its / our / their Yes, it is

toy in this box? No, it isn’t

Are my / your / his / her / its / our / their Yes, they are

parents inside the house? No, they aren’t

Do I / you / we / they have lessons on Yes, I / you / we / they do Saturday morning? No, I / you / we / they don’t

Does he / she / it like going to the park in the Yes, he / she / it does

Present simple tense

1 Read and circle.

1 We doesn’t go / don’t go to school on Saturdays

2 My mom and dad don’t / aren’t very patient

3 Is / Does Toby watch / watches TV after school?

4 He isn’t / doesn’t a very optimistic person.

5 When do / are you visit your grandparents?

2 Read and write Put the words in the correct order to make questions or

negative sentences.

1 on / does / the / Bill / live / island?

2 we / on / school / go to / don’t / the weekend

3 old / very / aunt / Tom’s / and / aren’t / uncle

4 and / Mickey / twins / aren’t / Suzy

5 Uncle Gordon’s / is / wife? / Aunt Kay

3Grammar

* isn’t = is not aren’t = are not don’t = do not doesn’t = does not

12

Lesson

3

● Ask the students to write the adjectives angry,

hard-working, lazy, patient and punctual in their notebook and

then to write true and false sentences using these words

●

● Then ask the students to work with a partner to say their

sentences and have their partner guess if they are true or

false The students should then swap roles

●

● Invite the students at random to read out their sentences

to the class Write the other words from the Word Bank

on page 11 on the board: bored, excited, sad, scared,

worried, brave, late, nice and optimistic and ask the

students at random to make a sentence orally using an

adjective and, if possible, using an adverb of frequency,

too Encourage all the students to participate

1 Listen, read and say.

Recording 1/7

What do you like doing?

I like walking with my dog.

Do you like listening to music?

I love it!

How about dancing?

Oh no, I don’t like dancing I am not good at it.

●

● Say: Open your book to page 14 Listen to the recording

Play the recording

●

● Assign the class the role of B as you take on the role of A

Read the dialogue with the class

●

● Put the students in pairs and ask them to take on the

roles of A and B, replacing the words in red with words

from the box

●

● Invite volunteers to demonstrate the dialogue to the

class

●

● Workbook, page 10, activity 1 Say: Fill in the missing

letters to complete each question Then circle your own

answers to the questions.

2 Listen and read.

Recording 1/8

Hi, Paul Meet my friend Ollie.

Wow! He’s amazing! Does he like sugar?

Yes, he does He also likes eating carrots and apples.

Do you ride every day?

Yes, I do I love riding.

Does Ollie sometimes get angry?

No, he doesn’t But he sometimes gets scared He isn’t very brave.

What do you like doing?

I love cooking.

Me too! But I prefer eating.

How about making a salad?

Good idea I like salad How about chicken salad?

Oh no, I don’t like chicken How about seafood?

Great! I love seafood.

●

● Say: Look at the photos in activity 2 Ask: What can you see?

Elicit as much as you can by way of words, expressions or sentences

●

● Say: Read the dialogues and listen to the recording carefully

Play the recording all the way through

●

● Say: Look at photo one Listen to the dialogue and read it aloud

Play the recording again, pausing after each sentence for the students to read chorally and individually Check that they understand all the words

● Workbook, page 10, activity 2 Say: Listen to the recording

carefully and circle the correct answers.

3 Listen and say 1/9

Do you like DRAWING?

No, I DON’T I DON’T like drawing.

4 Listen and circle Circle the words that are emphasized. 1/10

1 I love eating! 2 I like basketball, but I prefer soccer.

3 A: Do you like apples? 4 A: What do you like doing?

B: Yes, I do But I prefer bananas B: I like riding.

5 Read, circle and write Circle the correct words and complete a description of a person with your own words.

Hi I’m and this is my

His / Her name is He’s / She’s and , and he / she has

hair

My likes We often on the weekend

He / She also loves

He / She is He / She never He / She is always He’s / She’s so

.

Hi I’m Haru and this (1) is / are my dad His name is Shinji He’s tall and slim, and he has short dark hair.

My dad likes (2) play / playing

basketball We (3) often play / play often on the weekend He also loves reading books

He is hard-working He’s calm and

he (5) never gets / gets never angry

He (6) always is / is always happy

He’s so nice!

15

Talking about preferences

1 Listen, read and say Replace the words in red. 1/7

A: What do you like doing?

B: I like walking with my dog

A: Do you like listening to music ?

B: I love it!

A: How about dancing ?

B: Oh no, I don’t like dancing I am not good at it.

2 Listen and read 1/8

Clara: Hi, Paul Meet my friend Ollie.

Paul: Wow! He’s amazing! Does he like sugar?

Clara: Yes, he does He also likes eating carrots

and apples.

Paul: Do you ride every day?

Clara: Yes, I do I love riding.

Paul: Does Ollie sometimes get angry?

Clara: No, he doesn’t But he sometimes gets

scared He isn’t very brave.

Aunt May: What do you like doing?

Sarah: I love cooking.

Aunt May: Me too! But I prefer eating.

Sarah: How about making a salad?

Aunt May: Good idea I like salad How about

15

3 Listen and say.

Recording 1/9

Do you like DRAWING?

No, I DON’T I DON’T like drawing.

●

● Explain to the students that they are going to hear

a recording Say: Listen to the recording Play the recording.

4 Listen and circle.

Recording 1/10

1 I LOVE eating!

2 I LIKE basketball, but I PREFER soccer.

3 Do you LIKE apples?

Yes, I do But I PREFER bananas

4 What do you LIKE doing?

I LIKE riding.

●

● Point to each sentence, read it, and have the students repeat

after you Say: Listen and repeat

●

● Explain to the students that they are going to hear

a recording Say: Listen to the recording Play the recording.

● Workbook, page 11, activity 4 Say: Listen to the recording

carefully and circle the words that are said strongly

5 Read, circle and write.

●

● Read the text on the left and have the students say the

answers chorally Say: I am going to read the text Say

the correct highlighted words when I come across each question Read the text.

● Say: Read the text all together Have the class read the

completed text chorally

●

● Then direct the students’ attention to the incomplete text

on the right Say: Complete the text with your own words.

● Workbook, page 11, activity 5 Say: Read the questions

and write about your preferences to answer the questions.

Homework

●

● Workbook, page 11, activity 3 Say: Number the sentences

in the correct order to make a complete dialogue.

Notes:

3 Listen and say 1/9

Do you like DRAWING?

No, I DON’T I DON’T like drawing.

4 Listen and circle Circle the words that are emphasized. 1/10

1 I love eating! 2 I like basketball, but I prefer soccer.

3 A: Do you like apples? 4 A: What do you like doing?

B: Yes, I do But I prefer bananas B: I like riding.

5 Read, circle and write Circle the correct words and complete a description of a person with your own words.

Hi I’m and this is my

His / Her name is He’s / She’s and , and he / she has

hair

My likes We often on the weekend

He / She also loves

He / She is He / She never He / She is always He’s / She’s so

.

Hi I’m Haru and this (1) is / are my dad His name is Shinji He’s tall and slim, and he has short dark hair.

My dad likes (2) play / playing

basketball We (3) often play / play often on the weekend He also loves reading books

He is hard-working He’s calm and

he (4) never gets / gets never angry

He (5) always is / is always happy

He’s so nice!

15

Talking about preferences

1 Listen, read and say Replace the words in red. 1/7

A: What do you like doing?

B: I like walking with my dog

A: Do you like listening to music ?

B: I love it!

A: How about dancing ?

B: Oh no, I don’t like dancing I am not good at it.

2 Listen and read 1/8

Clara: Hi, Paul Meet my friend Ollie.

Paul: Wow! He’s amazing! Does he like sugar?

Clara: Yes, he does He also likes eating carrots

and apples.

Paul: Do you ride every day?

Clara: Yes, I do I love riding.

Paul: Does Ollie sometimes get angry?

Clara: No, he doesn’t But he sometimes gets

scared He isn’t very brave.

Aunt May: What do you like doing?

Sarah: I love cooking.

Aunt May: Me too! But I prefer eating.

Sarah: How about making a salad?

Aunt May: Good idea I like salad How about

hiking playing sports fishing singing

3 Join all the sheets of paper from everyone in the class

to make a book.

Project

Class book

Do you know your classmates well? Prepare

a page about yourself and then put it together with your classmates’ pages to make a book.

17

1/11

The boys in the photo are from London They are 11 years old and their birthday is on the

same day They look the same They are both tall and slim They have the same hair color

and the same eye color They are identical twins.

They look the same, but their personalities are different They take after their parents John

is the twin on the left He is outgoing and friendly like his dad He loves playing sports and going out with his friends His brother George is on the right He is shy and quiet like

his mom He doesn’t like sports He loves drawing and he is very good at art.

Student Book pages 16–17; CD; Workbook, page 68;

photos or drawings of students and the things they like;

colored paper; blank paper; glue; scissors; string; colored

pencils

Warm-up

●

● Direct the students’ attention to the photo and ask: What

do you see? Elicit answers.

●

● Have the students tell a partner how they feel about

the boys in the photo Circulate and monitor their

production

Recording 1/11

The boys in the photo are from London They are 11 years old

and their birthday is on the same day They look the same

They are both tall and slim They have the same hair color and

the same eye color They are identical twins.

They look the same, but their personalities are different They

take after their parents John is the twin on the left He is

outgoing and friendly like his dad He loves playing sports and

going out with his friends His brother George is on the right

He is shy and quiet like his mom He doesn’t like sports He

loves drawing and he is very good at art.

●

● Explain to the students that they are going to hear

a recording of the text But before it starts, write

a question on the board that is to be answered after the

recording For example: Why do the twins look the same?

●

● Say: Listen to the recording carefully Play the recording all

the way through Have the students simply listen, and

then elicit the answer to the question

●

● Say: Listen and repeat Play the recording again, pausing

after each sentence for the students to repeat chorally

and individually

●

● Ask the students a question about the text after they

finish reading it For example: Where are the boys in the

photo from? Elicit the answer

●

● Put the students in pairs and have them close their books

and take turns going over the information in the text

Say: Close your books and take turns telling each other

about what you just read Recall as much information from

the text as you can.

Additional activity

●

● Instruct the students to close their books and raise their hands to tell you twenty or thirty words from

the text Allow three mistakes Say: Close your book

and tell me (twenty) words from the text If you give three incorrect answers, you strike out Write the correct

words on the board If a student says a word that is not found in the text, draw a big ‘X.’

People

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3 Join all the sheets of paper from everyone in the class

to make a book.

Project

Class book

Do you know your classmates well? Prepare

a page about yourself and then put it together with your classmates’ pages to make a book.

17

1/11

The boys in the photo are from London They are 11 years old and their birthday is on the

same day They look the same They are both tall and slim They have the same hair color

and the same eye color They are identical twins.

They look the same, but their personalities are different They take after their parents John

is the twin on the left He is outgoing and friendly like his dad He loves playing sports and going out with his friends His brother George is on the right He is shy and quiet like

his mom He doesn’t like sports He loves drawing and he is very good at art.

16

Project

●

● Ask the students at random who they look like in their family

Then have the students work with a partner and show each other photos of members of their family and say in what way they look like them Monitor and help as necessary

●

● When the students have finished their discussion, ask them

to write about their appearance and personality on a sheet of blank paper Monitor and help with vocabulary as necessary

The students should then write their name at the bottom left

of the sheet of paper

●

● Collect all the sheets of paper from the students Put the sheets of paper into a neat pile Punch two holes in the papers, pull a piece of string through the holes and loosely tie

in a knot or bow Allow the students to see each page when the book is completed

Homework

●

● Workbook, Wonderful world, page 68 Say: Unscramble the

words to make questions Then write your answers to the questions

Notes:

Wonderful world

1 It is the first day of spring True / False

2 The people collect thousands of kilograms of trash True / False

3 The girl collects 35 bottles True / False

4 The trash comes from the sea True / False

5 There is trash everywhere True / False

6 The river is clean and there is no more work to do True / False

After you watch Answer the questions

1 How does the girl feel?

2 For how long do the young people work?

riverbank cigarettes can bottle trash coast

coast clean-up trash/litter along the banks look for cigarette

can land stuff road pick up twice as much

● can answer questions about what people from the

Ocean Conservancy have done

Language

Coast, can, clean-up, land, trash/litter, stuff, along the

banks, road, look for, pick up, cigarette, twice as much,

● Direct the students’ attention to the Glossary Read the

words and have the students repeat them after you

chorally Go over the meaning(s) of each

●

● Explain to the students that they are going to watch

a video, but first direct their attention to the photo and

tell them to consider the words in the Glossary, and ask

them what they think the video is about Elicit answers

●

● Point to parts of the photo and ask the students: What is

it/this? What are they/these? Encourage the students to

ask the same if they are unsure

Before you watch: Look and write.

●

● Read the words in the box aloud and ask the students

to repeat them after you, first chorally and then

individually

●

● Direct the students’ attention to the photos Point to

each and ask: What do you see? Ask for words associated

with each photo, not the actual answer

●

● Then ask the students to complete the activity by

writing the words from the box under the correct

photos Elicit answers from the class (Answers: 1 can;

2 bottle; 3 cigarettes; 4 riverbank; 5 coast; 6 trash)

While you watch: Watch and circle.

Video

It is the first day of autumn on America’s coasts, rivers and

beaches Every year at this time a lot of people help to clean

up the world’s coasts They always collect thousands of kilos

of rubbish Here along the banks of the Potomac River, near

Washington DC, friends and families look for rubbish in the

water.

[Girl] 35 glass bottles I need an extra bag because this one’s

full.

[Man] All right.

The Ocean Conservancy organizes the clean-up The

organization writes down everything it finds, from cigarette

ends to tin cans The rubbish comes from land Lazy people at

beaches often drop rubbish and it gets into the water.

[Girl] It’s disgusting All this out here I was so shocked When I came out here I thought, ‘Oh, you know, people don’t litter that much.’

You see stuff on the side of the road But we come out here, it’s just everywhere.

[Man] Yeah, it is pretty amazing Actually we can pick a lot of it

up one day and then the next day come back and there’s twice as much as there was the day before, so it seems there’s no end to the trash.

At this part of the river, these brothers and their friends collect about 1,000 kilos of rubbish in just an hour and a half They clean

a lot of places, but there is still a lot of work to do The river always needs cleaning up These young people are optimistic that the river will one day be clean.

These hard-working people want to make the rivers and coasts beautiful again You can help them: so think about what you do with your rubbish!

People

www.frenglish.ru

1 It is the first day of spring True / False

2 The people collect thousands of kilograms of trash True / False

3 The girl collects 35 bottles True / False

4 The trash comes from the sea True / False

5 There is trash everywhere True / False

6 The river is clean and there is no more work to do True / False

After you watch Answer the questions

1 How does the girl feel?

2 For how long do the young people work?

riverbank cigarettes can bottle trash coast

coast clean-up

trash/litter along the banks

look for cigarette

can land

stuff road

pick up twice as much

●

● Explain any words that the students have difficulty with and

make sure that they know they should circle True or False

based on what they see in the video Before playing the video, ask the students to look at the Glossary Check if the students understand the meaning of each word

●

● Play the video When it is finished, have the students compare their answers with a partner and to justify any answers they have that are different Check the answers by inviting

a student to answer and asking her/him to nominate the

next student, and so on For answers that are False, ask the class how they can change the sentences to make them True

(Answers: 1 F [the first day of fall]; 2 T; 3 T; 4 F [from land]; 5 T;

6 F [there’s still a lot of work to do])

After you watch: Answer the questions.

2 An hour and a half)

● can identify the job described in the recoding and

answer the questions about the recording

Language

He is a(n) … He gets up at … Yes, he does/No, he doesn’t

He likes/doesn’t like his job because … Yes, he is/No, he

isn’t Yes, it is/No, it isn’t.

Materials required

Student Book, pages 20–21; CD

Warm-up

●

● Have the student find the caption of the photo and read

it Ask questions about what is stated in the caption, for

example: What is this man’s job? Where is this man now?

●

● Personalize the context of the photo by asking the

students to raise a hand if they would/wouldn’t like to be

an astronaut when they grow up Say: Raise your hand if

you would/wouldn’t like to be an astronaut when you grow

up Then ask job-related questions: What do you want to

be when you grow up? Would you want a high-paying job

or a fun and exciting job?

●

● Put the students in pairs and have them take turns asking

each other questions about the photo These questions

can be probing or speculative, for example: What is the

astronaut wearing? Is the astronaut a man or a woman?

Activity

Listen and answer the questions about Mr Jones.

Recording 1/12

Well, I get up every day at half past six, have breakfast and

then go to work I leave at half past seven and arrive at work

at quarter to eight It’s early, but I hate being late I’m always

punctual My job isn’t always easy, but I like working with

children It’s five past eight at the moment and I’m waiting for

my students The lesson starts at quarter past eight.

●

● Write each question on the board and instruct the class

to guess an answer for each Write the guesses on the

board

●

● Explain to the students that they are going to hear

a recording about a man named Mr Jones talking about

his job Have the students listen carefully for his answers

to the questions Play the recording twice

●

● Go back to the board where the students guessed the

answers and compare them with the actual answers

that were just heard on the recording Write the correct

answers on the board (Answers: 1 He is a teacher 2 At

half past six 3 Yes, he likes working with children 4 No,

he hates being late 5 No, it isn’t always easy.)

Additional activity

●

● Play ‘Guess my job’ with the class This is a competitive game played by instructing two students to sit at the front of the class with their backs to the board while the rest of the students give them hints as to what job is written on the board The first student to say the correct answer wins

You will learn

✹ to describe different jobs

✹ the present simple and present continuous tenses, and comparatives

✹ silent letters

Listen and answer the questions about Mr Jones

1 What is his job? 2 What time does he get up?

3 Does he like his job? Why or why not? 4 Is he sometimes late?

5 Is his job easy?

This man is an astronaut

He travels into space His job is exciting, but it is dangerous, too

20

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21

Homework

●

● Write the following incomplete sentences on the board:

This is my (a family member) She/He is a(n)

(job title) She/He (what the job entails) She/He also (what else the job entails)

●

● Ask the students to choose a family member and fill in the incomplete sentences on a sheet of paper They should also provide a photo or illustration of their family member’s job

●

● When you have received the homework from the students, put their work on a classroom wall for everyone to see

Notes:

You will learn

✹ to describe different jobs

✹ the present simple and present continuous tenses, and comparatives

✹ silent letters

Listen and answer the questions about Mr Jones

1 What is his job? 2 What time does he get up?

3 Does he like his job? Why or why not? 4 Is he sometimes late?

5 Is his job easy?

This man is an astronaut

He travels into space His job is exciting, but it is

dangerous, too

20

Special jobs

What are you doing here? He’s an explorer The ball is

glowing! Actor/actress, chef, cleaner, computer technician,

driver, farmer, firefighter, hairdresser, musician, mechanic,

nurse, photographer, police officer, salesclerk, waiter/

● Direct the students’ attention to the illustration and ask

them questions about it For example: Where are they?

Who is the girl talking to? Elicit answers

●

● Put the students in pairs and instruct them to take turns

asking each other similar questions about the illustration

Say: Take turns asking a question about the illustration.

●

● Write ‘The Crystal Ball Mystery’ on the board Have the

students look at the title (and pictures) and ask them:

What’s missing from the title on the board? Elicit: Is Uncle

Gordon a thief? and write it on the board to complete

the title Ask: What do you think this lesson is about? Elicit

answers

1 Listen and read.

Recording 1/13

Frame 1

Bill, let’s go inside Suzy, you talk to the security guard.

Good evening, Mr Jenkins How are you?

Hello What are you doing here?

I’m looking for my uncle He often works late.

He isn’t here The office is closed.

Frame 2

Oh no It’s my stepmother! She’s a detective She isn’t a police

officer, but she works for the police.

What’s she doing here?

She’s taking photos of an empty display case.

Oh no! The crystal ball! She’s looking for it!

Frame 3

Why is the crystal ball in Uncle Gordon’s backpack?

Uncle Gordon is a thief!

I don’t believe that He’s an explorer and a good man!

Frame 4

It says here that the crystal ball is 3,000 years old Legend says

it sometimes helps people in trouble.

Look! The ball is glowing!

It’s the van again! I can see the driver And there are banana

trees.

They’re going to Danger Jungle!

●

● Have the students look at the comic Then ask: What do you

think this part of the story is about? Accept all answers Then

put the students in pairs and have them take turns telling

each other what happens in this part of the story Say: Tell

your partner what happens in this part of the story

●

● Say: Look at the pictures Listen to the recording and follow the

story Play the recording all the way through.

●

● Say: Listen to the recording and read Play the recording

again, pausing after each sentence for the students to read chorally

●

● Ask the students to work in groups of four to act out the story Walk around and help them if needed as they practice, especially with pronunciation Then invite groups to perform for the class

●

● Workbook, page 12, activity 2 Say: Listen to the recording and

complete the sentences with the correct words.

Special jobs

4 Read and write Complete the definitions with the correct jobs from the

word bank above.

1 A(n) makes delicious food.

2 A(n) catches criminals.

3 A(n) takes people or things in an automobile.

4 A(n) acts in movies, TV shows or plays.

5 A(n) works with computers.

6 A(n) takes photos.

drive a police car take photos look for something catch criminals

2 Read and circle.

1 Who is talking to the security guard?

a Suzy b Bill c Mickey

2 How old is the crystal ball?

a 300 years old b 30 years old c 3,000 years old

3 What is Uncle Gordon’s job?

a A thief b An explorer c A police officer

3 Work in pairs Mime the actions and guess

Are you driving a police car? Yes, I am.

actor / actress chef cleaner computer technician driver farmer firefighter hairdresser musician mechanic nurse photographer police officer salesclerk waiter / waitress

Word Bank 1/14

23

The crystal ball mystery:

Is Uncle Gordon a thief ?

2

1 Listen and read 1/13

1Dialog

Suzy: Good evening, Mr Jenkins How

are you?

Mr Jenkins: Hello What are you doing here?

Suzy: I’m looking for my uncle He

often works late.

Mr Jenkins: He isn’t here The office is closed.

Mickey: What’s she doing here?

Bill: She’s taking photos of an empty display case.

Mickey: Oh no! The crystal ball! She’s

looking for it!

Mickey: Look! The ball is glowing!

Suzy: It’s the van again! I can see the driver

And there are banana trees.

Bill: They’re going to Danger Jungle!

1

3

Bill, let’s go inside

Suzy, you talk

to the security guard.

Oh no It’s my stepmother!

She’s a detective She isn’t a police officer, but she works for the police.

It says here that the crystal ball is 3,000 years old

Legend says it sometimes helps people in trouble.

I don’t believe that

He’s an explorer and

● Read each question aloud and have the students say the

correct answer chorally Say: Say the correct answer to each

question that I read

●

● Then have students read the questions and circle the correct answers independently

●

● Take up the answers with the class by asking the students

to read the questions and having the class read the correct answers (Answers: 1 a; 2 c; 3 b)

3 Work in pairs.

●

● Put the students in pairs and have them take turns miming

a phrase from the box for their partner to guess

●

● Point to each word in the Word Bank, read it, and have the students repeat after you

●

● Then play the recording and have the students point to

and read each word they hear Say: Listen to the recording

and point to and read each word you hear.

4 Read and write.

●

● Read each incomplete sentence aloud and have the

students fill in the missing word chorally Say: Say the

missing words in the sentences that I am going to read

(1 chef; 2 police officer; 3 driver; 4 actor/actress;

5 computer technician; 6 photographer)

●

● Workbook, page 12, activity 1 Say: Read the sentences

and complete the crossword

Homework

●

● Workbook, page 13, activity 3 Say: Complete the dialogue

with the words from the box.

●

● Workbook, page 13, activity 4 Say: Read the text and circle

the correct answers.

Notes:

4 Read and write Complete the definitions with the correct jobs from the

word bank above.

1 A(n) makes delicious food.

2 A(n) catches criminals.

3 A(n) takes people or things in an automobile.

4 A(n) acts in movies, TV shows or plays.

5 A(n) works with computers.

6 A(n) takes photos.

drive a police car take photos look for something catch criminals

2 Read and circle.

1 Who is talking to the security guard?

a Suzy b Bill c Mickey

2 How old is the crystal ball?

a 300 years old b 30 years old c 3,000 years old

3 What is Uncle Gordon’s job?

a A thief b An explorer c A police officer

3 Work in pairs Mime the actions and guess

Are you driving a police car? Yes, I am.

actor / actress chef cleaner computer technician driver farmer firefighter hairdresser musician mechanic nurse photographer police officer salesclerk waiter / waitress

Word Bank 1/14

23

The crystal ball mystery:

Is Uncle Gordon a thief ?

2

1 Listen and read 1/13

1Dialog

Suzy: Good evening, Mr Jenkins How

are you?

Mr Jenkins: Hello What are you doing here?

Suzy: I’m looking for my uncle He

often works late.

Mr Jenkins: He isn’t here The office is closed.

Mickey: What’s she doing here?

Bill: She’s taking photos of an empty display case.

Mickey: Oh no! The crystal ball! She’s

looking for it!

Mickey: Look! The ball is glowing!

Suzy: It’s the van again! I can see the driver

And there are banana trees.

Bill: They’re going to Danger Jungle!

1

3

Bill, let’s go inside

Suzy, you talk

to the security guard.

Oh no It’s my stepmother!

She’s a detective She isn’t a police officer, but she works for the police.

It says here that the crystal ball is 3,000 years old

Legend says it sometimes helps people in trouble.

I don’t believe that

He’s an explorer and

Unit 2

24

Unit 2

2 Read and write Complete the sentences with the correct words from the text.

1 I like watching baseball games because they are e

2 This woman has an u job She is a beekeeper.

3 Being a police officer is more d than being a salesclerk.

4 Be c when you cross the street

5 The man is b He is a snake catcher.

3 Read and circle.

1 Heather kills rattlesnakes True / False

2 Rattlesnakes get into stores and houses True / False

3 Heather doesn’t touch the rattlesnakes True / False

4 Heather is working in a store today True / False

5 Heather likes her job True / False

4 Listen, number and write Number the pictures in the correct order and then write adjectives you hear 1/17

Rattlesnake catchers

1 Listen and read 1/15

Heather has an unusual job She says her job is exciting, but it is more dangerous than other jobs She is a rattlesnake catcher Rattlesnakes often get into stores and houses, and the people call Heather for help Heather is always careful She doesn’t touch the snakes

She catches them with a special tool Then she takes them back to the wild.

Today, Heather is catching a rattlesnake in a garden It is bigger than the other snakes she

catches, but she is brave This is not a job for everyone, but Heather likes helping people

and snakes “I love my job!” she says.

Heather has an unusual job She says her job is exciting

Boring, creative, dangerous, dirty, easy, exciting, hard,

interesting, scary, tiring.

Materials required

Student Book, pages 24–25; CD; Workbook, pages 14–15

Warm-up

●

● Say: Open your book to page 23 Have the students review

the jobs listed in the Word Bank

●

● Play a game of Hangman on the board, with some of the

jobs from the Word Bank on page 23

●

● Divide the class into two teams and give each team

a point when they guess a letter correctly Draw two

hanging men, one for each team, and erase one of their

limbs when their team guesses a letter incorrectly The

team with the more complete figure wins

1 Listen and read.

Recording 1/15

Heather has an unusual job She says her job is exciting, but

it is more dangerous than other jobs She is a rattlesnake

catcher Rattlesnakes often get into stores and houses, and

the people call Heather for help Heather is always careful She

doesn’t touch the snakes She catches them with a special tool

Then she takes them back to the wild.

Today, Heather is catching a rattlesnake in a garden It is

bigger than the other snakes she catches, but she is brave This

is not a job for everyone, but Heather likes helping people and

snakes ‘I love my job!’ she says.

●

● Say: Open your book to page 24 and look at the photo

●

● Say: Listen to the recording carefully Play the recording all

the way through

●

● Say: Listen and repeat Play the recording again, pausing

after each sentence for the students to repeat chorally

● Read the information aloud and ask the students

how they think rattlesnakes ‘hear.’ Elicit answers

●

● Put the students in pairs and instruct them to think of

how other animals hear Elicit answers

●

● Write the following website on the board for the

students to find out more information about snakes:

www.kids.nationalgeographic.com

Background information

Rattlesnakes are usually around 1.7 meters long, but somecan grow up to 2.4 meters long They eat meat They do notusually hurt people unless they come close to them or try

to touch them Their bite is poisonous and very painful For

further information, go to www.nationalgeographic.com and look up rattlesnakes.

2 Read and write.

●

● Say: Turn to page 25 Have the students read each incomplete

sentence aloud and fill in the missing word chorally

25

2 Read and write Complete the sentences with the correct words from the text.

1 I like watching baseball games because they are e

2 This woman has an u job She is a beekeeper.

3 Being a police officer is more d than being a salesclerk.

4 Be c when you cross the street

5 The man is b He is a snake catcher.

3 Read and circle.

1 Heather kills rattlesnakes True / False

2 Rattlesnakes get into stores and houses True / False

3 Heather doesn’t touch the rattlesnakes True / False

4 Heather is working in a store today True / False

5 Heather likes her job True / False

4 Listen, number and write Number the pictures in the correct order and then write adjectives you hear 1/17

Rattlesnake catchers

1 Listen and read 1/15

Heather has an unusual job She says her job is exciting, but it is more dangerous than other jobs She is a rattlesnake catcher Rattlesnakes often get into stores and houses, and

the people call Heather for help Heather is always careful She doesn’t touch the snakes

She catches them with a special tool Then she takes them back to the wild.

Today, Heather is catching a rattlesnake in a garden It is bigger than the other snakes she

catches, but she is brave This is not a job for everyone, but Heather likes helping people

and snakes “I love my job!” she says.

2 My job is very creative and interesting It’s not easy I meet

a lot of people and visit many places I always have my camera with me

3 I’m very good at cooking and I work in a restaurant I have

a team of cooks and they help me in the kitchen I love making new dishes My job is creative and everything

I make is delicious.

4 I work in a hospital, but I am not a doctor I help people who are sick My job is tiring because I sometimes work 12 hours every day, but I like helping people so I think my job

is amazing.

5 My job is very scary and dangerous, but I’m very brave

I wear a helmet and a special uniform I help people when they are in danger and I’m happy when they are safe.

●

● Point to each picture and ask: What’s her/his job? Elicit the

answer

●

● Point to each picture again and ask: What are some words

to describe this job? Elicit answers

●

● Then play the recording for the students to hear

●

● Play the recording again Say: Number the pictures in the

order that you hear them and write the words you hear that describe them Use the words from the Word Bank above to help you.

●

● Take up the answers with the class by asking: Which job is

(the first)? Elicit the answer Then ask: Which word from the Word Bank is used to describe that job? Elicit the answer

Do the same for the others using other ordinal numbers (Answers: a 4, tiring; b 3, creative; c 1, hard, tiring, boring;

d 5, scary, dangerous; e 2, creative, interesting, not easy)

Homework

●

● Workbook, page 15, activity 3 Say: Listen to the

recording and complete the sentences with the correct words.

●

● Workbook, page 15, activity 4 Say: Complete the text

with the words from the box.

3 Read and circle.

●

● Ask the students to read the sentences and circle True or

False for each

● Then play the recording and have the students point to and

read each word they hear Say: Listen to the recording and

point to and read each word you hear.

●

● Workbook, page 14, activity 1 Say: Match the word parts and

write the correct words.

Notes:

● can talk about what people do regularly and what

people are doing at the moment

Language

I/You/We … every day He/She/It … every day I am …

now You/We/They are … now He/She is … now.

Materials required

Student Book, pages 26–27; Workbook, pages 16–17

Grammar box

●

● Ask the students to look back at the first frame of the

comic on page 22 and circle verbs in the present simple

tense (talk, works, isn’t, is) and in the present continuous

tense (are you doing, I’m looking for)

●

● Have the students discuss when to use the present

simple tense and the present continuous tense Elicit the

answers Then explain to the students that when we talk

about things we do regularly, we use the present simple

tense When we talk about things we are doing now, we

use the present continuous tense

●

● Direct the students’ attention to the grammar box Have

the students practice the sentence patterns

●

● Put the students in pairs and have them take turns saying

a sentence in the present simple tense or the present

continuous tense following the sentence patterns on the

page

1 Read and circle.

●

● Write an example sentence on the board: She watches / is

watching TV every day Say to the students: She watches TV

every day or she is watching TV every day Ask: Which one is

correct? Elicit the answer Circle watches

●

● Then have the students read the sentences and circle

the correct highlighted words Take up the answers with

the class by asking the students to read the completed

sentences Say: Read the completed sentences (Answers:

1 works, is repairing; 2 is cleaning, cleans; 3 works, is

telling; 4 is climbing; 5 Does it often rain)

●

● Workbook, page 16, activity 1 Say: Circle the correct words

to complete the sentences.

2 Read and write.

●

● Draw a line down the middle of the board and write ‘eat’ at the top On one side, write ‘He,’ ‘She’ and ‘It’ and explain to the students that ‘eats’ and ‘doesn’t eat’ belong with them On the other side, write ‘I,’ ‘You,’ ‘We’ and ‘They’ and explain to the students that ‘eat’ and ‘don’t eat’ belong to them Then have

the students read the subjects with the verbs: He eats, she

eats, it eats; I eat, you eat, we eat, they eat Do the same for the

negatives Then replace ‘eat’ at the top of the board with ‘is/

am/are eating’ and ask the students which of these should

be matched with which pronouns

●

● Then have the students read and complete the sentences with the correct form of the verbs in brackets Take up the

answers with the class by asking: What is the answer in

number 1? Do the same for the others (Answers: 1 helps, is

cleaning; 2 drives, repairing; 3 is taking, takes)

2 Read and circle

1 My bike is fast / faster than your scooter

2 Their friends are kind / kinder than yours

3 Running is tiring / more tiring than walking.

4 I have a bad headache and this loud music is making it bad / worse

3 Read and write Complete the sentences with the comparative forms of

the adjectives in brackets.

1 I am great at geography, but John is even (good).

2 After eating spaghetti, my little brother is (dirty) than I am.

3 Skateboarding is (exciting) than playing chess.

4 David’s cat is very lazy It’s (lazy) than his dog.

This snake is bigger than other snakes.

A snake catcher’s job is more dangerous than many other jobs.

Comparative forms of adjectives

short ´ short er dangerous ´ more dangerous good ´ better

big ´ big ger careful ´ more careful bad ´ worse

nice ´ nice r boring ´ more boring pretty ´ prett ier

27

Dialog Present simple tense vs

present continuous tense

1 Read and circle

1 John is a mechanic He works / is working in a garage He repairs / is repairing

a special car now.

2 Mr Keene cleans / is cleaning his windows now He always cleans / is cleaning

the windows in spring

3 Miss Davis works / is working in a restaurant Right now, she is telling / tells the chef what the customers want She is a waitress.

4 Jamie, look! The firefighter is climbing / climbs up to help the people in the fire.

5 Does it often rain / Is it often raining in England?

2 Read and write Complete the sentences with the correct form of the verbs

in brackets.

1 Brian always (help) his mom He (clean) the windows right now.

2 My mom usually (drive) to work, but today the mechanic

(repair) her car.

3 Look! The photographer (take) photos of our soccer game She often (take) photos for the newspaper.

3Grammar

What we do regularly:

I / You / We / They listen to music every day

He / She / It listens to music every day

What we are doing now:

I am listening to music now

You / We / They are listening to music now

He / She / It is listening to music now

● Write a list of adjectives on the board, for example: funny,

exciting, delicious, fast, etc and say the comparative form

for each with the students repeating after you

with the class by asking: What is the answer to number 1?

Do the same for the others (Answers: 1 worse; 2 braver;

3 calmer; 4 dirtier; 5 happier; 6 more exciting; 7 more patient; 8 more dangerous)

2 Read and circle.

●

● Write an example sentence on the board: I am (tall / taller)

than you Say to the students: I am tall than you or I am taller than you Ask: Which one is correct? Elicit the answer

Circle taller

●

● Then have the students read each incomplete sentence and circle the correct answer that completes it Take up the answers with the class by instructing the students to

read the completed sentences Say: Read the completed

sentences all together (Answers: 1 faster; 2 kinder; 3 more

tiring; 4 worse)

3 Read and write.

●

● Draw a line down the middle of the board and write ‘er’

at the top on one side and ‘more’ at the top on the other

side Say: short Then ask the class: Do we say ‘shorter’ or

‘more short’? Write ‘shorter’ on the ‘er’ side of the board

Have the students say other words and ask how they are used in the comparative and write them on the correct side of the board

●

● Then ask the students to complete the sentences with the comparative forms of the adjectives in brackets

Take up the answers with the class by asking: What is

the answer in number 1? Do the same for the others

(Answers: 1 better; 2 dirtier; 3 more exciting; 4 lazier)

Homework

●

● Workbook, page 16, activity 2 Say: Complete the

sentences with the correct forms of the verbs in brackets.

●

● Workbook, page 17, activity 4 Say: Complete the

sentences with the correct forms of the adjectives.

Grammar box

●

● Ask the students to look at the grammar box Explain that we use the comparative form to compare two or more people, animals or things We often use comparative adjectives and

the word than to form comparatives

●

● Then explain to the students the rules to form comparative

adjectives Point out that we add -er to most short adjectives, like short, and we just add -r to adjectives that end in -e, such

as nice Explain that we double the last consonant and add

-er to adjectives that have one syllable and end in a vowel

and a consonant, like big, and that we drop the -y and add

-ier to adjectives that end in -y, like pretty Also, point out

the use of more before adjectives which have two or more syllables and that we do not add -er to these.

● Put the students in pairs and instruct them to take turns

saying a sentence with a comparative Say: Take turns saying

a sentence with a comparative

2 Read and circle

1 My bike is fast / faster than your scooter

2 Their friends are kind / kinder than yours

3 Running is tiring / more tiring than walking.

4 I have a bad headache and this loud music is making it bad / worse

3 Read and write Complete the sentences with the comparative forms of

the adjectives in brackets.

1 I am great at geography, but John is even (good).

2 After eating spaghetti, my little brother is (dirty) than I am.

3 Skateboarding is (exciting) than playing chess.

4 David’s cat is very lazy It’s (lazy) than his dog.

This snake is bigger than other snakes.

A snake catcher’s job is more dangerous than many other jobs.

Comparative forms of adjectives

short ´ short er dangerous ´ more dangerous good ´ better

big ´ big ger careful ´ more careful bad ´ worse

nice ´ nice r boring ´ more boring pretty ´ prett ier

27

Dialog Present simple tense vs

present continuous tense

1 Read and circle

1 John is a mechanic He works / is working in a garage He repairs / is repairing

a special car now.

2 Mr Keene cleans / is cleaning his windows now He always cleans / is cleaning

the windows in spring

3 Miss Davis works / is working in a restaurant Right now, she is telling / tells the chef what the customers want She is a waitress.

4 Jamie, look! The firefighter is climbing / climbs up to help the people in the fire.

5 Does it often rain / Is it often raining in England?

2 Read and write Complete the sentences with the correct form of the verbs

in brackets.

1 Brian always (help) his mom He (clean) the windows right now.

2 My mom usually (drive) to work, but today the mechanic

(repair) her car.

3 Look! The photographer (take) photos of our soccer game She often (take) photos for the newspaper.

3Grammar

What we do regularly:

I / You / We / They listen to music every day

He / She / It listens to music every day

What we are doing now:

I am listening to music now

You / We / They are listening to music now

He / She / It is listening to music now

26

Lesson

3

Notes:

What do you want to be when you grow up? I want to be

a chef What do you enjoy doing? I enjoy cooking What

are you good at? I’m good at cooking.

● Review the present simple tense and present continuous

tense by writing the sentences below on the board and

asking the students to correct them

1 Do you have fun at the moment?

(Are you having fun at the moment?)

2 I am often play jokes on my friends

(I often play jokes on my friends.)

3 Do they visiting Sarah this morning?

(Are they visiting Sarah this morning?)

●

● Then have the students review comparative adjectives

Say one of the adjectives below and ask a student at

random to tell you the comparative form Ask the student

to give an adjective to another student, who should tell

them the comparative form That student should choose

another student, and so on Continue until every student

has said a comparative adjective See if the students can

do it without opening their books

Some examples: bad (worse), cold (colder), dangerous

(more dangerous), good (better), hot (hotter), tiring (more

tiring), tall (taller)

1 Listen, read and say.

What are you good at?

I’m good at cooking.

●

● Play the recording all the way through and ask the

students to repeat the mini-dialogues both chorally and

individually

●

● Invite the students to work with a partner to ask and

answer the questions Then have the students practice

with their partners Invite all the pairs to act out the

dialogues for the class

2 Listen and read.

Recording 1/19

What do you want to be when you grow up, Tina?

I don’t know.

Let me help you then What do you enjoy doing?

I love cooking with my grandma.

Are you good at cooking?

Yes I think I am Cooking is exciting and I make tasty food.

Would you like to be a chef?

I think that’s a good idea.

What do you want to be when you grow up?

I don’t know Maybe an actor.

What do you enjoy doing?

I enjoy playing the guitar.

Are you good at singing?

Yes I think I am But I prefer playing music.

So perhaps you could be a musician.

Good idea! That’s better than being an actor!

●

● Say: Look at the photos in activity 2 Ask: What can you see?

Elicit as much as you can by way of words, expressions or sentences

●

● Say: Read the dialogues and listen to the recording carefully

Play the recording all the way through

3 Listen, circle and say Some letters are silent Circle the silent letter(s) in

each word 1/20

4 Read, say and write Answer the questions and complete the text about yourself.

1 What do you want to be when you grow up?

2 What is this job like?

3 What do you like about this job?

4 What do you like doing?

When I grow up, I want to be a / an I think it’s

a very good job You can and It’s better than being a / an

often They are very people.

I like I think being a / an is a good idea!

29

Talking about your goals

1 Listen, read and say Replace the words in red 1/18

A: What do you want to be when you grow up?

B: I want to be a chef

A: What do you enjoy doing?

B: I enjoy cooking

A: What are you good at?

B: I’m good at cooking

2 Listen and read 1/19

Teacher: What do you want to be when you grow up, Tina?

Tina: I don’t know.

Teacher: Let me help you then What do you

enjoy doing?

Tina: I love cooking with my grandma.

Teacher: Are you good at cooking?

Tina: Yes I think I am Cooking is exciting and I make tasty food.

Teacher: Would you like to be a chef?

Tina: I think that’s a good idea.

4Real life

Rich: What do you want to be when you grow

up?

Jacob: I don’t know Maybe an actor.

Rich: What do you enjoy doing?

Jacob: I enjoy playing the guitar.

Rich: Are you good at singing?

Jacob: Yes I think I am But I prefer playing music.

Rich: So perhaps you could be a musician.

Jacob: Good idea! That’s better than being an

actor.

Jobs

singer musician soccer player photographer

Activities

sing play music play soccer take photos

● Put the students in pairs and instruct one student to read

a word and the other student to repeat it and point to it

in the book

●

● Workbook, page 19, activity 3 Say: Listen to the recording

carefully and color the silent letter(s) in each word blue.

4 Read, say and write.

● When the students have finished asking and answering

the questions with their partners, say: Use your answers to

fill in the text below

● Workbook, page 18, activity 1 Say: Read the sentences

and number them in the correct order to make a complete dialogue.

●

● Workbook, page 19, activity 4 Say: Listen to the recording

and put the sentences in the order you hear them.

●

● Say: Look at photo one Listen to the dialogue and read it aloud

Play the recording again, pausing after each sentence for the students to read chorally and individually Check that they understand all the words

● Workbook, page 18, activity 2 Say: Listen to the recording

carefully and complete the sentences with the correct words.

3 Listen, circle and say.

● Explain to the students that they are going to hear

a recording and need to repeat after it Say: Listen and repeat

Play the recording

●

● Ask the class: Which letters didn’t you hear? Elicit answers

Then have the students circle the letters that are silent

3 Listen, circle and say Some letters are silent Circle the silent letter(s) in

each word 1/20

4 Read, say and write Answer the questions and complete the text about yourself.

1 What do you want to be when you grow up?

2 What is this job like?

3 What do you like about this job?

4 What do you like doing?

When I grow up, I want to be a / an I think it’s

a very good job You can and It’s better than being a / an

often They are very people.

I like I think being a / an is a good idea!

29

Talking about your goals

1 Listen, read and say Replace the words in red 1/18

A: What do you want to be when you grow up?

B: I want to be a chef

A: What do you enjoy doing?

B: I enjoy cooking

A: What are you good at?

B: I’m good at cooking

2 Listen and read 1/19

Teacher: What do you want to be when you grow up, Tina?

Tina: I don’t know.

Teacher: Let me help you then What do you

enjoy doing?

Tina: I love cooking with my grandma.

Teacher: Are you good at cooking?

Tina: Yes I think I am Cooking is exciting and I make tasty food.

Teacher: Would you like to be a chef?

Tina: I think that’s a good idea.

4Real life

Rich: What do you want to be when you grow

up?

Jacob: I don’t know Maybe an actor.

Rich: What do you enjoy doing?

Jacob: I enjoy playing the guitar.

Rich: Are you good at singing?

Jacob: Yes I think I am But I prefer playing music.

Rich: So perhaps you could be a musician.

Jacob: Good idea! That’s better than being an

actor.

Jobs

singer musician

soccer player photographer

Activities

sing play music

play soccer take photos

Student Book pages 30–31; CD; Workbook, page 68;

pictures or drawings; colored paper; blank paper; glue;

scissors; colored pencils

Warm-up

●

● Direct the students’ attention to the photo and ask: What

do you see? Elicit answers.

●

● Have the students tell a partner how they feel about

the people in the photos Circulate and monitor their

production

Recording 1/21

These people have jobs in the world of entertainment.

This daredevil and the pilot work in the U.S.A They are at

a stunt show in New York The pilot is flying the plane and the

daredevil is standing on one of the wings The stunts are very

dangerous to perform.

These jugglers are from China They work in a circus They are

juggling and balancing plates on long sticks It is not as easy

as it looks! The jugglers practice every day so they get better

and better.

●

● Direct the students’ attention to the big photo first and

ask: What do you see? Elicit answers

●

● Ask questions related to the context in the photo: What

is the plane doing? Who is on the top of the plane? Elicit

answers Explain to the students that a daredevil is a man

or woman who does dangerous actions, usually as part

of a show

●

● Then have the students look at the small photo Ask:

What are the people doing? Elicit answers Explain to the

students that a juggler’s job is to keep objects in the air

●

● Explain to the students that they are going to read about

these entertaining jobs

●

● After the students have finished reading the text, ask

questions about the text, for example: Where do the

jugglers live? (China) Invite the students to raise their

hand when they know the answer

Additional activity

●

● Choose five sentences from the text and split them in

two parts on the board randomly, for example: They/

work in a circus; These jugglers/are from China

●

● Invite the students to draw lines matching two correct

halves Say: Draw a line to match two correct halves that

make a sentence from the text.

2 Label the pictures and provide a short text about the job.

3 Present your poster to the class.

Project

.SFTVS¿PIW

What do you want to be when you grow up? Choose a job and prepare an illustrated job profile Think of places, clothes, tools and activities related to this job for your poster.

31

1/21 These people have jobs in the world of entertainment.

This daredevil and the pilot work in the U.S.A They are at a stunt show in

New York The pilot is flying the plane and the daredevil is standing on one

of the wings The stunts are very dangerous to perform.

These jugglers are from China They work in a circus They are juggling and balancing plates on long sticks It is not as easy as it looks! The jugglers practice every day so they get better and better.

30

Special jobs

www.frenglish.ru

● Ask the students at random to tell the class what jobs people

in their family do If this was discussed earlier in the unit, ask the students to tell you about their cousins, aunts and uncles, rather than their parents or siblings

●

● Invite the students to choose one job and either to draw

a picture of someone doing this job or to search on the Internet or magazines for pictures they can use

Encourage the students to use a dictionary to help them

● Workbook, Wonderful world, page 68 Say: Match the word

parts and label the photos with the correct words.

Consider drawing items, too.

2 Label the pictures and provide a short text about the job.

3 Present your poster to the class.

Project

.SFTVS¿PIW

What do you want to be when you grow up?

Choose a job and prepare an illustrated job profile Think of places, clothes, tools and activities related to this job for your poster.

31

1/21 These people have jobs in the world of entertainment.

This daredevil and the pilot work in the U.S.A They are at a stunt show in

New York The pilot is flying the plane and the daredevil is standing on one

of the wings The stunts are very dangerous to perform.

These jugglers are from China They work in a circus They are juggling and balancing plates on long sticks It is not as easy as it looks! The

jugglers practice every day so they get better and better.

30

● can answer questions about what the students learn

in a school for butlers

Language

Practice makes perfect Butler, bring, hopefully,

refreshments, offer, introduce oneself, deal with,

champagne, trick, leader, iron, last, graduation day.

Materials required

Student Book, pages 32–33; video

Warm-up

●

● Direct the students’ attention to the Glossary Read the

words and have the students repeat them after you

chorally Go over the meaning(s) of each

●

● Explain to the students that they are going to watch

a video, but first direct their attention to the photo and

tell them to consider the words in the Glossary, and ask

them what they think the video is about Elicit answers

●

● Point to parts of the photo and ask the students: What is

it/this? What are they/these? Encourage the students to

ask the same if they are unsure

●

● Ask the students more questions: What is the man’s job?

Where does the man work? What does the man’s job entail?

Before you watch: Look and write.

●

● Read the words in the box aloud and ask the students to

repeat them after you, first chorally and then individually

●

● Direct the students’ attention to the photos Point to each

and ask: What do you see? Ask for words associated with

each photo, not the actual answer

●

● Then ask the students to complete the activity by writing

the words from the box under the correct photos Elicit

answers from the class (Answers: 1 newspaper; 2 lady;

3 certificate; 4 butler; 5 gentleman; 6 refreshments)

While you watch: Watch and circle.

Video

This is the Ivor Spencer International School for Butler

Administrators.

[Students] Good evening, sir My name is Michael I’m your

butler My name is José I’m your butler Can I bring you some

refreshments, sir? I’m your butler Good evening, sir.

It’s the first day of class The students are learning how to

introduce themselves to their ‘gentleman’ or ‘lady’ A butler

learns how to walk correctly.

[Teacher and students] Your champagne, my lady Your

champagne, my lady No problem, sir No problem, sir It’s

a pleasure, sir No problem, sir No problem, sir.

There are not many butlers in England now But Ivor Spencer

wants to bring butlers back to England.

[Ivor Spencer] Good morning, everybody Welcome to the Ivor Spencer School We know you’ve come from all over the world and

we appreciate you being here.

[Students] Good morning, your Excellency.

Butlers learn the correct titles for ambassadors, kings, queens and lords For five weeks, 13 students have 86 lessons They want to be butlers Then they can work for a businessman, an important leader

or a king But some students can’t last longer than a few days This student, David Marceau, might not last more than two days.

[David Marceau] Good morning, the Lee residence Practice makes perfect, so hopefully, with a lot of practice, I’ll be just as good as any other butler out there.

It’s important for students to practice.

[Students] It’s a pleasure, sir.

The word ‘butler‘ comes from the French word ‘bouteillier’ This means ‘bottle carrier’ For new butlers, this is sometimes hard.

[Teacher and students] No problem, sir It’s a pleasure, sir No problem, sir No problem, sir Your champagne, my lady.

Before you watch Look and write.

While you watch Watch and circle.

1 Is it the first day of class? Yes / No

2 Are there many butlers in England nowadays? Yes / No

3 Does the course take five weeks? Yes / No

4 Is David Marceau having problems? Yes / No

5 Do the butlers learn to iron socks? Yes / No

6 Does David get his certificate? Yes / No

After you watch Answer the questions

1 What do the students know how to do after completing the course?

2 What do the students do on graduation day?

practice makes perfect hopefully

offer deal with trick iron graduation day

32

Special jobs

www.frenglish.ru

33

Things go better for everyone this time Even David Marceau is doing better.

[Students] Your champagne, my lord Your champagne, my lord

It’s on the floor, my lord Good evening, sir Good evening, sir Good evening, sir

In week three, some students are still having problems.

[Students] I’m your butler Good evening, sir.

[Ivor Spencer] Go back.

[David Marceau] It’s very difficult here It’s very difficult The course isn’t easy at all Good evening, sir My name is David and I am your butler May I offer you some May I offer you some

[Ivor Spencer] Do that again, David.

[David Marceau] I have some problems and I have to deal with them Good evening, sir

David is having problems with the course He also misses his friends and family back home.

[Ivor Spencer] Do that again, David.

[David Marceau] I miss my girlfriend very much She’s giving

me support on the phone I just talked to her last night Things are OK and everything Yes, I wish I was there right now.

A good butler knows a lot of tricks One trick is this: the butler irons the newspaper to make it look nice Ivor Spencer teaches the students how to iron the newspaper.

Graduation day comes Everyone gets their certificates— even David The students have a small party.

[Ivor Spencer] Good health, everybody.

[Student] I did it.

These men and women were bus drivers, waiters, waitresses, computer technicians or shop assistants Now, they are part of

an important English tradition They are butlers.

●

● Ask the students to read the sentences before they watch the video, so that they know what information to look and listen for while they watch

●

● Explain any words that the students have difficulty with

and make sure that they know they should circle Yes or

No based on what they see in the video Before playing

the video, ask the students to look at the Glossary

Check if the students understand the meaning of each word

●

● Play the video When it is finished, have the students compare their answers with a partner and justify any answers they have that are different Check the answers

by inviting a student to answer and asking them to nominate the next student, and so on (Answers: 1 Y; 2 N;

a question and another to read her/his own answer

(Answers: 1 how to introduce themselves to their

‘gentleman’ or ‘lady,’ how to walk correctly, how to iron the newspaper; 2 They have a small party.)

Viewing Before you watch

Look and write.

While you watch Watch and circle.

1 Is it the first day of class? Yes / No

2 Are there many butlers in England nowadays? Yes / No

3 Does the course take five weeks? Yes / No

4 Is David Marceau having problems? Yes / No

5 Do the butlers learn to iron socks? Yes / No

6 Does David get his certificate? Yes / No

After you watch Answer the questions

1 What do the students know how to do after completing the course?

2 What do the students do on graduation day?

refreshments introduce oneself

champagne leader

last

practice makes perfect hopefully

offer deal with

trick iron

graduation day

32

Notes:

Banana, cabbage, pepper, pineapple, papaya, spring

onion, strawberry, tomato, watermelon, bitter melon.

Materials required

Student Book, pages 34–35; CD

Warm-up

●

● Have the students find the caption of the photo and read

it Ask questions about what is stated in the caption, for

example: What’s important in a healthy diet? What do fruits

and vegetables have lots of?

●

● Personalize the context of the photo by asking the

students to raise a hand if they like/don’t like (fruits/

vegetables) Say: Raise your hand if you like/don’t like

(bananas) Then ask questions related to fruits and

vegetables, for example: What’s your favorite fruit/

vegetable? What’s your least favorite fruit/vegetable?

●

● Put the students in pairs and have them take turns asking

each other questions about the photo These questions

can be probing or speculative, for example: How many

pineapples are there? If you were a fruit, what fruit would

you be?

Activity

Listen, look and point Identify the fruit and vegetables

you see in the photo.

Recording 1/22

banana, cabbage, pepper, pineapple, papaya, spring onion,

strawberry, tomato, watermelon, bitter melon

●

● Point to each fruit/vegetable in the photo and ask: What

is this? / What are these?

●

● Have the students listen to the recording and point

to the fruits and vegetables in the photo and say their

names

●

● Then point to each word and ask the students if they

can find it in the photo Ask: Is there (a banana) in the

photo? /Are there any (bananas) in the photo? If so, have

the students say: Yes, there is/Yes, there are and point to

it/them If not, have the students say: No, there isn’t/No,

there aren’t (Answers: pepper, cabbage, pineapple, spring

onion, bitter melon, watermelon)

Additional activity

●

● Write the names of fruits and vegetables on the board

Go over each one by pointing to it and having the students repeat after you

●

● Have the students stand and face away from the board

Erase one of the words, and tell the students to turn around and tell you the missing word Rewrite the word

on the board and have the students turn back only to erase another word so you can do it again

Fruits and vegetables look beautiful They are different sizes, shapes and colors They are very important in a healthy diet, too They contain lots of vitamins and minerals.

35

Food

3

Unit

You will learn

✹ to describe the taste of food

✹ to talk about plans

✹ to use many / much / a lot of and sense verbs

Listen, look and point Identify the fruit and vegetables you see in the photo 1/22

banana cabbage pepper pineapple papaya spring onion strawberry tomato watermelon bitter melon

34

www.frenglish.ru

35

Food

Notes:

Fruits and vegetables look beautiful

They are different sizes, shapes and colors They are very important in a healthy diet, too They contain lots of vitamins and minerals.

35

Food

3

Unit

You will learn

✹ to describe the taste of food

✹ to talk about plans

✹ to use many / much / a lot of and sense verbs

Listen, look and point Identify the fruit and vegetables you see in the photo 1/22

banana cabbage pepper pineapple papaya spring onion strawberry tomato watermelon bitter melon

34

Homework

●

● Write the following incomplete sentences on the board:

(name of dish) is my favorite meal

You need (ingredients of dish) to make it.

What’s happening? There isn’t any food in our backpack

Let’s eat some bananas We can drink some coconut water

There isn’t much to drink in a coconut Cabbage, cereal,

cherry, cheese, cream, lettuce, meat, pasta, pear, pepper,

pineapple, plum, sausage, spinach, watermelon.

● Write some of the food words learned so far in this

unit and split each word in half around the board, for

example, cab/bage, pep/per, pine/apple, tom/ato, and so

on

●

● Invite the students to come to the board and join the two

halves to make a complete word Ask the other students

to confirm by saying Yes or No each time

●

● As a student completes a word, have the other students

raise their hands to make a sentence which includes the

word using the present simple tense and an adverb of

frequency or a time expression, for example: I never eat

pineapples or I eat cabbage every day Play again, if time

allows, so that all the students have the opportunity to

I’m hungry Let’s eat something.

But there isn’t any food in our backpack.

OK So let’s eat some bananas There are a lot of them here.

Can you reach a coconut, Mickey? I’m thirsty We can drink

some coconut water.

Let’s look into the crystal ball and see where the men are going.

There aren’t many people there, but I think that’s a shopping mall.

Are they taking Uncle Gordon shopping?

●

● Have the students look at the comic Then ask: What do you

think this part of the story is about? Accept all answers Then

put the students in pairs and have them take turns telling

each other what happens in this part of the story Say: Tell

your partner what happens in this part of the story

●

● Say: Look at the pictures Listen to the recording and follow the

story Play the recording all the way through.

●

● Say: Listen to the recording and read Play the recording

again, pausing after each sentence for the students to read chorally

●

● Ask: Who is in a trap? (Mickey.) Who is thirsty? (Suzy.) Where are

the children going next? (A shopping mall.)

●

● Ask the students to work in groups of three to act out the story Walk around and help them if needed as they practice, especially with pronunciation Then invite groups to perform for the class

4 Look and write Label the pictures with the correct food from the word bank above

2 Read and circle.

1 Bill is eating … 2 Suzy is drinking …

a a coconut a coconut water.

b a banana b apple juice.

3 Mickey sees … 4 In the crystal ball, the children see …

a a van a a jungle.

b a backpack b a shopping mall.

3 Work in pairs Write your answers Then ask a classmate the same questions.

1 What fruit do you like to eat?

2 How often do you eat fruit?

3 Do you like to drink coconut water?

cabbage cereal cherry cheese cream lettuce meat pasta pear pepper pineapple plum sausage spinach watermelon

The crystal ball mystery:

Bill gets hungry

Suzy: What’s happening? Mickey, are you OK?

Mickey: Not really.

Bill: Thank goodness it’s an old trap

We can help you.

Mickey: OK So let’s eat some bananas

There are a lot of them here.

Suzy: Can you reach a coconut, Mickey? I’m thirsty We can drink some coconut water.

We’re in Danger Jungle and there are a lot of traps everywhere Be careful! I’m hungry Let’s eat something.

But there isn’t any food in our backpack.

There aren’t many people there, but I think that’s a shopping mall.

Are they taking Uncle Gordon shopping?

Hey, I can see the van from here Those men are driving through the jungle.

These bananas are delicious, too Let’s put some in the backpack.

The coconut water is great

But there isn’t much to drink in a coconut.

Let’s look into the crystal ball and see where the men are going.

37

Lesson 1

●

● Workbook, page 20, activity 2 Say: Listen to the recording

Read the sentences and circle T if the sentences are true and F if they are false.

2 Read and circle.

● Then play the recording and have the students point to

and read each word they hear Say: Listen to the recording

and point to and read each word you hear.

●

● Workbook, page 20, activity 1 Say: Look at the pictures

and complete the crossword.

4 Look and write.

●

● Read the words in the Word Bank aloud and ask the students to repeat them after you, first chorally and then individually

●

● Then ask the students to complete the activity by writing the words from the Word Bank under the correct pictures

●

● Take up the answers with the class by asking: What is

number 1? Do the same for the others (Answers:

1 cabbage; 2 plum; 3 pineapple; 4 watermelon; 5 spinach;

6 lettuce; 7 pear; 8 pepper)

Homework

●

● Workbook, page 21, activity 3 Say: Read the words in

the box Write the words in the box in the correct food categories.

●

● Workbook, page 21, activity 4 Say: Read the questions

and write answers to them.

Notes:

4 Look and write Label the pictures with the correct food from the word bank above

2 Read and circle.

1 Bill is eating … 2 Suzy is drinking …

a a coconut a coconut water.

b a banana b apple juice.

3 Mickey sees … 4 In the crystal ball, the children see …

a a van a a jungle.

b a backpack b a shopping mall.

3 Work in pairs Write your answers Then ask a classmate the same questions.

1 What fruit do you like to eat?

2 How often do you eat fruit?

3 Do you like to drink coconut water?

cabbage cereal cherry cheese cream lettuce meat pasta pear pepper pineapple plum sausage spinach watermelon

The crystal ball mystery:

Bill gets hungry

Suzy: What’s happening? Mickey, are you OK?

Mickey: Not really.

Bill: Thank goodness it’s an old trap

We can help you.

Mickey: OK So let’s eat some bananas

There are a lot of them here.

Suzy: Can you reach a coconut, Mickey? I’m thirsty We can drink some coconut water.

We’re in Danger Jungle and there are a lot of traps

everywhere Be careful! I’m hungry Let’s eat something.

But there isn’t any food in our

driving through the jungle.

These bananas are delicious, too Let’s put

some in the backpack.

The coconut water is great

But there isn’t much to drink in a coconut.

Let’s look into the crystal ball and see where the men are going.

2

36

Lesson

1

Unit 3

38

Food

2 Read, write and number.

1 Taste buds are on our t

2 There are b all over our tongue

3 Taste buds send messages to our b

4 The smell of food goes up our n .

4 Look and match.

3 Read and circle.

1 You have taste buds on your tongue / nose

2 Your nose sends messages to your mouth / brain

3 Your brain can tell what food tastes like by using information from your

taste buds and nose / tongue and taste buds

1 Listen and read 1/25

Why does food taste good or bad? Why

does chocolate taste sweet, but chips taste salty ? It is because you have taste buds on your tongue.

Stick out your tongue and look in a

mirror Can you see bumps all over

your tongue? There are lots of taste buds in these bumps These taste buds

send messages to your brain These

messages help your brain decide if

something is sweet, salty, spicy, sour

or bitter.

Your brain also gets help from your

nose When you smell your food, your

nose sends information about the food directly to your brain Your brain uses information from your taste buds and your nose to get the real taste of your food.

Why does food taste good or bad? Why does chocolate

taste sweet, but chips taste salty? There are lots of taste

buds in these bumps Bitter, salty, sour, spicy, sweet,

crunchy, fresh, healthy, juicy, natural, awful, delicious,

● Distribute two sheets of paper to each student Explain

to the students that on one sheet, they are going to draw

their own refrigerator with food and drink in it They will

then listen to a partner talking about her/his refrigerator

and draw her/his refrigerator on the other sheet

●

● When the students have finished drawing their

refrigerator, have them tell their partner what is in the

refrigerator Their partner has to draw their refrigerator

●

● Say: Open your book to page 38 Have the students read

the title and guess what taste buds are Elicit answers

Explain the taste buds to the students by showing your

tongue and point to the taste buds

●

● Then have the student look at the photo Ask questions:

What is the woman doing? What do you see in the photo?

Elicit answers

1 Listen and read.

Recording 1/25

Why does food taste good or bad? Why does chocolate taste

sweet, but chips taste salty? It is because you have taste buds

on your tongue.

Stick out your tongue and look in a mirror Can you see bumps

all over your tongue? There are lots of taste buds in these

bumps These taste buds send messages to your brain These

messages help your brain decide if something is sweet, salty,

spicy, sour or bitter.

Your brain also gets help from your nose When you smell your

food, your nose sends information about the food directly to

your brain Your brain uses information from your taste buds

and your nose to get the real taste of your food.

●

● Say: Listen to the recording carefully Play the recording all the

way through

●

● Say: Listen and repeat Play the recording again, pausing

after each sentence for the students to repeat chorally and individually

●

● Workbook, page 23, activity 3 Say: Listen to the recording

Read the sentences and complete them with the correct words.

39

2 Read, write and number.

1 Taste buds are on our t

2 There are b all over our tongue

3 Taste buds send messages to our b

4 The smell of food goes up our n .

4 Look and match.

3 Read and circle.

1 You have taste buds on your tongue / nose

2 Your nose sends messages to your mouth / brain

3 Your brain can tell what food tastes like by using information from your

taste buds and nose / tongue and taste buds

1 Listen and read 1/25

Why does food taste good or bad? Why

does chocolate taste sweet, but chips taste salty ? It is because you have taste buds on

your tongue.

Stick out your tongue and look in a

mirror Can you see bumps all over

your tongue? There are lots of taste buds in these bumps These taste buds

send messages to your brain These

messages help your brain decide if

something is sweet, salty, spicy, sour

or bitter.

Your brain also gets help from your

nose When you smell your food, your

nose sends information about the food directly to your brain Your brain uses information from your taste buds and your nose to get the real taste of your

● Then play the recording and have the students point to

and read each word they hear Say: Listen to the recording

and point to and read each word you hear.

●

● Workbook, page 22, activity 2 Say: Complete the

sentences using the correct words.

4 Look and match.

●

● Point to each photo and ask: What is this a photo of? Elicit

the answer

●

● Point to each photo again and ask: What are some words

to describe this food/drink? Elicit answers

●

● Say: Match the food and drink to the adjectives to describe

how they taste

●

● Take up the answers with the class by asking: How do/

does (limes/a lime) taste? (Answers: limes – sour; cookies –

sweet; coffee – bitter; chilies – spicy; chips – salty)

Homework

●

● Workbook, page 23, activity 4 Say: Complete the

sentences with the words from the box.

2 Read, write and number.

●

● Workbook, page 22, activity 1 Say: Look at the pictures and

circle the correct words.

3 Read and circle.