My hobby
Unit Topic Learning objectives Vocabulary Phonics Language
To talk about your hobby
To talk about how often you do something
To talk about things other people like doing
To recognize the long vowel—a
I sometimes play the piano on the weekend.
He / She often plays the piano on the weekend.
Does he / she like baking?
Yes, he / she does No, he / she doesn’t.
To learn the names of wild animals
To describe the appearance and habits of animals
To talk about animals using superlatives
To recognize the long vowel—e
Zebras are black and white.
Red foxes can swim and jump.
What is the tallest animal?
A giraffe is the tallest animal.
To learn the names of jobs and places of work
To talk about jobs people do
To ask someone about his / her job
To recognize the long vowel—i
What does a vet do? He / She helps animals.
What do firefighters do? They help people.
To learn the names of food
To describe and prepare dishes
To recognize the long vowel—o
Can I have a sandwich / some cheese, please? Here you go.
Bake the cookies for ten minutes.
To learn the names of the days of the week
To talk about your schedule
To talk about morning and evening routines
To recognize the long vowel—u
The days of the week
What do you do on Tuesdays?
I ride my bike with my friends on Tuesdays.
When do you do your homework?
I do my homework in the evenings.
To learn the names of the seasons
To compare the weather in different seasons
To talk about your travel plans
The names of the months
The names of the seasons
What’s the weather like in winter?
It is cold and often rains in winter.
It is colder in winter than it is in fall.
To learn words and expressions related to traveling
To talk about what you need to travel
To talk about the time, in full and half hours
Are you going to the mountains?
Yes, I am I am going to the mountains.
No, I’m not I’m not going to the mountains.
Where is the camera? It’s in my backpack.
Where are our passports? They’re in my bag.
To learn the names of school subjects
To talk about your school trip
To talk about your plans
What are you doing tomorrow?
We are doing a karate show.
What’s your favorite subject? I like science.
What’s his / her favorite subject?
Celebrations Halloween and Valentine’s Day
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Unit Topic Learning objectives Vocabulary Phonics Language
To talk about your hobby
To talk about how often you do something
To talk about things other people like doing
To recognize the long vowel—a
I sometimes play the piano on the weekend.
He / She often plays the piano on the weekend.
Does he / she like baking?
Yes, he / she does No, he / she doesn’t.
To learn the names of wild animals
To describe the appearance and habits of animals
To talk about animals using superlatives
To recognize the long vowel—e
Zebras are black and white.
Red foxes can swim and jump.
What is the tallest animal?
A giraffe is the tallest animal.
To learn the names of jobs and places of work
To talk about jobs people do
To ask someone about his / her job
To recognize the long vowel—i
What does a vet do? He / She helps animals.
What do firefighters do? They help people.
To learn the names of food
To describe and prepare dishes
To recognize the long vowel—o
Can I have a sandwich / some cheese, please?
Bake the cookies for ten minutes.
To learn the names of the days of the week
To talk about your schedule
To talk about morning and evening routines
To recognize the long vowel—u
The days of the week
What do you do on Tuesdays?
I ride my bike with my friends on Tuesdays.
When do you do your homework?
I do my homework in the evenings.
To learn the names of the seasons
To compare the weather in different seasons
To talk about your travel plans
The names of the months
The names of the seasons
What’s the weather like in winter?
It is cold and often rains in winter.
It is colder in winter than it is in fall.
To learn words and expressions related to traveling
To talk about what you need to travel
To talk about the time, in full and half hours
Are you going to the mountains?
Yes, I am I am going to the mountains.
No, I’m not I’m not going to the mountains.
Where is the camera? It’s in my backpack.
Where are our passports? They’re in my bag.
To learn the names of school subjects
To talk about your school trip
To talk about your plans
What are you doing tomorrow?
We are doing a karate show.
What’s your favorite subject? I like science.
What’s his / her favorite subject?
Celebrations Halloween and Valentine’s Day
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Wild animals
● knows the names of various activities,
● can chant and mime to practice naming hobbies and activities,
Ride a bike, swim, play soccer, play the guitar, read books, dance, run in a gym, listen to music, go roller skating, jump, every day, often, on the weekend, sometimes.
● If you already know your students, greet them and ask: How are you, (name)? If you have new students or a completely new class, greet them by introducing yourself and asking: Hello! What’s your name?
● Look through the Student Book with the students, and make sure they are familiar with the structure of the units, where things are and what to expect.
Be sensitive about what children may or may not have
In this instance, some students may not have a bike and that may make them feel embarrassed or upset If this is the case, consider not personalizing the topic and simply do more general work about the topic.
We often ride our bikes Riding a bike is a great hobby!
What are your other hobbies?
And I sometimes play the guitar.
● Say: Open your book to page 6 Look at the photo Ask:
What can you see? Elicit known vocabulary, e.g., girl, boy, bikes, helmet, trees, street/road, red shirt, blue shorts
● Ask: Who has a bike? Raise your hands! Have the students ask each other what color their bikes are and how old their bikes are (I have a blue bike It’s two years old.)
● Write the words hobby–hobbies on the board and make sure the students understand them.
● Say: Listen to the recording carefully Play the recording all the way through.
● Ask: What other hobby does the girl have? What hobbies do the boys have?
● Write: often, every day, on the weekend, sometimes on the board.
● Ask questions about the children in the photos and have the students answer using the frequency words you wrote on the board
● Say: Listen and repeat Play the recording again, pausing after each sentence for the students to repeat chorally and individually
I ride my bike, I dance and swim.
I play the guitar and run in a gym.
Hobbies are great, hobbies are cool.
I read books and play football at school.
I listen to music, I draw and play.
I go roller skating and jump every day.
Hobbies are great, hobbies are cool.
I read books and play football at school.
● Decide on a series of actions and/or gestures with the class to represent the hobbies mentioned in the chant: ride a bike, dance, swim, play the guitar, run, read, play football, listen to music, draw, go roller skating, jump.
● Say: Listen to the chant carefully Play the recording all the way through.
● Have the students stand in a circle if you have the space, or in the aisle next to their desks Say: Listen to the recording and mime Play the recording again, pausing after each action for the students to mime.
● Play the recording all the way through again and encourage the students to mime each action as it is mentioned.
✹ to talk about your hobby
✹ to talk about how often you do something
✹ to talk about things other people like doing
Jobs
● knows the names of various activities,
● can chant and mime to practice naming hobbies and activities,
Ride a bike, swim, play soccer, play the guitar, read books, dance, run in a gym, listen to music, go roller skating, jump, every day, often, on the weekend, sometimes.
● If you already know your students, greet them and ask: How are you, (name)? If you have new students or a completely new class, greet them by introducing yourself and asking: Hello! What’s your name?
● Look through the Student Book with the students, and make sure they are familiar with the structure of the units, where things are and what to expect.
Be sensitive about what children may or may not have
In this instance, some students may not have a bike and that may make them feel embarrassed or upset If this is the case, consider not personalizing the topic and simply do more general work about the topic.
We often ride our bikes Riding a bike is a great hobby!
What are your other hobbies?
And I sometimes play the guitar.
● Say: Open your book to page 6 Look at the photo Ask:
What can you see? Elicit known vocabulary, e.g., girl, boy, bikes, helmet, trees, street/road, red shirt, blue shorts
● Ask: Who has a bike? Raise your hands! Have the students ask each other what color their bikes are and how old their bikes are (I have a blue bike It’s two years old.)
● Write the words hobby–hobbies on the board and make sure the students understand them.
● Say: Listen to the recording carefully Play the recording all the way through.
● Ask: What other hobby does the girl have? What hobbies do the boys have?
● Write: often, every day, on the weekend, sometimes on the board.
● Ask questions about the children in the photos and have the students answer using the frequency words you wrote on the board
● Say: Listen and repeat Play the recording again, pausing after each sentence for the students to repeat chorally and individually
I ride my bike, I dance and swim.
I play the guitar and run in a gym.
Hobbies are great, hobbies are cool.
I read books and play football at school.
I listen to music, I draw and play.
I go roller skating and jump every day.
Hobbies are great, hobbies are cool.
I read books and play football at school.
● Decide on a series of actions and/or gestures with the class to represent the hobbies mentioned in the chant: ride a bike, dance, swim, play the guitar, run, read, play football, listen to music, draw, go roller skating, jump.
● Say: Listen to the chant carefully Play the recording all the way through.
● Have the students stand in a circle if you have the space, or in the aisle next to their desks Say: Listen to the recording and mime Play the recording again, pausing after each action for the students to mime.
● Play the recording all the way through again and encourage the students to mime each action as it is mentioned.
✹ to talk about your hobby
✹ to talk about how often you do something
✹ to talk about things other people like doing
Riding a bike is a great hobby.
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● Put the students into groups of five or six and have them take turns miming a hobby while the others guess
Consider letting each group mime together for other groups to guess.
● Ask the students to practice the chant with the recording.
✹ to talk about your hobby
✹ to talk about how often you do something
✹ to talk about things other people like doing
Food
Riding a bike is a great hobby.
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My week
● can read and use the words: ride a horse, favorite, take a photo, do karate, play the piano, write stories,
● can follow and understand the details of a simple story,
● can complete sentences with the correct words or phrases to describe activities.
Ride a horse, favorite, take a photo, do karate, play the piano, write a story / write stories
Student Book, pages 8–9; CD; Workbook, pages 4–5 scissors.
● Say the chant with actions from the previous lesson
Recording 1/4 ride a horse, favorite, take a photo, do karate, play the piano, write stories
● Say: Open your book to page 8 Look at the words in the box
Listen to the recording carefully Play the recording all the way through.
● Say: Listen and repeat Play the recording again, pausing after each word/expression for the students to repeat chorally and individually
● Decide on a series of actions and/or gestures with the class to represent the hobbies mentioned in the recording: e.g., ride a horse, take a photo, do karate, play the piano, write stories.
● Whisper the name of a hobby to the student who then has to stand up to mime the hobby The others have to guess what the hobby is.
● When the students have guessed, whisper a different hobby to another student, and so on.
Hi Fred I ride my horse every day It’s my favorite hobby.
Hii-ya! I do karate on the weekend! It’s my favorite hobby.
Help! I’m falling off my horse.
I take photos every day Can I take a photo of you, Snap and
OK, Fred I’m learning how to play the piano I often play the piano on the weekend Listen
Very nice, Snap! Sometimes I write stories This story is about a cat.
These are photos of our hobbies I take photos, Chatty rides her horse, Kate does karate, Snap plays the piano, and Honey writes stories
● Say: Look at the pictures in activity 2
● Say: 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 questions, e.g., Who rides a horse? Who takes photos? Who does karate? Who plays the piano? Who writes stories? What is Honey’s story about?
● Say: Look at picture 4 Ask: Do you have a hobby? Elicit some replies from the class
● Put the students into pairs to ask and answer questions about their hobbies Circulate and monitor their production
● Workbook, page 4, activity 1 Say: Look at the photos and read the sentences Then complete the sentences with the words from the box Have the students check their answers in pairs; then elicit the answers as complete sentences from the class
4 Read and write. rides does writes takes plays karate stories the piano her horse photos
9 ride a horse favorite take a photo do karate play the piano write stories
I often play the piano These are photos of our hobbies.
I ride my horse every day.
I do karate on the weekend!
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● Say: Open your book to page 9 Find the stickers for activity 3
● Ask: What does each character say? Elicit the answers before the students stick the stickers.
● Say: Stick the correct stickers in the speech bubbles Elicit the answers from the class.
● Say: Look at activity 4 Complete the sentences about the characters using the words from the boxes.
● When the students have completed the sentences, say:
Check your answers with your partner.
● Elicit the answers as complete sentences from individuals and then have the class read them chorally
● Workbook, page 4, activity 2 Say: Listen to the recording and circle the correct words to complete the sentences Then have the students check their answers with a partner Elicit the answers as complete sentences from individuals around the class.
● Have the students stand in a circle (or two small circles if you have a class of more than 20).
● Start the activity by saying your hobby and then asking the student on your right about their hobby, e.g., I ride my bike What about you, (name)? Then do the same with the student on your left, with a different hobby In this way, the same question moves in two different directions Tell the students that they must give a different hobby as an answer to each question
● Workbook, page 5, activity 3 Say: Read the sentences and stick the correct stickers.
● Workbook, page 5, activity 4 Say: Draw and color a picture of your favorite hobby in the box Then complete the sentences and read them aloud.
4 Read and write. rides does writes takes plays karate stories the piano her horse photos
9 ride a horse favorite take a photo do karate play the piano write stories
I often play the piano These are photos of our hobbies.
I ride my horse every day.
I do karate on the weekend!
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My favorite season
● can read and use the words: live, collect, plush toy, poster, stamp, leaf, leaves,
● can read and use multiples of ten from 30 to 100,
● can follow and understand the details of a simple reading passage,
● can talk about her/his collections with a classmate.
Live, collect, plush toy, poster, stamp, leaf, leaves, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred What do you collect? I collect dolls.
Student Book, pages 10–11; CD; Workbook, pages 6–7,
68; a small plush toy; stamps; leaves.
● Practice the numbers 0–20 with the class Ask, e.g., How many students are there in the class today? How many girls/ boys? How many doors/desks/windows are there in the classroom?
Recording 1/6 live, collect, plush toy, poster, stamp, leaf, leaves, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred
● Say: Open your book to page 10 and look at the words in the box.
● Say: Read and listen to the recording carefully Play the recording all the way through.
● Say: Listen and repeat Play the recording again, pausing after each word for the students to repeat chorally and individually
● Ask: Which words do you know? When a student offers a word, say: Use it in a sentence Then elicit other ways the word can be used in a sentence by asking the students a question, e.g., Where do you live? Do you live in Canada?
● Practice the numbers in the box by referring to their colors; ask, e.g., What number is orange?
● Play a variation of Hot or Cold with the class Ask for a volunteer to leave the class while you hide a plush toy—she/he must not see where you hide it Then have her/him return and tell her/him to look for it The other students must help by saying a number from 10 to 100:
10 being very close (hot) and 100 being very far (cold) depending on whether the student is nearby or far from the plush toy When the student finds it, she/he can choose the next student to play.
● Workbook, page 6, activity 1 Say: Circle the correct words and complete the sentences by writing the correct numbers
Have the students check their answers with a partner by reading their sentences Elicit the answers from the class.
● Name a multiple of ten between 0 to 100, and then ask a volunteer to add or take away 10 or 20 from the number.
This is Sara She lives in America She collects plush toys She has fifty plush toys
Sara has three brothers: Marcus, Jerry and Jonathan They have collections, too Marcus collects posters He has thirty posters
Jerry collects stamps He has eighty stamps And Jonathan collects leaves He has forty leaves
● Say: Look at the photo in activity 2 Ask: What can you see?
Elicit, e.g., a girl, plush toys, a teddy bear, a rabbit, a toy dog.
● Say: Listen to the recording and follow the text Play the recording all the way through.
● Say: Listen to the recording, follow the text and read it aloud
Play the recording again, pausing after each sentence for the students to read chorally and individually
How many dolls do you have?
How many dolls do you have?
She has fifty plush toys.
This is Sara She lives in America She collects plush toys She has fifty plush toys
Sara has three brothers: Marcus, Jerry and Jonathan They have collections, too Marcus collects posters He has thirty posters Jerry collects stamps He has eighty stamps And Jonathan collects leaves He has forty leaves.
What do you collect? live collect plush toy poster stamp leaf/leaves
30 40 50 60 70 80 90 100 thirty forty fifty sixty seventy eighty ninety one hundred
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● Ask questions, e.g., What’s the girl’s name? Where does she live? How many brothers does she have? What does Marcus collect? How many posters does he have?
● Say: Read the question at the end and answer it.
● Put the students into pairs to read the text to each other
They can take turns reading alternate sentences Then ask the students to swap their lines and read again Circulate and monitor their production Help any individuals with specific problems and give feedback to the class on any general pronunciation issues
● Say: Open your book to page 11 and look at activity 3 Read the text in activity 2 again Complete the missing information for Sara and her brothers.
● Say: Talk about each person’s collection with a partner Then have the students read the information to the class, using the formula illustrated in the speech bubble.
● Workbook, page 7, activity 4 Say: Fill in the blanks with information about yourself where it says ‘I’m; I collect; I have.’
Say: Then ask a partner questions to get her/his information so you can fill in the other blank spaces Circulate and monitor their production.
● Workbook, More fun, page 68 Say: Circle the numbers, collections and hobbies in the word chain, and then write them down Check the answers as a class.
● Say: Look at activity 4 Read the dialogue.
● Divide the class into two groups Have half the class ask the questions chorally and the other half answer chorally
● Put the class into pairs to repeat the example dialogue in the book and then continue to talk about other objects The students can talk about things they collect or they can make up objects and numbers if they don’t collect anything Circulate and monitor their production.
● Workbook, page 6, activity 2 Play the recording Say:
Listen to the recording and complete the text with words from the box Then listen to the recording again to check your answers.
● Workbook, page 7, activity 3 Say: Read the dialogues and number the pictures in the correct order.
How many dolls do you have?
How many dolls do you have?
She has fifty plush toys.
This is Sara She lives in America She collects plush toys She has fifty plush toys
Sara has three brothers: Marcus, Jerry and Jonathan They have collections, too Marcus collects posters He has thirty posters Jerry collects stamps He has eighty stamps And Jonathan collects leaves He has forty leaves.
What do you collect? live collect plush toy poster stamp leaf/leaves
30 40 50 60 70 80 90 100 thirty forty fifty sixty seventy eighty ninety one hundred
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Let’s travel
● can read and use the words: baking, cookie, gardening, hiking, traveling, me too,
● can follow and understand the details of simple dialogues,
Baking, cookies, gardening, hiking, traveling Me too! Do you like baking? Yes, I do No, I don’t.
Student Book, pages 12–13; CD; Workbook, pages 8–9.
● Ask the students about their hobbies and collections, e.g., Do you have a hobby? What do you collect? Have the students answer accordingly
Recording 1/8 baking, cookie, gardening, hiking, traveling Me, too!
● Say: Open your book to page 12 and look at the words in the box.
● Say: Read the words and listen to the recording carefully
Play the recording all the way through.
● Say: Listen and repeat Play the recording again, pausing after each word for the students to repeat chorally and individually Make sure the students understand the meanings of the words
● Write the verbs bake–baking, garden–gardening, hike– hiking, travel–traveling on the board Say: I bake cookies every day I’m baking cookies now Explain the difference between things we do often, and things we are doing now, as we are speaking To reinforce the concept, say, e.g., I ride my bike every day Ask: Am I riding my bike now?
Say: No, I’m not Make other similar examples using verbs the students know
● Draw the students’ attention to the fact that verbs ending in –e (e.g., hike, bake) lose their –e when you add –ing.
● Have the students sit or stand in teams of five or six in a line–the teams should be as far from each other as possible
● Whisper a phrase (e.g., I like baking) into the ear of the first student and have them pass it back along the line
Check what the last person says You can award points to the teams, as you continue the game with different phrases about hobbies
● Workbook, page 8, activity 1 Say: Look at each photo
Read the words and check the correct one Then have the students check their answers with a partner.
● Workbook, page 9, activity 5 Say: Rearrange the letters to make a sentence and write the sentence Then draw your favorite kind in the box.
What are you doing, Jeff?
I’m baking cookies I like baking and I love cookies!
Do you like hiking, Lizzie?
Yes, I do Hiking is cool!
I like hiking and I love traveling.
Hello, Betty! What are you doing?
I’m watering the tomatoes I love gardening and I love tomatoes!
● 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
● Repeat the process for photos two and three.
● Ask questions, e.g., What does Jeff/Betty/Lizzie like doing? Who likes gardening/baking/hiking?
● Divide the class into two groups Have the two groups ask and answer the questions in the three photos chorally.
13 baking cookie gardening hiking traveling Me too!
Lucy: Hello, Betty! What are you doing?
Betty: I’m watering the tomatoes I love gardening and I love tomatoes!
Grandma: What are you doing, Jeff?
Jeff: I’m baking cookies I like baking and I love cookies!
Mom: Do you like hiking, Lizzie?
Lizzie: Yes, I do Hiking is cool!
Dad: I like hiking and I love traveling.
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● Put the students into pairs to ask and answer the same questions with each other.
● Workbook, page 8, activity 2 Play the recording Say: Listen to the recording Read the sentences and number them in the correct order Then play the recording again for the students to check their answers Elicit the correct order from the class.
● Say: Open your book to page 13 Look at activity 3
● Say: Read the dialogues in activity 2 again Complete the sentences with the correct names.
● Say: Read the sentences aloud to a partner Circulate and monitor their production.
● Elicit the answers as complete sentences from the class.
Do you like baking? Do you like baking?
Do you like gardening? Do you like gardening?
Do you like hiking? Do you like hiking?
Do you like traveling? Do you like traveling?
● Say: Listen carefully to the chant Play the recording all the way through.
● Say: Listen and repeat Play the recording again, pausing after each line for the class to repeat chorally.
● Say: Look at the pictures in activity 4 Listen to the chant and number the pictures one to four Play the chant again.
● Elicit the answers by asking: What is number one/two/ three/four?
● (Answers: 1 baking; 2 gardening; 3 hiking; 4 traveling)
● Divide the class into two Have one group chant the questions and the other group chant the answers Then swap roles and do it again.
● Say: Look at activity 5 Write your own answers.
● Have the students ask and answer the questions in pairs Circulate and monitor their production.
● Have the students spread themselves out If your classroom isn’t big enough, take them to the playground or another suitable place.
● Play some music and have the students walk around freely; however, when you stop the music, each student must stop and turn to the nearest person to ask and answer one of the four questions from activity
5 e.g., Do you like baking/hiking/gardening/traveling?
Then play the music again and repeat this.
● Workbook, page 9, activity 3 Say: Follow the lines to match the characters to what they like Complete the sentences and read them aloud.
● Workbook, page 9, activity 4 Say: Read the questions and circle the answers that are true for you.
13 baking cookie gardening hiking traveling Me too!
Lucy: Hello, Betty! What are you doing?
Betty: I’m watering the tomatoes I love gardening and I love tomatoes!
Grandma: What are you doing, Jeff?
Jeff: I’m baking cookies I like baking and I love cookies!
Mom: Do you like hiking, Lizzie?
Lizzie: Yes, I do Hiking is cool!
Dad: I like hiking and I love traveling.
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Our class
● can visually and audibly recognize and identify the long vowel ‘A’ in its different forms of: -a_e, -ay and
● can pronounce the long vowel: A,
● can read long vowel ‘A’ words
Student Book, page 14; Workbook, page 10; CD; sheets of paper
● Write the long vowel ‘A’ words on the board: cake, clay and snail, and ask the students if they can read any of them
● Point to each word and say: Listen and repeat Say each word, stretching the long ‘A’ sound
● Ask the students how these words are the same Elicit that they each carry the long ‘A’ sound
● Circle or underline the part in each word that carries a long
‘A’ sound: a_e, ay and ai, and say: Each of these has a long ‘A’ sound Point to each part and emphasize the long vowel ‘A’.
/a_e/- cake, /ay/- clay, /ai/- snail
● Play the recording and have the students listen to it carefully Then play it a second time and say: Listen and repeat.
● Put the students into groups of three and have them sit down together to write ‘cake,’ ‘clay’ and ‘snail’ on separate pieces of paper Designate a student in each group to be the speaker and the other two to be the readers The readers must face each other with their hands on their head and the speaker puts the pieces of paper facing up between them The speaker says a word and the reader who slaps the word first gets a point Play a best of seven series (the first person to win four times is the winner) with the loser being the next speaker.
● Have the students point to each word and read it Then write each word on the board one at a time in random order and ask: What does this word say?
● Have the students listen to the recording and circle the correct words
● Play the recording again for the students to check their answers
● When the students have finished, take up the answers together Ask: What is the answer for number one/two/ three? Have the students answer chorally.
/b/-/ake/-bake, /p/-/ain/-pain, /s/-/ay/-say
● Write b-ake, p-ain and s-ay as onset and rime on the board
Point to each part and sound it out Then blend the parts together to form the word as a whole
● Say: Look at activity 3 on page 14 Play the recording and have the students listen to the recording and point to each word when it is said Then repeat the word
● Once the students are familiar with the practice, have them write other long ‘A’ words into onset and rime to sound out and blend together
Gail made a plane with clay.
● Say: Look at the picture in activity 4 at the bottom of page 14
Ask: What do/can you see? Elicit answers.
● Play the recording and have the students read the sentence at the bottom of the page Remind students to point to each word as they read
● Ask volunteers to read the sentence to the class.
● Workbook, page 10, activity 1 Say: Listen to the recording carefully and number the words in the correct order.
● Workbook, page 10, activity 2 Say: Read the words and circle the one that doesn’t belong
1 I often every day studies / study
3 They TV every day watch / watches
2 I play sports on the weekend.
I sometimes play the piano on the weekend
He / She often plays the piano on the weekend
Do you like baking? Yes, I do
Does he / she like baking? Yes, he / she does
No, he / she doesn’t often sometimes
* don’t = do not doesn’t = does not
Gail made a plane with clay. cake clay snail b ake p ain s ay
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● Practice the sentence patterns with the students – Do you like …? Does she/he like …?
● Give the class a word, e.g., baking, and have the students go around the classroom to ask one another: Do you like baking? Have the students answer accordingly Then ask the students to sit down and one at a time call each to the front of the classroom Ask the class: Does she/he like baking? Have the class answer accordingly Give the class another word or phrase and do it again
● Then write sometimes and often on the board and explain them to the students Sometimes is used when something is done from time to time and often is used when something is done a lot Then write I sometimes/often … on the weekend on the board and encourage each student to say their own sentence.
I sometimes play the piano on the weekend
He often plays the piano on the weekend
She often plays the piano on the weekend
● Play the recording and have the students listen to it carefully
● Play the recording again Say: Listen to the recording and repeat.
● Play the recording a third time, but this time pause in the middle of each sentence/question/answer and have the students complete it chorally Say: Listen to the recording and every time it stops, say the rest of it aloud.
● Point to the highlighted words in activity 2 on page 15 and have the students repeat after you as you say them Say: Listen and repeat.
● Direct the students’ attention to the incomplete sentences on the left and have them complete the sentences with one of the words on the right Say: I often studies every day or I often study every day? Ask: Which one is correct? Ask the students to circle the correct word Do the same for the others.
● Point to the words in the box in activity 3 on page 15 and have the students repeat after you as you say them Say:
● Direct the students’ attention to the incomplete sentences and have them complete the sentences with one of the words from the box Either word makes the sentence correct so make sure to tell the students that and that they should write the word that is more accurate for them Say: Complete each sentence with one of the words from the box to make it more accurate for you
● When the students have finished, take a poll for each sentence to compare how many students answered often and how many answered sometimes
● Workbook, page 11, activity 1 Say: Circle the correct word to complete each question/sentence.
● Workbook, page 11, activity 2 Have the students read the questions and answers, and then draw lines to match the questions to the correct answers
● can use the pattern: I sometimes/often on the weekend She sometimes/often on the weekend He sometimes/often on the weekend.
● can ask and answer: Do you like …?
Student Book, page 15; Workbook, page 11; CD.
1 I often every day studies / study
3 They TV every day watch / watches
2 I play sports on the weekend.
I sometimes play the piano on the weekend
He / She often plays the piano on the weekend
Do you like baking? Yes, I do
Does he / she like baking? Yes, he / she does
No, he / she doesn’t often sometimes
* don’t = do not doesn’t = does not
Gail made a plane with clay. cake clay snail b ake p ain s ay
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● can read and use the words: pottery, archery, fishing, bird watching, fishing rod, eyesight, arrow, bow, binoculars, clay, camera, and knows how to identify them when depicted,
● understands brief descriptions of various hobbies,
● can ask and answer questions about someone’s hobbies.
Pottery, archery, fishing, bird watching, fishing rod, good eyesight, arrows, bow, bird book, binoculars, clay, camera.
Do you collect anything? What do you need for your hobby? Can you do this in winter? Is it a sport?
Student Book, pages 16–17; CD; a piece of A3 paper for each student; crayons; scissors; glue; drawing paper; pictures of activities and hobbies from magazines.
● Say: Tell me the names of some hobbies Elicit hobbies from the students, and write them on the board Check that the class knows what they all mean
● Have the students tell a partner which ones they like and don’t like Circulate and monitor their production.
● Say: Open your book to pages 16–17 and look at the photos Ask: What can you see? Elicit known words and expressions
● Read out the sentences next to the four photos
● Check the students understand the meanings of the new words: pottery, archery, fishing, bird watching, fishing rod, good eyesight, arrows, bow, bird book, binoculars, clay, camera.
● Read each sentence, pausing for the students to repeat them chorally and individually
● Put the students into pairs to read the sentences to each other Circulate and monitor their production.
● Ask questions, e.g., What do you need to do pottery?
Then have the students ask and answer similar questions in pairs.
● Say: Look at the wordsnake and circle the names of hobbies
● Have the students check their answers with a partner
Then elicit the words from the class.
● Say: Look at activity 2 Draw lines to match the words to the correct hobby.
● Have the students check their answers in pairs.
● Elicit the answers as complete sentences from the class, e.g., For archery, you need a bow and arrows.
● Call out the name of something you need for one of the four hobbies Have volunteers tell you which hobby it is
● You could also include previously learned equipment and hobbies, e.g., boots–hiking; helmet–ride a bike/ horse; flowers–gardening; camera–take photos
● Say: Look at the bottom of page 17 Ask: What can you see?
● Say: Listen and repeat Read the text and have the students repeat chorally
● Tell the students that they are going to make a poster about their favorite hobby Make sure they know what a poster is: A large sheet of paper often put on a wall to give information It is often colorful and filled with pictures
● Show the students the materials at their disposal to make their posters: A3 paper, crayons, scissors, glue, drawing paper, and pictures of activities and hobbies from magazines
• Make a poster on a sheet of paper describing your hobby.
• Then talk about your hobby in pairs, asking questions and trying to guess what it is.
Archery is a great hobby You need a bow and arrows, and good eyesight to do it.
I go to pottery classes on the weekend All you need is clay and your hands
I have a new hobby It’s fishing You need a fishing rod to do it
My favorite hobby is bird watching
You need a pair of binoculars, a bird book and a camera to take photos of the birds.
What are your hobbies? archerybirdwatchin gfishingpottery arrows
Pottery clay hands fishing rod bird book camera bow good eyesight
Wonderful wor ld Wonderful wor ld binoculars
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● Have the students include an illustration of themselves along with pictures of items that are needed for their hobby
● Then have the students work with a partner to guess her/his hobby Ask questions such as: What do you need for your hobby? Is it a sport? Is it a collection? Circulate and monitor their production.
● Make a display of the posters on a wall with the title: Guess my hobby.
● The students should take their posters home and tell their parents about them in English.
• Make a poster on a sheet of paper describing your hobby.
• Then talk about your hobby in pairs, asking questions and trying to guess what it is.
You need a bow and arrows, and good eyesight to do it.
I go to pottery classes on the weekend All you need is clay and your hands
I have a new hobby It’s fishing You need a fishing rod to do it
My favorite hobby is bird watching
You need a pair of binoculars, a bird book and a camera to take photos of the birds.
What are your hobbies? archerybirdwatchin gfishingpottery arrows
Pottery clay hands fishing rod bird book camera bow good eyesight
Wonderful wor ld Wonderful wor ld binoculars
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● can read and use the words: favorite, postcard, rose bush, magazine, lucky, and knows how to identify them when depicted,
● can follow and understand a simple dialogue and its context,
● can identify things seen in the DVD and slideshows.
Postcards, collect, favorite, lucky, magazine, rose bush.
Student Book, pages 18–19; DVD; teacher to make word cards: bedroom, postcards, wall, table, favorite, horse, beautiful, stories, hobby, lucky, magazine, well done, gardening, garden, planting, rose bush, happy; a hat or a box.
● Ask the students to name the hobbies they learned about in the previous lessons.
Hello I’m Becky I’m ten This is my friend, Sam We’re in my bedroom.
Hello I’m Sam I’m 11 What are these, Becky?
These are my postcards I collect them Look!
Wow! You’ve got lots of postcards, Becky How many have you got?
There are postcards on the wall and postcards on the table.
This is my favorite postcard It’s a beautiful horse.
I like horses My friend Sophie has got a horse She rides her horse every weekend It’s her hobby Look! This is a photo of
Wow! She’s lucky! I like horses, too, but I haven’t got a horse …
I write stories on the weekend That’s my hobby I have 30 stories Look! This is my story It’s in this magazine.
Really? That’s great! Well done, Sam!
Have you got any other hobbies, Becky?
I love gardening with my grandparents They live in another town, but sometimes they come to help in our garden Just a moment …
This is a video of my grandparents in their garden Look!
They’re planting a rose bush.
They look very happy I think they like gardening, too.
● Say: Open your book to page 18 Ask: What can you see?
Elicit some known vocabulary, e.g., flowers, garden, trees, teddy bear, leaf.
● Say: Look at the photos and the words next to them, and listen carefully Read the words favorite, postcard, rose bush, magazine and lucky twice.
● Say: Listen and repeat Say the words again and have the students repeat them chorally and individually
● Say: Watch the DVD and listen carefully Play the DVD
● Say: Watch it again and point to the correct picture when you hear the words Play the DVD and check where the students’ fingers are as they watch.
● Say: Look at the photos in activity 1 on page 19 Check the objects you see.
● Have the students check their answers with a partner Then elicit the answers from the class
● (Answers: postcard; magazine; rose bush)
● Ask: What did you like in the DVD? What things do you remember from the DVD? Elicit answers from the class.
● Put the word cards (bedroom, postcards, wall, table, favorite, horse, beautiful, stories, hobby, lucky, magazine, well done, gardening, garden, planting, rose bush, happy) into a hat or a box Have the students draw out one card each (or one per pair in a large class) Play the DVD again, and have the students wave their card when they hear their word.
19 rose bush magazine postcard lucky favorite
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● Say: Look at activity 2 Complete the words with the missing letters Then match them to the correct verbs Circulate and monitor students’ production (Answers: 1 collect postcards;
2 ride a horse; 3 write stories; 4 plant a rose bush)
● Say: Watch the DVD to check your answers Play the DVD all the way through.
● Have the students check their answers with a partner.
● Elicit the answers as complete sentences from the class.
● Play slideshows 1–3 and say: Watch the slideshows and repeat the words Pause after each word so that the students can repeat chorally and individually.
● Play the slideshows with the sound muted and have the students say the words at the correct time.
19 rose bush magazine postcard lucky favorite
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● can read and use the words: giraffes, tea, sandwich, nice, gentle, neck, quiet,
● understands sentences spoken by the teacher and can act them out.
The giraffes are drinking our tea! They’re eating our sandwiches Nice and gentle Look at their long necks Shh, be quiet.
Student Book, pages 20–21; CD; a ball.
● Have the students stand or sit in a circle
● Roll or bounce a ball to a student who must say a sentence—any sentence Then have that student roll or bounce the ball to another student who must say another sentence Continue until every student has had a turn.
● Tell the students the title of the unit and ask them what they think it is about Ask: What is this unit about?
Look at this! The giraffes are drinking our tea!
And they’re eating our sandwiches!
But they are so nice and gentle Look at their long necks.
● Say: Open your book to pages 20–21 Look at the photo
Ask: What can you see? Elicit some of the known vocabulary Write the word giraffe on the board Say it a few times and have the students repeat chorally and individually
● Say: Look and listen to the recording carefully Play the recording all the way through.
● Check the students know the meanings of gentle, neck, be quiet.
● Ask the students questions about the photo, e.g., What are the giraffes doing? What do the giraffes have? What are the giraffes like? Where are the giraffes?
● Say: Listen and repeat Play the recording again, pausing after each sentence for the students to repeat chorally and individually
● Divide the class into two groups to say the dialogue
● Then put the students into pairs to say the dialogue with each other.
● Play Whispers with the class sitting or standing in lines of five or six students
● Remind the students how to play, and then whisper a phrase from the recording, e.g., nice and gentle, for them to pass along Check what the last person says.
✹ the names of wild animals
✹ to describe the appearance and habits of animals
✹ to talk about animals using superlatives
The giraffes are drinking our tea!
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● Have the students stand up in a circle or in the aisle by their desks Say sentences about giraffes, such as: The giraffes have long necks The giraffes are eating leaves from the trees
The giraffes are drinking water from the floor The giraffes are drinking tea from the table The giraffes are eating grass The giraffes are running