Fly High 4 teachers guide pdf

• Ask the children to look at the pictures of the characters • Read the names at the top of the activity.. • Ask the children to look at the story on page 6 and answer questions 2-6.. •

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Contents

~';:I1e:Sson' ' ,

Topic/Vocabulary- , ' ~ ~~ "" -"'

Lang- uage -" Page

2 We're getting readyl laptop, binoculars, compass, can opener, need, Present continuous 8

diary, torch

3 Dr Wild drives well, well, carefully, badly, slowly, quietly, Adverbs of manner 10

happily, quickly

Functional language: saying your

Writing Class: punctuation

flyHigh File: Countries

country, capital city, flag, nationality, language Present simple; present continuous 14 and nationalities

5 There was a storm storm, behind, windy, thunder and lightning, There was/were/wasn't/weren't 16

in front of

6 We landed on a beach, aquarium, town hall, police station, pet shop, Past simple regular: affirmative 18

museum, cafe

7 Did you talk to them? notice, blond, moustache, beard, thin, wavy, face Past simple regular: negatives and questions 20

8 Skills : I'd like tickets for the Functional language: asking for tickets

22

flyHigh File: Hurricanes hurricane, last, flood, cause, tornado, produce, Present simple; pastsimple 24

travel, destroy, natural disaster

S t orytime: Robinson Crusoe ill, tool, gun, knife,journey, land, island, tent, cave, 28

strange, footprint

9 Magnus and Claudia had an accidentl farm, cow, grass, owl, pond, bull Past simple irregular : affirmative 30

10 Did they find Toto? scared , confused, nervous, unhappy Past simple irregular: negatives 32

and questions

11 Claudia couldn't hear, well, cold, headache, sore throat, earache, could/couldn't 34

ill stomachache

Functional language: giving reasons and

Writing Class : on, in, atwith days and times

FlyHigh File: Dinosaurs continent, plant, lizard, land, sea, sky Past simple; could/couldn't 38

13 -"eywe t through the town, train station, road, market, castle, bridge Prepositions of movement: along, past, 40

across, around, through

14 ;-.0 0' ;n u ch w ere the tickets? money, seat, search, carriage, look after, luggage Quantifiers: much, many, a lot of, a little, a few 42

- : - '0 som eth i n g I stew, rice, cabbage, steak, peas somebody/anybody/nobody/something/ 44

anything/nothing

Functional language: saying what you would

Writing Class: first, then, afterwards, finally

- - -~ - = _: - : : =5 :our art gallery, cathedral, church, tower, Big Wheel, Past simple 48

bell, bridge, hill, street

-= - ~.[=" ~'.i:n:=""rcr.c

- J ' , - - hare, place, wine, tea, po lit e, wide, a n r i y 52

;; Is ::,cu:3 - r escue , scarf, glove,jacket, belt, trainers, tie Possessive pronouns 54

18 - - - - arriv e leave, start, lose, bring, finish have to/don't have to has to/doesn't have to 56

19 Dr Wlla ver: iO :-e :x;-,:c ~a;

bank , po st office, send, find, garage, hire Infinitives of purpose 58

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·

lesson u ' :>lT~piclVocabulary,,, , u " >"'~h _ ,,'!, 4 ,.JU ~~;;.\tpL' iY~ ~{~.languageC}~~"~~n~'\l\" ~~,Page~!SJt

breeches , cap, trainers , tunic, apron

21 The red van is fasterl van , motorbike, fire engine, scooter, helicopter Comparatives with -er 64

22 They are the silliest people

silly, catch, runner, noisy, light Superlatives with -est 66

in the world l

23 Oscar has got the most expensive, soft, comfortable, modern, Comparat i ves and superlatives w i th more

68

I comfortable bed l dangerous, exciting, tobogganing and the most

like best? wheel , gears , handle bars , brake , saddle different items 70

W r it i ng C l ass : adjective order

superlatives

St orytime : The Prince and t he P auper pa l ace, poor, beg, gates, so l diers, beggar, rich, 76

se r vant, cheap, pauper

25 Iwanttojoin in , join in, fancy dress, costume , alien , superhero, want t o + infinitive 78

pop star ice skating , surfing, skateboarding, rock climbing , like + -ing

26 He l ikes tobogganingl

I'm happy when I'm , ing

What about, , , ing?

28 Skills: Shall we meet in the park or at Functiona l language: making arrangements

84

flag , gold medal, medicine, compete, train and superlatives

29 I'm go i ng to phone t he policel

30 Are they going to come home now? plan, picnic , invitation, banner Future: negatives and question with going to 90

31 W hy did they want Toto? rare , robber, steal , jewellery, valuable , Why? Because 92

painting , diamond

32 Skills : Would you like to come to Functional language: inviting someone

Writing Clas s: writing dates

photography, sewing , knitting , OJ

100

th e Sai l or wood , afra i d

33 J ack has disappearedl disappear, explain , return , hot air balloon , trip Present perfect: affirmative (recent eventsl 102

34 Ha v e you seen these photos? horse riding , camping, canoeing , Chinese , Present perfect: negatives and questions 104

Functiona l language : gi v ing advice with

Writing Class : writing an address

North Pole , South Pole, Arctic, Antarctic, scientist,

Pre s ent s imple ; comparati v e s

'1e FlyHigh Sho w : The amazing

11 6

ad v enturel

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Introduction

young learners aged between 6 and 10 It is intended for children

who are being taught at a faster pace, and aims to give them

a sound base in English and to maximize their potential by

providing the appropriate level of support and challenge

While progressing through the Fly High course, young learners

will build up a solid bank of useful vocabulary and the ability

to apply grammatical structures appropriately They will

also develop and refine their reading, writing, speaking and

listening skills

Fly High is based on the principle that children learn best

when they are using engaging materials that appeal to their

imagination and build their confidence Familiarity with a group

of characters, which the children get to know as the course

progresses, combined with the element of fun that runs through

the course, ensure that the children enjoy, and thus remember,

the language they are learning The wide variety of activities

caters for children with different learning styles: visual, auditory,

kinaesthetic, musical and interpersonal

Fly High 4 is for children who have achieved a good level of

English, and provides the appropriate level of challenge Longer

and more varied reading texts cover broad themes relevant to

the interests of the age group Activity types are more demanding

and there is a greater emphasis on accuracy

On completion of Fly High 4, children will have attained

communication competencies up to level A2 of the Council

of Europe's Common European Framework for Modern

Languages (CEFI

Methodology

Structure of the Course

Fly High 4 features an exciting new adventure story, introducing

Dr Wild, an animal detective, her nephew Jack and niece Kelly, and their school friends Mel, Beth, Harry and Kit Dr Wild, Jack and Kelly set off to find Toto, a toucan which has gone missing from the zoo The Pupil's Book is organized into nine Cycles Each Cycle in the Pupil's Book presents a new episode in the search for Toto and covers a particular area of grammar

Language presentation

Key words and target grammar items are introduced in the context of the story, which is presented using a variety of formats: play scripts and continuous texts as well as a cartoon strip New vocabulary is presented at the beginning of a lesson through a picture dictionary The new words are recorded so that children can hear and repeat them Through the story, children get

to know the characters and engage with the search for Toto, and can try to guess what happens next There is also ample opportunity to recycle language by eliciting what has happened

in previous episodes

Grammar

Grammar items are always introduced in the context of the story The target grammar is then presented clearly in the Learn with

and humorous cartoons Children can refer to the examples to help them with the exercises that follow

Language practice

A wide variety of practice exercises enable the teacher to change pace and keep children interested and engaged They also cater for different learning styles Interaction patterns are varied, allowing for individual work, pair work, group work and whole-class modes of learning Every Cycle contains communicative activities and a song to activate the language The Teacher's notes often provide ideas for games and there is also a list of classroom games on page vii of this Introduction

Songs

Singing songs helps to build confidence in the language through repetition, and promotes musical skills and development

of rhythm Every Cycle in Fly High 4 has a song, often with

accompanying actions, which also supports kinaesthetic learners

At this level, all songs have an accompanying task, ego filling the gaps or circling the correct word

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Objective: introduce the setting and the main

characters of the book

Vocabulary: detective, missing

Grammar: He//o l Hifname/ They ' re She ' s

Materials: Class CD

Warm-up

is (your name/

• Go round the class asking children What's your name?

Then say Hello (child's name} to each child Ask the children

to turn to their partner and say Hello (partner's name/

• Tell the children they are going to meet some new

characters in Fly High 4 and that they are going to find out

their names

• Say Open your book at page 4 Open your own book and

pictures on page 4 Ask individual children to tell you what

they can see in the picture, e.g boy, girl, woman, cat

• Point to the words one at a time and ask the children to

call them out

• Play the CD and ask the children to follow with their fingers

as they listen

children to repeat

group and ask the children to read the dialogue Encourage

them to use character voices

~~ d t ecti v e m i ss i ng

A great adventure! v

CD Match

• Ask the children to look at the pictures of the characters

• Read the names at the top of the activity Read the example and tell the children that Aunt Sophie is also

one of the pictures by drawing a line

answer (It's Oscar/

• Tell the children to ask and answer similar questions in pairs

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L Read and write True or Folse

.II:xX and Kelly are brother and sister .InA~

"I Dr Wli d their aunt

1 Osc ar heir friend from schooL

Sing ~ 1 Track 03

Our Aunt Sophie's really cool

We stay with her when we haven't got schooL She's Dr Wild Animal Detective!

Dr Wid Animal Detective!

She can find your imals for you!

Is an animal missing from the zoo?

Asic Dr Wild She can help you!

She's Dr Wild, Animal Detective!

Dr Wild, Animal Detective!

She can find your animals for you!

4 Mel Harry, Kit and Beth are th r friends from

5 Dr d a teacher

6 Dr Wild can find issing animals

and read the words aloud

tional activity

W i ld, anima/ Is an anima/ from the

• Read the first sentence aloud and ask the children True

or False? Draw their attention to the example answer

• Ask the children to read the other sentences an.d answer

True or False each time Answers

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Where's Toto?

Objective: describe people and animals

Vocabulary: clever, niece , nephew, helpful, friendly

Grammar: Present simple

Materials: Class CD; Lesson 1 flashcards

Warm-up (!!!) 1 Track 03

Kelly friends? Is Aunt Sophie a teacher? Who are Mel, Beth,

Harry and Kit? etc

previous lesson

Vocabulary ~ 1 Track 04

clever, nephew, helpful, friendly Contrast this with the

Where's Toto? ~ 1 Track04

Who is Aunt Sophie's niece? Who is her nephew? Is Oscar

Optional activity

Learn with Oscar

at the zoo Point to the gap and elicit the

at the school? Yes , r she work at

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learn with Oscar

I li ve with Dr Wild Dr Wild wor k s a home

We don't live at the zoo She doesn't wo r k at the zoo

D o Kelly and Jock live with you? Does she li k e an ima l s?

No, they don't Yes, she does

::: Rea d the story and answer

2s -00;) in the zoo? .Np h~ j $J).~.t, 4 Is Toto l azy? _ -o

-"1ib:rtdoes Toto look like? S Where does Sally work?

.J Aha ore Kelly and Jock? 6 Does Dr Wild know where T oto is?

~ liste n and t i ck f!!)

; Com plete the questions Then ask and answer

Nlot H ow ore is l ive a r e

-wftefs-1 " w.~.9:t.'~ her name? Her n ame is S.9.pN e W H.~

2 ", old is she? She's

3 What co l ou r he r i ? It's

4 Whot co l ou r her eyes? They're o

S W t's her job? She's an

6 nationality is she? She's

7 Where does she , ? She

8 What her hobbies?

Read the story and answer

• Read the example question and answer with the class

• Ask the children to look at the story on page 6 and answer

questions 2-6

• Check the activity by reading out the questions and eliciting

the answers

Answers

4 N o he isn ' t

5 She wo r ks at the zoo

6 N o, she doesn't

• Ask the children to look at the chart and read the words at

the top of the chart aloud with the class Ask them to name

the characters in the first column

• Play the CD Pause after the first part Show them the example tick and ask them which other words describe

Jack and Kelly (kind clever! Play the CD all the way

through and ask the children to tick the words which describe each character

• Check the answers Answers

Jack and Kelly: helpful, kind , clever

O s car : funny , clever , lazy

Dr Wild : cl e ver , kind , helpful

• Ask the children to look at the information about Aunt Sophie Ask questions, e.g What's her name? How old is

she? What colour is her hair? etc

• Tell the children to use the words at the top of the activity to complete the questions and answers

• Check the activity

7 live / lives in Bristol

8 are / flying planes, reading and sport

Optional activity

Ask the children to work in pairs One asks the questions from the activity The other takes the role of Aunt Sophie and answers the questions Alternatively they could ask each other the same questions about themselves

Homework

• Ask the children to complete pp 4-5 in their Activity Book

• The children can do Lesson 1 Vocabulary and Learn with Oscar on their CD-ROM

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We're getting ready!

Objective: talk about what people are doing

can opener, need diary, torch

Grammar: Present continuous

Materials: Class CD; Lesson 1 and 2 flashcards

Warm-up

• Use the flashcards from the previous lesson to revise

the adjectives (clever, friendly, helpfuli Elicit other known

Ask questions about the Fly High characters, e.g Is Toto

clever? Are Kelly and Jack lazy? Is Oscar lazy? etc

Review

• Check the homework from the previous lesson

• Callout the words at random Ask the children to spell

• Pre-reading: ask the children to look at the photo and the

Who are they talking to?

• Ask some questions to check understanding and to

Sophie going? Are they taking (binoculars)? Has Uack) got a

(can opener)? etc

~laptop ~[I][l]binoculars compass can opener 1Ineed 1J0 diary torch

Harry: Mel Beth, Kit come and see!

Jack , Kelly and Dr Wi o re lo lk i n g on the video on my laptop Hi , Jock!

Hi Kelly! What ore you doing?

Jock: Hi H arry We're getting ready

Harry: Are you pocking your bags?

Jock: Yes, we are We're going to find Toto the toucon

Harry: What are you taki n g?

G) Read and write

I'm laking binoculars, a com pa ss

and a con opener!

Harry: Great!

Jack : We need a torch!

Kelty: I've go t one! I'm laking my diary too

Dr Wild: I've got my laptop and our passports That's it We're ready

Kelty: Come on, Oscar We're l eaving!

7 ~

• Identify the first picture (binoculars! and read out the

• Ask the children to identify the other objects and to write a

Answers

2 Dr Wild has got the passports

3 Jack has got a can opener

4 Kelly has got a torch

5 Kelly has got her diary

6 Dr Wild has got a laptop

7 Jack has got a compass

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Learn with Oscar

What ore you do i ng ? He ' s t ak i ng a can opener , Are y ou s l eep i ng O s ca r? S h 's t akin g my food

No, I' m not I'm watching Jack a d K elly

Wh a are they doing ? They 're ckin g th eir b ags

> L ook , ask and answer

wea ring eatin d ri nking doing homework talk i ng read i ng listen i ng wri t ng

~ Choose and write

1 Nh er e am I ? Whe re d o I go now? 4 It's d ark I c ' t see ! I need a _

~ List en, choose and write Then sing f!!

m ~ black i s know want don't isn't called

J(e " re (1 t qq kif.l g for a bi d called Toto We're lo oki ng for a b i d (6) '" -

lie don 't {2} _ , where he is W e don 't know w here he (7)

-:e PJ i n the zoo , H e's (8 and wh i te,

1ie f4J k w where to go W e hop e he's a l l right

Jte cs) to find him ! We wont to (9)

Learn with Oscar

every d a y

• Ask volunteers to read out the sentences and questions in

the grammar box

• Write on the board I'm talking You talking He

write the question form on the board in the same way:

a d complete the questions

• Ask individual children questions, e.g Are you (s l eeping)?

answers from the class

Look, ask and answer

• Ask the children to look at the photo and name the

characters (Me/' Harry, Beth and Kit 1

• Ask four volunteers to read out the speech bubbles

Tell the class to follow the words as they listen

• Ask more questions about the photo using the word prompts at the top of the activity e.g What's Harry wearing? Is Kit eating an apple? Is Mel drinking milk? etc

• Ask the children to work in pairs Ask them to use the verb prompts to ask and answer questions about the photo

o Choose and write

• Read the words at the top of the activity aloud with the class

• Read the example question and answer Then ask the children to complete each sentence using one of the words in the word bank

• Play the CD The children listen to the song and check their answers

• Play the CD again and the children sing the song See Introduction, p.v for guidance on teaching songs

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Dr Wild drives well

happily, quickly

badly, slowly, etc

~i]~~[j]OO~ well careful~ badly slow~ quietly ho i~ quickly

Dr Wild stops the co r slowly

They look at the feather

'I think this is Toto's feather: says Jock qu ie tly

'Yes!' says Kelly happily She can see two more feathers

' I need the binoculors please, Jock: says Dr Wild She con see a man and a woman in a small boat

' I thi n k t h is C l audio Fox a n d Magnus Wolf They' r e very bad peop l e!

We need a boct!' she says 'Come o Quickly !'

the story, paying particular attention to the new vocabulary,

• Ask volunteers to read out the sentences in the grammar

slow, quick, bad, kind, helpful, lazy Ask individual children

adverb Islowly, quickly, badly, kindly, helpfully, lazilY,

• Ask the children to look again at the story on page 10 and

to circle all the adverbs

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learn with Oscar

J R ead the story and write True or False

Dr Wild drives carefully Oscar sleeps quietly careful ca re fully happy happily good well

I Dr W ild drives ca r efully and wel l .Ir.4 4? 4 Kelly can see T t o

2 She stops the ca r quick.ly " 5 Dr Wild likes Cloud io and Magnus

3 They can see Toto's feathers

-<l8EIIr slowly well quickly happily qu ietly ·

JIJ&

e He's drawing ~ q q~~ " She's running

Sh e ' s singing They' r e playing

; Thi nk and write with Dr Wild

• Read the example statement and answer with the class

• Ask the children to look at the story on page 10 and decide

whether the other statements are true or false

Answers

• Ask the children to look at the picture Ask questions about

what the people in the park are doing, e.g a What's the

• Ask the children to match the people to the activities below

by writing a letter on each line

• Read the words at the top of the picture aloud with the

cl ss Ask the children to look at the picture and write the

correct adverb in each sentence

• Check the answers

• Ask the children to look at the picture of Dr Wild and ask a volunteer to read out her speech bubble

• Ask individual children questions using the verbs at the top

of the activity Ask Do you sing (well)? Do you run (quickly )?

flashcards if you wish, to remind the class of the new vocabulary

• Then ask the children to write sentences about themselves and their friends and family, using the verbs in the word bank and the adverbs from the lesson Monitor and offer help as necessary

• Ask individual children to read out one or two of their sentences

Optional activity

Playa miming game with the class Demonstrat~ first yourself Choose a verb, e.g walk , and mime doing the action in a particular way, using one of the adverbs learnt in the lesson,

class You could make this into a team game One person from each team comes to the front and mimes an action in a particular way The other team describe what he/she is doing

Homework

• You can now use the photocopiable Quiz 1 See the Active Teach Resources section

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Objective: read a description; punctuate a sentence;

listen for information; talk about what someone

is doing

Vocabulary review: vocabulary from Lessons 7-4

Grammar review: grammar from Lessons 7-4

Materials: Class CD

Warm-up

• Playa game to revise vocabulary from the previous lesson

Give the children instructions to do various actions in a

Open your books (carefully/

Review

o Loo~ at the photo Then read and circle

she look like? What's on the table? What can you see in the

photos? etc

• Ask the children to read the description and to circle the

• Check the activity by asking individual children to read

• Ask the children to look at the text in Exercise 1 and answer

CD Read and answer , Where does Me i llve? ~!) J~~r ~g9.~

2 What are her hobbies?

3 W hat doe s sh do at the weeken " ds?

4 No, she isn't

question mark and a full stop For each type of punctuation

a sentence and for names)

• Ask the children to look again at Mel's homework and to

to do the same for the other types of punctuation listed in

they can help each other

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~ Usten and circle lJ I

• Whe re's Kit? 2 What's he doing? 3 Wh at does he w an t t o do late r ?

h'he re's Mel? 5 What's she doing? 6 W h does s h e w ant t o d o later?

:: Choose places from 5 and write Then act it out

] Usten and write the numbers

Then ask your friends and write (2:) 1 Track 09

• Ask the children to look at the photos and read the words

in the speech bubbles aloud with the class Ask several

children What's your phone number?

example as they listen

Play the CD all the way through, pausing to give the children

time to write Ask them to write the phone numbers

• Check the answers

Divide the class into groups of four Ask them to write the

name of each person in the group on one of the cards on

the right Invite them to ask What's your phone number?

and to write each person's phone number

Answers

Harry 4731109 Kit 7855021

o Usten and circle (f!j) 1 Track 10

• Ask the children to look at the pictures Say He's cooking

It's a school etc and ask them to point to the correct picture

• Read the first question and play the first part of the CD Ask the children to tell you where Kit is lat home) and show them how the answer is circled

• Play the rest of the CD, pausing for the children to circle the correct picture each time

o Choose places from 5 and w~

Then act it out

• Read the speech bubbles aloud with the clm~s Ask them :

to use places and activities from Exerd~e 5 to complete the

speech bubbles

• Ask the children to work in pairs One asks the questions and the other answers Encourage them to act out the dialogue They can do this more than once, substituting other places and activities as they wish

• Ask volunteers to act out their dialogues in front of the class

Homework

• The children can do Lesson 4 Skills on their CD-ROM

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Objective: read and talk about where people come

from, countries and nationalities

Warm-up

• Ask Where are you from? What nationality are you? Elicit

answers from the class

• Use a world map and ask the children to find their country

Use the map to revise other countries and nationalities

Ask, g Where is (England}?

Review

G) Read about the United Kingdom

• Say Open your book at page 74

• Pre-reading: ask the children to look at the flag in exercise l

Ask What country is the flag from? Elicit The United Kingdom

Ask the children to tell you what they know about the United

Kir)gdom, e.g What is the copital city? What nationality

···are the people? Wna l language do they speak? Invite the

• Ask the children to read the text silently Then ask some

questions to chec;k comprehension, e.g Where is

Heathrow airport 2.- What do you need to travel by plane?

0 -"

'f' Before reading an information text, elicit from the !

• Ask the children to look at the photos

• Read the names of the countries aloud with the class

Encourage the children to tell you what they know about the countries, e.g capital cities, nationality of the people and the language they speak

• Ask them to guess where each of the children in the

CD Read and check Then number

- Ask a volunteer to read the example numbered text Ask

the children to tell you which of the children on page 14 the text describes

• Ask them to read the other texts and match them to the children on page 14

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:!: IIMd and check Then number

I' m Russian and my name

i s Ant o Russ ia i s very

b ig co u ntry ! I live in the capital city, Moscow I speak

Russian My flag is white, red and blue

I'm Marko, I'm Ukrainian a nd I'm

travelling to Ukraine I live in the capitol city, Kiev T her e a r e lots of great places to go in Kiev I speak Ukrainian and my flag i s blue a nd yellow

I'm Aga te and I'm going t o my country, Poland

I l ive i n the c pital city, Wa r saw I speak Po l ish My flog is w hite and red I'm P olish I love my country!

Country :

Capita l City : M 0 5.CO)//

• Ask the children to look at the first fact file Ask them to look

at the text in Exercise 3 to find the capital city, nationality

in the fact file

Argentina, Buenos Aires, Argentinian, Spanish

Russia, Moscow, Russian, Russian

P and, Warsaw, Polish, Polish

U aine, Kiev, Ukrainian, Ukrainian

name? Where does he live? What's his nationality? What language does he speak? etc

Homework

• The children can do the reading activity for this File on their

CD-ROM

Trang 17

There was

a storm

lightning , in front of

Warm-up

revise weather words that the children know by drawing

snowy, hot cold

Review

Vocabulary (f!;) 1 Track 11

• Call out the words at random Ask the children to spell

da y or night? Who is on the boat? What has Claudia got?

• Ask some questions to check understanding and to engage

evening? Was it sunn y ? Was there a storm in the morning?

Where do y ou think Toto w as in the morning?

storm behind windy thunder and in front of

lightn i ng

Yesterday even i n g we were o n a

~ ~ ~I = :~;~ ~! small Claudboat ia and Our Magnuboat s's boot wa s beh i nd

W e were near Toto but Dr Wild was worried here were big block clouds in the sky Sudden l y the r e was h eavy rain and it was

I n the morni ng it was s u nny and we were safe b ut there weren ' t any b oa t s nea r u s

Claud i a and Magnus's b oa t

wasn ' t in f ront of us

We were near a beach

and the r e was a tQlNfl not far away But where were daudie and Magnus?

W here was Toto? We re they

i n the town?

Optional activity

ve r y wi n dy There was a terrible sto rm with thunder and lightning

_ _ - " 1 It was a bod night on the boot

Ask several children to come to the front of the class Give

stand behind Mark John, stand behind Anna Ask the children

to arrange themselves in the correct order Involve more children and speed up the instructions to make the game

grammar box

In the Todaycolumn, write There is a storm In the

Yesterdaycolumn, write There a storm Ask the

There clouds

people? Is there a town? Ask individual children to come

up to the board and write the sentences and questions in the past

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Leam with Oscar

There wasn't a bo a t i n fr nt of

t hem

There w ere b l ock clou ds T here w e r e ' t ny boats b eh ind

W e r e there a ny people? them

2) Read the story and write True or False

) D r W ild was on a big boat JQ l?J ~ 4 T here was thunder and lightn i ng in t he

J It was windy and there was a storm in 5 There weren't any bo ots behind them i n the

6 There was a town near t he beach

• listen and number Then ask and answer €I

» Write There was / were or There wasn ' t/ weren't

) T ~ ~~ ~ ~ ~ ! !? twobigbo o tson th esea , -=== ==;;;;;;;;;;;;;;;;;;;;;;~

2

3

5

_ one small b ot

_ _ _ two children wi th the i r mum

any sand on the b each

any douds i n the sky

:v Read the story and write True or False

• Read the example statement and answer with the class

< Ask the children to look at the story on page 16 and decide

whether the other statements are true or false

< Check the activity

Answers

~ Usten and number Then ask and answer

• Ask the children to look at the pictures and elicit the

weather in each one Read the names of the countries

aloud with the class

example number 1 Play the CD all the way through and

ask the children to number the remaining pictures

• Check the answers Then read the speech bubbles aloud with the class Ask the children to work in pairs, asking and answering about the weather in the various countries

Answers

5 cloudy

6 sunny and hot

o Write There was / were or There wasn' t/ weren't

• Ask the children to look at the photo and read the caption

Ask questions about the photo, g What was the weather

• Ask the children to complete the sentences about the photo using the options in the rubric

• Check the activity Answers

Trang 19

We landed on

a beach

Vocabulary: aquarium, town hall, police station,

pet shop, museum, cafe

Warm-up

• Ask the children what they can remember about the

Jack? Where was Toto? What was the weather like in the

evening? Where were Kelly and Jack in the morning?

Review

about yesterday

• Use extra repetition to practise the correct word stress,

museum, cafe

We landed on a beach C!!!) i 1 Track 13

the zoo? Was he in the pet shop? What animals were in

the pet shop?

I) aquarium • • town hall police pet shop i j

station

museum cofe

CD Read and match

1 J ack a nd Kell y ore i n

2 There wa s an aquarium i n

3 There we re some yellow bi r d s in

4 There were some del iciou s cak es i n

5 Jack and Kelly can' t find

How are you? We're having an el(citing trip

Yesterday w e landed on a beach in Franc e

Then we walked to a town It wasn't far

We looked for Toto all morning He wasn't

in the park He wasn't i n the zoo but Oscar liked t he aqu ar ium We aSke d about

Toto in the tow n hall and the police station We looked in the pet shop

There we re BO tne pret ty yell ow bird s and

a noisy parrot but Toto wasn't there

In the afternoon we vis ite d the li bra ry,

the museum and a cafe ! Th e caf~ I!I4kes

deli cious cakes !

We are very wor ri ed We can 't find Toto Ema il us soon

Kelly and Jack

• Read the example sentence aloud and show the children

to match the remaining sentences

• Ask volunteers to read out the sentences in the

in the past tense Ask volunteers to write the sentences on the board

Encourage them to answer using the past tense

Trang 20

- c:- 1~ : - Ye - S l e - rd - o Y - we - 1o J! ded on ~:~ :: ~ ~~~::

" J" We l oo ~d f or T ala

*" I

a d circle Then say e>

2 loo k at the dinosaurs 3 wa it f or a friend

6 a talk about birds

• Read the example sentence aloud with the class and ask them to point to the corresponding picture in Exercise 2

• Ask the children to complete sentences 2-6 using the information from Exercise 2

e =.s <-f?dJ9 r _ Cl ~ClP i n t h e p Olice st oti 4 T hey i n th e aquar iu m

_ i n t he m useu m 5 S he i n t h e p et sho p

_ _ _ _ in t he c af e 6 e y i n the town h all

:: : - and number the pictures Then sing €I

Y es t erd ay I pla yed with my f riend s { ! Y este rday I listened to mus i c

Y esterda y I ju mped and ski pp e 1 Y es terday I l oo k d a t he stars , Yes terda y a ernoon Ye s te r day even i ng

is useful to practise the pronunciation of the past

tense Write on the board: I talked; I listened; I visited

- cus on the final sounds, i.e It!, Idl and IId/ Ask the

children to repeat the words after you, paying particular

ention to the pronunciation Elicit other verbs in the

columns on the board e.g I t I looked, liked, watched,

w alked, helped, washed,' I d played, stayed,' I Id l

w aited, wanted, landed

• Ask the children to look at the pictures and to identify

each place

• Play the CD Pause after the first part and show the

children the circled answer

• Play the rest of the CD, pausing after each part so that the

children can circle the correct answer

• Read the speech bubble aloud with the class

• Ask individual children to make sentences in the past tense

using the information in questions 2-6

2 looked at the dinosaurs

3 waited for a table

4 watched the sharks

5 played with a dog

6 listened to a talk about birds

Usten and number the pictures Then sing

• Ask the children to look at the pictures

• Play the CD Pause after the first part and ask them which picture it describes Ask them to write a number 1 in the

box next to the correct picture Play the rest of the song, pausing after each part so that the children can number the pictures

• Play the CD again and ask the children to sing the song

ZC1aU1!l1LZlUt

Homework

• The children can do Lesson 6 Vocabulary and Learn with

Trang 21

He / She was / wasn ' t

• Present the new vocabulary with the pictures on page 20

• Use extra repetition to practise the correct sounds and

word stress in moustache [0:1, notice [;m J and wavy le J

• Pre-reading: ask the children to look at the pictures Ask

questions, e.g Where are Jack and Kelly? Who is the man

in picture 4? Who is the woman in picture 5? Do you think

they've got Toto?

• Follow the steps for presenting stories - see Introduction, p v

engage the children Ask Did the boy see a toucan? Where

was Toto? Was the man in the car tall? Did the boy see the

woman ' s face? Did he talk to Magnus and Claud/a?

Learn with Oscar

• Ask volunteers to read out the sentences in the grammar box Focus the children's attention on how negatives and questions are formed in the past tense

• Write on the board: you TV yesterday?

Ask a volunteer to come to the board and to fill in the gaps

(Did / watch/ Ask the volunteer to write his/her answer on the board (Yes , I did / No , I didn ' t / Ask other children the same question

play with your friends , listen to music , walk to school, help your mum Ask the children to say whether they did

or didn't do these things yesterday .g I played with my friends I didn ' t listen to music Encourage them to do this

in pairs

Trang 22

learn with Oscar

Did you notice a man and Q woman?

Did they look at you?

Yes, I did

No, they d i d n' What d i d they look l ke I don't know I d n ' t l ook carefully

= iIeod the story and circle

<=II S I didn't show the boy a photo ofloto 4 The boy l ooked I i dn't l oo k a C l audia's face

- :;;::I SlOp ped I didn't stop near the boy in 5 The boy ta l ked I di d n't ta lk to Magnus and Claudio

:te ;:nni ng 6 The boy fo ll owed / didn ' t f ollow Magnus

-":Eboy noti ced / didn't notice a toucan in the car and Claudio

~ iIeod and numbe r Then ask and answer

-ewes t oll with a bl a c k mous t ache and beard He was not very tall with short blond hair and

blue eyes

S7:e wo s thin with wavy brown hair and g l asses

She was p r etty with l ong red hair and brown eyes and write with Dr Wild

~ b l u e/brown/green/grey Other: bear d/ mous t ache/glasses

TI:\~ m qr1 w.g ~ tqU w t~ s h o.r.t _ prP.wrJ , hq~.r,

~J 4~ ~y~ ~ q f}q t;l m9 Y:~~ (l!;he: , , ~

Read the story and circle

• Read the example sentence with the class

• Ask the children to look at the story on page 20 and to

circle the correct answer in numbers 2-6

Check the activity

can use pictures from magazines to practise describing

::::eople Playa game by showing a picture to the children very

'ckly, then asking What did he / she look like? It is useful to

this before doing Exercise 2 so that you can revise known

abulary for describing people, e.g glasses , short, pretty,

e e y es , short / long hair, etc

• Ask the children to look at the pictures Ask questions, e.g

• Ask a volunteer to read the first description and to say which picture it describes (2) Ask the children to match the -other descriptions to the pictures

• Ch.eck the answers

• Read the speech bubble aloud with the class Ask the children to work in pairs Invite them to ask and answer questions about the pictures

Answers

2 He was tall with a black moustache and beard

3 She was pretty with long red hair and brown eyes

4 She was thin with wavy brown hair and glasses

' Ask the children to look at the picture of Dr Wild and ask a volunteer to read out her speech bubble

• Read the vocabulary prompts aloud with the class and read the example description

• Then ask the children to write a description of a person they remember from a film or book, using the word prompts Monitor and offer help as necessary

• Invite individual children to read out their descriptions

Quiz 2

• You can now use the photocopiable Quiz 2 See the

Trang 23

about buying tickets

Warm-up

• Ask the childr~n what they did yesterday morning,

afternoon and evening Draw clocks on the board to revise

afternoon? Did you (watch TV) in the evening?

Review

9 evening under the pictures

Harry and Beth? etc

• Ask the children to look at the text and tell you where it

comes from la diary) Ask them to read the text and to

ItwGlS cold and Windy todoy J1) tJ.,e m~u"l'liI'l9

I walked to the pork with Beth We p l Qyed on the SWings aod the didj.in the playgrolJfld

I climbed Q tree and Beth wo-1ched ""L~ _ After lunch we visited the _ Sci ence _ _ Museu.m aodJooke.d at the old computers , _

There Waf a cafe behind the m _ t/revm BetJ., wanted a strawberry ice creQ.rn \HJt ~ ~~t\ted

" chocolate coke The cake WP5 delu:::IPV5:

There Was _ o storm in the evenin9 and ,t WtH horrible o _ uts-ide Lstayed at home ""d

watched a film ~ith m.y_ mvm 1t \.<los: about a spy ~ith a fVIHlY moustache an.d _ ~e~d

lliked the film but my mum did!d Ilke _ lt

CD Read , ask and answer

4 Did Beth want a strawberr y ic e c r ea m?

1 Did H ar ry wa lk t o the pork w i th Mel?

2 Did Beth climb the t ee?

3 Did Harr y and B e th look at old compu t ers in the mu s eum?

5 D i d Harry and h is m u m g o to the cinema?

6 Did Harry watch a spy film with his mum?

Writing Class: and, but / L e i

It was fVll ll Y olld there v e r ell1 t

0) look at the examples any clovd,' th ,

T en look a t Harry' s d i ary again

Find and c ircle and i n red and but in blu e :-'

-• Read out the first question Ask the children to find the

Answers

1 No, he didn't

2 No , she didn't

3 Yes, they did

4 Yes , she did

5 No, they didn't

6 Y es , he did

Trang 24

I -rli!ts 2 EUr05 1.0 3 TIck.ets EUfOS

:;:, Choose a place from 5 and write Then act It out

~ :;;-;-;:;c-;:~-;-"

riting Class: and, but

Answers

would Harry like? How much are the tickets? Show the

Answers

2 Tickets 4 / Euros 8

Choose a place from 5 and write

• Read the speech bubbles aloud with the class Ask the

• In their pairs, one asks the questions and the other

can do this more than once, substituting other tickets and

Optional activity

choose the place and price for each ticket They can use these

Homework

Trang 25

Objective: read and write about extreme weather

conditions; make a weather wheel

Vocabulary: hurricane , last flood, cause , tornado ,

produce, travel, destroy, natural disaster

Review: weather

Grammar Review: grammar from Lessons 5-8

Materials: Lesson 5 Flashcards, card, scissors,

weather wheel template

Warm-up

• Use the flashcards from Lesson 5 to revise weather

vocabulary Ask What's the weather like today? What

was the weather like yesterday? Revise other known

weather vocabulary

Review

~~~~~ ' ~ ~ ~~'"!!."'!" _ ~~~~~l"!" ; "!" ' ''_ro!!.''''' " ''!!'-=M!_'''''' ' ''''~ ' -' _ ~'''= ~~~~~~~~.o!f

(2) Look and guess Tick the true sentences

• Pre-reading: ask the children to look at the photos and

_ tell you what they can see Say This is a hurricane Ask

questions to find out what the children know about

hurricanes: Are the y big or small? Is it windy or sunny

in a hurricane? Where / When are there hurricanes?

Ask the children to tell you anything else they know

about hurricanes

• Read the sentences in the first lower caption and tell the

children that the true sentence is ticked

• Ask the children to read the rest of the text individually

Encourage them to guess and tick the true sentence in

each case

• Then ask the whole class which sentences they think are

true Encourage them to guess the meaning of the words

in bold

a Hurricanes can producetomadoes _ _

b The winds tf8 ~ ' at 3,000 ki lometres an hour

b A h icane caused the worst natural dissster in the U SA

• Ask tne children to read the text and check whether their predictions in Exercise 1 were correct

• Check the activity by reading each sentence in Exercise 1

and asking Is it true?

Answers

Trang 26

: 8ecId and check

llutric a n e is a very bi g stor m wit h heavy rain on land it causes t errib le fl oods a nd peop l e m ust

=-' stro ng winds Hurri ca n es ca n be a th ousand move to a diff e rent town So m e years th e re ar e

ttmnetres across T h ey l as t for more than a lot h rri n es and so m e years th ere are n't many

.uk The winds are 1 01 0300 kilometre s a n

So m et im th e hurri ca n e ind s produc e

_So

Blrrica ne s co m e betw ee n Ma y and No ve m be r

kn the ocea n i s wa A hurri cane s ta rts over

* OC'e an a nd moves f rom east to west It moves

2S ki l ome t res every hou r When it co me s

: -.ad and write True or False

~ :uric one Is a very big snow storm aJ? E!

I' -uTicDnes come between November

fIc.(

I -uricDnes move about 25 kilometres

~hou r

yProject

.: o" day itl,olas cold a"d \ooI i ndy

E ve ry hurr ica n e h as a nam e I n Au g s t 2005 there

was a very st ron g hurri ca n e in th e USA s na m e was Katrina The winds de s t royed m a n y h ses, trees and cars and th ere were t err ibl e flood s, especia ll y in th beautifu l l d c y of New Orleans

Man y people d ied It was t h e worst natu ra l

disaster in the his t ory o f t he USA

There are a lot of hurricanes f!oIery year

5 Every hurrkone has a nome

6 The worst notural disaster in America was

in 2005 "

:;- - ~sd a y i t rained i " the morning In the afternao" itl,olas cloudy_

- Ned"e sday itl,olas cloudy a"d the sky \ooIas grey a/l day

- - "'-'rday there l,oIas a storm l,oIith ii'llll"lder a"d ligJ,t"i"g

- ~nd a y i tl,olas Hll"lny o"d J,ota"d there \ooIOf,,'toflY l,oIind

25

_ The first time the children read the text give them a I J

time limit of e.g five minutes Encourage them to read ~

quite quickly only to confirm the predictions they made t

in Exercise 1 Reassure them that they don't need to I

u derstand every word in the text i

""-' - ~~ ~ - ~~_e.~~ - ~~1"'!'!~~"e ~~~~ ~

• Read the example statement and answer aloud with the

class Encourage them to show you where in the text they

found the answer

• Ask the children to read the other statements and decide if

each is true or false

Answers

• Ask the children to look at the picture of the weather wheel

Ask What's the weather like today? Elicit It's windy

• Ask volunteers to read out the text Ask questions about the text e.g Was it (cloudy) on (Friday)?

• Ask the children to make their own weather wheel and to write about last week's weather Show the children how to cut out the template and assemble it See the Active Teach resources section for the template

Homework

• The children can do the reading activity for this File on their CD-ROM

Trang 27

Objective: review Lessons 1-8

• Sing the song from Lesson 6 to energise the children and

to prepare them for the lesson

Review

a) Usten and point Then repeat (J!!) 1 Track 19

• Play the CD Ask the children to point to the words as they

listen Ask them to repeat the words, focussing on the

pronunciation of the final sound Draw their attention to the

symbols used to indicate the sounds

• Play the CD Pause after the first word and show them

how the correct symbol is circled Play the rest of the CD

pausing after each word for the children to repeat the

word and circle the correct symbol

2 I t! 3 I d 4 I d l 5 I Id l 6 I t! 7 It! 8 Id l 9 I Id l

~ -\

"f' Using phonetic symbols can help the children with ~

: pronunciation However this should not become too I '

technical To make it fun, draw the phonetic symbols : !

for the activity on three large pieces of paper Divide the IIi !

class into three groups and give one child in each group !1

one of the symbols to hold Play the CD and each group IIi ,

stands up when they hear their sound The child with the I

I ~ symbol holds it up for everyone to see I i

1

~ - -:! ' ~.J""" · · - ~~ - · - - · ~ ~~~-' ': ~~ ''''''-·~ · - '':'~ ~~~~ ; "· iJ ·" 'J "" ! ""J!!'rt "T ; , ~-e.!"" _ - ~ ft

CD Say it with Aunt Sophie €i

01 Usten and point Then repeat bl Usten and circle Then repeat

CD Write and number

1 The person with blond hoir nee d s a ~ '.9[lp~ss

2 The person with a moustache and beard needs a ~

3 The person with long red hair and a pretty face needs a

4 The pe r san w ih shart black hair needs a ,

5 The persan with wavy brawn hair needs a ~

6 The pe r son with a th i n f ace and glasses needs "

CD What about you? Choose and write

donce s!3eal{ E A §list:1 drive sing w r ite talk swim walk

_ bad l y slowly quietly quickly carefully h app ily

1 My teacher Weqk' ~~gl.i ,h w~ll 4 Myfriend o

6

Id

Id ,d

• Ask tne children to look at the pictures and identify each object Read the example and ask the children to complete sentences 2-6

• Ask the children to look at the pictures of the people Ask,

e.g Who has got a (moustachel?Read sentence number 1

again and ask the children to pOint to the person it describes

• Ask them to match each of the remaining sentences to one

of the people on the right

Trang 28

IiIeDd and write

c=: ' ~ frien dly fun ny clever

-:eswosh in g the dishes and she's sweeping 4 The Russ ian girl knows a l o and she learns

;ebJr Th ey"re nel p Jul quickly She's

~ Jane and Uncle T im ore worki n g but thei r 5 My friend is talking to the new gi rl in ou r clas s

lIE!l? Is lyi ng in bed She's He's

;:Ephew is telling a story and everybody is

aQinQ H e's

:::5I:m1 with thun der and ligh tning clo udy Ret 91=19 s 'I=IR'I windy and cold 0 lot of snow

What about you? Choose and write

ead the verbs and adverbs at the top of the activity,

sk the children to mime each of the adverbs to

check understanding

Ask the children to use the word prompts to complete

e sentences

Check the activity

Read and write

ead the example sentence and answer aloud with

e class

Ask the children to use the word~ at the top of the activity

to complete the remaining sentences

Check the activity,

Answers

o Usten and tick (tj) 1 Track 21

• Ask the children to look at the pictures and ask them what they can see

• Play the CD Pause after the first part and ask Did they visit

the pet shop or the aquarium? Elicit the aquarium and ask

the children to tick the correct box

• Play the rest of the CD, pausing after each exchange for the children to tick the correct picture

Answers

o Look and write

Ask the children to look at the pictures and ask What's the

• Ask the children to use the words at the top of the activity

to complete the remaining sentences

Answers

2 a storm with thunder and lightning

4 windy and cold

Review of Cycles 1 and 2

3 a lot of snow

5 cloudy

You can now review the language the children have learned

in Cycles 1 and 2, in the following ways

Word Ust

• Ask the children to review the vocabulary from Lessons 1-8

Tell them to use the Word List on p 124 of their Pupil's Book,

• You can now use photocopiable Progress Review 1 See the

Active Teach Resources section

Trang 29

Objective: read and listen to a story

Vocabulary: ill, tool, gun , knife , journey, land island

tent cave, strange , footprint

Vocabulary review: vocabulary from Lessons 7-8

Grammar Review: grammar from Lessons 7-8

Materials: Class CD; weather wheels from FlyHigh File:

Hurricanes lesson

Warm-up

• Use the weather wheels the children made in the Fly High

File lesson to·revise weather vocabulary Ask What's the

weather like today?and invite the children to show the

correct weather on their wheel Ask What was the weather

like yesterday I on Monday? and ask them to do the same

• Ask the children to do the activity in pairs

Review

~ -\

'f' If you have a copy of Robinson Crusoe, bring it into class fl

I to show the children You can talk about the pictures on ~

the front and back covers, and about any other pictures I !

inside You can also talk about other features of real r:

books, e.g the title, the author, the blurb on the back ~

r,

~'"'e ~!,,!!!!"!9"1"~ , ""'e -:-_ - ~ ; ~~ ~~ ~ : ~ '- ~ " ~ _ ~ ~ -'- - 1'!!.~ e ~~ ""' ~~ w ~!"!' ~ ~ _ _ it

CD Read and listen €I

-In Scptt!mbe r 1659 I l eave Brazil for Africa with t e n othe r men It is ve r y hot and the wea th er is good But after twelve days t here i s grea t stor m The sea plays with me for a very long time It leave s me o n t he beach

I am very tired and ill Wher e are a ll the o th er men?

I don't know

The sea is quiet now I' ve got nothing with me - no food , no t ools , no g un or knife sw im to t he ship and fmd m a n y imp orta nt th in gs there: foo d and drink, guns, pens and paper , money, clot h e knives books I m ake a small boat and make eleven journeys between t he beacb and the sh ip Then the s t o rm s sta r t aga in and I s t ay

on la nd

The wind a nd ra in are strong a ll nig ht The next morning I can't see th e sh ip It is under t h e sea, w ith m

tcn fri en d s

-; Say Open your book at page 28

• Pre-reading: ask the children to look at the pictures on pages 28-29 and tell you what they can see Elicit known vocabulary, e.g man, beach, parrot boat storm Say This is the story of Robinson Crusoe Ask whether any

children have read the book in their own language If so, encourage them to share what they can remember with the class (use Ll if necessary! Ask questions to prompt the children about the story: Do you know the story of Robinson Crusoe? What happened to him?

Trang 30

a:a em ; m is l and find a ac e f o m home I make

I m:l cave I cut down yo ung tr ees and bu i ld a

~.-all ro und my home I ha ve two r oo m s in my

I tr ,e a nd slee p in th e tent and I se the ca v e for

~of Augus t to the middle of O cto b er I ca n't l ea ve

~ bec ause the rain is very heavy but I am bu sy

.I:md O ne yea r with n o people and no talking

~- qu i e t and sad all day

YkII oo e day I go to the beach and I see something

~ It is a man' s foo t p r in t How is this po ss ible ? I

.Aq.- md do wn the beach and look at th e mark again

a as are in my head Is there a man in th e t ees?

II- on my is l and?

JI:2'!' in my h ouse for t hree da ys I c an ' t sleep Ar e

'a:::t abet peo ple o n th e i s l a nd ?

G l ossary

a space inside a mountain you make t his when you walk on the bea ch

' this i s something dangerous that

cowboys and policemen use

not well this is land with sea aU a round it gO ing from one place to another place

you use this t o cut th gs

we live on this, fish live in the sea

n t l ike things you know or see

,*,ry da y

a plac e to sleep in the mountains or on the beach you use these to make things

.' Play the CD Ask the children to follow the story in their

b oks as they listen

engage the children Ask How many men were there on

Ro binson Crusoe's ship? What was the weather like? What

h ppened to the ship? Where did Robinson Crusae live on

th e island? How long was Robinson Crusoe on the island?

H ow did he feel? Were there other people on the island?

Glossary

• Ask the children to look at the Glossary on page 29 Read the example sentence and answer Ask the children to find

the word cave in the story text

• Ask them to read the other definitions and find the corresponding words in the text Tell them that all the words they need to find are in bold in the text

Answers

footprint gun

ill

island journeys knife land strange tent tools

Optional activity Divide the class into groups of three or four Encourage them

to act out the story Ask one child to play the part of Robinson Crusoe The other children read.the story out loud, taking turns

to read one paragraph at a time Encourage them to put as much expression into their reading as they can

Homework

Trang 31

•

Magnus and Claudia had

an accident!

Warm-up

• Ask questions to remind the children of the Fl y High story

so far Ask Who is missing from the z oo? Who has got

Toto? Are Claudia and Magnus good people? Where did

Jack and Kelly look for him? Was he in the town? Where is

Toto now?

Review

• Say Open your book at page 30

• Present the new vocabulary with the lesson's flashcards

• Use extra repetition to practise the long vowel sounds laul

in cowand ow/, and la:1 in grass and farm Practise the

short vowel sounds 101 in pond and l u in bull

·· ·· [ ~ Ii I 1J~~

for m cow g r ass owl p nd b ull

Magnus and Claudia had an accident!

1 Track 23

• Pre-reading: ask the children to look at the pictures Ask

can you see? What are the y eating? What happened to Claudia and Magnus's car? Are the y happy?

• Ask some questions to check understanding and to engage the children Ask What did Jack hear? Did Magnus

drive his car well? Who fell in the duck pond? Were the ducks happy? Did a cow chase Claudia and Magnus?

Trang 32

Learn with Oscar

go w e nt drive d rove

:: a :.d the story and correct one word

.:::c:ao and M agnus went to o~ -.iqrf'!l , 4 T hey were wet and happy ' "

.z ~ sworn i n 0 duck pond a mouse on the farm

::: Choose and write

XI:! -9mYe- fell heard saw went

Last night we (l) , Q.(Qyg to the form and

we (2) an old woman We asked her for 0 room f or the night We (3) n ' •• •

some b read and m ilk and then we (4)

to bed We (5) Iots o strange noises

asleep very quick l y!

rn with Oscar

Ask a volunteer to read out Oscar's thought bubble Tell

the children that not all verbs in the past are formed by

adding -ed Then read the verbs in the grammar box

Write the verb infinitives on the board (see , go , hear, have ,

dr i v e falll Ask volunteers to come up to the board and

write the past forms

• Playa game to help the children remember the past forms

Divide the class into two Ask one half to shout out the

infinitives The other group shouts out the corresponding

past form Then the groups swap over

ptionalactivity

e infinitives of the verbs see, go , hear, have , drive , fall on

piece of paper and cuts them out Player B writes the past

ms of the verbs and cuts them out They shuffle the cards

oogether and lay them facing down on the table Player A

'cks up two cards If the two cards are a matching pair, g

see and saw, Player A keeps the cards If the cards don't

atch Player A puts them back on the table in the same

oosition Player B has a turn The aim of the game is to win as

(2) Read the story and correct one word

• Read the example aloud with the class

• Ask the children to look at the story on page 30 and correct sentences 2-5

o Usten and number 1 Track 24

• Ask the children to look at the picture and ask Where are

Claudia and Magnus? What animals can y ou see? What noise does a (cow) make? Encourage the children to make

the animal noises

• Play the CD Pause after the first part and show them the example number 1 Play the CD all the way through and ask the children to number the animals

• Ask the children to write the answers individually in their Pupil's Book

Trang 33

Did they find

Toto?

Objective: ask about events in the past

Vocabulary: scared, confused, nervous , unhappy

Review: farm , co~ owl, bull, pond

Grammar: Past simple irregular: negatives

and questions

Review: Past simple irregular: affirmative

Materials: Class CD; Lesson 9 Flashcards

Warm-up

• Show each flashcard and ask the children to tell you

Review

• Present the new vocabulary with the pictures on page 32

• Use extra repetition to practise the correct word stress,

i.e sCQred, confused nervous , unhappy Also practise the

Playa miming game to practise the new vocabulary and to

I feel? Elicit You ' re scared Ask volunteers to mime the new

worried Ask the class to guess what they are miming

Did they find Toto? €J

CD Match and write

Hi all!

We saw Claudia and Magnus yesterday They

c ash ed their carl We didn't speak to them

an d we didn't find Toto Au nt SOphie is worried Oscar didn't lik e the farm and he

didn't sleep well The cowe were very b ig

and he was Bcared He didn't know what the owls were He thought they were fiying cats

He was confused ! The bull was very big a nd

noisy and Oscar was nervous all night He did n't want the bull to chase him too Poor Oscar, he was v er y unhappy!

we took some photos of Cla udia and Magnus yesterd a y Here th ey are !

Hope you are all OK

Love, Kelly and J ac k

Th ey didn't like this animal! MegAl:IS ejF9' e '.epj b8ej~/! They didn't see the pond!

have an a CC ident? Harry: Yes, th ey did

c![q v e ~ eI~ l:!qC!ly

Beth : Did the bull chase them?

Harry: Yes it did

What's on the table? Wha can you see in the picture?

Oscar like the farm? How did he feel?

• Ask the children to look at the pictures and tell you what they can see

• Ask volunteers to read out the dialogue for picture 1 and the example answer Then ask the children to complete the dialogues for pictures 2 and 3

Answers

2 They didn't see the pond i

3 They didn't like this animal!

Trang 34

learn with Oscar

Did he hear t he owl?

::!iDose and write

~ u nhap p y s co red conf u sed

~Help! I don't like hWfhere j1do I g01 r r M friend \isn't 1

peopl e! big dogs He r e o r t here? talking t o me t oda y

4

te , then write faur questions Then ask and answer

~ S2e h ave

;0 o ut w ith y our fri ends/to t he cinema /t o school

b r ead an d honey for b reakfas tl a good ti m e at schoo l /fun

: c ~C" 99 q~tw ith~owJ r ie~<i,yesWdqy? 3

4

~ D id you go ou t with your friends yest e rda y ? ) ( No , I didn ' t "7'

Did you P) h q~ ~ a good day yes t e r d y? D i d you 16) t he wind

Did you si n g? Did y ou (21 ? blowing?

D i d you p l ay? Did you g o to the s ea?

wi th the m t oo? An d Sitti n g i ree s?

Did you h ave a good day yes t erday?

• Ask volunteers to read out the questions and answers in

• ' Write on the board you to the park

y esterday? Yes , L .I No , Ask a

volunteer to come to the board and fill the gaps Ask

answer Yes , I did or No , I didn ' t

• Write the following prompts on the board: sleep well, have

b reakfast, go to school, drive a car, see your grandma

Elicit questions in the past Encourage the children to ask

each other questions using the prompts

_ It is useful to get the children to ask and answer

questions in open pairs, i.e across the class This gives

you an opportunity to monitor and correct errors before

the children go on to work in closed pairs

o Choose and write

• Read the example sentence aloud with the class

• Ask the children to use the words at the top of the activity

to write sentences about pictures 2-4

Answers

o Complete, then write four questions

Then ask and answer

• Read number 1 aloud with the class Ask them to tell you which verbs they should use for numbers 2 and 3

(have / see/

• Read the example question Ask the children to choose three more expressions and to write three questions, using the example as a model

• Ask several children to read out their questions Then ask the children to work in pairs and ask their partner the questions they have written

o Usten and write Then sing (f:) 1 Track 26

• Ask a volunteer to read the example Ask the children

to fill the gaps in the text, using the words at the top of the activity

• Play the CD and tell the children to check their answers

• Play the CD again and ask the children to sing the song

I

J

Trang 35

Claudia couldn't

hear

what people could or couldn't do

earache , ill, stomachache

• Play the CD and ask the children to sing the song from the

previous lesson

Review

• Invite some of the children to read aloud what they have

written for Exercise 6, What about you? Write true sentences

about your day yesterday

• Present the new vocabulary with the lesson's flashcards

• Use extra repetition to practise the sound /eIk/ in

headache , earache and stomachache

headache sore throat

Claudia and Magnus went to a small hotel with Toto They were ill ofter they fell in the duck pond They hod colds They cou l dn't drive their cor and they couldn ' t go out They stayed in their rooms and watched TV Magnus had a sore throal He could speak but he couldn't eat He was hungry and unhappy He had a headache and he couldn't read books or sleep Claudia had ea r ache and "she couldn't hear She had stomachache too ~e c,o~ld

drink water but she cQuldn't eat Toto was very unhappy too He d l dn t lik Claudtti' or Magnus but he couldn't get out of his c?ge

• Pre-reading: ask the children to look at the picture Ask

well? Where's Toto? Is he happy?

engage the children Ask Has Magnus got earache? Has

he got a cold? Has Claudia got a headache? Did they go out? Did Toto like Claudia and Magnus?

Trang 36

Leam with Oscar

He cou l d hear the owls and the bull!

the story and tick the correct sentence

1I:g:DS ha d a headache and Claudia

eaoche

_ " the drawing

~ -eeFeffie stomachache so r e t hroa t cold

r - - -i I (o.ulci~ ' tspeak En9Iish • I (an speak Engl ish now!

m with Oscar

Ask volunteers to read out the sentences in the grammar

box Focus the children's attention on the past form of can

• Say I can read today Yesterday Elicit I could read

Repeat using can't/couldn ' t Say I can ' t swim today

Y e sterday Elicit I couldn ' t swim

Write on the board: I can cry When I was a baby

r cry I can read now When I was a baby

I read Ask the children to fill the gaps

Read the story and tick the correct sentence

• Read the first two sentences aloud with the class Ask them

which one is true and show them the example tick

• Ask the children to look again at the story on page 34 and

to tick the correct sentence in numbers 2-4

• Ask the children to look at the picture and say the parts of the body numbered 1-5

• Ask the children to look at the example Ask them to write the words at the top of the activity inside the other labels

They then draw a line from each label to the matching part

o Think and write with Dr Wild

• Ask the children to look at the picture of Dr Wild and ask a volunteer to read out her speech bubble

• Read the vocabulary prompts aloud with the class and read the example sentence

• Ask the children to write three or four sentences about themselves, using the word prompts Monitor and offer help as necessary

• Invite individual children to read out what they have written

~ -~ - \

Y It is useful to do this type of activity orally first, before ~

: asking the children to write This will help to give them ~

! confidence and ideas for writing Ask volunteers around ~

,-!'!' _ ~'""!!!.! t l'!' ~ ~"'!~ ! ·~ ! ''!!1''r~ ~ ''!!';~''!!';~~ _ ~~~ ¥ ~ ~~_~ ~ - - - - -~ ~ ~ - ~ ~ :: ""'1"!'~!"'!!'." "

Homework

Quiz 3

• You can now use the photocopiable Quiz 3 See the

Active Teach Resources section

Trang 37

Objective: read a letter; listen for information; talk

about being ill

Warm-up

• Playa miming game to revise vocabulary from Lesson 11

• Mime one of the illnesses, e.g clutch your head to mime

mime some of the illnesses while the rest of the class guess

Review

(2) Read ~e letter and answer the q.uestions

• Pre-reading: ask the children to look at the text and ask

about when they write letters and to whom Ask Do you

write letters? Who do you write to? Why?

• Read the first question and ask the children to quickly find

the answer Do the same for questions 2 and 3

Answers

1 Dear Grandma

2 Love from Mel

the questions

1 Who is the letter 10 and how does i l start?

G) Read and tick the correct pictures

BristOl

.2oth MOirch

o Look at the examples f) I Wel1tto a farm on S(Jt')day We we"t

-f) for Q walk in the m or l'l in9 ' My da d took m home at f x o'clock

~ -,

~ You could make this into a race to encourage the

: children to find the answers quickly In this type of

I

: reading activity it is important that the children do not

: spend too much time reading the text in detail They

I

: should 'scan' the text quickly in order to find the answers

! to questions 1-3, but do not need to read or understand

: every word in the text

I

' ""!L~~~~ -' :!f!'O ~~~ ~-=-,"= -?"' - "'I"-~~~ "" : ~~ - ~~ - ~ ;:or-

o Read and tick the correct pictures

• Ask them to read the letter again and tick the correct pictures

• Check the activity by asking Was Mel at Grandma ' s birthday? Could she ride the horse well? Did she go to school on Monday?

Trang 38

~ again and ",-otch Then soy ff::)

_ :::IIDose from 5 and write Then oct it out

Look at the examples

ead the example sentences with the class Draw their

ention to the highlighted words and make sure the

children understand how they are used

Ask the children to look again at Mel's letter and to circle

e words on, in and at in different colours Encourage the

children to work in pairs so that they can help each other

Usten and number (/!;) 1 Track 28

Ask the children to look at the pictures and tell you what

they can see

lay the first part of the CD Ask the children to pOint to the

example answer as they listen

Play the CD all the way through, pausing to give the

children time to number the pictures

Check the answers

Answers

0 Usten again and match Then say

• Play the rest of the CD, pausing for the children to match the names and pictures

• Check the activity Then ask the children to talk about the pictures in pairs, using the speech bubble as a model

Answers

o Choose from 5 and write Then act it out

- Read the speech bubbles aloud with the class Ask them

to use two of the pictures from Exercise 5 to complete the speech bubbles

• Ask the children to work in pairs In turn, one asks the questions and the other answers Encourage them to act out the dialogue They can do this more than once, substituting other places and illnesses as they wish

• Ask volunteers to act out their dialogues in front of the class

Trang 39

Objective: read and write about dinosaurs

Vocabulary: continent plant lizard, land, sea, sky

Vocabulary review: vocabulary from Lessons 9-72

Grammar Review: grammar from Lessons 5-72

Materials: paper

Warm-up

• Ask the children to tell you the names of animals they

words on the board

• Say, e.g I'm big I'm brown and white I eat grass I can

make milk I live on the farm Ask the children to guess the

animal (cow) Repeat with other animals

'f' You could make this into a team game Divide the class i

: into two teams The first team to answer correctly wins ~

! a point Encourage the children to put their hands up if I I

: they know the answer, rather than shouting out }

'- !"""~~ - ~~ , =, ""'l"' - ; ~~~ ~ ~ ~ ~~ - ~~ , ~ ! ~ , ! ~ :: ~ , ; - ~ - - ~~~~ ~-"",- -, - ~ ~

Review

- Say Open your book at page 38

• Pre-reading: ask the children to look at the pictures and

tell you what they can see Say These are dinosaurs

Ask questions to find out what the children know about

dinosaurs: Are there dinosaurs today? When did they live?

Were they big or small? What happened to the dinosaurs?

Invite the children to tell you anything else they know

about dinosaurs

• Read the questions at the bottom of the page and

encourage the children to guess the answers Tell them

they don't need to read the dinosaur names at this stage

CD Look and guess -

I What did they eat? 2 What (ould they do? 3 Whe r e d i d th e y!lve? 4 What did they look like?

Answers

b What did they eat?

c What did they look like?

d What could they do?

Trang 40

and check Then wrIta tha questions from 1

"

:::JriI:s;:I I ived o n every

i"l the world

~.-ed on land some in

.s=o and some in the sky

Some dinosaurs ate only meat T hey ate other dinosaurs!

They ote dinosaur eggs too Some dinosaurs ate only

plants They didn' t ea t grass; there wasn 't any grass in t h e

world then They ote leaves Some small dinosaurs ate

lizards and insects ond some ate fish

w:re gia ! They hod small heads and very

l?Ieroso urs were like huge birds They hod

I:is The Saltopus wos small like a chicken

C'DN what colour dinosaurs were but we think

.e:e tztM 1'l green or yellow

and circle the names in tha pictures

and wrIta True or folse

But some couldn't run The Sauropods were

very heavy and walked slowly

Some like the Kronosourus, could swim

and the Pterasaurs could lIy We think all the

dinosau r s could make a lot of strange noises!

4 All d i nosau r s cou l d r un

5 All dinosaurs ~e big

6 Dinosaurs d id n't m a ke a noise ,

Read and circle the names in the pictures

39

nswer is

I I

Pterosaur Sauropod Kronosaurus Brachiosaurus

Ter-a-sor Saw-ra-pod Kro-na-sawr -us Brack-ee-oh-saw-rus

Answers

2 True 3 True

4 False 5 False 6 False

them if they know its name IT-Rex! Ask the children what

did it eat? Could it run?

the text

0 -\

, -= = :: ~ -~ -~ ~ ~~ - ' ~ ' ! l !!"!! : '!! ""!!: _= ~ - ~_::: - _ - · - - - '"I!'t r?!!:" or:' I'I"" ' - ' ' ~

Homework

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