english world 5 teachers guide

Teaching the course Class lessonsL esson 1 P oster, Reading Poster: new vocabulary th a t w ill appear in the Reading text is shown on the poster in context to help the children learn a

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Liz Hocking Mary Bowen

&

MACMILLAN

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M acm illan Education

Between Towns Road, Oxford 0 X 4 3PP

A division o f M acm illan Publishers Limited

Companies and representatives throughout the world

ISBN 978-0-230-02475-5

Text © Liz Hocking 2010

D esign and illustration © M acm illan Publishers Lim ited 2010

First published 2010

permission o f the publishers Pyin8> recor mg, or otherwise, without the prior writtenDesigned by Anthony Godber

Page layout by W ild Apple Design

Cover design by Oliver D esign

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English World 5 components

Pupil's Book

The Pupil's Book has

twelve units One

unit can be ta u g h t in

ab o u t tw o weeks

The Pupil's Book begins

w ith a Welcome unit

which revises the main

gram m ar from the

previous year

CD/cassette

All Pupil's Book dialogues, reading texts, listening

activities, songs and rhymes are recorded

Dictionary

The Dictionary gives new vocabulary fo r each unit and helps w ith the practice

Further gram m ar

< - exercises practise

classroom and

W orkbooklearning

provide fu rth e r support material

and printable resources

Posters

Twelve posters introduce new vocabulary and explain the key features o f the reading text and

w ritin g task in each unit

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Pupil's Book

The Pupil's Book has tw elve units A single unit requires

eight teaching sessions and is designed to be covered over a

tw o-w eek period All units consistently cover the key skills o f

reading, w ritin g , speaking and listening, underpinned by the

firm fo u n d a tio n o f the gram m ar syllabus These elements are

clearly presented in the book so th a t teachers have a clear

objective fo r every lesson A variety o f w ell-illustrated stories,

inform ation texts, dialogues, songs and poems have been

w ritte n to a ttra c t and m otivate young learners

W elcom e unit

English W orld 5 begins w ith the Welcome unit which revises

the key gram m ar and vocabulary th a t children learned in

English W orld 4.

CD

All reading texts, dialogues, songs, rhymes, listening stories

and listening comprehension activities are included on the

CD, allow ing children to listen again and practise as an

independent activity at home

D ictionary

For level 5 the new vocabulary is presented unit by unit

Words are listed alphabetically The definition o f the w ord as

it is used in the unit is given It is then shown in context in a

short sentence to help make the meaning clear

The Dictionary is designed to introduce children to the skills

they w ill eventually need when using a standard dictionary

It is supplied w ith the Pupil's Book and may be kept in the

fla p at the back

The words in each u n it are in three classes: key words th a t

children should learn as they go th rough the unit; extension

words th a t children can learn to broaden th e ir vocabulary;

special words th a t children need to understand fo r the

unit topic only and should not be expected to learn and

remember

W o rkb o o k

All the w ork covered in the Pupil's Book is reinforced

by exercises in the W orkbook These are designed to

be introduced and explained by the teacher and to be

completed independently, either in the classroom or fo r

homework They a llo w children to w o rk at th e ir own pace

and give teachers the o p p o rtu n ity to see w h a t children can

achieve when w orking alone

The second part o f the poster presents the key stylistic features o f the reading text It explains

• the purpose o f the typ e o f text

• how the text is set out

• the kind o f language th a t is used

When children read the fu ll text they are already aware o f some its key features

When children w rite the same text typ e themselves a t the end o f the unit, th e y do so having learned about the key features and seen them in a complete te xt which th e y have studied closely

DVD

The DVD gives teachers advice on how to present lessons and

shows a model lesson from English W orld 5 being taught It

contains ready-made tests and questions fo r building custom- made tests

It contains material from the course in a fo rm a t designed fo r use on an interactive whiteboard This m aterial is also found

in the printed books but using a w hite b o a rd extends the opportunities fo r whole-class teaching and interaction

Teacher's Guide

Each step o f every lesson is supported by notes fo r teachers These are arranged around facsimile pages o f the learners' books, so th a t teachers can see quickly and easily how the pupil material is intended to be used The guide also contains suggestions fo r warm-ups fo r every lesson, answers

to activities and W orkbook exercises, a list o f classroom games and suggestions fo r d iffe re n t ways o f carrying out the revision projects

English World 5 components

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Classroom lessons in each unit

Poster, R eading

O A journey to adventure

Qu z n ?ong to read an adventure story.

s: the people in the story

rt of the story happens in Grandad's study.

history books

The adventure story has chapters.

Something different happens in each chapter

This is the beginning of the story.

Cfim piier i G randad

Grandad Mrs Green

He w as going to sta y w ith h is

e w eekend Lucy, h is co u sin , w as

The first sentence is Robert w a s excited.

• It makes the reader think that something interesting is going to happen.

: • It is a good beginning for an adventure story.

You are going to read the rest of Chapter 1 and the first part of Chapter 2.

Each u n it begins

w ith a d iffe re n t kind o f text

he poster introduces new vocabulary

ind key features o f the text

The PB contains fiction and non-fiction texts

Reading com p reh en sio n an d v o cab u lary 3 G ram m ar

A variety o f activities help

children to understand the

reading texts D ifferent tasks

w ith new words reinforce

vocabulary learning

EL

The gram m ar structure

is presented w ith a clear model Children practise

!" J

Grammar in co n versation 5 Spelling, Use o f English

Children listen to a model

dialogue then practise th e ir

conversational skills, focusing

on gram m ar structures used

in everyday spoken English

i * m

J t

A

Spelling is presented systematically w ith model pronunciation

A song or a rhyme reinforces the language

Pages w ith this symbol are recorded or

have audio m aterial fo r classroom use

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6 Writing 7 Listening

Session 1

Class composition

The teacher leads the class in

composing a piece o f w ritin g

The children listen to an exciting episodic story, which develops

th e ir a b ility to listen productively

fo r longer periods w ith a variety

o f oral comprehension questions, opportunities fo r discussion and acting out

Session 2

W ritin g p re p a ra tio n

Composition practice

These exercises are done using

W orkbook pages in class

w m i s

Every seco n d unit: revision an d co nso lid atio n o f skills

A reading te xt a fte r every

second u n it practises all the

gram m ar and vocabulary

It leads directly into project w ork

th a t consolidates w ritin g skills

and independent learning

The children practise a variety

o f listening comprehension skills based on all the language and structures they have learned in the previous tw o units

The children review and record

th e ir progress w ith teacher support

and m onitoring

Classroom lesso ns in each unit -II

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Teaching the course Class lessons

L esson 1 P oster, Reading

Poster: new vocabulary th a t w ill appear in the Reading text

is shown on the poster in context to help the children learn

and remember the words when they read them in th e ir PBs

The key features o f the Reading te xt are demonstrated using

words and illustrations from the Reading text itself

Reading text: the children practise and develop th e ir reading

skills th rough d iffe re n t kinds o f fiction and non-fiction texts

These texts have been chosen as models o f the kinds o f

w ritin g th a t children need to learn to w rite themselves; the

variety in the Reading lessons helps children to recognise the

ways in which texts differ

New words t h a t the children need to know to understand the

te xt are included in Dictionary 5 and this may be used in any

lesson fo r the children to check or fin d meanings

L esson 2 R eading co m p reh en sio n an d

v ocab ulary

The te xt is read again, then the children do a variety o f tasks

which help them to understand the te xt thoroughly

Vocabulary activities help and test understanding; they

develop w ord skills and practise dictionary skills

W orkbook exercises practise additional reading

comprehension skills

L esson 3 G ram m ar

Formal structures th a t the children need fo r reading and

w ritin g English are presented w ith a clear model and

practised by the class

The teacher's notes suggest opportunities fo r pair w o rk and

give guidance on activities fo r pairs or small groups in every

Grammar lesson

The new gram m atical structure is practised independently in

w ritte n exercises in the W orkbook

L esson 4 G ram m ar in con versation

Grammatical structures th a t are common in everyday speech

and many useful inform al phrases are presented in the form

o f a dialogue th a t the children listen to as a model

The dialogue introduces a topic or discussion appropriate

to the age group The children are invited to th in k o f th e ir

own responses to the topic and note ideas fo r a similar

conversation

In pairs or small groups, the children exchange information,

opinions, suggestions and comments In the early units, this

activity is supported by prompt questions and example responses

As the children progress th rough the units, they are

encouraged to speak more freely as they develop confidence

and fluency

The speaking w o rk in class is supported by gram m ar practice

in the W orkbook

L esson 5 Spelling, Use o f English

Spelling: Spelling patterns in English words are systematically

presented Example words are recorded on the audio to ensure correct pronunciation The children practise the words

in class by reading, w ritin g and saying them accurately

Use o f English: A w o rkbook page fo r classroom teaching

presents rules fo r w ritin g English correctly

W orkbook exercises give practise in spelling words containing the ta rg e t pattern

The Grammar Practice Book contains fu rth e r practice in correct use o f English

L esson 6 W ritingTechnical and composition skills are ta u g h t in tw o teaching sessions:

1 Class composition: the teacher leads the session and helps

the children to suggest ideas fo r the required piece of

w ritin g This is always the same typ e o f te xt as the one studied in Lesson 1 and this helps the children to learn to

w rite fo r d iffe re n t purposes

The teacher prompts ideas from the class, notes them and guides the children in composing sentences, and writes them on the board to create a complete piece o f w riting The children read the composition and, w ith guidance fro m the teacher, look fo r ways o f improving it before reaching a fin a l version

2 W ritin g preparation, Composition practice: the children

practise aspects o f w ritte n English th a t th e y need fo r their composition, such as punctuation, w ord choice and making notes, then, w ith some teacher support, th e y compose a piece o f independent w ritin g fo llo w in g the model they produced tog e th e r in class in the first session

L esson 7 ListeningEach unit ends w ith an episode o f a story specially w ritte n

to interest the age group There are fo u r stories in English

W orld 5 and each is o f a d iffe re n t typ e including adventure,

real life and fantasy

Children are supported in this listening activity by a page of illustrations w ith some text These help the children to fo llo w and understand w h a t they are hearing

These longer stories are designed to extend the children's

a b ility to listen and concentrate on a longer audio piece Understanding o f the story is checked and helped by comprehension questions and practising th in kin g and predictive skills

The audioscript fo r the teacher is in the lesson notes

An audioscript for use by the children is available from the website or may be printed from the DVD After the children have listened to the story and worked on it in class, they may

be given the audioscript to help them when listening again at home

The class may also wish to act out the stories and may use the audioscripts in class fo r this purpose

8 Teaching the course Class lessons

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R evision activities

G ram m ar

A fte r every W orkbook unit there are tw o Check-up pages of

gram m ar revision The first page practises the structures; the

second page gives learners the o p p o rtu n ity to do a longer

piece o f w ritin g focusing on the ta rg e t gram m ar structure

Reading and speaking

A fte r every tw o Pupil's Book units there is a Revision page fo r

reading, comprehension and oral practice in the classroom

The reading te xt revises one o f the te xt types from the

previous tw o units

Listening

Also a fte r every tw o Pupil's Book units, a page o f listening

comprehension activities gives the children practice in the

kind o f tasks used in tests Children listen fo r detail, fo r

specific inform ation and fo r gist using material th a t fu rth e r

practises the structures and vocabulary from the tw o previous

units

W ritin g

The Project page fo r each pair o f units is found a t the back o f

the Pupil's Book The projects give opportunities fo r fu rth e r

consolidation of w ritin g skills and a llo w children to make

th e ir own choices fo r content and illustration in the course o f

researching and w ritin g independently ab o u t a given topic

Assessment

The W orkbook Check-up pages, along w ith the Pupil's Book

revision activities and projects, should give teachers some

measure o f individual and class progress In addition, the

course includes resources to help learners and teachers record

progress and th e y are intended to encourage children in

th e ir learning

Portfolio and D iplom a pages

The Portfolio and Diploma pages a t the back o f the

W orkbook are each child's own record o f progress and

achievement They are not designed as a form al test

The Portfolio page is intended fo r assessment by the learner

W ork covered every tw o units is presented on the page

The learner decides how much o f the w o rk he or she feels

confident o f and marks parts o f the page accordingly

The teacher checks the page w ith the learner When the

teacher is satisfied th a t the assessment is accurate, the

learner completes the token tasks on the Diploma page and

receives stickers This indicates the satisfactory completion of

tw o units

These pages can be removed from the W orkbook and

included in a p o rtfo lio o f work

C reating a p o rtfo lio

During the year, teachers may help children to select their best w o rk to put in th e ir personal portfolio This w ork can accompany the p o rtfo lio pages fro m the W orkbook as part

o f the record o f individual achievement Much o f the w ork

w ill be in w ritte n form , as compositions, projects, gram m ar exercises, spellings or tests Where appropriate, children make neat copies o f th e ir best w o rk fo r inclusion in the portfolio

W ork in other forms may be included, fo r example, recordings o f individual or group reading, speaking, acting

or singing Photographs o f performance w ork or o f large posters/friezes may also be included as a record o f activities All children should keep portfolios, w hether or not th e ir wor<

is regularly o f a high standard The p o rtfo lio encourages children to take pride in th e ir best work, and increases confidence in reaching fo r a higher standard Over a period

o f a year, it shows how the learner has progressed in a variety o f tasks and activities

Games

Classroom and group games are a useful and m otivating method o f reinforcing learning A list o f simple games using resources supplied w ith the course are found on page 214 o f this Teacher's Guide

Formal tests

Teachers may wish to carry out some form al testing, and tests fo r use a fte r every three units are supplied on the website and DVD These tests include tasks th a t children are likely to meet in form al examinations DVD users are able to create th e ir own tests to suit d iffe re n t purposes by using the bank o f questions supplied in the test builder section

M a c m illan readers

Macmillan readers in the Explorers series are suitable fo r

Primary 5 children as class readers or fo r independent reading

Four readers, which are linked to characters, themes and

topics in English W orld 5, may be read alongside the course

The titles and suggested points fo r reading are:

• Escape from the fire — Unit 1 begins w ith the first chapter

o f this book Children could read on to fin d out w h a t happens

• The adventures o f Odysseus — Odysseus is featured as a

character in Units 5 and 6 Children could read the book and fin d out how his adventures ended

• Robin Hood — Stories ab o u t this legendary character, w h o

carried o u t many daring rescues, are often shown on TV and made into films Children could read about him from Unit 7 about a rescue or Unit 8 ab o u t TV

• Dan tries to help — The last tw o units are ab o u t helping

people Children may enjoy this fu n n y and exciting story

ab o u t a boy w ho often makes mistakes but gets it rig h t in the end

Teaching the course Class lessons

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Scope and Sequence

Unit number and

theme

Poster and Unit title

adventure

Escape from the fire

text type: adventure story

past continuous / past simple

While Robert was packing his bag, the telephone rang.

used to

1 used to go to my grandmother's house every day.

mountains

Dad's favourite walk

text type: a personal recount

infinitive of purpose

The fam ily went to Switzer

land to have a holiday

have to; had to-, will have to

1 have to do a test 1 had to go

to school 1 will have to study.

Revision 1

bridges

Building for travel

text type: information, explanation, diagram

present simple passive

This bridge is made o f stone

Food is grown by farmers.

adjectives w ith ing, ed

I'm interested in sports

Ballet is fascinating.

structures

Great places to visit

text type: leaflet and review

present perfect + ever/ never

Has Ed ever been to Peru?

No, he's never been to Peru.

Have you ever been abroad? Yes, I've been to England.

Revision 2

5 The ancient

world

A story from the ancient

w orld

The voyage o f Odysseus

text type: a play

w orld

The Trojan Horse Who is it?

text type: poems

defining relative clauses

They built a horse which / t h a t was made o f wood.

text type: information and a newspaper article

present perfect + f o r / since

She's had a cat for two years

They've had a car since 2005.

present perfect + for/since

We've lived here for ten years We've been here since June.

television

News and entertainment

text type: information and an interview

the definite / indefinite article

Paddy Riley has a chat show

The chat show is entertaining.

Deep sea discovery

text type: a story with descriptive narrative

past simple passive

M olly was fascinated by music.

The books were written by him.

ought to; want to; need to

1 ought to revise 1 need to study because 1 want to pass.

10 The deep

ocean

Deep sea exploration

The land under the oceans

text type: information

1 said that 1 didn't like football.

people

The great race o f mercy

text type: a recount

Revision 6

10 Scope and Sequence

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Spelling Study skills (WB) Use of English (WB) Class composition

The skyscraper moneybox Part 1

words with soft ch and

hard ch chip, ache

The skyscraper moneybox Part 3

prefix un

unhappy

verbs, dictionary abbreviation, i/.; definitions

adverbs of place: here,

inside

the funfair Part 1

compound words

supermarket

Tim v Slug Part 3

words ending ey and

notes and pictures

Diamond quest

Part 3

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Them e: A dventure

S g f O A lourney adventure

You are going to read an adventure story.

The story has

characters: th e people in th e story

Something d iffe ren t happens in each chapter

This is th e beginning o f th e story.

• a setting: th e place w here the story happens

The first p a rt o f th e story happens in Grandad's study.

Robert w as excited He w as g oing to stay w ith h is grandfather a t th e weekend Lucy, h is co u sin , w as

g oing to stay too.

The first sentence is Robert im s excited.

• It makes the reader think th a t something interesting is

going to happen.

• It is a good beginning fo r an adventure story.

You are going to read the rest of Chapter 1 and th e first

The w rite r is Susan JK

She writes about th e things ond places she saw

A personal recount uses th e first person.

Susan is th e w riter and she uses /.

I tfeo8<|bt it was fantastic but it was a bit seary, too.

She uses w e w hen she tells us w h a t she did w ith Fred, Mum

and Dad.

Wink we ware walking, we head * distant roar.

She tells us w h a t happened in order.

First, m Mowed a narrow path through a meadow.

A personal recount does not usually contain direct speech.

In Susan's recount she tells us

• w h a t happened • w h a t she did • w h a t she thought

She begins w ith a short paragraph She tells us w here she was, w h y she was there and w ho was w ith her.

% dad used to live in Switzerland and he workad at a mountain

This summer Osd wanted te visit Switzerland again In July i

travelled to the mountains with Mum, Dad and my twin brother Fred.

2 In th e m ountains

te xt type: a personal recountThem e: Engineering

i , o runnels and bridges

You are going to read an explanation o f how tunnels

are built by engineers.

Engineers use these machines to help them

tunnel boring machine (TBM) You are going to read an explanation o f different

kinds o f bridge.

suspension bridge

The explanation begins w ith a diagram Parts o f th e diagram have labels.

The diagram has a caption.

This explains in a fe w words w h a t th e diagram shows.

The tex t below the diagram explains more about th e bridge.

Beam bridge

The beam bridge is the simplest kind o f bridge.

A log or a piank across a stream is a short beam bridge

This kind of bridge cannot cross a very wide river.

o Astonishing stru ctu res

You are going to read leaflets and reviews about famous structures.

Structures are d iffe ren t kinds o f buildings designed by engineers.

A le afle t gives you inform ation.

There is a title This tells you w h a t th e inform ation is about

T he W inter Palace - St Petersburg, Russia

They ore colourful ond intei The w riter uses adjectives too.There are facts about the palace

palace wheel pyramid

You are going to read about things th a t are p a rt o f them.

column gift shop exhibition

you can see

great, glittering halls wide, marble staircases

hundreds of rooms of paintings and treasure

The words and pictures on th e le afle t make th e palace seem exciting The le afle t makes you w a n t to go there.

A review tells you a person's opinion This is p a rt of Luke's review of his visit to th e W inter Palace.

When I first saw the Winter Poiace I cotJdn's believe my eves

• Luke gives only a little inform ation about th e palace.

• Most o f his writing is his opinion.

• He tells us his personal thoughts and ideas about w h a t

he saw.

Them e: The an cien t w orld

0 A story from th e a n cien t world

You are going to read a pla y The vo y a g e o f Odysseus.

The p lay tells the story of Odysseus.

He lived in Greece a long tim e ago.

There are several characters in th e play:

Calypso’s mother Calypso's father

I A p la y is divided into scenes.

• Each scene has a setting, the place w here things happen.

• The setting for th e first scene of The vo y a g e o f Odysseus is on a ship like this:

setting: on Odysseus' ship near rocky cliffs characters: Odysseus, the sea captain, sailors, a monster

w ith six heads

• W hen something happens in a new place,

a new scene starts.

2 In a play th e c h a ra c te rs ta k e turns to speak.

• W hen you are a character in a pla y, you only read

• You do not read the nam e of the character w ho is speaking.

You are going to read tw o poems.

The first poem is ab out tw o groups o f people

the Greek ormy the Trojan ormy

It is ab out a place and its people:

It is about a Greek hero and a w ooden horse:

1 The first poem is a rh y m in g p o em

It has verses There are fo ur lines in each verse This is th e first verse.

In this verse th e second line

an d th e fourth line rhyme:

yea.- rhymes w ith fear

All the verses in the poem have this pattern of rhyming lines.

2 The second poem is an a c ro s tic p o em

« It does not have verses The lines do not rhyme.

• The first le tter o f the first w ord in each line is im p o rtan t

• All the first letters spell a word.

These are the first three lines o f an acrostic poem:

O n Greek hero,

JZformQ and brave,

Y o u n g and strong.

You w ill read th e w hole poem and see all th e first letters.

6 A legend fro m th e ancient w o rld

te xt type: poems

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You are going to read a front page new spaper story.

The nam e of th e new spaper is a t th e to p o f th e page.

The story begins w ith a headline.

The headline tells you w h a t the story is about It is in big letters.

It is w ritten to catch th e reader's attention _

S S J S 0 Radio a n d television

You are going to read about radio and T V programmes.

radio studio

You are going to read a TV interview.

The interviewer is Paddy Riley He is the host o f a chat stow

called P a dd y's People g *.

illPaddy is th e interviewer He asks questions.

Th e person he interviews is the interviewee This w eek the interview ee is D anny Green.

He answers th e questions.

Look a t p art o f th e interview It is set o u t like a pla y The names of the speakers are on the le ft The words they soy follow.

Paddy When did you enter your first competition?

Danny When i was six.

Paddy Did you win?

m Danny Yes.

Look again a t th e questions and answers The in te r v ie w asks a question then lets the interviewee answer.

Them e: The d eep o c e an

Deep s e a anim als

You are going to read a story w ith descriptions

o f sea creatures.

These things are in th e story:

J f '

Jellyfish fu rry sponge sea lily

The story contains direct speech It begins like this:

“Stsgoing to be boring!” complained jack “I hate museums.”

The story has a lot o f narrative The narrative tells you w h a t happens when no one is speaking.

It was dim in the Deep Sea Discovery room There were some video

screens with desks in front and some controls Moily went to the nearest one and read the instructions.

d ® E ]

The story has a lot o f description in th e narrative It describes th e sea creatures This is p a rt of one description.

A strange silver animal began to cross the screen, St was Song and fiat,

it had tots of tiny tentacles along both sides of its narrow body.

Adjectives are im portant in description Count th e adjectives

in th e description of th e fish.

Deep sea exploration

You are going to read ab out th e land under th e ocean and how scientists explore it.

The land has d iffe ren t parts:

slope trench plain

These things are found deep in th e ocean:

deep sea chimney tube worms

Scientists use these things to explore th e land:

submersible robot machine

Some o f th e inform ation you are going to read is in a

diagram.

The diagram has labels Under each label there is extra inform ation in a short note.

» The note in coloured ty p e is not a complete sentence.

* W e use notes to give inform ation in a fe w words.

* Notes do not need to be complete sentences.

Them e: Silent h e ro e s

patients wounded soldiers

She gave o u t medicine and she worked in arm y camps.

army camp

The inform ation ab o u t M ary Seacole is a biography.

A biography is th e story o f somebody's life th a t is w ritten

by another person.

The events in a person's life are told in order.

This is th e beginning o f th e biography o f M a ry Seacole.

Mary Seacole was born in Jamaica in 1805.

The biography tells us ab out her life w hen she was older.

She married Edwin Seacole in 1836.

The biography also tells us how M ary fe lt or w h a t she

th ought a t different tim es in her life.

^ mmmmi -m

Mary w as very sad but she decided to work hard.

^ Saving o th e r people

You are going to read a true life story about dogs and men

w ho raced through snow and ice They saved the lives of

m any people It happened in Alaska in th e north o f America.

The story gives d ea r inform ation in simple statements Nome is a small town in the north of Alaska.

There is a m ap to show w here the events happened.

A : , 4

The story describes w here events happened:

C l'S

It was a vast expanse of frozen sea more than 50 fas ; There is only a little direct speech to m ake the story interesting.

“I have the medicine!" Ivanoff shouted.

Alsaska

People travelled w ith dogs.

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Using the Teacher's Guide

fhe notes fo r each lesson are arranged over tw o pages o f the Teacher's Guide

Lesson summary box

• explains the lesson aim and specific targets

• lists key language and structures

• lists materials needed fo r the lesson and any

preparation required

• suggests how lesson tim e could be divided up

A Warm-up is suggested

fo r every lesson

Answers to PB activities and WB

exercises are given on the page

A Pupil's Book page facsimile shows

each step o f the lesson

A Workbook page facsimile shows

the hom ework or independent tasks

Unit structure

Teaching

sessions

(or other homework tasks)

Session 1: Class composition

Session 2: Writing preparation (WB)

(WB: Vocabulary List4/Vocab revision)

Composition practice

1 Using the Teacher's Guide

Trang 15

Introduce them to the class and explain th a t these amazing

people w ill help them to learn English during the year

Read, or ask children to read, the speech bubbles

PB pag es 6, 7

Choose a child to read Mr Smash's speech bubble a t the to p

o f the page

A ctivity 1

The children look a t the pages Ask children to say w h o each

o f the characters is

Choose volunteers to say w h a t each o f them is doing

Ask the children if th e y enjoy any o f these activities Tell

them th e y are going to hear the characters ta lk in g about

th e ir hobbies

Play CD A track 1 The children listen and fo llo w in th e ir

books

1 Look and listen.

I like computers Computers are great

I play computer games every day

I'm playing a com puter game now It's brilliant

How many computer games have I got?

M y hobby is reading

I read every afternoon

I'm reading now This story is very exciting

How many books have I g o t on my shelf?

M r Flash: Hi! I'm M r Flash

Superboots: And I'm Superboots

Superboots: We sing and play every evening

Miss Sparkle: Hello! I'm Miss Sparkle and this is my

friend, Miss Smart

Miss Sparkle: We play three times a week

Miss Sparkle: We're playing w ith our old brown ball

Miss Smart: But guess w h a t I've g o t at home!

Miss Sparkle: W h a t is it?

A ctivity 2

Point o u t M r Smash Ask a child to read the first question Elicit the answer Continue w ith the other questions The children can look back to the text to check the answers.Point to the other characters in turn and ask the same set o f questions

When the activity has been completed w ith the w hole class, the children practise again in pairs

Exercise A

Ask around the class W hat do y o u like? Elicit several answers

If you wish, go th rough this exercise orally before the children complete it independently in class or fo r homework

If checking in class, ask d iffe re n t children to read their sentences Other children listen and correct th e ir ow n work

Answers: 1 She likes swimming 2 He likes football.

3 They like dancing 4 Children's ow n answers

Exercise B

Ask around the class W hat are y o u d oing now? Elicit answers

If you wish to prepare the children, fo llo w the procedure fo r Exercise A

A lternatively, the children complete the exercise w ith o u t any

fu rth e r help

Answers: 1 He is running 2 It is sleeping 3 They are

singing 4 Children's own answers

PB p ag es 8, 9Choose a child to read Mrs Swift's speech bubble

Trang 16

sunny I w e n t to the beach I swam in the sea Then I sat under a big umbrella and ate an ice cream Mmm! Delicious!

Miss Sparkle: On Saturday evening I w e n t to the theatre

and saw a play Miss Smart came w ith me

We sat very near the stage There were some children in the play They sang and danced We had a great time

Last weekend I visited Superboots because

it was his birthday Mrs Swift came, too

We travelled in my new car

It was very fast!

We to o k presents and cards When we gave them to him, he was very happy

And I made a cake It was lovely!

Point o u t Mr Smash Ask a child to read the speech bubbles

Ask Which is the correct answer? Yes, he did.

Point o u t Miss Sparkle Ask Did she go to the beach? Elicit No,

she didn't.

Continue asking past tense questions ab o u t the other

characters using the prompts The children look back at the

pictures to help them answer

When the w hole class has been th ro u g h the activity together,

they should practise in pairs

A ctivity 3

Ask a pair to read the speech bubbles ab o u t Mrs Swift

Continue by asking past tense questions ab o u t the other

characters using the prompts

Elicit answers

When you have completed the activity w ith the class, the

children practise in pairs

Exercise A

The children complete the sentences in class or fo r homework

Remind them th a t they should use the past tense

Answers: 1 w e n t 2 saw 3 visited 4 took

Exercise B

The children w rite negative past tense sentences They

should be very fa m ilia r w ith this structure, but go th rough

preparation

PB p ag es 10, 11Choose a child to read Superboots' speech bubble

A ctivity 1

Give the children tim e to look a t the picture Explain th a t this

is w h a t the characters were doing a t 12 o'clock on Saturday Explain th a t they were doing d iffe re n t jobs

Ask ab o u t each character: Look a t M r Flash W hat was

he? Elicit M r Flash was a sailor Mrs Swift was a cook

Superboots was a dentist Miss Smart was a pilot M r Smash was a doctor Miss Sparkle was a nurse.

Point out the speech bubbles Ask d iffe re n t children to read them Tell the class they are going to hear the story o f w h a t happened on Saturday Play track 3

W h a t were they doing?

Mr Flash was sailing a small boat on the sea There was a terrible storm

Help! Help!

Don't w o rry ! I'm coming!

Miss Smart was a pilot She was fly in g a small plane

Faster! Faster! I must fly faster!

Mr Smash and Miss Sparkle were w orking

in a hospital

He was a doctor She was a nurse They were helping a small child

Are you feeling better, dear?

Much better, th a n k you

Superboots was a dentist He was pulling out a to o th It w asn't easy!

A ctivity 3

Ask a volunteer to read the speech bubble

Ask other questions, e.g While Mrs Sw ift was m aking a cake,

w h a t was Superboots doing?

Elicit answers, e.g While Mrs Swift was making a cake

Superboots was pulling out a tooth.

Ask several more questions, then the children practise in pairs, ta kin g turns to point and say sentences

W elcome unit | l

Trang 17

A ctivity 4

Ask a pair to read the speech bubbles

Play the game w ith the class all together Make another

statement, e.g I'm th in k in g o f someone who makes pizza

Elicit You're thinking of a cook.

Ask questions ab o u t the other characters

Ask d iffe re n t volunteers to make statements Elicit answers

The children practise the activity in pairs

Exercise A

If necessary, go th rough all these sentences orally before the

children write A lternatively, the children complete them

independently

Answers: 1 was sleeping 2 was shining

3 were singing 4 Children's own answers

Exercise B

Point out the example and remind the children o f the

structure w ith other examples if you wish

Go th rough the sentences w ith the class or let them complete

the exercise independently if they are confident

PB pages 12, 13

Choose a child to read Miss Sparkle's speech bubble

A ctivity 1

Ask the class to name the objects they can see in the picture

Tell them they are going to hear the characters ta lk in g about

the picnic

Play track 4 The children listen and look a t the picture.

Today w e're having a picnic on the beach

We've g o t lots o f sandwiches and lots o f cakes

We've got fru it, too

I brought a fe w oranges and bananas

And I brought lots o f grapes

Someone has drunk the water

Look! There's only a little w a te r in the bottle

And there isn't much juice in the jug

Shall we start? W ho wants a sandwich?

I'd like a sandwich

Me, too!

And me!

A ctivity 2

Ask one or tw o pairs to read the speech bubbles Tell the

children to look a t the picture and check the answers

If necessary, remind them o f the structures fo r asking about countable and uncountable nouns

Ask, or let a volunteer ask, the question ab o u t the cakes Elicit the answer

Continue w ith the other items

When the children have been through the activity together, they should practise again in pairs

Answers

B 1 a little 2 a fe w 3 a fe w 4 a little

PB p ag es 14, 15Ask a volunteer to read Miss Smart's speech bubble

A ctivity 1

Give the children tim e to look a t the page

Explain th a t the heroes o ften help people They are going to hear w h a t happened in these three d iffe re n t places

Play track 5 The children listen and look at the pictures

Mr Flash was in a bookshop There was a little girl in the bookshop, too She w anted

a book on a high shelf but she couldn't reach it She was to o short

Girl: I w a n t th a t book but I can't reach it I'm

not ta ll enough

Look! A tree has fallen across the road in fro n t o f a car

The driver o f the car is try in g to move the tree but she can't

She isn't strong enough

Miss Sparkle: Here you are, little boy

8 W elcome unit

Trang 18

A ctivity 2

Ask a child to read o u t the first question

"e ll the children to look a t the three stories Elicit the answer

The girl was too short.

Continue w ith the other questions

When the class has answered all together, the children repeat

the activity in pairs, ta kin g turns to ask and answer

A ctivity 3

Ask each o f the questions in turn Elicit short answers from

the class

Exercises A and B

The children complete the sentences They should be a b lf t o -

do this independently but go th ro u g h the exercises orally if

you feel it necessary

Choose a child to read M r Flash's bubble

Explain th a t the heroes have done things Some o f them are

good and some are not Tell the class t h a t they w ill fin d out

w h a t has happened

Play track 6 The children listen and look at the pictures Tell

them to fo llo w the lines when they hear the whistle

W ho has picked the flowers?

Miss Sparkle! Miss Sparkle has picked the flowers

Look a t th a t plate There's nothing on the plate

Someone has eaten the sandwiches W ho has eaten them?

Mr Smash! He has eaten all the sandwiches

Oh no! Look a t th a t Someone has broken the w indow W ho has broken it?

M r Flash and Superboots They have broken the w indow

There's a lovely cake on the table Who has made it?

Of course! Mrs Swift! She has made th a t lovely cake

Oh, look! Someone has painted a picture

Who has painted it?

Miss Smart has painted it She's a good painter

Read o u t the question Say Look a t Miss Sparkle W hat

should she do w ith the flowers?

Prompt / Elicit She should put them in a vase /ju g She

should put water in the vase / jug.

Ask ab o u t Mr Smash W hat should he do now?

Prompt the children to th in k and make suggestions, e.g He

should make more sandwiches He should wash the plate,

etc.

Ask ab o u t the other characters Encourage the children to make as many suggestions as they can There is more th a n one good answer fo r each question

Exercise A

If necessary, remind the children o f the structure Point out

the present tense fo r have and the past participles in the

other box

Remind them th e y must use one w ord from each box

Answers: 1 have lost 2 has picked

3 have climbed 4 has cleaned

Exercise B

The children should be able to complete this exercise w orking independently Make sure they understand the task

Answers: 1 should eat 2 should take

3 should go 4 should wear

PB p ag es 18, 19Choose a child to read Miss Smart's speech bubfye

Tell them to listen and fin d each com petition as it is mentioned, then to look a t the list as they hear the name o f each hero

Play track 7

W elcome unit

1

Trang 19

six competitions

The first competition was lifting heavy rocks Miss Smart was stronger than Mr Flash but the w inner was Mr Smash

Sparkle was the fastest

com petition Mrs Swift was faster than Mr Flash

Smart was the winner

was the worst

Miss Sparkle: You were worse than me, Superboots!

W ho was the bravest hero and w h o was the most frightened hero? The most frightened was Mr Smash

M r Smash: W hat? I d o n 't believe it!

Read, or choose a child to read, the first question

The children fin d the correct list and give the answer

Go th rough all the questions and elicit answers

The children practise all the questions and answers again in

pairs or small groups

A ctivity 3

Ask each question Help the class to compose answers using

short forms and short answers, e.g No, he wasn't He was

worse than M r Smash.

A ctivity 4

Ask d iffe re n t children to read o u t the phrases

Ask a volunteer to make a true statem ent about a hero using one o f the phrases

Elicit a sentence fo r each phrase W rite them on the board if you wish

The children practise in pairs, ta kin g turns to point to a phrase and make up a sentence

Answers: 1 stronger 2 better 3 worse

4 more frightened

Exercise B

Go th rough the regular and irregular superlative forms

If you wish, complete the exercise orally w ith the class before they write

A lternatively, let them complete the task independently if

th e y are confident

PB p ag es 20, 21Choose a child to read Mrs Swift's speech bubble

A ctivity 1

Point o u t the map and the compass directions Ask W hat is a t

the north side o f the island? mountains

Ask w h a t is a t the south, west and east sides o f the island.Ask children to name the animals

Tell them they are going to hear the heroes ta lkin g about the map and w h a t they m ight see

Explain th a t the heroes are standing a t the spot w ith We are

here next to it.

Play track 8 The children listen and look a t the map

looking a t the map

mountain

Miss Sparkle: W h a t w ill we see there?

Miss Sparkle: Oh dear

20 W elcome unit

Trang 20

Mrs Swift: Marvellous!

M r Smash: If we w a lk east, w e'll come to this lovely

sandy beach

A ctivity 2

Tell the children to put th e ir fingers on the spot in the middle Ask the first question Remind the class o f the fo u r compass directions Tell the class t o move th e ir fingers tow ards the

north and fin d w h a t is there, the mountains

Continue w ith the other questions and elicit answers

A ctivity 3

Ask a pair to read the first tw o speech bubbles Tell the class

to check th a t the eagle is in the mountains

Ask W hat else m ig h t th e y see on the island? W hat m ig h t

th e y see a t the lake? The children look and answer.

Ask the other questions

When the activity has been completed w ith the class w orking together, the children should practise in pairs Give them a

fe w minutes to speak to g e th e r then ask a fe w pairs to ask and answer w hile the class listens

Exercise A

Remind the class o f the first conditional structure Point out

th a t the I f clause can come a t the beginning or the end o f a

Answers: 1 walk, w ill come 2 arrive, w ill see 3 w ill

reach, go 4 w ill be, hears

Exercise B

Explain to the class th a t th e y should read each statem ent and tr y to th in k o f w h a t m ight come next

Go around as they w o rk and help w ith ideas

Alternatively, go th ro u g h the sentences w ith the class,

eliciting one or more idea fo r each one

Make sure the children realise they can still use th e ir own ideas They do not have to fo llo w the ideas given in class Accept any ideas th a t make sense and which are

gram m atically correct

Trang 21

A journey to adventure

Lesson aim Reading

Lesson targets Children:

Key structure while + past continuous w ith the past tense

Key language used to

Vocabulary story features; language o f fiction Materials poster 1; PB pp 22-23; CD A track 9; WB p2;

Dictionary 5

Time division

W arm -up

Ask the children to th in k o f a character they like in a

story or film Listen to th e ir answers Ask the children

w h y they like the character

P o ste r 1

I S I S © A iourneyto adventure

You are going to read an adventure story.

The story has

characters: th e people in the story

• a setting: th e place w here th e story happens

The first p a rt o f th e story happens in Grandad's study.

Something d iffe ren t happens in each chapter

This is th e beginning o f th e story.

C fa ap fcer x G r a n d a d

Robert w as excited lie w as going to sta y w ith h is grandfather a t th e weekend Lucy, h is co u sin , w as going to sta y too.

The first sentence is R o b e rt w a s e x c ite d

• It makes th e reader think th a t something interesting is

going to happen.

• It is a good beginning fo r an adventure story.

You are going to read the rest of Chapter 1 and th e first

p a rt o f Chapter 2.

Text ty p e and vo cab u lary

1 Read the title and the next tw o lines Ask a volunteer to

come fo rw a rd and read w h o the people are

If necessary, the children check the meanings o f inventor

and m aid in th e ir Dictionaries.

2 Read the lines ab o u t a setting Ask Who is in the picture?

Make sure the children understand the words around the

picture They may check in th e ir Dictionaries if necessary

T ext ty p e features

3 Read the first three lines in the coloured section Ask a

volunteer fo rw a rd to read Chapter 1 Grandad.

Ask the class Who is in the picture? Robert and Lucy

Ask the volunteer to read the beginning o f the story

Tell the children to look at the first sentence again Ask

W hy do y o u thin k Robert is excited a b o u t staying w ith his

grandfather? Elicit some suggestions.

4 Read the tw o bullet points to the class Do they agree it is good beginning?

Read the last sentence Tell the class the story is in th e ir Pupil's Books

1 Give the class tim e to look a t the story and the pictures

Ask Which characters are in the pictures? Robert, Grandad

and Lucy

W hat has happened to Grandad? He has hurt his leg.

Is the maid, Mrs Green, in the pictures? No, she isn't.

2 Play track 9 The children listen and fo llo w in their books

3 Use the Dictionary to help explain u n fa m ilia r words

4 Ask questions ab o u t each part o f the story (see below)

5 Ask d iffe re n t children to read a fe w lines each o f the story

6 Play track 9 a fin a l time

Reading te x t questions

Where are Robert and Lucy going a t the weekend?

Grandfather's

Who is Lucy? Roberts cousin

W hat was Robert doing when Lucy phoned? packing

his bag

W hat tw o things do Robert and Lucy like about

Grandad? He's an inventor (and clever); He loves

history.

W hat things does G randad invent? mobile phones,

mostly

W hat sort o f books does Grandad have? history books

W ho is Mrs Green? the maid

W hat has happened to Grandad? He has hurt his ankle

W hat has happened to Lucy? She's disappeared,

travelled back in time.

H o w d id Lucy travel back in time? She used a mobile

phone (Grandad's new invention).

W hat is the password f o r the phone? Adventure

W hy does Grandad thin k Lucy has used a phone? One of

them is missing.

Trang 22

R5 A journey to adventure

Reading ® E s c a p e from th e fire

Chapter 1: Grandad

Robert w as excited H e w as going to s ta y w ith h is g ra n d fa th e r a t th e w eekend Lucy,

h is cousin, w as going to stay too She w as th e sam e age as R obert an d th e y w ere good

friends.

W h ile R obert w as p a ck in g his bag, th e teleph one ra n g no isily R obert answ ered it.

It w as Lucy.

"1 hope we have a great w eekend," said Lucy.

“So do I , ” said R obert “It's alw ays good fu n a t G ran d ad 's ”

W h ile R obert w as tra v e llin g on th e b u s, he th o u g h t a b o u t G ran d ad T h e re w ere two

th in g s a b o u t h im th a t R obert a n d Lucy re a lly lik e d F irs t, he w as v e iy , very clever H e

was a n inventor H e in v en ted lots o f th in g s , b u t m o stly he invented new k in d s o f m obile

phones T h e o th e r th in g th ey lik e d w as th a t G ran d ad loved h is to ry H is house w as fu ll o f

h is to ry books W h en R obert an d Lucy cam e to s ta y, G ran d ad to ld th e m e xc itin g stories

fro m h is to ry T h e cousins loved th e stories because th e y w ere tru e T h e y loved G ran d ad ’s

ta les o f explorers w ho used to s ail across th e oceans an d tra v e l across deserts to d is ta n t

lan ds.

R obert knocked on G ran d ad 's door M rs G reen, th e m a id , opened it.

“H ello , R o b e rt,” she said “Com e in ”

“H ello , M rs G ree n ,” R o b e rt said “H ow a re you?”

“I ’m fin e ,” said M rs G reen S he took h is bag from h im “Y o u r g ra n d fa th e r is in h is

stu d y ”

Robert h u rrie d in to G ran d ad 's study “H ello , G ra n d a d ,” h e began T h e n he stopped in

surprise.

G ran d ad w as s ittin g in a n a rm c h a ir T h e re w as a b ig bandage on h is foot.

Unit t Reading: th e beginning o f an adventure story

“G ran d ad , w h a t happened?" R obert asked.

“I’ve h u r t m y a n kle," G ran d ad said “T h e doctor says I m u s tn 't w a lk on it fo r a few

d ays.”

“Poor G ran d ad Does it h u rt? I'll h elp you an d so w ill Lucy W h ere is she? H as she

a rriv ed yet?”

G ran d ad looked w o rried “I ’m n o t sure," he said “I th in k she h a s disappeared."

“D isappeared?" said R obert “W h a t do you m ean?”

G ran d ad leaned tow ards h im an d w hispered, “I th in k she has tra ve lled b a c k in tim e."

Chapter 2: The time-travel phones

R obert looked a t G ran d ad , am azed “H ow could Lucy have tra ve lled b a c k in tim e?” he asked.

G ran d ad showed h im a m obile phone “Look a t th is ,” he said “T h is is n o t a n o rd in a ry phone T h is is m y new est inven tio n "

R obert th o u g h t th e m obile phone looked o rd in a ry “W h a t’s special a b o u t it? ” he asked

“D o you prom ise n o t to te ll anyone?”

“N o t even Lucy?”

“Lucy know s a lre a d y ”

“N o t even M u m a n d D ad?”

“I’ll te ll th e m soon.”

“O ka y So w h a t does it do?” asked R obert.

“W ith th is m obile phone you can tra v e l b a ck in tim e ”

“Wow!" R obert exclaim ed “C a n y o u re a lly do th a t? ”

G ran d ad nodded p ro u d ly “I’ve w orked on th is in v en tio n fo r tw o y e a rs ,” h e said “It's

re ad y n o w ”

R obert's eyes w idened “H ow does it w ork?”

“Let m e show yo u Y ou p u t in th e d ate you w a n t to v is it T h e n y o u p u t in th e place you

w a n t to v is it T h e n you p u t in th e passw ord, A d v e n tu re ”

“D id y o u te ll Lucy this?”

“Yes A nd now one o f th e tim e -tra v e l phones is m issing.”

“H ow m a n y tim e -tra v e l phones have you m ade?” R obert asked.

“F o u r,” G ran d ad shook h is h ead “I'm w o rried , R obert I th in k Lucy has used th e

m issin g phone to tra v e l b a c k in tim e ”

“W ow!” R obert exclaim ed “W h ere do yo u th in k she has gone?”

From Escape fr o m th e F ire , by Richard Brown (Macmillan English Explorers Level 4 1

Unit 1 Reading: the beginning o f an adventure story $

Note: Escape from the fire is a Macmillan reader in the

Explorers series It is an exciting adventure which Year 5

children w ill enjoy as a class reader or fo r independent

reading

Workbook: Study sk ills ( w b p2)

Make sure the children understand the tasks

Exercise 1

Remind the children to look a t the first letter o f each word

Do the first set o f words w ith the class if you wish

Exercise 2

Tell the children to read all the words in the box first They

read the first defin itio n and choose the best w ord to match

w ith it

W o rk b o o k answers

Exercise 1

1 armchair, cousin, history, inventor, maid 2 ankle,

bandage, study, surprise, weekend 3 nod, promise,

shake, travel, whisper 4 clever, great, ordinary,

true, worried

Exercise 2

1 age 2 cousin 3 great 4 history 5 inventor

6 missing 7 ordinary 8 surprise

o S tu d y skills

Do you remember the abc?

} Wr

a b e d e f g h i j k I m n o p q r s t u v w x y z (abc) W rite th e w o rds in th e correct order.

1 cousin inventor history maid arm chair

2 surprise bandage ankle weekend study

3 nod shake travel whisper promise

4 clever w orried ordinary g reat true

W rite th e w o rds in th e box ne xt to th e ir d e finitions.

^ in v e n to r surprise history cousin ord ina ry age missing g re at ^

1 how old someone (or something) is: _

2 th e son o r d aughter o f y o u r aun t o r uncle:

3 w onderful, excellent, fantastic: _

4 things th a t happened in th e past: _

5 someone w ho thinks o f (or makes) something new:

-6 not here, n o t th e re :

7 usual, n o t special:

something you did n o t th in k w o uld happen: _

N o w check th e w o rds and th e ir d e fin itio n s in y o u r D ictionary

Unit 1 D ic tio n a ry skills

U n it 1 Lesson 1 - Poster 1, Reading

Trang 23

Lesson 2 Reading com prehension and vocabulary

Lesson aim Reading comprehension; vocabulary

• re-read Escape from the fire

• answer literal and personal response comprehension

W - u p Read ag a in Comp & vocab W B

W arm -up

A lphabetical order W rite on the board some words from !I

house, hurried, happened, hurt, hello Give the children I

one or tw o minutes to w rite them in alphabetical order 1

(See Games, p215.)

"

Reading comprehension and vocabulary

1 W ho said these w ords? Circle th e answer.

1 I hope we have a g re at weekend Lucy Robert

2 It's alw ays good fu n a t Grandad's Lucy Robert

3 Hello, Robert Come in g ra nd fath er Mrs Green

4 I've h urt my ankle. g ra nd fath er Mrs Green

5 W hat's special a b o u t it? Robert g ra nd fath er

6 You p u t in th e date you w a n t to visit Robert g ra nd fath er

2 Talk a b o u t th e answers to these questions.

1 Do you th in k Grandad is an interesting person? W hy or w h y not?

2 Do you th in k tim e travel could be good fu n or to o dangerous? Why?

3 Look a t th e title o f the story again Do you kn ow a b o u t any big fires? Where m igh t Lucy

have gone?

3 Label the picture, m aid study inventor arm chair ankle bandage

4 M atch the verbs and th e definitions.

a nod b escape c shake d promise e mean

1 to say you w ill do something _

2 to move an object fro m side to side quickly _

3 to move yo ur head up and down _

4 to explain an idea _

5 to get a w ay fro m _

U nit 1 Reading comprehension and vocabulary: Who said it?; persona! response; definitions

Reading co m p reh en sio n and

vocabulary (PBp24)

Read a g ain

Re-read Escape from the fire to the class or ask d iffe re n t

children to read aloud A lternatively, play track 9 w hile the

children listen and fo llo w in th e ir books

A ctivity 1

Ask a volunteer to read the first sentence Ask Who said it,

Lucy o r Robert? Elicit the answer Check w ith the rest o f the

class The children circle in th e ir books

Continue w ith the other sentences

Answers: 1 Lucy 2 Robert 3 Mrs Green

4 gra n d fa th e r 5 Robert 6 g randfath er

A ctivity 2

Ask a child to read the first question Elicit an answer Ask fo r reasons fo r the answer Note a w ord or tw o on the board,

e.g inventor, tells stories, knows a lo t o f history, etc Ask if

anyone has a d iffe re n t answer

Ask a child to read the second question Elicit as many

d iffe re n t ideas as you can, e.g It would be good fun because

you could see w hat happened a long time ago; you would

go to lots of new places; you could talk to the people.

It would be too dangerous because you might go to the wrong place; you might not get back; you might meet someone dangerous.

Note ideas on the board Encourage the children to say as much as they can

Tell the class to look back a t the story title Ask if they know o f any big fires Let them tell you about any they know of They

may remember the Great Fire o f London from English World 4

Ask f o r suggestions ab o u t where Lucy m ight have gone

A ctivity 3

Ask one or more children to read the words

Give the children a m inute or tw o to label the picture

Check answers together

Answers: 1 maid 2 ankle 3 bandage 4 inventor

5 armchair 6 study

A ctivity 4

Ask a child to read the five words

Give the class a short tim e to read the definitions silently.Tell the class to w rite the letters a to e next to the correct definition

They may use th e ir Dictionaries to check if th e y are not sure Ask fo r the first answer Check everyone agrees

Trang 24

Continue w ith the other definitions.

Answers: 1 d 2 c 3 a 4 e 5 b

Workbook: Reading com prehension and

vocabulary (w b p3)

Check the children understand the tasks They should be able

to complete these exercises independently They give an

o p p o rtu n ity fo r the children to develop th e ir own dictionary

skills

Exercises 1 and 2

Point out exercise 1 and remind the class th a t they must re

read the text before they try to answer exercise 2

Remind the class to use th e ir Dictionaries to check definitions

when they complete these exercises if they are not certain o f

the meanings

Exercise 2

2 story; history 3 aunt; maid 4 arm; leg 5 best;

newest 6 special; ordinary 7 passenger; password

1 Read Escape fro m the fire again.

2 Read th e sentences Circle th e w o rd th a t is w ro n g W rite the correct w o rd.

1 Robert was g oing to stay w ith his (grandm o th e r).

2 Grandad's house was fu ll o f story boo ks

3 Mrs Green was Grandad's a u n t _

4 There was a big bandage on Grandad's arm

5 Grandad showed Robert his best invention

6 Robert th o u g h t th e m obile phone looked special.

7 Grandad to ld Robert a b o u t the passenger

8 Grandad made fo r ty tim e-travel phones. _

3 Choose the correct w o rd to com plete each sentence.

cousin kind p roudly history surprise chapter ^

1 The last _

2 I t h in k

3 A penguin is a

4 "This is my new baby b ro th e r," said K a te _

5 We are going to Spain on holida y! It's a big _

in th e book was th e most exciting.

_ is a very interesting subject

_ o f sea bird.

6 Fred plays basketball every d ay a fte r school w ith his

4 Choose and circle a o r b.

U n it 1 Find th e incorrect w o rd ; cloze; m eanings

Unit 1 Lesson 2 - Reading comprehension and vocabulary 2 !

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Lesson 3 Grammar

Lesson aim Grammar

• understand the composition o f the key structure

• practise the key structure

• produce the key structure independently

Key structure While + past continuous w ith the past

simple

Vocabulary fro m Lesson 1 Materials PB p25; WB p4; GPB p4 Time division

W ord chain Team A writes a w ord on the board Team B |

must w rite a w ord beginning w ith the last letter o f Team I

A's w ord (See Games, p214.)

Grammar

1 Look and read.

Hi! It’s tim e /o r some fantastic grammar!

Robert was packing his bag

The telephone rang.

W hile Robert was packing his bag, th e telephone rang

2 Look, read and m atch W rite th e letters.

1 W hile th e boys were playing fo o tb a ll, a dog to o k th e ir b a ll

2 W hile Jim was swim ming, he saw a shark

3 W hile w e were having a picnic, it started to ra in

4 W hile Sue was w atching TV, someone knocked on the d o o r

3 Complete th e sentences The pictures w ill help you.

Tell them to look at the tw o pictures

Let a volunteer read the first tw o sentences

Ask W hat was Robert doing? He was packing his bag.

Ask W hat happened? The telephone rang.

Let a volunteer read the th ird sentence

W rite it on the board Underline While The class reads.

A ctivity 2

Give the children a fe w moments to look a t the pictures and read the sentences

Ask a volunteer to read the first sentence Ask Which picture

matches the sentence? Elicit an answer Check everyone

agrees The children w rite in th e ir books

Continue w ith the other pictures

endings could be suggested, e.g met a friend, said hello

to a friend, spoke to a friend, saw a friend, etc Accept

any answer th a t is gram m atically correct Make sure the class realises th a t there is more than one correct answer Encourage them to th in k o f as many endings as they can

W rite them on the board

Continue w ith the other sentences Encourage d iffe re n t answers For number 3, remind them th a t the sentence must

start w ith While Remind them o f the tense a fte r While.

U n it 1 Lesson 3 - Grammar

Answers:

2 met a bear / saw a bear / heard a bear / scared a bear

3 While the man was digging / w orking / in the garden

4 W hile we / th e y / were having dinner / lunch / eating .

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Workbook: G ram m ar (w b p4)

Exercise 1

If necessary, remind them o f the tense fo llo w in g While Point

o u t the example

The children should be able to complete these sentences

independently

Exercise 2

If you wish, go th rough the pictures Check the children

understand w h a t is happening in each one

Remind them to start th e ir sentences w ith While.

Exercise 1

2 was w atching, rang 3 was making, knocked 4 were

climbing, saw 5 was doing, arrived 6 was playing,

hurt

Exercise 2

2 W hile the children were w alking in the forest (wood)

they heard (listened to) a w olf 3 W hile the man was

walking, the w ind blew his hat a w a y (his hat blew aw ay

/ came off) 4 W hile the w om an was in the supermarket

(shopping) a man (thief) to o k (stole) her bag

I[

G ra m m a r I love grammar Do you?

1 Complete th e sentences w ith a verb fro m each box

Be careful to use th e correct tenses.

2 Look a t th e pictures W rite sentences like th e exam ple.

While ike boys were playing football they broke a window.

Unit 1 While + past continuous, past simple

Grammar Practice Book (gpb p4)

When the children have completed the PB and WB Grammar

pages, th e y may complete GPB page 4

G ra m m a r Practice Book answers

Activity 1

2 were eating, saw 3 was crossing, rang 4 was taking,

fell over 5 were carrying, dropped

Activity 2

1 W hile they were looking a t the bananas, they found a

spider 2 W hile she was playing w ith her doll, she hurt

her finger

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Lesson 4 Grammar in conversation

Lesson aim Grammar in conversation

• listen to a conversation

• th in k o f th e ir own ideas fo r a similar conversation

• hold a short conversation in pairs

Key language used to + verb

Vocabulary toys, childhood and fa m ily Materials PB p26; CD A track 10; WB p5; GPB p5 Time division

Warm-up

W rite on the board While the sun was shining Put

past tense verb cards below, e.g played, swam, went,

arrived, opened.

Teams take turns to make up sentences, e.g While the

sun was shining, we played outside / in the garden /

football, etc.

iIIIII1IIIIi

Do you remember w hen you were little?

Yes, o f course I used to go to m y grandm other's

house every day.

Really? Why?

Because she used to look a fte r me w hile

Mum was a t work.

Did you like going to her house?

It was g reat Grandma used to read stories

and sing songs.

And we used to make cakes together, too.

That sounds nice.

Yes, it was.

2 Think, w rite and say.

Think a bo ut when you were little W h a t happened the n b u t n o t now?

^ I used to build castles w ith bricks.

I used to play w ith dolls J

/

My mum used to read stories to me.

Useful phrases How a bo ut you? Really?

W hy? That sounds nice.

A ctivity 1

Point out the picture Explain th a t the children are talking The boy is thinking Ask the class if th e y know w h a t he is

th in kin g about Hear suggestions

Tell the class they are going to hear w h a t the children are

ta lk in g about

Play track 10 The children listen and fo llo w in th e ir books

Ask w h o the boy, Sam, is th in kin g about: his grandma and

the things they used to do together when Sam was little

A ctivity 2

Read the sentence and the question to the class

Ask volunteers to read out the children's speech bubbles

Make sure the class understands th a t used to + verb is used

fo r something th a t happened in the past but doesn't happen now The children in the photos are ta lk in g ab o u t things they did but do not do any more

Tell the class to w rite dow n one or tw o things they did when

th e y were little but th e y do not do now Give them a minute

or tw o to do this

Ask the children to tell you things th e y used to do Put some

o f th e ir suggestions on the board Ask extra questions as appropriate Let other children ask questions if they can

Ask some pairs to repeat th e ir conversations The class listens

Trang 28

Workbook: Grammar in

conversation (W B p 5)

Exercise 1

Explain th a t used to is in every sentence but the children

must choose the best verb to add fro m the other box to

complete each sentence

Exercise 2

Make sure the children understand th a t they change the past

tense verb to used to + verb.

Do the first example on the board w ith the class The children

do the rest o f the exercise independently

Exercise 1

1 used to go 2 used to look a fte r 3 used to read

4 used to make 5 used to play 6 used to sleep

7 used to drive 8 used to live

Exercise 2

2 used to go 3 used to play 4 used to swim 5 used to

teach 6 used to ride 7 used to like 8 used to win

Grammar Practice Book (gpb P5)

in conversation pages, they may complete GPB page 5

Grammar in conversation

1 Complete th e sentences w ith w o rds fro m each box.

used to ^ look a fte r sleep five read play go drive make

1 Sam -to his grandm other's house every day.

2 His g ra n d m a him.

3 She - stories to him.

4 T h e y - cakes together.

5 W hen she was little , A m y w ith dolls.

6 When I was a baby, I in a tin y bed.

7 Uncle Fred -an old car b u t n ow he has a new one.

8 H e -in Canada b u t n ow he lives in France.

2 Change the underlined verbs to used to + verb.

1 Jenny had long h air b u t n ow her h air is short.

-Jeanu used to h.a.ve long h a ir hut now her hm r is short

2 Billy w e nt to school by car but n ow he goes by bus.

3 Helen plaued th e piano b u t n ow she plays th e violin.

4 The boys swam every day b u t now th e y swim once a week.

5 Miss Fox ta u g h t French b u t n ow she teaches English.

6 M y bro th e r rode a m otorbike but n ow he has g o t a car.

7 B illy liked ice cream b u t now he hates it.

8 The fo o tb a ll team won every game b u t n ow th e y alw ays lose.

U nit 1 used to

Activity 1

2 When Tom was little, he used to play w ith dinosaurs.

3 When Lucy was little, she used to play w ith dolls

4 When Lucy was little, she used to have long hair

5 When Tom and Lucy were little, they used to play in

the garden

6 When Tom and Lucy were little, they used to have

bicycles

Activity 2

2 They used to have bicycles but now they have cars.

3 Tom used to w ear shorts but now he wears trousers

4 Lucy used to play in the garden but now she works in

Trang 29

Lesson 5 Spelling, Use of English

Lesson aim Spelling; poem; Use o f English

• listen to pronunciation o f words beginning wh w ith a

silent h

• practise spelling and w ritin g words beginning wh

• understand and say a short poem

Target words where, when, w hat, why, which, wheel,

whisper, whale, whistle

Materials PB p27; CD A tracks 11-14 ; WB pp 6-7; GPB p6 Time division

Warm-up

W ord races Game 1 The children w rite down as many

words as they can th in k o f beginning w ith, fo r example,

f (See Games, p215.)

■»

l I I i I I l

S p e llin g |n Words w ith wh, sometimes you can’t hear the h J

W here w ill th e tim e m achine ta k e me?

1 Complete th e w o rd s w ith w h W rite th e w ords Read th e words.

_ale

eel

Listen and say th e words.

2 Complete these question w o rds w ith wh W rite the w ords Read the words.

_ ere _ y _ a t _ en -ich

( j ) Listen and say th e words.

3 Choose a w o rd fro m A c tiv ity 2 to com plete these questions.

_ w ill th e tra in arrive?

_ shoes do you like?

_ is yo ur hom ework, Dan?

_ does an elephant have a long trunk?

w&Ce I

p Listen and say.

Time machine, tim e machine, ta ke me aw ay!

Take me somewhere exciting to d a y!

Show me th e w o rld o f long ago

When mammoths walked throu g h ice and snow

Show me th e pyram ids rising high

Into th e Ancient Egyptian sky.

Show me adventurers brave and bold

Sailing th e seas fo r Aztec gold.

Time machine, tim e machine, ta ke me aw ay!

Take me somewhere exciting to d a y!

U n it I Spelling: words w ith wh

Spelling (pb p27)

Spelling box

Point o u t Miss Sparkle's speech bubble Tell the class to listen

and fo llo w in th e ir books Play track 11 The children listen

Read the example word The class repeats Ask a volunteer to

read the example sentence

A ctivity 1

The children complete the words then w rite the w hole word

Give them a tim e lim it to do this Play track 12 The children listen and repeat the words Ask d iffe re n t children to read

o u t th e ir words

A ctivity 2

The children complete and w rite the question words Give them a tim e limit Play track 13 The children listen and repeat the question words

Ask the class to th in k o f questions using the words If you wish, divide the class in tw o See which side can th in k up a question first using any w o rd you choose

A ctivity 3

The children read the sentences and choose the best w ord from activity 2 to complete them Remind them to look a t the pictures to help them

Answers: 1 w h a t 2 When 3 Which 4 Where 5 W hy

u nfa m ilia r language

Play track 14 again The children listen and follow Point o u t to the class th a t the last words o f each pair o f lines rhymes

Tell the class to read the first tw o lines together

Invite three volunteers to read tw o lines each o f the verse Tell the class to read the last tw o lines together

The class may learn this poem if you wish

To complete classroom Lesson 5, move on to Use of English,

WB p7.

Read Mr Smash's speech bubble to the class Ask a volunteer

to read the example sentence W rite it on the board

Exercise 1

Read the tw o sentences Ask a volunteer to read the phrase

W rite it on the board

Read the next tw o sentences Point o u t the ending o f noisy.

30 U n it 1 Lesson 5 - Spelling, Use o f English

Trang 30

Read the next tw o sentences Ask a volunteer to read the

example sentence Read the in fo rm a tio n ab o u t the spelling

change Point it o u t in the sentence on the board

Exercise 2

Ask a volunteer to read Miss Smart's speech bubble Ask

others to read the adjectives Point out the spelling o f the

first adverb The children w rite the adverbs Check answers

by letting d iffe re n t volunteers w rite the words on the board

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