super minds 6 teacher s book

The story text feotures exomptes of the grommor ond vocobutory of the unit' but the moin purpose of the Time Trovellers story is to encouroge students to engoge with longer texts thot co

CAMBRIDGE UNIVERSITY PRESS

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CAMBRIDGE UNIVERSITY PRESS

CotUtiaq", New York, Metbourne' Modrid' Cope Town'

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Combridqe UniversitY Press

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This pubticotion is in copyright' :'bj;:1.1:^t'fotutory exception

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il;;r;;:tLn oi ony port moy.toke ptoce without the written

permission of Combridge Universtty rress'

First pubtished 2013

Printed in Chino by Gotden Cup Printing Co' Ltd

AcotologuerecordforthispublicotionisovqiloblefromtheBritishLibroryISBN 978-0-521-21518-3 Teocher's Book 6

isetti gzs-o-s21-288i-4student's Book with DVD-RoM 6

iieN gze-o-s21-22398-0 workbook 6

ISBN 978-1-1 07-6774t-4Teocher's Resource Book with Audio CD 6

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-9ze-o-s2t'21587'9

ctoss Audio cDs 6ISBN 978-0-521-22412-i iioii*ot" ond Interoctive DVD-ROM 6

Co m b r i ds e U n i v e r-s ity P re s s ho s

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P o # the course

ThinkingskittsUnderstondingchorocter ondsituqtion

Story ondvoluesBock in timeogoin

T h i n k i n gobout whotyou're doing

G r o m m o rPatrick has alreodY hod onoccident in the lob

Hos Phoebeseen the BosPhorusBridqe vet?

Thei haven't met on olien Yet

which / who / where revision

trock, bike rock,

Iitter bin school

bett

" iong The Time Trqve[ers 's' Phonics: Spetl'ing potterns

Engtish for schootLiteroture:

Treasure IslandProject Writethree texts qboutyour fovouritebook

ThinkingskittsHypothesising

Skitts

n e o d i n g @ ,

L i s t e n i n g ,speoking ondwriting

Story ondvotuesThe pirotes'teosureBeing honest

G r o m m o rI've been interested in musicsince I wos ten

He's known his friend Chorliefor six yeors

How long hove You hod Yournew loptop?

,P SongS Get on boord! '" Ph"nrcs: -sure ond -ture '= Gonmunlcqtion

Engtish for schoolHistory:

The history of thecor

Project Imogine

it is the yeor 2200.Write ond drowtwo more eventsfor the timetine

Thinkingskitts

Inferencing

m e o n i n g

Skitl"sReodingListening,

s p e o k i n q o n d

w r i t i n g @

Story ondvotues

A problemfor PotrickListeningcorefutty

GrommorYou need / don't need to '

Cities of the future will hovemonoroils

Peo,ole won't hove to work sohord

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Engtish for schoolPhysics:

LeversProject: Doexperiments withtevers

Thinkingskitts

L o g i c o I t h i n k i n gEvotuoting

Skitl.s ondvotues

StoryProfessorPotts

Grommqrtoo monY / not enoughCon you tell me whot thismochine is? / Iever does? / switch is for?

" Functionol lnngluoge diologue Greotivitg '* Revisions My p-ortfotio

Engtish for schoolPhysics:

The moonProject: Moke

y o u r o w n m o o n

p h o s e s

T h i n k i n gskitts

S e q u e n c i n g

L o g i c o I t h i n k i n g

H y p o t h e s i s i n gCreotive thinking

Skitts ondvo[ues

StoryAlex, theengineer

G r o m m o rGoing on o sPoce triP isexciting

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About Super lilinds

Whot is Super Minds?

Super Minds is o seven-tevel course for primory oge

students, with o Storter [eve[ underpinning Super

Minds 7 By buitding sotid foundotions, exponding young

minds, kindting the imoginotion ond fostering positive

votues, Super Minds encouroges students to become

smorter os they devetop in the widest educotionol sense

A ftexible opprooch

Super Minds offers moximum ftexibitity:

t Super Minds gives the option of on orot-ourol

introduction to Engtish in the S]orter levet, whereos

some schools moy prefer to begin with Super Minds 'l

This re-introduces ot[ the [onguoge from the Storter [eve[

in different contexts, devetoping otl four skitts

I At[ seven levels of Super Minds hove been specificotty

reseorched to coter for o voriety of teoching situotions

i n c t u d i n g t h o s e w i t h o h i g h e r t h o n u s u o l n u m b e r o f

hours of Engl,ish per week The units inctude lessons

with o core syttobus focus ond odditionol lessons

which con be used ftexibty occording to the time

ovoitobte for Engtish This is exptoined in the Tour of

o unit (see poges xi-xiii)

Building solid foundutions

Super Minds 5 is oppropriote for students who hove hod

five yeors of reoding ond writing in Engtish The syttobus

is corefutty structured to toke students through Ftyers,

the lost [eve[ of the YLE exoms, ond to introduce some of

the structures from the Pre[iminory Engtish Test (PET) for

Schoots syttobus There ore otso proctice tosks for the Key

Engtish Test (KET) for Schoots.

A Grommor focus section ot the bock of the Student's

Book odds to the students' increosing oworeness

of longuoge potterns ond on irregutor verb list ot

the bock of the Workbook enobtes students to work

independentty

Alongside receptive skitls work, Super Minds 6 builds on

the students' increosing ftuency in both speoking ond

writing Functiono[ [onguoge diotogues provide students

with o bonk of usefuI phroses ond specific speoking

tosks ot the end of eoch unit devetop rote ptoy ond

presentotion skilts The My portfotio feoture ond its

occomponying proctice section in the Workbook provide

opportunities for students to write o ronge of text types

Super Minds begins from the premise thot the studentsore not just [onguoge leorners but exptorers in everyospect of their educotionot devetopment The courseenobtes students to become smort in three woys:

o Wider thinking through the oppticotion of knowtedge

is encouroged by content ond [onguoge integrotedleorning (CLIL), with topic-bosed moteriot cteortylinked with subjects ocross the curricutum

Gomes ond other octivities in poirs, groups or os owhote ctoss ore designed to improve students' memoryond concentrotion skitls

In Super Minds 6, specific octivities devetop o ronge ofskitts from mothemoticot skil.l.s to thinking skills such os

h y p o t h e s i s i n g o n d i n f e r e n c i n g m e o n i n g

Super Minds 5 begins with ocontinuotion of the storyline fromSuper Minds 5, where the threeTime Trovetters, Atex, Phoebe ondPdtrick, hove orrived bock in theschool ptoyground, but it is justbefore the some Science lessonstorts Phoebe ond Alex'don't [etPotrick do the experiments this time, but he fiddtes withhis goggtes ond couses onother exptosion The goteoppeors ond they once ogoin begin their odventures,trovelting in time ond spoce, visiting different ptoces ondperiods in history

The students' imoginotion ond creotivity ore otsoexercised through rote ptoy ond writing octivities

Fostering positive vqtues

Super Minds 6 uses the Time Trovelters stories ondother reoding"texti os o vehicte for the ittustrotion onddiscussion of votuesl The students ore encourogedthrough discussion ond specific Workbook octivities tothink obout the deeper meoning of the stories, such oslistening corefutty, thinking of others ond coring for theenvironment

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r Vocobutory puzztes, written

grommor proctice of sentence

[eve[ ond reoding, writing,

[istening ond speoking octivities

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ilili.;ir"';:L'

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A Phonics tip on specific sounds ond spetting potterns

A votues octivity for eoch unit drown from the messoge

in the Time Trovetters stories or other reoding texts

2 revision poges for eoch unit with vocobutory work,grommor puzztes thot guide the students to constructsentences using the two structures presented in theunit ond o writing octivity otternoting between guidedpicture composition ond o situotion prompting on

e m o i t , o d i o t o g u e o r o t h e r p e r s o n o l r e s p o n s e

O k k u * ! ! 6 - d s d - - - e d o @ d

Teqcher's BookThis Teocher's Book is interleovedwith the Student's Book poges Eochpoge of teoching notes feotures:

a An Aims box with detoited lessonoims, new ond recycted [onguoge,ony necessory or optionot

moteriots ond the [onguogecompetences thot the students witlochieve

o Concise ond cteor instructions together with onswersfor ot[ the Student's Book ond Workbook octivities

c Additiono[ lesson stoges in coloured boxes:

Worm-up: ideos for beginning the lesson, recycting[ o n g u o g e o r p r e s e n t i n g n e w [o n g u o g e

Ending the lesson: simpte ideos thot ore flexibte in thetime ovoitobte to bring the lesson to o ctose, requiring

no presentotion or extro moteriotsExtension qctivities: optionoI octivities for extendingthe focus of the lesson, for which ony odditionolmoteriots ore listed os optionol in the Aims boxThe Topescript for listening octivities in both theStudent's Book ond the Workbook is on poges 118-126

of the Teocher's Book

Answers for the preporotory octivities in the Myportfotio writing proctice section of the Workbook ore

on poge 127 of the Teocher's Book

Clqss CDsThe 4 Ctoss CDs contoin o[[ the recorded moteriol forthe Student's Book ond Workbook, inctuding the songs;korooke versions ond stories

Ctqsswqre CD-ROMThis whiteboord softwore feotures:

* The Student's Book poges

c The oudio moteriol

It is otso pockoged together with the Interoctive ROM, whlch provides interoctive octivities ond gomes for

DVD-c t o s s r o o m u s e

As wetl os o CD of the recorded moteriol for the listeningtests this component contoins the following ftexibtephotocopiobte resources for eoch unit:

r Three worksheets to reinforce the core vocobutory ondstructures, without introducin g u nfomitior [o n g uoge

t One crosi-currif,utor extension worksheet

* Teoching notes with suggestions for exptoitotion ondoptionoI fottow-u P octivities

An End-of-unit progress test evotuoting the corevocobutory ond structures with reoding, writing ond[istening octivities

in the Student's Book ff*r"v*cx

e A usefuI reference list giving

the bose, Post ond Postporticipl.e forms of ot[ irregulorverbs thot the students meet

in Super Minds 6, even thoughthey ore not exPected to knowond use otl these verbs in thesimpte post or Present Perfect

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Alrnq:ouorsuaqerdurol Uor.{s o {q pamolo+ sl slLll {rolnqo:onla6rol aql +o auros 6u1sn 'sburpunolns nnatj rraq1 olpoal srella^D4 eurf eql qlrqm ur an6olorp o roaLlueql ,{eq1 '}uo^aler aJeqM puno.rbq:oq loJn}ln) rolDrrolsrLl burnrb 'Uun aLll +o lxoluo) aql sluasard qrrqmya1 A.ropnporlur uo o uelsrl puD poer sluepnls aql

.alnlrrd aq1 ugsue1 paroqurnu eql 6ursn reqlo qlDe ]sel {aq1 so ;ra1eql uo spJom rurou +o lsll eLll ra^o) uaql {ar.11 'a.rnprdaql ur l.rolnqof,on ^ eu eql pull puo uelsn sluepnls eql

'l!un oql ur ralol {.ro1s ar4,to apostda aql JoJ auorl 6urpas-auars rtrol:nporlur uD sttsllo oslo qlrq/!/\ uorlorlsnllr lnlJnolo) o ur posllonuelu(Dpuo paluasord sr yun aql lo fuo1nqo:on aJol aql

i l a ! l n l u a s a r d / t r a l n q D f o A

L uossrl

'IooQllo^ eql u! uollx}sarprord 6u;l;.rrvr o;'loprod ,(UU eql puo loog errnos{s.JeLllDeI eql u! slaaqqJom aql 6ursn {q louepu ixflpuelxe uo) laom lad slnoq g 1 uorll atour r.llrm sessoD

'1aann rad s.rnoq

91o1drLll!/n sessol) ro+ loualou qbnoue sapgno.rd )ooepqnpuo )oog s.luapnls aql ul lolrelour aq111o 6u1511

'snqo1{s roururo.6piro rfuolnqo)o^ aql 6uueno: llrls lqrqm'Zt-/ suosstl

- +o llo Jo'auJos lno ssr,r o1 uorldo eq] a^oq aJo+ua[laann.rad qsn6u3 ]o sJnoq g uor{l Jerure} Ll}lrlrr sessopf

,g n loe r: q*^, J$:i1'::i,::?',i:l##;

asn oql puo )JoM slllls uo srDo+Zl-L suosstl o

'sarU^rlf,o dn-rvro1p1slr qilltn i.ro1s 6uro6-uo elll 1o eposrda uo puo anbolope6on6uo1 louorpun+ ro 6uos o 6urpn1:ur so lla^ srr'a6onbuo1 eJo) rlrrau esrlrord puo luese.rd 9-L suossin o

:suorlonlls 6urqroel luereJ+rp Jol alqqpl! eloLu o1 {onn elqrxel} o ur peJnpnr}s s! lo!Ja}ou, nlf,'a6od

1ooq1ro6 6u rpuodsalror s]! qllm raqa6o1'uossal o solnlrlsuo) )oog s.luepnls or11 ur a6od rpq'suossel e^leMl qllM qloe 'slrun uroui euru ueql aJo:nir,ll

'sugouo:d a^rloleJ puo pa;.red uaeadaql sasf^ar puo S spul6.radn5 ur sernlue^po s.))ulqd prDaqeoqd 'xolv lo ))oq qool srrll ')ooq)ro^ eql puo loqs.luapnls aL{} q}oq ur uun uossal af,uaps eql uI a6odt

fuopnpo.rlur uo t{}rm sur6aq g spurgredrl;

+!un p to rnol

Lesson 4

G r s r n m a r 2

Lesson 4 introduces the second grommor point for

the unit

The ronge of presentotion ond proctice octivities is

simitor to Lesson 2, inctuding Grommor focus'

Lesson 5

S t o r yThis lesson feotures on episode of the Time

Trovetters story, fottowing on from the opening

scene ond diologue in Lesson 1 The stories ore

extended norrotives reod by o norrotor with

chorocters octing out the direct speech The

story text feotures exomptes of the grommor ond

vocobutory of the unit' but the moin purpose of

the Time Trovellers story is to encouroge students

to engoge with longer texts thot contribute to their

understonding of the unit toPic

r The teoching notes first suggest eticiting whot the

students remember obout the chorocters'

time-trovetting odventures so for

o The students then do o short sconning or

skim-reoding tosk

r They reod ond listen to the story ond check their

onswers to the Pre-reoding tosk

r The students then turn to voried proctice qctivities

in the Workbook These include:

- ffi Thinking octivities, working on skitls

suin:Fin+erenci n g or logico I thi nking

- Activities summorising events in the story

r The Ending the tesson octivity in Lesson 5 is o

rote ptoy in which the students use the direct

speech from the story to re-creote the

time-trovetting odventure

Lesson 5

S t o r y f o l [ p w - u P n n d v c l u e s

Lesson 6 exptoits the story in more depth ond, in

some units, offers on opportunity for the discussion

of votues

r Foltow-up comprehension octivities in the

Student's Book remind the students of the story'

@t where retevont, the teoching notes

g.rffit discussion of the deeper meoning of the

itory ond there is o specific tosk in the Workbook

which drows out this messoge

r There ore qtso further proctice octivities in

the Workbook, incl'uding imoginotive tosks

springboording from the situotion in the story'

Lessons 7 ond 8

S k i l t s w s r kThese two lessons offer topic-bosed octivities developing ot[four skitts, with the porticulor skilts focus cteorty identified ot thefoot of eoch poge

@, some units otso inctude o votues focus in both theStudeni's Book ond the Workbook

r The reoding texts in these skitts octivities inctude o ronge ofouthentic text types, with o topic-bosed story in Units 3 ond 7'

r The voried octivities inctude:

t

@ Thinking skitts work

" n"El6i tosks in the styte of the Key Engl'ish Test (KET) forSchools tests in the Workbook os o gentte introduction tothe exom

r Opportunities to personotise longuoge or to use itimoginotivetY

Lessons 9 ond't0

E n g L i s h f * r s c h o c lThese two lessons introduce o topic from onother oreo of thep,rimory school curricutum which is retoted to the overotl unitiopic They ore designed to encouroge the students to leornobout other subjects through English ond then to demonstroteond oppty thot knowtedge in fottow-up tosks including oproject

r The first tesson usuolty introduces the topic ond presentswords which the students use octively but which ore not corevocobutory

r The second Engtish for school lesson provides opportunitiesfor the students to oppty their knowtedge from the previouslesson, devetoping their thinking skitl's

r A creotive or simpte reseorch project to be done either ingroufs, poirs or individuotty rounds off the work on the topic'

The corresponding poges in the Workbook consotidote thework on the topic through o wide voriety of octivities'

'sDept u/V\o JraLlt tlll/v\ JDruruoJo uun aql 6ulsnse)ualues eloar) o+ sluepnls 6urnno11o 1so1 6ut1t:rvr

o puo selzznd qrlrur rourutol6 uun aql dn spunol)ooq)lo6 aql u; se6od uorsr^eu oml +o lsJl+ eq1

'sMollo aulll so

ssol) aql rol l1 Lu.to;.rad

u a q l p u o a n 6 o i o r P Jreql asrlfoJd Aeql o 'sajnl)nJls JeMsuD puo uorlsanb alor.rdo.rddo qllrvr an6olorp raLll uold o1 sluepnls aql ro1 poddns ,ro ftua1d saprnord uotlfas a6on6uo1 lnlesn V

'pJol a1o.r 6urpuodserro) aLF poal puo saloJ asooql

puo )oog s.+uapnls aql

ur uant6 a)rnpo 6utltlnn

a q l u o s p l r n q s r q l')ooq)ro^ aql +o l)oqaql lo uollles arllroldbutlurn o11op.rod {naql sl aiaql 'uossel s!Lll

ur )ro^/\ IooS s.]uapnlsaql Jal+o ;o aPts6uolo

dn spunor 1ooq)ro1

a q l u 1 s e 6 o d u o t s t ^ e u o/V\l jo puo)es aql * 'fuo1s o llal ol esual

l u a s a r d e q l 6 u r s n p u o leuralul eql uo Alalos 6utlunn so qlns ')sol 6urlunn Ll)oo +o snlo+

e q l l n o q o s l u l q lnlasn saprnord xoq slelltm

lo;sdr1o

6ffi "rc*tr 'orlop.rod reql ul dael Aaqt q)rqm 'q)loesar Jo ]xal

pasqouoslad ;o a:atd UoLls o 6ur1t:rrn ut sluapnls aql

yoddns ueql e-serlf 'slxel lepou t{}!M 6u!1JoM 'q:aads

l)arp puo santl:efpo 6utsn so q)ns qlqs-qns 6ut1r.ran

6urpn1:ur 'sar]r^rl)D paprn6 eJo araql ]run q)oa uI

'sa6od eseql uor+ )JoM Jleql daal o1 onoplod

o e)ou ol t llun ut pa6olno:ue aJD sluepnls eql

's11r1s 6urlunn sdolanap puD ltun eqt +o a6on6uol puo rrdol aq1 dn spunor uossal lsol aql

' a 6 o n 6 q la11t1 A:ossa>auun r.n uorlo+lsaq plo^o @' 6utst1>o.td puo EDsm :nol butpafold rw, rnort 1no 6ulPoal rout puo dn 6ur1oo1 5I) LiFi|ils slulq lnlasn saFfto,@ xoq s.raluaca.d"q

sdlrv 1!'.

sorP,6 uul

ro srrod ur 'rtlonprnrpur raqlla 'uotloluaseJd o adld

ol uaql ro1 aruoprn6 dals-Aq-da1s uaqq e e,51l1{11lL.'

"Fili 6urua1srl-alrqtvt trot{s o elalduo: Aaql alrq,np

o so uorloluasard luapnls D ol ualsn lslg 'ssol) aql ol uorloluesa.rd 1ou.ro1 o 5'ugru6 t{t"'ilc'{l ,{eq1 so s}uepn}s spoddns eJn}oa} }uasald qqilt

Super Minds 6 is corefutty structured to include regutor

opportunities for students to proctise speoking' The

course devetops ftuency through pl'oying gomes in

p o i r s , o c t i n g ' o u t i n p o i r s o r g r o u p s o n d p r e s e n t i n g

iormol.ty either individuol'ty, in poirs or in groups' Ctoss

presentotions witt be discussed in more detoit in this

section, but the fottowing generoI suggestions ore

oppticobte to other speoking octivities'

M o n ito ri n g s Pe o ki n g o ctiv itie s

e White the students ore working' wotk oround the ctoss

tistening with interest, but try not to interrupt thestudenti If you heor minor errors, you con note themdiscreetty on o piece of poper ond mention them in thefeedbock stoge without noming the students'

r If you heor o lot of studenis moking the some error' o

quick sotution is to stop the tosk briefl'y, drow students'ottention to the probtem ond osk everyone to repeotthe word or structure correctty before corrying on'

F eedbo ck of te r speaki n g o ctiviti es

Attow oppropriote time for o feedbock stoge ofter

ony ,p"oking octivity to give the tosk purpose ond to

ensure thot the students stoy focused Congrotutote

the students for working independentty ond focus on

ony errors thot you noted Then osk os mony students

os possibte to rePort bock

* Where on octivity requires more everydoy

c o m m u n i c o t i o n s u c h o s to t k i n g o b o u t p e r s o n o lpreferences, this feedbock con just be o show ofhonds, but remember to phrose the question so thotstudents ore responding obout whot their portner hossoid, not their own Preference

r With more imoginotive tosks, you con invite students

to give their ideos ond vote os o ctoss on the funniest

or strongest ideo'

# [ * y i s t g - * * m e s i * P * i r s

At[ new vocobutory ond grommor in Super Minds 6 is

consotidoted with o speoking gome' moking oroI work

o noturol port of the leorning process' White eortier

levets of the course worked more often with whote-ctossgomes, students ot this [eve[ now hove the moturity toirork in poirs for these gomes most of the time' Thisgives them greoter independence ond, of course' ottowsmore students to proctise of the some time'

S u g g e s t i o n s f o r m o k i n g t h e m o s t o f t h e s e g o m e s :

* The modet in the book is on essentiol tool for setting

up the octivity, but beor in mind thot most studentsoiso need to see on exompte of whot tonguoge theyneed to chonge when they come to do the octivitythemsetves It is therefore best to model the octivityonce more yoursetf using stightty different [onguogewith o stronger student, or to osk two confidentstudents to moke uP o new exomPte

r Depending on the tosk, give cteor instructions beforethe students stort obout whether they ore to toke it inturns or whether you witt signol to the ctoss when it'stime to chonge rotes

r If you hove on odd number of chitdren in the ctoss' osk

q group of three to work together in these vocobutory

o n d g r o m m o r g o m e s o s th i s w i t l u s u o t t y b e e o s y

e n o u g h f o r t h e m to m o n o g e

s Attow students with o wider vocobutory to bring inother longuoge' os long os they ore not testing oportner unfoirtY

A c t i n g * u t i n P a i r sThe Act out feoture in Lesson 11 of Super Minds 6combines the new vocobutory ond structures of the unit

in on extended rote pl'oy which is specificotty designed todevetop ftuency

Suggestions for moking the most of this feoture:

* If you hove on odd number of chitdren in the ctoss'you moy need to hetp o group of three students todivide uP one of the rotes'

I Once the poirs ore estobtished, invite the students tochoose their rotes Ask ol'l' Student As to roise theirhonds, then Student Bs, ond os o finot check' osk

o n y o n e w h o i s u n s u r e t o r o i s e t h e i r h o n d ' T h i s e n s u r e sthot everyone is reody to stort together'

* You moy wont to fitl' out the Usefut tonguoge sectionexomptes with the ctoss to moke futl sentences'However, it is importont to moke it cteor thot these oreonty exomptes ond thot the students ore free to useony retevont [onguoge'

* Set the students o time timit to proctise their rote ptoy'You moy otso Like to estobtish o signol thot you witluse if the noise [eve[ becomes too high'

* Whether everyone con perform for the closs witldepend very much on your ctoss size, but you coutd keep o r.".ord of who hos octed out for the ctoss ondensure thot everyone hos o chonce during the yeor'

I If you osk poirs to perform for the ctoss' use one ortwo key questions from the Usefut tonguoge box toset the rest of the ctoss o tistening tosk, which witt givethem o reoson to listen

'salou 6urq:oe1 1o e6od +uo^alal aql uo puo

esrno) aq1 1o do61 >loog s,raq)oaf aLll ur qloq palo)rpul

aro eseqf 'luaussesso +o suoeu lDr.lrro+ oJolJ o so

looq)ro1 aql;o se6od sllrls aql uo sarlr^rlro burloeds

puo 6urua1sr1 1sa1 qsrl6u3 {a; aql 6ursn laprsuor

oqo plno) no{ puo 4oog $rnosaA s,JaLppa! spul6

ndng eq] ul slsel aql ol +uauala 6urua1sr1 o st eleql

F

s $ ! a s e } 3 $ u r r { } j

'rnx a6od aas '6ur1onlone

uaqm esn o1 sasolqd lo.raua6 reqlo rol

u o r l o r ) u n u o r d p u o A r u a n l l lt e q l .

'Jalsod Toat6 o lu.eJp / soyoqd nol o7 paywod puD pa^our

1 suogsanb roJ a)uarpno aq] paryp no1 ieuop ileA

:so q)ns sluauuof 6ytnl6 puo sreluasatd

.ro1 sd11 eLll uo 6urnno:p 'luo^aleJ eJeqM dno.r6 o

so puD {lonprnrpur q}oq 'sllqs uorloluase:d lleg} r

sl+oJp lour+ puo ls.rr+ aql uaaMlaq luauanoldu! aql uo

Jo UoJp lsJr+ aql ur a6on6uo1 uauulvt 1o {ro:nr:o aq} r

qfroasal Jraq+ +o {1r1onb aq1 r :uo lueuru^ro) plno) noA 1nq 'uorlonlrs 6urq:oa1 lnort

,to slueuJoJrnbe.r aql uo puadap llrn,r asn no{ 1oq1 ualsIs

eqf 'uorloJoda.rd rraql ur6aq Aaql so )JoM raql alonlo^a

11rnn noI ruroq puDlsepun sluepnls lor{} oJns a)of!

s l r c l l * : * + s * r d 6 u l & F n " ! * & g'luaua6orno)uo paau s{oan1o

llr,vr aJn}ou Aq lernb

alo oqm sluepnls +Dql purnJ ur Joaq 's1so1 6urloeds q1r6

' q s r t 6 u 3 u r 1 esolqdal o 1'sroq+

+o puarJ+ o eynur ro 'luapnls aq1 dlaq Jaq]ra puo

; u! aq ol soLl U jr ue^a elnquluo) ol uaq+ a6ornoruS

' q s n 6 u 3 u r 1r ssa;dxa 1 , u o r { a q } y d n p u o q r r a q l 6 u 1 p n d

uroJj ))oq 6uoq 1q6ru {aq1 1nq 'Jamsuo aq1 nnoul r(ou

sluapnls Ja)oem loql requJar!aJ 's)sol 6urua1sr1 q1r6

uorlor,tuoll Jo+ lso o1 qsr16u3 uroorssol) sosh r

aJnllnJls Jo pJoM /v\eu o SOSn I1;,1 ro qsr16u3 ur sr esuodser aql teqlaqll')

{lrnr1ro 6urua}srl o ur 6urpuolslapun se}or}suouep I

:sluepnls eseql +o qroe lDqlsaur+ aqt 6ur1ou ')eaM o Jo+ sluapnls ;o dnor6 roln:ryod

euo uo sn)o+ puo sdno.r6 olur ssDl) eql epr^rp uo: no{

!e^emoH 'luapnls fuana 1o suorlnquluo) lonpr^rpur eq]

ssasso ol lln)t#tp st ]t 'uossal o +o eslno) eql uI ')loM

ssol)-aloqm ur uorlolrasqo ,ro ssa:ord 6uro6-uo uo aq

{146.ro1 llrrvr sllDls 6urloads puo 6urualsrl ur }ueurssessv

u * ! l * A J & s q * f i u l a s - u #{roM loJno-lpJo 6ulssassy

'sa)u oruJo+Jad .rraql a;oduro:uo: no,t puo {aqt }or{} os roe{ aq} +o esJnof aq} Ja^osuorloluasaJd onnl 1soel ]o anr6 o1 auo{;ena ro+ ruro+nq 'slonsr^ puo uorloJoda.rd rreql uo sluepnls eqlllD ssesso 'aso) aql s! slql jI 'ssDl) eql o1 uorloluasa:d.raq1 an16 o1 auor{rena Jo} aur} eq }ou {ou ereql e'peqsrur+ a^oq sluopnls aql llD efuo uotssn)stp.ro1 s:rdo1-qns puo sa1A1s 1o {1auon o Moqs o1 q6nouaAlqoqord sr autl o lo suotloluasald yoqs lno+ loaerqf 'ropuo/v\ o] uDls llt/\A uotluellD sluepnls aql soeruou.roruad uo uossel aloqm o puads ol lou +saq st lI 'uossel reqlouo ur suorlse66ns 6ur>1ou.r punor o6 lo)JoM J!aq} +o l+DJp o ur elol raq+ra uo) no^ 'uo^/\eu/oq.ro1 6uruuold Jraql +o llD Jo otrlos op uol sluepnls o{rossarau so sdnolb puo s.rrod qsnqo}sa o}{1nr1ro 6urua}sn aq} JaUD aurl q6noua nrrollo o} paau1lrnn noA loqt Jaqrxeuer 'euoq lo uorloluesa.rd tlaqlaroderd ol sluapnls eql luoM no{ 11 '1so1 eq} e)npor}ulo1 {lrnrpo 6urua}srl luasald ol aulll aL{} asn plnor nol'uossel D +o pua aql ]D l+ol aull Uoqs o sl eJeq] uaqi

] r u n e q l u r J a r p o a u r b a q 1 1 oplno) / l!un u! ,tanlns uotsl^elel eq+ puo s puo t suun

ur {1rr lo uor}Dsrlrnr) }uer)uD eqt so q)ns suor}o}uaseldpasoq-qlrDeseJ 'L ]run ut llel puo Mor.ls aql so q)nsuotloluesard pasqouoslad y {1toa1r {lan lxeluot 1unaq1 quasa.rd {.ro1s s.ra1leno{ eurf aq} puo lrun aql u!Jaruoa fuo1nqo:on puD loruruD.rb 1un aq] parpnls a^Dq11rnn {aq1 'suorlo}uasatd .rreq} uo )rom 1.ro1s {aq} aroleqsa6od lootlls.ro1qsrl6u3 puD s1lDls aql q+lrvr pe+oma^oLl ol sluopnls aql Jo,t sesof lsoul ur {lossa:au }.usr U

'ln+asn aq {ouu soapr 6urrrrqq'eql lnq 'alqolaLurl rno{ uo puadap 1lrnn suold uossal rrdi,olul ll+ asaql ruroH 'e)uoruJo+Jad puo uorloloda.rd Fparu:suotl)os aaJLl] olu! sept^tp aJnloa+ luasald ol aut[ aluL

Tuasatd or nl'1ndur

1ou-orlornpa JaqUn+ 6urprnord rnsuorloluaseJd .salou.rssol) Jraql os'sa^lasuraLll peqrrmul.ua^oLl {aq1 1oq1 :rdo1 o 1o s1:adso }noqo u.roa1 1un lrp,']saJelur 6urnnoqs puo uorluello 6urrtod +o sllpls I peql ul oslo lnq 'qsn6ul o1 6utua1srl ur lsnf lou e)qndalqonlo^ uenr6 ero afuerpno eql ur sluapnls'rfuonlq

'solotllssDP.gmo1 lonn srql ur )Jo^ auoq Jraqt Ja^rlap ol pa)so a.ro lilueLlM JapJoL{ ,1.r1 Aour )JoM ua}}rJM ur A11n; sanlaeury{lddo 1ou {or.u oqnn s}uepn}S 'a)uap4uo)-}las s}sooq FrsDapr +o luaudolanap aql sa6o.rno:ua '1q6noq1p 41.rysrelso,t (uorlo.rqde.rd palor)osso slt puo) 6urloads +m'aloJ

louorlolnpa-raprM qlnu o sDr l oslo ]r :Ja eqt'qsr16u3 ur {:uen14 sa6o:no:ua

1oq1 {1rrupo 6uoldlnlasod.rnd o sr efuarpno uo o1 ,t1our.ro1 6ugmg

2suo1lo1uantdtfi

s * * : ; * : u a s a J d

: :

: ;

t i

Deve[oping writing skil'l's

Writing is often considered the most difficult skitt, which

is why it is thoroughty supported in Super Minds 6 with

more controtted octivities ond modets leoding to the

students' more extended outPut

S u p p o r t e d p r o c t i c e

Sentence level

r At sentence tevet, possive tosks inctude ordering words

within o sentence ond the Revision-poge puzztes in the

Workbook, which give the students cteor porometers

to construct sentences in o supported woy'

I More octive written proctice of the new structures

inctudes personotisotion, often ot the end of theWorkbook grommor poges, ond on the first of thetwo Workbook Revision poges, where studentscomptete sentences with their own ideos

Poragroph levet

Whenever students ore osked to write o porogroph,

support is given in different woYs:

* Sometimes students work with o porotlel text, such

os the description of o pointing on Workbook poge

'

67 or the mountoin on Workbook poge 103 Weokerstudents con be encouroged to copy this very ctosety,just chonging some of the words in eoch sentence,whereos stronger students onty need the poroltel text

os o springboord for ideos

r The guided picture composition octivities in otternote

unitsof the Workbook provide pictures for ideos ond

o few words to hetp students to begin writing obouteoch picture

I The first-person tosks in olternote units of the

Workbook ore more tosk-bosed ond provide o list ofpoints to inctude

In the My portfotio feoture, studentsore introduced to writing sub-skitlssuch os the use of odjectives ond

* r s f t i n g * n d f l e w r i t : f l i SStorting o portfolio

The use of o seporote portfotio provides on ideolopportunity to troin students in drofting ond rewritingskitts If students toke pride in personotising theirportfotio ot the stort of the yeor, it witl encouroge them

to creote neot pieces of finished work to inctude in it.The rough droft

On eoch portfotio poge, the students first work onpreporotory tosks Ask them to use their ordinoryexercise books ond then to continue in the some ploce osthey droft the text for the finoI tosk

White the students ore working on o rough droft, youcon toke the opportunity to correct their work in oprivote ond individuoI woY:

r Proise on ospect of the work (the picture, thehondwriting, the ideos, the use of new words)

r If there ore serious probtems with the writing, osk thestudent to reod you their work, to confirm whether thestudent hos understood the tosk

c Write problem words correctty (or point to them in theStudent's Book or Workbook) for the student to copy'The students con then copy the work out neotly forsticking into their portfotio together with ony picturesthot they hove drown Discuss the finished work withthe students, proising ony improvements mode betweentheir drqft ond finoI versions'

U s i n g M y p o r t { * { i a w r i t f : : E p r a c t i c e

My portfotio writing proctice is designed to be usedotongside or ofter the Student's Book My portfotio poge'How the work fits into your lesson plons witt depend onyour timetobl.e, but the fottowing ideos moy be usefut'

r When there is o short time teft ot the end of o tesson,you coutd took ot the Workbook Tips for writers withihe ctoss ond moke sure thot everyone understondsthe odvice Point out to students thot the Checkyour writing feoture refers bock to the tips, so it isimportont thot they understond them.

r Students con do the preporotory tosks for homework'For the onswers, see Poge 127'

c It is best if students produce o rough droft before theywrite the finished piece (os outtined obove), so ottow oshort time in ctoss to set deodtines for ony homework', You moy tike to encouroge students to use the Checkyort -riting feoture in pencil first to ossess their roughdroft so'thot their self-evotuotion of the finot text cqn

be os positive"os Possibte.

r When ptonning y o u r c t o s s t i m e , b e o r in m i n d th o tsome tosks invite the students to swop books with oportner to sssess or compore their work

direct speech Their work is supported with o Tips forwriters box to guide them with eoch portfotio tosk

*l-rhe My portfolio writing proctice feoture

W buitds on the tips in the Student's Book ondpresents o further model ond proctice octivitiesguiding students to produce o ronge of text types

o A Check your writing feoture uses simpte questions

referring bock to the writing tips ot the top of the poge

to hetp students to ossess their work

'selou 6utq:oa1 ,to e6od luo^elal aql uo puo esrno) eql +o doyrl loog s.laqloel

aql ut qloq pelo)lpul elo asaLlf '+uol'ussasso lo suoeu,l

lourrol aJour o sD )ooqryog eql +o sa6od s11r>1s eql uo

serlr^rpo buryran puo 6urpoa.r 1sa1 qstl6u3 Aa; aq1 6u1sn

laprsuo) oslo plno) no1 'setlt^tpo butlunn puo butpoel

'6urualsn qllM lsel lrun-+o-puf uo saplnotd >loog eoJnoseA

s1erpDa! spulq.radn5 aq1 'lJoM uauu^ sluepnls eql

+o uorlDnlo^a loullo+ aJoul D lno ,tlor ol qslM {ou no1

6 u ; 1 s 4 1 1trrilJoJ

'puDlsJepun

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'slept aJo.u paau noA lnq'sa.tilalsttu na7 fuan

:alduloxe lo; '{lossareu elaqm sluaulanoldut

1sa66ns ueql lnq lJoltrr s.luapnls o ,to spedso astold

lsJr+ uDl noi 'anoqo sluauluo) luele#tp 6urutqu.ro: Ag

uollDnlDAa nDJe^o 'puolsJapun

LuoP not{ y aw 4sV 'sa4llst.x noA 4taq):>ponn a6ole^D Molag

"' 4)aq) nq ,allaq s ,utlttrvlJnol :)JoM 6u1no.rdur1

isa4olsnu lu'ag fua1 i6u4um )llsDluDl:lloM luella)x3

:aq plnol slueululol a6on6uol lolaueg 'qreeds

llaJrp lo suorluanuo) aql a.rlnbel sJaqlo allqm

san;pafpo paau saratd auos alduoxa lo; {lon lllm s)so}

uauum ur a6on6uo1 aqt 6ullonlo^a Jo+ DtJalll: rrpad5

luaurssasso a6on6uol 'uolloulJolu! eJou peeu nol :lJoM abolano ^ oleg

eerou Auo 1no pu11 nol uDJ ?lom a6o.rany

i uo tloutJolu t 6u 1san1u 1 :llonn abolano o^oqv

i uotlputJolu t tpeJ9 :lJo,v\ luellelxl

dugltnpnPD!

's1u 1od1suo11sanb e q1 yoapnpu!/JaMsuD t,uptp (yowa) Jno,(i :llorlrr a6oleno Molag

'(passrtu

luapnls eql lotll suorpnJlsut eLll Jo lulod lellnq aql ol rolar) "' l,uplp Qlotua) rnop:4)oM a6oleny

iepry)u nor{ l,uprp 1o.{ nq 'poo9:1lonn e6ola^o e^oqv

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6ug1tn PasDq-4sDl 'sr,ap! eJou peeu no1:1lonn a6o:a^o Moleg

zsDap! arcu t(uy:1loan abolanyispaq nlu au.'os:1lonn a6o:ano anoqv isoap! yoafi p sloT ?lom lualla)x3

6u4yn enfiDat)

'alrsoddo

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so 1o11ua1od lleql ll+lnj ol sluapnls 11o a6o-rrm"1

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saf,uelues uotls ut ATayontto selul6

utaTqatd

D st JDuUJDJE xa1dwot aJou lnq 'euu uo epogsa4D$,ul )owutot| ttsoq lnq eury t{ponua6 iun1adgsa4l$r.u )lsoq sa4lut :6u1l1tn qiln sutayqotd soH:luapnls q)De ,to uotssaldult lollrut rnol plo)iuuaql'uotlonpund puo sJo])auuof, so Ll)ns saJnloatbutlunn puo louuro:b raqlo 'sasuel +o esn ltalg'(luonala.r araqm sreuel lolrdot puo) 6unlads s.luaPrFqloa +o i(:orn::o eql pJolbJ ol )Jorvr 1o arard slql a{l

'papad luasald aql +o esn aql a6olno:r-p qMor{ ro+ uorlsa66ns o oslo sr aJeql $q'g spulw rrlr9

ul souo eql ol Jollulls elo asaqf 'asn uo) sluep(Faql loqt s6urpoeq pa1sa66ns +o lsn o 6urprpr4'

;7 a6od uo uenr6 aJo sltll ro+ salou 6urqroa11ry'a1r;o.rd pasqouosrad o q1m surbaq ono;pod nll '^ olaq pa1sa66ns so lueussassD lolllu! uo lno ll

or g spulw radn5 ur L llun ,ro pua aql lo lsol opndlsrll eql asn ol e>1n ior-u no1 'loaA aql 6u5rnp ssafrdls.luepnls q:oa 6ur11o1d to; l.touqluaq Joal) o arqqlluollodut sr lr 'aJolaq ssoll eql 1q6no1 l.uaruxl tdl

l u a u r s s a s s D l o n l l'eJnln] at$ u

rraql anorduur ol ureql sdlaq luaulssasso

puo luaussasso :noA lo+ DrJallJ) eql /,^otq aq1 6ur11a1 suoeu lueussasso JtDl puo {1.rro1 1.rollrr JleLl} o}Dnlo^a o} a}ol 'llr)s

lln)r#lp lsoul aql 6utlunn pur; Alonsn

4ro/v\ uaulj^

o Students proctise the new words in poirs.

r They toke turns to point to the numbered items in thepicture ond soy whot eoch one is

ffi$ tsEE4-l Reod, listen ond onswer the questions.Aim: to proctise listening

r Students to try to predict onswers to the questions

c Ptoy the recording Students listen to find the onswers

"o Thef checkall theiran*+'ers in pdrs Check with thectoss

l(eg: t Thot they'd been owoy for oges but nobodyseemed to hove noticed 2 Thot moybe it wos odreom 3 It's Tuesdoy 4 Science with Mr Dovis

@ ft"-at Choose o word Drow it for your portner

to guess

Aim: to give students proctice with the new vocobutory

r Stort to drow one of the vocobutory items on the boord,e.g o litter bin

n Students guess whot it is

e Students toke turns to drow o vocobutorV item ond

5 tennis net, 6 school bett, z litter bin, 8 footbotlpitch, s running trock

IwEEf,l Comptete the diologue with the wordsfrom the box

Aim; to review the story

K e g l z k n o w , 3 o s k , 4 d o y , 5 T u e s d o y , 6 S c i e n c e ,

7 otwoys, 8 stronge

Presentqtion

&im: to present vocobutory for outside ot school

o Reod the text ot the top of the poge with the ctoss

Check understonding

r Use the picture in the Student's Book to further set the

context ond to present the vocobutory

r Soy eoch word for students to repeot

c Check students understond otl the words

* Eticit whot students think is hoppening in the picture

.d#frr

-ffiig Fse p+ | Listen ond soy the words Check with

your portner

Ainr: to proctise new vocobulory

* Students look ot the numbered items in the picture

Ptoy the recording

* Students listen to eoch word ond repeot in chorus

e Ptoy the recording ogoin Students repeot in groups

'ssol) eql ql!/v\ q6norql salduloxa aql puo suollsanb aql poer '9 P^a1 spu,w radns parpnls sluapnls rnô +I

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')oo8 s.luapnls aLll 'og; ; a6od uo uor])es sn)ơ rDtutuoJg aql ol uln] sluapnls

's:rod ur se)ualuas aq1 aslpọrd sluapnls Íslrod ur ))eqr puo suotlsanb aql aleldurol sluapnls 'snroL{) ur padal puD ua}sn s}uapn}S '6utp:o:el aqt Aold o

tuJollo)lloturuor6 uo sluapnls snlơ ot tf'sef,ualuas aql {os puD ua}s!'l fsd sEf q,+ 8 ' ] L ' l 9 ' l S ' l t ' l € ' + z ' r rfí l'ssoll aql Llll,rrr ))aLlf 'uto6o butplo:al aqr Ao16 ósreMsuo rraql ạroduor ,(aq1 '6utplo:al aq1 Aqtr o

.(eqaoqd puD )plAql'xelv) ero ,taql oqnn uaql llal puo salnptd aql uo ulalsn)ớg p^a1 sputry radn5 Apnp l.uprp sluepnp.rno{; r

'a:o sarnl:td aql ur aldoad a;oqM ll)fle 'g p^e1 sput141 ndng patpnls sluepn5.rnoAl r

uollDullolurr5*.ro1 6ulua1sq qlltr,l argpọrd sluepnls ant6 o]il7

'l)aq) PUD uals!-l '(aslol),1 .to(anrl) t a1;.rry1 'zgnb aql 06l asrallêorl aull aqllnoqo raqureuar noA op q)ntu tv\oH I-EA ssl ,ED

21aI1uasạrd lur 1q6noq no{

âoH 9 ilart 4ronnar.uor{ raq} auop ,taq} anog 5 21a{

a1o: {u par.r1 nor( âoH ? ala{ 6op aql pa>11oan Aaql

êoH € 21aA algq rno{ pa:toda; no,t anog z :Ro}l

srurol uopsanb qllrn arlpDJd sluapnp anr6 o1;u1V

'suollsanb allr1A[stg-l\^l

G*

1a{ 4onner.uoq stqauop l.usoq uqor 9 'tult+ loql uaas lpoa4o an.a41 5 1ar{

puer.r11.rr6 srq laul l.uâoq 1 7 'uo4sanb loql pa)so

{poạr1o ệno1 g 1a{ lrzọrg o} uaeq }.usorq opull z :fig1

TaI lApoatloqyur pa;.rad luasạld qlltn a)lpDrd.raqpnl an;6 o1;ut;p

'se)ualuas arow Iml

Gt

'a)rq rl'rau:aq 1o6 {poẹr1os.aqs 9 'esnoqaall rlaql paqsrur; Ipoẹrlo an.Aaql 5

:ramsuo eql punơ {poạr1o s,aH t '1eA a>11q nnau :aq 1ob

l.usoLl aq5 6 1a{ remsuo aql puno} }.usoq eH z :fie)l

1aI 1 lpoe4o qlltr^ pa;.rad luasald tnalnel or $l!U

.sạrnpgd aq1qlltn xoq aql trtorl salualuas aql q)lol l fiA€AAf

';aupod Jreql uo yodal sluepnls ')roM s.loLllo tl)oa )laq) sluepnls 's:tod u1 r

1o6 anoq {aq1 serua}uas Auoụr Motl s}uepn}s ruor} }!)nl

'solnulu o/V\l u! slsl ellJ^ sluepnls 7a/ ryotaewoq Au auop +,uêpq Ítsoploarq poq '{poetlo aạ;'6'a 'prDoq aql uo a}um

puo lr)lll 27aA auop noA T,uaaoq s5ulrll qoq111 2/opo1

euop Apoatyo noA aaoq s6u1q7lotlll :prooq aql uo

allrrvr'g p^al sputry radn5 {pn5 }.uprp s}uepn1s.rnol 11 r

*

Ptoy the recording Students tisten, reod ond repeot'Divide the ctoss so thot one hotf is Potrick ond the otherPhoebe The ctoss soys the diotogue twice, exchongingrotes Students proctise in poirs

twE-pq Remember the song Comptete it withthe words from the box

Aim; to octivote memorY skills

K e g : z [ o s t , 3 t o t k e d , 4 w o t k e d , 5 H o v e , 6 o t o n g ,

7 where, S time,9 cross, 10 fost, 1't post, 12 future

# lWF 61 Listen ond soy the words.

&im: to show different spetlings of the oi soundtwBE6-l Soy the words from the box ond write

t h e m i n t h e c o r r e c t s o u n d c o t u m n Aim: to proctise identifying sound-spetling potterns

€* twB-t6l Listen, check ond soy the words.Aim; to proctise the pronunciotion of sound-spe[lingpotterns

Keg: soy: tobte, ptoce; see: piece, key; my: right, time, fties;know: boot, hol.e, gotd; too: new, use, btue; bird: leorn'person, surf

@ tsB-pq-l Listen ond number the peopte ond

the ploces Then sing the song

&iml to sing o song with the closs

* Eticit whot ond who students con see in the picture

in their Student's Book (Atex, Potrick ond Phoebe)'

Focus students on the tosk ot the top of the poge'

r Students cover the [yrics of the song

r Ptoy the recording Students listen for ond number

the peopte ond ptoces in sequence os they heor them'

c Students check in poirs Check with the ctoss

* Students uncover the lyrics of the song

r Ptoy the recording Students fottow the song in their

Student's Books

* Ptoy the recording ogoin' pousing ofter eoch verse

for students to rePeat

r When students hqve leornt the song, proctise it with

the whote ctoss

* Use the korooke version of the song, if oppropriote'

for students to sing in grouPs

l{eg:r +, 2 b, 3 d, 4 c, s e, 6 o

;*anr

-tr;# tsaBEdl Listen ond soy the diologue

5Fv

Aim; to show different spetlings for long vowet sounds

ln*ona*iohi expressing disogreement ond using high

tones with extreme odjectives

* Remind students thot mony sounds con be spett in

different woys

="dt* t$e lesson

flH::r*"iew

ond extend the concept of spetting

r Sometimes o spetting pottem con hove more thonone oossibte pronunciotion Write the fol'towing

*o.ds in roniom order on the boord: bowt, foUow'

ee os in seei ay os in doY).

a#ll 'q)lqM

s 'eJaq/v\ ? 'ot{,v\ € 'q)rq/u z 'qF l

'loadau'snloql ur loader puo uelsn sluapnls '6uplo:al eq1 Aold r

ruJo+ lD)llDurtuol6 uo sluapnls sn)o+ ol :ul!U'sa)ualuas aql Aos puo ualsr-l l-Zd ssl €t

I)ulod ? 'aqeoqd € 's!^ll laur,(aq1 uaqrvr aposrda aql Z 'apostda paroluto.r aq1 u f,c1

'ssDp aql qltM IFD

?leq) o1 {:ossa>an

so lxal aq1 6urpoa.r-ar 'sltod ut sJeMsuo e;oduor Aart

'suorlsanb rnol aql ol sJaMsuD F.![puo an6olotp aqt poal Aaql ,{1onpl^lpul lJoM s}uepr6

'op ol lotlM puolsJepun sluapn]s pniD o

'6urPuopngm))eq) puD ssol) eql qllM pnolo suotlsenb ar+ pcf

'fiooq D uJorllrrlraFu6urssnrsrp sluapnls) oloqd aql ur eas uo) {aq1 pqm 1gg r')oog s.luapnls Jreql ur sa;nptd eql lD lool <ilrePillE -

eroqw toLlM l.P1L1M asq:nrdqill

'suoqsa*aql ramsuo puo an6o1o!p aql poau :

eraqw I oqM t q)lqA qilm a)rpord.raqyn; an;6 o1;u;y

'no{ lol anl}

a.ro {aql lDr{} os sa)uo}uas eql atalduo, f;Gn l s}

qllq/\^ 8 'eraqM /'rlllt{rvr

9 'oqm s 'eraqm t 't{)rqm € 'otlm z:nqleraqw I oqw I qtlltw rlilrn e)lpord raqyn; anr6 o1gl11r

'aJeqAA to o.lM '.p

!.1 M q l!rv\ sa) u elu as e ql a1a'1 d u o1 fd-s-llAf

'a1o.1 sionnlo sr-t 'aJnlua^po uo +o pua eqlp olur dap

srella^o{ arurf eql € 'puau} lseq s,aqaoLld sl z 'eqaoqd

lsol xalv puD ))ulod ! :(sramsuo alqrssod) fi6y

's.rrod lua.regtpuorl sa)uelues 6uryrna 'ssol) eql qIM ))eq)

'sltod ut sJeMsuD:taq1 a:odulo: Ieql *{lonprnrpur sofue}uas aq} e}alduol s}uapn}S r

Ilrnrpo dn-uronn eql +o sluoPnls6urpuru:er 'ssDll aql Joj Alrnrpo eql alDllsuouec t

Aim: to check understonding of the story

r Check understonding of the story Use prompt questions

if necessory, e.g What lesson were they in? (A Science[esson.) Whot wos the dote? (1st April") Whot did thechildren decide to do? (Potrick wosn't going to do ony

of the experiments.) What hoppened? (It wos ott fineuntil Potrick storted fiddting with his sofety goggtes'They fl,ew out of his hond ond knocked over somebtue powder.) Whot hoppened then? (The yettow I'ightoppeored ond the children went through the gote')IWB pEl Remember the story Choose fiveodjectives from the box to complete thesummory

S Xmg=l Go through the text quickty ond find

the onswers to the questions'

ftime to give students proctice with skimming ond

* Set o time limit, e.g two minutes

r Students reod the text quickty to find the onswers'

r They compore their ideos in poirs'

l-sE pp8-t Reod ond tisten to the story to

check your onswers

Aim: to check comPrehension

2 who, 3 which, 4 where, 5 who, 6 where

fWFpEl Choose the best onswer foreoch question

Aim; to review the storyThinking skills: inferenci ng

f ( e g z o , 3 o , 4 o , s o , 6 b

Kcg:

€

Aim: to present o story ond to devetop reoding skitts

* Ptoy the recording' Students listen ond reod to check

their onswers

r PtoY the recording ogoin Students reod ond tisten'

r El.icit whot hoppened ot the end of the story (the

chitdren stepped into o kind of gote ond disoppeored)'

Keg: r Lost time Potrick knocked the woter over'

2-Potrick's goggl'es fty into the oir ond knock over o jor

of blue powder

))ulDd 9 'xalv s'eqeoLld t 'sr^oc JIA € 2)ulod z 'sr^oc rtA L:EtI

'ssol) aLl+ qI/V\ ))aq) 'sJrod ur sJoMsuD rleLll eJoduo) ^eql

's6urq1 esaql ,toslq6ru oqnn lnoqo )urql puo {.ro1s eq} poar-al s}uepn}S o

'op ol lDqM MoulAaql lraqr puo sluapnls ro+ suorpnJlsur eql lno pDeU

suorlDfqFpuD raporoq> 6upuolsJapun :sllldg Fu;qu;qj{.ro1s aq1;o FugpuopJapun .s}uapnls ^ alnar or trry

2s6urq1asaql s{os 1u1q1no{ op otl1 T6d ssa,,q$@o

fqbn rvtona{ eql olul 9 tapnnod anlq ]o rol 6rq eq1 s '))u]Dd t 'sa166o6 rtlarros

puo suordy € lUdV ls L z 'llulod t Jfal

'ssol) aLll gllnn >,lprc o 'srrod ur sleMsuD rraql aroduto: f,aq1 r 'suorlsanb aq] JoMsuD puo {.ro1s aq} }o lool latr1 r

'op o1 loq^/\ MoDl sluapnls eJns alolt 's)oog s.luapnts reql u! lr /\/\ollo+ lo/P.s ualsn sluapnl5 'uro6o rlrols aql 1o 6urp.ro:a.r aqq Aqd I {.ro1s eq1}o llDlop at{} uo sluapnls sn)o} q !t

'suorlsanb aql ra/nsuv Eils-Ta O

pa#a puo asno):ll:Es Su$ulilXpa#a puo esno) ug arlpo.rd sluepnls an;6 o13u;y

'uollonlls qlDa lnoqo sDapl otvll

qlrru\ alqDt eql a1a1duro1 ;uaddoq

ll!/n {upl} noA op torl/vysuo!}Dn}!s

aql lnoqo lulql puo poag GdEMI'1a{ = s

lqbn eq} o}ur peilDrvr }ou a^oq uarplrtl) aql t

llo+ olpauols {poe.r1o soq rapnnod enlq eqi €

'lart.rano.rapnnod aql pe))ou) +ou soq ))ulod Z ;figll

sa.rnpgd6u4ardralur qlyn a)lpoJd sluapnp an;6 o1:ugg

'xoq aql uorl spron^ eql ql!/vlA.ro1s aq1 uro.rl

a.rnlrrd qrDa rol a)uatuas anrt p ellr6 ;?Eg/Wl G*

esno) uo) no{ asnoraq s6u1ql qu'' arppr+';]J3:':il*

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'(/) l)!I iA.rolsaql tuol+ uroal a/vr uo) lDL{A rcA EA ra€E@s

ffip Isr plol Reod, listen ond comptete the

sentences

Aim: to proctise listening

r Reod the stotements otoud with the ctoss

r Students try to predict how to comptete the sentences

r Ptoy the recording Students tisten to find the onswers

r They check in poirs

r Ptoy the recording ogoin Check with the ctoss

Keg: t gotd coins, 2 going to bury, 3 hook, sword,

r Students guess whot it is

o In poirs, students mime ond guess

r Check with open poirs

IWE-pliol Look ot the pictures Comptete thewords

Aim; to proctise writing the new vocobuloryKeg: z eye-potch, 3 binocutors, 4 potm tree,

5 hommock, 6 hote, 7 coins, 8 hook, 9 key, r0 spodeIGI I wB p10 i Comptete the crossword

Aim: to give further proctice with the new vocobutoryK€g: Across: 4 treosure chest, 6 hote, 8 potm tree,

g hook, '10 spodeDown: 2 coins, 3 hommock, 5 key, 7 eye-potchfw-B p10l Comptete the sentences with the wordsfrom the box

Aim: to check comprehension

Presentqtion

Aim: to present vocobutory for pirotes

r Reod the text ot the top of the poge with the ctoss Elicit

which things they hove olreody totked obout in the

worm-up Check u nderstonding

r Use the picture in the Student's Book to further set the

context of pirotes ond to present the vocobutory

r Soy eoch word for students to repeot

r Check students understond the meonings of otl the

words

r Eticit whot students think is hoppening in the picture

@ J-$ p1o I Listen ond soy the words check with

your portner

Aim: to proctise new vocobutory

r Students look ot the numbered words ond items in the

picture

Ptoy the iecording

Students tisten to eoch word ond repeot in chorus

Ptoy the recording ogoin Students repeot in smott

9roups

Students proctise the new words in poirs

They toke turns to point to the numbered items in

the picture ond soy whot eoch one is They do this in

rondom number order

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'{:ossa:au so }xa}

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ruJo+ lo)lputuror6 uo sluapnN sn)ol ol :tltly

'saruolues aql Aos puo uals!'l f rid-ssa 4S

t O

Ptoy the recording Students listen, reod ond repeot.Divide the ctoss so thot one holf is Woody ondthe other Potty The ctoss soys the diotogue twice,exchonging rotes Students proctise in poirs

fWE pTz-l Remember the song Complete theverbs ond motch the sentence hotves

Aim: to octivote memory skiltstegi z looked o, 3 robbed d, 4 found b, 5 leornt c,

6 known efi} mgetZ Correct the sentences.

Aim: to review the content of the songKeg: Z The pirotes ore in the Coribbeon 3 He speoksSponish, French ond Portuguese 4 He's looked for gotdond silver 5 He's found o lot of treosure on istonds forond neor

,#or

. . -.- {ELC# I wB p12 | Listen ond soy the words

Aiml to proctise the pronunciotion of -sure ond -ture

r Students put their fingers on their throot ond soy the shond zh sounds They witl on[y feel o vibrotion when theysoy the voiced zh Exptoin thot this is spett with on s.[WFFT2] Comptete the sentences with the wordsfrom the box Motch them with the pictures.Aim: to revise vocobulory using the torget sounds

@ IW6 pltl Listen, check ond soy the sentences

&im: to proctise the pronunciotion of -sure ond -ture

Aim; to sing o song with the closs

c Reod the questions otoud oround the ctoss Check

understonding of vocobuto ry

r Students cover the lyrics of the song

t Ploy the recording Students listen for the informotion

ond compdre onswers in poirs

tl Ptoy the recording ogoin Check with the ctoss

r Students uncover the lyrics of the song

I Ptoy the recording Students fottow in their books

r Students sing the song Proctise it with the ctoss

r Reod the 'Att obout music' box Check vocobutory

r Do the 'Whot I think' survey Count honds up for eoch

option (It's greot / It's OK / I don't reotty tike it)

r Review the resutts, e.g 5o, most of you think Reggoe is

greot or Most of you don't reolly like Reggae

* Use this informotion to decide whether or not to use the

korooke version of the song

Keg: t A porrot cotled Potty 2 A wooden teg 3 Sponish,

French ond Portuguese

*ED1 -_

€;i# I SB p12 | Listen ond soy the diologue

Aim; to identify the pronunciqtion of -ure endings,

e.g treosure, future

Intongtion! expressing qgreement ond hoppiness

r Ask students how mony sytlobtes there ore in treosure

ond fufure (two) The lost syttobte is unstressed

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'prooq eql uo selqqoH alu^ Alolnqolon rnelnar or 5lry

Aim: to check understonding of the story

o Check understonding of the story Use prompt questions

if necessory, e.g Whot did the children hove to drink?(Coconut mil.k.i Whot wos in the treasure chest? (Gotdcoins.) Whose money wos it? (It betonged to peopte ontheir woy to settte in Americo.) Whot did the children

do with the treasure? (They gove it bock to the settlers')How did the pirotes know where they were hiding? (Alexsneezed.)

tWE pT4l Remember the story Put these objectsfrom the text in order

Aimi to check memorY skitl's

l ( a g : o 4 , b 6 , ( c 1 ) , d 3 , e 2 , f 5IWE p1A] Reod the summory ond correct sixmistokes

Aim: to check understonding of the storyIteg: they look to the south north, After three two hours'+i* tht"" pirotes ond their prisoner orrive, |:M< Atexsneezes, they threoten to throw the chitdren into thesee hote

@ ma;r f Motch the questions with the onswers'Aim: to review the story

fsB pp14-1t Look ot the pictures Whot do you

think the chiLdren do with the treosure thot they

found eortier?

Aimr to give students proctice with prediction skilts

r Hove students look ot the pictures ond elicit whot they

con see

r Reod the question with the ctoss ond check

understonding

I Students cover the text

r Broinstorm their ideos ond write them on the boord in

note form

r-sJpp%rtl Reod ond listen to the story to

check your onswer

Ainx to present o story ond to devetop reoding skitls

r Ptoy the recording Students listen ond reod to check

their predictions

o Use the phroses on the boord to discuss how ctose their

predictions were

e Ptoy the recording ogoin Students reod ond listen'

r Eticit whot hoppened ot the end of the story (the

chitdren hid from the pirotes in the hote ond the gote

wos there)

Keg: They give it bock to the peopte who the pirotes

stote it from

Keg:z h, 3 o, 4 f, 5 b, 6 g, 7 c, 8 d

Feuoq 6uraq 1o anlD^ aql uo sn)ol ol ilulf

'ssoll eq] qllnrr sremsuD alqrssod ssnlslp puo sDepl +!)nl ,fuossa:eu so lxel aql ol ))oq 6uule;al 'suotlsanbeLll ol ilemsuo alqrssod ssn)slp sluapnls 'utod u1 o

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'u'd

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@ e

@ e

,@@s

$ f*-"16.] Reodthetexton student's Bookpoge

16 ogoin Complete the questions

Aim: to give students further proctice with reodingski[]s

Keg: z Who, 3 Why, a Whot, 5 When, 5 How much

IwE pTdl Mqtch the questions from Activity 1with the onswers

Aim: to proctise comprehension skitts

X e g z o , 3 e , 4 b , s f , 6 d

@ mn;q put the diologue in order

Aim: to proctise text sequencingKeg:

IsB p15 I Reod the newspoper orticle Write

t (true), f (fol.se) or ds (doesn't soy)

Aim: to proctise reoding for specific informotion

I Focus the students on the pictures to consotidote

understonding

r Check understondin g of helmet

I Reod the octivity instructions ond check students know

whot to do

Hove students reod the true/fotse stotements otoud

oround the closs

r Encouroge them to predict the onswers with the text

covered

o Students compore onswers in poirs

o Check ond discuss with the ctoss Hove students correct

the fotse stotements

r Find out wfiich onswers they predicted correctty

e Refer bock to the discussion in the worm-up Did onyone

suggest hetmets or Romon ortefocts?

r Check understonding of vocobutory

K e g : r d s , 2 d s , 3 I, 4 t,5 ds, G f

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r Check understonding of vocobutory Hove studentstry to guess whot words meon before you give onyexptonotions.

Keg: t my, I, 2 o, 3 rich, he tossed down some gotdpieces, 4 somewhere where you con hove o room ondmeots, he poid for his room ond meots

€ mfp Motch the pictures with the wordsonq pnroses

Aim: to octivqte previous knowtedge

6 Cindy, Tom ond Michoel

@ XC;re'Do you know the nomes of ony fomous

pirotes? Whot do you know obout them?

Aim: to extend students' understonding of pirotes

I Focus students on the octivity instructions ond on

the photos

r Put students into groups of four to discuss ond shore

their ideos

o Discuss os o ctoss ond eticit whot they know

o Write nomes of pirotes ond informotion obout them in

note form on the boord

@F l-su p18l Reqd ond listen to the beginning of

Treosure Islond by Robert Louis Stevenson

Answer the questions

Aim: to extend students' understonding of pirotes in

Literoture

r Reod the octivity instructions with the ctoss Find out

if ony of them hove heord of this book If they hove,

briefty eticit whot they know

Focus students on the questions ond reod otoud oround

the ctoss

r Check students know whot to do Tet[ them you witl

discuss vocobutory ot the end

r Students reod the text individuotty ond sitentty ond

onswer the questions

r They compore onswers in poirs, checking bock in the text

os necessory

c Check with the ctoss

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'6urpuop.rapun

>l)eq) puo ssol) eql punoJo pnolD suollsanb aq+ poau llDlap ro; 6urpoar qllrn a)lpord sluapnls an!6 ot rqy

'suollsanbaql rarnsuo puo ugo6o stxel aql poau l-5TdTstl

'PuDlsIarnsner! lnoqo slxal eorql aql pDou tridEs-r

'Ll ut elo spjo/V\ aq1 pqm Fs'a6on6uo1 umo reql ur lou Jo ro1'rf itospJoM aql )u!ql riaqr I ssn)stp puo 6ulpuolslePun pqD'pnolo suorlurlap aLll poar ol surnl e)o] sluapnFrdol atll;o 6upuolsJapun sluapnls pua5o q

;a6onhrlrno{ ul rDlrurs sprom aql eJV '6ug11.rrn 1o sadllluaralflp +o suorlrullep eql poau l-6ECil

qlqs 6u1ym esprord ol:u!U'sDap! urno rnol ro no{ dlaq o1 soapg

asaql asn 'alorrd o lnoqD {rols o a1;.r1y1 lZid sn I

'snoruD,t Al1oar uosua^als srnol Uaqouepou puplsr ernsoerl'oN g 'puorry alnsoa{ allll eql

q1m looq o parlsnqnd eq 'oN s 'lnlssal)ns Aran 1ou sonn

fuo1s aql'oN ? 'eurzobouu o )ol4oo)-Das aql pallD)

saposrda loJa^as u1 {.ro1s o e}oJM eq 'oN € 'uos s.pueu+

o:orr dour o Merp eq ueqM oepr eq] 1ob aq 'oN z :fia1

r{}!rn a*pord raqp n; rrr"onrrXtlr'i 3l

"Htl

'sa)ualuas aql parro) tE d sA l g

= - U'llollt eql uo slxel aorq] eql puo slql1:t1s puo.radod

1o a:ard o uo a6ro1 )ooq rleql ,to elll+ aql alum sluepnls I

- 'uolsje^ loulj o allJ/vl sluepnls r'))oqpaa; anl6 puo:aupod D ql/u sryolp donns A"rU ,

'6ur1lnn;o a:erd qlDe +o l+Dlp lsl!+ o a]rJrvr sluapnls

'auo q)De Jo+ selou aloru ,{aq1 I'sadfu ya1 earql eql ro+ op o1 peeu ,teqllorll r{)rDeser r(uo op puo qooq raq} uo epDep s}uepn}s r

'slurod eeJql eql pDeJ sluapnls a^oH 'plooq aql uo ueql allrM '$looq eluno^o+ Lr.uolsuloJ8 t

sual uelilrrul arnpo.rd

ol suolprulsu!rulollo+ ol sluapnN elqDua or xulv

'looq allrnono,.rno{ lnoqo s}xal earq} alun l-6r.d ssrl@ e e

r Re-reod the lrps for presenters through with the ctoss'

r Individuol students do their mini presentotions'

r Get feedbock on the tistening tosk

IwE-p-z0-l Moke three sentences with the phrosesitt tt

" aio-ond Use three different phroses

ineoch sentence

Aim: to review the present perfect with for ond sinceKeg: I've known Jim for 6 yeors I've hod this bike sinceJuly How long hove You lived here?

tw-B Pml Drow tines ond comptete the sentenceswith the words from the box

@ - JFe p2o-l treqsure is something speciot to

you It doesn't hove to be gotd coins' Listen

io Doniet totking obout the pointings thot

he ond his brother Christopher did on on ortcourse ond onswer the questions'

Ainx to provide o modet for the mini presentotions

r Eticit whot students con see in the pictures'

t Ask them if they think they ore treosure'

r Reod the octivity instructions through with the ctoss'

r Reod the four questions otoud with the ctoss ond checkstudents know whot to do

r PtoY the recording Students listen to find the onswers'

r Students compore their onswers in poirs'

c PloY the recording ogoin' Check with the ctoss'

r Eticit ond discuss with students why the tistening is ousefut model for their presentotions'

r Reod the lps for presenters through with the ctoss'Keg r The two pointings, 2 Lost:ummer, 3 Snokes intf,e desert, 4 On the wotl' in the I'iving room of his house

Preporing for qnd delivering nini presentqtions

Aim: to fottow o set of instructions ond to cottoborotewith other students

Focus students on Think about it' Give them o time limit'

r Reod the butl,et points through with the ctoss'Check vocobutorY

r Monitor ond give odvice os oppropriote to students osthey decide whot their treosure is'

r Focus students on Preporeit' Give them o time timit'

r Reod the butl'et points through' Check vocobutory'

r Monitor individuots os they prepore their presentotions'

Aiml to review sentence structureKeg: z I've hod my dog since I wos six' 3 My mum hosviorked ot the hospitol since 1998' 4 Tom hosn't seenSue for six months 5 How long hove you known MrLester? 5 How tong hos Mory lived in your street?

€ m":omplete

the sentences with your

Aim: to personotise the toPic

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fuolnqoron lrun MarAaJ ol:ut!V

'g Algnrlry uro.r;

sprom aql qt!/n sa)ualuas eql alaldruo) tftdsml

{qdo.r6orq s'suro)

s 'apods t 'rvrarner € '))ouuoq z:n91l

6u;'pads asgro.rd or IulV

'spJotu\ aL{} allrm puD purl trZd_sl t {ff

's6o1q .rraq+

+o llDrp lour+ o elum sluapnls ))oqpee+ Jeqlo q)oe anr6 puo s6olq donns sluapnls

's6o1q traql +o l+orp lsl,t eql elutvr sluapnls

'aprn6 o so s,eJlrM rog sd116ursn salou a)our sluapnls t

'(I1r.rn:as

iauralur; 'lle 'sesserppo loeJ Jo sauou lln+

.req1 6u;ng6 lou sluapnls Jo+ suosoal aql ssnlsrc 'ssol)

eql q1M eeJuM tog sdll aql ssn)slp puo qbno.rql pDaU r

6o1q o Eurlrnn ug arpro.rd sluapnls an;6 o1gtryr

'luo^ no{ 1; uollrlruJo}u! aql luo^ut uo)

no1'{opol lnoqo {rjua 6o1i o

"iurur fi+rsl €}

'ru[.| sa)!laqs 9 lla^/\,fuan urrq Mou) l,usaop aLls ]nq sqluoru

aaJLll Jol ssop JaLl ur ueeq s,eH s reLl ol 1 ano6 alrun

ra;-1 7 's6uos +o spaJpunq o] peuelsn s,eLl puo slroura

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paqllo^ s,aH € 'sLlluoru aaJql Jol z 'peroq s,aH L ;no1

'ssDl) aql q1M ))eq) 'srtod ut slemsuo alodu.to: sluepnts 'sremsuD aql pul+ puo suorpanb aqt poer sluapnls .llolap.ro; 6urpoa.r qU^ a)lpord.reqpn; a46 ol gu;y

aql raru\su' puo uro6o sarrlue

"u, o""i'#H I

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'6o7q p 6urpuols.rapun

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'ssol) aql qllm sasr)rexa aq1 q6no.rql ryors o

)ooq)ro6 eq+ +o 8 t I a6od rnuorpas arrpord 6urlunn orlop.rod ,(n aq+ ol u:nl sluap{q5 o

's)ooqalou Jraql ur uDrp lsr!+ o alrJM sluapflls o,'suossal qsg6q tfui Tnoqo $eq a4I I tD.lM 'sa6eluno^Dl111,1 'slopnoq hu u1 p1p I tDtlltA 'eLu nry aJspua!4 lut pqlx'ssq) 'eur,DN:prooq aql uo srepf

aLll alum puo al;llrr o1 6uro6 ero sluopnls loqn

6u1u.roa1 Jraql puo

lo luno))o louosrad o aloru ol sluapn5 alqDu.t q

'a1l;o.rd,rnolallr^ 'toa^ srr{} ro} orlolyod ru\eu D UD}S [tzil lslqlpgs 6u11.rrur asgpo.rd ol $t!V

'a.rnprd qroa

Keg: t There's o monoroil ond it's futt of peopte 2 He'dlove to do it 3 They decide to hire o jet pock for odoy 4 It mokes you go up.

@ fsma Choose o word Describe it for yourportner to guess, but you mustn't use the wordsfly or transport

Aim: to give students proctice with the new vocobutory

€ Demonstrote the gome with the ctoss Soy, e.g It looksIike o train, but it trovels up in the air on rails

r Students guess whot it is (monoroil)

o Students do the octivity in poirs They toke turns to givedefinitions ond to guess whot the tronsport is

twE p22-l Find eight trovel words Drow lines tothe eight correct pictures

AinX to proctise the new vocobulory

K e g Z p o r o c h u t e , 5 s u r f b o o r d , 6 m o n o r o i t , z m i c r o l i g h t ,

8 unicycte, 10 cobte cor

€t f*Wl Comptete the tobte

&im: to give further proctice with the new vocobutoryKeg:

Tronsport godgetsfor one person in the oir: jet pock, porochute, hong-gtider

for one person on the ground or woter: intine skotes,surfboord, unicycte

for more thon one person: monorqit, cobte cor,microtight

Godgets thot moke energy: wind turbine, solor ponelJ_wi p:z-l Complete the sentences with the wordsfrom the box

Aim; to check comprehensionI(eg: z jet pock, 3 porochute, 4 monoroit, 5 cobte cor,

6 surfboord

Presentqtion

Sim; to present vocobulory for future tronsport

r Reod the text ot the top of the poge with the ctoss ond

hove them look ot the picture

t Eticit which things they hove otreody totked obout in the

worm-up Check understonding

r Soy eoch word for students to repeot

o Eticit whot students think is hoppening in the picture

@ IsB p22-l Listen ond soy the words Check with

your portner

Aim to proctise new vocobulory

a Students look ot the numbered items in the picture

Ptoy the recording

r Students listen to eoch word ond repeot in chorus

Ptoy the recording ogoin Students repeot in groups

r Students tqke turns to point to the numbered items in

the picture ond soy whot eoch one is

)-sB p22l Reod, listen ond onswer the

questions

Aim: to proctise listening

* Encouroge students to try to predict the onswers

Ptoy the recording Students listen to find the onswers

c They check in poirs

c Ptoy the recording ogoin Check with the ctoss

o l p a a u s'olpaaul,uop ? 'o] paau € 'ol peeu z 'ol peau l.uop L '|ql

'sJlDd ul )letP

uaql puo {llonprnrput asr)rexe eq} e}alduto) s}uapnls o'ssol) eLll qlrur salduoxa reqlo aqt q6no.rql Tort,\ e

')oo8 s,]uapnls eq+ ro

OZ I a6od uo uorpos sn)o+ JDruruolg aql ol ulnl sluapnls o'slrod ur se)ueluas aql llo asqro;d ol suJnl e>lol sluapn6 'snJoq) ur loedar puo uelst stuepnls 'butploral aqr,{rqa o

rurol lo)llotuutor6 uo sluapnp sn)o, ol t;t'so)ualuas eql ADs puo uals!-l f€ZdTsI qD

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ol paau asgpold q {t

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o tty o7 saoqs;otrads rpeM oJ peau LuoP notr&t lrodsuo.rl +o suDeu Jaqlo eLll lnoqD soopt laqlo lqg '({rossa:au

1ou 7 ,fuosse>au) 6uluoeul al+ lq| o

'olpeeu l,uopF|

ol peeu aunJapun puo pJooq aql uo a)ualues a$ eltrll'ltoJouoLu eql uo P^DJI ol pLqaq D JDaM ol p€u Lllpnol pnq 'apAtun D aplJ ol pLqaq D JoaM ol paautrt'6'a Ao5 1e1:o[ o 1eu4eq o '6'a '1r esn o] paau qdluar.udrnbe lDqM lorll 'e1:itrrun eql uo sluapn|s

ol paau luasard

'no{.ro1

ll op ll.I loaul D lool ol peau l.uop no1 'odpuo.tg

')o s,ll 7 'no{ ro} }l op ll.I 'er!} o elor.! o} paau }.uop

no1 'odpuo.rg )o s.ll g 'no{ ro+ l! op ll.a6 'poomelt+

llallo) ol paau l.uop no1'odpuo.r9 ')O s,ll z :fig)l

a6on6uo1 rnauelll rlt!/n ergpo.rd lDuolllppD sluePnF an;6 o1;tu;gl

'alnpld q)Da rol a)ualuas o altrn faza-sm s}

ol peau 8 'ol peeu 4 'ol paau 9 'ol peeu l.uop s

'ol peau t 'ol paau ].uop € 'o] paau l.uop z !ag)l

a6on6uo1 anauaql qllrul arlpo.rd 6upr.rrn raqunl quapnls an;6 ol xuly

'ol Paau Luop to

ot paau qtlrn sa)ualuas aql a1a1druo1 fEZd r^l €F

'ador puosano16 'q)rol o 'leu4eLl o 6uuq ol peau nor('du1 ano:

aql rol z 'alDoq lalom o puo slooq 6ur11oan 'srDln)oulq

'1oq o 6uuq ol peeu nol 'uo;os 6uq1or'n eql JoJ L :6Ql

ot paeu qlln a)lpDJd raqyn; sluapnF anr6 o1 tr|tlgr

iuolllPadxe q)oe rol 6u;.rq o1paau no{ op }DtlA 'sua^po aq} lD 1oo1 leZA-sM | {e

'ssol) eql Jo+ ua^po.rraq1 Aos puo dn ploq slod o

'6urpoaq apudolddo

uo qllm.radod uo a6ro1 spanpo Jtaql atllm sllod

'ue^po iuunl o jo lulLll puo sltod ur lJoM sluapnls r

urro+ lo)llouluo.r6 appposuo) or :n!V

'uanpo 11luun1o alo4 'srtod u;,lro1 l-€Zd ss a G*

@ Xf;Za work in poirs.

Aim: to enoble students to creote ond proctise theirown diotogues

r Students proctise the diotogue from Activity 2 in poirs

I Broinstorm ideos for the diotogue, e.g hobbies Writesome notes on the boord

I Reod the Whqt to soy with the ctoss

o Students write their own diotogues in poirs, using

A c t i v i t y 2 o s o m o d e t

I Poirs proctise ond then perform their diotogues.twFpt4-l Complete the diotogue with the wordsfrom the box

Aim: to proctise functiono[ [onguoge

l { e g z o s k , 3 w e o r i n g , 4 n e e d , 5 l t ' s , 6 h o t e , 7 s i t t y '

8 motter

@ Iwrp2:4-l Listen ond soy the words.

Sim: to show how -sion, -ssion ond -tion endings orepronounced

c Reod the Phonics tip to the ctoss Students press theirfingers ogoinst their throot ond soy the sh ond zhsounds (os in television) They witl only feel o vibrotionwhen they soy the voiced zh sound

IwB pt4l Complete the sentences with the wordsfrom the box

Ainn: to revise vocobutory using the torget sounds

@p fwE pz4-l Listen, check ond soy the sentences.

*in* to proctise the -ion endings in words

K * g ; z e m i s s i o n , 3 t e t e v i s i o n , 4 i n s t r u c t i o n s , 5 r e v i s i o n ,

5 invitotion, 7 exptosion, 8 pottution

tstrpZ-l Look ot the photo ond onswer the

questions

&finX to give students proctice with moking predictions

* Eticit who students con see in the picture ond where the

peopte ore (two peopte chotting in the street)

* Reod the two questions otoud with the ctoss ond eticit

who the two peopte ore (Josh ond Mio)

* Students cover the text ond moke their predictions

i n p o i r s

G Discuss their ideos os o ctoss ond, for question 2, why

they think so, e.g focioI expressions

t-sT p2al Reod ond listen to the diologue to

check your ideos

&im: to proctise reoding ond listening for specific

informotion

e Focus students on the diotogue ond tetl them to tisten

ond reod corefulty to find the onswers

I Ptoy the recording Students compore their onswers

in poirs

* Check with the ctoss Check understonding of

vocobutory, e.g loods of

e Ptoy the DVD-ROM

e Students proctise the diotogue one or two times in

open poirs

Keg: t Skoteboqrding 2 He thinks it's dongerous ond

thot she's sitly not to weor o hetmet ond knee pods

'€ llr^r+lv gM r uoJ,t OS0Z ro+ suotlltpeld

raql poar ol surnl alol sluapnls 'Jno+ rto sdno:6 u1 o

6urpuolsrapun alDpnosuo) ol :ut!V

6ga;1co uolsua+xl

'g r$rnrpy gS Luor+ san6olorp reql uro+red srrod eLuos o

uossel eql uroJ+ Arolnqoron ^^arlal of f,ulg

uossal aq+ EulpuJ

/ g 'aJnln+ eq+ +o srol a^up l1nn s:elnduo; g'/

, ]e+os lol o aq IIM uodsuD{ € 'ro 6ur1n11od ]noq1m punoJo a^ou l1nn e1doa6 z '/ L fu

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so +xal aq1 6urpoa.r-e.r 'srrod ur sroMsuD a.roduuo: La

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elo asaql loLll sluepnls uol+ l!)la =_

'J

u Ottr

/ /i/ 4 aunJepun puo pJooq aql uo se)ueluas eLl] eL'r!

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a a

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sp;:*-J.LtoM / llrl14 luasaJd or rryu

uo!+D+uaea{

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aql lllm loq6 elupll no{ op tDqM GZE snn€

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puo sdoldol a^oq l,uonn slu.apnls t 'pJooqalo)s

6ur1oo1; {q looq:s o} apu llrM uaJplrr{) € 'oas aq}

Jepun serlr) aq l,uom araql Z :(sraMsuD elqrssod) ffigpg

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{o1d o1 eur} aJoul a^oq llrM aldoa6 9 's}uoJno}saJ

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aq l,uoM aJeLlI ? 'slroJouour a^oq llr^^ ser+r) rno +o

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a6on6uol ni\au aql MarAaJ ol:*EEW

'saruoluas alot l sA€A { 6l

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