They Reading: reading and understanding a text about animals in danger and a story about animals; reading and using instructions to draw animals; reading and enjoying a cartoon; readin
Trang 1TE ACHER’S GUID E
1
Trang 2Great Clarendon Street, Oxford, ox2 6dp, United Kingdom
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isbn: 978 0 19 490880 1 Teacher’s Guide
acknowledgements
Back cover photograph: Oxford University Press building/David Fisher
Cover illustrations by: Anja Boretzki/Good Illustration
Classroom Resource Pack flashcards
Illustrations by: Giovanni Abeille/The Organisation & Dave Williams/Bright
Agency
Classroom Resource Pack ABC Poster
Illustrations by: Andy Elkerton
Commissioned photography by: Graham Alder/MM Studios
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Trang 3Teacher’s Guide 3
Introduction to Learn with Us 13
Learning with Learn with Us 14
Trang 4cross-curricular themes
Adjectives: dangerous, friendly,
funny, furry, intelligent, lively, quiet, sporty
Favourite things: badges, a football
kit, a guinea pig, a sketch book
Other
Tom, Dad, Mum, Sam, Becky, pet, sister, brother
Numbers 20–100 The alphabet
Present simple: I’m / He’s / She’s
(funny)
He / She isn’t (dangerous).
Present simple: Is he / she (friendly)?
Yes, he / she is
No, he she isn’t.
Present simple (personal
information): What’s your name? How
old are you? Have you got any brothers
or sisters? Have you got a pet? Where
do you live? How tall are you? What are your favourite things?
Reading: reading dialogues about people’s personalities and
personal information
Listening: listening for specific information (identifying family
members and friends and adjectives to describe them, identifying
my favourite things)
Speaking: asking and answering questions about people’s
personalities; asking and answering about personal information
Writing: completing sentences using the present simple, writing
the character’s names, and spelling favourite things
Animals in danger: dolphin,
gorilla, hippo, panda, seal, tiger, tortoise, whale
Verbs: drink, eat, fight, play,
sleep, walk
Other
Revision & extension: fish, giraffe, leopard, monkey, parrot, turtle CLIL: draw, lines, oval, rub out, shape
Present simple: Are they (big)?
Yes, they are
No, they aren’t.
All about speaking: Which animals
do you like best?
I like (squirrels) best.
Present simple: They (walk) They
Reading: reading and understanding a text about animals in
danger and a story about animals; reading and using instructions
to draw animals; reading and enjoying a cartoon; reading and understanding instructions to carry out a project
Listening: listening for specific information about animals
and their qualities and opinions about a project; listening to and singing a song about animals in danger; listening to and understanding a story and a cartoon
Speaking: asking and answering questions about animals;
describing animals; saying which animals you like; giving opinions about a story, a cartoon and a project; saying a pronunciation rhyme to practise the target sound /ə/; presenting a project about animals in danger to an audience
Writing: core language at word and sentence level; writing about
animals at paragraph level
You can be very different but still be good friends!
Animals in danger in the UK
Art: Drawing animals from instructions
Making and presenting
an animal square
School subjects: Art, English,
History, lunch, Maths, Music, PE, Science
Geography: bell, bridge, mountains,
river, rope, village
Other
Revision & extension: desk, dictionary, lunchbox, pen, pencil case, ruler
CLIL: helmet, left, reflective vest, right, traffic, zebra crossing
Present simple: What time is (Maths)?
(Maths) is at (nine) o’clock / half past (ten)
All about speaking: How do you get
to school? I go by scooter / bus / bike I walk.
Present simple: She lives / doesn’t live
Reading: reading and understanding texts about getting to
school, rules about how to be safe on the roads and a story about a difficult journey to school; reading and enjoying a cartoon; reading and understanding instructions to carry out a project
Listening: listening for specific information about school subjects,
times / days and opinions about a project; listening to and singing a song about school subjects and times; listening to and understanding a story and a cartoon
Speaking: describing your school day and making statements
about school subjects; asking and answering about times of school subjects; asking and answering about getting to school; saying road safety rules; giving opinions about a story, a cartoon and a project;
saying a pronunciation rhyme to practise the target sound /ɪ/;
presenting a project about your school day to an audience
Writing: core language at word and sentence level; writing about
school subjects and the school day at paragraph level
It’s good to say thank you
Getting to schoolSocial Science: Be safe
on the roads!
Making and presenting
a school day book
Trang 5Syllabus
cross-curricular themes
Adjectives: dangerous, friendly,
funny, furry, intelligent, lively, quiet, sporty
Favourite things: badges, a football
kit, a guinea pig, a sketch book
Other
Tom, Dad, Mum, Sam, Becky, pet, sister, brother
Numbers 20–100 The alphabet
Present simple: I’m / He’s / She’s
(funny)
He / She isn’t (dangerous).
Present simple: Is he / she (friendly)?
Yes, he / she is
No, he she isn’t.
Present simple (personal
information): What’s your name? How
old are you? Have you got any brothers
or sisters? Have you got a pet? Where
do you live? How tall are you? What are your favourite things?
Reading: reading dialogues about people’s personalities and
personal information
Listening: listening for specific information (identifying family
members and friends and adjectives to describe them, identifying
my favourite things)
Speaking: asking and answering questions about people’s
personalities; asking and answering about personal information
Writing: completing sentences using the present simple, writing
the character’s names, and spelling favourite things
Animals in danger: dolphin,
gorilla, hippo, panda, seal, tiger, tortoise, whale
Verbs: drink, eat, fight, play,
sleep, walk
Other
Revision & extension: fish, giraffe, leopard, monkey, parrot, turtle
CLIL: draw, lines, oval, rub out, shape
Present simple: Are they (big)?
Yes, they are
No, they aren’t.
All about speaking: Which animals
do you like best?
I like (squirrels) best.
Present simple: They (walk) They
Reading: reading and understanding a text about animals in
danger and a story about animals; reading and using instructions
to draw animals; reading and enjoying a cartoon; reading and understanding instructions to carry out a project
Listening: listening for specific information about animals
and their qualities and opinions about a project; listening to and singing a song about animals in danger; listening to and understanding a story and a cartoon
Speaking: asking and answering questions about animals;
describing animals; saying which animals you like; giving opinions about a story, a cartoon and a project; saying a pronunciation rhyme to practise the target sound /ə/; presenting a project about animals in danger to an audience
Writing: core language at word and sentence level; writing about
animals at paragraph level
You can be very different but still be good friends!
Animals in danger in the UK
Art: Drawing animals from instructions
Making and presenting
an animal square
School subjects: Art, English,
History, lunch, Maths, Music, PE, Science
Geography: bell, bridge, mountains,
river, rope, village
right, traffic, zebra crossing
Present simple: What time is (Maths)?
(Maths) is at (nine) o’clock / half past (ten)
All about speaking: How do you get
to school? I go by scooter / bus / bike I walk.
Present simple: She lives / doesn’t live
Reading: reading and understanding texts about getting to
school, rules about how to be safe on the roads and a story about a difficult journey to school; reading and enjoying a cartoon; reading and understanding instructions to carry out a project
Listening: listening for specific information about school subjects,
times / days and opinions about a project; listening to and singing a song about school subjects and times; listening to and understanding a story and a cartoon
Speaking: describing your school day and making statements
about school subjects; asking and answering about times of school subjects; asking and answering about getting to school; saying road safety rules; giving opinions about a story, a cartoon and a project;
saying a pronunciation rhyme to practise the target sound /ɪ/;
presenting a project about your school day to an audience
Writing: core language at word and sentence level; writing about
school subjects and the school day at paragraph level
It’s good to say thank you
Getting to schoolSocial Science: Be safe
on the roads!
Making and presenting
a school day book
Trang 6Words Grammar Pronunciation Skills Values Culture and
cross-curricular themes
Food (1): cheese, olives, onions,
peppers, pineapple, sweetcorn, tomatoes, tuna
Food (2): chicken, ketchup, lettuce,
mayonnaise, sandwiches, spinach
Other
Revision & extension: apples, bananas, cherries, mango, melon, pizza,
strawberries CLIL: add, cut, grams, half, ingredients, put, tablespoon, teaspoon
any / some: What have you got on
your pizza?
Have you got any (pineapple)?
I’ve got some (pineapple)
I haven’t got any (peppers)
All about speaking: Would you like
Yes, he / she does
No, he / she doesn’t.
Sound:
/iː/
cheese, eats, Lisa, Peter, pizza, please, sweetcorn
Reading: reading and understanding texts about Sunday lunch
in the UK, instructions to make a trifle and a story about making a pizza; reading and enjoying a cartoon; reading and understanding instructions to carry out a project
Listening: listening for specific information about food
preferences, Sunday lunch foods and opinions about a project;
listening to and singing a song about pizza toppings; listening to and understanding a story and a cartoon
Speaking: asking and answering questions about food preferences
and what’s on your pizza; saying what ingredients you need for a recipe; giving opinions about a story, a cartoon and a project; saying
a pronunciation rhyme to practise the target sound /iː/; presenting a project about a healthy sandwich to an audience
Writing: core language at word and sentence level; writing about
food at paragraph level
It’s good to try different foods! Don’t
be fussy!
Sunday lunch in the UK
Social Science: Trifle
in a glass
Designing and presenting
a project about a healthy sandwich
Free time activities: fly a kite,
have a picnic, listen to music, play computer games, read comics, ride a bike, swap cards, talk to friends
Free time activity verbs: jump
high, play catch, play the drums, play the guitar, play the piano, skateboard
Other
Revision & extension: paint, play basketball, play chess, play football, play tennis, take photos
CLIL: download, headphones, information, search the internet, swipe, (touch)screen
Present simple: Do you (read
comics) at the weekend?
Yes, I do
No, I don’t
All about speaking: What do you
do at the weekend? I (play football).
Present simple: Can he / she (play
the guitar)?
Yes, he / she can
No, he / she can’t.
Sound:
-y as /i/
Betty, funny, Gary, lively
Reading: reading and understanding texts about weekend
activities in the UK, tablets and being safe and a story about
an amazing dog; reading and enjoying a cartoon; reading and understanding instructions to carry out a project
Listening: listening for specific information about weekend
activities and opinions about a project; listening to and singing a song about the weekend; listening to and understanding a story and a cartoon
Speaking: making suggestions and talking about your favourite
weekend activities; asking and answering questions about weekend activities; talking about ability; giving opinions about a story, a cartoon and a project; saying a pronunciation rhyme to
practice the target sound -y as /i/; presenting a poem about the
weekend to an audience
Writing: core language at word and sentence level; writing about
weekend activities at paragraph level
We all need
a little help sometimes
Weekends in the UKICT: Using a tablet
Writing and presenting a poem about weekend activities
Trang 7Syllabus
cross-curricular themes
Food (1): cheese, olives, onions,
peppers, pineapple, sweetcorn, tomatoes, tuna
Food (2): chicken, ketchup, lettuce,
mayonnaise, sandwiches, spinach
Other
Revision & extension: apples, bananas, cherries, mango, melon, pizza,
strawberries CLIL: add, cut, grams, half, ingredients,
put, tablespoon, teaspoon
any / some: What have you got on
your pizza?
Have you got any (pineapple)?
I’ve got some (pineapple)
I haven’t got any (peppers)
All about speaking: Would you like
Yes, he / she does
No, he / she doesn’t.
Reading: reading and understanding texts about Sunday lunch
in the UK, instructions to make a trifle and a story about making a pizza; reading and enjoying a cartoon; reading and understanding instructions to carry out a project
Listening: listening for specific information about food
preferences, Sunday lunch foods and opinions about a project;
listening to and singing a song about pizza toppings; listening to and understanding a story and a cartoon
Speaking: asking and answering questions about food preferences
and what’s on your pizza; saying what ingredients you need for a recipe; giving opinions about a story, a cartoon and a project; saying
a pronunciation rhyme to practise the target sound /iː/; presenting a project about a healthy sandwich to an audience
Writing: core language at word and sentence level; writing about
food at paragraph level
It’s good to try different foods! Don’t
be fussy!
Sunday lunch in the UK
Social Science: Trifle
in a glass
Designing and presenting
a project about a healthy sandwich
Free time activities: fly a kite,
have a picnic, listen to music, play computer games, read comics, ride a
bike, swap cards, talk to friends
Free time activity verbs: jump
high, play catch, play the drums, play the guitar, play the piano, skateboard
Present simple: Do you (read
comics) at the weekend?
Yes, I do
No, I don’t
All about speaking: What do you
do at the weekend? I (play football).
Present simple: Can he / she (play
the guitar)?
Yes, he / she can
No, he / she can’t.
Sound:
-y as /i/
Betty, funny, Gary, lively
Reading: reading and understanding texts about weekend
activities in the UK, tablets and being safe and a story about
an amazing dog; reading and enjoying a cartoon; reading and understanding instructions to carry out a project
Listening: listening for specific information about weekend
activities and opinions about a project; listening to and singing a song about the weekend; listening to and understanding a story and a cartoon
Speaking: making suggestions and talking about your favourite
weekend activities; asking and answering questions about weekend activities; talking about ability; giving opinions about a story, a cartoon and a project; saying a pronunciation rhyme to
practice the target sound -y as /i/; presenting a poem about the
weekend to an audience
Writing: core language at word and sentence level; writing about
weekend activities at paragraph level
We all need
a little help sometimes
Weekends in the UKICT: Using a tablet
Writing and presenting a poem about weekend activities
Trang 8Words Grammar Pronunciation Skills Values Culture and
cross-curricular themes
Appearance: a beard, a curly (wig),
(big) ears, (blue) eyes, glasses, long (hair), short (hair), a wig
Actions: drop litter, pick up litter,
plant trees, save water, step on trees, waste water
Other
Revision & extension: cloak, mask, (big) feet, moustache, (big) nose, ponytail
CLIL: cardboard, glass, paper, plastic, recycle, rubbish, tin cans
Present simple: Has he / she got
(glasses)?
Yes, he / she has
No, he / she hasn’t
All about speaking:
Who’s your favourite character? My favourite character is …
Present simple (singular / plural):
It’s made of (paper) They’re made of (plastic).
Present continuous: What’s he /
she doing?
He / She’s (wasting water)
He / She isn’t (saving water).
Sound:
/w/
wand, wig, William, window, wizard, wow
Reading: reading and understanding texts about dressing up
in the UK, ways to reuse and recycle rubbish and a story about a careless giant who learns to be careful; reading and enjoying a cartoon; reading and understanding instructions to carry out a project
Listening: listening for specific information about appearance /
dressing up in a play and opinions about a project; listening to and understanding a song about people’s appearance; listening to and understanding a story and a cartoon
Speaking: asking and answering questions about dressing up and
appearance; talking about your favourite characters; saying what things are made of; asking and answering questions about actions using the present continuous; giving opinions about a story, a cartoon and a project; saying a pronunciation rhyme to practise the target sound /w/; presenting a project about a giant to an audience
Writing: core language at word and sentence level; writing about
appearance and continuous actions at paragraph level
Take care of the world around you
Dressing up in the UKSocial Science: Let’s reuse rubbish!
Designing and presenting
a project about a giant
Places in town: bus stop, café,
cinema, library, park, police station, shops, sports centre
Objects: baseball cap, bone,
footprints, magnifying glass, phone, scarf
Other
Revision & extension: bookshop, bridge, farm, fire station, post office, school, toy shop, traffic lights CLIL: compass (north, south, west, east), grid reference, key, map, symbol
Present simple (singular / plural):
Is there (a cinema) near here?
Yes, there is
No, there isn’t
Are there any (shops) near here?
Yes, there are
No, there aren’t
Prepositions: near / next to /
opposite
All about speaking: What colour is
the (taxi)? What colour are the (buses)?
Directions: Where’s the (cinema)?
It’s in (B2)
Is the (café) north of the (cinema)?
Are the (shops) west of the (police station)?
Present simple possessive:
Where’s my / your / his / her (scarf)?
Here’s my / your / his / her / Jack’s (bone).
Sound:
c as /s/
Celia, centre, cinema, city, cycling
Reading: reading and understanding texts about Oxford, maps
and directions and a detective story; reading and enjoying a cartoon; reading and understanding instructions to carry out a project
Listening: listening for specific information about places in town
and opinions about a project; listening to and singing a song about a town; listening to and understanding a story and a cartoon
Speaking: asking and answering questions about what’s in a town;
saying what your town is like; asking and answering questions about where places are in town; giving opinions about a story, a cartoon and a project; talking about other people’s possessions;
saying a pronunciation rhyme to practise the target sound c as
/s/; presenting a project about my town to an audience
Writing: core language at word and sentence level; writing about
places in town and where they are at paragraph level
Look after your things! All around OxfordSocial Science: Let’s
learn about maps
Writing and presenting
a project about my town
Review 1
Animaltrons
… at school!
Review: Adjectives, Animals, Verbs, School subjects, Times, Days of the week; Are they (intelligent)? Yes, they
are She doesn’t walk to school They play games Maths is at nine o’clock They’re (funny).
Read a story about the Animaltrons at school to review the vocabulary and grammar from the Starter Unit and Units 1 and 2 Speaking in groups to act out the story Working in groups to make a revision game
Review 2
Animaltrons
… at the
weekend!
Review: Food, Free time activities, Action verbs; He / She can (skateboard) Can he / she (skateboard)? Yes, he /
she can No, he / she can’t He reads comics at the weekend What have you got in your sandwich? I’ve got some …
Read a story about the Animaltrons at the weekend to review the vocabulary and grammar from Units 3 and 4 Speaking in groups to act out the story Working in groups to invent an animaltron character
Review 3
Animaltrons
… and the
show!
Review: Appearance words, Places in town, Objects; She’s singing in a show He’s planting trees Is there a
(show) near here? The hospital is opposite the park I’m wearing a (scarf).
Read a story about the Animaltrons acting in a show to review the vocabulary and grammar from Units 5 and 6 Speaking in groups to act out the story Working in groups to perform a class show
Trang 9Festival:
Peace Day Core: a friendship bracelet, hug, an olive branch, a peace ribbon, a peace rock, a white dove; Imperatives: Be (kind)!
Don’t be (mean)!
Review: Months of the year
Other: symbols, international, kind, mean, peace
Festival:
It’s Christmas Core: broccoli, Christmas pudding, gravy, mince pies, peas, roast potatoes, roast turkey, sprouts
Review: Food; We eat (turkey), Do you like (broccoli)? Yes, I
like it No, I don’t like it Do you like (peas)? Yes, I like them No,
I don’t like them.
Other: Christmas dinner
Festival:
St Patrick’s Day
Core: Ireland, the Irish flag, leprechaun, March 17 th , pot of gold, rainbow, shamrock
Review: Colours, Adjectives
Other: fairy tale, very, year
Syllabus
cross-curricular themes
Appearance: a beard, a curly (wig),
(big) ears, (blue) eyes, glasses, long (hair), short (hair), a wig
Actions: drop litter, pick up litter,
plant trees, save water, step on trees, waste water
Other
Revision & extension: cloak, mask, (big) feet, moustache, (big) nose,
ponytail CLIL: cardboard, glass, paper, plastic,
recycle, rubbish, tin cans
Present simple: Has he / she got
(glasses)?
Yes, he / she has
No, he / she hasn’t
All about speaking:
Who’s your favourite character? My favourite character is …
Present simple (singular / plural):
It’s made of (paper) They’re made of (plastic).
Present continuous: What’s he /
she doing?
He / She’s (wasting water)
He / She isn’t (saving water).
Sound:
/w/
wand, wig, William, window, wizard, wow
Reading: reading and understanding texts about dressing up
in the UK, ways to reuse and recycle rubbish and a story about a careless giant who learns to be careful; reading and enjoying a cartoon; reading and understanding instructions to carry out a project
Listening: listening for specific information about appearance /
dressing up in a play and opinions about a project; listening to and understanding a song about people’s appearance; listening to and understanding a story and a cartoon
Speaking: asking and answering questions about dressing up and
appearance; talking about your favourite characters; saying what things are made of; asking and answering questions about actions using the present continuous; giving opinions about a story, a cartoon and a project; saying a pronunciation rhyme to practise the target sound /w/; presenting a project about a giant to an audience
Writing: core language at word and sentence level; writing about
appearance and continuous actions at paragraph level
Take care of the world around you
Dressing up in the UKSocial Science: Let’s reuse rubbish!
Designing and presenting
a project about a giant
Places in town: bus stop, café,
cinema, library, park, police station, shops, sports centre
Objects: baseball cap, bone,
footprints, magnifying glass, phone, scarf
east), grid reference, key, map, symbol
Present simple (singular / plural):
Is there (a cinema) near here?
Yes, there is
No, there isn’t
Are there any (shops) near here?
Yes, there are
No, there aren’t
Prepositions: near / next to /
opposite
All about speaking: What colour is
the (taxi)? What colour are the (buses)?
Directions: Where’s the (cinema)?
It’s in (B2)
Is the (café) north of the (cinema)?
Are the (shops) west of the (police station)?
Present simple possessive:
Where’s my / your / his / her (scarf)?
Here’s my / your / his / her / Jack’s (bone).
Sound:
c as /s/
Celia, centre, cinema, city, cycling
Reading: reading and understanding texts about Oxford, maps
and directions and a detective story; reading and enjoying a cartoon; reading and understanding instructions to carry out a project
Listening: listening for specific information about places in town
and opinions about a project; listening to and singing a song about a town; listening to and understanding a story and a cartoon
Speaking: asking and answering questions about what’s in a town;
saying what your town is like; asking and answering questions about where places are in town; giving opinions about a story, a cartoon and a project; talking about other people’s possessions;
saying a pronunciation rhyme to practise the target sound c as
/s/; presenting a project about my town to an audience
Writing: core language at word and sentence level; writing about
places in town and where they are at paragraph level
Look after your things! All around OxfordSocial Science: Let’s
learn about maps
Writing and presenting
a project about my town
Trang 10Classroom Presentation Tool (CPT)
Classroom Presentation Tool (CPT) with on-screen Class
Book, Activity Book, video and animations, interactive games
and embedded audio to facilitate dynamic classes
The Classroom Presentation Tool contains:
• an opening video featuring the main character
introducing the setting for the unit
• animated song videos
• a culture film introduced by the main character,
showing British children in their own environment, with
comprehension task
• an All about speaking video presenting the functional
language in Lesson 3
• a slideshow introducing the cross-curricular topic
• a fully animated story with real-action video introduction
• a video showing the main course character or his friend
presenting their version of the unit project
• vocabulary games in Lessons 1 and 5
• vocabulary and grammar games in Lessons 2 and 6
• a pronunciation game in Lesson 7
• a grammar and vocabulary review game in Lesson 8
• Class Book and Activity Book pages with answer
key-reveal function, for easy reference and navigational
support in the classroom
• all audio tracks
It also includes:
• a Starter Unit video introducing the main character and
his friends and family
Class Book
• a clear syllabus summary showing the language learnt in
each unit
• a Starter Unit introducing the course character, Tom, and
his family and friends, as well as presenting and practising
adjectives to describe people, favourite things and asking
and answering about personal information
• six units of nine lessons providing the core teaching
material
• three Review Units, including a reading-for-pleasure story as
well as a project to engage and assess various competences
and to practically apply linguistic knowledge
• three Festival Units (Peace Day, Christmas and
St Patrick’s Day)
• a digital version of the Class Book is also available
Activity Book with Online Practice
• eight pages of practice activities for each unit, with a focus
on reading and writing
• follow-up practice to the Review Units
• All about grammar additional practice pages for the grammar presented in Lessons 2 and 6
• follow-up practice and cut-out activities for the Festival Units (also provided in the Teacher’s Resource Material in the Teacher’s Resource Centre)
• six cut-out activities for the grammar speaking activity in Lesson 6 of each unit
• follow-up cut-out activities for the projects in Lesson 9
• a digital version of the Activity Book is also available
Online Practice
Online practice offers a blended approach to learning where students can use online interactive activities to further practise language and ideas taught in the Class Book
Components overview
Trang 11• a full syllabus overview
• an introductory section including
a components overview, a
summary of the course concept
and characters, an introduction
to the course, a breakdown of the
methodology behind the course,
and notes on current issues around accessibility in the
classroom, such as Competences for 21st century learning,
SEN, mixed-ability classes and multiple intelligences
• a Tour of a unit section, presenting an overview of the
function of each lesson with a ‘How to’ section outlining
the standard teaching steps and sequence of resources for
each of the nine lessons
• suggestions for what to do if the CPT is not available
• a rapid route with suggestions for how to save time
• notes on further resources
• transcripts for each lesson
• full answer keys for Class Book and Activity Book activities,
as well as explanatory teaching notes where appropriate
• suggestions for optional starter and finisher activities
• culture notes
• references to Competences for 21st century learning
• references to worksheets and tests in the Teacher’s
Resource Material in the Teacher’s Resource Centre
• an Ideas bank with games, activities and ideas for how to
exploit the extra resources (flashcards, mini wordcards,
storycards, posters, etc.) These include ideas for action
and settling games, pronunciation practice games, as well
as ideas to exploit the animations, videos and posters
• a list of the unit flashcards and wordcards
• useful classroom language and a wordlist
• a letter to parents, outlining what Learn with Us offers
Further resources
• Class Book and Activity Book Classroom Presentation
Tools (CPT)
• access to the Teacher’s Resource Centre and a range
of resources, including Standard and Challenge tests,
editable tests, Reinforcement and Extension worksheets,
and Culture and Festival worksheets
Class Audio
All tracks are provided on the Class Audio CDs and the CPT:
• recordings of all the songs, stories and listening activities,
as well as the tests listening tracks
• includes karaoke versions of the songs
Teacher’s Resource Centre
• complete access to students’ online practice
Downloadable Teacher’s Resource Material:
• mixed-ability vocabulary and grammar worksheets at
reinforcement and extension level for each of the core units,
plus Culture worksheets, song worksheets, mini picture
cards, wordcards and Extra vocabulary worksheets
• Standard and Challenge level tests: six unit tests and three term tests
• transcripts, answer keys and teaching notes for all worksheets and tests
• notes on evaluation and grids for assessing Competences for 21st century learning and speaking
Classroom Resource Pack Flashcards
• flashcards for presenting the core unit vocabulary – see page 148 for a full list of flashcards
Posters
• the numbers 1–9, 10–100 and personal information using numbers presented on a large poster format, with audio
• a large, colourful poster illustrating the alphabet, with audio
Trang 12As every child grows up, his or her year is punctuated by
routines, events and occasions – some are ordinary and
everyday such as getting to school or cooking, while others
are more momentous, such as visiting an exhibition or
putting on a show It is these real-life situations and events,
as experienced by real children, that are at the heart of Learn
with Us.
All about Tom
In Learn with Us 3, children follow the real-life experiences of
Tom, a nine-year-old British schoolchild Tom and his family
and friends inhabit a world the children can easily relate
to – at home, at school, on a bike ride or doing activities at
the weekend In this way, children are motivated to learn
and use the language of real-life situations that are relevant
to them, while also being invited to draw comparisons
between the main character’s and their own experiences
Learning alongside a real child in the UK will also raise their
curiosity about English, provide opportunities to learn about
other cultures and encourage them to develop the skills and
competences shown by Tom and his friends
The children are first introduced to Tom in the Starter
Unit – his personality, his family and friends and things
of importance to him – before his life is explored further
through each unit Each unit opens to a different event or a
day in the life of Tom and his family and friends Tom, along
with his friends and family, are introduced first on video as
real people before we enter their world on the page and see
the same character in illustrated form
The context for the unit is always introduced via a short
video of Tom This scene is then visualized in the large
picture shown on the opening Class Book pages This
integration of video and pictures not only turns the ordinary,
everyday situations into the extraordinary, but is also
stimulating for the children, reflecting their own multimedia
interests and experience
The real-life contexts for each unit in Learn with Us 3 are:
• Tom’s favourite things, and an introduction to Tom and his
family and friends (Starter Unit)
• a visit to a photo exhibition about animals in danger (Unit 1)
• Tom’s school day (Unit 2)
• making a pizza at home (Unit 3)
• Tom and his friends’ weekend activities (Unit 4)
• Tom’s school play (Unit 5)
• a bike ride around town with Tom’s friends and Mum (Unit 6)Tom accompanies the children throughout the unit, grounding their learning in the real-life context and encouraging them to immerse themselves in the language situation alongside our character
All about Tom’s family and friends
In exploring Tom’s world, we also become familiar with his family and friends, who often accompany him in different situations in the Class Book pictures and videos
We meet Tom’s mum and dad, as well as his older sister, Lizzie, and last but not least, his pet guinea pig, Elvis
We also come to know Becky and Sam, Tom’s friends from school, who are in the same class as him Tom and Becky contribute to the end-of-unit project, providing a realistic and relatable video model for this important final outcome
Trang 13Introduction to Learn with Us
Introduction to Learn with Us
Learn with Us is a six-level course for children learning English
from Primary 1 to Primary 6 It is a child-centred course that
enables children of ALL abilities to learn by doing, to learn
together, and to learn from each other
Learn with Us provides an unprecedented amount of real-life
video as part of the exciting digital and print resources that
are designed to work independently and in combination,
allowing for maximum learner engagement and classroom
efficiency, whether your classroom has an interactive
whiteboard or not
At the heart of Learn with Us is real life In each level of the
course, the children follow the experiences of a British
schoolchild, and share experiences and learning This approach
marks an important shift towards language for communication
by structuring language learning around real children in real
situations In this way, language presentation can be focused
on real-life situations and social interaction
A new child is introduced at each level of the course to
reflect the children’s own changing life experiences and
interests As the learners progress through the levels, they
can share and compare ideas about themselves and their
lives to those of the characters, achieving a real sense of
growing up together
The course is situation-based, with an event in the life of
the child forming the starting point for each unit, e.g a day
at school or going to a photo exhibition The situation is
introduced by the central character via an accompanying
video, and further enhanced by a bright and engaging
opening scene in the Class Book which showcases the core
vocabulary
The central character then accompanies the children as
they progress through each unit, using more videos to
introduce stories, documentary-style culture videos and unit
projects, bringing each to life In addition to these led videos, there are animated songs, as well as attractive colour animations of all the unit stories, and a selection of interactive games and other types of games
character-The stories form an important feature of the course, with
a rich variety across all six levels They not only provide a meaningful context for the language, but bring creativity and imagination to the classroom, captivating and inspiring young minds The stories also provide a useful springboard into linked activities, such as the values focus In this way, children form important connections between the values they see played out in the story and their own social development
Learn with Us is underpinned by a sound competence-based
learning methodology, ensuring that the Competences for 21st century learning are developed Activity rubrics are often competence-based, and include thinking-skills activities and challenges that require the children to work collaboratively and stretch themselves cognitively Likewise, a variety of activities which appeal to multiple intelligences, such as individual and collaborative project work, quizzes and games, ensure every child remains challenged and active in their learning Drawing on the real-world content of the course, critical-thinking and self-evaluation skills are also developed
by encouraging the children to be curious about and question the world around them, while also reflecting on their own interactions
Studying English with Learn with Us also naturally activates
curiosity about other cultures By focusing on a day in the life
of a British child, the opening context for each unit is overtly cultural, and is also enriched by video clips rooted in British culture The children are invited to explore and think about the world presented to them, comparing the character’s life
to their own
The specific Culture lessons in each unit also vividly bring a part of British culture to life The children follow this lesson with a cross-curricular topic linked to the theme of the unit, allowing them to continually review and build on their language-learning Making links to other subject areas in this way extends the meaning and perspective of what the
children have learnt, and broadens their horizons
Learn with Us offers a wide range
of activities and materials that acknowledge individual learning styles and allow you to cater for mixed-abilities within your class Children are encouraged to work at their own ability level, with reinforcement and extension resources and two levels of tests to provide additional flexibility
Learn with Us
Bring learning together Bring learning to life
Trang 14Classroom Presentation Tool (CPT)
The Classroom Presentation Tool (CPT) materials for
Learn with Us are engaging and varied They include
unit-introduction videos with Tom, song animations, culture films,
cross-curricular slideshow presentations, story animations,
pronunciation games, review games, and videos showing
Tom and his friends presenting the unit projects There
are also interactive practice games designed to be played
during Lessons 1, 2, 5 and 6, providing further exposure to
core language and allowing for well-timed comprehension
checking There is a pronunciation game in Lesson 7 and
a useful review game in Lesson 8
The CPT also offers all the pages of the Class Book and
Activity Book on screen, for easy reference and to aid
classroom management, e.g for helping the children to
navigate to the correct page in their own printed Class
Book / Activity Book, and for quick and easy access to audio
tracks or answer keys
The CPT is easy to navigate with the material clearly divided
into units and lessons
Class Book
The Class Book lessons have been carefully staged to allow
smooth and natural progression: from the presentation
stage provided by the CPT material, flashcards or Class
Audio, to simple activities demonstrating active recognition
of the language, then finally to practice of the language via
engaging activities such as games, role plays or listening and
speaking activities, supported by further practice games on
the CPT
The rubrics in the Class Book are addressed to the child,
rather than the teacher, and include critical-thinking
challenges that allow the children to personally invest in
the material, as well as scaffolded communication games
and tasks that require the children to work cooperatively
Likewise, at the end of each unit in the Class Book the
children create a project, which allows them not only to
consolidate their learning but to also work independently
and personalize the language they have encountered in the
unit in a way that is meaningful for them In this way their
enthusiasm for speaking English is heightened
Activity Book with Online Practice
The Activity Book with Online Practice has been designed to bring together all that the children have learnt in the lesson beforehand, consolidating and reinforcing content and language from the Class Book and CPT presentations and practice and practising listening, reading and writing skills
In lessons which aim to practise core vocabulary and grammar, the Activity Book serves to provide independent reading practice as well as listening practice, which gradually progresses to written production In lessons which centre on other types of content, e.g the unit story, culture and cross-curricular content, the Activity Book is an effective means of checking concepts and understanding, and consolidating what the children have learnt in the previous stages of the lesson
The Activity Book also affords the children the chance to cumulatively review the vocabulary they have been learning and to input creatively and imaginatively themselves, by personalizing the content they have learnt For example,
in Lessons 3, the culture lessons combine language review with the practice of everyday language In Lessons 7, the
Let’s imagine feature allows children to personalize the unit
language creatively in a way most meaningful to each child Finally and importantly, it provides scaffolding to ensure
a successful and motivating outcome for the end-of-unit project in Lesson 9
Learning with Learn with Us
Trang 15Learning with Learn with Us
off text on the CPT allows the children to focus on the oral and aural before they focus on the written form The ‘text off’ and ‘text on’ option, available for many of the CPT materials, allows the teacher to choose the most suitable version according to the point at which the material is being used and the progress the children have made
The Class Book provides plenty of general reading skills practice from which the children gain exposure to a variety
of different text types; in the culture and cross-curricular
lessons, the All about speaking dialogues and the unit stories
and cartoons Furthermore, the three end-of-term review stories in the Class Book bring together the language that the children have learnt over two units in a fun, comic book-style story
The printed flashcards in the Classroom Resource Pack and the mini wordcards in the Teacher’s Resource Centre can be used for optional review or further practice at word level,
at any point during a unit After exposure to new language
in the Class Book, the children move on to more independent reading and writing in the Activity Book The approach
to reading and writing in the Activity Book is carefully staged through the unit to move from word level to sentence level, and on to short paragraphs As a unit develops, the amount
of guidance and scaffolding for writing tasks is graded to encourage learner independence, for example, moving from using words from a selection provided, or copying and completing phrases, to freer and more personalized writing production in Lessons 7 and 9
The project preparation and writing tasks in Lessons 8 and 9 are staged carefully to support all learners, challenging the more confident to stretch themselves, while supporting the less confident to a successful writing outcome The project
is the culmination of all the language learning and skills practice the children have had during the unit The mix of reading comprehension and writing activities include tasks
to help children plan and generate ideas, order and structure their writing, and successfully tie their ideas together raising awareness of the cohesion of texts Once the children have completed these stages, they are ready to produce their own personalized written text at paragraph level, based
on the model, with the ultimate aim of presenting their work in project form to an audience The writing tasks include several motivating text types (describing an animal, completing an illustrated timetable in booklet form, a healthy sandwich recipe, a weekend poem, a description of
a giant and a leaflet about where they live) The performance outcome is also a motivating factor in helping the children write more independently whilst bringing together all that they have learnt over the course of the unit
Learner training is seen as an important part of developing writing skills and the unit Picture Dictionary encourages the development of referencing skills and spelling, particular tools to help with writing It should also be noted that, as a further handy reference, Tom’s tips in Lesson 7 in the Activity Book focus on an aspect of writing or punctuation
Skills
Listening and speaking
The high-quality audio-visual material supplied on the CPT
affords the children plenty of aural recognition before they
are required to produce the language The ideal combination
of clear listening models of spoken English with strong visual
support means that the children are able to develop notable
confidence as they hear words and phrases for the first time
and understand them without ambiguity Equally, the clear
and easy-to-follow models provided on the Class Audio
allow for quick and accessible models that stimulate the
children’s accurate recognition of the language before they
are expected to produce it themselves Listening skills and
aural confidence are further developed through listening
to a range of motivating texts and stories with varied
comprehension tasks in both the Class Book and the Activity
Book with Online Practice These also help to develop learner
independence and to prepare the children for practical
everyday tasks in English
In Learn with Us 3, speaking practice is integrated into every
lesson and builds swiftly and effectively from simple
word-level production to sentence-word-level production integrating
new vocabulary with revised language Spoken accuracy
of new language is developed through activities which
encourage repetition following a model, provided by the
CPT and on the Class Audio CDs, as well as through songs,
chants, oral comprehension questions, All about speaking
dialogues that practise functional language exchanges,
controlled practice games and personalization activities
Learn with Us 3 also includes activities designed to actively
encourage the children to formulate and express their
opinion in English, which systematically build throughout
the year Previously learnt language is actively recycled in
oral activities and the children are encouraged to use this
language as they set up and carry out various tasks This
wide range of motivating oral activities allows for extensive
opportunity for repetition of core language within a clearly
defined framework in order to help children build their
confidence in speaking
In addition, phonetic awareness and confidence is
developed in pronunciation activities designed to raise
awareness of and practise production of key sounds
By the end of a unit, the wide range of graded speaking
practice should support all learners to successfully present
their end-of-unit project with confidence and to the best of
their ability, and talk about their performance in the unit
Further optional pronunciation and communication games
are detailed in the Ideas bank on pages 141–147 of this
Teacher’s Guide
Reading and writing
Learn with Us 3 takes a systematic approach to both reading
and writing throughout the course It is only once the
children have heard and spoken new words or structures
that they focus on reading the written form Once the
children are familiar with reading new core language, they
move on to writing it
On the CPT, new language is always presented alongside
images, so that meaning is clarified first The option to turn
Trang 16accompanying audio A variety of activities in the Class Book and Activity Book support consolidation of new vocabulary and core concepts The children also further develop learner independence by being encouraged to evaluate the story and say what they think about it The children, as with previous levels, have the opportunity to act out the story to recycle the language of the unit in a fun and memorable way, while allowing learners of all levels to join in with the performance.
In addition to the unit stories in Lesson 5, the children
read a cartoon story, Ruby, Nick and Me! in every Lesson 7
These short cartoons consolidate both vocabulary sets and the grammar that have been taught in the unit Revision stories are also available in the form of a running cartoon in the Review units and are also available as a scroll-through story book on the CPT At the end of every unit, a short
‘Read and enjoy’ story called The adventures of Tom and friends is available for the children to read for pleasure at
the end of every unit Please see the relevant section of this introduction for further information about these
Values
There is a strong emphasis in Learn with Us on values and developing the whole child In Learn with Us 3, the values
focus is presented in Lesson 5 through the story, with
a focused ‘All about values’ feature clearly linked to the content of the story The children are encouraged to discuss and relate the value to their own lives, raising awareness
of the children’s own social growth as well as promoting self-esteem, positive attitudes, and tolerance and respect towards others
In the Activity Book follow-up task in Lesson 5, the children consolidate the value by writing it and do a personalization task which helps internalize the value and make it more relevant to their real life experience
Stories
The stories are central to each unit in Learn with Us 3 They
depart from the real-life context and narrative as presented
by Tom and instead immerse the children in a fun and
entertaining story that, while still linked to the theme of
the unit, is also a completely new and exciting adventure,
with a different storyline and set of new characters in each
unit A rich variety of different story genres are explored:
from traditional fables and fairy tales to true life stories and
adventure All the stories have been specially chosen to
appeal to the children’s imagination and diverse interests
The unit stories in Lesson 5 play an important role with
regard to language development, as they not only present
the second vocabulary set and target grammar in context,
but they also revise previously learnt language (both core
and incidental) Hearing this recycled language in a rich
story narrative provides the children with an important
opportunity to practise recognizing larger language outputs,
i.e the lexical ‘chunks’ that form the building blocks of
English that they will encounter time and time again
The stories also provide the opportunity to develop listening
skills (via the CPT or the Class Audio CDs) and reading skills
All story text is provided on the page, allowing the children
to follow while they listen and thereby boosting their
confidence and ability to recognize known words
The children’s first experience of the unit stories is via the
CPT, where they can enjoy a beautiful, fully animated version
of the story, maximizing the story’s motivational potential as
well its function as a learning tool Each story is first chosen
for us by our central character, Tom, smoothly embedding
the imaginary in the real-world context so central to Learn
with Us, while also helping the children to transition into and
build excitement about the new content
Following the CPT presentation materials, the children are
invited to open their Class Book for a re-telling of the story,
this time in closer view, with full-colour story frames and
Trang 17Learning with Learn with Us
language learning around day-to-day situations naturally inspires the children to compare the character’s world with their own The details and conventions of British everyday culture are brought to life in supporting video clips at the start of each unit, helping to make British culture relevant and interesting to the children’s own lives The mix of documentary and drama footage which make up the unit culture films provide a motivating insight into British culture, and the follow up pages in the Class Book and Activity Book all provide interest and the opportunity for cross-cultural comparison
The children are encouraged to understand and reflect on the differences and similarities between their own and other cultures in order to develop Competences for 21st century learning, in particular Social and civic competences and Cultural awareness and expression
The culture lesson also helps the children take a step towards integration into the culture of the language they are learning by giving them useful expressions, in the form
of common everyday language, in the All about speaking
activity A simple, high-frequency social exchange is
modelled by Tom and his friends in the All about speaking
video clip, so that the children can listen and repeat it easily These exchanges have also been chosen taking into consideration the language syllabi of the GESE Trinity and Cambridge English: Young Learners external exams, in which social English plays a key role
designed to support continuous and systematic evaluation
of the children using a variety of tools
The Learn with Us 3 tests can be found in the Teacher’s
Resource Material in the Teacher’s Resource Centre They cover all the target language from the level and are divided into six unit and three term tests Importantly, the term tests are cumulative, with the language from Units 1 and 2 tested
in the Term 1 test, Units 1–4 in the Term 2 test, and Units 1–6 in the Term 3 test In this way, long-term retention of the language the children have encountered throughout the duration of the course can be tested, aiming towards longer-term learning Moreover, the activity types in the term tests have all been carefully designed to echo the latest Cambridge Young Learners English test (Starters level) This can help the children start to familiarize themselves with the test in a non-intimidating way, enhancing their confidence with regard to sitting external exams
Songs and chants
Songs and chants form a natural part of childhood and
are therefore something immediately familiar to
primary-aged children They are also an invaluable way of practising
and assimilating new language, as they naturally include
repetition, provide clear models for correct pronunciation
and greatly aid memory through their use of rhythm The
children will naturally participate in the rhythm and actions,
meaning they will be active and having fun while at the
same time gaining valuable exposure to the language,
increasing the likelihood of retention For this reason, songs
and chants are an integral part of Learn with Us, with the
CPT providing an extra audio-visual dimension through an
animated song for the Lesson 2 songs
Each unit of Learn with Us 3 contains one chant and one
song They present and practise the new language of the
lessons, and the songs cover a variety of musical genres
specifically designed to encompass the diverse range of
musical styles children enjoy in the real world
The chant is used early on in each unit to practise the first
core vocabulary set with a revised structure At this point,
the children learn an action related to each new item of
vocabulary (and these actions are later reinforced in a
subsequent song) Connecting actions with vocabulary
is a key feature of the Learn with Us chants and songs,
using physical response to reinforce and demonstrate
understanding In this way, by allowing the children to
listen to the chants or songs using actions only at first, their
understanding and ability to eventually reproduce the
language they hear will be greatly enhanced
The song in Lesson 2 of each unit is supported with an
animation available on the CPT This song introduces the
target grammar as well as recycling the first core vocabulary
set (with actions)
Song worksheets are available in the Teacher’s Resource
Material in the Teacher’s Resource Centre and provide
additional practice of the core vocabulary and target grammar
presented in the Lesson 2 song
From the very
beginning of each unit, the content is grounded in the real
world, immersing and inviting the children to participate
in the life of a British child This approach to structuring
Trang 18There are two levels of each of the unit and term tests:
‘Standard’ and ‘Challenge’, allowing you to select the level
appropriate to the ability of the different children in the class
At both levels, all four skills are systematically tested across
both the unit and term tests To provide more flexibility in
administration, speaking skills are assessed continuously and
after every two units in the term tests Grids are provided
in the Evaluation section in the Teacher’s Resource Material
to help with the continuous assessment of speaking using
various unit activities and appropriate criteria for evaluation
Clear and practical notes are provided to help with
administering the speaking sections of the term tests The
tests are available as printable PDFs or editable documents
on the Teacher’s Resource Centre, so you can choose to
adapt the material to suit your class Audio for the tests is
available on the Class Audio
An additional opportunity for evaluation in Learn with
Us 3 comes in the Lesson 9 unit projects and the Review
unit projects, establishing a more holistic approach to the
assessment of the children The criteria for assessment of
the projects is matched to learning standards for this level
and Competences for the 21st century Opportunities for
evaluation in these project lessons are identified in the
Class Book with a key symbol Guidance notes and grids
for assessment of the projects can be found in the
Teacher’s Resource Material and allow you to continuously
assess the children’s progress and provide them and their
parents / carers with feedback
Allowing your children to evaluate and reflect on the
work that they have done is also an integral part of the
learning process, and links directly to the Learning to learn
competence Studies have shown that children who are
given opportunities to reflect on their work tend to be better
engaged, have a more positive attitude towards learning,
and therefore absorb much more For this reason, Learn
with Us 3 provides numerous opportunities for reflection,
allowing the children to think about what they are learning,
check what they know and record how they are progressing
Similarly, the unit tests each contain an ‘All about my test’
feature, allowing for self-reflection on how well the child has
performed at the end of the unit
Cross-curricular focus
One core lesson in each unit of Learn with Us covers content
from other subjects across the curriculum, providing the
opportunity to transfer useful, practical English language to
a range of different areas of the curriculum, including Social
and Natural Science and Art These lessons are linked to the
theme of the unit and complement the culture lesson that has come before This allows vital links to be formed in the children’s language-learning, as well as providing a meaningful context for the topic area via a ‘learning through meaning’
Exciting visual and auditory presentation tools are used to introduce and exploit the concept in every unit An engaging slideshow-style presentation introducing the subject matter is available on the CPT for easy-to-use, effective presentation of the cross-curricular concept and new cross-curricular words, and this is reinforced in the Class Book with tasks developing reading, listening and speaking skills
Collaborative learning
Language-learning is a pre-eminently collaborative activity,
and it is for this reason that Learn with Us offers a wide
range of activities and materials that inspire the children
to experience English together by working collaboratively and build their communication skills Children are encouraged to work together in a variety of communicative speaking activities, grammar practice activities and craft activities, helping to develop the children’s social and civic competence
Trang 19Learning with Learn with Us
In Lesson 6 of each unit, the children are prompted to
make a craft using the cut-outs at the back of the Activity
Book They then use this craft to play a game in pairs which
practises the story language and target grammar
Learn with Us encourages the development of thinking
and communication skillls through engaging collaborative
activities which promote truly meaningful communication
The Think icon in the Class Book and Activity Book denotes
activities which encourage children to formulate and express
their own opinion The language they need to do this is
clearly modelled and they are encouraged to share their
opinions with others They are encouraged to respect each
other’s opinions, and are reminded of the need to take turns
in a conversation and appreciate that there is more than
one perspective on most things As this features regularly, all
children will gain in confidence as the year progresses and
increase their ability to communicate effectively
Likewise, the projects that appear in each of the Class
Book Review units are a particularly clear example of how
collaborative work not only facilitates appreciation of each
other’s ideas but also develops personal initiative In these
social tasks, which are designed to allow participation at
all levels of ability, the children use the language they have
learnt to work collaboratively and communicate creatively
with their peers, the whole school, their parents / carers and
indeed with the wider community or school
While the unit projects in Learn with Us 3 are more individual,
there is plenty of opportunity for children to collaborate in
the setting up stages, including pairwork to check they have
everything they need and in sharing ideas and information
Parental involvement
The support and involvement of parents and family
members is a key motivating factor for children across all
subjects The children will enjoy sharing what they have
learnt with their parents or carers, and for this reason, Learn
with Us uses a variety of approaches to help establish a vital
home–school link for the children
The ‘English at home’ icon appears in several places
throughout the Class Book and Activity Book, clearly
signposting opportunities for children to share their learning
with their parents
Establishing clear and transparent communication with
parents is also essential in developing a cooperative
relationship between home and school It’s important to keep
parents informed about what their children are learning
English at home
Think
Trang 20Competences for 21st century learning
The Competences for 21st century learning describe
a range of skills, knowledge, attitudes and behaviours
that will serve children for life and learning outside the
classroom They go beyond the classroom, as they are
essential for personal development, social inclusion, active
citizenship and successful employment
There are seven Competences for 21st century learning,
defined as follows:
The methodology of the course ensures that the
competences are developed methodically, and that
they are clearly highlighted and explained throughout the teacher’s notes
The lesson notes in this Teacher’s Pack provide information in how the syllabus maps to the Competences for 21st century learning, enabling you to track the children’s development through the course A more detailed explanation of how learning a foreign language can develop the Competences
for 21st century learning can also be found in the Learn with
Us 3 Teacher’s Resource Material in the Teacher’s Resource
Centre, along with ideas and material for further exploitation
of Competences for 21st century learning
All about accessibility
Linguistic competence
The children will use and develop their linguistic
competence in all the activities in Learn with Us
This encompasses effective communication and
expression across the four skills of reading, writing,
listening and speaking
Social and civic competence
This describes the range of social, interpersonal and intercultural skills and behaviours that equip individuals to participate effectively in society The children practise this competence when they do activities that require participation, cooperation, and respect for themselves and others, both in the classroom and in society, such as the collaborative speaking tasks
Digital competence
This involves the confident use of ICT and develops the skills to use IT safely and responsibly The children use this competence whenever they employ digital tools, such as when they use the interactive IWB games, when they carry out searches online or use technology to communicate in English
Learning to learn
This encompasses the development of a positive
attitude towards learning, both inside and outside
of the classroom, as well as the study skills to
help learners do this The children also use this
competence when they are asked to reflect on and
evaluate their progress
Cultural awareness and expression
This encourages the creative expression of ideas, experiences and emotions in different ways; for example, through music, performance and craft The children also develop this competence when they learn about the culture of English-speaking communities and reflect on their own culture, as they are encouraged to
do throughout the whole course
Sense of initiative and
entrepreneurship
Like ‘Learning to learn’ this competence encourages a
positive attitude towards problem-solving and develops
values such as perseverance and self-esteem The
children use this competence in activities that involve
teamwork or individual initiative, for example
decision-making skills, cooperating and negotiation, planning,
organizing, and when completing the projects
Mathematical competence and basic competences in science and technology
This is the ability to apply mathematical, scientific and technological thinking in order to identify questions and solve problems The children practise this competence when they
do tasks that require them to interpret numbers or engage with scientific content, such as in the Cross-curricular lessons
Social and civic competences
Cultural awareness and expression
Learning to learn
Linguistic communication
Digital competence
Mathematical competence and basic competences
in science and technology
Sense of initiative and entrepreneurship
Social and civic competences
Cultural awareness and expression
Learning to learn
Linguistic communication
Digital competence
Mathematical competence and basic competences
in science and technology
Sense of initiative and entrepreneurship
Social and civic competences
Cultural awareness and expression
Learning to learn
Linguistic communication
Digital competence
Mathematical competence and basic competences
in science and technology
Sense of initiative and entrepreneurship
Social and civic competences
Cultural awareness and expression
Learning to learn
Linguistic communication
Digital competence
Mathematical competence and basic competences
in science and technology
Sense of initiative and entrepreneurship
Social and civic competences
Cultural awareness and expression
Learning to learn
Linguistic communication
Digital competence
Mathematical competence and basic competences
in science and technology
Sense of initiative and entrepreneurship
Social and civic competences
Cultural awareness and expression
Learning to learn
Linguistic communication
Digital competence
Mathematical competence and basic competences
in science and technology
Sense of initiative and entrepreneurship
Social and civic competences
Cultural awareness and expression
Learning to learn
Linguistic communication
Digital competence
Mathematical competence and basic competences
in science and technology
Sense of initiative and entrepreneurship
Trang 21All about accessibility
Special Educational Needs in the ELT classroom
What is SEN?
Special Educational Needs (SEN) is the term we use to
refer to the requirements of a child who has a difficulty
or disability which makes learning harder for them than
for other children their age Note that gifted and talented
children are also considered to have special needs as they
require specialized, more challenging materials
Strengths, not just weaknesses
Children make progress at different rates and vary widely
in how they learn most effectively Although children with
special needs may have difficulties in some areas, there
will also be areas of strength Recognizing and utilizing
these strengths is important to the children’s academic
development as well as their self-esteem Your daily contact
with these children will help you understand what works
best for each individual and choose the most appropriate
techniques
You can do it!
You might be worried about trying to include children
with SEN in your class It can feel like it requires specialist
knowledge and extra work for you, the teacher This does
not have to be the case As a teacher you are used to dealing
with different personalities and abilities in your class – you
are probably always adapting to widely differing needs
from the children each day Children with SEN are simply
part of this variety and challenge In addition, the teaching
techniques which help to support children with SEN are
good, practical techniques which will benefit all children
Top tips for creating an inclusive classroom
You do not need to be an expert on SEN to teach children
with SEN You do need to want to work with these children
and to be prepared to learn from them
Tip 1: Be a role model
Children will take their lead from their teacher It is important
to show that you respect and celebrate differences between
people For example, if you notice some children do not
want to work with a child, make sure you talk to those
children privately about their behaviour and give praise and
rewards to the children who are working well in teams
Tip 2: See the person not the label
It is very important to get to know each child individually
and to not label them according to their SEN If you have
children who wear glasses in your classes, you do not
assume that they have all got the same personality In the
same way, you should not assume every child with SEN
is the same Find out their interests and their strengths
Remember also that the range of SEN is wide so take time
to find out the level of a child’s difficulty Do not assume,
for example, that a visually impaired person cannot see
anything – they may have some sight
Tip 3: Avoid judgements of behaviour
Do not label a child as lazy or not trying Children with SEN
are often trying hard and get criticized unfairly by teachers
They might seem to be daydreaming in class but their
brains might be overloaded with information which they cannot process and they need a short brain break These children also need positive feedback on behaviour, so make sure that you notice when they are behaving appropriately Many children with SEN and behavioural difficulties only get noticed negatively by the teacher
Tip 4: Celebrate difference and diversity
The classroom and the world would be a boring place
if everyone was the same You can use the differences between children to learn from and about each other
Tip 5: Teach in a multi-sensory way
Children all learn in different ways Some like to see information, some like to hear it and some like to get up,
do and touch things Children with SEN particularly need practice in all the senses because they find it difficult to learn
in traditional ways Use a multi-sensory approach to present and practise information in your lessons
Tip 6: Plan ways to adapt your lesson plan
You will sometimes need to adapt your lesson plans This is called ‘differentiation’ Differentiation means planning and teaching to take account of all children in the class, whatever their level The children can make progress in their learning wherever they start from All children should achieve the same main aim, but they may do this in different ways
Tip 7: Work on classroom management
Clear, consistent classroom management is very important for children with SEN They often have problems understanding and following rules and instructions, so it is important to think about the best way to do this It is a good idea, for example, to give careful thought to your seating plan
Tip 8: Work cooperatively with adults and children
Teamwork is the best approach to teaching children with SEN It is particularly important to work with parents / carers, as they know their child best and will often have helpful strategies to suggest Other people who can help you include school psychologists, counsellors, speech and language therapists, occupational therapists, SEN organizations and charities Try to find out what’s available in your local area and keep a list of useful contacts
Tip 9: Work with children’s strengths
Try to find out what your child’s strengths and interests are and include these in your teaching Children who have problems reading can sometimes be good at drawing and acting instead Children who find it hard to sit still might be very good at organizing teams and roleplay Children who are struggling academically might be very kind and helpful
Dyslexia: an example of SEN
Dyslexia affects approximately 10% of the population, so each classroom may have two or three children with this learning difficulty Dyslexia is a neurological condition that causes the brain to process and interpret information differently, which makes language learning challenging It
is not a sign of low intelligence or laziness, or the result of impaired hearing or vision
Trang 22• Give children short instructions, perhaps one step
at a time Set realistic targets, so they gain a sense of accomplishment
• Children with dyslexia do not need an entirely different set of materials from the rest of the class Focus their attention on particular sections instead, or select from the Activity Book, or from the mixed-ability worksheets in the Teacher’s Resource Material
• Children with dyslexia may benefit from a more structured approach to learning, with controlled oral practice, plenty
of examples, and opportunities to plan their work The
structured approach to lessons in Learn with Us and
the models and examples on the CPT videos and the Class Audio, for example, will support dyslexic children’s communication skills
• Allow children who need longer to process information to
do what they can in class, and encourage them to finish at home if possible
• Children with learning difficulties tend to respond well to extensive practice and explicit explanation You may find that doing language drills in class, focusing on a small set
of core vocabulary or one grammatical feature at a time, will be helpful Remember that similar-sounding words
or words with a similar meaning may cause confusion, so present them separately
• Encourage children to create mind maps or visual representations of vocabulary in their vocabulary notebooks, so they can review language regularly
Mixed-ability and multiple intelligences
No two children in any class are the same Children learn
at different speeds and have different styles of learning
In every class, there will be a variety of interests, likes and dislikes In addition, some children may have different cultural backgrounds from the rest of the group Whatever the extent of the diversity within a class, it is important to help all the children feel part of the group during the English
lesson For this reason, Learn with Us offers strategies and
materials to help teachers adapt their lessons to meet the needs of individual children
Mixed-ability and Learn with Us
Naturally, in classes where there is a wide range of abilities, there will be times when children’s needs will be different Some children will require extra support for even the basics and others will require reinforcement of what they have learnt, while the most able will benefit from extension and further practice In a mixed-ability class, it is very important that everyone can take part in activities, whatever their ability,
which can present a challenge for the teacher This is why Learn with Us is carefully designed to offer graded and structured
activities to support all children’s language learning
Learn with Us caters for mixed-ability children in a number of
different ways:
• The CPT, with its wealth of visual support, allows children
to benefit from the many non-linguistic aspects of the video presentations Practically, it also provides one clear
What problems do dyslexic children have?
Dyslexia can manifest itself in a variety of ways, through
linguistic problems such as:
• slow reading speed
• difficulties with word recognition and spelling
• a smaller range of vocabulary in the mother tongue
Dyslexia is also apparent in non-linguistic problems,
such as:
• a more limited memory span
• difficulties with handwriting and motor skills
• difficulties with time management and organization
of work
• slowness in automating new skills
These difficulties will vary in their severity or seriousness in
different individuals, and some people will experience some,
but not all, of these problems
Children with dyslexia can become competent and skilled
second-language users, especially when a supportive
school with a warm and positive classroom environment
fosters their confidence Even small steps, such as ensuring
that a child is sitting comfortably at their desk with a
well-positioned writing surface, can have a positive impact
English: some areas of difficulty
• Children with dyslexia may struggle with the spelling of
words in English since the spelling rules and conventions
can appear unpredictable; specific sounds are spelt
in many different ways, and certain letters can be
pronounced differently
• Children with dyslexia may find it more difficult to learn
abstract words than concrete nouns, and may find it easier
to learn nouns than verbs and adjectives They may find it
hard to distinguish between words with similar sounds or
that are close in meaning
• Speaking and listening skills seem to be affected less than
the literacy-based skills of reading and writing
• Questions which require open-ended answers and
pronunciation activities may be difficult for children with
dyslexia or other special educational needs
• Children with dyslexia may struggle with the organization
of their work and their classroom equipment, and this
may impact on their learning
Simple tips for helping a dyslexic child
• Children with dyslexia learn better if vocabulary is taught
in context, or anchored to an image The anchoring of
language in the real-world context in Learn with Us will
help with this
• Children with dyslexia often engage well with electronic
or interactive devices, so the CPT games will help them
with learning and reviewing vocabulary at their own pace
• Multi-sensory and multi-channel formats, such as the
animations, games and videos on the CPT and reading
with audio in the Class Book, are well suited to children
with dyslexia
Trang 23focus in the classroom, allowing the class to work together
but at a different pace
• The receptive nature of many of the CPT games at this
level mean that they allow even children with the lowest
level of English to participate without feeling under
pressure, because everyone joins in
• Systematic revision of all core language has been carefully
built into the course, with continual revision opportunities
provided within each unit, as well as opportunities for the
recycling of language from previous units For example,
the Culture and Cross-curricular lessons regularly reinforce
previously presented vocabulary and structures in a new
context, and the songs and chants which punctuate each
unit offer the chance for fun and meaningful revision of
the unit vocabulary
• In addition to the continual recycling within the main
units, an end-of-term review is provided through the
dedicated Review units These lessons draw together all
the core vocabulary and target grammar from two units
in a new setting, with a practical and tangible outcome in
the form of the project
• The recycling and revision of language from previous
years is also given great importance throughout Learn
with Us For example, in Learn with Us 3, the review activity
in Lesson 3 of every core unit revises vocabulary from
previous levels and units, making important links in the
children’s language learning journey
• The optional extension and revision vocabulary activity
in Lesson 1 of each main unit provides an opportunity for
more able children to expand on what they have learnt
In this lesson, additional vocabulary items related to the
unit have been included in the opening scene picture for
optional extra input, and are supported by a worksheet
in the Teacher’s Resource Material
• The high frequency of collaborative tasks throughout the
Class Book and Activity Book encourages cooperation
amongst children: if you put a stronger child with a less
able child, he / she can support this child The child who
needs more support also feels less under pressure in this
way Similarly in group games and activities, every child
can feel supported by the group and can participate as
much as he / she is able
• In Learn with Us, many activities in the units and others
in the Ideas bank of the Teacher’s Guide encourage
communication and co-operation, which in turn involve
everyone in the group The teaching notes include many
activities to help you create a relaxed atmosphere so
children of different abilities can integrate more easily
• The Activity Book with Online Practice provides practice
of the language introduced in the Class Book Moreover,
it contains slightly higher-level reading and writing tasks
than those presented in the Class Book There is also a
special Extra feature at the bottom of the Activity Book
pages, which suggests a further activity to allow for
extension of the lesson content
• The Teacher’s Resource Material offers mixed-ability worksheets at extension and reinforcement level, which can be used when required with the children who need them The reinforcement activities can be used to consolidate learning, while the extension activities allow more able children to expand on what they have learnt Children should be grouped together with others of a similar ability to work on worksheets that suit their level
• Also in the Teacher’s Resource Material are two levels of each of the unit and term tests: ‘Standard’, which matches the reading and writing development of the Class Book, and ‘Challenge’, which follows the approach in the Activity Book and tests more reading and writing This allows all children to participate in testing to the best of their ability
• All the songs and chants are accompanied by clear actions, as described in the relevant notes in this Teacher’s Guide This allows even children with the lowest level
of English to participate without feeling under pressure, because everyone joins in
Multiple intelligences and Learn with Us
The theory of multiple intelligences, as first developed
by American psychologist Howard Gardner, views intelligence as being multi-dimensional Instead of thinking
of intelligence as something connected to cognitive or academic skills that you have more or less of, Gardner believes that it is more useful to think of humans as having
a range of eight different ‘intelligences’, and that we all have these intelligences in different strengths and combinations.These eight intelligences are:
• Verbal-linguistic: Being good with words and language,
reading and writing
• Logical-mathematical: Being good with numbers,
Maths, logical processes, patterns, relationships between things and abstract concepts
• Visual-spatial: Being good with pictures, diagrams, maps
and visual representations
• Musical-rhythmic: Being good with music, noticing
sounds and recognizing tunes
• Bodily-kinaesthetic: Being good with physical skills,
sports, activities and tangible objects, dance, mime and acting
• Interpersonal: Being good with other people; being
good at communication and social skills
• Intrapersonal: Being reflective and insightful about your
own psychology and internal life; being intuitive and self-confident
• Naturalistic: Being good at recognizing and
understanding aspects of the natural world around us, e.g animals, birds, plants
In the context of the ELT primary classroom, this clearly acknowledges that every child has different kinds of mental abilities, and responds in their own way to different stimuli
As teachers, we know that children each have their own natural talents and multiple ways of learning For example,
All about accessibility
Trang 24Lesson 2 Divide the class into two groups Group A sings
all of the song apart from the highlighted words, which only group B sings Give each group instructions to sing quietly
or loudly, or to gradually get louder or quieter as the song progresses Then swap roles
Lesson 3 Put the children into mixed-ability groups to do
the reading tasks After reading and matching the texts and photos, put the class into two groups Show them one of the photos and elicit any information each group can remember about the text, without looking at their Class Books See
if together the two groups can remember all the main information in each text
Lesson 4 Ask two or three confident children to call out the
new cross-curricular vocabulary for the rest of the class to point to in the pictures and repeat
Lesson 5 Ask two or three confident children to come to
the front of the class and mime one of the story frames The rest of the class guess which frame they were miming
Lesson 6 Ask one or two confident children to mime one of
the pictures from the story at the top of the Class Book page
Encourage the rest of the class to say a sentence from the All about grammar table that matches what they have mimed
Lesson 7 Divide the class into two groups and listen to the
cartoon story again Group A says / mimes / stands up or sits down on all of Nick’s lines Group B does the same for all of Ruby’s lines
To have fun with pronunciation, ask the class to say the rhyme in different ways – first slowly, then quickly, quietly, then loudly (and vice versa), happily and in a sad way, etc
Lesson 8 After doing the ‘listen and match’ opinions
activity in the Class Book, make the activity interactive by designating areas of the classroom as the ‘three opinions’ Children walk to the area which reflects their opinion and say their opinion out loud
Lesson 9 When the children prepare, practise and present
their project to each other, put them into mixed-ability groups so that they bring out each other’s strengths and support each other, but do consider how well they work together and get along outside the classroom They need to feel comfortable working together to make the most of their English and have fun
some children may respond well to artistic or musical
activities, such as painting or singing, while others may be
more engaged when movement or logic are involved, such
as during dancing activities or number games
It follows, then, that in order to keep our children engaged
and involved during language learning, we need to include
a variety of tasks that activate different intelligences
Although we cannot teach directly to each individual child
in our classes all the time, we can provide opportunities for
diversity When we allow for this diverse range of language
activities that match our children’s intelligence strengths, we
multiply the opportunities for a ‘hook’ through which English
can be acquired
Likewise, it is clear that learning a foreign language at an
early age can positively help to develop and stimulate all of
a child’s intelligences In the ELT primary classroom, all eight
of Gardner’s intelligences can be quite clearly activated in
a number of ways through the language-learning process,
allowing our children to build on their natural talents, while
also encouraging the development of their other abilities
Simply put, all intelligences can be learnt, and that is why
we must help our children to develop all their intelligences
through creating an attractive, encouraging and motivating
atmosphere in the ELT primary classroom
This is why Learn with Us contains activities, tools and
different types of input carefully designed to serve all
children by reaching out to their multiple ways of learning
Each lesson in Learn with Us 3 has been deliberately set out
to appeal to a wider range of intelligences, offering a variety
of activities which cater at different times for children with
different learning styles or intelligences
For example, a typical lesson may start with a warm-up
matching game (verbal-linguistic and bodily-kinaesthetic),
followed by an introductory video on the CPT (visual-spatial),
followed by singing a song (musical-rhythmic) and finally
a pairwork speaking activity (interpersonal and
verbal-linguistic) Follow-up tasks are provided in the Activity Book
with Online Practice and in worksheets in the Teacher’s
Resource Material, allowing children to reflect on their
learning (intrapersonal) in a variety of ways In this way, the
inherent diversity of the classroom is purposefully catered for
in each lesson
Learn with Us taps into children’s natural talents, thus
allowing you to provide motivating educational experiences
which help develop the confidence and language skills your
children need to communicate both with their classmates
and with the English-speaking world
Mixed-ability extra ideas
The following is a list of optional extra activities that can be
used in each lesson of every core unit to cater for
mixed-ability children
Lesson 1 Place the Vocabulary Set 1 flashcards around
the room Play the chant from the lesson again and ask the
children to point to the correct flashcard as they chant
the word
Trang 25Classroom language
Classroom language
Using English for classroom routines is an excellent way to
introduce and recycle important natural language If English
is used for organizing activities, giving instructions, playing
games and for giving support and praise, children will
develop a passive understanding of the expressions, and be
able to produce many of them by the end of the year Here
are some useful phrases
Organizing in the classroom
Sit down
Stand up
Open your book at page …
Look at the pictures / words on page …
Close your book, please
Come here, please
Give / Bring it to me
Let’s sing a song / read a story / play a game
Giving support and praise
Well done
Yes, that’s right
Not quite Try again!
That’s very good
That’s a lovely picture!
Good try
That’s nice / lovely
I like your drawing
Give yourselves a clap
That’s fantastic
Carrying out activities
Guess / Can you guess?
Get into pairs / groups / teams
Work alone
Is that right?
Stand in a circle / line
Take turns
Whose turn is it?
It’s your turn
Ready, steady, go!
Take out your scissors / glue / crayons
Let’s put the posters / work on the wall
Write your names on your posters / work
Watch what I’m doing
Ending an activity / lesson
Finish your turn
Stop and look at me, please
It’s time to stop now
Put your things away, please
We’ve got five more minutes
Line up by the door
Put your pencils down now, please
Goodbye everyone / children
See you tomorrow
Classroom phrases for children
Can I have the scissors / glue, please?
Here you are
Trang 26The star learner question supports your mixed-ability class by highlighting optional extra revision and extension vocabulary Extra practice activities can be found in the Teacher’s Resource Material in the Teacher’s Resource Centre.
Become familiar with Tom’s everyday context for the
unit
Listen, identify and say Vocabulary Set 1
Participate in a chant using the new vocabulary and a
The main character, Tom,
introduces the unit theme in
a short, live-action film
The children explore the
main image to find the
Set 1 vocabulary items
Flashcards are found as printed cards in the
Classroom Resource pack, as an optional way of presenting and practising the new vocabulary
On the CPT a game practises the vocabulary set
Lesson 1 Vocabulary
Teaching tip
Select an additional flashcard and / or wordcard game to supplement the presentation of the vocabulary set and activities on the page, if you feel the class needs more practice See the Ideas bank on pages 141–147
Activity 2 provides an opportunity
to hear and say the vocabulary set and a revised structure
The review language is highlighted in the review tab
Activity 3 is a memorable and enjoyable chant with optional actions which provides oral practice of the vocabulary set
Activities 4 and 5 provide supported speaking practice of the vocabulary set and the revised structure
Tom’s question encourages the children to talk about themselves and personalize the topic of the unit
Tour of a unit
Audio can be launched
from the CPT or the Class
Audio CDs
Class Book CPT
Trang 27Ending the lesson
Follow the suggestions
in the lesson notes for each unit
9 Ask the children
to complete activities 1 and
2 to practise reading and writing the core vocabulary
10 Ask the children
to complete the first section
of the Picture Dictionary
3 Ask children to study the main image as
you play the audio They listen, point to and repeat the vocabulary and revised structure
4 Teach the vocabulary actions Play the chant
encouraging children to join in with actions and words
5 Listen to the model dialogue then set up
the speaking game and monitor while children play
6 Ask the children Tom’s question to
personalize the topic of the unit
7 Optional: Ask the children the star learner
question and encourage them to look at the two pages to locate the extra vocabulary words
Answer keys are included
in the CPT
How to teach Lesson 1
Starting the lesson
Follow the suggestions
in the lesson notes for
each unit
1 Play the unit introduction
film
2 Use the flashcards from the
Classroom Resource Pack
to present the vocabulary and teach the actions using the lesson notes and Class Audio CDs
8 Play the vocabulary
game
No CPT today?
Play a game from the Ideas bank on pages 141–147
Optional
27
CPT
Classroom Resource Pack
Other useful resources
In the Classroom Resource Pack:
Set 1 flashcards Alphabet poster
In the Teacher’s Resource Material:
Set 1 mini picture cards and wordcards Extra vocabulary worksheet
Trang 28On the CPT a game practises the Lesson 2 target grammar with the Lesson 1 vocabulary.
Participate in and understand a song with a new grammar structure and the Set 1 vocabulary
Review the Set 1 vocabulary by matching words and pictures
Listen to and say the new grammar and play a speaking game using a simple grammar table and model dialogue
Understand the new grammar structure and the Lesson 1 vocabulary in a listening activity to identify specific information
Read and write the new grammar structure
Objectives
Mixed-ability See extra ideas on pages 22–24
Singing the song and doing
the related actions helps
children internalize the
vocabulary and grammar
The animated song reviews
the vocabulary from Lesson 1
and presents the grammar
for this lesson
The grammar table highlights the new target grammar The LOOK! feature reminds the class of additional points such
as contractions and use of pronouns
Activity 3 provides an alternative to the kinaesthetic actions activity: the matching activity allows children to interact with the text
of the song and the pictures on the page and accommodates different learner styles
Activities 4 and 5 provide fun and memorable speaking practice of the target grammar and core vocabulary
Teaching tip
Work through the All about grammar
box and elicit or give children lots of additional examples to illustrate the grammar point Use the language in the song for additional examples
Lesson 2 Song, Grammar & Communication
Class Book CPT
Trang 29Activity Book
A variety of listening,
reading and writing activities
provide practice of the
new grammar with the
vocabulary from Lesson 1
Grammar pages at the back of the Activity Book provide extra consolidation activities
2Play the song again and encourage the children to point to the items on the page
Teach the extra song actions, then play the song to prompt the children to do the song and actions and sing along
3Ask the children to match the words in bold to the pictures on the Class Book page
4Focus on the All about grammar box Play
the Class Audio CD to practise the model language Ask children to ask and answer
in pairs using the model as a guide
the lesson notes
for each unit
Ending the lesson
Follow the suggestions in the lesson notes for each unit
1 Play the song animation
No CPT today?
Play the song, holding up the flashcards from the Classroom Resource Pack and encourage children
to join in with the actions they have learnt in Lesson 1, using the Class Audio CD
6 Ask the children to
complete the Activity Book activities to practise listening, reading and writing of the core grammar
7 Ask the children to
complete the first
section of the All about
No CPT today?
Play a flashcard game from the Ideas bank on pages 141–147 to practise the target grammar
29
Other useful resources
In the Teacher’s Resource Material:
Lesson 2 Reinforcement and Extension worksheets
Song worksheet Speaking assessment grid
Trang 30Understand the main ideas in a video and reading text about an aspect of British culture,
practising integrated skills in a real-life context
Listen and understand the All about speaking conversation using useful, everyday language
Exchange personal opinions and act out the All about speaking conversation.
Reflect on the differences and similarities on the topic in their country
Objectives
Mixed-ability See extra ideas on pages 22–24
Activity 2 activates the children’s
language and raises interest before
they read in Activity 3 These
activities cater to mixed ability by
allowing interaction with the page at
the child’s own level whilst recycling
language from previous lessons
The culture film is introduced by
Tom and recycles and extends
language from Lessons 1 and 2
in a real-world context
Each film presents a motivating
glimpse into an element of
British culture, chosen to be of
interest to your students
The target everyday language
is highlighted on the page for children to refer to if needed
The culture question encourages children
to make comparisons between their own culture and the UK
In Activities 4 and 5, children watch and listen
to Tom and his friends having a conversation and then practise the useful everyday language exchange with their friends and personalize it, providing an opportunity for real and meaningful communication
Teaching tip
Encourage the children to look for key words in the reading texts that help identify the relationship with the photos When feeding back answers, elicit the words that helped children match the photos to the texts Remind the class that they don’t have to understand every single word
Lesson 3 Culture & Communication
Class Book CPT
Trang 31Activity Book
The written response to
Tom’s question consolidates
the All about speaking
exchange
Activities 1 and 2 provide
integrated skills practice
as children listen to, read
and write language revised
from previous units and
levels in the context of the
culture lesson
This Extra feature suggests
a further activity for fast finishers
Other useful resources
In the Teacher’s Resource Material:
Culture worksheet Speaking assessment grid
3 Ask the
children to say what they can see in the photos
4 Ask the
children to read the texts silently and match the photos and texts
6 Ask the
children to act out the conversation
7 Discuss the
cross-cultural question with the class
How to teach Lesson 3
Starting the lesson
Follow the suggestions
in the lesson notes for
each unit
Ending the lesson
Follow the suggestions in the lesson
1 Set the gist task and watch the film.
2 Watch the film again and ask children
to answer the comprehension questions at the end of the film
No CPT today?
Use the photos on the Class Book page to present the culture topic Ask the children what they can see using language they know from earlier lessons Ask them questions about the photos, where the people are, what they have got, etc Encourage them to compare the photos of the
UK with life in their own country
5 Play the All about
speaking video
conversation for children to listen and repeat
No CPT today?
Play the Class Audio CD for children to listen and repeat the dialogue
8 Ask the children to do Activities
1 and 2 for further listening, reading and writing practice of previously learnt language
9 Ask the children to write their
answer to Tom’s question
to consolidate the All about
Trang 32Learn about another area of the curriculum
Review known vocabulary related to the topic
Listen, identify and say the new cross-curricular vocabulary
Read, listen to and understand a text
Read and write the new cross-curricular vocabulary
Objectives
Mixed-ability See extra ideas on pages 22–24
The cross-curricular slideshow
on the CPT presents the
concept of the cross-curricular
lesson and presents six to eight
new words
Activity 2 in the Class Book consolidates the CPT presentation and develops listening and reading skills
Activity 3 checks comprehension of the main concepts of the cross-curricular theme and the new vocabulary set
Activity 4 provides further skills practice as well as practise of the cross-curricular concepts
The star learner question here offers
an optional extension activity using the cross-curricular language in a meaningful context
Trang 33Activity Book
These activities check
comprehension of the
concepts and provide
reading and writing
practice of the
cross-curricular language
and theme
The ‘English at home’
icon suggests ways for
children to share their
learning at home
2 Play the audio and ask the
children to read the text and answer the question
3 Ask the children to read
the text again and do the comprehension task Check their understanding of the target vocabulary
4 Optional: Ask the children the
star learner question
Class Book
How to teach Lesson 4
Starting the lesson
Follow the suggestions
in the lesson notes for
each unit
Ending the lesson
Follow the suggestions
in the lesson notes for each unit
1 Play the cross-curricular
slideshow
No CPT today?
Use the photos or pictures on the Class Book page to present the cross-curricular topic and introduce the vocabulary set Use the transcript in the teaching notes to talk through the visuals
5 Ask the children to complete the
Activity Book activities
6 Ask any fast finishers to complete
the Extra activity
This activity allows the children
to personalize the curricular content In Units 2–5 a motivating chant allows children to further internalize the themes and makes them directly relevant to children’s lives
cross-33
Teaching tip
Cross-curricular lessons suit mixed-ability classes as the concepts are accessible to all children whatever their ability in English They also provide a rich and varied context for learning English which is motivating to children Encourage them to explore areas they are interested in and consider using the cross-curricular themes as a basis for project work
CPT
Trang 34In Activity 5, the children evaluate the story for themselves in this speaking activity designed to practise the Learning to learn competence They learn functional expressions while developing thinking, speaking and listening skills.
On the CPT a game practises the vocabulary set
Listen to and understand a story presenting
Vocabulary Set 2 and a new grammar structure
Listen, identify and say the new vocabulary
Review the vocabulary and grammar from
Lessons 1 and 2
Read and do a story comprehension task
Discuss a value related to the story
Listen to and give an opinion about the story
Read and write the new vocabulary
Objectives
Mixed-ability See extra ideas on pages 22–24
On the CPT the story is brought to life in an
animation with a real-action video introduction
Flashcards in the Classroom Resource Pack can be
used to present and practise the new vocabulary
set and optional actions taught The animated story
presents the new vocabulary in a clear context,
allowing presentation with the flashcards after
watching
In Activity 3, the children listen
to the story audio and follow the pictures in their Class Book The story consolidates the language from previous lessons and presents Vocabulary Set 2 and grammar 2
In Activity 4, the children answer
a post-story activity to check comprehension and review vocabulary from previous lessons
Activity 2 provides an opportunity to hear and
say the new vocabulary set and presents the
written form The option to act out the story can provide a means to internalize the language in a fun,
memorable and inclusive way
The value of the story relates to the children’s own social growth and is inspired by the theme of the story
Teaching tip
Use the story pictures in the Class Book to identify the new vocabulary after the children watch the story animation or before they listen to the Class Audio When children watch others acting out the story, encourage them to do the actions when they hear that word in the story
Lesson 5 Story & Vocabulary
Class Book CPT
Trang 35Other useful resources
In the Classroom Resource Pack:
Set 2 flashcards
In the Teacher’s Resource Material:
Set 2 mini picture cards and wordcards
providing exposure to the
written form of the new
and revised vocabulary
Children express
their opinion on the
story, building on their
Learning to learn
competence
3 Play the audio for children to listen, point to and
repeat the vocabulary Teach the actions using the flashcards
4 Play the story audio for the children to listen, guided
by the gist task Ask them to look at the pictures in the Class Book
5 Focus on the value Discuss with the class why the
value is important
6 Ask the children to complete the post-story activity
7 Ask the children to evaluate the story by listening
and repeating the phrases and then saying the one that reflects their opinion
8 Act out the story Encourage the children to join in
with as much as they can
Class Book
How to teach Lesson 5
Starting the lesson
Follow the suggestions
in the lesson notes for
each unit
Ending the lesson
Follow the suggestions in the lesson notes
1 Play the story animation and
ask the children questions about the story in their own language
2 Play the Class Book story
audio on the Class Audio CD
Use the flashcards from the Classroom Resource Pack to present the vocabulary and teach the actions
9 Play the
vocabulary practice game
No CPT today?
Play a flashcard game from the Ideas bank on pages 141–147
to practise the target grammar
10 Ask the children to complete the
Activity Book activities to practise listening, reading and writing of the new and revised vocabulary and to consolidate the story value
11 Ask the children to complete the
second section of the Picture Dictionary
a picture of how it relates
to their lives and write what
reinforces the Alphabet over the course of the year, and
a vocabulary and spelling activity reinforces study skills and builds the Learning
to learn competence
Children complete the Picture Dictionary for Vocabulary Set 2
Classroom Resource Pack
Trang 36Review the story and vocabulary from the unit
Listen to and understand the new grammar in the
context of the story and a new context
Say the new grammar using a simple grammar table
Make a cut-out and play a game to practise the new grammar and vocabulary
Read and write the new grammar
Objectives
Mixed-ability See extra ideas on pages 22–24
This activity provides a clear model of the new grammar in the grammar table and enables children to internalize its structure and meaning
A speaking activity provides controlled and meaningful personalised speaking practice of the target grammar
On the CPT, a game practises the Lesson 6 target grammar with the Lesson 5 vocabulary
Teaching tip
It is very motivating for children to practise the grammar through a game with material that they have made themselves Encourage them to take their cut-outs home and demonstrate the language with their family
Lesson 6 Story, Grammar & Communication
Matching pictures to audio
helps children internalize
the new vocabulary and
grammar and checks
comprehension before
children move on to using
the grammar
Cut-outs in the Activity Book provide
a kinaesthetic activity with controlled
practice of the new grammar and
a collaborative game The activity
further encourages the children to
develop their communication skills
and social and civic competence by
working together, and also makes
their learning more memorable
Class Book CPT
Trang 37Activity Book
A variety of listening,
reading and writing
activities provide practice
of the new grammar
with the vocabulary from
Lesson 5
A personalization activity
makes the grammar
more memorable
Other useful resources
In the Classroom Resource Pack:
Set 2 flashcards
In the Teacher’s Resource Material:
Lesson 6 Reinforcement and Extension worksheets Speaking assessment grid
3 Review the story using the Class
Book and Class Audio CD
4 Play the audio for the children
to number the pictures
5 Focus on the All about
grammar box Read through
the sentences and ask the children to make them true according to the story Play the audio to check answers and repeat the sentences Check understanding of the structure
Then ask the children to make true sentences for them
7 Ask children to complete
the cut-out and play the Class Audio CD to practise the language needed for the collaborative communication activity They then play the game with a friend using the model language as a guide
How to teach Lesson 6
Starting the
lesson
Follow the
suggestions in
the lesson notes
for each unit
Ending the lesson
Follow the suggestions
in the lesson notes for each unit
1 Watch the story animation
again to review the story
8 Ask the children
to complete the Activity Book activities
No CPT today?
Play a flashcard game from the Ideas bank on pages 141–147 to practise the new target grammar
37
Grammar pages at the back of the Activity Book provide extra consolidation activities
Trang 38Review the unit language and develop reading,
writing, listening and speaking skills through
the following:
Read and understand a cartoon
Give your opinion of the cartoon and act it out
Develop pronunciation awareness by identifying and practising a sound by listening to and reading a short pronunciation rhyme
Review and personalize the language from the unit in a reading and a writing activity
Objectives
Mixed-ability See extra ideas on pages 22–24
The cartoon consolidates both
the vocabulary and the grammar
from the unit In Activity 1, there
are always two follow-up questions
asking for specific information,
further developing children’s
reading skills
In Activity 2, children are invited
to think about and to express
their opinion about the cartoon
building on the language they
have learnt previously
The ‘English at home’
icon suggests ways for children to share their learning at home
In Activity 3, children act out
the story to further consolidate
the unit language in a new
context
Teaching tip
A different and fresh context in which to read and hear the language and see how much they have learnt is very motivating for children The humour and continuous characters in the cartoons will help keep the children’s interest Make predictions about the cartoon before reading using the two questions,
or simply by looking at the pictures
Lesson 7 Integrated skills & Communication
Activity 4 provides opportunities for active production of the target sound using previously taught vocabulary A fun rhyme allows the children to practise the target sound in a meaningful context The written form of the sound and the phoneme are clearly highlighted
On the CPT, the children practise listening to and identifying the target sound in a controlled way via an interactive pronunciation game
Class Book CPT
Trang 396 Ask the children to complete the
Activity Book activities
Activity Book
Other useful resources
In the Teacher’s Resource Material:
Speaking assessment grid (Acting out the cartoon and Pronunciation rhyme)
1 Read the two questions and then
read and listen to the cartoon about Ruby, Nick and Me! and answer
2 Ask the children what they think
about the cartoon and to say their opinion
3 Act out the cartoon.
4 Focus on the pronunciation box
Play the rhyme for the children
to listen to Then play it again for them to repeat
the lesson notes
for each unit
Ending the lesson
Follow the suggestions in the lesson notes for each unit
Optional Optional
5 Practise the target sound with
the pronunciation game
No CPT today?
Ask the children to say the rhyme quietly, loudly, slowly, quickly
Use the Class Book Audio track
Play a pronunciation game from the Ideas bank on pages 141–147
39
Activity Book
Activity 1 reviews the key
language of the unit in the
context of the cartoon
Tom highlights an aspect of writing
or punctuation that will further develop children’s writing skills
This Extra feature
suggests a further
activity for fast
finishers
Activities 2 and 3 encourage
the children to use their
creativity and imagination
to review the language they
have learnt and to have fun
with it Reading and writing
skills are incorporated with
a fun, personalized writing
task and drawing activity
A listening activity focusing
on the target sound allows children to further identify the target sound
CPT
Trang 40Review the unit language and develop reading, writing, listening and
speaking skills through the following:
Listen to and understand a project presentation
Listen to and identify opinion language and use it to evaluate a project
Prepare and plan a unit project
Objectives
Mixed-ability See extra ideas on pages 22–24
In Activity 1, Tom or his friend
Becky presents his / her
project, providing a realistic
and relatable model for the
children’s own project and
encouraging children to review
the language they have learnt in
the unit Watch the live-action
film on the CPT or listen to the
Class Audio CD
In Activity 2, the children are given vocabulary and grammar prompts to help them talk about the project Tom
or Becky have shown them, allowing them to review the unit language in context Children can communicate
at their own level of ability whilst reviewing the unit language
Activity 3 gives children clear models
of the functional language they have learnt to enable them to express their opinion and listen to others’ opinions
in Activity 4
Lesson 8 Language review & Communication
On the CPT, the children further consolidate their learning after the Class Book activities by practising all the core vocabulary and target grammar of the unit in a fun and interactive review game
Class Book CPT