TOP

TOP
H. Q. Mitchell – Marileni Malkogianni

H. Q. Mitchell - Marileni Malkogianni

builds

STARS
QNCF
competencies

STARS6a
is an exciting primary course that creates a fun
and motivating environment for young learners.

For students:
Teacher’s Book

TOP STARS
• Student’s Book
• Full-colour Workbook

6a
• Student’s CD-ROM

Teacher’s Book
For teachers:
• Teacher’s Book
• Class Audio Material (Online)
• Resources for Teachers (Online)
• Interactive Whiteboard Material
• Flashcards
• Phonics Cards

CEFR Pre-A1 A1 Low A1 Mid A1 High A2 Low

Top Stars 1 2 3 4 5 6


in accordance
with the
Common
European
Framework Academic Year 2021−2022

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 GRADE 6 SEMESTER 1

TOP
STARS6a
Teacher’s Book

H. Q. Mitchell – Marileni Malkogianni

Academic Year 2021-2022

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 Teacher’s Book
H. Q. Mitchell
Marileni Malkogianni

CONTENTS

Syllabus
Introduction
1 Everyday life ................................................................................................................................ 18
2 The past .......................................................................................................................................... 40
3 Be careful! ..................................................................................................................................... 62
4 Life in town ................................................................................................................................... 84
5 Differences ................................................................................................................................. 106
Key to Revision 1-5 ......................................................................................................................128
Grammar Reference .................................................................................................................. 129
Irregular Verbs ............................................................................................................................. 137
Instructions for Board Game ................................................................................................ 138
Word List .......................................................................................................................................... 139
Phonics Cards (photocopiable) ............................................................................................ 141
Smart Moves! ................................................................................................................................. 143
Top Skills ......................................................................................................................................... 144
Material transferred from Modules 1-5 ........................................................................ 148
Phonics Table ................................................................................................................................ 152
Glossary ............................................................................................................................................ 153
Using a Dictionary .................................................................................................................... 154

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 SYLLABUS
Communication QNCF
Structures Vocabulary Writing
Objectives competencies
Module 1 • Everyday life • p. 7
• to talk about hobbies, Present Simple Everyday Project:
everyday and free-time How often do you activities to write an email about one’s
play volleyball? I hobby
activities Free-time
• to talk about actions play volleyball once activities Writing tip:
/ twice / three times
happening at the moment
a week. Hobbies • to revise how to use different
of speaking tenses in a description
Space
• to talk about space Present Progressive • to revise how to use adverbs of
Events frequency
• to introduce the Present Simple vs
indefinite and the definite Present Progressive • to revise how to use capital
letters, full stops, question
articles The indefinite article marks and exclamation marks in
• to talk about possession a/an sentences
• to talk about one’s The definite article
schedule Phonics
the
• to talk about future plans Possessive Pronouns
y 
fly dry
Future be going to go cycling July
Module 2 • The past • p. 19
• to talk about free-time Past Simple Free-time Project:
activities Past Progressive activities to write a personal story
• to talk about the past Past Simple vs Past
Outdoor Writing tip:
• to talk about a past Progressive
activities • to learn how to use the past
experience Adventures tenses and when/while in a
• to talk about actions when/while description
Recipes
happening at a specific First, Second, Next, • to revise how to use the linking
point in time in the past Then, After that, word and to connect ideas and
• to talk about interrupted Finally to add information
actions in the past
• to agree on the steps of a Phonics
procedure g  
grandad geography
dig orange
grass vegetables

Module 3 • Be careful! • p. 31
• to talk about digital Object Pronouns Digital safety Project:
safety Imperative Table to write a text message about a
• to learn how to use manners problem, asking for advice and
Verbs with two to reply to a text message, giving
Object Pronouns Ailments
objects encouragement and advice
• to talk about table Personal
manners What’s the matter? /
What’s wrong? hygiene
• to use the Imperative Writing tip:
• to use verbs with two I have got a sore
throat.
• to learn how to use should/
objects shouldn’t and phrases/
• to talk about ailments should/shouldn’t expressions to ask for help or
• to talk about actions Would you like…? advice, to give advice and to
one is advised to or not I’d like… use phrases/expressions to give
advised to do encouragement
• to ask about quantity How much/many…? • to learn how to use before and
I need…
• to ask and answer about after to talk about the order of
something one would like taste/look/sound/ events
• to use the verb need smell + adjective
Phonics
• to talk about the senses It’s/They’re good/
e  ee 
bad for you.
email sleep
a few / a little he zookeeper
these cheese

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 Communication QNCF
Structures Vocabulary Writing
Objectives competencies
Module 4 • Life in town • p. 43
• to talk about occupations Have to (Affirmative – Occupations Project:
• to talk about obligations Negative – Questions – Food to write an email to a friend
Short answers) giving information from a
• to order in a restaurant Road safety
leaflet
• to talk about lack of must/mustn’t
Places
obligation can’t
Writing tip:
• to talk about road safety Would you like to (go to the
• to learn how to use the
and rules around town park)? adverb also
• to talk about obligation That would be nice. / • to learn how to use the
and prohibition I’d love to. / Sure. adverb too
• to extend an invitation I’m afraid I can’t. I have to
• to accept or refuse an (tidy my room). Phonics
invitation I don’t think so. I have to u  u 
(study). ruler computer
June museum
scuba diving uniform

Module 5 • Differences • p. 55
• to talk about ability in Could (Affirmative – Free-time Project:
the past Negative – Questions – activities to make a poster about
• to talk about a past Short answers) Technology what one did and looked
experience Had to (Affirmative – like in the past and what
Physical
one does and looks like
• to talk about obligation Negative – Questions – appearance
now
in the past Short answers)
• to talk about technology Past Simple vs Present
Writing tip:
in the past and today Simple
to learn how to make a
• to compare the past to What did ... look like then? poster
the present
What does ... look like
• to talk about physical today? Phonics
appearance in the past
o  o 
brother ice hockey
honey bronze
money mascot

VI

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 INTRODUCTION
Welcome Teacher’s Book
This is a series of books especially designed for primary The Teacher’s Book contains a reduced version of the
school students. A learner-centred approach has been Student’s Book and provides teachers with a step-by-step
the foundation of this course, which aims to engage guide to teaching each lesson. There are clearly-staged
learners actively in using language to explore their teaching guidelines for each activity and listening
environment and interact with others in order to transcripts for everything that is included in the Class
construct meaning. A building-block strategy has been Audio Material (Online). Classroom strategies for
employed, through which every lexical and grammatical differentiated instruction are also featured in this series.
item is carefully presented and systematically revised. Differentiated instruction
Each book has been designed to be completed in a Differentiated instruction is an approach that helps
single school year. It is based on a well-organised, teachers ensure that they address the needs of every
multi-dimensional syllabus, which focuses equally on student. It is common knowledge that not all students
the development of both vocabulary and grammatical learn at the same speed or have the same learning style.
structures through lively topics and communicative Therefore, in classrooms where students have different
learning styles and needs, it is essential for teachers to
activities. The four skills (listening, speaking, reading and
adjust instruction to tailor the material to the needs of
writing) are developed in an integrated way throughout
individual students.
the course.
This is a challenge for teachers because differentiated
Course Components instruction does not only mean changing the way teachers
teach. It also means changing the level and the kind of
Student’s Book instruction in order to respond to learning diversity.
The Student’s Book contains ten theme-based modules. For this reason, the Top Stars series provides strategies
The lessons in each module are thematically linked and and expansion activities or adaptations of already-existing
lead to the exploration and discovery of the language ones to ensure that all students will achieve the same
functions related to the particular theme of the module. goal but sometimes in a different way.
Each module includes a wide range of songs/poems, Strategies - Techniques for Differentiated Instruction
factual pieces, stories, cross-curricular sections, various To help teachers meet the needs of students with
activities with illustrations and photos, games and role- different ability levels and needs, the following
playing, as well as projects that stress the communicative strategies have been incorporated in the Student’s Book,
function of the language and motivate learners to in the Workbook or in the Teacher’s Book:
participate actively. Note that there are a few passive • A range of activities, depending on the level of
words which need to be explained by the teacher. students, to challenge higher-performing students
(e.g. by modifying activities to challenge them and
Workbook provide them with further practice, by providing them
The Workbook includes supplementary practice of the with further practice through expansion activities,
structures and the vocabulary presented in each lesson. by asking them to come up with their own examples
The Workbook is considered an important component of using the vocabulary or the grammatical structure
presented, etc.).
the course, through which all skills (listening, speaking,
reading, writing) are practised extensively. A Now I can… • A range of activities, depending on the level of
section can help students evaluate their performance students, to help lower-performing students to
and take responsibility for their own learning. A cursive consolidate the content taught (e.g. by modifying
writing section is included in order to help students activities to build their confidence, by providing them
develop their handwriting skills. Short paragraphs are with prompts in order to help them to use what has
been taught in context, by providing them with options
introduced at this level, with instructions and guidance
to choose from, etc.).
indicating correct formation. Three Revision sections for
Modules 1-5, Modules 6-10 and Modules 1-10 prepare • A range of activities to accommodate different
students for the Midterm test and the Final test. Students learning styles (e.g. Total Physical Response (TPR)
can also find three board games at the back of the activities, projects, different kinds of games and
Workbook: Board Game 1 for Modules 1-5, Board Game optional activities, etc.).
2 for Modules 6-10 and Board Game 3 for Modules • Scaffolding instruction – teachers support students in
1-10. There is a section (Smart Moves!) after every two order to explore various topics through various ways
modules in the Workbook which includes higher-order (e.g. notes in the Teacher’s Book provide a step-by-step
thinking activities. Five two-page Top Skills sections guide to each stage of the lesson within a flexible
help students develop the four skills through revision framework that allows teachers to adapt the activities
to their own teaching style as well as to the students'
activities. These sections also serve the purpose of
needs).
preparing students for international exams.
• Flexible grouping – students are given the opportunity
to work individually, in pairs, in small groups or in
large groups, according to their needs and interests.

VII

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 • Ongoing or formative assessment – it helps teachers Special attention has been given to sound effects, in
to monitor students’ progress, pinpoint their strengths order to help students understand better and enjoy the
and weaknesses, provide constructive feedback, and presentations and stories.
therefore adapt the teaching and learning process
to meet students’ needs (e.g. student self-assessment
Resources for Teachers (Online)
(Now I can...). This contains:
Tests
The Teacher’s Book includes the following sections:
There are ten two-page end-of-module tests, one Midterm
Cover page: test for Modules 1-5 and one Final test for Modules 6-10.
At the beginning of each module there is a section The tests can be printed in their original form. However,
which presents the learning standards. These learning teachers also have the ability to add, omit or change the
standards are exclusively linked and related to the Qatar order of the items and/or activities according to the needs
National Curriculum Framework (QNCF) competencies. of their classes (modifiable tests). The listening transcripts
Language focus: for the tests and the key to all activities follow.
At the beginning of each lesson, the main learning Self-evaluation sheets
objectives, active vocabulary and target structures are These sheets accompany the Now I can... section in the
clearly laid out. Workbook. They help students evaluate their performance
Materials: and take responsibility for their own learning.
This section contains a detailed list of all the extra Flashcards
materials teachers will need for the activities suggested These can be used whenever the teacher finds it useful
in the lesson. to pre-teach, introduce, revise or consolidate vocabulary.
Revision (Optional): There are many teaching ideas for the use of flashcards
It is suggested that a few minutes be dedicated to revise included in the Teacher’s Book.
the previous lesson, at the beginning of each new lesson. Interactive Whiteboard Material
This may take the form of a brief game, a role-play
activity or brainstorming. The Interactive Whiteboard Material allows teachers to
create powerful lessons by integrating image and sound,
Warm-up: which helps learners assimilate information more
The main objective of this stage is to introduce the topic, rapidly. It includes all the textual, visual and audio
spark learners’ interest and activate their schemata material from the Student’s Book and the Workbook.
(background knowledge) of the topic. It also includes two interactive games per module,
Lesson plan: a vocabulary list and ten self-evaluation sheets (one
Each lesson plan includes a step-by-step guide on how for each module).
to approach each activity, with special sections for
vocabulary and grammar, as well as TPR (Total Physical THE SERIES
Response) activities. The main learning standards This series is designed with careful consideration of
and Qatar National Curriculum Framework (QNCF) students’ needs and emotional development at young ages.
competencies are clearly signposted. The focus is on all four skills, which are carefully developed
Optional / Before leaving: to facilitate the learning process. Special attention is paid
Additional ideas for fun activities are given in the to the gradual development of reading and writing skills,
Teacher’s Book, and aim at both making the lesson more and strategies developing these skills are practised in class
enjoyable as well as giving further practice. All activities through activities that promote communication.
are communicative and enable students to use the
target language in order to complete a task. Course Outline
Workbook: All the lessons in each module feature a wide variety
This section includes the key to each activity in the of meaningful input through the use of songs/poems/
Workbook, as well as the listening transcripts. The quizzes, illustrated stories, short texts, games, role plays
instructions for the Board Games can be found at the back and cross-curricular (CLIL) sections. A clearly demarcated
of the Teacher's Book. vocabulary section illustrates the key vocabulary items
Student’s CD-ROM for each lesson. Grammar boxes provide written models
of the structure, which help children notice underlying
This includes the songs/poems, phonics chants/poems,
patterns in language. A wide variety of listening and
dialogues, texts and stories from the Student’s Book and
speaking activities (with recorded conversational models)
Workbook so that students have the opportunity to listen
allows students to practise and use the new language.
to these recordings as many times as they wish, in order
Reading is developed through a wide variety of text
to improve their pronunciation and intonation. It also
types and tasks and is aided by audio recordings of all
includes one game per module and a vocabulary list.
the reading texts in the Student’s Book. Writing is mainly
Class Audio Material (Online) practised in the Workbook. Students are further helped
to develop their reading, speaking, listening and writing
This includes all the recordings of the vocabulary,
skills with the inclusion of useful advice given throughout
dialogues, stories, texts, songs/poems, listening
the Student's Book in the form of tips.
activities and phonics sections in the Student’s Book and
Workbook where the symbol appears.

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 MODULE STRUCTURE
Vocabulary
The new vocabulary is presented in different ways, through a variety of
approaches. Students are further helped to learn vocabulary with the
inclusion of useful advice given throughout the book in the form of tips.
Lesson 1:
Song
Most modules begin with a song/poem. The new vocabulary and the new
grammatical structures are presented along with a song/poem. The lyrics
always have a specific linguistic focus (vocabulary and structures) and the
element of repetition aids students' consolidation of the material. An activity
for students to practise both grammar and vocabulary always follows the
song/poem.
Quiz
Some modules begin with a quiz, which sparks students' interest in the topic of
the module and allows them to explore their background knowledge.

Song/poem
Quiz

Presentation
of new
vocabulary L i f e i n to wn 4 Be caref u l! 3
SONG
always with Tip! Put words in groups to learn new vocabulary. QUIZ
1
pictures 1 chat
digital
postman photographer businessman secretary reporter university office learn a online
language website upload download app account password
2 Listen and complete. Then say.
LOOK! LOOK! p. 69

The
p. 71
2 Do the quiz. Read and circle. This photo is very nice. I took
What do I have to do? I have to study hard.
How much do you know it when I was in Paris.
Look! box Jake wants to become a (1)
He has to go to university to
become a doctor.
about digital safety?
Those emails are new. Are you
going to read them now?

highlights What does he have to do?

He has to buy a camera
Do you have to visit your cousins?
Yes, I do. / No, I don’t.

grammatical And go to art school too! Does he have to buy a camera

to become a photographer?

structures
What about you? What about you?
Harry wants to become a (2)
Yes, he does. / No, he doesn’t.
What do I have to do to
1 You’re surfing the Net and you meet someone new online.
Is it OK to give him/her your address or telephone number?
A Yes B No

What does he have to do? become a reporter?

He has to go to (3)
2
You have to go to university. Someone you don’t know asks for photos of you.
And learn how to write well too! A Yes B No
Is it OK to upload them and send them to this person?
What about you? What about you?
Mark wants to become a (4)
A new song/ What does he have to do?
3 You are visiting a website. It asks you to download an app
you know nothing about. Is it safe to do it?
A Yes B No
He has to learn lots of (5)
poem that And type really fast too!
You’re chatting with someone online and he/she

presents
What about you? What about you?
I want to become a (6)
4 says something bad to you. Do you answer by saying
something bad too?
A Yes B No

What do I have to do?

vocabulary You are online and you receive a message from your
You have to go to university
And study hard too! 5 Internet service. It says they want to fix your email A Yes B No

and account. It asks for your password. Do you give it to them?

grammatical Mostly As Mostly Bs

You must be careful! Well done! You are very careful. You
structures 3 Read the table and discuss what someone has
to do to become a scientist or a secretary.
Do you have to learn different
languages to become a scientist?
Don’t download things from websites you never send your photos or your personal
know nothing about. Don’t upload your information to people you don’t know.
scientist secretary photos to the Internet or give your personal Remember that you must always follow the
learn different languages   No, you don’t. Do you have information and password to anyone. digital safety rules!
to learn different languages
go to university   3 Work in pairs. Use the words in the box I’m careful with
to become a secretary?
be good at computers   to talk about digital safety rules. my photos. I don’t
be good at maths   Yes, you do. send them to people
photos telephone number I don’t know.
take good photos   address password
43 31

Immediate practice
on vocabulary and
structures

IX

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 Lesson 2:
Top Stars
The second lesson is a comic strip in interrelated episodes. Our young characters
are found in situations through which vocabulary and grammar are presented in
an entertaining way. The target language is introduced through lively dialogues,
and each dialogue is followed by a reading comprehension activity. A wide variety
of activities allow students to practise the target vocabulary and grammar. There
is a Look! box in almost every lesson that draws students’ attention to certain
grammatical points. Listening and speaking activities are included to consolidate
structures and vocabulary introduced in the lesson. Students also have the
opportunity to practise the new language through games and role play.

Listening activities practising Reading comprehension

new language items activity

4 TOP STARS LOOK! p. 71

You don’t have to go to the supermarket today.

Top Stars 4

Jake doesn’t have to wake up early on Saturday.

1 3 Read again and write T for True or F for False.

order bill mushroom pepper meatballs sauce tuna olive 1. Khaled is hungry.

2 Read and answer. What do the children order? 2. Khaled doesn’t like olives.

1 The children are at Tony’s Pizza Place. 2 3. Saleh wants the tuna pizza.
4. Sami wants the cheese and mushroom pizza.
5. The children order two pizzas.
6. The children have to pay for one pizza.

4 Listen and circle A or B.

1. Who tastes the pizza sauce? 2. What does Lucy have to put in the sauce?
A Tina A salt
B Lucy B sugar
Sami: This new pizza restaurant is great! Sami: How about this one? It has got cheese,
Look at the menu! mushrooms, peppers and olives.
3. What do the children put on the 4. How long do they have to cook the pizza?
Khaled: Let’s order. I’m hungry! Khaled: I don’t like mushrooms!
pizza dough?
Saleh: OK! What kind of pizza should we Majed: OK! We don’t have to get A fifteen minutes
order? mushrooms. A sauce, cheese and meatballs
B fifty minutes
B sauce, cheese and peppers
3 4 Later...

5 Look at the school rules in the box and talk about what you have to or don’t have to do.

• do / homework We always have to do our homework.

• type / homework
• be / on time Yes, but we don’t have to type our homework.
Khaled: How about this one with tuna?
• be / polite
Saleh: Tuna? No way! Waiter:
Did you like the pizzas, kids? TOP 1

Sami: Let’s get this one. It has got cheese Majed:

Yes. They were delicious! • wear / uniform STARS

and meatballs! Sami:

Can we have the bill, please? • use / computer
Majed: I’ve got an idea! Let’s get two pizzas. Waiter:
Well, I have some good news! You
How about one with cheese, peppers are our 100th order. Congratulations! • tidy / classroom
and olives and one with cheese and You don’t have to pay for the pizzas. • study / library
meatballs? Khaled: That’s great! It’s our lucky day! Thank
you very much!
• do / projects
Khaled: Sounds good!

44 45

Comic strip: the characters of the Immediate practice on vocabulary and structures through
book in different situations game-like activities – Our aim is communication

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 Lesson 3:
Our world
In this lesson, there is a focus on factual and/or cross-cultural topics, relevant
to and appropriate for students of this age. The topics have to do with
everyday life, the English-speaking world, different cultures around the world,
etc. A Background note box that gives additional information on various topics
has also been included (where applicable) in the Teacher's Book.

Reading comprehension
activity

4 OUR WORLD
LOOK! p. 72
Our world 4

park (v.)
1
You must buy You mustn’t You can’t get on
pavement escalator a ticket. cross the street. the underground
cross the street ticket line bicycle lane bicycle rack traffic lights
without a ticket.
3 Read again and answer the questions.
2 Read and match the rules with the photos.

Getting round town!

1. When can you cross the street?

2. What must you always wear when you ride your bike?

3. Where should you park your bike?

When you are out and about, you can
have lots of fun, but you must follow 4. Where can you buy a bus ticket?
rules that keep you safe too!
5. What can’t you do on a bus?

1. ON THE STREET…
6. Which side should you stand on when you are on the underground escalators?
You mustn’t cross the street when the
light is red. You should wait for the green
light, and then you can cross the street.

Tip!
A 4 Listen and Before you listen, try 5 Use the ideas in the box
2. BY BIKE… complete the and discuss what you must,
to predict what kind of
leaflet. information is missing mustn’t and can’t do in the
You must always wear your helmet
(e.g. numbers, dates, library with a partner.
and stop at red traffic lights. names, places).
Remember, you can’t ride your bike • talk on your mobile phone
on the pavement. You must use the bicycle lanes, • be quiet
and you should park your bike in a bicycle rack.
Bike Safety Tips • take books home without
asking
3. BY BUS… • run
We must always wear a (1) . • eat and drink
You can’t get on without a ticket, so
B At night, we must wear bright • sleep
you must always buy one at the bus
station or from the bus driver. Also, (2) . • return books on time
you can’t eat or drink on the bus, and We must stop at red traffic lights.
you shouldn’t talk loudly on your What must we do
mobile phone. We must keep (3) away in the library?
C
from cars.
4. BY UNDERGROUND… We must
We must put a (4) I agree. be quiet.
You must buy a ticket at the station, light at the front of our bike and a And we
and remember that you can’t can’t...
(5) light at the back.
change lines at every station. When
you are on the escalators, remember We must use our (6) to show
D
that you should stand on the right. drivers which way we are going to turn.
46 47

Presentation of new vocabulary Listening activities Immediate practice on vocabulary

and structures through activities practising new and structures through game-like
providing factual information language items activities – Our aim is communication

XI

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 Lesson 4:
Let’s talk 4 LET ’S TALK

In this lesson, the language is presented

through game-like activities. Surveys, 1
posters, advertisements, games, etc. picnic square café skatepark aquarium market

are included in this lesson, providing LOOK! p. 72

That would be nice. / I’d love to. / Sure.
students with a model to help them Would you like to go to the park? I’m afraid I can’t. I have to tidy my room.
I don’t think so. I have to study.
talk with their classmates about various
2 Listen and tick () A or B.
topics. The focus is on spoken, everyday
English and not just on vocabulary and 1 Where are Harry and Alex
going to meet on Saturday? 2 Where does Denise have to
be at two o’clock?

grammar.

A B A B

Game-like activities practising new

language items and focusing on 3 Where are the boys going to
be at ten o’clock? 4 Who is going to go to the
planetarium?

communication in real-life situations

A B A B

3 Talk in groups of three.

Would you like to come to the aquarium with me?
Student A: Invite the others to
go somewhere with
you.
Sure. We can learn about sea animals!
Student B: Accept the invitation.
Student C: Refuse the invitation I’m afraid I
and give an excuse. can’t. I have to
help my mum.

48

Lesson 5:
Project
Projects help to develop students’ writing
1 Below are a leaflet and an email. Why is Fred writing to Tom?
PROJECT 4
skills, providing them with models of a variety Read and answer.
Start your email with:
of writing texts. A Writing tip box helps Westville Hi!, Hello! or Dear…
Swimming Pool
students improve their writing skills by giving Use set phrases:
How are you? How’s life?
useful tips on writing conventions, syntax Font Size Colour B I U
I hope you are fine., I’m
writing to give you some
Use the
and punctuation. Writing is further practised leaflet to
give all the
Dear Tom,
Thanks for your last email. How’s
information about…

in the Workbook. A brainstorming activity in necessary life?

information. You wanted to know about Westvill
e Swimming
Pool. I’m writing to give you some
information
the form of a writing plan and an outline for You must be over 10 years old
to use the swimming pool.
about it.
First of all, you must be over ten years
students to refer to can be found at the back You don’t have to pay an the swimming pool. We are twelve,
old to use
so it’s fine!
entrance fee. You have to have a shower before
of the Workbook for selected writing tasks. You have to have swimming pool, and you must also
you use the
bring your own
a shower before towel. Now, here’s what’s really cool!
Space is also provided here for students to do you use the have to pay an entrance fee. It’s free
You don’t
for everyone!
swimming pool. But don’t forget, you mustn’t run
the writing activity. You must bring your swimming pool! Finally, you don’t
near the
have to know
own towel. how to swim. So, your brother can
come too. They
can teach him how to swim! That’s
You mustn’t run near the perfect, right?
swimming pool. Write soon and tell me what you
think!
You don’t have to know how Bye for now,
to swim. We can teach you. Fred
Finish your email with: Bye for now, See you soon, Write back
soon, Best wishes or Love, and write your name underneath.
Writing tip
• Use also and too when you want to add something else to what you have already said.
Also usually goes before the main verb and after verbs like can, should, have to and must.
e.g. I like swimming in the sea. I also like swimming in a pool.
Step-by-step guidance on how to deal You can see wild animals at the zoo. You can also see insects.

with each part of the writing task It can also be used at the beginning of a sentence but must be followed by a comma.
e.g. You can see wild animals at the zoo. Also, you can see insects.
Too usually goes at the end of a sentence.
e.g. I play basketball. I play tennis too.
Both too and also are used in positive statements and questions.
e.g. Can you come to the zoo too?
- I’m going to make a cake.
- Are you also going to make an apple pie?

49

Useful writing tips on writing conventions, A detailed sample of the writing task
syntax and punctuation students are asked to produce

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 Lesson 6:
Reading time
A variety of both original stories and factual texts skills such as predicting, hypothesising, guessing and
are presented in this lesson. These stories/texts help inferring meaning. They also help children improve
students revise vocabulary and grammar from the their concentration and develop empathy. Longer
whole module. They are fun and familiarise students factual texts allow students to consolidate the
with the notion of reading for pleasure. They are concepts they came across in the module.
always followed by reading comprehension activities.
Most children are familiar with the conventions of Let’s chat
storytelling in their own language and readily transfer After each Reading time lesson, various questions
this knowledge into a willingness to read, listen to and and topics for discussion are provided in order to get
participate in stories in English. Stories, along with students to think, express their personal opinion and
their accompanying activities, develop cognitive share their personal experiences.
Picture stories to
4 READING TIME
Reading Time 4 consolidate the
material taught
3

Story
2 Read and answer. What does the class do with the vegetables? Mr Jones and his class took care of the
vegetable garden. They watered the plants
in the module
1

A SPECIAL MEAL
every day and, a few months later, they had
carrots, onions, tomatoes and green beans. and to provide
seed
1
‘Any idea what we can do with the vegetables?’
Mr Jones asked. ‘I know! Let’s take them to reading for
the soup kitchen in town! They can use them
One day, Mr Jones told his class
how important vegetables are. to cook a meal for hungry people who are in
need!’ said Derek. Everyone liked his idea.
entertainment
‘We must eat vegetables every
green bean
day because they have got
many vitamins which help us
4
Mr Jones and his class took the purposes
vegetables to the soup kitchen
stay healthy,’ said Mr Jones. He in town. ‘Would you like to
showed them a small bag of seeds help us cook today?’ asked Mr
and said, ‘Today we are going to White. ‘We’d love to!’ answered
grow plant our own vegetables.’ The the students happily. ‘Today
children were excited. many hungry people are going
to eat a hot meal made with
the fresh vegetables you grew.
Thank you!’ said Mr White. It
was a great day.
A reading
soil
comprehension
3 Read again and circle A, B, C or D.
2
There was a tall tree in the school playground with soil 1. The children in Mr Jones’ class were about planting vegetables. activity
all around it. They stood under the tree. ‘This is going A excited B healthy C in need D important
to be our small vegetable garden,’ said Mr Jones. He
gave all the children some seeds and showed them 2. Mr Jones planted the vegetables .
how to plant them. First, they planted the seeds, then A at home B on a farm C next to a tree D in the school playground
plant they watered them. ‘Now, we wait!’ he said.
3. The children the soil after they planted the seeds. General
4.
A took care of B watered C grew

thought Derek’s idea was a good one.

D saw
questions on
A Mr Jones B No one C Everyone D Mr White the topic give
students the
Let’s Why did Derek suggest taking the vegetables to the
soup kitchen? Do you like his idea? Would you do the same? opportunity
chat Is it important to help people in need? Why? What are some
other ways we can help people in need?
to promote
50 51
their critical
thinking skills

3 READING TIME
What are germs?
Reading Time 3

Germs are very small organisms.

vitamins You can’t see them, but they are
habit everywhere. They can make you ill!
1
germs sneeze heart soap

Factual 2 Read and answer. What should we do to stay healthy? Remember!

Always wash your hands with soap for twenty seconds.
text Healthy
Healthy habits
habits for
for healthy
healthy kids!
kids!
Everyone wants to be healthy, but what do we need to do to stay healthy? 3 Read again and answer the questions.
There are three easy ways to do this:
1. What are three ways to stay healthy?
Eat right Exercise
Your body needs Exercising is very important. 2. How many glasses of water should we drink every day?
vitamins. Vitamins keep It keeps your heart healthy
your body healthy! and you don’t get ill easily! 3. What should we do before and after meals?
• Eat lots of fruit and vegetables.
• Exercise for
at least one 4. How long should we wash our hands for?
hour every day.
5. Why is exercising important to stay healthy?

HEALTHY
• Don’t sit in front
of the TV for
• Drink at least

HABITS
more than two 6. What else should we do to keep healthy?
seven glasses 7x hours a day.
of water every day.
• Get at least
• Don’t eat a lot of sweets eight hours
or drink many fizzy of sleep
drinks. every day. 8

Keep clean
We should always be clean to stay healthy.

• Wash your hands before and after meals.

• Wash your hands after you cough or sneeze. Let’s How many glasses of water do you drink a day?

chat
How many hours do you sleep a day? Do you like eating sweets
• Wash your hands after you use the toilet. or healthy snacks? Do you do any of the things mentioned above
• Brush your teeth after every meal and before you go to bed. to stay healthy? What else do you do?
• Have a shower every day.
38 39

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 Lesson 7:
Phonics 4 PHONICS

Consonant and vowel sounds are

introduced and practised. Different 1 Listen and say.
colours are used to indicate the
different sounds. Children learn to /  /
recognise and identify each sound. A June
ruler
range of activities develop children’s
ability to recognise each sound in / /
isolation and as a part of a word. computer museum
scuba
ba
diving

Lively chants help students

to memorise key sounds uniform
niform

2 Listen and say. Then circle the  sounds and underline the sounds.

In summer and
in autumn
In summer, like in June
I always go to the beach.
I go scuba diving and see
different coloured fish.

In autumn, school starts.

I always wear my uniform.
I use pencils, rulers and computers,
and go to museums on school trips.

52

Lesson 8:
TOP TIME! 1
Top Time!
In this lesson, students revise the 1
vocabulary and structures taught in the literature

previous modules. This lesson usually publisher stand sign

includes cross-cultural information. 2 Do you know anything about the two book fairs below? Read and find out.

Further practice is provided in the

!
Workbook.
Books! Books! Books
The Doha
International Book Fair
The Doha International Book Fair takes
The Frankfurt
place in November and December
every year at the Doha Exhibition and International Book Fair
Convention Centre. Publishing houses from
Qatar, as well as publishers from more Every year in October, the Frankfurt
than thirty countries worldwide take part International Book Fair takes place in
in this exhibition. At this event, visitors can Frankfurt, Germany. Publishers from over
find books in Arabic, English, Chinese and 100 different countries exhibit their work
in many other languages. The fair displays at this fair, and there are thousands of
books and educational material on many stands with books that explore a great
different topics and for many school variety of topics. There are also books in
subjects, like history, literature, poetry, many different languages. The fair lasts
technology and health. Authors, artists and five days, from Wednesday to Sunday. On
people who work at libraries attend the the first three days, only publishers and
exhibition. More than 50,000 people visit to authors can visit the fair. However, at the
see all the new book releases. It’s a book weekend, this book fair opens its doors to
fair you don’t want to miss! anyone who loves books.

Practice on cross-cultural information

3 Read again and write D for the Doha International Book Fair or F for the Frankfurt
International Book Fair.
1. More than 50,000 people 4. Anyone can visit this fair
visit this fair every year. at weekends.

2. This fair takes place in October. 5. You can find books about
school subjects.
A reading comprehension activity 3. This fair lasts five days.

17

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 Cross-curricular section (CLIL) Science Social Studies CLIL 2 Modules 3-4

There is a CLIL lesson after every two modules.

This lesson appeals to students’ natural
surface
1 natural disaster

curiosity and gives each of them a chance to damage

destroy

contribute to the lesson. This page consists of

earthquake tsunami flood wave coast lift

2 Read and answer. What causes tsunamis?

texts with cross-curricular information, which
NATURAL DISASTERS
students are exposed to in their L1 classroom. The world is a beautiful place, but sometimes natural disasters happen. Let’s take a look

Consequently, students are already familiar at two – earthquakes and tsunamis – and learn what we should do when
we experience them.

with the topics and are able to identify these Earthquakes

topics when they are presented in English. At Earthquakes happen when Be prepared!
the rocks, or tectonic
Don’t panic!
the top of the page, there is a ‘sign’ indicating plates, under the surface
of the earth hit each other. Earthquake
the subject dealt with. Further practice is Earthquakes usually last
for less than one minute,
• You must move away from
windows.
provided in the Workbook. but they can cause a lot
of damage. Buildings
• You must drop to your
knees and get under a desk
and houses fall, and fires or table.
sometimes start. • After the earthquake, you
mustn’t use the lift. Use the
Tsunamis stairs.

When earthquakes happen Tsunami

The educational value of underwater, they can cause
very large waves. The waves
• When you hear a warning,
you must leave the area.
cross-curricular lessons travel towards land at about
720 km per hour and can be
• You must move to high
ground.
up to 30 m high. When they • You must stay away from
hit land, they cause floods areas that are near water.
and sometimes completely
destroy seaside cities.

3 Read again and write T for True or F for False.

1. Earthquakes usually last for more 4. You should use the lift
than one minute. after an earthquake.
2. Earthquakes can sometimes cause tsunamis. 5. You mustn’t stay near
the coast when a
Practice on cross-curricular notions 3. You mustn’t stand near a window
when an earthquake happens. tsunami happens.

53

A reading comprehension activity

Lesson 9:
4 ROUND-UP
Round-up
Listening
Apart from the frequent recycling of language
1 Listen and tick (4) the correct picture.
throughout the lessons, there is a Round-up
lesson at the end of each module, which includes 1
Who is Evan 8 x 2 = 16

a variety of activities to consolidate the language talking to?

students have been presented with throughout A B C

the module.
2 What are the
girls doing?

A B C

Where should
3 the boy park his

Consolidation and revision bike?

A B C
through various activities Speaking

2 Work in pairs:
Student A:
A Invite your friend: B Accept or refuse:
• to the aquarium • That would be nice.
You want to invite
your friend out. • to a picnic in the park • I’d love to. / Sure.
Choose a situation • to the skatepark with • I’m afraid I can’t. I have to…
from box A and two other friends • I don’t think so. I have to…
invite your friend. • to go cycling in the park
Student B:
Accept or refuse Would you like to visit the
the invitation. Use I’m afraid I can’t. I have to
the phrases from
aquarium this afternoon?
go to the library and study.
box B.
Would you like to go tomorrow?

I’d love to! Let’s meet at

the aquarium at five o’clock.

54

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 Workbook: ! SMART MOVES MODULES 1-2

Smart moves! 1 Connect the words related to space to take the astronaut to Venus.

There is a section at the end of every

second module which includes
higher-order thinking activities.

Classify

2 Look and circle two words that have something in common. Then say what they
have in common.
1. surf the Net check my email tidy my room
2. play volleyball brush my teeth do karate
3. safe dig amazed
4. toothbrush tablet a tube of toothpaste
5. astronaut archaeologist trail
6. planetarium guide space station
7. score point recognise
8. coin unlucky lucky

3 Look at activity 2 and make your own example. Have your partner find the two
words that have something in common.
25

Top Skills
A two-page revision lesson that focuses on
skills development for every two modules
has also been included at the end of the
Workbook. These activities may also
prepare students for international exams.

Listening

TOP SKILLS | MODULES 1-2

Top Skills MODULES 1-2

1 Listen and draw lines. There is one example. 3 Listen and write. There is one example.
William Michael Richard Mark
Example

Where was Gary? At the shopping centre

1. Where is it? in Street

2. Who did Gary go with?

3. What did he buy? A purple

4. What was the food like? Delicious but

5. What did they do after lunch? Watched a(n)

Harry Derek Matt 4 Look and read. Choose the correct words and write them on the lines.
There is one example. Reading
2 Look at the three pictures. Write about this story. Write 20 or more words.
Example You bake this to make biscuits. dough
mix and
Writing
recognise
1. It is the opposite of dangerous.
hike
2. You walk along this path when you are in nature.
lucky
3. This person shows you round museums or sites.
rucksack
2 coins 4. When you do this to blue and yellow,
you get green.
examine

Reading
5. We use these round objects to buy things.
dough
6. When someone is ill, the doctor does this to them.
trail
and poisonous
7. This person digs in ancient sites.

Writing 1 3
8. This is what happens when you suddenly see
something or someone you know.
soft

experience
9. You use this to carry your things in when you
safe
go hiking.
guide
10. Some dangerous plants and animals can be this.
archaeologist

65 66

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 Extra Material in the Student’s Book Organising a language-learning notebook
Grammar Reference / Irregular Verbs • Help students to separate their notebook into logical
sections, depending on the level of the students and
A detailed presentation of the grammatical structures is the material. For example, possible sections could
included in the Grammar Reference section at the back of be: Grammar activities, Vocabulary activities, Writing
the book, which students may refer to whenever necessary. activities, etc. Or alternatively, each module could be
A list of irregular verbs follows the Grammar Reference a section of the notebook.
section.
• Decide how many pages to devote to each section and
Word List help students to count out and separate the sections.
A Word list section has also been included at the back of the • Suggest ways for students to label the different sections
in their notebook. For example, the sections could be
Student’s Book and can be used as a reference for all the
colour-coded and they could be separated using index
active vocabulary and phrases/expressions included in the
tabs.
Student’s Book.
• Help students to take pride in their notebooks by
Using a Dictionary encouraging them to make them visually appealing.
A Using a Dictionary section offering students step-by-step For example, students may want to decorate them, or
guidance on how to use a dictionary has also been included. illustrate them.

QNCF Key Competencies

Points to remember
Competencies can be seen as the combination of different
• Whether a task is carried out in class or assigned as kinds of knowledge, skills and attitudes that enable students
homework, make sure that students fully understand the to cope with the complex challenges they will face in
rubric and are clear about what they need to do. school, in the workplace, in their personal lives as well as
• For most activities, it could prove helpful to demonstrate, in broader social contexts. Through the development of
through examples, what the task requires students to key competencies, learners will be capable of achieving
do by doing the first item together. This is especially the QNCF learning outcomes and, consequently, be better
recommended in all speaking activities. equipped to have successful careers and live meaningful
• Whenever a task requires understanding gist, the teacher lives. There are altogether seven key competencies identified
should not explain unknown words, thus encouraging in the QNCF. Below we focus on each of these competencies,
students to focus on gist only. Whenever necessary, providing a brief description and explanation of each, as well
however, certain key words that block understanding as tips on how teachers can effectively integrate them in the
could be explained. classroom.
• Students should always be asked to justify their answers It is significant that in the Top Stars series, the key
when it comes to reading comprehension and listening competencies have been taken into consideration in the
activities. design of the course, and thus are woven into the activities
• When correcting students’ written work, it is suggested themselves. In other words, by carrying out an activity,
that a list of commonly-made mistakes is made. The students are acquiring and developing competencies. It must
information gathered could then be pointed out to also be understood that aspects of several competencies
students orally or in written form on the board. may overlap. For example, problem-solving may also involve
• Wherever elicitation procedures are required, it should be other competencies such as creative and critical thinking,
ensured that each student has the opportunity to speak inquiry and research, communication, as well as cooperation
before corrections are made by the teacher. and participation, depending on the type of activity.
• In cases where students are asked to do guesswork, no Although the activities students are involved in require
answers should be revealed before students proceed to them to activate the knowledge, skills and attitudes through
the actual task and check their predictions. which they develop specific competencies, the way teachers
deal with the activities in class can help to maximise the
Using a language-learning notebook benefit for students.
A language-learning notebook is a valuable and necessary
tool in the classroom. The use of a language-learning Creative and critical thinking
notebook enables students to keep a record of their work This refers to the ability to think for oneself, produce
in an organised manner and also helps them to track their original ideas, and to make decisions. It involves on the
progress. Moreover, it allows students to develop a sense of one hand aspects of artistry, curiosity, imagination and
responsibility for their learning and serves as good learner innovation as well as personal expression and lateral
training. thinking – the ability to think creatively or ‘outside the
As students, especially young students, may not be box’, and on the other hand evaluating, interpreting and
familiar with how to use a notebook and may also lack the synthesising information, applying creative thought to
necessary discipline to use one effectively, it is paramount form an argument, reach a conclusion or solve a problem.
that teachers train students how to organise and use it. The There are a broad range of activities that can be used in the
notebook should be used regularly in the classroom, and classroom to help students develop creative and critical
teachers should give students instructions on how to use it. thinking.

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 and offering support and assistance. It reinforces polite
Ways to integrate creative and critical thinking into behaviour and respect towards others.
the classroom
• Give emotional support to students. Ensure that Ways to integrate cooperation and participation
the classroom environment is warm, positive and into the classroom
sharing. Encourage all students to feel free to • Provide students with tasks and/or projects that
express their feelings and ask questions. enable them to work in pairs or groups to prepare and
• Help students to make the proper use of present their work. Encourage active participation of
information and to prioritise and recognise the all students and explain that all members of the group
facts that are most useful and important. have valuable insights to contribute.
• Help students to realise that they can challenge • Point out the significance of working
assumptions and request evidence. collaboratively to achieve a common goal. Explain
• Incorporate role-playing activities in the classroom. to students that they should be confident and
Playing a role requires students to use both express their opinions freely, but they also have
analytical and creative skills. a responsibility to be respectful of other points of
• Use classic works of literature as an opportunity view.
to have students predict the plot and discuss • Help students to understand that in case of
issues such as theme and character motivation. disagreements/conflict they need to be open to
• Ask students to express a feeling or an idea through new ideas and negotiate to reach an agreement,
a sketch, without using words. or maybe they can agree to disagree.
• Encourage students to brainstorm when posed with • Monitor students as they work in pairs/groups
a question and write responses on the board. to make sure they are carrying out the activity
satisfactorily and that they are speaking in English.
Intervene when students appear to be stuck by
Communication
prompting them in the right direction.
This refers to the ability to convey information and
express oneself. It involves the effective use of listening
and speaking skills as well as an openness to the Inquiry and research
thoughts and ideas of others.
This refers to the ability to conduct research and
inquiry into a range of issues. It involves interrogative
Ways to integrate communication into the classroom
questioning (what, where, when, who, why, how), the
• Establish clear standards for acceptable norms collection and analysis of data/information, synthesising
of interaction among students. Stress the this information and reporting findings.
significance of listening to others, taking turns
to speak, expressing agreement or disagreement
Ways to integrate inquiry and research into the
appropriately, helping each other, etc. in order classroom
to accomplish a task. Point out the importance of
respecting the opinions of others, even though we • Structure activities and provide guidance. Explain
may not agree with them. the stages involved in this type of activity –
formulating relevant questions to keep focus,
• Structure activities and provide guidance. Organise
collecting information from reliable sources,
students suitably in pairs/groups depending on the
analysing the information to understand it,
activity. Pair work and group work significantly
synthesising information from different sources and
increase student speaking time in comparison
then reporting findings in an organised manner.
to whole class activities. Allow students to take
responsibility for carrying out the activity, but • Suggest reliable sources of information learners
indicate the right direction and be ready to can refer to.
intervene to facilitate students when necessary. • Incorporate an element of choice. When possible
• Encourage all students to contribute to discussions allow students to decide on a topic for research.
initiated in pre-reading/warm-up and post-reading Ask them if they would like to present their work to
activities. Help shy students to participate by the rest of the class. Ask for students to volunteer
addressing questions to them even though they to present their work.
may not raise their hand to participate. Accept all
students’ responses/opinions as unique and valuable
Problem-solving
contributions.
This refers to the ability to identify and solve problems.
It involves identifying the cause of a problem, analysing
Cooperation and participation facts and situations, comparing data, asking relevant
This refers to the ability and the desire to work on a questions, drawing conclusions and applying creative
cooperative basis with others, or to participate in a thinking to develop a solution. Aspects of problem-
group or in a team in order to achieve a common goal. It solving can apply to various activities in different ways,
involves listening to the ideas of others and responding depending on the level of the students.
constructively, expressing disagreement constructively

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 Ways to integrate problem-solving into the classroom • Provide opportunities for students to understand
• Introduce a structured approach. Help students how language is linked to culture, and help them to
to identify the problem and what caused it. Help appreciate their own culture and understand that
them to find out and understand what information knowledge of a foreign language can be a key to
pertaining to the problem is already given. Direct understanding other cultures as well.
them to ask relevant questions (see interrogative
questioning in inquiry and research above) to help
them make reasonable assumptions, which will Numeracy
enable them to identify possible solutions. Finally, This refers to the recognition of numbers and the numeral
explain that they need to evaluate each possible system, as well as to a general mathematical awareness
solution to decide on the best one. and the ability to apply this knowledge in a practical
context (measuring, weighing, etc.).

Literacy Ways to integrate numeracy into the classroom

This refers to the ability to read and write, and as such it • Familiarise students with numbers and basic
involves phonemic awareness – the ability to hear and mathematical concepts appropriate for their age
use the different sounds of a language, awareness of print and level.
– the ability to recognise the letters of the alphabet and • Show sensitivity for students who may find these
the printed word, vocabulary – which is broken down into: concepts difficult to access in a foreign language.
a) active vocabulary which are the words one uses • Point out that numeracy competency is vital
regularly, can define and use in context, and in everyday life, in school and in future career
b) passive vocabulary which are the words one recognises success.
and may have interpreted the meaning of through • Try to create learning opportunities through
context or use by others, spelling – the arrangement games, chants or puzzles in order to make the
of letters to form words, and reading comprehension – process more fun and enjoyable for students.
the ability to read and understand the meaning of what
one has read, as well as the ability to draw inferences,
identify patterns and understand clues in a text.
It is a competency that is vital to effective learning and In general:
successful social interaction within the family, in the • Acknowledge that each student learns at a
workplace as well as in other social groups. different pace. Be attentive to individual students’
needs.
Ways to integrate literacy into the classroom
• Show empathy for students’ negative feelings.
• Use resources appropriate for the age and level Show them that their feelings count and that they
of the students. As literacy is at the heart of the may be able to influence what happens in the
learning process, especially when learning a classroom, by being flexible whenever possible.
foreign language, it is significant that all aspects of
literacy as defined above are systematically dealt
• Explain the value of ‘boring’ topics / ‘difficult’
activities, why they are important, and how
with.
students will benefit from them.
• Help students to become accustomed to the
• Praise students’ efforts and give positive and
sounds of the language, and pay special attention
constructive feedback. Encourage students to
to sounds that may be difficult for students.
learn from their mistakes and try again. Phrase
• Help students to become accustomed to reading feedback in a positive manner, and include
and writing text from left to right. suggestions on how students can improve their
• Point out the crucial role of literacy in students’ work in the future.
success in school as well as in their social lives. • Help students to become autonomous learners.
Encourage students to be inquisitive and have a One way of doing this would be, for example, to
positive attitude towards learning by making the end the lesson by giving them further questions
lessons meaningful to them. that expand on the topic of the lesson. These
• Provide opportunities for students to acquire questions will be discussed in the next lesson.
ICT literacy through appropriate activities such Explain that students need to think about
as using the Internet for research, using online the questions, if necessary, to find relevant
dictionaries, etc. information, and be prepared to discuss them in
• Stress the importance of expressing oneself the next lesson.
appropriately depending on the situation, the
purpose and the audience and help students to
understand how the appropriate use of language
changes in different contexts.

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 Key Values be encouraged to think critically and employ moral/
ethical reasoning in their everyday lives. These values
Key values are the set of principles, beliefs or ideals lay the foundations for greater understanding among
that emerge from and are based on culture, and people and societies.
consequently shape people’s behaviour and attitudes
(how people see themselves, how they interact with
Ways to instill these values in the classroom
others and how they live their lives in general). Through
values education, students are helped to acquire these • Teach by example. By showing respect for
values and to apply them intelligently in all aspects of students as well as compassion and solidarity
their lives. with people who are in need, teachers create a
positive environment and provide a role model for
The QNCF identifies four key values that permeate
students to emulate.
Arabic and Qatari cultural heritage. Below we focus on
each of these values, providing a brief description and • The sense of self-respect and self-esteem are
explanation of each, as well as tips on how teachers can integral to understanding the concept of respect
effectively impart these values to their students. for others. Teachers should cultivate this sense in
students and raise their awareness of questions
In the Top Stars series, values education has been taken of diversity by displaying an appreciation of each
into consideration in the design of the course and is individual student’s talents and abilities.
reflected in the subject matter as well as in the design of
the activities. Through exposure to concepts and ideas, • Set clear classroom rules of behaviour and discuss
as well as to specific ways of carrying out activities, their significance with students.
students are guided to understand their place in the • The value of respect can be encountered in
classroom and in school, in their family and in the wider various contexts. For instance, in addition to
community, and as citizens of the world. Simultaneously, showing respect for each other in face-to-face
they become conscious of their corresponding rights and interaction, students should be made aware of the
responsibilities. importance of respectful online behaviour as well.
Equally important is the crucial issue of respecting
Teachers should be aware that they play a crucial role
the environment. Teachers should look for these
in instilling these values in students, and there are many
opportunities to expand on the concept of respect.
different ways of doing this.

Islamic values and Arabic and Qatari cultural

Positivity and endeavour
heritage
A positive attitude towards learning is essential to enable
Opportunity for learning experiences should be provided students to understand that success is achieved through
in the context of Islamic values and appreciation of hard work and perseverance. Students should feel
Qatari culture and traditions. confident that they can achieve their goals, but also that a
certain commitment to the effort is required on their part.
Ways to instill these values in the classroom
• Teach by example. Teachers are role models Ways to instill these values in the classroom
and through demonstrating their appreciation of • Ask students to visualise and express their
Islamic values and their pride in Qatari culture to long-term goals. Help them to understand what is
students, they are teaching an important lesson. required to achieve those goals. Help them to set
• Create opportunities for students to identify with more short-term targets that will enable them to
the Qatari culture and heritage, as well as to take accomplish their long-term goals.
pride in the achievements of outstanding Qatari • Challenge students. Have them engage in
professionals, artists, athletes, etc. activities that may involve difficulties and/or the
• Encourage students to show an openness towards possibility of failure so as to stress the importance
other cultures, and to compare aspects of different of persistence and not giving up in cases of
cultures. adversity. Creating situations in which students
• Actively promote a spirit of intercultural are, to a reasonable extent, outside of their
understanding by helping students to identify comfort zones will help to reinforce these values.
fundamental similarities among different people • External resources, such as news broadcasts,
and cultures. documentaries or films can be useful in creating
opportunities for students to be exposed to
examples of real people who show courage and
Respect and compassion
remain positive in the face of difficult challenges,
The fundamental Islamic values of respect and which the classroom environment cannot
compassion should be fostered and actively practised otherwise provide.
in the classroom. Students must be helped to develop
as individuals and as social beings by being exposed to
learning contexts that cultivate these values and must

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 Personal rights, responsibility and integrity
Key values in Qatari society are those of citizenship
• Introduce the concept of good digital behaviour,
by explaining the advantages and disadvantages of
and the corresponding rights and responsibilities, as
having access to so many sources of information.
well as the recognition of the unifying value of human
Sensitise students to the proper use of information
dignity, or in other words, the recognition of the fact that
found on online sources and how to search for
all individuals deserve to be respected and honoured
information online safely.
irrespective of their differences. As such, these values
must be promoted in the classroom through raising
students’ awareness of and actively demonstrating the
Islamic principles of integrity, honour and truthfulness
which are salient features of ethical behaviour.

Ways to instill these values in the classroom

• Familiarise students with the concept that
rights and responsibilities go hand in hand by
demonstrating that as students they have rights
in the classroom (e.g. to express their opinion, to
participate, the right to safety and well-being,
the right to information and privacy) as well as
responsibilities (e.g. to follow classroom rules, to
participate and contribute, to show an interest
in the well-being of others, to use information
wisely and respect the privacy of others, to accept
responsibility for their actions).
• Look for opportunities to emphasise the different
kinds of responsibilities students have (e.g. to their
classmates/friends, families, communities, the
environment).

The symbols below, which are found in the Teacher’s Book, represent the following:

QNCF COMPETENCIES

Creative and Literacy Numeracy Communication

critical thinking

Cooperation and Inquiry and

Problem-solving
participation research

LOOK!
Language focus Materials Language Warm-up activities Optional
structures

Before leaving Workbook Key to the Notes Total Physical

activities activities Response (TPR)
activities
Abbreviations used in the Teacher’s Book:
S: student Ss: students TB: Teacher’s Book SB: Student’s Book WB: Workbook SA: Student A SB: Student B

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 1 Everyday life
When students complete this module,
they will be able to:

Let’s talk
• guess, with support, the meaning of unknown
words from clues provided by visuals,
knowledge of the topic, and other known words
Song (R4.1)
• guess, with support, the meaning of unknown • follow and respond, with support, to a short
words from clues provided by visuals, sequence of simple multi-step instructions (L2.3)
knowledge of the topic, and other known • ask about and describe, with little support,
words (R4.1) future plans (S2.4)
• follow and identify, with support, the detail in • spell, with some support, an increasing range
longer, simple texts (L2.1) of familiar high frequency words accurately in
• communicate or find out, with support, more guided writing (W2.2) WB
detailed personal information (S1.1) • explain, with support, basic opinions at
• spell, with some support, an increasing range paragraph level (W1.2) WB
of familiar high frequency words accurately in • ask about and describe future plans with some
guided writing (W2.2) WB support (W1.5) WB

Top Stars Our world

• guess, with support, the meaning of unknown • guess, with support, the meaning of unknown
words from clues provided by visuals, words from clues provided by visuals,
knowledge of the topic, and other known knowledge of the topic, and other known
words (R4.1) words (R4.1)
• understand and respond, with support, to • understand and respond, with support, to detail
detail in simple texts of two paragraphs or in simple texts of two paragraphs or more
more (R2.1) (R2.1)
• follow and identify, with support, the detail in • spell, with some support, an increasing range
longer, simple texts (L2.1) of familiar high frequency words accurately in
guided writing (W2.2)
• communicate or find out, with support, more
detailed personal information (S1.1) • follow and identify, with support, the detail in
longer, simple texts (L2.1)
• spell, with some support, an increasing range
of familiar high frequency words accurately • describe, with support, people, places and
in guided writing (W2.2) WB objects using suitable statements (S2.2)

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 1
Cursive Writing
• write smoothly and legibly in
cursive writing in all written
work (W3.1) WB

Round-up
• follow and identify, with support, the detail
in longer, simple texts (L2.1)

Project • follow and respond, with support, to a short

sequence of simple multi-step instructions
• understand and respond, with support, to the (L2.3)
main ideas in simple texts of two paragraphs or
more (R1.1) • follow and respond, with some support, to
longer, simple questions (L2.4)
• plan and draft a short, simple paragraph, with
support, and modify the draft in response to • communicate or find out, with support,
feedback (W3.2) more detailed personal information (S1.1)
• use, with support, capital letters, full stops and • understand and respond, with support, to
question marks appropriately in guided writing at detail in simple texts of two paragraphs or
discourse level (W2.3) more (R2.1) WB
• understand and respond, with support, to detail in
simple texts of two paragraphs or more (R2.1) WB
• spell, with some support, an increasing range
of familiar high frequency words accurately in
guided writing (W2.2) WB Top Time! 1
• guess, with support, the meaning of unknown
words from clues provided by visuals,
knowledge of the topic, and other known
words (R4.1)
Reading time
• understand and respond, with support, to the
• guess, with support, the meaning of unknown main ideas in simple texts of two paragraphs
words from clues provided by visuals, knowledge or more (R1.1)
of the topic, and other known words (R4.1)
• understand and respond, with support, to
• understand and respond, with support, to detail detail in simple texts of two paragraphs or
in simple texts of two paragraphs or more (R2.1) more (R2.1)
• communicate or find out, with support, more • recognise and use, with a little support, key
detailed personal information (S1.1) features of a simple print or digital bilingual
• explain, with support, basic opinions (S1.2) dictionary for learners of English to check
meaning (R4.2) WB
• follow and respond, with support, to a short
sequence of simple multi-step instructions (L2.3) • follow and identify, with support, the detail
in longer, simple texts (L2.1) WB
• spell, with some support, an increasing range
of familiar high frequency words accurately in • describe, with support, people, places and
objects using suitable statements (W1.3) WB
guided writing (W2.2) WB

Phonics
• follow and identify, with support, the detail in
longer, simple texts (L2.1)
• spell, with some support, an increasing range
of familiar high frequency words accurately in
guided writing (W2.2) WB

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 1 SONG

• Have Ss open their books to p. 7 and point out the words/phrases in the
Language focus vocabulary section.
• Play the recording a few times and have Ss point to the words/phrases and
Objectives repeat.
• to talk about everyday and • Say the words/phrases in random order and have Ss point and repeat.
free-time activities • Draw Ss’ attention to the tip and explain it.
Vocabulary • Have Ss form a sentence with one of the vocabulary items presented in this
Nouns: toothbrush, comb lesson.
Everyday activities: brush my teeth,
comb my hair, tidy my room, surf Activity 2 L2.1 The activity is
the Net, text a friend, check my recorded both
email
• Direct Ss’ attention to the photos and ask them what they as a song and
depict. (Some children doing everyday activities.) as a poem.
Structures • Tell Ss that they are going to listen to a song/poem and
He usually checks his email in the explain that they have to write the children’s names in the boxes below the
morning. photos. Point out that there is one extra photo.
He doesn’t usually check his email • Play the recording and have Ss complete the names of the children.
in the morning.
Does he usually check his email in
• Play the recording again and encourage Ss to say the song/poem along with
the recording.
the morning?
Yes, he does. / No, he doesn’t. • Have Ss compare their answers in pairs, then check as a class.
How often do you play volleyball? A. - B. Tim C. Jane D. Kate
I play volleyball once / twice /
three times a week.
LOOK!
• Direct Ss’ attention to the Look! box and ask them to read the sentences,
Materials the questions and the short answers.
• Ask Ss to tell you what tense is used (Present Simple) and to tell you what
• flashcards for brush my teeth, they notice about the formation of the verbs in the sentences and questions.
toothbrush, comb my hair, comb,
tidy my room, surf the Net, text a
• Ask Ss when they think the Present Simple is used.
friend, check my email • Elicit that the Present Simple is used for habits and permanent states.
• Direct Ss’ attention to the question formed with How often? and to the
answer. Ask Ss when they think this question is used.
Lesson plan • Elicit that we use it to ask how frequently something happens.
• Write the adverbs of frequency (always, usually, often, sometimes, never) on
Warm-up the board and explain what they mean. Then point out the adverbs once /
twice / three times, explain what they mean and when they are used.
• Ask Ss about their morning
routine. Have them tell you what • Tell Ss to refer to the Grammar Reference section at the back of the SB.
time they wake up and what they • Ask Ss to provide extra examples of the uses of the Present Simple. This will
do before leaving for school. challenge higher-performing Ss.
Initiate a short class discussion • To help lower-performing Ss give them prompts to make their examples
and encourage all of the Ss to (e.g. My friend / always / watch TV / the evening).
participate.

Activity 1 R4.1
Activity 3 S.1.1
• Stand at the front of the classroom,
pretend you are brushing your • Direct Ss’ attention to the children in the picture and ask them to read what
teeth and say, I’m brushing my they are saying.
teeth with my new toothbrush. • Divide Ss into pairs and explain that they will take turns asking and
Encourage Ss to mime and repeat. answering questions about how often they do certain everyday activities.
Write this sentence on the board, • If necessary, invite a S to come to the front of the classroom to demonstrate
underline brushing my teeth and the activity.
toothbrush and stick the flashcards
above the words. Repeat this
• Have a few pairs of Ss act out the exchange at the front of the classroom.
procedure with the rest of the open answers
phrases/words presented in the
vocabulary section.

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 E ver yd ay lif e 1 1
SONG
Tip!
Learn whole phrases
comb (e.g. verb+noun), not
toothbrush just individual words.
1
Before leaving
brush comb tidy my
• Divide Ss into pairs and explain
my teeth my hair room surf the Net text a friend check
that they have to ask each other
my email a question about an everyday
2 Listen and write the correct names under each photo.
There is one extra photo. Then say. activity and then answer. For
example, invite a S to come to
Habits! LOOK! p. 67
the front of the classroom and
He usually checks his ask him/her, How often do you
Tim is late for school. email in the morning.
He brushes his teeth every day. He doesn’t usually check his
text your friends? The S answers
He usually brushes them in the morning. email in the morning. and then asks you a question
But he hasn’t got time today. Does he usually check his email which you will, in turn, answer.
in the morning?
How often do you brush your teeth? Yes, he does. / No, he doesn’t. • Make sure all of the Ss ask and
Once, twice, three times a day. A answer a question before they
How often do you play
Don’t forget! Do it every day! volleyball? leave the classroom.
Jane is late for school. I play volleyball once / twice /
She combs her hair every day. three times a week.
She always combs it in the morning.
But she hasn’t got time today. Workbook
How often do you comb your hair?
Once, twice, three times a day. Activity 1 W2.2
Don’t forget! Do it every day!
Kate wakes up early.
She often texts her friends. c o t x t z e q r a
B
But she never checks her email. c c w d e m c t q f
She does that at weekends.
3 Talk about your daily routine. i o h p x d h e r b
Do you often check your email? j m i w t q e e y r
Once, twice, three times a day. Do you always have
I don’t do it every day!
t b w z q i c u h u
breakfast in the morning?
i c k k u a k n g s
C Yes, I do. t o o t h b r u s h
How often do g x d m n c v g j f
you surf the Net? c t i d y c u g c o
u i q s u r f v s x
Once a day.
1. Check 5. brush
2. surf 6. Tidy
D 3. text 7. comb
7 4. toothbrush

Activity 2 W2.2
1. Do you always have
breakfast in the morning?
2. She doesn’t brush her teeth
Optional at night.
3. How often do you text your
Don’t break the chain friends?
4. They never tidy their
• Tell Ss that they are going to play a game. rooms.
• Invite Ss to come to the front of the classroom and sit in a circle on the floor. 5. Do you comb your hair
Sit in the circle with them. before you go to bed?
• Explain to Ss that you are going to form a sentence and that the S sitting to 6. Sheila is always late for
your right has to say what you said plus a sentence he/she wants. The next school.
S has to say the sentences you and the S to your right said as well as his/her
own sentence. Activity 3 W2.2
• For example, you say, I usually tidy my room on Fridays. The S to your right open answers
says, You usually tidy your room on Fridays. I check my email once a day.
The S to his/her right says, You usually tidy your room on Fridays. You check
your email once a day. I surf the Net in the evenings.
• The S who forgets a sentence or doesn’t remember the exact order of the Note
sentences is out of the game. The last Ss to remain in the game are the
winners. • Bring a tablet or an Internet
printout of a tablet to the next
• If you have a large number of Ss, you can divide them into groups. lesson.

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 1 TOP STARS
1 TOP STARS

play volleyball do karate calendar schedule tablet

2 Read and answer. Why is Sami confused?
1 On Wednesday morning at Sami’s house… 2 Later in the afternoon...
Language focus
Objectives
• to talk about actions happening at the
moment of speaking
• to talk about hobbies and everyday activities
Vocabulary Sami: My new tablet is great! It has Sami: I’m leaving for my karate class,
Nouns: calendar, schedule, tablet, uniform got a calendar. I can make my Mum!
schedule for every week! Mrs Fatma: Your karate class?
Adjective: confused Mrs Fatma: Hurry up, Sami. You’re late. Sami: Yes, Mum! I always do karate at
Activities: play volleyball, do karate Sami: Oh, no! My tablet! four o’clock on Thursday! Bye!
Mrs Fatma: Does it work? Mrs Fatma: Thursday? Oh, Sami! You’re
Structures Sami: I think so! confused!

I’m reading a book now.

3 In front of the sports centre… 4
He is having breakfast now.
They are doing karate at the moment.
I’m not reading a book now.
She isn’t tidying her room now.
We aren’t watching TV right now.
Are you reading a book?
Yes, I am. / No, I’m not. Sami: I’ve got a karate class.
Is Hasna doing her homework? Saleh: Where’s Sami? He’s late! Khaled: But we always play volleyball on
Khaled: Look! He’s coming! Wednesday!
Yes, she is. / No, she isn’t. Majed: Why is he wearing his karate Sami: Wednesday? But it’s Thursday
Are the children playing in the garden? uniform? today!
Khaled: I have no idea! Majed: Oh, Sami! Something is wrong
Yes, they are. / No, they aren’t. Sami: Hi, guys! What are you doing here? with your tablet. It’s Wednesday
Majed: We’re waiting for you. Where are today. Look!
you going? Sami: Oh, no!

8
Materials
• flashcards for play volleyball, do karate,
calendar, schedule, tablet, uniform
• flashcards from the previous lesson for brush my
Lesson plan the sentence on the board,
underline the word uniform
teeth, toothbrush, comb my hair, comb, tidy my and stick the flashcard above
room, surf the Net, text a friend, check my email
Warm-up the word.
• a tablet or an Internet printout of a tablet
• Ask Ss if they have got a tablet • Write a sentence on the board
with the word confused and
and what they use it for. Initiate
underline it. For example,
a short class discussion and
Revision (Optional) encourage all of the Ss to
write:
Whose is this jacket? I’m
• Use the flashcards from the previous participate.
confused because it looks like
lesson (brush my teeth, toothbrush, comb mine.
my hair, comb, tidy my room, surf the Net, Activity 1 R4.1
• Ask Ss to read the question
text a friend, check my email). Show each • Use the tablet you brought in, and sentence out loud and
one to Ss and say, for example, brush my open the calendar application infer the meaning of the
teeth. Encourage Ss to answer, Yes or No and say, I always use the underlined word.
accordingly. calendar on my tablet to plan
• Repeat the same procedure with the rest of my weekly schedule. Write
• Have Ss open their books
to pp. 8-9 and point out
the flashcards. the sentence on the board the words/phrases in the
• Alternatively, walk up to a S and ask him/ underline the words calendar, vocabulary section.
her about his/her daily routine. For example, tablet and schedule, and stick
ask, How often do you check your email? and the flashcards depicting them • Play the recording a few
times and have Ss point to the
encourage the S to answer. above the words. Alternatively,
words/phrases and repeat.
• If necessary, write some key phrases/ you can use the Internet
expressions on the board related to the printout. • Say the words/phrases in
random order and have Ss
structures of the previous lesson to help • Mime the activities play
point and repeat.
lower-performing Ss (e.g. once/twice a (day/ volleyball and do karate
week), (three) times a day). and encourage Ss to do the • Have Ss form a sentence with
same. Then say, My volleyball one of the vocabulary items
• Make sure all of the Ss answer at least one presented in this lesson.
question. uniform is blue and red. Write

22

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 1
Top Stars 1
LOOK! p. 67

I’m reading a book now. Are you reading a book?

Yes, I am. / No, I’m not.
He is having breakfast now.
Is Hasna doing her homework?
They are doing karate at the moment.
Yes, she is. / No, she isn’t.
confused
I’m not reading a book now. read the story again and write T for True
Are the children playing in
She isn’t tidying her room now. the garden? or F for False, according to the story.
•
uniform
We aren’t watching TV right now. Yes, they are. / No, they aren’t. Have Ss compare their answers in pairs, then
3 Read again and write T for True or F for False.
check as a class.

Tip!
1. Sami’s tablet is old.
Read the text 1. F 2. T 3. F 4. T 5. F
2. Sami is late. carefully to
understand
3. Sami always does karate at five o’clock on Thursday. specific details.
• If time permits, ask a few Ss to read the story
4. The children are waiting for Sami at the sports centre. out loud or choose a few Ss to act out the story.
5. The children always play volleyball on Thursday.
LOOK!
4 Listen and circle A or B. • Direct Ss’ attention to the Look! box
1. In the morning, Jason . 2. He with the monkeys in the evenings. and ask them to read the sentences, the
A feeds the animals A sometimes plays questions and short answers.
B cleans all of the cages B usually plays • Ask Ss to tell you what tense is used
(Present Progressive) and to tell you what
3. Today the animals . 4. Jason doesn’t like . they notice about the formation of the
A are eating meat A getting up early verbs in the sentences and questions.
B are hungry B working at the zoo • Ask Ss when they think the Present
Progressive is used.
5 Complete the schedule. Then talk to your partner. • Elicit that the Present Progressive is used

Tip!
When doing speaking for actions that are happening at the
activities, try to speak in moment of speaking.
English. Don’t be afraid
alwa
ys
Sunday to make mistakes. • Say, What am I doing now? and mime
playing volleyball. Encourage Ss to answer
On Sunday, I always using the Present Progressive. Then ask,
never
play volleyball, but What do I do every morning? and mime
I never surf the Net. having breakfast. Encourage Ss to answer
I am doing my using the Present Simple.
Now
homework now.
• Ask Ss to tell you the difference between
the Present Simple and the Present
Progressive (The former is used to talk
about everyday or habitual actions while
9
the latter is used to talk about actions in
progress at the time of speaking).
• Refer Ss to the dialogue and ask them
to underline any examples of Present
Activity 2 R2.1 confused because his tablet Progressive. (e.g. I’m leaving for my karate
malfunctioned and was class.)
• Draw Ss’ attention to the displaying the schedule for the • Tell Ss to refer to the Grammar Reference
illustrations in the presentation. wrong day.) section at the back of the SB.
• Have Ss look at the illustrations • Have Ss read the dialogue again • Ask Ss to provide extra examples of the
and ask them if they remember and check comprehension.
the names of the characters uses of the Present Progressive and/or
• Ask Ss some questions about Present Simple. This will challenge higher-
(Sami, Saleh, Khaled and Majed). the story. What has Sami’s performing Ss.
• Ask Ss to tell you what they new tablet got? (It has got a • To help lower-performing Ss give them
think is happening. (Sami is calendar.), Where is Sami going?
having breakfast when his prompts to make their examples (e.g. My
(He’s going to his karate class.), sister / usually / play a board game after
tablet falls to the floor. Then he Where are Saleh, Khaled and
is leaving for his karate class. school / but today / she / study for a test).
Majed? (They are in front of
Saleh, Khaled and Majed are the sports centre.), Has Sami
waiting for Sami. Saleh looks really got a karate class? (No, Activity 4 L2.1
annoyed. In the end, Sami he hasn’t.), How does Sami feel?
seems a little confused.) (He is confused.), What day is it? • Direct Ss’ attention to the sentences in the
• Direct Ss’ attention to the frames (It’s Wednesday.), What day does activity and ask them to read them.
of the story and ask them to find Sami think it is? (He thinks it’s • Explain that they are going to hear a man
and point out the words from Thursday.) talking about a zookeeper. Tell Ss that they will
the vocabulary section that they • Ask Ss how often they do their have to listen carefully and circle the correct
can see in the frames (Frame favourite hobby. answer A or B, according to what they hear.
1: tablet, calendar, schedule,
tablet, Frame 2: do karate,
• Play the recording twice and have Ss do the
Activity 3 R2.1 activity.
confused, Frame 3: uniform,
Frame 4: play volleyball, tablet). • Direct Ss’ attention to the • Have Ss compare their answers in pairs, then
check as a class.
• Play the recording and sentences and ask them to
encourage Ss to shadow read them. Listening transcript
read (read along with the • Draw Ss’ attention to the tip
recording) in order to find out and explain it. Man: Jason Gardner is a zookeeper. He works at
why Sami is confused. (He’s • Explain to Ss that they have to the City Zoo. Every morning, he puts on his

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 1 TOP STARS
• The Ss in the classroom then ask them, for example, Where’s the uniform? The
two Ss must look for the flashcard around the room. While they are looking, the
rest of the class helps by shouting Hot! Hot! Hot! whenever they’re close to the
flashcard and Cold! Cold! Cold! whenever they move further away.
uniform, and then he feeds the • When the two Ss find the flashcard, they say the word/phrase and the rest of
animals. He always throws fish the class cheers for them.
to the bears, gives meat to the • Play this game for as long as time permits, making sure different Ss leave the
lions and the cheetahs, and fruit classroom/close their eyes each time.
and vegetables to the monkeys.
The monkeys really like bananas
and apples! In the afternoon, he
always cleans all of the cages. Before leaving
In the evenings, he usually plays
with the monkeys and feeds • Explain to Ss that they have to form a sentence using the Present Simple and
the Present Progressive to talk about their weekly schedule and what they
the crocodiles. At night, he says
are doing now.
goodbye to the animals and goes
home. He is often very tired. • Make sure all of the Ss form sentences before they leave the classroom.
This morning, Jason isn’t at the
zoo. He isn’t feeding the animals, your tennis lesson?
and they are very hungry. The Workbook Kevin: My room is a mess, so I’m
bears are looking for their fish, tidying it.
and the lions and cheetahs are Activity 1 Mum: But Kevin, you’ve got a tennis
walking round their cages. The lesson in an hour!
monkeys are jumping up and 1. tablet 4. confused Kevin: Um… no. Mum, I think you’re
down. Jason is at home. He is
2. play 5. schedule confused. I’ve got tennis
sleeping in his bed. He likes his
job, but he doesn’t like getting 3. uniform 6. calendar lessons on Thursday
up early in the morning! afternoon. It’s Tuesday today.
Activity 2 W2.2 I’ve got volleyball practice.
1. A 2. B 3. B 4. A Mum: You’re going to be late then.
1. tidies his room Stop tidying!
Activity 5 S1.1 is checking his email Kevin: It’s only five, Mum. Practice is
• Direct Ss’ attention to the boy in the 2. plays volleyball at half past six.
picture and ask them to read what is doing karate Mum: Oh, OK then. Let me help you.
he is saying. 3. meets his friends Kevin: Thanks, Mum!
• Explain to Ss that they have to is watching a DVD at home 3. Greg: Mum, where’s my football?
complete the schedule with what I’ve got football practice in
they always and never do on Sunday half an hour.
Activity 3 L2.1
and what they are doing now. Mum: No, Greg. You haven’t got
• Draw Ss’ attention to the tip and Listening transcript football practice today.
explain it. 1. Ryan: Hi, Jake. How are you? Greg: But Mum, it’s Wednesday. I’ve
• Allow Ss some time to complete the Jake: I’m fine, thanks, Ryan. How are always got football practice
schedule and then divide them into you? on Wednesday afternoon.
pairs and have them speak, in turns. Ryan: I’m good. You’ve got karate Mum: No, it’s raining outside. Your
• If time permits, have a few pairs of today, right? It’s Wednesday. coach called; you haven’t got
Ss present their exchanges at the Jake: Yes, I’ve usually got a class, football practice today.
front of the classroom. but Mr Fields is ill today. Greg: Then can I go to Derek’s
open answers Ryan: Oh, I see. Do you want to come house? He’s got a new
to my house then? We can computer game I want to play.
play basketball. Mum: Have you got homework?
Jake: Actually, I want to ride my Greg: Um… yeah, but…
Optional bike in the park. Do you want
to come?
Mum: Do your homework first.
Greg: But, Mum! I can do it later!
Hot or cold Ryan: Yeah, sure! I can get my bike
Mum: No. Homework first, then you
too.
• Ask two Ss to step out of the
Jake: Cool!
can go.
classroom and wait outside until they Greg: OK, then.
are called back in. Alternatively, you 2. Mum: Kevin! What are you doing?
could tell the Ss to close their eyes. Why aren’t you practising for 1. A 2. B 3. C
• Explain to the rest of the class that
they are all going to find a hiding
place for the flashcard of an item
presented in this lesson. Tell them Note
that it should be a hiding place that
doesn’t involve moving anything. • As preparation for the next lesson make slips of paper (for half of the class)
• Once you’ve decided upon the on which the Possessive Pronouns presented in the next lesson are written
hiding place and have put/stuck the (e.g. They’re hers.) and slips of paper (for the other half of the class) on which
flashcard there, call the two Ss back some sentences are written (e.g. These shoes are Tina’s.).
inside or ask them to open their eyes. • Bring the slips of paper, a towel and a tube of toothpaste to the next lesson.

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 Language focus
OUR WORLD 1
Objectives
• to talk about space
• to introduce the definite and the indefinite articles • Say the words/phrases in random
• to talk about possession order and have Ss point and
repeat.
Vocabulary • Draw Ss’ attention to the tip and
Verb: swallow explain it.
Nouns: astronaut, satellite, spacesuit, towel
Phrase: float away • Have Ss form a sentence with one
of the vocabulary items presented
Place: space station
in this lesson.
Container: a tube of toothpaste
Structures Activity 2 R2.1
There’s a bike in the garden. The bike is red.
That is Mr Smith’s spacesuit. It’s his. • Direct Ss’ attention to the photos
and ask them what they can see
(A satellite / space station, a
spacesuit, some cans and bags, a
Materials sleeping bag, a toothbrush and a
tube of toothpaste).
• flashcards for astronaut, satellite, spacesuit, towel, a tube of toothpaste
• Read the title of the text and ask
• flashcards from the previous lesson for play volleyball, do karate, calendar, Ss to predict what it is about. (It
schedule, tablet, uniform is about astronauts’ life on the
• slips of paper (for half of the class) on which the Possessive Pronouns International Space Station.)
presented in the lesson are written (e.g. They’re hers.) and slips of paper (for • Ask Ss if they would be interested
the other half of the class) on which some sentences are written. (e.g. These in travelling into space and have
shoes are Tina’s.) them explain why or why not.
• a towel and a tube of toothpaste • Draw Ss’ attention to the four
questions below the title and ask
Revision (Optional) them to read them out loud.
• Explain to Ss that you will give
• Stick the flashcards from the previous lesson (play volleyball, do karate, them some time to read the text
calendar, schedule, tablet, uniform) on the board. and that they will have to match
• Explain to Ss that you will invite them one by one to come to the board and questions 1-4 to paragraphs A-D.
point to the flashcard you call out each time.
• Allow Ss some time to read and
• Make sure all of the Ss participate. match.
• When Ss have matched the
Lesson plan questions to the paragraphs, have
them compare their answers in
pairs.
Warm-up • Play the recording and encourage
• Ask Ss if they think life for astronauts in space is different to life on earth. Ss to shadow read (read along
Initiate a short class discussion and encourage all of the Ss to participate. with the recording) in order to
check their answers.
Activity 1 R4.1 • Have Ss read the text again and
• Mime being an astronaut by walking with difficulty and say, I’m an astronaut. check comprehension.
I’m wearing my spacesuit because I'm in space now. and encourage Ss to • Ask Ss some questions about the
repeat. Then say, The satellites in space send directions to every GPS. Write text. What do astronauts do on the
the sentences on the board, underline the words astronaut, spacesuit and International Space Station? (They
satellites and stick the corresponding flashcard above each word. live there and they do experiments
• Use the towel and the tube of toothpaste you brought in to present the in space.), When do astronauts
vocabulary. Place them on your desk and, while pointing to each item, name wear their spacesuits? (They wear
them. Encourage Ss to repeat. Alternatively, present these items using the them when they work outside the
flashcards. space station.), What kind of food
• Write sentences on the board with the words/phrase space station, swallow do astronauts eat? (The same as
and float away and underline them. For example, write: on Earth.), Do astronauts eat their
A space station is a large satellite that astronauts can live on. food on a plate? (No, they don’t.
Frogs swallow insects whole because they haven’t got teeth. Their food comes in cans or small
The boy watched his balloon float away in the sky. bags.), Where do astronauts sleep?
(They sleep in sleeping bags.),
• Ask Ss to read the sentences out loud and infer the meaning of the
What’s special about brushing your
underlined words.
teeth in space? (You swallow the
• Have Ss open their books to pp. 10-11 and point out the words/phrases in the
toothpaste.)
vocabulary section.
• Play the recording a few times and have Ss point to the words/phrases and
A. 4 B. 1 C. 3 D. 2
repeat.

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 1 OUR WORLD
1 OUR WORLD

astronaut

1
satellite spacesuit towel

Tip!
Draw or stick pictures of new vocabulary items in your notebook
Activity 3 R2.1 W2.2 to help you learn them. Write the words underneath the pictures
several times to practise the spelling of these words.
• Direct Ss’ attention to the sentences and ask
them to read them.
• Explain to Ss that they have to read the 2 Read and match the questions 1-4 to the paragraphs A-D. Then listen and check your
answers.
text again and correct the mistakes in each
sentence, according to the text.
Life on the International
Space Station
• Have Ss compare their answers in pairs, then
check as a class.
1 What do you eat? 2 How do you brush your teeth?
1. The International Space Station goes 3 Where do you sleep? 4 What do you wear?
round Earth.
2. Astronauts wear spacesuits outside the The International Space Station is a large
Space Station. satellite that goes round Earth. Astronauts live
there, and they do experiments in space. But
3. Astronauts drink water from a small bag. what’s life like there? Let’s find out!
4. Sleeping bags help so that astronauts
don’t float away when they sleep. B
5. Astronauts swallow the toothpaste when A We eat the same food as water

they brush their teeth. I wear a spacesuit when on Earth, but it comes in
I work outside the space a can or a small bag. We

• also drink water, juice juice

station, of course. I usually
If there is time, ask a few Ss to take turns to and coffee from
coffee

wear shorts and a T-shirt

read the text out loud. when I’m inside the space small bags.
peas

station. pasta
meat

LOOK!
• Direct Ss’ attention to the Look! box and the C
D
Each astronaut has got a box with a
sentences on the left-hand side and have We sleep in sleeping
tube of toothpaste, a toothbrush, a bag
them read them. bags. Look! This sleeping
of water, a towel and other things in it.
bag is mine. Sleeping
• Explain to Ss that we use the indefinite bags help us so that we
We brush our teeth like we do on Earth,
but here we swallow the toothpaste!
article a/an to refer to a person, place, don’t float away.
10
object or animal for the first time without
being specific. For example, say, There is a
boy in the room.
• Write the sentence on the board, underline
a and point out that we don’t know which
boy we are talking about. Point out that the
• Refer Ss to the text and ask them to underline any examples of
Indefinite and Definite Articles and Possessive pronouns. (e.g. I wear
indefinite article a is placed before nouns a spacesuit, We eat the same food as on Earth, This sleeping bag is
that begin with a consonant sound and the mine.)
indefinite article an is placed in front of
nouns that begin with a vowel sound.
• Tell Ss to refer to the Grammar Reference section at the back of the
SB.
• Explain to Ss that the definite article the is • Encourage Ss to come up with their own examples and write a few
used to refer to a person, place, object or of them on the board. This will challenge higher-performing Ss. To
animal which has already been mentioned, help lower-performing Ss, give them jumbled sentences to put in the
or to someone/something specific or unique. correct order to make their examples (e.g. blue / the / is / bag / his).
For example, say, The boy is wearing a blue
T-shirt. Write the sentence on the board,
underline the definite article The and Activity 4 L2.1
explain to Ss that this sentence is now more • Direct Ss’ attention to the sentences and ask them to read them.
specific than the previous one. • Explain that they are going to hear an interview. Tell Ss that they will
• Direct Ss’ attention to the sentences on the have to listen carefully and write T for True or F for False, according
right-hand side of the box and ask them to to what they hear.
read them.
• Point to your bag and say, That’s my bag. It’s
• Play the recording twice and have Ss do the activity.
mine. Point to a S’s bag and say, That’s your • Have Ss compare their answers in pairs, then check as a class.
bag. It’s yours. Write the sentences on the Listening transcript
board and ask Ss when they think pronouns Mr Price: Hello, everyone, and welcome to ‘Life in the countryside’.
like mine and yours are used. Today we are visiting the Bright brothers, Kevin and Peter, on
• Elicit that the Possessive Pronouns (mine, their farm. That’s right! This farm is theirs! Hello!
yours, his, hers, ours, yours and theirs) are Peter: Hi! Thanks for coming, Mr Price.
used to show possession. Point out that they Mr Price: The pleasure is mine! Now, Kevin, tell us, what time do you
are placed after the noun and that there isn’t wake up in the morning?
a Possessive Pronoun for the third person Kevin: We always get up at four o’clock in the morning.
singular (it).
Mr Price: That’s early!

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 1
Our world 1

LOOK! p. 67

space station
There’s a bike in That is
swallow
the garden. Mr Smith’s
a tube of float away The bike is red. spacesuit. It’s his.
toothpaste

3 Read again and correct the sentences.

1. The International Space Station goes round the moon.
book and tell him/her to look at the picture
carefully. Then cover it and ask, for example,
2. Astronauts wear shorts outside the space station. Whose hat is this? Is it Dad’s? and encourage
the S to answer.
3. Astronauts drink water from a can.
• Have a few pairs of Ss act out the exchange at
the front of the classroom.
4. Sleeping bags help so that astronauts can float away when they sleep.
open answers
5. Astronauts don’t swallow the toothpaste when they brush their teeth.

4 Listen and write T for True or F for False.

1. Kevin and Peter are brothers. 4. Kevin and Peter sell the Optional
vegetables they grow.
2. Kevin and Peter get up late.
3. Peter takes care of the animals.
5. Mr Price says farming is easy. Find your pair
• Divide the class in half and hand out the
prepared slips of paper with the Possessive
5 Play a memory game. Look at the Whose bag is this? Is it Ken’s?
picture for two minutes and then cover Pronouns written on them to one half and the
it. Answer your partner’s questions No, it isn’t. It’s Joe’s bag. It’s his. slips with the sentences written on them to
about the items on the right.
the other half. Tell Ss not to show their slips
of paper to anyone.
Mr Smith
• Explain to Ss that they have to try and find
their pair by going round the classroom
Dad
whispering their sentence or Possessive
Joe Jane Pronoun phrase until you count to twenty.
Sharon
• When Ss have found their pair, have them
present the full exchange to the rest of the
class, e.g. These shoes are Tina’s. They’re hers.
Ken Diana
Grandad
11

Before leaving
Peter: Yes, it is! Those cows over there are ours. We must feed • Explain to Ss that they have to say one thing
they remember from the text about life on
them twice a day.
the International Space Station.
Mr Price: What other animals have you got?
Kevin: Well, we have also got goats, horses and chickens.
• Make sure all of the Ss say something about
the text before they leave the classroom.
Peter: Kevin takes good care of the animals.
Mr Price: Do you grow vegetables?
Kevin: Yes, we do! We’ve got lots of vegetables. Peter plants them.
That tractor is ours. We use it for lots of jobs on the farm. Workbook
Mr Price: What do you do with all the vegetables?
Kevin: We take them to the market and sell them.
Activity 1 W2.2
Mr Price: Well, farming sure is hard work! Thanks for your time! That’s
all for this week, folks! Join me next… (fade out)
1. tube of toothpaste 4. satellite
1. T 2. F 3. F 4. T 5. F 2. astronauts, 5. swallow
space station 6. towel
3. floating away 7. spacesuits
Activity 5 S2.2
• Direct Ss’ attention to the picture and ask them to tell you what Activity 2
they can see. (Some people doing different activities in the
garden.) Then draw Ss’ attention to the items and the girls, and ask 1. a, the 3. The, The 5. the, the
them to read what they are saying. Point out that the items belong 2. The 4. a, a 6. the, the
to the people in the picture.
• Divide the class into pairs and tell SA in each pair to study the
picture for two minutes. When time is up, ask SA to cover the Activity 3
picture and explain that SB will point to an item and ask SA whose
it is and suggest a person from the picture. SA then has to answer 1. G 2. E 3. F 4. B 5. A 6. C 7. D
according to what he/she remembers.
• Invite a S to come to the front of the classroom with his/her Activity 4 L2.1 (see p. 148)

27

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 1 LET ’S TALK 1 LET ’S TALK

event
festival
1 take part
LOOK! p. 67

school trip planetarium competition I’m going to take part in

the competition.
2 Complete your schedule. Decide which event you would like I’m not going to take
to do on each day of the week. Then ask and answer in groups. part in the competition.
Language focus Are you going to take
part in the competition?
Yes, I am. / No, I’m not.
Objectives THIS WEEK’S EVENTS
• to talk about one’s schedule Sunday Monday Tuesday Wednesday Thursday
• to talk about future plans
Vocabulary
Nouns: planetarium, competition,
event, festival A B C D E
Phrasal verb: take part
Phrase: school trip 1. Recycling Day 2. Poetry Competition 3. Short Story Competitio
n

Structures
I’m going to take part in the
competition.
I’m not going to take part in the
competition. 5. School trip
4. Sports Day to the planetarium
Are you going to take part in the
competition? Yes, I am. / No, I’m not.

Are you going Yes, I am.

Materials to take part in
the Short Story
No, I’m not. I’m
going to take part
Competition on in Sports Day.
• flashcards for school trip, Thursday?
planetarium, competition
• flashcards from the previous
lesson for astronaut, satellite,
spacesuit, towel, a tube of
toothpaste 12

Lesson plan
Revision (Optional) Warm-up
• Use the flashcards from the
previous lesson (astronaut, • Ask Ss if they enjoy taking part in school events. Have them explain why or
satellite, spacesuit, towel, a tube why not, and tell you what kind of events they usually take part in. Initiate a
of toothpaste). Show each one short class discussion and encourage all of the Ss to participate.
to Ss and ask, for example, Is
Activity 1 R4.1
it a spacesuit? Encourage Ss to
answer, Yes, it is or No, it isn’t, • Say, I’m very happy when we go on a school trip to museums and have Ss
accordingly. repeat. Write the sentence on the board and underline the phrase school
• Repeat the same procedure with trip. Then stick the flashcard above the underlined phrase.
the rest of the flashcards. • Repeat the procedure for the words planetarium and competition.
• Alternatively, stick the flashcards • Write sentences on the board with the words event and festival and the
on the board and ask Ss to come phrasal verb take part, and underline them. For example, write:
to the board one by one and My school organises fun events at the end of the school year.
name the item depicted on the I am baking some biscuits for the school food festival.
flashcard you are pointing to. I want to take part in the short story competition because I’m good at
• Have higher-performing Ss write writing.
a sentence with the word on the • Ask Ss to read the sentences out loud and infer the meaning of the
board. underlined words / phrasal verb.

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 1
• Have Ss open their books to p. 12 and point out the words/phrases in the
vocabulary section.
• Play the recording a few times and have Ss point to the words/phrases and
repeat.
• Say the words/phrases in random order and have Ss point and repeat.
• Have Ss form a sentence with one of the vocabulary items presented in this
lesson. Before leaving
LOOK! • Divide Ss in pairs and explain
• Say, On Saturday, I’m going to take part in the short story competition. that they will have to ask and
I’m not going to take part in the food festival. answer questions about their
• Write the sentences on the board and ask Ss if they recognise the tense plans for the week using the
(Future be going to) and when they think it is used. Elicit that this tense is Future be going to.
used to talk about actions that we intend to do in the future. • Demonstrate the activity with
• Point out to Ss that the Future be going to is formed with the verb to be a S. Approach a S and ask, Are
(am, is, are) + going to + base form of the main verb. you going to go shopping on
Friday afternoon? Encourage the
• Direct Ss’ attention to the Look! box and read the sentences, question and
S to answer and then ask you a
short answers.
question.
• Tell Ss to refer to the Grammar Reference section at the back of the SB.
• Make sure all of the Ss ask and
• Ask Ss to provide extra examples of the uses of the Future be going to. answer before they leave the
This will challenge higher-performing Ss. classroom.
• To help lower-performing Ss give them prompts to make their examples
(e.g. We / watch / football match / tomorrow).

Activity 2 R4.1 L2.3 S2.4 Workbook

• Direct Ss’ attention to the events displayed on the noticeboard and then to
Activity 1 W2.2
the schedule with the days of the week.
• Explain to Ss that they will have to decide which activities (1-5) they would
1. event
like to do on the five different days of the week (A-E).
2. planetarium
• Allow Ss some time to choose the events they want to do / take part in /
attend on the different days of the week. 3. school trip
4. take part
• Then direct Ss’ attention to the boys at the bottom of the page and ask them
to read the exchange. 5. competition
• Explain to Ss that, in groups of three, they are going to ask and answer 6. festival
about their partner’s plans on a specific day. SA will ask SB and SC if he/she
is planning to do a specific activity on a specific day. SB and SC will respond Activity 2
according to the schedule they filled in. Point out that they should take
turns asking and answering.
1. Hanan is going to take part
• Invite two Ss to come to the front of the classroom and demonstrate the
activity with them. in a writing competition at
the weekend.
• Divide the class into groups of three and have them do the activity.
2. Jasmine and Ann are going
• Have groups act out the exchange at the front of the classroom.
to take part in a cooking
open answers competition on Saturday.
3. Gary is going to learn
about the planets at the
planetarium on Thursday.
4. Amani and Latifa are going
Optional to go on a school trip to the
zoo next Tuesday.
True or False?
• Ask Ss to close their books and explain that you are going to say a few
sentences and that they will have to respond with gestures. Activity 3 W1.2 W1.5
• Ss put their hands on their heads when they hear true sentences and fold
their arms in front of them when they hear false sentences. open answers
• You may want to play an alternative version of this game and have Ss
respond verbally to the true and false sentences. For example, say, You’re
sad when you go on a school trip and Ss respond, No, we aren’t.
• Play the game until you run out of sentences.

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 1 PROJECT

• Ask Ss some questions about the email. Why is Malik writing to Jameel?
Language focus (Because he wants to tell him about his new hobby.), Does he do it alone?
(No, he doesn’t. He does it with his brother.), When do they usually do the
Objectives puzzles? (They usually do them in the evenings.), What structures have they
• to read an email about someone’s got? (They have got Big Ben and the Eiffel Tower.), Which structure are they
hobby working on now? (They’re working on Aspire Tower.)
• to write an email about one’s own • Draw Ss’ attention to the boxes around the email and read them out loud. Point
hobby out to Ss that they should follow these guidelines to help them organise their
• to revise and consolidate writing.
structures and vocabulary • If time permits, choose a few Ss to read the email out loud.
presented in previous lessons
• to revise how to use different
Writing tip W3.2 W2.3
tenses in a description
• to revise how to use adverbs of • Direct Ss’ attention to the Writing tip box. Explain that these tips appear in
frequency in a description every Module to help Ss improve their writing skills.
• to revise how to use capital • Read the tip out loud. Ask Ss to follow along in their books as you read.
letters, full stops, question
marks and exclamation marks in
• Read the Writing tip again and write a sentence on the board, e.g. On
Mondays, I always tidy my room, but today I’m playing volleyball with
sentences my friends. Later I am going to visit my grandmother. Point out that
when we describe events, we must be careful with the tenses we use. The
Present Simple is used for habits or actions that happen regularly, the
Revision (Optional) Present Progressive is used for actions that are happening at the moment
of speaking and Future be going to is used to express future plans and
• Divide Ss into groups of three intentions.
and have them do activity 2 from • Direct Ss’ attention to the first part of the sentence and underline the word
the previous lesson. Make sure Ss always. Point out that when we write, we use adverbs of frequency to show
are in different groups from the how often something happens.
previous time. • Invite Ss to the board and ask them to write their own examples, following
the instructions in the Writing tip.
• Direct Ss’ attention to the final bullet point in the Writing tip box and read
it aloud. Explain to Ss that they should always know what they are going to
Lesson plan write about before they begin writing and that once they finish, they must
re-read their work and make corrections and changes. It is also a good idea
Warm-up to promote peer teaching by having Ss exchange their first drafts with a
partner, and having them suggest changes.
• Approach a S and say, My hobby
• Then direct Ss’ attention to the note in the tip. Read it aloud and explain it.
is doing arts and crafts. What’s
your hobby? Initiate a short class
discussion and encourage all of
the Ss to participate.

Activity 1 R1.1 Optional

• Have Ss open their books to p. 13.
Whose is it?
• Direct Ss’ attention to the email.
• Hand out a sheet of plain A4 paper to each S.
Explain to Ss that a boy named
Malik wrote it to his friend • Explain to Ss that they will have to write a few sentences about their hobby
without writing their names and then put the sheets in a pile on your desk.
Jameel describing his hobby.
• Explain to Ss that they are going
• Choose a piece of paper and invite a S to read what is written on it. After
he/she is done reading, he/she will have to guess whose hobby he/she has
to read the email and talk about described.
how they can write an email of
their own.
• Play the recording and
encourage Ss to shadow read
(read along with the recording) Before leaving
in order to find out what Malik’s
new hobby is. (Making 3D puzzles.) • Explain to Ss that they will have to form a sentence using an adverb of
• Have Ss read the dialogue again frequency to show how often they do an activity.
and check comprehension. • Make sure all of the Ss form a sentence before they leave the classroom.

30

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 1 Below is an email Malik is going to send to Jameel. What is Malik’s new
PROJECT 1 1
hobby? Read and answer.

My ho bb y
Start your email with: Hi!, Hello! or Dear...

Activity 3 W2.2
To [email protected]
Add Cc Add Bcc Use set phrases: How are you?
From [email protected] How’s life? I hope you are fine. open answers
I’m writing to tell you about…
Subject New hobby
Attach a file

Hi, Jameel Activity 4 W2.3

Thanks for your email. I hope you’re fine. I’m writing to tell
you about my new hobby. • Ask Ss to go to the WB p. 70 and
Give information My brother and I do 3D puzzles of famous structures. It’s complete the writing plan before
about your new really fun! We usually do them in the evenings. When we
hobby. Mention:
finish them, we always put them on a shelf in the living room. they start the writing task.
• who you do it We have got Big Ben and the Eiffel Tower. We are working on • Draw Ss’ attention to the page
with
Aspire Tower now – it’s a skyscraper in Doha, Qatar! Guess
• when / how what! We are going to visit Doha next month! provided in the WB for the writing
often you
usually do it
I can’t wait. task.
Write soon and tell me about your hobby!
• what you are
working on at Bye for now! Finish your email with: Bye for
• Instruct them to refer to the format
the moment Malik now, See you soon, Write back
of the writing task as well as to
soon, Best wishes or Love, and the guidance given in the SB. You
write your name underneath.
can also display Ss’ Projects in the
Writing tip classroom.
• Use the Present Simple for habits and actions that happen

Tip!
regularly. open answers
e.g. My brother and I do 3D puzzles of famous structures. Remember!
• Use adverbs of frequency (always, often, usually, sometimes, • Start proper
never) to give information about how often something happens. names and all
e.g. We usually work on them in the evenings. sentences with a
• Use the Present Progressive for actions that are happening now, at the capital letter.
moment of speaking.
e.g. I’m writing to tell you about my new hobby.
• Always use full
stops (.) at the end Note
of sentences and
• Use the Future be going to to express future plans and intentions.
question marks (?) at
e.g. We are going to visit Doha next month!
• Before you begin writing, make notes of the information you want to
the end of questions. • As preparation for the next lesson,
include. Write your first draft. Then revise your writing (structures and
Use exclamation photocopy the story (SB, pp. 14-15),
marks (!) at the end
vocabulary). After that, edit it (punctuation) and exchange it with a of sentences that making one copy for every four Ss.
partner to make new suggestions. Finally, write your final draft. show strong emotion. Before you photocopy the story,
Remember: Use a variety of grammatical structures and adjectives/
vocabulary, and make sure you have used the tenses correctly. cover the narration boxes and
13 the numbers in each illustration.
Then cut out the illustrations and
photocopy the narration boxes of
the story (one copy for every four Ss)
and cut them out as well.
• Bring the copies to the next lesson.

Workbook
Activity 1 R2.1 W2.2

1. His hobby is doing 3D puzzles.

2. In the evenings.
3. At home.
4. He’s working on Aspire Tower.
5. He is going to visit Doha.

Activity 2 W2.3

1. The children always play in the garden.

2. How often do you play tennis?
3. I am cooking pasta at the moment.
4. When does Mark do karate?

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 1
1
READING TIME
READING
TIME Tip!
Before you read, try
2 Read and answer. Why was Alan sad after to predict what the
his team won the game? text is about with
the help of the title
1 and the pictures.

Working together
1
Language focus teammate
The big basketball
game is today. Alan
and Derek are in the
Objectives same team, the Tigers.
• to listen and read for pleasure The game starts and
everyone is excited.
• to revise and consolidate vocabulary and score (v.)
Alan takes the ball and
structures presented in previous lessons point scores the first points
for his team.
Vocabulary 01 00
Verbs: score, shoot, miss, lose
Nouns: teammate, score, point score (n.)
2
Alan scores more points for his team
and everybody claps. He feels great!
Alan gets the ball again. ‘Pass it to me!’
Materials shouts Derek, but Alan doesn’t listen.
He shoots the ball and misses. The game
shoot continues and Alan still doesn’t share
• flashcards for teammate, score (v.), score (n.), the ball. His teammates are angry.
point, shoot miss

• the photocopies of the story and the narration lose

boxes that you have prepared (see Note in

the previous lesson)

Revision (Optional)
• Have Ss come up to the front of the classroom
and present the emails they wrote (WB, 14
Project, Activity 4) in the previous lesson.

Lesson plan Too bad!

I don’t like it when my favourite basketball team loses a game.
Warm-up • Ask Ss to read the sentences out loud and infer the meaning of the
underlined words.
• Ask Ss if they play a sport in a team. Elicit their
• Have Ss open their books to p. 14 and point out the words in the
answers and then ask them if it is important vocabulary section.
for a team to work together in order to win a
game/match. Initiate a short class discussion and • Play the recording a few times and have Ss point to the words and
encourage all of the Ss to participate. repeat.
• Say the words in random order and have Ss point and repeat.
Activity 1 R4.1 • Have Ss form a sentence with one of the vocabulary items
• Approach a S and say, We are in the same team. presented in this lesson.
We are teammates. Write the sentences on the
board, underline the word teammates and stick Activity 2 R2.1
the flashcard on the board above the word.
Before reading
• Pretend you are a sports commentator. Invite
a S to come to the front of the classroom • Draw Ss’ attention to the tip and explain it.
and explain that he/she has to mime playing • Direct Ss’ attention to the title of the story and the illustrations,
basketball. Say, (Dylan) takes the ball, shoots and ask them to predict what the story is about and how it ends.
and scores two points! The score is 2-0! Write • Elicit answers, but do not correct Ss at this stage.
the sentences on the board, underline the words
shoots, scores, points and score and stick the
• Ask Ss whether the text is factual or fictional and explain the
differences between these types of texts. (It’s a fictional text.
corresponding flashcards on the board above Fictional texts can be made-up stories or adaptations of well-
each word. Explain to Ss that the word score is known tales. On the other hand, factual texts contain facts and
used both as a verb and as a noun. information that exist and aren’t made-up.)
• Write sentences on the board with the verbs miss • Ask Ss to go through the story and find the names of the main
and lose and underline them. For example, write: characters (Alan and Derek).
He takes the ball, shoots and ... oh, no, he misses!

32

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 1
Reading Time 1

3
The score is 45-42. The Tigers are losing.
Alan has got the ball again. Suddenly, he
falls down and hurts his knee. He can’t
play, but he really wants his team to win. He apologises for not having shared the
‘Can you win without me?’ he asks. ‘We
can try. We are going to work together!’ ball earlier. His teammates are kind to him
his teammates answer. The team play and explain that they are a great team and
well together and win the game. that they should celebrate their victory all
together.
• Ask Ss some questions about the story.
Frame 1: What are the children doing? (They
are playing a basketball game.), What’s the
name of the team Alan and Derek are in?
4 (The Tigers.)
‘We are the winners!’ the team Frame 2: Does Alan pass the ball to Derek?
shouts. Alan is sad. ‘What’s the
matter?’ Alan’s teammates ask. ‘I’m (No, he doesn’t.), How do his teammates feel?
really sorry I didn’t share the ball. (They feel angry.)
We must always work together. You Frame 3: Are the Tigers winning? (No, they
are a great team.’ ‘No, Alan. We are
a great team!’ answers Derek. ‘Come aren’t.), What happens to Alan? (He falls down
on, let’s celebrate!’ and hurts his knee.), Does the team win in the
end? (Yes, it does.)
3 Read again and write T for True or F for False. Frame 4: Why does Alan feel sad? (Because he
1. Alan and Derek are 4. Derek doesn’t share the ball realises that he wasn’t a team player.), Does
in different teams. with his teammates. Alan apologise for his behaviour? (Yes, he
2. Derek scores the first 5. Alan falls down does.), What do his teammates tell him? (They
points for his team. and hurts his arm.
tell him that all together they make a great
3. Alan’s teammates 6. In the end, the Tigers
get angry with him. win the game.
team and that they should celebrate their
victory.)

Let’s What does the word ‘team’ mean? Is Alan a team player? Does Alan Activity 3 R2.1
chat
realise his mistake in the end? What do you think about his teammates’
behaviour towards him after the game? Are you a team player when
you play in a team? Is it important to help your teammates?
• Direct Ss’ attention to the sentences and ask
them to read them.
15 • Explain to Ss that they have to read the story
again and write T for True or F for False,
according to the story.
• Have Ss compare their answers in pairs, then
While reading check as a class.
• Play the recording and encourage Ss to shadow read (read along 1. F 2. F 3. T 4. F 5. F 6. T
with the recording) in order to find out why Alan was sad after his
team won the game. (He was sad because he felt bad about not • If time permits, have a few Ss take turns
having been a team player.) reading the story out loud.
• Direct Ss’ attention to the frames of the story and ask them
to find and circle the words from the vocabulary section that Post-reading
appear in the story (Frame 1: scores (v.), points, Frame 2: scores
(v.), points, shoots, misses, teammates, Frame 3: score (n.), losing, Let’s chat
teammates, Frame 4: teammates).
• Ask Ss to find and identify all of the verbs in Present Progressive S1.1 S1.2 L2.3
or Present Simple in the story (Frame 1: is, are, starts, is, takes,
scores, Frame 2: scores, claps, feels, gets, shouts, doesn’t listen,
shoots, misses, continues, doesn’t share, are, Frame 3: is, are
losing, has got, falls, hurts, wants, asks, answer, plays, win,
Frame 4: are, shouts, is, ’s, ask, ’m, are, are, answers).
• Have Ss read the text again and check comprehension.
• Talk about what happens in each frame.
Frame 1: Alan and Derek are on the same basketball team. They
are playing a basketball game and Alan is the first to score points
for his team.
Frame 2: Everyone is very happy and claps because Alan scores
more points, but when his teammates ask for the ball he doesn’t
pass it. His teammates get angry.
Frame 3: The Tigers are losing the game and Alan hurts his knee.
The rest of the team work together, and the Tigers finally win the
game.
Frame 4: The team is very happy, but Alan seems sad.

33

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 1 READING 1 PHONICS

TIME
1 Listen and say.

Optional
/  /
dryy
Story line
• Divide Ss into groups of four. fly
• Give each group a copy of the
story and the narration boxes
you have already prepared.
July
• Ask Ss to close their books. go cycling
• Instruct Ss to put the illustrations
in the correct order and then
match each narration box to the
correct frame.
• The team that puts the story in
2 Listen and say. Then circle the  sounds.
the correct order first wins.

Ty can fly
I have got wings, my name is Ty.
Before leaving I fly in December, I fly in July.
I fly to the desert – it’s so dry.

• Have Ss choose a character from I have got wings, my name is Ty.

I can’t go cycling, I can fly.
the story on pp. 14-15 and act
out the story at the front of the
classroom.

16

Workbook
Activity 1 W2.2
PHONICS
1. teammates
2. scores
3. points
4. shoots, misses
5. lose
Language focus
Objectives
Activity 2 • to practise the pronunciation of y //

1. B 2. A 3. B 4. B 5. A
• to say a phonics chant/poem
Vocabulary
Activity 3 W2.2 fly, dry, go cycling, July
Phonics
A. 3 - Alan falls down and y //
hurts his knee.
B. 1 - Alan scores the first
points for his team.
C. 4 - The Tigers are the
winners.
Materials
D. 2 - Alan doesn’t share the • flashcards of fly, dry, go cycling, July
ball.
• phonics cards of fly, go cycling (TB pages 141-142 one set per S)

34

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 Revision (Optional) 1
• Ask Ss to tell you what they remember about the story in the previous lesson.
Encourage them to explain what happened at the basketball game and how
Alan and his teammates felt.
• Have higher-performing Ss write what they remember. To help lower-
performing Ss give them prompts to help them write what they remember
(e.g. Alan and Derek / in / same team) or write sentences about the events in
Optional 2
the story and have them number the sentences according to their order of Write the word
occurrence.
• Divide Ss into two teams. Invite a
S from each team to come to the
Lesson plan board. Give each S a marker. Call
out different words, some of them
Warm-up containing or ending in the sound
//, e.g. fly, sky, wings, etc.
• Write y on the board. Under it, stick the flashcards with the objects that • Ss have to write only the words
contain / end in that sound. containing or ending in the sound
• Point to y and say // a couple of times, encouraging Ss to repeat after you. //, e.g. fly and sky.
Then point to the flashcards (fly, dry, go cycling, July) and say the words they • The S that does this the fastest
depict out loud, having Ss repeat after you. wins a point for his/her team.
Activity 1
• Play the recording and have Ss listen and point the first time.
• Play the recording again and have Ss listen, point and repeat. Workbook
Listening transcript
//, //, fly, dry, go cycling, July Activity 1
• Encourage Ss to tell you more words with the sounds presented in this lesson.
Listening transcript
Activity 2 L2.1 The activity is 1. July 2. fly 3. dry 4. go cycling
• Direct Ss’ attention to the illustration. Ask Ss what they recorded both
can see. (A bird flying in the desert.) as a chant and A. 3
• Ask Ss, Where is the bird? (It’s in the desert.) What is it doing? as a poem. B. 1
(It’s flying.) C. 4
• Explain to Ss that they are going to listen to a chant/poem and that they will D. 2
have to underline the // sounds.
• Play the chant/poem Ty can fly and have Ss listen and follow along in their
Activity 2 W2.2
books.
• Play the chant/poem again, pausing after each line for Ss to circle the //
sounds. r z j y v b a l r n
• Then play the chant/poem once more and encourage Ss to say the chant/poem. i g o c y c l i n g
u m k p w i r z t p
circled: Ty, fly, my, Ty, fly, fly, July, fly, dry, my, Ty, cycling, fly r b y j m p n z l p
v o n u w m i e l s
z k r l h g e c g p
TPR Activity l d r y u p t p k o
• Photocopy and give Ss the phonics cards for fly and go cycling. n s z w s p k p t s
• Explain to Ss that they have to say the chant/poem and raise the appropriate l z k s s i f l y s
phonics card when they hear the word ending in / containing //. s o m m c z l y d d
1. go cycling
2. July
Optional 1 3. fly
What’s that sound? 4. dry

• Divide Ss into two teams.

Activity 3 W2.2
• Invite a S from each team to come to the board. Give each S a marker.
• Call out one of the words Ss learnt in the lesson, e.g. dry and have Ss write 1. dry
the semivowel on the board, e.g. y and say the sound //. 2. July
• The S that does this the fastest wins a point for his/her team. 3. go cycling
• Repeat the same procedure with the rest of the Ss. 4. fly
• The team with the most points wins.

35

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 TOP TIME! 1
• Play the recording a few times and have Ss point to the words and repeat.
• Say the words in random order and have Ss point and repeat.
• Say the words again in random order and have Ss point and repeat.
• Have Ss form a sentence with one of the vocabulary items presented in this
lesson.

Activity 2 R1.1 R2.1

Language focus
• Read the title of the text and ask Ss to predict what it is about. (It’s about
Objectives the Doha International Book Fair and the Frankfurt International Book Fair.)
• to revise and consolidate • Draw Ss’ attention to the rubric and ask Ss what they know about the fairs
structures and vocabulary presented in the lesson. (They are international book fairs that take place
presented in the previous module every year in Doha and Frankfurt.)
Vocabulary • Play the recording and encourage Ss to shadow read (read along with the
Verbs: sign recording) in order to find out more about these book fairs.
Nouns: publisher, stand, literature • Have Ss read the texts again and check comprehension.
• Ask Ss some questions about the texts. When does the Doha International
Book Fair take place? (In November and December.), Where does it take
place? (At the Doha Exhibition and Convention Centre.) Who takes part in
Materials this exhibition? (Publishing houses from Qatar as well as publishers from
more than thirty other countries.) What kind of books can you find at this
• flashcards for publisher, stand fair? (You can find books in Arabic, English, Chinese and in many other
sign languages.), How many people visit the event every year? (More than 50,000
people.) When does the Frankfurt International Book Fair take place every
year? (In October.) Who takes part in this exhibition? (Publishers from over
Revision (Optional) 100 different countries exhibit their work at this fair with books that explore
a great variety of topics.) How long does the fair last? (It lasts five days, from
• Revise the phonics sounds from Wednesday to Sunday.) What happens during the first three days? (Only
the previous lesson by handing publishers and authors can visit the fair during these days.) What happens
out the phonics cards and having during the weekend? (The book fair opens its doors to anyone who loves
Ss do the TPR activity from the books.)
Phonics lesson.
Activity 3 R2.1
• Direct Ss’ attention to the sentences and ask them to read them.
Lesson plan • Explain to Ss that they will have to read the text again and write D for the
Doha International Book Fair or F for the Frankfurt International Book Fair,
Warm-up according to the texts.
• Ask Ss if they like reading books
• Have Ss compare their answers in pairs, then check as a class.
and/or what their favourite 1. D 2. F 3. F 4. F 5. D
book is and what it is about.
Initiate a short class discussion • Choose a few Ss to read the text aloud for the class.
and encourage all of the Ss to
participate.

Activity 1 R4.1
Optional
• Hold up the flashcards for
publisher, stand and sign, say Line jumping
the words and encourage Ss to • Use masking tape to make a straight line on the floor that is long enough
repeat. for Ss to stand on in single file.
• Write sentences on the board • Have Ss line up in single file on the line.
with the word literature and • Tell Ss that the side to their right is Yes and the side to their left is No.
underline it. For example, write: • Call out Yes and show Ss that they have to jump to their right. Do it with
The book Black Beauty is them. Ask them to jump back onto the line. Do this a couple of times with
a classic story in English Yes and then do the same with No.
literature, and everyone should • Explain to Ss that you are going to say sentences about the text. If they are
read it. correct, Ss must jump to their right. If they are wrong, they must jump to
• Ask Ss to read the sentence out their left.
loud and infer the meaning of • Say, The Doha International Book Fair takes place in October every year
the underlined word. and encourage Ss to jump to the left side. Do a couple more examples and
• Have Ss open their books to then play the game.
p. 17 and point out the words in • Whoever jumps to the wrong side is either out of the game or just misses a
the vocabulary section. turn.

36

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 TOP TIME! 1

1
literature

publisher stand sign

2 Do you know anything about the two book fairs below? Read and find out.

s!
Ali: I’m going to visit my grandparents.

Books! Books! Book

Why?
Omar: I’ve got two tickets to the Doha
International Book Fair. Do you want to
The Doha come with me? We can go on Saturday,
International Book Fair if you want.
The Doha International Book Fair takes Ali: I don’t know.
The Frankfurt
place in November and December
International Book Fair Omar: Oh, come on! There are going to be
every year at the Doha Exhibition and
Convention Centre. Publishing houses from books on many topics, like technology
Every year in October, the Frankfurt
Qatar, as well as publishers from more
International Book Fair takes place in
and history. We can get something to
than thirty countries worldwide take part
in this exhibition. At this event, visitors can Frankfurt, Germany. Publishers from over eat at the cafeteria there too!
100 different countries exhibit their work
find books in Arabic, English, Chinese and
at this fair, and there are thousands of
Ali: Hmm, the books on technology sound
in many other languages. The fair displays
books and educational material on many stands with books that explore a great interesting.
variety of topics. There are also books in
different topics and for many school
many different languages. The fair lasts Omar: See? My favourite author is going to
subjects, like history, literature, poetry,
technology and health. Authors, artists and five days, from Wednesday to Sunday. On be there too. I’m going to buy his new
the first three days, only publishers and
people who work at libraries attend the
authors can visit the fair. However, at the
book at the fair and ask him to sign it.
exhibition. More than 50,000 people visit to
see all the new book releases. It’s a book weekend, this book fair opens its doors to Ali: That doesn’t sound very exciting to me.
fair you don’t want to miss! anyone who loves books.
Omar: Don’t worry! There are many other
things you can do. There’s going to be
3 Read again and write D for the Doha International Book Fair or F for the Frankfurt a short story workshop and a poetry
International Book Fair. competition for young poets, and I
1. More than 50,000 people 4. Anyone can visit this fair know you like poetry. How about that?
visit this fair every year. at weekends.
Ali: That’s interesting! Maybe I can take
2. This fair takes place in October. 5. You can find books about part in the competition! See you on
school subjects.
3. This fair lasts five days. Saturday then!
Omar: Great! See you.
17

1. F 2. T 3. T 4. T 5. F

Before leaving Project work W1.3

• Ask Ss to tell you one thing they remember from the texts. • Ask Ss to use the Internet to find
information about other international
• Make sure all of the Ss participate before they leave the
book fairs. Instruct them to select
classroom.
information that they think is
interesting/important and use it to make
a poster.
Workbook • Explain to Ss that their poster must have
a heading, as well as pictures (drawings
or photos), with brief sentences
Activity 1 R4.2 underneath them describing the
pictures.
open answers • Teachers should recommend safe
websites.
(Suggested answers: • Ss bring projects to class and present
their posters to their classmates. Their
1. existing or happening in all parts of the world classmates can ask questions to find out
2. to arrange and show a collection of things for the public to see more about the specific project so as to
3. to show something publicly promote communication by encouraging
4. different types of one thing) learners to express themselves,
exchange ideas with each other and
present their work.
Activity 2 L2.1
• Projects can also be done in pairs or
Listening transcript groups so as to promote cooperation
Omar: Hi, Ali. How are you? among learners by providing
opportunities for learners to work
Ali: I’m fine thanks, Omar. And you?
together.
Omar: Good, good. What are you going to do on Friday?

37

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 1 ROUND-UP 1 ROUND-UP

Listening
Tip!
Before you listen, look
at the pictures carefully.
1 Listen and tick (4) the correct picture.

Where is
George going
1
to be on
Language focus Saturday?
A B C
Objectives
• to revise and consolidate
structures and vocabulary 2
What is the
presented in previous lessons boy wearing?

A B C

Revision (Optional)
3
What is Anne
new
going to do later?
• Have Ss come up to the front email
of the classroom and present A B C
the posters they made (WB, Top Speaking
Time! 1, Project Work).
2 Work in pairs. Ask and answer questions and complete your partner’s weekend schedule.

Lesson plan FRIDAY SATURDAY

Warm-up Morning
What do you
usually do on Friday
• Revise vocabulary and structures mornings?
presented in this Module by On Friday
playing a round of the game mornings, I…
Sentence Frenzy. Afternoon

• Divide Ss into pairs. Hand out a

plain sheet of A4 paper to every S.
• Tell Ss that they will have
Evening
five minutes to write down as
many sentences as they can What do you
using the Present Simple, the usually do...
Present Progressive, Definite and 18
Indefinite Articles, Possessive
Pronouns and Future be going to.
• Once the five minutes are up,
say, Time’s up! and make sure all • Explain that they will hear three short dialogues. Tell Ss that they will have
of the Ss put their pencils down. to listen carefully and tick the appropriate picture (A, B or C) which answers
Then tell Ss to exchange sheets the question given.
with their partners. Explain to
them that they have to correct • Play the recording twice and have Ss tick the correct picture.
each other’s sentences if there • Have Ss compare their answers in pairs, then check as a class.
are any mistakes. Listening transcript
• Check Ss’ sentences by having Ss 1.
read them out loud. Robert: Hi, George! What are you going to do on Saturday?
• Write some of the sentences on George: Hello, Robert! I’m going to do something very exciting! Guess!
the board and ask Ss to tell you
Robert: Hmm.... Are you going to play volleyball?
when the structures presented in
this Module are used. George: No. Guess again!
Robert: Are you going to go to the park for Recycling Day?
Activity 1 L2.1 L2.3 George: No! I’m going to go to a football match.
Robert: That sounds great! Have fun!
• Draw Ss’ attention to the tip and
George: Thanks, Robert!
explain it.
2.
• Direct Ss’ attention to the pictures
and ask them what they depict. Joe: This museum is great, Mum. Look at this! It says here that visitors can try
Then ask them to read the it on!
questions. Mum: Well, do you want to try it on?

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 1
Joe: Sure! Wow! It’s hot in here!
Mum: Ha ha! You look great, Joe! Can you walk? Workbook
Joe: No, I can’t! It’s very heavy! How do they do it?
Mum: I’m sure it’s difficult for them too. But I think things are different when
Activity 1
they’re in space.
1. swallow 5. planetarium
3. 2. scores 6. towel
Betty: Hello, Anne! What are you doing? Are you watching a video? 3. uniform 7. surfs
Anne: Hi, Betty! No, I’m not. I’m looking for some information for my school 4. brush
project.
Betty: What’s that? Activity 2
Anne: Oh! It’s the sound my tablet makes when I get a new email.
1. a tube of toothpaste – B
Betty: Cool! Are you going to read it now?
2. do karate – D
Anne: No. I’m really busy right now. That can wait for later. 3. take part – E
4. tidy my room – C
1. B 2. B 3. A 5. space station – A

Activity 3
Activity 2 L2.4 S1.1
1. does karate
• Direct Ss’ attention to the picture of the children and ask them to read what
2. takes part, is making
they are saying.
3. are playing volleyball
• Divide Ss into pairs. Explain that they have to ask their partner questions 4. checks
about what they do at the weekend in order to complete the table with the 5. Is … texting, is talking
information about their partner.
6. is playing, is losing
• If necessary, write some key phrases/expressions on the board related to
the vocabulary of the lesson to help lower-performing Ss.
Activity 4
• Invite a S to come to the front of the classroom to demonstrate the activity.
Ask, What do you usually do on Friday evenings? and encourage the S to 1. is going to play volleyball
answer accordingly. 2. is going to eat at a
• Have a few pairs of Ss come to the front of the classroom and present their restaurant
exchange. 3. is going to watch a DVD
4. is going to do his
open answers homework
5. is going to tidy his room
6. is going to surf the Net,
check his email

Optional Activity 5 R2.1

The Shark game 1. J 2. T 3. T 4. J 5. B 6. T

• Draw a big fish with its mouth open at the foot of a staircase. The steps of the
staircase correspond to the number of letters in a particular word. Now I can
• Choose a S to come to the board, think of a word/phrase from those • Ask Ss to read the phrases and
presented in the vocabulary sections of this Module and draw the colour in the stars according to
corresponding number of steps, e.g. five steps for the word towel. what they can or can’t do and
• Then draw a man standing at the top of the staircase. Ss then have to call out how well they can do it.
letters. If the letter is correct, write it on the corresponding step(s). If it is not, • Instruct Ss to colour in only one,
move the man down one step and closer to the fish’s mouth. two or three stars each time.
• The S who guesses the word correctly before the man reaches the fish, wins • Use the self-evaluation sheets
and is the next one to think of a word/phrase. for your Ss to check their
performance.
• Ask Ss to count the stars they
have coloured in so as to find in
which category they belong.
Before leaving
• Ask Ss to form a few sentences about themselves using the structures Note
presented in this Module. (Present Simple, Present Progressive, Definite and
Indefinite Articles, Possessive Pronouns, Future be going to, etc.) • Bring two or three empty
• Make sure all of the Ss form sentences before they leave the classroom. shopping bags to the next lesson.

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 2 The past
When students complete this module,
they will be able to:

Let’s talk
Song • guess, with support, the meaning of unknown
words from clues provided by visuals, knowledge
• guess, with support, the meaning of
of the topic, and other known words (R4.1)
unknown words from clues provided by
visuals, knowledge of the topic, and other • understand and respond, with support, to the
known words (R4.1) main idea in simple texts of two paragraphs or
more (R1.1)
• follow and identify, with support, the
detail in longer, simple texts (L2.1) • agree together with classmates on a set of basic
steps needed to complete short classroom tasks
• communicate or find out, with support,
(S3.1)
more detailed personal information (S1.1)
• narrate, with support, short, basic stories, • spell, with some support, an increasing range
of familiar high frequency words accurately in
events and experiences (S5.1)
guided writing (W2.2) WB
• connect with a lot of support sentences into a
coherent paragraph using basic coordinating
conjunctions (W2.1) WB

Top Stars
• guess, with support, the meaning of unknown
words from clues provided by visuals, Our world
knowledge of the topic, and other known • guess, with support, the meaning of unknown
words (R4.1) words from clues provided by visuals, knowledge
• understand and respond, with support, to of the topic, and other known words (R4.1)
detail in simple texts of two paragraphs or • understand and respond, with support, to the
more (R2.1) main idea in simple texts of two paragraphs or
• spell, with some support, an increasing range more (R1.1)
of familiar, high frequency words accurately in • understand and respond, with support, to detail in
guided writing (W2.2) simple texts of two paragraphs or more (R2.1)
• follow and identify, with support, the detail in • spell, with some support, an increasing range
longer, simple texts (L2.1) of familiar high frequency words accurately in
• guess, with support, the meanings of unknown guided writing (W2.2)
words important for comprehension in short, • follow and identify, with support, the detail in
simple texts from clues provided by other longer, simple texts (L2.1)
known words they hear (L3.1) • describe, with support, people, places and objects
• describe, with support, people, places and using suitable statements (S2.2)
objects using suitable statements (S2.2)

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 2
Cursive Writing
• write smoothly and legibly
in cursive writing in all
written work (W3.1) WB

Project
• understand and respond, with support, to
detail in simple texts of two paragraphs or more Round-up
(R2.1) • follow and identify, with support, the detail in longer,
• connect with a lot of support sentences into a simple texts (L2.1)
coherent paragraph using basic coordinating
• follow and respond, with some support, to longer,
conjunctions (and) (W2.1) simple questions (L2.4)
• spell, with some support, an increasing range
• narrate, with support, short, basic stories, events and
of familiar high frequency words accurately in
experiences (S5.1)
guided writing (W2.2) WB
• describe, with support, people, places and • spell, with some support, an increasing range of
objects using suitable statements (W1.3) WB familiar, high frequency words accurately in guided
writing (W2.2) WB
• narrate, with support, simple, factual and
imaginary events and experiences in one • understand and respond, with support, to detail in
paragraph or more (W1.4) WB simple texts of two paragraphs or more (R2.1) WB
• describe, with support, people, places and objects
using suitable statements (W1.3) WB
• find out about and describe, with support, events and
Reading time experiences at an unknown time in the past (W1.6) WB
• guess, with support, the meaning of unknown
words from clues provided by visuals,
knowledge of the topic, and other known
words (R4.1) CLIL 1
• understand and respond, with support, to detail • guess, with support, the meaning of
in simple texts of two paragraphs or more (R2.1) unknown words from clues provided by
• communicate or find out, with support, more visuals, knowledge of the topic, and other
detailed personal information (S1.1) known words (R4.1)
• explain, with support, basic opinions (S1.2) • understand and respond, with support, to
detail in simple texts of two paragraphs
• follow and respond, with support, to a short
or more (R2.1)
sequence of simple, multi-step instructions
(L2.3) • follow and identify, with support, the
detail in longer, simple texts (L2.1) WB
• spell, with some support, an increasing range
• describe, with support, people, places
of familiar high frequency words accurately in
and objects using suitable statements
guided writing (W2.2) WB
(W1.3) WB
• can understand and respond with support
to the main ideas in simple texts of two
paragraphs or more (R1.1) WB

Phonics
• follow and identify, with support,
the detail in longer, simple texts
(L2.1)
• spell, with some support, an
increasing range of familiar,
high frequency words accurately
in guided writing (W2.2) WB

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 2 SONG

• Have Ss open their books to p. 19 and point out the free-time activities/phrase
Language focus in the vocabulary section.
• Play the recording a few times and have Ss point to the free-time activities/
Objectives phrase and repeat.
• to talk about free-time activities
• Say the free-time activities/phrase in random order and have Ss point and
• to talk about the past
repeat.
Vocabulary • Have Ss form a sentence with one of the vocabulary items presented in this
Phrase: stay at home lesson.
Free-time activities: hang out, go
to the shops, meet a friend, go for The activity is
Activity 2 L2.1
a walk recorded both
Structures • Direct Ss’ attention to the photos and ask them what they as a song and
depict. (A girl doing different free-time activities alone or as a poem.
Jane went for a walk yesterday.
with a friend/relative.)
Jane didn’t go for a walk
yesterday. She stayed at home. • Ask Ss to name as many of the activities as they can using the phrases from
Did Jane go for a walk yesterday? the vocabulary section.
Yes, she did. / No, she didn’t. • Explain to Ss that they are going to listen to a song/poem, follow along in
their books and match the verses with the photos (A-D).
• Play the recording once and have Ss match. Have Ss compare their answers,
then check Ss’ answers as a class.
Materials • Play the recording again and encourage Ss to say the song/poem along with the
recording.
• flashcards for hang out, go to
the shops, meet a friend, go for A. 3 (third verse) B. 4 (fourth verse) C. 1 (first verse) D. 2 (second verse)
a walk
• two or three empty shopping LOOK!
bags
• Tell Ss what you did yesterday. For example, say, It was a beautiful day
yesterday. My sister and I went for a walk and then we played table tennis.
• Write the sentences on the board. Then choose a random S and encourage
him/her to say what he/she did yesterday. Write the S’s answer on the board.
Lesson plan • Ask Ss if they recognise the tense (Past Simple), and when they think it is
used. Elicit that the Past Simple is used to talk about actions that happened
in the past. Underline was, went and played in the example sentence and ask
Warm-up Ss what they notice about the formation of the verbs. Elicit that the tense is
formed according to the type of verb (verb to be, regular and irregular verbs).
• Stand at the front of the class
and say, Yesterday, I went to • Explain that the Past Simple of regular verbs is formed by adding -ed to the
the supermarket. I bought some base form of the main verb while irregular verbs change completely. Point
fruit and vegetables. Then ask a out that the negative, question form and short answers of the Past Simple are
S what he/she did the previous formed with the auxiliary verb did and the base form of the main verb.
day. Initiate a short class • Direct Ss’ attention to the Look! box and read the sentences, question and
discussion and encourage all of short answers.
the Ss to participate. • Tell Ss to refer to the Grammar Reference section at the back of the SB.

Activity 1 R4.1 • Ask Ss to provide extra examples of the uses of the Past Simple. This will
challenge higher-performing Ss.
• Hold the bags you brought and • To help lower-performing Ss give them prompts to make their examples (e.g.
mime looking at a shop window. My friends / go / the mall yesterday).
Say, I go to the shops once a
month with my friends, and
encourage Ss to repeat. Write the Activity 3 S1.1 S5.1
sentence on the board, underline
the phrase go to the shops and • Direct Ss’ attention to the two boys in the picture and ask them to guess what
stick the flashcard above it. they are doing. (They’re asking each other what they did the previous day.)
• Repeat the procedure for the • Divide Ss into pairs. Explain that, in turns, they have to ask and answer about
rest of the activities. what they did the previous day.

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 Th e past 2 2
SONG

hang out go to the shops meet a friend go for a walk stay at home

2 Listen and match the verses with LOOK! p. 68

the photos. Then say.
Jane went for a walk yesterday. Before leaving
Jane didn’t go for a walk yesterday. She stayed at home.
Did Jane go for a walk yesterday? • Ask each S to form a sentence
Yes, she did. / No, she didn’t. about something he/she did
yesterday or a few days ago, using
What did you the Past Simple.
SAT SUN MON TUE WED THU FRI
1 2 3 4 5 6

do yesterday? •
7 8 9 10 11 12 13

14 15 16 17 18 19 20
Make sure all of the Ss form a
21 22 23 24 25 26 27 sentence before they leave the
A What did you do yesterday morning?
28 29 30 31
classroom.
I went to the shops.
I met a friend there
And we got new clothes to wear.

In the afternoon, what did you do?

I went to my friend’s house to talk.
B
Workbook
We hung out for an hour
And then went for a walk.
Activity 1
And what about the evening?
I stayed at home then.
I watched TV 1. B 2. E 3. D 4. C 5. A
And went to bed at ten.

Didn’t you have school? Activity 2

There was no school yesterday.
I didn’t have lessons
D 1. met
Because it was Saturday!
C 2. went
3. got
3 Work in pairs. What did you 4. bought
do yesterday? Ask and answer What did you do yesterday? 5. stayed
with your partner.
6. hung out
I met my friends
at the park.
19 Activity 3

1. did, go, didn't, met

2. didn't see, were, stayed,
• Ask a S to come to the front of the classroom to demonstrate the activity. studied
Ask, What did you do yesterday? and encourage the S to answer. 3. did, do, went, bought
• Have Ss do the activity and go round the classroom making sure Ss take 4. did, play, didn't, was, did
turns asking and answering. A. Ted B. Fahad
• Have a few pairs of Ss act out the exchange at the front of the classroom. C. Ron D. Fiona
open answers

Optional
Pantomime
• Divide Ss into teams. Explain that one S from each team will have to come
to the front of the classroom and mime one of the activities presented in the
vocabulary section, while the other team tries to guess the activity.
• If necessary, mime an activity and encourage Ss to guess.
• When the team guesses the activity, the S at the front of the classroom takes
a seat and a S from the other team comes up to mime. Every correct answer
earns the guessing team a point.
• The team with the most points at the end of the game wins.

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 2 2 TOP STARS
TOP STARS
safe
experience
1 survive
recognise
nature poisonous make a shelter rucksack

2 Read and answer. Who thinks camping isn’t safe?

Language focus 1 Last weekend, Sami went camping. The 2

children are talking about his camping trip.

Objectives
• to talk about a past experience
• to talk about actions happening at a specific
point in time in the past
Vocabulary
Verbs: survive, recognise
Nouns: nature, rucksack, experience Majed: How was your trip, Sami?
Sami: It was a great experience! I liked Sami: I learnt how to make a fire, how to
Adjectives: poisonous, safe sleeping in a tent! make a shelter and how to recognise
Phrase: make a shelter Saleh: Cool! poisonous plants.
Sami: And my dad taught me how to survive Khaled: Were you scared?
Structures in nature!
Saleh: What did you learn to do?
Sami: One night I was!
Majed: Why? What happened?
Tim was sleeping yesterday at nine o’clock.
Betty wasn’t surfing the Net yesterday at five 3 4
o’clock in the afternoon.
Were Ron and Peter playing a computer game?
Yes, they were. / No, they weren’t.

Materials
• flashcards for nature, poisonous, make a Sami: My dad took a torch from his
rucksack and slowly looked outside.
shelter, rucksack Sami: My dad and I were sitting in our tent. That’s when we saw it!
• flashcards from the previous lesson for hang Suddenly, we heard a noise. Something
was walking outside our tent!
Khaled: What? A bear?
Saleh: Ugh! A snake?
out, go to shops, meet a friend, go for a walk, Saleh: Oh, no! Sami: No! A raccoon! It was looking for
stay at home Khaled: I knew camping wasn’t safe! food!
Majed: Shh! Listen! All: Ha ha ha!
20

Revision (Optional)
• Put the flashcards for hang out, go to the
shops, meet a friend, go for a walk and stay at
Don’t ride your bike in the street. It isn’t safe!
home in mixed order in a pile on your desk.
My trip to Peru was an amazing experience!
• Invite a S to come to your desk and pick a It’s important to know how to survive in nature.
flashcard. What kind of plant is this? I don’t recognise it.
• The S has to show the flashcard to the rest
• Ask Ss to read the sentences out loud and infer the meaning of the
of the class and say the free-time activity it underlined words.
depicts.
• Have Ss open their books to p. 20 and point out the words/phrase in
• Alternatively, ask Ss to tell you what they the vocabulary section.
did last weekend. Encourage them to use
the vocabulary and the structures they were • Play the recording a few times and have Ss point to the words/
phrase and repeat.
presented with in the previous lesson.
• Make sure all Ss participate. • Say the words/phrase in random order and have Ss point and
repeat.
• Have Ss form a sentence with one of the vocabulary items
presented in this lesson.
Lesson plan
Activity 2 R2.1
Warm-up • Draw Ss’ attention to the illustrations in the presentation.
• Ask Ss what kind of outdoor activities they • Ask Ss to tell you what they think is happening. (The children are
enjoy doing. Initiate a short class discussion and at home. Sami is showing everyone some photos from a camping
encourage all of the Ss to participate. trip he went on. Khaled and Saleh seem quite scared while Majed
seems to be very interested in what Sami is saying.)
Activity 1 R4.1 • Ask Ss if they like camping and have them explain why or why not.
• Direct Ss’ attention to the frames of the story and ask them to find
• Stick the flashcards for nature, poisonous, make and point out the words from the vocabulary section that they see
a shelter and rucksack on the board. Point to in the frames (Frame 1: experience, survive, nature, Frame 2: make
each flashcard, say the word and have Ss repeat. a shelter, recognise, poisonous, Frame 3: safe, Frame 4: rucksack).
• Write sentences on the board with the words • Play the recording and encourage Ss to shadow read (read along
safe, experience, survive and recognise, and with the recording) in order to find out who thinks camping isn't
underline them. For example, write: safe. (Khaled).

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 2
LOOK! p. 68 Top Stars 2
Tim was sleeping yesterday at nine o’clock.
Lolwah wasn’t surfing the Net yesterday at five o’clock in the afternoon.
Were Ron and Peter playing a computer game?
Yes, they were. / No, they weren’t.

3 Read again and answer the questions.

1. Where did Sami go?
LOOK!
2. Where did Sami sleep?
• Say, I was surfing the Net yesterday
3. What did Sami’s dad teach him to do?
afternoon and write the sentence on the
board.
4. What were Sami and his dad doing when they heard a noise? • Ask Ss if they recognise the tense (Past
Progressive), and when they think it is used.
5. What was the raccoon looking for? Elicit that the Past Progressive is used to
talk about actions in progress at a specific
point in time in the past.
4 A. Listen and write the missing names. • Ask Ss what they notice about the
formation of the Past Progressive. Elicit that
the Past Progressive is formed with the verb
to be in the Past Simple tense (was/were)
and the -ing ending which is added to the
A Mark and B Harry and main verb.
• Direct Ss’ attention to the Look! box and
have them read the sentences and question
out loud.
• Refer Ss to the dialogue and ask them
to underline any examples of the Past
C and Derek D Clark and
Progressive. (e.g. My dad and I were sitting
B. Listen to the sentences and guess what the words mean. Circle A, B or C. in our tent.)
1. rainforest 2. exhausted
• Tell Ss to refer to the Grammar Reference
section at the back of the SB.
A. waterfall B. desert C. jungle A. poisonous B. very tired C. safe
• Ask Ss to provide extra examples of the uses
of the Past Progressive. This will challenge
5 Look at activity 4A. Were Mark and Brad higher-performing Ss.
What were the children
doing? Ask and answer.
digging in the sand? • To help lower-performing Ss give them
No, they weren’t. prompts to make their examples
They were exploring a cave. (e.g. I / sleep / eleven o’clock / yesterday).
21

Activity 4A L2.1
• Direct Ss’ attention to the illustrations and ask
them what they depict.
• Have Ss read the dialogue again and check comprehension.
• Explain that they are going to hear a man
• Ask Ss some questions about the story. Did Sami enjoy his trip? talking about what Mr Robertson’s class did.
(Yes, he did.), What did his father teach him? (He taught him how to Tell Ss that they will have to listen carefully
survive in nature.), Was Sami scared? (Yes, he was scared one night.), and write the missing names, according to
What happened? (He and his dad heard a noise. Something was what they hear.
walking outside their tent.), How did Khaled feel about the story? (He
was scared.), Was it a scary story in the end? (No, it wasn’t. The sound • Point out to Ss that the illustrations appear
in mixed order so they have to listen very
Sami and his dad heard was a raccoon looking for food.)
carefully.
• Ask Ss to say how they would have felt if they were in the same
• Play the recording twice and have Ss write the
position as Sami.
names.
Activity 3 R2.1 W2.2 • Have Ss compare their answers in pairs, then
check as a class.
• Direct Ss’ attention to the questions and ask them to read them.
• Explain that they have to read the story again and answer the Listening transcript
questions, according to the text. Man: Last Friday, Mr Robertson’s class went on a
• To help lower-performing Ss answer Wh-questions, you can give them class trip to ‘Adventure Island’. They went
two options to choose from (e.g. 1. a. camping or b. to a friend’s house). on a treasure hunt. At ten o’clock, they
• Have Ss compare their answers in pairs, then check as a class. were sailing towards the island. Everyone
was very excited. All the students wanted
1. Sami went camping with his dad. to find the treasure. At eleven o’clock, they
2. He slept in a tent. arrived. They got off the boat and got into
3. He taught him how to survive in nature. / He taught him how pairs. ‘You must find the treasure by twelve
to make a fire, make a shelter and how to recognise poisonous o’clock!’ said Mr Robertson. At half past
plants. eleven, Mr Robertson was sitting near the
4. They were sitting in their tent. water. He was waiting for the children.
5. It was looking for food. Mark and Brad were exploring a cave. It
was dark, and Brad was scared. Clark and
• If time permits, ask a few Ss to read the story out loud or choose a few John were digging in the sand under a
Ss to act out the story. tall tree. Harry and Tom weren’t digging.

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 2 TOP STARS
Optional
They were walking through What were you doing?
the rainforest. It was wet and • Divide the class into two teams.
cold under the tall trees. Bruce • Invite a S from each team to the front of the classroom and, in turns, have
and Derek were exhausted, so them mime an activity they were doing at a specific time the previous day.
they decided to stop digging • The rest of the Ss in their team will take turns guessing what their teammate
and relax. They were sitting is miming. If they guess correctly, their team wins a point.
on a rock when Mr Robertson • The team with the most points by the end of the game wins.
saw them and started laughing.
Bruce and Derek weren’t sitting
on a rock. It was the treasure.
They were the winners! Before leaving
A. Brad B. Tom • Explain to Ss that they will have to form a sentence with the Past Progressive.
C. Bruce D. John • Make sure all of the Ss form a sentence before they leave the classroom.

Activity 4B L3.1
• Direct Ss’ attention to the words in Workbook
the activity and read them aloud.
• Explain that they will have to Activity 1 W2.2
listen carefully and circle what
the words mean, according to how 1. poisonous 2. experience 3. recognise 4. make a shelter
they hear the words used in the 5. rucksack 6. nature 7. survive 8. safe
recording.
• Play the recording twice and have
Ss circle their answers. Activity 2 W2.2
• Have Ss compare their answers in
pairs, then check as a class. 1. Mark wasn’t sleeping at home. He was sleeping outside in a tent.
Listening transcript 2. Philip and his dad weren’t making a fire. They were making a shelter.
1. Man: They were walking through 3. John wasn’t driving to the shopping centre. He was driving to the
the rainforest. It was wet and cold sports centre.
under the tall trees. 4. Ahmed and I weren’t walking to school. We were walking to the park.
2. Man: Bruce and Derek were
exhausted, so they decided to Activity 3 L2.1
stop digging and relax.
Listening transcript
1. C 2. B
1. Janet: Hi, Eva. Where were you Boy 1: Really? What did you do?
yesterday? I was calling you Boy 2: Well, on Saturday morning,
Activity 5 S2.2 but you weren’t at home. when we arrived, my dad and
• Direct Ss’ attention to the Eva: Oh, hello, Janet. I’m sorry. I I put up the tent. It was hard,
children and ask them to read the was out all day yesterday. I but Dad knew what he was
exchange. was at the shopping centre doing, so we finished in no
with Diane and Lily all time.
• Explain that they are going to play
morning. Boy 1: Did you learn how to make a
a memory game in pairs. Point out
that SA will have some time to Janet: How about in the afternoon? shelter too?
look at the illustrations in activity Were you out with your Boy 2: No, but we went fishing in the
4A. Then he/she will have to close sister? afternoon. We were fishing
his/her book. SB is going to ask SA Eva: Actually, yes. My parents for hours and caught a big
what the children were doing in were with us too. We went for fish.
the illustrations. Then Ss change a walk in the forest. It was a Boy 1: Did you eat the fish?
roles. The S who describes the beautiful day. I love walking Boy 2: Yes, we made a fire in the
most actions correctly, wins. in nature. evening and cooked the fish.
Janet: And what about in the It was delicious! I can’t wait
• Ask a S to come to the front of
evening? to go camping again!
the classroom to demonstrate
Eva: Well, my sister was hungry, Boy 1: Sounds fun! Can I come too
the exchange. Ask, Were the
so we went with our parents next time?
children looking for treasure? and
to the new restaurant on Mill Boy 2: Sure!
encourage the S to answer Yes,
Street.
they were. 1. A. 2, B. 3, C. 1 2. A. 2, B. 1, C. 3
Janet: Sounds like you had a fun
• Divide Ss into pairs and have them day!
do the activity. Eva: Yes, it was great!
• Have a few Ss come to the front
of the classroom and act out the 2. Boy 1: Hi, Todd. How was your
exchange. camping trip? Note
open answers Boy 2: It was an amazing
experience! • Bring a bell to the next lesson.

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 OUR WORLD 2
Language focus
Objectives Activity 2 R1.1 R2.1
• to talk about past experiences • Direct Ss’ attention to the photos
• to talk about the past using the Past Progressive with when/while and the and ask them what they can see.
Past Simple for interrupted actions in the past (Photos of an ancient site.)
Vocabulary • Read the title and ask Ss to predict
Verb: hike what the text is about. (It’s about
Nouns: trail, guide, view Machu Picchu.)
Adjectives: amazed, ancient, lucky, unlucky • Ask Ss where they think they would
find a text like this. (In a magazine
Structures or on the Net).
I was reading a book when my brother arrived home. • Elicit Ss’ answers. Then have Ss
While Betty was shopping, her mobile phone rang. read the text quickly once.
• Ask Ss what the purpose of the text
is by giving them a choice between
the following two options:
Materials A. To describe a trip to an ancient
city.
• flashcards for amazed, trail, guide, view, hike, ancient
B. To give information about Peru.
• flashcards from the previous lesson for nature, poisonous, make a shelter,
• Discuss Ss’ answers as a class and
rucksack
have them justify their answers.
• a bell
A

Revision (Optional) • Play the recording and encourage

Ss to shadow read (read along
• Stick the flashcards from the previous lesson (nature, poisonous, make a
with the recording) in order to
shelter, rucksack) face down on the board.
find out what the name Machu
• Explain that Ss will have to come to the board one by one, pick a flashcard,
Picchu means (It means ‘Old Hill’).
turn it over and name it.
• Make sure all of the Ss come to the board at least once.
• Have Ss read the text again and
check comprehension.
• Have higher-performing Ss form a sentence with the item depicted on the
• Ask Ss some questions about the
flashcard they picked and write it on the board.
text. Where were Stephen and
his family last year? (They were
in Peru.), What is Machu Picchu?
Lesson plan (It’s an ancient city in the Andes
Mountains.), Did they go alone?
Warm-up (No, they went with a group of
people and a guide.), When did
• Ask Ss if they have ever been on a tour with a guide. Ask them if they enjoyed the Inca build the ancient city?
it and have them explain why or why not. Initiate a short class discussion and (They built it around 1450 CE.),
encourage all of the Ss to participate. What do some people think the
Inca used the city for? (As a home
Activity 1 R4.1 for the emperor.), What happened
on the second day while they
• Mime hiking up a hill or a mountain and say, When you hike you must always stay were climbing up the trail? (A man
on the trail. Write the sentence on the board, underline the verb hike and the word in the group slipped and fell.), Did
trail and stick the corresponding flashcards above each word. he get hurt? (No, he didn’t.)
• Repeat the procedure with the rest of the items.
• Write a sentence on the board with the words lucky and unlucky and underline Activity 3 R2.1 W2.2
them. For example, write:
I fell off my bike but I didn’t get hurt. I was lucky. • Direct Ss’ attention to the questions
and ask them to read them.
I was very unlucky when I lost my new watch at the amusement park.
• Ask Ss to read the sentences out loud and infer the meaning of the underlined • Explain to Ss that they have to
read the text again and answer the
words.
questions.
• Point out to Ss that these adjectives are opposites.
• To help lower-performing Ss answer
• Have Ss open their books to pp. 22-23 and point out the words in the vocabulary Wh-questions, you can give them
section. two options to choose from (e.g. 1.
• Play the recording a few times and have Ss point to the words and repeat. a. with a guide or b. with his family).
• Say the words in random order and have Ss point and repeat. • Have Ss compare their answers in
• Have Ss form a sentence with one of the vocabulary items presented in this lesson. pairs, then check as a class.

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 2 OUR WORLD
2 OUR WORLD

amazed trail guide view hike ancient

1. He visited Peru with his family.
2. It is high up in the Andes Mountains. / It’s
2 Read and answer. What does the name Machu Picchu mean?
in Peru.
3. He hiked through the mountains for two
days.
4. A guide told them things about the city. Disc over ing
5. The Inca built it.
6. They were tired but amazed.
Machu Picchu
By Stephen Gibbs

• If there is time, ask a few Ss to take turns to

read the text out loud.
Last year, I had a great
LOOK! experience. I was in Peru with my
• Invite a S to the front of the classroom. family, and we visited the ancient
city of Machu Picchu. It’s high up
Give him/her a book to read. While he/she in the Andes Mountains.
is reading, say, (John/Anna) was reading a We hiked through the mountains
book when I opened the door, and open for two days to get there. Our
the door as you say it. Write the sentence guide told us many things about
on the board and ask Ss if they can identify the city. He told us that the name
means ‘Old Hill’ and that the Inca
the tenses used in the sentences (Past built it around 1450 CE. Nobody
Progressive and Past Simple). really knows what the Inca used
• Underline was reading and opened and ask it for. Some people say it was a
Ss to guess which action was in progress home for the emperor.

(was reading) and which happened On the second day, while we were
climbing up the long trail, a man
momentarily (opened). Point out that the
in our group slipped and fell. It
Past Progressive is used for the longer was scary, but he was lucky. He
action that was in progress at a specific didn’t get hurt.
moment in the past and the Past Simple for When we arrived, we were all
the shorter action that interrupted the one tired, but amazed. The view was
in progress. Circle when and explain to Ss fantastic! It is truly an amazing
place!
that it connects the longer action with the
action which interrupted it. Give Ss a second 22
example using the word while as well.
• Direct Ss’ attention to the Look! box and
ask them to read the sentences. Point out
the uses of when and while for interrupted • Have Ss compare their answers in pairs, then check as a class.
actions in the past to Ss. Listening transcript
• Refer Ss to the text and ask them to
Man: Jack left the library late, so he decided to walk through the
underline any examples of the when or while
with the Past Simple or the Past Progressive. park because it was the fastest way home. There weren’t
(e.g. While we were climbing up the long any people in the park because it was getting dark. Jack
trail, a man in our group slipped and fell.) was walking past the playground when he heard a noise
behind him. He stopped and looked around, but he didn’t see
• Tell Ss to refer to the Grammar Reference
anyone. He continued walking, and then he heard the noise
section at the back of the SB.
• Encourage Ss to come up with their own again. It was louder this time. It sounded like someone was
examples using when and while with the following him. He quickly turned around, but, again, he didn’t
Past Simple and the Past Progressive. see anyone. He was alone. ‘I’m just tired,’ he thought. ‘I must
This will challenge higher-performing Ss. get home to rest.’ He was almost out of the park when he felt
To help lower-performing Ss, give them a cold hand on his shoulder. Jack screamed. The hand was
prompts to make their examples (e.g. I / shaking him. ‘Leave me alone!’ Jack shouted. ‘Please, wake
talk / on / phone / when / my brother / up! You mustn’t sleep in here!’ a voice said. Jack opened his
come / home) or write gapped sentences eyes and looked around. He was still in the library. ‘It was just
on the board and have them complete the a dream!’ he said. ‘I fell asleep while I was studying.’ Jack was
sentences with when or while. relieved, but he didn’t walk home through the park that day.
He took the bus.
Activity 4 L2.1 Pictures B, D and F should be ticked.
• Direct Ss’ attention to the illustrations and ask
them what they depict. Activity 5 S2.2
• Explain that they are going to hear a story • Direct Ss’ attention to the children and ask them to read what they are
about something that happened to Jack. Tell Ss saying. Then direct their attention to the prompts in the box and read
that they will have to listen carefully and tick them out loud.
the correct pictures that show what happened • Explain that each S has to choose an unfortunate event from the ones
to Jack, according to what they hear. presented in the box and talk to their partner about it.
• Play the recording twice, and have Ss tick the • Invite a S to come to the front of the classroom to demonstrate
pictures. the activity. Have him/her choose an unfortunate event and then

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 lucky ≠ unlucky
LOOK! p. 68
Our world 2

I was reading a book when my brother arrived home.

2
While Hind was shopping, her mobile phone rang.

3 Read again and answer the questions.

1. Who did Stephen visit Peru with? 4. Who told them things about the city?

Before leaving
2. Where is the ancient city of Machu Picchu? 5. Who built the ancient city of Machu Picchu?
• Explain that Ss have to form a sentence
describing an experience using the Past Simple
3. How did Stephen get to Machu Picchu? 6. How did everyone feel when they got there?
and the Past Progressive.
• Make sure all of the Ss form a sentence
before they leave the classroom.

4 Listen and tick () the correct pictures.

Workbook
Activity 1

1. view 4. ancient 7. hiking

A B C 2. lucky 5. guide
3. trail 6. amazed

Activity 2

1. C 2. B 3. B 4. C
D E F

5 Talk with your partner about Activity 3 L2.1

the unfortunate events in the I was walking home from
box below. school when I lost my keys. Listening transcript
• walk home / lose keys Boy 1: Hi, Brian. How was your trip to Rome?
• ride bike / fall / hurt arm While I was riding Boy 2: Oh, it was amazing. But one student had
• surf the Net / be blackout
• study for test / fall asleep
my bike, I fell and an accident when we visited the ancient
hurt my arm.
• go for walk / start raining market last Saturday.
23 Boy 1: Really?
Boy 2: Yes. He fell and broke his arm. Can you
believe it?
Boy 1: How unlucky! What happened?
encourage him/her to tell you about it using the appropriate tense
and the time words when/while. Higher-performing Ss can add more Boy 2: Here look at this photo I took when it
actions to the descriptions they talk about with their partner. happened, and I’ll tell you.
• Divide Ss into pairs and have them do the activity. Boy 1: Who’s that texting?
• Go round the classroom monitoring the pairs while they do the Boy 2: That’s Rick. He was texting his parents,
activity. and that’s Tom. He was reading
• Have a few pairs of Ss come to the front of the classroom and act out something on his tablet.
the exchange. Boy 1: Is that William? He looks like he’s
enjoying a snack.
open answers Boy 2: Ha ha. Yes! He was eating some crisps.
Boy 1: Is that the boy who fell over there? How
did he fall?
Boy 2: Yes. His name is Ron. Well, he was taking
Optional a selfie and he slipped and fell.
Boy 1: Oh no! How terrible!
Game show
Boy 2: Yes… I know. In this photo Ron is with
• Place a desk at the front of opponent does. The first S to
our teacher, Mr Winters. He helped him.
the classroom. name the item earns a point
• Divide Ss into two teams. for his/her team. As soon as
Ron is the boy on the ground, holding his
• Have a S from each team this happens, the Ss return to
arm.
come up to the front of the their seats and another two
classroom and stand at either come up. Rick is the boy who is texting.
side of the desk. • Put the flashcard at the Tom is the boy who is looking at his tablet.
• Place a bell in the middle of bottom of the pile and pick a William is the boy who is eating crisps.
the desk. new one for the next two Ss to
• Holding the flashcards for this name.
lesson in a pile, pick one and • Play this game until you run
show it to the two Ss. out of flashcards. Make sure Note
• The Ss have to ring the bell all of the Ss in each team get a
and name the item depicted chance to go up to the front of • Bring a bowl, some flour and some water to the
on the flashcard before their the classroom. next lesson.

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 2 LET ’S TALK 2 LET ’S TALK LOOK! p. 68

How did the cook make his own pasta?

First, he put two cups of flour in a
bowl.
Second/Next, he cracked two eggs
1 into the bowl.
Then, he beat the eggs and the
flour with a fork.
mix soft dough After that, his dough was ready. He rolled it
out to make a thin sheet and cut it in different
shapes.
2 Look, read and match the pictures with the
Language focus steps. Write 1-5.
Finally, he cooked the pasta for eight minutes.

Objectives
• to talk about how a recipe was
followed

Vocabulary A B
Verb: mix
Noun: dough
Adjective: soft

Structures
How did the cook make his own
pasta? C D E
First, he put two cups of flour in a
bowl. 1. He added 1 1/2 cups of flour and mixed 4. He cut the chocolate into small pieces
Second/Next, he cracked two eggs it all until he had a soft dough. and added it to the mixture.
into the bowl.
2. He melted the butter and put it in a bowl. 5. He added some sugar and some orange
Then, he beat the eggs and the flour
with a fork. 3. He baked them for eight to ten
juice to the butter and mixed well.
After that, his dough was ready. minutes and the biscuits were ready.
He rolled it out to make a thin sheet
and cut it in different shapes.
Finally, he cooked the pasta for 3 Work in pairs. Discuss and express your opinion on the procedure for the recipe shown
eight minutes. in activity 2. Use the sentences in the boxes.

Agreeing How did he make the

chocolate chip biscuits? First, he melted the butter
• I agree. and put it in a bowl.
Materials • I think that’s right.
I agree. Next, he...
Disagreeing
• flashcards for mix, soft, dough • I disagree.
• flashcards from the previous • I’m not sure that’s right.
lesson for amazed, trail, guide, 24
view, hike, ancient
• a bowl, some flour and some
water

Lesson plan
Revision (Optional)
Warm-up
• Put the flashcards for amazed,
trail, guide, view, hike and ancient • Ask Ss if they have ever helped someone at home cook or if they have ever
in mixed order in a pile on your tried to follow a recipe to cook or bake something on their own. Initiate a
desk. short class discussion and encourage all of the Ss to participate.
• Explain to Ss that they will Activity 1 R4.1
approach your desk, choose
a flashcard and then form • Stand at the front of the classroom with the bowl you brought in. Add the flour
a sentence using the item and the water and begin to mix the ingredients. As you are mixing say, I have
depicted on the flashcard and to mix the water and the flour together well. Write the sentence on the board,
the structures presented in the underline the word mix and stick the flashcard above it.
previous lesson. For example, if a • Then knead the dough you made on your desk, hold it up for Ss to see and say,
S chooses the flashcard for guide, The dough I made is soft. It isn't hard. Write these sentences on the board as
he/she can say, While our guide well, underline the words dough and soft and stick the flashcards above them.
was talking, I fell. • Have Ss open their books to p. 24 and point out the words in the vocabulary
• To help lower-performing Ss section.
give them jumbled sentences to • Play the recording a few times and have Ss point to the words and repeat.
put in the correct order to make • Say the words in random order and have Ss point and repeat.
their examples (e.g. the / city / • Have Ss form a sentence with one of the vocabulary items presented in this
beautiful / was / ancient). lesson.

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 2
LOOK!
• Tell Ss that you are going to make something sweet and that they should
listen to your instructions carefully. Mime each action you describe while
saying, First, cut the fruit into small pieces. Then, mix it with some yoghurt.
Finally, add some honey. Write the sentences on the board, underline the
words First, Then and Finally and ask Ss why they think they are used.
• Elicit that these sequence words are used when we want to talk or write Before leaving
about something that has got steps, like a recipe or an experiment,
to show the order in which the steps take place and to make it more • Explain to Ss that they have to
form a sentence using two of
interesting or to help the reader follow the steps in a specific order.
the sequence words they were
• Point out that we always put a comma after sequence words when they presented with in the lesson.
are placed at the beginning of a sentence.
• Direct Ss’ attention to the Look! box and ask them to read the steps.
• Make sure all of the Ss form a
sentence before they leave the
• Tell Ss to refer to the Grammar Reference section at the back of the SB. classroom.
• Encourage Ss to come up with their own examples using the sequence
words. This will challenge higher-performing Ss. To help lower-performing
Ss, give them sentences to add sequence words to in order to make their
examples. (e.g. I did my homework. I surfed the Net.) Workbook

Activity 2 R1.1 Activity 1 W2.2

• Draw Ss’ attention to the pictures and ask them to tell you what they think 1. mix
the man is doing. (He is making biscuits.) Then draw their attention to the 2. dough
sentences below the pictures and have them read them. 3. soft
• Explain to Ss that they have to match the steps (1-5) with the illustrations (A-E).
• Allow Ss some time to match the steps with the illustrations. Elicit Ss' Activity 2
answers, but do not correct them at this time.

A. 2 B. 5 C. 1 D. 4 E. 3 A. 4 B. 1 C. 5 D. 2 E. 3

Activity 3 S3.1 Activity 3 W2.1

• Direct Ss’ attention to the children and ask them to read what they are
saying. First, she cut a 5 cm hole in
the tennis ball using a pair of
• Then direct Ss’ attention to the boxes with the useful phrases for agreeing
scissors. Second, she pressed
and disagreeing and read them aloud.
open the hole for a few
• Explain to Ss that, in pairs, they have to discuss and agree on the order the minutes. Next, she used some
man followed the steps in to make the biscuits. Point out that they have glue to stick some googly
to add a suitable sequence word to show the order and the phrases for eyes on the tennis ball. After
agreeing and disagreeing each time, as in the example. that, she made a small hole
• While Ss are doing the activity, go round the classroom, monitoring the at the back of the tennis ball
procedure and making sure Ss take turns describing the procedure. and put the drawing pin in
• After monitoring the pairs, go over the correct procedure for making the the hole. After that, she used
biscuits as shown in activity 2. glue to stick the drawing pin
• Have a few pairs of Ss act out the exchange at the front of the classroom. to the tennis ball. Finally, she
put the ball on the wall and
open answers put the pencil in the mouth.

Optional
What’s next?
• Divide Ss into two groups and give each group a number of blank slips of
paper.
• Explain that each group has to think of a process for making/doing
something (a recipe/an experiment) and then write each step on a different
slip of paper. Then explain that they will mix up the slips of paper and
exchange with the other team.
• The teams will have to put the slips of paper in the correct order and then
present it to the rest of the class using the appropriate sequence words
presented in this lesson.
• The team that finds the correct sequence to the procedure first, wins.

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 2 PROJECT

• Have Ss read the story again and check comprehension.

Language focus • Ask Ss some questions about the story. Who went on a picnic last weekend?
(A boy and his cousin.), What was the weather like? (It was sunny.), What did
Objectives the boys do? (They rode their bikes to the lake and enjoyed their lunch in
• to read a personal story nature.), What happened suddenly? (Suddenly, it got cloudy and it started
• to write a personal story raining.), What did they decide to do? (They decided to go back home.),
• to revise and consolidate What happened to the boy’s cousin? (He fell off his bike and hurt his leg.),
structures and vocabulary How did the boys feel? (They were scared.), What happened in the end? (The
presented in previous lessons boy’s uncle arrived in his car.)
• to learn how to use the past • Draw Ss’ attention to the boxes around the story and read them out loud.
tenses and when/while in a Point out that they should follow these guidelines to help them organise
description their writing.
• to revise how to use the linking • If time permits, choose a few Ss to read the story out loud.
word and to connect ideas and to
add information
Writing tip W2.1

Revision (Optional)
• Direct Ss’ attention to the Writing tip box.
• Read the tip out loud and ask Ss to follow along in their books as you
• Divide Ss into pairs and have read.
them do activity 3 from the • Write a sentence on the board, e.g. I was reading a book when the
previous lesson. Make sure Ss are telephone rang. Point out to Ss that when we describe an event that took
paired up differently from the place in the past we must be careful with the tenses we use. Point out
previous time. that the Past Simple is used to describe where we were and when and
that the Past Progressive is used to describe the background scenes of
the specific event being described. Explain to Ss that time expressions
Lesson plan like yesterday, last (Monday) and ago, are also used to be specific about
time in the past.
Warm-up • Remind Ss that when is used to talk about a specific point in time when
something happened and while is used to talk about an action that was
• Say, I had an accident last in progress at a specific time in the past.
weekend. It was a beautiful day • Invite Ss to the board and ask them to write their own sentences,
and I was walking in the park. following the instructions in the Writing tip.
There was a rock, but I didn’t see • Then direct Ss’ attention to the note in the tip. Read it aloud and explain
it and suddenly, I tripped and I it.
fell. Approach a S and ask, Did
something unlucky happen to you
yesterday? Initiate a short class
discussion and encourage all of
the Ss to participate.
Optional
Activity 1 R2.1
Hot potato
• Have Ss open their books to p. 25. • Have Ss stand in a circle, make a paper ball from scrunched-up paper and
• Direct Ss’ attention to the title of hold it saying, I was walking in the park when I slipped and fell and then
the story and ask them to predict pass the ball to another S.
what it is about. (An unlucky • Explain to Ss that they have to pass the ball to each other until you say, Stop.
experience that someone had.) When you do, the S who is holding the ball has to say his/her own sentence
• Explain to Ss that they are going using the appropriate tenses.
to read the story, and talk about • Play until all of the Ss have had a turn.
how they can write a story of their
own.
• Play the recording and encourage
Ss to shadow read (read along
with the recording) in order to find
out why it was an unlucky day.
Before leaving
(It started raining and the boy’s
cousin fell off his bike and hurt his
• Explain to Ss that they have to form a sentence using the Past Simple and the
Past Progressive.
leg. They were stuck in the rain
and didn't know what to do.) • Make sure all of the Ss form a sentence before they leave the classroom.

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 1 Below is a story. Why was it an unlucky day?
Read and answer.
PROJECT 2 2
Give your story a title.

Say when. An unlucky day!

so my cousin Who did you go with?
Last weekend, the sun was shining,
to have a picni c by the lake.
and I decided
enjoyed our
We rode our bikes to the lake and
lunch in nature. Where did you go? Activity 3 W1.4
ed raining. We
Suddenly, it got cloudy and it start
What did you
do there? decided to go back home. We were
riding our • Ask Ss to go to the WB p. 72 and
my cous in’s bike slipp ed, and he fell complete the writing plan before
bikes when What happened?
could n’t ride his bike. I they start the writing task.
off. He hurt his leg and
wet and
helped him sit under a tree. We were • Draw Ss’ attention to the page
to do.
scared, and we didn’t know what provided in the WB for the writing
for the rain to stop, we saw task.
While we were waiting What happened
my uncle ! He was looking
some car light s. It was
for us. We were happy to see him!
in the end?
• Instruct them to refer to the format
of the writing task as well as to
the guidance given in the SB. You
can also display Ss’ Projects in the
classroom.

open answers

e orange
ell.
Note
me an d
my cousi
Writing tip n • As preparation for the next lesson,
photocopy the story (SB, pp. 26-27),
• Use the Past Simple to describe where you were and when. making one copy for every four Ss.
Tip!
Don’t forget to use time expressions, like yesterday morning/ Remember!
afternoon/evening, last Monday/week/weekend, etc.
Before you photocopy the story,
• Use the
e.g. Last weekend, I visited my grandparents. linking word
cover the narration boxes and
• Use the Past Progressive to describe background scenes in a story. and to add the numbers in each illustration.
information,
e.g. It was raining, and we were running in the forest.
to join ideas,
Then cut out the illustrations and
• Use when / while to talk about a specific point in time when and to make photocopy the narration boxes of
something happened. your sentences
the story (one copy for every four
e.g. We were playing in the park when it started raining. longer.
e.g. While we were playing in the park, it started raining. Ss) and cut them out as well.
25 • Bring the copies, an old coin and
some tools which are used for
digging to the next lesson.

Workbook
Activity 1 R2.1 W2.2

1. The Noise from Upstairs

2. On Saturday afternoon.
3. He was playing with the parrot/Indigo.
4. Khalid fell asleep (upstairs).
5. They were watching a new DVD.
6. Something flew at them.
7. Ahmed’s dad caught the parrot and put it back in its cage.

Activity 2 W1.3
open answers

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 2 READING
TIME
2 READING TIME

2 Read and answer. What did Alex find?

1

A great discovery
1
Language focus archaeologist
Alex’s class was on a school trip. They were
visiting Alvin Combs, an archaeologist,
at the site he was working on. ‘This is an
Objectives ancient city. Here you can see some toys
and bowls that the people used,’ said Mr
• to listen and read for pleasure Combs. All of the students were amazed.
• to revise and consolidate vocabulary and
site
structures presented in previous lessons
Vocabulary
Verbs: examine, dig
Nouns: archaeologist, site, tool, coin, discovery
tool

Materials 2
coin
Then Mr Combs showed the students his tools.
• flashcards for archaeologist, site, tool, coin, While he was telling them about the tools, he
examine, dig showed them how to use them. ‘Now it’s your
turn, boys!’ he said. He gave them tools and
• the photocopies of the story and the showed them where to dig. ‘Let’s see what you
narration boxes that you have prepared (see examine can find!’ Everyone started working.
Note in the previous lesson)
• an old coin and some tools which are used for
digging

dig

Revision (Optional)
discovery

• Have Ss come up to the front of the

classroom and present the stories they 26
wrote (WB, Project, Activity 3) in the previous
lesson.

Lesson plan Sometimes it takes archaeologists years to make an important

discovery.
Warm-up • Ask Ss to read the sentence out loud and infer the meaning of the
underlined word.
• Ask Ss if they have ever visited an archaeological • Have Ss open their books to p. 26 and point out the words in the
site. Ask them to describe what they saw vocabulary section.
there and if they liked it. Initiate a short class • Play the recording a few times and have Ss point to the words and
discussion and encourage all of the Ss to repeat.
participate. • Say the words in random order and have Ss point and repeat.
• Have Ss form a sentence with one of the vocabulary items
Activity 1 R4.1 presented in this lesson.
• Stand at the front of the classroom and hold
Activity 2 R2.1
up the old coin you brought in. Say, I’m an
archaeologist. Look! I found an old coin. Write Before reading
the sentences on the board, underline the words
archaeologist and coin, stick the flashcards
• Direct Ss’ attention to the illustrations and the title of the story and
ask them to predict what the story is about.
above each word and encourage Ss to repeat.
• Place the coin and the tools you brought in on
• Elicit answers, but do not correct Ss at this stage.
your desk. Say, I was working at a site when • Ask Ss whether the text is factual or fictional. (It’s fictional.)
I found this coin (pointing to the coin). I used • Ask Ss to go through the story and find the names of the main
my tools to dig in the ground. (pointing to the characters (Alex and Alvin Combs).
tools). I’m going to examine it carefully. • Point to each illustration and invite Ss to guess what is happening
• Write the sentences on the board, underline the and how the story is going to end.
words site, tools, dig and examine and stick the • Elicit answers, but do not correct Ss at this stage.
flashcards above the corresponding words.
• Write a sentence on the board with the word
While reading
discovery and underline it. For example, write: • Play the recording and encourage Ss to shadow read (read along

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 Reading Time 2
2
3
While Alex was digging, he noticed
something. It was a coin. It looked old. ‘I
found a coin!’ shouted Alex, and he ran to
Mr Combs. Mr Combs examined the coin. Frame 2: What is Mr Combs showing the
‘Hmm… interesting. This coin is very old! children? (He is showing them the tools he uses
Well done!’ he said. Alex smiled happily.
to dig.), Did the children use the tools? (Yes, they
4 did.)
A few days later, Alex and his Frame 3: What did Alex find? (He found an old
class were at the museum. Mr
Combs was there too. Alex coin.), What did Mr Combs think about the coin?
received an award. The coin (He thought it was a very interesting discovery.),
he found was an important How did Alex feel? (He felt happy.)
discovery. ‘Alex, my boy,
you are going to be a great Frame 4: Where are the children? (At the
archaeologist one day! Keep museum.), Why are Alex’s classmates clapping?
up the good work!’ said Mr (Because he received an award for the coin he
Combs, and everyone clapped.
found.)
3 Read again and correct the sentences. Activity 3 R2.1
1. Mr Combs’ class was on a school trip. 4. Alex noticed a coin while he was
listening to Mr Combs. • Direct Ss’ attention to the sentences and ask
them to read them.
2. The city was modern.
5. Alex examined the coin.
• Explain to Ss that they have to read the story
again and correct the sentences, according to
the story.
3. Mr Combs gave the students bowls.
6. Alex’s class received an award for the • Have Ss compare their answers in pairs, then
discovery. check as a class.
1. Alex’s class was on a school
trip.
2. The city was ancient.
Let’s Are there any archaeological sites in your country? What
3. Mr Combs gave the students tools. /
chat
can you see there? Did you like the story? Why / Why not? Did Alex
do the right thing? What would you do if you were in Alex’s place? Mr Combs showed the students bowls.
Why was Alex happy at the end of the story? 4. Alex noticed a coin while he was digging.
5. Mr Combs examined the coin.
27 6. Alex received an award for the discovery.

• If time permits, have a few Ss take turns reading

the text out loud.
with the recording) in order to find out what Alex found. (He
found an old coin.) Post-reading
• Direct Ss’ attention to the frames of the story and ask them
to find and circle the words from the vocabulary section that Let’s chat
appear in the story (Frame 1: archaeologist, site, Frame 2: tools,
tools, tools, dig, Frame 3: was digging, coin, coin, examined, coin, S1.1 S1.2 L2.3
coin, Frame 4: coin, discovery, archaeologist).
• Ask Ss to find and identify all of the verbs in Past Progressive
or Past Simple in the story (Frame 1: was, were visiting, was
working, used, said, were, Frame 2: showed, was telling, showed,
said, gave, showed, started, Frame 3: was digging, noticed, was,
looked, found, shouted, ran, examined, said, smiled, Frame 4:
were, was, received, found, was, said, clapped).
• Have Ss read the text again and check comprehension.
• Talk about what happens in each frame.
Frame 1: Alex and his classmates are on a school trip. They
are at an archaeological site with Alvin Combs, a famous
archaeologist.
Frame 2: Mr Combs is showing the children his tools and how he
uses them to dig.
Frame 3: Alex finds an old coin while digging and gives it to
Mr Combs. Alex is happy about his discovery.
Frame 4: Alex and his classmates are at the museum where
the coin is on display. Mr Combs is with them. Alex receives an
award for the coin he found. Alex’s classmates are clapping.
• Ask Ss some questions about the story.
Frame 1: Where are the children? (They are at an archaeological
site.), Who is talking to them? (Alvin Combs, an archaeologist.)

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 2 READING
2 PHONICS

TIME
1 Listen and say.

/ /
Optional grandad /  /
dig
Story line geography orange
• Divide Ss into groups of four.
• Give each group a copy of the
story and the narration boxes
you have already prepared. grass
vegetables
• Ask Ss to close their books.
• Instruct Ss to put the illustrations
in the correct order and then
match each narration box to the
correct frame.
• The team that puts the story in 2 Listen and say. Then circle the  sounds and underline the  sounds.
the correct order first wins.

Grandad Greg and

Granny Mag
In the garden, Grandad Greg
Before leaving Is digging, digging, digging.
And as he digs, Grandad Greg
Is saying, saying, saying
• Have Ss choose a character from ‘Vegetables and oranges.
the story on pp. 26-27 and act Put them in a bag.
It’s over there on the grass.
out the story at the front of the Hurry up, Granny Mag!’
classroom.

28

Workbook
Activity 1 W2.2 PHONICS
1. discovery
2. archaeologist
3. coin Language focus
4. examine
5. site Objectives
6. tool • to practise the pronunciation of g //, //
7. dig • to say a phonics chant/poem

Activity 2 R2.1 Vocabulary

grandad, dig, grass, geography, orange, vegetables
1. A 2. B 3. B 4. A 5. B 6. B Phonics
g //, //
Activity 3 R2.1

Materials Revision (Optional)

A. 2 B. 3 C. 4 D. 1
• Ask Ss to tell you what
• flashcards of grandad, dig, grass, they remember about the
Activity 4 R1.1 geography, orange, vegetables story in the previous lesson.
Encourage them to explain
• phonics cards of dig, vegetables
what happened to Alex and
1. B 2. C 3. D 4. A (TB pages 141-142 one set per S)
how he felt.

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 Lesson plan PHONICS 2
Warm-up
• Write the letter g on the board. Draw two lines below it and below each
line, write the two sounds this letter makes (// and //). Underneath each
sound, stick the flashcards with the words that contain each sound.
Optional 2
• Point to g and say the two sounds // and // a couple of times, Sound hold-up
encouraging Ss to repeat after you. Then point to the flashcards (grandad, • Tell Ss that you are going to play
grass, dig, geography, vegetables and orange) and say the words they depict a game.
out loud, having Ss repeat after you. • Explain to Ss that you are going
to raise the flashcards of the
Activity 1 pictures of words that have the
• Play the recording and have Ss listen and point the first time. sounds // and // in them and
say the word.
• Play the recording again and have Ss listen, point and repeat.
• Ss will have to raise the
Listening transcript corresponding phonics card and
//, //, grandad, dig, grass call out the sound.
//, //, geography, orange, vegetables • Any S that raises the wrong card
is eliminated from the game.
• Encourage Ss to tell you more words with the sounds presented in this lesson. • Make the game more
challenging by showing the cards
Activity 2 L2.1 The activity quickly and hiding them.
is recorded
• Direct Ss’ attention to the illustration. Ask Ss what they both as a
• Play the game until all of the
flashcards have been used up.
can see. (A man digging and a woman putting oranges and chant and as
vegetables into a bag in a garden.) a poem.
• Ask Ss, Where are the people? (They are in a garden.)
What is the man doing? (He’s digging up some carrots.) What is the woman Workbook
doing? (She’s putting carrots, oranges and other vegetables in a bag.)
• Explain to Ss that they are going to listen to a chant/poem and that they will Activity 1 L2.1
have to circle the // sounds and underline the // sounds.
Listening transcript
• Play the chant/poem Grandad Greg and Granny Mag and have Ss listen and
1. grandad 4. dig
follow along in their books.
2. orange 5. grass
• Play the chant/poem again, pausing after each line for Ss to circle the // 3. geography 6. vegetables
sounds and underline the // sounds.
• Then play the chant/poem once more and encourage Ss to say the chant/ 1.  2.  3.
poem. 4.  5.  6.

circled: Grandad, Greg, Granny, Mag, garden, Grandad, Greg, digging, Activity 2 L2.1
digging, digging, digs, Grandad, Greg, bag, grass, Granny, Mag
Listening transcript
underlined: vegetables, oranges
1. vegetables, dig, grass
2. geography, vegetables, grandad
TPR Activity 3. orange, grass, dig
4. grass, geography, orange
• Photocopy and give Ss the phonics cards for dig and vegetables. 5. grandad, geography, grass
• Explain to Ss that they have to say the chant/poem and raise the appropriate
1. vegetables 2. grandad
phonics card when they hear the word containing // and the appropriate
phonics card when they hear the word containing //. 3. orange 4. grass
5. geography

Activity 3 W2.2
Optional 1
What’s that sound? : grass, grandad, dig
• Divide Ss into two teams. : geography, orange,
• Invite a S from each team to come to the board. Give each S a marker. vegetables
• Call out one of the words Ss learnt in the lesson, e.g. orange and have Ss
write the consonant on the board, e.g. g and say the sound //.
• The S that does this the fastest wins a point for his/her team. Note
• Repeat the same procedure with the rest of the Ss. • Bring a flag, a ring and a bronze
• The team with the most points wins. item to the next lesson.

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 CLIL 1 Modules • Write sentences on the board with the words motto, compete and last and
underline them. For example, write:
1-2 Our teacher always uses the motto 'Do your best, be the best!' to help us do
well in tests.
My brother is going to compete against four other boys in a swimming
competition tomorrow.
Language focus Winter in Europe lasts three months. It begins in December and ends in
February.
Objectives • Ask Ss to read the sentences out loud and infer the meaning of the underlined
words.
• to provide Ss with cross-curricular
information on social studies • Have Ss open their books to p. 29 and point out the words in the vocabulary
section.
• to talk about the Olympic Games
• Play the recording a few times and have Ss point to the words and repeat.
Vocabulary • Say the words in random order and have Ss point and repeat.
Verbs: compete, last • Have Ss form a sentence with one of the vocabulary items presented in this
Nouns: wreath, flag, ring, mascot, lesson.
motto
Adjective: bronze Activity 2 R2.1
• Ask Ss if they know anything about the Olympic Games. If not, explain that the
Olympic Games are a very important global sports event, and mention some of
Materials the sports that take place during the Games.
• Direct Ss’ attention to the photos in the text and ask if they have seen them
• flashcards for wreath, bronze, before. Initiate a short discussion and encourage all of the Ss to participate.
flag, ring, mascot
• Play the recording and encourage Ss to shadow read (read along with the
• a flag, a ring and a bronze item recording) in order to find out where the first modern Olympic Games took
place. (In Athens, Greece.)
Revision (Optional) • Have Ss read the text again and check comprehension.

• Revise the phonics sounds from

• Ask Ss some questions about the text. When did the first Olympic Games take
place? (Around 776 BCE.), How many events were there in the first Olympic
the previous lesson by handing
Games? (Only one event, a 192-metre race.), What did the winner get? (A wreath
out the phonics cards and having
of olive leaves.), For how long had the games stopped? (For more than 1,500
Ss do the TPR activity from the
years.), Who brought the Games back? (Pierre de Coubertin.), How often do the
Phonics lesson.
games take place now? (The Games take place every four years in a different
city and country.), How long do they last now? (Two weeks.), How many events
Lesson plan are there today for athletes or teams to take part in? (There are about forty
events.), What do the winners get? (They get a gold medal.), What does the
Warm-up Olympic flag symbolise? (The five continents.)
• Choose a few Ss to read the text aloud for the class.
• Ask Ss if they have ever watched
Activity 3 R2.1
the Olympic Games on television.
Ask them if they know how often • Direct Ss’ attention to the sentences and ask them to read them.
they take place and where. • Explain to Ss that they will have to read the text again and write T for True or
Initiate a short class discussion F for False, according to the text.
and encourage all of the Ss to • Have Ss compare their answers in pairs, then check as a class.
participate.
1. F 2. F 3. T 4. T 5. F 6. T
Activity 1 R4.1
• Place the realia you brought in on
your desk. Hold up the flag and
say, This is the flag of (...) and write Workbook
it on the board. Then hold up the
ring and say, My mum bought this Activity 1
ring for me. I like it a lot! Finally,
hold up the bronze item and say,
This isn’t gold or silver. It’s bronze. 1. B 2. B 3. A 4. A 5. C 6. A 7. C
Encourage Ss to repeat. Write the
sentences on the board, underline
the words flag, ring and bronze Activity 2 L2.1
and stick the corresponding
Listening transcript
flashcards above each word.
1. Man: The mascot for the 2016 Olympic Games in Rio, Brazil was a mix of
• Stick the flashcards of wreath and
different Brazilian animals. Its name was Vinicius, and it had many
mascot on the board and initiate a
short discussion. Ask Ss if they can colours. It had a tail too. Vinicius looked like a character from a video
guess the meaning of these words. game or a cartoon.
Ask Ss to tell you about their 2. Man: The mascots in the 2004 Games in Athens, Greece were Athena and
favourite team’s mascot. Phevos. They were brother and sister. They wore blue and orange

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 Social Studies CLIL 1 Modules 1-2

Project work W1.3

1 motto • Ask Ss to use the Internet to
compete find information about the 2006
last Asian Games in Qatar. Instruct
wreath bronze flag ring mascot them to select information
2 Read and answer. Where did the first modern Olympic Games take place?
that they think is interesting/
important and use it to make a
poster.
• Explain to Ss that their poster
must have a heading, as well as
pictures (drawings or photos),
with brief sentences underneath
The Olympic Games are the most popular sports event all over the world! describing what can be seen in
Many athletes from different countries come together and compete in the pictures.
different sports. The motto of the Olympic Games is Faster, Higher, Stronger. • Teachers should recommend
The first Olympic Games The mascot the country chooses is always safe websites.
took place in ancient Greece an animal from that country or something • Ss bring projects to class and
around 776 BCE. They took special in that country. present their posters to their
place in the city of Olympia Today there are a lot of classmates. Their classmates can
and lasted one day. There events that athletes or
ask questions to find out more
was only one event, a 192-metre race, and teams can take part in.
the winner got a wreath of olive leaves. The winners get a gold
about the specific project so as
In 393 CE, the Games stopped for more medal, but there are also silver and bronze to promote communication by
than 1,500 years. A Frenchman, Pierre de medals for the athletes or teams that come encouraging learners to express
Coubertin, brought the Games back. The second and third. themselves, exchange ideas with
first modern Games took place in Athens The Olympic flag has got each other and present their
in 1896. Since then, the Games take place at least one colour from work.
and
every four years in a different city and
country each time, and they last two weeks.
the flag of every country.
There are five rings because there are five
• Projects can also be done in
pairs or groups so as to promote
g Each country has always got a mascot too. continents.
cooperation among learners
Greg by providing opportunities for
ging. 3 Read again and write T for True or F for False. learners to work together.
Greg 1. The motto of the Olympic Games is Faster, Higher, Winner.
ng
ges. 2. The first Olympic Games took place in Athens, Greece.

rass.
3. In the first Olympic Games, the winner of the race got a wreath of olive leaves.
Optional
g!’ 4. The first modern Olympic Games took place in 1896.
5. The modern Olympic Games take place every four years in Greece. Yes or No?
6. The Olympic flag has got five rings on it.
• Tell Ss that they are going to
play a game.
29 • Put a piece of masking tape
across the middle of the floor or
define an imaginary line dividing
the room.

clothes, and they had long necks and big feet. They looked like ancient
• Designate one side as Yes and
the other side as No.
Greek dolls.
3. Man: The mascot for the 2012 Olympic Games in London had a light on its • Have Ss stand on the line and
explain that you are going to say
head, like the black London taxis, and its eye was a camera lens. There a sentence about the Olympic
were three points on its head too. They showed the three medals that Games according to what they
athletes can win; gold, silver and bronze. learnt in the text. If it is correct,
4. Man: The Olympic Games in Beijing, China, in 2008 had five mascots. Each they should jump to the Yes side
one was a popular Chinese animal, and each was the colour of the rings and chorally shout out, Yes. If it
on the Olympic flag. The names of the five mascots together made the isn’t correct, they should jump to
sentence Bei Jing Huan Ying Nin. This meant ‘Welcome to Beijing’. the No side and chorally shout
out, No.
1. B 2. D 3. A 4. C
• Ss who make a mistake should sit
out one round.
Did you know?
• Every four years, when the Olympic Games take place, the Olympic flame
begins its journey from the city of Olympia in Greece to the city where the
games are going to take place. The host country of the Games always tries Before leaving
to find a creative way to light the Olympic torch in the stadium during the
opening ceremony. The Olympic flame burns in the stadium of the host • Ask Ss to tell you one thing they
remember from the text.
country for the whole two weeks of the games.
• You can ask Ss to look up this special ceremony on the Internet for extra • Make sure all of the Ss tell you
something about the text before
information.
they leave the classroom.

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 2 ROUND-UP 2 ROUND-UP

Listening

1 Listen and tick (4) the correct picture.

What was Karen

doing on Saturday
1
at half past one in
Language focus the afternoon?
A B C
Objectives
• to revise and consolidate What was
structures and vocabulary 2 the boy
presented in previous lessons looking for?
A B C

Revision (Optional)
3 What happened
• Have Ss come up to the front of to Will?
the classroom and present the
A B C
posters they made (WB, CLIL 1,
Project Work). What was Ken Ken was flying
Speaking
doing when it a kite when it
2 What was happening outside started raining? started raining.
when it started raining? Ask and
answer with your partner.
Lesson plan
Mr James
Warm-up Mr Black

• Stick some of the flashcards

from the previous lessons of
this Module on the board (4-5 Jack
flashcards each time). Tell Ss to Joe
memorise them.
• Ask Ss to close their eyes and hide Steve
Gary

one of the flashcards. When Ss Mr Green

open their eyes, they must try to Brian Ken
remember which one is missing.
• Alternatively, Ss can memorise 30
the order. When they close their
eyes, change the order. Ss must
try to remember what order the
flashcards were originally in.
• Make sure you use different Listening transcript
flashcards each time. 1.
• To make the activity more Tina: Hello, Karen! Where were you last Saturday? I called you, but you
competitive, you could divide Ss were out.
into two teams and have them Karen: No, I wasn’t. I stayed at home on Saturday. I was reading my new book.
take turns answering to win points. Tina: Well, I was calling you from one to two o’clock in the afternoon. I
wanted to ask you to go to the shops with me.
Activity 1 L2.1 Karen: Well, I was home all day. No, wait! Now I remember! I went for a walk
after lunch and got some ice cream. Sorry, Tina! You’re right! I wasn’t
• Direct Ss’ attention to the pictures
home all day!
and ask them what they depict.
Tina: Oh, Karen!
Then ask them to read the
questions. 2.
• Explain that they will hear three Owen: I can’t find it anywhere, Dad!
short dialogues. Tell Ss that they Dad: When did you last see it?
will have to listen carefully and tick Owen: Well, last week I think. It was in my room. I always put it in the
the appropriate picture (A, B or C), wardrobe.
which answers the question given. Dad: I see. Are you sure it isn’t there?
• Play the recording twice and have Owen: Yes, Dad! And I need it for the school trip.
Ss tick the correct picture. Dad: Why don’t you take your brother’s? I’m sure he can give it to you. And
• Have Ss compare their answers in it’s bigger too. You can put all the things you need in it.
pairs, then check as a class. Owen: Great idea, Dad! Thanks!

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 3.
2
Eric: Hi, Will! How was your hiking trip?
Will: It was a bad experience, Eric!
Eric: Why? What happened?
Will: Well, while we were hiking, it started raining.
Eric: Oh, no! What did you do?
Will: We made a shelter and waited.
Eric: That’s good.
Will: Not really, because we sat near some poisonous plants. So, after that our
arms and legs were really red for hours!
Eric: Oh, Will! Hiking isn’t for you!

1. B 2. B 3. A

Activity 2 L2.4 S5.1

• Direct Ss’ attention to the boys and ask them to read what they are saying.
• Then draw Ss’ attention to the illustration and ask them to tell you what they
can see. (Some people in and around a park doing different activities.)
• Explain to Ss that, in pairs, they will have to look at the illustration and take
turns talking about what each person was doing in the park when it started
raining.
• If necessary, invite a S to come to the front of the classroom and demonstrate
the activity. Ask, What was Jack doing when it started raining? and encourage
the S to answer accordingly.
• Divide Ss into pairs and have them do the activity.
• Have a few pairs of Ss come to the front of the classroom and act out the
exchange.

Ken was flying a kite.

Joe, Steve and Brian were riding their bikes.
Mr Green and Jack were feeding the ducks.
Gary was eating ice cream.
Mr James was picking up rubbish from the street.
Mr Black was painting the school wall.

Optional
The Shark game
• Draw a big fish with its mouth open at the foot of a staircase. The steps of the
staircase correspond to the number of letters in a particular word.
• Choose a S to come to the board, think of a word/phrase from those presented
in the vocabulary sections of this Module and draw the corresponding number
of steps, e.g. five steps for the word guide.
• Then draw a man standing at the top of the staircase. Ss then have to call out
letters. If the letter is correct, write it on the corresponding step(s). If it is not,
move the man down one step and closer to the fish’s mouth.
• The S who guesses the word correctly before the man reaches the fish, wins and
is the next one to think of a word/phrase.

Before leaving
• Ask Ss to form a few sentences about themselves using the structures and time
and sequence words presented in this Module. (Past Simple, Past Progressive,
when/while, First, Then, etc.)
• Make sure all of the Ss form sentences before they leave the classroom.

Workbook Note
(see p. 148) • Bring a smartphone or a tablet to the next lesson.

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 3 Be careful!
When students complete this module,
they will be able to:
Let’s talk
• guess, with support, the meaning of unknown words
from clues provided by visuals, knowledge of the
Quiz topic, and other known words (R4.1)
• guess, with support, the meaning of • explain, with support, basic opinions (S1.2)
unknown words from clues provided by • describe, with support, people, places and objects
visuals, knowledge of the topic, and other using suitable statements (S2.2)
known words (R4.1) • follow and identify, with support, the detail in longer
• understand and respond, with support, to simple texts (L2.1)
detail in simple texts of two paragraphs or • spell, with some support, an increasing range of
more (R2.1) familiar high frequency words accurately in guided
• explain, with support, basic opinions (S1.2) writing (W2.2) WB
• communicate or find out, with support, • understand and respond, with support, to the main
more detailed personal information (S1.1) ideas in simple texts of two paragraphs or more (R1.1)
• spell, with some support, an increasing WB
range of familiar high frequency words • understand and respond, with support, to detail in
accurately in guided writing (W2.2) WB simple texts of two paragraphs or more (R2.1) WB
• use, with support, capital letters, full stops and
question marks appropriately in guided writing at
discourse level (W2.3) WB

Top Stars Our world

• guess, with support, the meaning of unknown • guess, with support, the meaning of unknown words
words from clues provided by visuals, knowledge from clues provided by visuals, knowledge of the
of the topic, and other known words (R4.1) topic, and other known words (R4.1)
• understand and respond, with support, to detail in • understand and respond, with support, to the main
simple texts of two paragraphs or more (R2.1) idea in simple texts of two paragraphs or more (R1.1)
• spell, with some support, an increasing range • understand and respond, with support, to detail in
of familiar, high frequency words accurately in simple texts of two paragraphs or more (R2.1)
guided writing (W2.2) • follow and identify, with support, the detail in longer,
• follow and identify, with support, the detail in simple texts (L2.1)
longer, simple texts (L2.1) • communicate or find out, with support, more
• communicate or find out, with support, more detailed personal information (S1.1)
detailed personal information (S1.1) • ask for, communicate and respond, with support, to
• describe, with support, people, places and objects simple advice (S2.3)
using suitable statements (S2.2) • follow and respond, with some support, to longer,
• follow and respond, with some support, to longer simple questions (L2.4)
simple questions (S2.4) • spell, with some support, an increasing range of
• use, with support, capital letters, full stops and familiar high frequency words accurately in guided
question marks appropriately in guided writing at writing (W2.2) WB
discourse level (W2.3) WB • describe, with support, people, places and objects
• narrate, with support, simple factual and imaginary using suitable statements (W1.3) WB
events and experiences in one paragraph or more • use, with support, capital letters, full stops and
(W1.4) WB question marks appropriately in guided writing at
discourse level (W2.3) WB
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 3

Cursive Writing
Project • write smoothly and legibly in
• understand and respond, with support, cursive writing in all written
to the main ideas in simple texts of two work (W3.1) WB
paragraphs or more (R1.1)
• understand and respond, with support, to
detail in simple texts of two paragraphs or
more (R2.1) WB Round-up
• spell, with some support, an increasing • follow and identify, with support, the detail in
range of familiar high frequency words longer, simple texts (L2.1)
accurately in guided writing (W2.2) WB • communicate or find out, with support, more
• connect, with a lot of support, sentences detailed personal information (S1.1)
into a coherent paragraph using basic • ask for, communicate and respond, with support, to
coordinating conjunctions (before and after) simple advice (S2.3)
(W2.1) WB • follow and respond, with support, to a short
• communicate, with support, more detailed sequence of simple multi-step instructions (L2.3)
personal information in a simple paragraph • spell, with some support, an increasing range of
(W1.1) WB familiar high frequency words accurately in guided
writing (W2.2) WB
• understand and respond, with support, to the main
ideas in simple texts of two paragraphs or more
(R1.1) WB
• explain, with support, basic opinions at paragraph
Reading time level (W1.2) WB
• guess, with support, the meaning of unknown • follow and identify, with support, the main ideas in
words from clues provided by visuals, knowledge longer simple texts (L1.1) WB
of the topic, and other known words (R4.1)
• understand and respond, with support, to detail in
simple texts of two paragraphs or more (R2.1)
• spell, with some support, an increasing range Top Time! 2
of familiar, high frequency words accurately in • guess, with support, the meaning of unknown
guided writing (W2.2) words from clues provided by visuals, knowledge
• communicate or find out, with support, more of the topic, and other known words (R4.1)
detailed personal information (S1.1) • understand and respond, with support, to detail in
• explain, with support, basic opinions (S1.2) simple texts of two paragraphs or more (R2.1)
• follow and respond, with support, to a short • spell, with some support, an increasing range
sequence of simple, multi-step instructions (L2.3) of familiar high frequency words accurately in
• spell, with some support, an increasing range guided writing (W2.2) WB
of familiar high frequency words accurately in • follow and identify, with support, the detail in
guided writing (W2.2) WB longer, simple texts (L2.1) WB
• describe, with support, people, places and objects
using suitable statements (W1.3) WB

Phonics
• follow and identify, with support, the
detail in longer, simple texts (L2.1)
• spell, with some support, an increasing
range of familiar high frequency words
accurately in guided writing (W2.2) WB

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 3 QUIZ

My cousin lives in another country and we chat on the Net every weekend.
Language focus My uncle bought me a new digital camera. It’s great!
We must be very careful when we are online. Not all websites are safe.
Objectives • Ask Ss to read the sentences out loud and infer the meaning of the underlined
• to talk about digital safety words.
• to learn how to use Object
• Have Ss open their books to p. 31 and point out the words in the vocabulary
Pronouns section.
Vocabulary • Play the recording a few times and have Ss point to the words and repeat.
Verbs: upload, download, chat
Nouns: website, app, account,
• Say the words in random order and have Ss point and repeat.
password • Draw Ss’ attention to the tip and explain it.
Adjective: digital • Have Ss form a sentence with one of the vocabulary items presented in this
Adverb: online lesson.
Structures Activity 2 R2.1 S1.2
This photo is very nice. I took it
when I was in Paris. • Ask Ss to tell you how safe they think they are when interacting online.
Those emails are new. Are you Initiate a class discussion and encourage Ss to justify their answers. Then
going to read them now? direct their attention to the quiz and ask them to tell you what they think it
is about. (It’s a quiz about digital safety.)
• Explain to Ss that they have to read the questions and answer by circling A
or B. Then tell Ss to tally their results (how many As and how many Bs) and
Materials read the corresponding text to find out how safe they are online.
• Allow Ss some time to answer the questions and tally their results.
• flashcards for website, upload, • Go round the classroom monitoring the procedure.
download, app, account, password
• Ask Ss to get into groups according to their results (More As or Bs).
• a smartphone or a tablet
• Have a S in each group read out the results and then discuss as a class.

LOOK!
Lesson plan • Hold up your bag or something that belongs to you and say, This is my
new bag. Look at it! I bought it last week. Write the sentences on the
Warm-up board and underline the word it in the second and third sentences. Ask
Ss to read the sentences and to tell you what the underlined pronouns
• Ask Ss if they have got a computer refer to (the noun bag) and how they know this (It was mentioned once
or a laptop at home and if they in the first sentence and the sentences following refer to the same item).
surf the Net. Then ask them what • Ask Ss why they think you used it instead of the noun. Elicit that it was
they usually use the Internet for used to avoid repetition of the noun. Explain that it is an Object Pronoun
and how often they surf the Net. and that Object Pronouns are used as objects of verbs. They always
Initiate a short class discussion follow verbs or prepositions in order to avoid repeating nouns. Remind
and encourage all of the Ss to Ss that the Object Pronouns are me, you, him, her, it, us, you, them.
participate. • Direct Ss’ attention to the Look! box and ask them to read the sentences.
• Tell Ss to refer to the Grammar Reference section at the back of the SB.
Activity 1 R4.1 • Encourage Ss to come up with their own examples using Object
• Use your smartphone or tablet to Pronouns. This will challenge higher-performing Ss. To help lower-
introduce the new vocabulary. You performing Ss, give them gapped sentences for them to complete to
can show Ss the meaning of the make their examples. (e.g. The children are playing a board game. Look
at ______.)
words website, upload, download,
app, account and password and
then stick the corresponding Activity 3 S1.1
flashcards on the board.
• Alternatively, use the flashcards and • Direct Ss’ attention to the children in the activity and ask them to read what
the boy on the right is saying.
example sentences to introduce the
new items. • Then draw Ss’ attention to the box with the prompts and ask them to read
them.
• Write sentences on the board with
the words chat, digital and online • Explain to Ss that, in pairs, they will have to use the prompts in the box to
talk about digital safety rules. Higher-performing Ss can think about more
and underline them. For example,
safety rules to add to the list and talk about with their partner.
write:

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 B e ca r e f u l! 3 3
Tip! Put words in groups to learn new vocabulary. QUIZ

1 chat
digital
online
website upload download app account password

2 Do the quiz. Read and circle.

LOOK! p. 69
This photo is very nice. I took
How much do you know it when I was in Paris.
Those emails are new. Are you
about digital safety? going to read them now?
Before leaving
• Explain to Ss that they have to tell

1 You’re surfing the Net and you meet someone new online.
Is it OK to give him/her your address or telephone number?
A Yes B No
you something that they remember
from the quiz about digital safety
before they leave the classroom.
2 Someone you don’t know asks for photos of you.
Is it OK to upload them and send them to this person?
A Yes B No • Make sure all of the Ss tell you
something about the text before they
leave the classroom.
3 You are visiting a website. It asks you to download an app
you know nothing about. Is it safe to do it?
A Yes B No

You’re chatting with someone online and he/she

4 says something bad to you. Do you answer by saying

something bad too?
A Yes B No

You are online and you receive a message from your

Workbook
5 Internet service. It says they want to fix your email
account. It asks for your password. Do you give it to them?
A Yes B No

Activity 1 W2.2
Mostly As Mostly Bs
1. online, chat
You must be careful! Well done! You are very careful. You
Don’t download things from websites you never send your photos or your personal 2. password
know nothing about. Don’t upload your information to people you don’t know. 3. upload
photos to the Internet or give your personal Remember that you must always follow the 4. digital
information and password to anyone. digital safety rules!
5. app
3 Work in pairs. Use the words in the box I’m careful with 6. website
to talk about digital safety rules. my photos. I don’t
send them to people 7. account
photos telephone number I don’t know. 8. download
address password
31
Activity 2

1. it
• If necessary, invite a S to come to the front of the classroom to 2. us
demonstrate the activity. 3. them
• Have Ss do the activity and go round the classroom making sure Ss take 4. him
turns.
• Have a few pairs of Ss act out the exchange at the front of the classroom.
Activity 3
open answers
1. D 2. F 3. A
4. B 5. C 6. E

Optional
Yes or No?
• Tell Ss that they are going to play a game. Note
• Put a piece of masking tape across the middle of the floor or define an
imaginary line dividing the room. • Bring a cloth napkin to the next
• Designate one side as Yes and the other side as No. lesson.
• Have Ss stand on the line and explain that you are going to say a sentence
about digital safety according to what they learnt in the quiz. If it is
correct, they should jump to the Yes side and chorally shout out, Yes. If it
isn’t correct, they should jump to the No side and chorally shout out, No.
• Ss who make a mistake should sit out one round.

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 3 TOP STARS
3 TOP STARS

lap
1
table manners elbow pass napkin home
economics

2 Read and answer. Which table manner does Amal forget?

Language focus 1 The children are at school

in the home economics class.
2

Objectives
• to talk about table manners
• to use the Imperative
• to use verbs with two objects
Vocabulary
Verb: pass
Nouns: elbow, napkin, home economics, lap Amal: Pass me the salt, please.
Alya: I need it too! Give it to me!
Phrase: table manners Mrs Noor: Today I’m going to tell you about Mrs Noor: Alya! Be polite and don’t talk
table manners. Please, sit down with your mouth full. Afaf, don’t
Structures at the table. Amal, don’t put your put the napkin round your neck.
elbows on the table.
Pass me the pepper, please. Amal: OK, Mrs Noor.
Put it on your lap, please.
Afaf: Sorry, Mrs Noor.
Don’t put your elbows on the table when you eat.
Jake sent me a message. 3 The next day... 4 On Saturday evening at home...
Jake sent a message to me.
1. Talk with your mouth full.

2. Put your elbows on the

table when you eat.

3. Put your napkin round

Materials your neck.

4. Eat quietly and slowly.

• flashcards for table manners, elbow, pass,

napkin, home economics
• flashcards from the previous lesson for website,
upload, download, app, account, password Mrs Noor: Let’s see what you remember. Look Afaf: Lamya, don’t put your elbows on
at this quiz. the table, please.
• a cloth napkin Amal: Hmm… I don’t remember number 3. Lamya: You’re right, Afaf! Thank you!
Afaf: I remember it well! Afaf: I can tell you more about table
Fatima: Of course you do! Ha ha ha! manners later.

Revision
32
(Optional)
• Stick the flashcards from the previous lesson
(website, upload, download, app, account,
place the napkin on your lap. Then say, It isn't polite to put your
password) face down on the board.
napkin round your neck. You shouldn’t put your elbows on the
• Explain that they will have to come to the table and you must always ask someone to pass you something
board one by one, pick a flashcard, turn it over politely at the dinner table.
and name it. • Write the sentences on the board, underline the words napkin,
• Make sure all of the Ss come to the board at elbows and pass and stick the corresponding flashcards above
least once. each word.
• Ask higher-performing Ss to form a sentence • For the word lap, sit in a chair and show them the meaning of the
with the flashcard they have picked and write word by miming putting the cloth napkin you brought in on your
it on the board. lap.
• Have Ss open their books to pp. 32-33 and point out the words/
phrase in the vocabulary section.
• Play the recording a few times and have Ss point to the words/
Lesson plan phrase and repeat.
• Say the words/phrase in random order and have Ss point and
Warm-up repeat.
• Have Ss form a sentence with one of the vocabulary items
• Ask Ss to tell you any table manners that they presented in this lesson.
know and to talk about what is considered
bad/impolite behaviour at the dinner table. Activity 2 R2.1
Initiate a short class discussion and encourage • Draw Ss’ attention to the illustrations in the presentation.
all of the Ss to participate. • Ask Ss to tell you what they think is happening. (The children are
at school and their teacher is telling them about table manners,
Activity 1 R4.1 and in the end Afaf reminds her sister about them too.)
• Use the cloth napkin you brought in to present • Direct Ss’ attention to the frames of the story and ask them to
the word napkin. Hold up the napkin, say the find and point out the words from the vocabulary section that
word a few times and have Ss repeat after you. they see in the frames (Frame 1: home economics, table manners,
Sit in a chair at the front of the classroom and elbows, Frame 2: pass, napkin, lap, Frame 3: elbows, napkin,
Frame 4: elbows, table manners).

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 LOOK!
Pass me the
p. 69

Don’t put your

elbows on the table
Jake sent me a
message.
Top Stars 3
3
lap pepper, please. when you eat. Jake sent a message
to me.

3 Read again and complete the sentences. LOOK!

1. Don’t put your on the table.
• Stand at the front of the classroom and say,
2. Don’t talk with your full. Stand up, class! and encourage Ss to stand.
3. Don’t put the round your . Then say, Don’t stand up. Jump up and down,
4. Ask someone to you something, for example, the salt. please! encouraging them to begin jumping.
5. Put the napkin on your . Instruct Ss to sit down, write the sentences on
the board and underline Stand, Don’t stand
4 Listen and circle A or B. and Jump. Then ask Ss if these are simple
sentences or something else and elicit that
they are instructions or orders. Explain that
1. Where must Sean these are Imperative sentences.
put his napkin?
• Ask Ss what they notice about the formation
A B of the Imperative. Elicit that in the affirmative
only the base form of the verb is used,
2. Which fork must
whereas in the negative form Don’t + base
Sean use first? form is used. Point out that the Imperative
only applies to the second person singular
A B
and plural.
• Circle the word please in the third sentence.
3. Where must Sean Ask Ss what they notice about the use of
put his bread?
please. Elicit that it is used to make an
A B instruction more polite. Explain that it can
be placed at the beginning or end of the
5 Imagine that your friends invite you to dinner at their house. Choose presents for them. sentence.
Ask and answer with your partner.
What are you going to give Jack? • Approach a S and say, Give your book to me,
1. Jack please and encourage him/her to hand you
A C I’m going to give him a card. /
2. Kate I’m going to give a card to him.
his/her book. Then approach another S and
3. Frank say, Give me your book, please encouraging
4. Tina and
the same reaction.
B
Lucy
D
• Write the two sentences on the board and ask
Ss to tell you if both sentences communicate
33
the same thing. Elicit that they do. Ask Ss what
function the words me and your book have in
the sentence. Elicit that they are both objects:
your book is the direct object and me is the
• Play the recording and encourage Ss to shadow read (read along with
indirect object.
the recording) in order to find out which table manner Amal forgets
in the quiz. (If it is polite to put one’s napkin round one’s neck.) • Explain to Ss that there are some verbs that
take both direct and indirect objects, like give,
• Have Ss read the dialogue again and check comprehension. take, send, tell, etc. Point out that when there
• Ask Ss some questions about the story. Where are the children? is such a verb in a sentence, the first noun
(They are at school.), What is Mrs Noor going to tell the children is usually the direct object (person or thing)
about? (She’s going to talk to them about table manners.), What and the second noun is the indirect object (to
does Mrs Noor ask Alya to do? (She asks her to be polite and not whom, for what, etc).
to talk with her mouth full.), Where should Afaf put the napkin
according to Mrs Noor? (She should put the napkin on her lap and
• Direct Ss’ attention to the Look! box and ask
them to read the sentences.
not round her neck.), Which quiz question does Alya remember
well? (Question 3.), What does Afaf tell her sister not to do? (She
• Refer Ss to the dialogue and ask them to
underline any examples of the Imperative. (e.g.
tells her not to put her elbows on the table.) Pass me the salt.)
• Tell Ss to refer to the Grammar Reference
Activity 3 R2.1 W2.2 section at the back of the SB.
• Direct Ss’ attention to the sentences in the activity and ask them to
• Encourage Ss to come up with their own
examples using the Imperative or a verb
read them.
with two objects. This will challenge higher-
• Explain that they will have to read the story again and complete the performing Ss. To help lower-performing Ss,
sentences, according to the story. give them jumbled sentences to put in the
• To help lower-performing Ss, tell them in which frame they can find correct order to make their examples (e.g.
the missing information. new my coat bought yesterday me a mum ).
• Have Ss compare their answers in pairs, then check as a class.
Activity 4 L2.1
1. elbows 2. mouth 3. napkin, neck 4. pass 5. lap • Direct Ss’ attention to the pictures and ask them
what they depict.
• If time permits, ask a few Ss to read the story out loud or choose a • Explain that they are going to hear a boy and his
few Ss to act out the story. father talking about table manners. Tell Ss that

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 3 TOP STARS
• Then draw Ss’ attention to the names and the photos next to the children.
• Explain to Ss that they have to imagine they have been invited to dinner at a
friend’s house and that they want to give their friend a present. The Ss have
they will have to listen carefully to match the names to the presents and then, in pairs, talk about what they
and circle A or B, according to what are going to give.
they hear. • If necessary, invite a S to the front of the classroom and demonstrate the
• Play the recording twice and have activity.
Ss do the activity. • Give Ss some time to match the presents they would take to each friend, and
• Have Ss compare their answers in then divide the class into pairs and have them do the activity. Go round the
pairs, then check as a class. classroom monitoring the procedure.
Listening transcript • Have a few pairs of Ss act out the exchange at the front of the classroom.
1. open answers
Sean: Dad, we’re going to have
a formal dinner at school
on Thursday, but I don’t
know anything about table
manners for formal dinners.
Optional
Can you help me? True or False?
Dad: I can show you. Give me a
minute to get some things.
• Ask Ss to close their books.
OK. Sit down. First, take your • Explain that you are going to say a few sentences about table manners and
that they will have to respond with gestures.
napkin. No, Sean. Not round
your neck. Put it on your lap, • Ss put their hands on their heads when they hear true sentences and fold
their arms in front of them when they hear false sentences.
like this.
2. • You may want to play an alternative version of this game and have Ss
Sean: Why are there so many forks respond verbally to the true and false sentences. For example, say, Put your
elbows on the table when you are eating and have Ss respond, No. Don’t put
and knives, Dad?
your elbows on the table.
Dad: Because at a formal dinner
you use a different one for • Play this game until you run out of sentences.
each kind of food.
Sean: Which fork do I use first? The
one next to the plate?
Dad: No. You have to start with
Before leaving
the shortest one. It’s for the • Explain to Ss that they have to form a sentence about table manners using
salad. Then when the next the structures they were presented with in the lesson.
kind of food comes, you • Make sure all of the Ss form a sentence before they leave the classroom.
change forks, and so on.
Sean: OK. I start with the smallest
fork first. Got it!
3.
Workbook
Sean: Why are there two spoons,
Dad? Activity 1
Dad: Well, the big one is for
soup, and the small one is 1. pass 2. elbow 3. lap 4. table
for dessert. Now, that small
plate above the forks is for Activity 2 W2.2 W2.3
your bread. Don’t put your
bread on the table.
Sean: Put the bread on the bread Table manners Manners
plate! Got it! This is easy!
Don’t eat with you mouth open. Say please and thank you.
Dad: And remember, Sean! No
elbows on the table and Don’t speak loudly on the/your
Put your napkin on your lap.
don’t talk with your mouth phone on the bus.
full! Don’t text your friend at the dinner Don’t visit a friend’s house
Sean: OK, Dad. Don’t worry! table. without calling him/her first.
1. A 2. B 3. A
Activity 3 W1.4 W2.2
Activity 5 1. a text message. text message to Luke.
S1.1 S2.2 S2.4 2. a present. present to her sister.
3. tablet. tablet to his friend.
• Direct Ss’ attention to the children
and ask them to read what they
are saying. Activity 4 L2.1 (see p. 149)

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 OUR WORLD 3
Language focus
Objectives • Read the title and ask Ss to predict
• to talk about ailments what the text is about. (It’s about
• to talk about actions one is advised to do or advised not to do what we should or shouldn’t do
Vocabulary when we aren’t feeling well.)
Nouns: medicine, chemist, temperature • Ask Ss where they think they would
Ailments: headache, toothache, earache, sore throat, cold, stomach ache, cough find the text below by giving them
a choice between the two following
Structures options:
What’s the matter? / What’s wrong? I have got a sore throat. A. On a website
You should see a doctor. B. In a book
You shouldn’t drink cold water. • Discuss Ss’ answers as a class and
Should he/she stay in bed? Yes, he/she should. / No, he/she shouldn’t. have them justify their answers.

A
Materials
• Play the recording and encourage
• flashcards for medicine, chemist, headache, toothache, earache, sore throat, Ss to shadow read (read along with
cold, stomach ache, cough, temperature the recording) in order to find out
where they could find the text and
what someone should do when he/
Revision (Optional) she has got a headache. (He/She
should put some ice in a towel and
• Ask Ss to tell you what they remember about table manners from the put it on his/her head or relax for
previous lesson. Initiate a short class discussion and encourage all of the Ss to about half an hour in the dark.)
participate.
• Have Ss read the text again and
check comprehension.
Lesson plan • Ask Ss some questions about the
text. Who wrote the article? (Dr
Gary Potts.), Why does our head
Warm-up hurt sometimes? (Sometimes our
• Ask Ss what they do when they have got a headache or when they aren't head hurts because of a toothache
feeling well. Initiate a short class discussion and encourage all of the Ss to or earache.), What should you do
participate. when you have got a sore throat?
(You should drink warm water
Activity 1 R4.1 with honey and lemon juice.),
What should you not drink when
• Use the flashcards, example sentences and miming to present the new you have got a sore throat? (You
vocabulary items. Say, I didn’t feel well last week. I had a temperature. shouldn’t drink cold water.), What
The chemist gave me the medicine that my doctor told me to take and I should you do when you have got a
feel better now. Write the sentences on the board, underline the words toothache? (You can mix water and
temperature, chemist and medicine and stick the corresponding flashcard some salt and rinse your mouth.),
above each word. What should you not eat when
• Mime the ailments which are presented in the vocabulary section and you have got a toothache? (You
encourage Ss to do the same. For example, place your hand on your head, shouldn’t eat sweets.), What should
mime having a headache and say, headache. Encourage Ss to mime the action we remember about medicine? (We
and say, headache. Stick the corresponding flashcard on the board as you say shouldn’t take medicine without
each ailment. asking a doctor first.)
• Have Ss open their books to pp. 34-35 and point out the words/phrase in the
vocabulary section. Activity 3 R2.1
• Play the recording a few times and have Ss point to the words/phrase and
repeat. • Direct Ss’ attention to the sentences
in the activity and ask them to read
• Say the words/phrase in random order and have Ss point and repeat.
them.
• Have Ss form a sentence with one of the vocabulary items presented in this
• Explain that they have to read the
lesson.
text again and write T for True or F
for False, according to the text.
Activity 2 R1.1 R2.1
• Have Ss compare their answers in
• Direct Ss’ attention to the photos and ask them what they can see. (A doctor, pairs, then check as a class.
a towel with some ice, some honey, some lemons, a cup of tea or coffee,
some salt and a glass of water.) 1. F 2. T 3. F 4. F 5. T

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 3 OUR WORLD
3 OUR WORLD

1
medicine chemist headache toothache earache sore throat cold
• If there is time, ask a few Ss to take turns to
read the text out loud. 2 Read and answer. What should someone do when he/she has got a headache?

LOOK!
• Ask a S to come up to the front of the
classroom and mime one of the ailments
from the vocabulary section. Ask him/her,
Health.com
What’s the matter? And encourage him/

Kids’ Health
her to tell you. Then have the same S mime
another ailment and this time ask him/her,
What’s wrong? By Dr Gary Potts
• Ask Ss when they think the phrases What’s NOT FEELING WELL?
the matter? and What’s wrong? are used. Here are some things you can do before you visit your doctor, dentist or chemist!
Elicit that they are used to ask about Headache
something that has evidently happened to Put some ice in a towel and put it on your head. Relax in the dark
someone. for about half an hour. Sometimes our head hurts because of a
toothache or earache, so call the doctor when your headache doesn’t
• Tell the S to continue miming and begin stop!
giving him/her advice using should/shouldn’t.
Write the sentences on the board and ask Sore throat
You should drink warm water with honey and lemon juice. Mix two
Ss to tell you when they think should/shouldn’t tablespoons of honey and two tablespoons of lemon juice in a cup
is used. Elicit that should/shouldn’t is used and then add warm water. It mustn’t be very hot when you drink it.
to give advice about something that is Remember that you shouldn’t drink cold water when you’ve got a
sore throat!
advisable to do or avoid. Point out that
should remains the same in all persons, Toothache
singular and plural form. You can mix water and some salt in a glass. Rinse your mouth with that

• Direct Ss’ attention to the Look! box and ask for a minute, but don’t swallow it. Also, you shouldn’t eat sweets when
you’ve got a toothache!
them to read the questions, short answers
and the sentences. Remember! You shouldn’t take medicine without asking a doctor first!
• Refer Ss to the text and ask them to
underline any examples of should. (e.g. You
shouldn't take medicine without asking a 34
doctor first.)
• Tell Ss to refer to the Grammar Reference
section at the back of the SB.
• Ask Ss to provide extra examples of the too. You should drink something warm for that cough. You
uses of should/shouldn’t. This will challenge should take this medicine too.
higher-performing Ss. 2.
• To help lower-performing Ss give them Fred: Hello, Dr Smith.
prompts to make their examples (e.g. you / Dr Smith: What’s the matter, Fred? Does your head hurt?
should / not / eat sweets / when / have got Fred: No, it doesn’t. I went swimming yesterday, and now my
/ toothache). ear hurts.
Dr Smith: Let me take a look. Hmm, you’ve got earache. You
shouldn’t go swimming for a few days.
Activity 4 L2.1
3.
• Direct Ss’ attention to the illustration and ask Tom: Dr Smith, I don’t feel well. I was out for lunch, and I think I
them what it depicts. ate too much.
• Explain that they are going to listen to a Dr Smith: Does your stomach hurt, Tom?
doctor asking four different people what is Tom: Yes, it does.
wrong with them. Tell Ss that they will have Dr Smith: Have some warm rice soup and relax. You shouldn’t eat
to listen carefully and match the people too much next time.
A-F in the illustration to the names (1-4), Tom: Thank you, Dr Smith.
according to what they hear. Point out that 4.
there are two extra people in the illustration. Dr Smith: Hello, Brad.
• Play the recording twice and have Ss match Brad: Hello, Dr Smith.
the people to the names. Dr Smith: What’s the matter? Have you got earache?
• Have Ss compare their answers in pairs, then Brad: No, Dr Smith. My head hurts.
check as a class. Dr Smith: Let’s see. Have you got a temperature too? Hmm, no, you
Listening transcript haven’t.
1. Brad: That’s good.
Dr Smith: Hello, Harry. What’s the matter? Dr Smith: It is, but you should rest and take this medicine.
Harry: I drank some cold water, and now I’ve Brad: Thank you, Dr Smith.
got a sore throat. It hurts when I talk.
Dr Smith: Oh, I see. You’ve got a bad cough 1. E 2. F 3. B 4. A

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 LOOK! pp. 69-70
Our world 3

What’s the matter? / What’s wrong? I have got a sore throat.

3
You should see a doctor.
You shouldn’t drink cold water.
Yes, he/she should.
stomach ache cough temperature Should he/she stay in bed?
No, he/she shouldn’t.

3 Read again and write T for True or F for False. • Choose a S to come to the board, think
1. Your head sometimes hurts because of a stomach ache. of a word from those presented in the
2. You should drink warm water with lemon juice and honey for a sore throat. vocabulary section of this Module and draw
3. You should mix lemon juice with salt for your toothache. the corresponding number of steps, e.g. seven
4. You should eat sweets when you have got a toothache.
steps for the word earache.
5. You should ask a doctor before you take medicine. • Then draw a man standing at the top of
the staircase. Ss then have to call out
4 Listen and match. There are two extra people. letters. If the letter is correct, write it on the
corresponding step(s). If it is not, move the
man down one step and closer to the fish’s
mouth.
1. Harry
• The S who guesses the word correctly before
2. Fred the man reaches the fish, wins and is the next
D
3. Tom one to think of a word.
4. Brad

A B C E F

5 Match. Then ask and answer with your partner.

Tip!
When speaking,
use vocabulary
Before leaving
and language
sore throat toothache headache stomach ache
you’ve learnt in
the lesson.
• Divide Ss into pairs and explain that each
SHOULD SHOULDN’T What’s pair will take turns asking and answering
1. sleep or relax
exercise
wrong?
I have got
questions using the structures they were
for a while
a headache. presented with in the lesson.
You should sleep
2. drink warm tea
or milk
drink cold
water for a while. You
What should
I do?
• Make sure all of the Ss ask and answer a
shouldn’t exercise. question before they leave the classroom.
3. go to the
eat sweets
dentist
4. have some eat
warm rice soup too much
35
Workbook
Activity 1 W2.2
Activity 5 S1.1 S2.3 L2.4
1. s o r e t h r o a t 6. s t o m a c h a c h e
• Direct Ss’ attention to the table with the advice and ask them to 2. m e d i c i n e 7. h e a d a c h e
read it.
3. t o o t h a c h e 8. c h e m i s t
• Then draw Ss’ attention to the children and ask them to read 4. c o l d 9. e a r a c h e
what they are saying. 5. c o u g h
• Explain to Ss that first, they will have to complete the table with
the correct ailment from the box. Then, in pairs, SB will mime
one of the ailments and SA will ask him/her what’s wrong and Activity 2 W1.3 W2.2 W2.3
offer advice about what to do. Then they will change roles.
• Draw Ss’ attention to the tip and explain it. 1. You should drink some warm water with
• Allow Ss some time to complete the table, and then divide the honey and lemon juice.
class into pairs and have them do the activity. 2. You should stay in bed.
• Go round the classroom monitoring the procedure. 3. You shouldn’t eat any sweets.
• Have a few pairs of Ss act out the exchange at the front of the 4. You should go to the doctor.
classroom. 5. You shouldn’t eat (a) burger and chips.
1. headache 2. sore throat 3. toothache 4. stomach ache
open answers Activity 3 L2.1 (see p. 149)

Optional
Note
The Shark game
• Draw a big fish with its mouth open at the foot of a staircase. The • Bring some fruit (an apple, a banana, an
steps of the staircase correspond to the number of letters in a orange), a lemon, a biscuit and a dish to the
particular word. next lesson.

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 3 LET ’S TALK
3 LET ’S TALK LOOK! p. 70

Would you like…? I’d like…

How much/many…?
I need…
1 taste/look/sound/smell + adjective

coconut sour delicious terrible It’s/They’re good/bad for you.

There are a few apples in the basket.
2 Read the two dialogues below with a partner.
There’s a little orange juice in the glass.

Language focus
Tip!
Be polite and show
Would you like some apples?
respect. Use please,
Objectives sorry, etc. Yes, please. I need a few
apples. They look delicious.
• to ask about quantity
• to ask and answer about something one How many do you need?
would like I need ten apples.
• to use the verb need Here you are.
• to talk about senses Thank you. Apples taste great
and they are good for you!
Vocabulary Is that all?
Yes, that’s all.
Noun: coconut
Adjectives: sour, delicious, terrible
Would you like some lemonade?
Structures
Sure! It smells great!
Would you like…? I’d like…
How much/many…? How much would you like?
I need… I’d like a small glass, please.
taste/look/sound/smell + adjective
Here you are.
It’s/They’re good/bad for you. Oh, no! It tastes sour!
There are a few apples in the basket. Lemonade Oh! Sorry! You can add a little sugar.
There’s a little orange juice in the glass. Orange juice
Strawberry juice
Thank you.
£2
3 Act out the dialogues above with a partner. Replace the words in blue with words from the
Materials tables below.
Fruit Drinks Adjectives

• flashcards for coconut, sour, delicious, terrible apples

lemonade sour terrible
• flashcards from the previous lesson for strawberries
orange juice great sweet
oranges
medicine, chemist, headache, toothache, strawberry juice delicious
coconuts
earache, sore throat, cold, stomach ache,
36
cough, temperature
• some fruit (an apple, a banana, an orange), a
lemon, a bisuit and a dish
Lemons are sour. They are terrible! and I like biscuits. They’re
delicious! Pointing to the appropriate item each time. Write the
Revision (Optional) sentences on the board, underline the words sour, terrible and
delicious and stick the corresponding flashcards above each
• Put the flashcards from the previous lesson word. Then say, The coconut is a tropical fruit. It grows in warm
(medicine, chemist, headache, toothache, countries. Write the sentences on the board, underline the word
earache, sore throat, cold, stomach ache, coconut and stick the flashcard above it.
cough, temperature) in a pile on your desk. • Have Ss open their books to p. 36 and point out the words in the
• Explain to Ss that they have to come to your vocabulary section.
desk one by one, pick a flashcard and mime • Play the recording a few times and have Ss point to the words and
the ailment it depicts. The rest of the Ss will repeat.
have to guess. • Say the words in random order and have Ss point and repeat.
• Make sure all of the Ss have mimed at least • Have Ss form a sentence with one of the vocabulary items
one of the items depicted on the flashcards. presented in this lesson.
LOOK!
Lesson plan • Place the fruit you brought in on the dish. Approach a S and
offer him/her some fruit by saying, Would you like some fruit?
and encourage the S to tell you what he/she would like using
Warm-up the structure, I’d like (...) Write the question and sentence on
• Stand at the front of the classroom and say, I the board and explain to Ss that this structure is used to ask
want to make an apple pie. Do I need apples? someone what he/she would like or to say what we would like.
Elicit Ss' answers and then ask them, What else • Write the sentence, I need some apples on the board and have
do I need? Initiate a short class discussion and a S read it out to you. Then ask that S, How many do you need?
encourage all of the Ss to participate. and encourage the S to state the number of apples he/she
needs. Write the question and his/her answer on the board.
Activity 1 R4.1 • Underline How many and ask Ss when they think this
question is used. Elicit that we use How many ...? to ask about
• Use the realia you brought in. Place the lemon
the quantity of countable items. Point out that to ask about
and the biscuits on a dish on your desk and say,

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 3
the quantity of uncountable items, How much...? is used. For example, ask
How much lemonade would you like? write the question on the board and
underline How much.
• Then ask Ss what they think the meaning of need is. Elicit that it is used
Optional
when we want to tell someone what we want.
Word bingo
• Pick up the lemon, smell it and say, This lemon smells delicious, but it tastes
• Tell Ss to draw a 2x3 grid in their
sour. Write the sentence on the board and underline smells and tastes and notebooks and write a different
circle the adjectives delicious and sour. Ask Ss if they know why these verbs word, presented in this and the
are used. Elicit that these are verbs describing our senses and they are previous lessons, in each box.
followed by an adjective to describe how we feel about something.
• Draw an example on the board:
• Point out that the phrases good for you and bad for you are used to refer to
healthy and unhealthy food. sour delicious cough
• Write the sentences, There are a few pens in my pencil case and There is napkin terrible coconut
a little tea in my cup on the board and have Ss read them. Underline a few
and a little in each sentence and ask Ss when they think these phrases are • Explain to Ss that you are going
to call out words. If Ss have the
used. Elicit that they express quantity and that they are usually used in
word you call out, they put an 7
affirmative sentences. Then, point out the noun used after each quantifier.
over the word.
Explain that a little is used with uncountable nouns and a few is used with
countable nouns in plural form. Point out the these quantifiers have a • The first S to get all of his/her
words crossed out and shout,
positive meaning — a small, but sufficient amount.
Bingo! wins the game.
• Direct Ss’ attention to the Look! box and ask them to read it.
• Play the game for as long as time
• Refer Ss to the dialogue and ask them to underline any examples of the permits, making sure Ss change
verb need, the quantifiers a few and a little and all of the verbs related to the words in their grid each time
the senses. (e.g. I need a few apples., Apples taste great.) a new round begins.
• Tell Ss to refer to the Grammar Reference section at the back of the SB.
• Encourage Ss to come up with their own examples using the structures and
functions presented in this lesson. This will challenge higher-performing Ss.
To help lower-performing Ss, give them prompts to make their examples Before leaving
(e.g. I / not / need / lemons / because / they / taste / sour) or write gapped
sentences on the board and have them complete the sentences with the • Divide Ss into pairs and explain
correct quantifier or verb of sense. that they will have to ask and
answer questions using the
Activity 2 structures they were presented
• Direct Ss’ attention to the photos. Ask Ss to read the exchanges. Then ask with in the lesson.
them to tell you what the people are talking about. (Two of them are selling • Make sure all of the Ss ask and
something that the other two want to buy.) answer a question before they
• Explain to Ss that, in turns, they have to read the dialogues. leave the classroom.
• Draw Ss’ attention to the tip and explain it.
• Divide the class into pairs and have them take turns to read the dialogues.
• Have a few pairs of Ss act out the dialogues at the front of the classroom. Workbook
Activity 3 S1.2 S2.2 L2.1
Activity 1 W2.2
• Direct Ss’ attention to the boxes and ask them to read them.
• Explain to Ss that they will have to imagine that they are in one of the
1. sour 3. delicious
situations presented in the activity above and act out the dialogues
2. coconuts 4. terrible
with a partner, replacing the words in blue with words from the boxes.
Higher-performing Ss can add their own ideas to each box to talk about
with their partners. Activity 2 R1.1 R2.1
• Invite a S to come to the front of the classroom and demonstrate the activity.
Ask, Would you like some coconuts? and encourage the S to answer as in the 1. A. 4, B. 1, C. 3, D. 7, E. 6, F. 2, G. 5
dialogue from the previous activity. 2. A. 4, B. 6, C. 1, D. 3, E. 2, F. 7, G. 5
• Divide Ss into pairs and have them do the activity.
• Have a few pairs of Ss act out the dialogue at the front of the classroom. Activity 3
open answers R1.1 W2.2 W2.3
(Suggested answer:
SA: Would you like some coconuts? 1. Would you like some
coconuts?
SB: Yes, please. I need a few coconuts. They look great. 2. No, thanks. I'd like some
SA: How many do you need? mangoes, please.
SB: I need five coconuts. 3. How many do you need?
SA: Here you are. 4. I'd like seven mangoes,
SB: Thank you. Coconuts taste delicious and they are good for you!) please.
5. Here you are.

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 3 PROJECT

Lesson plan
Language focus
Warm-up
Objectives
• to read text messages about • Ask Ss if they have ever experienced a problem with their friends or
one’s problem, asking for advice siblings, and who they asked for advice. Initiate a short class discussion
and giving advice and encourage all of the Ss to participate.
• to write a text message about a
problem, asking for advice and Activity 1 R1.1
giving advice
• Have Ss open their books to p. 37.
• to learn how to use phrases/
• Direct Ss’ attention to the text messages. Explain to Ss that they are
expressions to ask for help or
advice going to read the text messages, and talk about how they can write a text
• to learn how to use phrases/ message of their own.
expressions to give • Play the recording and encourage Ss to shadow read (read along with the
encouragement recording) in order to find out what the text messages are about. (Two
• to learn how to use should/ children have written to two friends telling them about a problem they
shouldn’t and phrases/ have got and asking for advice. Their friends have responded with some
expressions to give advice ideas.)
• to learn how to use before and • Have Ss read the text messages again and check comprehension.
after to talk about the order of
events
• Ask Ss some questions about the text messages. What is Betty’s problem?
(Her sister borrows her clothes without asking.), What happened to her
• to revise and consolidate
favourite jumper? (There is a hole in it.), What is Judy’s advice? (She thinks
structures and vocabulary
Betty should talk to her sister and maybe borrow her things too.), What is
presented in previous lessons
Harry’s problem? (He accidentally dropped his brother’s tablet and the
screen broke.), What does Fred advise him to do? (He thinks that he should
apologise to his brother and fix the tablet for him.)
Materials • Draw Ss’ attention to the boxes around the text messages and read them
out loud. Point out to Ss that they should follow these guidelines to help
them organise their writing.
• flashcards from the previous
lesson for coconut, sour, • If time permits, choose a few Ss to read the text messages out loud.
delicious, terrible
Writing tip
• Direct Ss’ attention to the Writing tip box.
Revision (Optional) • Read the tip out loud. Ask Ss to follow along in their books as you read.
• Put the flashcards from the • Read the Writing tip again and write a sentence on the board, e.g. I have
previous lesson (coconut, sour, got a problem with my friend. What should I do? Underline the question
delicious, terrible) in a pile on What should I do? and point out that we use phrases/expressions like this
your desk. when we want to ask for help or advice.
• Explain to Ss that they have to • Then write, I think you should talk to him/her. Don’t worry! It’s going to
come to your desk one by one, be all right and underline the phrase I think you should. Point out that
pick a flashcard and name it. we use should/shouldn’t and phrases/expressions like I think you... when
• To make the activity more we want to give advice. Then underline the phrases Don’t worry! It’s
challenging, you can ask Ss to going to be all right and explain to Ss that these expressions are used to
form a sentence using the word give encouragement to the person with the problem.
the flashcard depicts. Have
higher-performing Ss write their • Draw Ss’ attention to the final bullet of the Writing tip and explain that
sentences on the board. we use the words before and after to talk about the order of events. Say,
Before you go out, close the window and Can I read that book after you
finish it? Write the sentence/question on the board and underline the
words before and after.
• Invite Ss to the board and ask them to write their own examples,
following the instructions in the Writing tip.

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 PROJECT 3 3
1 Below are some text messages. What are they about? Read and answer.

Say who you are writing to.

Ask for help. Workbook
Conversation Edit View Actions Help

Explain your problem. Activity 1 R2.1 W2.2

Video Call Voice Call Photos

Betty: • Ask Ss to go to the WB p. 74 and

Hi, Judy! I have got a problem complete the writing plan for
with my sister. She always takes writing a text giving advice before
my clothes, but she never asks they do this activity.
me first. Last week, she took my
favourite jumper.
jumper There’s a hole Fred, I need your help! My brother
got a new tablet. I wanted to play open answers
in it now! What should I do?
a game, so I took it after I finished (Suggested answer:
my homework. While I was playing,
Judy:
I dropped it and the screen broke. Hi, Noora! Cheer up! You can
Hi, Betty! I understand your problem. put your mobile phone in a
I’m in trouble! Can you help me,
I think you should talk to your please? bowl of rice. You should leave
sister. Tell her to ask you before she
borrows your things. You can borrow it there for a whole day. The
her things too. You should apologise to rice dries the mobile phone.
your brother and explain Don’t worry! Everything is
what happened. You can going to be all right.)
also fix it for him. Don’t
worry, Harry! It’s going to
Give advice.
be all right. Activity 2 W2.1
Send

1. The jacket was worse after I

Give encouragement.
Writing tip washed it.
2. The screen got stuck after I
• Use phrases/expressions, like I have got a problem with…, I’m sad…, I’m in trouble,
I don’t know what to do, What should I do?, Can you help me? to ask for help or advice. downloaded the app.
e.g. I have got a problem with my sister. 3. I was taking a photo before
• Use should/shouldn’t and phrases/expressions, like I think you should…, You can…, my mobile fell in the
to give advice, and phrases/expressions like, Don’t worry, Cheer up, swimming pool.
It’s going to be all right to give encouragement.
4. I asked my dad before I
e.g. I think you should talk to your sister.
downloaded this app.
• Use before and after to talk about the order of events.
e.g. Tell her to ask you before she borrows your things.
e.g. I wanted to play a game, so I took it after I finished my homework.
Activity 3 W2.2
37
open answers

Activity 4 W1.1
• Ask Ss to go to the WB p. 74 and
Optional complete the writing plan for
writing a text giving advice before
I think you should… they start the writing task.
• Hand out a plain sheet of A4 paper to every S. • Draw Ss’ attention to the page
• Explain to Ss that they will have to write down a problem they have got, provided in the WB for the writing
fold their sheet of paper and put it in a pile on your desk. task.
• Then they will have to come up to your desk, one by one, choose a sheet, • Instruct them to refer to the
read the problem out loud and give a piece of advice. format of the writing task as well
as to the guidance given in the
SB. You can also display Ss’
Projects in the classroom.

Before leaving open answers

• Explain to Ss that they will have to form a sentence using one of the
phrases/expressions they were presented with in the lesson.
• Make sure all of the Ss form a sentence before they leave the classroom.
Note
• Bring a bar of soap to the next
lesson.

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 3 READING
TIME
3 READING TIME

vitamins
habit
1
germs sneeze heart soap

2 Read and answer. What should we do to stay healthy?

Healthy habits for healthy kids!

Language focus Everyone wants to be healthy, but what do we need to do to stay healthy?
There are three easy ways to do this:

Objectives Eat right Exercise

Your body needs
• to listen and read for pleasure
vitamins. Vitamins keep
Exercising is very important.
• to revise and consolidate vocabulary and your body healthy!
It keeps your heart healthy
and you don’t get ill easily!
structures presented in previous lessons
• Eat lots of fruit and vegetables.
Vocabulary • Exercise for
at least one
Verb: sneeze hour every day.
Nouns: germs, heart, soap, vitamins, habit
HEALTHY
• Don’t sit in front
of the TV for
• Drink at least

HABITS
more than two
seven glasses 7x hours a day.
of water every day.
• Get at least
• Don’t eat a lot of sweets eight hours
of sleep
Materials or drink many fizzy
drinks. every day. 8

• flashcards for germs, sneeze, heart, soap

Keep clean
• a bar of soap
We should always be clean to stay healthy.

• Wash your hands before and after meals.

• Wash your hands after you cough or sneeze.
• Wash your hands after you use the toilet.

Revision (Optional) • Brush your teeth after every meal and before you go to bed.
• Have a shower every day.
• Have Ss come up to the front of the classroom 38
and present the text messages they wrote (WB,
Project, Activity 4) in the previous lesson.

• Write sentences on the board with the words vitamins and habit
and underline them. For example, write:
Vegetables have got lots of vitamins that our bodies need.
Lesson plan My sister has got the annoying habit of taking my clothes
without asking!
Warm-up • Ask Ss to read the sentences out loud and infer the meaning of
the underlined words.
• Ask Ss what they believe is the most important • Have Ss open their books to p. 38 and point out the words in the
thing people should do to keep healthy. vocabulary section.
Initiate a short class discussion and encourage • Play the recording a few times and have Ss point to the words
all of the Ss to participate. and repeat.

Activity 1 R4.1
• Say the words in random order and have Ss point and repeat.
• Have Ss form a sentence with one of the vocabulary items
• Mime sneezing and say, Ahchoo! I think I presented in this lesson.
caught a cold because I keep sneezing. Write
the sentence on the board, underline the verb Activity 2 R2.1
sneezing and stick the flashcard above the
word. Before reading
• Use the bar of soap you brought in. Mime • Direct Ss’ attention to the title of the text and the photos and
washing your hands with it and say, We must ask them to predict what it is about.
wash our hands with soap to remove germs. • Elicit answers, but do not correct Ss at this stage.
Write the sentence on the board, underline • Ask Ss whether the text is factual or fictional. (It’s factual.)
the words soap and germs and stick the
corresponding flashcard above each word.
• Ask Ss what type of text it is. (It’s an information leaflet.)
• Point to different photos and ask Ss what they depict.
• Hold up the flashcard depicting heart and
say, Our heart sends blood to our whole body. While reading
Write the sentence on the board, underline the • Play the recording and encourage Ss to shadow read (read
word heart and stick the flashcard above it.

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 3
Reading Time 3

What are germs?

Germs are very small organisms.
You can’t see them, but they are
everywhere. They can make you ill!
need vitamins? (Vitamins keep our body
healthy.), Should we eat lots of sweets? (No,
we shouldn’t.), How many hours should we
Remember!
Always wash your hands with soap for twenty seconds. exercise every day? (At least one hour.), How
kids! many hours a day should we watch TV? (No
more than two hours a day.), When should
3 Read again and answer the questions. we wash our hands? (Before and after meals,
1. What are three ways to stay healthy? after we cough or sneeze and after using the
e toilet.), Can we see germs? (No, we can’t.),
2. How many glasses of water should we drink every day? Why are they bad for us? (Because they can
make us ill.)
3. What should we do before and after meals?

Activity 3 R2.1 W2.2

4. How long should we wash our hands for?

• Direct Ss’ attention to the questions and ask

5. Why is exercising important to stay healthy? them to read them.

6. What else should we do to keep healthy?

• Explain to Ss that they have to read the text
again and answer the questions, according to
the text.
• To help lower-performing Ss answer
Wh-questions, you can give them two options
to choose from (e.g. 1. a. eating right, keeping
clean and exercising or b. eating right,
keeping clean and sleeping eight hours).
• Have Ss compare their answers in pairs, then
check as a class.
Let’s How many glasses of water do you drink a day? 1. Eating right, exercising and keeping
chat
How many hours do you sleep a day? Do you like eating sweets
or healthy snacks? Do you do any of the things mentioned above
clean are three ways to stay healthy.
to stay healthy? What else do you do? 2. We should drink at least seven glasses of
water every day.
39
3. We should wash our hands before and
after meals.
4. We should wash our hands with soap for
twenty seconds.
along with the recording) in order to find out what we should do
5. Because it keeps our heart healthy, and
to stay healthy (We should eat right, exercise and keep clean.) we don’t get ill easily.
• Direct Ss’ attention to different sections of the text and ask 6. open answer
them to find and circle the words from the vocabulary section
that appear in the text. (Title: habits, Part 1 (Eat right): vitamins, • If time permits, have a few Ss take turns
Vitamins, Part 2 (Exercise): heart, Part 3 (Keep clean): sneeze, reading the text out loud.
Part 4 (What are germs?): germs, Germs, Part 5 (Remember!):
soap) Post-reading
• Have Ss read the text again and check comprehension.
• Talk about each section of the text. Let’s chat
Part 1 (Eat right): Vitamins are important because they keep our
body healthy. We can get vitamins from fruit and vegetables. It’s S1.1 S1.2 L2.3
also important to drink at least seven glasses of water every day
and to not eat a lot of sweets or drink many fizzy drinks.
Part 2 (Exercise): Exercising is very important because it keeps
our heart healthy and we don’t get ill easily. We should exercise
for at least an hour a day, watch less than two hours of TV every
day and sleep for eight hours every day.
Part 3 (Keep clean): We should be clean to stay healthy and
some of the ways to do so is to wash our hands before and after
meals, when we cough or sneeze and after using the toilet. We
should also brush our teeth after every meal and have a shower
every day.
Part 4 (What are germs?): Germs are very small organisms that
we cannot see but which can make us ill.
Part 5 (Remember!): To avoid getting ill from germs, we must
wash our hands with soap for twenty seconds.
• Ask Ss some questions about the text. Why does our body

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 3 READING
3 PHONICS

TIME
1 Listen and say.

/  /
Optional email he /  /
new email

True or False? sleep zookeeper

• Ask Ss to close their books.
• Explain that you are going to
say a few sentences about the
text and that they will have to these
respond with gestures.
• Ss put their hands on their heads
when they hear true sentences cheese
and fold their arms in front
of them when they hear false
sentences.
• You may want to play an 2 Listen and say. Then circle the  sounds.

alternative version of this game

and have Ss respond verbally to
the true and false sentences. For Lee, the zookeeper
example, say, We should wash
In the evening, it’s cold at the zoo.
our hands before meals and Ss Lee’s a zookeeper – his jacket is blue.
respond, Yes, we should. He has got a tablet.

• Play this game until you run out He’s checking his email.
The cheetah is sleeping.
of sentences. Look at its long tail.
Look at these monkeys.
They’re sleeping in trees
while Lee, the zookeeper,
is having some cheese.

Before leaving
• Ask Ss to tell you one thing they 40
remember from the text.
• Make sure all of the Ss tell you
something about the text before
they leave the classroom. PHONICS

Workbook Language focus

Activity 1 Objectives
1. D 2. A 3. C 4. B 5. B 6. C • to practise the pronunciation of e /, ee /
• to say a phonics chant/poem
Vocabulary
Activity 2 R2.1 email, he, these, sleep, zookeeper, cheese
1. F 2. T 3. T 4. F 5. F 6. F Phonics
e /, ee /

Activity 3 W2.2
Revision (Optional)
Materials
You shouldn’t eat crisps and • Tell Ss that you are going to
sweets. • flashcards of email, he, these, play a game.
You shouldn’t surf the Net for sleep, zookeeper, cheese • Explain that you are going to
many hours.
You should visit a dentist
• photocopies of the above say one of the three healthy
flashcards (picture side) (one habits Ss read about in the
every six months. previous lesson and then they
for half of the Ss of the class)
You should go for a walk after have to name some of the
meals. • phonics cards of email,
points that contribute to the
cheese (TB pages 141-142 one
specific healthy habit you
set per S)
called out.
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 Lesson plan 3
Warm-up
• Write the sound  on the board. Draw two lines and write e and ee Optional 2
underneath. Under them, stick the flashcards with the words that begin with,
end in and contain e or ee. Sound and picture pairs
• Point to e and say  a couple of times, encouraging Ss to repeat after you. • Divide Ss into two teams.
Then point to the flashcard (email) and say it out loud, having Ss repeat after you. • Each S in team 1 holds one of the
• Repeat the same procedure with the other spelling for the same sound (ee). phonics cards (email, cheese).
Activity 1
• Hand out the flashcards with the
words that contain e, ee to the
• Play the recording and have Ss listen and point the first time. Ss in team 2. Make sure to give
an equal number of flashcards
• Play the recording again and have Ss listen, point and repeat.
to Ss so that each phonics card
Listening transcript corresponds to a picture card and
// email, he, these vice versa.
// sleep, zookeeper, cheese • Play the phonics chant/poem and
have Ss mingle round the room.
• Encourage Ss to tell you more words with the sounds presented in this lesson.
• Remind Ss of the other spelling for this same sound (ea) as in teacher, eat • Explain to Ss that once you stop
the chant/poem, each S with a
and sea. Ask Ss to tell you more words they remember with this spelling that
phonics card must pair up with a
make the / sound.
S holding a picture flashcard.
Activity 2 L2.1 The activity is • Allow Ss a few minutes to find
recorded both their pairs. Then ask the pairs of
• Direct Ss’ attention to the illustration. Ask Ss what they as a chant and Ss to name their cards. If Ss name
can see. (A man at the zoo looking at his email on a tablet as a poem. their cards correctly, they stay in
while eating some cheese.) the game. However, if they do this
• Ask Ss, Where is the man? (He’s at the zoo.) What is he doing? (He’s eating incorrectly, they are eliminated.
some cheese.) What animals are there in the zoo? (Cheetahs and monkeys.) • After all of the pairs have named
What are they doing? (They are sleeping.) their cards, make them swap
cards and play again.
• Explain to Ss that they are going to listen to a chant/poem and that they will
have to underline the / sounds. • You can make the game more
challenging by removing some of
• Play the chant/poem Lee, the zookeeper and have Ss listen and follow along
the flashcards from the game, so
in their books.
that Ss must race to get into pairs
• Play the chant/poem again, pausing after each line for Ss to circle the / so they don’t get eliminated.
sounds.
• Then play the chant/poem once more and encourage Ss to say the chant/
poem.
Workbook
circled: Lee, zookeeper, evening, Lee, zookeeper, he, he's, email,
cheetah, sleeping, these, sleeping, trees, Lee, zookeeper, cheese Activity 1 L2.1
Listening transcript
TPR Activity 1. sleep
4. he
2. these
5. email
3. cheese
6. zookeeper
• Photocopy and give Ss the phonics cards for email and cheese.
A. 4 B. 5 C. 6
• Explain to Ss that they have to say the chant/poem and raise the
D. 1 E. 2 F. 3
appropriate phonics card when they hear the word containing the / sound
that is spelt with e and the appropriate phonics card when they hear the
word containing the / sound that is spelt with ee. Activity 2
Listening transcript
1. he 2. cheese 3. email
Optional 1 4. sleep 5. zookeeper 6. these

What’s that sound? 1. e 2. ee 3. e 4. ee 5. ee 6. e

• Divide Ss into two teams.
• Invite a S from each team to come to the board. Give each S a marker. Activity 3 W2.2
• Call out one the words Ss learnt in the lesson, e.g. sleep and have Ss write
the digraph on the board, e.g. ee and say the sound /. 1. zookeeper 4. he
• The S that does this the fastest wins a point for his/her team. 2. email 5. cheese
• Repeat the same procedure with the rest of the Ss. 3. these 6. sleep
• The team with the most points wins.

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 TOP TIME! 2 •
Ss point to the corresponding photos and repeat.
Say the words again in random order and have Ss point and repeat.
• Have Ss form a sentence with one of the vocabulary items presented in this
lesson.

Activity 2 R2.1

Language focus • Ask Ss to look at the photos and ask them what they can see. (The city
skyline of Doha, Qatar and Stonehenge in the United Kingdom.)
Objectives
• Ask Ss to tell what they think the texts are going to be about. (They are
about driving in Qatar and in the United Kingdom.)
• to revise and consolidate • Play the recording and encourage Ss to shadow read (read along with the
structures and vocabulary
recording) in order to find out if people in Qatar drive on the left-hand side
presented in the previous module
of the road. (No, they don’t. They drive on the right-hand side of the road.)
Vocabulary • Have Ss read the texts again and check comprehension.
Nouns: seat belt, road trip • Ask Ss some questions about the texts. How old do you have to be to drive
Adjective: confusing in Qatar? (At least eighteen years old.) What is one thing drivers should not
do when driving in Qatar? (They shouldn’t use a mobile phone.), Is there a
lot of traffic on city streets? (Yes, there is.), What can visitors to the Qatar
National Museum do? (They can learn about the history of Qatar and its
people.) What must you do when driving around the UK? (You must always
Materials wear your seat belt and pay attention to the road signs.) Why? (Because
the British drive on the left-hand side of the road.) What is a famous site in
• flashcards for seat belt and road the UK that you can visit by car? (Stonehenge.) What is Stonehenge? (It is a
trip circle of very big rocks but archaeologists are not sure why people built it.)
What do some people believe about Stonehenge? (They believe it was one
of the first clocks in the world.)

Revision (Optional) Activity 3 R2.1

• Revise the phonics sounds from • Direct Ss’ attention to the table in activity 3 and ask them to read the
the previous lesson by handing sentences it contains.
out the phonics cards and having • Explain to Ss that they will have to read the texts again and put a tick in the
Ss do the TPR activity from the correct column (Qatar or the UK) or in both, according to the texts.
Phonics lesson. • Have Ss compare their answers in pairs, then check as a class.

Qatar the UK
Lesson plan 1. Drivers drive on the left-hand side of the road. 4
2. Drivers should wear seat belts. 4 4
Warm-up
3. You shouldn’t drive too fast or too slowly. 4
• Ask Ss to tell you what they think
are the most important rules 4. There is a lot of traffic. 4
drivers should follow when they 5. Drivers never talk on their mobile phones. 4
are driving. Initiate a short class
discussion and encourage all of
the Ss to participate. • Choose a few Ss to read the texts aloud for the class.

Activity 1 R4.1
• Hold up the flashcards for seat
Workbook
belt and road trip, say the words
and encourage Ss to repeat.
• Write a sentence on the board Activity 1 W2.2
with the adjective confusing and
underline it. For example, write: 1. seat belt 2. road trip 3. confusing A. 2, B. 1, C. 3
I cannot understand this exercise.
It’s confusing.
• Ask Ss to read the sentence out Activity 2 L2.1
loud and infer the meaning of the
underlined word. Listening transcript
• Have Ss open their books to p. 41. Ahmed: Hi Omar. How are you?
• Point out the words in the Omar: I’m fine, thanks. What about you, Ahmed?
vocabulary section. Play the Ahmed: I’m well, thank you.
recording a few times and have Omar: How was your trip to Qatar?

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 TOP TIME! 2

1 confusing

seat belt road trip

2 Do people in Qatar drive on the left-hand side of the road? Read and answer.

Driving round… Project work W1.3

QATAR
• Ask Ss to use the Internet to find
information about other places you can
When driving in Qatar, especially in large cities like Doha, there
are some rules drivers should always remember. In Qatar, people
visit on a road trip the UK. Instruct them
drive on the right-hand side of the road, and they must be at least to select information that they think is
eighteen years old to drive. Drivers shouldn’t use a mobile phone
while driving, so they never talk on their mobile phones. They
interesting/important and use it to make a
always wear their seat belts too. There is usually a lot of traffic on poster.
the street in the city, but there are also many things to see.
One of the most interesting places to visit is the Qatar National • Explain to Ss that their poster must have a
Museum. The museum tells the story of Qatar, its history and its heading, as well as pictures (drawings or
people.
photos), with brief sentences underneath
THE UNITED KINGDOM (UK) them describing the pictures.
When driving in the UK, you must be at least seventeen years old, • Teachers should recommend safe websites.
you must always wear your seat belt, and you have to pay attention
to the road signs too. Why? Well, the British drive on the left-hand
• Ss bring projects to class and present
side of the road, and this can be very confusing for people from other their posters to their classmates. Their
countries! They have to be very careful! In London, when drivers
want to use their cars from Monday to Friday in the city centre, they
classmates can ask questions to find out
have to pay a fee. Drivers get into trouble for driving too fast, but more about the specific project so as to
they can also get into trouble for driving very slowly.
Stonehenge is a very famous site in the English countryside that you
promote communication by encouraging
can visit by car. It is a circle of very big rocks, and archaeologists are learners to express themselves, exchange
not sure why people built it! Some people believe it was one of the
first clocks in the world.
ideas with each other and present their
work.
3 Read again and put a tick (4) in the column for Qatar, the UK or in both. • Projects can also be done in pairs or
Qatar the UK
groups so as to promote cooperation
among learners by providing opportunities
1. Drivers drive on the left-hand side of the road.
for learners to work together.
2. Drivers should wear seat belts.
3. You shouldn’t drive too fast or too slowly.

4. There is a lot of traffic.

5. Drivers never talk on their mobile phones.

Optional
41
Line jumping
• Use masking tape to make a straight line on
the floor that is long enough for Ss to stand
Ahmed: It was fantastic! We stayed in Doha and went on many on in single file.
tours. • Have Ss line up in single file on the line.
Omar: Where did you go?
Ahmed: First, we visited Souq Waqif. It was fantastic! • Tell Ss that the side to their right is Yes and
the side to their left is No.
Omar: What did you see there?
Ahmed: Many things. There were spices, carpets and even a • Call out yes and show Ss that they have to
camel market. Camels are beautiful animals. jump to their right. Do it with them. Ask them
Omar: Wow! What did you do after that? to jump back onto the line. Do this a couple
Ahmed: Then we drove to Education City and visited Al Shaqab, of times with Yes and then do the same with
No.
the horse riding centre.
Omar: My uncle and aunt visited Al Shaqab last year. Did you • Explain to Ss that you are going to say
like it? sentences about the text. If they are correct,
Ahmed: Yes, I did. I learnt a lot about the horses there, and I took Ss must jump to their right. If they are wrong,
lots of pictures, look! they must jump to their left.
Omar: Wow! That horse is fantastic. • Say, Stonehenge is in London and encourage
Ahmed: It is an amazing place. Next, we visited the Museum of Ss to jump to the left side. Do a couple more
Islamic Art. It is one of the most beautiful museums. It is examples and then play the game.
right on the sea and there’s a great view of the port. • Whoever jumps to the wrong side is either
Omar: Where did you go next? out of the game or just misses a turn.
Ahmed: We went on a desert safari before we left.
Omar: Oh? What was that like?
Ahmed: It was a great adventure! The guides drove through the
sand dunes, we saw the inland sea and we had a meal at Before leaving
a Bedouin camp.
Omar: Wow! That sounds like an experience to remember, • Ask Ss to tell you one thing they remember
from the texts.
Ahmed!
• Make sure all of the Ss participate before
A. 2 B. 4 C. 1 D. 3 they leave the classroom.

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 3 ROUND-UP 3 ROUND-UP

Listening

1 Listen and tick (4) the correct picture.

How is Eric
Language focus 1
sitting?

A B C
Objectives
• to revise and consolidate
structures and vocabulary
What’s the
presented in previous lessons 2 matter with
Chloe?
A B C

Revision (Optional)
• Have Ss come up to the front of How much sugar
does William’s
the classroom and present the 3
mum add to the
posters they made (WB, Top Time! lemonade?
2, Project Work). A B C

Speaking

2 Match the problems to the advice. Then talk in pairs. Imagine you have got one of the
Lesson plan problems below. Use the prompts below to ask, answer and offer some useful advice.

Warm-up What’s wrong?

• Revise vocabulary and structures Problems Advice I have got a

presented in this module by 1. terrible toothache C ask your teacher to terrible toothache.
A
playing a round of the game help you What should I do?
Sentence Frenzy. 2. bored at home
B buy him a new one
• Divide Ss into pairs. Hand out a 3. spoke badly to You should go
to the dentist.
plain sheet of A4 paper to every S. my friend C go to the dentist

• Tell Ss that they will have five 4. earache D

tell him/her you are
minutes to write down as many sorry
5. broke my brother’s
sentences as they can using favourite toy E go to the doctor
Object Pronouns, the Imperative,
6. don’t understand the go for a walk
verbs with two objects or should/ F
maths homework
shouldn’t.
• Once the five minutes are up, 42
say, Time’s up! and make sure all
of the Ss put their pencils down.
Then tell Ss to exchange sheets • Play the recording twice and have Ss tick the correct picture.
with their partner. Explain to them
that they have to correct each • Have Ss compare their answers in pairs, then check as a class.
other’s sentences if there are any Listening transcript
mistakes. 1.
• Check Ss’ sentences by having Ss
Dad: Eric! Don’t sit like that.
read them out loud.
Eric: You’re right, Dad! But it’s difficult to remember table manners all the
• Write some of the sentences on time.
the board and ask Ss to tell you
Dad: What do you mean? There are three simple things you should remember!
when the structures presented in
Eric: I know, but look! You aren’t sitting up straight!
this Module are used.
Dad: Oh! Well, I guess you’re right. Here, I am going to sit up straight
Activity 1 L2.1 and you should get those elbows off the table, Eric. Your grandparents
are coming.
• Direct Ss’ attention to the pictures Eric: OK, Dad!
and ask them what they depict.
Then ask them to read the 2.
questions. Chloe: Ouch! Oh, no! Not again!
• Explain that they are going to Clark: Is it that bad, Chloe?
listen to three short dialogues. Chloe: Yes, it is! What should I do, Clark? Should I take some medicine?
Tell Ss that they will have to tick Clark: Medicine? No way! Did you tell Mum that it hurts?
the appropriate picture (A, B or C) Chloe: No, I didn’t. She is going to tell me that we should go to the dentist.
which answers the question given. Clark: I think you should listen to Mum.

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 Chloe: But I’m scared of the dentist!
3
Clark: Oh, come on! Mrs Roberts is very careful. You should go! Workbook
3.
Activity 1 W2.2
William: Hi, Mum! What’s this? It smells delicious!
Mum: Really? That’s good! You can have some.
William: Lemonade is my favourite drink! Eww! It tastes terrible! It’s sour! d l e a r a c h e n
Mum: Oh, William! It’s just lemon juice with some water. p z b n x o c k n a
William: That’s why it’s sour! There’s no sugar in it. How much sugar a y b r i j e h d p
should I add? s u k e s q g r n k
Mum: One spoonful of sugar is OK, I think. s d o w n l o a d i
William: It’s still sour! It needs one more. w d i g i t a l o n
Mum: Better now? o v q k t s e n q x
William: Yes! It’s great! Thanks Mum! r k v i t a m i n s
d y t e r r i b l e
1. C 2. A 3. B y u i o t r l a p m
1. earache 2. terrible 3. vitamins
Activity 2 S1.1 S2.3 L2.3 4. download 5. napkin 6. digital
7. password 8. lap
• Direct Ss’ attention to the picture of the children and ask them to read what
they are saying.
Activity 2
• Then draw Ss’ attention to the two boxes marked Problems and Advice and
ask them to read the phrases in each box. Explain to Ss that you will give 1. D 2. C 3. D 4. B 5. C 6. A
them some time to match each problem with a piece of advice.
• Once Ss have finished matching, divide Ss into pairs. Explain that SA has to Activity 3
imagine he/she has one of the problems. SB will have to ask in order to find
out what the problem is and then offer some useful advice. Then Ss change R1.1 W1.2 W2.2
roles.
open answers
• Invite a S to come to the front of the classroom to demonstrate the
(Suggested answer:
exchange. Ask, What’s the matter? or What’s wrong? and encourage the S
to choose one of the problems. Give him/her advice using the structure You I have got a problem with my
should... . stomach, so I can’t come to your
house to watch the new DVD.
• If necessary, write key phrases/expressions on the board related to the
My stomach really hurts and I
structures used in the activity to help lower-performing Ss. don’t feel well. I think I have got
• Have a few pairs of Ss come to the front of the classroom and act out the a temperature too, and I don’t
exchange. know what to do. I’m really sad!)
1. C 2. F 3. D 4. E 5. B 6. A Activity 4
open answers
L1.1 L2.1 W2.2
The activity is recorded both as a
song and as a poem.
Optional
1. headache 2. should 3. well
The Shark game 4. medicine 5. earache 6. well
• Draw a big fish with its mouth open at the foot of a staircase. The steps of
the staircase correspond to the number of letters in a particular word. Now I can
• Choose a S to come to the board, think of a word from those presented in • Ask Ss to read the phrases and
the vocabulary section of this Module and draw the corresponding number colour in the stars according to
of steps, e.g. seven steps for the word earache. what they can or can’t do and how
well they can do it.
• Then draw a man standing at the top of the staircase. Ss then have to call
• Instruct Ss to colour in only one, two
out letters. If the letter is correct, write it on the corresponding step(s). If it is or three stars each time.
not, move the man down one step and closer to the fish’s mouth. • Use the self-evaluation sheets for
• The S who guesses the word correctly before the man reaches the fish, wins your Ss to check their performance.
and is the next one to think of a word. • Ask Ss to count the stars they have
coloured in so as to find in which
category they belong.

Before leaving
• Ask Ss to form a few sentences about themselves using the structures
Note
presented in this Module. (Object Pronouns, Imperative, verbs with two • Bring a letter, a camera, and a
objects, What’s the matter?, What’s wrong?, should/shouldn’t, etc.) microphone made of card to the
• Make sure all of the Ss form sentences before they leave the classroom. next lesson.

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 4 Life in town
When students complete this module,
they will be able to:

Let’s talk
• guess, with support, the meaning of unknown words
Song from clues provided by visuals, knowledge of the topic,
• guess, with support, the meaning of unknown and other known words (R4.1)
words from clues provided by visuals,
• follow and identify, with support, the detail in longer,
knowledge of the topic, and other known simple texts (L2.1)
words (R4.1)
• follow and respond, with some support, to longer, simple
• follow and identify, with support, the detail in questions (L2.4)
longer, simple texts (L2.1)
• communicate or find out, with support, more detailed
• communicate or find out, with support, more personal information (S1.1)
detailed personal information (S1.1)
• ask about and describe, with a little support, future plans
• understand and respond, with support, to detail (S2.4)
in simple texts of two paragraphs or more
(R2.1) WB • spell, with some support, an increasing range of familiar
high frequency words accurately in guided writing
• describe, with support, people, places and (W2.2) WB
objects using suitable statements (W1.3) WB
• understand and respond, with support, to the main ideas
• spell, with some support, an increasing range in simple texts of two paragraphs or more (R1.1) WB
of familiar high frequency words accurately in
guided writing (W2.2) WB • understand and respond, with support, to detail in
simple texts of two paragraphs or more (R2.1) WB
• use, with support, capital letters, full stops and
question marks appropriately in guided writing
at discourse level (W2.3) WB

Our world
• guess, with support, the meaning of unknown
Top Stars words from clues provided by visuals, knowledge
• guess, with support, the meaning of unknown of the topic, and other known words (R4.1)
words from clues provided by visuals, knowledge • understand and respond, with support, to the
of the topic, and other known words (R4.1) main idea in simple texts of two paragraphs or
• understand and respond, with support, to detail more (R1.1)
in simple texts of two paragraphs or more (R2.1) • understand and respond, with support, to detail
• follow and identify, with support, the detail in in simple texts of two paragraphs or more (R2.1)
longer, simple texts (L2.1)
• spell, with some support, an increasing range
• communicate or find out, with support, more of familiar high frequency words accurately in
detailed personal information (S1.1) guided writing (W2.2)
• describe, with support, people, places and
• follow and identify, with support, the detail in
objects using suitable statements (S2.2) longer simple texts (L2.1)
• spell, with some support, an increasing range
of familiar high frequency words accurately in • communicate or find out, with support, more
detailed personal information (S1.1)
guided writing (W2.2) WB
• follow and identify, with support, the main ideas • describe, with support, people, places and
in longer simple texts (L1.1) WB objects using suitable statements (S2.2)
• follow and identify, independently, basic • follow and identify, with support, the main ideas
opinions in longer simple texts (L2.2) WB in longer simple texts (L1.1) WB

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 4
Cursive Writing
• write smoothly and legibly in
cursive writing in all written
work (W3.1) WB

Round-up
• follow and identify, with support, the detail in longer,
simple texts (L2.1)
• communicate or find out, with support, more detailed
Project personal information (S1.1)
• understand and respond, with support, to • ask about and describe, with a little support, future plans
detail in simple texts of two paragraphs (S2.4)
or more (R2.1) • follow and respond, with some support, to longer, simple
• spell, with some support, an increasing questions (L2.4)
range of familiar high frequency words • spell, with some support, an increasing range of familiar
accurately in guided writing (W2.2) WB high frequency words accurately in guided writing (W2.2)
• describe, with support, people, places WB
and objects using suitable statements • understand and respond, with support, to detail in simple
(W1.3) WB texts of two paragraphs or more (R2.1) WB
• communicate, with support, more detailed personal
information in a simple paragraph (W1.1) WB
• describe, with support, people, places and objects using
Reading time suitable statements (W1.3) WB
• guess, with support, the meaning of unknown • ask about and describe future plans, with some support
words from clues provided by visuals, (W1.5) WB
knowledge of the topic, and other known • use, with support, capital letters, full stops, question
words (R4.1) marks appropriately in guided writing at discourse level
• understand and respond, with support, to (W2.3) WB
detail in simple texts of two paragraphs or
more (R2.1)
• communicate or find out with support more CLIL 2
detailed personal information (S1.1) • guess, with support, the meaning of
• explain, with support, basic opinions (S1.2) unknown words from clues provided by
visuals, knowledge of the topic, and other
• follow and respond, with support, to a short
known words (R4.1)
sequence of simple, multi-step instructions
(L2.3) • understand and respond, with support, to
detail in simple texts of two paragraphs or
• spell, with some support, an increasing range
more (R2.1)
of familiar high frequency words accurately in
guided writing (W2.2) WB • spell, with some support, an increasing
range of familiar high frequency words
• understand and respond, with support, to the
accurately in guided writing (W2.2) WB
main ideas in simple texts of two paragraphs
or more (R1.1) WB • follow and identify, with support, the detail
in longer, simple texts (L2.1) WB
• describe, with support, people, places and
objects using suitable statements (W1.3) WB

Phonics
• follow and identify, with support, the
detail in longer, simple texts (L2.1)
• understand and respond, with support, to
detail in simple texts of two paragraphs or
more (R2.1) WB
• spell, with some support, an increasing
range of familiar, high frequency words
accurately in guided writing (W2.2) WB

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 4 SONG

• Tell Ss that you are going to play a guessing game. Hold the letter and say,
Language focus I go round houses and give letters. What do I do? and encourage the Ss to
guess. Write the sentence and question on the board and stick the flashcard
Objectives for postman above it.
• to talk about occupations • Repeat for the items photographer, businessman and reporter using the rest of
• to talk about obligations the realia.
Vocabulary • Use example sentences and the flashcards to present the remaining items
Nouns: university, office and phrase.
Phrase: learn a language • Have Ss open their books to p. 43 and point out the words/phrase in the
Occupations: postman, vocabulary section.
photographer, businessman, • Play the recording a few times and have Ss point to the words/phrase and
secretary, reporter repeat.
Structures • Say the words/phrase in random order and have Ss point and repeat.
I have to study hard. • Have Ss form a sentence with one of the vocabulary items presented in this
He has to go to university to lesson.
become a doctor.
Do you have to visit your cousins?
Yes, I do. / No, I don’t.
Activity 2 L2.1 The activity is
recorded both as
Does he have to buy a camera to • Direct Ss’ attention to the photos and ask them what a song and as a
become a photographer? they depict. (People thinking about what they want to poem.
Yes, he does. / No, he doesn’t. become when they grow up.)
What do I have to do to become a • Tell Ss that they are going to listen to a song/poem and complete it with the
reporter? missing word, according to what they hear.
You have to go to university.
• Play the recording and have Ss complete.
• Have Ss compare their answers in pairs, then check as a class.
• Play the recording again and encourage Ss to say the song/poem along with
the recording.

1. photographer 2. reporter 3. university

Materials 4. secretary 5. languages 6. businessman

• flashcards for postman,

photographer, businessman, LOOK!
secretary, reporter, university, • Approach a S and say, When I get home today, I have to tidy my house.
office, learn a language What do you have to do? Encourage the S to answer. Write the sentence,
question and the S’s answer on the board and underline have to in all
• a letter, a camera, and a
three.
microphone made of card
• Have Ss read the short exchange and then ask them to guess what the
underlined structure is used to express. Elicit that have to is used to talk
about or to express an obligation. Point out that has to is used in the third
person singular.
• Underline do in the question you wrote on the board and point out that
Lesson plan the question form of have to is formed using the auxiliary verb do/does.
Point out that do/does is used in the short answers of this structure. Ask,
Do you have to go to the supermarket with your mum? and encourage Ss
Warm-up to answer Yes, I do. / No, I don’t.
• Ask Ss what they would like to • Direct Ss’ attention to the Look! box and ask them to read it.
become when they grow up and • Tell Ss to refer to the Grammar Reference section at the back of the SB.
have them justify their answers. • Ask Ss to provide extra examples of the uses of have to. This will challenge
Initiate a short class discussion higher-performing Ss.
and encourage all of the Ss to • To help lower-performing Ss give them prompts to make their examples
participate. (e.g. My brother / have to / study for a test).

Activity 1 R4.1
Activity 3 S1.1
• Use the realia you brought in.
Place the letter, the camera, and • Direct Ss’ attention to the table in the activity and ask them to read it. Then
the microphone made of card on draw Ss’ attention to the children and ask them to read what they are saying.
your desk.

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 L ife in town 4 4
SONG

1
answer Yes have to get up and
change seats while Ss that answer
postman photographer businessman secretary reporter university office learn a No remain seated.
2 Listen and complete. Then say.
language
• Stand in the middle of the circle.
Ask Ss, Do you have to type fast to
LOOK! p. 71
become a secretary? Encourage
What do I have to do? I have to study hard. Ss who say Yes to stand up and
He has to go to university to
become a doctor.
change seats.
Jake wants to become a (1)
What does he have to do? Do you have to visit your cousins? • Do this a couple of times with
He has to buy a camera Yes, I do. / No, I don’t. questions such as, Do you have
And go to art school too! Does he have to buy a camera to learn a language to become a
to become a photographer?
What about you? What about you? postman? and so on.
Yes, he does. / No, he doesn’t.
Harry wants to become a (2) What do I have to do to • The third time you ask a question,
What does he have to do? become a reporter? while the Ss that answered Yes
He has to go to (3) You have to go to university. are switching seats, quickly sit in
And learn how to write well too!
one of the empty seats. The S left
What about you? What about you? standing has to take your place in
Mark wants to become a (4) the middle of the circle and ask
What does he have to do? the questions in the next round.
He has to learn lots of (5)
And type really fast too! • Make sure to remove a chair once
What about you? What about you? Ss start playing the game on their
I want to become a (6)
own.
What do I have to do?
You have to go to university
And study hard too!
Before leaving
• Explain to Ss that they have to
3 Read the table and discuss what someone has form a sentence using have to.
Do you have to learn different
to do to become a scientist or a secretary.
languages to become a scientist? • Make sure all of the Ss form a
scientist secretary sentence before they leave the
learn different languages   No, you don’t. Do you have classroom.
to learn different languages
go to university  
to become a secretary?
be good at computers  
be good at maths   Yes, you do. Workbook
take good photos  
43 Activity 1 R2.1

1. businessman, E
2. reporter, D
• Explain to Ss that, in pairs, they have to take turns asking and answering 3. learn a language, H
questions about what one has to do to become a scientist or a secretary, 4. postman, G
according to the information listed in the table. 5. office, B
• If necessary, invite a S to come to the front of the classroom to demonstrate 6. university, F
the activity. 7. photographer, C
• Divide the class into pairs and have them do the activity. Go round the 8. secretary, A
classroom monitoring the procedure and making sure Ss take turns asking
and answering. Activity 2
• Have a few pairs of Ss act out the exchange at the front of the classroom.
1. have to brush
open answers 2. has to sleep
3. Do, have to tidy
4. have to learn
5. Does, have to type
Optional 6. Do, have to do

Seat switch Activity 3

• Arrange the chairs in a circle and ask Ss to sit down. W1.3 W2.2 W2.3
• Tell Ss that you are going to ask some questions. These questions will be about
what one has to or doesn’t have to do to follow a certain professional career. open answers
• Explain to Ss that they have to answer Yes or No to these questions. Ss who

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 4 TOP STARS 4 TOP STARS

order bill mushroom pepper meatballs sauce tuna olive

Language focus 2 Read and answer. What do the children order?

1 The children are at Tony’s Pizza Place.
Objectives 2

• to talk about ordering in a

restaurant
• to talk about lack of obligation
Vocabulary
Verb: order
Noun: bill
Food: mushroom, pepper, meatballs,
sauce, tuna, olive
Structures
You don’t have to go to the Sami: This new pizza restaurant is great! Sami: How about this one? It has got cheese,
supermarket today. Look at the menu! mushrooms, peppers and olives.
Khaled: Let’s order. I’m hungry! Khaled: I don’t like mushrooms!
Jake doesn’t have to wake up early Saleh: OK! What kind of pizza should we Majed: OK! We don’t have to get
on Saturday. order? mushrooms.

3 4 Later...

Materials
• flashcards for order, bill, mushroom,
pepper, meatballs, sauce, tuna, olive
• flashcards from the previous
lesson for postman, photographer,
secretary, businessman, reporter,
university, office, learn a language Khaled: How about this one with tuna?
Saleh: Tuna? No way! Waiter:
Did you like the pizzas, kids?
Sami: Let’s get this one. It has got cheese Majed:
Yes. They were delicious!
and meatballs! Sami:
Can we have the bill, please?
Revision (Optional) Majed: I’ve got an idea! Let’s get two pizzas.
How about one with cheese, peppers
Waiter:
Well, I have some good news! You
are our 100th order. Congratulations!
and olives and one with cheese and You don’t have to pay for the pizzas.
• Invite one of the Ss to come to the meatballs? Khaled: That’s great! It’s our lucky day! Thank
front of the classroom and mime Khaled: Sounds good! you very much!
one of the occupations they were 44
presented with in the previous
lesson for the class to guess.
• Make sure all of the Ss mime at
a verb and as a noun. Write a sentence on the board with order as a noun, to
least one occupation.
illustrate.
• Using a piece of paper, hand it to the S and say, Here’s the bill. It’s QAR 15.
Lesson plan Write the sentences on the board, underline the word bill and stick the
flashcard above it.
Warm-up • Use the flashcards for mushroom, pepper, meatballs, sauce, tuna and olive to
present the food items. Stick them on the board, say the words and invite Ss to
• Ask Ss if they enjoy eating out in repeat after you.
restaurants and how often they go • Have Ss open their books to p. 44 and point out the words in the vocabulary
to restaurants. Initiate a short class section.
discussion and encourage all of the • Play the recording a few times and have Ss point to the words and repeat.
Ss to participate.
• Say the words in random order and have Ss point and repeat.
Activity 1 R4.1 • Have Ss form a sentence with one of the vocabulary items presented in this
lesson.
• Invite a S to come to your desk and
sit down. Pretend that you are the Activity 2 R2.1
waiter/waitress in a restaurant and
ask, What would you like to order? • Draw Ss’ attention to the illustrations in the presentation.
Write the question on the board, • Ask Ss to tell you what is happening. (The children are at a pizzeria and they
underline the word order and stick are trying to decide what to order. In the end, they all look very happy with
the flashcard above it. Explain to Ss something the waiter is telling them.)
that the word order can be used as • Direct Ss’ attention to the frames of the story and ask them to find and point

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 LOOK! p. 71

You don’t have to go to the supermarket today.

Top Stars 4
4
Jake doesn’t have to wake up early on Saturday.

3 Read again and write T for True or F for False.

1. T 2. F 3. F 4. F 5. T 6. F
1. Khaled is hungry.
2. Khaled doesn’t like olives. • If time permits, ask a few Ss to
3. Saleh wants the tuna pizza. read the story out loud or choose
a few Ss to act out the story.
4. Sami wants the cheese and mushroom pizza.
5. The children order two pizzas. LOOK!
6. The children have to pay for one pizza. • Say, At the weekend I don’t
have to get up early. Write the
sentence on the board and
underline the negative form of
4 Listen and circle A or B.
have to (don’t have to). Ask Ss to
1. Who tastes the pizza sauce? 2. What does Lucy have to put in the sauce? read the sentence and to tell you
when they think this structure is
A Tina A salt used. Elicit that it is used to talk
B Lucy B sugar about lack of obligation.
3. What do the children put on the 4. How long do they have to cook the pizza?
• Explain to Ss that the negative
pizza dough? form of have to is formed using
A fifteen minutes the auxiliary verb do in the
A sauce, cheese and meatballs
B fifty minutes
negative form (don’t). Point out
B sauce, cheese and peppers that in the third person singular
doesn’t is used.
• Direct Ss’ attention to the Look!
box and ask them to read the
5 Look at the school rules in the box and talk about what you have to or don’t have to do. sentence.
• Refer Ss to the dialogue and ask
• do / homework We always have to do our homework. them to underline any examples
• type / homework of have to. (e.g. We don’t have to
• be / on time Yes, but we don’t have to type our homework. get mushrooms.)
• be / polite • Tell Ss to refer to the Grammar
TOP 1 Reference section at the back of
• wear / uniform STARS
the SB.
• use / computer
• Encourage Ss to come up with
• tidy / classroom their own examples using
• study / library have to. This will challenge
• do / projects higher-performing Ss. To help
lower-performing Ss, give them
45 prompts to make their examples
(e.g. I / not / have to / tidy / room
/ today).

out the words from the vocabulary section that they see in the frames. (Frame
1: order, order, Frame 2: mushrooms, peppers, olives, mushrooms, mushrooms, Activity 4 L2.1
Frame 3: tuna, Tuna, meatballs, peppers, olives, meatballs, Frame 4: bill) • Direct Ss’ attention to the
• Play the recording and encourage Ss to shadow read (read along with the questions and ask them to read
recording) in order to find out what the children order. (They order two pizzas: them.
one with cheese, peppers and olives and one with cheese and meatballs.) • Explain that they are going
• Have Ss read the dialogue again and check comprehension. to hear two girls taking about
• Ask Ss some questions about the story. Where are the children? (They are at making a pizza. Tell Ss that they
Tony’s Pizza Place.), What does Sami want to order? (He wants to order a pizza will have to listen carefully and
with cheese, mushrooms, peppers and olives.), Does Khaled like this pizza? (No, circle A or B, according to what
he doesn’t because there are mushrooms on it.), What does Majed suggest? (He they hear.
suggests that they order two pizzas.), Did they like the pizzas? (Yes, they did.), • Play the recording twice and have
Did they pay for the pizzas? (No, they didn’t.), Why not? (Because they made Ss do the activity.
the 100th order, so the pizzas were free.), What does Khaled think about it? (He • Have Ss compare their answers in
thinks it’s their lucky day.) pairs, then check as a class.

Activity 3 R2.1 Listening transcript

• Direct Ss’ attention to the sentences and ask them to read them. Tina: Hi, Lucy! What are you doing?
• Explain to Ss that they must read the story again and write T for True or F for Lucy: I’m making a pizza. Do you
False, according to the story. want to help?
• Go round the classroom and make sure Ss have answered correctly. Tina: Sure! What do we have to do
• Have Ss compare their answers in pairs, then check as a class. now?

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 4 TOP STARS
Optional
Hot or cold
• Ask two Ss to step out of the classroom and wait outside until they are called
Lucy: Well, I’m making the sauce. back in. Alternatively, you could tell the Ss to close their eyes.
Can you taste it, please? • Explain to the rest of the class that they are all going to find a hiding place for
Tina: Sure! Hmm… it’s sour. You the flashcard of an item presented in this lesson. Tell them that it should be a
have to add more sugar. hiding place that doesn’t involve moving anything.
Lucy: OK… how about now? Do I • Once you’ve decided upon the hiding place and have hidden the flashcard
have to add anything else? there, call the two Ss back inside or ask them to open their eyes.
How about some salt?
Tina: Mmm… no. It’s delicious now!
• The Ss in the classroom then ask the pair, for example, Where’s the sauce? The
pair must look for the flashcard round the room. While they are looking, the
Lucy: Great! Now we have to roll
rest of the class helps by shouting Hot! Hot! Hot! whenever they’re close to the
out the pizza dough.
flashcard and Cold! Cold! Cold! whenever they move further away.
Tina: Ready! What do we have to
do now? • When the two Ss find the flashcard, they say the word/phrase and the rest of
the class cheers for them.
Lucy: Well, we have to add the
sauce, the cheese and the • Play this game for as long as time permits, making sure different Ss leave the
mushrooms. classroom/close their eyes each time.
Tina: Do we have to add
mushrooms? I don’t really
like mushrooms! Before leaving
Lucy: No, we don’t. What would
you like? How about olives? • Explain to Ss that they have to form a sentence using don’t have to / doesn’t
Tina: Olives? No, thank you! I don’t have to.
like olives! Let’s add some • Make sure all of the Ss form a sentence before they leave the classroom.
meatballs!
Lucy: Ha ha! Meatball pizza? That’s
funny! Sorry, but we haven’t
got any meatballs, Tina. How
Workbook
about some peppers?
Tina: Peppers are tasty! Yes, Activity 1 W2.2 Activity 3
please! L1.1 L2.1 L2.2
Lucy: OK, then! Now, we have to 1
cook it for fifteen minutes. Listening transcript
Tina: I can’t wait to try it! P 1. Ryan: This Italian restaurant is
E fantastic! It has got so many
2 P types of pasta and pizza.
1. A 2. B 3. B 4. A P 3 4 Greg: I know. I read some really
T E great reviews!
5 MU S H R OOM
Activity 5 S1.1 S2.2 N R E Ryan: So, what are we going to
D A order?
• Direct Ss’ attention to the children A
E T Greg: Hmm… I want a pizza, with
in the photo and ask them to read
what they are saying. R B I L L 6 peppers, olives and tuna.
A Ryan: Yuck! Do we really have to
• Explain to Ss that they have to 7 OL I V E
get a pizza with tuna on it?
read the prompts in the box and, L
in pairs, talk about what they have 8 S AUC E Greg: Yes! I really love tuna on
to or don’t have to do at school. pizza. You know, you don’t
have to eat pizza. You can
• If necessary, invite a S to come Activity 2 W2.2 R2.1 order some spaghetti with
to the front of the classroom
meatballs.
and demonstrate the activity.
For example, say, We have to 1. have to 4. doesn’t have to Ryan: Oh, OK, but I don’t like
be polite to teachers and other do their tidy his room spaghetti with meatballs.
students and encourage the S to homework 5. don’t have Greg: Why don’t you get spaghetti
respond and give another rule 2. doesn’t have to water the with mushrooms and olives?
from the ideas in the box. to do his plants Ryan: Let me see. OK! I am going
• Divide Ss into pairs and have them homework 6. has to water to get that.
do the activity. Higher-performing 3. have to tidy the plants Greg: Great! Let’s order! Waiter!
Ss can think about more ideas to their room
(see p. 150)
talk about with their partners.
• Have a few pairs of Ss come to the
front of the classroom and present
the exchange. Note
open answers
• If possible, bring a map of the London Underground and a bus ticket to the next
lesson.

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 OUR WORLD 4
Language focus
Objectives
• to talk about road safety and rules round town
• to talk about obligation and prohibition
Vocabulary
Verb: park Activity 2 R1.1 R2.1
Nouns: ticket, line, pavement, escalator
Phrases: cross the street, bicycle lane, bicycle rack, traffic lights • Direct Ss’ attention to the photos
and ask them what they can see.
Structures • Read the title of the text and ask
You must buy a ticket. Ss to predict what it is about. (It is
You mustn’t cross the street. about road safety and rules when
You can’t get on the underground without a ticket. moving round town.)
• Ask Ss what kind of rules they
believe people have to follow to
Materials be safe when travelling round town
using public transport. Elicit Ss'
• flashcards for cross the street, ticket, line, bicycle lane, bicycle rack, traffic answers and have them justify their
lights, pavement, escalator answers.
• flashcards from the previous lesson for order, bill, mushroom, pepper, • Explain to Ss that you will give them
meatballs, sauce, tuna, olive some time to read the text and that
• a map of the London Underground and a bus ticket they will have to match the rules
1-4 with the photos A-D.
• Allow Ss some time to read and
Revision (Optional) match.
• Play the recording and encourage
• Put the flashcards from the previous lesson (order, bill, mushroom, pepper, Ss to shadow read (read along with
meatballs, sauce, tuna, olive) in a pile on your desk. the recording) in order to justify
• Invite Ss to come to your desk, one by one, pick a flashcard and name the their answers.
item it depicts. Have higher-performing Ss write a sentence on the board • Have Ss read the text again and
with the word of the item depicted in the flashcard. check comprehension.
• Make sure all Ss have come to your desk at least once. • Ask Ss some questions about the
text. When should cyclists always
stop? (At red traffic lights.), Can you
Lesson plan ride your bike on the pavement?
(No, you can’t.), What should you
Warm-up not do on the bus? (Eat, drink or
talk loudly on your mobile phone.),
• Ask Ss to tell you any safety rules they know of that people must follow on Can you eat or drink on the bus?
a daily basis. Initiate a short class discussion and encourage all of the Ss to (No, you can’t.), Can you change
participate. lines at every station when you use
the underground? (No, you can’t.),
Activity 1 R4.1 Which means of transport do you
• Use the realia you brought in to present the words ticket and line. Hold up the need a ticket to use? (Buses and the
ticket, say the word and have Ss repeat after you. Follow the same procedure underground.)
with the London Underground map, pointing to the differently coloured lines.
• Draw a traffic light on the board and colour in the red light and ask, The traffic A. 2 B. 3 C. 4 D. 1
light is red. Can I cross the street? Write the sentences on the board, underline
the phrases traffic light and cross the street and stick the flashcards on the
board above each phrase. Then have them answer the question. Activity 3 R2.1 W2.2
• Use the flashcards to present the remaining vocabulary items. Hold up the • Direct Ss’ attention to the questions
flashcards, say each word/phrase and encourage Ss to repeat. Stick the and have them read them.
flashcards on the board so that Ss can easily refer to the new items. • Explain to Ss that they have to
• Write a sentence on the board with the word park and underline it. For example, read the text again and answer the
write: People mustn’t park their cars on the pavement. questions, according to the text.
• Ask Ss to read the sentence out loud and infer the meaning of the underlined word. • To help lower-performing Ss answer
• Have Ss open their books to pp. 46-47 and point out the words/phrases in the Wh-questions, you can give them
vocabulary section. two options to choose from (e.g.
• Play the recording a few times and have Ss point to the words/phrases and repeat. 1. a. when the light is green or
• Say the words/phrases in random order and have Ss point and repeat. b. when the light is red).
• Have Ss form a sentence with one of the vocabulary items presented in this • Have Ss compare their answers in
lesson. pairs, then check as a class.

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 4 OUR WORLD
4 OUR WORLD

1. When the lights are green. cross the street ticket line bicycle lane bicycle rack traffic lights
2. Your/A helmet.
3. In a bicycle rack. 2 Read and match the rules with the photos.

Getting round town!

4. At the bus station or from the bus driver.
5. You can’t eat or drink on a bus.
6. You should always stand on the right.
When you are out and about, you can
• If there is time, ask a few Ss to take turns to have lots of fun, but you must follow
read the text out loud. rules that keep you safe too!

LOOK! 1. ON THE STREET…

• Stand at the front of the classroom and say, You mustn’t cross the street when the
I must always turn off the classroom lights light is red. You should wait for the green
light, and then you can cross the street.
at the end of the day. Write the sentence on
the board and underline must. Have Ss read 2. BY BIKE… A
the sentence and ask them when they think
You must always wear your helmet
the verb must is used. Elicit that must is used and stop at red traffic lights.
to talk about obligations. Write a second Remember, you can’t ride your bike
sentence on the board, using the negative form on the pavement. You must use the bicycle lanes,
and you should park your bike in a bicycle rack.
of the modal verb (mustn’t) and have Ss read
it. Point out that mustn’t is used to express 3. BY BUS…
prohibition. You can’t get on without a ticket, so
B
• Write a sentence with have to next to the you must always buy one at the bus
station or from the bus driver. Also,
sentence with must, for example, My mum you can’t eat or drink on the bus, and
says I have to tidy my room before I can you shouldn’t talk loudly on your
mobile phone.
watch TV and ask Ss to compare the uses of C
must and have to. Explain to Ss that must is 4. BY UNDERGROUND…
used to show internal obligation; something You must buy a ticket at the station,
and remember that you can’t
the speaker feels obliged to do, whereas change lines at every station. When
have to is used to show obligation imposed you are on the escalators, remember
D
by rules or regulations set by others. that you should stand on the right.

• Then explain that while mustn’t expresses

46

prohibition, don’t have to expresses a lack of

necessity.
• Underline can in the sentence with have
asking his friend questions about bike safety. Tell Ss that they will
to and ask Ss to tell you what they think
can expresses in this sentence. Elicit that it have to listen carefully and complete the missing information in
grants permission. the leaflet, according to what they hear.
• Explain to Ss that can/can’t is also used to • Play the recording twice and have Ss complete the leaflet.
ask for, grant or refuse permission. • Have Ss compare their answers in pairs, then check as a class.
• Direct Ss’ attention to the Look! box and ask Listening transcript
them to read the sentences. Mike: Hi, Sean. Can I ask you some questions about bike safety?
• Refer Ss to the text and ask them to Sean: OK. What would you like to know?
underline any examples of the must and Mike: Actually, our PE teacher gave us a leaflet about bike safety
can’t. (e.g. You must follow the rules that today, and I want to see what you know.
keep you safe too!)
Sean: Ha ha! OK, then! I’m listening.
• Tell Ss to refer to the Grammar Reference
Mike: Well, we all know that we must always wear a helmet, but
section at the back of the SB.
what do we have to wear when we cycle at night?
• Encourage Ss to come up with their own
Sean: That’s easy! We have to wear bright clothes. We mustn’t wear
examples using must and can’t. This will
dark clothes. It’s dangerous when drivers can’t see you.
challenge higher-performing Ss. To help
lower-performing Ss, give them jumbled Mike: That’s right! OK, now, what distance do we have to keep from
sentences to put in the correct order to make cars?
their examples (e.g. the touch the exhibits Sean: Hmm… is it half a metre?
you mustn’t museum in) or write gapped Mike: No, it isn’t. We must keep a distance of one metre away from
sentences on the board and have them cars. Next question; what must we have on our bikes?
complete the sentences with must, mustn’t, Sean: We must have a white light at the front and a red light at the
can or can’t. back. These help drivers see us.
Mike: Very good! Now, for the last question. How do we show
drivers which way we are going to turn?
Activity 4 L2.1 W2.2 Sean: With our arms, of course!
• Direct Ss’ attention to the leaflet and ask them Mike: You are a careful cyclist!
to read it.
1. helmet 2. clothes 3. one/1 metre 4. white 5. red 6. arms
• Explain that they are going to hear a boy

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 LOOK! p. 72
Our world 4
4
park (v.)

You must buy You mustn’t You can’t get on

pavement escalator a ticket. cross the street. the underground
without a ticket.
Before leaving
3 Read again and answer the questions.
1. When can you cross the street?
• Explain to Ss that they have to form a
sentence using must, mustn’t or can’t.
2. What must you always wear when you ride your bike?
• Make sure all of the Ss form a sentence
3. Where should you park your bike? before they leave the classroom. Have
higher-performing Ss write their sentences
4. Where can you buy a bus ticket? on the board.
5. What can’t you do on a bus?

6. Which side should you stand on when you are on the underground escalators?
Workbook
Activity 1 R2.1 W2.2
Tip!
4 Listen and Before you listen, try 5 Use the ideas in the box
complete the to predict what kind of and discuss what you must,
leaflet. information is missing
(e.g. numbers, dates,
mustn’t and can’t do in the
library with a partner.
xx ee ee gg pp w
w ee ll oo nn uu dd oo qq
names, places). bb m
m cc kk oo zz xx oo vv ff ss zz xx ss
• talk on your mobile phone
• be quiet
aa tt dd ll ii gg hh tt ss m
m u u k k oo oo
Bike Safety Tips • take books home without
asking
yy
yy cc
ii
bb
ll bb
gg
ee
rr ps
ss cc
nn
aa
dd
ll
rr
aa tt oo
qq qq m m gg
rr ss
ii
• run
We must always wear a (1) . • eat and drink
ff kk oo ff pp ai rr oo gg dd uu jj rr bb
At night, we must wear bright • sleep xx ee kk ss ii vd zz ss kk cc jj gg bb rr
(2) . • return books on time oo tt ll ii nn ee ss yy nn tt jj tt ll ll
We must stop at red traffic lights.
What must we do kk pp aa rr kk m
w uu ll rr cc zz zz ff oo
We must keep (3) away in the library? uu vv nn pp hh ea bb ff ll hh nn ff qq qq
from cars.
We must
ee w
w ee oo aa nl ee ii yy gg rr aa cc kk
We must put a (4) I agree. be quiet. pp pp ss qq w
w t
k xx hh w
w w
w jj c c dd yy
And we
light at the front of our bike and a
can’t... oo yy w
w yy ss jj hh cc dd vv qq jj ee bb
(5) light at the back.
cc rr oo ss ss zz ff vv ee oo m m o o qq gg
We must use our (6) to show
drivers which way we are going to turn. 1. lights 6. ticket
47
2. rack 7. pavement
3. escalator 8. cross
4. lanes 9. park
5. lines
Activity 5 S1.1 S2.2
• Direct Ss’ attention to the children in the activity and ask them to Activity 2 R2.1 W2.2
read what they are saying.
• Explain to Ss that they will have to read the prompts in the box and, 1. mustn’t eat 4. can’t ride
in pairs, ask and answer questions about what one must, mustn’t and 2. can’t go 5. mustn’t swim
can’t do in the library. Higher-performing Ss can think of more rules 3. must wear 6. must put
to add to the box to talk about with their partners.
• Divide Ss into pairs and have them do the activity. Activity 3 L1.1 L2.1
• Have a few pairs of Ss present the exchange at the front of the
classroom. Listening transcript
open answers 1. Teacher : Now, children. Have you got
helmets?
Boy 1 : No, Mr Tally. John and I haven’t
got any.
Teacher : Where are your helmets, boys?
Optional You must have helmets to drive.
Boy 2 : Oh, no! What are we going to do
Yes or No?
now?
• Tell Ss that they are going to play a game.
Teacher : Don’t worry, boys. Luckily, I’ve
• Put a piece of masking tape across the middle of the floor or got two extra helmets. Here you
define an imaginary line dividing the room. are.
• Designate one side as Yes and the other side as No. Boys : Thank you, Mr Tally.
• Have Ss stand on the line and explain that you are going to say a Teacher : Now, before we start, have you
sentence about safety rules when you are travelling round town. got your seat belts on? You must
If it is correct, they should jump to the Yes side and chorally shout all wear your seat belts. Ready,
out, Yes. If it isn’t correct, they should jump to the No side and everyone?
chorally shout out, No.
• Ss who make a mistake should sit out one round. (see p. 150)

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 4 LET ’S TALK
4 LET ’S TALK

1
Sw
picnic square café skatepark aquarium market

LOOK! p. 72

Language focus Would you like to go to the park?

That would be nice. / I’d love to. / Sure.
I’m afraid I can’t. I have to tidy my room.
I don’t think so. I have to study.
Objectives
• to extend an invitation 2 Listen and tick () A or B.

• to accept or refuse an invitation

1 Where are Harry and Alex
going to meet on Saturday? 2 Where does Denise have to
be at two o’clock?
Vocabulary
Noun: picnic
Places: square, café, skatepark, aquarium, market
Structures
A B A B
Would you like to go to the park?
That would be nice. / I’d love to. / Sure.
I’m afraid I can’t. I have to tidy my room. / 3 Where are the boys going to
be at ten o’clock? 4 Who is going to go to the
planetarium?
I don’t think so. I have to study.

Materials A B A B

• flashcards for picnic, square, café, skatepark,

3 Talk in groups of three.
aquarium, market
Would you like to come to the aquarium with me?
• flashcards from the previous lesson for cross Student A: Invite the others to
the street, ticket, line, bicycle lane, bicycle go somewhere with
Sure. We can learn about sea animals!
you.
rack, traffic lights, pavement, escalator
Student B: Accept the invitation.
Student C: Refuse the invitation I’m afraid I
and give an excuse. can’t. I have to
Revision (Optional) help my mum.

48
• Stick the flashcards from the previous
lesson (cross the street, ticket, line, bicycle
lane, bicycle rack, traffic lights, pavement,
escalator) on the board.
• Explain to Ss that they will have to come to • Play the recording a few times and have Ss point to the words
the board, one by one, point to one of the and repeat.
flashcards and form a sentence using the • Say the words in random order and have Ss point and repeat.
word depicted and the structures they were • Have Ss form a sentence with one of the vocabulary items
presented with in the previous lesson (must/ presented in this lesson.
mustn’t and can’t).
• Make sure all Ss come to the board at least LOOK!
once. • Approach a S and say, Would you like to go to the aquarium
on Saturday? Write the question on the board and ask Ss what
they think this question expresses. Elicit that Would you like
Lesson plan to...? is used when we are inviting someone to do something
with us.
Warm-up • Have a S ask you the same question and answer by accepting
or refusing, for example, That would be nice or I’m afraid I
can’t. I have to study. Explain that we can accept or refuse
• Ask Ss where they like to hang out with their someone’s invitation politely using different expressions.
friends or where they like to go when they go out
and why. Initiate a short classroom discussion
• Direct Ss’ attention to the Look! box and read the question
and the expressions used to accept or refuse invitations.
and encourage all of the Ss to participate.
• Tell Ss to refer to the Grammar Reference section at the back
of the SB.
Activity 1 R4.1 • Encourage Ss to come up with their own examples using the
• Say, This weekend I’m going to have a picnic functions for inviting, and accepting and refusing invitations.
with my friends. Write the sentence on the This will challenge higher-performing Ss. To help lower-
board, underline the word picnic and stick the performing Ss, give them prompts to make their examples (e.g.
flashcard above it. would like / play / computer game?).
• Repeat for the rest of the words using example
sentences and the flashcards. Activity 2 L2.1 L2.4
• Have Ss open their books to p. 48 and point out • Direct Ss’ attention to the illustrations and ask them what they
the words in the vocabulary section. depict.

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 4
• Draw Ss’ attention to the questions and ask them to read them.
• Explain that they are going to hear four short dialogues. Tell Ss that they
have to listen carefully and tick the correct answer, A or B, according to what
they hear.
• Play the recording twice and have Ss do the activity. Before leaving
• Have Ss compare their answers in pairs, then check as a class.
• Divide the class into pairs and
Listening transcript have them stand in two lines.
1. Harry: Hi, Alex! My cousins and I are going to have a picnic on Saturday. • Explain to Ss that each pair will
have to take turns inviting each
Would you like to come?
other to do something or go
Alex: I’m afraid I can’t, Harry. I have to study for the maths test on somewhere and accepting or
Saturday. refusing the invitation, accordingly.
Harry: Oh, yes! I forgot all about it. I have to study too. Would you like to
study together at the library?
• Make sure all of the Ss participate
before they leave the classroom.
Alex: Sure! Let’s meet there at one o’clock.
2. Melina: Hi, Denise! I’m going to meet my aunt at the new café at the

Denise:
square. Would you like to come?
Oh! That would be nice. What time are you going to meet?
Workbook
Melina: At around two o’clock.
Denise: I have to go to the dentist’s at two, so I’m afraid I can’t.
Activity 1 W2.2
Melina: That’s too bad. 1. skatepark - C
3. Leo: Hi, Jake! I’m going to the aquarium tomorrow. Would you like to 2. aquarium - E
come? 3. picnic - D
Jake: I‘m afraid I can’t, Leo. I’m going to take part in a competition at the 4. squares, cafés - B
skatepark tomorrow. Would you like to come? 5. market - A
Leo: I’d love to! What time?
Jake: It starts at ten o’clock.
Leo: OK. See you at ten!
Activity 2 R1.1 R2.1
4. Dad: Jason! Your brother and I are going to the planetarium. Would you 1. A. 3, B. 1, C. 2, D. 4
like to come with us? 2. A. 1, B. 3, C. 4, D. 2
Jason: I’d love to, Dad! But, I’m afraid I can’t. I have to finish my homework.
Dad: Tell you what, finish your homework and we can go to the Activity 3 L2.1
planetarium in about an hour.
Jason: OK! Thanks, Dad! Listening transcript
1. Ken: Hi, Gary.
1. B 2. A 3. A 4. B Gary: Oh, hello, Ken. How are you?
Ken: I’m great. I’m going to meet
some friends at the square.
Activity 3 S1.1 S2.4 L2.4 Would you like to come?
Gary: Oh, that sounds great! Sure!
• Direct Ss’ attention to the children and ask them to read what they are saying.
There’s a great café there.
• Explain to Ss that, in groups of three, SA will have to invite the others to go They have got the most
somewhere or to do something while SB will have to politely accept and SC amazing hot chocolate! Are
will have to politely refuse the invitation using suitable expressions. Then Ss you going to go there?
will change roles.
Ken: No, we aren’t. We’re going
• If necessary, write some key phrases/expressions on the board related to the to hang out and look at the
vocabulary of the lesson to help lower-performing Ss. shop windows.
• Divide Ss into groups of three and have them do the activity. Gary: OK, cool! Let’s go!
• While Ss are doing the activity, go round the classroom monitoring the
procedure and making sure Ss are changing roles at the end of each exchange. 2. Jake: I’m hungry!
• Have a few groups of Ss present the exchange at the front of the classroom. Mum: Me too, Jake! Let’s cook
something.
open answers Jake: OK. Let’s see what we have
got in the fridge.
Mum: Hmm… we’ve got tomatoes,
eggs, cheese. We can make
a salad.
Optional Jake: I’d like some fish. Have we
Where am I? got any?
• Divide Ss into two teams. Mum: No, we haven’t.
• Invite a S from each team to the front of the classroom and, in turns, have Jake: Can we go to the fish market
them mime something they can do in one of the places they were presented to get some?
with in the vocabulary section. Mum: Yes, let’s go! Let’s get some
• The rest of the Ss in their team will take turns guessing which place the S is at. fruit from the market too!
• The team with the most points by the end of the game wins. (see p. 150)

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 4 PROJECT

• Ask Ss some questions about the leaflet and email. Which place did
Tom ask for information about? (Westville Swimming Pool.), How old
do you have to be to use the swimming pool? (You have to be over ten
years old.), Is that a problem for the boys? (No, it isn’t because they are
Language focus twelve years old.), Is there an entrance fee? (No, there isn’t.), What do
you have to do before you use the swimming pool? (You have to have a
Objectives shower.), What do you have to bring with you? (You have to bring your
• to read an email containing own towel.), What mustn’t you do? (You mustn’t run near the swimming
information from a leaflet pool.), Can Tom’s brother swim? (No, he can’t.), What can Tom’s brother
• to write an email containing do at Westville Swimming Pool? (He can learn how to swim.)
information from a leaflet • Draw Ss’ attention to the boxes around the email and read them out
• to revise and consolidate structures loud. Point out to Ss that they should follow these guidelines to help
and vocabulary presented in previous them organise their writing.
lessons • If time permits, choose a few Ss to read the information leaflet and email
• to learn how to use the adverb also out loud.
• to learn how to use the adverb too
Writing tip
• Direct Ss’ attention to the Writing tip box and ask them to read it.
• Read the tip out loud. Ask Ss to follow along in their books as you
Revision (Optional) read.
• Read the Writing tip again and write a couple of sentences on the
• Divide Ss into different pairs from the board, e.g. I have got a blue jacket. I have also got a red one. I have
ones they were in during the previous got a yellow one too. Underline also and too and explain that we
lesson. use also and too when we want to add information to something we
• Explain to them that, in turns, they will have already said. Point out that also usually goes before the main
have to invite each other somewhere verb and after the auxiliary verb to be, whereas too usually goes at
or to do something and accept or the end of the sentence.
refuse the invitation. • Refer Ss to the email an ask them to find and circle examples of also
• Have a few pairs of Ss act out the and too. (... and you must also bring your own towel., So, your brother
exchange at the front of the classroom. can come too.)
• Write the following sentences/questions and prompts on the board:
1. Can you buy some milk? (buy / flour)
2. I have got a pet rabbit. (I / pet cat)
Lesson plan 3. Should we clean the park? (we / plant / trees)
4. Students must listen to their teacher. (students / do / homework)
Warm-up • Ask Ss to read through them and tell them to write new sentences/
questions using the prompts in brackets and also and too.
• Ask Ss if they have got a hobby and
• Check Ss’ answers as a class and make sure they have placed also
if there are certain rules they have and too in the correct place in the sentences/questions.
to follow when they are doing it or
1. Can you also buy some flour? / Can you buy some flour too?
when they are at the place where
2. I have also got a pet cat. / I have got a pet cat too.
they practise it. Initiate a short class
discussion, and encourage all of the 3. Should we also plant some trees? / Should we plant some trees
Ss to participate. too?
4. Students must also always do their homework. / Students must
Activity 1 R2.1 always do their homework too.
• Invite Ss to the board and ask them to write their own examples
• Have Ss open their books to p. 49. following the instructions in the Writing tip.
• Direct Ss’ attention to the leaflet and
to the email. Explain to Ss that they
are going to read the leaflet and the
email and talk about how they can
write an email giving information of
Optional
their own. Hot potato
• Play the recording and encourage Ss • Have Ss stand in a circle, make a paper ball from scrunched-up paper
to shadow read (read along with the and hold it saying, You must have a shower before you use the pool and
recording) in order to find out why then pass the ball to another S.
Fred is writing to Tom. (To give him
information about the swimming pool
• Explain to Ss that they have to pass the ball to each other until you say,
Stop. When you do, the S who is holding the ball has to say his/her own
they are both interested in going to.) sentence using must/mustn’t.
• Have Ss read the leaflet and email
• Play until all of the Ss have had a turn.
again and check comprehension.

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 PROJECT 4 4
1 Below are a leaflet and an email. Why is Fred writing to Tom?
Read and answer.
Start your email with:
Westville Hi!, Hello! or Dear…
Swimming Pool
Use set phrases:
How are you? How’s life? Activity 2 W2.2
I hope you are fine., I’m
Font Size Colour B I U writing to give you some
Use the 1. must bring your soap too
Dear Tom, information about…
leaflet to
give all the Thanks for your last email. How’s must also bring your soap
necessary life?
You wanted to know about Westville
information. Swimming 2. have some chocolate
Pool. I’m writing to give you some
information pancakes too
You must be over 10 years old about it.
to use the swimming pool. First of all, you must be over ten year also have some chocolate
s old to use
You don’t have to pay an the swimming pool. We are twelv
e, so it’s fine! pancakes
entrance fee. You have to have a shower before
swimming pool, and you must also
you use the 3. must do your homework
You have to have bring your own
a shower before towel. Now, here’s what’s really cool! too
You don’t
you use the have to pay an entrance fee. It’s free must also do your
for everyone!
swimming pool. But don’t forget, you mustn’t run
swimming pool! Finally, you don’t
near the homework
You must bring your have to know
own towel. how to swim. So, your brother can
come too. They 4. wants to go to the
can teach him how to swim! That skatepark too
You mustn’t run near the ’s perfect, right?
swimming pool. Write soon and tell me what you
think! also wants to go to the
You don’t have to know how Bye for now, skatepark
to swim. We can teach you. Fred
Finish your email with: Bye for now, See you soon, Write back
soon, Best wishes or Love, and write your name underneath. Activity 3 W1.3 W2.2
Writing tip
• Use also and too when you want to add something else to what you have already said. • Ask Ss to go to the WB p. 76 and
Also usually goes before the main verb and after verbs like can, should, have to and must. complete the writing plan before
e.g. I like swimming in the sea. I also like swimming in a pool. they start the writing task.
You can see wild animals at the zoo. You can also see insects.
• Draw Ss’ attention to the page
It can also be used at the beginning of a sentence but must be followed by a comma. provided in the WB for the
e.g. You can see wild animals at the zoo. Also, you can see insects. writing task.
Too usually goes at the end of a sentence.
e.g. I play basketball. I play tennis too.
• Instruct them to refer to the
format of the writing task as
Both too and also are used in positive statements and questions.
well as to the guidance given in
e.g. Can you come to the zoo too?
the SB. You can also display Ss’
- I’m going to make a cake.
Projects in the classroom.
- Are you also going to make an apple pie?

49 open answers

Before leaving Note

• Explain to Ss that they will have to form sentences using also or too. • As preparation for the next
• Make sure all of the Ss form a sentence before they leave the classroom. lesson, photocopy the story (SB,
pp. 50-51), making one copy
for every four Ss. Before you
photocopy the story, cover the
narration boxes and the numbers
Workbook in each illustration. Then cut out
the illustrations and photocopy
Activity 1 R2.1 the narration boxes of the story
(one copy for every four Ss) and
cut them out as well.
1. Archaeological Museum 6. take photos
2. QR 15 7. museum
• Bring the copies to the next
lesson.
3. trainers 8. parents
4. food 9. school
5. camera

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 4 READING
TIME
4 READING TIME

2 Read and answer. What does the class do with the vegetables?

A SPECIAL MEAL
1
Language focus seed
One day, Mr Jones told his class
how important vegetables are.
green bean
‘We must eat vegetables every
Objectives day because they have got
many vitamins which help us
• to listen and read for pleasure stay healthy,’ said Mr Jones. He
• to revise and consolidate vocabulary and showed them a small bag of seeds
structures presented in previous lessons grow
and said, ‘Today we are going to
plant our own vegetables.’ The
Vocabulary children were excited.
Verbs: grow, plant
Nouns: seed, green bean, soil
soil

Materials 2
There was a tall tree in the school playground with soil
all around it. They stood under the tree. ‘This is going
• flashcards for seed, green bean, grow, soil, to be our small vegetable garden,’ said Mr Jones. He
plant gave all the children some seeds and showed them
• the photocopies of the story and the plant
how to plant them. First, they planted the seeds, then
they watered them. ‘Now, we wait!’ he said.
narration boxes that you have prepared (see
Note in the previous lesson)

Revision (Optional)
• Have Ss come up to the front of the classroom
and present the emails they wrote (WB,
Project, Activity 3) in the previous lesson.

50
Lesson plan
Warm-up
Activity 2 R2.1
• Ask Ss if they have ever planted vegetables seeds
and have them describe the procedure and say Before reading
if they enjoyed it. Initiate a short class discussion, • Direct Ss’ attention to the title of the story and the illustrations
and encourage all of the Ss to participate. and ask them to predict what the story is about.
Activity 1 R4.1 • Elicit answers, but do not correct Ss at this stage.
• Ask Ss whether the text is factual or fictional. (It’s a fictional text.)
• Stick the flashcards for the lesson on the board
• Ask Ss to go through the story and find the names of the main
and name the items one by one. Encourage Ss to
characters (Mr Jones, Derek, Mr White).
repeat after you.
• Ask Ss if they can guess which natural process • Point to each illustration and invite Ss to describe what is
happening and how the story is going to end.
these flashcards depict (growing vegetables).
Initiate a short discussion and encourage all • Elicit answers, but do not correct Ss at this stage.
Ss to participate.
While reading
• Alternatively, you can draw someone planting
something that looks like a seed. Make the • Play the recording and encourage Ss to shadow read (read along
person look happy and say, He/She wants with the recording) in order to find out what the class did with the
to grow green beans. He/She is planting vegetables. (They took them to the local soup kitchen and cooked
a seed in the soil. Write the sentences on a meal for hungry people.)
the board, underline the words grow, green • Direct Ss’ attention to the frames of the story and ask them to
beans, planting, seed and soil and stick the find and circle the words from the vocabulary section that appear
corresponding flashcard above each word. in the story. (Frame 1: seeds, plant, Frame 2: soil, seeds, plant,
• Have Ss open their books to p. 50 and point planted, seeds, Frame 3: green beans, Frame 4: grew)
out the words in the vocabulary section. • Have Ss read the story again and check comprehension.
• Play the recording a few times and have Ss • Talk about what happens in each frame.
point to the words and repeat. Frame 1: Mr Jones explains the importance of vegetables. He
• Say the words in random order and have Ss brings some seeds to class and tells his students they are going
point and repeat. to plant them. The children are very excited.

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 Reading Time 4
4
3
Mr Jones and his class took care of the
vegetable garden. They watered the plants
every day and, a few months later, they had
carrots, onions, tomatoes and green beans.
‘Any idea what we can do with the vegetables?’
Mr Jones asked. ‘I know! Let’s take them to
the soup kitchen in town! They can use them
to cook a meal for hungry people who are in
need!’ said Derek. Everyone liked his idea.
4
Background note
Mr Jones and his class took the A soup kitchen is a place where meals are
vegetables to the soup kitchen offered to hungry people for free or at a
in town. ‘Would you like to
help us cook today?’ asked Mr very low price. They are usually located
White. ‘We’d love to!’ answered in neighbourhoods where people of low
the students happily. ‘Today
many hungry people are going
or no income live. The people that work
to eat a hot meal made with there are all volunteers. Soup kitchens
the fresh vegetables you grew. function thanks to the donations of other
Thank you!’ said Mr White. It
was a great day. people.

3 Read again and circle A, B, C or D.

1. The children in Mr Jones’ class were about planting vegetables.
Activity 3 R2.1
A excited B healthy C in need D important
• Direct Ss’ attention to the sentences and
2. Mr Jones planted the vegetables . ask them to read them.
A at home B on a farm C next to a tree D in the school playground • Explain to Ss that they have to read
3. The children the soil after they planted the seeds.
the story again and circle A, B, C or D,
A took care of B watered C grew D saw
according to the story.

4. thought Derek’s idea was a good one.

• To help lower-performing Ss, you can
eliminate one or two incorrect options.
A Mr Jones B No one C Everyone D Mr White
• Have Ss compare their answers in pairs,
then check as a class.
Let’s Why did Derek suggest taking the vegetables to the
soup kitchen? Do you like his idea? Would you do the same? 1. A 2. D 3. B 4. C
chat Is it important to help people in need? Why? What are some
other ways we can help people in need?

51
• If time permits, have a few Ss take turns
reading the text out loud.

Post-reading
Frame 2: Mr Jones and the children plant the seeds and then water
them.
Let’s chat
Frame 3: The children take care of the garden and a few months S1.1 S1.2 L2.3
later they have got carrots, onions, tomatoes and green beans. Mr
Jones asks his class what they can do with the produce and Derek
suggests taking it to the local soup kitchen.
Frame 4: Mr Jones and the children have taken the vegetables to
Mr White, who works at the soup kitchen. He invites the children to
cook with him and thanks them for their contribution.
• Ask Ss some questions about the story.
Frame 1: What did Mr Jones talk to the children about? (He talked
to them about the importance of vegetables.), What did he bring
to class? (He brought some seeds.), Why? (Because he and his class
were going to plant their own vegetables.)
Frame 2: Where did they make their vegetable garden? (Under a
tree in the school playground that had soil all around it.), What did
they do after they planted the seeds? (They watered the soil and
waited.)
Frame 3: Did Mr Jones and the children take care of the garden?
(Yes, they did.), What happened after a few months? (Mr Jones and
his class had carrots, onions, tomatoes and green beans.), Did the
rest of the children like Derek’s idea? (Yes, they did.)
Frame 4: Who did the children meet at the soup kitchen? (They met
Mr White.), Did they help Mr White cook? (Yes, they did.), Was Mr
White happy with the children’s help? (Yes, he was.)

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 4 READING
4 PHONICS

TIME
1 Listen and say.

/  /
June
Optional ruler

Story line / /

• Divide Ss into groups of four.
computer
• Give each group a copy of the scuba
ba
museum
story and the narration boxes you diving
have already prepared.
• Ask Ss to close their books.
• Instruct Ss to put the illustrations uniform
niform
in the correct order and then
match each narration box to the
correct frame.
• The team that puts the story in the 2 Listen and say. Then circle the  sounds and underline the sounds.
correct order first wins.

In summer and
in autumn
In summer, like in June
I always go to the beach.
I go scuba diving and see
Before leaving different coloured fish.

In autumn, school starts.

• Have Ss choose a character from I always wear my uniform.
the story on pp. 50-51 and act I use pencils, rulers and computers,
and go to museums on school trips.
out the story at the front of the
classroom.
52

Workbook PHONICS
Activity 1 R2.1 W2.2

1. plant
Language focus
2. soil
3. green beans
Objectives Vocabulary
4. seeds
• to practise the ruler, June, scuba diving,
pronunciation of u , computer, museum, uniform
5. grow 
Phonics
• to say a phonics
u //, u //
Activity 2 chant/poem

R1.1 R2.1 W2.2

A. vegetables, 1 Materials
B. soup kitchen, 3
C. Would you like, 4 • flashcards of ruler, June, scuba diving, computer, museum,
uniform
D. vegetable garden, 2
• phonics cards of scuba diving, uniform (TB pages 141-142 one
set per S)
Activity 3 W2.2

open answers Revision (Optional)

(Suggested answer • Ask Ss to tell you what they remember about the story in the
‘A Great Idea') previous lesson. Encourage them to explain what Mr Jones and
his class did.

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 • Have higher-performing Ss write what they remember. To help lower-
performing Ss give them prompts to help them write what they remember
4
(e.g. Mr Jones / tell / class / vegetables / be / important) or write sentences
about the events in the story and have them number the sentences
according to their order of occurrence.
• Make sure that the side with the
picture is face-down and the side
Lesson plan with the word is face-up.
• When everybody is ready, point to
Warm-up a flashcard e.g. ruler. The players
facing you have to show you
• Write the letter u on the board. Draw two lines below it and below each line, the correct phonics card (scuba
write the two sounds this letter makes (/ and /). Underneath each diving).
sound, stick the flashcards with the words that contain each sound. • Then instead of whispering the
• Point to u and say / a couple of times, encouraging Ss to repeat after you. word down the line, they pass the
Then point to the flashcard (ruler) and say it out loud, having Ss repeat after word, e.g. ruler by writing it with
you. their index fingers on the back of
• Repeat the same procedure with the other sound (). the person in front of them until
it reaches the last S in line.
Activity 1 • The last player on each team has
• Play the recording and have Ss listen and point the first time. to touch the flashcard of ruler
• Play the recording again and have Ss listen, point and repeat. and say the word (ruler). If he/she
Listening transcript does this correctly, the team gets
// ruler, June, scuba diving a point.
// computer, museum, uniform • Repeat until all players have
come to the front of the line. The
• Encourage Ss to tell you more words with the sounds presented in this lesson. team with the most points wins.
Activity 2 L2.1 The activity is
recorded both
• Direct Ss’ attention to the illustrations. Ask Ss what they can
as a chant and
•
see. (Someone scuba diving and some students.)
Ask Ss, What does the scuba diver see? (He sees fish
as a poem. Workbook
in different colours.) What are the children wearing? (They are wearing
school uniforms.) Where are the children? (They are at a museum with their Activity 1 L2.1
teacher.) What are the children carrying? (They are carrying their school
bags.) Listening transcript
1. scuba diving 2. computer
• Explain to Ss that they are going to listen to a chant/poem and that they will
3. uniform 4. museum
have to circle the / sounds and underline the / sounds.
5. ruler 6. June
• Play the chant/poem In summer and in autumn and have Ss listen and
follow along in their books.
: scuda diving, ruler, June
• Play the chant/poem again, pausing after each line for Ss to circle the /
: computer, uniform,
sounds and underline the / sounds.
museum
• Then play the chant/poem once more and encourage Ss to say the chant/
poem.
Activity 2 R2.1
circled: June, scuba diving, rulers
underlined: uniform, use, computers, museums 1. uniform 4. computer
2. ruler 5. museum
3. scuba diving
TPR Activity
Activity 3 W2.2
• Photocopy and give Ss the phonics cards for scuba diving and uniform.
• Explain to Ss that they have to say the chant/poem and raise the appropriate s r a k j c q l o a k h
phonics card when they hear the word the containing / sound and the c s g j x o p a t n o j
appropriate phonics card when they hear the word containing the  sound. u x c b z m r q a s e h
b b i l s p u n i y d w
a q u w j u n c c p a l
d j x j u t i n z a q u
Optional i w w u d e f g v r p f
v b d n e r o i s v o z
Written whispers i e l e n s r d q a h r
• Stick the flashcards of ruler, June, scuba diving, computer, museum, uniform n o h n t j m r u l e r
on the board. g m u s e u m p x g m z
• Divide Ss into two teams. The teams stand in lines with their backs turned to a x o z z s o b g u u t
you and the board, except for the first player on each team, who should be
: computer, museum,
facing you and the board.
uniform
• Give the first S standing in each line the phonics cards of scuba diving and
: scuba diving, ruler, June
uniform.

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 CLIL 2 Modules • Write sentences on the board with the words/phrase surface, natural
disaster, damage and destroy and underline them. For example, write:
3-4 Water covers 70% of the Earth’s surface.
Natural disasters like earthquakes are very scary.
The fire caused a lot of damage to the houses in my street.
Floods can destroy villages.
• Ask Ss to read the sentences out loud and infer the meaning of the underlined
Language focus words/phrase.
• Have Ss open their books to p. 53 and point out the words/phrase in the
vocabulary section.
Objectives
• to provide Ss with cross-curricular • Play the recording a few times and have Ss point to the words/phrase and
information on science and repeat.
social studies • Say the words/phrase in random order and have Ss point and repeat.
• to talk about natural disasters
Activity 2 R2.1
Vocabulary • Direct Ss’ attention to the text and ask them to read the title.
Verb: destroy
Nouns: earthquake, tsunami, flood,
• Ask Ss to predict what the text is about. (It’s about natural disasters.)
wave, coast, lift, surface, damage • Play the recording and encourage Ss to shadow read (read along with the
recording) in order to find out what causes tsunamis. (Earthquakes that
Phrase: natural disaster
happen underwater cause very large waves called tsunamis.)
• Have Ss read the text again and check comprehension.
• Ask Ss some questions about the text. When do earthquakes happen? (They
happen when the rocks or tectonic plates under the surface of the Earth hit
Materials each other.), What kind of damage do they cause? (Sometimes buildings and
houses fall and even fires start.), How fast do tsunami waves travel? (They
• flashcards for earthquake, travel towards land at about 720 km per hour.), How tall are they? (They can
tsunami, flood, wave, coast, lift be up to 30 m high.), What should we do when experiencing an earthquake?
(We have to move away from windows and get under a desk or table.), What
should we do in the case of a tsunami warning? (Move to high ground and stay
away from areas that are near water.)
Revision (Optional)
Activity 3 R2.1
• Revise the phonics sounds from
the previous lesson by handing • Direct Ss’ attention to the sentences and ask them to read them.
out the phonics cards and having • Explain to Ss that they will have to read the text again and write T for True or
Ss do the TPR activity from the F for False, according to the text.
Phonics lesson. • Have Ss compare their answers in pairs, then check as a class.

1. F 2. T 3. T 4. F 5. T
Lesson plan • Choose a few Ss to read the text aloud for the class.

Warm-up
• Ask Ss if they have ever
experienced a natural disaster Optional
and if not, ask them how they
think they would react if they did. Yes or No?
Initiate a short class discussion, • Tell Ss that they are going to play a game.
and encourage all of the Ss to
participate. • Put a piece of masking tape across the middle of the floor or define an
imaginary line dividing the room.
Activity 1 R4.1 • Designate one side as Yes and the other side as No.
• Stick the flashcards for • Have Ss stand on the line and explain that you are going to say a sentence
earthquake, tsunami and flood on about earthquakes or tsunamis, according to what they learnt in the text. If
the board and name them one by it is correct, they should jump to the Yes side and chorally shout out, Yes. If it
one. Encourage Ss to repeat after isn’t correct, they should jump to the No side and chorally shout out, No.
you. • Ss who make a mistake should sit out one round.
• Then say, When I go down to the
coast, I like watching the waves.
and I don’t like taking the lift,
so I always use the stairs. Write Before leaving
the sentences on the board,
underline the words coast, waves • Ask Ss to tell you one thing they remember from the text.
and lift and stick the flashcards • Make sure all of the Ss tell you something about the text before they leave
above each word. the classroom.

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 Science Social Studies CLIL 2 Modules 3-4

Activity 2B L2.1
surface
1 natural disaster Listening transcript
damage
destroy Segment 2
earthquake tsunami flood wave coast lift
Mr Smith: The day before, there was a
2 Read and answer. What causes tsunamis? smaller earthquake. Many people left
their homes that day because they were
NATURAL DISASTERS scared. That was a good thing, because
The world is a beautiful place, but sometimes natural disasters happen. Let’s take a look
at two – earthquakes and tsunamis – and learn what we should do when the next day, when the big earthquake
we experience them. hit, there weren’t a lot of people in the
buildings. The big earthquake caused
Earthquakes a tsunami too. The tsunami reached
Earthquakes happen when Be prepared! beaches in California, Hawaii, Japan and
the rocks, or tectonic
plates, under the surface
Don’t panic! the Philippines and caused many floods.
of the earth hit each other. Earthquake In 2015, there was a big earthquake in
Earthquakes usually last • You must move away from
for less than one minute, windows. Nepal. This earthquake happened fifteen
but they can cause a lot • You must drop to your kilometres below the surface of the
of damage. Buildings knees and get under a desk
and houses fall, and fires or table. earth, and there was a lot of damage.
sometimes start. • After the earthquake, you A lot of buildings fell and many people
mustn’t use the lift. Use the
Tsunamis stairs. died. It was a sad time for the people of
Nepal.
When earthquakes happen Tsunami
underwater, they can cause • When you hear a warning,
very large waves. The waves you must leave the area. 1. F 2. T 3. F 4. T
travel towards land at about • You must move to high
720 km per hour and can be ground.
up to 30 m high. When they • You must stay away from
hit land, they cause floods areas that are near water. Did you know?
and sometimes completely
destroy seaside cities. • The Richter scale is used to measure
earthquakes. Most earthquakes measure
less than 3 on the Richter scale. These
3 Read again and write T for True or F for False. earthquakes are rarely felt by people.
1. Earthquakes usually last for more 4. You should use the lift Earthquakes that measure 3-5 can be felt
than one minute. after an earthquake.
2. Earthquakes can sometimes cause tsunamis. 5. You mustn’t stay near
by people and cause damage to houses.
3. You mustn’t stand near a window the coast when a Earthquakes that measure 6-8 are very
when an earthquake happens. tsunami happens. serious. They can cause buildings to fall.
The worst earthquakes are those that
53 measure 9-10. They can destroy whole
cities.
• You can ask Ss to look up the Richter scale
on the Internet for extra information.

Workbook
Project work W1.3
Activity 1 W2.2 • Ask Ss to use the Internet to find
information about natural disasters.
1. surface 2. coast 3. damage 4. destroy 5. waves 6. flood Instruct them to select information that
they think is interesting/important and use
7. earthquakes/tsunamis, tsunamis/earthquakes 8. lift
it to make a poster.
• Explain to Ss that their poster must have a
Activity 2A L2.1 heading, as well as pictures (drawings or
photos), with brief sentences underneath
Listening transcript describing what can be seen in the
Segment 1 pictures.
Mr Talbot: Mr Smith is here today to talk to us about a type of • Teachers should recommend safe
natural disaster – earthquakes. Welcome, Mr Smith! websites.
Mr Smith: Thank you! It’s nice to be here! More than 8,000 • Ss bring projects to class and present
their posters to their classmates. Their
earthquakes happen every day, some are small and some
classmates can ask questions to find out
are big. Scientists never know when or where they are more about the specific project so as to
going to happen. Countries with a lot of earthquakes promote communication by encouraging
include the USA, Peru, Japan and many more. The biggest learners to express themselves, exchange
earthquake happened in 1960 in the Pacific Ocean near ideas with each other and present their
Valdivia, a city on the coast of Chile. Almost all of the work.
buildings in Valdivia fell, so a lot of people lost their • Projects can also be done in pairs or
homes. groups so as to promote cooperation
among learners by providing opportunities
B for learners to work together.

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 4 ROUND-UP 4 ROUND-UP

Listening

1 Listen and tick (4) the correct picture.

Language focus 1
Who is Evan 8 x 2 = 16
talking to?
Objectives A B C
• to revise and consolidate
structures and vocabulary
presented in previous lessons
2 What are the
girls doing?

A B C
Revision (Optional)
• Have Ss come up to the front of Where should
the classroom and present the 3 the boy park his
posters they made (WB, CLIL 2, bike?
Project Work). A B C

Speaking

Lesson plan 2 Work in pairs:

Student A:
A Invite your friend: B Accept or refuse:
• to the aquarium • That would be nice.
Warm-up You want to invite
your friend out. • to a picnic in the park • I’d love to. / Sure.
Choose a situation • to the skatepark with • I’m afraid I can’t. I have to…
• Stick some of the flashcards from box A and two other friends • I don’t think so. I have to…
from the previous lessons of invite your friend. • to go cycling in the park
this Module on the board (4-5 Student B:
flashcards each time). Tell Ss to Accept or refuse Would you like to visit the
the invitation. Use I’m afraid I can’t. I have to
memorise them. the phrases from
aquarium this afternoon?
go to the library and study.
• Ask Ss to close their eyes and box B.
hide one of the flashcards. When Would you like to go tomorrow?
Ss open their eyes, they must
try to remember which one is I’d love to! Let’s meet at
missing. the aquarium at five o’clock.
• Alternatively, Ss can memorise
the order. When they close their
eyes, change the order. Ss must 54
try to remember what order the
flashcards were originally in.
• Make sure you use different
flashcards each time.
• To make the activity more Listening transcript
competitive, you could divide Ss 1.
into two teams and have them
take turns answering to win Man: Good morning. This is Mr Browning’s office. How can I help you?
points. Evan: Good morning. Can I speak to Mr Browning, please?
Man: I’m afraid he isn’t here at the moment. He’s on a school trip with his
Activity 1 L2.1 class. Would you like to leave a message?
• Direct Ss’ attention to the Evan: Yes, please. My name is Evan Jones. Can you please tell him that I
pictures and ask them what they finished writing the story for the school paper?
depict. Then ask them to read the
questions. Man: I’d be glad to!
• Explain that they will hear three Evan: Thank you! Goodbye!
short dialogues. Tell Ss that they 2.
will have to listen carefully and
Diane: OK. That’s the sauce and the cheese. What else do we need?
tick the appropriate picture (A, B
or C) which answers the question Tracy: Mushrooms and green peppers.
given. Diane: I don’t like mushrooms. Do we have to add them?
• Play the recording twice and Tracy: I don’t think so. But what else should we add?
have Ss tick the correct picture.
Diane: How about some olives? Mum loves olives!
• Have Ss compare their answers in
pairs, then check as a class. Tracy: OK. Olives it is!

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 3.
4
Man: I’m sorry, young man, but you mustn’t park your bike on the
pavement like that.
Boy: Oh? Why not?
Man: Because it’s dangerous. Pavements are for people to walk on.
Boy: OK. Sorry! The bicycle lane is here and I thought I could park it Workbook
anywhere.
Man: I understand. Look! Can you see the bicycle racks? You can park
your bike over there.
Activity 1
Boy: I see. OK. Thank you!
1. secretary 4. rack
Man: No problem!
2. bill 5. grows
3. escalator 6. aquarium
1. B 2. C 3. C

Activity 2 W2.2
Activity 2 S1.1 S2.4 L2.4
• Direct Ss’ attention to the picture of the children and ask them to Food: sauce, mushroom, olive,
read what they are saying. meatballs, tuna
• Divide Ss into pairs. Explain that SA will have to invite SB to go Occupations: postman, reporter,
somewhere with him/her using the ideas in box A and SB will businessman,
accept or refuse the invitation using the prompts in box B. Then photographer
have Ss change roles. Places: skatepark, café, market, office
• While Ss are doing the activity, go round the classroom monitoring
the procedure and making sure Ss change roles.
• Have a few pairs of Ss come to the front of the classroom to Activity 3
present their exchange.
1. B 2. C 3. C 4. A 5. B 6. C
open answers

Activity 4 R2.1

1. F 2. T 3. F 4. F 5. T 6. T

Optional Activity 5 W1.1 W1.3

The Shark game W1.5 W2.2 W2.3
• Draw a big fish with its mouth open at the foot of a staircase. The
steps of the staircase correspond to the number of letters in a
particular word. open answers
• Choose a S to come to the board, think of a word from those
presented in the vocabulary section of this Module and draw the Now I can
corresponding number of steps, e.g. six steps for the word office.
• Then draw a man standing at the top of the staircase. Ss then • Ask Ss to read the phrases and colour in
have to call out letters. If the letter is correct, write it on the the stars according to what they can or
corresponding step(s). If it is not, move the man down one step and can’t do and how well they can do it.
closer to the fish’s mouth.
• Instruct Ss to colour in only one, two or
• The S who guesses the word correctly before the man reaches the three stars each time.
fish, wins and is the next one to think of a word.
• Use the self-evaluation sheets for your Ss
to check their performance.
• Ask Ss to count the stars they have
coloured in so as to find in which category
they belong.
Before leaving
• Ask Ss to form a few sentences about themselves using the
structures and functions presented in this Module. (have to/don’t
have to, must/mustn’t, can/can’t, Would you like to...? etc.)
• Make sure all of the Ss form a sentence before they leave the
classroom.

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 5 Differences
When students complete this module,
they will be able to:

Let’s talk
Song
• guess, with support, the meaning of
• guess, with support, the meaning of unknown words unknown words from clues provided by
from clues provided by visuals, knowledge of the topic, visuals, knowledge of the topic, and other
and other known words (R4.1) known words (R4.1)
• follow and identify, with support, the detail in longer, • follow and identify, with support, the detail
simple texts (L2.1) in longer, simple texts (L2.1)
• communicate or find out, with support, more detailed • communicate or find out, with support, more
personal information (S1.1) detailed personal information (S1.1)
• follow and respond, with some support, to longer, • describe, with support, people, places and
simple questions (L2.4) objects using suitable statements (S2.2)
• communicate, with support, more detailed personal • follow and respond, with some support, to
information in a simple paragraph (W1.1) WB longer, simple questions (L2.4)
• describe, with support, people, places and objects using • understand and respond, with support, to
suitable statements (W1.3) WB detail in simple texts of two paragraphs or
• spell, with some support, an increasing range of familiar more (R2.1) WB
high frequency words accurately in guided writing • spell, with some support, an increasing
(W2.2) WB range of familiar, high frequency words
accurately in guided writing (W2.2) WB
• use, with support, capital letters, full stops and question
marks appropriately in guided writing at discourse level
(W2.3) WB

Our world
Top Stars • guess, with support, the meaning of
• guess, with support, the meaning of unknown unknown words from clues provided by
words from clues provided by visuals, visuals, knowledge of the topic, and other
knowledge of the topic, and other known words known words (R4.1)
(R4.1) • understand and respond, with support, to
• understand and respond, with support, to detail detail in simple texts of two paragraphs or
in simple texts of two paragraphs or more more (R2.1)
(R2.1) • spell, with some support, an increasing
• spell, with some support, an increasing range range of familiar high frequency words
of familiar high frequency words accurately in accurately in guided writing (W2.2)
guided writing (W2.2) • follow and identify, with support, the detail
• follow and identify, with support, the detail in in longer, simple texts (L2.1)
longer, simple texts (L2.1) • describe, with support, people, places and
• communicate or find out, with support, more objects using suitable statements (S2.2)
detailed personal information (S1.1) • narrate, with support, short, basic stories,
• describe, with support, people, places and events and experiences (S5.1)
objects using suitable statements (S2.2)
• narrate, with support, short, basic stories,
events and experiences (S5.1)

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 5
Revision 1-5
• understand and respond, with
support, to detail in simple texts of
two paragraphs or more (R2.1) WB
Cursive Writing • ask about and describe future plans,
with some support (W1.5) WB
• write smoothly and legibly in
cursive writing in all written
work (W3.1) WB

Round-up
• follow and identify, with support, the detail in
Project longer, simple texts (L2.1)
• understand and respond, with support, to • communicate or find out, with support, more
detail in simple texts of two paragraphs or detailed personal information (S1.1)
more (R2.1)
• follow and respond, with some support, to longer
• understand and respond, with support, simple questions (L2.4)
to the main ideas in simple texts of two
• understand and respond, with support, to detail in
paragraphs or more (R1.1) WB simple texts of two paragraphs or more (R2.1) WB
• spell, with some support, an increasing • describe, with support, people, places and objects
range of familiar high frequency words using suitable statements (W1.3) WB
accurately in guided writing (W2.2) WB
• spell, with some support, an increasing range
• describe, with support, people, places and of familiar, high frequency words accurately in
objects using suitable statements (W1.3) WB guided writing (W2.2) WB

Top Time! 3
Reading time
• guess, with support, the meaning of unknown • guess, with support, the meaning of unknown
words from clues provided by visuals, knowledge
words from clues provided by visuals, knowledge
of the topic, and other known words (R4.1)
of the topic, and other known words (R4.1)
• understand and respond, with support, to detail • understand and respond, with support, to detail in
simple texts of two paragraphs or more (R2.1)
in simple texts of two paragraphs or more (R2.1)
• spell, with some support, an increasing range • spell, with some support, an increasing range
of familiar, high frequency words accurately in
of familiar, high frequency words, accurately in
guided writing (W2.2)
guided writing (W2.2)
• communicate or find out, with support, more • recognise and use, with a little support, key
features of a simple print or digital bilingual
detailed personal information (S1.1)
dictionary for learners of English to check
• explain, with support, basic opinions (S1.2) meaning (R4.2) WB
• follow and respond, with support, to a short
• follow and identify, with support, the detail in
sequence of simple, multi-step instructions (L2.3) longer, simple texts (L2.1) WB
• describe, with support, people, places and objects
• describe, with support, people, places and objects
using suitable statements (S2.2) WB using suitable statements (W1.3) WB

Phonics
• follow and identify, with support, the detail
in longer, simple texts (L2.1)
• spell, with some support, an increasing
range of familiar high frequency words
accurately in guided writing (W2.2) WB

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 5 SONG

Language focus • Initiate a short discussion and encourage all of the Ss to participate.
• Have Ss open their books to p. 55 and point out the activities in the
vocabulary section.
Objectives
• Play the recording a few times and have Ss point to the activities and repeat.
• to talk about ability in the past
• Say the activities in random order and have Ss point and repeat.
Vocabulary • Have Ss form a sentence with one of the vocabulary items presented in this
Activities: ride a horse, rollerblade, lesson.
sail a boat, play baseball, go skiing
Structures Activity 2 L2.1 The activity is
When I was young I could run fast, recorded both
• Direct Ss’ attention to the photos and ask them what they as a song and
but I couldn’t swim. depict. (People doing different activities.)
Could you rollerblade when you as a poem.
were six? • Tell Ss that they are going to listen to a song/poem and
Yes, I could. / No, I couldn’t. explain that they have to write the correct name under each photo. Point out
that there is one extra photo.
• Play the recording and have Ss write the children’s names.
• Have Ss compare their answers in pairs, then check as a class.
• Play the recording again and encourage Ss to say the song/poem along with
the recording.

A. Mark
Materials B. Bruce
C. -
• flashcards for ride a horse, D. Robert
rollerblade, sail a boat, play E. Fred
baseball, go skiing

LOOK!
• Approach a S and ask, Could you rollerblade when you were six years
old? and encourage the S to answer. Write the question on the board,
underline Could and ask Ss when they think the modal verb could is used.

Lesson plan • Elicit that could is used to refer to an ability we had in the past which we
may or may not have now.

Warm-up • Direct Ss’ attention to the Look! box and ask them to read the sentence,
question and short answers.
• Ask Ss to tell you a few things • Tell Ss to refer to the Grammar Reference section at the back of the SB.
they can do now which they were • Ask Ss to provide extra examples of the uses of could/couldn't. This will
unable to do a few years ago. challenge higher-performing Ss.
Initiate a short class discussion • To help lower-performing Ss give them prompts to make their examples
and encourage all of the Ss to (e.g. My sister / could / not / walk / when / she / be / two).
participate.

Activity 1 R4.1 Activity 3 S1.1 L2.4

• Stand at the front of the • Direct Ss’ attention to the children and ask them to read what they are
classroom and mime playing saying.
baseball. Encourage Ss to guess • Divide Ss into pairs. Explain to Ss that SA will ask SB questions about if he/
what you are doing and say, I she could do various activities when he/she was six years old, using the ideas
like playing baseball. Write the from the box and SB has to answer accordingly. Then they will change roles.
sentence on the board, underline • Have Ss do the activity and go round the classroom making sure Ss take
playing baseball and stick the turns.
flashcard above it.
• Have a few pairs of Ss act out the exchange at the front of the classroom.
• Repeat for the rest of the activities.
• Stick the flashcards on the board open answers
and ask Ss if they have ever done
any of the activities depicted.

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 Differ en c e s 5 5
SONG
1

ride a horse rollerblade sail a boat play baseball go skiing

2 Listen and write the names of the people under each photo. There is one extra photo. Before leaving
Then say.

LOOK! p. 73 • Ask Ss questions about what they

could or couldn’t do one or two
Could you do it When I was young
years ago.
too? I could run fast, but
I couldn’t swim. • Make sure all of the Ss answer a
When Robert was young,
Could you rollerblade question before they leave the
He could play baseball. when you were six? classroom.
What about you? Yes, I could. /
Could you play baseball too? No, I couldn’t.
Yes I could, yes I could.
A I could do that too.
When Bruce was young,
He could ride a horse.
What about you?
Could you ride a horse too?
Yes I could, yes I could.
Workbook
I could do that too.
D
When Mark was young, Activity 1 W2.2
He could rollerblade.
What about you?
B Could you rollerblade too? 1. ride a horse
Yes I could, yes I could. 2. play baseball
I could do that too.
When Fred was young,
3. rollerblade
He could sail a boat. 4. go skiing
What about you?
Could you sail a boat too?
5. sail a boat
C
No I couldn’t, no I couldn’t. E
That’s one thing I couldn’t do.
Activity 2

3 Work in pairs. Tell your partner what you could 1. Could, swim, couldn’t
or couldn’t do when you were six years old.
Could you play volleyball
Use the ideas in the box to help you. when you were six? 2. couldn’t ride
3. could sail
draw paint read swim No, I couldn’t. 4. couldn’t fly
play volleyball ride a horse rollerblade Could you…?
speak English send an email 5. could, cook, could
55 6. couldn’t skateboard

Activity 3 W1.1 W1.3

W2.2 W2.3
Optional open answers
Seat switch
• Arrange the chairs in a circle and ask Ss to sit down.
• Tell Ss that you are going to ask some questions. These questions will be
about what they could/couldn’t do in the past and about what they can/can’t
do now.
• Explain to Ss that they have to answer Yes or No to these questions. Ss who Note
answer Yes have to get up and change seats while Ss that answer No, remain
seated. • Bring printouts of Disneyland
• Stand in the middle of the circle. Ask Ss, Could you read when you were five? characters in costume and
Encourage Ss who say Yes to stand up and change seats. leaflets with information about
• Do this a couple of times with questions such as, Could you speak English different places/activities to the
when you were six? and so on. next lesson.
• The third time you ask a question, while the Ss that answered Yes are
switching seats, quickly sit in one of the empty seats. The S left standing has
to take your place in the middle of the circle and ask the questions in the
next round.
• Make sure to remove a chair once Ss start playing the game on their own.

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 5 TOP STARS
5 TOP STARS

hand out
pick up
1 prepare
costume leaflet traffic laugh blow

2 Read and answer. Why was Saud wearing a chicken costume?

1 Khaled and Sami are at their 2
Language focus friend Saud’s house…

Objectives
• to talk about a past experience
• to talk about obligation in the past
Vocabulary
Verbs: laugh, blow, prepare
Nouns: costume, leaflet, traffic
Phrasal verbs: hand out, pick up Saud: Oh, what a day!
Khaled: Did you have to prepare food?
Saud: No, I didn’t. I had to wear a chicken
Sami: You look tired, Saud.
Structures Saud: I am. I was at the opening of my
costume and hand out leaflets.
Khaled: Ha ha! Why didn’t you tell us?
I had to wait for my brother for two hours. uncle’s restaurant today, and I had to Saud: No way! I didn’t want any of my
help out. friends to see me.
I didn’t have to get up early yesterday morning.
Did you have to walk to school? 3 4
Yes, I did. / No, I didn’t.
Did Emily have to tidy her room yesterday?
Yes, she did. / No, she didn’t.
What did you have to do?
I had to hand out leaflets.

Materials
• flashcards for costume, leaflet, traffic, laugh, Saud: Suddenly, the wind blew the leaflets
all over the street. I had to stop the Sami: Ha ha ha!
blow traffic and pick them all up. Saud: What are you laughing at?
• flashcards from the previous lesson for ride a Khaled: Did anyone help you?
Saud: Some people helped me, but most of
Sami:
Saud:
Check out your uncle’s website!
Oh, did he have to put it on there?
horse, rollerblade, sail a boat, play baseball, them just laughed. Ha ha!
go skiing 56
• printouts of Disneyland characters in
costume and leaflets from different places/
activities stick the flashcard above it.
• Holding the leaflets you brought in approach a S and say, These
leaflets have got information about (fun activites). Write the
Revision (Optional) sentence on the board, underline the word leaflets and stick the
• Place the flashcards from the previous lesson flashcard above it.
(ride a horse, rollerblade, sail a boat, play • Sit in a chair in the middle of the classroom and pretend to be driving.
baseball, go skiing) in a pile on your desk. Mime being stuck in traffic and say, Look at all the cars! There’s lots
of traffic today, I’m going to be late. Write the sentence on the board,
• Ask Ss to come to your desk one by one,
underline the word traffic and stick the flashcard above it.
pick a flashcard and name the activity/item
depicted. • Present the words laugh and blow by miming the actions while
holding up each flashcard and saying the verbs. Encourage Ss to
• Alternatively, you can ask Ss to form a
repeat after you.
sentence or question using could along with
the word/phrase depicted on the flashcard. • Write sentences on the board with the phrasal verbs hand out and
pick up and with the verb prepare and underline them. For example,
write:
The teacher handed out the photocopies before the lesson.
Lesson plan Can you help me pick the toys up, please?
My mum prepares our lunch every day.
Warm-up • Ask Ss to read the sentences out loud and infer the meaning of the
underlined phrasal verbs / verb.
• Ask Ss if they ever help others in their family. • Have Ss open their books to p. 56 and point out the words / phrasal
Have them tell you who they help and how. verbs in the vocabulary section.
Initiate a short class discussion and encourage • Play the recording a few times and have Ss point to the words /
all of the Ss to participate. phrasal verbs and repeat.
• Say the words/phrasal verbs in random order and have Ss point and
Activity 1 R4.1 repeat.
• Stick the printouts of the Disneyland characters • Have Ss form a sentence with one of the vocabulary items presented
in this lesson.
in costume you brought in on the board and
say, This isn’t (Mickey Mouse). It’s a person who Activity 2 R2.1
is wearing a costume. Write the sentences on
the board, underline the word costume and • Draw Ss’ attention to the illustrations in the presentation.

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 5
Top Stars 5
LOOK! p. 73

I had to wait for my brother for two hours.

I didn’t have to get up early yesterday morning.
Did you have to walk to school? Yes, I did. / No, I didn’t.
Did Emily have to tidy her room yesterday? Yes, she did. / No, she didn’t.
What did you have to do? I had to hand out leaflets.
two options to choose from. (e.g. 1. a. He
3 Read again and answer the questions. had to open a restaurant. or b. He had to
1. Why is Saud tired? help out at his uncle’s restaurant.)
• Have Ss compare their answers in pairs,
2. Did Saud have to prepare food at his uncle’s restaurant? then check as a class.
3. What did Saud have to do? 1. Because he had to help out at the
opening of his uncle’s restaurant.
4. What happened to Saud? 2. No, he didn’t.
3. He had to wear a chicken costume
5. What did the people who were there do?
and hand out leaflets.
4. The wind blew the leaflets all over
6. Why is Sami laughing?
the street and he had to stop the
traffic and pick them all up.
4 Listen and write T for True or F for False.
5. Some helped him but most of them
laughed.
1. Bruce stayed home at the weekend. 6. Because he saw a photo of Saud in
2. Bruce went fishing with his uncle. the chicken costume.
3. Bruce had to wake up early.
4. Bruce almost caught a big fish. • If time permits, ask a few Ss to read the
5. Bruce doesn’t want to go fishing again. story out loud or choose a few Ss to act
out the story.
5 Read and then tell your partner what you had to and didn’t have to do yesterday. Use the
prompts in the box or your own ideas. LOOK!
• tidy my room I was very tired yesterday. After school I had • Hold up the Disneyland character
• cook lunch to go home and do my homework, but I didn’t printouts and say, Yesterday, I had to
have to study for a test. Then I had to get ready
• do / homework at / library
for karate practice. When I got back home, I had find these photos for today’s lesson.
• study for a test
• walk to school dinner. I didn’t have to tidy my room. Write the sentence on the board and
• do sport underline had to.
• have a shower • Ask Ss if they recognise the structure
• brush / teeth used in the sentence. Elicit that it is
57 had to and explain that it is the Past
Simple form of have to. Have Ss read
the sentence again and ask them when
they think this structure is used.
• Ask Ss to tell you what they think is happening. (Khaled and Sami are
• Elicit that had to is used to talk about
at their friend Saud’s house. Saud looks very tired. He is thinking of
himself dressed in a chicken costume, handing out leaflets. Then of obligation in the past. Point out to Ss
himself picking up the leaflets from the street. Finally, the boys see a that the negative and question forms
photo of Saud in costume on the Internet.) are formed using the auxiliary verb did.
• Direct Ss’ attention to the frames of the story and ask them to find and • Approach a S and ask, Did you have
point out the words from the vocabulary section that they see in the to take the bus to school today?
frames. (Frame 2: prepare, costume, hand out, leaflets, Frame 3: blew, and encourage him/her to answer
leaflets, traffic, pick up, laughed, Frame 4: laughing) accordingly.
• Play the recording and encourage Ss to shadow read (read along with • Direct Ss’ attention to the Look! box
the recording) in order to find out why Saud was wearing a chicken and ask them to read the sentences,
costume. (Because he was helping out at the opening of his uncle’s question and short answers.
restaurant.) • Refer Ss to the dialogue and ask them
to underline any examples of had to.
• Have Ss read the dialogue again and check comprehension.
(e.g. I had to help out.)
• Ask Ss some questions about the story. Where are the boys? (They’re
• Tell Ss to refer to the Grammar
at Saud’s house.), Where was Saud earlier that day? (He was at the
opening of his uncle’s restaurant.), Did Saud have to make leaflets? (No, Reference section at the back of the SB.
he didn’t. He had to hand them out.), Why didn’t he tell his friends about • Encourage Ss to come up with their
it? (Because he didn’t want his friends to see him in a chicken costume.), own examples using had to. This will
What did Saud have to do when the leaflets blew away? (He had to challenge higher-performing Ss. To
stop the traffic and pick them all up.), Did anyone help him pick up the help lower-performing Ss, give them
leaflets from the street? (Some people did, but most of them laughed.), prompts to make their examples (e.g. I /
What do the boys see on the restaurant website? (They see a photo of have to / tidy / room / yesterday).
Saud in a chicken costume.), Who uploaded the photo? (Saud’s uncle.)

Activity 3 R2.1 W2.2 Activity 4 L2.1

• Direct Ss’ attention to the questions and ask them to read them. • Direct Ss’ attention to the sentences and
• Explain to Ss that they have to read the story again and answer the ask them to read them.
questions, according to the story. • Explain that they are going to hear a
• To help lower-performing Ss answer Wh-questions, you can give them boy telling his friend about his weekend.

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 5 TOP STARS
• If time permits, have pairs of Ss present their answers at the front of the
classroom.
open answers
Tell Ss that they have to listen
carefully and write T for True or F
for False, according to what they
hear. Optional
• Play the recording twice and have
Ss do the activity. The Shark game
• Have Ss compare their answers in • Draw a big fish with its mouth open at the foot of a staircase. The steps of
pairs, then check as a class. the staircase correspond to the number of letters in a particular word.
• Choose a S to come to the board, think of a word from those presented in
Listening transcript the vocabulary section of this lesson and draw the corresponding number of
Jason: Hi, Bruce! What did you do at steps, e.g. seven steps for the word leaflet.
the weekend? • Then draw a man standing at the top of the staircase. Ss then have to call
Bruce: Hello, Jason! I visited my out letters. If the letter is correct, write it on the corresponding step(s). If it is
uncle Carl. He lives in a small not, move the man down one step and closer to the fish’s mouth.
village by the sea. He’s a • The S who guesses the word correctly before the man reaches the fish, wins
fisherman. and is the next one to think of a word.
Jason: Wow! That sounds exciting!
Did you go fishing?
Bruce: Yes, I did! And it was hard
work! Before leaving
Jason: Really? What did you have to
do? • Explain to Ss that they have to say something they had to or didn’t have to
Bruce: We had to wake up before do the previous day.
the sun came up to go and • Make sure all of the Ss form a sentence before they leave the classroom.
find the best spot. It was dark
and I had to be very quiet,
but I liked it.
Jason: That’s amazing! Did you Workbook
catch a lot of fish?
Bruce: Well, we dropped a small net Activity 1 R2.1
into the sea and we also used
fishing rods. We waited and
waited for hours. Suddenly, 1. traffic 2. laugh 3. Pick up 4. leaflet
something pulled on my 5. prepare 6. costume 7. hands out 8. blow
fishing rod!
Jason: Wow! Did you catch a big
one? Activity 2 R2.1
Bruce: Almost! I had to stand up and
pull and pull! But the fish was 1. had to get up 2. had to hike 3. had to prepare
strong and it got away! 4. Did, have to learn 5. didn't have to learn 6. had to wash
Jason: That’s too bad! Maybe next Pictures B, D and E should be ticked.
time!
Bruce: That’s what Uncle Carl said! I
can’t wait to visit him again! Activity 3 L2.1
1. F 2. T 3. T 4. T 5. F Listening transcript
1. Sally: Hi, Jessica. How was your Sally: Oh, that sounds terrible. Did
Activity 5 weekend? you have to get up early too?
Jessica: Well, I took part in a cooking Jessica: No, I didn’t. It wasn’t that
S1.1 S2.2 S5.1 competition on Saturday. bad, because I love cooking.
Sally: Oh, really? So you probably Sally: So, how did you do in the
• Direct Ss’ attention to the children
had to cook a lot at the competition?
in the picture and ask them to read
what the boy on the right is saying. weekend. Right? Jessica: Oh, I won first place!
Jessica: Yes, but I actually had to Sally: That’s great! Congratulations!
• Explain to Ss that, in pairs, they
prepare all month. I had to Jessica: Thanks.
have to talk about what they had to
and didn’t have to do the previous practise cooking with my
day. Mum every day after school. (see p. 151)
• If necessary, invite a S to come
to the front of the classroom and
demonstrate the activity.
• Allow Ss some time to prepare Note
what they want to say. Then divide
them into pairs and have them do • Bring a USB stick, a laptop or tablet and, if possible, a floppy disk to the next
the activity. lesson.

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 OUR WORLD 5
Language focus
Objectives
• to compare the past to the present
• to talk about technology in the past and today Activity 2 R2.1
Vocabulary • Direct Ss’ attention to the photos
Nouns: USB stick, floppy disk, laptop, screen and ask them what they can see.
Adjectives: expensive, cheap • Read the title of the text and ask
Structures Ss to predict what it is about. (It is
Computers were very expensive in the past. about technology and gadgets of
People sent letters in the past. the past and the present.)
Mobile phones didn’t have a camera. • Play the recording and encourage
Today computers are small and light. Ss to shadow read (read along
People surf the Net every day. with the recording) in order to
We don’t need a computer to surf the Net. find out what mobile phones and
computers were like in the past.
(Mobile phones and computers
were big, heavy and expensive.)
Materials • Have Ss read the text again and
check comprehension.
• flashcards for USB stick, floppy disk, laptop, screen
• flashcards from the previous lesson for costume, leaflet, traffic, laugh, blow • Ask Ss some questions about the
text. Was technology fast and easy
• a USB stick, a laptop and, if possible, a floppy disk to use in the past? (No, it wasn’t.),
Could people surf the Net or take
photos with mobile phones? (No,
Revision (Optional) they couldn’t.), Were they cheap?
• Place the flashcards from the previous lesson (costume, leaflet, traffic, (No, they weren’t. They were very
laugh, blow) in a pile on your desk. expensive.), What do people use
• Ask Ss to come to your desk, one by one, pick a flashcard and name the item mobile phones for today? (They
on it. use them to make calls, send text
messages, check and send emails,
• Alternatively, you can have Ss pick a flashcard and form a sentence with the
surf the Net, take photos and much
word for the item depicted on the flashcard.
more.), Did the first computers
have Internet? (No, they didn’t.),
Where did computer users save
Lesson plan their work in the past? (On a floppy
disk.), What do computers look like
Warm-up today? (They are smaller.)
• If there is time, ask a few Ss to take
• Ask Ss to tell you what they think life was like fifty years ago. Initiate a short turns to read the text out loud.
class discussion and encourage all of the Ss to participate.

Activity 1 R4.1 Activity 3 R2.1 W2.2

• Use the realia you brought in. Place the USB stick, the laptop and the floppy
• Direct Ss’ attention to the fact file.
disk on your desk. • Explain to Ss that they have to
read the text again and complete
• Point to each of the items and ask Ss to name the ones they know. Ask Ss if
the fact file with the suitable
they use them and if they find them easy to use. Explain to Ss what a floppy
disk was and what it was used for. information, according to the text.
• Write sentences on the board with the words expensive and cheap and • Have Ss compare their answers in
underline them. For example, write: pairs, then check as a class.
I bought my new tablet for half price. It was very cheap.
In the past, mobile phones were expensive and not many people had one. 1. were very big and heavy
• Ask Ss to read the sentences out loud and infer the meaning of the underlined 2. check and send emails, surf
words. the Net, take photos and
• Point out to Ss that these adjectives are opposites. much more
• Have Ss open their books to p. 58 and point out the words in the vocabulary 3. were very expensive
section. 4. were very big and heavy
• Play the recording a few times and have Ss point to the words and repeat. 5. save your work on a CD or
• Say the words in random order and have Ss point and repeat. USB stick
• Have Ss form a sentence with one of the vocabulary items presented in this
lesson. • If there is time, ask a few Ss to take
turns to read the text out loud.

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 5 OUR WORLD
5 OUR WORLD
screen

expensive ≠ cheap
1
USB stick floppy disk laptop

LOOK! 2 Read and answer. What were mobile phones and computers like in the past?
• Say, My dad drove me to school when I was
TECHNOLOGY
a student, but now I drive to work on my

Past & Present

own. Write the sentence on the board and
ask Ss to tell you if they recognise the two
tenses that appear in the sentence. Elicit that
the tenses used are the Past Simple and the Today people do things faster and more easily thanks
Present Simple of the verb drive. to technology. In the past, technology wasn’t fast or easy
• Ask Ss to tell you when these two tenses to use. Read on and find out how different things were!

are used. Elicit that the Past Simple is used

to talk about actions that happened in the Mobile phones
past while the Present Simple is used to talk Mobile phones were big and heavy.
about habits and permanent states in the People couldn’t surf the Net or take
present. photos with them. They used them only to

• Direct Ss’ attention to the time phrase/ make calls or to send text messages. Not
many people had mobile phones because
expression in the sentence (when I was they were very expensive.
a student and now). Point out that time Today mobile phones are small, light and
phrases/expressions are linked with the quite cheap. People use them to make
tense that needs to be used each time and calls, send text messages, check and send
emails, surf the Net, take photos and
that they should pay close attention to them. much more.
• Direct Ss’ attention to the Look! box and ask
them to read the sentences. Computers
• Refer Ss to the text and ask them to Computers were very big and heavy too.
underline any examples of the Present People didn’t surf the Net because there
was no Internet. Later, when the Internet
Simple and the Past Simple. (e.g. Mobile became popular, many people used it, but
phones were big and heavy. Today mobile it was very slow. Computer users saved
phones are small, light and quite cheap.) their work on a floppy disk, not on a CD or
• Tell Ss to refer to the Grammar Reference USB stick.
Today modern computers are smaller,
section at the back of the SB.
• Encourage Ss to come up with their own
and a lot of people have got laptops or
tablets, which are light and easy to carry
examples using the Present Simple and round.
58
the Past Simple. This will challenge higher-
performing Ss. To help lower-performing Ss,
give them prompts to make their examples
(e.g. I / usually / go / park / Saturday / but
yesterday / I / go / amusement park). prefer this because mobile phones are small and easy to carry.
How many of you have games on your… (fade out)
Activity 4 L2.1 1. T 2. T 3. F 4. T
• Direct Ss’ attention to the sentences and ask
them to read them. Activity 5 S2.2 S5.1
• Explain that they are going to hear a teacher • Direct Ss’ attention to the children and ask them to read what
talking to his students about the development of they are saying.
technology. Tell Ss that they will have to listen • Then draw Ss’ attention to the photos and explain that, in pairs,
carefully and write T for True or F for False, they will have to compare things of the past to things of today.
according to what they hear. • If necessary, invite a S to come to the front of the classroom and
• Play the recording twice and have Ss do the demonstrate the activity.
activity. • Divide Ss into pairs and have them do the activity.
• Have Ss compare their answers in pairs, then • Have a few pairs of Ss act out the exchange at the front of the
check as a class. classroom.
Listening transcript open answers
Mr Parker: Today, children, we are going to talk
about technology. Take a look at this first slide.
This was the world’s first digital computer. Its
name was ENIAC. It was the size of a room! It
was about fifteen metres long and nine metres Optional
high! Back then, only scientists used ENIAC. True or False?
They used it to solve mathematical problems
quickly. Moving on… in the past, people • Ask Ss to close their books and explain that you are going to say
a few sentences about the text they were presented with in this
didn’t often play computer games. Computer
lesson and that they will have to respond with gestures.
games became popular when computers
became easier to use. Today, many people • Ss put their hands on their heads when they hear true sentences
and fold their arms in front of them when they hear false
play computer games, but a lot of people also
sentences.
download games on their mobile phones. They
• Play this game until you run out of sentences.

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 LOOK! p. 74
Computers were very expensive in the past.
People sent letters in the past.
Our world

Today computers are small and light.

People surf the Net every day.
5
5
Mobile phones didn’t have a camera. We don’t need a computer to surf the Net.

3 Read again and complete the fact file.

PAST PRESENT Activity 2
Mobile phones
1. • are small and light
1. didn’t wear, met, wears, are
2. make calls, send text messages, 2. didn’t eat, eat
• made calls, sent text messages
3. played, like
4. worked, taught, doesn’t work,
3.
• are quite cheap spends, go
Computers
4. Activity 3 L2.1
• are smaller

5.
Listening transcript
• saved work on a floppy disk
1. Jenny: Oh, no. Not again!
Dad: What’s the matter, Jenny?
4 Listen and write T for True or F for False. Jenny: My laptop. I put the USB stick in it,
1. ENIAC was the first digital computer.
and it isn’t working now.
2. Scientists used ENIAC to help them with maths problems. Dad: You can use my old laptop. It’s in
3. People played computer games very often in the past.
my office.
4. Today people can play games on their mobile phones. Jenny: Thanks, Dad.
Dad: Did you find it?
5 Look at the pictures of the items below and discuss. Jenny: Yes. It’s really heavy, Dad.
PAST
PRESENT Today, trains Dad: Oh, yes. I bought it years ago. They
aren’t slow. They
Trains weren’t
are very fast.
weren’t always light like they are
fast in the past. today.
They were slow.
Jenny: Well, it works. Thanks, Dad.
Dad: You’re welcome.
2. Haley: What are you doing, Mum?
Mum: I’m cleaning the garage.
Haley: Can I help?
Mum: Sure! That’s nice of you, Haley.
59
Haley: Mum, what’s this?
Mum: Oh! That’s a floppy disk! We saved
our work on those back when I was
in university. Now, of course, we
Before leaving have USB sticks for that.
Haley: Could you save emails on them?
• Explain to Ss that they have to form a sentence using the Past Mum: No, we couldn’t. But they were very
Simple and the Present Simple to compare the past to the present. useful in the past.
• Make sure all of the Ss form a sentence before they leave the 3. Greg: Is this yours, Mum?
classroom. Mum: What did you find now?
Greg: This phone.
Mum: Oh! Well, that is your father’s old
mobile phone.
Workbook Greg: Seriously? How can this be a
mobile phone? It’s so big and
Activity 1 W2.2 heavy!
Mum: Well, that’s what they were like in
the past. Now they’re thin and they
1 don’t weigh a lot.
U Greg: I’m happy my mobile doesn’t look
2 like that!
S
E 3 B Mum: Ha ha!
X
4 F L O P P Y D I S K 1. A 2. C 3. D
A E T
P N I
T S 5 S C R E E N
O I K Note
6 C H E A P V
E • Bring a photo of yourself as a child to the
next lesson.

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 5
5
LET ’S TALK
LET ’S TALK
weigh

glasses slim chubby blond dark curly straight

hair hair hair hair

Language focus LOOK! p. 74

What did he look like then? What does he look like today?

Objectives He was short and chubby and

he had long hair.
He is tall and slim. He has got
short hair and he wears glasses.
• to talk about physical appearance in the past
and in the present 2 Listen and tick () A, B or C.

Vocabulary 1.
What did
Verb: weigh Harry’s grandad
Noun: glasses look like when
Adjectives: slim, chubby he was young? A B C
Phrases: blond hair, dark hair, curly hair, straight
hair 2.
What does Joe’s
Structures dad look like
What did he look like then? today?
A B C
He was short and chubby and he had long hair.
What does he look like today? 3.
He is tall and slim. He has got short hair and he
What are they
wears glasses. talking about?
A B C

Materials 3 Talk in pairs. Put a  or an . Then ask, answer and record your friend’s answers.
What did you and your
• flashcards for glasses, weigh, slim, chubby, blond friends look like when you
were five years old? You Student A
What did you look like when
you were five years old?
hair, dark hair, curly hair, straight hair curly hair
• flashcards from the previous lesson for USB chubby
I had curly hair. I wasn’t
chubby. I was slim. I...
stick, floppy disk, screen, laptop
short hair
• a photo of yourself as a child
slim
wear glasses

Revision (Optional) 60

• Use the flashcards from the previous lesson (USB

stick, floppy disk, screen, laptop). Call up four Ss
sentence on the board, underline the word weighs and stick the
to the front of the classroom and give a flashcard
flashcard above the word.
to each S, telling him/her not to reveal it.
• Explain to the four Ss that they will have to • Have Ss open their books to p. 60 and point out the words/
form a sentence describing what the item phrases in the vocabulary section.
depicted on their flashcard does/did or • Play the recording a few times and have Ss point to the words/
is/was used for. The rest of the class has to phrases and repeat.
guess what their classmate is describing. • Say the words/phrases in random order and have Ss point and
repeat.
• Have Ss form a sentence with one of the vocabulary items
presented in this lesson.
Lesson plan
Warm-up Language box
• The word blond can also be spelt blonde. This happens due to the
• Ask Ss to describe what they looked like a few fact that it is of French origin where there is a distinction between
years ago. Initiate a short class discussion and masculine (blond) and feminine (blonde) forms. In English, where
encourage all of the Ss to participate. there is no such distinction, both spellings can be used as an
adjective with no difference in meaning (e.g. blond/blonde hair.
Activity 1 R4.1 As a noun, the word is usually used to refer to women and the
preferred spelling is blonde. (e.g. A blonde is a woman who has got
• Draw a figure on the board and describe it. Say, fair hair.)
(Brian) is tall and slim. He has got dark hair and
he wears glasses. Write the sentences on the
board, underline the words/phrase slim, dark LOOK!
hair and glasses and stick the corresponding • Show the class the photo of yourself that you brought in and
flashcards above each word/phrase. briefly describe what you looked like as a child. For example,
• Draw other figures on the board to describe the say, When I was (six) years old I wasn’t tall. I was short. I was
words/phrases chubby, blond hair, curly hair chubby and I had long dark hair. Write the short description
and straight hair. on the board and then approach a S and ask, What did you
look like when you were (six) years old? Encourage the S to
• Then say, When I go to the market, the man
describe his/her physical appearance in the past. Write the
weighs the fruit and vegetables I buy. Write the

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 question on the board, above the description you had written earlier.
5
• Then, ask the class, What do I look like today? Write this question on
Optional
the board and encourage Ss to describe your physical appearance in Word bingo
the present. Write the description on the board.
• Tell Ss to draw a 2x3 grid in their
• Have Ss read the two questions and descriptions and then ask them notebooks and write different words,
what the difference between them is. Elicit that the first question and presented in this and the previous
description refer to the past while the second to the present. lesson, in each box.
• Explain to S that when we want to ask someone about their own or • Draw an example on the board:
someone else’s physical appearance in the past or in the present, these
two questions are used. chubby screen rollerblade
• Point out to Ss that when answering, the Past Simple is used to refer to blow glasses weigh
past appearance while the Present Simple is used to refer to the present.
• Direct Ss’ attention to the Look! box and ask them to read the
• Explain to Ss that you are going to call
out words. If Ss have the word you call
questions and answers. out, they put an 7 over the word.
• Tell Ss to refer to the Grammar Reference section at the back of the SB.
• The first S to get all his/her words
• Encourage Ss to come up with their own examples using the Present crossed out and shout, Bingo! wins the
Simple and Past Simple to talk about appearance. This will challenge game.
higher-performing Ss. To help lower-performing Ss, give them questions • Play the game for as long as time
to answer to make their examples (e.g. What did you look like when you permits, making sure Ss change the
were three?). words in their grid each time a new
round begins.
Activity 2 L2.1
• Direct Ss’ attention to the pictures and ask them what they depict. Then
ask them to read the questions. Before leaving
• Explain that they will hear three short dialogues. Tell Ss that they have
to listen carefully and tick the appropriate picture (A, B or C) which • Divide Ss into pairs and explain that
answers the question given. they will have to ask and answer
• Play the recording twice and have Ss tick the correct picture. questions about what they or a person
• Have Ss compare their answers in pairs, then check as a class. in their family looked like in the past.
Listening transcript • Make sure all of the Ss ask and answer
before they leave the classroom.
1. Harry: Wow, Grandad! Is this you and your friends?
Grandad: Let’s see. Oh, why yes! Yes, it is! Ha ha! These pictures are very
old! Can you find me in the picture?
Harry: Well, I know you didn’t wear glasses, and that you were slim Workbook
and strong. Here you are! Right?
Grandad: That’s right, Harry! Activity 1 R2.1 W2.2
2. Joe: Dad, who’s this?
Dad: It’s me!
Joe: Really? I didn’t know you had curly hair! 1. chubby - F 2. slim - C
Dad: Yes, I did. 3. weigh - D 4. curly, straight - B
Joe: And it was so blond! Now it’s dark brown! 5. glasses - A 6. blonde, dark - E
Dad: Ha ha! Yes! I had curly, blond hair when I was a little boy, and
I didn’t wear glasses like I do now.
Joe: Wow! You looked so different! Activity 2 W2.2
3. Mary: Dad, is this yours?
Dad: You bet! It was the first one I ever had! 1. What did Mr Clark look like in the
Mary: Really? But it’s so big and heavy! past?
Dad: I know! They weighed about one kilo. He was tall and slim. He had dark
Mary: Was it hard to carry round? hair and he didn’t wear glasses.
Dad: It sure was. I’m glad there are smaller ones now that do more 2. What does Julia look like today?
than just make a call. She is tall and slim. She has got
long straight blond hair and she
1. A 2. C 3. B doesn’t wear glasses.
3. Has Jassim got a pet parrot now?
No, he hasn’t. He has got a pet cat.
Activity 3 S1.1 S2.2 L2.4 4. Did Mansoor and Khaled wear
glasses three years ago?
• Direct Ss’ attention to the table and have them read it.
No, they didn’t wear glasses three
• Explain to Ss that first they will have to complete the table about what
years ago.
they looked like when they were five years old. Then they will have to
ask their partner what he/she looked like and record his/her answers in
the table by putting a 4 or an 7. Activity 3 L2.1 (see p. 151)
• Allow Ss some time to complete the first column about themselves and
then divide the class into pairs and have them do the activity.
• Go round the classroom monitoring the procedure.
• Have a few groups of Ss come to the front of the classroom to act out the Note
exchange.
open answers
• Bring a bell and a large piece of card
to the next lesson.

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 5 PROJECT

Activity 1 R2.1
Language focus
• Have Ss open their books to p. 61.
Objectives • Direct Ss’ attention to the poster. Explain to Ss that a boy made this poster to
show what he used to do in the past and what he does now.
• to read a poster about what
someone looked like and did in • Explain to Ss that they are going to read the poster, and talk about how they
the past and what he/she looks can make a poster of their own.
like and does now • Play the recording and encourage Ss to shadow read (read along with the
• to make a poster about what recording) in order to find out if he wore glasses last year and if he has got
someone did and looked like in a pet now. (He didn’t wear glasses last year and he has got a pet cat named
the past and what one does and Lizzy now.)
looks like now • Have Ss read the poster again and check comprehension.
• to revise and consolidate • Ask Ss some questions about the poster. How did Mark get to school last
structures and vocabulary year? (He took the bus to school.), How often did he do karate last year?
presented in previous lessons (He did karate once a week.), What colour are his glasses? (They are green.),
• to learn how to make a poster Did Mark go to bed late last year? (No, he didn’t. He went to bed at eight
o’clock.), How often does he eat fruit now? (He eats fruit twice a day.)
• Draw Ss’ attention to the boxes around the poster and read them out
loud. Point out to Ss that they should follow these guidelines to help them
organise their writing.
Materials
• If time permits, choose a few Ss to read the poster out loud.
• a bell
• a large piece of card Writing tip
• Direct Ss’ attention to the Writing tip box and ask them to read it.
• Read the tip out loud and ask Ss to follow along in their books as you read.
Revision (Optional) • Read the Writing tip again, explaining each step as you go along.
• Hand out a plain sheet of
A4 paper to every S.
• Have Ss draw a person and
then come to the front of the
classroom one by one and
Optional
present him/her using the Game show
vocabulary they were presented
with in the previous lesson.
• Place a desk at the front of the classroom.
• Divide Ss into two teams.
• Have a S from each team come up to the front of the classroom and stand at
either side of the desk.
• Place a bell in the middle of the desk.
Lesson plan • Holding the flashcards of the items presented in the previous lessons in a
pile, pick one and show it to the two Ss.
Warm-up • The Ss have to ring the bell and name the item depicted on the flashcard
before their opponent does. The first S to name the item earns a point for his/
her team. As soon as this happens, the Ss return to their seats and another
• Draw a table on the board and
two come up.
divide it into two columns. Write
THEN and NOW as headings, and • Put the flashcard at the bottom of the pile and pick a new one for the next
below them write a sentence two Ss to name.
about an activity you did in • Play this game until all of the Ss in each team get a chance to go up to the
the past and another about an front of the classroom.
activity you do now.
• For example, say, I rode my bike
to school and I drive my car to
school now. Write the sentences Before leaving
in the appropriate column.
• Encourage Ss to come up with • Explain to Ss that they will have to say one step they remember from the
their own sentences and write a steps they were presented with for making a poster.
few of them in each column. • Make sure all of the Ss say a step before they leave the classroom.

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 PROJECT 5 5
1 Below is a poster that Mark made. Did he wear glasses last year?
Has he got a pet now? Read and answer.

Stick an old photo of yours Stick a recent photo of

on a piece of card. yours on a piece of card.
traight
hair

Activity 3 W2.2
THEN and NOW Make a open answers
list of the
Last year: This year: things you
do now.
Make a Activity 4 W1.3 W2.2
• I took the bus to • I ride my bike
list of the
things you
did a year
school. to school.
• Tell Ss to use the information in
ago.
the previous activity in order to
• I did karate on • I do karate three do the task. Instruct them to refer
Saturday afternoons. times a week. to the format of the writing task
as well as to the guidance given
• I didn’t wear in the SB. You can also display Ss’
• I wear glasses.
glasses. They are green. Projects in the classroom.

open answers
• I went to bed • I go to bed at nine
at eight o’clock. o’clock.

• I didn’t have a • I have got a pet cat.

pet cat. Its name is Lizzy.

• I eat fruit twice

Note
• I didn’t eat fruit.
a day.
• As preparation for the next lesson,
photocopy the story (SB, pp. 62-63),
Writing tip making one copy for every four Ss.
How to make a poster: Before you photocopy the story,
1. Use a large piece of card.
cover the narration boxes and
2. Write in pencil so that you can correct any mistakes. the numbers in each illustration.
3. Put a title at the top in large letters. Then cut out the illustrations and
4. Write neatly. photocopy the narration boxes of
5. Add photos or graphics. the story (one copy for every four
6. When you are ready, write over your letters using markers or coloured pencils. Ss) and cut them out as well.
61 • Bring the copies to the next lesson.

Workbook
Activity 1 R1.1

1. I went to school by bus.

2. I play volleyball after school.
3. I played board games with friends.
4. I chat online with friends.

Activity 2 R2.1

1. F
2. T
3. F
4. F

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 5 READING
TIME
5 READING TIME

2 Read and answer. What did Jack’s dad use in his game console?
1

A trip into the past!

1
On Saturday evening,
Language focus wardrobe
Tony visited his friend
Jack. Jack was playing a
computer game, so Tony
Objectives decided to play a game
• to listen and read for pleasure on Jack’s tablet. ‘Where’s
• to revise and consolidate vocabulary and
attic
your tablet?’ Tony asked.
‘It’s in my school bag in
structures presented in previous lessons the wardrobe,’ replied
Jack. Tony opened
Vocabulary Jack’s wardrobe and
Nouns: wardrobe, attic, rollerblades, roller saw something very
interesting. It was a box
skates, wheel, game card, game console rollerblades full of old things. ‘What’s
all this?’ he asked his
wheel friend.

2
Materials Jack went over to Tony. ‘Oh! Those are some of my dad’s things. I
found them in the attic last week. Look! These are game cards. My dad
roller skates used these game cards to play on this game console. He didn’t play
• flashcards for wardrobe, attic, rollerblades, games on his computer or tablet like we do,’ replied Jack. ‘Does it still
roller skates, wheel, game card, game console work?’ asked Tony. ‘Yes, it does. Look!’ said Jack. Tony was amazed.
• the photocopies of the story and the
narration boxes that you have prepared (see game card
Note in the previous lesson)

Revision (Optional) game console

• Have Ss come up to the front of the

classroom and present the posters they
made (WB, Project, Activity 4) in the previous 62
lesson.

Lesson plan Activity 2 R2.1

Before reading
Warm-up • Direct Ss’ attention to the title of the story and the illustrations
and ask them to predict what the story is about.
• Ask Ss what kind of toys they think their
parents and grandparents played with in • Elicit answers, but do not correct Ss at this stage.
the past. Initiate a short class discussion and • Ask Ss whether the text is factual or fictional. (It’s a fictional text.)
encourage all of the Ss to participate. • Ask Ss to go through the story and find the names of the main
characters (Tony and Jack).
Activity 1 R4.1
• Point to each illustration and invite Ss to describe what is
• Use the flashcards and example sentences happening and how the story is going to end.
to present the new vocabulary items. For • Elicit answers, but do not correct Ss at this stage.
example, say, I hang my clothes in the
wardrobe in my room. Write the sentence While reading
on the board, underline the word wardrobe
and stick the flashcard above the word. Then
• Play the recording and encourage Ss to shadow read (read along
with the recording) in order to find out what Jack’s dad used in
encourage Ss to repeat.
his game console. (He used game cards to play games on his
• Repeat the same procedure with the game console.)
remaining items.
• Have Ss open their books to p. 62 and point • Direct Ss’ attention to the frames of the story and ask them
to find and circle the words from the vocabulary section that
out the words in the vocabulary section.
appear in the story. (Frame 1: wardrobe, wardrobe Frame 2: attic,
• Play the recording a few times and have Ss
game cards, game console, Frame 3: wheels, rollerblades, roller
point to the words and repeat.
skates, Rollerblades, roller skates, Frame 4: roller skates, roller
• Say the words in random order and have Ss blades)
point and repeat.
• Have Ss form a sentence with one of the • Have Ss read the story again and check comprehension.
vocabulary items presented in this lesson. • Talk about what happens in each frame.

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 Reading Time 5
5
Activity 3 R2.1 W2.2
3
Tony picked up some shoes with four wheels. • Direct Ss’ attention to the questions
‘Are these rollerblades?’ he asked. ‘Well, they are and ask them to read them.
roller skates,’ answered Jack. ‘My dad went roller-
skating all the time when he was our age,’ he • Explain to Ss that they have to read the
added. ‘Can we try them?’ asked Tony. ‘Sure! Let’s story again and answer the questions,
go and see which are faster. Rollerblades or roller according to the story.
skates?’ ‘Great idea!’ shouted Tony. ‘Let’s go!’
• To help lower-performing Ss answer
4 Wh-questions, you can give them two
The boys had a lot of fun at the park. options to choose from (e.g. 1. a. to find
‘Your dad’s roller skates are as fast as
rollerblades. I can’t believe it! Old stuff is
Jack’s school bag or b. to find a box).
so cool!’ said Tony. ‘Well, not everything
is cool,’ said Jack, and he held up his
• Have Ss compare their answers in pairs,
dad’s game console. ‘Look! We haven’t
then check as a class.
got this problem with our computers
or tablets nowadays,’ said Jack. Tony
laughed. ‘Come on. Let’s go home and
1. He wanted to find Jack’s school bag/
download some new games,’ said Tony. tablet.
2. He found them in the attic.
3 Read again and answer the questions. 3. He showed him his dad’s game console
1. Why was Tony looking in Jack’s wardrobe? and some game cards.
4. He often went roller skating.
2. Where did Jack find his father’s old things?
5. No, they aren’t. Rollerblades are as fast
3. What did Jack show Tony? as roller skates.

4. What did Jack’s father often do when he was a child?

• If time permits, have a few Ss take turns
reading the story out loud.
5. Are rollerblades faster than roller skates?

Post-reading
Let’s Have your grandparents/parents got anything old that Let’s chat
chat they used as children? What is it? Does it still work? Do you think
you could use it today?
S1.1 S1.2 L2.3
63

Frame 1: Tony and Jack are in Jack’s room. Tony is looking for
something in Jack’s wardrobe and he sees an old box.
Frame 2: Jack tells Tony that the box was in the attic and that the
things belong to his father. Tony and Jack are taking things out of
the box. They find an old game console and some game cards.
Frame 3: Tony picks up a pair of roller skates. He looks very
interested in them. The boys decide to try out the roller skates to
see if they are faster than rollerblades.
Frame 4: The boys are at the park. Tony is amazed that the roller
skates are just as fast as the rollerblades. Jack is worried because
his father’s old game console seems to have a problem. Tony tells
his friend that they should go home and download some new
games.
• Ask Ss some questions about the story.
Frame 1: Where are the children? (They are in Jack’s bedroom.),
What did Tony want to do? (He wanted to play a game.), What did Optional
he see in the wardrobe? (A box full of old things.)
Frame 2: Whose things were in the box? (Jack’s dad’s.), Did the True or False?
game console still work? (Yes, it did.), How did Tony feel? (He felt • Divide Ss into groups of four.
amazed.) • Give each group a copy of the story and
Frame 3: How many wheels did the roller skates have? (They had the narration boxes you have already
four wheels.), What did Tony think they were? (He thought they prepared.
were rollerblades.), Did Tony like Jack’s idea? (Yes, he did.) • Ask Ss to close their books.
Frame 4: What does Tony say about old stuff? (He says that it’s • Instruct Ss to put the illustrations in
cool.), What problem did Jack come up against? (His dad’s game the correct order and then match each
console got stuck and he couldn’t finish the game.), What did Tony narration box to the correct frame.
suggest? (He suggested that they return home and download some • The team that puts the story in the correct
new games.) order first wins.

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 5 READING
5 PHONICS

TIME
1 Listen and say.

/ /
brother honey
Before leaving / /
• Have Ss choose a character from
ice hockey bronze
the story on pp. 62-63 and act
out the story at the front of the
classroom.
money

mascot
ot

Workbook
2 Listen and say. Then circle the sounds and underline the sounds.
Activity 1 W2.2

1. wardrobe Betty the Bear

2. attic Look at Betty the Bear,
3. rollerblades our ice hockey team mascot!
It has got a bronze medal and
4. game console a yellow basket.
5. roller skates It’s collecting money for the
ice hockey team.
6. game cards It likes honey and chocolate
7. wheels ice cream.
On my brother’s T-shirt
you can see it too.
Betty the Bear in a hot-air
Activity 2 R2.1 balloon!

64
1. D
2. B
3. C

PHONICS
Activity 3 S1.2 S2.2

A. Jack is watching TV instead

of playing a computer Language focus
game.
B. Tony isn’t holding anything Objectives
instead of holding the game • to practise the pronunciation Materials
console. of o / /
C. Tony is holding rollerblades • to say a phonics chant/poem
• flashcards of brother,
instead of roller skates. Vocabulary honey, money, ice
D. Jack is holding a broken brother, honey, money, ice hockey, hockey, bronze, mascot
mobile phone instead of a bronze, mascot • phonics cards of honey,
game console. ice hockey (TB pages
Phonics 141-142 one set per S)
o /o /

Revision (Optional)
• Ask Ss to tell you what they remember about the story in the
previous lesson. Encourage them to explain what Tony found in
his friend’s wardrobe and how he felt.
• Have higher-performing Ss write what they remember. To help
lower-performing Ss give them prompts to help them write
what they remember (e.g. Tony / visit / friend Jack) or write
sentences about the events in the story and have them number
the sentences according to their order of occurrence.

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 Lesson plan 5
Warm-up
• Write the letter o on the board. Draw two lines below it and below each
line, write the two sounds this letter makes (/and /). Underneath
each sound, stick the flashcards with the words that contain each sound. Optional 2
• Point to o and say / a couple of times, encouraging Ss to repeat after
Sound hold-up
you. Then point to the flashcard (money) and say it out loud, having Ss
repeat after you. • Tell Ss that you are going to play a
game.
• Repeat the same procedure with the other sound .
• Explain to Ss that you are going to raise
Activity 1 the flashcards of the pictures of words
that have the sounds / or / in them
• Play the recording and have Ss listen and point the first time. and say the word.
• Play the recording again and have Ss listen, point and repeat.
• Ss will have to raise the corresponding
Listening transcript phonics card and call out the sound.
/, /, brother, honey, money • Any S that raises the wrong card is
/, /, ice hockey, bronze, mascot eliminated from the game.
• Make the game more challenging by
• Encourage Ss to tell you more words with the sounds presented in this showing the cards quickly and hiding
lesson. them.
Activity 2 L2.1 The activity is • Play the game until all of the flashcards
recorded both have been used up.
• Direct Ss’ attention to the illustration. Ask Ss what they as a chant and
can see. (Two boys and a bear mascot.) as a poem.
• Ask Ss, What is on the boy’s T-shirt? (The team mascot
in a hot-air balloon.) Where is the mascot? (It’s with the boys.) What is it
holding? (It’s holding a basket with some money in it.) Workbook
• Explain to Ss that they are going to listen to a chant/poem and that they
will have to circle the / sounds and underline the / sounds. Activity 1 L2.1
• Play the chant/poem Betty the Bear and have Ss listen and follow along
Listening transcript
in their books.
1. honey 4. ice hockey
• Play the chant/poem again, pausing after each line for Ss to circle the
2. brother 5. money
/ sounds and underline the / sounds.
3. mascot 6. bronze
• Then play the chant/poem once more and encourage Ss to say the chant/
poem. A. 1 B. 4 C. 3
D. 6 E. 5 F. 2
circled: money, honey, brother's
underlined: ice hockey, mascot, bronze, ice hockey, chocolate, on, hot
Activity 2 W2.2

TPR Activity 1
• Photocopy and give Ss the phonics cards for honey and ice hockey. 3 2 MA S CO T
• Explain to Ss that they have to say the chant/poem and raise the O
appropriate phonics card when they hear the word containing / and B N
R E
the appropriate phonics card when they hear the word containing /. 4 I C E HOC K E Y
T 5
H H
E O
Optional 1 6 B RONZ E
E
Y
What’s that sound?
: money, honey, brother
• Divide Ss into two teams.
: mascot, ice hockey, bronze
• Invite a S from each team to come to the board. Give each S a marker.
• Call out one of the words Ss learnt in the lesson, e.g. brother and have Ss
write the vowel on the board, e.g. o and say the sound /. Activity 3
• The S that does this the fastest wins a point for his/her team.
• Repeat the same procedure with the rest of the Ss. : money, honey, brother
• The team with the most points wins. : ice hockey, mascot, bronze

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 TOP TIME! 3

• Play the recording and encourage Ss to shadow read (read

Language focus along with the recording) in order to find out what the three
main areas that Qatar Foundation supports are. (Education,
Objectives science and research and community development.)
• to revise and consolidate structures and • Have Ss read the text again and check comprehension.
vocabulary presented in the previous module • Ask Ss some questions about the text. When did the idea for
Qatar Foundation start? (In 1995.), Who did His Highness Sheikh
Vocabulary Hamad share his idea with? (With Her Highness Sheikha Moza.),
Nouns: education, health, logo, branch What did they do together? (The made a plan for the future
Phrase: make a plan development of Qatar and worked together to make his dream
come true.), When did they create the Qatar Foundation? (In
August 1995.), What does Qatar foundation create? (It creates
programmes in three main areas.) How does the foundation help
Materials the citizens of Qatar? (By setting an example of excellence both
nationally and internationally.), What do the leaves, flowers and
• flashcards for make a plan, education, health, fruit of the Sidra tree symbolise? (They symbolise how many lives
logo, branch the foundation's programmes change.)

Activity 3 R2.1 W2.2

Revision (Optional) • Direct Ss’ attention to the sentences and ask them to read them.
• Explain to Ss that they will have to read the text again and
• Revise the phonics sounds from the previous complete the sentences with the missing word, according to the
lesson by handing out the phonics cards text.
and having Ss do the TPR activity from the
Phonics lesson.
• Have Ss compare their answers in pairs, then check as a class.

1. idea 2. education 3. important 4. logo 5. branches

Lesson plan • Choose a few Ss to read the text aloud for the class.

Warm-up
• Ask Ss if they know anything about Qatar Optional
Foundation or about the areas it is active in
and how it helps the people of Qatar. Initiate Line jumping
a short class discussion and encourage all of • Use masking tape to make a straight line on the floor that is
the Ss to participate. long enough for Ss to stand on in single file.
• Have Ss line up in single file on the line.
Activity 1 R4.1 • Tell Ss that the side to their right is Yes and the side to their left
is No.
• Hold up the flashcards for make a plan,
• Call out yes and show Ss that they have to jump to their right. Do
education, health, logo branch say the
phrase/words and encourage Ss to repeat. it with them. Ask them to jump back onto the line. Do this a couple
of times with Yes and then do the same with No.
• Have Ss open their books to p. 65 and point
• Explain to Ss that you are going to say sentences about the text.
out the phrase/words in the vocabulary
section. If they are correct, Ss must jump to their right. If they are wrong,
they must jump to their left.
• Play the recording a few times and have Ss
• Say, Qatar Foundation began in 1997 and encourage Ss to jump
point to the phrase/words and repeat.
to the left side. Do a couple more examples and then play the
• Say the phrase/words in random order and
game.
have Ss point and repeat.
• Have Ss form a sentence with one of the
• Whoever jumps to the wrong side is either out of the game or
just misses a turn.
vocabulary items presented in this lesson.

Activity 2 R2.1
• Ask Ss to look at the photo and ask them
what they can see. (The flag of Qatar and the Before leaving
logo of Qatar Foundation.)
• Read the title of the text and ask Ss to predict • Ask Ss to tell you one thing they remember from the text.
what it is about. (It is about Qatar Foundation.) • Make sure all of the Ss participate before they leave the classroom.

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 TOP TIME! 3

make a plan education health logo branch

programmes for the people
2 What are the three main areas Qatar Foundation supports? Read and answer. of Qatar in education,
health and science.
Ali: That was a great idea!
QATAR Ahmed: Yes, it was! Today we have
Education City, thanks to
FOUNDATION Ali:
the foundation.
Yes, I read about that. All of
In 1995, His Highness Sheikh Hamad bin Khalifa Al Thani, the Father Amir, the most important schools
shared an idea he had with Her Highness Sheikha Moza bint Nasser. They and universities are there.
made a plan for the future development of Qatar and worked together to Ahmed: Yes! But there aren’t only
make this dream come true. This development could give the people of Qatar
more choices in education, health and social progress than ever before. In
schools and universities.
August 1995, they created the Qatar Foundation for Education, Science and There are hospitals and
Community Development. Qatar Foundation (QF) helps the people of Qatar research centres and even
by creating programmes in three main areas: education, science and research, hotels and sports centres!
and community development. The foundation’s most important task is to help Ali: Wow! It is a very special
the future leaders and citizens of Qatar to grow, by setting an example of
excellence both nationally and internationally.
place!
Ahmed: Yes, it is. The foundation is
Qatar Foundation’s logo is the Sidra tree. The Sidra tree
grows all over Qatar, and although the weather is hot and now making a plan for the
dry, it grows strong and proud. The branches of the tree environment of Qatar.
symbolise the foundation’s action in different areas, and Ali: Yes, I heard about that.
its leaves, flowers and fruit symbolise how many lives the This development is
foundation’s programmes change.
going to make Qatar an
environmentally friendly
3 Read again and complete.
country.
1. His Highness Sheikh Hamad bin Khalifa Al Thani had an .
2. The foundation gives the people of Qatar more choice in , 1. F 2. T 3. T 4. F 5. T
health and social progress.
3. The foundation’s most task is to help the citizens of Qatar.
4. The Sidra tree is the of Qatar Foundation.
Project work W1.3
5. The of the Sidra tree symbolise the foundation’s different • Ask Ss to use the Internet to
areas of action. find information about other
foundations in their country or
65
round the world. Instruct them
to select information that they
think is interesting/important
and use it to make a poster.
Workbook • Explain to Ss that their poster
must have a heading, as well as
Activity 1 R4.2 pictures (drawings or photos),
with brief sentences underneath
them describing the pictures.
open answers
• Teachers should recommend
(Suggested answers safe websites.
1. the gradual growth of something so that it becomes better • Ss bring projects to class and
present their posters to their
2. relating to a specific country as a whole
classmates. Their classmates
3. connected to two or more countries can ask questions to find
4. feeling happy about something you do or are connected to) out more about the specific
project so as to promote
Activity 2 L2.1 communication by encouraging
learners to express themselves,
Listening transcript exchange ideas with each other
Ahmed: Hi, Ali. What are you doing? and present their work.
Ali: Hi, Ahmed. Our teacher wants us to find information about Qatar • Projects can also be done in
Foundation. pairs or groups so as to promote
Ahmed: We did that too! I can help you. cooperation among learners
Ali: OK, thanks! So, what do you know? by providing opportunities for
Ahmed: Well, Qatar Foundation started with an idea. His Highness Sheikh learners to work together.
Hamad bin Khalifa Al Thani had a dream. He wanted to create

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 5 ROUND-UP 5 ROUND-UP

Listening

1 Listen and tick (4) the correct picture.

Language focus What did Ken do

1 when he lived in
Objectives his old house?
A B C
• to revise and consolidate
structures and vocabulary
presented in previous lessons
Where does
2 Arthur’s grandad
Revision (Optional) live now?
A B C
• Have Ss come up to the front
of the classroom and present
the posters they made (WB, Top
Time! 3, Project Work). What does Gary
3 need from the
shopping centre?
Lesson plan A B C

Speaking
Warm-up
2 Talk about the things you could, couldn’t, had to and didn’t have to do when you were six
• Revise vocabulary and structures years old. Use the ideas in the box below and your own.
presented in this Module by
playing a round of the game • speak English I couldn’t speak English when
Sentence Frenzy. • walk I was six years old.
• Divide Ss into pairs. Hand out a • surf the Net I had to wake up early for
plain sheet of A4 paper to every • wake up early for school school when I was six.
S. • walk to school
• Tell Ss that they will have five • eat…
minutes to write down as many • like…
sentences as they can using • tidy my room
could/couldn’t, had to, the Past • go to bed early
Simple and the Present Simple. • swim
• Once the five minutes are up, say, 66
Time’s up! and make sure all of
the Ss put their pencils down. Then
tell Ss to exchange sheets with
their partners. Explain to them • Play the recording twice and have Ss tick the correct picture.
that they have to correct each • Have Ss compare their answers in pairs, then check as a class.
other’s sentences if there are any
mistakes. Listening transcript
• Check Ss’ sentences by having Ss 1.
read them out loud. Drake: Ken! Why are you sad? What’s the matter?
• Write some of the sentences on Ken: I miss our old house, Drake.
the board and ask Ss to tell you Drake: I know you do. I miss it too. I miss the big balcony. I sat there, read my
when the structures presented in books and relaxed in the evenings.
this Module are used. Ken: I don’t miss the big balcony. I didn’t spend a lot of time there anyway.
Drake: What do you miss?
Activity 1 L2.1 Ken: Well, remember how we cycled to school every day?
Drake: Yes, I do. I hated that!
• Direct Ss’ attention to the pictures Ken: Well, I didn’t! Everything is so far away here.
and ask them what they depict. Drake: I know, but we live by a big park! We can go cycling there!
Then ask them to read the Ken: I guess you’re right.
questions. 2.
• Explain that they will hear three Arthur: Grandad, what did you and your friends do for fun when you were
short dialogues. Tell Ss that they young?
have to listen carefully and tick Grandad: Oh! Lots of things, Arthur! In spring and summer, we rode our
the appropriate picture (A, B or C) bicycles and went fishing or swimming in the lake.
which answers the question given. Arthur: The lake? There isn’t a lake here, Grandad!

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 Grandad: I didn’t always live here, my boy.
5
Arthur: Where did you live?
Grandad: Well, as a boy, I lived in a small town in the mountains. When I
finished school, I moved to the city. And now, I live here.
Arthur: Was there a lot of snow in the mountains in winter?
Grandad: Yes, there was! We loved playing in the snow. It was a lot of fun!
Arthur: Wow! That sounds great, Grandad!
Grandad: It was! But, I like living on an island now. It’s nice and quiet and I
can go fishing. I like fishing!
Workbook
3.
Gary: Dad, can you take me to the shopping centre, please? Activity 1
Dad: Sure, Gary! Has your laptop got a problem again?
Gary: No, no! It’s working fine. I need a new USB stick to save my school 1. go skiing - D
project on. Something’s wrong with my old one. It isn’t working. 2. ride a horse - E
Dad: OK! You know, twenty years ago we didn’t have USB sticks. We saved 3. sail a boat - A
our work on floppy disks. 4. play baseball - F
Gary: I know! And not everyone had a computer because they were really 5. hand out - B
expensive, right?
6. pick up - C
Dad: That’s right, Gary! We had to go to the library to look for information
when we had a project for school.
Gary: Could you take books home? Activity 2
Dad: Hmm… not all of them. Some of the books had to stay in the library.
When we had a project, we usually had to prepare all of it there. 1. wore, wasn’t - B
Gary: I didn’t know that!
2. doesn’t ride, goes - C
1. C 2. A 3. B 3. has, hasn’t, has - A

Activity 2 S1.1 L2.4 Activity 3

• Direct Ss’ attention to the picture of the children and ask them to read what
they are saying. Then draw their attention to the prompts in the box. 1. couldn't drive, had to ride
• Divide Ss into pairs. Explain that they have to talk to their partner about 2. couldn't use, had to take
the things they could/couldn’t, had to/didn’t have to do when they were six 3. couldn't walk, had to drive
years old. Higher-performing Ss can add more activities to the box to talk 4. couldn't swim, had to start
about with their partners. 5. didn't have to tidy
• Invite a S to come to the front of the classroom to demonstrate the 6. couldn't play, had to go
exchange. Say, I could walk fast when I was six years old and encourage the
S to respond.
Activity 4 R2.1
• Have a few pairs of Ss come to the front of the classroom and present the
exchange.
1. T 2. F 3. T 4. F 5. F
open answers
Activity 5 W1.3 W2.2

Optional open answers

The Shark game

• Draw a big fish with its mouth open at the foot of a staircase. The steps of Now I can
the staircase correspond to the number of letters in a particular word.
• Choose a S to come to the board, think of a word from those presented in
• Ask Ss to read the phrases and
colour in the stars according to
the vocabulary section of this Module and draw the corresponding number what they can or can’t do and
of steps, e.g. five steps for the word laugh. how well they can do it.
• Then draw a man standing at the top of the staircase. Ss then have to call • Instruct Ss to colour in only one,
out letters. If the letter is correct, write it on the corresponding step(s). If it is two or three stars each time.
not, move the man down one step and closer to the fish’s mouth. • Use the self-evaluation sheets
• The S who guesses the word correctly before the man reaches the fish, wins for your Ss to check their
and is the next one to think of a word. performance.
• Ask Ss to count the stars they
have coloured in so as to find in
Before leaving which category they belong.

• Ask Ss to form a few sentences about themselves using the structures

presented in this Module. (could/couldn’t, had to, didn’t have to, looked like,
look like, etc.)
• Make sure all of the Ss form sentences before they leave the classroom.

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 KEY TO REVISION 1-5

Revision (Modules 1-5)

Activity 1
1. F 2. I 3. A
4. C 5. B 6. H
7. G 8. D 9. E

Activity 2
1. B 2. A 3. A 4. B
5. B 6. A 7. A

Activity 3 R2.1
1. spacesuit
2. survive
3. postman
4. confused
5. hand out

Activity 4
1. wears, is visiting, is wearing
2. is making
3. play
4. take part

Activity 5
1. was studying, sent
2. Did ... go
3. didn’t go, stayed
4. was examining, arrived
5. Were ... crossing, saw

Activity 6 W1.5
1. is going to go shopping
2. are going to have an English class
3. are going to play tennis
4. is going to do his homework
5. are going to play volleyball

Activity 7
1. shouldn’t put your elbows on the
table.
2. should put your napkin on your lap.
3. should brush your teeth three times
a day.

Activity 8
1. B 2. B 3. A 4. B
5. A 6. B 7. A 8. B

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 GRAMMAR REFERENCE

G rammar Re fe ren c e
Module 1
Adverbs of frequency

0% 100%
I often play football
always
on Saturday mornings.
usually
often
sometimes
never

Present Simple vs Present Progressive

We use the Present Simple for habits and permanent states.

We use the Present Progressive for actions that are happening at the moment
of speaking and for temporary states.
e.g. He tidies his room every morning, but now he’s checking his email.

Articles

a/an We use a before singular countable nouns with a consonant e.g. a boy
sound.
We use an before singular countable nouns with a vowel sound. e.g. an egg BUT a uniform
We also use a/an before quantities and occupations. e.g. We need a kilo of sugar.
He’s a pilot.
the We use the before singular or plural nouns to talk about e.g. The computer is on the desk.
something / someone specific or unique. The sea is beautiful.
We use the before nouns that are mentioned a second time e.g. I have got a bike. The bike is
and before dates. blue.
Tomorrow is the twenty-second.

Possessive Pronouns

They’re John’s (trainers).

Whose trainers are these? → They’re his (trainers). John’s trainers are green.
They’re his.

Subject Personal Pronouns I you he she it we you they

Possessive Pronouns mine yours his hers - ours yours theirs

Future be going to
We use the Future be going to Time Expressions
to express future plans and intentions.
today, tomorrow, tonight next week / month / Tuesday / May / winter / year
e.g. He is going to play football. this week / month / year in summer, on Saturday, at six o’clock

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 GRAMMAR REFERENCE

GRAMMAR REFERENCE

Module 2
Past Simple
We use the Past Simple to talk about something that happened in the past.
e.g. Mrs Cooper was a typist. She typed letters.
He didn’t play volleyball yesterday.
Did you go out last night?

Time Expressions
yesterday morning / afternoon, etc.
last Monday / night / week / month / year
a week / two days / three months ago

Past Progressive

We use the Past Progressive for an action that was happening at a specific point in time in the past.

Affirmative Negative Questions Short answers

I was eating. I wasn’t eating. Was I eating? Yes, you were. No, you weren’t.
You were eating. You weren’t eating. Were you eating? Yes, I was. No, I wasn’t.

Yes, he/she/it No, he/she/it

He/She/It was eating. He/She/It wasn’t eating. Was he/she/it eating?
was. wasn’t.

We/You/They were We/You/They weren’t Were we/you/they Yes, you/we/they No, you/we/they
eating. eating. eating? were. weren’t.

Past Progressive + when + Past Simple While + Past Progressive + Past Simple
We use the Past Progressive and the We use the Past Progressive and the Past
I was walking when I
Past Simple in the same sentence when Simple in the same sentence when one
found a wallet.
one action interrupts another in the action interrupts another in the past. We
past. We use the Past Progressive for the use the Past Progressive for the longer
longer action and the Past Simple for action and the Past Simple for the shorter
the shorter action. action.
In this case we usually use when, before In this case we usually use while at the
the shorter action. beginning of the sentence, before the
While I was walking, longer action.
I found a wallet.

Sequence words
We use sequence words like First, Second, Next, Then, After that and Finally to describe a procedure:
e.g. First, break the eggs into a large bowl. Second, add some milk. Next, add the melted butter. Then, add the salt.
After that, add the flour. Finally, mix all the ingredients together very well. Your pancake batter is ready!
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 GRAMMAR REFERENCE

Grammar reference

Module 3
Object Pronouns
We use Object Pronouns as objects of verbs. They always go after verbs or prepositions.

Subject Personal Pronouns I you he she it we you they

Object Pronouns me you him her it us you them

e.g. He is painting
beautifully.
Look at him!

Imperative
We use the Imperative to give instructions, directions or commands.

Go slow! Don’t panic!

Use please at the beginning or at the end of the sentence to be more polite.
e.g. Please come here.
Close the door, please.

Verbs with two objects

indirect direct
v object object
Andy gave me a book.
Verb + indirect object + direct object
Andy gave a book to me.
NOT Andy gave to me a book.

Object Pronouns replace nouns in order to avoid repeating them.

Certain verbs take two objects. The direct object usually indicates a thing and the indirect object usually indicates
a person. Some verbs that can take two objects are:
bring, give, promise, read, sell, send, show, take, tell, throw, write
The most common word order in sentences with verbs that take two objects is:
Subject + Verb + Indirect object + Direct object

Inquiring about someone’s health

We use What’s the matter? and What’s wrong? to ask somebody about their health when we can see that something
is wrong, or to ask somebody if there is a problem.
e.g. – What’s the matter, Jane?
– I have got a cold.

e.g. – What’s wrong, Brad?

– I broke my brother’s mobile phone.

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 GRAMMAR REFERENCE

GRAMMAR REFERENCE

The verb should

We use should / shouldn’t to ask for or give advice, express an opinion or make a suggestion.

Affirmative Negative Questions Short answers

I should eat. I shouldn’t eat. Should I eat? Yes, you should. No, you shouldn’t.
You should eat. You shouldn’t eat. Should you eat? Yes, I should. No, I shouldn’t.
He should eat. He shouldn’t eat. Should he eat? Yes, he should. No, he shouldn’t.
She should eat. She shouldn’t eat. Should she eat? Yes, she should. No, she shouldn’t.
It should eat. It shouldn’t eat. Should it eat? Yes, it should. No, it shouldn’t.
We should eat. We shouldn’t eat. Should we eat? Yes, you should. No, you shouldn’t.
You should eat. You shouldn’t eat. Should you eat? Yes, we should. No, we shouldn’t.
They should eat. They shouldn’t eat. Should they eat? Yes, they should. No, they shouldn’t.

I’ve got earache. I’ve got a toothache.

You should go to the doctor. You shouldn’t eat sweets.

Would you like…? I’d like…

We use Would you like? to ask someone what he/she wants. We use I’d like… to answer accordingly.
e.g. – Would you like some pears?
– Yes, please. I’d like six pears.

How many / How much…?

We use How many…? with plural countable nouns and How much…? with uncountable nouns to ask about the
quantity of things.
e.g. – How many lemons have we got? I want to make some lemonade.
– Don’t worry, we have got many.
– How much sugar do you want in your coffee?
– One spoonful, please.

I need… taste / look / sound / smell + adjective

We use I need… to give information about what we We use an adjective after the verbs taste / look /
need/require. sound / smell to show how something makes us feel.
e.g. – How many apples do you need? e.g. This soup tastes great! What’s in it?
– I need five apples. This book looks interesting.

It’s/They’re good/bad for you. a few / a little

We use the structure It’s/They’re good/bad for you We use a few with countable nouns and a little with
when we want to talk about something that is good or uncountable nouns to talk about a small quantity.
bad for the person we are talking to. e.g. There are a few pears in the basket.
e.g. Fruit and vegetables are good for you. There is a little soup in the bowl.
You shouldn’t eat many sweets. They’re bad
for you.
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 GRAMMAR REFERENCE

Grammar reference

Module 4
have to / don’t have to
We use have to to express obligation (when something is necessary) in the present or future. It shows obligation based
on facts, not on the speaker’s opinion or feelings. We form it by adding the base form of the verb after have to.
We use don’t have to to express lack of obligation (when something is not necessary) in the present or future. We
form it by adding the base form of the verb after don’t have to.

Affirmative Negative Questions

I have to eat. I don’t have to eat. Do I have to eat?
You have to eat. You don’t have to eat. Do you have to eat?
He has to eat. He doesn’t have to eat. Does he have to eat?
She has to eat. She doesn’t have to eat. Does she have to eat?
It has to eat. It doesn’t have to eat. Does it have to eat?
We have to eat. We don’t have to eat. Do we have to eat?
You have to eat. You don’t have to eat. Do you have to eat?
They have to eat. They don’t have to eat. Do they have to eat?

Short answers
Yes, you do. No, you don’t.
Yes, I do. No, I don’t.
Yes, he does. No, he doesn’t.
Yes, she does. No, she doesn’t.
Yes, it does. No, it doesn’t.
Yes, you do. No, you don’t.
Yes, we do. No, we don’t.
Yes, they do. No, they don’t.

e.g. The boys have to wake up at eight o’clock in the morning.

e.g. The boys don’t have to go to school today. It’s Saturday!

We can use Wh- words at the beginning of questions with have to to ask something more specific.
e.g. – What do you have to do to become a teacher?
– You have to go to university.

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 GRAMMAR REFERENCE

GRAMMAR REFERENCE

The verb must

We use must to show obligation (when something is necessary) in the present or future. It shows internal obligation.
The speaker feels that he/she or someone else is obliged to do something. It is followed by the base form of the verb.
e.g. I must repair the roof before winter comes.
We use mustn’t to show prohibition (that something is forbidden by law or rules).
e.g. You mustn’t park your car here.

The verb can’t

We use can’t to show that you are not allowed to do something.
e.g. We can’t use this equipment. It isn’t ours.
We can’t go to the park now. It’s dark outside.

Would you like to ...?

We use Would you like to...? to invite someone to come somewhere or to do something with us. We use specific
expressions to politely refuse or accept an invitation.

Extending
Accepting an invitation
Refusing

Would you like to come to the

planetarium with me? I’m afraid I can’t. /
I don’t think so.

That would be nice. /

I’d love to. / Sure.

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 GRAMMAR REFERENCE

Grammar reference

Module 5
The verb could
We use could / couldn’t to express ability you had / didn’t have in the past.

Affirmative Negative Questions Short answers

I could walk. I couldn’t walk. Could I walk? Yes, you could. No, you couldn’t.
You could walk. You couldn’t walk. Could you walk? Yes, I could. No, I couldn’t.
He could walk. He couldn’t walk. Could he walk? Yes, he could. No, he couldn’t.
She could walk. She couldn’t walk. Could she walk? Yes, she could. No, she couldn’t.
It could walk. It couldn’t walk. Could it walk? Yes, it could. No, it couldn’t.
We could walk. We couldn’t walk. Could we walk? Yes, you could. No, you couldn’t.
You could walk. You couldn’t walk. Could you walk? Yes, we could. No, we couldn’t.
They could walk. They couldn’t walk. Could they walk? Yes, they could. No, they couldn’t.

I could run fast when

I was ten years old.
e.g. I couldn’t read when I was four years old.

The verb had to

We use had to / didn’t have to to express obligation or lack of obligation in the past, respectively.

Affirmative Negative Questions

I had to go. I didn’t have to go. Did I have to go?
You had to go. You didn’t have to go. Did you have to go?
He had to go. He didn’t have to go. Did he have to go?
She had to go. She didn’t have to go. Did she have to go?
It had to go. It didn’t have to go. Did it have to go?
We had to go. We didn’t have to go. Did we have to go?
You had to go. You didn’t have to go. Did you have to go?
They had to go. They didn’t have to go. Did they have to go?

Short answers
Yes, you did. No, you didn’t.
Yes, I did. No, I didn’t.
Yes, he did. No, he didn’t.
Yes, she did. No, she didn’t.
Yes, it did. No, it didn’t.
Yes, you did. No, you didn’t.
Yes, we did. No, we didn’t.
Yes, they did. No, they didn’t.

e.g. I had to go to school every day when I was young.

I didn’t have to be there early.
We can use Wh- words at the beginning of questions with had to to ask something more specific.
e.g. – What did you have to do at home yesterday?
– I had to tidy my room and wash the dishes.
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 GRAMMAR REFERENCE

GRAMMAR REFERENCE

Past Simple vs Present Simple

We use the Past Simple to talk about something that happened in the past. We use the Present Simple for habits
and permanent states.

e.g. In the past, mobile phones were heavy and expensive. Today they are light and small.
I didn’t wear glasses when I was seven, but now I wear glasses.

What did ... look like? vs What does ... look like?
We use What did ... look like? to ask someone about their physical appearance in the past and What does ... look like?
to ask someone about another person’s physical appearance in the present.
e.g. – What did your mum look like when she was twelve?
– She had very long hair and she wore glasses. She was chubby too.
– What does she look like now?
– She has got short, black hair and she’s slim.

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 GRAMMAR REFERENCE

Grammar reference

Irregular Verbs

Base Past Past Base Past Past Base Past Past

Form Simple Participle Form Simple Participle Form Simple Participle
be was / were been forget forgot forgotten run ran run
beat beat beaten freeze froze frozen say said said
become became become get got got see saw seen
begin began begun give gave given sell sold sold
bleed bled bled go went gone send sent sent
blow blew blown grow grew grown shoot shot shot
break broke broken hang hung hung sing sang sung
bring brought brought have had had sit sat sat
build built built hear heard heard sleep slept slept
buy bought bought hide hid hidden speak spoke spoken
catch caught caught hold held held spend spent spent
choose chose chosen keep kept kept stand stood stood
come came come know knew known sting stung stung
cut cut cut lay laid laid swim swam swum
dig dug dug leave left left take took taken
do did done let let let teach taught taught
draw drew drawn light lit lit tell told told
drink drank drunk lose lost lost think thought thought
drive drove driven make made made throw threw thrown
eat ate eaten meet met met understand understood understood
fall fell fallen pay paid paid wake woke woken
feel felt felt put put put wear wore worn
fight fought fought read read read win won won
find found found ride rode ridden write wrote written
fly flew flown ring rang rung

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 INSTRUCTIONS FOR BOARD GAME

BOARD GAME 1 (Modules 1-5)

The Pencil quiz

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Which person examines
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59

Board Game 1
The Pencil Quiz
• Have Ss look at the board game in the WB on p. 59.
• Divide Ss into pairs.
• Tell Ss that they are going to play a game and that they will need a
pencil.
• SA places his/her pencil in an upright position in the direct centre of the
circle and then lets it fall.
• The S has to answer the question that the pencil has landed on. Ss swap
turns.
• Ss should put an 8 on each question they answer. If the pencil lands on
a question that has already been answered, Ss play again.
• Ss get a point for every correct answer. If a S doesn’t answer correctly,
he/she doesn’t get a point.
• The player who gets the most points, wins.

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 WORD LIST

Wo r d l is t
Abbreviations
(v.) = verb (adj.) = adjective (phr. v.) = phrasal verb
(n.) = noun (adv.) = adverb (phr.) = phrase

Module 1 point (n.) Reading time

shoot (v.) archaeologist (n.)
Song
miss (v.) site (n.)
brush my teeth (phr.)
lose (v.) tool (n.)
toothbrush (n.)
coin (n.)
comb my hair (phr.) Top Time! 1
examine (v.)
comb (n.) publisher (n.)
dig (v.)
tidy my room (phr.) stand (n.)
discovery (n.)
surf the Net (phr.) sign (v.)
text a friend (phr.) literature (n.) CLIL 1 (Modules 1-2)
check my email (phr.) wreath (n.)
Module 2 bronze (adj.)
Top Stars
Song flag (n.)
play volleyball (phr.)
hang out (phr. v.) ring (n.)
do karate (phr.)
go to the shops (phr.) mascot (n.)
calendar (n.)
meet a friend (phr.) motto (n.)
schedule (n.)
go for a walk (phr.) compete (v.)
tablet (n.)
stay at home (phr.) last (v.)
uniform (n.)
confused (adj.) Top Stars
Module 3
Our world nature (n.)
poisonous (adj.) Quiz
astronaut (n.)
make a shelter (phr.) website (n.)
satellite (n.)
rucksack (n.) upload (v.)
spacesuit (n.)
safe (adj.) download (v.)
towel (n.)
experience (n.) app (n.)
a tube of toothpaste (phr.)
survive (v.) account (n.)
space station (n.)
recognise (v.) password (n.)
swallow (v.)
chat (v.)
float away (phr.) Our world digital (adj.)
amazed (adj.) online (adv.)
Let’s talk
trail (n.)
school trip (phr.)
guide (n.) Top Stars
planetarium (n.)
view (n.) table manners (phr.)
competition (n.)
hike (v.) elbow (n.)
event (n.)
ancient (adj.) pass (v.)
festival (n.)
lucky (adj.) napkin (n.)
take part (phr. v.)
unlucky (adj.) home economics (n.)
Reading time lap (n.)
Let’s talk
teammate (n.)
mix (v)
score (v.)
soft (adj.)
score (n.)
dough (n.)
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 WORD LIST

Word list

Our world meatballs (n.) sail a boat (phr.)

medicine (n.) sauce (n.) play baseball (phr.)
chemist (n.) tuna (n.) go skiing (phr.)
headache (n.) olive (n.)
Top Stars
toothache (n.)
earache (n.)
Our world costume (n.)
cross the street (phr.) leaflet (n.)
sore throat (n.)
cold (n.) ticket (n.) traffic (n.)
stomach ache (n.) line (n.) laugh (v.)
cough (n.) bicycle lane (n.) blow (v.)
temperature (n.) bicycle rack (n.) hand out (phr. v.)
traffic lights (n.) pick up (phr. v.)
Let’s talk pavement (n.) prepare (v.)
coconut (n.) escalator (n.)
sour (adj.) Our world
park (v.)
delicious (adj.) USB stick (n.)
terrible (adj.) Let’s talk floppy disk (n.)
picnic (n.) screen (n.)
Reading time square (n.) laptop (n.)
germs (n.) café (n.) expensive (adj.)
sneeze (v.) skatepark (n). cheap (adj.)
heart (n.) aquarium (n.)
soap (n.) Let’s talk
market (n.)
vitamins (n.) glasses (n.)
habit (n.) Reading time weigh (v.)
seed (n.) slim (adj.)
Top Time! 2 green bean (n.) chubby (adj.)
seat belt (n.) grow (v.) blond hair (phr.)
road trip (phr.) soil (n.) dark hair (phr.)
confusing (adj.) plant (v.) curly hair (phr.)
straight hair (phr.)
Module 4 CLIL 2 (Modules 3-4)
Song
earthquake (n.) Reading time
tsunami (n.) wardrobe (n.)
postman (n.)
flood (n.) attic (n.)
photographer (n.)
wave (n.) rollerblades (n.)
businessman (n.)
coast (n.) wheel (n.)
secretary (n.)
lift (n.) roller skates (n.)
reporter (n.)
surface (n.) game card (n.)
university (n.)
natural disaster (phr.) game console (n.)
office (n.)
damage (n.)
learn a language (phr.) Top Time! 3
destroy (v.)
make a plan (phr.)
Top Stars
education (n.)
order (v.), (n.) Module 5
health (n.)
bill (n.) Song logo (n.)
mushroom (n.) ride a horse (phr.)
branch (n.)
pepper (n.) rollerblade (v.)

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 Copyright © MM Publications

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 dig go cycling fly

cheese email vegetables

scuba
honey uniform
diving

ice
hockey

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 SMART MOVES!

Modules 1-2 (Classify) 6. planetarium and space Modules 3-4 (Infer)

Aim: to help Ss develop higher-order station (They are places.) Aim: to help Ss develop higher-order
thinking skills by engaging 7. score and point (They have to thinking skills by engaging them
them in activities involving do with sports.) in activities involving inference.
classification. 8. unlucky and lucky (They are
opposite adjectives.) Stage 1: Familiarising
Stage 1: Familiarising
• Draw Ss’ attention to the activity,
• Draw Ss’ attention to the illustration Stage 3: Applying read the rubric and explain to Ss
in the activity and the words in the that they have to match photos A-E
spaceships and satellites and read
• Draw Ss’ attention to the activity
to the occupations 1-5.
and explain that they have to
them out loud. make their own examples of • You can help Ss by drawing their
• Explain to Ss that they have to related words. They can draw/stick attention to the first word before
connect the words related to space illustrations or write the words. they do the activity. Ask Ss to read
in order to lead the astronaut to the it and guess which photo best
planet Venus. • Have Ss do the activity in class or describes it.
assign it as homework.
• Have Ss do the activity and then • Have Ss do the activity and then
check their answers as a class. • When Ss have finished, have them check their answers as a class.
work in pairs, and ask their partners
to find the two words that have
space station – float away – 1. E 2. D 3. A 4. B 5. C
something in common and say what
satellite – spacesuit it is.
Stage 2: Developing
Stage 2: Developing open answers
• Draw Ss’ attention to the words and
• Draw Ss’ attention to the activity
(Suggested answer and read the rubric out loud.
read the rubric out loud.
• Explain to Ss that they have to read meet a friend • Then draw Ss’ attention to the
the words/phrases in each row and comb my hair speech bubbles 1-6.
circle the two that have something hang out • Explain to Ss that they have to read
in common and say what it is. the sentences on the left and guess
The phrase meet a friend and the what each person is talking about.
• Help Ss understand by doing the first phrasal verb hang out are words
as an example. Write the phrases related to spending time with a • Have Ss do the activity and then
surf the Net, check my email, and friend.) check their answers as a class.
tidy my room on the board.
• Ask Ss to tell you which of them A. 4 B. 5 C. 1 D. 2 E. 6 F. 3
they think have something in
common and why. (surf the Net and
check my email because they both Stage 3: Applying
have to do with computers and • Draw Ss’ attention to the activity
technology). and explain that they have to
• Have Ss do the activity in pairs and write a sentence about an item, a
go round the classroom monitoring job, a type of food or ailment as
the procedure. in activity 2. Explain that they will
• Check Ss’ answers as a class. then show their sentence to their
partner who will have to guess the
1. surf the Net and check my item, job, type of food or ailment
email (They have to do with the sentence describes.
computers and technology.) • Divide Ss into pairs and have them
2. play volleyball and do karate read their partner’s sentence and
(They are sports/activities guess the item, job, type of food or
people do.) ailment.
3. safe and amazed (They are
adjectives.) open answers
4. toothbrush and a tube of
toothpaste (They are used to [Suggested answer
take care of our teeth.) 'He made an important discovery
5. astronaut and archaeologist when he was digging in the site.'
(They are occupations.) (archaeologist)]

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 1-2 Top Skills MODULES 1-2

WORKBOOK 1 Listen and draw lines. There is one example.

TOP SKILLS William Michael Richard Mark

Language focus
Objectives
• to revise, consolidate and practise structures
and vocabulary presented in previous
lessons
Harry Derek Matt

Lesson plan 2 Look at the three pictures. Write about this story. Write 20 or more words.

Warm-up
Lip reading
• Tell Ss that they are going to play a game. 2
• Say one of the words or phrases that Ss have
been presented with in Modules 1 and 2
without making any sound.
• Ss have to look at you carefully and read your
lips to guess the word/phrase.
• Choose Ss to come to the front of the
classroom to do the same. 1 3

Activity 1
• Have Ss open their Workbooks to p. 65.
• Direct Ss’ attention to the illustration and
ask them to tell you what they see. (Children 65
doing different activities in a park.)
• Ask Ss to name the activities (fishing, reading,
feeding the ducks, doing karate, playing Boy: That’s Richard. He’s in 5. Boy: Look! There’s Matt!
football, etc). my class. I like his hat! Man: Where?
• Explain that they are going to listen to a boy 2. Man: Who’s the boy over Boy: He’s over there. He’s
talking to his grandfather about the children there? playing with a ball.
at the park. Tell Ss that they will have to listen
Boy: Which one? Man: Is he kicking the ball?
carefully and match the names round the
illustration to the children, according to what Man: He’s holding some bread Boy: Yes, he is! That’s Matt!
they hear. Point out that there is one extra and he’s standing next to
name that they will not need to use. a little boy. Example: William is the boy
Boy: Oh, that’s Harry. The with the cap who is holding a
• Play the recording and have Ss listen to
comic book.
the example in order to make sure they little boy is his brother.
understand what they have to do. 3. Boy: Look at Mark! Richard is the boy by the lake
who is fishing.
• Play the recording twice and have Ss do the Man: Where is he?
Harry is the boy near the lake
activity. Boy: He’s over there. He’s who is holding some bread.
• Go round the class and monitor the procedure. doing karate with his
Mark is the boy with the
• Have Ss compare their answers in pairs, then friend. straight hair who is doing
check as a class. Man: Is Mark the boy with the karate.
Listening transcript curly hair? Derek is the boy with the hat
Example Boy: No. Mark is the boy with who is sitting under a tree
the straight hair. reading.
Boy: I like the park! Look, Grandad! All my
friends are here! 4. Man: Who’s the boy with the Matt is the boy who is kicking
hat? a ball.
Man: Really? Who’s that under the tree?
Boy: Which one? Is he drinking
Boy: There are two boys. Which one do you Activity 2
orange juice?
mean?
Man: No, he isn’t. The boy • Direct Ss’ attention to the three
Man: The boy with the cap. He’s holding a
under the tree. He’s pictures and ask them to tell
comic book.
reading a book. you what they see. (A boy who
Boy: Oh! That’s William.
Boy: That’s Derek. He likes is doing different activities in
1. Man: Who’s the boy near the lake? Look! He’s books! each. In the last one, he looks
fishing. confused.)

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 TOP SKILLS | MODULES 1-2
1-2
3 Listen and write. There is one example.

Example
Gary: No, I wasn’t at the sports centre.
Where was Gary? At the shopping centre
Actually, I was at the shopping centre.
1. Where is it? in Street Brian: Cool! So, did you go to the new one in
2. Who did Gary go with?
Hill Street? I went there last Saturday,
it’s really big!
3. What did he buy? A purple
Gary: Yes, I went to the new one in Hill
4. What was the food like? Delicious but Street. It’s amazing! It has got so
5. What did they do after lunch? Watched a(n) many shops, cafés and restaurants!
Brian: I know. It’s great! So, who did you go
with? Did you go with your brother
4 Look and read. Choose the correct words and write them on the lines. Tom?
There is one example.
Gary: No. Actually, I went there with my
mix
friend Stu.
Example You bake this to make biscuits. dough
recognise Brian: What did you do there? Did you buy
1. It is the opposite of dangerous. anything?
hike
2. You walk along this path when you are in nature. Gary: Yes, I did. I bought a purple cap and
lucky
3. This person shows you round museums or sites.
Stu bought two T-shirts. Then, we
rucksack were hungry so we had something to
4. When you do this to blue and yellow,
coins eat at ‘Sombrero’.
you get green.
examine Brian: What was the food like? Was it good?
dough
5. We use these round objects to buy things. Gary: Yes, it was delicious, but kind of
6. When someone is ill, the doctor does this to them. expensive.
trail
7. This person digs in ancient sites. Brian: Oh, really?
poisonous Gary: Yes. We paid thirty pounds for two
8. This is what happens when you suddenly see
soft sandwiches and a salad!
something or someone you know.
experience Brian: Oh, no. That is expensive. Did you go
9. You use this to carry your things in when you
safe home after that?
go hiking.
Gary: Yes, we decided to watch a new DVD.
guide
10. Some dangerous plants and animals can be this. Brian: Which DVD?
archaeologist
Gary: We saw ‘Ancient trails’. It was really
66 scary!
Example: shopping
1. Hill
• Tell Ss that the pictures tell a • Explain that they are going to 2. Stu
story. Explain that they have to listen to a dialogue between 3. cap
look at the pictures carefully two friends. Tell Ss that they 4. expensive
and write a short story of twenty will have to listen carefully and 5. DVD
words, or more describing what answer the questions with only
they see in the pictures. one word, according to what
they hear.
Activity 4
• Go round the classroom and
make sure Ss have written a • Play the recording and have Ss • Direct Ss’ attention to the sentences and
story that is twenty words or listen to the example in order the words around the box and read them
more. to make sure they understand out loud.
• what they have to do.
If time permits, have Ss read • Explain to Ss that they will have to read the
their stories aloud to the whole • Play the recording twice and definitions carefully and match the words
class. have Ss do the activity to the corresponding definition by writing
open answers • Go round the classroom and the correct word in the space provided.
monitor the procedure. • Draw Ss’ attention to the example and read
(Suggested answer • Have Ss compare their answers it out loud.
in pairs, then check as a class. • Explain to Ss that there are four extra
A boy wakes up. He brushes his
teeth and combs his hair. He Listening transcript words which they will not need to use.
gets dressed, makes his bed and Brian: Hi, Gary. Where were you • Allow Ss some time to do the activity. Go
checks his email. His mum says yesterday afternoon? I round the classroom and monitor the Ss.
he’s confused. She gives him his was calling you but you • Have Ss compare their answers in pairs,
school bag and shows him the then check as a class.
didn’t answer.
calendar. It’s Tuesday. He has got
Gary: Oh, hello, Brian. Yes,
school today.) Example: dough
sorry. I wasn’t at home
1. safe 6. examine
yesterday afternoon.
Activity 3 Brian: And you weren’t at the
2. trail 7. archaeologist
3. guide 8. recognise
• Direct Ss’ attention to the sports centre. I had
4. mix 9. rucksack
questions and have them read volleyball practice there
5. coins 10. poisonous
them. yesterday.

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 3-4 Top Skills MODULES 3-4
WORKBOOK
TOP SKILLS
1 Read the text message and write the missing words. Write one word on each line.

Conversation Edit View Actions Help

Tony 10 pm

Mike, help! I have got a big problem !

I was (1) the Net for information for my project when suddenly a
message appeared on my screen. It said I should go to a (2) and
Language focus (3) an app. I closed the message, and then something happened to my
computer.
Objectives Now I haven’t got Internet. How am I going to (4) my project to the
school website?
• to revise, consolidate and practise I can’t even get into my email (5) to send my project. What should I do?
structures and vocabulary presented in
previous lessons
2 Look at the pictures and find the six differences.

Lesson plan
Warm-up
Lip reading
• Tell Ss that they are going to play a
game.
• Say one of the words or phrases that Ss
have been presented with in this Modules
3 and 4 without making any sound.
• Ss have to look at you carefully and read
your lips to guess the word/phrase.
• Choose Ss to come to the front of the
classroom and do the same.
Activity 1
• Have Ss open their Workbooks to p. 67.
• Draw Ss’ attention to the email and the
spaces in the text. 67

• Explain to Ss that they are going to read

the email and complete it with one word.
• Point out that the first one has been done
as an example. Encourage a S to read the • Repeat for the rest of the differences.
example.
In picture 1:
• Go round the classroom and make sure
Ss have completed the email correctly. The man has got the napkin round his neck. The boy is eating
with his mouth open and he is talking. The girl has got her elbows
• Have Ss compare their answers in pairs,
on the table and the woman is holding her tablet. The baby is
then check as a class.
feeding itself and they are all eating pizza.
Example: problem In picture 2:
1. surfing 2. website 3. download The man has got the napkin on his lap. The boy is eating with his
4. upload 5. account mouth closed and he isn’t talking. The girl hasn’t got her elbows
on the table and the woman is holding some salt. The baby is
drinking milk and they are all eating chicken.
Activity 2
• Direct Ss’ attention to the two pictures.
Activity 3
• Explain to Ss that they will have to
look at them carefully and spot the • Direct Ss’ attention to the central illustration and ask them to tell
differences. you what they see. (A picnic basket and different food on a picnic
blanket.)
• Invite a S to spot a difference and
announce it to the rest of the class, Ask, • Ask Ss to name the food items (cake, sandwiches, lemonade,
Where has the man got his napkin in watermelon, salad, crisps, spaghetti with meatballs, pizza).
the first picture? and encourage the S • Then draw Ss’ attention to the people and the names round the
to answer, He has got it round his neck. illustration and ask them to read them.
Direct Ss’ attention to the second picture • Explain to Ss that they are going to listen to a dialogue and that they
and ask him/her to say where the man will have to match the people with the items shown in the central
has got his napkin (On his lap). illustration by writing the letter in the box next to each person’s

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 TOP SKILLS | MODULES 3-4
3-4NOTES
3 What did each person in the Robins family bring to the picnic?
Listen and write a letter in each box. There is one example.

H
Thomas 1 C 4 Granny Nina

A G Thomas: No, actually it wasn’t. My granny

made something sweet.
B
Cory: Don’t tell me, that famous
Lynn 2
D
5 Mr Robins chocolate cake of hers?
Thomas: Yes, of course! I’ve got some with
C me. Would you like some?
F Cory: Sure! Mmm… it tastes delicious! So
E
Mrs Robins 3 6 Grandad Philip what did your mum make?
Thomas: My mum didn’t have a lot of time,
so she made a tomato salad.
4 Mark is talking to his friend Bruce. What does Bruce say? Read the conversation and choose Cory: So who else came to the picnic?
the best answer. Write a letter (A-H) for each answer. You do not need to use all the letters.
Thomas: Well, my sister Lynn, of course.
Example
Cory: Did Lynn make anything?
Mark: I’m hungry. Would you like to go to that new
Italian restaurant? A Yes, I do. They’re tasty.
Thomas: Yeah, she brought lemonade that
Bruce: B she made herself.
1. Mark: So, what would you like to eat? Do you want B That would be nice. (Example) Cory: Was it good?
some pizza?
C Let’s get some ice cream, too. Thomas: No, not really. It was sour.
Bruce:
Cory: Too bad!
2. Mark: What would you like on the pizza? How about D I don’t like pizza.
peppers, mushrooms, onions and pineapple? Thomas: Hmm…. Oh, and my grandad came
Bruce: E It’s sour. I’d like some orange too.
3. Mark: What about meatballs? Do you like meatballs juice. Cory: What did your grandad make?
on your pizza?
F Sure! I’d love some pizza.
Thomas: He didn’t make anything.
Bruce:
He brought the fruit. My favourite!
4. Mark: OK. Let’s get this one,
one then, with tomato,
peppers, meatballs and cheese.
G OK. Let’s get something to Cory: Oh? What’s that?
drink, too.
Bruce: Thomas: Watermelon!
5. Mark: Would you like some lemonade? H I don’t like pineapple.
Bruce: Example: C
68
2. G 3. B 4. D 5. H 6. A

name, according to what they hear. Activity 4

• Play the recording and have Ss listen to the example in order to • Draw Ss’ attention to the dialogue and
make sure they understand what they have to do. the sentences in the box. Explain to Ss
that they have to read the dialogue and
• Play the recording twice and have Ss do the activity.
complete it by choosing the appropriate
• Go round the classroom and monitor the procedure.
response from the box in each case.
• Have Ss compare their answers in pairs, then check as a class.
• Read the example out loud and then
Listening transcript point out that there are two extra
responses which they will not need to use.
Cory: Hi, Thomas! How are you? I saw you at the park yesterday.
Thomas: Hi, Cory, I’m good, thanks! I was having a picnic with my
• Have Ss read the dialogue and the
responses in the box and then have them
family. We have a picnic every Saturday when the weather is
do the activity.
nice.
Cory: Oh really? Did you make anything?
• Have Ss compare their answers in pairs,
then check as a class.
Thomas: No, of course not. But I brought something to the picnic.
Cory: Oh really? What did you bring? Sandwiches? Example: B
Thomas: No, I brought a bag of crisps. 1. F 2. H 3. A 4. G 5. E
Cory: Oh! What else did you have?
Thomas: Well, my mum usually makes tuna or chicken sandwiches
for our picnics. But we ate sandwiches last time. She wanted
to make spaghetti with meatballs, but my dad made pizza
instead.
Cory: Oh yummy! Your dad’s pizza is really delicious!
Thomas: Yeah, but my mum made something too.
Cory: Let me guess. Was it something sweet?

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 Material transferred
from Modules 1-2

Workbook
(Transferred from Module 1, Our world, p. 27)
Activity 4 L2.1
Listening transcript
Julia: Hi, Sandy. What are you doing? Julia: Take this blue hat.
Sandy: I’m fixing my things for the school trip. Sandy: Oh, I can’t take that hat. Lisa gets angry when I
Julia: Oh cool. Do you want some help? take her things.
Sandy: Sure! I need a towel for the beach. Can you look Julia: Why?
over there? Sandy: I don’t know. This red hat is mine. Do you like it?
Julia: Sure. Is the yellow towel yours? Julia: Yes, I do.
Sandy: That’s my brother’s. Mine’s orange. Sandy: Now I need to get my toothbrush from the
Julia: Oh, here it is. bathroom.
Sandy: Hmm… now I need a jacket. It gets cold at night. Julia: Um, Sandy… is this yellow toothbrush yours? It
Julia: There are some jackets over here on the bed. was on the floor.
Hey! This is mine. Sandy: That’s my old toothbrush. You can throw
Sandy: What is? it in the rubbish bin. Here’s my new purple
toothbrush.
Julia: This pink jacket.
Sandy: Oh! Yes! Thank you for giving it to me to wear.
1. A 2. B 3. B 4. A
Julia: You’re welcome.
Sandy: So, now I need a hat. It’s really sunny and warm
there.

Workbook
(Transferred from Module 2, Round-up, p. 61)
Activity 1 W2.2 Activity 4 W1.3 W1.6 W2.2

Across Down open answers

2. survive 1. examine
5. poisonous 3. discovery
Now I can
4. coin
6. lucky • Ask Ss to read the phrases and colour in the stars
according to what they can or can’t do and how well
Activity 2 they can do it.
• Instruct Ss to colour in only one, two or three stars
1. didn’t recognise each time.
2. were making, started • Use the self-evaluation sheets for your Ss to check
3. met, went their performance.
4. was examining, made • Ask Ss to count the stars they have coloured in so as
to find in which category they belong.

Activity 3 R2.1

1. F 2. T 3. F 4. T 5. F

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 Material transferred
from Module 3

Workbook
(Transferred from Module 3, Top Stars, p. 68)
Activity 4 L2.1
Listening transcript
1. Rania: Hi, Danielle. What are you doing here? 2. Luke: Hello, Jeremy. What’s that? Are you sending
Danielle: Hi, Rania. I’m looking for a present for my emails?
aunt to thank her for driving me to school. Jeremy: Well, not exactly. I’m making invitations on
Rania: Oh! What a great idea! What are you going this new app I found. I want to send them to
to get her? Can I help? my friends.
Danielle: Sure! Umm… do you like this scarf? Luke: Oh, cool! What for? Is it for the school
Rania: Hmm… it’s a nice scarf, but it’s getting too fundraiser?
warm for scarves. Jeremy: No, that’s next month. I’m taking part in the
Danielle: You’re right. What about this? I can get her school festival, remember?
this bag. It’s really nice and big, and my Luke: Right! When is it again?
aunt needs a new bag. Jeremy: It’s this Saturday at eight o’clock.
Rania: It’s great. How much is it? Luke: Are you going to send one to me too?
Danielle: Oh! It’s £50. I haven’t got that much money. Jeremy: You don’t need an invitation. You’re my
Rania: You can get this one for her. It’s smaller and brother. Of course you’re coming!
only costs £20.
Danielle: It’s perfect! Thank you, Rania! 1. C 2. B
Rania: You’re welcome.
(Transferred from Module 3, Our world, p. 71)
Activity 3 L2.1
Listening transcript
1. Fay: Hello, Tory. What’s wrong? 3. Dad: Mmm… this watermelon is delicious!
Tory: Oh, hi, Fay. I don’t feel so well, and my Would you like some, Kelly?
head hurts right here. Kelly: No, thank you. I’m enjoying this apple pie. Do
Fay: Oh, I hate headaches. Did you take anything? you want some?
Tory: No, I didn’t. Dad: No, thanks.
Fay: Maybe you should go home and lie down. Kelly: Ouch!
Tory: I think I should too. I’m going to ask Mr Trent. Dad: What’s the matter? Is it your throat?
Fay: That’s probably a good idea. Get well soon! Kelly: Oh, no…. It’s my tooth.
Tory: Thanks, Fay. Bye. Dad: Does it hurt?
2. James: So, Joe. How are you? Kelly: Yes, it does. I know I should go to the dentist,
Joe: I’m tired, but fine. How are you, James? but I haven’t got any time.
James: I’m good, but really thirsty after that run. Dad: Yes, you should go. And you shouldn’t eat
We should get something cold to drink. sweets. I have got a good friend who is a
Joe: Oh, no. Not for me. dentist. We should call him later and visit him
James: But it’s so hot. together.
Joe: Yeah, I know, but my throat is kind of Kelly: OK, sure. Thank you so much, Dad.
sore. 4. Mum: Jake, is that you coughing?
Waiter: Hello, what would you like? Jake: No, it isn’t.
James: Some iced tea for me, please. And for Mum: Hmm… it is you. What’s wrong? Have you got a
you, Joe? sore throat?
Joe: Some warm tea for me, please. Jake: No, just this cough.
Waiter: Would you like some lemon too? Mum: Is that ice cream you’re eating? You know you
Joe & shouldn’t eat ice cream with a cough!
James: Sure! Jake: But, Mum, it tastes so good.
Mum: No buts. Stop eating it right now, please.
Jake: Oh, OK.

1. B 2. A 3. B 4. B

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 Material transferred
from Module 4

Workbook
(Transferred from Module 4, Top Stars, p. 90)
Activity 3 L1.1 L2.1 L2.2
Listening transcript
2. Ted: Hi, Scott. I’m really tired and hungry. Maybe Scott: I’m going to get some spaghetti.
we should take a break for lunch. Waiter: What can I get for you boys?
Scott: Yeah, you’re right. What do you want to eat? Ted: Can I have this chicken pizza? But I don’t want
Ted: Let’s go to the new pizza restaurant down the any mushrooms.
street. Waiter: That’s fine. What about you?
Scott: Great! Let’s go! Scott: I’d like the spaghetti with mushrooms and
Ted: This pizza looks good. It has got peppers, olives.
cheese, chicken and mushrooms. The only Waiter: I’m sorry we haven’t got that today.
problem is I don’t like mushrooms. Would you like spaghetti with meatballs,
Scott: You don’t have to like them. You can ask for instead?
the same pizza without the mushrooms. Scott: Yes, please. Thank you.
Ted: Hmm… good idea. So what are you going to
order? A. 2 B. 1

(Transferred from Module 4, Our world, p. 93)

Activity 3 L1.1 L2.1
Listening transcript
2. Dad: Jason, Thomas, are you ready? 3. Hillary: Jenny! What are you doing?
Thomas: I can’t find my helmet, Dad. Jason, did you Jenny: I’m eating my sandwich. Why?
take it? Hillary: Because we mustn’t eat now. It’s dangerous!
Jason: No, I didn’t. I saw it in the garage yesterday. Jenny: Oh, no! But I’m hungry…
Dad: Go and get it, Thomas. We must get going, Hillary: You can eat after. Now, let’s go and have a
boys. It’s a long ride to the top of the shower.
mountain. Jenny: Why? We have to have a shower after.
Jason: Dad, can we check my wheels? Hillary: No. We must have a shower before and after
Dad: Sure. Hmm… this isn’t good. You can’t go we use the pool.
cycling on this wheel. Jenny: Oh, OK.
Jason: Oh no! Hillary: Now, hurry up, Jenny. We’re late!
Dad: Don’t worry. I’ve got an extra wheel in the Jenny: Hillary, you mustn’t run. It’s dangerous!
garage. Hillary: Hmm… very funny!
Thomas: OK, I’m ready.
A. 2 B. 3 C. 1
Jason: We’re going to leave after Dad changes the
wheel on my bike.
Dad: OK, boys. Let’s go!

(Transferred from Module 4, Let's Talk, p. 95)

Activity 3 L2.1
Listening transcript
3. James: Oh, hi there, Terry. Cool skateboard! James: Really? I didn’t know people go skateboarding at
Terry: Hello, James! Thanks. I’m going to go the park.
skateboarding. Would you like to come? Terry: No. I’m not going to the park. I’m going to the
James: That would be nice. But I haven’t got a skateboard. skatepark.
Terry: That’s OK. You can watch us skateboard first, and James: Oh, OK. Cool!
then you can try with my skateboard.
1. A 2. D 3. C
James: Us?
Terry: Yeah, there are always a lot of people
skateboarding.

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 Material transferred
from Module 5

Workbook
(Transferred from Module 5, Top Stars, p. 112)
Activity 3 L2.1
Listening transcript
2. Jim: Hi, Pete. What’s up? 4. Tony: Hi, Jason. How was your trip?
Pete:Hi, Jim. You won’t believe what happened to me! Jason: It was horrible.
Jim: What? Tony: Oh, no. Why?
Pete:Well, yesterday afternoon I was at the beach. Jason: Well, first we had to get up very early in the
While I was swimming, I saw something moving morning to go to the airport. Then, while we
in the water in front of me. I had to get away were waiting for a taxi, it started to rain, and we
from that thing. I got really scared, so I started didn’t have an umbrella.
swimming back to the beach really fast. Then
Tony: Oh, no! Was there a lot of traffic because of the
something touched my leg…
rain?
Jim: Oh, no. That sounds really scary. So, what
Jason: Yes, there was. We got to the airport very late,
happened?
so we had to run to catch the plane.
Pete: I got out, but it was too late! Look at my leg now!
Tony: Did you get there on time?
I had to go to the doctor and get some medicine.
Jason: Well, yes, we did. But it was raining when we
Jim: Oh, no. That’s terrible!
arrived too.
3. Fiona: Hi, Tina. Where were you at the weekend? Tony: How unlucky!
Tina: Hi, Fiona. I was at my grandparents’ house. They
have got a small farm in the countryside.
get up work go to the
Fiona: Oh, that sounds nice. I love animals. Had to… early hard doctor
Tina: Me too. I didn’t know it was so much hard work.
Fiona: Did you have to get up early and feed all the
Jessica 4
animals? Pete 4
Tina: Well, not really. But I had to help my Tina 4
grandmother feed the chickens.
Fiona: Did you have to collect eggs too? Jason 4
Tina: Yes, I did. Guess what? I even learnt how to make
bread! I brought you some.
Fiona: Thanks. Mmm, it’s delicious!

(Transferred from Module 5, Let's talk, p. 117)

Activity 3 L2.1
Listening transcript
1. Linda: Granny, look what I found in the garage. Todd: Really?
Granny:Oh, Linda, let me see. Look at these. Ha ha. Hank: Yes, but when we got my cat, I had to give it to
Linda: Who’s the little girl in this photo? my cousin.
Granny:That’s your Mum, Linda. She’s three in this Todd: Oh, that’s too bad.
photo. 3. Dean: Hey, Dad. Is that you in this photo?
Linda: Mum had curly hair too? I had no idea she Dad: No, it isn’t. It’s your Grandad Jim.
looked like this!
Dean: I didn’t know that Grandad was a runner.
Granny: Yes! Well, now it’s straight, but it was very
Dad: Yes, he was.
curly in the past.
Dean: He looks young and strong in this photo.
2. Hank: Hi, Todd. How are you? Dad: He ran in the 100 m and 200 m races when he
Todd: I’m good. How are you, Hank? was a young man.
Hank: I’m fine. Where are you going? Dean: Wow!
Todd: I’m going to the pet shop. I’m really excited.
My parents are going to get me a parrot.
1. F 2. T 3. F
Hank: Oh, cool! I had a pet parrot a few years ago
too.

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 PHONICS TABLE

Phonics
Page
Module (Phonetic Words
number transcription)

fly
dry
1 16 
go cycling
July

grandad
 dig
grass
2 28
geography
 orange
vegetable

email
 he
these
3 40
sleep
 zookeeper
cheese

ruler
 June
scuba diving
4 52
computer
 museum
uniform

brother
 honey
money
5 64
ice hockey
 bronze
mascot

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 GLOSSARY

Glossary of key words

used in the Teacher’s Book
act out: to take the role of a character in a dialogue or story and
say his/her words

Content and Language Integrated Learning (CLIL): an approach to

teaching through which students learn content-based subjects
such as maths, history, science, etc. through a foreign language

demonstrate: to show and explain how something should

be done

draft: a piece of text including someone’s original ideas, which has

not been fully developed and taken its final form

edit: to improve a text by making corrections and adding or

removing information and/or ideas

elicit: to do or say something to get a response from someone

gist: the main idea in a text

higher-order thinking (HOT): using critical-thinking and problem-

solving skills to apply knowledge gained to new situations

higher-performing Ss: students whose level is above average

initiate: to start something

lower-performing Ss: students whose level is below average

mime: to use the face and body to communicate, without verbal

speech

monitor: to watch and make necessary comments to ensure that

an activity is done in a proper way

objective: the goal which someone sets and the outcome they
plan to achieve through an activity

pantomime: to convey an action, feeling, etc. through gestures

and body movements, but not through speech

prompts: words/phrases and/or pictures provided to students to

facilitate spoken or written production

rubric: the instructions for a task or activity

shadow read: to read silently while listening to somebody else

reading aloud

SA: Student A

SB: Student B

swap: to exchange

Total Physical Response (TPR): an approach to teaching

through which students respond to language through physical
movement, e.g. the teacher says ‘Stand up’ and the students
respond by standing up

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 Using a Dictionary

1. Choose either a print or an online/digital monolingual or bilingual dictionary. You

can ask your teacher to recommend one.

2. Find the word you want to look up.

3. Remember that the words in all print dictionaries appear in alphabetical order.
In digital/online dictionaries, you can use the ‘search’ tools to type the word you
want to look up.

4. In a print dictionary, go to the page with the first letter of the word you want to
look up. You might also need to look at the second or third letter of the word you
want to find.

5. In some cases, you may find the same word more than once. Pay attention to the
part of speech that the word you want to find belongs to. For example, it might be
either a verb, a noun or an adjective.

6. Once you have found the word you want, have a look at its meaning. Depending
on different contexts, it might have more than one meaning. The examples that
usually accompany each word can clarify the meaning of each word.

7. In certain cases, synonyms (words with the same meaning) or antonyms (words
with the opposite meaning) might help you understand the meaning of the word
better.

8. It is a good idea to use your notebook to note down words that you come across
quite often. You can write down examples, draw pictures or write synonyms/
antonyms. This will help you remember the meaning of these words more easily.

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78

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 Notes

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 Top Stars 6a
Teacher’s Book
H. Q. Mitchell - Marileni Malkogianni

Published by: MM Publications

www.mmpublications.com
[email protected]

Offices
UK China Cyprus Greece Korea Poland Turkey USA
Associated companies and representatives throughout the world.

Copyright © 2021 MM Publications

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise,
without permission in writing from the publishers, in accordance with the contract concluded with the
Ministry of Education and Higher Education of the State of Qatar.

We would like to thank Shutterstock and 123RF for permission to reproduce copyright photographs.

Produced in the EU

ISBN: 978-618-05-5821-0 N2106000942-18714

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 TOP
TOP
H. Q. Mitchell – Marileni Malkogianni

H. Q. Mitchell - Marileni Malkogianni

builds

STARS
QNCF
competencies

STARS6a
is an exciting primary course that creates a fun
and motivating environment for young learners.

For students:
Teacher’s Book

TOP STARS
• Student’s Book
• Full-colour Workbook

6a
• Student’s CD-ROM

Teacher’s Book
For teachers:
• Teacher’s Book
• Class Audio Material (Online)
• Resources for Teachers (Online)
• Interactive Whiteboard Material
• Flashcards
• Phonics Cards

CEFR Pre-A1 A1 Low A1 Mid A1 High A2 Low

Top Stars 1 2 3 4 5 6


in accordance
with the
Common
European
Framework Academic Year 2021−2022

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