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CONTENTS SYLLABUS page 2 INTRODUCTION • Aims of this level • Components of the course • Pupil’s Book activities suggested procedures page 3 • Teaching tips LESSON NOTES page 8 TESTS page 63 ANSWER KEY TO TESTS page 77 WORDLIST page 78 Oxford University Press Oxfor d U n ive rsity Pr ess, Gr e at C lar e nd o n S tr ee t. Oxf o rd 0X 2 6DP Ox fo rd New Y ork A t h e n s A u c k l a n d B a n g k o k B o g o t a B u e n o s A i r e s C a l c u t t a C a p e T o w n C h e n n a i D a r e s S a l a a m D e l h i F l o r e n c e H o n g K o n g Is t a n b u l K a r a c h i K u a l a L u m p u r Mad rid Me lb o ur ne Mex ico C ity Mu mba i N a ir o bi P ar is S ao P au lo S ing a po re T aip e i T okyo T or on to W ars aw an d assoc iat ed c o mpa n ies in B er lin Ib a d an OXFOR D a n d OX FORD ENG L ISH ar e tr a de marks of O xfor d U n ivers ity Pr ess ISBN 0 19 435117 3 © Oxf or d U n ivers ity Pr ess 1 99 7 First pu b lish ed 1 9 97 F ou rt h impr ess io n 19 9 9 All r igh ts r eserv e d. N o p art of t his p ub lica t io n may b e re pr od uc ed , st or ed in a r etr ieva l syst e m, or tr ans mit te d, in a ny f or m or by any mea ns, e lectr o nic , m e c h a n i c a l , p h o t o c o p y i n g , r e c o r d i n g , o r o t h e r w i s e , w i t h o u t t h e p r i o r w r i t t e n p e r m i s s i o n o f O x f o r d U n iv e r s i t y P r e s s w i t h t h e s o l e e x c e p t i o n o f p h o t o c o p y i n g carr ied out under the con d it ions d escrib ed b e lo w. Th is bo ok is so ld su b ject t o t h e co nd itio n t h at it s h all no t, by w ay o f t ra d e o r o th er wis e, b e le n t, r eso ld hire d ou t, or ot h erw is e circu lat ed wit ho ut t he pu b lish er ’s p rior c o nse nt in a ny f or m o f b ind in g o r cov er ot h er t h an t ha t in w h ich it is p ub lis he d an d w ith o ut a similar co n dit io n inclu din g t h is co n dit io n being imposed on t he subs equent purchas er. Photocopying ] h o p u b lis h er gra n ts p er missio n f or t h e p h ot oco py in g of th os e p a ges mark ed 'p h ot oc op iab le accor d in g t o t h e f ollow ing c on d it io ns. In div idu a l pu rch ase rs may mak e c op ies f or t he ir o wn us e or f or use by classes th ey te ac h Sc h oo l p urc has ers ma y make co p ies fo r use by the ir s ta ff a n d stu de n ts, b ut t h is p er missio n d oes no t ext e n d to a dd it io n a l scho o ls or br anc h es. U nd er no c ircu ms ta nc es may a ny p art of t h is b ook be ph ot oc op ie d fo r res ale Illustr at io ns by D avid L ock, T o ny Mor r is Des ign e d a n d typ ese t by Ox pr int D es ig n. Oxf or d Prin te d in Ho n g K o ng SYLLABUS Unit Language Unit 13 household jobs | holidays past tense Did you have a good holiday? Yes, I/we did. No, I/we didn't. I/he/she/we/they (went to the seaside). Did he/she (stay in a hotel)? Yes, he/she did. No, he/she didn’t. 2 What's your (address/telephone number)? My address is (16 Park Road). He/She’s (ten). He/She’s got (two brothers). the Inuit present perfect What has (Minnie) done with the (ringmaster's hat)? (She)’s taken (it). She's put (it on her head). Has she (taken his whip)? Yes, she has. No, she hasn't. 15 I4 clubs 4 present perfect/past simple theme parks Who (jumped into the water)? Have you ever (been to a theme park)? Yes, I have. No, I haven't. When did you go? I went (two years ago). What did you do? I (saw lots of TV characters). 5 offers 6 world facts 7 job s 8 money/ possessions q story 10 clothes II dinosaurs |2 at the dentist’s 2 Shall I (carry your bag) (for you)? Thank you (very much). I'll (open the door) (for you). It's all right. I'll (open it). school rules 16 describing scenes 17 messages 18 sickness superlative adjectives How (long) is the (longest) (river) in the world? It's (six thousand, six hundred and seventy kilometres) (long). I'll/He'll/She'll (be late) tomorrow. I/He/She won't (get up at five o'clock). Will you/he/she go to school? Yes, I/he/she will. No, you/he/she won't. I/She/He might/might not (play tennis after school). n daily activities 20 prepositions of movement The woman fell off the bridge. She fell into the water. 21 thefts childhood (Seismosaurus) was the (biggest) dinosaur. It was (bigger) than (Tyrannosaurus). (Tyrannosaurus) wasn’t as (big) as (Seismosaurus). How much (Cola) does (Helen) (drink)? Not much. A lot. How many (sweets) does (she) (eat)? Not many. A lot. You shouldn't (drink) too (much) (Cola). You should (use toothpaste). I/You have to /don't have to lay the table. Do you have to (clean your shoes)? Yes, I do. No, I don't. Does (Bill) have to tidy his bedroom? Yes, he does. No, he doesn't. He's done that. present simple/past simple They burn coal because there isn't any gas or electricity. Why did the Inuit keep dogs? They kept dogs to pull their sledges. They used ice to build igloos. (Helen) has to (get up early on schooldays). (She) mustn't (be late for school). (She) doesn't have to (go to school on Saturdays). We have to/don't have to (wear uniform at our school). Is there anyone/anything (in the cupboard)? Yes, there is. There's someone/something (in the cupboard). No, there isn't. There's no one/nothing (in the cupboard). indirect speech (present) What does (Helen) say? (She) says [that] (she) (feels sick). question tags: negative (present) (Adam)'s (sick), isn't (he)? You're (bored), aren't you? (He)'s got (a cough), hasn't (he)? You've got (a cold), haven't you? (He) likes (soup), doesn't (he)? You like (biscuits), don't i? you/' present perfect with for and since How long have we had bank notes? We've had bank notes for about 1200 years. I've had my bike for two years. Is this (jumper) (big) enough for (Helen)? Yes, it is. No, it isn't. It's too (small) for (her). Why can't (Adam) (wear his jumper)? (It's) too (dirty). (It isn't) (clean) enough (to wear). Language 22 story 23 famous people 24 past continuous I/He/She was/wasn't(sleeping) at (ten o'clock last night). They were/weren't (eating). Was he/she (watching TV)? Yes, he/she was. No, he/she wasn't. Were you having dinner at six o'clock? Yes, I was. No, I wasn't. past continuous + when + past simple Was Minnie (playing) when Bill (got home)? Yes, she was. No, she wasn't. She was (watching TV). Could you (talk) when you were (one)? Yes, I/we could. No, I/we couldn't. When I was (three), I could/couldn't (count). past continuous + when/When + past simple (The dog was chasing a bird) when (he heard the trumpet). When (the dog heard the trumpet), (he looked up). question tags: negative (past) What nationality was (Charlie Chaplin)? (He) was (British), wasn't (he)? Yes, (he) was. (He) (died in 1977), didn't (he)? Yes, (he) did. INTRODUCTION AIMS OF THIS LEVEL This book aims: • to build upon and develop the basic knowledge of • • • • English which pupils gained earlier in this course to teach pupils to understand and use basic English structures and vocabulary to help pupils develop confidence in listening, speaking, reading and writing English to make learning English meaningful, by focusing on topics and vocabulary of interest to this age group to make learning English enjoyable, through songs, stories, games and communicative activities This level is based around songs, rhymes, stories and activities carefully matched to the interests of young pupils, and is suitable for use with large or small classes. COMPONENTS OF THE COURSE This level consists of the following components: Pupil’s Book The Pupil’s Book introduces all the language structures and vocabulary in the course and contains dialogues, stories, songs, rhymes, games and oral practice activities. Most of the work in the Pupil’s Book is oral. At the foot of every page in the Pupil’s Book is a small parrot, telling you which page in the Workbook corresponds with that Pupil’s Book page. Workbook The Workbook gives extra practice of the language taught in the Pupil’s Book as well as providing reading and writing practice. It also includes simple summary tables, to check and revise new structures taught in the corresponding Pupil’s Book unit and two pages of tables and notes on pages 108-109. For every page of the Pupil’s Book there is a page of Workbook exercises. These can be done either in class or at home upon completion of the corresponding Pupil’s Book page. There is also a Revision section in the Workbook after every four units. Pupils can do the exercises in these sections as both revision of the previous four units and as preparation for a test (which is in the Teacher’s Book). A final revision section (Revision 7) revises material from the entire Pupil’s Book and can be used upon completion of the course. Cassettes The Cassettes include all the vocabulary teaching, stories, songs and rhymes from the Pupil’s Book. Teacher’s Book The Teacher’s Book gives teaching notes for each page of the Pupil’s Book and Workbook. These are divided into steps. The teaching notes begin with: • the structure/language which the page focuses on • any new vocabulary items which feature on the page • any materials needed, including page references for the Pupil’s Book and Workbook plus activity references for the Cassettes (e.g. Cassette PB page 1:2 is activity number two on Pupil’s Book page one) They then go on to provide: • detailed step-by-step teaching notes for each activity • answers, where appropriate • optional steps, where appropriate • a list of Workbook exercises (with answers, where appropriate) from the corresponding page of the Workbook In addition to the lesson notes, the Teacher’s Book also contains: • the Syllabus • seven photocopiable Tests, including an end-of- course test, and an Answer Key to the tests • a Wordlist containing all the words from the Pupil’s Book (and the reading text on Workbook page 93) PUPIL’S BOOK ACTIVITIES - SUGGESTED PROCEDURES Cassette-based activities Listen and say (dialogues) The dialogues are all recorded on the cassette. They are either about four children - Adam, his sister Helen, his little brother Edward and their cousin Sally - or about Bill, a vet who works at a zoo, Minnie, a monkey Bill rescues, Kate, Bill’s sister, and Mrs Green, his neighbour. The dialogues aim to interest and motivate pupils through a variety of realistic but fun situations and through characters that pupils can identify with. 1 Start by asking pupils to look at the pictures, briefly discussing (with the whole class) what they 3 2 3 4 5 think is happening in the pictures. You may wish to teach key items of new vocabulary at this point, using the pictures. However sometimes you can encourage pupils to use the pictures to guess the meaning of unknown vocabulary. Play the cassette and ask pupils to listen and look at the pictures. Remember to put the cassette counter at 000 before you start, so that you can easily find the beginning again. Play the cassette again as pupils follow the text silently. Check understanding: there are sometimes activities in the lesson for this (see Oral Practice activities). You can also use the mother tongue for a quick check, though it is not necessary to translate every word. Play the cassette again and ask pupils to repeat chorally. Do this several times until pupils are confident. After plenty of practice, you can encourage pupils to act out the dialogue. There are several ways of doing this: • you can divide the class into groups and ask them to repeat the dialogue together, each group saying the part of one character • you can ask one or two pupils to come to the front of the class and act out the dialogue, with you reading one part yourself • you can ask pupils to practise reading the dialogue in pairs (or in threes, according to the number of characters speaking in the dialogue) • you can ask pupils to come to the front of the class and act out the dialogue either with or without their books depending on how confident they feel Listen, read and say These activities teach new vocabulary. 1 Ask pupils to look at the pictures for a few moments first. 2 Play the cassette or say the words once or twice while pupils listen, silently reading the words in their Pupil’s Books. 3 Play the cassette or say the words again, pausing after each word for pupils to repeat chorally. 4 When pupils are confident repeating the words chorally, ask individual pupils to repeat the words. 5 Point to the pictures in the book and ask pupils to read the appropriate word from their Pupil’s Books, chorally and then individually. Listen and sing Songs and rhymes are very useful in language teaching. They are memorable and easily learned, they give practice in the pronunciation and rhythm of English, and they are motivating. The songs (and rhymes) are all recorded on cassette. You may like to use the cassette at home to learn the song first. 1 Play the cassette in class (or teach pupils the song yourself). 2 Play the song several times. Pupils join in when they can. Gradually turn down the volume of the cassette, until pupils can sing the song unaccompanied. While singing, pupils can point to the pictures in the Pupil’s Book, or perform the actions. These reinforce meaning and make singing more enjoyable. Listen and say (tongue twisters) Tongue twisters aim to give pupils oral fluency practice in the sounds of English, through short memorable phrases. They also aim to be fun! The tongue twisters are all recorded on cassette. 1 Play the cassette and ask pupils to listen, with their books closed. 2 Play the cassette again, while pupils listen and read the tongue twister in their books. 3 Ask pupils to say the phrase together slowly. As pupils become more confident, ask them to say it more quickly. 4 Ask individual pupils to say the tongue twister. See who can say it the fastest - without making a mistake! Listen and read The aim of these stories is to provide a simple introduction to reading. They are all recorded on cassette. 1 Ask pupils to look at the pictures and think about what the story is about and what seems to be happening. 2 Play the cassette while pupils listen and read silently. 3 Ask pupils to read the story silently. 4 Explain the meaning of any new vocabulary, using the pictures or mime where possible. 5 Play the cassette again while pupils read the story silently. Oral practice activities Ask and answer In these activities, pupils ask and answer questions 4 about pictures or stories in the Pupil’s Book. Sometimes the Pupil’s Book gives a list of questions; sometimes it gives an example of the type of questions that pupils must make up themselves. Small parrots give examples of what pupils should try to say. themselves. Learning a language is more interesting and motivating, particularly for young children, if pupils are encouraged to use the language to talk about themselves, their own experiences, interests and ideas. Small heads give examples of what pupils can say. 1 Go through the examples with the class first. Read out the first question and ask pupils to call out the answer. 2 Ask the class several questions; pupils reply chorally, and then individually. 3 Get one pupil to ask a question and another pupil to answer it. 4 Pupils can work in pairs, taking turns to ask and answer questions. (See notes on pairwork procedure, page 7.) Personalised activities True or false? In these activities, pupils say whether statements about pictures or stories in the Pupil’s Book are true or false. 1 Go through the examples with the class first. Read out the first statement. Ask pupils to say whether it is true or false. 2 Read several statements, the class reply chorally, and then individually. 3 Ask one pupil to read a statement and another pupil to reply. 4 Pupils can work in pairs, taking turns to read statements and to reply. (See notes on pairwork procedure, page 7.) At the end of each unit in the Pupil’s Book there is an opportunity for pupils to use, in a less controlled and more personal way, the language they have learnt and practised in the unit. Pupils do this through either a writing activity (Your work), a quiz (Your quiz), a game (Your game) or a conversation/roleplay (Your conversation). Your work You might like pupils to do the writing activities in their English notebooks, or in special notebooks, or on loose pieces of paper which could then be displayed on the classroom wall. In these activities pupils draw a picture and/or write a short text about themselves, the weather, their favourite television programme, their daily routine, a simple diary, etc. Pupils will need crayons for some of these Your work activities and for various Workbook exercises. If you intend pupils to do these in class, remind them at the end of the previous lesson to have crayons with them. If your pupils do not own crayons, suggest that they borrow or share different colours. 1 Explain to public that they are going to produce a Complete the sentences In these activities, pupils complete sentences, based on information given in reading texts or in pictures. The Pupil’s Book gives a list of sentence beginnings, and small parrots give examples of what pupils should try to say to complete the sentences. 2 3 1 Go through the example with the class first. Read out the first sentence beginning and ask the class to complete it chorally. 2 Read the second sentence beginning and ask individual pupils to suggest possible endings. 3 Pupils can work in pairs, taking turns to complete the sentences, and helping each other with suggested endings. (See notes on pairwork procedure, page 7.) Ask and answer about you These activities allow pupils to use the English words and phrases they have learned to talk about 4 5 6 piece of work about themselves. They then look at the example shown in the Pupil’s Book. Ask pupils to suggest things they might like to write about, and to call out the words they think they might need. Write on the board any words that pupils ask for. Pupils think for a few minutes about what they are going to write. They then do a rough draft of their writing. Go round the class helping where necessary. Collect the work and mark it. Pupils write out a correct, neat version, and perhaps draw a picture. This can be done in class time or for homework. If possible, display pupils’ finished work in the classroom or somewhere in the school. Your quiz These activities encourage pupils to ask and answer questions about themselves and their interests. The quizzes are either topic-based, e.g. about television, 5 or structure-based, e.g. about what pupils did the previous day. 1 Go through the first question with the class. Ask individual pupils the first question. Alternatively, get them to ask each other the first question, perhaps in a chain around the class. 2 Give pupils time to read and answer the other questions in the quiz. If you want them to write answers, you can ask them to do this at home. 3 Individual pupils ask questions for their classmates to answer. Either alternatively, or as a follow-up step, pupils can work in pairs. Partners take turns to ask and answer questions. 4 If possible, encourage pupils to suggest other questions for the quiz. with presentation texts. The skills of reading and listening are developed through activities with a specific focus on one or the other. Reading The skill of reading is essentially that of understanding the important points in a text, rather than the ability to read aloud. Reading is encouraged through a number of texts, in general longer than in previous levels of the course. These are followed by exercises intended to facilitate comprehension of the text, both in the Pupil’s Book and Workbook. 1 Tell pupils what they are going to be reading about. 2 Look at the pictures with the class. Pupils describe what they can see. 3 Use the pictures to teach any unknown words. Use Your game Games are important in language teaching. Because games are enjoyable and exciting, pupils become involved in them. The language used in games is meaningful and communicative: pupils are not just using the language ‘because it’s the English lesson’, but because they need it they can’t join in the game without it! There are several different types of game used in the Pupil’s Book: instruction games, guessing games, chain games, etc. When playing a game with the class, make sure pupils clearly understand what they have to do. If necessary, demonstrate the game at the front of the class with one or two pupils. Always have a ‘practice game’ first, before pupils start to play the game properly. Wherever possible, make the game into a team game, as this makes it more competitive and therefore more exciting. Divide the class into teams (trying where possible to make sure that each team has a fair share of more able and less able pupils). Ask pupils for suggestions for team names: A and B, or Elephants and Lions, or Red and Blue, etc. Keep a score on the board. Your conversation There are three activities of this type. They are intended for pupils working in pairs. In Unit 2 activity 7 pupils join a club and give personal information about themselves; in Unit 4 activity 10 pupils talk about places they have been to; and in Unit 12 activity 9 they go to the dentist’s. Detailed teaching notes are given for each activity. Skills work The activity heading Listen and read is used only 6 drawings on the board, examples, alternatives, mime and demonstration in the classroom too. If possible, encourage pupils to work out the meaning of unknown words for themselves. 4 Read each paragraph of the text to the class. Give pupils time to silently read the paragraph. Answer any questions about unknown words. 5 Pupils do the comprehension activities which follow. Listening Four listening activities are included. They involve pupils in ordering sentences and pictures and choosing answers. The activities are all on the cassette but the text does not appear in the Pupil’s Book - a tapescript is included in the Teacher’s Book. Each listening text is recorded by one speaker only, so if you do not have a cassette player you can read the tapescript to the class. Listening to the cassette without written support can be daunting for pupils, but this can be avoided if you prepare pupils for listening before you play the cassette. Preparation involves giving them time to read or write sentences or to look at pictures beforehand. This encourages them to anticipate what they are going to listen to - listening itself then becomes a matter of matching what is heard to what pupils already know. 1 Prepare pupils for listening to the cassette. They look at pictures or read sentences or questions. 2 Play the cassette. Pupils listen and order sentences/pictures or choose answers. 3 Play the cassette as many times as pupils would like to hear it. 4 Check the answers. Play the cassette and pause after each answer is heard, e.g. after a sentence from an ordering activity. Check the answers with the class. 5 If there is a follow-up writing activity, pupils may like to listen to the cassette again. TEACHING TIPS Revision It is a good idea to start each lesson with a few minutes’ revision. This can recycle something taught in the previous lesson, or earlier in the course. This revision stage helps build pupils’ confidence, as they are dealing with familiar, known language. Pairwork There are activities in the Pupil’s Book which you can use either with the whole class or with pupils working simultaneously in pairs. (You can use each activity in both ways, doing whole-class work first, then following this with pairwork.) There are several benefits to using pairwork in the classroom: it enables pupils to work at their own pace; it enables you to go round the class and help individual pupils where necessary; and, most importantly, it enables every child in the class to listen and speak, to be actively involved in the lesson rather than just a passive spectator. In large classes it can be more difficult to use pairwork, but not impossible if it is carefully set up. You can approach these activities as follows: • First do the activity yourself with individual pupils in the class. • Then ask two pupils to come to the front of the class and let them do the activity while the class watch and listen. • Then ask pupils to do the activity with their partner. • Finally, ask one pair of pupils to do the activity (or part of the activity) while the class listen. (This is a useful way of encouraging pairs to do the activity properly - as no one knows which pair you might ask to ‘perform’ in front of the class later!) understand that they always do the same, whenever you give the instruction Work in pairs. While pupils are working in their pairs, watch and listen carefully - to make sure they are using English and are doing the activity in hand. Pairwork activities work best when they are simple and short. Most pupils enjoy pairwork, and if you use pairwork regularly, pupils become used to it and it need not be disruptive or noisy. Pairwork will give pupils valuable language practice and will make the lessons more varied and enjoyable. Accuracy Don’t worry too much about grammatical accuracy and avoid over-correcting pupils when they make mistakes. Correction can reduce confidence and thus lead to a poorer performance. Opportunities for recycling language (i.e. further practice of previously taught grammatical forms in different contexts and with different vocabulary) will help pupils use the language with greater ease and therefore with fewer mistakes. For example, the present simple tense is one of the most difficult structures in the English language which is why it is recycled so often in English courses. Mother tongue Pupils should hear as much English as possible. However, there are situations when it is useful to use the pupils’ own language. For example, you might use it to explain an activity in the Workbook, or the meaning of a song, or how to play a game. Try and avoid too much translation. If possible, try to explain new words through a picture or mime. Individual help Pairwork and Workbook activities provide ideal opportunities for you to give pupils individual help, especially pupils who are having difficulties. Walk round the class and see how pupils are coping. Try to be positive about the things the pupil can do. One of the main aims of this course is to give pupils a sense of enjoyment and a feeling of confidence about learning English. These are the feelings that pupils carry with them to their next stage of learning. Dividing the class into pairs can be very quick and easy; for example, simply let each pupil lean across and pair with the person sitting in the next desk, or turn round in their chair and pair with the person in the desk behind them. Pupils will soon come to 7 LESSON NOTES • again and decide if the other sentences are true or false. ♦ A N S W E R S 1 true 2 false 3 false 4 true 5 true 6 false. Unit 1 S T E P 1 Language • revision of past simple Vocabulary • sand Materials • PB page 1 • WB page 1 • Cassette (PB page 1:1) castle, went cycling Pupil’s Book page 1 4 Ask and answer 1 Go through the example with the class. 2 Pupils read the questions and find the answers in 1 Listen and read 1 Ask pupils to look at the pictures and to tell you who the people are. What do they know about them? If the course is new to your class, explain that the four children are Sally (speaking in picture 1) and her cousins, Adam (speaking in picture 2), Helen (speaking in picture 4) and Edward (speaking in picture 5). The man in picture 3 is their Dad and the woman in picture 6 is their Mum. Tabby (picture 4) and Echo (picture 6) are their pets. 2 Play the cassette. Pupils listen and silently read the story. 3 Pupils silently read the story again. the story in Pupil’s Book activity 1. 3 Individual pupils ask questions for their classmates to answer. Alternatively, pupils can work in pairs, taking turns to ask and answer questions. ♦ A N S W E R S 1 No, he didn’t. 2 Yes, she did. 3 Yes, he did. 4 No, she didn’t. 5 Yes, she did. 6 No, he didn’t. Workbook page 2 3 Write questions for your friend 1 Pupils write six questions for a friend to answer, e.g. Did you have a good holiday? Did you go to the beach ? 4 Answer your friend’s questions Workbook page 1 1 Complete Adam’s letter to his penfriend 1 Read the first three sentences of the letter with the class and go through the example. 2 Pupils complete the letter with the words in the pencil. ♦ A N S W E R S got, had, went, stayed, travelled, took, slept, played, went, made. 2 Complete the sentences 1 Pupils complete the sentences. ♦ A N S W E R S 1 go 2 go 3 stay 4 go 5 go/travel. • Unit 1 S T E P 2 Language • practice of past simple Vocabulary no new words Materials • PB page 2 • WB page 2 Pupil’s Book page 2 2 Complete the sentences 1 Go through the example with the class. 2 Pupils read the story in Pupil’s Book activity 1 again and complete the sentences. ♦ A N S W E R S 1 Adam 2 Dad 3 Helen 4 Edward 5 Tabby 6 Echo. 3 True or false? 1 Go through the example with the class. 2 Pupils read the story in Pupil’s Book activity 1 1 Pupils work in pairs and exchange Workbooks. They then answer their partner’s questions using Yes, I did/No, I didn’t. 5 Write about your friend’s holiday 1 Pupils exchange Workbooks again. They then read their partner’s answers and write sentences about their partner, e.g. My friend had a good holiday. She didn’t go to the beach. • Unit 1 S T E P 3 Language • practice of past simple Vocabulary • postcards Materials • PB page 3 • WB page 3 Pupil’s Book page 3 5 Read and match 1 Pupils read the questions and match them with the answers. Go round the class helping where necessary. 2 Check the answers. Individual pupils ask questions for their classmates to answer. ♦ ANSWERS lb 2 f 3 d 4a 5c 6e. 6 Ask and answer about Sally 1 Go through the example with the class. 2 Ask the class several questions. Individual pupils answer the questions. 3 Individual pupils ask questions for their classmates to answer. Alternatively, pupils can work in pairs, taking turns to ask and answer questions. holiday. Remind them to use didn’t where necessary. ♦ A N S W E R S 1 went/didn’t go 2 stayed/didn’t stay 3 went/didn’t go 4 had/ didn’t have 5 played/didn’t play 6 had/didn’t have or ate/didn’t eat 7 went/didn’t go. 7 Make sentences about Sally’s holiday 1 Look at the first picture with the class and go through the example. 2 Pupils look at the other pictures and make sentences. They can either write or say the sentences. ♦ A N S W E R S 1 She wrote some postcards. 2 She took some photos. 3 She went on a boat. 4 She played tennis. 5 She read a book. 6 She went cycling. 8 Make sentences about your holiday 1 Make sentences for yourself about the six pictures in Pupil’s Book activity 7. Remember to include some negative sentences, e.g. I wrote some postcards. I didn’t take any photos. 2 Individual pupils make sentences. Write marks on the board under / and X as they say their sentence. Alternatively, one pupil says a sentence, e.g. I wrote some postcards, and other pupils who did the same, raise their hands. Count the raised hands and make a note of the score under the / on the board. Then ask someone who hasn’t raised their hand to make a sentence. This should be I didn’t write any postcards. Workbook page 3 6 Odd one out 1 Pupils read the list of words and decide which word is the odd one out. They then underline this word and write it in the column on the right. 2 Check the answers with the class. Remember that any answer can be considered ‘correct’ if pupils can explain it. ♦ A N S W E R S 1 country (the other three words are all places to stay) 2 farm (the other three words are all members of the family) 3 photo (the other three words are all means of transport) 4 beach (the other three words are all sports/hobbies). 7 Write the words in order 1 Pupils put the words in order and write questions. 2 Optional: pupils answer the questions in their notebooks. ♦ A N S W E R S 1 Where did you go on holiday? 2 Where did you stay? 3 How long did you stay there? 4 How did you go there? 5 Who did you go with? 6 When did you get home? 8 Write about your holiday 1 Pupils complete the sentences about their own • Unit 1 S T E P 4 Language • practice of past simple Vocabulary no new words Materials • PB page 4 • WB page 4 Pupil’s Book page 4 9 Your quiz 1 Go through the first question with the class. Ask individual pupils this question. 2 Let pupils answer the questions. 3 Individual pupils ask questions for their classmates to answer. Alternatively, pupils can work in pairs, taking turns to ask and answer questions. 4 Optional: Pupils ask each other further questions about their holidays. 10 Ask and answer about your holiday 1 Go through the example with the class. Give your own answer. Individual pupils then answer this question. 2 Individual pupils read the questions in Pupil’s Book activity 9 for their classmates to answer. Alternatively, pupils can work in pairs, taking turns to ask and answer questions. 11 Your work 1 Pupils read the example. 2 Ask pupils to suggest things they may like to write about and words they might need. Write these on the board. 3 Let pupils think for a few minutes about what they are going to write. They then do a rough draft of their writing. Go round the class helping where necessary. 4 Collect the work and mark it. 5 Pupils write out a correct, neat version and perhaps draw a picture or attach a postcard or photograph. They can do this either in class or at home. 6 If possible, display pupils’ work in the classroom or somewhere in the school. 9 Workbook page 4 phone number? 4 When’s your birthday? 5 How old are you? 6 Do you like running? 2 Optional: Pupils can work in pairs, taking turns to ask and answer the six questions. 9 Read and write 1 Pupils match the messages with the postcards. ♦ A N S W E R S l c 2 a 3 b. 10 Complete the sentences 1 Pupils use the information in Workbook exercise 9 to complete the sentences. ♦ A N S W E R S 1 Richard went to the zoo yesterday. 2 He’s going on a boat tomorrow. 3 Jill went to the Tower of London yesterday. 4 She’s going home tomorrow. 5 Kevin went for a long walk yesterday. 6 He’s going climbing tomorrow. 2 Match 1 Pupils match figures on the left with words on the right. ♦ A N S W E R S 2nd - second, 23rd - twentythird, 5th - fifth, 8th - eighth, 9th - ninth, 12th twelfth, 14th - fourteenth, 17th - seventeenth, 20th twentieth, 26th - twenty- sixth, 30th - thirtieth, 31st thirty-first. • • UNIT 2 S T E P 1 Language • revision of be, like Vocabulary • address, assistant, double, entry card, hobbies, join, phone number, questions, races, running club Materials • PB page 5 • WB page 5 • Cassette (PB page 5:1) Pupil’s Book page 5 1 Listen and say 1 Ask pupils to look at the pictures. 2 Play the cassette. Pupils listen and silently read the dialogue. 3 Pupils silently read the dialogue again. 4 Check that pupils understand the meaning of running club, questions, address, phone number, hobbies, entry card and races. 2 Complete the sentences 1 Pupils look at Adam’s entry card. They then read the dialogue in Pupil’s Book activity 1 again and complete the sentences. ♦ A N S W E R S 1 This is Adam Smith. 2 He’s ten. 3 His birthday is May the thirteenth. 4 His address is 16 Park Road. 5 His phone number is 311708. 6 He likes running a lot. 2 Optional: Explain that 3 - double 1 - 7 - 0 - 8 is the way we say the phone number which we write as 311708. Workbook page 5 1 Write questions 1 Pupils look at Adam’s personal information and write questions. ♦ A N S W E R S 1 What’s your name? 2 What’s your address? 3 What’s your 10 UNIT 2 S T E P 2 Language • practice of he/she is, has got, likes no new words Materials • PB page 6 • WB Vocabulary page 6 Pupil’s Book page 6 3 Read 1 Pupils look at the four entry cards. 2 Optional: Ask several questions about the four children as in Workbook exercise 1. Pupils then ask questions for their classmates to answer. 4 Read and say 1 Go through the example with the class. 2 Go through another example. Read the sentence and get pupils to decide which person the sentence describes. 3 Give pupils time to read the sentences and find the people they describe. ♦ A N S W E R S 1 Ellen 2 Anne 3 Adam 4 Anne 5 Adam 6 Ellen 7 Peter 8 Peter. 4 Optional: Pupils can write further sentences about the four children. Individual pupils then take turns to read out a sentence each. Other pupils decide who the sentence describes. Workbook page 6 3 Match and write 1 Pupils follow the lines from the hobbies to the YES or NO boxes. They then write questions and answers. ♦ A N S W E R S 1 Do you like swimming? Yes, I do. 2 Do you like doing karate? No, I don’t. 3 Do you like doing gym? Yes, I do. 4 Do you like running? Yes, I do. 5 Do you like playing tennis? No, I don’t. 4 Write about you 1 Pupils complete the entry card with their own personal information. They also stick a photograph on the entry card. 5 Write about you 1 Pupils use the information about themselves in Workbook exercise 4 to write a description of themselves. • • UNIT 2 S T E P 4 Language • practice of personal information Vocabulary no new words Materials • PB page 8 • WB page 8 Pupil’s Book page 8 7 Your conversation 1 Look at the four posters with the class. Explain that UNIT 2 S T E P 3 Language • practice of personal information Vocabulary • beats, come, end (noun) Materials • PB page 7 • WB page 7 • Cassette (PB page 7:5) Pupil’s Book page 7 5 Listen and sing 1 Look at the pictures with the class. Ask pupils to say what they can see in the pictures. 2 Play the cassette. Pupils listen and silently read the song. 3 Play the cassette several times. Pupils join in when they can. Gradually turn down the volume of the cassette until pupils can sing the song unaccompanied. 4 Optional: Pupils can sing verses using the names of people in the class. 6 Ask and answer from memory 1 Go through the example with the class. 2 Ask the class several questions. Individual pupils try to answer the questions from memory. 3 Individual pupils ask questions for their classmates to answer. Alternatively, pupils can work in pairs, taking turns to ask and answer questions. Encourage pupils to answer the questions from memory. They can then turn back to Pupil’s Book activity 3 and check their answers. Workbook page 7 6 Read and write 1 Pupils match the descriptions with the pictures. ♦ ANSWERS Id 2c 3a 4b these show four clubs that pupils can join. 2 Go through an example conversation with one of the better pupils as your partner. Ask questions for the pupil to answer. Tell him or her to choose one of the clubs to join. 3 Divide the class into pairs. Pupils act out a conversation. They can repeat the activity with different partners. 4 Optional: Pupils can write one of their conversations in their notebooks. 8 Your game 1 Look at the pictures with the class and explain the game. 2 In the first picture one pupil is writing the name of one of her classmates. This name is a secret! 3 In picture 2 the pupil who has chosen a mystery person is making a sentence about the person. After listening to the piece of information about the mystery person, one of the other pupils thinks he knows who the person is and is asking if it is Rachel. 4 The first pupil is answering No and is telling her classmates another piece of information about the mystery person. This time someone else thinks she knows who the person is. 5 Again the classmate is wrong and the first pupil gives another piece of information about the mystery person. Someone else thinks he knows who the person is - this time the guess is correct and it is the turn of this pupil to choose a mystery person. 6 Ask someone to choose a classmate - and to keep the name secret. The pupil who identifies the mystery person then chooses a classmate for the other pupils to identify. Workbook page 8 8 Write questions for your friend 1 Pupils write seven questions for a friend to answer, e.g. What’s your name? How old are you? Do you like 7 Write about you playing tennis? 1 Pupils complete the sentences about the things they can do. 11 ♦ A N S W E R S 1 Here are the clowns. 2 Here’s the juggler. 3 Here are the acrobats. 4 Here’s the ringmaster. 9 Answer your friend’s questions 1 Pupils work in pairs and exchange Workbooks. They then answer their partner’s questions. 10 Write about your friend 1 Pupils exchange Workbooks again. They then read their partner’s answers and write a paragraph about their partner. • Unit 3 S T E P 1 Language • revision of present perfect, it, them • acrobats, audience, climbed onto, done, 2 Read and write 1 Pupils match the sentences with the pictures. ♦ ANSWERS lb 2c 3d 4a. 2 Optional: If anyone asks about the position of the apostrophe, explain that this goes before the s when there is only one person, e.g. ringmaster’s, and after the s when there is more than one person, e.g. acrobats’. Vocabulary fallen over, gone, juggler, performer, ringmaster, taken, thrown, unicycle Materials • PB page 9 • WB page 9 • Cassette (PB page 9:1) Pupil’s Book page 9 1 Listen and read 1 Ask pupils to look at the first picture. Ask them if they know who the person is. If the course is new to your class, explain that this man is Bill, a vet who works at a zoo. With him is Minnie, a monkey that Bill rescued from the zoo. 2 Ask pupils to look at the other pictures. Ask Where are Bill and Minnie ? Have you ever been to a circus? 3 Play the cassette. Pupils listen and silently read the story. 4 Pupils silently read the story again. Check that they can see the ringmaster, acrobats, unicycle, juggler, audience and performers in the pictures. Check that they understand the meaning of gone, taken, climbed onto and thrown. 2 Ask and answer 1 Go through the example with the class. 2 Pupils read the questions and find the answers in the story in Pupil’s Book activity 1. 3 Individual pupils ask questions for their classmates to answer. Alternatively, pupils can work in pairs, taking turns to ask and answer questions. ♦ A N S W E R S 1 She’s taken it. She’s put it on her head. 2 She’s taken it. She’s climbed onto it. 3 She’s taken them. She’s thrown them into the air. 4 She’s taken it. She’s fallen over it. Workbook page 9 1 Write 1 Pupils look at the pictures and write sentences. 12 • Unit 3 S T E P 2 Language • practice of present perfect • revision of his, her, their Vocabulary • brush (noun), rope, whip Materials • PB page 10 • WB page 10 • Cassette (PB page 10:3) Pupil’s Book page 10 3 Listen, read and say 1 Ask pupils to look at the pictures. 2 Play the cassette or say the words aloud. Pupils listen and silently read the words. 3 Play the cassette or say the words aloud again. Pupils listen and repeat. 4 Ask and answer 1 Go through the examples with the class. 2 Ask about the acrobats’ unicycle and balls, i.e. Has Minnie taken the acrobats’ unicycle? Has she taken their balls? Individual pupils answer the questions. 3 Individual pupils ask questions for their classmates to answer. Alternatively, pupils can work in pairs, taking turns to ask and answer questions. ♦ A N S W E R S 1 Has Minnie taken the ringmaster’s hat? No, she hasn’t. 2 Has she taken his whip? Yes, she has. 3 Has she taken the acrobats’ unicycle? No, she hasn’t. 4 Has she taken their rope? Yes, she has. 5 Has she taken the juggler’s rings? No, she hasn’t. 6 Has she taken her balls? Yes, she has. 7 Has she taken the clowns’ bucket? No, she hasn’t. 8 Has she taken their brush? Yes, she has. 5 Ask and answer 1 Go through the example with the class. 2 Ask the class about the acrobats, i.e. What have the acrobats done with their unicycle? Elicit the answer They’ve climbed onto it. 3 Individual pupils ask questions for their classmates to answer. Alternatively, pupils can work in pairs, taking turns to ask and answer questions. ♦ A N S W E R S 1 What has the ringmaster done with his hat? He’s put it on his head. 2 What have the acrobats done with their unicycle? They’ve climbed onto it. 3 What has the juggler done with her rings? She’s thrown them into the air. 4 What have the clowns done with their bucket? They’ve fallen over it. Workbook page 10 3 Write 1 Pupils write the words in the pencil next to the things in the picture. ♦ A N S W E R S balls rope hat whip unicycle bucket brush rings 4 Write 1 Pupils look at the pictures in Workbook exercise 3 and answer the questions. ♦ A N S W E R S 1 No, he hasn’t. 2 They’ve fallen over it. 3 Yes, they have. 4 She’s thrown them into the air. 5 No, he hasn’t. 6 She’s climbed onto Bill. • Unit 3 S T E P 3 Skills • reading Vocabulary • America, actor, at first, began, big top, buildings, chariot racing, Englishman, fire-eaters, included, introduces, invented, knife-throwers, modern, most popular, moved, plate-spinners, real, riders, special, start (noun), sword-swallowers, tightrope-walkers, travelling circus, wild, wooden Materials 4 Repeat this procedure with the other paragraphs in the text. Pupils look at pictures where appropriate. Use the pictures in Pupil’s Book activity 8 to explain the names of the performers in the final paragraph. 5 Pupils silently read the story again. 7 Ask and answer 1 Pupils read the questions and find the answers in the text in Pupil’s Book activity 6. 2 Individual pupils ask questions for their classmates to answer. Alternatively, pupils can work in pairs, taking turns to ask and answer questions. ♦ A N S W E R S 1 Yes, there were. 2 It was in 1768. 3 They were in America. 4 It is called the big top. 5 The clowns are. 6 He was the first real clown. 7 They are often called ‘Joey’. 8 No, there aren’t. Workbook page 11 5 Read 1 Pupils look at the pictures and read the story. Encourage them to use the pictures to make clear the meaning of any unknown vocabulary. 6 Look at the pictures and write 1 Pupils look at the pictures in Workbook exercise 5 and write questions. Each numbered question refers to the corresponding numbered picture. ♦ A N S W E R S 1 Have the clowns painted the wall? 2 Have they covered themselves with paint? 3 Have they fallen over? 4 Have they thrown the bucket at the audience? 5 Has the audience got wet? 6 Have the clowns covered the audience with paper flowers? • PB page 11 • WB page 11 Pupil’s Book page 11 6 Read 1 Ask pupils to look at the pictures. Ask them to name the things they can see to the left of the text. 2 Read the two questions to the class. Individual pupils answer the questions. Encourage them to express their ideas; it is not essential that they use accurate English. 3 Read the first paragraph of the text to the class. Pupils look at the picture of the chariot. Give pupils time to read the paragraph silently again. Answer any questions they have about unknown vocabulary. • Unit 3 S T E P 4 Language • practice of present perfect Vocabulary • fire, knives, spun, swallowed, sword, tightrope, worn Materials • • PB page 12 • WB page 12 Cassette (PB page 12:8) Pupil’s Book page 12 8 Listen and sing 1 Look at the pictures with the class. Ask pupils to say what they can see in the pictures. Use the pictures to make clear the meaning of any unknown vocabulary. 13 2 Play the cassette. Pupils listen and silently read the song. 3 Play the cassette several times. Pupils join in when they can. Gradually turn down the volume of the cassette until pupils can sing the song unaccompanied. 4 The class can sing this song in five groups. The first group sings the first verse. The second group sings the second verse, with the first group joining in from the fourth line. The third group then sings the third verse, with the second group joining in from the fourth line and the first group joining in from the fifth line. Continue in this way until all the verses have been sung. 9 Your quiz 1 Go through the first question with the class. Ask individual pupils the first question. 2 Look at question 6 with the class. Elicit or explain that worn is part of the verb wear. 3 Let pupils answer the questions. 4 Individual pupils ask questions for their classmates to answer. Alternatively, pupils can work in pairs, taking turns to ask and answer questions. 5 Optional: Explain that the circus is looking for new performers and anyone who has answered all eight questions with Yes answers is suitable! Ask pupils if they would like to work in a circus. What would they like to be? What would they like to do? Workbook page 12 7 Read and write 1 Go through the completed examples with the class. 2 Pupils complete the other sentences. ♦ A N S W E R S Have we got wet? Yes, we have. No, we haven’t. They’ve got wet. They haven’t got wet. Have they got wet? Yes, they have. No, they haven’t. Has she got wet? Yes, she has. No, she hasn’t. It’s got wet. It hasn’t got wet. Has it got wet? Yes, it has. No, it hasn’t. • Unit 4 S T E P 1 Language • revision of past simple • presentation of questions with who ? + past simple Vocabulary • jumped, paddling pool, slide, swc swung, water park Materials • PB page 13 • WB page 13 • Cassette (PB page 13:1) Pupil’s Book page 13 1 Listen and say 1 Ask pupils to look at the pictures. 2 Play the cassette. Pupils listen and silently re. the dialogue. 3 Pupils silently read the dialogue again. 2 Ask and answer 1 Go through the example with the class. Explai that pupils can use one or more names for the: answers. 2 Pupils read the questions and find the answer in the dialogue in Pupil’s Book activity 1. 3 Check the answers. Individual pupils ask questions for their classmates to answer. ♦ A N S W E R S 1 Helen, Edward and Adam 2 Helen and Adam 3 Edward and Adam 4 Helen and Adam 5 Edward. Workbook page 13 1 Complete Helen’s letter to her penfriend 1 Read the first three sentences of the letter wi the class and go through the example. 2 Pupils complete the letter with the words in 1 pencil. ♦ A N S W E R S went, had, swung, swa was, jumped, swallowed, did. 2 Write 1 Pupils answer the questions. Encourage thei answer from memory and then to check thei answers in Pupil’s Book activity 1. ♦ A N S W E R S 1 No, he didn’t. 2 Yes, she die 3 Yes, he did. 4 No, she didn’t. 8 Write 1 Pupils write the present perfect forms of the verbs. ♦ A N S W E R S done, eaten, fallen, got, had, put, ridden, seen, spun, taken, thrown, worn. • Unit 4 S T E P 2 Language • practice of who? + past simple, present perfect Vocabulary • been down, rope bridge, swum Materials • PB page 14 • WB page 14 • Cassette (PB page 14:3) 14 Pupil’s Book page 14 3 Listen and say 1 Pupils close their books. Ask them to listen while you play the cassette. 2 Play the cassette again. Pupils listen and silently read the tongue twister. 3 Ask pupils to say the phrase together slowly. As they become more confident, ask them to say it more quickly. 4 Individual pupils say the tongue twister. See who can say it the fastest without making a mistake! 4 Ask and answer 1 Ask the class the first two questions. Pupils look at the pictures and find the answers. Individual pupils answer the questions. 2 Individual pupils ask questions for their classmates to answer. Alternatively, pupils can work in pairs, taking turns to ask and answer questions. ♦ A N S W E R S 1 Edward 2 Edward 3 Adam 4 Adam 5 Edward 6 Adam. 5 Ask and answer about you 1 Go through the example with the class. Give your own answer. Individual pupils then answer this question. 2 Individual pupils read the questions for their classmates to answer. Alternatively, pupils can work in pairs, taking turns to ask and answer questions. Workbook page 14 3 Match and write 1 Pupils follow the lines from the numbers to the pictures and write questions. ♦ A N S W E R S 1 Who walked across a rope bridge? 2 Who swam down a river? 3 Who played with a boat? 4 Who went down a slide? 5 Who jumped into the water? 6 Who swung on a tyre? 4 Write 1 Pupils look at the pictures and write answers. ♦ A N S W E R S 1 She went down a slide. 2 She swam down a river. 3 She walked across a rope bridge. 4 She jumped into the water. 5 She played with a boat. 6 She swung on a tyre. • Unit 4l S T E P 3 Language • practice of present perfect, past simple Vocabulary • cartoon characters, theme park, TV characters, went again, wildlife park Materials • PB page 15 • WB page 15 Cassette (PB page 15:6) • Pupil’s Book page 15 6 Listen and read 1 Read the question to the class. Elicit or explain the meaning of theme park. 2 Ask pupils to look at the pictures. 3 Play the cassette. Pupils listen and silently read the children’s answers. 4 Pupils silently read the children’s answers again. Check that they understand the meaning of any unknown vocabulary. 7 Ask and answer 1 Pupils read the questions and find the answers in the text in Pupil’s Book activity 6. 2 Check the answers. Individual pupils ask questions for their classmates to answer. ♦ A N S W E R S 1 Yes, she has. 2 No, he hasn’t. 3 Yes, she has. 4 Yes, he has. 8 Complete the sentences 1 Go through the example with the class. 2 Pupils read the children’s answers in Pupil’s Book activity 6 again and complete the sentences. ♦ A N S W E R S 1 1995. 2 two. 3 no fixed answer - three years ago from the current year. 4 no fixed answer - the number of years 1994 is from the current year. 5 no fixed answer - two years ago from the current year. Workbook page 15 5 Choose and write 1 Pupils complete the sentences with the correct words in brackets. ♦ A N S W E R S 1 She went 2 They went 3 She’s been 4 He went. 6 Write 1 Pupils complete the sentences with the words in brackets. ♦ A N S W E R S 1 flown, flew 2 eaten, ate 3 ridden, rode 4 seen, saw. 7 Write about you 1 Pupils complete the sentences about things they have done and they did at times in the past. 15 • Unit 4 S T E P 4 Language • practice of present perfect, past simple Vocabulary • looked at Materials • PB page 16 • WB page 16 • Cassette (PB page 16:9) Workbook page 16 8 Read and write 1 Pupils match questions and answers. ♦ ANSWERS Id 2a 3e 4c 5b. 9 Write about you 1 Pupils complete the sentences about places they have and haven’t been to. Pupil’s Book page 16 9 Listen and say 1 Look at the photographs with the class. Ask pupils to say what they can see in each. 2 Play the cassette. Pupils listen and silently read the rhyme. 3 Play the cassette two or three times. Gradually turn down the volume of the cassette until pupils can say the rhyme unaccompanied. 4 Pupils say the rhyme, using the names of the other places in the photographs. 5 Optional: Pupils can use other places in the rhyme. Individual pupils say one verse each with a different place of their choice. 10 Your conversation 1 Go through an example conversation with the class. Individual pupils ask questions for you to answer. If you answer No to the question Have you ever been to ... ?, then get another pupil to ask you about a different place. 2 Divide the class into pairs. Pupils act out a conversation. They can repeat the activity with different partners. 3 Optional: Pupils can write one of their conversations in their notebooks. 11 Your work 1 Pupils read the example. 2 Ask pupils to suggest things they may like to write about and words they might need. Write these on the board. 3 Let pupils think for a few minutes about what they are going to write. They then do a rough draft of their writing. Go round the class helping where necessary. 4 Collect the work and mark it. 5 Pupils write out a correct, neat version and perhaps draw a picture. They can do this either in class or at home. 6 If possible, display pupils’ work in the classroom or somewhere in the school. 16 Note: Use these Revision pages in the Workbook as revision of the work you have done in Units 1-4 and as Revision 1 A. preparation for Test • 2 3 4 5 6 STEP A Language • revision Vocabulary no new words Materials • WB pages 17 and 18 1 Look at pages 17 and 18 with the class. Explain to pupils that you want them to answer all the questions and that they should work on their own, without comparing answers. Make it clear to pupils that all you expect is for them to do their best. Go through each exercise, making sure that pupils understand what they have to do. Collect the Workbooks for marking. When you have marked pupils’ work, give the Workbooks back. Let pupils look at the exercises for a few minutes. Go through the answers with the class, giving pupils time to write in the correct answers where they got them wrong. Revise anything that pupils found particularly difficult before they do Test A. Pupils can now do Test A. 7 1 Write ♦ A N S W E R S 1 She had a good holiday. 2 He went with his mum and dad. 3 They stayed in a hotel. 4 She didn’t make a sand castle. 5 He didn’t take his bike. 6 They didn’t write any postcards. 7 Her favourite colour’s blue. 8 His address is 14 Green Road. 9 She’s never been to England. 10 He’s juggled balls. 11 She hasn’t ridden a horse. 12 He hasn’t swung on a tyre. 2 Write about James’s last holiday ♦ A N S W E R S James went on holiday in August. He went to his aunt’s with his brother. His mum took them there by bus. Then she went home. They stayed with their aunt for two weeks. She took them to the zoo and to the cinema. They played in her garden and they went swimming in the river. They had a great time and they didn’t want to go home! 3 Complete the answers ♦ A N S W E R S 1 Yes, he did. 2 No, he didn’t. 3 Yes, she did. 4 No, she didn’t. 5 Yes, I did. 6 No, I didn’t. 7 Yes, he has. 8 No, she hasn’t. 9 Yes, I have. 10 No, I haven’t. 4 Write the words in order ♦ A N S W E R S 1 What’s your name? 2 When’s your birthday? 3 What’s your phone number? 4 Where did you go on holiday? 5 Did you have a good time? 6 What did you do on holiday? 7 Have you ever seen a monkey? 8 Have you ever been to a zoo? Workbook page 19 1 Write 1 Pupils look at the pairs of pictures and complete Bill’s sentences. ♦ A N S W E R S 1 Shall I carry your bag for you? 2 I’ll open the door for you. 3 Shall I put your shopping away for you? 2 Read and choose 1 Pupils read the dialogue in Pupil’s Book activity 1 again and choose the correct sentences. ♦ A N S W E R S 1 a 2 a 3 b. • Unit 5 S T E P 2 Language • practice of I’ll/ shall I? for offers revision of it, they, them Vocabulary no new words Materials • PB page 18 • WB page 20 • 5 Write your answers for exercise 4 No fixed answers. Pupil’s Book page 18 • 3 Read and match 1 Give pupils time to look at the sentences and match each sentence on the left with two sentences on the right. 2 Go through the matching activity with the class. Say the offers yourself. Individual pupils say the appropriate replies. ♦ A N S W E R S 1 b, c 2 a, d. Unit 5 S T E P 1 Language • presentation of I’ll/shall I? for offers Vocabulary • everything, get into, headache, I don’t mind, I’ll, it’s a pleasure, kind, packet, shall Materials • PB page 17 • WB page 19 • Cassette (PB page 17:1) Pupil’s Book page 17 1 Listen and say 1 Ask pupils to look at the pictures. 2 Play the cassette. Pupils listen and silently read the dialogue. 3 Pupils silently read the dialogue again. 2 Put the sentences in order 1 Go through the example with the class. Make sure that everyone agrees that Bill met Mrs Green at the shop is the first sentence. 2 Pupils read the dialogue in Pupil’s Book activity 1 again and put the sentences in order. 3 Check the answers. Pupils say either the letters or the sentences in order. ♦ A N S W E R S 1 e Bill met Mrs Green at the shop. 2 d Minnie put the nuts into Mrs Green’s bag. 3 a Bill carried Mrs Green’s bag to her house. 4 c Bill opened Mrs Green’s door. 5 b Mrs Green found the nuts. 4 Make sentences 1 Look at the first pair of pictures with the class. Go through the example with the class. 2 Pupils look at the other pairs of pictures and work out Bill’s offers and Mrs Green’s replies. 3 Individual pupils make offers for their classmates to reply to (remind them to use I’ll). Pupils can then work in pairs, taking turns to make offers and reply. ♦ ANSWERS 1 I’ll close the door for you. Thank you. 2 I’ll carry your bag for you. It’s all right. I’ll carry it. 3 I’ll wash the dishes for you. It’s all right. I’ll wash them. 4 I’ll put your shopping away for you. Thank you. 5 I’ll open the window for you. It’s all right. I’ll open it. 6 I’ll take the nuts to the shop. Thank you. 4 Optional: Pupils repeat the activity using Shall I? Workbook page 20 3 Write 1 Pupils look at the pictures and complete the sentences and the crossword. ♦ A N S W E R S Down: 1 cat 2 clothes 3 shopping 6 bed 8 room. Across: 4 plants 5 table 7 door 9 dishes 10 window. 17 UNIT 5 STEP 3 Language • practice of making and accepting offers Vocabulary • ill, lay down, pill, worse Materials • PB page 19 • WB page 21 • Cassette (PB page 19:5) Pupil’s Book page 19 5 Listen and sing 1 Look at the pictures with the class. Ask pupils to say what they can see in the pictures. Use the pictures to explain the meaning of ill and pill. 2 Play the cassette. Pupils listen and silently read the song. Explain the meaning of worse and lay down at the end of the song. 3 Play the cassette several times. Pupils join in when they can. Gradually turn down the volume of the cassette until pupils can sing the song unaccompanied. 4 Individual pupils take the role of Bill, Mrs Green and the nurse and sing their verses on their own. Other pupils sing the three verses beginning Mrs Green. Workbook page 21 4 Write 1 Pupils look at the pairs of pictures and complete the nurse’s sentences. They can use either Shall I? or I’ll in their offers. ♦ A N S W E R S 1 Shall I tidy your room? It’s all right. 2 Shall I make your bed?/I’ll make your bed. It’s all right. 3 Shall I water the plants?/I’ll water the plants. Thank you. 4 Shall I wash the dishes?/Tll wash the dishes. Thank you. 5 Shall I feed the cat?/I’ll feed the cat. Thank you. 6 Shall I put your clothes away?/I’ll put your clothes away. It’s all right. 5 Choose and write 1 Pupils look at the pictures in Workbook exercise 4 again and complete the sentences with the correct words in brackets. ♦ A N S W E R S 1 tidied 2 didn’t make 3 didn’t water 4 washed 5 didn’t feed 6 didn’t put. • Unit 5 S T E P 4 Language • practice of making offers, present perfect 18 Pupil’s Book page 20 6 Read and match 1 Explain that Mrs Green says the sentences on the left and the nurse makes the offers on the right. 2 Look at the offers with the class. Explain the meaning of switch on, answer and post. 3 Go through an example with the class. Make sure that everyone agrees that you could say Shall I switch on the light ? when someone say It’s dark in here. 4 Pupils read the sentences on the left and mat them with the offers. Go round the class helpi where necessary. 5 Check the answers. Individual pupils make sentences. Other pupils make offers. ♦ ANSWERS le 2c 3f 4a 5d 6b. 7 Ask and answer 1 Look at the picture with the class. 2 Go through the first example with the class. Then ask the second question. Pupils look at picture and answer the question. 3 Ask Has she opened the window ? Pupils look the picture and answer the question. 4 Individual pupils ask questions for their classmates to answer (there is one question based on each of the offers in Pupil’s Book activity 6). Alternatively, pupils can work in pairs, taking turns to ask and answer questions. ♦ A N S W E R S 1 Has the nurse switched on the light? Yes, she has. 2 Has s answered the phone? Yes, she has. 3 Has sh opened the window? No, she hasn’t. 4 Has s made a drink? Yes, she has. 5 Has she posti the letters? No, she hasn’t. 6 Has she switc on the TV? No, she hasn’t. 8 Your quiz 1 Go through an example with the class. Say tired. Individual pupils make offers to help e.g. I’ll carry your bag. Shall I make you a a 2 Let pupils read the sentences and work out offers. 3 Individual pupils say the sentences and the classmates offer to help. Alternatively, pup: work in pairs, taking turns to say sentence make offers. Vocabulary Workbook page 22 Materials 6 Write the words in order • answer (verb), post (verb), switch on • PB page 20 • WB page 22 1 Pupils write the words in order and make ' nurse’s offers. ♦ A N S W E R S 1 I’ll make a drink for you. 2 Shall I close the window? 3 I’ll switch on the TV. 4 Shall I put your clothes away? 5 I’ll tidy the room for you. 6 Shall I switch on the light? 7 Write 1 Pupils look at the picture. They then write about what the nurse has or hasn’t done. ♦ A N S W E R S 1 The nurse hasn’t put Mrs Green’s clothes away. 2 She’s tidied the room. 3 She hasn’t closed the window. 4 She’s switched on the TV. 5 She’s made a drink for Mrs Green. 6 She hasn’t switched on the light. 2 True or false? 1 Pupils read the text in Pupil’s Book activity 1 again and decide if the sentences are true or false. ♦ A N S W E R S 1 true 2 true 3 false 4 true 5 false 6 false. • Unit 6 STEP 2 Language • presentation of large numbers and measurements • practice of questions with how? Vocabulary • how far?, millimetres, thousand Materials • • Unit 6 step 1 Language • revision of comparatives and superlatives Vocabulary • Asia, bigger, biggest, bottom, centre, continent, degrees, Earth, east, Equator, flatter, largest, means, Moon, nearer, nearest, north, ocean, Pacific Ocean, per cent, planet, round (adjective), south, surface, temperature, west Materials • PB page 21 • WB page 23 Pupil’s Book page 21 1 Read 1 Ask pupils to look at the pictures. Name the things in the pictures. Pupils listen and repeat. 2 Read the first paragraph of the text to the class. Use the picture of the earth to explain the text. Draw a ball on the board. Then draw another ball which is flattened at the top and bottom to explain what the earth is like. 3 Repeat this procedure with the second paragraph in the text. Use the pictures in Pupil’s Book activity 1 and drawings on the board to explain the text. Explain that big and large mean the same. 4 Repeat this procedure with the other paragraphs in the text. Use the pictures and board drawings to explain the text. 5 Give pupils time to silently read the text again. Workbook page 23 1 Write 1 Pupils label the pictures and the points of the compass. ♦ A N S W E R S Earth, Moon, Sun, north, east, south, west. • PB page 22 • WB page 24 Cassette (PB page 22:2) Pupil’s Book page 22 2 Listen, read and say 1 Play the cassette or say the words and measurements aloud. Pupils listen and silently read the words. 2 Play the cassette or say the words and measurements aloud again. Pupils listen and repeat. 3 Say and point to numbers in the text 1 Go through an example with the class. Pupils read the text in Pupil’s Book activity 1 again and find the number twenty-seven in figures. 2 Give pupils time to read the text again and find the numbers in figures. 3 Check the answers. Say each number aloud and pupils point to the figures in the text. Alternatively, pupils can write the figures on the board. ♦ A N S W E R S a 27 b 70 c 80 d 365 e 3,476 f 12,757 g 384,365 h 1,392,000 i 15,000,000 j 150,000,000. 4 Ask and answer 1 Go through the example with the class. 2 Give pupils time to read the questions and find the answers in the text in Pupil’s Book activity 1. 3 Check the answers. Individual pupils ask questions for their classmates to answer. ♦ A N S W E R S 1 It takes 365 days. 2 It is 12,757 kilometres across the Equator. 3 70 per cent of the Earth’s surface is water. 4 It is 150,000,000 kilometres from the Sun. 5 It is 3,476 kilometres across the Moon. 6 It is 384,365 kilometres from the Earth. 7 It takes 27 days. 8 It is 15,000,000 degrees. 19
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