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
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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
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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
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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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