Contentsgrammar from primary level (English words you know, Find and stick, Alphabet, Colours, Numbers). The Student’s Book also contains three reviews, one after every three units

Contents of Student’s BookIntroduction to Magical WorldGeneral Suggestions for Teachers

Introduction 2Unit 1 At School 16Unit 2 At Home 28Unit 3 Animal World 40Review 1 44Unit 4 In the Playground 54Unit 5 Going Shopping 64Unit 6 The World of Work 74Review 2 84Unit 7 I Like Your Hat 88Unit 8 Free Time 98Unit 9 Holiday Time 108Review 3 119Notes on Fun and Games 122Notes on Wordsearches and Crosswords 139Find the Stickers 148

Test 1 Test 2 Test 3 Track List

ContentsMagical World Student’s Book 1

Lévay Andrea

Klett Kiadó Kft., Budapest 2011

Internet: www.klett.hu

E-mail: [email protected]

Minden jog fenntartva!

Felelôs Kiadó: Tomaž RaËiË ügyvezetô

Illusztrációk: Laszlovszky Zsófia

Lektor: Czene Zsuzsanna

Vezetô szerkesztô: Kratina Andrea

Tördelés: Hunyár Design, Rácz Ildikó

ISBN: 978-615-5127-64-9

1. kiadás A4321 /2014 2013 2012 2011

A Klett kiadó ezúton mond köszönetet az alább

felsoroltaknak, akik részvételükkel, tanácsaikkal

és véleményükkel segítséget nyújtottak

a tankönyv és a munkafüzet összeállításában:

Agócs Tibor, Asquiné Papp Klára, Badicsné Kurucz

Olívia, Bakosné Lapis Erika, Balogh Tamás,

Baloghné Szigeti Julianna, Barcziné Széles

Zsuzsanna, Bezdán Andrea, Boda Réka, Boér

Boglárka, Boros Ildikó, Bozóki Krisztina, Busa

Zoltánné, Csanády Szilvia, Csordásné Lantos Lívia

Katalin, Dóczi Boglárka, Domoszlai Józsefné,

Dr. Veresné Dálnoki Anita, Dubóczi Katalin,

Dubóczkiné Urbán Erzsébet, Elsasser Hajnal Mária,

Esztrenga-Horváth Máté, Ficzéné Kovács Zsuzsanna,

Frang Ilona, Fromvald Nikolett, Futár Ernôné,

Gulyás Györgyi, Hasznosi Mária Krisztina, Hederics

Szilvia, Héráné Tomasovszki Sylvia, Hlavácsné

Molnár Mária, Hônig Anikó, Huszanagics Melinda,

Jakabacska Tibor, Jakab-Darai Melinda,

Kalmárné Máriás Ildikó, Kincsesné Varga Éva,

Kisné Kordély Györgyi, Kiss Adrienn, Kitta Józsefné,

Kobzos Éva, Kolarovszki Edit, Kolozsyné Grech

Judit, Kondri Szilvia, Kovács Anita,

Kovácsné Ferenczi Erika, Kovácsné Taksás Ildikó,

Kulcsárné Olvasó Nikoletta, Laczkó Andrásné, Laczkóné Vajda

Edit, Lakatos Margit, Lakatosné Antoni Veronika, Lapos Ágnes,

Losonci Lászlóné, Mátyus Andrea, Mesterházy Ágnes, Miklóshalmi

Péterné, Muzsai Ildikó, Nagy Róbert, Nagy Sándorné, Nagyné Péter

Katalin, Naszrainé Sárossi Eszter, Németh Mariann, Ottmárné Gyányi

Gabriella, Papp Nikolett, Pataki Sándorné, Páva Zoltánné, Pecze-

Halász Adrienn, Peresztegi Nóra, Petrik Zoltánné, Pinczés Ákos,

Pisch Róbertné, Pivók Attila, Pölöskei Janka, Rácz Krisztina, Ráczné

Vetési Enikô, Ságodi Henrietta, Seresné Mekis Erika, Sigmondné

Forintos Judit, Stahorszki Krisztina, Szabóné Soós Mária, Szakos

Erika, Szalai Edina, Szatzker Ibolya, Szénás Anett, Szentiványi-Szeles

Beáta, Szolnok Ádám, Szüllôné Czôdör Mária, Timárné Mikola

Erzsébet, Tóth Ágnes, Tóth Etelka, Tóthné Klema Dorottya, Varga-

Turi Katalin, Viola Erika, Volfné Micheller Ildikó, Zoltáni-Brok Erika

1/1 32 1/1

GENERAL SUGGESTIONS FOR TEACHERS 1/2 32 1/2 INTRODUCTION TO mAGICAL wORLD

Introduction to Magical World General suggestions for teachersWelcome to Magical World, an exciting new 6 level-course which shows our real life to students and their teachers sitting in their gloomy classroom. The artistic photos depicting fascinating creatures and areas will definitely grab students’ and teachers’ interest. Students cannot be bored during the lessons; they must be stimulated by all these wonders.

Magical World has been designed to take students from beginner to pre-intermediate level.

Course Components

Magical World 1 Student’s Book

The student’s book is divided into an Introduction, nine topic-based units, each containing a double-page photo and three mostly two-page lessons, and three reviews. At the end of each unit there is a ‘Let’s Remember’ part to revise all the grammar and vocabulary the unit contains.

Each unit begins with a dialogue that approaches the topic from a funny angle. Then clear and concise grammar presentations followed by task or tasks make students practise form and usage. At the end of the first lesson the ‘Photo World’ part gives a huge photo of the topic of the unit. In lesson 2 the tasks after the colourful picture are connected to the image. Lesson 3 is mainly about creativity; the students can write, draw and/or colour. At the end of each unit students can listen to a song or a rhyming poem and finally some kind of ‘Project Work’ is given to students to do it at home on their own or with some other students (individual work, pairwork or group work). Throughout each unit there are topic-related vocabulary tasks that practise and build on vocabulary, and grammar and vocabulary related listening tasks allow students to practise these elements.

The introductory 5 units revise basic vocabulary and grammar from primary level (English words you know, Find and stick, Alphabet, Colours, Numbers). The Student’s Book also contains three reviews, one after every three units that consolidate vocabulary and grammar taught within those units. At the back of the Student’s Book, there are four plays that can be performed by students, five different holidays to learn about and wordsearches and crosswords related to each unit. Students will be motivated by the full colour pages, lively illustrations and captivating National Geographic photographs.

Magical World 1 WorkbookThe Workbook accompanies Magical World 1 Student’s Book. Like the Student’s Book, it is also divided into revising units (Alphabet, Colours, Numbers), nine units with the ‘Let’s Remember’ part and a Vocabulary Builder containing words with an example sentence and a sentence where the missing part is the word itself. The units consolidate vocabulary and grammar from the relevant lesson of the Student’s Book.The Workbook’s clear and simple format means that it can be used at home as well as in class.

Student’s book CD and Workbook CD

Magical World 1 CD-ROM is designed to recycle vocabulary and grammar from each unit in the Student’s Book. The Workbook CD is an extremely powerful vocabulary CD that can make building the children vocabulary quicker, easier than ever before. It is compatible with both PCs and Macs.Native speakers are used in all recordings to ensure clarity and accurate intonation and pronunciation.

Every English teacher dreams of having the ideal class – students who are eager to learn, do everything with pleasure, follow the instructions, don’t make too much noise, and respect them.

Unfortunately, this is only a dream. The real world does not contain classrooms like this and students are not always enthusiastic about your ideas. You’re lucky if you can get them to work as often as it is possible. There are a number of suggestions that can be offered, however, each teacher must find his or her own style and be flexible. What works one time might not work the next. Remember, you should find your own personal technique to find success in the classroom. Bear in mind you have the power to motivate students.

As a teacher, always put this question to yourself: “Would I be enjoying this task or lesson if I were a student in this class?”

General tips for teachers

• Make writing and illustrations on the board neat and legible. Use an easily-read writing style. A clean board is essential.

• Make sure just correct answers are on the board.

• Do not correct any mistakes students make, but make a note of them to pick up on after they have finished the task.

• Write the mistakes on the board, without saying who made them, and ask students to correct them. Always rub off the mistake so that the students cannot memorize them.

• Always correct students’ pronunciation but never interrupt them.

• Explain any words that the students don’t know.

• Ask individual students at random round the class.

• When there is pairwork or groupwork, always go round the class monitoring students and making sure they are carrying out the task properly.

• Encourage students to always find other partner/s to work with so that they can get used to different people’s way of thinking, communication skills and working habits.

• Make sure each student do the activities with other partner/s when they do not work individually.

• Do not let students get distracted while doing pairwork or groupwork.

• Make sure all students have a chance to speak.

• Always try to give students extra speaking practice by getting them to use new words and phrases to speak about themselves.

• If you are short of time, you could assign the task as homework.

• Always give homework to students so that they can practise at home too.

• Ask parents to support and give help to their child at home. Parental involvement strongly affects the language success of children. Parents must be highly encouraged to participate with their children in home language learning activities to promote student achievement.

How to do reading and writing tasks?

• Use the English language to give all instructions. Students should get used to hearing and following instructions naturally. Don’t use the same structure of instructions so that students always have to listen to you.

• Tell students to read instructions and look at examples in the Student’s book before they do activities.

• Ask questions after they have read the instructions to ensure they know what they have to do.

• Encourage students to check their spelling and practise commonly misspelt words.

• Make students do regular activities where they have to spell words in a correct way.

• Make students practise writing and make sure they write clearly.

• Make students practise silent reading.

• Give students time limits to complete exercises.

• Tell students to always check their work before handing in.

How to do speaking tasks?

• Never forget to take a small ball with you. Students enjoy combined tasks – catching the ball and saying something.

• Use the English language to give all instructions. Students should get used to hearing and following instructions naturally. Don’t use the same structure of instructions so that students always have to listen to you.

• Encourage students to use English if they want to say or ask something.

• Use pictures and photos from the Student’s book for practice.

• Make connection to students. Keep track of students’ interests, what they do in their free time, what sports they do, etc.

• When you ask questions in class, always say the complete question before calling out a student by name to answer it. All the students should be encouraged to listen to the question.

• Ask questions and make students answer as often as you can. Encourage each student to participate in this task asking “Who can repeat what Peter said?” or “Who can help Kate?”


• Make students ask as often as they can.

• Give students regular practice in talking about themselves either at the beginning or at the end of the lesson.

• Encourage students to talk with friends or fellow students as often as they can.

• Ask students to move around the room asking their questions and answering the other students’ questions until they have all spoken to each other. Once they sit back down, point to one student at a time and ask the others one of the questions.

• Make students practise storytelling in lessons, e.g. begin a story and ask each student to continue the story by adding one sentence. Students can also do this activity in smaller groups. Later pictures can be included in their story.

How to do listening tasks?

• Use the English language to give all instructions. Students should get used to hearing and following instructions naturally. Don’t use the same structure of instructions so that students always have to listen to you. Use Hungarian when it is absolutely necessary, e.g. giving safety instructions.

• Play the CD for an activity twice or three times and give students thinking and checking time in between the two or three listenings.

• Make sure that the CD is in good condition and set your CD-recorder to avoid wasting time. Never fiddle around with machines.

How to make children concentrate during lessons?

• Prepare some funny games or activities to maintain their concentration

• Create a good atmosphere and warm up the students, the first five minutes of the lesson is very important.; the warm-up activity can be talking, listening to a song or playing games. Ask them about their week-end, or their plans for the rest of the day.

• Come up with some activity at any time of the lesson when you see that students start to lose their concentration.

Why cannot students concentrate for a longer time?

Your instructions are not clear, students do not understand them.

• You should always demonstrate rather than asking them if they understand; ask questions : “Do you have to put down the sentences?”

• You should not start giving instructions until each student listens to you.

They do not know why they are doing the activity.• Help them become active learners, tell them briefly why they are doing it: “Let´s play a game to remember the months we learnt yesterday.”

• Get feedback from students about the activity by asking some relevant questions e.g.: ´Did you enjoy it?‘ ‘Is April in spring?‘

The activity is boring.• Think first whether it is something you yourself would enjoy doing.

• Consider doing it in a more challenging way.

The activity is too easy or difficult.• Form groups of three or four; some students may finish early and start fidgeting.

• Check immediately whether they have understood what they are supposed to do.

• Early finishers should be challenged. Have a box of extra activities to make them work.

• You can make one group working on one task and get the other group to do different tasks.

You’ve forgotten materials you need to set up an activity.• You should always have some extra activities in a box, e.g. You wanted to review simple present, but you do not have your materials, just pick out some pictures from your box and start miming.

• Having a box full of pictures can be useful. You can save the lesson.

The equipment doesn’t work.• Check your DVD before lessons. • Set your CD-recorder to avoid wasting time. Never fiddle around with machines.

A list of language games to make lessons more playful and lively

Alphabet game

Write the alphabet on the board. Throw a ball to a student and say a word beginning with the letter A. This student must catch the ball, say a word beginning with the letter B and then throw it to another student. This third student says a word beginning with the letter C and so on.

Word prompts

Students from Team B have to guess the words on your list. Before each guess, say a word which will help Team B to guess correctly. But do not say the word on your list.

Students from Team A have to guess the words on your list. Before each guess, say a word which will help Team A to guess correctly. But do not say the word on your list.

Kim’s game

In my pocket/shopping bag/house/garden/country/dream, there is/are/was/were ...

I packed my bag and in it I put:a pen (longer and longer list)a pen and some pencils.a pen, some pencils, a rubber, an orange and some apples ...

Blip

Each student is given a verb suitable for the level of the class.In pairs or as a class, ask questions.The nonsense word “blip” should be substituted for the target verb.

Write sample questions on the board:

When / Where / Why / How do you blip?Who is blipping?Can you blip someone / something / somewhere?Do you often blip?Did you blip yesterday?Are you blipping now?Are you going to blip this weekend?Do you like blipping?Do you blip with your hands?

The aim of the game is not to guess the meaning of the word “Blip”. When you think you know the meaning of the word “Blip”, you could ask further questions which make the meaning of the word “Blip” clear to the rest of the class or which amuse the student who is answering the questions.

Guess the word

One student goes out of the room. The test of the class think of a noun or the teacher selects one and writes it on the board for everybody to see. It is rubbed off the board before the student outside returns. The returned student asks a variety of questions to different students.

Classroom observation

Seat two students at the front of the class facing the board with the other students looking on. The two students are both given a chance to answer each question and they are awarded points for correct answers.

Sample Questions

1. How many windows / tables / chairs / students are there?2. What are their names?3. Who is sitting next to Peter / between Peter and Jack / opposite Frank / on the left / on the right?4. What is he/she wearing? / What colour is Peter’s shirt?

I spy with my little eye – something beginning with + letter ABCThe objects sighted must be in view of all the students in the classroom.

Simon says

Students should only obey the commands if you start each one with Simon says. If you omit Simon says any student who obeys the command can no longer participate in the game. The last student to remain in the game is the winner.

Simon says: “hands up”, “hands down”, “thumbs up”, “thumbs down”, “fingers up”, “fingers down”.Simon says: “touch your eyes / ears / nose / mouth with the forefinger / middle finger / ring finger / little finger / of your (right)(left) hand.Simon says: “put your right hand / left hand / both hands on your right / left knee.”Simon says: “shut / open your eyes”, “stand up / sit down”, “stand on your right / left leg”.Simon says: “bend your knees / body”, “straighten your knees / body”.Simon says: “fold your arms”, “put your arms by your side”.Simon says: “wave your right hand”, “STOP”, “jump up and down”, “STOP”.Simon says: “point at the ceiling / floor with the forefinger/ middle finger / ring finger / little finger / of your right / left hand.

Yes/no game.

Students ask each other questions and the aim is not to say ‘yes’ or ‘no’, but to think of other ways to respond e.g. ‘Of course, I do’, ‘Not very often’.

(Games are taken from http://www.btinternet.com/~ted.power/games.htm#g01.)

Today’s Word

Each student selects a word taking turns each week. For example, the first week it might be the teacher who writes a word on a card and puts it on the blackboard. Every student must use that word as much as possible during the lesson. The next day it’s a student’s turn, and then another student’s turn, and so on until it is the teacher’s turn again. As the words are used, they are posted on a cabinet door to stimulate continued usage.

Sound Game

The students can say words start with a consonant followed by a vowel-for example, “say, look, go, “etc. or words begin with two consonants such as “play, plate, brush,” etc.

“Mandy has got a ... “

Example: “Mandy has got a bag, and in it he has got something that begins with the letter B. “ (book)

Name Game

“Let’s name everything we can see in the classroom, in the room that begins with the letter B.” Next time, it might be naming everything that begins with the letter G. Or everything that is the colour purple.

(Games are taken fromhttp://www.childdevelopmentinfo.com/learning/vocabulary.shtml)

What’s in the box?

Take a cardboard box with a hole cut out to put hands into. All sorts of things can be placed in the box and the students have to put their hands in the box and try to guess what the object is.


• to cover topics that are attractive to students

• to develop student’s creativity, creativity makes project work a very personal experience.

• to encourage students to experiment with the form besides poster format, which is mainly used to do projects

• to help families see their children’s daily work

• Note that project work can produce errors but do not make students feel discouraged.

• Make sure that each student in the group takes part in the project work.

• Consider the fact that some of the projects are worth putting on the classroom wall.

Let’s remember

Objectives

• to revise vocabulary and grammar at the end of each unit

• to get prepared for a written test

• Explain to students that there will be a Let’s remember part after each unit in Magical World 1. Tell them that this part is specifically designed to revise grammar and vocabulary in a written form.

• Explain to students that the tasks are based on the material they learned in the unit.

• Explain to students that they can ask for your help with the exercises.

• Explain them that they can look back at the unit if they are not sure about an answer.

• Decide how you will carry out Let’s remember. You could ask students to do one task at a time, and then correct it immediately, or ask students to do all the tasks and then correct them together at the end.

• Ask students not to leave any answers blank.

Vocabulary Revision

• Use the board to help students remember.

• Ask students to tell you as many words as possible they learned in the unit.

• Check that students remember the words of the unit.

• Ask students in pairs or in groups to make lists of words they learned throughout the unit.

• Ask them to look back at the unit for a reminder if they need to.

• Remind them that playing games makes learning more effective.

Grammar Revision

• Elicit from students the grammar they learned in the unit.

• Check that students remember grammar.

• Use the board to help students remember.

• Write words or sentences on the board and ask students to come and do the task.

• Get students to correct mistakes but ask them not to hurt anyone.

• Playing games makes learning more effective.

Review

Objectives

• to discover how effective learning period was

• to check how experienced students are to do routine tasks

• to check whether students feel comfortable and confident about using grammar and vocabulary

• to check whether revision time was planned carefully

• to check whether students feel competent at answering the types of question which they will see in the test

• to give feedback to students about their knowledge

• to give feedback to teachers about students’ knowledge

When checking students’ answers to the review tasks, make a note of any problem areas in vocabulary and grammar that they still have. Try to do extra work on these areas so that your students progress well.

1 http://oupeltglobalblog.com/2010/11/26/introduction-to-project-work-what-is-a-project/

Peter’s Pen

Students sit in a circle. The first player starts by saying, Peter has got a pen. The next student must repeat Peter has got a pen and add another object. Peter has got a pen and a pencil. This continues all the way around the circle with each student reciting the objects in the exact order they have been given and then adding a new one. If a student makes a mistake, they slide out of the circle and the game continues. The student left who can perfectly recite the long sentence wins. You can make it difficult by adding one more person to the list. e.g. Peter and Mary have got a pen. Peter and Mary have got a pen and a pencil, etc.

Some more games

• Story-Go-Round Game

• Who am I?

• Word association

• A long word

• Describe a picture

• Dictation – a memory game

• Memory game – look at it and describe what you saw

• Find somebody who ...

• It is red, small, and nice …

• Write a postcard to ...

• Alphabet Game

• Bingo

• Hangman

• Word snake

• Scrabble (board game)

You can find even more games here: http://iteslj.org/c/games7.html

Project Work

“A project is an extended piece of work on a particular topic where the content and the presentation are determined principally by the learners.”1

Each project as a unique piece of communication is done by a lot of hard work. The students of the learner-centred projects have found information about the topic, collected or drawn pictures, written down their ideas, and then put all the parts together to form a creative, coherent presentation.

Objectives

• to motivate students to learn English

• to increase the level of student’s self-esteem through activities

• to allow students to use their imagination

• to encourage team work

• to get used to each other’s working habits

• to use English as a communication tool

Test

What is the “core” reason for testing? First of all, it involves an “individual” and a test is simply a point in time reference of a student’s ability on a set of predetermined standards/objectives. There are several views that teachers consider when testing:

• todeterminewhetherornotthestudentshave mastered the objectives.

• tohelpthestudentsbydiagnosingacademic weaknesses.

• toconvincethestudentsthatarestwillnotonlypoint out what they don’t know, but what they do know.

• toexplaintothestudentsthatatestshouldbeused as positive feedback.

• totakeintoconsiderationthatmanyfactorscontribute to a test score – home environment, socio-economic status, cognitive ability, testing environment, specific learning disabilities, etc.

• toanalyzetheresultsforeachindividualstudent.

http://careertechtesting.blogspot.com/2009/04/why-do-we-test-students.html

Teachers should always do their best when they make students do tests.

Unit Topic (s) Grammar Vocabulary Function

Unit 1 pp 16-27 At schoolProject: classroom picture labelledLet’s remember.

Articles: a / an / thePersonal pronouns (all)Verb to be – present simple (all forms)Questions: Who + verb ’to be’Prepositions: in / on

Classroom objects (furniture & personal)Apple / orange

Greetings & IntroductionsNaming school thingsSaying where things are

Unit 2 pp 28-39 At home Project: drawing and/or photo of homeLet’s remember.

Have got – present simple (all forms)Possessive adjectives (all)Saxon genitive (’s)

Adjectives (new / old)Household objects (furniture & fittings)Kinship terms (basic)

Talking about personal possessionsTalking about familyNaming household things

Unit 3 pp 40-49 Animal worldProject: draw and label an animal you likeLet’s remember.

Can (all forms)This/these/that/thoseRegular pluralHow many…?

Basic activities (play, ride, ski..)Animals (African / local)Adjectives (small / big)

Talking about abilitySpecifying objectsTalking about physical characteristics

Review 1 pp 50-53

Unit 4 pp 54-63 In the playgroundProject: draw a picture of you doing something and writeLet’s remember.

Present continuous (all forms)Adjectives

Verbs: walk / read / eat / take photographs / ride / write / go / swim / skateboard / drive / wear / jump / laugh / play / standAdjectives: big / small, fast / slow,Old / new

Talking about what people are doingSaying what things are like

Unit 5 pp 64-73 Going shoppingProject: draw a picture of your family eating and write about itLet’s remember.

There is / There areCountable / Uncountable nounsSome / any / not…anyHow much / How many?

Food– countable (apple, orange, biscuit, sweet, sandwich, etc) and– uncountable (cheese, meat, fish, milk, tea, orange juice, etc)

Talking about the absence and presence of foodTalking about number and quantity of food

Unit 6 pp 74-83 The world of workProject: draw/take a photo of somebody at work and write about itLet’s remember.

Present simple (all forms)Object pronouns

Jobs (artist, police officer, doctor, teacher, bus driver, musician, tennis player)Days of the week; times of day; clock time

Talking about jobsTalking about what people do (routines)

Review 2 pp 84-87

Unit 7 pp 88-97 I like your hatProject: draw/take a photo of your self wearing clothes and write about itLet’s remember.

Like (present simple, all forms)Adverbs of frequency

ClothesAdjectives (flowery, striped, checked, spotted)

Talking about clothesTalking about likes and dislikes

Unit 8 pp 98-107 Free timeProject: timetable of weekly free time activitiesLet’s remember.

Present simple for routines vs present continuous for nowVerb + activity

Free time activitiesTimeSeasons

Talking about free time activitiesTalking about routinesTalking about times

Unit 9 pp 108-117 Holiday timeProject: draw and write about what you want to do in your holidayLet’s remember.

Present continuous as future + future time expressions’Want to’ for future wishes

Types of holiday Holiday equipment

Talking about what you’re doing in the futureTalking about what you want to do

Review 3 pp 118-121

Introduction pp 6-15 – English words you know– Find and stick– Alphabet– Colours– Numbers

Fun and games pp 122 – Little Red Riding Hood pp 124 – The Hare and the Tortoise pp 126, 128 – Cinderella, Aladdin pp 130, 131 – Christmas, Carnival pp 132, 134 – Halloween, Happy New Year pp 136, 138 – May Day, Easter

Wordsearches pp 139-147 – Unit 1-9

and crosswords

54

Contents

INTRODUCTION 76 INTRODUCTION

IntroductionObjectives

• revisingkeyexpressionstotalkaboutthemselves• revisingbasicwordsandeverydayexpressions• practisingclassroomlanguage• revisingthenamesofanimals• revisingthealphabetandpractisingwriting• revisingcolours• revisingnumbers1-10

Materials needed

• colouredpens,pencilsand/orcrayons• stickers

Way in

• Introduceyourselfandgoroundtheclassasking eachstudenttosayhisorhername.

• Explaintostudentsthatthecoursebookyouwillbe usingisMagical World 1.

• Explaintostudentsthattheintroductionwillrevise basicEnglishthattheyshouldalreadyknowfrom juniorclasses.

English words you knowA Listen, say and match. track 2• Askstudentstolookatthepicturesandwordson page6.

• Checkwhethertheycanseeallthepictures.

• Askstudentstolistentotherecording.

• Askthemtomatchthepictureswiththewordswhile listeningtotherecording.

• Playtherecordingonceandthenaskstudentsto comparetheiranswerswithapartner.

• Playtherecordingasecondtimeandthencheckthe answersasaclass.

• Makesurestudentshavetherightpairs.

• Pronouncethewordsastheylistentotherecording.

• Correctstudents’pronunciationwherenecessary.

B Read and listen to everyday expressions

track 3• Startdoingtheactivitywithonestudent.

• Getstudentstopractisethedialoguesinpairswhile movingaroundtheroomuntiltheyhaveallspoken toeachother.

• Askstudentstochangepartners.

C Read and listen classroom English

track 4• Askstudentstolookatthepicturesandsentences andaskthemwherethepeopleare.

• Explainthattheyaregoingtolearnsomeuseful wordsandphrasesthattheycanuseintheclassroom duringtheyear.

• Makethemclosethebookandaskthemtosaythe sentencestheyremembertoapartner.

• Askstudentstoopenthebookandgetthemtodo thisactivitywithapartner.


Introduction

Find and stickA Find the stickers.• Askstudentstofindstickersattheendofthebook. Tellthemtodecidewhatphraseeachstickershows andtostickitinthecorrectbox.

• Checkthatstudentshaveputthecorrectstickers aboveeachphrase.

B Find the stickers.• Askstudentstofindstickersattheendofthebook. Tellthemtodecidewhatphraseeachstickershows andtostickitinthecorrectbox.

• Checkthatstudentshaveputthecorrectstickers aboveeachphrase.


Introduction

AlphabetA Sing track 5• AskstudentsiftheyremembertheEnglishalphabet. Tellthemtolookatthesongaboutthealphabetand encouragethemtosayitoutloudasaclass.

• Drawtwocolumnssidebysideontheboard;label thefirstcolumnconsonantsandthesecondvowels. Askstudentsinpairstolisttheletters.Checkthe answersasaclass.

• Askstudentstocounttheletters.(21consonantsand 5vowels)

• Tellstudentstheyaregoingtolistentothesong.Ask themtoreadandlistentothesong.

• Playthesongandaskstudentstosingalong.You coulddothisversebyverseandthenplayitonceall thewaythrough.

• Askstudentswhotheythinkissingingthesong.

• Playthesonganumberoftimesifthestudentsenjoy singing.

B Write.• Askstudentstolookatthealphabet.

• Askthemtocompletethealphabetindividuallyby fillinginthemissingletters.

• Checktheanswersasaclass.

Answers

consonants:b,c,d,f,g,h,j,k,l,m,n,p,q,r,s,t,v,w,x,y,z,vowels:a,e,i,o,u

Extra activity

• Tellstudentstheyaregoingtohearwordsbeingspelt out.Explainthattheyshouldwritethewordtheyhear. Askthemtowritethewordandthencheckspelling.

• Writelettersontheboardandaskstudentstofind wordsthathavebeenscrambledup

• Encouragethemtowritewordsoftheirowntoother studentsandthencheckspelling.

Answers

AEKNSAILNS

C Play.Studentsneedcountersanddice.• Askstudentstolookatthegame.

• Explaintherulestostudents.Thestudentsneeddice andmarkers.

o Groupsoffourcanplaythegame.

o Theaimofthegameistobethefirstplayerto reachtheendbymovingacrosstheboardfrom square1tothefinalsquare.

o Thefirstplayertoroll6canentertheboard.

o Eachsubsequentplayermustalsothrowa6to entertheboard.

o Thedicemustberolledagaintoshowthenumber ofsquaresthattheplayerenteringtheboardmay moveinitially.

o Placethemarkerontheappropriatesquareand whenthereisaletteronitthestudentshastosay awordbeginningwiththatletter.(Youcanmakeit easierbysayinganywordthatcontainsthatletter.)

o Eachplayermayonlyrollonce.

o Eachplayertakesago.

o Thepersonwiththesecondhighestgoessecond andsoon.

o Whentheplayerlandsonasquarethatisalready occupiedbyanotherplayer'smarker,theplayer alreadyonthesquareismovedbacktothe beginningandmustthrowa6tore-enterthegame.

o Thefirstplayertoreachthecupisthewinnerbut youmusthavethecorrectnumberonthediceto landthere.

• Playthegameandpractisethelettersandthewords.

• RemindstudentsthattheyshouldspeakEnglishwhile playing.

D Make.Materialsneeded:cardboard,pens,pencils,crayons

• Getstudentsinpairsoringroupstomakean alphabetposter.Ifthereisastudentinthegroupwho isgoodatdrawing,askhim/hertodrawsomething nexttoeachletter.

• Askstudentstoputthepostersontheclassroomwall.


Introduction

ColoursA Listen, read and say. track 6• Askstudentstolookatthewashing-lineandtellthe otherswhattheycansee.Teachthemwashing-line andtweezers.


• Whenyouplaytherecording,stoptheCDaftereach wordsothestudentshaveachancetosaythewords.

• Playtherecordingasecondtimeandaskstudentsto readandsaythewords.

B Colour and write.• Askstudentstogivethenamesofanimals(crab, flamingo, bear, blackbird, shark).

• Askthemtocolourtheanimals.

• Getstudentstowritethenamesunderthepictures.

• Askthemtogivealistofotheranimalsinthese colours.

C Write and match.• Askstudentstounscramblethecoloursandwrite themdownonthelines.

• Askthemtomatchthecolourswiththefootprintson theright.

D Listen and say. track 7• Tellstudentsthattheyaregoingtolistentothe rhythmicsayingofcolours.

• Playthechanttwiceandaskstudentstosingalong.

• Playthechantanumberoftimesifthestudents enjoychanting.

Extra activity

• Pointtoobjectsintheclassroomandaskstudents whatcolourtheyare.

Answers

1red2pink3brown4blue5black

E Listen, read and say. track 8• Askstudentstolookattheballoons.

• Askthemtolistentotherecording.

• Whenyouplaytherecording,stoptheCDaftereach wordsothestudentshaveachancetosaythewords.

• Playtherecordingasecondtimeandaskstudentsto readandsaythewords.

F Colour and write.• Askstudentstogivethenamesofthings (sun, sheep – lamb, fish, lizard, kite).

• Askthemtocolourthethings.

• Getstudentstowritethecoloursunderthepictures.

• Askstudentstogivealistofotherthingsinthese colours.

G Listen, say and play the game. track 9Materialsneeded:agridmadefromtoothpicksormatchesandpictures.

• Tellstudentsthattheyaregoingtolistentotwo childrenwhoareplayingthisgame.

• Askthemtolistentoandreadthedialogue.

• Whenyouplaytherecording,stoptheCDaftereach sentencesothestudentshaveachancetosaythe sentences.

• Playtherecordingasecondtimeandaskstudents tomemorizethesentences.

• Getstudentstoplaythegameasinthedialogue.

Extra activity

• Putlettersontheboard,askstudentsto unscramblethewordsandwritethemonthe board.

• Checktheirspelling.


Introduction

NumbersA Listen and write. track 10• Writenumbersbetween1-10ontheboardbutnotin thecorrectorder.Pointtothenumbersandask studentstosaythesenumbersinEnglish.


• Playtherecordingandaskstudentstowritethe wordsunderthecorrectnumbers.

• Playtherecordingasecondtimeandaskstudents tosayalong.

• Writerandomnumbersbetween1-10ontheboard andaskstudentstosaythemoutloud.

B Find and colour.• Askstudentstocolourthepictureusingthe colour-code.

• Askthemwhethertheyknowsomeoftheanimals orobjectsinthepictureinEnglish.

C Chant. track 11• Tellstudentsthattheyaregoingtolistentothe rhythmicsayingofnumbers.Playthechanttwiceand askstudentstosingalong.

• Playthechantanumberoftimesifthestudents enjoychanting.

Answers

1one 2two 3three 4four 15five6six 7seven 8eight 9nine 10ten

Extra activity

• Askstudentstocountthreechairs,fivedesks,twobooks,ninestudents,sevenpictures,eightbagsintheclassroom.

D Count and write.• Askstudentstocountthesocksandgivetheir colours.

• Askthemtowritethenumbersnexttothesocks.

E Listen and write. track 12• Askstudentstolistentotherecordingandputthe numbersintotheboxes.

• Askstudentstosaythenumbersandthenlisten totherecording.


F Listen and say. track 13• Askstudentstolistentotherecordinganddothis activityinpairs.

• Askthemtomovearoundtheroomaskingtheir questionsandansweringtheotherstudents’ questionsuntiltheyhaveallspokentoeachother.

• Goroundtheclassmonitoringstudentstomakesure theyarecarryingoutthetaskproperly.

Answers

1)5–five 2)6–six 3)10–ten4)4–four 5)2–two 6)7–seven

Answers

21073518649

UNIT 1 1716 UNIT 1

B Look and learn. track 15• Givestudentssomewords(robot, penguin, ant, egg, octopus)andmakethemsaythesesentences.

C Listen and write a or an. track 16• Writea zebra andan elephantontheboard. Askstudentstotellyouwhythereisabeforezebra andanbeforeelephant.Iftheydon’tknow,explainit tothem.

• Askthemtotellyouwordsthathaveabeforethem andmakelistundera zebra.Dothesameforan.

• Askstudentstofillinthegapsindividually.


• Showtheanswersontheinteractiveboard.

D Look and learn.• Askstudentstolookatthegrammarboxandread theexamplesentencesoutloudwithyou.Gothrough theshortformsfirst,andcontinuewiththelongforms. Makesuretheyunderstandwhyshortformsareused.

• Putthepersonalpronounsandtheformsof to beon theboardintwocolumnsbutnotintherightorder.

• Askstudentsinpairstomatchthemandmake sentenceswiththem.


E Listen and write am, are, or is. track 17• Askstudentstofillinthegapsindividually.

• Askthemtowritethesentencesontheboardusing theshortforms.


F Point and say.• Pointtosomethingsintheclassroomoranyobjects thestudentsmightknowandaskthemtosaythe sentence.Youcanaskonestudenttopointand anothertosaythesentence;thentellthem totaketurns.

G Photo World• Askstudentstolookatthephotoonpages18-19.• Askstudentssomequestionsaboutthephotousing thevocabularyandgrammartheyhavelearned.

Suggested questions Who is in the picture? How many people are there in the picture? How many desks and chairs can you see there? Are they in a classroom? What colour is the wall?

• Tellstudentsimperativesentencesifyouarenotsure theycanansweryourquestions.

Suggested sentences Count the people. Count the desks and the chairs. Name the colours. Point to the board. Find the teacher.

• TellthemsomewordsaboutGreenland.

1At schoolUnit

Lesson 1

Warm up• Begineachlessonbyrevisingkeylanguagefrom thepreviouslesson.

Way in• Askstudentstocounthowmanypeople,desks, chairs,animalsthereareinthepicture.

• Askstudentstotellthecolourstheycanseeinthe picture.

• Givestudentsletterstonamethingsinthepicture.

• Putsomewordsontheboardandaskstudentsto spelltheme.g.chair, classroom, desk, girl, teacher.

ObjectivesReading Introducingpeople

Vocabulary text-relatedwords,introducingpeople

Grammar indefinitearticles(aandan),personal pronouns,formsofto be–affirmative

Listening readingthetextwhilelisteningtothe recording,writingaoran, am, are, is

Speaking askingandansweringquestionsusing allformsofto be

Writing writingsentencesusingallformsofto be

Answers

Students’ownanswers

Way in• Writethewordsontheboard: classroom, funny, owl, teacher, welcome

• Askstudentswhethertheyknowthem.

• Askstudentsthesequestions: Who are you? Are you Kate? Who am I? Is it your classroom? How are you?

A Listen and read. track 14 • Askstudentstoopentheirbooksandlistentothe recording.

• Askthemhowmanypeoplearetalkingandwhere theyare.

• Askstudentstolistentotherecordingasecondtime whilereadingthetext.

• AssigntherolesofFrank,JackandOliviaandget studentstoroleplaythedialoguesingroupsofthree.


Answers

1a2a3a4an5a6an

Answers

1is2am3is4are5is6are7are

Background information

Greenland

• Greenland,theworld’slargestislandisabout 81%ice-capped.Vikingsreachedtheislandin the10thcenturyfromIceland.

• Location:NorthernNorthAmerica,islandbetween theArcticOceanandtheNorthAtlanticOcean, northeastofCanada

• Climate:coolsummers,coldwinters

• Population56,344(July2007est.)http://kids.yahoo.com/reference/world-factbook/country/gl--Greenland

Extra activity

• Askstudentstousenotinthesentences. He is not a teacher. etc.

• Askstudentstoformyes/noquestions. Is he a teacher? etc.

Greenland

20 UNIT 1 UNIT 1 21

1At schoolUnit

Lesson 2

Way in• Drawachair,adesk,adoor,awindowandapicture ontheboard.

• Askstudentstogivetheirnamesandshowonein theclassroom.

• Putthiswordsnakeontheboardandaskstudents tofindasmanywordstheycan. (Altogethertherearetwelvewords.)

photowlampupilaptopencilighteacherubberuleredolphin

ObjectivesReading Intheclassroom

Vocabulary task-relatedwords,classroomwords

Grammar definite(the)andindefinitearticles (a/an)

Listening readingthetextwhilelisteningto therecording

Speaking askingandansweringquestionsusing who

Answers

photo,owl,lamp,pupil,laptop,pencil,light,teacher,rubber,ruler,red,dolphin

Extra activity

• Tellstudentsinpairstomakethesnakelonger.Give themtimelimitandcheckwhohasgotthelongest snake.(Justcommonnounsareaccepted.)

A Photo World • Askstudentstotellyouabouttheirclassroom.

B Listen, say and learn. track 18• Askthemtolistentotherecording.

• Askstudentstolistentotherecordingasecondtime. Whilelisteningtheyshouldpointtotheobjectsthey canhearintheirbooks.

• Askthemtolistentotherecordingonceagainand sayalong.Checkpronunciationwherenecessary.

Answers


CLook at the picture on pages 18-19.• Askstudentstodothetaskindividually.• Checktheanswersasaclass.

DPoint and say. track 19• Askstudentstopointtodifferentobjectsorpeople inthepictureonpages18-19.

• Formtwogroupsandaskstudentstoinstructeach otherwhichobjectorpeopletopointto.“Point to a chair.” It’s a chair.”

ELook at the picture on pages 18-19. Listen and point. track 20• Tellstudentsthattheyaregoingtolistento arecording.

• Askstudentstolookatthepicturewhilelisteningto therecordingandpointtotheobjectsorpeople theycanhear.

• Tellthemthingsorpeoplethatarenotinthepicture. “Point to a dog.”Tellthemtopointtothedesk, theblackboard,thecupboard,theteacher.

FLook and learn.• Explaintostudentsthedifferencebetweena/an andthe.

• Tellstudentstofindthingsintheclassroomand askthemtogivesentencesinpairs.e.g.:Peter: “It’s a book.” Mary: “The book is red.”

Answers

1✓2✓3✓4–5✓6✓

Listening script 1 WeareinaclassroominGreenland.2 Ateacherisonadesk.3 Fivepupilsareondesks,too.4 Intheclassroomisablackboard,apicture,andacupboard.5 Intheclassroomareninechairs,sixdesks,fourshelves,twolightsandtwowindows.

22 UNIT 1 UNIT 1 23

G Listen, read and colour. track 21• Beforereadingtellstudentwhen“there is, there are” areused.(Theywilllearnitinunit5.)

• Askstudentstopointtothewordslistedthere intheclassroom.

• Tellthemthattheyaregoingtolistentotherecording.

• Afterthefirstlistening,getstudentstoputdownall thewordstheycouldhear.


• Playtherecordingasecondtimeandaskstudents tocolourthedrawing.


H Circle.• Askstudentstocirclethecorrectword.


• Readthesentencesoutloudandaskstudents tosaythemafteryou.

• Makestudentsreadoutthesentences.

• Correcttheirpronunciationwherenecessary.

Answers

1desk2eight3white4red5green

Extra activity

• Givethemmoresentencesabouttheirclassroom.

Suggested sentences The bag and the camera are on the floor/desk. There are two CDs on the chair/board. The shelf is white/green. It’s a blue/black window. The computer is red/brown

Answers


Lesson 3

Way in• Goroundtheclassaskingquestionsaboutobjects andpeopleintheclassroomusingallthevocabulary andgrammartheyhavelearned.

Suggested questions Is it a chair? Is the desk brown? Are the books on the desk? Is the ruler in the bag? Who are you? Who is he/she?

ObjectivesVocabulary task-relatedwords,classroomwords

Grammar definite(the)andindefinitearticles (a/an),prepositionsinandon

Listening sayingthetextwhilelistening totherecording

Speaking askingandansweringquestions using who

Writing writingfullsentencesusing theandwho

1At schoolUnit

AWrite a, an or the.• Remindstudentsofthedifferencebetweena/an andthe.

• Askstudentstodothetaskindividually.


• Makeonestudentwritethenounswiththearticleon theboard,e.g.:a pupil, the bag, an owl, a ruler, the chair, an orange.Askstudentstosaythemafteryou.

BPoint and say.

• Askstudentsinpairstogivesentencesabout objectsintheclassroom.

• Checkthedialoguesasaclass.

CDraw and write.• Askstudentstofindapartner.

• Askonestudenttodrawanobjectintohis/herbook andaskhis/herpartnertowritesentences.

• Makestudentstaketurns.


DLook and learn.• Putapeninvariousplacesintheclassroomandtell studentswhereitis.“The pen is on my desk.” Putthepenintoyourbagandsay:“The pen is in my bag.”

• Askstudentstolookatthefrogandtherocksand askthemtosaywherethefrogis.

• Explainthedifferencebetweentheprepositions tostudents.

Answers


Answers

1a2The3an4a5The6an

Extra activity

• Askstudentstousenotinthesentences. Sandra isn’t a pupiletc.

• Askthemtoformyes/noquestions. Is Sandra a pupil?etc.

24 UNIT 1 UNIT 1 25

ESay what is in and on in the classroom.• Givesentenceswithprepositionstostudentsusing theclassroomobjects.

• Askstudentstodothesameinpairs.

• Checkthemasaclass.

• Correctmistakesandpronunciation.

FLook and learn.• Givequestionstostudentsusingwhat andmake themanswer.e.g.:What is this?, What is on the chair? What colour is the chair?

• Askstudentstoaskandanswerquestionsinpairs.


GWrite sentences with the.• Askstudentstodothetaskindividually.


HWrite the answers.• Gotoastudentintheclassroomandask: “Who are you?”Heissupposedtoanswer:“I’m Peter.” Tellstudentstodothesame.



Answers

1.The ruler is on the desk.2.Thebagisonthechair.3.Thepencilisinthebag.4.Theorangeisontheshelf.

Extra activity

• Askstudentstousenotinthesentences.e.g.: The ruler is not on the desk.

• Askstudentstoformyes/noquestions.e.g.: Is the ruler on the desk?

• Askstudentstoformquestionswithwhat. What is on the desk?

• Askstudentstousecoloursinthesentences. The white ruler is on the brown desk.

Answers

1.IamOlivia.2.SheisRuby.3.HeisJack.

I Listen and say. track 22• Askstudentstolistentotherecording.

• Askstudentstosayalong.

J Project Work• Getstudentstodothetaskingroups.

• Walkaroundtheclassroomandmakesurethey arecarryingoutthetaskproperly.Makeanoteofany mistakesinstructureandpronunciationthatyounotice. Correctmistakeswithoutsayingwhomadethem.

• Makestudentsspeakabouttheirdrawing. Correctmistakesandpronunciation.

• Putthepicturesontheclassroomwall.

Extra activity

• Askstudentsaboutthepicturesusing thegrammarandvocabularytheyhavelearned.

Suggested questions Is it a big city? Who is the person there? What is in the house? Are there any people in the city? Are the houses small?

Answers


D Write a, an or the.• Remindstudentsofthedifferencebetweena/an andthe.



E Write in or on.• Remindstudentsofthedifferencebetweenthetwo prepositions.



Unit 1 – Let’s remember 2726 Let’s remember – Unit 1

1Let’s rememberUnit

A Complete the dialogue with the correct form of to be.• Revisetheformswithstudents.Tellthemthatthey canusetheshortformtoo.



• Getstudentstoreadoutthedialogueafterassigning therolesofPaul,MikeandSusan.

B Complete the questions with the correct form of to be.• Askstudentstofillinthegapsindividually.


C Write the classroom words correctly.• Askstudentstounscramblethewordsindividually.


F Read and answer.• Readthetextoutloudtostudents.

• Askstudentstoreadthetextandanswerthe questions.Theycangiveshortanswers.


Answers

1Iam2Iam3heis4sheis5weare

Answers

1is2are3are4am5are

Answers

1desk2pencil3book4picture5ruler

Answers

1The2a3an4The5The...the

Answers

1in2on3in4on5in

Answers

1.SteveRoberts/Heisateacher.2.Sally/Sheisapupil.3.Jason/Heisapupil.4.SallyandJasonareintheclassroom.5.Acomputerisonthedesk.6.Thebooksareblue.

Extra activity

• Askstudentstousenot inthesentences.e.g.: Steve Roberts is not a teacher.

• Askstudentstouseyes/noquestions.e.g.: Is Steve Roberts a teacher?

• Tellstudentstoaskquestionsusingwhat.

• Givestudentssomewords,e.g.doctor, Mary and Joe, children, at home, in the room, lamp, five, balls, chairandaskthemtowriteastory.Begin likethis:Jack Brown is a doctor.

Answers

JackBrownisadoctor.MaryandJoearechildren.Theyareathome.Theyareintheroom.Alampisonthedesk.Fiveballsareonthechair.

Lesson 1

Way in • Bringinapicture(orcopiesofthesamepicturethat youcangivetostudents)ofacosyhome. Askstudentstotellyouanywordstheyknow.

• Askthemabouttheirownhomes.

Suggested questionsIs your room big or small?Are the walls white?What colour are the walls?What colour is the floor?

A Listen and read. track 23• Askstudentstoopentheirbooksandlistentothe recording.

• Askstudentshowmanypeoplearetalkingandwhere theyare.

• Askstudentstolistentotherecordingasecond timewhilereadingthetext.

• AssigntherolesofOlivia,JackandFrankandget studentstoroleplaythedialoguesingroupsofthree.

UNIT 2 2928 UNIT 2

2At homeUnit


Way in• Writethesentencesbelowontheboardandask studentstofindthecorrectwordorder.

1.bag/desk/on/the/brown/is/the2.are/green/pencils/the3.school/at/are/they4.colour/the/what/chairs/are/?5.you/are/who/?6.eight/chairs/classroom/are/in/there/the

ObjectivesReading classroomtext

Vocabulary text-relatedwords,basicnouns

Grammar possessiveadjectives

Listening readingthetextwhilelisteningtothe recording,possessivepronouns

Answers

1.Thebrownbagisonthedesk. /Thebagisonthebrowndesk.2.Thepencilsaregreen.3.Theyareatschool.4.Whatcolourarethechairs?5.Whoareyou?6.Thereareeightchairsintheclassroom.

Answers


B Listen, look and learn. track 24• Askstudentstolookatthegrammarboxandlisten tothesentencesusingpossessiveadjectives.

• Askthemtorepeatthesentences.

• Askstudentstosaysentencesusingpossessive adjectives.e.g.:It’s my bag. They’re their desk.

• Makesurestudentscanunderstandhowtouse possessiveadjectives.

C Listen and write what the people are saying. track 25• Askstudentstofillinthegapswhilelistening totherecording.

• Makethemchecktheiranswerswhilelistening totherecordingforasecondtime.


D Photo World• Askstudentstolookatthephotoonpages30-31.

• Askthemsomequestionsaboutthephotousingthe vocabularyandgrammartheyhavelearned.

Suggested questionsHow many people are there in the picture?Are there any balls there?Who has got a big yellow ball?Is this house in the city?

• GivethemsomeinformationabouttheUS.


TheUnitedStatesofAmericaistheworld’sthirdlargestcountryinsizeandnearlythethirdlargestintermsofpopulation.LocatedinNorthAmerica,thecountryisborderedonthewestbythePacificOceanandtotheeastbytheAtlanticOcean.ItismorethantwicethesizeoftheEuropeanUnion.

Population:300,000,000

Capital:Washington,D.C.

Language:English,Spanish

Money:U.S.dollar

http://images.nationalgeographic.com/wpf/sites/kids/NGS/wpf/printplace/united-states-of-america.html

Extra activity

• Askstudentstousenotinthesentences.e.g.: It’s not my book.etc.

• Askstudentstoformyes/noquestions.e.g.: Is it my book?etc.

• Askstudentstousecoloursinthesentences.e.g.: It’s my green book.

Answers

1my2our3your4his5their

Answers


U. S. A.

UNIT 2 3332 UNIT 2

2At homeUnit

A Photo World• Askstudentstosaywhatpeoplehavegotinthe pictureonpages30-31.e.g.:The boy has got a chair. The girl has got a big yellow ball. etc.

B Listen, say and learn. track 26• Askstudentstoclosetheirbooks.

• Askthemtolistentotherecordingandcounthow manythingsarelisted.(15)

• Askstudentstolistentotherecordingforasecond timeandwhilelisteningpointtotheobjectsintheir bookstheycanhear.

• Askstudentstolistentotherecordingonceagain andmakethemrepeatthewords.

• Askstudentswhichobjectsareinthebigpicture onpage30-31?

Lesson 2

Way In• Tellandshowstudentswhatyouhavegotandwhat youhaven’tgot..e.g.:“I have got a pen but I haven’t got a pencil.”Askonestudent:“Have you got a pencil?” “I have got two books but I haven’t got a magazine.” Askanotherstudent:“Have you got a magazine?” “I have got a black bag but I haven’t got a white box.”. Askastudent:”Have you got a white box?”etc.

• Askstudentstosaywhattheyhavegotandwhatthey haven’tgot.

ObjectivesReading Jim,theInuitBoy

Vocabulary task-relatedwords,inaroom –furnitureandfittings

Grammar have/has got–affirmative,negative, question,Saxongenitive(’)

Listening readingthetextwhilelisteningtothe recording,have/hasgot

Speaking possessions

Writing objectsinaroom,have got

Answers


C Listen, look and learn. track 27• Askstudentstolookatthegrammarbox.Askthem whattheycannotice.

• Askthemtolistentothesentencesusing have/has got.

• Askstudentstorepeatthesentences.

• Makestudentssaysentencesusinghave/has got.

• Makesurestudentscanunderstandthestructure.

D Listen and write. track 28• Askstudentstolistentothesentencesandfillinthe gapsindividually.

• Playtherecordingasecondtimeandaskstudents tochecktheiranswers.


• Showthemtheanswersontheinteractiveboard.

E Ask and answer.• Askstudentsinpairstoaskandanswerquestions usinghave/has got.

• Getstudentstoplayagame.Studentsstandin acircleandaskandanswerquestionsfrom thestudentnexttoyou:“Have you got a red book?” “No, I haven’t.”Theonewhocannotcontinue ormakesamistakeisout.Thewinneristhestudent whodoesn’tmakeanymistakes.

Answers

1Have2Has3haven’t4have5hasn’t

UNIT 2 3534 UNIT 2

F Look at pages (30-31) and write the things you can see.• Askstudentstodothetaskindividually.

• Youcanaskstudentstousecolour/colourswith thenouns.e.g.:a brown sofa


G Look at the picture. Point and say.• Askstudentsinpairstopointtoathinginthepicture andusehave/has got.

• Askstudentstoclosetheirbooksandtrytoremember andsaysentencesusinghave/has got.

H Look and learn. • Askstudentstolookatthegrammarbox.Tell themthatweusepossessiveadjectivestoshowthat somethingbelongstosomeone.

• Askstudentstoreadthefirstsentence.Explain thatweonlyusepossessiveadjectiveswhenwehave alreadythepersonthattheobjectbelongsto.

• Explaintostudentsthatpossessiveadjectivesare alwaysfollowedbyanoun.

• Askstudentstoreadthesentencesoutloudand correcttheirpronunciationifnecessary.

• Explaintheruletostudents:

I Point to your friend’s things and say.• Saysentenceswiththethingsyoucanfindin theclassroom.e.g.: It’s Peter’s bag. It’s his bag.

• Getstudentstodothesameinpairs.


Answers


Extra activity

• Tellstudentsathinginthepictureandaskthem togiveitscolour.

• Tellstudentsacolourandtheyshouldname athingorthings.

Extra activity

• Askstudentstousenotinthesentences.e.g.: They haven’t got a dog.

• Askstudentstoformyes/noquestions.e.g.: Have they got a dog? Yes, they, have./No, they haven’t.

• Askstudentstousecoloursandnumbersinthe sentences.

Extra activity

• Askstudentstousenotinthesentences.e.g.: It’s not Peter’s bag.

• Askstudentstoformyes/noquestions.e.g.: Is it Peter’s bag?

J Listen and read. track 29• Askstudentstoclosetheirbooksandlistentothe recordingandanswerhowmanypeopletherecording isabout.

• Askstudentstoopentheirbooksandlistentothe recordingasecondtimewhilereadingthetext.

• Getstudentstoansweryourquestions.

Suggested questionsWho is an Inuit boy?How old is he?Where does he live?What has he got? What is the dog’s name?

• TellthemsomewordsaboutInuitpeople.

K Write Yes or No.• Askstudentstogivetheiranswersindividually.

• Checkanswersasaclass.

Answers

JimisanInuitboy.He’seight(yearsold).Hehasgota(new)pet/dog.Thedog’s/ItsnameisLucy.


InuitisageneraltermforagroupofculturallysimilarindigenouspeoplesoftheArctic.ThelargestproportionofInuitpeopleliveinGreenland.OtherlargecommunitiesliveinAlaskaandCanada,andaverysmallnumberliveonthenorth-easterntipofSiberia.TheInuitwere(andmanystillare)hunters,whohuntwhale,walrus,andsealbykayakorbywaitingattheirairholesintheice.Theyusedigloosashuntingoremergencyshelters.Theymadeandmakeingenioususeofanimalskinsintheirclothing(e.g.anorak).Dogsledswereandareusedfortravel(andtheAmericanEskimodogtheyusedwasnamedforthem),thoughsnowmobileshavelargelyreplacedthismodeoftravel.

Today,theInuitarerediscoveringtheirrichheritageandtheyarelearningtogovernthemselvesinamodernworld.

http://encyclopedia.kids.net.au/page/in/Inuithttp://www.collectionscanada.gc.ca/premierescommunautes/jeunesse/021013-2071-e.html

Answers

1No2Yes3Yes4No5Yes

Paul’s

Olivia’s

theboy’s

thegirl’s

book/books book/books

theboys’

thegirls’

thechildren’s

UNIT 2 3736 UNIT 2

2At homeUnit

B Listen and write. track 30• Askstudentstolistentotherecording.

• Askthemtowritedownthefamilymembers.

• Getthemtomakeafamilytreeoftheirown.

• Showittotheothersandsay:“It’s my mother.” “Her name is Zsuzsa.” etc.

Lesson 3

Way In • Drawyourfamilyontheboardandaskstudents whoiswho.

• Askstudentstodrawtheirfamilyintotheirnotebook andtelltheirpartneraboutit.e.g.:It’s my mother. They are my brothers.

• Askstudentstogoroundtheclassandaskabout othersfamilymembers.e.g.:Is it your mother? Have you got two grandfathers?

A Look and learn.• Askstudentstoclosetheirbooksandlistentoyou.

• Readthetextoutloudtostudents.Askthemtotell youhowmanypeoplethetextisabout.

• Askstudentswhatthetextisabout.(Theycangive shortanswers.)

• Askstudentstoopentheirbooks.

• Readthetextoutloudonceagain.

• Askquestionsaboutthetext.

Suggested questionsHow many people can you see in the picture?How many children are there in the picture?How many armchairs can you see there?Is the carpet red?Are there any chairs in the room?

ObjectivesReading Family

Vocabulary task-relatedwords,closefamily members

Grammar have/has got

Listening readingthetextwiththerecording, familymembers

Speaking have/has got

Writing familymembersandsentencewriting

Answers

7/Icanseesevenpeopleinthepicture.4/Therearefourchildreninthepicture.2/Icanseetwoarmchairsthere.No,itisn’t.Itisyellow.No,therearen’t.

Extra activity

• Askstudentstousenot inthesentences.e.g.: We are not in the living room.

• Askstudentstoformyes/noquestions.e.g.: Are we/you in the living room?

• Askstudentstoformgroupsofthreeandgetthem todrawapicturelikethis.

• Getthemtowriteashorttext.

• Checktheanswersasaclass.Correcttheir mistakesandpronunciation.

Answers

grandfathermothersister

C Write. Draw two of your family. What have they got?• Askstudentstowritesentencesaboutwhattheir familymembershavegot.


D Play, ask and say.• Readthesentencesoutloudtostudents.

• Askthemtoworkinpairs.

• Askstudentstochangepartners.

E Listen and say. track 31• Askstudentstoclosetheirbooksandlistentothe recording.

• Playtherecordingforasecondtimeandtellstudents tosayalong.

• Playtherecordinganumberoftimesifthestudents enjoyit.

F Project Work• Getstudentstodothetaskindividuallyashomework.

• Makethemspeakabouttheirdrawing.e.g.:It’s my room. I have got two chairs there. etc.

• Getstudentstoaskquestionsaboutotherdrawings. e.g.:Have you got a television? Is your bed red? etc.

Answers




A Complete the sentences with these words.• Askstudentstofillinthegapsindividually.


B Write the apostrophe (‘) in the correct place.• Tellstudentstolookatthegrammarbox(p34)for areminderiftheyneedto.



C Circle the correct words.• Tellstudentstolookatthegrammarbox(p29)for areminderiftheyneedto.



Answers

1son2brother3aunt4grandmother5wife

Answers

1Gary’s2children’s3baby’s4Rita’s5twins’

D Complete the sentences with the correct form of have/has got.• Tellstudentstolookatthegrammarbox(p33)for areminderiftheyneedto.



E Circle the correct words.• Askstudentstodothetaskindividually.


F Read and answer.• Askstudentstoreadthedialogueandanswerthe questions.


Answers

1his2my3our4your5Their

Answers

1hasgot2haven’t3hasn’t4havegot5Has...got...

Answers

1Is2Has3haven’t4are5Is

Answers

1.Sandrahasgotanewschoolbag.2.No,shehasn’t.3.No,itisn’t.4.Yes,itis.5.No,hehasn’t.

Extra activity

• Askstudentstoreadthedialogueoutloud. AssigntherolesofGrandfatherandSandra todifferentstudents.

• Givestudentsinpairssomewords–new/old table, pictures, pens andaskthemtowritetheir owndialogue.

• Checktheirtaskasaclass.

UNIT 3 4140 UNIT 3

3Animal worldUnit

Warm up• Begineachlessonbyrevisingkeylanguagefromthe previouslesson.

Way in• Writethesentencesbelowontheboardandask studentstofindthecorrectwordorder.

1. not/pencil/she/a/blue/has/got2. rulers/they/two/green/have/got/?3. it/her/book/English/is4. grandmother/is/the/room/his/in5. dog/on/is/sofa/their/the

Answers

1.Shehasn’tgotabluepencil.2.Havetheygottwogreenrulers?3.ItisherEnglishbook.4.Hisgrandmotherisintheroom.5.Theirdogisonthesofa.

Way In• Askstudentssomequestionsaboutparks.

Suggested questionsIs there a park near here?Do you often go to parks?What can you do there?Can you buy anything there?Are you in the park now?


• Askthemhowmanypeoplearetalkingandwhere theyare.




ObjectivesReading Inthepark

Vocabulary text-relatedwords,localanimals, basicverbs

Grammar can–affirmative,negative,question, this, these, that, those

Listening readingandlisteningtodialogues

Speaking activitieswithcan

Answers


Africa

B Listen, look and learn. track 33• Askthefollowingquestionsatrandomroundthe class.Askstudentstoansweryesorno. Can you ride a bike? Can you swim? Can your teacher speak English? Can your mother play computer games? Can your friend play the piano?

• Askstudentstolookatthegrammarboxandlistento therecordingwhilereadingthesentencesinthe book.

• Drawstudents’attentiontothebareinfinitiveformof themainverbsintheexamples.

• Playtherecordingforasecondtimeandaskstudents torepeatthesentences.

• Writethewordsofsomesentencesontheboardbut notinthecorrectorderandaskthemtofindthe correctorder.

Suggested sentences1. cannot / photo / a / we / take2. she / can / rabbits / see / the / ?3. hide / there / can / squirrel / the4. guitar / who / play / the / can / ?5. can’t / teacher / say / the / sentences

C Listen and say. track 34• Askstudentstolistentotherecording.

• Askstudentshowmanyofthesentencepairsthey remember.


D Listen and say. track 35• Askstudentstoclosetheirbooks.

• Askthemtolistentotherecordingandtickthe activitiestheycando.

• Playtherecordingasecondtimeandaskstudentsto repeatthesentences.

E Listen, look and learn. track 36• Holdupanobjectandaskstudents“What’s this?” Whentheytellyouthecorrectanswer,say“Yes, this is a”...etc.Thenpointtosomethingfarawayfromyou andask“What’s that?”.Whentheytellyouthecorrect answer,say“Yes, that is a” ...etc.Repeatthe proceduretopractisetheseandthose.

• Askstudentstolookatthegrammarboxandlisten totherecording.

• Askthemtolookatthepicturesandmakesurethey understandhowtousethesewords.


• Thenaskstudentstoworkinpairsandcreatetheir ownsentences.

F Point and say.• Pointtosomeobjectsintheclassroomandsay sentencesusingthis/that/these/those.

• Askstudentstodothesame.

G Photo World• Askstudentstolookatthephotoonpages42-43.

• Writesentencesontheboardandmakestudents decidewhetherthestatementsaretrue(T)orfalse(F).

Suggested sentencesThere are three giraffes in the picture.One zebra is drinking.The water is grey.We can see lions in the picture.The birds haven’t got any food.

• TellstudentssomeinformationaboutAfrica.

Answers


Answers

1.Wecannottakeaphoto.2.Cansheseetherabbits?3.Thesquirrelcanhidethere.4.Whocanplaytheguitar?5.Theteachercan’tsaysentences.

Answers


Answers


Answers

TTFFF


Africaisthesecondlargestcontinentintheworld.(Asiaisthelargest.)AfricaisthreetimesthesizeofthecontinentalUnitedStates.Atitswidestpoint,Africaisnearlyaswideasitislong.Thereare53countriesinAfricaandapproximately1billionpeople.

TheSaharaistheworld’slargestdesert,at3.5millionsquaremiles,nearlythesizeoftheUnitedStates.ThelargestcityinAfricaisCairo,thecapitalofEgypt.

http://africa.mrdonn.org/geography.htmlhttp://www.ehow.com/about_6105794_interesting-africa-kids.html

44 UNIT 3 UNIT 3 45

3Animal worldUnit

Lesson 2

Way In • AskstudentsaboutAfricatocheckhowmuchthey rememberfromthepreviouslesson.

A Photo World• Playhangmanwithstudentsusinganimalstheyknow inEnglish–snake, dolphin, zebra, rabbit, squirrel

• Askstudentstolookatpages42-43andnamethe animalsandtheircolour.

• Getstudentstocounttheanimals.

B Listen, say and learn. track 37• Askstudentstoclosetheirbooks.

• Asktheminpairstolistentotherecordingandmake alistofanimalsthathavefourlegs.

• Askstudentstolistentotherecordingforasecond timeandchecktheirlist.

• Checktheanswersasaclass.Correcttheir pronunciationifnecessary.

C Listen and say. Look at the picture on pages 42-43. Tick (✔) the animals and birds you can see. track 38• Askstudentstolistentotherecordingandtickthe animalstheycanseeinthepicture.

• Askstudentstorepeatthesentenceswhileticking.

• Playtherecordingasecondtimeandtellstudents tochecktheiranswers.


✔

• Askstudentstosayothersentencesusingcan.

D Look at pages 43-43 and say.• Askstudentsinpairstosaysentences.


Answers

zebra,giraffe,lion,elephant,kudu,squirrel,rabbit,springbok

ObjectivesReading Meerkats

Grammar regularplural

Vocabulary task-relatedwords,Africananimals, adjectives(long, small, big,etc.)


Speaking Whatcanyousee?

Answers

1✔2–3✔4–5–6✔

Answers


E Listen and read. track 39• Asksentencesabouttheseanimals.

Suggested questionHow many legs has a spider got?Can an insect fly?How long is a snake?Who likes lizards?Is the lion your favourite animal?

• Askstudentstoclosetheirbooks.

• Askthemtolistentotherecordingandputdown thecolourstheycanhear.

• Askstudentstoopentheirbooks.

• Playtherecordingforasecondtimeandask studentstoreadthetextwhilelistening.

• Checktheiranswersasaclass.

• Askquestionsaboutthetext.

Suggested questionsWhat animals can you see in the picture?Where do they live?What colour are they?What can they do?What can they do with their claws?

Answers


Answers

brown,black

Answers

Wecanseemeerkatsinthepicture.TheyliveinSouthAfrica.Theyarebrown.Theycanstandup.Theycandigandfindfoodwiththeirclaws.

F Write Yes or No.Askstudentstogivetheiranswersindividually.• Checkanswersasaclass.

Extra activity

• Getstudentstowritesentencesaboutanother animal.

Answers

1Yes2Yes3No4Yes5Yes6No

UNIT 3 4746 UNIT 3

3Animal worldUnit

Lesson 3

Way in • Drawamanontheboardandwritethebodyparts inaboxnexttoit.

• Askstudentstolabeltheparts.

A Look and learn.• Readthebodypartsoutloudtostudentsandask themtoshowthatpartinthebook.

• Askstudentstoclosethebookandtrytomemorize thewords.

• Askthemtoopentheirbooksandgetthemtosay: “This is my hair.” “That is her nose.” “These are their teeth.” etc.

B Listen, point and say. track 40• Askstudentstolistentotherecordingandmakealist ofthebodypartstheycanhear.


• Askstudentstolistentotherecordingforasecond time,pointtotheirbodypartandsaythesentence.

• Askthemtoopentheirbooksandgetthemtosay: “This is Peter’s hair.” “That is her nose.” “These are Jack’s teeth.” etc.

ObjectivesReading TheBody

Grammar this, these, that, those, how many ...?

Vocabulary task-relatedwords,partsofthebody

Listening pointingtoyournose, mouth,etc.while listeningtotherecording

Speaking pointingtoyourbodyandusethis, these

Writing writingsentenceswithbodyparts

C Write.• Askstudentstowritethesentencesandanswerthem.

D Look at pages 42-43 and say.• Askstudentsinpairstosaysentencestoeachother.

• Ifyouwanttomakethistaskeasier,youcangive eitherthenameoftheanimalorthebodypart: giraffe - ..., ear - ...

E Listen and say. track 41• Askstudentstoclosetheirbooksandlistentothe recordingandsaywhethertheycanhearstomach. Writestomachontheboardsothatstudentscansee ittoo.

• Playtherecordingforasecondtimeandtellstudents tosayalongwhilepointingtothebodypart.Ifyou wanttomakeitfunny,askthemtoshowtheir partner’sbodypart.


F Project Work• Askstudentstodrawandcolourtheirfavourite animal.

• Tellstudentstofindanotherstudenttolabeltheparts.

Answers

1.Howmanylegshaveyougot? Ihavegottwolegs.2.Howmanylegshasagiraffegot? Agiraffehasgotfourlegs.3.Howmanylegshaveinsectsgot? Insectshavegotsixlegs.4.Howmanylegshavespidersgot? Spidershavegoteightlegs.5.Howmanylegshasasnakegot? Asnakehasn’tgotlegs.6.Howmanylegshaveatablegot? Tablehasgotfourlegs.

Answers




A Answer these questions with true answers.• Tellstudentstolookatthegrammarbox(p41)for areminderiftheyneedto.

• Askstudentstogiveshortanswersindividually.


B Write these can sentences in the correct order.• Askstudentstodothetaskindividually.


C Write the names of the animals correctly.• Askstudentstodothetaskindividually.


D Write.• Tellstudentstolookatthegrammarbox(p41)for areminderiftheyneedto.

• Askstudentstowritethesentencesindividually.


E Complete these parts of the body.• Tellstudentstolookatthegrammarbox(p46)for areminderiftheyneedto.



F Put the verbs in the box into the correct sentences.• Tellstudentstolookatthegrammarbox(p45)for areminderiftheyneedto.



Answers

1.Yes,Ican./No,Ican’t.2.Yes,theycan./No,theycan’t.3.Yes,hecan.4.Yes,hecan.5.Yes,itcan.(inacircus)/No,itcan’t.

Answers

1.Paulcan’tskidownahill.2.Dolphinscanswimfast.3.Ican’tseethesquirrels.4.CanyouspeakEnglish?5.Mydadcan’tdriveacar.

Answers

1zebra2lion3rabbit4dolphin5.giraffe

Answers

1.Thisisacamera. 2.Thesearebooks.3.Thoseareblackbirds. 4.Thatisarabbit.

Answers

1stomach2mouth3finger4teeth5hair

Answers

1live2are3can4eat5dig

G Read and answer.• Askstudentstoreadthetextfirstthendothe taskindividually


Answers

1.Yes,theyare.2.Yes,theycan.3.No,theyhaven’t.4.Theyareyellow-browncolour.5.No,youcan’t.

Answers

Zebrasarebiganimals.YoucanseetheseanimalsinAfrica.Theyeatgrass.Theycannotkillbiganimals.Theyhavegotfourlegs.Theyhaven’tgotclaws.Theyareblackandwhitecolour.YoucannotseetheminGreenland.

Extra activity

• Givethistasktostudentstodo. Zebrasarebig...........Youcanseethese animalsin...........They..........grass. Theycannotkill..........animals.They.......... gotfourlegs...........haven’tgotclaws.Theyare blackandwhite...........Youcannot.......... theminGreenland.

Review 1 4544 Review 1

Review 1 Units 1–3

Revision• Explaintostudentsthattherewillbeareviewafter everythreeunitsinMagical World 1.

• TellthemthatReview1revisesthematerialtheysaw inUnits1-3.

• Explaintostudentsthattheycanaskyouforhelpwith theexercisesorlookbackattheunitsiftheyarenot sureaboutananswerasthereviewisnotatest.

• Decidehowyouwillcarryoutthereview.Youcould askstudentstodooneexerciseatatimeandthen correctitimmediately,oraskstudentstodoallthe exercisesandthencorrectthemtogetherattheend. Ifyoudoalltheexercisestogether,letstudentsknow everynowandagainhowmuchtimetheyhavegot lefttofinishthetask.

• Askstudentsnottoleaveanyanswersblankandto trytofindanyanswerstheyarenotsureabout intheunits.

• Revisethevocabularyandgrammarasaclassbefore studentsdothereview.Nowyouhaveexperience abouttheirdifficultiesaftercompletingtheLet’s remember part.

• Makesurestudentsunderstandthetasks.

Vocabulary revision• Drawamanontheboard.Askstudentstotellyou asmanypartsofthebodyaspossible.Makestudents writethesewordsontheboard.Checkspellingand pronunciation.Askstudentstospellthewords.

• Spellsomewords(head, eye, nose, ear, teeth, chin, arm, hand, finger, back, stomach, leg, foot, toe) themandmakestudentswritethemontheboard. Checktheirspellingandaskstudentstosay thewordsoutloud.

• CheckthatstudentsrememberlocalandAfrican animals.Maketwocolumnsontheboardwiththe titleslocalanimals/Africananimalsandaskstudents toputthewordsintotherelatedcolumn.

• Playagame,animal word snake withstudents. Onestudentstartswithanumberandananimal: onezebra,theotherstudentsays,two zebras and a horse,thethirdoneaddsthree zebras and a horse and a cow, then four zebras and a horse, a cow and an elephant, etc.Thewinneristhestudent whocanrememberalltheanimalsintheanimalword snake.

• Askstudentstothinkofsomeactivities,e.g.: ride a bike, speak English, drive a car, play the guitar, ski down a hill, play footballanimalscanorcannotdo. A dog can ride a bike. A giraffe cannot play the guitar. That’sgoingtobegreatfun!

Grammar revision• Askstudentstomaketwocolumnswiththetitles two legs/four legsandputtheanimalsintotherelated column.(Orwell’sAnimalFarm,isn’tit?)

• Writethis, that, these, thoseonebelowtheotheron theboardandaskonestudenttocomeandwrite nounsbesidethem,e.g.:this leg, those eyes.Askthe otherstudentstohelpthestudentwhoiswriting.

• WriteI have got a pen, She has got a ruleronthe board.Askstudentstotellyouwhentousehave orhas.

• Askeachstudenttotellyouonethingthatheorshe hasgotandonethingheorshehasn’tgot.Thenask onestudenttoaskanotherstudentifhe/shehasgot something.Telltheotherstudenttoreplyusing ashortanswer.Repeatuntilallstudentshaveeither askedoransweredaquestion.

• Askstudentswhichverbweusetotalkaboutability (can).Thenaskstudentstotelltheclassonething they candoandonethingtheycannot do.Givethem anexample: I can ride a bike but I can’t swim.

• Checkiftheycanrememberthequestionformofcan byaskingyouquestionsaboutyourability.e.g.: “Can you speak English?”Replyusingshortanswers. e.g.:“Yes, I can.”

Objectives• TorevisevocabularyandgrammarfromUnits1-3



A Write.• Askstudentstodothecrosswordinpairs.


B Circle.• Askstudentstodothetaskindividually.


C Write.• Askstudentstofillinthegapsindividually.


D Circle.• Askstudentstodothetaskindividually.


E Write.• Askstudentstounscramblethewordsindividually.


Answers

1is2Are3am4are5isn’t6are7isn’t8aren’t

Answers

1 in2on3in4in5on6in7on8in

Answers

1 mother2baby3father4grandmother5sister6grandfather

N O S E C R M AB A G C H A I R N O N P G M E E L E P H A N TB I UL E G T O E CU H E AE T R U L E R

Answers

1 a 2a3an4a5a6an7an8a



F Write.• Askstudentstofillinthegapsindividually.


G Match.• Askstudentstofindthesentencepairs.


H Write.• Askstudentstolabeltheparts.


Answers

1 have2has3Have4has5Has6have7have8has

Answers

1 – c2–a3–e4–b5–d

Answers

1 arm2toe3hand4foot5hair6leg7eye8back9mouth10ear

I Circle.• Askstudentstodothetaskindividually.


J Write.• Askstudentstofillinthegaps.


K Write.• Askstudentstoanswerthequestions.


Answers

1can2can3can4can’t5can6can

Answers

1 those2These3that4This

Answers

1. How many books has Peter got? He’s got five.2.Howmanylegshasadoggot?It’sgotfour.3.HowmanypencilshasLucygot?She’sgotten.4.Howmanycarshasyourfamilygot?It’sgottwo.5.HowmanycatshasMichaelgot?He’sgoteight.6.HowmanycamerashasJackgot?He’sgotone.

UNIT 4 5554 UNIT 4

4In the playgroundUnit


Way in• Askstudentswhattheycanseeinthepicture.

• Askstudentswhatpeoplehavegotandwhatthey cando.

• Givestudentsletterstonamethingsinthepicture.

• Putsomewordsontheboardandaskstudentsto makesentences–camera, photo, bike, tree, students.

Lesson 1

Way In• Writetrueorfalsesentencesontheboardabout thepicture.

Suggested sentencesThe students are in the playground with their father.Jack is taking a photo of the boy.There is a swimming pool in the picture.Frank has got a camera.The boy is 5 years old.

A Listen and read. track 42• Askstudentstoopentheirbooksandlistentothe recordingandsaywhyFrankandthetwostudents areinthepark.(taking action photos)



Suggested questionsHow many people are in the park?What are they doing there?What animals can you see in the park? Who is swimming in the pool?Where is the boy in the last picture?

ObjectivesReading Intheplayground

Vocabulary text-relatedwords,verbs–go, skateboard, walk, etc.

Grammar presentcontinuous

Listening readingthetextwhilelisteningtothe recording,presentcontinuous

Writing writingsentencesusingpresent continuous

Mexico

Answers

1F2F3T4T5F

Answers

Therearesixpeopleinthepark.Frank,OliviaandJackaretalking/watchingotherpeople,aboyisridingabike,aboyisswimmingandthereisaboywhoisskateboarding.Ican’tseeanimalsinthepark.Aboyisswimminginthepool.Heisinthetreeinthelastpicture.

B Listen, look and learn. track 43• Askstudentsthequestionsbelowaboutpeoplein theclassroom.

Who is wearing a blue T-shirt? Who is sitting near the door?

• Writetheanswersontheboard,butinfullsentences.

Mary is wearing a blue T-shirt. Peter is sitting near the door.

Askstudentswhatthemainverbsare(wear and sit) andtellthemthattheyareinthepresentcontinuous tensehere.Underline isand wearingandexplainthat inthepresentcontinuouswehavetheverbbeinthe presentsimpleandthemainverbinthe-ingform.

• Askstudentstolookatthegrammarboxandlisten tothesentences.

• Askstudentstolookbackthepicturesonpage 54andtounderlinealltheverbsofthepresent continuous.(are going, are taking, am photographing, is sitting)

• Askstudentstolookatthestringofwordsandget themtomakesentencesusingthepresent continuous.e.g.Mary is walking.The teacher is reading.etc.Explainthatverbswithonesyllable thatendinavowelandaconsonant,likesit, doubletheconsonantinthe-ing form. Tellthemthatverbsthatendin-edropthe-e inthe-ingform(take).

C Listen and write. track 44• Askstudentstolistentotherecordingandwrite downthesentencestheycanhear.

• Playtherecordingasecondtimeandaskstudents tochecktheiranswers.

• Checkthemagainasaclass.

D Listen, look and learn. track 45• Askstudentstolistentotherecording.

• Askthemhowmanysentencestheycanremember.

• Playtherecordingasecondtimeandmakethem repeatthesentences.

• Givestudentssomeverbsandgetthemtosay sentenceswiththem,e.g.:read, swim, shop,

Answers

1. They are walking. 2.Sheisridingabike.3.Heisskateboarding. 4.Theyareswimming.

Extra activity

• Askstudentstomakesentenceslonger. e.g. They are walking in the park. She is riding her bike in the park.

E Look, point and say. • Askstudentstolookatthesentences.

• Makeastudentdosomeactivitiesandasktheothers tosaywhathe/sheisdoing.(riding a bike, taking a photo, eating a sandwich, sitting on a chair, etc)

• Getstudentstodothesameactivitiesinpairs oringroups.

F Photo World • Askstudentstolookatthephotoonpages56-57.

• Askstudentswhatobjectstheywouldliketoseein thephoto.(ball, fish, other animals, family, etc)

• TellthemsomewordsaboutMexico.


MexicoisacountryonthecontinentofNorthAmericalocatedsouthoftheUnitedStates.Capital:MexicoCity.Population:106,202,903.Mexicohastheeleventhlargestpopulationofanycountryintheworld.ThepeoplelivingherearedescendedfromtheIndians(suchastheAztecs)andtheSpanish(MexicowasaSpanishcolonyfor300years).Mostofthepeoplelivingheretodayaremestizos,whichmeanspeoplehavebothIndianandwhiteancestors.

OfficialLanguage:Spanish

http://kids.nationalgeographic.com/kids/places/find/mexicohttp://www.ehow.com/about_5409993_fun-mexico-kids.html

UNIT 4 5958 UNIT 4


Lesson 2

Way in • Askstudentsinpairsoringroupstomakealist ofwordsaboutthepicture.


A Photo World• Askstudentstoanswersomeofyourquestions.

Suggested questionsWhat is the girl doing?What are the girl and the dolphin doing?Is it a baby dolphin?Is the girl happy?Where are they?

B Listen, look and learn. track 46• Askstudentstoclosetheirbooksandlistento therecording.

• Askthemtosaysentencestheycanremember.

• Askstudentstolistentotherecordingforasecond timeandmakethemrepeatthesentences.

C Say and point. Look at pages 56-57.• Askstudentstoclosetheirbooksandtrytosayas manyactivitiestheycanremember.

• Askstudentstoopenthebookandchecktheir answers.

D Listen, look and learn. track 47• Tellstudentstoclosetheirbooks.

• Askthemtomakeatablewiththreecolumns.

• Askstudentstolistentotherecordingandputthe activitiesintothecolumns.

• Askstudentstolistentotherecordingforasecond timeandchecktheiranswers.


E Mime and say.• Tellstudentswhatmimingis.(Whenmiming,talking ormouthingthewordsisnotnecessary.Instead,use facialexpressionsandmakeuseofyourwholebody todothe'talking'.)

• Starttomimesomeactivities.e.g.You are swimming. You are playing the guitar. etc

• Askstudentsingroupstomimesomethingtoeach other.

• Letthemplayaslongastheyenjoyit.

ObjectivesReading Intheamusementpark

Vocabulary task-relatedwords,verbs

Grammar presentcontinuous


Speaking sayingsentencesusingpresent

continuous

Answers

Thegirlisswimming/havingfun/smiling/laughing/floating.Theyareplaying.No,itisn’t.Yes,sheis.TheyareinadolphinpoolinMexico.

Sport Music Entertainment

F Listen and read. track 48• Askstudentstoclosetheirbooks,listentothe recordingandtellyouwhatthenameofthe rollercoasteris.(ItiscalledTheBigOne)


• Askstudentstolistentotherecordingandrepeat thesentences.


Suggested questionsCan you remember?Has it got a name?Is it big and fast?Have you got photos of it?How many people like it?

• Askstudentsabouttheirownexperiencesridingon therollercoaster.

G Write Yes or No. • Askstudentstogiveshortanswerstothestatements individually.


Answers


Extra activity

• Playsentencesnakewithstudents.Eachstudent shouldsayasentencewithawordatthetopof thepage.Onestudentstarts: “I have got an old book,” Secondstudentcontinues:“I have got an old book. I can see people.”etc.Thestudentwho cansaythemostsentenceswithoutanymistakes winsthegame.

Extra activity

• Getstudentstogivelongeranswers. (Yes, it is. etc)

Answers

1Yes2Yes3No4Yes5No6Yes

UNIT 4 6160 UNIT 4


Lesson 3

Way in • Putsomequestionstostudentsusingadjectives.

Suggested questionsIs the rollercoaster fast?Is this classroom big?Are these books new?Is your father’s car old?Is her dog small?

A Look and learn.• Readoutthesentencestostudents. Askthemyes/noquestionsandwh-questions.e.g.: Is Frank’s camera big? What is it (his camera) like?

• Getthemtosaysimilarsentences.

ObjectivesVocabulary task-relatedwords,adjectives– big,

small, old, new,etc

Grammar presentcontinuous,adjectives

Listening presentcontinuous‘song’

Speaking presentcontinuoussentences

Writing sentencespractisingadjectivesand

presentcontinuous

Answers


B Look, write and say.• Askstudentstofinishthesentencesandwriteabout theotherpersontoo.


C Draw, write and say.• Askstudentstodrawtheobjects.

• Askthemtousecolours.

• Checkthedrawingsontheboard.

Answers

Olivia’sbookisbig and old.Jack’sbookissmallandnew.Jack’sdogisbig and fast.Frank’sdogissmallandslow.

D Write and say.• Askstudentstowritedownwhatpeoplearedoing.


E Listen and say. track 49• Askstudentstolistentotherecording.

• Playtherecordingasecondtimeandaskstudents tosingalongwhilestandinginacircleandmime theactivities.

F Project Work• Askstudentstodrawapictureofanactivityand writeaboutit.

• Askstudentstoshowtheirpicturetoeachother.

• Checkthetaskasaclass.Correcttheirmistakes andpronunciation.

Answers

1. The boys is playing tennis.2.Theyareridingabikeinthepark.3.Thegirlsareeatingapples.4.Theboysarewalkingthedoginthepark.5.Thechildrenare planting a tree. 6.Heisplayingbasketball.



A Circle the words.• Tellstudentstolookatthegrammarbox(p55)for areminderiftheyneedto.



B Complete the sentences with the present continuous of the verbs in brackets.• Askstudentstodothetaskindividually.


C Complete the paragraph with the present continuous of the verbs in brackets.• Askstudentstodothetaskindividually.


Answers

1.Areyoutalkingtoyourmum?2.JohnandIarewatchingfootball.3.Granddadisplayingtenniswithdad.4.They are plantingatree.5.IsKatiewearingherlifejacket?

Answers

1isjumping 2IsJameswatching 3isn’ttaking4aresitting 5Areyoudoing

Answers

1amwatching 2areplaying 3isrunning4iswalking 5iseating

D Circle the correct spelling.• Tellstudentstolookatthegrammarbox(p55)for areminderiftheyneedto.



E Write the where you need it.• Askstudentstodothetaskindividually.


F Read and answer the questions.• Askstudentstoreadthedialogueandanswer thequestions.


Answers

1sitting 2taking 3eating4swimming 5writing

Answers

1the2–3–4the5–6the

Answers

1.Yes,theyare.2.Theyareplayingtherecorderintheclassroom.3.No,heisn’t.4.Yes,theyare.5.Yes,sheis.

Extra activity

• Askstudentstoreadthedialogueoutloud. AssigntherolesofMrsSmithandMrsJonesto differentstudents.

• Givethemotheractivitiesandaskthemtowrite anotherdialogueinpairs.

• Makethemreaditouttothestudents.

Suggested activities listeningtomusic,sittingonasofa,running, playingtennis,takingphotos,doinghomework, watchingTV,cooking,eatingice-cream,shopping

64 UNIT 5 UNIT 5 65

5Going shoppingUnit


Way in• Bringinsomepicturesaboutsmallshops, supermarkets,hypermarketsand/orshoppingcentres.

• Makestudentsformgroupsofthreeorfourand giveeachgroupapicture.

• Getstudentstospeakaboutthepictures.Givethem sometimeforpreparation.

• Helpthemwithquestionsiftheydon’tknowwhat tosay.

Suggested questionsIs it in a big city?Can you buy many things there?Is it open after 10 o’clock in the evening?Are there many people there?Has it got many windows?

Lesson 1

Way in • Putsomecountableanduncountablenounse.g. apple, orange, sandwich, egg, tomato, coffee. milk, water, butter, fishontheboardandaskstudentsto maketwogroups.Explainthatwecansay two apples butwecannotsaytwo butters.

• Writenumbersontheboardandaskstudentsto matchthenumberswithsomeofthenouns.

• Askthemtosaywhichonetheylikeanddislike.


• AskstudentswheretheythinkFrank,Oliviaand Jackare.


• Askstudentstolistentotherecordingandunderline thefoodtheycanhear.



Suggested questionsWho is going shopping? What is Jack getting?Who is buying some meat? Can Olivia see Frank?What is Frank looking at?

• AssigntherolesofOlivia,FrankandJackandask studentstorole-playthedialogues.

• Askstudentstomimewhattheyaredoing,e.g.going into the shop, talking to a shop assistant, looking for a product, putting some cheese, milk, apples into the basket, paying cash or by credit card, etc. One studentdoestheactivitytheothersaresayingwhat he/sheisdoing.Youcanaskquestionslikethis: “Is he opening the door?” ” Is she paying?”

• Drawabigbasketontheboard.Askstudentsto putsomefoodinit.Encouragethemtousenumbers, colours,andadjectivestoo.

Answers


ObjectivesReading shopping

Vocabulary task-relatedwords,jobs

Grammar presentsimple

Listening presentsimpleforms–affirmative, negative,questions

Writing sentencespractisingpresentsimple– questionsandanswer

Answers

Olivia,JackandFrankaregoingshopping.Jackisgettingsomecheese.(Perhaps)Frankisbuyingsomemeat.(Explaintostudentswhyperhapsisusedhere.)Yes,shecan.Frankislookingatthe/somecameras.

B Listen, look and learn. track 65• Askstudentstolookatthesentencesandthe twoboxes.

• Explaintostudentsthatappleisacountablenoun becauseyoucancountthem;youcanusenumbers withthem.Remindstudentsoftheuseofaandan.

• Remindstudentsthatyoucannotsay one, two or a cheeseorusecheeseintheplural.

• Explaintothemthatuncountablewordsandplural countablewordsdon‘tneedaoran.

• Askstudentstodothetaskindividuallybutcheck theanswersasaclass.

• TellstudentsthattheycanfindthenounsinExerciseC.

C Write into the chart.• Putthecountableanduncountablenounsinto theboxesinExerciseB.

• Checkthemeaningsofthewordsbeforedoing thetask.

D Listen and write a / an or some. track 52• Askstudentstolistentotherecordingandputa/an orsomeintothesentences.

• Playtherecordingforasecondtimeifstudentsare notsureabouttheiranswers.


Alternative activity• Askstudentstodothetaskfirstandlistentothe recordingaftertheyhavefinishedwork. Trychallengingthem.

E Photo World• Askstudentstolookatthephotoonpages66-67.

• Askstudentssomequestions.

Suggested questionsWhat kind of party can you see?Who is the party for?What colour is the tablecloth?Can you see people in the picture?Are you hungry?

• TellthemsomewordsaboutThailand.Answers

Countable:table,pencil,bag,ruler,apple,orangeUncountable:rice,pasta,flour,chocolate,ice-cream,sugar

Answers

1a2some3some4some5a6some7a8some

Answers



Thailand,‘theLandofSmiles’islocatedinSoutheastAsia.Thecountryissaidtobeshapedlikeanelephant’shead.CapitalCity:Bangkok,whichisThailand’slargestcity.Itishometonearly10millionpeople.Population:60million.MainLanguage:Thaihttp://www.oocities.org/teacherkab/countries/thailand.htm

Thailand

UNIT 5 6968 UNIT 5

5Going shoppingUnit

Lesson 2

Way in • Givestudentsthistextandaskthemtounderlinethe wordstheydon’tknow.

• Explaintheunknownwordstothem(wordsthey mightnotknow:celebrate, traditional, believe, fortune, culture, about).

• Askquestionsaboutthefestival.

Suggested questionsWhere is the festival?When is the Monkey Festival?What can the monkeys do?Who gives food to the monkeys?How much food can they get?


A Photo World.• Askstudentstolookatthepictureonpages66-67.

• Writethebeginningsofquestionsontheboardand getstudentstoaskquestionsaboutthepicture.

Suggested question halvesIs there/Are there ...?Can you see ...?Can it ...?Has it got ...?Is it/Are they...?

• Makethemaskanyquestionsaboutthepicture.

B Listen, look and learn. track 53• Askstudentstoclosetheirbooksandlistentothe recording.

• Askthemtoputdownthewordstheycanremember.

• Makethemopentheirbooksandcheck theiranswers.

• Askstudentstolistentotherecordingforasecond timeandmakethemrepeatthewords.

C Look at the pictures on pages 66-67.• Askstudentstolookatthepictureonpages66-67, andthenmakethemclosetheirbooks.

• Askthemtorememberthethingsonthetableand putaticknexttothesentencewhichistrue.

• Askstudentstoopenthebookandchecktheir answers.

D Ask and answer questions about the picture on pages 66-67. • Makestudentsformtwogroupsandwritethis sentenceontheboard:“Is there a monkey in the picture?”Tellstudentsthattheirtaskistoask questionslikethis.StudentsinGroup1putthe questionstotheothergroup;studentsinGroup2 giveshortanswers.Thengroupstaketurns.

• Letthemaskforyourhelpbutdonotgetinvolved toomuch.

ObjectivesReading Jason’seating

Vocabulary task-relatedwords,food

Grammar there is/there are

Listening readingthetextwhilelistening totherecording

ThetownofLopburiinThailandcelebratesatraditionalMonkeyFestivaleveryyearinNovember.Localpeoplebelievethatgivingfoodtothemonkeysbringsgoodfortune.Themonkeysareapartofthelocalculture.Theanimalshavea‘teaparty’,wheremonkeyscaneatfruit,eggs,applesandbananas.Themonkeyscangetabout2,000kilogramsoffood.

Answers

Thefestivalis(inLopburi),inThailand.Thefestivalis(everyyear)inNovember.Themonkeyscaneat(fruit,eggs,applesandbananas)Localpeoplegivefoodtothemonkeys.Theycangetabout2,000kilogramsoffood.

Answers


Extra activity

• Askthemtocountthethingsinthepictureand say:“There is one table in the picture.”or“I can see one table in the picture.”

• Enrichtheirvocabularywithsomefruits.Bringin bilingualdictionaries;showthemhowtouse printeddictionaries.

Extra activity

• PlayItissmall,redand...withstudents.Think ofawordanddescribeit:“It is small orange and sweet.“Studentscanask“Is it an orange?”“No, it isn’t.”“Is it a carrot?”“Yes, it is.”

Answers

1✓ 2✓3– 4✓5✓ 6– 7– 8✓

E Listen and read. track 54• Drawtwocolumnsontheboardandaskstudents tofindthepairs.

60 twenty 100 forty 50 sixty 80 thirty 40 ninety 30 seventy 90 onehundred 20 fifty 70 eighty


• Asktwoorthreeorevenmorestudentstocometo theboardandmakethemwriteforty eggs,forty boys, andforty pensontheboardtopractisehowtowrite forty.

• Askstudentstoformsentencesusingthesenumbers aboutthepictureonpages66-67.e.g.“There are (about) twenty carrots in the picture.” “There are (about) one hundred bananas in the picture.” Are there sixty apples in the picture?”

• Askstudentstoclosetheirbooksandlistentothe recording.

• Askstudentstoputdownthewordstheycouldhear.

• Playtherecordingforasecondtimeandmakethem checktheiranswers.

• Askstudentstoopentheirbooksandreadthetext.

F Choose a or b. • Askstudentstoreadthequestionsandanswers andcirclethecorrectanswerindividually.


good bad milk chocolate

Extra activity

• Askstudentstosaythesentencesinfirstperson singularorsecondpersonsingularorwith afemalename,e.g:“This is me/you/Olivia.” “I’m/You’re/She’s eating ....”

Answers

1a 2a3b4eitheraorb(studentsownanswers) 5b

Extra activity

• Askquestionlikethis:“How much milk is in ice cream?”“How many eggs are in ice cream?” Studentsanswerindividually.

• Askstudentstodrawtwoboxeswiththetitles goodandbadintotheirnotebookandcollectas manytypesoffoodastheycan.Tellthemthat theyshouldthinkoftheirhealth. banana, bread, carrot, cheese, chocolate, coffee, meat, milk, pineapple, sugar, tomato, water melon,

UNIT 4 7170 UNIT 5

5Going shoppingUnit

Lesson 3

Way in• Goroundtheclassaskingquestionsaboutobjects andpeopleintheclassroom.

Suggested questionsIs there a blackboard here? How many blackboards are there in the classroom?Are there any books in the classroom?How many books are there in the classroom?Is there a doctor here?

• Putsomepicturesofdifferentobjectsonthedesk andgetstudentstoaskquestionsorsaysentences using there is/are.

A Write.• Explaintostudentsthatthere’sistheshortformof there is.(There’s = There is)Writeitontheboard.

• Getstudentstousethenegativeandquestionforms ofthesentences.

B Listen, look and learn. track 55• Writetwosentencesontheboardandaskstudents whethertheycanhearthesesentenceswhile listeningtotherecording. Is there any meat on the table? There aren’t any carrots on the table.

• Askstudentstolistentotherecordingtwiceandgive theiranswer.No, they cannot hear these sentences.

• Makethemrepeatthesentencesasaclass.

• Askstudentstolookatthegrammarboxandcheck whethertheyunderstandthequestion,negativeand shortforms.

C Point, ask and answer.• Remindstudentsofthedifferencebetweenhow manyandhow much.

• Askthesequestionsfromstudentsandmakethem answer.

• Askstudentstoreadoutthequestionsandanswers.

• Getthemtoaskeachotherinpairs.

• Givethemwordsiftheyneedhelp,e.g.:oranges – 10, tomatoes – 1 kilogram, bananas – 8, milk – bottle, orange juice – a litre, tea – glass.

D Ask and answer.• Tellstudentstodothetaskindividually.

• Tellstudentstoaskquestionsandanswerthem astheycanseeitinthefirstsentence.

• Explainthattheycanuseashortanswer.


ObjectivesReading Whatabout...?

Vocabulary task-relatedwords,food

Grammar there is/there are–affirmative,

negative,question

Listening questions,answers,andarhyme

Speaking askingandansweringquestionsusing there is/areandwhat about...

Writing writingfullsentencespractising there is/are

Answers


Answers


Answers

1. There’s some bread on the plate.2.Therearesomeeggsonthetable.3.Therearesomecarrotsontheshelf.4.There’ssomefishontheplate.5.There’ssomeice-creaminthebowl.6.There’ssomejuiceinthejug.

Answers


Answers

1. How many biscuits are there on the plate? There are four.2.Howmuchmeatisthereonthetable? Therearetwokilograms.3.Howmuchapplejuiceisthereinthebottle? Thereissome(halfabottle).4.Howmanysandwichesarethereinthebox? Therearethree.

E Draw a picture of some food. Write, then ask. • Askstudentstodrawsomefoodandgiveashort description,e.g.:It is sweet and cold. There is some milk in it. There aren’t any tomatoes in it. You can eat it after dinner. (ice-cream)

F Ask and answer.• Askstudentstofindapartnerandaskandanswer thequestions.

Possibleanswers1. Are there any windows in the classroom? Yes, there are. How many windows are there? There are four.2.Arethereanytablesintheclassroom? Yes,thereare./No,therearen’t. Howmanytablesarethere? Thereare....3.Arethereanychairsintheclassroom? Yes,thereare./No,therearen’t. Howmanychairsarethere? Thereare....4.Arethereanygirlsintheclassroom? Yes,thereare./No,therearen’t. Howmanygirlsarethere? Thereare....5.Arethereanybooksonthetable? Yes,thereare./No,therearen’t. Howmanybooksarethere? Thereare...5.Arethereanypicturesonthewall? Yes,thereare./No,therearen’t. Howmanypicturesarethere? Thereare....7.Arethereanypencilsinthebag? Yes,thereare./No,therearen’t. Howmanypencilsarethere? Thereare....

G Listen and say. track 56• Tellstudentstheyaregoingtolistentoasong abouteating.

• Askthemtoreadandlistentothesongandmake alistofwhatexactlytheyareeating.

• Playthesongagainandaskstudentstochecktheir answers.


H Project work.• Askstudentstodrawapictureoftheirfamilyhaving dinner.

• Askthemtowriteaboutwhateachfamilymemberis eating.Tellthemtousethepresentcontinuous.

• Askstudentstoshowtheirpictureandreadouttheir sentencestoeachother.

• Checkthetaskasaclass.Correcttheirmistakes andpronunciation.

Answers


Extra activity

• Collectalltheprojectsontheteacher’sdeskor onthefloor.Makestudentsfindoutwhosefamily eachpicturedepicts.“It’s Peter’s family. ”Is it Peter’s family?”

A Circle the correct words.• Tellstudentstolookatthegrammarbox(p70)for areminderiftheyneedto.



B Choose the correct answers.• Remindstudentsofthedifferencebetweenhow many and how much.

• ExplainstudentsthatinthequestionHow much are these apples? how muchreferstotheprice.



C Write the food words.• Askstudenttounscramblethewords.




Answers1.Arethereanytoysintheclassroom?2.There’s abigshelfinmybedroom.3.There isn’t/aren’tanybooksinyourbag.4.‘Isthereapencilundermydesk?’ ‘Yes,there is.5.There arethreeballsinthegarden.

Answers

1a2a3b4a5b

Answers

1apple 2cheese 3meat 4butter5carrot 6pasta

D Write some or any. • Askstudentstodothetaskindividually.


E Tick (✔) the correct sentences.• Askstudentstodothetaskindividually.


F Read and answer the questions.• Askstudentstoreadthedialogueandanswer thequestionsindividually.


Answers

1any2some3any4any5any6some

Answers

1✔2– 3– 4✔5✔6–

Answers

1.No,sheisn’t.2.Yes,sheis.3.Yes,thereis.4.No,theyaren’t.5.No,therearen’t.

Extra activity

• Askstudentstoreadthedialogueoutloud. AssigntherolesofJaneandMumtodifferent students.Makethemrole-playthedialogue.

• Givethemsomewords–make, meat, tomatoes and potatoes, bananas, table, cheese, fridge,and askthemtowriteanotherdialogueinpairs.

• Makethemreaditouttostudents.Checkany mistakesinstructureandpronunciation.

UNIT 6 7574 UNIT 6

6The world of workUnit


Way in• Askstudentstotellyouwhatyourjobis.

• Askthemifthereisastudentwhosefather/mother isadoctor.

• Writeteacher, doctor, tennis player, driverand musicianontheboardanddrawaracket,apen, aguitar,abusandastethoscope.Makestudents findthematchingpairs.

Lesson 1

Way in• Writethewordsdoctor, artist, mechanic, police officerontheboardandaskstudentswhetherthey knowwherethesepeoplework.

A Listen and read. track 57• Askstudentstoopenthebookandlistentothe recording.Askthemtoanswerthequestions: What does Olivia’s mother do? What does Frank do?

• Askstudentstoopentheirbooksandlistentothe recordingforasecondtimewhilereadingthetext.


Answers

teacher–pen,doctor–stethoscope,tennisplayer–racket,driver–bus,musician–guitar

ObjectivesReading schoolconversationaboutjobs

Vocabularytext-relatedwords,jobs


Listening readingthetextwhilelisteningtothe recording,presentsimple

Speaking dialoguesaboutjobs

Writing presentsimplesentences

Answers

Adoctorworksinahospital.Anartistworksinastudio.Amechanicworksinagarage.Apoliceofficerworksinanoffice.

Answers

Olivia’smotherisanartist.Frankisaphotographyteacher.

U. S. A.

B Listen, look and learn. track 58• Drawawomanoramanontheboard.Standbeside theboardsothatstudentscanseethedrawing andaskhim/heri.e.thedrawingasifitwereareal person“What do you do?”Gototheothersideofthe boardandanswer:”I’m a teacher.”Goroundtheclass andaskstudents:“What do I do?”Theyanswer:”You are a teacher.”orpointingtotheboard.“What does he/she do?” “He/She is a teacher.”

• RemindthemthatI’mistheshortformofI am.

C Write.• Askstudentstolookatthefirstpicture.

• Askthem:”What does she do?”andmakeone studentanswer:“She’s an artist.”



D Listen, look and learn. track 59• Askstudentstolookatthegrammarboxandto readtheexamplesentenceswithyou.Gothrough theshortformsfirst,andthenlongforms.Makesure theyunderstandwhyshortformsareused.

• Writethesentencesbelowontheboardandask studentswhattheverbsareandwhywehavethe presentsimple. Teachers work in schools.(work–generaltruth) Olivia brushes her teeth every day.(brush–things wedoregularly) He lives in a house. (lives–permanentstate)

• Askstudentswhattheynoticeabouttheendingsof theverbs.(Thethirdpersonsingularends in-esor-s.)

• Writeplay andstudyontheboardandmakethem noticethespellingdifference.

• Askthemtoreadtheformswithyouandcorrect theirpronunciationifnecessary.

E Photo World• Askstudentstolookatthepictureonpages76-77.

• Askthemtotellyouwherethepicturewastakenand iftheywouldliketogothere.Askthemwhy/whynot.

• GivethemsomeinformationabouttheUS.

Answers

1. What does she do? She’s an artist.2.Whatdoeshedo? Heisapoliceofficer.3.Whatdotheydo? They’redoctors.4.Whatdoeshedo? He’sabusdriver.5.Whatdoesshedo? She’samusician.6.Whatdoeshedo? Heisatennisplayer.


The United States of AmericaislocatedonthecontinentofNorthAmerica.Thereare50statesintheUS.TheUSbordersonCanadatothenorth,andMexicoandtheGulfofMexicotothesouth.Ontheeastcoast,theU.S.isborderedbytheAtlanticOcean,andonthewestcoastitisborderedbythePacificOcean.Capital:WashingtonD.C.Nationalbird:baldeagle.Nationalflower:rose.Population:311963263(2011)http://www.usconsulate.org.hk/pas/kids/

UNIT 6 7978 UNIT 6


Lesson 2

Way in • Askstudentswhattheydoondifferentdays.

• Askthemquestionsusingwho+presentsimple.

Suggested questionsWho wears a cap in winter? Who makes sandwiches in the morning? Who plays football? Who has a piano lesson? Who gets up at 10? etc.

A Photo World• Askstudentstolookatthepictureonpages76-77.

• Askthemwhattheycanseethere.

• Askstudentstoaskandanswerthequestionsthere.

• Givethemsomemorejobsandmakethemaskand answerquestions: “What does he/she do?” “He/She is a teacher.” “What is he/she doing?” He/She is teaching students.”

B Write, look and learn.• Askstudentstolookatthepicturesfirstandsay whattheycanseethere.

• Tellthemtomatchtheactivitieswiththedaysandfill inthegapsindividually.


C Write and say.• Askstudentsiftheycantellyouwhattimeitisnow. Drawaclockfaceontheboardshowingthetime. RevisethetimeinEnglishbychangingtheposition ofthehandsontheclockyou’vedrawnandaskthe studentstotellyouwhattimeitis.Makesuretheyare familiarwiththephrases:o’clock, half past.

• //Givestudentsplentyofpracticeintellingthetime byaskingthemeverylessontotellwhattimeitis. Makethemdevelopthisskill.//



D Say what you do at different times. • Askstudentstomakeitalongsentencebygiving themdifferenttimes.Write9/11/1/4/6/10/12o’clock... ontheboard.Igohomeat5o’clock.

• Makethemusenegativeformstoo.Givethemtimes whentheydon’tdoactivities: 8:30/11:30/2:30/5:30/11:30.... Idon’tgohomeat5o’clock.

E Say.• Askstudentstoreadthequestionsandtheanswersthenmatcheachquestionwithananswer.



F Listen and read. track 60• Askstudentstolookatthetitleofthearticleand thepictureandtoguesswhatthemanisdoing. Putthesesentencesontheboardandaskthemto findthemissingwords.Don’tgivethemthewordsin bracketsfirst. He is sitting on his ... (horse). He is riding a ... (horse). He is having a lasso in his (hand). He is using a lasso to catch a (cow).

• Askonestudenttobethecowboyandtellaboutthis jobinfirstpersonsingular:“I get up at ...,etc.

• Askstudentstoskimreadthearticletofindouthow manydaysaweekacowboyworks (sevendaysaweek).

• Askstudentstotellyouiftheyfoundanything surprisingaboutcowboys.

• Tellstudentstoclosetheirbooksandlisten totherecording.

• Playtherecordingforasecondtimeandstop theplayeraftereverysentence.Askstudents torepeatthesentences.

G Circle.• TellstudentsthatthistaskisbasedontextF.

• Askstudentstoreadthesentencesandcircle Yes orNoindividually.Tellthemthatfirsttheydon’t havetounderstandeverywordtoknowwhatthetext isabout.

• Checktheanswersasaclass.ObjectivesReading moderncowboys

Vocabulary task-relatedwords,daysoftheweek, timesofday,clocktime,jobs



Speaking presentsimplesentences

Answers


Answers

Studentsownanswers–houses, sea, city, sky, trees, cars, parks, etc

Extra activity

• Makethemaskanyquestionsaboutthepictureusingallvocabularyandgrammarstructurestheyhavelearned,e.g. Is there a helicopter in the picture? Can you see trees there? What is the man doing there? How many houses are there? What does he do? Has he got a bag? etc.

Answers

Monday:“I can see coloured pencils there.”/”There are coloured pencils there.”Tuesday:“Icanseeballetshoesthere.”/“Thereareballetshoesthere.”Wednesday:“Icanseeahandandapianothere.”/”Thereareahandandapianothere.”Thursday:“Icanseeaballthere.”/“Thereisaballthere.”Friday:“Icanseeapalmtopthere.”/“Thereisapalmtopthere.”Saturday:“Icanseeaswimmingpoolthere.”/“Thereisaswimmingpoolthere.”Sunday:“Icanseesomepicnicthingsthere.”/“Therearesomepicnicthingsthere.”

Answers

1 Sunday 2Friday 3Monday4Wednesday 5Thursday 6Saturday 7Tuesday

Answers

1fouro’clock 2halfpastone 3halfpastseven

Answers

Whowearsauniform? Asoldierwearsauniform.Whousesabrush? Adecoratorusesabrush.Whousestools? Amechanicusestools.Whowearsanoverall? Abusdriverwearsanoverall.

Extra activity

• AskstudentstowritequestionstothesejobsasinExerciseE:doctor,teacher,artist,musician,footballplayer.

Answers


Answers

1No 2No 3No 4Yes 5Yes 6Yes

Extra activity

• Askonestudenttomimewhatacowboydoes.Askstudentstosaythesentences:He gets up (at 5).He sleeps (in a tent). (It’s very cold in the morning.) He makes a fire. He cooks his breakfast. He gets on his horse. He looks at his cows. (Cows eat a lot of grass.) (Cows walk to a new place to eat.) That’s great fun!

Lesson 3

Way in• Askstudentsaboutactivitiesatdifferenttimeson differentdaysoftheweek.

Suggested questionsWhat do you do at 10 am on Friday?What does your mother do at 4 pm on Saturday?What do your friends do at 11 am on Monday?What does your sister do at 10 am on Wednesday?What do I do at 4 am on Sunday?

A Write.• Readthefirstquestiontostudentsandmakeone studentreadtheanswer.

• Putthequestionsfirsttostudentsandthenmake themdothetaskindividually.


Possible answers1. I go to bed at ten o’clock?2. He is a doctor. 3. Yes, she does./No, she doesn’t. 4. I eat soup and meat for lunch on Sunday.5. I play with my friends in the playground.

UNIT 6 8180 UNIT 6


ObjectivesVocabularytask-relatedwords,daysoftheweek, timesofday,clocktime,

Grammar presentsimple,objectpronouns

Listening sentencesusingobjectpronouns

Speaking questionswithwhere

Writing writingsentencespractisingpresent simpleandobjectpronouns

Answers


Answers


B Listen, look and learn. track 61• Readthegrammarboxtotheclassandaskstudents toreadtheexamplesentenceswithyou.

• Askstudentswhethertheyknowwhatwordsthese pronounsreplaceinthesesentences.

• Askstudentstosaysentencesaboutthesmall picturesusingobjectpronouns.

C Write. • Askstudentstodothetaskindividually.


D Ask and say.• Gotoonestudentandaskhim/herthequestioninthe book.Askhim/hertoreadouttheanswer totheothers.

• Goroundtheclassaskingquestionsaboutstudents intheclass,e.g.:“Where is Peter?”Onestudent answers:“There he is. I can see him.”Letthemdo thistaskuntilallstudentshaveachancetospeak.

Answers

1 him 2me 3him 4them5us 6it

Extra activity

• Tellstudentstomakeacircle.Saythesentencetoonestudent: “I know you.”He/Shesaystoanotherstudent:“He/She knows me.”Thisstudentsaystoanotherone.“You know him/her, etc.”

E Mime the job, ask and say. • Askonestudenttomimeajobtotheotherstudents. Anystudentcanask:”Are you a doctor?”Thestudent doingmimingwillanswer:”No, I’m not./Yes, I am.” Studentscandothisactivityuntiltheygetbored.

F Write about Paul’s school day.• Askstudentswhethertheyknoweveryphrase inthebox.

• Tellthemtodothetaskindividually.Givethem atimelimit(15/20minutes).

• Checkanswersasaclass.Askonestudenttocome totheboardandwritehissentencesontheboard. Askstudentstocorrecthis/hermistakesinpairs.

G Listen and say. track 62• Tellstudentstheyaregoingtolistentoasongabout everydayactivities.

• Askthemtoreadandlistentotherecording.

• Playtherecordingforasecondtimeandasks studentstosingalong.

Answers

On Mondays Paul gets up at seven o’clock. Heeatshisbreakfastandgoestoschoolathalfpastseven.Hestartslessonsateighto’clock.Heplayswithfriendsat11o’clock.Hewalkshomeat2o’clock(intheafternoon).Hehasdinneratsixo’clock.Hedoeshishomeworkatseveno’clock.Hegoestobadatteno’clock.

H Project work• Tellstudentsthatthistimethetaskisgoingtobe theirhomework.

• Askonegroupofstudentstotakeeachoftheir familymembersaphotodoingdifferentthings.Ask studentstowritewhattheirjobsareingeneraland whattheyaredoingatthetimeoftakingthephoto.

• Asktheothergroupofstudentstodrawapicture oftheirfamilymembersdoingdifferentthings. Askstudentstowritewhattheirjobsareingeneral andwhattheyaredoingatthetimeofdrawing.

• Askstudentstoshowtheirpicturesordrawings andreadouttheirsentencestoeachother.

• Checkthetaskasaclass.Correctalltheirmistakes withoutsayingwhomadethem.

Extra activity

• Askstudentstofindapartneranddothequestionandanswerpairstogether.Onestudentasksthequestion,theotherstudentanswersthequestion.Thentheychangepartnerandcontinuewiththenextdialogue.Theydotheactivityuntiltheend.

C Complete the sentences with the present simple of the verbs in brackets.• Makestudentsrememberwhentousedoanddoes.

• Tellthemthattheycanuseeitherdonotordon’t, does not or doesn’t.



D Complete the sentences with the correct form of be.• Revisetheformsofbewithstudentsbeforethey startdoingthetaskindividually.




A Circle the correct words.• Tellstudentstolookatthegrammarbox(p75)for areminderiftheyneedto.

• Tellstudentsnottoforgetaboutthethirdperson singulars.



B Complete the sentences with the present simple of the verbs in brackets.• Tellstudentswhatbrackets mean.Writeanddraw themontheboard.

• Makestudentsrememberwhentousedoanddoes.

• Tellthemthattheycanuseeitherdo not ordon’t, does not ordoesn’t.



Answers

1.TedandCarolwalk toschooleveryday.2.Hehaslunchat12o’clock.3.Cindydoesn’tdriveacar.4.Ispeak EnglishandFrench.5.‘DoesRobertlikefish?’‘Yes,hedoes.

Answers

1don’tgo2Does...John...like3brushes4doesn’twalk5.Do...they...speak

Answers

1goes2don’tlike3doesn’teat4Doyoustudy5watch

Answers

1am2are3is4Are5isn’t

E Write the job words correctly.• Askstudentstounscramblethewordsindividually.


F Write the correct object pronoun.• Tellstudentstolookatthegrammarbox(p80)for areminderiftheyneedto.



G Read about different jobs.• Readthetextsaboutdifferentjobsoutloud tostudents.

• Askstudentstoskimreadthetextsanddothetask individually.Tellstudentsthatitisnotnecessaryto understandeverysingleword.

• Note.Studentsmightfindthistaskdifficult.

Answers

1doctor2artist3teacher4musician5busdriver

Answers

1him2her3them4us5you6me

Answers

1S2J3C4S5J

Extra activity

• Askstudentstowritebrieflyaboutthemselves: Peter, 10 I’m a student, etc.

Review 2 1/1 8584 1/1 Review 2


Revision• Explaintostudentsthatit’stimeforthemtodo Review2inMagical World 1.


• Explaintostudentsthattheycanaskyouforhelpwith theexercisesorlookbackattheunitsiftheyarenot sureaboutananswer,asthereviewisnotatest.

• Decidehowyouwillcarryoutthereview.Youcould askstudentstodooneexerciseatatimeandthen correctitimmediately,oraskstudentstodoallthe exercisesandthencorrectthemtogetherattheend. Ifyoudoalltheexercisestogether,letstudentsknow everynowandagainhowmuchtimetheyhavegot lefttofinishthetask.

• Askstudentsnottoleaveanyanswersblankand totrytofindanyanswerstheyarenotsureabout intheunits.

• Revisethevocabularyandgrammarasaclass beforestudentsdothereview.Nowyouhave experienceabouttheirdifficultiesaftercompleting theLet’s rememberpart.

• Makesurestudentsunderstandtheexercises.

Vocabulary revision• Askstudentstotellyouwhatfoodtheycan remember.Theyshouldrememberapple, orange, biscuit, sandwich, ice-cream, milk, cheese, meat, fish, tea, orange juice,etc.Askthemtotellyouabouttheir favouritefoodandthefoodtheydon’tlike.

• WritethewordSundayontheboardandaskstudents whattheycandoonSunday(ride a bike, play tennis,etc.)

• Tellstudentsaboutajobandmakethemfinditout, e.g.You think of acowboy:

He gets up at 5 in the morning, he sleeps in a tent. He makes a fire and cooks his breakfast. He doesn’t stay in one place for a long time. He works seven days a week. His work is hard.Youcanusefirstpersonsingular–itiseasierforstudents.Makestudentsdothesame;onestudentthinksofajobandtheotherstrytofinditout.Theycanthinkofan artist, a police officer, a bus driver, a musician, a tennis player, a football player, a teacher, a soldier, a mechanic, a decorator, a doctor.

• Putthestudentsintotwogroupsandtellthemtheyaregoingtomakealistofwordsrelatedtotimeanddoingactivities.Eachgroupshouldmaketheirownlistandwriteitontheboardsothattheycanseewhichgrouprememberedthemostwords.MakesurestudentsrevisethewordsonMonday, Tuesday, etc, at 5 o’clock, in the morning, in the afternoon, in the evening or having a picnic, playing computer games, playing the piano, playing tennis, playing football, swimming, getting up, going to bed, cooking, working.

Grammar revision• Elicitfromstudentsthatweusethepresent continuoustoexpressthatsomethingishappening now,atthismoment.Itcanalsoshowthatsomething isnothappeningnow.

• Checkthattheyremembertheformsofbe.

• GivesentencestostudentsusingThere is/There are,e.g. There is a book on your desk but there aren’t any pencils there. Are there any pictures on the wall? Makestudentssaysentenceslikethis.

• Elicitfromstudentsthatweusethepresentsimple to talkaboutthingswedoregularly.

• Checkthattheyrememberthethirdpersonsingular formsofverbsbywriting I eat, I go, I finish,etcon theboard.Askstudentstowritehe/she/itand thecorrectformofeachverbbesidethem.

• Checkthattheyrememberthenegativeform ofthepresentsimple bymakingtheverbsthey havejustwrittendownnegativeforboth Iand he/she/it forms.

• RevisethequestionformofthepresentsimplebyaskingstudentstoaskaclassmateaquestionaboutsomethingheorshedoesonSaturdays.Remindtheotherstudenttogiveashortanswer.Makesurethatallstudentshavethechancetoaskandansweratleastonequestion.


Review 2 1/2 8584 1/2 Review 2


A Write.• Askstudentstodothecrosswordinpairs.


B Write.• Revisethepresentcontinuouswithstudents.

• Remindstudentsofspelling:take+ing=taking, write+ing=writing, swim+ing=swimming, sit+ing=sitting,



C Write.• Askstudentstoformnegativesentencesindividually.


D Write.• Tellstudentstouseanadjectivebeforethenouns.

• Askstudentstodotheexerciseindividually.


E Write (food words).• Askstudentstounscramblethewordsindividually.


Answers

1. You aren’t going to school. 2.Heisn’teatinghisdinner.2.Theyaren’tplayingfootball.4.Wearen’tjumpingintothepool.5.Sheisn’tstandingintheshop.6.I’mnotridingmybike.

Answers

1. This is an old guitar.2.Thisisared/newcar.3.Thisisabig/blackdog.2.Thisisasmallanimal.5.Thisisafastbike.6.Thisisaslowhorse.

Answers

1biscuit 2cheese 3carrot 4apple5water 6bread 7butter 8sugar

Answers

1. are going 2ameating3istaking 4areswimming5Isshesitting 6Arewewriting7isplaying 8arereading

B C JB R E A D H S U E O O A R M A V C N PS K A T E B O A R D I F A L W N A B W A L K I N G S A L T T C T E T E A C H E R



F Circle.• Askstudentswhethertheycanrememberhowto usethere is/there are.



G Write (How much/many).• Revisehow much(uncountablenouns)andhow many(countablenouns)withstudents.

• Askstudentstowritethequestionsindividually.


H Write.• Askstudentstofillinthegapswithoneverb fromthebox.

• Tellstudentstocompletethesentenceswith presentcontinuousforms.

• Checktheanswersasaclass.Correctspelling mistakes:take +ing= taking, ride+ing=riding, shop+ing=shopping,

Answers

1.Thereis anappleonthetable.2.There are someorangesinmybag.3.There is somecheeseontheplate.4.Thereare somebiscuitshere.5.Thereis acakeonthetable.6.Thereis somebreadthere.7.Thereis somericeinthebowl.8.Thereis somecarrotsinthebag.

Answers

1. How many apples are there? 2.Howmuchmeatisthere?3.Howmanybiscuitsarethere?4.Howmanybananasarethere?5.Howmuchpastaisthere?6.Howmuchsugaristhere?

Answers

1 is reading 2istaking 3areshopping4isriding 5areeating 6aregoing

I Match.• Askstudentstodothetaskindividually.


J Order.• Askstudentswhatdayoftheweekitis.Thenask themwhatdayitwasyesterdayandwhatdayitwill betomorrow.Nowtheyhavethreedaystowriteon thelines.

• Askthemwhatthefirstdayoftheweekisandget themtowritethewordontheline.

• Askthemwhatthelastdayoftheweekisandget themtowritethewordontheline.

• Askstudentstofindtheremainingdays.

• Checktheanswersasaclass.Correctstudents’ pronunciationwherenecessary.

K Write.• Tellstudentsthattheyaregoingtouseobject pronouns.Goroundtheclassroompickingupthings thatbelongtothestudents.Saywhotheybelongto usingpossessive‘s:This is Peter’s’s bag. This is Kate’s bag.



Answers

1–d2–f3–a4–e5–c6–b

Answers

Monday Tuesday Wednesday ThursdayFriday Saturday Sunday

Answers

1him 2her 3it4them 5you 6us

Extra activity

• Askstudentswhattheirmother/father/sister/brotherdoesondifferentdays,e.g.: “What does your sister do on Fridays?” “ She has a piano lesson on Friday.” or “Does your father play tennis on Monday?” “Yes, he does./No, he doesn’t.”

Warm up• Begineachlessonbyrevisingkeylanguagefromthe previouslesson.

Way in• Askstudentstotellyouwhattheydointheschool everyday.(have lessons, talk, eat, play football, run, play, work, have fun, draw, write, listen, etc.)

• Askthemifthereisastudentwhosefather/motheris adoctor.

• Write teacher, doctor, tennis player, driver and musician ontheboardanddrawaracket,apen, aguitar,abusandastethoscope. Makestudents tofindthematchingpairs.

• Writethesesentencesontheboardandaskstudents tonamethepersonwhosaysthesentencesbelow. (Thefirstoneisanexample.)

Can you answer my question? teacherWhereisthebrush?a..........Ican’tseetheothertenplayers. f........................p......................Haveyougotyourkeytostartthebus? b.........................d......................I’mnotgoingtothehospitaltoday. d..............................Myfatherfixesaeroplanes. m.............................

• Tellstudentsthatasateacheryouusually wearaskirtortrousers,aT-shirtand apullover.Askthemwhattheyarewearing.

UNIT 7 8988 UNIT 7

7Like your hatUnit

B Listen, look and learn. track 64• Askstudentstolistentotherecordingandlookat thegrammarbox.

• Askthemwhattheynoticeabouttheformsof like. (Thethirdpersonsingularformchanges: like -s, negative–doesn’t like,question–does he/she/it like, shortanswer–does/doesn’t.

• Playtherecordingforasecondtimeandaskstudents tosaythesentenceswiththerecording.

• Askstudentstolookbackthroughthedialoguesand tounderlineexamplesoflike, don’t likeanddo you like.

C Write.• Askstudentstodothetaskindividually.


• Askstudentspointingtotheclothesontheright. e.g.:Do you like that pink dress?Do you like that pink scarf? Do you like those blue rubber boots?

D Listen, look and learn. track 65• Askstudentstolistentotherecordingandtickthe pieceofclothingtheycanhear.

• Playtherecordingasecondtimeandaskthemto checktheiranswers.


• Askstudentswhyweusesomeclothesintheplural. (They go in pair – we have two legs, two hands, etc.)

• Askthemtoreadtheformswithyouandcorrecttheir pronunciationifnecessary.

E Say.• Pointatastudentandsaywhathe/sheiswearing. Askstudentstosaysentencesaboutotherstudents.

F Photo World• Askstudentstolookatthepictureonpages90-91.

• Askthemtotellyouwherethepicturewastaken (Changing the Guard at Buckingham Palace)andif theywouldliketogothere.Askthemwhy/whynot.

• GivethemsomeinformationaboutLondon.

Lesson 1

Way in

• Pointatastudentandtellhim/herthatyoulike his/herpullover,T-shirt,shoes,etc.

• Lookatthesewebsitesandprintoutsomepaper dollsandclothes.Askstudentstoformgroupsof threeorfourandgiveeachgroupaboyandagirl andclothes.Tellthemtodressthemupeither accordingtoyourinstructionsorontheirown.

http://www.allthingschristmas.com/web/kidzone/printables/paperdolls.htmlhttp://familycrafts.about.com/od/paperdolls/tp/paperdolls.htm

A Listen and read. track 63• Askstudentstoclosetheirbooksandlistentothe recording.AskthemtotellyouwhetherJacklikes Frank’sclothes. (yes)



Answers


Answers

teacher–pen,doctor–stethoscope,tennisplayer–racket,driver–bus,musician–guitar

Answers

teacher, artist,footballplayer,busdriver,doctor,mechanic

ObjectivesReading schoolconversationaboutclothes

Vocabulary text-relatedwords,clothes

Grammar likepresentsimple


Speaking dialoguesaboutclothes

Writing likesentences

England


London,inthesoutheastofEnglandisthebiggestcityinBritainandinEurope.Londonhasapopulationof7,172,036(2001).About12%ofBritain’soverallpopulationliveinLondon.LondonistheseatofcentralgovernmentinBritain.Londonwasthefirstcityintheworldtohaveanundergroundrailway,knownastheTube.TheQueen,ElizabethIIlivesatBuckinghamPalace.

http://www.woodlands-junior.kent.sch.uk/customs/questions/london/facts.htm

Answers

1.Welikegreenhats.2.Susanlikesblueboots.3.Theydonotlikeyellowhats.4.Pauldoesnotlikethispinkscarf.5.Doyoulikeherpinkdress?6.Doesshelikeredtrousers?

UNIT 7 9392 UNIT 7

7Like your hatUnit

B Point and say.• Askstudentstolookatthepictureandsaywhatthey

canseetherebuttellthemtosayfalsethings.Onestudentsays:“The soldiers are wearing pink jackets.” Theotherstudentsays:“No, they aren’t wearing pink jackets they are wearing red jackets.” etc.

• Makethemworkinpairs.• Checktheiranswersasaclass.

C Look at pages 90-91 and tick (✔). Tick the things which the soldiers in the picture are wearing.• Askstudentstodothetaskindividually.


D Listen, look and learn. track 66• Askstudentstolistentotherecordingandfollow thephrases.

• Playtherecordingasecondtimeandaskthemto saythephraseswiththerecording.

• Askthemtoreadthephraseswithyouandcorrect theirpronunciationifnecessary.

• Askstudentswhethertheylikethesepatterns. Do you like the flowery shirt?

E Listen and say. track 67• Askstudentstoclosetheirbooksandlistentothe recordingtwice.Tellthemtodrawtheclothesand patternstheycanhear.

• Playtherecordingathirdtime,askonestudentto cometotheboardanddrawwhilehe/sheislistening. Checktheiranswersasaclass.

Lesson 2

Way in • Askstudentsquestionsabouttheirclothes.Point

toastudentwhoiswearingapullover,ashirt,oranyclothingitemthatisblack,white,red,etc..(Onthisdayyoushouldwearsomethingstriped,flowery,checkedorspottedtoo.)

Suggested questionsIs Peter wearing a red pullover?Who has got a yellow T-shirt?Do you like my flowery/striped/checked or spotted belt? Can you see a student who isn’t wearing socks today?Are there any students here who aren’t wearing any clothes today? (They will probably burst out laughing.)


• Askthemwhethertheylikethesoldiers’clothes there.Askthemwhatsoldiersarewearing.(Teach thembearskinswornaspartofamilitaryuniform.

• Makestudentsaskanyquestionaboutthepictureusingallvocabularyandgrammarstructurestheyhavelearned,e.g. Is there a house in the picture? Can you see trees there? What are the soldiers doing there? How many soldiers are there? What are people on the left doing? Have soldiers got bags? Do you like their uniform? etc.Givethemprompts,e.g.:there is/are, have/has got, how many, be +-ing, like

ObjectivesReading Fiona,theScottishdancer

Vocabulary task-relatedwords,adjectivesused withclothes

Listening readingthetextwhilelisteningtothe recording

Speaking sayingadjectiveswithclothes

Answers


Answers

StudentsownanswersSoldiersarewearingblackhats(bearskins),aredjacket,awhitebelt,whitegloves,blacktrousersandblackboots.

Answers

1✔2–3✔4–5✔6✔7c

F Listen and read. track 68• Askstudentstofindoutwhetherthegirlinthepicture iswearingalltheseclothes.(topofthepage)

• AskthemwhethertheyknowthistypicalScottish patterncalledtartan.

• Askstudentstocoverthetextandlisten.Askthem togivethegirl’sname.

• Playtherecordingasecondtimeandaskthem tofollowthetext.

• Askstudentstogiveatitletothetext/picture.


• Askthemtoreadthesentencesandcirclethe answersindividually.


Extra activity

• Bringinapicture/photoofatraditionalHungariandancerandaskstudentstowriteashortdescriptionofthatperson.

Answers

1Scotland2traditional3jacket4long5tartan

Lesson 3

Way in• Askstudentstotellyouwhatyouarewearingtoday. Askthemiftheycanseeyouwearingtheseclothes everyday.

Suggested questionsCan you see my pullover every day?Do I wear this dress on Tuesdays?Is there a scarf round my neck every Friday?Do I ever wear shorts?

A Point and say.• Askstudentstoworkinpairsandtolookatthe pictureandsaysentencestoeachotherinturns. Studentshavetofindoutwhichchildthestudentis speakingabout.

• Makesurethestudentsarecarryingoutthetask properly.

B Draw and write. Draw a picture of you and a friend.• Askstudentstodrawthepeopleandtowritewhat theyarewearingtoday.Tellthemtoworkindividually andtowriteaboutasmanyclothingitems astheycan.


94 UNIT 7 UNIT 7 95

7Like your hatUnit

C Listen, look and learn. track 69• Askstudentstolistentotherecordingandlookat thegrammarbox.

• Writehow oftenontheboardandmakestudents writetheadverbsoffrequencyunderit.

• Tellstudentsthatweuseadverbsoffrequency tosayhowoftenwedosomething.

• Drawstudents’attentiontotheordertheadverbsare listedin;themoreoftenwedosomething,themore tickstheycanseeabovetheadverb.

• Tellthemthatweputadverbsoffrequencyinfront ofthemainverbs.WriteI often wear, I never wear, I always wear, do you ever wear ontheboardand underlinetheadverbsoffrequency.

• Playtherecordingforasecondtimeandask studentstosaythesentenceswiththerecording.

• Askstudentshowoftentheydoanactivity.

Suggested questionsDo you wear blue trousers every day? Do you play tennis twice a week? Do you play the piano on Mondays?Do you often have a dance lesson? Do you ever ride a bike?

How often do you have an English lesson?How often do you walk home?How often do you go shopping?How often do you watch TV?How often do you go to a shopping centre?

ObjectivesVocabulary task-relatedwords,

Grammar adverbsoffrequency

Listening sentencesusingadverbsoffrequency

Speaking sentencesusingadverbsoffrequency andclothes

Writing writingsentencespractisinglike, clothesandadverbsoffrequency

Answers


Answers


Answers


Answers


Answers


Extra activity

• Bringincardswithfrequencyadverbsandcardswithdifferentactivitiesonthem.Giveeachstudentadverbsandactivitiesandaskthemtowritesentencesaboutthemselves.e.g.:I never play football. I sometimes wear a pink T-shirt. Askstudentstodothetaskindividually.Checktheiranswersasaclass.

• Makestudentsplayagame.Askstudentstostandinacircle.Goroundandaskeachstudenttodrawacard.Wheneverybodyhasgottheircards,tellthemsentencese.g.:I always do the homework.”Thestudentwhohasgotnever,andthestudentwhohasgotdo the homeworkshouldstepforwardandsaythesentenceoutloud.“We always do our homework.”

D Write.• Askstudentstowritesentencesabouttheirlikesand dislikesindividually.

• Askoneortwostudentstocometotheboardand writetheirsentencesthere.Makeanotherstudent readoutthesentencesafteryouhavecheckedand correctedit.Don’tforgettocorrecttheirpronunciation.

E Write. • Askstudentstofinishthesentencesindividually. Makethemwriteaslongsentencesastheycan.

• Checktheanswersasaclass.Askstudentstotick theclothestheyalsowear.

F Listen and say. track 70• Tellstudentstheyaregoingtolistentoasongabout wearingclothes.


• Playtherecordingforasecondtimeandask studentstosingalong.

• Playtherecordinganumberoftimesifthe studentsenjoyit.

• Askthemtosaysentencesabouttheirownclothes astheycanseeitinthelastverse.


G Project work• Bringinsomemagazinesandgivethemtostudents. Makethemcutoutclothespicturesandmake acollageofthemwearingdifferentclothes.Writeyour sentencesnextto,aboveorunderthepictures.

• Askstudentstoshowtheircollageandreadouttheir sentencestoeachother.

• Checkthetaskasaclass.Correctalltheirmistakes.

Answers


Answers


D Write the sentences in the correct order.• Tellstudentstolookatthegrammarbox(p89)for areminderiftheyneedto.



E Read about different children and their schools.• Readthetextsoutloudtostudentsandaskthemto followthesentences.Aftereachchild’spartstopreading andaskthemtounderlinetheadverbsoffrequency.


• Askstudentstoreadthetextsindividuallyand findtheanswers.


• Note.Studentsmightfindthistaskdifficult.

Write A (Ann), D (Doug), R (Rachel) or S (Sam). Who ...



A Put the words in the correct order to make sentences and questions.• Tellstudentstolookatthegrammarbox(p94) forareminderiftheyneedto.



B Write the adverbs in brackets in the correct place in the sentences.• Makestudentsrememberwheretoputadverbs offrequencyinasentence.



C Write the clothes words correctly.• Askstudentstounscramblethewordsindividually.


Answers1.DoesTinaoftenplayinherroom?2.Wesometimesuseacalculator.3.Sheusuallyridesherbiketoschool.4.Iamalwaysatschoolat8o’clock.5.Theyneverhavelessonsattheweekend.

Extra activity

• Askstudentstowritebrieflyaboutthemselves: Peter, (10 years old).

Answers1.Mikeusuallygetsupatseveno’clock.2.Ialwaysplaywithmybrother.3.Doyouofteneatapples?4.Shenevercomestoseeme.5.Hedoesn’toftenwatchTV.

Answers1.Ioftenplayfootballwithmyfriends.2.Doyoueatfishormeat?3.Ineverwearredtrousers.4.Doesshealwayslistentomusic?5.HelearnsEnglishatschool.6.Sheoccasionallydriveshermother’scar.

Answers

1D2A3R4S5D

Answers

1trousers2jacket3skirt4pullover5scarf6gloves


Way in• Askstudentsthefollowingquestionsatrandom. Makesureeachstudenthasthechancetoanswerat leastonequestion.

Suggested questionsWhat do you usually do on Saturdays?Do you often eat at McDonald’s?What do you usually do after school?Do you like films?What do you never do in the afternoons?

• Write teacher, doctor, tennis player, driver and musician ontheboardanddrawaracket,apen,aguitar,abusandastethoscope.Makestudentstofindthematchingpairs.

• Writereading a book, listening to music, watchingsports programmes, reading car magazines ontheboardandaskstudentstomatchthesefreetimeactivitieswiththeteacher, doctor, tennis player and bus driver.

UNIT 8 9998 UNIT 8

8Free timeUnit

Lesson 1

Way in• Writethewordsdoctor, artist, mechanic, police officer ontheboardandaskstudentswhethertheyknow wherethesepeoplework.

A Listen and read. track 71• Askstudentstoopentheirbooksandlistentothe recording.Askthemtoanswerthequestion: What place is Rainbow Centre?


• AssigntherolesofFrank,JackandOliviaandget studentstoroleplaythedialoguesingroupsofthree.Canada

B Listen, look and learn. track 72• Askstudentstolookatthegrammarboxand tolistentotherecording.

• Tellstudentsthatyouaregoingtoasksome questionsandstudentsshouldanswerthemby puttingtheirhandsup.Makedifferentstudents studentanswer:I play football./I play computer games.

Suggested questionsWho plays football?Who plays computer games? Is anybody here who goes birdwatching?Who goes swimming?Who can play the guitar?

• Writeread, go, watchandmakeontheboard.Ask onestudenttowritethethirdpersonsingularforms ontheboard.Checkhis/herspelling.

C Ask and answer.• Askstudentstoaskandanswerinpairs.Tellthemto usetheactivitiesinthegrammarbox.

• Goroundtheclassmonitoringandmakingsurethey arecarryingoutthetaskproperly.

D Listen, look and learn. track 73• Askstudentstolookatthegrammarboxandlistento therecording.Askthemtotickwhichactivitytheydo.

• Playtherecordingforasecondtimeandtellthemto checktheirchoice.


• Askstudentstodrawthreecolumnswiththetitles girls, boys andboth.Askthemtoputtheactivitiesinto thecolumnaccordingtotypicalpreferencese.g.: Girls – do ballet, boys – play ice hockey, or both – go horse riding, etc.

E Photo World• Askstudentstolookatthepictureonpages100-101.

• Askthemtotellyouwherethepicturewastakenand iftheylikethisplaceornot.Askthemwhy/whynot.

• GivethemsomeinformationaboutCanada.

Answers


ObjectivesReading conversationaboutfreetimeactivities

Vocabularytext-relatedwords,doingsports

Grammar presentsimpleforroutines


Answersteacher–pen,doctor–stethoscope,tennisplayer–racket,driver–bus,musician–guitar

AnswersAdoctorworksinahospital.Anartistworksinastudio.Amechanicworksinagarage.Apoliceofficerworksinanoffice.

Answers

Aplacewherepeoplegotodosport,goshoppingandlistentomusic.


Canadaisthesecondlargestcountryintheworld,butithasonlyone-halfofonepercentoftheworld’spopulation.ThecountryislocatedinNorthernNorthAmerica,borderingtheNorthAtlanticOceanontheeast,NorthPacificOceanonthewest,andtheArcticOceanonthenorth,northoftheconterminousUS.Capital:Ottawa.Population:31,629,00.TheOfficialLanguage:EnglishandFrench.http://kids.nationalgeographic.com/kids/places/find/canada/Answers


AnswersGirls: dogymnastics,doballet,Boys:playchess,playwaterpolo,playicehockey,Both: playtennis,playbasketball,playhandball,playvolleyball,playgolf,doathletics,dopainting,gofolkdancing,gohiking,goskiing,gohorseriding

UNIT 8 103102 UNIT 8

8Free timeUnit

Lesson 2

Way in • Askstudentswhatsportstheydoandwhatclothes theywearwhendoingthatsport.

• Askthemiftheyknowwhichsportisverypopular inCanada.(icehockey),whenitisplayed(always,at weekends,alltheyearround)andwhetherthe playershavegotaspecialuniform (yes–sportsclothes).


• Askthemquestionsaboutthepicture.

Suggested questionsWhat colour is the picture? i.e. What colour dominates the picture?What can you see there?Is that a woman who is jumping (floating in the air)?What exactly is she doing?What are the people in the ‘house’ doing?

B Listen, look and learn. track 74• Askstudentstolookatthegrammarboxandlisten totherecording.Askthemtotickwhichactivitythey doandtowritedownthesentenceswhereandwhen theygotodothissporte.g.:I go to the football pitch on Wednesday. I go to the basketball court on Friday.etc.

• Playtherecordingforasecondtimeandtellthem tochecktheiranswers.


C Read and listen. track 75• AssigntheroleofJimandAngelaandaskthese studentstoroleplaythedialogue.

• Askstudentstopractisethedialogueinpairs.

• Checkthetaskasaclass.

D Ask, answer and write.• Askstudentstofillinthechartwithinformationabout otherstudentsintheclass.

• Checktheanswersasaclass.Correctstudents’ mistakes.

ObjectivesReading dialogueaboutfreetimeactivities,

NaturalHistoryMuseum

Vocabulary task-relatedwords,sportsplaces

Listening readingthetextwhilelisteningtothe recording

Answers


Answers

Thepictureisblue.Icanseethesea,mountainsandpeoplethere.No,itisn’t.That’saman.Heis(doing)bungeejumping.Theyarewatchinghim.

Answers


E Listen and read. track 76• Askstudentstomakesentenceswiththewordson topbeforereadingorlisteningtothetext.Tellthem thattheyshouldwritesentencesaboutdinosaurs. Makesuretheyknowthewords.

Possible sentencesDinosaurs are not friendly animals.Dinosaurs can escape from the earth.There is a plant dinosaurs can eat. Some dinosaurs like meat.Dinosaurs have got sharp claws.

• Tellstudentsthattheyaregoingtolistentoatext aboutdinosaurs.

• Playtherecordingandaskstudentstoputdown whatanimalsareinthemuseum.


• Playtherecordingasecondtimeandaskstudents tofollowthetext.

F Tick ( ✔ ) Yes or No.• TellstudentsthatthistaskisbasedontextE.

• Askstudentstoreadthesentencesandtick YesorNoindividually.


Answers


Answers

birds,insects

Answers

1No2Yes3No4Yes5No

Extra activity

• Askstudentsinpairstomakeaninterview withthegirls.

Suggested questionsDo you often go to museums?When do you visit museums?What can you see in the Natural History Museum?Where can you find birds and insects in the museum?Are there any dinosaurs now?Can you find real dinosaurs there?Which animal is big, strong and scary?


B Read, repeat and ask.• Putthequestionstostudentsandmakethemanswer.

• Askthemtodothesameinpairs.Makestudentsgo roundtheclassroomtofindapartnertotalkto.


C Write. • Askstudentstodothetaskindividually.


Lesson 3

Way in• Askstudentswhattheydoindifferentmonths.They shouldsayanactivityforeachmonthe.g.:I play ice hockey in January. etc.

• Askyes/noquestionsabouteachmonth:Can you go skiing in March? Do you play water polo in December? Have you got English lessons in July? Usetheactivitybox(p99).

A Listen, look and learn. Match the pictures. track 77• Askstudentstolistentotherecordingandtomatch thepictureswiththeseasonsindividually.

• Playtherecordingasecondtimeandaskthemto checktheiranswers.


104 UNIT 8 UNIT 8 105

8Free timeUnit

ObjectivesVocabulary task-relatedwords,seasons,times

Grammar presentsimple,can

Listening seasons,freetimeactivities

Speaking differentactivitiesindifferentseasons

Writing writingsentencespractisingpresent continuous,can

Answers


Answers

spring–4summer–2autumn–1winter–3

Answers

1. You can go skiing. 2.Youcangoswimming.3.Youcandoalmosteverything.

Extra activity

• Tellstudentstomakeacircle.Saytoastudent:“I can go skiing in January. What can you do in February?” Thestudentcontinues:“I can play ice hockey in February. What can you do in March?etc.

D Write.• Askstudentstolookatthepicturesandwrite whatpeoplearedoing.Tellstudentstousethe presentcontinuous.



E Listen and say. track 78• Tellstudentstheyaregoingtolistentoasongabout everydayactivities.

• Askstudentstoclosetheirbooksandlistentothe recording.Tellthemtoanswerthequestion:What are activities like? (They are cool.)

• Askstudentstoopentheirbooks.Playtherecording asecondtimeandaskstudentstofollowthetextwith therecordingandsingalong.


F Project work• Askstudentstodrawatimetableoftheweekandto writeanddrawwhattheydoatdifferenttimes.

• Askstudentstoshowtheirtimetabletoeachother.


• Putthebestpostersontheclassroomwall.

Answers

1.Sheisskateboarding.2.Sheisplayingcomputergames.2.Theyarereadingabook.4.Theyareclimbing.

F Read and answer the questions.• Readthetextoutloudtostudents.It’saboutJohn.

• Asksstudentstoreadthetextanddothetask individually.


Write T (True) or F (False) next tothe sentences.

C Write the correct form of play, go or do in the sentences.• Tellstudentstolookatthegrammarbox(p99) forareminderiftheyneedto.

• Makestudentsrememberthethirdpersonsingular-s.



D Write one of the words in the box in each sentence.• Revisetheformsofbewithstudentsbeforethey startdoingthetaskindividually.


E Write the name of one month next to each season.• Remindstudentstousecapitalletters.


Possible answers1March/April/May2June/July/August3September/October/November4December/January/February



A Circle the correct words.• Tellstudentstolookatthegrammarbox(p94) forareminderiftheyneedto.



B Choose the correct answers.• Askstudentstodothetaskindividually.


Answers1. Dianais visitingLondonatthemoment.2. Do you often gototheshops?3. I walkwithmydogeveryafternoon.4. Samusuallyrideshisbiketowork.5. MichelleoftengoestoSpaininsummer.6. ‘Where’stheteacher?’‘Sheis helpingastudent.’7. Doctorsoftenworkatnight.8. BobandJaneare lookingattheskeletonof TyrannosaurusRex.9. Weget upathalfpastsixeveryday.10.Do you wearauniformatschool?

Extra activity

• Askstudentstowritebrieflyaboutafriend: Peter usually ...

Answers

1F2F3T4F5F

Answers

1b2a3c4a5b

Answers

1play 2do 3go4goes 5does 6plays

Answers

1court2track3rink4course5pitch6pool

Answers



• WriteHolidayontheboardandtellstudentsthatthis isthethemeofUnit9.Askstudentstoformtwo groupsandaskthemtobrainstormasmanywordsto dowithholidaysaspossible.Makealistofthewords ontheboard.

Lesson 1


9Holiday timeUnit

Way in• Asksomequestionsaboutholidays.

Suggested questionsDo people usually go on holiday in April/autumn?Where do they usually travel? (Hungary, England, Canada, the US)What do they usually do?Are you going on holiday in summer?Where are you going?

A Listen and read. track 79• WriteWales,ScotlandandBrazilontheboard.Ask studentstoopentheirbooksandlistentothe recording.Askthemtoanswerthequestion:

Where are the three people (Frank, Jack and Olivia) travelling in summer?Tellthemthattheyhavetheanswersontheboard,theywillhavetomatchthecountrieswiththepeople.

Brazil

B Listen, look and learn. track 80• Bringinthephotoofafamoustennisplayer.Showit tostudentsandaskquestions:

Suggested questionsDo you know him? What does he/a tennis player do? What is he doing now?What is he doing at the weekend?

• Askstudentswheretheythinkthefamoustennis playergoesonholiday.

• Askstudentstolookbackatthetextagainandto underlineallthepresentcontinuousforms.Remind studentsthatweusethepresentcontinuousfor thingsthatwearedoingnow.Explainthatwecan alsousethistensetotalkaboutplansforthe future.Remindthemtouseatimeexpressionin thesesentences.Tellthemthattimeexpressionscan beusedeitheratthebeginningofthesentenceorat theendofthesentence.Herestudentscanfindthem attheendofthesentence.

• Askstudentstolookatthegrammarboxandlisten totherecording.

• Playtherecordingasecondtimeandaskthemto repeatthesentences.

C Write.• Askstudentstowritesentencesabouttheiractivities usingthepresentcontinuousasfuture.

• Remindstudentsthattimeexpressionsareatthe beginningofthesesentences.



D Say.• Askstudentstoreadthequestionandtheanswer.

• Tellthemtoaskandanswerinpairs.


E Listen, look and learn. track 81• Askstudentstolookatthewordboxandlistento therecording.Tellthemtotickallthewordstheydon’t know.Aftercheckingtheunknownwords,askthem tomatchthewordswiththepictures.

• Playtherecordingasecondtimeandaskthemto repeatthewords.

F Photo World• Askstudentstolookatthepictureonpages110-111.

• Askthemtotellyouwherethepicturewastakenand iftheywouldliketogothere.Askthemwhy/whynot.

• GivethemsomeinformationaboutBrazil.

ObjectivesReading schoolconversationaboutholidays

Vocabularytext-relatedwords,holidaywords

Grammar presentcontinuousasfuture+future timeexpressions

Listening readingthetextwhilelisteningtothe recording,presentcontinuousasfuture

Writing presentcontinuousasfuture+future timeexpressions

Answers

Students’ownanswersAnswers


AnswersFrankistravellingtoBrazil,JackistravellingtoScotlandandOliviaistravellingtoWales.

• Askstudentstoopentheirbooksandlisten totherecordingforasecondtimewhilereading thetext.

• AssigntherolesofFrank,JackandOliviaand getstudentstoroleplaythedialoguesingroups ofthree.

• ShowstudentsthemapofBritainandtellthem someinformationaboutGreatBritain.


England,ScotlandandWalestogetherformGreatBritain.England isthebiggestcountryandoccupiesmostofthesoutherntwothirdsofGreatBritain.TheBritishRoyalfamilyliveinEngland.Thecapital,seatofgovernment,andthelargestcityisLondon.LondonisalsothecapitalofEngland.Population:51,1million(2007).Englandcontainsabout84%oftheUKpopulation.WalesisamountainouscountryonthewesternsideofGreatBritain.Population:3million(2007)CapitalCity:Cardiff.ScotlandisamountainouscountryinthenorthoftheislandofGreatBritainandsharesalandbordertothesouthwithEngland.ItscapitalcityisEdinburghandlikeRome,itwasbuiltonsevenhills.Population:5,1million(2007).BothWalesandScotlandhavetheirownlanguagesbutEnglishisspokeninbothcountriesmore.http://www.woodlands-junior.kent.sch.uk/customs/questions/britain/england.htm


BrazilisthelargestcountryinSouthAmericaandthefifthlargestnationintheworld.Itismostwellknownforitsdenseforests,includingtheAmazon,theworld’slargestjungle,inthenorth.Capital:Brasilia.Population:183,888,841.OfficialLanguage:Portuguese.http://images.nationalgeographic.com/wpf/sites/kids/NGS/wpf/printplace/brazil.html

Possible answers

Yes,wedo./No,wedon’t.He/Atennisplayerplaystennis.Heisplayingtennisnow.Heisplayingtennisattheweekend.

AnswersOntheleftPicture1–bucket,spade Picture2–towelPicture3–deckchair,beachumbrella

InthemiddlePicture1–sea Picture2–sandcastlePicture3–map Picture4–swimmingcostumePicture5–compass Picture6–tent

OntherightPicture1–mountain Picture2–waterfallPicture3–hikingboots Picture4–backpackPicture5–sleepingbagPicture6–eagle


• Askstudentstoreadthesentencesandcircle thecorrectwordsindividually.


112 UNIT 9 UNIT 9 113

9Holiday timeUnit

Lesson 2

Way in • Writethesentencesbelowontheboardandask studentstocorrectthem. Do you play basketball at the moment? Do they visiting Scotland this year? I am often go hiking with my friends. She don’t have breakfast on Saturdays. We likes English films.


• Askthemquestionsaboutthepictureusingallthe wordstheyhadinExerciseEonp109.

Suggested questionsWhat colour is the picture? i.e. What colour dominates the picture?What can you see in the middle of the picture?Can you see any beach umbrellas?Are there any people in the picture?What are they doing?

• Askstudentstoformgroupsofthreeorfour.Tell themthattheyshouldstillworkwiththepicture.Make onegroupaskaboutjobs,theothergroupaskabout freetimeactivities.Givesomepreparationtime (about10mins)tothem.

Possible questionsIs there a police officer there? Do doctors work here? What are teachers doing here at the moment?Are people taking photographs here? Are people playing chess here? etc.

B Look at the picture on pages 110-111. Tick ( ✔ ) the things you can see.• Askstudentstolookatthepictureandtickwhatthey canseethere.

• Askthemtodothetaskindividuallybutcheckthe answersasaclass.

• Alternatively,ifyouwanttomakethistaskmore interestingandchallenging,askstudentstotickthe thingswithoutlookingatthepictureagain.

• Letthemworkindividuallybutchecktheanswers asaclass.

C Point and say.• Readoutthesentencetostudentsandaskthemto putdownfivesentencesaboutthepictureindividually.


D Listen, look and learn. track 82• Askstudentstolookatthewordboxandlisten totherecording.

• Playtherecordingasecondtimeandaskthem torepeatthewords.

• Askstudentstomatcheachtypeofholiday withaplace.

Possible answersaseasideholiday–USaculturalholiday–Englandanadventureholiday–Greenlandafarmholiday–Scotlandamountainholiday–Walesacruise–Brazilatouringholiday–Canadaastay-at-homeholiday–Hungary

E Say.• Askstudentstoreadthequestionandtheanswer.

• Tellthemtoaskandanswerinpairsandtousethe ideasinExerciseD.

• Writesomecountriesontheboarde.g.:Italy, France, Germany, Spain, Greece, etc.


ObjectivesReading informalletteraboutaholiday

Vocabularytask-relatedwords,typesofholiday

Grammar presentcontinuousasfuture

Listening readingthetextwhilelisteningtothe recording,typesofholiday

Speaking dialoguesusingpresentcontinuous asfuture

Answers

Areyouplayingbasketballatthemoment?AretheyvisitingScotlandthisyear?Ioftengohikingwithmyfriends.Shedoesn’thavebreakfastonSaturdays.WelikeEnglishfilms.

Answers

Thepictureisyellow.Icanseeabigsandcastleinthemiddleofthepicture.Yes,Ican.Icanseetheminthebackground.Yes,thereare.Theyareplaying,eating,talking,etc..

Answers


Answers

1✔2✔3–4–5–6✔

F Listen and read. track 83• Tellstudentsthattheyaregoingtolistentoaletter.

• Askstudentstoclosetheirbooks.Playtherecording andaskthemwhoiswritingtheletter.


• Playtherecordingasecondtimeandaskstudents tofollowthetext.

• Explainstudentshowtowriteashortinformalletter (postcard)inEnglish.Drawtheirattentiontothe layoutoftheletter.

• Askstudentstomakethreecolumnswiththetitles present simple and present continuousandpresent continuous as future.Listthesentencesfromthe letterintothecolumns.

Answers

Katie

Answers

present simple: MumandDadhavegotabigtentandIsleepinalittletentonmyown.Everydaywegohikinginthemountains.

present continuous: AreyoustayingwithyourgrandmotherintheLakeDistrict?Wearecampinginabeautifulforestinthemountains.

present continuous as future:Tomorrow we’re visiting a famous old caste at Loch Ness.

Extra activity

• Askstudentstowriteasimilarletterwiththewordsontop.Tellthemthattheyshouldwritesentencesaboutaholiday.Tellthemtostartlikethis:DearKatie...

• Makesuretheyknowthewords.

Answers


Answers

1Lucy’s2Katie3herown4warm5visitingacastle6doesn’twant


9Holiday timeUnit

Lesson 3

Wayin

• Writethesewordsontheboard:bucket, museum, waterfall, cow, hiking boots, deckchair, backpack, armchairandaskstudentstowriteatypeofholiday nexttothem.

A Match.• Askstudentstoreadandmatchthesentencehalves.

• Askthemtodothetaskindividuallybutcheckthe answersasaclass

B Say.• Writethesequestionsontheboard:What do you like doing on Sundays? What does your family like doing on Sunday?andaskstudentstoaskandanswer.

• Tellstudentstogoroundtheclassandfindpartners totalkto.

• Goroundtheclassmonitoringandmakingsurethey arecarryingoutthetaskproperly.

• Helpthemwithideasiftheydon’tknowwhattosay.

C Write and ask.• Askstudentstolookatthequestionsandtheanswer inthebook.

• Goroundtheclassaskingthequestions:What kind of holidays do you want to have? and Where do you want to have them?

• Askthemuntilallstudentshaveachancetospeak.

• Askthemtowritetheirchoicesonthelines.

ObjectivesVocabularytask-relatedwords

Grammar want toforfuturewishes

Listening asongaboutchildren’sholiday

Speaking like +doing

Writing writingsentencespractising want to, sentencesaboutaholiday

Answers

bucket–aseasideholidaymuseum–aculturalholidaywaterfall–anadventureholidaycow–afarmholidayhikingboots–amountainholidaydeckchair–acruisebackpack–atouringholidayarmchair–astay-at-homeholiday

Answers

1 – d2 – f3 – e4 – b5 – a6 – c

Answers


D Look and write. • GivestudentssomeinformationaboutDisneyWorld, OrlandoandMickeyMouse.

• Askstudentstolookatthepictureandtellyouwhat theycanseethere.

• Makesurestudentsknowwhattheyshouldwriteabout.

• Askthemtowriteaboutthepictureusingthe promptsthere.


E Listen and say. track 84• Tellstudentsthattheyaregoingtolistentoasong aboutchildren’sholiday.

• Askstudentstoclosetheirbooksandlistentothe recording.Tellthemtoanswerthequestion: Whatanimalsaretheyplayingwith?


• Askstudentstoopentheirbooks.Playtherecording asecondtimeandaskstudentstofollowthetextwith therecordingandsingalong.


• Tellstudentstheyaregoingtolistentoasongabout everydayactivities.


• Playtherecordingforasecondtimeandask studentstosingalong.

F Project work• Askstudentstomakeapostcard;makethemdraw apictureononesideandwriteaboutaholiday ontheotherside.Tellthemtowritethenameand theaddressonthecardtoo.

• Askstudentstoshowtheirpicturesandreadouttheir postcardtoeachother.


• Putthepostcardsonthewall.


Disney WorldislocatedinOrlando,Florida.DisneyWorldisthelargestoftheDisneyParks.Mickey MousewascreatedbyWaltDisneyCompanyin1928.

Answers


Answers

Theyareplayingwiththedogandthecat.

D Match the type of holiday with the descriptions.• Askstudentstoreadandmatchthehalves.

• Askthemtodothetaskindividuallybutcheck theanswersasaclass.

E Put the mountain holiday words in the box into the correct sentences.• Askstudentstofillinthegapsindividually.


F Read and answer the questions.• Readthetextaboutaclassholidayoutloud tostudents.





A Write the sentences in the correct order.• Tellstudentstolookatthegrammarbox(p109) forareminderiftheyneedto.

• Remindthemthattheycanwritetimeexpressions eitheratthebeginningofthesentenceorattheend ofthesentence.



B Write a true sentence about yourself for these future times.• Remindstudentstousethepresentcontinuous asfutureinthesesentences.



• Helpthemwithideasiftheydon’tknowwhattowrite.

• Lookforastudent/studentswhohasgotsentences/ ideasthatnobodyelsehas.

C Write these beach words correctly. • Askstudentstounscramblethewordsindividually.


Answers

1.I’mmeetingSarahintheafternoon.2.We’retravellingtoSpainonSaturday.3.Areyoucomingtothepartynextweek?4.Sheisn’tgoingtoschooltomorrow.5.Whatareyoudoingattheweekend?

Answers

Students’ownanswers(Anycorrectsentencecanbeacceptedifthepresentcontinuousisused.)

Answers

1bucket 2spade 3towel

4deckchair 5sandcastle

Answers

1–b 2–d 3–e 4–a 5–c

Answers

1hikingboots 2backpack 3compass4tent 5map

Answers

1.Theclassisgoingonaculturalholiday toBudapest.2.No,theyaren’t.3.TheyaregoingtoSzentendrebyboat.4.TheyarevisitingthecastleinGödöllô.5.No,theyaren’t.

Extra activity

• Askstudentstowritebrieflyaboutaholiday: Next week ... • Tellthemtoincludethefollowingpoints: ◗family ◗adventureholiday ◗byhelicopter ◗waterfall

Review 3 1/1 119118 1/1 Review 3


Revision• Explaintostudentsthatit’stimeforthemtodo Review3inMagical World 1.


• Explaintostudentsthattheycanaskyouforhelpwith theexercisesorlookbackattheunitsiftheyarenot sureaboutananswer,asthereviewisnotatest.

• Decidehowyouwillcarryoutthereview.Youcould askstudentstodooneexerciseatatimeandthen correctitimmediately,oraskstudentstodoallthe exercisesandthencorrectthemtogetherattheend. Ifyoudoalltheexercisestogether,letstudentsknow everynowandagainhowmuchtimetheyhavegot lefttofinishthetask.• Askstudentsnottoleaveanyanswersblankandto trytofindanyanswerstheyarenotsureabout intheunits.

• Revisethevocabularyandgrammarasaclassbefore studentsdothereview.Nowyouhaveexperience abouttheirdifficultiesaftercompleting the Let’s rememberpart.

• Makesurestudentsunderstandthetasks.

Vocabulary revision• Askstudentstotellyouwhatclothestheycan remember.Theyshouldremembershirt, T-shirt, pullover, scarf, skirt, dress, hat, belt, swimming costume, swimming trunks, hiking boots, shorts, trousers, shoes, socks, etc.Askthemtotellyouabout theirfavouriteclothesandtheclothestheydon’tlike.

• Askstudentstoformgroupsofthreeorfourand writeFree timeontheboard.Askstudentswhatthey candoandwhatclothestheycanwearwhendoing theactivities.(play chess, go hiking,etc.)Givethem enoughtimetocollecttheirideas(about10mins).

• Tellstudentsatypeofholidayandaskthemingroups tomakealistofequipmenttheyneedtotakewith them(sleepingbag,compass,etc.).Putsomewords ontheboardandaskstudentstounscramblethem. hofinas ratnat tobos hescolt ledom

Askthemwhichonecanbeflowery/striped/checked/spotted.Askthemtomakeacircleandgivethemapattern.Eachstudentshouldsayaclothingitem.Ifastudentsayssomethingthathasbeenlisted,he/sheisout.Thewinneristhestudentwhocansaythemostwords.

• Askstudentshowoftentheyweara shirt, trousers, etc.Goroundandsaywhatstudentswearbutalways saysomefalsethings.Makestudentscorrectyour mistakese.g.:You are wearing a red T-shirt today.

No, Miss I’m not wearing a red T-shirt today. I’m wearing a blue T-shirt/ today orNo, it/my T-shirt is not red, it’s blue.

• Askstudentswhichclothingitemiswornindifferent seasons.Throwtheballtostudentsandask questions:Do you always wear a T-shirt in winter? Can you wear boots in summer? Have you got a skirt in your bag in autumn? Do you like yellow shoes? etc.

Grammar revision• Elicitfromstudentsthatweusethepresent continuoustoexpressthatsomethingishappening now,atthismoment.Itcanalsoshowthatsomething isnothappeningnow.Ontheotherhand,weuse thepresentsimpleforroutinesandtotalkabout thingswedoregularly.

• Checkthattheyremembertheformsofbe.

• Givesentencestostudentsusingadverbsof frequencye.g. Do you often go swimming in the morning? Does your teacher ever wear boots? Are you always lazy?Makestudentssaysentences likethis.

• Checkthattheyrememberthepresentcontinuous asfuturebywritingI’m visiting my grandmother ...

He’s going home ...etc,ontheboard.Askstudentstofinishthesentenceswithatimeexpression.Elicitfromstudentswhatthedifferenceisifweusenow/at the moment orothertimeexpressions.Whenweputnow/at the momentinthesentence,theactivityishappeningatthetimeofspeaking.Ifweuseothertimeexpressions,theactivityishappeninginthefuture.

• Checkthattheyrememberthenegativeformof thepresentsimplebymakingtheverbstheyhave justwrittendownnegativeforbothIandhe/she/it forms.Revisethenegativepresentcontinuoustoo.

• RevisethequestionformofthepresentsimplebyaskingstudentstoaskaclassmateaquestionaboutsomethingheorshedoesonSaturdays.Remindtheotherstudenttogiveashortanswer.Makesurethatallstudentshavethechancetoaskandansweratleastonequestion.Dothesamewiththepresentcontinuoustoo.

• Write€ 2000ontheboardandaskstudentstotell youwhattheywant todoiftheyhadsomuchmoney. Elicitwant toforfuturewishesfromstudents.


Review 3 1/2 119118 1/2 Review 3


A Write.• Askstudentstodothecrosswordeitherindividually orinpairs.


Answers

B Write.• Tellstudentstousethepresentcontinuous orthepresentsimple.

• Askstudentstodotheexerciseindividually.


B W

C O L D S P A D E

H S A

E M B U C K E T

S O A E H

S A N D C A S T L E

T K B R

H P A

S E A G U L L

C L

J A C K E T

Answers

1 am 2is 3Are4are 5are 6Is7is 8are

C Write (Clothes).• Askstudentstowritesentencesaboutpeople’s clothesindividually.


D Tick ( ✔ ).• Tellstudentstoremembertimeexpressions.



E Circle.• Tellstudentstodecidewhethertouse presentcontinuousorthepresentsimple.



Answers

1. He’s wearing a blue and white striped shirt and black trousers.2.She’swearingawhiteshirtandablackskirt.3.He’swearingacheckedshirtandyellowshorts.4.She’swearingaflowerydressandabrownjacket.5.They’rewearingblueT-shirtsandspotted skirts.6.They’rewearingbrowntrousersandgreenboots (greycaps,redscarves,blackcoats,bluegloves).

Answers

1.Iam playingchessnow.2.Hegoestoschoolateighto’clockeveryday.3.Theymakemodelseveryevening.4.Sheis watchingafilmnow.5.Weare listeningtosomeCDsthismorning.6.YoudofolkdancingonTuesdays.

Answers

1. 4. 2. 5. 3. 6.

✔

✔

✔✔

✔✔

F Match.• Tellstudentstomatchthesentencehalvesabout freetimeactivities.


G Write (holiday words).• Askstudentstounscramblethewordsindividually.


H Write (seasons).• Askstudentstolookatthepicturesandfind theseasonindividually.




Answers

1 c2f3a4e5b6d

Answers

1 beach2cruise3tent4seaside5mountains6forest7towel8deckchair

Answers

1 winter2autumn3spring4summer

I Match.• Tellstudentstomatchasportwiththeplacewhere itisdoneindividually.


J Write.• Askstudentstofindthecorrectorderofthewords tomakesentences.


K Draw (holidays).• Askstudentstodrawthethingsintotheirnotebook.

• Goroundtheclassandchecktheirwork.

Askquestionsormakecommentsasyougoalong.

Answers

1 - d2-f3-b4-e5a6-c

Answers

1. I’m going to the skating rink tomorrow.2.We’revisitingmygrandmotheronSunday.3.They’replayingvolleyballnextweek.4.She’sdancingatschoolnextmonth.5.You’rewalkingintotownthisafternoon.6.He’stravellingtoSpainnextyear.

Extra activity

• Askstudentstousenot inthesentences.• Askstudentstomakeyes/noquestionsandtouseshortanswers.• Changeonewordinthesentenceandsayittostudents:“I’m going to the skating rink on Monday.” Askstudentstosay: “No, I’m not going to the skating rink on Monday. I’m going (to the skating rink) tomorrow.” etc.

Suggested questions Suggested commentsIs it yellow? I can’t see the compass.Do you like orange? I don’t like this colour.Is this your/Peter’s pencil? That’s your pencil.Can you find the green pencil? You haven’t got a green pencil.Can you draw a big one? You can draw a big one.Have you got a pink pencil? Peter hasn’t got a pink pencil.Do you often draw? You don’t draw very often.How many tents are there? It’s really nice.Do you want to show it to your mother? Show it to your mother.

Notes on fun & game

Notes on fun & game 1/1 123122 1/1 Notes on fun & game

Plays

IntroductionThefourplays(LittleRedRidingHood,TheHareandtheTortoise,CinderellaandAladdin)inMagical World 1 Student’s BookhavebeendesignedtogivestudentsthechancetousetheEnglishtheyhavelearnedthroughouttheyearcreatively.Theplayscontaingrammar,vocabularyandfunctionallanguagefromthewholeoftheStudent’s Book,sotheyaredesignedtobeperformedattheendoftheschoolyear.

CastEncourageallstudentstogetinvolvedintheplay,butbesensitivetostudentswhofeeltooshytotakeonaspeakingrole.Thesestudentscanbemoreactiveinpreparingpropsandcostumes.Allocatetherolesaccordingtostudents’confidencelevelsandability.Developapositiveandfunatmosphereduringrehearsalsandallowscopeforstudents’creativity.Atthislevel,it’smoreimportantthattheyenjoyperformingthanbewordperfect.

Givestudentspositivefeedbackduringrehearsalssothattheyfeelmoreconfidentandproudoftheirachievements.

RehearsalsScheduleatleasttworehearsalsbeforetheperformance.Rehearsalscantakeplaceduringclasstimeor,ifpossible,youcanarrangeextralessonsforrehearsals.

Beforeallocatingroles,allowstudentstoreadthedialoguesintheirbooks.Askstudentstotaketurnstoreaddifferentpartsofthetext.Makeanoteofanyvocabularyandstructuresthattheyhaveproblemswith.AttheendofeachtalethereisaLet’ssingpart.Playtherecordingtostudentsasmanytimesastheywant.Makesurewhethertheyunderstandwhatthesongisabout.Youcanmakeuseofthesongintheperformanceaswell.Studentswhoaretooshytotakeonaspeakingrolebuthavegoodsingingskillsmightformachoirtosingthesong.

Allocatetherolesandaskstudentstopractisetheirlinesathomebeforethenextrehearsal.Suggestthattheypractiseinfrontofamirror,afriendoramemberoftheirfamilysothattheycandeveloptheirconfidence.

Duringthesecondrehearsal,putthecharactersintotheirpositionsandgivethemdirectionsaboutwheretostandandwhattodowhiletheysaytheirlines.

Oncestudentshavepractisedtheirlinesinpositionafewtimes,encouragethemtolearneachsectionbyheart.

Preparing the set and the propsThesetandpropsfortheplayaresimpleandshouldn’trequirealotofpreparationorexpense.Studentscanmakedecorationsusingcolouredpaper,cardboards,pens,pencils,crayons,emptyboxes;anythingtheycanfindathome.

CostumesTheplaysdon’trequireanyspecialcostumestobemade.Thecharacterscanwearcasualclothesthroughouttheplayandshouldn’thaveacostumechangeexceptforCinderella.Studentscanprovidetheirownclothes.

PromotionStudentswhodon’twanttoperformcanalsoberesponsibleforpromotingtheplays.Theycandesignandmakeposterstohangupontheschoolwallstoinformfellowstudentswhenandwheretheplaywilltakepart.Theycanalsodesigninvitationcardstogivetostudents’familyandfriends.

Thisplaycanbeperformedbystudents.Askthemtoreadthestoryandlistentothesong.

track 85

Thestoryisasimplifiedadaptationofthewell-knowntale.

CharactersMumLittleRedRidingHoodGrandmaThewolfThehuntersmallrabbitssmallbirds

Props and materials•apples•abasket•aredcoat/pullover•flowers•bigeyes•bigears•abigmouth

Stage DirectionsScene 1(frames 1-4)• Ontheleftsideofthestage.Mumhandsthebasket ofapplestoLittleRedRidingHood.Theybothwave goodbye.LittleRedRidingHoodmovestocentre stage.Mumleavesthestage.

• Thebirdsandrabbitsenterthestagefromtheright andgotothecentreofthestage.TheytalktoLittle RedRidingHood.LittleRedRidingHoodispicking flowers.Thenthewolfappearsontiptoefromtheleft comingupbehindLittleRedRidingHood.Therabbits andbirdsrun/flyawaytotherightsideofthestage. Thewolfthenleavesfromtheright.

Scene 2 (frames 5-12)• Grandmaisinherhouseinthecentreofthestage Sheisdancingtomusic.Thewolfentersfromthe leftandstandsoutsidethedoor.Heputsonalittle girlvoice.Heopensthedoorsandissurprised toseeGrandmadancing.Themusicstops.Heloses thelittlegirlvoice.HetakesGrandma’sbeadsand featherhairband,putsthemonandlocksGrandma intothewardrobe.

• LittleRedRidingHoodentersthestagefromthe left.Shegoesintothehouseandlookssurprisedto seeherGrandmalookingsodifferent.Thewolfputs onaGrandmavoice.ButthenhepouncesonLittle RedRidingHood,losingthevoice.LittleRedRiding Hoodstepsbackwards,lookingscared.

• Thenthehunterrunsinfromtheleftofthestage. Heentersthehouseandshoutsangrilyatthewolf. Thewolfrunsoffthestagetotheleft.LittleRedRiding Hoodopensthewarderobedoorandhugsher grandma.

• Themusicstartsagain.Thehunterdanceswith Grandma.Therabbitsandbirdscomebackonstage fromtheleft.TheydancewithLittleRedRidingHood.

• Thechoirentersandstandsatthefront.Mumand thewolfcomebackonstage.Thecharactersstand behindthechoirandtheyallsingthesong.

Little Red Riding Hood

Notes on fun & game 1/2 123122 1/2 Notes on fun & game

The Hare and the Tortoise

The Hare and the Tortoise 125124 The Hare and the Tortoise

Thisplaycanbeperformedbystudents.Askthemtoreadthestoryandlistentothesong.

track 86

Thestoryisasimplifiedadaptationofthewell-knownAesop'sFable.

CharactersThehareThetortoiseThebirdThefoxTherabbit

Props and materials•trees•bunches•ascooter•startline•finishline•cakes

Stage directionsScene 1 (frames 1-4)• Thebird,foxandrabbitwalkuptocentrestagefrom differentdirectionsandgreeteachother.Thetortoise entersfromtherightandeverybodywaves.

• Thehareentersonhisscooterfromtheleft.Hetakes offhissunglassesandshowsoff.Thefoxiscross. Onlythetortoisestayscalm.Therabbitclapshis handsatthethoughtofarace.

• Thehareputshissunglassesbackonandridesoff onhisscooter.Ashegoeshesuggeststherace. Thetortoisecallsafterhimacceptingthechallenge.

Scene 2 (frames 5-11)• Theharerunsontotherightsideofthestagetowards thebackwherethetortoiseandotheranimalsare waiting.Thefoxblowsthewhistleandtherace begins.Theharerunstotheleftofthestagetowards thefront.Thetortoisewalksslowlytowardstheleft sideofthestage.

• Theanimalsleavethestagefromtheright.Thehare takesoffhissunglassesandlooksbackatthe tortoise.Heliesdownandfallsasleep.Thetortoise walksbyslowlyandspeaksquietlysoasnottowake himup.

• Thewoodlandanimalsenterthestagefromtheright atthefrontnow.Thefoxandrabbitholdafinishing linewhichthetortoisewalksthrough.Everybody cheers.Thebirdgivesthetortoiseamedal.The noisewakesthehareup.Hestandsupandruns tothefinishinglinewherethetortoiseiswaitingwith amedalaroundhisneck.

Scene 3 (frame 12)• Everybodyisinthecentrestage.Thereismusic. Thetortoiseisdancingasarethewoodlandanimals. ThefoxistheDJ.Thehareisservingfoodtothe rabbits.

• Thechoirentersandstandsatthefront. Thecharactersstandbehindthechoirandtheyall singthesong.

Cinderella

Cinderella 127126 Cinderella

Thestoryisasimplifiedadaptationofthewell-knowntale.

CharactersCinderellaStepmotherTrudyMatildaThefairygodmotherTheprinceThepuppyThedriver

Props and materials•adeskortable•chairs•amop•abucket•lemonade•asandwich•aninvitationcard•Cinderella’sdress•acrown•apairofbeautifulshoes•decorationsfortheball

Stage directionsScene 1 (frames 1-3)• Thereisatableordeskinthemiddleofthestage.

Cinderellaismoppingthefloor.Sheiswearingherapronandoldshoesorsneakers.Thepuppyisnexttoheronallfours.

• Trudy,MatildaandtheStepmotherenterthestagefromtherightandgotothecentreofthestage.Cinderella’ssistershavetheirhairinrollers.TheytalktoCinderella.Cinderellagivesaglassandasandwichtothesisters.Theyturnawayfromthefoodindisgust.Everyoneleavesthestage.

Scene 2 (frames 4-8)• TheStepmotherentersthestagefromtherightwith

theinvitationinherhand.Cinderella’ssistersenterwithher.TheStepmotherunrollstheinvitationandreadsit.Thesisterstaketherollersoutoftheirhairandtiebowsintheirhairinstead.

• Cinderellaentersthestagefromtheleft.TheStepmotherandthesistersleavethestagefromtheright.

• Cinderellasitsdownandstartstocry.Thepuppyentersthestageonallfoursfromtheleftandsitsnexttoher.Thefairygodmotherthenentersthestagefromtheright.

• Thefairygodmotherwavesherwand.Wehearmusic.Cinderellaandthepuppyrunfastoffstage.Thepuppyputsonhishatandreturnswalkingupright.Cinderellatakesoffherapron,putsonherprettydressandshoesandreturnsonstage.

Scene 3 (frames 9-10)• InthemiddleofthestageCinderellaisdancingwith

theprince.Thesistersareontherighthandsideofthestagewatchingthem.Thedriverisstandinguprightontheleft.

• Theclockstrikestwelve.Thechoircanmakethesoundoftheclock.Cinderellarunsoffstagetotheleftbutlosesashoe.ThePrincepicksuphershoe.Thepuppygoesbackonallfoursandrunsofftothelefttoo.

Scene 4 (frames 11-12)• TheStepmother,Cinderella’ssistersandthePrince

areinthemiddleofthestage.TrudyistryingtoputonCinderella’sshoe.Cinderellaentersfromtheleft.Sheiswearingherapronagainandiswearingoldshoesorsneakers.

• Cinderellatakestheshoeandrevealstheothershoeshewasholdingbehindherback.Sheputsonbothshoes.ThePrincegetsdownononekneeandproposes.Thepuppyentersthestagefromtheleftonallfoursandbarkshappily.TheStepmotherandthesisters(TrudyandMatilda)arehorrified.

• Thechoirentersandstandsatthefrontofthestage.Thecharactersstandbehindthechoirandtheyallsingthesong.

Thestoryisasimplifiedadaptationofthewell-knownmedievalArabianorigininTheBookofOneThousandandOneNights.

CharactersAladdinJasmineJamalThegenieAladdin’smumThesultan

Props and materials•pillows•alamp•arollingpin•ateapot•cups•sometulleandshawls

Stage directionsScene 1 (frame 1)• Aladdinisinthemiddleofthestage.Jasmineison

therighthandsideandherfatherisbehindher.

• Aladdinleavestotheleft,andJasmineandherfathertotheright.

Scene 2 (frames 2-8)• Aladdin’smumentersfromtheleft.Shepretendsto

rolloutpastrywithherrollingpin.Aladdinentersfromtheleftandsitsonthefloor.Jamalentersfromtherightandlistenssneakily.

• AladdingoestotherightandmeetsJamal.Aladdin’smumleavesthestagetotheleft.JamalandAladdinwalkaroundthestageasifitisthedesert.Theywipetheirbrowwiththebackoftheirhandsasifthey’rehot.

• OneofthepupilsfromthechoircanputtheblackliningmaterialonthefloortotheleftofthestagewhenJamalandAladdinareontheright.He/Sheshouldalsoplacethelamponthematerial.

• AladdinandJamalnoticethecave.Aladdinpretendstoclimbdownintothecaveholdingtheendoftherope.JamalholdstheotherendoftheropeandthenpullsitawayfromAladdin.Jamalleavesthestagetotheright.

• Aladdinpicksupthelampandrubsit.Thegenieappearsfromtheleftofthestage.ThenAladdinandthegenie‘spin’offstagetotheleft.Achoirmemberremovesthecave.

Aladdin

Aladdin 129128 Aladdin

Scene 3 (frames 9-10)• Aladdin’smumisrollingoutpastryagaincentre

stage.SuddenlyAladdinandthegeniespinbackonstagefromtheleft.Aladdin’smumchasesthemwiththerollingpin.

• Aladdinandthegeniecalmhismumdownandshe handsthemamugofteaeach.

• Theyallleavethestagetotheright.

Scene 4 (frames 11-12)• Thesultanisinthemiddleofthestage.Aladdin,who isnowwearinghiscrownandgoodclothes,enters fromtherightwithJasmine.Aladdin’smumenters behindthem.

• Jamalandthegenieenterthestageandstandonthe right.Jamaltriestoreachthelamp,whichthegenieis holdinguphigh.

• Thechoirentersandstandsatthefrontofthestage. Thecharactersstandbehindthechoirandtheyall singthesong.

Holidays

Introduction

Thesixholidays(Christmas,Carnival,Halloween,HappyNewYear,MayDay,Easter)inMagical World 1 Student’s BookhavebeendesignedtogivestudentsthechancetousetheEnglishtheyhavelearnedthroughouttheyearcreatively.Thetextscontaingrammar,vocabularyandfunctionallanguagefromthewholeoftheStudent’s Book,sotheyaredesignedtobedonewhenpeoplecelebratetheseholidays.

• Askthemtobringinsomephotos,pictures, magazinesrelatedtothetopics.

• Makestudentstalkabouttheseholidays–theycan askforyourhelp.Youcanhelpthemwithquestions.

• Askthemtodothetaskseitherindividuallyorinpairs orgroups.


Christmas

A Read.• Readthetexttostudentsandaskthemtosaythem outloudafteryou.

• Askstudentssomequestionsaboutthepicture.

Suggested questionsDo you like this house?Can you see it quite well?Can you see the Christmas tree?Where is Santa Claus standing?

• AskthemhowChristmasiscelebratedinHungary.

B Match.• Tellstudentstomatchthepictureswiththeirnames individually.


C Colour. • TellstudentstocolourtheChristmastreeusing thecolour-code.


D Make.• Printoutseveralcopiesofthestarandgiveitto students.Tellandshowthemhowtomakeastar.

• Youcandecoratetheclassroomwiththesestars.This3-dimensionalstardecorationismadefrom2paperstarsthatareinterlaced.Thesestarsstandbythemselvesonatable,andmakeagreatChristmasdecoration.

Materials: Scissors,crayonsormarkers

Twopaperstarsareneededtomakeone3-dimensionalstar.Findthetemplateonthenextpage.Decoratethetwostarsonbothsides,andthencutthemout.Makeoneslitineachstar.Ononestar,theslitgoesfromaninnercornertothecentrepointofthestar;ontheotherstar,theslitgoesfromanoutercornertothecentrepoint.Slipthetwostarstogetherthroughtheslitsyoujustcut.Forstability,youmayhavetotapethestarsabitwheretheymeetattheslits.Younowhaveagreatthree-dimensionalstardecorationthatstandsbyitselfonatable.http://www.enchantedlearning.com/crafts/stars/3dstar2/

Santa SaysHow to Play: PlayedsimilartoSimonSays.Theplayerupis"Santa".Playerwillsay"Santa says open your book".Thechildrenwillhopononefoot.Playerwillsay"Stop".Thechildrenaretokeephoppingononefootuntilplayersays"Santa says stop".Repeatforadditionalactivitiessuchastakeonebabystepforward,stepbackwards,turnaround,sitdown.SometimesSantawillsay"Santa says" andsometimeshewon't.It'safungametoplaywithyoungchildren.

Christmas Memory GameHow to Play:Showtheitemsinaboxtothechildren.Removeoneormoreitemsoutofthebox(withoutchildrenseeingyou).Havethechildrenguesswhatitemsaremissing.Cover.Removecoverfor20-30secondsandthenremoveboxfromroom.Onyourmark,thechildrenaretowritedownasmanyitemsthattheycanrememberfromtheboxbeforeyousay,"STOP".Mostcorrectanswerswin.

Christmas

Christmas 131130 Christmas


ChristmasisaChristianholidaythatcelebratesthebirthofJesusChrist.NooneknowstheexactdateofChrist’sbirth,butmostChristiansobserveChristmasonDecember25.Onthisday,manygotochurch,wheretheytakepartinspecialreligiousservices.DuringtheChristmasseason,theyalsoexchangegiftsanddecoratetheirhomeswithholly,mistletoe,andChristmastrees.ThewordChristmascomesfromCristesmaesse,anearlyEnglishphrasethatmeansMassofChrist.http://www.otherlandtoys.co.uk/information.php?info_id=17

Answers


Word FindHow to Play:TakeaChristmasrelatedwordsuchas:Christmas, Santa Claus,etc.andfindasmanysmallerwordsfromitaspossiblebeforethetimerrunsout.Example:ChristmasWords:sit, is, his, miss, rat, tar, this, math, chair, rim...

Christmas ScrambleHow to Play: ChooseaChristmaswordsuchas:Christmas, Santa Claus, Reindeer...Writethelettersofthewordonindividualcards.Dothistwotimes,makingtwosets.Puteachsetinabrownpaperbag.

Dividechildrenintoteams.Giveeachteamabag.Thefirstteamtodecipherwhatthewordinthebagiswins.Avariationofthegamewouldbetodivideintoteamswiththesamenumberofchildrenastherearelettersintheword.Eachchildgetsaletterandtheymustholdontothecardandstandintheproperordertospellthewordforalltosee.

Tongue TwistersHow to Play:Sayeachphrasethreetimesasfastasyoucan.Letkidspractiseontheirownortakevolunteerstocomeupandtrytheirbestforalltohear.

Santa sings shining star songs SallyskissuperslowPrettypackagesperfectlypackedTip-toptinytottoys

Christmas GameTellallstudentstostandinthemiddleoftheroomfacingtheteacherwhoisinthefrontoftheroom.ExplainthatitisChristmastime.Theteacherwillgiveaseriesoforders.Anystudentwhocannotcompletetheordercorrectlyinatimelymannerisoutandmustsitdownontheside.Theordersandtheirexplanationsareasfollows:

Whenyousay"jingle"everyonerunstotheright.Whenyousay"bells"everyonerunstotheleft.Whenyousay"Elf!"everyonehastofindapartner.Onepartnergetsontheirhandsandkneesandtheotherpretendstobemakingatoyontheirback.Anyonewhodoesn'tgetapartneris"out."Whenyousay"Reindeer" 3peoplehavetoformatrainandprancearoundlikereindeer.Anyonewhoisn'tinagroupof3isout.Whenyousay"Santa's coming!" everyonehastoliedownonthefloorlikethey'resleeping.Theycan'tmoveuntilyousay"Christmas Morning."(Youcancall"reindeer"orsomethingwhiletheyaresleepingandiftheymovetheyare"out.")Whenyousay“Christmas Morning”theyhavetojumpupanddownliketheyareexcited.Whenyousay"Watch out for the Grinch!"thekidsthatareoutcancomeinandtagthekidsthatarestill"in."Ifsomestudentshavetroublerememberingthecommands,getridofthe"reindeer"orthe"elf"parts.Thisgamecangetwildsobesuretosetlimits!

http://www.mamapedia.com/article/group-games-for-first-graders-primary-teachers-and-room-moms-help

Extra activity

• Playsomeofthesegamesfoundathttp://holidays.kaboose.com/xmas-party.htmlwiththegroup.


• AskthemaboutacarnivalinHungary.

B Match.• Tellstudentstomatchthepictureswiththeirnames individually.


C Find and circle.• Askstudentstofindthedifferencesbetween thetwopictures.


D Draw.• Askstudentstodrawabouttheircarnivalcostumes andsaysentencesaboutthem.

Halloween


• AskthemhowHalloweeniscelebratedinHungary.

B Match.• Tellstudentstomatchthepictureswiththe sentences.


• Tellthemtosaysentencesaboutthepictures.

C Colour.• Tellstudentstocolourthethingsintheboxusing thecolour-code.


D Write.• Tellstudentstodothecrossword.


E Make.

• Showstudentshowtomakeapaperghost.

• Youcandecoratetheclassroomwiththeseghosts.

Materials:carrierbag,scissors,markers

Thiscuteghostiseasytomakefromaballoonandtwoplasticgrocerybags.Cutthehandlesoffthewhiteplasticgrocerybags.Iftherearecolouredmarkingsonthebags,cutthemofftoo.Leavingtheseamatthebottomofthebagsintact,cutthebagsintostrips.Blowupawhiteballoon.Tapetheplasticbagsaroundtheendoftheballoon(tapethebagsinacircleafewcentimetresfromoneendof

theballoon).Ifyouplanonhangingtheghostupasadecoration,tapetheplasticbagsaroundtheplainend,leavingthetiedendoftheballoonexposedsoyoucantieastringtothetopoftheghost.Usingablackmarker,drawtwoeyesandamouthontheballoon.YounowhaveaspookyghostthatyoucanuseasaHalloweendecoration.Thisghostfliesreallywell!http://www.enchantedlearning.com/crafts/halloween/balloonghost/

Whatdoesahungryghostwant?Ice-scream!

Whatdomonsterscallhumanbeings?Breakfast, lunch and dinner!

Whatrunsaroundacemeterybutdoesn'tmove?A fence!

Whatdoesawitchaskforwhenshegoestoahotel?Broom service!

Wheredoghostspickuptheirmail?At the ghost office!

Whyaregraveyardssonoisy?Because of all the coffin!

Whydoesthewitchtravelonabroom?She cannot afford a vacuum cleaner.

Whatdoesoneghostsaytotheotherghost?Do you believe in people?

Whydoestheskeletongotheparty?For a rattling good time!

Howdomonsterscountto13?On their fingers!

Carnival

Halloween 133132 Halloween


Carnivalisaboutexpressingyourselfandyourlifeandwhatmatterstoyou.Itisanannualcelebrationoflifefoundinmanycountriesoftheworld.Ittakesplaceonthestreets.Peopledressupandwearmaskstoshowtheirculture;theydanceandsingandenjoymusiccompany.http://www.cuspinc.org/carnival_is#panel-9


Halloweenisaholidaythat’scelebratedannuallyonthenightofOctober31.Peopledressupincostumes,trick-or-treataroundtheneighbourhoods,watchscarymovies,andhaveparties.EveryhousethatisopenonHalloweenmusthaveajack-o’-lantern,whichiscarvedoutofapumpkin.ThistraditionoriginatedinIreland.http://www.google.hu/#hl=hu&source=hp&q=how+is+halloween+celebrated&oq=how+is+halloween+celebrated&aq=f&aqi=&aql=&gs_sm=e&gs_upl=4529l13225l0l13872l27l27l0l20l20l0l219l1145l1.5.1l7l0&bav=on.2,or.r_gc.r_pw.&fp=f7bcb11a4c760ce9&biw=1366&bih=650

Extra activity

• Askstudentstoformgroupsofthreeandputdownasmanywordsastheycanwhilelookingatthepicture.

• Giveatimelimitofabouttenminutes.

Answers

Haveyougotanysweets?

C O S T U M E W I T C H T R E A T H A L L O W E E N G H O S T P U M P K I N S

Extra activity

Jokes• Separatethequestionsandanswersandaskstudentsinpairstomatchthem.

• Goroundandcheckwhethertheyneedhelp.

• Checkthematchingsentencesasaclass.

• Youcanfindmorejokeshere:

http://www.activityvillage.co.uk/halloween_jokes_for_kids.htm


• AskthemhowNewYear’sEveiscelebrated inHungary.

B Match.• Tellstudentstomatchsentencehalves.• Checktheanswersasaclass.

• Tellthemtosaysentencesaboutthepictures.

Happy New Year!

Happy New Year! 135134 Happy New Year!

C How many? Find and write.• Askstudentstocountthethingsinthepicture.

• Tellstudentsfalsesentencesaboutthepicture andmakethemcorrectthem.

Suggested sentencesThere are nine people in the picture.I can see two chairs there.I can’t see any animals in the picture.There is a lamp on the table.The woman wearing a green dress hasn’t got a hat.

D Tick ( ✔ ).• Askstudentstotickthethingstheyuseon NewYear’sEve.



NewYear’sEveisaworldwideoccasion,celebratedon31stDecembertomarktheendoftheyear.Peoplehaveapartyorgoouttothestreetsanddrink,andcelebrateandhaveagoodtimewithfriends.NewYear’sDayisthefirstdayofthecalendaryear.Itiscelebratedasaholidayinalmosteverycountryintheworld.Itisatimeofhappiness,sharingwithfriends,rememberingthepast,andhopingforgoodthingsinthefuture.http://uk.ask.com/question/when-is-new-years-eve-celebrated

Answers

1 – December 2 – o’clock3 – Year 4 – January 5 – fun

Answers

Icanseetwelvesparklers.Icanseeelevenpartyhats.

Answers


Answers

Ticksgounder:party,hats.

E Make.• Explaintostudentsthemeaningmustandmustn’t.

• Tellstudentstomakeaposterwithmustand mustn’tsentences.

Materials: Helpthemwithsentencesstudentsreallymustormustn’tdointheclassroomoratschool.

Suggested sentencesYou must do your homework.You must study hard.You must listen to your teacher.You must be polite.You must be friendly to everybody in the class.You must take notes during the lessons.You must tidy your classroom.You mustn’t throw litter in the classroom.You mustn’t make noise during the lessons.You mustn’t eat in class.You mustn’t be late for class.You mustn’t cheat in the exams.

• Askstudentstoreadthesentenceswithyou.

• Drawstudents’attentiontothebareinfinitive formofthemainverbaftermust.

• Explainthatingeneral,mustexpressespersonal obligation,itexpresseswhatthespeakerthinksis necessary.Weusemust nottosaythatsomethingis notpermittedorallowed.


• AskthemhowMayDayiscelebratedinHungary.

B Write.• Askstudentstofillinthegapswithoneword.


May Day


MayDayisMay1standisacelebrationofthearrivalofspring.ItisbelievedthattheholidayoriginatedinRomantimesasafestivalofflowers.

Today,childrencelebratethisdaybymakingsmallbasketsfilledwithtreatsorflowerstogivesecretlytofriendsandneighbours.Itisacommoncustom(andlotsoffun)toleavethebasketonthedoorstepofafriend,ringthedoorbellandrunaway.Ifthefriendseesyoubeforeyougetaway,youowethemakiss!http://www.providerschoice.com/pages/resources/fun4kids/view_fun4kids.asp?id=186

May Day 137136 May Day

C Circle.• AskstudentstofindandcircleMayDaywords.


Answers

1. May 2flowers 3nicest 4candyfloss

Answers

across:holiday,MayDay,parade,flowersdown:MayQueen,fair,candyfloss

Answers

1 holiday 2flower 3candyfloss

M A Y D A Y D C

A Y D A Q U E A

Y F P Z F A I N

Q P A R A D E D

U H O L I D A Y

E F R X R Q U F

E C A N D F S L

N G D D L A N O

D F L O W E R S

F L O O W R E S

D Read and write.• Askstudentstoreadthesentencesandguess theword.


E Make. • Tellstudentstomakeaninvitationcard.

Materials:colouredpaper,glue,wool,crayonsormarkers

• Showstudentshowtomakeitfollowingthesteps inthebook.

B Find and circle.across:frog,hatdown:egg,girl

across:spring,winter,colddown:summer,hot,autumn

across:fox,zebra,busdown: worm,van

A Read.• Readthetexttostudentsandaskthemtosaythem outloudafteryou.Askthemtodescribethepicture toyou.

• AskthemhowEasteriscelebratedinHungary.

B Write.• Askstudentstofinishthesentenceswithoneword.


C Circle and count the eggs.• Askstudentstofindandcircletheeggsinthepicture.

• Makethemcounttheeggs.(9)

• Askandanswerquestionsaboutthepictureusing allthegrammarandvocabularystudentslearned throughouttheschoolyear.

D Make.• TellstudentstomakeanEasterbasket.

• Showandhelpthemhowtomakeit.

Easter Wordsearches and crosswords


Easteristhetimeforholidays,festivalsandatimeforgivingchocolateEastereggs.EasteristheoldestandthemostimportantChristianFestival,the celebration of the death and coming to life again of Jesus Christ.OriginallyEastereggswerepaintedwithbrightcolourstorepresentspring.ThebunnyasanEastersymbolseemstohaveitsoriginsinGermany.http://www.woodlands-junior.kent.sch.uk/customs/easter.html

Wordsearches and crosswords 139138 Easter

DoyouwanttomakeaveryeasypaperEasterbasket?Itisveryeasytodo.Getasquarepieceofpaper.Folditinto9equalsquaresasseeninpicture1.Youcanjustkeepfoldingthepaperoverandoveruntilyousee9equalsquares.Thencutonthereddottedlines....oneithersideofthemiddletopandmiddlebottomsquare.Thenfoldonthesolidinnerlinesasyouseeinthesecondpictureabove.Thenlookatthe3rdillustrationabovetoseehowyougluethebaskettogether.JustcutoutathinstripofpaperandglueorstaplethebaskethandleontheEasterBasket.http://www.artistshelpingchildren.org/

easterbasketseggholderscraftsideaskids.html

• Printthismazetostudentsandaskthemtohelp thebunnyfindalltheeggs.

Answers

1Easter 2eggs 3brush 4fingers.

Extra activity

• Askstudentstodraw10faces.

• Dothefollowingtaskwiththem.

Easter egg faces:reviewfacevocabulary(eyes, ears, nose, mouth, hair, eyebrows, cheeks, chin, etc.).Doasalisteningactivity–Teachersays“draw a nose”andchildrendrawanose,andsoon.Alsogoodforadjectives–“Draw a long nose”,“draw big eyes”,etc.http://www.eslkidstuff.com/EasterGames.htm

Introduction

Wordsearchpuzzlesandcrosswordsaregreatfunforkids.

WordsearchpuzzlesandcrosswordscanmakelearningEnglishvocabularymoreenjoyable.Manychildrenarebornpuzzlesolvers.Lookingforwordsthroughsuchpuzzlescangetthemmoreexcitedandenthusiasticaboutthesubject.

Wordsearchesandcrosswordscanbeusedtoentertain,buildvocabulary,practicespellingandstrengthenproblemsolvingskills.

Wordsearchesalsoprovideanopportunityforparentstoengagechildreninlearningactivitiesathome.

Way in• Explaintostudentsthatthesetaskswillrevise Englishvocabularytheylearnedduringlessons.

• Dothefirstwordsearchandcrosswordtogetherwith thestudentstoshowthemhowtodothesetasks.

• Askstudentstochecktheiranswerswith apartnerfirst.

• Thenchecktheanswersasaclass.

Extra activity

• Studentscanmakewordsearchandcrosswordtasksoftheirownindividuallyorwithapartnerorpartners.

A Crossword

Across:5.picture7.blackboard8.laptop9.door

Down:01.rubber02.desk03.pen04.chair06.computer0

Unit 1

S P R I N G A S Q

U H E G F E U G M

M I B W I N T E R

M J H C D P U A T

E C O L D D M S V

R K T L M O N X C

F R O G G

E A F B I

G H A T R

G C E D L

F O X W V A

B I Y O Y O

Z E B R A V

O C F M N A

T B U S Z N

Wordsearches and crosswords 141140 Wordsearches and crosswords

Wordsearches and crosswords Unit 2 Wordsearches and crosswords Unit 3

A Crossword A Crossword

B Find, circle and write.across:dad,igloo,brother 1dad 2igloo 3sisterdown:sister,family,house 4family 5house 6brother

B Find, circle and write.across:mountain,bird,dolphins 1mountain 2dolphins 3beachdown:giraffe,beach,penguins 4bird 5penguins 6giraffe

A Y I F J C W K

Z S D A D R B A

D I C M X L V H

P S S I G L O O

E T T L F M G U

O E H Y N Q U S

B R O T H E R E

M O U N T A I N D P

D G A A B M M I F E

C I R G G Y H Y K N

U R T O B I R D P G

I A R D E W H A L U

N F F D A X A B N I

P F J L C P C W R N

H E E M H Y S S L S

N E A C H K O P P I

P E D O L P H I N S

Across:02.carpet03.fridge07.television08.armchair09.bed10.shower

Down:01.wardrobe04.toys05.curtains06.cooker07.toilet

Across:03.ostrich06.springbok07.kudu08.lion09.dove

Down:01.lizard02.greattit04.snake05.zebra06.squirrel



A Crossword A Crossword

B Find, circle and write.across: read,ride,write,watch,swim,takedown: laugh,sit,walk,wear,shop,play

B Find, circle and write.across:cheese,orange,potato 1basket 2sweets 3potatodown: basket,carrot,sweets 4carrot 5cheese 6orange

B S C H E E S E

A D G C H N W U

S O R A N G E W

K R F R O Q E T

E C B R J V T K

T D E O I P S M

A P O T A T O L

Across:07.rollercoaster08.DVD10.football11.playground12.tennis13.guitar

Down:01.basketball02.skateboard03.piano04.bike05.handball06.safetyvest07.recorder09.violin

Across:4.afternoon5.basket

Down:1.morning2.panda3.crisps

M Z G M D S F U L Y I J

J K I S S G W Y A E Q J

K W H C I A E P U K S E

S A T D T M A L G U W K

N L A I W U R A H R S A

E K W R I T E Y I D H T

R K Y A L P E T E D O D

R I D E R E A D W O P G

P I E V R Z D D A I N U

R Q U T A K E G L G F X

P W A T C H N S K F S H

V Z E Y A E G S W I M C



A Find, circle and write 12 words. A Crossword

B Find, circle and write 12 words.

M G K C L O T H E S

I A S H I R T B A G

S J S B O O T S P U

K F U T P P E R S T

S O C K S C A R F S

S J A C K E T F Q H

K M A P J E A N S I

I L V D A K C T R R

R D R E S S Y E B T

T N E X S H O E S O

Across2.hat4.striped6.flowery7.scarf8.gloves

Down1.jacket3.belt5.tartan7.spotted

B Find, circle and write 12 words.

1.wear2.fix3.her4.him5.paint6.them7.use8.work9.you

U I D F H F O I Q K

S O R I I W E A R R

E O Y X I D F N X W

W L M I H Q Q C R O

T G F G X G D H E R

U I P A I N T Q H K

T X F G S B H K I P

B H Y O U S E A M P

E E E N H J M H G B

Q G Y M E A H P G P

01.castle02.snow03.popcorn04.crisps05.maths06.Monday07.Tuesday08.Wednesday09.Thursday10.Friday11.Saturday12.Sunday

M D U P O P C O R N

O W E D N E S D A Y

N T S A T U R D A Y

D Q C A S T L E A T

A S N O W U I X M C

Y A V S X E V X O R

W T H U R S D A Y I

M A T H S D M P U S

V S U N D A Y J F P

F R I D A Y G I M S

01.bag02.clothes03.shirt04.boots05.socks06.scarf07.jacket08.jeans09.dress10.shoes11.T-shirt12.map



A Crossword A Find, circle and write 9 words.

B Match.1– island 2–panda 3–sun 4–cave 5–moon 6–goat

Across01.chess03.golf04.waterpolo05.hiking08.basketball09.athletics10.horseriding

Down01.craft02.skiing03.gymnastics06.icehockey07.folkdancing08.ballet10.handball

seaside farm sleeping bagadventure hiking sun

cruise mountain touring

Find the Stickers 149148 Find the Stickers

Find the Stickers Find the Stickers

A Students should look at the last page of the book and find the stickers, and stick them in the correct place.

B Students should look at the last page of the book and find the stickers, and stick them in the correct place.

Name: Date: Mark: /50

Test 1

1 Complete the table with these words.

armchair back bed blackboard brother classroom desk eye father hand leg mother ostrich owl rabbit

sister sofa squirrel teacher television

/5

/5

/5

Home School Animals Body Family

/10

Units 1-3

Test 1 21 Test 1

2 Circle the correct answer.

1 Is / Are you his grandmother?

2 We not are / are not students.

3 Zebras isn’t / aren’t blue.

4 Am I / I am a cool girl?

5 That / Those snake is green.

/5

3 Put the words in the correct order.

1 a / pink / she / bag / got / has

2 can’t / a / my / dog / bike / ride

3 computer / the / on / is / the / desk

4 children’s / they / the / are / books

5 live / meerkats / in / Africa

/10

/20

4 Complete the sentences with the correct possessive form of the words in brackets.

1 bike is red and white. (dad)

2 Who is brother? (Olivia)

3 The pencils are on the shelf. (teacher)

4 The ears are big. (elephant)

5 The white basket is at home. (children)

5 Complete the sentences with have /haven’t or has / hasn’t.

1 Spiders got eight legs.

2 Your father got a car, but he has got a bike.

3 Jack got black hair. His hair is red.

4 they got a yellow car?

5 Their aunt and my mother got blue eyes.

6 Write short answers

1 Can you play football? Yes,

2 Are you English? No,

3 Has your grandfather got nine chairs in the room? No,

4 Are they happy? Yes,

5 Is it its ball? Yes,

Extra activity

Write 8-10 sentences about your favourite animal.


Key to test 1

1 Complete the table with these words.

armchair back bed blackboard brother classroom desk eye father hand leg mother ostrich owl rabbit

sister sofa squirrel teacher television

/5

/5

/5

Home School Animals Body Family

/10

Units 1-3

Key to test 1 43 Key to test 1


1 Are / Is you his grandmother?

2 We not are / are not students.

3 Zebras isn’t / aren’t blue.

4 Am I / I am a cool girl?

5 That / Those snake is green.

/5


1 a / pink / she / bag / got / has

2 can’t / a / my / dog / bike / ride

3 computer / the / on / is / the / desk

4 children’s / they / the / are / books

5 live / meerkats / in / Africa

/10

/20

4 Complete the sentences with the correct possessive form of the words in brackets.

1 bike is red and white. (dad)

2 Who is brother? (Olivia)

3 The pencils are on the shelf. (teacher)

4 The ears are big. (elephant)

5 The white basket is at home. (children)

5 Complete the sentences with have /haven’t or has / hasn’t.

1 Spiders got eight legs.

2 Your father got a car, but he has got a bike.

3 Jack got black hair. His hair is red.

4 they got a yellow car?

5 Their aunt and my mother got blue eyes.

6 Write short answers

1 Can you play football? Yes,

2 Are you English? No,

3 Has your grandfather got nine chairs in the room? No,

4 Are they happy? Yes,

5 Is it its ball? Yes,

Extra activity

Write 8-10 sentences about your favourite animal.

armchair blackboard ostrich back brother

bed classroom owl eye father

sofa desk rabbit hand mother

television teacher squirrel leg sister

She has got a pink bag.

My dog can’t ride a bike.

The computer is on the desk.

They are the children’s book.

Meerkats live in Africa.

(If two words are not in the correct order, but all the others are in the correct order: 1p)

Dad’sOlivia’s

teacher’s

elephant’schildren’s

have

hasn’t hasn’t

Havehave

I can.I am not.he hasn’t.they are.it is.

Test 2 65 Test 2


Test 2

1 Circle the odd word out.

/5

/5

Units 4-6


1 Are you play/playing tennis with your grandmother?

2 It’s 6:30. It’s half past seven/six.

3 Zebras aren’t blue. Can you see them/they?

4 How many/much cheese is in the fridge?

5 There is/are small squirrels in the park.

/5


1 brown / is / that / meerkat / a

2 painting / are / bike / we / not / a

3 home / there / at / is / bird / blue / a

4 children/ play / games / computer / the

5 on / I/ her / Thursday / dance / with

/10

/10

4 Complete the sentences with the correct object pronoun.1 That’s Dad’s old bike. new bike is in the garage.

2 Jack and Olivia are taking photos there. Can you see

3 I’m going home. Are you coming with

4 We are here but he doesn’t know

5 She is playing the piano. Can you hear ?

5 Complete the sentences with present simple/present continuous. Use the verbs in brackets.

1 We (walk) home now.

2 Your father (not have) a car, he doesn’t drive.

3 Jack and Olivia (have) an English lesson in the room now.

4 Frank is at home. he (paint) a picture?

5 My mother (get) up at half past eight on Sunday.

6 Put the food words into the right column.

Extra activity

Write 8-10 sentences about a day in your life. Start like this:

On Wednesday I get up at

1 walk read red write

2 dove small fast slow

3 milk tea juice biscuit

4 Monday morning Tuesday Saturday

5 him her me there

6 giraffe owstrich dog elephant

7 rice apple pasta sugar

8 electrician artist mother teacher

9 nose eye leg arm

10 shop school sofa playground

/15

apple bread biscuit cheese coffee fish hamburger meatmilk orange sandwich sunflower tea tomato water melon

Countable Uncountable

Extra /10



Key to test 2

1 Circle the odd word out.

/5

/5

Units 4-6


1 Are you play/playing tennis with your grandmother?

2 It’s 6:30. It’s half past seven/six.

3 Zebras aren’t blue. Can you see they/them?

4 How much/many cheese is in the fridge?

5 There are/is small squirrels in the park.

/5


1 brown / is / that / meerkat / a

2 painting / are / bike / we / not / a

3 home / there / at / is / bird / blue / a

4 children/ play / games / computer / the

5 on / I/ her / Thursday / dance / with

/10

/10

4 Complete the sentences with the correct object pronoun.

1 That’s Dad’s old bike. new bike is in the garage.

2 Jack and Olivia are taking photos there. Can you see

3 I’m going home. Are you coming with

4 We are here but he doesn’t know

5 She is playing the piano. Can you hear ?

5 Complete the sentences with present simple/present continuous. Use the verbs in brackets.

1 We are home now.

2 Your father a car, he doesn’t drive.

3 Jack and Olivia an English lesson in the room now.

4 Frank is at home. Is he a picture?

5 My mother up at half past eight on Sunday.

6 Put the food words into the right column.

Extra activity

Write 8-10 sentences about a day in your life. Start like this:

On Wednesday I get up at

1 walk read red write

2 dove small fast slow

3 milk tea juice biscuit 4 Monday morning Tuesday Saturday

5 him her me there 6 giraffe owstrich dog elephant

7 rice apple pasta sugar

8 electrician artist mother teacher

9 nose eye leg arm

10 shop school sofa playground

/15

apple bread biscuit cheese coffee fish hamburger meatmilk orange sandwich sunflower tea tomato water melon

Countable Uncountable

That is a brown meerkat.

We are not painting a bike.

There is a blue bird at home.

The children play computer games.

I dance with her on Thursday.

Histhem

me

usher

walkingdoesn’t have

are having

paintinggets

apple breadhamburger biscuitorange cheesesandwich coffeesunflower fishtomato meatwater melon milk tea

Extra /10

Test 3 109 Test 3


Test 3

1 Complete the word groups.

beach belt cruise May never play pool shoesspotted sugar

Units 7-9

2 Write short answers.

1 Does she like animals? Yes,

2 Can you play chess? No,

3 Are you coming home on Thursday? No,

4 Is he cooking now? Yes,

5 Does he ever do ballet? No,

/5


1 tomorrow / is / he / to / travelling /Switzerland

2 to / wants / hiking / she / go /

3 don’t / they / my / car / like / blue

4 holiday/ am / Wales / I / on / in

5 you / see / sandcastle / Peter’s / can / ?

/10

/10

4 Complete the sentences with the present simple or the present continuous.

1 It’s Wednesday today. Dad (play) ice hockey on Saturday.

2 Look! Jack and Olivia (take) photos there.

3 I’m going home. you (come) with me?

4 We (not like) this colour.

5 She often (play) the piano.

5 Choose the correct answers.

1 We to the US next week.

a are going b go

2 Hey! What there?

a are you doing b do you do

3 Jack and Olivia gymnastics every day.

a do b are doing

4 Frank to do athletics in the school.

a want b wants

5 My friends TV at the moment.

a aren’t watching b don’t watch

6 Match the questions with the answers.

1 Who is your teacher? a No, she isn’t.

2 How many books have they got? b I’m playing with my sister.

3 What are you doing in the evening? c Miss Brown.

4 Is she visiting Peter’s friends? d Two kilograms.

5 How much meat have you got? e About 100.

1 flowery, checked,

2 deckchair, sandcastle,

3 March, April,

4 boots, trousers,

5 pullover, shirt,

6 adventure holiday, farm holiday,

7 always, often,

8 pitch, track,

9 water, juice,

10 golf, volleyball,

/5

/5

/5

Test 3 1211 Test 3

Test 3

/5

Units 7-9

7 Answer these questions.

1 Is the sun yellow?

2 How many legs has a dog got?

3 Is there a sea in Hungary?

4 Can babies play golf?

5 Are October and November in autumn?

Extra activity

Write a postcard to your friend in 8-10 sentences about a holiday.

Write about these things:

• Where are you?

• Where do you sleep?

• What do you do every day?

• Where are you going tomorrow?

Start like this:

Dear Peter

Extra /10



Key to test 3

1 Complete the word groups.

beach belt cruise May never play pool shoesspotted sugar

/5

Units 7-9

2 Write short answers.

1 Does she like animals? Yes,

2 Can you play chess? No,

3 Are you coming home on Thursday? No,

4 Is he cooking now? Yes,

5 Does he ever do ballet? No,

/5


1 tomorrow / is / he / to / travelling /Switzerland

2 to / wants / hiking / she / go /

3 don’t / they / my / car / like / blue

4 holiday/ am / Wales / I / on / in

5 you / see / sandcastle / Peter’s / can / ?

/10

/10

4 Complete the sentences with the present simple or the present continuous.

1 It’s Wednesday today. Dad is ice hockey on Saturday.

2 Look! Jack and Olivia are photos there.

3 I’m going home. you with me?

4 We this colour.

5 She often the piano.

5 Choose the correct answers.

1 We to the US next week.

a are going b go

2 Hey! What there?

a are you doing b do you do

3 Jack and Olivia gymnastics every day.

a do b are doing

4 Frank to do athletics in the school.

a want b wants

5 My friends TV at the moment.

a aren’t watching b don’t watch

6 Match the questions with the answers.

1 Who is your teacher? a No, she isn’t.

2 How many books have they got? b I’m playing with my sister.

3 What are you doing in the evening? c Miss Brown.

4 Is she visiting Peter’s friends? d Two kilograms.

5 How much meat have you got? e About 100.

1 flowery, checked,

2 deckchair, sandcastle,

3 March, April,

4 boots, trousers,

5 pullover, shirt,

6 adventure holiday, farm holiday,

7 always, often,

8 pitch, track,

9 water, juice,

10 golf, volleyball,

/5

spotted

beachMay

shoesbelt

cruise

never

pool sugarplay

she does.

I can’t.I’m not.

he is. he doesn’t.

He is travelling to Switzerland tomorrow.

She wants to go hiking.

They don’t like my blue car.

I am on holiday in Wales.

Can you see Peter’s sandcastle?

playingtaking

Are comingdon’t like

plays

are going

are you doing

do

wants

aren’t watching

1 – a 2 – a 3 - a 4 – b 5 – a

1 – c 2 – e 3 – b 4 – a 5 – d

/5


Key to test 3

/5

Units 7-9

7 Answer these questions.

1 Is the sun yellow?

2 How many legs has a dog got?

3 Is there a sea in Hungary?

4 Can babies play golf?

5 Are October and November in autumn?

Extra activity

Write a postcard to your friend in 8-10 sentences about a holiday.

Write about these things:

• Where are you?

• Where do you sleep?

• What do you do every day?

• Where are you going tomorrow?

Start like this:

Dear Peter

Yes, it is.

It has got four legs.No, there isn’t.

No, they can’t.Yes, they are.

Extra /10

17 Tracklist

Tracklist

Unit Track number Page Exercise

Intro Track1 2 IntroIntroduction Track2 6 A Track3 7 B Track4 7 C Track5 10 A Track6 12 A Track7 12 D Track8 13 E Track9 13 G Track10 14 A Track11 14 C Track12 15 E Track13 15 F

Unit 1 Track14 16 A Track15 17 B Track16 17 C Track17 17 E Track18 20 B Track19 21 D Track20 21 E Track21 22 G Track22 25 I

Unit 2 Track23 28 A Track24 29 B Track25 29 C Track26 32 B Track27 33 C Track28 33 D Track29 35 J Track30 36 B Track31 37 E

Unit 3 Track32 40 A Track33 41 B Track34 41 C Track35 41 D Track36 41 E Track37 44 B Track38 44 C Track39 45 E Track40 46 B Track41 47 E

Unit 4 Track42 54 A Track43 55 B Track44 55 C Track45 55 D Track46 58 B Track47 58 D Track48 59 F Track49 61 E

Unit 5 Track50 64 A Track51 65 B Track52 65 D Track53 68 B Track54 69 E Track55 70 B Track56 71 G

Unit 6 Track57 74 A Track58 75 B Track59 75 D Track60 79 F Track61 80 B Track62 81 G

Unit 7 Track63 88 A Track64 89 B Track65 89 D Track66 92 D Track67 92 E Track68 93 F Track69 94 C Track70 95 F

Unit 8 Track71 98 A Track72 99 B Track73 99 D Track74 102 B Track75 102 C Track76 103 E Track77 104 A Track78 105 E

Unit 9 Track79 108 A Track80 109 B Track81 109 E Track82 112 D Track83 113 F Track84 115 E

Plays Track85 122 Play1 Track86 124 Play2

Unit Track number Page Exercise

18

Documents

Contentsgrammar from primary level (English words you know, Find and stick, Alphabet, Colours, Numbers). The Student’s Book also contains three reviews, one after every three units