Tiger Time 1 Syllabus - Macmillan · Tiger Time 1 Syllabus Active vocabulary Active structures CLIL Hello, Tiger! hello, goodbye roar, jump, run, tiger boy, girl, colours, numbers

Tiger Time 1 SyllabusActive vocabulary Active structures CLIL

Hello, Tiger! hello, goodbye

roar, jump, run, tiger

boy, girl, colours, numbers 1–10

apple, ball, banana, book, cat, dog

raining, cold, sunny, windy, cloudy, hot

What’s your name? I’m (Tiger).

How old are you? I’m (six).

How many (tigers)?

It’s (hot).

1 Back to School bag, pencil, pen, crayon, ruler, rubber, pencil case, sharpener

talk, draw, colour, play, sing

Can I have this (pencil), please? Yes, of course. Put it in the basket.

I (draw) at school. Do you (sing) at school? Yes, I do./No, I don’t.

My school uniform is (blue).

Social Science: What we do at school

2 The Gingerbread Man

head, eyes, mouth, nose, ears, arms, hands, legs

listen, smell, see, touch, taste

I’ve got (arms). This is (the head).

This is my (nose). I (see) with my (eyes).

We play (tag).

Science: Our five senses

3 Tiger is Lost father, mother, brother, grandmother, grandfather, sister, baby, family

aunt, uncle, cousin, small, big

Have you got (Tiger)? Yes, I have./No, I haven’t.

This family is (big).

Who’s this? This is my (cousin).

I live with (my mum and my brother).

Social Science: Different families

4 Dinner Time peas, eggs, mushrooms, milk, carrots, potatoes, cheese, sausages

numbers 1–20

plants, animals, fruit, vegetables, meat, fish

I love/like/don’t like (beef). Do you like (cheese)? Yes, I do./No, I don’t. Put (carrots) in the omelette.

(Bananas) are (fruit). (Bananas) are from (plants). (Beef) is (meat). (Beef) is from animals.

Science: Food we eat

5 The Sore Paw parrot, snake, elephant, monkey, giraffe, frog, crocodile, mouse

walk, run, climb, jump, swim, fly

I’ve got a sore (paw).

Can you help me, please? No, sorry. I can’t./Yes, of course I can.

A (giraffe) can (run). I can (jump). Can you (fly)? Yes, I can./No, I can’t.

I can see a (mouse). It’s (brown).

Science: How we move

6 The Missing Skateboard

car, doll, bike, scooter, skateboard, kite, board game, computer game

wood, plastic, metal, paper

Where’s my (skateboard)? Is it in/on/under the (table)? Yes, it is./No, it isn’t.

The (car) is in/on/under the (book).

My (pencil) is made of (wood).

In the holidays, I play with my (bike).

Science: Materials

Festivals Mother’s Day: basket, bracelet, card, flower, present

Father’s Day: book, cake, football, hat, tie

Teacher’s Day: bag, mug, plant, sunflower, T-shirt

Have you got a basket? Yes, I. I’ve got a yellow basket. Happy Mother’s Day!

I’ve got a present. It’s for my dad. What is it? It’s a (football). Happy Father’s Day!

What’s your name? Have you got a (sunflower)? Yes, I have. Happy Teacher’s Day!

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Tiger Time 2 SyllabusActive vocabulary Active structures CLIL

How are you, Tiger? hello, hi

play, speak, sing, count, listen, read, write

climb a tree, eat ice cream, play on a swing, ride a bike

numbers 1–20

days of the week, classroom objects

How are you? I’m fine, thank you.

What’s your name? How old are you? I’m (eight). Let’s be friends.

How many (bikes)? Where’s (number 16)? It’s on the (skateboard).

Today is (Monday). Can I have a (pencil), please? Here you are. Thank you.

1 A Surprise toilet, bedroom, bathroom, hall, living room, dining room, kitchen, garage

behind, in, next to, under

bed, fridge, clock, cooker, shower, sofa

flat, house, houseboat

Where’s (Jay)? Is (he) (in) the (hall)? Yes, (he) is./No, (he) isn’t.

The (fridge) is in the (kitchen). Have you got a (clock) in your (bedroom)? Yes, I have./No, I haven’t.

I live in a (flat).

Social Science: Things in our homes

2 A New Pet bird, hamster, turtle, kitten, rabbit, lizard, fish, puppy

leaves, seeds, meat, fish, grass, insects

guinea pig

What has (she) got? Has (she) got a (lizard)? Yes, (she) has./No, (she) hasn’t. (She) hasn’t got a (rabbit).

My (brother) has got a (rabbit). (Rabbits) eat (grass).

Natural Science: What pets eat

3 Where’s my coat? shorts, shirt, coat, jumper, trousers, T-shirt, skirt, shoes and socks

spring, summer, autumn, winter, flower, tree

jeans, scarf

Is this your (coat)? I’m/You’re wearing (my coat).

In (spring), you can see (flowers) on the tree. (My) favourite season is (winter).

I like (spring). It’s my favourite season. In this picture, it’s (winter). I’m wearing (a hat).

Natural Science: Seasons and nature

4 Break Time board game, hide and seek, football, basketball, cards, tag, hopscotch, computer game

classroom, gym, corridor, library, canteen, playground

leapfrog, rock, paper, scissors

I want to play (football). Do you want to play (cards)?

You can/can’t (play ball games) in the (classroom).

At break time, I play (leapfrog) in the (playground).

Social Science: School rules

5 What’s the matter? toothache, headache, cough, cut, earache, cold, tummy ache, sore throat

drink water, wash, do exercise, eat well, play, sleep well

brush my teeth

What’s the matter? I’m feeling (ill). I’ve got (a headache).

Have you got (a cut)? Yes, I have./ No, I haven’t.

I (do exercise) every day . Do you (sleep well) every day?

Social Science: Keeping healthy

6 On Holiday beach, water park, zoo, funfair, aquarium, park, ice rink, swimming pool

stop, stand on the pavement, look left, look right, listen, cross the road

cinema

There’s (an ice rink). Is there (an aquarium)? Yes, there is./No, there isn’t.

Don’t (stand in the road).

In my town, there’s a (park).

Social Science: Road safety

Friendship Day

Earth Day

Carnival

flower, message, pencil, picture, toy

light, paper, plant, plastic, recycle, tap, tree, turn off

king, pirate, cowboy, queen, clown

I’ve got a surprise for you. What is it? Look in the box. It’s a (flower). Happy Friendship Day!

It’s Earth Day. I’ve got a poster. What’s the picture? Happy Earth Day!

It’s Carnival time. I’m wearing fancy dress. What am I?

You’re a (pirate).

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Syllabus

Unit Objectives and Key CompetencesContents

Lexis

Starter Unit

Welcome to the Tiger Street Club!

• Greet people and say goodbye • Meet the course characters • Ask for and give personal details • Watch a video clip • Say the days of the week • Recognise and say the letters of the alphabet

• Ask and say where things are

• Use the Student’s Resource Centre

• Ask and say how to spell words • Review language from Tiger Time 1 and 2

• Play the games

• Sing a song and say a rap

Core vocabulary• club, join, project, street• the alphabet Receptive vocabulary• amazing, exciting, fun

Recycled vocabulary• hello, goodbye• days of the week• numbers • Vocabulary from previous levels

1 A Computer for the Club

• Identify and name activities • Learn the grammar table for Unit 1 • Ask and say what you do and don’t do • Read an email • Watch video clips • Listen and use everyday classroom language

• Listen and read about using computers • Ask and say what you use computers to do • Listen and read a report


• Spell words • Predict what happens in the story • Practise pronunciation: /ʌ / and /uː/ • Review, assess and plan your own learning

• Understand and think about values

• Make and sort the activity cut-out cards • Play the games • Prepare, plan and write your project

• Listen, read, understand and act out the story • Sing a song and say a rap • Listen and read for pleasure

Core vocabulary• do sports, go on excursions, help people, listen to

music, make things, paint pictures, play games, take photos, use a computer, watch films

Story vocabulary• kind, laptop, shed, thief CLIL vocabulary• blog, document, email, internet, keyboard, mouse,

printer, screen Receptive vocabulary• falls over, drops, lucky, mobile phones, MP3 players,

policeman, runs away, window cleaner Recycled vocabulary

• club, draw, family, friends, games, home, listen, present, project, read a book, look at photos, school, sing songs, write stories, study, videos

• the alphabet

2 Animal World

• Identify and name animal parts of the body • Learn the grammar table for Unit 2 • Read public signs • Listen and use everyday classroom language

• Ask about and describe an animal • Listen and read about mammals and reptiles • Understand differences between mammals and reptiles • Listen and read an animal fact file • Watch a video clip


• Spell words • Predict what happens in the story • Practise pronunciation: /ɪ/ and /iː/ • Review, assess and plan your own learning


• Make and play with the body part cut-out cards • Play the games • Prepare, plan and write your project


Core vocabulary• beak, claws, feathers, fur, scales, shell, tail, teeth,

whiskers, wings Story vocabulary• hare, race, tortoise, winner CLIL vocabulary• blood, chameleon, mammal, reptile, skin, tongue,

warm Receptive vocabulary• alien, doesn’t stop, gentle, get ready, hedgehog,

photography, sees, tries, too late, walks by Recycled vocabulary

• the alphabet • animals • colours • babies, body, cold, drink, ears, eat, eggs, email, eyes,

fast, head, heavy, legs, live, long, milk, mother, paws, play a computer game, short, slow

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Contents Cross-curricular linksStructures Phonics Sociocultural aspects

Core structures• How do you spell … ?• Where do you live?

Recycled structures• What’s your name? • How old are you? I’m …• How are you? I’m fine, thanks.• I live in …• Where’s the … ? It’s in/on/under/behind/next to … • Language from previous levels

• Video clip: Meet the Tiger Street Club: Welcome to the Tiger Street Club

• Interest in learning English• Enjoyment in meeting the course characters• Pleasure in belonging to the Tiger Street Club• Interest in learning the alphabet• Willingness to participate in class• Respect for others in the group• Satisfaction in recalling familiar language

Core structures• Do you ... ? Yes, I do./No, I don’t.• What do you do in your free time? I do … /I don’t

…• Are you … ? Yes, I am./No, I’m not.• I use a computer to … • I also …Classroom Language• Main function: saying you’ve finished and asking

what to do• I’ve finished. What do I do now?

Recycled structures• It’s a …

• /ʌ/ and /uː/ (club, run / do, music)

• Video clip: Tiger Street Club Report: How I use a computer

• Interest in naming activities • Pleasure in doing a Spelling Bee • Enjoyment in reading a photo story • Awareness of the value of helping people• Recognition of people who are kind • Interest in using computers • Satisfaction in preparing and writing your

project • Enjoyment in reading an email • Confidence in using classroom language• Pleasure in reading a cartoon strip story• Willingness to review, assess and plan your

own learning

• ICT: How techy are you?

Core structures• It’s got …/It hasn’t got … • Is it a … ? Yes, it is.• Has it got … ? Yes, it has./No, it hasn’t. • They’ve got … Classroom language• Main function: asking for and giving information

about a website • Look at this website. It’s got … ! Has it got

information about … ? Yes, it has. Recycled structures

• Is it a … ? Yes, it is./No, it isn’t. • … is/are … • … live in/eat/drink …

• /ɪ/ and /iː/ (lizard, pink / cheetah, green)

• Video clip: Tiger Street Club Report: Animal fact file

• Interest in animals • Enjoyment in reading a well-known animal

fable • Awareness of the value of using your time

well• Recognition of the importance of focus • Satisfaction in understanding public signs • Awareness of transferring language learnt to

classroom situations • Pleasure in reading a cartoon strip story • Care in completing activities in the book • Satisfaction in researching and writing your

project • Willingness to review, assess and plan your

own learning

• Natural Science: Mammals and reptiles


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Lexis

3 Sports Star

• Identify and name sports • Learn the grammar table for Unit 3 • Ask and say what you and other people can and can’t do • Understand and respond to instructions in the workout • Read a poster • Listen and use everyday classroom language

• Count to a hundred in tens • Listen, read and answer questions about workouts • Listen and read a report • Watch a video clip


• Spell words • Predict what happens in the story • Practise pronunciation: /eɪ/ and /ɔː/ • Review, assess and plan your own learning

• Understand and think about values • Make and play with the sports cut-out cards • Play the games • Prepare, plan and write your project


Core vocabulary• dive, do judo, do karate, ice skate, play table tennis,

ride a bike, ride a horse, rollerblade, row, skateboard • numbers 20–100 (in tens) Core vocabulary• dive, do judo, do karate, ice skate, play table tennis,

ride a bike, ride a horse, rollerblade, row, skateboard • numbers 20–100 (in tens) Story vocabulary• coach, goal, match CLIL vocabulary• concentrate, easy, exercise, fist, fit, healthy, left, on the

spot, right, strong, thumb • touch, stretch, tap, roll, turn around Receptive vocabulary• brain, heart, kids, players, press-ups, professional,

relax, star, trains, weight • Brilliant!, I don’t mind

Recycled vocabulary• arms, basketball, boy, brother, climb, dance, favourite,

girl, hop, ill, kick a ball, legs, park, play football, run, school, sister, sleep, swim, team, toes, walk

• days of the week • the alphabet

4 Food We Like

• Identify and name food • Learn the grammar table for Unit 4 • Ask and say food you like and don’t like • Say food other people like • Talk about ways you and your friends like to eat fruit and

vegetables • Listen and read a report • Watch a video clip • Listen and use everyday classroom language

• Listen and read about five fun ways to eat fruit and vegetables


• Spell words • Predict what happens in the story • Practise pronunciation: /ɪ/ and /ɑɪ/ • Review, assess and plan your own learning

• Understand and think about values • Make and play with the food cut-out cards • Play the games • Prepare, plan and write your project

• Listen, read, understand and act out the story • Sing a song and say a rap • Read a recipe • Listen and read for pleasure

Core vocabulary• chicken, chocolate, crisps, fruit juice, ice cream, salad,

sandwiches, strawberries, water, yoghurt Story vocabulary• bread, dinner, lunch, meat, slice, Bring me …! CLIL vocabulary• fruit salad, ice cube, ice lolly, smoothie, sugar,

vegetable stick, vitamin • hot/packed lunch, raw, treatReceptive vocabulary• blender, fibre, ingredients, minerals, nuts, portions,

preparation method, recipe • a great invention, work very hard

Recycled vocabulary• apples, bananas, biscuits, carrots, cheese, eggs, fruit,

meat, milk, peas, potatoes, vegetables • eat, delicious, healthy, hungry, play cards • the alphabet

5 Things We Do Every Day(continued on

next page)

• Identify and name daily routines • Learn the grammar table for Unit 5 • Say what other people do every day • Listen and use everyday classroom language

• Listen and read about time zones • Listen and read a report • Watch a video clip


• Spell words • Predict what happens in the story • Practise pronunciation: /ӕ/ and /ɑː/ • Review, assess and plan your own learning

Core vocabulary• brush your teeth, get up, go home, go to bed, go to

school, have a shower, have breakfast, have dinner, have lunch, put on your pyjamas

• … o’clock, half past …• every dayStory vocabulary• clock, genie, gold, greedy, king, princess, wishCLIL vocabulary• midday, dark, light, hour, night, time zoneReceptive vocabulary• go away, hairbrush, hug, koala, meets, more important

than, never mind, time difference

Syllabus


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Core structures• Can you … ? Yes, I can./No, I can’t. • I/He/She can/can’t … • What can you do? Classroom language• Main function: asking for help • I can’t do … Can you help me, please? Yes, all

right. I think the answer is … Can you repeat that, please? Yes, of course. It’s … Recycled vocabulary

• I play…• Let’s…

• /eɪ/ and /ɔː/ (play, skate / football, horse)

• Video clip: Tiger Street Club Report: My exercise

• Interest in and enjoyment of sport and exercise

• Enjoyment in reading a story about football • Awareness of equal opportunities • Awareness of the value of practising and

making an effort • Respect for what people can and can’t do • Confidence in using classroom language • Pleasure in reading a cartoon strip story• Enjoyment in planning, preparing, writing and

presenting your project• Willingness to review, assess and plan your

own learning

• PE: Workouts for kids

Core structures• I like ... /I love ... /I don’t like ... • Do you like ... ? Yes, I do./No, I don’t. • I like ..., but I don’t like ... • He/She likes ... Classroom language• Main function: asking what a word means • Sorry, I don’t understand. What does … mean?

Recycled structures• Are you ...? Yes, I am./No, I’m not. • My favourite is …

• /ɪ/ and /ɑɪ/ (biscuit, chicken / likes, nice)

• Video clip: Tiger Street Club Report: Lunch at my school

• Interest in food • Pleasure in reading a legend about the origin of

a word • Respect for other people’s likes and dislikes • Enjoyment in interacting with others • Awareness of sounds and spelling • Interest in learning fun ways to eat fruit and

vegetables • Enjoyment in reading a recipe • Confidence in using classroom language• Pleasure in reading a cartoon strip story • Enjoyment in preparing, planning, writing and


own learning

• Social Science: Five-a-day the fun way!

Core structures• I … at … What about you? Me too! • Do you … at …? Yes, I do./No, I don’t. • He/She has lunch/goes to school … • What do you do every day? I … • What time is it? Classroom language• Main function: asking about the time• What time is it, please? It’s time to … Have I got

time to … ? Recycled structures

• It’s (nine o’clock).

• /ӕ/ and /ɑː/ (snack, cat / car past)

• Video clip: Tiger Street Club Report: A day in the life …

• Interest in your and other people’s daily routines

• Awareness of the importance of loving your family and not being greedy

• Awareness that the world has got different time zones

• Enjoyment in a myth and in finding out about children around the world

• Satisfaction in writing your project • Pleasure in learning bedtime rhymes

• Geography: Time zones


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Syllabus


Lexis

(continued)

5 Things We Do Every Day


• Make and play with the daily routine cut-out cards • Play the games • Prepare, plan and write your project

• Listen, read, understand and act out the story • Sing a song and say a rap • Read traditional bedtime rhymes • Listen and read for pleasure

Recycled vocabulary• afternoon, clock, do homework, evening, hungry,

love, morning, play, read a book, rich, sleep, study, use a computer, wash my face/hands, watch TV

• the alphabet • numbers

6 At the Beach

• Identify and name beach activities • Learn the grammar table for Unit 6 • Ask and say what you and other people are doing • Read a poem • Listen and use everyday classroom language

• Listen and read about rock pools • Listen and read a report • Watch a video clip


• Spell words • Predict what happens in the story • Practise pronunciation: /b/ and /v/ • Review, assess and plan your own learning


• Make and play with the beach cut-out cards • Play the games • Prepare, plan and write your project


Core vocabulary• collecting shells, fishing, lying in the shade, making

a sandcastle, playing Frisbee, playing volleyball, playing with a bat and ball, putting on sun cream, snorkelling, swimming in the sea

• beach, seasideStory vocabulary• dolphin, shark CLIL vocabulary• crab, jellyfish, rock pool, seahorse, sea urchin,

seaweed, star fish Receptive vocabulary• attack, danger, donkey rides, kite, protect, rescue,

safe, shadow Recycled vocabulary

• cloudy, dive, fish and chips, hot, jump, live, look, play football, raining, read a book, ride, row, run, sing, sit, sunny, swim, T-shirt, walk, weather

• the alphabet • colours

7 Tiger Street Club Review

• Identify and name theatre vocabulary • Listen and read a report • Watch a video clip • Read a programme • Listen and use everyday classroom language


• Predict what happens in the play • Revise language from Units 1–6 • Practise pronunciation: /s/ before a consonant • Review, assess and plan your own learning

• Understand and think about values • Listen and read about teamwork for a show

• Make and play with the review sentence cut-out cards • Play the games • Prepare, plan and write your project

• Listen, read, understand and act out the play • Sing a song and say a rap • Listen and read for pleasure

Core vocabulary• actor, audience, costume, lights, make-up, poster,

programme, script, stage, ticket Story vocabulary• hiker, knock, plate, stove, village CLIL vocabulary• design, job, rehearse, show, teamwork Receptive vocabulary• dinnertime, charity, end-of-year show, mountains,

narrator, pot, share• Wait a minute, Remember

Recycled vocabulary• Vocabulary that has been previously introduced

Festivals • Identify items relating to festivals • Ask and say what you have got in your lunchbox


• Play a game • Make a paper lunchbox, do a survey and make a book mark

• Listen and read about festivals • Identify healthy foods • Identify different kinds of books • Compare your culture with UK culture • Sing the songs and say the chants • Ask and say your favourite kind of book

Core vocabulary• healthy, unhealthy, packed lunch, lunchbox, fruit • adventure, far away, places, look after • book token, fact, fairy tale, legend, myth, poem Receptive vocabulary• crunch • celebrate, win • celebrate, special

Recycled vocabulary• apple, carrot, strawberry, orange, banana, peas,

celery, yoghurt, fruit juice, chicken, mushroom, potato• play games, walk, park, • book, read, shop, weather


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• Confidence in using classroom language • Pleasure in reading a cartoon strip story • Willingness to review, assess and plan your own

learning

Core structures• What am I doing? You’re … • What are you doing? I’m/We’re …• Are you (fishing)? Yes, I am./No, I’m

not.• I’m/He’s/She’s/We’re/They’re

(fishing).Classroom language• Main function: asking and saying

what you’re doing • What are you doing? I’m …

Recycled structures• I’ve got … • I’m/He’s/She’s wearing … • It’s … /It isn’t … • There is/are …

• /b/ and /v/ (bat, beach / very, vest)

• Video clip: Tiger Street Club Report: A holiday postcard

• Interest in beach activities and sea life • Enjoyment in reading an adventure story • Awareness that it’s important to keep safe • Willingness to take turns • Recognition that you can find things out by close

observation • Satisfaction in writing your project • Pleasure in reading a poem • Confidence in using classroom language • Enjoyment in reading a cartoon strip story • Willingness to review, assess and plan your own

learning

• Natural Science: Secrets of the sea

Core structures• Structures that have been

previously introduced Classroom language• Main function: giving and following

stage directions • Can you … ? Like this? Yes, that’s

it! Perfect! Then what do I do? Recycled structures

• Structures that have been previously introduced

• /s/ before a consonant (stage, script)

• Video clip: Tiger Street Club Report: Stone Soup: A review

• Interest in learning theatre vocabulary • Pleasure in acting out a well-known story as a play • Pleasure in demonstrating what you can do in a board

game • Enjoyment in reviewing what you have learnt in a quiz • Awareness of the work involved in putting on a show • Recognition of the value of teamwork and sharing • Satisfaction in writing your project • Interest in reading a programme • Confidence in using classroom language • Enjoyment in reading a cartoon strip story • Willingness to review, assess and plan your own

learning• Satisfaction with learning in Tiger Time 3

• Citizenship: Teamwork for a show

Core structures• Structures that have been

previously introduced Recycled structures

• I’m a … • I’ve got …• … don’t …• Do you … ? Yes, I do./No, I don’t.• It’s … /It’s got …• Has it got … ? Yes, it has!/No, it

hasn’t!• I love/like … Me too!• What’s your favourite … ? It’s …

• Festivals: World Food Day in the UK • Festivals: Grandparent’s Day in the UK • Festivals: World Book Day in the UK • Pleasure in learning about World Book Day,

Grandparent’s Day and World Book Day in the UK • Interest in comparing World Book Day, Grandparent’s

Day and World Book Day in the UK and in your country • Awareness that some foods are healthy • Awareness that grandparents are important • Awareness of the pleasure that books and reading

gives • Enjoyment in singing songs and saying chants about

World Book Day, Grandparent’s Day and books


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Lexis

Starter Unit Welcome Back to the Tiger Street Club!

• Greet people and say goodbye • Become reacquainted with the course characters

• Ask for and give information about what’s new • Say the months of the year • Watch video clips

• Count in tens to 100 • Ask and say where things are

• Use the Pupil’s Online Materials

• Ask and say how to spell words • Review language from Levels 1, 2 and 3

• Play a game • Act out a dialogue

• Make, order and play with the month cut-out cards

• Sing a song and say a chant

Core vocabulary• good friends, go to school together, meet after school,

mobile phone, noticeboard, school bag, sports bag, T-shirt • autumn, winter, spring, summer • months of the year Receptive Vocabulary• I’m sorry. • capital letter

Recycled vocabulary• hello, goodbye• numbers • the alphabet • Vocabulary from previous levels

1 A New School Year

• Identify and name school subjects • Learn the grammar table for Unit 1

• Ask and say what subjects you have on your timetable • Play the games • Say sentences about your school • Watch video clips • Listen and use everyday classroom language

• Read a leaflet for an after-school science club


• Spell words • Practise pronunciation: /dZ/ and /g/

• Predict what happens in the story • Review, assess and plan your own learning


• Make and play with the subject cut-out cards • Prepare, plan and write your project

• Listen, read, understand and act out the story • Sing a song

• Listen and read about three different schools in the UK • Listen and read for pleasure

Core vocabulary• art and design, drama, English, geography, history, ICT,

maths, music, PE, science• timetable• times of the day• study, canteen, assemblyStory vocabulary• music book, musical instrument, recorder CLIL vocabulary• after-school club, dance class, extra classes, island, pupils,

school of performing arts Receptive vocabulary• You’re good at (art).• noise, owner, primary schools, welcome

Recycled vocabulary• days of the week • canteen, classroom, finish, football, gym, playground,

study, swimming

2 Describing People

• Identify and name hair and facial features • Learn the grammar table for Unit 2

• Ask for and give descriptions of people

• Listen and use everyday classroom language

• Read a poster in a library


• Spell words • Predict what happens in the story

• Practise pronunciation: /eə/ and /ɪə/ • Review, assess and plan your own learning • Understand and think about values

• Make and play with the photo fit cut-out cards • Play the games

• Prepare, plan and write your project


• Listen and read about characters in children’s literature • Choose and say what your favourite books are • Watch a video clip • Listen and read for pleasure

Core vocabulary• beard, curly hair, dark hair, fair hair, glasses, long hair,

moustache, ponytail, short hair, straight hair Story vocabulary• coat, hat, flute, park, thief CLIL vocabulary• beautiful, brave, cruel, imaginative, lucky, poor, strong, tall,

kind, clever Receptive vocabulary• author, description, join the library, novel, title, type of book

Recycled vocabulary• eyes, mouth, nose • the alphabet • colours • clothes

4

Syllabus

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Core stuctures• Welcome back. It’s good to see you again. • We’ve/I’ve got a new … • When’s your birthday? • When’s …’s birthday?It’s in (+ month). • Can you repeat that?

Recycled structures• How do you spell … ? • What about you? • Where’s … ? It’s in/on/under/behind/next to … • Language from previous levels

• Video clip: Welcome back to the Tiger Street Club

• Interest in learning English• Enjoyment in becoming reacquainted with

the course characters• Pleasure in belonging to the Tiger Street Club• Interest in remembering the alphabet• Interest in finding out about other people’s

birthdays• Willingness to participate in class• Respect for others in the group• Satisfaction in recalling familar language

Core structures• Have we got (English) today? Yes, we have./No,

we haven’t.• What have we got at (quarter to eleven)? We’ve

got (ICT).• We’ve got (music) at (quarter past ten).• We haven’t got (PE). • Can you (play a musical instrument)? I can/can’t

(play the recorder).I also …• My favourite subjects are …Classroom Language• Main function: talking about subjects you’ve got

and haven’t got and offering to share• I haven’t got my (science) book. Don’t worry. You

can share mine. Recycled structures

• On (Mondays), I’ve got (science) at (nine) o’clock/half past (two).

• I (don’t) like …

• /ʤ/ and /g/ (geography,

gym / got, grammar)

• Video clip: After school activities • Tiger Street Club Report: A day at school • Interest in naming subjects • Pleasure in doing a Spelling Bee • Enjoyment in reading a photo story • Awareness of the importance of returning lost

property • Awareness of the need to welcome new

pupils at school• Interest in learning about other types of

school • Satisfaction in preparing and writing your

project • Enjoyment in reading a leaflet • Confidence in using classroom language• Pleasure in reading a cartoon strip story• Willingness to review, assess and plan your

own learning

• Social Science: Three different schools

Core structures• He’s/She’s got … • Has he/she got … ? Yes, he/she has. No, he/she

hasn’t.• He’s/She’s wearing …Classroom language• Main function: asking for things and describing

people • Have you got (the dictionary)? (Lydia’s) got it.

Who’s (Lydia)?• She’s over there. She’s got … and she’s wearing

…

Recycled structures• He’s/She’s (+ adjective) • I (don’t) like … • My favourite … is/are …• Are you … ? Yes, I am.

• /eə/ and /ɪə/ (there, hair / ear, here)

• Video clip: The library • Tiger Street Club Report: My favourite book • Interest in describing people • Pleasure in doing the Spelling Bee• Enjoyment in reading a story • Awareness of the need to tell an adult when

you see something suspicious • Interest in learning about books and English

literature • Satisfaction in preparing and writing your

project • Confidence in using classroom language • Enjoyment in reading a poster • Pleasure in reading a cartoon strip story • Willingness to review, assess and plan your

own learning

• Literature: Four great books for children

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3 Around the Town

• Identify and name buildings in a town • Learn the grammar table for Unit 3

• Ask and say what buildings are in your town • Listen and read about types of transport in cities

• Use the Pupil’s Online Materials • Spell words

• Predict what happens in the story • Practise pronunciation: /z/ and /s/ • Review, assess and plan your own learning

• Understand and think about values • Read and understand public signs

• Listen and use everyday classroom language • Play the games

• Make and play with the places cards • Prepare, plan and write your project


• Watch a video clip • Listen and read for pleasure

Core vocabulary• bus stop, café, cinema, hospital, museum, newsagent’s,

police station, shops, supermarket, train station • city, town, village Story vocabulary• magic flute, money, promise, rats CLIL vocabulary• bicycle, double-decker bus, gondola, taxi, tram, the

Underground, water bus Receptive vocabulary• angry, canals, cottage, mobile library, town centre, the tube

Recycled vocabulary• behind, between, in, on, next to• the alphabet

4 Jobs and Routines

• Identify and name different jobs • Learn the grammar table for Unit 4

• Watch a video clip

• Listen and read about working dogs



• Practise pronunciation: /f/ and /v/ • Review, assess and plan your own learning

• Understand and think about values • Say what jobs people do in your community

• Read a school notice • Listen and use everyday classroom language

• Make and play with the job cards • Play the games



• Listen and read for pleasure

Core vocabulary• farmer, fashion designer, firefighter, nurse, police officer,

pop star, shop assistant, taxi driver, vet, web designer • school caretaker, cleaner, cook, librarianStory vocabulary• magazine, paying attention CLIL vocabulary• guide dog, mountain rescue dog, sheepdog Receptive vocabulary• busy, harness, pavement, recycling bin, rescue workers

Recycled vocabulary• bus, clothes, drive, hospital, police station, sing, school,

shop, taxi, teacher, train station, uniform, wear, work • the alphabet

5 Things We Like Doing

• Identify and name things we like doing • Learn the grammar table for Unit 5

• Ask and say what activities you and others like doing • Read a website • Listen and use everyday classroom language

• Listen and read about galleries and science museums • Say what type of museums you prefer



• Practise pronunciation: /ɪn/ and/ɪŋ/ • Review, assess and plan your own learning


• Make and play with the activity cut-out cards • Play the games




Core vocabulary• collecting stickers, dancing, going to museums,

painting pictures, reading comics, rollerskating, shopping, taking photos, talking to friends, using the computer

Story vocabulary• mirror, musical instruments, violin, wheels CLIL vocabulary• invention, inventor, robot, scientist • artist, drawing, painting, sculptureReceptive vocabulary• exhibitions, fans, invitation, members, subtitles, technology

Recycled vocabulary• the alphabet

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Syllabus


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Core structures• There are (shops) in the street. • Is there a … ? Yes, there is./No, there isn’t. • Are there any … ? Yes, there are./No, there aren’t. • I want to travel by (bicycle) in (Amsterdam).• I go to school by (car). I walk to school.• It’s opposite the …• It’s/They’re very near.Classroom language• Main function: saying what there is and what

there isn’t • Are there any … ? No, but there’s a …• There isn’t any … but there’s some …

Recycled structures• There’s a …

• /z/ and /s/(opposite, zoo / seven, city)

• Video clip: Tiger Street Club Report: About my village

• Interest in naming buildings in a town • Pleasure in doing the Spelling Bee• Enjoyment in reading a fable • Awareness of the importance of keeping your

promises • Interest in learning about cities and about

transport in other countries • Satisfaction in preparing and writing your

project • Confidence in using classroom language • Enjoyment in reading public signs• Pleasure in reading a cartoon strip story• Willingness to review, assess and plan your

own learning

• Geography: Types of transport in cities

Core structures• What does she do? She’s a (doctor). • Is he a (nurse)? Yes, he is./No, he isn’t. • Does he wear (a uniform)? • He works/doesn’t work in a (hospital).• Does he work (with animals)? Yes, he does./No,

he doesn’t.• She works from (nine) to (five).Classroom language• Main function: saying what your job is at school • What’s your job this week? I’m the board/book

monitor. I clean the board / give out and collect in the books. Recycled structures

• He/She has got a …

• /f/ and /v/(fire, flames / vet, van)

• Video clip: Tiger Street Club Report: People who work in my school

• Interest in jobs and awareness that all jobs in a community are important

• Pleasure in doing the Spelling Bee• Pleasure in reading an animal story • Interest in learning about people’s jobs • Confidence in using classroom language• Pleasure in reading a school notice • Pleasure in reading a cartoon strip story• Enjoyment in preparing, planning, writing and


own learning

• Social Science: Working dogs

Core structures• Do you like (dancing)? Yes, I do./No, I don’t. • He/She likes/doesn’t like…ing. • I/You/We/They (don’t) like …ing at the weekends. • I love …ing. I prefer …ing. • My/His/Her favourite activity/activities is/are … Classroom language• Main function: saying what you like doing in

English • hat activities do you like doing in English? I like

…ing.

Recycled structures• I like/love (+ noun).• He/She is a(n) (+ profession).

• /ɪn/ and /ɪŋ/ (violin, in / king, swimming)

• Video clip: Tiger Street Club Report: What I like doing at the weekends

• Interest in naming activities we like doing • Pleasure in doing the Spelling Bee• Enjoyment in reading a true story• Awareness of the history behind inventions • Awareness that you can be too confident • Interest in learning about art galleries and

science museums • Satisfaction in preparing and writing your

project • Confidence in using classroom language • Enjoyment in reading a pen pal’s website• Pleasure in reading a cartoon strip story • Willingness to review, assess and plan your

own learning

• Art and Science: Art galleries and science museums

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6 In the Countryside

• Identify and name features of the countryside • Learn the grammar table for Unit 6

• Listen and respond to directions • Give directions • Say where you like walking • Read an acrostic poem • Listen and use everyday classroom language

• Listen and read about arboreal animals and plants • Watch a video clip



• Practise pronunciation: /əʊ/ and /ɒ/ • Review, assess and plan your own learning


• Make and play with the review sentence cut-out cards • Play the games



• Listen and read for pleasure

Core vocabulary• bridge, campsite, farm, forest, gate, lake, mountain, path,

river, signpost Story vocabulary• badger, ghost orchid, list, rare CLIL vocabulary• beetle, mistletoe, mushroom, squirrel, woodpecker, bird,

fungus, insect, mammal, plant • cut down, natural habitatReceptive vocabulary• branches, broken leg, excursion, map, parasite, tunnel

Recycled vocabulary• dog, fox • the alphabet

7 Tiger Street Club Review

• Identify and name film vocabulary • Listen and use everyday classroom language

• Listen and read about making movies • Read a poster


• Spell words • Predict what happens in the screenplay

• Revise language from Units 1–6 • Practise pronunciation: vowels (A, E, I, O, U) • Review, assess and plan your own learning


• Play the games • Make and play with the Fantastic Phonics cut-out

cards • Prepare, plan and write your project

• Listen, read, understand and act out the screenplay • Sing a song


Core vocabulary• actress, camera, cameraman, clapperboard, director, make-

up artist, screenplay, special effects, wigs, writer Story vocabulary• fire brigade, flying machine, laptop, seats, strange CLIL vocabulary• direct a film/movie, digital camera, download,

shoot a film/movie, online Receptive vocabulary• category, enormous, I’m not good at (acting), parents’

evening, progress Recycled vocabulary

• vocabulary that has been previously introduced

Festivals: Tiger Day Children’s Day World Poetry Day

• Identify items connected with Tiger Day, Children’s Day • and World Poetry Day• Listen and read about Tiger Day, Children’s Day and

World Poetry Day in the UK• Compare your culture with UK culture• Sing the songs and say the chants • Talk about what animals you like• Ask about and say what food you’ve got• Ask about and say what poems you like• Make an animal fact file• Play a drawing game• Write a jigsaw poem

Core vocabulary• extinct, protect, rainforest, stripes, tiger • rights, responsibilities, bread, olives, chicken, rice, tomato,

cheese• poet, poem, topic, enjoy, words, rhymeReceptive vocabulary• pounce• safe, secure, danger• invite

Recycled vocabulary• animals

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Syllabus


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Core structures• Turn left at the (bridge). Don’t (turn right).• Go straight on. Go to the end of the (path). • Do I/we go straight on?• Do you know the way to the … ?• Where are you? I’m …• Remember/Don’t forget to take …• My ideal holiday destination is …• I want to go to …Classroom language• Main function: giving directions to English-

speaking visitors • Excuse me. Where’s the … ? Go to the end of the

corridor and turn left. The … is on your right. Let me repeat that. I go … Recycled structures

• You can see … • There’s a … There are …

• /əʊ/ and /ɒ/ (ghost, don’t / dog, lost)

• Video clip: Tiger Street Club Report: My ideal holiday destination

• Interest in naming features of the countryside and learning about animal and plant life

• Pleasure in doing the Spelling Bee• Enjoyment in reading an adventure story • Awareness that it’s important to respect the

countryside • Interest in learning about holidays • Satisfaction in preparing and writing your

project • Pleasure in reading an acrostic poem • Confidence in using classroom language • Enjoyment in reading a cartoon strip story • Willingness to review, assess and plan your

own learning

• Natural Science: Arboreal animals and plants

Core structures• Structures that have been previously introduced Classroom language• Main function: discussing what you want to do

in a class home movie • I want to help. What are you good at?

(Photography.) I like (taking photos). Perfect. You can be the (cameraman)! Recycled structures

• Structures that have been previously introduced

• the vowels: AEIOU (sound like: grey, green, white, yellow, blue)

• Video clip: Home movie: Around the world in 80 days

• Tiger Street Club Report: Parents’ evening and My English report

• Interest in learning film vocabulary • Pleasure in acting out a screenplay • Awareness that it’s rude to laugh at people • Enjoyment in reviewing what you have learnt

in a quiz • Awareness of the work involved in making a

film, and the equipment needed • Satisfaction in writing your project • Interest in reading a poster • Confidence in using classroom language • Pleasure in reading a cartoon strip story • Willingness to review, assess and plan your

own learning• Satisfaction with learning in Tiger Team 4

• ICT: Making movies

Recycled structures• I love...• Where do they live?• They live...• Do you like...?• I like...• Have you got...?• Yes, I have. No, I haven’t.

• Pleasure in learning about Tiger Day, Children’s Day and World Poetry Day in the UK

• Interest in comparing how tigers and other animals are protected in the UK and in your country

• Interest in comparing how to celebrate Children’s Day in the UK and in your country

• Interest in comparing poems and poets in the UK and in your country

• Awareness that some animals are in danger and need our protection

• Awareness that children’s rights and responsibilities are important

• Awareness of the pleasure that reading and writing poetry can give

• Enjoyment in singing songs and saying chants about tigers, children’s rights and responsibilities and poetry

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Lexis

Starter Unit

Welcome to the Tiger Tracks Social Learning Network

• Greet people • Ask for and give personal information

• Ask and say your and other people’s birthdays • Listen to descriptions and identify people

• Listen and say ordinal numbers • Watch a video clip

• Listen and read about the Tiger Tracks Social Learning Network • Meet the members of the Tiger Tracks Social Learning Network


• Ask and say how to spell words • Review language from Levels 3 and 4

• Play a game

• Ask and say your and other people’s favourite food and school subject

Core vocabulary• Australia, England, India, Scotland, South Africa, the USA• Ordinal numbers (for dates: 1st – 31st)Receptive vocabulary• Social Learning Network, Look forward to seeing you

Recycled vocabulary• hello, goodbye• months, food, numbers, school subjects, the alphabet• Vocabulary from previous levels

1 A world of gadgets

• Name and describe electronic gadgets • Listen and do a vocabulary quiz

• Understand and practise grammar • Learn the grammar tables for Unit 1 • Listen and use everyday language • Talk about what people do

• Read an advertisement • Ask and say how often you and other people do

things • Listen and read about two famous cities in England • Talk about the gadgets people use • Read the report of a survey on electronic gadgets


• Predict what happens in the story • Practise pronunciation: /tʃ/ and /dʒ/

• Review, assess and plan your own learning

• Understand and think about values • Read and write about the pros and cons of using

electronic gadgets

• Play the games • Do a role play (how to buy an electronic gadget)

• Plan, prepare, write and present your project

• Listen, read and understand the story • Do a culture quiz about England

• Listen and find out about shopping in English towns • Watch a video clip

Core vocabulary• calculator, charger, headphones, MP3 player, pen drive,

satnav, stopwatch, tablet, video games console, webcamStory vocabulary• computer science, genius, puzzles, secret codesEveryday chit-chat vocabulary• instructions, pence, pounds, receiptCLIL vocabulary• con, concentrate, creative, lifestyle, pro, (keyboard) skills,

worldReceptive vocabulary• artificial intelligence, calculate, computer printout, Egyptian

mummies, glasshouse, hero, podcast, traditional costumes Recycled vocabulary

• digital camera, keyboard, laptop, mobile phone• country, email, food, friends, gym, light, maths, message,

museum, park, science, small, student• do homework, go shopping, listen to music, play games/

football, take photos, use a computer, watch films/TV• the alphabet, members of the family

Syllabus

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Core structures• Where are you from?• Where is he/she from?• What’s your favourite … ?• His/Her favourite … is …• What do you like? What does he/she like?• It’s on the (31st) of (March).

Recycled structures• How are you? I’m fine, thanks.• What’s your name? How old are you? I’m …• When’s your birthday? It’s …• I’m from … I like/love …• He/She’s from … He/She likes/loves …• My favourite …

• Video clip: Welcome to the Tiger Tracks Social Learning Network

• Interest in learning English• Enjoyment in meeting the members of the

Tiger Tracks Social Learning Network• Pleasure in belonging to the Tiger Tracks SLN• Interest in learning to say dates• Willingness to share personal information and

opinions• Respect for others in the group• Satisfaction in recalling familiar language

Core structures• I think … I want to …• He/She uses … He/She doesn’t use …• Does he/she use … ? Yes, he/she does. No, he/

she doesn’t.• I always/often/never/sometimes/usually ...• Are you thinking about … ? Yes, I am./No, I’m

not.Everyday chit-chat structures• Can I help you? I need …• How much is it?• please, thank you

Recycled structures• Have you got … ? Yes, I have./No, I haven’t.• Do you … ? Yes, I do./No, I don’t.

• the /tʃ/ and /dʒ / sounds (chats, cheese / jam, gym)

• England: Oxford and Cambridge• England: Culture quiz• Video clip: How to buy an electronic gadget• Interest in electronic gadgets• Curiosity in reading an advertisement• Enjoyment in a biography• Awareness that it’s important to follow your

interests at home and at school• Interest in finding out which gadgets people

use• Recognition of how many gadgets are part of

our daily lives• Pleasure in learning about English culture• Confidence in using everyday language• Awareness of the pros and cons of using

electronic gadgets• Enjoyment in preparing, planning and writing

your project• Willingness to review, assess and plan your

own learning

• Social Science: How often to you use electronic gadgets?

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Lexis

2 Sports scene

• Name and describe sports • Listen and do a vocabulary quiz

• Ask and say what you and other people are doing • Understand and practise grammar • Learn the grammar tables for Unit 2 • Listen and use everyday language • Watch a video clip • Talk about the sports you like and the exercise you do

• Read a holiday tour leaflet • Read and write about the benefits of different

kinds of exercise • Read a report on an exercise diary


• Predict what happens in the story • Practise pronunciation: /aɪ / and /eɪ /


• Understand and think about values • Read about a good and bad cyclist

• Play the games • Do a role play (how to find out about sports classes)


• Listen, read and understand the story • Read about water sports in Australia

• Do a culture quiz about Australia • Listen and find out about football in England

Core vocabulary• badminton, bowling, cricket, cycling, kayaking, rugby,

sailing, scuba diving, snowboarding, surfing • ball, bat, city, outback, rainforest, river, sea, team, tour,

wavesStory vocabulary• ankle, bandage, heavy, poison, scorpion, sleeping bag,

spectacular, stingEveryday chit-chat vocabulary• changing room, coach, locker, sports kitCLIL vocabulary• blood, heart, joints, lungs, muscles, oxygen, … is good

for …Receptive vocabulary• charity, extracts, raise money, route

Recycled vocabulary• climb, dance, dive, do judo/karate, hop, ice skate,

play table tennis/football/basketball, ride a bike/horse, rollerblade, row, run, skateboarding, swim, walk, wear

• amazing, brilliant, fantastic, fun, great • clothes, food, hotel, ice, sandwich, tent, water, windy,

cold, ice• exercise, fit, healthy, strong• the alphabet, numbers, parts of the body

3 Awesome animals

• Name and describe animals • Listen and do a vocabulary quiz

• Compare animals and compare people • Understand and practise grammar • Learn the grammar tables for Unit 3 • Listen and use everyday language

• Read a website about wildlife in India • Listen and find out about endangered animals

• Read and write about endangered animals • Ask and answer questions about endangered animals


• Predict what happens in the story • Practise pronunciation: /ǝ/



• Play the games • Do a role play (how to buy tickets to visit a

famous building) • Plan, prepare, write and present your project

• Listen, read and understand the story • Read about a famous building in India

• Do a culture quiz about India • Listen and find out about a famous building in England • Watch a video clip

Core vocabulary• baboon, buffalo, deer, eagle, flamingo, hippo, panther, red

panda, rhino, snow leopardStory vocabulary• curious, rope, straw, stripesEveryday chit-chat vocabulary• change, ticket, plan, souvenir shopCLIL vocabulary• elephant, giant panda, mountain gorilla, polar bear, rhino,

snow leopard, tiger• endangered, global warming, loss of habitat, hunting,

poaching, pollutionReceptive vocabulary• creeps up to, leaps over to, shaking with fear, trust

Recycled vocabulary• bear, dolphin, elephant, fox, monkey, red panda, squirrel,

tiger, wolf• beak, body, scales, shell, claws, ears, eyes, feathers, fur,

head, legs, paws, tail, teeth, whiskers, wings• summer, winter• big, small, tall, short, long, fast, slow• fierce, intelligent, scared, strong• forests, mountains, rivers• the alphabet, numbers, colours, ordinal numbers

6

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Core structures• He/She’s playing (rugby). We’re/They’re playing

(golf).• Is he/she …ing? Yes, he is./No, he/she isn’t.• Are they …ing? Yes, they are./No, they aren’t.• What’s he/she doing? What are they doing?Everyday chit-chat structures• I’d like to find out about …

Recycled structures• Do you like … ? Yes, I do./No, I don’t.• Do you think … ? Yes, I do./No, I don’t.• I think … / I want to …

• the /aɪ / and/eɪ / sounds (kayaking, cycling / sailing, playing)

• Australia: Water sports• Australia: Culture quiz• The UK: Football in England• Video clip: How to find out about sports

classes• Interest in sports• Pleasure in reading a holiday tour leaflet• Enjoyment in a travel blog• Awareness that we should help other people

if we can• Interest in talking about what people are

doing• Respect for other people’s opinions about

sports• Pleasure in learning about Australian and UK

culture• Enjoyment in acting out a role play• Recognition of the benefits of different kinds

of exercise• Satisfaction in preparing, planning and

writing your project• Willingness to review, assess and plan your

own learning

• Science: Exercise is healthy and cool

Core structures• Do … live in … ? Yes, I think so./I’m not sure./No,

they don’t.• … are … er than ….• …’s got … er … than ….• … is more … than ….• Are you/Is he/she older/taller than … ?• Have you got shorter/longer hair than … ?Everyday chit-chat structures• I’d like …• It’s for (two adults and two children).• Here you are.

Recycled structures• … is/are … / … has/have got …• I want to … because …

• the /ǝ/ sound (sister, longer)

• India: The Taj Mahal: A wonder of the world• India: Culture quiz• Video clip: How to buy tickets to visit a

famous building in the UK• Interest in animals• Pleasure in reading a website page about

wildlife• Enjoyment in a traditional story• Awareness that we should not be cruel to

animals• Interest in comparing animals and people• Pleasure in learning about Indian and British

culture• Awareness that everyday language can be

used in different situations• Recognition of why some animals are

endangered• Enjoyment in planning, preparing and writing


own learning

• Natural Science: Endangered animals

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Syllabus


Lexis

4 People and professions

• Name and describe professions • Ask and say what you want to be

• Listen and do a vocabulary quiz • Ask and talk about people in the past tense • Understand and practise grammar • Learn the grammar tables for Unit 4 • Listen and use everyday language

• Listen and do a quiz about famous people in history


• Predict what happens in the story • Practise pronunciation: identify and count syllables in

words • Review, assess and plan your own learning


• Play the games • Do a role play (how to buy things in a newsagent’s)


• Read an e-zine about famous people • Listen, read and understand the story

• Read about the United States dollar • Do a culture quiz about the USA • Listen and find out about money in the UK and other countries • Watch a video clip • Read and write about American music • Ask and answer questions about American music

Core vocabulary• basketball player, builder, chef, film star, inventor, journalist,

musician, politician, scientist, TV presenter• carpenter, president, professionalStory vocabulary• baker, disappointed, miner, pies, unlucky, wagonEveryday chit-chat vocabulary• comic, magazine, packet of mints, purse• pence, pounds• banknotes, coinsCLIL vocabulary• country and western, hip-hop, hit, jazz, rap, rock ‘n’ rollReceptive vocabulary• currency, discovery, newsagent’s, report in the newspapers

Recycled vocabulary• actor, cook, director, farmer, fashion designer, fire fighter,

pop star, singer, taxi driver, teacher, writer• house, news, politics, website, wife• apples, bananas, bike, cakes, car, chicken, food, gold, hill,

rice, river, robber, spaghetti, toy• happy, lucky, naughty, noisy, poor, quiet, rich, scared, shy,

wild, worried

5 Past times

• Name everyday activities and talk about what you do every day

• Listen and do a vocabulary quiz • Ask and answer questions about past events • Understand and practise grammar • Learn the grammar tables for Unit 5 • Watch a video clip • Listen and use everyday language

• Look and read a photo wall • Read and write about life in a medieval castle

• Talk about life in a medieval castle • Listen and find out about life in the times of great- grandparents


• Predict what happens in the story • Practise pronunciation: counting syllables in

sentences • Review, assess and plan your own learning


• Play the games • Do a role play (how to tell a friend about something

that happened) • Plan, prepare, write and present your project

• Listen, read and understand the story • Read about kilts and tartan

• Do a culture quiz about Scotland • Listen and find out about traditional guards at the Tower of London

Core vocabulary• (I) help (at home), (I) listen to (music), (I) look after (my pet),

(I) talk (to my friends), (I) use (a computer), (I) visit (my grandparents), (I) walk (to school), (I) watch (TV), (I) work hard (at school), (I) share things (with my friends)

Story vocabulary• army, battle, defeat, excited, sad, spin, webEveryday chit-chat vocabulary• collar, lead, neighbour, puppyCLIL vocabulary• castle, drawbridge, dungeon, gate, moat, towerReceptive vocabulary• independent, inspire, on his own, started spinning

Recycled vocabulary• bus, car, cave, cinema, garage, garden, homework,

kitchen, living room, museum, park, radio, school, shops, snack, spider, street, supermarket, wall

• big, brave, dangerous, free, small, wild• last Saturday, yesterday• (Regular verbs) carry, clean, climb, close, cook, dance,

drop, escape, finish, happen, hop, jump, laugh, like, live, look, notice, open, play, start, stay, stop, tidy, travel, try, walk, want, wash, watch, work

• (Irregular verbs) go, have

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Core structures• I/He/She was (easy to please). I/He/She wasn’t

…• Were you/they … ? Was he/she … ?• Yes, I/he/she was./No, I/he/she wasn’t.• Who was … ?• What was … ?• In my country, we use (dollars).

Recycled structures• Do you want to … ? Yes, I do./I’m not sure./No, I

don’t.• I want to … I think it’s …• I like/don’t like …• I (admire) … because …

• Identifying and counting syllables in words

Sociocultural aspects• The USA: The United States dollar• The USA: Culture quiz• The UK: Money in the UK• Video clip: How to buy things in a newsagent’s• Interest in different professions• Pleasure in reading about people in an e-zine• Enjoyment in a historical story• Awareness that we shouldn’t depend on luck• Interest in talking about people in the past• Pleasure in learning about US and UK culture• Confidence in using everyday language• Recognition of different genres of American

music• Enjoyment in preparing, planning and writing


own learning

• Music: American music

Core structures• I/He/She/They lived in/didn’t live in …• Did you/he/she live in … ?• Yes, I/he/she did./No, I/he/she didn’t.• I/He/She/They went to … /had …Everyday chit-chat structures• Guess what happened …• She explained that …

Recycled structures• Do you … ? Yes, I usually/sometimes do./No, I

never do.• Let’s … Good idea./No, I don’t want to.• I want to … because …• He/She/It was … They were …

• Counting syllables in sentences

• Scotland: Kilts and tartans• Scotland: Culture quiz• The UK: Traditional guards at the Tower of

London• Video clip: How to tell a friend about

something that happened• Interest in talking about everyday activities• Pleasure in looking at and reading a photo

wall• Enjoyment in a legend• Awareness that we need to keep trying if

things are difficult• Interest in talking about past events• Pleasure in learning about Scottish and UK

culture• Confidence in using everyday language• Pleasure in acting out a role play• Recognition that life in a medieval castle was

difficult• Enjoyment in preparing, planning and writing


own learning

• History: Life in a medieval castle

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Syllabus


Lexis

6 Fruit and vegetables

• Name and describe fruit and vegetables • Listen and do a vocabulary quiz

• Ask and talk about fruit and vegetables • Understand and practise grammar • Learn the grammar tables for Unit 6 • Listen and use everyday classroom language • Talk about fruit and vegetables you eat

• Read a web page about fruit and vegetables in season • Read and write about nutrients in fruit and vegetables

• Listen to and read a report on a food diary


• Predict what happens in the story • Practise pronunciation, count syllables and identify

word stress • Review, assess and plan your own learning


• Play the games • Do a role play (how to shop for food in a market)


• Listen, read and understand the story • Read about arts and crafts markets in South Africa

• Do a culture quiz about South Africa • Listen and find out about farmers’ markets in the UK • Watch a video clip

Core vocabulary• aubergine, avocado, cauliflower, cherries, grapes,

pineapple, plums, raspberries, red pepper, spinach• inside, outside, seed, stoneStory vocabulary• helicopter, jetboat, smoke, spray, thunderEveryday chit-chat vocabulary• bakery, pie, slice, stallCLIL vocabulary• calcium, digestion, disease, fibre, mineral, nutrient, vitaminReceptive vocabulary• broken, engine, speeds up the rapids

Recycled vocabulary• autumn, spring, summer, winter• apples, bananas, basket, biscuits, breakfast, carrots,

dinner, glass bottle, lunch, peas, plate, pot, potatoes, sandwiches, snack, strawberries, tomatoes

• big, bridge, crocodile, helmet, moon, river, rock, small, waterfall

• colours, days of the week

7 Holiday in the city

• Name and describe clothes • Listen and do a vocabulary quiz

• Ask and say what you want • Ask and talk about what other people want • Understand and practise grammar • Learn the grammar tables for Unit 7 • Play the games • Listen and find out where Rosa and friends went on their holiday • Describe and talk about paintings

• Understand descriptions and opinions of places


• Predict what happens in the story • Practise pronunciation: identify sentence stress




• Read an article about fashion • Listen, read and understand the story

• Read about places to visit in London • Say where you want to go in London and why • Watch video clips • Read about looking at art • Read and listen to a description of a painting

Core vocabulary• cap, cropped trousers, dress, fleece, jacket, jeans, sandals,

short-sleeved shirt, top, trainersStory vocabulary• airport, go shopping/sightseeing, group photo, hostel, I’m

fed up, It’s really cool, luggage, miserable, what a shame, what a coincidence

CLIL vocabulary• abstract, landscape, oils, portrait, realistic, still life, water

coloursReceptive vocabulary• can’t believe her eyes, coincidence, matching,

whatever the weather Recycled vocabulary

• coat, jumper, hat, shirt, shoes, shorts, skirt, socks, T-shirt, trousers, umbrella, warm

• apple, banana, biscuit, clock, cold, colour, favourite, glass of water, hot, light, photo, plane, present, rainbow, rainy, sandwich, shop, shopping, size, sunny, tiger

• buy, go for a walk, play football/a computer game, read a book, take, watch TV, wear

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Core structures• Do you like (pineapple)? Yes, I love it!/I quite like

it./No, I don’t like it at all.• It grows in (winter). They grow in (summer).• There is a/are some … There isn’t/aren’t any …• Is there a … ? Yes, there is./No, there isn’t.• Is/Are there any … ? No, there isn’t/aren’t. Everyday chit-chat structures• The (pies) look delicious.• Have you got any … ? Do you want … ? Can I

have … ? Recycled structures

• Have they got … ? Yes, they have./No, they haven’t.

• I want to … I think … I had …• I eat lots of/some … /I don’t eat any …

• Counting syllables and identifying word stress

• South Africa: Arts and crafts markets• South Africa: Culture quiz• The UK: Farmers’ markets• Video clip: How to shop for food in a market• Interest in learning and talking about fruit and

vegetables• Pleasure in reading a web page• Enjoyment in an adventure story• Awareness that it’s important to respect and

keep away from wild animals• Pleasure in learning about South African and

UK culture• Confidence in using everyday language• Pleasure in acting out a role play• Recognition that fruit and vegetables are an

important source of nutrients• Enjoyment in preparing, planning and writing


own learning

• Science: Eating a rainbow (nutrients in fruit and vegetables)

Core structures• Are you taking … ? Yes, definitely./I’m not sure./

No, I don’t think so.• He/She wants a … /wants to … (because …) He/

She doesn’t want a … /want to …• Does he/she want a … /want to …? Yes, he/she

does. /No, he/ she doesn’t.• What (kind of trainers) do you want?

Recycled structures• I’ve got … There’s …• I love/like/don’t like … because … He/She loved/

liked/enjoyed …• I can see … I think …• He’s/She’s wearing/taking …• I/We/They went … /had … /liked …• It was … His/Her favourite place was …

• Identifying sentence stress

• England: Top six places to visit in London• Video clip: Photo story: A happy coincidence• Video clip: Holiday in the city• Interest in naming and describing clothes• Pleasure in reading a teen magazine• Enjoyment in a photo story• Awareness that it is important to be kind to

your friends• Interest in asking and saying what you and

other people want• Respect for what other people want• Pleasure in learning about London• Interest in finding out where Rosa and friends

went in London• Pleasure in saying where you want to go in

London• Recognition of things to look for in paintings• Enjoyment in preparing, planning and writing


own learning• Satisfaction with learning in Tiger Time 5

• Art: Looking at art

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Syllabus


Lexis

Festivals • Review vocabulary related to Earth Day, New Year and Carnival

• Talk about how you celebrate Earth Day and New Year • Talk about what you like about Carnival

• Listen and read how to make chocolate trees • Listen and read how to make a Mardi Gras eye mask


• Listen and sing a traditional song for New Year’s Eve

• Make chocolate trees (optional) • Make a Mardi Gras eye mask (optional)

• Read about Earth Day in the UK • Read about New Year in Scotland

• Read about Carnival in the USA • Listen and sing a traditional song for New Year’s Eve

Core vocabulary• celebration, Earth, planet, protect, pyramids, celebrate,

endangered animals, bag, bowl, chocolate, wax paper, sweets

• visitor, clock strikes twelve, midnight, visitor, coal• bead, costume, entertainment, float, mask, necklace,

paradeReceptive vocabularyWales, resources, melt, wax paper, ‘first footing’, elastic, glitter, Roman, sequins, 17th century

Recycled vocabulary• plants, animals, tree, plant trees, walk to school, recycle

paper• tradition, party, midnight, fireworks, neighbour, visitor,

bread, money• feathers, festival, friends, fun, gold, green, music, party,

card, glue

Songs bank • Review electronic gadgets • Review water sports

• Review wild animals • Review jobs and professions • Review fruit and vegetables

• Listen and understand the songs


• Predict the content of the songs

• Sing and act out the songs

Vocabulary: Let’s communicate!• calculator, charger, headphones, MP3 player, pen drive,

satnav, stopwatch, tablet, video games console, webcam, gadget, mobile phone, digital camera, computer

Vocabulary: The Cool Crowd• kitesurfing, snorkelling, water-skiing, windsurfingVocabulary: Red Alert!• baboon, buffalo, deer, eagle, elephant, flamingo, gorilla,

hippo, leopard, panda, panther, polar bear, red panda, rhino, snow leopard, tiger

• global warming, pollution, loss of habitat, hunting and poaching

Vocabulary: Who was it?• basketball player, builder, chef, film star, inventor,

journalist, musician, politician, scientist, TV presenterVocabulary: The fruit and veg song• aubergine, avocado, cauliflower, cherries, grapes,

pineapple, plums, raspberries, red pepper, spinach• calcium, fibre, minerals, nutrients, vitamins• seasons• coloursVocabulary: Tiger Time holiday song• art, city, cool, dinosaurs, fun, gallery, heroes, holiday,

the London Eye, parks, the planetarium, sandals, shops, shorts, superstars, top, wax figures, weather

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Core structures• I think it’s special because ...

Recycled structures• I think of ...• In my country, we ...• It’s the same/different because ...

• Festivals: Earth Day in the UK• Festivals: New Year in Scotland• Festivals: Carnival in the USA• Enjoyment in recalling vocabulary associated

with Earth Day, New Year and Carnival• Interest in reading about Earth Day in the UK• Interest in reading about New Year in

Scotland• Interest in reading about Carnival in the USA• Pleasure in talking about how you celebrate

Earth Day, New Year and Carnival• Curiosity in how to make chocolate trees• Pleasure in learning a traditional song to sing

on New Year’s Eve• Curiosity in how to make an eye mask for

Carnival

Structures: Who was it?• Who … ? It was … !Structures: Tiger Time holiday song• I want to …• He/She/My friend wants to …

• Pleasure in learning new songs• Willingness to participate in class• Satisfaction in recalling familiar language

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4

Syllabus


Lexis

Starter Unit

Welcome back to the Tiger Tracks Social Learning Network

• Greet people • Ask for and give personal information

• Listen to descriptions and identify people

• Meet the new members of the Tiger Tracks Social Learning Network

• Listen, identify and say big numbers • Watch a video clip


• Say how to spell words • Review language from Tiger Time 5

• Play the games

• Ask and say your and other people’s interests and ambitions

Core vocabulary• Canada, England, Ireland, Jamaica, New Zealand, Wales • adventurous, artistic, creative, imaginative, musical,

scientific, sporty, techy• big numbersReceptive vocabulary• ambitions• character• communicate • interests • secondary school

Recycled vocabulary• hello, goodbye• school subjects• the alphabet• Vocabulary from previous levels

1 In your free time

• Name and describe activities we do in our free time • Listen and do a vocabulary quiz

• Ask and say what you and other people like doing • Understand and practise grammar • Learn the grammar tables for Unit 1 • Listen and use everyday language • Talk about the difficult and easy aspects of learning a foreign language

• Read a report on a survey on what people like doing in their free time


• Predict what happens in the story • Practise pronunciation: counting syllables and

identifying sentence stress • Review, assess and plan your own learning


• Play the games • Do a role play (how to invite a friend to a concert)


• Listen, read and understand the story • Read about language, music and sport in Wales

• Do a culture quiz about Wales • Listen and find out about a sport and music venue in London • Listen and read about differences and similarities in languages • Watch a video clip

Core vocabulary• collect things, do puzzles, go fishing, go to pop concerts,

juggle, make things, play chess, play the drums, practise a foreign language, use the internet

Story vocabulary• do somersaults, perform, street dance,

stand on your hands, youth clubEveryday chit-chat vocabulary• pop concert, spare ticket, stadium, quarter past threeCLIL vocabulary• bilingual, characters, conjugate verbs, gender, Japanese,

letters of an alphabet, WelshReceptive vocabulary• aspects, progress

Recycled vocabulary• champion, dance, go shopping, listen to music, perform,

play football/board games/computer games, read a book, take photos, teach, watch films/TV, work

• Telling the time

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Core structures• What type of person are you?• I’m (creative).• What are you interested in?• I’m/He’s/She’s interested in …• What do you want to do in the future?• In the future, I want to …

Recycled structures• What’s your/her/his name? I’m …• How old are you? How old is he/she?• I’m/He’s/She’s ... years old.• I’m/He’s/She’s from …• I like … He/She likes …• Do you want to …• I/You (don’t) want to …• He/She wants to/doesn’t want to ...

• Video clip: Welcome back to the Tiger Tracks Social Learning Network

• Interest in learning English• Enjoyment in meeting the new members of

the Tiger Tracks Social Learning Network• Pleasure in belonging to the Tiger Tracks

Social Learning Network• Interest in learning to say big numbers• Willingness to share personal information and

opinions• Respect for others in the group• Satisfaction in recalling familiar language

Core structures• He/She likes (playing chess).• He/She doesn’t like (playing football).• I/We/They like (going to the youth club).• I/We/They don’t like (going to pop concerts).• Does he/she like (learn)ing … ?

Yes, he/she does./No, he/she doesn’t.• Do you like (do)ing … ? Yes, I do./No, I don’t.• I’m learning (Welsh) because …• I think it’s easy/difficult.Everyday chit-chat structures• Would you like to (see the concert)?• We’ve got a (spare ticket).

Recycled structures• sometimes, often, never• It’s bigger than …• Do you want to … ?• That’s great/fantastic/amazing!

• Counting syllables and identifying sentence stress

• Wales: Welsh culture • Wales: Culture quiz• The UK: Wembley Stadium – a venue for

sport and music • Video clip: How to invite a friend to a concert• Interest in activities people do in their free

time • Curiosity in reading a leaflet• Enjoyment in reading a success story• Awareness that it’s good to try new activities • Interest in finding out what people like doing

in their free time • Pleasure in learning about Welsh and UK

culture• Confidence in using everyday language• Awareness of the differences and similarities

between languages • Enjoyment in preparing, planning, writing and


own learning

• Language: Differences and similarities in languages

6


Lexis

2 Geographical wonders

• Name and describe geographical features • Listen and do a vocabulary quiz

• Ask and say which things are the biggest/smallest/ most exceptional, etc • Understand and practise grammar • Learn the grammar table for Unit 2 • Listen and use everyday language • Read a superlative quiz

• Read a website • Read about birds in New Zealand

• Listen and find out about bird watching in the UK • Watch a video clip • Read and write about volcanoes • Talk about the geographical features in your country


• Predict what happens in the story • Practise pronunciation: /est / and /ɪst /



• Play the games • Do a role play (how to describe what you can see)


• Listen, read and understand the story • Do a culture quiz about New Zealand

Core vocabulary• cave, cliff, desert, glacier, island, mountain range,

rainforest, valley, volcano, waterfall • north, south Story vocabulary• crack, expedition, reach the top, save someone’s life Everyday chit-chat vocabulary• binoculars, hills, horizon, building CLIL vocabulary• active, base, dormant, extinct, lava, magma, summit,

surface of the earth, volcanic eruption, volcanic rock Receptive vocabulary• bird boxes, flightless, incubates, species, (below) sea

level, unique Recycled vocabulary

• climb, fall, fly • beach, ice, lake, plants, river, rocks, trees, water • … is rich/brave/kind. • bird, dolphin, lizard, parrot, spider • the alphabet, dates, big numbers

3 Recipes and food

• Name and describe types of food • Listen and do a vocabulary quiz

• Say what food there is and isn’t in a cupboard • Understand and practise grammar • Learn the grammar tables for Unit 3 • Listen and use everyday language • Watch a video clip

• Read a food blog • Read about products that come from trees

• Listen and read a recipe


• Predict what happens in the story • Practise pronunciation: homophones


• Understand and think about values • Talk about the importance of trees and name trees

in English

• Express an opinion about a recipe • Play the games

• Do a role play (how to give instructions in the kitchen) • Plan, prepare, write and present your project

• Listen, read and understand the story • Read about traditional Jamaican food and eating

out in Kingston • Do a culture quiz about Jamaica • Listen and find out about traditional breakfast in the UK

Core vocabulary• beans, citrus fruits, coconuts, coffee, honey, olives, rice,

salt, spices, sugar • chocolate, ingredients, instructions, lime, oven,

serving suggestions, tablespoon, teaspoon, (50)g• add, blend, pour, mix • bag of …, bottle of …, box of …, packet of … Story vocabulary• destroy, force-five hurricane, lucky to be alive, tent Everyday chit-chat vocabulary• cream cheese, crisps, slice of bread, slices of appleCLIL vocabulary• chewing gum, cork, medicines, natural rubber, oxygen,

paper, wood Receptive vocabulary• flavouring, grated, greased baking tin, photosynthesis,

How about … ? Recycled vocabulary

• banana, cake, cereal, chicken, eggs, fruit juice, lemon, milk, oranges, salad, strawberries, water

• breakfast, lunch • in the cupboard/fridge • bees, cows, grass, grown, vitamin C • delicious, flavour, table

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Core structures• What’s the longest/highest/hottest/noisiest/

smallest/widest … in the world? • … is the biggest/most exceptional … in the

world. • Who is the oldest/noisiest (person)? • Are you the (youngest)? Yes, I am./No, I’m not. • Where can you see … ? • Are there any … ? Yes, there are./No, there aren’t.Everyday chit-chat structures• What’s that over there?

Recycled structures• Which is bigger? … is bigger than … • I want to .. because …

• /est / and /ɪst /

• New Zealand: The Land of Birds• New Zealand: Culture quiz• The UK: Bird watching and feeding birds • Video clip: How to describe what you can see• Interest in geographical features • Pleasure in reading a website• Enjoyment in reading a biography• Awareness that it’s good to work as a team• Interest in important moments in history • Interest in talking about the exceptional

characteristics of people and things • Respect for other people’s differences and

achievements • Pleasure in learning about New Zealand and

UK culture• Enjoyment in acting out a role play• Satisfaction in preparing, planning, writing

and presenting your project• Willingness to review, assess and plan your

own learning

• Geography: Volcanoes

Core structures• Is there any (+ uncountable noun)? There’s

some … • Is there a (+ countable noun)? There’s a … • Are there any (+ countable nouns)? • Yes, there is/are. No, there isn’t/aren’t. Everyday chit-chat structures• First, … Then, … Next, … Last of all, … • You cut …. You put …

Recycled structures• Have you got any … ? Yes, I have. I’ve got

(some) … • You need (some) … • It comes from … They come from … • Regular verbs: baked, cooked, saved, served • I think … • I want to …

• Homophones: their / there / they’re

• Jamaica: Eating out in Kingston • Jamaica: Culture quiz• The UK: The traditional cooked breakfast • Video clip: How to give instructions in the

kitchen• Interest in different types of food • Pleasure in reading a food blog • Enjoyment in reading a survival story• Awareness that we should prepare for the

weather • Awareness that recipe instructions need to

be clear and sequenced• Interest in talking about how to prepare

food • Pleasure in learning about Jamaican and

UK culture• Awareness that everyday language can be

used in different situations• Recognition of the importance of trees• Enjoyment in planning, preparing, writing

and presenting your project• Willingness to review, assess and plan your

own learning

• Natural Science: Generous Trees

8


Lexis

4 Around the city

• Name and describe places in towns and cities • Listen and do a vocabulary quiz

• Ask and say where you were yesterday and at what time • Ask and talk about people in the past tense • Understand and practise grammar • Learn the grammar tables for Unit 4 • Listen and use everyday language • Watch a video clip

• Read a letter • Read and write about how people use technology

• Ask and answer questions about technology in cities


• Predict what happens in the story • Practise pronunciation: /ǝ/ in telling the time



• Play the games • Do a role play (how to find out about opening and

closing times) • Plan, prepare, write and present your project

• Listen, read and understand the story • Read about a popular Irish song

• Do a culture quiz about Ireland • Listen and find out about the Sherlock Holmes museum in London • Listen and read a tourist guide to Liverpool in England

Core vocabulary• airport, bank, botanical garden, main square, port,

post office, shopping centre, sports stadium, theme park, tourist information office

Story vocabulary• alibi, bump into someone, clumsy, identical twin,

mistaken identity, robbery Everyday chit-chat vocabulary• information, lift, restaurant, wheelchair access CLIL vocabulary• app, chat, go online, online shopping, smartphone,

wifi zone Receptive vocabulary• professional recordings, seafood, wheelbarrow

Recycled vocabulary• police officer • beach, boat, bridge, bus, café, castle, flowers, money,

museum, park, plane, plants, restaurants, river, school, ship, souvenir shop, team, zoo

• laptop, satnav, tablet • Telling the time

5 Ingenious inventions

• Name and define inventions • Listen and do a vocabulary quiz

• Understand and practise grammar • Learn the grammar table for Unit 5 • Listen and use everyday language

• Read four mini-biographies • Put historical events in chronological order

• Read and find out about a famous scientist from history • Read about the Eden Project in Cornwall, England • Listen and find out about the National Science + Engineering Competition in the UK • Watch a video clip • Read a timeline showing the history of television in the UK • Listen and find out about an invention


• Predict what happens in the story • Practise pronunciation: regular past tense verb endings



• Play the games • Do a role play (how to talk about what you did at

school) • Plan, prepare, write and present your project

• Listen, read and understand the story • Do a culture quiz about England

• Talk about how much TV you watch

Core vocabulary• bilingual dictionary, digital thermometer, dishwasher,

light bulb, microscope, microwave, paper clip, plasters, stamps, umbrella

Story vocabulary• cowpox, milk the cows, prove, pus, rub, scratch, serious,

smallpox, spots Everyday chit-chat vocabulary• batteries, idea, electricity, the 19th century CLIL vocabulary• at the beginning of the 20th century, clear, channels,

flat screen, image, television programmes Receptive vocabulary• case, commercial, phonograph, the most efficient,

theories, treat a patient Recycled vocabulary

• ordinal numbers• school subjects • dishes, finger, food, foreign language, knee, paper • farm, ice rink, park, science museum • doctor, inventor, scientist • birds, hedgehogs, wildlife • at the weekend, yesterday, last Tuesday, last week,

last month

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Core structures• I/He/She was at (the bank) at (quarter past five). • I/He/She wasn’t at (the cinema) at (quarter to six). • Where were you/they at (half past seven)? • Where was he/she at (quarter to six) yesterday? • Is there … ? Are there … ? Everyday chit-chat structures• Can you tell me what time the … opens (on

Saturdays), please? • Does it close for lunch?

Recycled structures• He likes/lives/plays/works … • There is/are … • I think so./I don’t think so. • I want to … because …

• The /ǝ/ in telling the time

Sociocultural aspects• Ireland: Molly Malone• Ireland: Culture quiz• The UK: Sherlock Holmes and the Sherlock

Holmes Museum in London• Video clip: How to find out about opening and

closing times • Interest in places in towns and cities • Pleasure in reading a letter• Enjoyment in reading a detective story• Awareness that things are not always what

they seem • Interest in talking about where you were

yesterday • Pleasure in learning about Irish and UK

culture• Confidence in using everyday language• Recognition of the importance of technology

to people in cities• Enjoyment in preparing, planning, writing and


own learning

• ICT: Technology in the city

Core structures• How old is the (light bulb)? • Who invented the … ? • When did he/she live? What did he/she do/

discover? • I/He/She/They invented … /discovered … in

(1952). • Where did he/she work? He/She worked (on a

farm). • In the past, … Today, … Everyday chit-chat structures• What did you do at school today?

Recycled structures• Regular verbs: appear, climb, continue, die,

invent, kill, like, live, look, notice, paint, play, protect, rain, save, send, start, travel, visit, want, wash, work

• Irregular verbs: be, go, have, see• What’s the matter? I’ve got a headache/

a temperature. • He was interested in …

• Regular past tense verb endings

• England: The Eden Project • England: Culture quiz• The UK: The National Science + Engineering

Competition • Video clip: How to talk about what you did at

school • Interest in talking about things we use every day • Pleasure in reading mini-biographies • Enjoyment in reading a true story• Awareness that prevention is better than cure • Interest in talking about past events• Respect for people’s achievements• Pleasure in learning about English and UK

culture• Confidence in using everyday language• Pleasure in acting out a role play• Recognition that inventions have changed

and continue to change our lives • Enjoyment in preparing, planning, writing and


own learning

• History: The History of Television in the UK

10


Lexis

6 Helping people

• Name and talk about chores • Listen and do a vocabulary quiz

• Talk about the chores people did last week • Read a poem • Understand and practise grammar • Learn the grammar tables for Unit 6 • Listen and use everyday classroom language

• Do a role play (how to ask for and give directions)


• Predict what happens in the story • Practise pronunciation: contrastive intonation


• Read about who does the chores in a family • Understand and think about values

• Read and write about children who help people in their community • Talk about how you can help people in your community

• Play the games • Plan, prepare, write and present your project

• Listen, read and understand the story • Read about Canada at the Winter Olympics

• Do a culture quiz about Canada • Listen and find out about the 2012 Summer Olympics in London • Watch a video clip

Core vocabulary• clean the windows, do the washing up, feed the pets,

make your bed, put your clothes away, sweep the floor, take out the rubbish, tidy up, wash the car, water the plants

Story vocabulary• fairy godfather, running shoes, stepsisters, waved a magic

wand Everyday chit-chat vocabulary• go straight on, go under the bridge, turn left at the traffic

lights, turn right at the post boxCLIL vocabulary• charity, elderly neighbour, pensioner, pick up litter,

retirement home, walk the dog Receptive vocabulary• abandoned dogs, bookshelves, exhausted, Her Majesty,

snowboarding Recycled vocabulary

• the time• numbers• members of the family • cook, get up, go to school/work, have breakfast/a shower/

a coffee, help, live, offer, participate, run, send an email, share, teach, tidy, visit, wait

• every day, at the weekend, once a month/week, yesterday

7 A camping trip

• Name and describe camping equipment • Listen and do a vocabulary quiz

• Ask and say what you and other people are going to do • Understand and practise grammar • Learn the grammar tables for Unit 7 • Act out a dialogue about secondary school

• Say where you want to go and what you want to do in Yorkshire

• Read, write and find out about extreme weather • Talk about the weather in your country


• Predict what happens in the story • Practise pronunciation: /ǝ/ in ‘going to + verb’

• Listen and find out what people are going to do • Review, assess and plan your own learning

• Read a list of campsite rules • Understand and think about values

• Play the games • Plan, prepare, write and present your project

• Listen, read and understand the story • Read about things to do in Yorkshire in the UK

• Read and listen to the Tiger Tracks SLN members’ opinions of their camping holiday • Watch a video clip • Listen to and read someone’s plans for a weekend away

Core vocabulary• blanket, first aid kit, map and compass, penknife,

sleeping bag, tent, toothbrush and toothpaste, torch, towel, waterproof jacket

Story vocabulary• catch/caught the thieves, fur, promote a charity, souvenir,

tiger cubs CLIL vocabulary• hailstorm, heatwave, thunder and lightning, tornado • climate, clouds, meteorologist, storm, weather forecast,

weather station Receptive vocabulary• approximately, director, steam train, extreme, spectacular

Recycled vocabulary• Telling the time• climb, explore, go shopping, listen to the radio, play, see,

travel by (train), visit • charity, endangered species, save the tiger • It was amazing/awesome/incredible/really cool.

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Core structures• Who (makes your bed)? I do./My (mother) does. • Irregular verbs: do/did, feed/fed, go/went,

have/had, make/made, put/put, sweep/swept, take/took

Everyday chit-chat structures• Can I help you? • Do you know the way to the … ?

Recycled structures• I like …ing. She/He loves …ing. • I never/often/sometimes/usually … • Remember to … Don’t forget to … • Did you … yesterday? • Where did … live? • What did … do? • I think it’s important to …

• Contrastive intonation

• Canada: The Winter Olympics • Canada: Culture quiz• The UK: The 2012 Summer Olympics • Video clip: How to ask for and give directions • Interest in housework and chores • Pleasure in reading an extended blog post • Enjoyment in reading a modern fairy tale• Awareness that it’s important to share

housework • Interest in talking about how we can help

people• Pleasure in learning about Canadian and UK

culture• Confidence in using everyday language• Pleasure in acting out a role play• Recognition that we need to help people in

the community• Enjoyment in preparing, planning, writing and


own learning

• Social Science: Children and teenagers in action

Core structures• What are you going to do? • Are you going to … ? Yes, I am./No, I’m not. • I’m (not) going to (+ verb). • He/She/It is(n’t) going to (+ verb). • You/We/They are(n’t) going to (+ verb). • I think he needs to take a (torch).

Recycled structures• They’ve/You’ve got … • What do you think? • Imperatives: Don’t drop litter. Use the bins. • I/He/She/We/They liked/loved/enjoyed … • I/He/She/We/They didn’t like … • My favourite activity/place was … • There’s a … There are … • Irregular verbs in the past simple

• The /ǝ/ in ‘going to + verb’

• England: Things to do in Yorkshire • Video clip: Photo story: The tiger thieves • Video clip: Tiger Tracks SLN opinions of

their holiday• Interest in camping • Pleasure in understanding a list of rules • Enjoyment in reading a photo story• Awareness of the existence of charities that

try to save endangered animals • Respect for what other people want to do • Awareness of the importance of planning for

a holiday • Pleasure in learning about England• Interest in finding out what Ed and friends did

in Yorkshire, and where • Pleasure in saying where you want to go in

Yorkshire• Interest in finding out about extreme weather

conditions • Enjoyment in preparing, planning, writing and


own learning• Satisfaction with learning in Tiger Time 6

• Geography: Weather stations and weather forecasts

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Lexis

Festivals • Review vocabulary related to music, inventions and Independence Day

• Talk about how you celebrate festivals

• Listen and read how to make a percussion instrument • Listen and read how to make a golden eagle


• Listen and sing a song about World Music Day

• Make a percussion instrument (optional) • Make a golden eagle (optional)

• Read about World Music Day • Read about Inventor’s Day

• Read about Independence Day in Mexico • Listen and sing a song for World Music Day

Core vocabulary• festival, free, perform, popular, rule, Midsummer’s Day,

event, take part, classical music, rap, jazz• inventor, light bulb, wheel, heavy load, pottery, cloth, raw

materials, coal, gas, wood, pollute, solar power, beans, plastic food wrap

• colony, government, ruled, law, freedom, war, nation, public holiday,

Receptive vocabulary• France, take part, Thomas Edison, tightly, have a good time

Recycled vocabulary• musician, play, band, brilliant, travel• plastic pot, instrument• traditional, costume, parade, flag, food, song, picnic,

barbecue, concert, fireworks

Songs bank

• Review character types • Review geographical features

• Review recipes and food • Review places in towns and cities • Review inventions • Review camping equipment

• Listen and understand the songs


• Predict the content of the songs

• Sing and act out the songs

Everyone’s welcome at our youth club: • adventurous, artistic, musical, scientific, technical, sporty • climbing, designing, going fishing, juggling, painting,

playing basketball/ the clarinet, reading, running, scuba diving, singing, swimming, thinking, using the internet, writing

• afterschool, cool, different, same, sport, welcome, youth club

My superhero : • forests, mountains, seas, sky, trees, volcanoes, waterfalls • catch, climb, erupt, fly, lift • generous, kind, kindest, strong, strongest, superhero Chocolate Cake: • bake, make, mix, put • butter, cake, chocolate, coffee, cup of tea, eggs, flour,

spice, sugar • bowl, spoon, oven• delicious, very niceWho’s got the statue? • airport, square, theme park• brother, missing, nowhere near, robbery, sister, statue • quarter past three Inventions, inventions• dictionary, microphone, microscope, microwave, paperclip,

rollerskate • great, hipWe’re gonna go camping• bat and ball, blanket, book, cap, compass, first aid kit,

map, shoes, soap, sun cream, shampoo, sunglasses, toothbrush, toothpaste, waterproof jacket

• in the country, on a campsite • go camping, have fun

w

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Core structures• In my country, we ...• It’s the same/different because ...

Recycled structures• I like to listen to music ...• Some important inventors or inventions I know

are ...• It’s on / in ...

• Festivals: World Music Day• Festivals: Inventor’s Day in the UK and the

USA• Festivals: Independence Day in Mexico• Enjoyment in recalling vocabulary associated

with music, inventions and Independence Day

• Interest in reading about World Music Day• Interest in reading about Inventor’s Day in the

UK and the USA• Interest in reading about Independence Day

in Mexico• Pleasure in talking about how you celebrate

World Music Day, Inventor’s Day and Independence Day

• Curiosity in how to make a percussion instrument

• Pleasure in learning a World Music Day song• Curiosity in how to make a golden eagle

Everyone’s welcome at our youth club • I like/love … I don’t like … • My (brother) likes/doesn’t like …My superhero:• My best friend isn’t/cannot … • He’s/She’s (the kindest/most generous) person Chocolate Cake:• Let’s ... • We can have … • There’s some ... There are …Who’s got the statue? • Who’s got … ? • Did you … ? Was it you? • It wasn’t me. I wasn’t there. • You can ask my (sister). (She) was there with me. Inventions, inventions• What did he/she … invent? • Was it … ? • Where did he/she invent it ? • Do you know the date? We’re gonna go camping• I’m packing a … • Don’t forget to take …

• Pleasure in learning new songs• Willingness to participate in class• Satisfaction in recalling familiar language

Documents

Tiger Time 1 Syllabus - Macmillan · Tiger Time 1 Syllabus Active vocabulary Active structures CLIL Hello, Tiger! hello, goodbye roar, jump, run, tiger boy, girl, colours, numbers