Young Achievers - · PDF fileTeacher’s Book 3 Achieving goals with Young Achievers! page 2 For the Student page 3 ... Unit 8 – Ocean adventure page 280 Language fun!

AchieversYoung

Teacher’s Book

3

Achieving goals with Young Achievers! page 2

For the Student page 3

Take a tour of the Student’s Book page 4

For the Teacher page 10

Digital Solutions page 12

Key Competences for Lifelong Learning page 16

Activity Bank page 17

Go Digital! Bank page 22

Student’s Book contents page 24

Unit 0 – Welcome page 26

Unit 1 – A field trip page 44

Unit 2 – Farmers’ market page 76

Language fun! Units 0-2 page 108

Unit 3 – My time page 114

Unit 4 – A healthy body page 146

Unit 5 – Project Earth page 178


Unit 6 – Prehistoric times page 216

Unit 7 – Ancient China page 248

Unit 8 – Ocean adventure page 280


Achieve more! Units 1-8 page 318

Picture dictionary page 334

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Young Achievers 3Contents

Unit Vocabulary Grammar

0Welcome!

Physical descriptions ClothesAnimal Rooms and furnitureSeasons

Questions: when, whathave gotAbility: can/can’tPrepositions of place: in, on, under, behind, in front of, next to

1Verbs: drink, drop, eat, feed, jump, run, scare, skip, take, touch, useEntertainment places: aquarium, art gallery, gift shop, library, planetarium, science museum, theatre, theme park, zoo

ImperativesCan for permission: interrogativePossessive pronouns: interrogativePresent continuous: interrogative

2Farmers’ market

Food: mushroom, peanut butter, popcorn, potato, raspberry, sweet corn, sugar, tomato, yoghurt

Countable and uncountable nounsThere is/are:

some, a lot, a few, isn’t/aren’t any, a little How many/much...?

page 34 Language fun! Units 0-2

3My time

Hobbies and activities: cook, chat online, do gymnastics, go to ballet class, go roller skating, have singing lessons, have swimming lessons, have violin lessons, learn karate, listen to music, play computer games, play football, play in the school band, take picturesFeelings: angry, bored, calm, confused, excited, happy, nervous, sad

like / love / don’t like / hate + gerund: negative and interrogativeHow often...? and adverbial phrases: every day, every week, every month, every yearDescribing abilities: good at, not good at

4A healthy body

Symptoms and illnesses: headache, insect bite, runny nose, something in eye, stomach ache, sunburn, toothachePrevention and treatment: blow your nose, call the doctor, drink some water, drink tea and honey, have a nap, have a snack, sit in the shade, wear a warm coatAdjectives: cold, hot, hungry, thirsty, tiredPeriods of time: day, month, week, year

have got: should for advice:How often...? and adverbial phrases: once a week, twice a month, three times a year

5Project Earth

Environment: air, bears, bridges, deer, factories, noise, park, pollution, railway,

Verbs: die, clean up, pollute, produce, protect, recycle, save, waste

Past simple be: Past simple: regular verbs

Language fun! Units 0-5

6Prehistoric times

Verbs: burn, carve, cook, crash, eat, erupt, have, hunt, live, make, measure, paint, shake, sleep, swim, walk, wearParts of animals: wing

Past simple: regular and irregular verbsPast simple questions

7Ancient China

Personality: honest, independent, kind, lazy, loyal, lucky, organised, popular, sensitive, shy, sociable, stubborn, vainInventions: blue jeans, chess, chopsticks, compass, electric guitar, fortune cookie, glasses, gum, metric system, noodles, paper, pencil, screwdriver, telescope

be and adjectivesPast simple subject and object questionsPast simple: Past abilities: could, couldn’t

8Ocean adventure

Activities: shop, sleep, swim, take painting lessons, travel, visit a water park, walk, watch

countries, nationalities and languages: Argentina, Australia, Brazil, Canada, Egypt, Ireland, Japan, Switzerland, Arabic, English, French, German, Irish, Italian, Japanese, Portuguese, Romansh, Spanish

Future with going to: interrogativeQuestions: Countries, nationalities, languages


Achieve more! Units 1-8

Listening Speaking Reading Writing

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Contents

Functions Phonics for pronunciation

Achieve!Culture

Describing people: physique, age, family, likes and dislikesDescribing animals: body parts, abilitiesLocating people and objects: The hat is on the table. The boy is climbing a tree.

Following instructions: Asking and giving permission: Can we take pictures? Yes, you can.Asking about and expressing possession: Whose backpacks are they? They’re ours.Asking about what someone is doing: Is she looking for souvenirs? No, she isn’t.

-ng or -nk CLIL: Insect museum

The London Eye: Describing places to visit

Asking about and stating quantities: Is there any meat? Yes, there is.How many bananas are there? There are a lot. How much sweet corn is there? There is a little.

Third person ‘s’: /s/, /z/, /ız/

CLIL: Comparing city and country living

Arcimboldo: Describing a painting

Asking about likes and dislikes: Do you like doing gymnastics? No, I don’t. I hate doing gymnastics.Asking how often something is done: How often do you take a test? I take a test every week.Talking about abilities:

Hard and soft -g CLIL: Describing feelings in art

School in Britain: A typical school day

Asking about illnesses: Have you got a toothache? Yes, I have.Giving advice: You should do exercise. He should have a snack.Asking how often something is done: How often do you go on a plane? Twice a year.

st- CLIL: Healthy and unhealthy habits

Flying doctors: The Royal Flying Doctor Service in Australia

Describing places in the past: There was rubbish. There wasn’t any pollution.

Describing situations in the past: The animals died. They saved water.Asking about places in the past: Was there a park? Yes, there was.

Past simple –ed endings: /d/, /t/, /ıd/

CLIL: The water cycle

Let’s recycle: recycling rubbish at home

Describing situations in the past: They made tools.Describing prehistoric animals: It lived in rivers and lakes.Asking about prehistoric animals: Did it eat plants? Yes, It did. How long was it? It was 26 metres long.

-nch or -tch CLIL: Plate tectonics

Dinosaurs:

Describing personality traits: He’s intelligent. She’s sensitive.Asking about past inventions: Who invented paper? The Chinese.Asking about the past: Where was it? How many were there? How tall were they?Talking about past abilities: He could speak English. He couldn’t write Chinese.

-gh CLIL: The Great Wall of China

About China:

Talking about future plan: I’m going to play all day. She isn’t going to go scuba diving.Asking and answer questions about future plans: What is he going to do?

Talking about countries, nationalities and languages: He’s from Argentina. He speaks Spanish.

Silent letters CLIL: Coral reefs

A seaside holiday: A traditional British seaside holiday.

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Interactive practice

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Grammar presentation

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Audiovisual material

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Young Achievers 3Contents

Unit Vocabulary Grammar

0Welcome!

Physical descriptions ClothesAnimal Rooms and furnitureSeasons

Questions: when, whathave gotAbility: can/can’tPrepositions of place: in, on, under, behind, in front of, next to

1Verbs: drink, drop, eat, feed, jump, run, scare, skip, take, touch, useEntertainment places: aquarium, art gallery, gift shop, library, planetarium, science museum, theatre, theme park, zoo

ImperativesCan for permission: interrogativePossessive pronouns: interrogativePresent continuous: interrogative

2Farmers’ market

Food: mushroom, peanut butter, popcorn, potato, raspberry, sweet corn, sugar, tomato, yoghurt

Countable and uncountable nounsThere is/are:

some, a lot, a few, isn’t/aren’t any, a little How many/much...?

page 34 Language fun! Units 0-2

3My time

Hobbies and activities: cook, chat online, do gymnastics, go to ballet class, go roller skating, have singing lessons, have swimming lessons, have violin lessons, learn karate, listen to music, play computer games, play football, play in the school band, take picturesFeelings: angry, bored, calm, confused, excited, happy, nervous, sad

like / love / don’t like / hate + gerund: negative and interrogativeHow often...? and adverbial phrases: every day, every week, every month, every yearDescribing abilities: good at, not good at

4A healthy body

Symptoms and illnesses: headache, insect bite, runny nose, something in eye, stomach ache, sunburn, toothachePrevention and treatment: blow your nose, call the doctor, drink some water, drink tea and honey, have a nap, have a snack, sit in the shade, wear a warm coatAdjectives: cold, hot, hungry, thirsty, tiredPeriods of time: day, month, week, year

have got: should for advice:How often...? and adverbial phrases: once a week, twice a month, three times a year

5Project Earth

Environment: air, bears, bridges, deer, factories, noise, park, pollution, railway,

Verbs: die, clean up, pollute, produce, protect, recycle, save, waste

Past simple be: Past simple: regular verbs


6Prehistoric times

Verbs: burn, carve, cook, crash, eat, erupt, have, hunt, live, make, measure, paint, shake, sleep, swim, walk, wearParts of animals: wing

Past simple: regular and irregular verbsPast simple questions

7Ancient China

Personality: honest, independent, kind, lazy, loyal, lucky, organised, popular, sensitive, shy, sociable, stubborn, vainInventions: blue jeans, chess, chopsticks, compass, electric guitar, fortune cookie, glasses, gum, metric system, noodles, paper, pencil, screwdriver, telescope

be and adjectivesPast simple subject and object questionsPast simple: Past abilities: could, couldn’t

8Ocean adventure

Activities: shop, sleep, swim, take painting lessons, travel, visit a water park, walk, watch

countries, nationalities and languages: Argentina, Australia, Brazil, Canada, Egypt, Ireland, Japan, Switzerland, Arabic, English, French, German, Irish, Italian, Japanese, Portuguese, Romansh, Spanish

Future with going to: interrogativeQuestions: Countries, nationalities, languages


Achieve more! Units 1-8

Listening Speaking Reading Writing

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Contents

Functions Phonics for pronunciation

Achieve!Culture

Describing people: physique, age, family, likes and dislikesDescribing animals: body parts, abilitiesLocating people and objects: The hat is on the table. The boy is climbing a tree.

Following instructions: Asking and giving permission: Can we take pictures? Yes, you can.Asking about and expressing possession: Whose backpacks are they? They’re ours.Asking about what someone is doing: Is she looking for souvenirs? No, she isn’t.

-ng or -nk CLIL: Insect museum

The London Eye: Describing places to visit

Asking about and stating quantities: Is there any meat? Yes, there is.How many bananas are there? There are a lot. How much sweet corn is there? There is a little.

Third person ‘s’: /s/, /z/, /ız/

CLIL: Comparing city and country living

Arcimboldo: Describing a painting

Asking about likes and dislikes: Do you like doing gymnastics? No, I don’t. I hate doing gymnastics.Asking how often something is done: How often do you take a test? I take a test every week.Talking about abilities:

Hard and soft -g CLIL: Describing feelings in art

School in Britain: A typical school day

Asking about illnesses: Have you got a toothache? Yes, I have.Giving advice: You should do exercise. He should have a snack.Asking how often something is done: How often do you go on a plane? Twice a year.

st- CLIL: Healthy and unhealthy habits

Flying doctors: The Royal Flying Doctor Service in Australia

Describing places in the past: There was rubbish. There wasn’t any pollution.

Describing situations in the past: The animals died. They saved water.Asking about places in the past: Was there a park? Yes, there was.

Past simple –ed endings: /d/, /t/, /ıd/

CLIL: The water cycle

Let’s recycle: recycling rubbish at home

Describing situations in the past: They made tools.Describing prehistoric animals: It lived in rivers and lakes.Asking about prehistoric animals: Did it eat plants? Yes, It did. How long was it? It was 26 metres long.

-nch or -tch CLIL: Plate tectonics

Dinosaurs:

Describing personality traits: He’s intelligent. She’s sensitive.Asking about past inventions: Who invented paper? The Chinese.Asking about the past: Where was it? How many were there? How tall were they?Talking about past abilities: He could speak English. He couldn’t write Chinese.

-gh CLIL: The Great Wall of China

About China:

Talking about future plan: I’m going to play all day. She isn’t going to go scuba diving.Asking and answer questions about future plans: What is he going to do?

Talking about countries, nationalities and languages: He’s from Argentina. He speaks Spanish.

Silent letters CLIL: Coral reefs

A seaside holiday: A traditional British seaside holiday.

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Interactive practice

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Grammar presentation

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Audiovisual material

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Skills objectivesSpeaking Reading

•To introduce oneself•To ask and answer questions about age, appearance,

family, routine, like and dislikes•To ask and answer questions using the Present

continuous•To describe the location of people and objects•To ask and answer questions using a variety

of structures and vocabulary

•To recognise the target language in the context of a story•To read and follow a simple story•To read and demonstrate understanding by completing

activities•To interpret and respond to questions including target

language

Listening Writing•To understand audio in order to complete activities•To follow a simple story•To identify target language in order to complete

the task

•To copy and write target vocabulary and structures•To write simple sentences describing oneself and classmates•To describe objects and their location

Grammar Functions•To review have got•To review prepositions of place and question Where’s...?•To review the Present and Past simple forms of the verb

to be•To review modals of ability can/can’t•To review questions in the Present continuous

•To give personal information•To ask and answer questions about physique, age, family,

likes and dislikes•To describe animals•To describe location of people and objects

Vocabulary Pronunciation•To review physical descriptions•To review language to describe age, family, likes

and dislikes•To review common nouns related to school

and classroom objects•To review vocabulary items related to clothes, animals,

seasons and months•To review rooms and furniture in a house

•To highlight falling intonation at the end of questions

Language objectives

Grammar Vocabulary Pronunciation Recycled language•have got: affirmative,

negative and interrogative•Present continuous:

affirmative, negative and interrogative

•Prepositions of place: in, on, under, behind, in front of, next to

•There is / there are•Past simple be•Questions: what, where,

when, how many•Ability: can/can’t

•Physical descriptions•Animals•Seasons•Clothes•Rooms and furniture

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Overview0Unit

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Key competences

Assessment criteria•Check children can identify, understand and

produce questions, have got, ability using can and can’t and prepositions of place.

•Check children can identify, understand and produce physical descriptions, animals, seasons, clothes, rooms and furniture vocabulary.

•Check children can describe people and animals and locate people and objects.

Teacher’s i-book

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Use the Richmond i-tools to complete the activities with the children on the IWB.

Activities with

i-poster

i-flashcards

Lead-in

Speaking

+ beside the rubric offer an additional interactive activity to reinforce the activity content. See lessons 3 and 4 of this unit.

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Provides extra interactive practice which can be used for Fast finishers or as a Wrap up activity. Alternatively, it can be used as homework. See lesson 6 of this unit.

Use the Vocabulary Game Generator to create your own interactive games to review the key vocabulary from the unit at any time. Use the Interactive Routines Poster at the beginning of each lesson.

Materials•Teacher’s i-book•Student’s Book 3 CD 1•Teacher’s Resource Book 3

Diagnostic test, pages 108-109: Lesson 6•Extra

Slips of paperPoster paperColoursStuffed toyStopwatch/Timer

Linguistic competence Children develop listening, speaking, reading and writing skills. Children learn to describe people and animals. Children learn to locate people and objects. Children learn grammar rules, vocabulary and phonics for pronunciation.

Social and civic competenceChildren learn basic social interaction patterns and social conventions to help them become competent citizens; they work in pairs and play games. Children learn about communities and cities.

Sense of initiative and entrepreneurship Children develop abilities and capacities like critical reflection, decision-making and independent action.

Mathematical competence and basic competences in Science and TechnologyChildren develop and apply mathematical thinking and explain the natural world. Children learn about animals. Children learn about weather and the four seasons. Children learn to describe location and place.

Digital competence Children become familiar with the use of technology as a tool to reinforce language acquisition and use the video, the interactive whiteboard material and ICT to obtain and research information.

Go digital!

For suggestions on how to exploit the course resources see the Activity Bank, pages 17-23

SCCLC

MST

DC

Cultural awareness and expressionChildren develop drawing, colouring skills and creativity, enjoy saying a chant, singing a song and reciting a poem. Children appreciate cultural expressions and artists. Children learn about cultural diversity.

CAE

Competence in learning to learnChildren develop using strategies to improve the learning process and help them to assume control over their own learning.

LL

IE

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MST

1

It was great!

There he is!

Let's look for him.

Toby! This was our classroom...

5

3

6 7

4

2

Lesson 1

Where's Toby?Hi Lily. It's the first day of school!

Now it's the computer room!

But now it's the headmaster's

office!

He's late. It's 9 o'clock.

They changed the school in the holidays!

How was your summer, Trish?

This was the canteen.

Hello Peter! I'm excited.

Maybe Toby is in our classroom?

Look! This was the library, now it's the gym!

Welcome!0UnitLesson 1

44

1 1.1 Read and listen.

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MST Children learn to identify the unit vocabulary and practise listening comprehension skills.

Continuous assessmentCheck children can understand the target language in the story.

Key competence

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Lesson 1Unit 0

Materials•Teacher’s i-book•Student’s Book 3 CD 1•Slips of paper

Initial evaluationChildren draw a rough outline of their school in their notebooks and label the following areas: canteen, computer room, classroom, Headmaster’s office, library and gym.

WarmerIntroduce yourself. Write your name on the board. Ask individual children: What’s your name? Respond: Hello (Maria). Nice to meet you. Children mingle and introduce themselves. Distribute slips of paper, one for each child. Allow children to create their own name tags adding drawings if they wish.

Lead-inGive children one minute to write down as many objects as they can see in the classroom. Children swap their lists. Elicit all the objects to ensure they are correct. The child with the most correct words is the winner.

1 1.1 Children read and listen. Values: Remind children of the importance of respect and co-operation in the classroom. Elicit class rules and write them on the board. Once agreed on, write the rules on a poster to be signed by each child in the following class and displayed on the wall.

Optional extra: Ask questions about the narrative to check comprehension.

Skills objectivesSpeaking• Introduce oneself

Listening•Follow the narrative of the story

Reading •Recognise the target language in the context

of a story•Read and follow the narrative of the story

Fast finishersChildren read the story again quietly.

Wrap upRepeat the track with boys and girls reading alternative lines out loud in unison. Divide the class into groups of four. Children practise and then role-play the story in their groups. More confident groups can perform their role-plays for the class. Encourage children to do the role-play without their books; they should speak, not read.

At home•Activity Book 3 page 4•Optional extra: Children draw and label their favourite

scene for the story.

Vocabulary•canteen, classroom, computer room, gym,

Headmaster’s office, library

Language objectives

Attention to diversityOver the summer holidays many children will have had no contact with English and will have forgotten lots of things they learnt. The overall purpose of this unit is to review and consolidate language seen previously.

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Children practise the unit vocabulary and listening comprehension.

Children are made aware of oral messages.

Continuous assessmentCheck children show comprehension by asking questions about the profiles.

Listen to children interview and check their fluency.

Key competence

SCC

SCC

LC

LC

Let's look for him.

Jasmine has got green eyes.

Her birthday is 4th May.

She's got a sister and a brother.

She doesn't like fish.

1 1.2 Listen and complete.

2 Read and answer for you.

3 Interview a classmate and write four facts about them.

Maybe Toby is in our classroom?

Birthday:

Age:

Eyes:

Favourite food:

Favourite animal:

Get up at:

Birthday:

Age:

Eyes:

Favourite food:

Favourite colour:

Go to bed at:

Robinson

Taylor

Alice

Michael

1. When’s your birthday?

2. What time do you go to bed?

3. Have you got blue eyes?

4. Do you like chocolate?

5. What’s your favourite food?

6. Have you got a sister?

1.

2.

3.

4.

Lesson 2

55

Unit 0

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LC

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Lesson 2Unit 0

WarmerChildren whisper their name, age and favourite colour to their partner. Go around the class, asking volunteers to introduce their classmate.

Lead-inWrite the following on the board:How old ___ you? What time ___ you ___?What colour eyes ___ you ___?What ___ your favourite food?In pairs, children race to order the questions.

1 1.2 Children listen and complete.AnswersAlice Robinson: 3rd June; 19; green; cheese; dogs; 8 o’clock. Michael Taylor: 21st March; 22; brown; fish and chips; red; 10.30 p.m

2 Children read and answer for themselves.AnswersChild’s own answers

Optional extra: Describe a child in the class without saying their name. Continue describing until someone guesses who it is.

3Children interview a classmate and write four facts about them.AnswersChild’s own answers

Wrap upChildren tell the rest of the class about their classmate.

Skills objectivesSpeaking •Ask and answer question using a variety

Listening• Identify target language

Writing •Write key vocabulary

Grammar•Review: have got•yes/no and wh- questions

Vocabulary•Physical descriptions

Functions•Describe people: physique, age, family, likes

Language objectives

Continuous assessmentChildren design a poster about themselves.

Materials•Teacher’s i-book•Student’s Book 3 CD 1

•Poster paper•Colours

Attention to diversityIt is important to take time to listen to children and familiarise yourself with their likes and dislikes.

At home•Activity Book 3 page 5

1.2

Student’s Book 3 CD 1

Presenter: Hello everyone! Here we have singer Alice Robinson! So Alice, when is your birthday?Alice: It’s the 3rd June.P: And how old are you?A: I’m 19.P: What colour are your eyes?A: They’re green.P: And you have got lovely brown hair.A: Thank you!P: What’s your favourite food?A: Ummmm… I love cheese. P: And your favourite animal?A: I like all animals but my favourite are dogs.P: And last question. What time do you get up in the morning?A: I get up at 8 o’clock.P: My next guest is footballer Michael Taylor. Michael, when is your birthday?Michael: It’s the 21st March.P: And how old are you now?M: I’m 22.P: What colour are your eyes?M: They’re brown.P: What’s your favourite food?M: I eat everything but my favourite is fish and chips! P: And your favourite colour?M: Red of course!P: Before we finish, Michael, what time do you go to bed?M: I go to bed at about half past 10.

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MST

LL

Children compare and contrast different types of animals. Children practise identifying, classifying and describing animals and explain the natural world in which they live.

Doing the quiz helps children reflect and clarify their thoughts. Children see how ideas are connected and realise how information can be grouped and organised.

Continuous assessmentAssess the activity by saying an animal and ask children to mime the animal.

Monitor the activity carefully.

Key competence

MST

LL

1 Look and name the animals with a classmate.

Does it live in the sea?

Has it got big teeth?

2 Do the animal quiz.

Has it got feathers?

Can it swim underwater? Has it got legs?

Can it climb trees?

3

YES

YES

YES

YES

YES

YES

2 It’s a.

It’s a.

5 It’s a.

4 It’s a.

6 It’s a.

7 It’s a.

1 It’s a.

NO

NO

NO

NO

NO

NO

1 2 3 4

5 6 7

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Lesson 3Unit 0

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Lesson 3

WarmerDivide the children into pairs. The child who starts serves an imaginary ball and says a word from the chosen lexical set, in this case animals. Their partner pretends to hit the ball back and says another word from the same set. Pairs continue until they can’t think of any more words.

Lead-inElicit the names of ten animals from the children and write them on the board. Children draw a 10x10 grid in their notebooks and write seven animal words from the board in the word search grid, filling in the remaining spaces with letters. Children draw clues for their animals under the word search before swapping them with a partner. Their partner must then find the words and write them next to the clues.

1 Children look and name the animals with a classmate.Answers1 shark 2 penguin 3 whale 4 frog 5 monkey 6 snake 7 bird

Optional extra: In pairs, children choose an animal from activity 1 and describe it. Their partner listens and draws the corresponding image.

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Lead-in

Speaking

+ to open the activity. Play Guess it. This activity can be done with up to four teams. Teams take turns to guess the word. Use the Richmond i-tools to make children write a sentence with the answer: It’s a whale / It’s a snake / It’s a bird… Once the children discover the animal and write its correct name, ask questions about it: Can it swim/walk/run/jump? Has it got feathers/legs/big teeth? Does it live in the sea/land? so the children can practise the vocabulary orally.

2 Children do the animal quiz.Answers1 bird 2 penguin 3 monkey 4 frog 5 shark 6 whale 7 snake

Optional extra: Say the following sentences:1. Monkeys have got feathers.2. Birds can swim underwater.3. Snakes have got legs.4. Whales can climb trees.5. Frogs have got big teeth.6. Sharks live in the sea.7. Penguins can’t swim underwater.Children respond by keeping still if true or by raising both hands in the air and offering the correct answer if false.

Fast finishers Children draw a picture of their favourite animal in their notebooks and write three short facts underneath.

Wrap upHand out seven slips of paper to each child. Give the children a minute to memorise the animals from activity 1. After a minute, children work in groups of three and write down the words they can remember on the pieces of paper. When finished, children arrange the words in alphabetical order.

Materials•Teacher’s i-book•Slips of paper

Skills objectivesSpeaking •Answer questions in order to reinforce target

language

Writing •Copy and write target language

Vocabulary•bird, frog, monkey, penguin, shark, snake, whale

Functions•Describe animals: body parts, abilities

Language objectives

Continuous assessmentWrite shark, penguin, whale, frog, monkey, snake, bird on the board. Hand out a slip of paper to each child. Children use the language from activity 2 to help them to write definitions for two of the words on a slip of paper. Collect the definitions. Read the definition aloud and children guess what the animal is.

At home•Activity Book 3 page 6•Optional extra: Children draw and colour a picture

of a zoo and label the animals included.

Unit 0

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Categorising vocabulary is a useful strategy when dealing with lexical sets.

Continuous assessmentSay the name of a month and ask children to say the season. Assess the activity by saying the number and children say the clothing.

Key competence

LL

LL

LL

1 1.3 Listen and write the seasons and the months.

2 Label the clothes.

1

2

3

4

March

Spring

autumn spring summer winter

boots dress gloves hat jumpersandals shorts skirt trousers T-shirt

42

96 10

3

8

51

7

77

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Lesson 4

WarmerChildren choose five animal words from the previous lesson. In pairs, they take turns to dictate the words to each other.

Lead-inWrite the following anagrams on the board:inwter (winter) aym (May)ummers (summer) unej (June)emberdec (December)In pairs, children race to order the words. Elicit correct answers and drill the vocabulary.

1 1.3 Children listen and write the seasonsand the months.Answers1 spring: March, April, May; 2 summer: June, July, August; 3 autumn: September, October, November; 4 winter: December, January, February

Optional extra: Children write Spring, Summer, Autumn and Winter in their notebooks on separate pages and draw and label a picture, writing the months underneath.

2 Children label the clothes.Answers1 hat 2 sandals 3 trousers 4 boots 5 gloves 6 skirt 7 jumper 8 dress 9 shorts 10 T-shirt

Optional extra: Children draw a 2x2 grid in their notebooks and choose four items of clothing from activity 2 and write them in the squares. Call out items from the activity and play Bingo!

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Touch

i-poster

i-flashcards

Lead-in

Speaking

+ to open the activity. Take turns to play Simon says on the IWB. Use the Richmond i-tools for children to write the words. Repeat the game in teams and ask a child to come to the IWB. A teammate spells the words in a sequence (one by one), the team gets one point if the spelling and writing is correct.

Wrap upChildren write a description of a classmate in their notebooks. Invite volunteers to the front of the class to read their descriptions aloud while the class listen carefully and guess the identity of the classmate.Materials

•Teacher’s i-book•Student’s Book 3 CD 1

Attention to diversitySome of the group work included in this lesson may prove difficult for more reticent learners. Provide plenty of encouragement to ensure participation from all children.

Skills objectivesSpeaking •Describe physical appearance

Listening •Understand and recognise target language

in order to complete an activity

Grammar•Review: Present continuous•Review: have got

Vocabulary•Seasons: autumn, spring, summer, winter•Clothes: boots, dress, gloves, hat, jumper, sandals,

shorts, skirt, trousers, T-shirt

Language objectives

Continuous assessmentDivide the children into groups of five. Say a name of a lexical set, e.g. clothes, months, seasons, animals. Give the children one minute to write as many words as they can think of. Ask each group to say their words in turn. The group with the most words wins a point. Repeat the procedure with other categories.

Unit 0

1.3


Spring starts in March and lasts until about May. Then we have summer which lasts from June until about August. Autumn starts in September until November. From December until February it’s winter. Then spring starts again!


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Writing activities consolidate children’s use of grammar and vocabulary in a controlled way.

Continuous assessmentCheck the children’s vocabulary and grammar structures in their description.

Key competence

LL

LL

LL

LL

1 Look and describe the picture.

2 Look at the two pictures and circle things that are different.

3 Look, read and complete.

1. The chairs green.

2. A book under the bin.

3. There a school bag on

a chair.

4. The walls yellow.

5. The book behind the

computer.

6. A hat on the table.

There are four chairs.

were

Today

Yesterday

are is was were

What date was it

yesterday?

What season is it?

Lesson 3

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Lesson 5

WarmerPlace a stuffed toy on the table and ask children, Where’s the toy? Elicit: It’s on the table. Repeat procedure with different prepositions of place.

Lead-inIn pairs, children write six sentences about their classroom using there is/are. Model some example sentences first: In the classroom there is a door. In the classroom, there are ten chairs.

1 Children look and describe the picture. AnswersThere are three tables. There is a bin. There is a computer. There are two windows. There is a book. There is a school bag. There is a hat.

Optional extra: In pairs, children make statements about the picture for their partner to say true or false.

2 Children look at the two pictures and circle things that are different.AnswersCircled: the three chairs, the bin, the school bag, the hat, the walls

Optional extra: Draw a bedroom on the board with a bed, a table and a chair. Give the children instructions to add things to the picture: There’s a bag on the table. There is a monkey under the bed. There is a jumper on the floor.

3 Children look, read and complete.Answers2 was 3 is 4 are 5 is 6 was

Optional extra: In pairs, children take turns to describe their imaginary house while their partners listen and draw: In my house, there are ten bedrooms and three kitchens. Set a time limit for this.

Fast finishersChildren write four more sentences about the pictures in activity 1 and 2.

Wrap upMake statements about the classroom using both the Past and Present simple of the verb to be. Children listen carefully. If the answer is true children put their hands on their head. If it is false they fold their arms.

Materials•Teacher’s i-book•Stuffed toy•Stopwatch/Timer

Attention to diversityChildren may find items included in the lesson such as prepositions of place difficult to produce correctly at first and will need plenty of practice.

Skills objectivesSpeaking•Describe a picture and express differences using

there is / there are

Writing •Describe a picture using the target structure

Grammar•Review: prepositions of place and there is /

there are•Review: Present and Past simple of the verb be

Vocabulary•Prepositions of place: in, on, under, behind,

in front of, next to•Classroom objects: book, bin, chair, school bag,

walls, book, computer, bag, table

Functions•Describe the location of objects

Language objectives

Continuous assessmentChildren play Pictionary with words seen so far in the unit. In groups of three, one child begins to draw and the others guess what they are drawing. The child who guesses correctly takes the next turn to draw.

At home•Activity Book 3 page 8•Optional extra: Children draw a picture of their bedroom

and write six sentences underneath using there is / there are.

Unit 0

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Children understand and retain information better when ideas, words and concepts are associated with images.

Relationships are very important for learning and development. Children build relationships, communicate, play together, learn and have their needs met through contact with others.

Continuous assessmentAssess the activity and ask the children to point to the things they hear in the image.

Listen into conversation to assess fluency and confidence.

Key competence

SCC

LL

SCC

LL

DC

1 1.4 Listen, find and circle.

2 Ask and answer questions.

What date was it

yesterday?

What colour is the ...?

What season is it? Is ... sleeping?

How many...?

Where's ....?

What is ... doing?

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Lesson 6Unit 0

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Lesson 6

WarmerChildren write five Present simple sentences about themselves. Three sentences must be true and the other two must be false. In pairs, children read each other’s sentences and decide which ones are false.

Lead-inFocus children’s attention on the picture in activity 1 and ask the following questions:1. What’s behind the green car? (a pink car)2. What can you see under the bench? (a cat)3. What’s next to the green car? (a clock)

1 1.4 Children listen, find and circle.AnswersCircled: the doctor, the three children riding bikes, a man wearing red trousers, a man playing the guitar, the grapes, tomatoes and apples next to the pineapple, a lion, a cat under a bench, the number 48 in the pink car

Optional extra: Divide the children into three groups and ask more questions about the picture using the Present continuous. Award one point for each correct answer.

2 Children ask and answer questions.AnswersChild’s own answers

Optional extra: The children think of three more questions to ask their partner.

Wrap up Explain to children that you are going to tell them about your best friend and that you want the children to put their hands up and ask as many relevant questions as possible while you are telling the story, e.g. (T) My best friend lives in the city. (C) What’s her name? (T) Laura. (C) How old is she? (T) She’s 29. (C) What’s her favourite colour? (T) Her favourite colour is blue, etc.

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Children play Battleships matching the sentence halves.

Materials•Teacher’s i-book•Student’s Book 3 CD 1

Some children may need help with forming questions in activity 2. Model lots of examples beforehand.

Attention to diversity

Skills objectivesSpeaking•Ask and answer questions using a variety

of structures and vocabulary

Listening• Identify and understand target language in order

to complete the activity

Grammar•Review: can and can’t•Review: question formation using when, what,

where, how many•Review: questions in the Present continuous

Functions•Describe ability•Describe location of people and objects

Language objectives

Final evaluationTeacher’s Resource Book 3: Diagnostic test


Unit 0

1.4


Can you see the doctor?How many children are riding bikes?Find a man wearing red trousers.Can you see someone playing the guitar?What is next to the pineapple?Find a lion.Can you see a cat under something?Can you see the number 48?

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Documents

Young Achievers - · PDF fileTeacher’s Book 3 Achieving goals with Young Achievers! page 2 For the Student page 3 ... Unit 8 – Ocean adventure page 280 Language fun!