Vocabulary. Values Syllabus Star Project Multiple Intelligences

Transcription

1 1 School Days Grammar Prepositions of Place between, in the middle of, next to, on, on the left/right, opposite Have got What have you got on (Mondays)? We have got (Maths). Present simple I don t read (in the evenings). Do you write (letters)? Prepositions of Time on (Monday), at (nine o clock) Adverbs of Frequency always, never, often, sometimes, usually Imperatives Turn around. Don t (run). Present Continuous (The teacher) is counting (the students). Is she (eating candy floss)? Yes, she is./ No, she isn t. What are they doing? Vocabulary School Subjects School Facilities art room, canteen, classroom, computer room, entrance, floor, gym, hall, headteacher s office, library Jobs caretaker, cook, driver, farmer, firefighter, headteacher, librarian, mechanic, nurse, police officer, postman, reporter, secretary Verbs arrive, bring, chase, chew, clean, climb, collect, cook, count, do, draw, dream, finish, fix, give, help, hide, keep, laugh, learn, meet, open, paint, pick up, push, raise, repair, rescue, sell, send, sing, start, switch on, take care of, touch, turn around, watch Adjectives bored, clever, cool, delicious, excited, friendly, hairy, horrible, lonely, mad, neat, nervous, popular, sick, silly, strange, thin Other acrobat, cartoon, chore, clown, candy floss, drum, farm, frog, gate, instrument, key, ladder, map, necklace, pond, popcorn, rock, show, village Functions - Describing location - Discussing school subjects and timetables - Asking about job responsibilities - Describing what is happening - Discussing school routines - Giving and understanding instructions and commands Values Syllabus Star Project Multiple Intelligences Developing Responsibility (page T7) Our School (page 100) Spatial Intelligence (page T6) Intrapersonal Intelligence (page T13) T _ indd 15 30/3/09 22:07:43

2 1 Label the schoolrooms. computer room library classroom hall gym canteen headteacher s office entrance art room library art room hall gym classroom art room canteen computer room headteacher's offi ce entrance Listen and check. 2 Ask and answer about the plan. Where s the gym? It s next to the art room, on the right. 4 Lesson _ indd indd /3/09 30/3/09 21:59:39 22:07:45

3 1 Grammar: Prepositions of Place: The gym is next to the canteen. Vocabulary: art room, canteen, classroom, computer room, entrance, ground/second/third floor, gym, hall, headteacher s office, library Materials: A ball, 1 Poster, 1 A Characters cutouts, paper (blue and pink). Preparation: Cut a blue and a pink strip of paper for each student. Warm-up Name Throwing Game Students stand in a circle. Say Hi, my name s (Sue). Then throw the ball to a student, who says the sentence giving his/her name and throws the ball to another student. Repeat with other students. Invite four students to the front. Teach prepositions by introducing the students by name and position: This is Maria. She s on the right. Students repeat. Repeat for on the left, between, opposite, next to. Ask and answer about the plan. Focus students attention on the Star Language Box. Ask two students to read the question and answer aloud. In pairs, students ask and answer about the rooms in the picture, using the prepositions. Then one student closes the book and the other asks four questions about the picture. The first student answers from memory. Where s the room? 1 Display the poster and elicit where the rooms are. Give each student a blue strip of paper and a pink one. Students write a question on the blue strip and the answer on the pink strip: Where s the art room? It s opposite the library. In groups of four, students shuffle all their strips and place them face down. The first student turns over a blue strip and a pink one and reads out the question and answer. If they match, the student keeps them. If not, the student turns them face down, and the next student has a turn. The game continues until all the slips have been matched. Groups swap questions and answers with another group and repeat the activity. Monitor students. Meet the characters. 1 1 A Students cut out the Characters cutout and glue it into their notebook. Elicit who the children are. Play Track 1. Students label the pictures. Play Track 1 again. Students check their answers. Check spelling and understanding of prepositions: How do you spell Lisa? Where is Greg? Thumbs Up, Thumbs Down Invite three students to the front. Say Juan is between Maria and Carlos. Students put their thumbs up if it s true and thumbs down if it s false. Repeat using other students. Naming the Rooms 1 Display the poster. Elicit what students can see and which rooms they know. Discuss if there are similar rooms in your school and where they are. Introduce ground floor, first floor, second floor. Play a guessing game with students using the poster and rooms they know: This room s on the second floor. It s opposite the art room. What is it? 1 Label the schoolrooms. Students look at the picture. Elicit what it is (a school). In pairs, students guess what the rooms are, using the clues in each picture. Tell them to write in pencil. Listen and check. 2 Play Track 2. Students check their answers. Check answers with the class: Where s the gym? Teaching Tip Monitoring Walk around the room and listen to students as they are working. Don t spend too long with any one pair or group. Encourage students with a smile or feedback such as Good! or That s great. Don t interrupt students unless they are unable to do the activity. Make a note of common errors and take them up with the whole class afterwards. Speak quietly so you don t disturb the class. Don t lean over students, as this will stop them talking. Stand back a little from students. Wrap-up Follow the instructions. 1 A In new groups of four, students write sentences for another group, detailing the relative location of each person: Greg is on the right. Tell each group beforehand which person to write about. Groups go to the front in turn. The group that wrote instructions reads them out, and the students stand in the correct locations. Extension Colour the cutout. 1 A Students decorate the frame around the cutout to keep as a record of the characters. Lesson 1 T4 21:59: _ indd 17 30/3/09 22:07:47

4 1 School Days Grammar: Have got: What have you got on (Mondays)? We have got (Art). On + Day: on Monday. Present Simple: What do we do in (Art)? Vocabulary: add, date, do experiments, draw, important, instrument, learn, map, paint, play, read, sing, story, subtract, write; school subjects, days of the week Materials: 1 B School Subjects cutouts, paint (several colours), construction paper, music CD (optional). Warm-up What s the subject? Ask students what class they are in now (English class). Mime another school subject for students to guess. A student mimes a subject and the class guesses. Repeat for all the subjects that students know. To review the days of the week, ask seven students to go to the front of the class. Whisper a day to each one. The students get in a line to show the sequence. They say their days aloud. 1 Listen and place the cutouts. 3 1 B Students cut out the School Subjects cutouts. Elicit which day of the week it is and which other classes students have got today. Name a subject and ask students to hold up the corresponding cutout. Ask what they think History and Geography are. Tell students they are going to listen to Suzy talking to her mum and dad about what she does at school. Play Track 3. Students place the cutouts under the correct day of the week. Students check in pairs. Check answers with the class: What has Suzy got on (Wednesdays)? Check understanding of History and Geography. Cutout Quiz 1 B Focus students attention on the first question in the Star Language Box. In pairs, one student places the School Subjects cutouts under the day of their choice, and the other asks questions and places the cutouts under the same day: What have you got on (Mondays)? Students exchange roles and repeat the activity. Students glue their cutouts where they wish and write sentences in their notebook about their timetable: We have got English and Geography on Mondays. Play Track 4. Students listen and check their answers, and then check in pairs. Brainstorm with students what else they do in each subject and, on the board, write a list for each subject. 3 Talk about your favourite subject. On the board, draw a picture of yourself doing your favourite subject. Elicit questions about the picture and write them on the board: What s your favourite subject? When have you got (Music)? What do you do in (Music)? Hand out the construction paper and paints (see Materials). Students paint a picture of themselves doing their favourite subject. Students walk around the class with their picture. Play the music CD. Pause the CD (or clap your hands if there isn t any music). Students form a pair with the student nearest to them. They show each other their pictures and talk about them, using the model on the board. Start the CD again and repeat the activity. Wrap-up Subject Groups Students write a short paragraph under their picture using the text in activity 3 as a model. Students display their pictures on the wall. Divide the class into eight groups and assign each a subject. Students take turns finding a text about their subject and reporting to the group what they do in that class: We add and subtract. Conduct a survey with the class. Write the subjects on the board and elicit how many students have got each one as their favourite. Elicit what they like about the lessons. Extension Game: Team Touch Draw a timetable on the board with space for three lessons a day. Elicit subjects to write for each day. In two teams, students line up in front of the board. Say a definition: We learn important dates. The first student in each team runs to the board. The student who first touches the correct subject wins a point for the team. Repeat, using different definitions from the ones in the book. 2 Listen and match the activities with the subjects. 4 Mime a subject. Elicit the subject and ask What do we do in (Maths)? In pairs, students read the activities and match them with the subjects. T5 Lesson _ indd 18 30/3/09 22:07: _

5 1 Listen and place the cutouts. 3 1 B Monday Tuesday Wednesday Thursday Friday 2 Listen and match the activities with the subjects. 4 Maths History P.E. Music draw maps play basketball paint and draw add and subtract learn important dates do experiments play instruments and sing read and write stories Science Geography Art English 3 Talk about your favourite subject. What have you got on Fridays? What do you do in Maths? My favourite subject is Music. We have got Music on Tuesdays and Fridays. We play drums and recorders, and we sing songs. Lesson 2 5

6 1 Read and number the pictures. caretaker 1. Hi! I m Mr Burton, the. I arrive at school very early, at six o clock in the morning. I open the school gates and the classrooms. I have got keys for all the rooms in the school! I clean and repair things around the school. I don t teach classes, but I know all the students by name! 2. Hello! I m Miss Jenkins and I m the school. I start work at eight o clock in the morning. I look after students who are ill. I take their temperature and give them medicine. I don t send students home the headteacher does that! librarian nurse 3. Hello! I m Mr Paul and I m the. I don t get to school early I usually arrive at ten o clock! I meet a lot of students during the day. I find books for their projects. I keep the library tidy, too. I don t read in the evenings I m bored with books! I watch TV Write the names of the jobs. 2 Game: Guess the Job! 1 E Do you write letters? No, I don t. I open the school gates. I don t teach classes. Do you work in the library? Yes, I do. / No, I don t. Do you work in the canteen? Yes, I do! 6 Lesson _ indd indd /3/09 30/3/09 21:59:45 22:07:50

7 1 Grammar: Present Simple: I start work (at eight o clock). I don t read (in the evenings). Do you write (letters)? Yes, I do./no, I don t. At + Time: at (six o clock). Vocabulary: arrive, bored, caretaker, clean, cook, driver, gate, give medicine, headteacher, ill, key, librarian, open, project, repair, secretary, send home, start, take care of, take temperatures, teach, tidy Materials: 1 Poster and poster cutouts, 1 E Jobs cutouts, paper. Warm-up Speed Spelling 1 Display the poster. On the board, write one of the schoolrooms with the letters scrambled and elicit which it is: rehataedsceh coffie (headteacher s office). Write the other schoolrooms on the board with their letters scrambled. In pairs, students unscramble them. Check by inviting different students to write the words correctly on the board. Spatial Intelligence 1 Display the poster and poster cutouts. Ask Who works in the library? Students point at the correct cutout and say the job if they know it. Say the job and place the cutout in the correct location on the poster. Repeat with the other rooms and cutouts. Make a mind map on the board. Write school in the middle, and elicit and write the rooms around the outside. Distribute the poster cutouts and ask where the people work: Where does (the nurse) work? Students attach the cutouts to the corresponding place on the mind map. Students copy the mind map into their notebook. 1 Read and number the pictures. Elicit where the text is from (a bulletin board). Students read the text and number the pictures, then they check in pairs. Check the answers with the class. Say a sentence from the text: I repair things around the school. Students identify the staff member. Repeat with other sentences. Focus students attention on the first two sentences in the Star Language Box. In pairs, students repeat the activity, with their books closed if possible. Write the names of the jobs. Elicit the spelling of the three jobs. Students complete the texts with the jobs. 2 Game: Guess the Job! 1 E 1 Attach these poster cutouts to the board: nurse, caretaker, librarian, driver, teacher, secretary, headteacher, cook. Review what the first three do according to the text. Students describe the responsibilities in the first person. Brainstorm responsibilities for the other jobs and write them on the board. Students cut out the Jobs cutouts. Students look at the question and short answers in the Star Language Box and in the example dialogue. In pairs, students place their cutouts face down on the desk and take turns picking one up. Their partner asks three questions to guess the job: Do you (take temperatures)? (No, I don t.) If students guess correctly, they keep the card. If not, they replace the card face down. Continue until there are no cards left. Bulletin Board Interviews 1 E Tell students they are going to interview another staff member for the bulletin board. Elicit some example questions and write them on the board: Do you (start work early)? What do you do in the morning? Do you like your job? Students choose one of the cutouts, attach it to the top of a sheet of paper and write questions underneath. Redistribute the papers. Students write answers to the questions as if they were that staff member (in the first person). Then students give back the paper to its owner, who checks the answers. Wrap-up Reporter s Notes In their notebook, students draw a picture of their interviewee from the preceding activity and write a text underneath. Encourage them to use the text in the book as a model and the answers from the preceding activity. Extension What s the job? 1 Display the poster. In two teams, one student from each goes to the front and sits facing away from the poster. Attach a cutout to the poster. Teams give clues to their teammate at the front without saying the job: I have got lots of keys. I work in an office. I don t teach classes. The first student to guess the job wins a point for his/her team. Repeat with different students and jobs. Lesson 3 T6 21:59: _ indd 21 30/3/09 22:07:52

8 1 School Days Grammar: Imperatives: Turn around. Don t run (in the corridors). Vocabulary: chew gum, ground, hold up, keep, pick up, push, put your hand up, sit down, touch, turn around Materials: 1 C Actions cutouts, construction paper. Warm-up Simon Says Play a game of Simon says to review imperatives and movement: Simon says touch your nose. Simon says touch your toes. Touch your head. Simon says pick your book up. Put it down. Repeat with other commands. 1 Chant: Star Players! 5 1 C Students cut out the Actions cutouts. Say each action in turn. Students hold up the correct cutout: turn around, touch the ground, jump in the air, touch your chair, hold your pen up, sit down again. Tell students, with their book closed, to listen to the chant and identify which four actions are mentioned. Play Track 5. Students hold up the cutouts as they hear them. Check with the class. Students open their book. Play Track 5 again. Students place the four cutouts before gluing them. Play Track 5 again. Demonstrate the actions and chant along. Say the chant verse by verse as students say it with you and do the actions. Divide the class into four groups. Everybody says the chant. The first group does the actions for the first line, the second group for the second line, and so on. Does it rhyme? Focus students attention on the last word in each line of the verses (around/ground, pen/again). Elicit that the pairs of words rhyme. Elicit other words that rhyme with each pair. Hold up the two unused cutouts (jump in the air, touch your chair). Ask students if air and chair rhyme. In pairs, students write another verse in their notebook for the two pictures and glue the cutouts next to the verse. Some pairs demonstrate their chants and actions. 2 Listen and mark ( or ) the pictures. 6 Students look at the pictures in their book. In pairs, students guess which actions are allowed in school and which are not allowed. Play Track 6. Students listen and check their guesses. Play Track 6 again. Elicit the answers from the class and elicit the classroom rules. In pairs, one student points at a picture and the other identifies the rule. Complete with the correct form of the verbs. Students complete the sentences using the pictures to guide them. Students check in pairs. Check answers with the class. Class Rules Posters Brainstorm more school rules, starting with the language in the Star Language Box. Draw a line down the middle of the board with a on one side and a on the other. Elicit school rules from the class. Help with ideas as necessary. In pairs, students write four rules: two affirmative and two negative. In groups of two pairs, students compare their rules and decide on the six best. Hand out the construction paper and write Class Rules on the board. Students copy the title and write the class rules on their paper using bright colours. Display students work around the class and ask the class to vote on the best all-round poster, the silliest rule, and so on. Values: Developing Responsibility Divide the class into small groups. Ask each group to write a list of do s and don ts for being a responsible person: Do your homework on time. Keep your promises. Don t tell lies. Respect other children. Wear a helmet. Ask students to illustrate their list and display them on the walls. Wrap-up Mime a rule. Students, in pairs, choose a rule from a poster and mime it for the class, which guesses the rule. Repeat. Extension Draw the rules. Students each draw and colour two or three pictures in their notebook to illustrate the rules displayed around the room. At least one should be affirmative and one negative. They write the rules underneath. T7 Lesson _ indd 22 30/3/09 22:07: _

9 1 Chant: Star Players! 5 1 C Star Players, turn around! Star Players, touch the ground! You are players, you are stars, You are superstars! Star Players, hold up your pen! Star Players, sit down again! We are players, we are stars, We are superstars! 2 Listen and mark ( or ) the pictures. 6 Complete with the correct form of the verbs. push chew put keep run 1. Don t push other students. Keep 2. the classroom tidy. Put Don't run Don't chew 3. your hand up to answer a question. 4. in the corridors. 5. gum in class. Put your books away! Don t push other students. Lesson _ indd indd /3/09 16/3/09 22:07:55 21:59:48

10 1 Listen and number the people. 7 Complete with the correct form of the verbs. climb count open fix chase 1. The teacher the students. 2. The postman the postbox. 3. The firefighters a ladder. 4. The police officers a thief. 5. The mechanic a car. Mime and guess. is counting is opening are climbing are chasing is fi xing What is he doing? He is helping the postman. What are they doing? They are hiding. 8 Lesson _ indd indd /3/09 30/3/09 21:59:50 22:07:56

11 1 Grammar: Present Continuous: What s he doing? The firefighters are climbing a ladder. Vocabulary: car, chase, climb, collect, count, firefighter, fix, help, hide, ladder, mechanic, open, police officer, postman, rescue, teacher, thief Materials: 1 Poster cutouts. Warm-up Who am I? 1 Review known jobs and teach the new ones. Give a student a poster cutout. The student mimes the job and the class guesses. Repeat with the other jobs. 1 Listen and number the people. 7 Students look at the picture. Elicit where it is (on the street outside Sunnyville Primary School). Students say what they can see in the picture. Play Track 7. Students number the people and then check in pairs. Check with the class and make sure students can pronounce the new jobs correctly. With their book closed, give a poster cutout with one of the new jobs to a student. He/she mimes the job for the class to guess. Repeat with the other new jobs. Complete with the correct form of the verbs. Explain that the boy looking out of the window is telling his little brother what is happening in the street. In pairs, students match the verbs with the sentences, without writing anything yet. Play Track 7. Students listen and check their answers before checking in pairs. Elicit the answers from the class. Make sure that they pronounce is and are correctly and that they understand when to use them (third-person singular and plural, respectively). Write the sentences from the book on the board. Invite students to come to the board and complete one sentence while the class helps them spell the -ing form. Elicit a rule for verbs ending in -e. Students complete the sentences in their book. True or False? Divide the class into two (or more) teams and designate a spokesperson for each one. Elicit a sentence about the picture from teams in turn: The students are cleaning a car. Before they say their sentence, tell students they can make it true or false. Award a point for each grammatically correct sentence. Make a note of the sentences. Mime and guess. In two teams, students line up facing the board. Whisper a different sentence from the preceding activity to each student at the back of the lines. Students whisper the sentence from one to another until it reaches the front. The student at the front mimes the action. Award a point for each correct mime. Award another point to the other team if the students can name the action. Write sentences with the -ing form of verbs that follow a different pattern from the ones in the book: He s running in the corridor. Students copy them into their notebook and underline the -ing form. Wrap-up Spelling game Write dashes on the board for each letter in a word from the lesson (mechanic). Draw 10 steps down to a shark with its mouth open and a stick figure at the top of the steps. Elicit a letter. If it is in the word, write it in place. If not, write it to one side and move the figure down one step. If a student guesses the word before the figure is eaten, he/she repeats the activity with another job. Extension Vote for the jobs! In groups, students choose their favourite job from the lesson and say why. Elicit the jobs from each group and vote as a class on the most popular. Ask about the picture. Students look at the picture. Say Point to the postman. What s he doing? Students point and answer. Repeat with the other characters. Students look at the Star Language Box. Demonstrate the activity by designating open pairs to ask and answer the questions. Make sure students use contractions (what s, he s, they re) and falling intonation on the questions. Students do the activity in closed pairs. After one minute, students cover the sentences before continuing. Lesson 5 T8 21:59: _ indd 25 30/3/09 22:07:57

12 1 School Days Grammar: Present Continuous: Is she eating candy floss? Yes, she is./no, she isn t. Vocabulary: candy floss, delicious, everyone, face painting, happy, homemade, necklace, popcorn, reporter, secretary, sell, stall; jobs Materials: 1 D Fun Day cutouts, index cards. Warm-up Bingo Students draw a 3 x 3 grid in their notebook. On the board, write at least 15 prices, scattering them: 1.75, 3.65, 30p, etc. Students write one price in each square of their grid. Call out the prices randomly, saying each one twice. Students cross out their prices as they hear them. The first student to cross out all the prices is the winner. 1 Listen and place the cutouts. 8 1 D Elicit what students can see in the picture. Elicit what a fun day is and compare the activities in the picture with what your school does for such events. Elicit from students what each activity and food item costs. Students cut out the Fun Day cutouts. Students look at the reporter at the bottom of the picture. Elicit who she s talking to (Suzy). Play Track 8. Students listen and place the cutouts. Students check in pairs. Check with the class. Elicit what each person is doing: Is Brad selling candy floss? Check understanding and pronunciation of the new vocabulary. Ask and guess. 1 D In pairs, one student places the Fun Day cutouts in different locations in the picture. The other asks questions to guess what the people are doing and places his/her cutouts accordingly: Is Brad selling candy floss? No, he isn t. Is he writing names on necklaces? Yes, he is! In groups of four, students prepare questions for the reporter. Monitor groups as they are working and help where necessary. Students from different groups form pairs. Pairs take turns role-playing the reporter and Suzy, using the questions they prepared. Select several pairs to role-play at the front for the class. Game: Guess Who! In groups of four, students place an open book on a desk. Students take turns choosing one of the activities in the picture, without saying which. The other students take turns guessing if it is he, she, or they. The student who guesses correctly asks a question to guess the activity: Are they shouting? The student wins a point if the activity is correct; if not, the remaining students each ask a question until someone guesses. Wrap-up Listen and guess. In pairs, one student sits facing the front of the class and the other facing the back. One pair comes to the front and mimes an action from the lesson. The students facing the back ask questions to guess what the pair is doing. The students facing the front answer. The first pair to guess correctly wins. Repeat with another pair miming the action. Extension Fun Day Signs Review the activities students do or would like to do on their school fun day. Distribute index cards. In groups, students write and colour signs with prices for the activities using the picture in the book as a guide. Display the signs around the classroom. Students vote on the activity that is the most fun. Glue the cutouts and write questions. Students glue the Fun Day cutouts wherever they choose on the picture and write one question about each person: Is Brad writing names? In pairs, students swap their questions and book, and then answer the questions. Reporter Role Play Students look at the children in the picture who are climbing the tree, eating, fighting, and reading. Focus students attention on the Star Language Box and designate open pairs to practise the plural questions and answers. T9 Lesson _ indd 26 30/3/09 22:07: _

13 1 Listen and place the cutouts. 8 1 D Is she selling popcorn? Yes, she is. / No, she isn t. Are they climbing a tree? Yes, they are. / No, they aren t. Glue the cutouts and write questions. Game: Guess Who! Lesson _ indd indd /3/09 16/3/09 22:08:00 21:59:53

14 1 Read and write T (True) or F (False). 1. Nelson always walks to school. 2. He always has his lessons in a classroom. 3. He usually finishes school at three o clock. 4. He never helps his mum with the chores. 5. He usually watches TV. T F T F F Hi! My name s Nelson and I m nine years old. I live in a small village in Zambia, Africa. On weekdays, I usually get up at six o clock. My sister and I leave for school at half past six. We always walk to school we never take the bus! The school is three kilometres from our village. It takes us an hour to get there. It s always very hot, so we usually have lessons under a big banyan tree you can see it in the picture! It s cool and shady! We usually finish school at three o clock and walk home again. We always help Mum with the chores. We haven't got electricity, so I never watch TV! I usually go to bed at eight o clock, when it gets dark. I always get up at six o clock. I usually have a shower. I never walk to school. 2 Talk about a typical school day. 10 Lesson _ indd indd /3/09 30/3/09 21:59:55 22:08:01

15 1 Grammar: Present Simple and Adverbs of Frequency: He always gets up (at six o clock). At + time: at (half past six). Vocabulary: banyan tree, chore, cool, electricity, finish, get dark, help, hot, shady, take, upside down, village, walk, watch; days of the week, very + adjective, verbs of daily routine Materials: A world map, strips of paper. Warm-up Topsy Turvy s Day Draw a picture on the board of a boy standing on his head and say This is Topsy Turvy. Explain that Topsy does everything at funny times. Draw five clocks on the board with these times: 7:30 a.m., 1:00 p.m., 5:00 p.m., 9:00 p.m., 1:00 a.m. Elicit verbs of daily routine such as get up, have a shower, eat breakfast, watch TV and go to bed. Tell students that Topsy eats breakfast at nine o clock in the evening. Elicit what he does at the other times and write them under the clocks. 1 Read and write T (True) or F (False). Students look at the picture. Explain that they are going to read about a typical day in the life of a boy named Nelson. Elicit what they can see. Students brainstorm ideas about Nelson, such as what he likes at school and where he lives. Show students where Zambia is on a world map. Write focus questions on the board: How old is Nelson? (Nine years old.) Where does he have his lessons? (Under a banyan tree.) When does he go to bed? (Eight o clock.) Set a time limit of two minutes and ask students to skim the text for the answers. Students read the text again, decide if the sentences are true or false and correct the false sentences. Students check in pairs. Check answers with the class. Compare Nelson s day with students typical days to check comprehension: Do you get up at half past six? Ask questions to check understanding of new vocabulary: What time does it get dark here? Write these sentences on the board: Nelson walks to school. He finishes school at three o clock. He has lessons in a classroom. Students say how to complete the sentences. Check understanding of the adverbs of frequency by asking Is this every day? Write and Answer. Students write three more true/false statements about the text including the adverbs. In pairs, students swap statements, then identify and correct the false ones. 2 Talk about a typical school day. Students look at the Star Language Box. Highlight the shift from he (in the text) to I, and the resulting change in the verb (no -s). Draw three columns on the board, headed Always, Usually and Never. Elicit things students always, usually and never do in a day, and write the verbs in the corresponding column: get up at six o clock. In groups, students take turns saying a sentence about their day using the prompts on the board to help. Swap, guess and win! Students write a sentence on a strip of paper, leaving a blank in place of the adverb, and illustrate the action. In pairs, students exchange their strip and guess which adverb completes the sentence. Students win a point if correct, or their partner corrects them if not: No! I never walk to school. Students complete their sentence with the correct adverb and display it. Elicit comparisons from students: Maria never plays basketball after school, but Pedro always plays basketball after school. Wrap-up My Own Day Students use the text in their book to write a text about their own day. Show how students can change the adverbs and/or the verbs in the text to create their text. Students illustrate their text. Extension Topsy Turvy Chant Teach the Topsy Turvy chant to students: Topsy Turvy, Topsy Turvy, His world is upside down! He always gets up late, He never gets up early. Topsy Turvy, Topsy Turvy, His world is upside down! He never eats his breakfast in the morning, He always eats it at night! He never goes to school by car, He always goes by bike. Topsy Turvy, Topsy Turvy, His world is upside down! In pairs or groups, students write another verse for the chant and perform it for the class. Lesson 7 T10 21:59: _ indd 29 30/3/09 22:08:02

16 1 School Days Grammar: Present Simple and Adverbs of Frequency: I often meet the other radio students. Vocabulary: bring, farm, field trip, go, have a test, help, listen, mad, meet, start, study, switch on, the best; days of the week Materials: 1 Poster, a world map, 6 small paper circles of different colours numbered 1 6, scissors, construction paper. Preparation: Write the words of the song on a large sheet of construction paper, leaving blanks for the adverbs of frequency. Warm-up Find the country! Display the world map. Ask Where s (your country)? Repeat with the following countries: Australia, Uganda, the UK, the USA and one other country students know. Point at Uganda, for example, and ask Is this Australia? One student correctly indicates Australia on the map before asking the class about another country. 1 Listen and number the pictures in order. 9 Students look at the pictures. Ask What s the girl doing in the pictures? Where is she? Where is her teacher? Write on the board School of the Air. Tell students that in some countries, when students live a long way from school, they have classes over the radio or the Internet. In pairs, students quickly predict the order. Play Track 9. Students check their predictions. Check the answer with the class. On the map, show how big Australia is and how far it is from one town to the next. Listen again and tick ( ) the table. Play Track 9 again. Students tick the adverb for each action. Students check in pairs. Check with the class. Write the adverbs on the board with colour bars as in the Star Language Box. Elicit sentences with adverbs from the track and write them next to the bars. Students look at the Star Language Box. Check that they understand the difference in frequency by asking Does Kelly start lessons at nine o clock on Monday? On Tuesday? Every day? 2 Game: True or False? In groups of three, students cut a sheet of paper into 14 squares. On 7 squares, they write the days of the week. On the other 7, they write the five frequency adverbs and free twice. Students place the cards face down in two piles. One student turns over a card from each pile and makes a sentence with the two words. If the student picks a free card, he/she can use any adverb. The other two students guess if the sentence is true or false. Students win a point for each correct guess. Afterwards, students record their own sentences in their notebook. 3 Song: We All Love Our School 10 1 Review school subjects with the poster. Point at a room and ask What do we learn in here? Display the construction paper with the song (see Preparation). Explain that the words in the Star Language Box are missing. In pairs, students predict where the words go. Play Track 10. Students listen and check. Check with the class and write the words on the construction paper. Play Track 10 again. Students sing the song. Assign different days of the week to groups of students, with all students singing the chorus, and sing the song again. Wrap-up Write a school song. In groups of four, students write a song about their school. Students display and sing their song. Extension Noughts and Crosses Draw a 3 x 3 grid on the board and write a subject in each square: Art, Maths, History, Geography, Science, English, Music, P.E., Spanish. In two teams, students take turns choosing a square and making a sentence about what they do in that subject, including an adverb: We sometimes colour pictures in Art. If the sentence is grammatically correct, the team marks an X or an O on the grid. Continue until one team completes a line or the grid is filled. Look and Write. Students write sentences about Kelly using the table in their book: She never goes to school. Students check in pairs. T11 Lesson _ indd 30 30/3/09 22:08: _

17 1 Listen and number the pictures in order. 9 Listen again and tick ( ) the table. go to school start lessons at nine study for three hours meet other students go on field trips always usually often sometimes never 2 Game: True or False? I never get up early on Saturdays! True! = always = usually = often = sometimes = never 3 Song: We All Love Our School 10 Lesson _ indd indd /3/09 16/3/09 22:08:04 21:59:58

18 Molly s Spiders Episode 1 This is a story about Molly and her classmates. All the boys and girls in Molly s class have got pets. They have got cats, dogs, rabbits, hamsters, parrots and fish. Ooh, how nice! I love animals! says Miss Muddledom, the teacher, when the children show her their photos. What nice pets! But Molly is different. Molly doesn t like cats or dogs or rabbits or hamsters or parrots or fish. Molly loves spiders big spiders, small spiders, hairy spiders fat spiders, thin spiders, black spiders and coloured spiders! 1 Yuck! How horrible! says Miss Muddledom when Molly shows her spider photos to the teacher. I don t like spiders. Molly thinks about spiders all the time. When the other children are playing, Molly is reading books about spiders. When the other children are watching cartoons on TV, Molly is watching programmes about spiders. The other kids dream about football and basketball and ice cream and chocolate but Molly dreams about spiders! All the other kids think Molly is strange, and nobody wants to be her friend. 1 Read and write T (True) or F (False) Molly likes hamsters and fish. F 2. Miss Muddledom doesn t like spiders. T 3. Molly reads books about spiders. T 4. Molly has got a lot of friends. F 12 Lesson _ indd indd /3/09 30/3/09 22:00:00 22:08:05

19 1 Grammar: Present Simple: Molly thinks about spiders all the time. Present Continuous: When the other children are playing, Molly is reading books about spiders. Have got: They have got pets. Vocabulary: cartoon, child, dream about, fat, friend, hairy, horrible, kid, no one, pet, photo, programme, show, story, strange, thin, watch; animals Materials: Pipe cleaners, 10 photos or pictures of pets including a spider, construction paper. Preparation: Write the following sentences on 8 large strips of construction paper: Ooh, how nice; I love animals! Here are our pets! What nice pets! Here is my pet! Yuck, how horrible! I love spiders. I don t like spiders. We don t like spiders. Warm-up Spider Poem Slowly draw a picture of a spider on the board until a student guesses what it is. Ask who likes spiders. Write spider vertically on the board. Elicit a word to describe spiders, beginning with each letter: S scary, special, and so on. Brainstorm pets. Tell students that in some countries people keep spiders as pets. In pairs, students brainstorm different pets. In groups of two pairs, students compare lists. Elicit one pet from each group and add it to a mind map on the board. Continue until groups have said all their pets. 1 Read and write T (True) or F (False). 11 Students read the title and say what the picture shows (a classroom). Write gist questions on the board: Who likes spiders? (Molly.) How many pets are there? (Six.) What s the teacher s name? (Miss Muddledom.) Play Track 11. Students find the answers as they read and listen. Students check in pairs. Check with the class. Students identify Molly and Miss Muddledom in the picture. Students read the sentences. Play Track 11 again. Students decide if the sentences are true or false. Check with the class. Students correct the false statements. Order the dialogue. Attach the sentences (see Preparation) down one side of the board in the wrong order. Take the first sentence (Ooh, how nice; I love animals) and attach it to the top middle of the board. Ask students who says this (Miss Muddledom) and write her name next to the sentence. Students help order the other sentences and identify who says each one. Read the dialogue aloud with the class. Students work in groups of four: one is Molly, one is Miss Muddledom and the others are Molly s classmates. Give each of Molly s classmates a picture of a pet (not spiders). Students role-play the dialogue, taking turns being Molly, Miss Muddledom and two children. Monitor the groups as they are working. Make a spider. Students each make a spider using the pipe cleaners. They write a short text about their spider and display both. Write a model text on the board: This is my spider. Its name is It is (fat) and (black). In pairs or groups, students compare their texts and spiders. Wrap-up I dream about Elicit what Molly dreams about (spiders). Elicit what students dream about to check understanding. Students draw a picture of things they dream about and write a sentence underneath: Molly dreams about spiders. I dream about Students read out their sentences. The class votes on the most interesting or exciting dream. Extension Touch the picture. Attach the photos of pets to the board (see Materials). In two teams, students line up in front of the board. Describe a pet: It s hairy. The first student in each team runs and touches the correct picture. The first one to do so wins a point for the team. Repeat with the other pictures and language. Comprehension Check Check understanding of the story and new vocabulary: Where s Molly? What pets have the children got? What pets does Molly like? Does Miss Muddledom like spiders? What does Molly watch on TV? What does Molly dream about? What do the other children think about Molly? Is that kind? Lesson 9 T12 22:00: _ indd 33 30/3/09 22:08:09

20 1 School Days Grammar: Present Simple: The children put their hands up to answer. Present Continuous: The circus is coming to town. Vocabulary: acrobat, add, be good at, circus, clever, clown, drum, excited, friend, friendly, frog, know about, laugh at, lonely, Maths, nervous, no-one, pond, popular, rock, sad, silly, subtract, window Materials: CD of circus music, construction paper Warm-up Picture Dictation Describe a clown, but do not say what it is. Students listen and draw. Mime if necessary: Draw a man. He s wearing long, wide trousers. They re blue. He has got a big red nose. Students compare pictures at the end. Elicit what the picture is of (a clown). Talk about clowns and circuses briefly with the class. 1 Read and circle the correct words. 12 Students look at the picture and point at Molly and Miss Muddledom. Write a gist question on the board: Is Molly good at Maths? (No, but the other children are.) Play Track 12. Students listen and read. Students check the answer in pairs. Check with the class. Students look at the sentences. Check understanding of new adjectives. Play Track 12 again. Students circle the correct words as they read and listen. Students check in pairs. Check with the class and ask students to read the correct sentences aloud. Check understanding of lonely, popular, nervous, happy by asking students which they want to be. Talk about ways we can make sure people are not lonely. Comprehension Check Check understanding of the story and new vocabulary: What day is it in the story? What can the children hear? What acts are there in a circus? Who likes circuses? Is it an English class? What class is it? Does Molly like frogs? Does Molly put her hand up? Why not? Is Molly good at Maths? The other children laugh at Molly. Is that a kind thing to do? Molly s perfect circus! Briefly review circus acts with students. Elicit what Molly wants to see in her circus (spiders). Elicit what kind of spiders she likes (all colours, shapes and sizes). In groups of four, students design and draw a poster for Molly s perfect circus. Distribute construction paper. Draw a poster template on the board if necessary. Students create a title for their circus and label the animals (spiders). Display the posters. Wrap-up Intrapersonal Intelligence Writing to Molly Read aloud the final sentence of the story: Nobody wants to be Molly s friend. Elicit suggestions for how students can make friends with her: I can lend her my pencil case. I can ask her to come to my house. Write a simple letter template on the board: Dear Molly, Please be my friend. I don t think you re silly/strange. I can and. Your friend, Students write a letter to Molly in their notebook. Monitor students as they are working. Ask more confident students to read their letters to the class. Extension Act the answer. Students stand next to their chairs. Say a sentence about the story. If it is true, students stay standing. If it is false, they sit down (or on the floor). Repeat with other sentences: Miss Muddledom loves spiders. Molly likes parrots. Molly brings photos of spiders to school. Molly dreams about ice cream. No one wants to be Molly s friend. Molly s good at Maths. The children have got Maths on Thursdays. Molly knows about frogs. How do you feel? Write the adjectives from this episode of the story on the board: lonely, happy, nervous, popular, excited. Add other known adjectives that express feelings (sad, angry, etc.). Play the circus music as students walk around the room. Say You feel (lonely). Students express the feeling as they walk. Repeat with the other adjectives. T13 Lesson _ indd 34 30/3/09 22:08: _

21 Today is Thursday and all the children at Molly s school are very excited. They can hear drums and music. They run to the window and see a big poster in the street. Look! The circus is coming to town! they shout. There are clowns and acrobats and a lot of animals! Hurrah! Sit down, children, and don t run in the classroom! says Miss Muddledom. It s time for Maths! Now, there are five frogs sitting on a rock in the middle of a pond. Six more frogs jump onto the rock. How many frogs are there sitting on the rock? The children put their hands up to answer... Well, all the children except Molly. Poor Molly. 2 Frogs! she thinks. I don t know anything about frogs. I know about spiders jumping spiders, crab spiders, wolf spiders and a lot more! Molly isn t very good at Maths. All the other children laugh at her and think she s silly. Nobody wants to be Molly s friend. 1 Read and circle the correct words Today, the children are very nervous / happy. 2. The children are learning to add / subtract. 3. There are five / eleven frogs sitting on the rock. 4. Molly is very popular / lonely. Lesson _ indd indd /3/09 16/3/09 22:08:14 22:00:05

22 1 Listen and tick ( ) the correct picture Look and complete the letter. Do you want a penfriend? Write to Sandy in the UK! Hi! My name s Sandy and I live in the UK. I m nine years old. I have got two and one. My dad is a school headteacher, and my mum is a. I have got one pet. She s a and her name is Sheba. She s really cute! My favourite colour is, and my favourite subject is. Oh, and my favourite food is pizza! Science brothers sister purple dog nurse Please be my penfriend and tell me about yourself! Sandy Write a reply to Sandy. 14 Lesson _ indd indd /3/09 30/3/09 22:00:08 22:08:15

23 1 Grammar: Verb to be: I m nine years old. Have got: I have got one pet. Vocabulary: penfriend; animals, colours, school subjects, jobs Materials: Letter paper, envelope. Preparation: An envelope addressed to you with a sheet of folded blank paper inside. Warm-up Mime and guess. Mime one of the jobs from the unit. Students guess by asking yes/no questions: Do you work in a school? Do you fix cars? The student who guesses correctly goes to the front and mimes another job. Step 1: Write your letter. Work on your own. Step 2: Swap letters with your partner. Step 3: Correct your partner s letter. Step 4: Look at your letter and write it correctly. Set a time limit of 10 minutes for step 1. Students write their first draft. Explain that the information does not have to be true. In pairs, students swap letters. Write a checklist on the board for students to refer to while correcting their partner s letter: spelling, paragraphs, opening, closing. Set a time limit of around 5 minutes. Students give back the corrected letter. Hand out the letter paper. Students write their letter correctly. If there is time, students can illustrate their letter. Display the letters on a wall. Review the writing process: First you wrote a draft of your letter. Tick ( ) Step 1 on the board. Then you swapped letters, and so on. Introduce the topic. Tell students that you received a letter this morning. Show them the envelope. Say It s from (France)! Open it and pretend to read the letter. Say Oh, it s a letter from (Nicole). She s my penfriend in (France). She works in a school, too. Check understanding of penfriend by asking if students have got penfriends, where they live, and so on. 1 Listen and tick ( ) the correct picture. 13 Students look at the three pictures. Elicit what they can see and ask them if the pictures are the same or different. Play Track 13. Students listen and mark the correct picture. Students check in pairs. Play Track 13 again. Check with the class (middle picture). 2 Look and complete the letter. Students look at the letter from Sandy and the picture of Sandy s family. Elicit who they can see in the picture. In pairs, students read the letter and fill in the blanks using information in the picture and from activity 1. Check answers by asking students around the class to read aloud. Students correct their work as necessary and write the answers. Wrap-up Clap it! Draw three circles on the board with the headings Colours, Foods and Subjects. Students brainstorm at least eight words for each circle. Students stand up. Say (and clap): Food. 1 (clap), 2 (clap), 3 (clap). Then say one of the words from the food circle. Repeat. Students clap and say the numbers with you and then shout a food word at the same time as you. If they say the same word, they come to the front of the class. Repeat with other topics and words until all students are at the front with you. Extension Game: I spy Play a game of I spy around the classroom. Start the game by saying I spy with my little eye something beginning with d. Students take turns guessing (door). Students then play the game in groups. Write a reply to Sandy. Draw the outline of a sheet of paper on the board. Ask How does Sandy start the letter? (Hi!) Write it near the top on the left. Ask How does Sandy finish the letter? How else can you finish a letter? Write From and Love from near the bottom. Elicit what information Sandy includes in each paragraph: 1. age/country/family 2. pet 3. favourite things. Write the word prompts on the board. Write the following steps on the board and elicit what students do at each one. Students use the letter in their book as a model and write the first draft in pencil: Lesson 11 T14 22:00: _ indd 37 30/3/09 22:08:17

24 1 School Days Grammar: Present Continuous: She s eating popcorn. Present Simple and Adverbs of Frequency: I sometimes ride my bike. Vocabulary: food, colours, activities Materials: 1 Poster, construction paper. Preparation: Write this word snake on a sheet of construction paper: policeofficermechaniclibrarian postmanfirefighterheadteachersecretary. Warm-up Definitions 1 Display the poster. Demonstrate the activity. Describe a room or a person on the poster: You can paint pictures in here. She s playing a game. Students say the word: art room, teacher. Students continue the activity in pairs. 1 Look and circle the mistakes. Students look at the picture. Elicit where the children are (a park). Students read the sentences and circle the mistakes in the picture. Students check in pairs. Check with the class, but do not correct the sentences yet. Write the correct sentences. In pairs, students write the correct sentences in pencil. Monitor students as they are working. Check the answers with the class. Students write a final version of the sentences in their book. 2 Look at the key and colour the circles. Review the adverbs with students by showing the pictures of Kelly in lesson 8 and seeing what students can remember about her day. Write the days of the school week across the top of the board and write the adverbs of frequency from always to never, down the right-hand side. Invite students to come up and tick ( ) the days according to each adverb (always 5 days, usually 4 days, often 3 days, sometimes 2 days, never 0 days). Students look at the pictures. Elicit what they can see in each one. Students colour the circles according to how often they do the activity. Monitor students as they are working. In pairs, students take turns saying sentences about the pictures. Talking about the Unit Talk with students about the unit, including which activities they have enjoyed and what they have learned. Elicit what the unit was about (school), mention activities and characters by name, and talk about the story. This can be done in their first language. In groups, students look back through the unit and choose their favourite activities, characters, new words, and so on. Groups make a poster with their favourites. Display and compare the posters. 3 Colour the keys. Students discuss how well they think they have learned the new language and grade themselves from one to 10. Students colour the keys according to the grade, using any colour they like. Students compare and talk about their self-assessments. Wrap-up Word Snake Display the word snake. In pairs, students race to find how many different jobs there are (seven). Elicit what they are. In pairs, students look back through the unit and choose seven words from any one lesson to make a word snake. Pairs swap their snake with another pair. Students circle the words and try to remember which lesson the words came from. Extension Favourite Songs Ask the class which song from the unit was their favourite. Sing the song with the class. Complete the sentences. Students write the adverbs according to the colour of their circles in activity 2. In pairs, students check each other s work. T15 Lesson _ indd 38 30/3/09 22:08: _

25 1 Look and circle the mistakes She s eating popcorn. She s eating. 2. He s climbing a ladder. 3. They re writing a book. 4. They re riding a bike. Write the correct sentences. 2 Look at the key and colour the circles. I always do this = green I often do this = blue candy fl oss He's climbing a tree. They're reading a book. They're fi xing a bike. I usually do this = red I sometimes do this = purple I never do this = orange Complete the sentences. 1. I ride my bike. 2. I watch TV. 3. I help with the chores. 4. I play football. 5. I get up at six o clock. 3 Colour the keys. Lesson _ indd indd /3/09 16/3/09 22:08:20 22:00:12

26 1 School Days Grammar Module: Present Simple (Frequency Adverbs) In this unit we use the interrogative form of the present simple with a question word (What, When) to talk about habits and routines. We use do to form questions for the 1 st and 2 nd persons. This is combined with the frequency adverbs, always, usually, often, sometimes, never. The adverb is always placed after the pronoun. What do you do at the weekend? We always go to the city at the weekend. The you form is used in the questions. In the responses students use both we and I. What do you do in the evenings? I sometimes read in the evenings. Grammar Module: Present Continuous In this unit we use the present continuous to ask and answer about actions at the moment of speaking. The pronoun and auxiliary are inverted in the yes/no question. Is she eating candy floss? Yes, she is. / No, she isn t. We also use the present continuous with the question word What. What are the firefighters doing? They are climbing a ladder. Grammar Teaching Tip Students find it difficult to know when to use each of these tenses. It s important when they are practising the tenses to check they understand the meaning of what they are saying. It doesn t help to say Do you understand? It s better to ask questions like Is this every day or now? to check if students understand the time they are talking about. Remember that students can produce grammatically correct sentences, but not understand the meaning! The present continuous can easily be practised in the classroom. You can ask students What s (Julie) doing? or What s (Jim) wearing today? Present simple can be practised, too. You can ask What time do you do your homework? And then check answers by asking Every day? I finish work at three o clock. I often go to the gym after work. It s good for me and I like exercise. I make dinner at eight o clock. My husband never cooks in our house! After dinner, we sometimes go to the cinema. I go to bed at about 11 o clock. I love my job and I love my students! Assessment 1 Track 15 Listen and label the characters. NARRATOR: Number 1. Mary is eating ice cream. Number 2. John is climbing a tree. Number 3. Paul is painting faces. Number 4. Penny and Sally are making popcorn. Number 5. Mr Black is sleeping in a chair. Number 6. Mr Drake is playing the guitar. Number 7. Mrs Jacks is talking on the phone. Number 8. James is eating a burger. Assessment 1 Track 16 Listen and circle T (True) or F (False). MAN: Hi. My name s Jim and I m the school caretaker. I live near the school so I don t get up early. I always walk to work. I m often the first to arrive and I open the main door. I sometimes stop to talk to the headteacher. I usually meet parents and students in the playground. At lunchtime, I never eat lunch inside. I like to get some fresh air! I often lock the school at four o clock. I always go to the gym on the way home and exercise for an hour. Then I go home and eat my dinner. I never cook. My wife likes cooking and I like eating! Assessment 1 Answer Key 2 firefighter, postman, mechanic, librarian, nurse, police officer 3 From left to right: John, Mr Black, Mr Drake, Mrs Jacks, James, Mary, Paul, Sally, Penny 4 1. F; 2. F; 3. T; 4. T; 5. F; 6. T; 7. T; 8. F 5 1. Don t run; 2. Eat; 3. Don t talk; 4. Stand 6 get up, eat, work, play Worksheet 1 Answer Key 1 1. classroom; 2. library; 3. canteen; 4. art room; 5. gym 2 teacher 3 1. No, it isn t. 2. Yes, they are. 3. No, she isn t. 4. No, it isn t. Practice Book Unit 1 Track 14 Listen and match the words to the pictures. WOMAN: Hi, my name s Florence and I m the school cook. I work at Sunnyville Primary School. I always get up at the same time every day, at seven o clock. I have my breakfast and then I drive to school. I usually arrive at school at eight o clock. I make lunch for the students and I sometimes eat with them. T15A Review Page _ indd 40 30/3/09 22:08:20