All About Us 5 Teachers Guide

Unit 6  At the summer camp Lesson 1: Vocabulary Language Core: climb a mountain, cook on the campfire, go caving, go fishing, go kitesurfing, go to the beach, play volleyball, swim in the lake, take photos, visit a castle Revised: Free time / outdoor activities / sports; camera, helmet, kite, mobile phone, sandcastles, torch; have to / don’t have to, I like (swimming) on holiday. Other: baked potato, board, equipment, fishing rod, holiday, pay, summer camp, swimming costume

Starting the lesson (optional)

• Play Mime it (see Ideas bank page 169) to review activities •

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from previous lessons and levels. Talk about activities the children do at the weekend and on holiday, in the children’s own language and English. Ask the children What do you like doing at the weekend? What do you like doing in the summer holidays? What do you like doing in winter? Are you good at skiing? Can you windsurf? Are you good at sailing? Point to the Unit aim box on the Class Book page and read the aim together.

iPack Unit introduction: 1 Watch.

• Watch the video. Ask the children questions about the

clip, in the children’s own language: Where’s Jack going? (To summer camp.) What does he have to take? (Clothes, a torch, a waterproof jacket and some suncream.) Has he got boots? (Yes, he has.) Does he have to take a tent? (No, he doesn’t.)

Transcript

Jack  Hello! I’m packing for summer camp. The bus leaves at eleven o’clock! It’s half past ten now. I have to take clothes, a torch and a waterproof jacket. Oh, and some suncream. I’ve got my rubber boots here. We don’t have to take tents, because there are some at the camp. OK, I think I’ve got everything. Time to go!

Vocabulary presentation: flashcards (optional)

• Click through the flashcards in the Resources section of

the iPack to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.

Class Book    page 60  2 Listen and repeat.  w 3.18

• Focus the children on the photo display of activities at the

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summer camp and talk about what the children can see. Where are they? (At summer camp.) Is there a beach? (Yes, there is.) Is there a mountain? (Yes, there is.) Is there a lake? (Yes, there is.) Who is at the summer camp with Jack? (Alfie and Lisa.) Play the audio for the children to listen and repeat.

Transcript

1  visit a castle   ​2 go kitesurfing  ​3 take photos  ​ 4  play volleyball   ​5 go caving  ​6  go to the beach   ​ 7  go fishing   ​8  swim in the lake   ​9  climb a mountain   ​ 10  cook on the campfire OPTION:

Use the flashcards to present the new vocabulary. Place the flashcards on the board and ask the class to say the words with you. Choose a game from the Ideas bank on pages 167–172.

3 Listen and say.  w 3.19

• The children listen to the comment about each activity

and say the number it corresponds to on the Class Book pages. Play the audio, pausing before the number is revealed. Continue the audio to check.

Transcript

1 Yes, we won! … Four 2 Oh, the water’s cold! … Eight 3 Smile! … Three 4 Look! We’re at the top! … Nine 5 Do you want a baked potato? I think they’re ready. … Ten 6 Let’s make a sandcastle! … Six 7 Did you see me jump? … Two 8 I think I’ve got a fish! … Seven 9 Wow, look. It says it’s seven hundred years old. … One 10 Have you got your helmets? Yes! OK, turn on your torches now. … Five

4 Read and say the activity.

• Check comprehension of any new or difficult words.

Children read the descriptions 1–10 and say which activity it is. Do this as a class or put the children into pairs.

ANSWERS

1  go caving   2  go kitesurfing   3  swim in the lake   4  take photos   5  cook on the campfire   6  play volleyball  7  go fishing   8  go to the beach   9  climb a mountain  10  visit a castle OPTION:

In a less confident class, the children take turns in pairs, i.e. one child answering odd sentences the other even sentences. Ask them to repeat the activity doing the other numbers. EXTENSION:

In a more confident class, look at the new words in the word bank. Put the children into pairs to point to a word for their partner to match to a holiday activity. Alternatively, play a game from the Ideas bank using the wordcards.

5 Ask and answer.

• Read the conversation in the speech bubbles. Put the

children into pairs. They take turns asking about what they

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need for the activities on pages 6–7 using the structure. Monitor, help and praise throughout. Remind the class that when we talk about obligation or no obligation we use have to / don’t have to. Check the children use the question and short answers correctly.

Jack’s question.

Extra

• Fast finishers write about what activities they and their family usually do in the summer.

Ending the lesson (optional)

• Play Mystery card to review the holiday activities (see Ideas bank page 169).

• Point to Jack’s question and read it aloud. Say I like going

to the beach and playing volleyball on holiday. Ask the question around the class encouraging the children to use the structure with the new activities.

Lesson 2: Grammar & Communication

Star question (optional)

Language

• Ask the Star question encouraging the children to say

Core: Going to future: I’m / You’re / He’s / She’s / We’re / They’re going to (go caving). I’m not / You aren’t / He isn’t / She isn’t / We aren’t / They aren’t going to (climb a mountain). Revised: Days of the week; Holiday activities; Time phrases; have a picnic Other: baked potatoes, beans

activities they know from previous levels that use different verbs.

KEY COMPETENCES:   Linguistic competence The Star question enables the children to further personalise and use the language of the lesson, while incorporating language they have learnt in previous levels.

CULTURE NOTE:  Summer camps in the UK School summer holidays in the UK last for six weeks, from the middle of July to the end of August.  During this time there are many different types of holiday activities and summer camps. There are day camps where children learn a new sport for a week such as tennis, swimming or football, or do drama and dance. There are overnight camps where children go to the seaside or countryside and learn water sports such as surfing, paddle boarding, water skiing and paragliding. There are also nature camps where children learn how to forage for food and track animals or look at wildlife and collect and study insects.

iPack Vocabulary practice: game

• See instructions for Snap on page 163.

Activity Book    page 60  1 Look and complete the crossword. ANSWERS

1  photos  2  kitesurfing  3  beach  4  mountain   5  castle  6  volleyball  7  fishing  8  campfire   9  lake  10  caving

Starting the lesson (optional)

• Play Flashlight flashcards to review the holiday activities •

Class Book    page 61  1 Read and listen. What time is Jack going to arrive home on Sunday?  w 3.20

• Remind the class that Jack is at a summer camp. Point to •

ANSWER

2 Read and learn. Say the sentences.

• Tell the class Jack has got lots of plans for things he is

• See notes on page 60.

• The children imagine they are at Jack’s summer camp

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and write five activities they would like to do in the table. Put the children into pairs to ask their partner what five activities they want to do. They write them in the table. The children write four sentences about what their partner wants to do in the space provided. Ask the children to check their work in pairs.

the message and ask the class who it is from and who it is to (From Jack to his mum). Tell the children to read and listen to the message and find out what time Jack is going to arrive home on Sunday. Feed back the answer from the class.

At 8 pm.

2 Cover and play Point and spell. Check with your friend. 3 Complete the table. Ask and answer. Write 4 sentences about your friend.

(see Ideas bank page 167). Talk about things you are going to do at school today, this week and at the weekend, in the children’s own language. What are we going to do in class today? What are you going to do tomorrow? What activities are you going to do this weekend? Are you going to go shopping on Saturday? Are you going to go to the beach this weekend? What are you going to do there?

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going to do at summer camp. Refer the children to the All about grammar box. Explain that we use going to to talk about our future plans. Point out the form of going to in the affirmative and negative with the different pronouns. Point out the verb to be before going to and the form of the verb that follows going to (infinitive). Put the children into pairs. Ask the children to take turns saying sentences about what Jack is going to do and then what they are going to do (individually and with their partner). Monitor, help and praise throughout.

OPTION:

In a less confident class, do this activity together as a class using a variety of pronouns. Unit 6

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3 Play The activities game.

• Point to the calendar and elicit the holiday activities Jack

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and Alfie are going to do. Check the children understand the time expressions in the morning, in the afternoon, on Saturday. Put the children into pairs. One child says a sentence using going to (affirmative and negative sentences) about Jack or Alfie’s plans, for their partner to guess who. Refer them to the grammar box and the model conversation for support. Monitor and help throughout.

KEY COMPETENCES:   Linguistic competence Following a controlled speaking activity with freer speaking practice allows the children to play with the language of the lesson and consolidate their learning. It also develops their speaking and listening skills.

ANSWERS

I’m going to: Affirmative I’m not going to: Negative You’re going to: Affirmative You aren’t going to: Negative He’s / She’s going to: Affirmative He / She isn’t going to: Negative We’re / They’re going to: Affirmative We / They aren’t going to: Negative

3 Order the words to make sentences. ANSWERS

1 2 3 4 5

iPack Vocabulary and grammar practice: game

• See instructions for Cloudburst on page 163.

Activity Book    page 61  1 Listen and number. Listen again and complete the sentences.  w 3.21

OPTION:

In a less confident class, write an example with going to on the board as support and point out the form of the sentence (subject + to be + going to + verb).

4 Speak and guess with your friend. Use Activities 1 and 3 to help you.

• Read the two speech bubbles. The children refer to

Activity 1 to say and guess the activities Jack, Alfie and Lisa are going to do. Monitor and help throughout.

• Look at the numbered pictures and elicit the names and

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holiday activities. Play the audio for the children to listen and write one number from each box to indicate the child and the activities they are going to / not going to do. Check answers in pairs. The children use the numbers they have written to complete the sentences 1–3. Play the audio again for children to check their ideas. Check in pairs before feeding back.

Transcript

1 Lisa is going to climb a mountain, but she isn’t going to swim in the lake. 2 Jack and Alfie are going to go fishing, but they aren’t going to take photos. 3 Jack is going to visit a castle, but he isn’t going to go kitesurfing. ANSWERS

1  [ 2] [4] [9]: Lisa is going to climb a mountain, but she isn’t going to swim in the lake. 2  [3] [5] [11]: Jack and Alfie are going to take photos, but they aren’t going to go fishing. 3  [1] [7] [10]: Jack is going to visit a castle, but he isn’t going to go kitesurfing.​

2 What are the grammar rules? Tick f.

• Tell the children to look at the chart and think about the • •

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grammar they have just learned. Refer them to the column headings and ask them to look and tick the columns that show how we talk about future plans with going to. The children may work individually or in pairs to complete the chart. The children check their answers in pairs before feeding back.

Lisa isn’t going to play volleyball. Lisa and Alfie are going to go caving. Alfie is going to visit a castle. Jack and Alfie are going to go to the beach. Jack isn’t going to climb a mountain.

All about grammar    page 88  1 Look and complete using the correct form of going to.

• Review with the class how we form sentences using going •

to and when we use them. Clarify in the children’s own language if necessary. The children look at the pictures and complete the sentences with the correct form of be + going to for each picture. Check answers in pairs before feeding back.

ANSWERS

1  ‘re going to   2  isn’t going to   3  ’re going to   4  ’m not going to   5  ’s going to   6  aren’t going to

2 Complete the text using the correct form of going to and the verbs.

• The children read the text about Emma’s holiday plans

and write the correct form of be + going to and the verb in brackets. Tell them to think about which pronoun or person is being talked about and if the sentence is affirmative or negative.

ANSWERS

1  ‘m going to go   2  ’re going to listen to   3  ’re going to stay  4  aren’t going to cook   5  are going to eat   6  isn’t going to come   7  ’s going to climb   8  ‘m going to ask

3 Write about your plans for next weekend.

• The children think about their own plans for next

weekend and write 2–3 sentences using the correct form of going to (affirmative and negative).

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Ending the lesson (optional)

• Play Listen and find to review going to and the holiday activities (see Ideas bank page 168).

Further practice

Teacher’s Resource Material: Unit 6 Lesson 2 Reinforcement and Extension worksheets.

Lesson 3: Culture & Communication Language Core: Excuse me, could you send / give / tell me …? Yes, of course. Yes, here you are. Revised: Animals; Holiday activities; Past simple; Present simple; Places around town; Weather; beach, can, going to, lake, mountain, waterproof, wetsuit Other: crab, Egypt, leaflet, lido, map, seaside, website

Starting the lesson (optional)

• Play The activities game from Lesson 2 again. • Talk about activities you can do at the seaside in your

country in the children’s own language or English: What activities can you do at the seaside in our country? What do you like doing? What activities can you do in different countries around the world? Do you like snorkelling? Is it scary or exciting? Why?

iPack Culture presentation: 1 Watch. What activities can you do on an active holiday?

• 1st viewing: Watch Jack’s introduction to the culture film

and ask the children to tell you what the video is about (Things people do in the summer holidays in the UK). Make some predictions as a class about the question What activities can you do on an active holiday? • Watch the culture film, stopping before the comprehension questions, for children to check their predictions. Ask the class to tell you what they know about the activities. • 2nd viewing: Watch the video again and answer the comprehension task at the end of the film. Note:  Use the Culture and Communication worksheet with the video. ANSWERS

go mountain biking, hiking or kayaking

Transcript

Jack  It’s nearly the summer holidays. In the UK, we usually have six weeks’ holiday from school. Most families go away somewhere. Let’s see what kinds of things they do! Culture film: Are you going to go on holiday this year? Do you like History? The UK has got lots of castles. This is Warwick Castle in the centre of England. It’s more than a thousand years old. In the past, kings and queens lived here. Now, more than six hundred thousand people visit every year. Maybe you prefer the countryside. This is the Lake District, in the north of England. The Lake District is a great place

for an active holiday. You can go mountain biking, hiking or kayaking. As well as lakes, the UK has got more than ten thousand kilometres of seaside, so there are lots of beaches! It’s often windy at the beach, so it’s a good place to fly a kite or go surfing. If you want to fly a kite and go surfing, and you like adventure, try kitesurfing! Splash! Watch out for the windsurfers! Seaside towns have got hotels, funfairs and ice cream! Many people go camping with their family or friends. But the weather isn’t always good so some people from the UK choose to go to a different country on holiday, where they know it’s hot and sunny!

CULTURE NOTE:  The seaside in the UK Greta Britain and Northern Ireland are islands, so there are lots of different types of beaches to be found. There are long sandy beaches in Wales which are excellent for surfing. Cornwall, in the south west of the country, has beautiful beaches, both sandy and stony, and there are small bays which are perfect for paddle boarding, snorkelling or learning to sail. In the north of England, many seaside towns have activities such as donkey rides, funfairs with exciting rides and aquariums that you can visit. There is often a pier. In Northern Ireland, you can find a beach with huge hexagonal rocks, known as the Giant’s Causeway, which is amazing to walk around. Try to spot Scotland over the sea!

Class Book    page 62  2 Read and listen. What activities are Jack and Omar going to do when Omar visits?  w 3.22

• Point to the text message and tell the class that Jack is

messaging his friend Omar. Tell them Omar is from Egypt.

• Ask the children to look at the photos and say any words •

they know to describe them (a crab, colourful fish, the sea, there’s a swimming pool, etc.). Play the audio for the children to listen and read. Then answer the question.

ANSWERS

They’re going to go to the beach and go swimming in the lido. TEACHING TIP:

Remind the class that we can use swim and go swimming.

3 Think about a place to visit and the information you need. Write notes.

• Refer the children to the words in the box and check

•

their understanding. Ask them to think about what sort of information they might need to find out or ask for if they visit those places. Read the sentences Could you tell me …? and ask the class to find an example of this type of question in Jack and Omar’s text message. Brainstorm other places to visit and the types of information we might need to ask about when visiting them. Brainstorm ideas as a class and write them on the board. Tell the children to write the questions they might need to ask to get information about 2–3 places they want to visit. Unit 6

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iPack / Class Book    page 62  4 Watch. Discuss the information you need to visit a place.  w 3.23

• Explain to the class that they are going to watch or listen •

to two children asking for information. Watch or listen. Watch or listen again and pause for the children to repeat the conversation. Repeat as necessary.

Extra

• Fast finishers write what they are going to take on a

camping holiday using going to. Ask the children to check their ideas in pairs if you have time.

Ending the lesson (optional)

• Play True or false? (see Ideas bank page 169). Further practice Teacher’s Resource Material: Unit 6 Festivals worksheet.

Transcript

A Excuse me, could you tell me what time the swimming pool opens? B Yes, of course. It opens at ten o’clock. A Thank you. Could you give me a map? B Yes, here you are. A Thanks.

Language in action!

• Refer the class to the Language in action! box and read through the questions and answers.

• When the children are using the language confidently,

ASSESSMENT OPPORTUNITIES:

The Language in action! activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in Teacher’s Resource Material.

Lesson 4: Cross-curricular (Natural Science) Language

put them into pairs or small groups. They take turns to ask for information about places to visit using polite questions using the Language in action! box for support.

Core: fresh water, land, ocean, reservoir, salt water, tap Revised: Present simple: can, have to; every day, ice, lake, river, save water, snow, (three) times a week, waste water, water plants Other: collect rain water, contain water, flush the toilet, the Earth’s surface, the ground, less than, more than, North / South Pole, store water, turn off

KEY COMPETENCES:   Social and civic competence

Learning polite functional language enables the children to interact in society in a polite and positive way. This is an important skill for communicating with others, both in their own and other cultures.

Let’s compare culture

• Discuss the culture question in English and in the

children’s own language if necessary. What do you do at the seaside? Do you go swimming? Do you like doing water sports? Do you visit places at the seaside or do you stay on the beach? What activities do they do in the UK? Is the sea warm or cold in the UK? Is the weather wet or dry? Does this change the activities they do in the UK?

Activity Book    page 62  1 Reorder the letters and make words to complete the dialogue.

Starting the lesson (optional)

• Play Ladders to brainstorm rivers, lake, seas and oceans •

iPack Cross-curricular presentation: slideshow 1 Watch and do the Quick quiz. Discuss.

• Talk about Lesson 3. Ask the class Who was Jack messaging

ANSWERS

1  going  2  Could  3  fishing  4  campfire   5  beach  6  volleyball  7  caving 

2 Complete the table with holiday places, activities and sports.

• Look at the table as a class and point out the headings. Brainstorm ideas as a class or work in pairs.

• The children write places you can visit and the activities and sports they can do at each place.

3 Write a description of your perfect holiday. Use Activities 1 and 2 to help you.

• The children refer to the table in Activity 2 for ideas and the text in Activity 1 to write a description about their perfect holiday using going to.

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around the world (see Ideas bank page 171). Ask around the class Which of these places have you visited? What type of water is it, salt water or fresh water? Do you like swimming in salt water or fresh water? Which water do we drink?

• •

about seaside activities? (Omar) Which website did they talk about at the end of their message? (World of water) Tell the children they are going to do a quiz about water from that website. Watch the slideshow, pausing before the Quick quiz. Put the children into pairs and pause after each Quick quiz question for the children to raise their hands and answer. Continue the audio to check.

Transcript

The Earth is sometimes called the Blue Planet because more than 70% of the Earth’s surface is covered by water.  Less than 30% of the Earth’s surface is land. Salt water: The oceans contain salt water. More than 97% of the world’s water is salt water. Many different kinds of animals live in the ocean. They need salt water to survive. Fresh water: Rivers and lakes contain fresh water. There is also fresh water under the ground, and as snow and ice. Less than 3% of the world’s water is fresh water. Humans

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and some animals need fresh water to survive. People store water in large, man-made lakes called reservoirs. The Earth’s population is getting bigger, so it’s very important not to waste water. Think about how you can save water. Can you turn off the tap more often? Quick quiz! Question 1  What is the Earth sometimes called? … The Blue Planet. Question 2  How much of the Earth’s surface is water? … More than 70%. Question 3  How much of the Earth’s surface is land? … Less than 30%. Question 4  Is the water in the oceans salt water or fresh water? … Salt water. Question 5  Is the water in the rivers, lakes and under the ground salt water or fresh water? … Fresh water. Question 6  Is the water in ice or snow salt water or fresh water? … Fresh water. Question 7  Think about how much water you use. a.  How often do you have a bath? b.  How often do you have a shower?

KEY COMPETENCES:   Mathematical competence and basic competences in science and technology Learning about the importance of water and ways to preserve it is an important issue to reflect on. The children will have to think of innovative ways to preserve and use water in the future.

WEB SEARCH:  Find out where your nearest lake, river and reservoir are. Can you find out where the fresh water you use comes from?

• The children use the internet to find out about water in their area. Put children into pairs to use the Crosscurricular worksheet to do their research. Check the instructions and language of the worksheet before children research.

Activity Book    page 63  1 Label the pie chart.

• The children look at the pie chart which represents the

two types of water on the Earth and examples where we find water. The children write the words from the word bank in the correct section of the pie chart.

Class Book    page 63  2 Read and listen. Why do we have to save water?  w 3.24

ANSWERS

• Look at the photos and ask the class what they can see. • Play the audio for the children to follow the words in their

1  salt water   2  oceans  3  fresh water   4  snow and ice  5  reservoirs  6  rivers  7  lakes  8  under the ground​

• Ask the children to read the text again and answer the

2 Complete the text using the information from the pie chart.

books.

question with a partner. Discuss the answer as a class.

Transcript

See Class Book page 63 for transcript. ANSWER

Because there is very little fresh water in the world, and humans and many other animals and plants need fresh water.

3 Read again and answer.

• Read questions 1–6 and check the children understand •

• The children read and complete the text using the words in Activity 1.

ANSWERS

1  salt water   2  fresh water   3  97  4  3   5  reservoirs  6  rivers  7  snow and ice (in any order)   8  under the ground   9  oceans

3 How much water do you use every day?

• Ask the children to think about the water they use every

day. The children read each question and write their own answer. They calculate how much water they use each day in litres. The children may use a calculator or work out their answers on a separate piece of paper. Monitor, help and praise throughout.

the key words in the question. Allow the children time to read the text again. The children write their answers in their notebooks. Ask them to check in pairs before feeding back as a class. Encourage the class to tell you how they save water.

ANSWERS

1 2 3 4

Fresh water and salt water. Less than 3%. Salt water. In rivers, lakes, under the ground, and as snow and ice on mountains and near the North and South Poles. 5 In reservoirs. 6 Have a short shower, not a bath; turn off the tap when you’re brushing your teeth; collect rain water to water plants.

4 Write about the water you use every day and what you’re going to do to save water.

• The children read the questions in the table and write • •

their answer in the box. Check the children understand the meaning of flush the toilet. They use the information given about how much water each activity uses and calculate the water they use for each activity and as a total each day. Put the children into pairs to talk about how much water they use each day and how they think they can save water. Feedback ideas from the class. In a mess confident class brainstorm ideas as a class and write them on the board.

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• The children complete the paragraph about their

daily water usage and then 2–3 ways they are going to save water.

Extra

• Fast finishers find out and write a list of animals that can

Class Book    pages 64–65  2 Read and listen. Find the words in the story.  w 3.25

• Point to the photo at the top of the page and ask What is

live in salt water in their notebooks.

Ending the lesson (optional)

• Play Bingo! (see Ideas bank page 170). Brainstorm 16

animals that live in water on the board for the class to choose from to play.

• •

Further practice

Teacher’s Resource Material: Unit 6 Cross-curricular worksheet.

Lesson 5: Story & Vocabulary Language Core: barbecue, customer(s), main course, menu, waiter, waitress Revised: Adjectives; Food; Holiday activities; Jobs; Nationalities; Present simple; Superlatives; going to, There’s a … Would you like …? Have you got …? Other: book a table, busy, burn, humorous, lunchtime, maybe, picks up, restaurant, thoughtful

•

•

it? (A cook and a fish.) What type of story is it? (A humorous story.) Play the story audio for the children to read and follow in their Class Books. Check comprehension: What does Nick cook at the restaurant? (Fish.) Does he burn the fish? (Yes, he does.) Is Katy friendly? (Yes.) When is Katy’s birthday? (Tomorrow.) Where does Nick want to take Katy? (To a Chinese restaurant.) Does she like Chinese food? (No, she doesn’t.) What does she like? (Italian food.) What time does Nick pick up Katy? (At half past twelve.) Is Katy happy she isn’t going to an Italian restaurant? (No, she isn’t.) How does Nick feel? (He’s excited.) What has Nick got for lunch? (A barbecue and a picnic.) What is his job today? (Cook and waiter for Katy.) How does Katy feel with her special birthday present? (She’s happy.) How does Nick feel? (He’s happy, too.) Ask the children to look at the six words in the word bank on page 64. Read them as a class. Tell the children to find the words in the story. Ask the children what the words mean, in their own language or in English. Use the flashcards to review the new words.

ANSWERS

Starting the lesson (optional)

• Play 2-minute race to review food and drink words (see Ideas bank page 171).

iPack Vocabulary and grammar review and presentation: story animation 1 Watch.

• Tell the children they’re going to watch a story animation

•

with Jack. Pause after Jack’s introduction and ask What’s the story about? (A humorous story about a cook and a waitress.) With books closed, watch the story. Ask What happens in the story? (Nick, a cook, wants to take his friend Katy, a waitress at his restaurant, out for lunch for her birthday. He can’t find a table at the restaurant she likes so he plans a BBQ on the beach.)

Transcript

Jack  This is a humorous story about a cook called Nick. Let’s find out what happens. • See Class Book pages 64–65 for story transcript.

Vocabulary presentation: flashcards (optional)

• Click through the flashcards in the Resources section of

the iPack to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.

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barbecue: frame 7 main  course: frame 7   customer(s):  frames 1, 7  menu: frame 7   waiter: frame 7  waitress: frame 1 ALL ABOUT VALUES:  A thoughtful present is always a good present. Remind the children of who organised the thoughtful present. What did he do that was special? How did Katy feel about her present? Do you think they had a lovely time? Will Katy remember her birthday present from Nick? Talk to the children in their own language about giving thoughtful presents and why it’s more important than spending lots of money. KEY COMPETENCES:   Social and civic competence Being thoughtful and thinking about others is a social skill that the children can apply to many areas of their lives. It is important to have empathy and consider others’ feelings and to look after friends, family and people we meet every day.

3 Read and answer.

• Read questions 1–6 and check understanding of any •

unknown words. Allow the children time to read the questions and text again. The children write their answers in their notebooks. Ask them to check in pairs before feeding back as a class.

ANSWERS

1  He’s a cook.   2  She’s a waitress.   3  She doesn’t like Chinese, French or Indian food.   4  Because it’s busy.   5  Bread, olives, salad, fish and strawberries.  6  No, he doesn’t.

Unit 6

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4 Listen to Jack and his friends. What did you think about the story?  w 3.26

• See notes on page 65.

Lesson 6: Story, Grammar & Communication Language

WEB SEARCH:  What kinds of restaurants are there in your town or city?

Core: Going to future: Are you / we / they going to (have lunch here)? Yes, we / they are. Yes, I am. No, we / they aren’t. No, I’m not. Is he / she going to (cook pizza)? Yes, he / she is. No, he / she isn’t, to be; Questions and shorts answers Revised: Holiday activities; Food and drink; Free time activities; barbecue, customer(s), main course, menu, waiter, waitress

• The children use the internet to find out about

restaurants in their area. Encourage them to give their opinions about the food if they have eaten there, or their opinions in general.

iPack Vocabulary practice: game

Starting the lesson (optional)

• See instructions for Small image matching on page 163.

• Play What are the words? (see Ideas bank page 172).

Activity Book    page 64 

iPack

1 Read and complete Jack and Alfie’s review of the story.

Story review and grammar presentation  w 3.25

• Ask the children what they remember from the story:

ANSWERS

1  humorous  2  waitress  3  restaurant  4  menu   5  barbecue  6  course  7  customer  8  waiter 

2 What do you think about the story? Circle a word and complete your review. Learn to learn.

• See notes on page 65.

3 Do you like thoughtful presents? Circle Yes or No. Write.

• Ask the children to think about a thoughtful present they

•

have been given or that they have given to someone else in the past. The children read the sentences and circle Yes or No as it applies to them and complete the sentence. Refer the children to the score ratings. Remind the children it’s nice to give thoughtful presents because it shows we care about others.

Extra

• Fast finishers consider what happens next in the story.

They write their ideas in their notebooks. Ask the children to share their ideas with a partner or the class.

•

Vocabulary review: flashcards (optional)

• Click through the flashcards in the Resources section of

the iPack to remind the children of the new vocabulary.

Class Book    page 66  1 Read and say. Find the answers in the story.

• Tell the class these are four sentences from the story. There is a word missing in each. Ask the children to read the story on pages 64–65 again and find the missing words.

ANSWERS

1  going  2  aren’t  3  Are  4  we

2 Beat the clock. How many questions and answers can you make in 3 minutes?

• Remind the class that they already know how to make

Ending the lesson (optional)

• Play Collocations race to review food and drink and free time activities (see Ideas bank page 171).

Further practice

Teacher’s Resource Material: Unit 6 Story playscript worksheet.

Who’s in the story? What was Nick’s job? What was Katy’s job? Where did Katy want to go? Could Nick get a table there? What did he do? How did Katy feel about her thoughtful present? Watch (or listen to) the story again to confirm answers.

•

•

questions and short answers in the present using the verb to be. Elicit 3–4 questions and answers from the class using different pronouns and affirmative and negative answers, e.g. Are you happy? Yes, I am. Is he 10 years old? Yes, he is. Are they boys? No, they aren’t. etc. Explain that today they will learn how to make questions and short answers using going to. Look at the All about grammar box as a class. Explain that we use questions with going to to ask about future plans. Point out the word order in the questions be + pronoun + going to + verb. Tell the class that they already know the short answers because they are the same as with the verb to be. Put the children into pairs. Ask them to take turns asking and answering questions with be + going to using the grammar box for support. Ask them to count the number of questions and answers they ask / answer in 3 minutes. Set a timer. In a more confident class, encourage the class to ask questions using other verb endings. Monitor, help and praise throughout. Feed back some of the questions and answers from pairs. Unit 6

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3 Ask and answer.

• Ask the children to look at the picture and say what food, •

drink, activities and people they can see. Read the verbs in the word bank and check the children’s understanding. Put the children into pairs. They take turns pointing to a person in the picture and asking a question using a verb from the word bank about what that person is going to do. Their partner answers with a negative or affirmative response. Monitor, help and praise throughout.

KEY COMPETENCES:   Linguistic competence Using an image to practise new grammar helps the children give it meaning and context. This makes it memorable and enables them to recall the language in later lessons.

ANSWERS

a  1  b  3  c  2

2 Answer the questions about the story. ANSWERS

1  No, they aren’t.   2  Yes, they are.   3  No, she isn’t.  4  Yes, she is.   5  Yes, he is.   6  No, he isn’t.

3 Write a questionnaire to find out what your friend is going to do this summer. Ask and complete.

• The children think of five activities to ask their friend about. •

4 Ask your friend what he or she is going to do after school.

• Ask the children to think about what they do after school. •

Brainstorm some free time activities and write them on the board. Point to the children at the bottom of the page and read the conversation. Put the children into pairs to ask questions using Are you going to…? and answer with short answers. Encourage them to say what they are going to do if their answer is No, I’m not. Monitor, help and praise throughout.

Star question (optional)

• Ask the children to recall what their partner told them

about their plans after school. They write 2–3 sentences in their notebooks. Ask them to check with their partner if they remembered correctly.

iPack Vocabulary and grammar practice: game

• See instructions for Chase the cheese on page 164.

Activity Book 

  page 65 

1 Listen and number the pictures.  w 3.27 Transcript

1 Narrator  Nick has got a table and chairs, a barbecue and a picnic. He gives Katy a menu. There’s bread and olives. There’s fish and salad for the main course. There are strawberries for pudding. Nick  I’m going to be the cook and the waiter today! And you’re going to be the customer. 2 Narrator  Nick drives to the beach. Katy  Are we going to have lunch here? Nick  Yes, we are. Katy  But there isn’t a restaurant! Nick Aha! 3 Narrator  Nick has got an idea. The next day, he picks Katy up at half past twelve. Nick  Happy birthday! Katy  Thank you. Are we going to go to the Italian restaurant? Nick  No, we aren’t. Katy Oh!

146

They write a question for each in the questionnaire using Are you going to …? Monitor, help and praise throughout. Put the children into pairs. They ask their questions to their partner who gives short answers. They may add more information if they are able, e.g. Yes, I am. I’m going to go with my family. The children record their partner’s answers in the column on the right. Monitor and praise throughout.

All about grammar    page 89  1 Write questions with going to.

• Review how and when we ask questions with going to

•

and how we form short answers using to be. Remind the children the form of be changes for each pronoun. Clarify in the children’s own language if necessary. The children use the prompts to make questions using be + going to. Check in pairs before feeding back as a class.

ANSWERS

1  Is Tom going to make a pizza?   2  Are we going to go kitesurfing?   3  Are they going to cook on the barbecue?  4  Are you going to go to the beach?   5  Is the waiter going to open the window?

2 Complete the questions with going to. Look and write the short answers.

• The children refer to the pictures to complete the pairs

of questions about each child. They answer the question using short answers.

ANSWERS

1 Is Jenny going to take photos? No, she isn’t. Is she going to paint a picture? Yes, she is. 2 Is Mike going to play football? No, he isn’t. Is he going to play volleyball? Yes, he is. 3 Are you going to cook meat? No, I’m not. Are you going to cook fish? Yes, I am. 4 Are Sally and Kate going to go caving? No, they aren’t. Are they going to go to the beach? Yes, they are.

3 Write 3 questions to ask your friend about next weekend.

• The children write 3 questions to ask a friend about next

weekend using Are you going to …? Put the children into pairs to ask and answer using short answers.

Ending the lesson (optional)

• Play Memory chain to review future plans (see Ideas bank page 169).

Further practice

Teacher’s Resource Material: Unit 6 Lesson 6 Reinforcement and Extension worksheets; Unit 6 Word skills worksheet.

Unit 6

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Lesson 7: Song & Skills Language Revised: Holiday activities; going to future; Questions and shorts answers Core sound: /æ/ at, camp, have /ɑː/ bath, castle, gardener, half, past, plants Other: deep, dreams come true, set them free, whatever I can

Starting the lesson (optional)

• Play Racing lists to review holiday activities and where we do them – park, sea, forest, etc. (see Ideas bank page 169).

iPack

• Write the words under the correct sound. Then play the •

5 Listen and repeat the tongue twister.  w 3.30

• See notes on page 68.

Exam practice    AB pages 95–96  6 Work in pairs. Complete your speaking cards. Play.

• Show the class a cut-out card and tell them to turn to •

1 Watch.

• The children watch and listen to Jack, Lisa and Alfie

introduce their final song. Ask What’s the song about? Take ideas from the class before you watch. (It’s about our dreams.)

Transcript

Jack, Lisa and Alfie  Hello. Lisa  We’re sad! Alfie  Why are we sad, Lisa? Lisa  Because this is our last video.  Jack  But the song is amazing! Alfie  Tell them what it’s about, Jack. Jack  It’s about our dreams.  Lisa  You’re going to love it. Continue sending us messages online. Jack, Lisa and Alfie  Goodbye!

Class Book    page 67  2 Read the song. Where’s Lisa going to go swimming? Listen and check.  w 3.28

audio for the children to listen. Play the audio again for the children to listen and repeat the words. Point to the words on the board in a random order for children to read and say.

•

pages 95–96 in their Activity Books and cut out the bottom card for Unit 6 along the dashed lines. Put the children into pairs. One child is A and the other is B. Ask the children to look at side A or B on their card. Explain that they should read the holiday plan ideas and tick them if they going to do them or cross if they aren’t. A then asks B questions using going to about each activity. B answers using a short answer. They swap roles. Do an example with a confident child, if necessary. Refer the class to the two children at the bottom of the Class Book page and read the speech bubbles. Remind the children of the structure they are using. Monitor, praise and help throughout.

KEY COMPETENCES:   Learning to learn

Practising a range of exam techniques will enable children to feel confident in answering them in their exams. This will also help develop their communicative skills.

English at home

• Encourage the children to say the tongue twister to their family.

iPack

• Ask the class to read the song silently and write where

Pronunciation: game

•

Activity Book    page 66 

Lisa is going to go swimming. Ask them to compare their answer with a partner. Play the song for the children to listen again and check. They tick the answer off in their notebooks when they hear it.

ANSWERS

She’s going to go swimming in the deepest lake.

3 Sing. Do you like the song? Use these words.  w 3.28

• See notes on page 68.

4 Listen and repeat.  w 3.29

• Refer the children to the pronunciation box. Point to the

•

two sounds and say them. Write the sounds on the board and tell the class these are the different ways we can pronounce the letter a. Write a word below each sound as an example. Focus on the difference between the sounds and the change in position of your mouth: /æ/ and is a short sound and /ɑː/ is a long sound.

• See instructions for Phonics matching on page 164.

1 Read and order the lines. Listen and check.  w 3.28

• Play the song for children to listen and sing. • Children read the lines of the song and number them

in the correct order. Play the audio again for children to listen and check.

ANSWERS

[2] [1] [4] [3]

I ’m going to make my dreams come true. Hey you, what are you going to do? I’m going to do whatever I can. Hey you, have you got a plan?

[8] [6] [5] [7]

atch lots of fish, then set them all free. C Sail across the sea with the friends I make. I’m going to swim in the deepest lake. I’m going to go fishing in the deep, blue sea.

[12] All my dreams are going to come true! Unit 6

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[9] I’m going to climb a mountain – wait and see! [11] I’m going to be a cook and cook for you. [10] I’m going to be all the things I can be.

2 Listen to the tongue twister and underline the /æ/ sounds and circle the /ɑː/ sounds.  w 3.30

• Play the audio for the children to listen to the tongue

twister again. They underline the /æ/ sounds and circle the /ɑː/ sounds.

ANSWERS

/æ/ sounds: and, have, at /ɑː/ sounds: gardener, castle, plants, bath, half, past

3 Write more words with the /æ/ and the /ɑː/ sounds.

• Ask the children to think of and write more words with

these sounds to write in the correct column. They may use their Class Book for ideas.

Extra

• Challenge fast finishers to say the tongue twister as fast and as accurately as they can, in pairs.

Ending the lesson (optional)

• Play I hear with my little ear to review the pronunciation of the unit sounds (see Ideas bank page 172).

ASSESSMENT OPPORTUNITIES:

The speaking cards activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in Teacher’s Resource Material.

Further practice

Karaoke version of song available.

Lesson 8: Language review & Communication Language Core: Have you got (a table for two), please? Yes. Please follow me. Are you ready to order? I’d like … Could I have …? Revised: Affirmative, negative, questions and short answers; Food and drink; Going to for future plans; Holiday activities; barbecue, customer(s), main course, menu, waiter, waitress, tap Other: What are you going to have?

Starting the lesson (optional)

• Play Basketball to review the unit vocabulary (see Ideas bank page 167).

Class Book    page 68  1 Listen to Jack and Alfie. Which 5 activities do they mention?  w 3.31

• Ask the children to read the holiday activities in the word bank. Play the audio for them to listen and write the activities they hear mentioned in their notebooks.

148

Transcript

Jack  Ah, we’re nearly home. Wasn’t it a great weekend? Alfie  Yes, it was. What did you like best? Jack  I think I liked going caving best. It was amazing being under the ground. Alfie  I liked swimming in the lake – there were so many fish! Jack  It’s only two weeks to the summer holidays now. Are you going to go on holiday? Alfie  Yes, we are, to France. We’re going to go to the beach. What are you going to do? Jack  My friend Omar is going to visit from Egypt. We’re going to go kitesurfing and we’re going to go fishing. I can’t wait! Oh – here we are. Jack’s mum  Hello, boys. Did you have a good time? Jack and Alfie  Yes, we did. Jack’s mum  And are you hungry? Jack and Alfie  Yes! Jack’s mum  Well, I’ve made you your favourite dinner. Jack  Are we going to have pizza for dinner? Jack’s mum  Yes, you are. Jack and Alfie  Great! ANSWERS

go caving, go swimming in the lake, go to the beach, go kitesurfing, go fishing

2 Listen again. Read and answer.  w 3.31

• Read the questions and ask the children to consider the •

possible answers. Play the audio again for the children to listen and write the answers in their notebooks. Check in pairs before feeding back.

ANSWERS

1 2 3 4 5

He’s going to go to France. No, he isn’t. He’s going to go to the beach. Omar is going to visit Jack. Yes, they are. No, they aren’t. They’re going to have pizza.

3 Look at the picture for 1 minute. Cover and say.

• Ask the children to look at the picture of the pizza •

•

restaurant. Elicit what they can see using There’s a … There are … and read the labels. Teach the word jug. Tell the children they have 1 minute to look at the people and think about what they are going to do. Tell the children they will describe the picture using going to. Set a timer. Put the children into pairs to take turns saying what the people are going to do, keeping their picture covered.

ANSWERS

The cook is going to cook pizza. The customer is going to order food. The family are going to sit at a table. The waitress is going to put water in the jug from the tap. The waiter is going to take the customer’s order.

4 Read and say the missing words.

• Ask the children to read the conversation and say what it •

is about (Ordering food at a restaurant). Ask the children to read the conversation again and complete the questions and sentences using going to. Monitor, help and praise throughout.

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ANSWERS

1  to  2  am  3  going  4  are  5  have  6  going KEY COMPETENCES:   Linguistic competence

Recycling the language of the unit in a conversation consolidates the meaning of the language. It also develops the children’s speaking skills. OPTION:

Put the children into pairs to act out the conversation. Pairs can create a simple menu with food items on it (those in the conversation and other food) and use this as a prop to act out the conversation. Invite pairs to swap menus and act out a conversation again.

iPack 5 Watch. Do the role-play with your friend. Go to    page 80 

• The children watch the role-play. Ask Where are they? (In

a restaurant.) Elicit the questions Jack asks (Have you got a table for two? Could I have the bill, please? and the questions the waiter asks, Are you ready to order? And to drink?)

Transcript

Jack  Have you got a table for two, please? Waiter  Yes. Please follow me. Waiter  Are you ready to order? Jack  Yes. I’d like a ham pizza, please. Waiter  And to drink? Jack  A strawberry milkshake, please. Jack  Excuse me. Could I have the bill, please? Waiter  Yes, of course.

Class Book    page 80  Conversation card 6

• Tell the children to turn to page 80 in their Class Book and

•

• •

look at Conversation card 6. Read the aims together as a class and point out the language the children will need for the role-play. Follow the instructions on the page: 1  Put the children into pairs. They take turns being the customer and the waiter / waitress, choosing the missing information from the words in the coloured word banks. Monitor, help and praise throughout. 2  Read the question and ask and answer it around the class. Then read the Language tip as a class. 3  Invite 2–3 confident pairs to act out their role-play in front of the class. Remember who acted out this time, so different children can do it the next time.

Let’s compare culture

• Read the statement and check understanding. Discuss

with the class if they have been to a café where they order and pay at the counter. Is this something that is common in our country? What type of café was it? Which method do they prefer? Is ordering food and drink the same or different to the in the UK?

Class Book    page 68  Star question (optional)

• Children use the unit language to write about their plans for the summer holidays in their notebooks.

iPack Grammar and vocabulary review: game

• See instructions for Three in a row on page 164.

Activity Book    page 67  1 Look and answer the questions.

• The children read questions 1–5 and look at the pictures

of Jack and Lisa with crosses and ticks to write their short answers. Remind the children to use the correct pronoun. Check in pairs before feeding back.

ANSWERS

1  No, they aren’t.   2  No, he isn’t.   3  Yes, she is.   4  Yes, they are.   5  No, she isn’t.   ​   ​    ​   ​   ​

2 Write sentences about Jack and Lisa. Use Activity 1 to help you.

• The children write affirmative or negative sentences with going to using their answers to Activity 1 above. Check in pairs before feeding back.

ANSWERS

1 2 3 4 5

Jack and Lisa aren’t going to play volleyball. Jack isn’t going to go to the beach. Lisa is going to go fishing. Jack and Lisa are going to take photos. Lisa isn’t going to visit a castle.

3 Plan your weekend. Write about what you’re going to do.

• The children think about their plans for the weekend and write sentences about each day (Friday, Saturday and Sunday). They can choose 1 or 2 activities for each day. Ask the children to write both affirmative and negative sentences and to use different pronouns depending on who they do each activity with. If you have time, ask the children to tell their partner about their plans.

4 Listen and write. There is 1 example.  w 3.32

• The children look at the picture and read the text before •

they listen to consider their answers. Point out the example answer. Play the audio for the children to listen and write the missing words.

Transcript

Adult  Hello, Anna! Anna  Hi! Adult  Are you going to the beach this summer? Anna  No, I’m not. I’m going to a summer camp in Scotland. Narrator  Can you see the answer? Now listen and write. 1 Adult  Are you going to the summer camp in July? Anna  No, I’m not. I’m going there in August. Adult When? Anna  The first week of August.

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2 Adult  Are you going to do many things there? Anna  Yes, I’m going to climb a mountain. Adult  That sounds good. I like climbing, too. 3 Adult  Are you going to go swimming in the lake? Anna  Yes, of course. Swimming is my favourite sport. 4 Adult  Are you going to play any other sports? Anna  Yes, I’m going to play volleyball. 5 Adult  Are you going to eat in cafés and restaurants? Anna  No, I’m not. I’m going to eat barbecues at the campsite and cook on the campfire.

Jack  I’d love to. Are we going to cook on a campfire? Jack’s mum  Yes, sometimes. And we’re going to go to the fish and chip restaurant by the beach. Jack  Great! I hope Omar likes fish and chips. ANSWER

play volleyball  ​  ​

2 Read Jack’s email. Listen and find 4 mistakes.  w 3.34

• Ask the children what they remember about Omar from

ANSWERS

1  August  2 / 3:  climb a mountain, go swimming in the lake, play volleyball (two in any order)   4  at the campsite

Ending the lesson (optional)

• Play Roll the dice to review the unit language (see Ideas

•

bank page 168).

ASSESSMENT OPPORTUNITIES: 

•

The Conversation card is an opportunity to assess the children’s speaking development. Assessment grid and notes in Teacher’s Resource Material.

•

Lesson 9: Think, do & review: My project Language Revised: Affirmative, negative, questions and short answers; Food and drink; Going to for future plans: Holiday activities; barbecue, customer(s), main course, menu, waiter, waitress, tap

Starting the lesson (optional)  w 3.28

• Sing the song from Lesson 7 again.

Class Book    page 69  1 Listen to Jack and his mum talking. Which activity don’t they mention?  w 3.33

• Explain to the class that today they’re going to look at an •

email Jack has written for his project. Read Jack’s speech bubble at the top of the page. Ask the children to read the holiday activities in the word bank. Play the audio for them to listen and write the activity they don’t hear mentioned in their notebooks.

Transcript

Jack  Mum, I’m going to write an email to Omar. When are we going to go camping with him? Jack’s mum  In the second week of the holidays. For the first week, we’re going to stay here and do some day trips. Dad is going to go fishing with you at the lake, and we’re going to visit a castle. Jack  OK. And how long are we going to go camping for? Jack’s mum  For a week. We’re going to camp at the seaside, and we can go to the beach. Jack  Omar wants to go swimming in the lido. Jack’s mum  Of course. And maybe you can go kitesurfing as well.

150

Lesson 3 and the conversation between Jack and his mum. Who is Omar? Where does Omar live? When is he going to visit? What does he like doing? Where can they go swimming? Ask the class what emails are (Informal or formal letters you write on the internet. Explain that this is an informal email because it is for a friend.). Ask the class what plans they think Jack is going to organise for Omar’s visit. Tell the class to read the email and check if they were correct. Play the audio for the children to listen and read. Tell children that there are four mistakes in the text they will hear. They should listen and write the mistakes in their notebooks.

Transcript

Hi, Omar, I’m writing to tell you about our plans for your visit. For the first week, we’re going to stay at my house. We’re going to go fishing at the seaside near my home. We’re going to visit a castle, too. For the second week we’re going to go fishing at the seaside. We can go swimming in the lake and go to the beach. We’re going to go to an Italian restaurant, too. There aren’t any waiters or tables. You buy your food and eat it outside. I’m attaching a map of our town and some photos. But don’t worry, we’re going to pick you up at the airport. What time are you going to arrive? See you soon! Jack ANSWERS

1 They’re going to go fishing at the lake, not at the seaside. 2 They’re going to go camping at the seaside, not fishing. 3 They’re going to go swimming in the lido, not in the lake. 4 They’re going to go to a fish and chip restaurant, not an Italian restaurant. KEY COMPETENCES:   Learning to learn Identifying mistakes in a text, by reading and listening, is a useful technique for developing the children’s skill in listening for specific information. Listening for errors is easier than listening for a blank answer. Encourage the children to think about what information might be different before they listen.

3 Ask and answer.

• Put the children into pairs to ask and answer the questions about Jack’s email.

Unit 6

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ANSWERS

1 [email protected] 2 A map of his town and three photos 4 Hi, Omar; See you soon! Jack.  ​  OPTION:   Check the children know how to say email addresses in English, e.g. [email protected] = Jack at a-a-u-five dot page. Write some other examples of email addresses on the board for the children to say.

Learn to learn

6 Present your project.

• See notes on page 72.

All About Me Booklet    pages 14–15  1 Look and write. Tick f the activities you’re going to do this summer.

• The children use the pictures to write the correct activities •

• Refer the children to the Learn to learn box. Ask them

to find the phrases used in Jack’s email. Encourage the children to use these in their email they are going to write.

4 Prepare your project. Then write your project    AB pages 68–69  • See Activity Book notes below.

5 Rate your project. All About Me Booklet    page 21 

ANSWERS

1  go kitesurfing   2  swim in a lake   3  go caving   4  cook on the campfire   5  go fishing   6  play volleyball

2 Plan your holiday. Read and write.

• The children read the questions and choose a or b. In their notebooks, they write affirmative and negative sentences using going to about their plans.

• See All About Me Booklet notes below. English at home

• After the children have completed their project, they may take them home to show and tell to their family.

3 Read and write. Then write about your favourite place to eat.

• The children read the article about three restaurants and

Activity Book    pages 68–69  1 Think of the different activities you do using these verbs. Complete the mind map.

• Tell the children they will prepare before writing their •

email project. Explain that they are going to write an email to a friend about a summer camp. Point to the mind map and read the verbs in each section. The children write as many activities as they can that collocate with each of the verbs. They may work in pairs or individually. Feedback ideas from the class.

2 Read the project checklist and tick f for you. Learn to learn.

• See notes on page 60.

3 Write the research questions. Research and write the answers.

• Tell the children to think about activities they would like to •

•

do at a summer camp and include in their email. Look at Jack’s tip, focussing on the Wh- question words. Tell the children to write Wh- questions about their future plans for the summer holidays using going to. In a less confident class, do this together as a class. They will answer all the questions in their email. The children use the internet or adverts and leaflets to find out any more information they need for their holiday plans.

4 Read the tips and write your project.

• See notes on page 71.

5 Check and revise your work. Check and revise with your friend. Learn to learn.

from in 1–6. The children tick the activities they are going to do this summer. The children write two sentences about two additional activities they are going to do this summer. Put the children into pairs to tell their partner all the activities they are going to do or not do.

•

complete it with the words in the word bank. Check the children’s understanding of the word unusual before they read. The children write 2–3 sentences about their favourite place to eat.

ANSWERS

1  restaurant  2  menu  3  customers  4  cook   5  barbecue  6  fresh  7  waiters

4 Remember. Read and answer.

• The children read and answer the questions remembering information from Unit 6. Encourage them to answer from memory first and compare their answers with a partner.

ANSWERS

1 No, he didn’t. 2 They’re going to go swimming in the lido / outdoor swimming pool. 3 We store fresh water in a reservoir. 4 Nick and Katy eat bread, olives, salad, fish and strawberries for lunch. 5 No, they aren’t. They’re going to go fishing in a lake.

5 Check your answers to Activities 1–4 and count your points. Read about how much you remember about holidays.

• See notes on page 72.

6 In which activities did you plan well in Unit 6? Complete and circle. Learn to learn.

• The children evaluate their own learning by completing the sentences. Tell them to look through the Class Book and Activity Book to find activities where they had to plan well.

• See notes on page 72.

Unit 6

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English at home

• Encourage the children to talk about their holiday plans with their families and then write about it.

My progress    page 21 

EXAM PRACTICE  

There is additional exam practice on Activity Book pages 75-77.

Activity Book    pages 76 

1 Think about your project. Read and tick f.

1  b  2  c  3  c  4  d  5  d  6  a  7  pancakes 8  going  9  zoo  10  c

2 What are you going to do this summer? Write 3 sentences.

Activity Book    pages 77 

• See notes on page 72.

• Ask the children to think about their plans for the summer holidays. They write 3 sentences about their future plans in their notebooks.

3 Read and tick f.

• See notes on page 72. 4 Think about your targets for Units 1–5. Complete the sentence.

You are going to go on a school trip. Complete the table with the information about your trip. SUGGESTED ANSWERS

Place: Date: Weather: Bring: Wear: Don’t bring:

the zoo Friday 4th June sunny, 21°C lunch / sandwiches, a drink / water, a hat a wool jumper / jeans / trainers a mobile phone

• Ask the children to look back at all their targets for the •

• •

course and think about how well they achieved them. The children complete the sentence by writing 2–3 reasons why they are a good learner (e.g. I’m a good learner because I notice my mistakes when writing, use the internet and listen to others.). Congratulate the children on working so well throughout the course, working together as a team as well as independently. Ask the children to go to pages 22–23 and read and enjoy the story Where’s Lizzy? Put children into pairs to say what it was about and if they liked it or not, and why.

Ending the lesson (optional)

• Play a game of the class’s choice (see Ideas bank pages 167–172).

ASSESSMENT OPPORTUNITIES:   The children are now ready to do the Unit 6 test and Term test 3. See Teacher’s Resource Material evaluation section. If you would like your class to have more practice before doing the Term test, consider doing it after the Review unit.

The unit project is an opportunity to assess the Key Competences. Assessment grid and notes on Teacher’s Resource Material.

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