2 audio CDs

1 Ben's wishes

2 The glove, thefork qnd the otdpqir

3 Robert ond thethree envelopes

4 Loro ond themountoin lion

Reoding ond Writing Ports 3, 5 ond 6,

Listening Pqrt 5, Speoking Ports 2 ond 3

qdverbs offrequencA qnd ptqce

nqturol world, foodond drink, fomitg

Reoding ond Writing Ports 'l ond 7,

Listening Pqrts 4 ond 5, Speoking Pqrts 3 ond 4tqg questions inpresent simple,suggestions withSholt...?, Let's ond We

couto

holidqgs, sports,nqturql world,moteriots

Reoding ond Writing Ports 4, 5, 6 ond 7,

Listening Ports'1 ond 5,Speoking Port'1simpLe, compqrotiveond superlotive

prepositionsof ploce ondmovement, I? like to

ploces, tronsPor!

Recding ond Writing Ports 2 ond 5,

Listening Port 3, Speoking Pqrts 3 ond 4Coniunctions: so,

before ond ofteronimols, ports ofthe bodg ond foce,

heqlth, sports, work

Reoding ond Writing Ports 3, 4 ond 5,

Listening Pqrt I, Speoking Port 4Iook I smell I feel I sou nd Itoste iike, shouid,

moke somebodu +

odjective

weother, fomities,

senses, directions

Reoding ond Writing Ports 4 qnd 5,

Listening Port 5, SPeoking Ports 2 ond 4POSt COnsnUOUs,

tetling the timefriends, home, time,numDers

5 Michoel ond thered rug

Reoding ond Writing Ports 3 ond 5,

Listening Port 4, Speoking Port 1

too, not enough, mogsPorts, mqlerrols,time, numbers

7 Briltiont bikesl

Reoding ond Writing Ports 1, 2 ond 4,

Listening Port 1, Speoking Ports 3 ond 4Whot else?, presentperfect, odverbs oftime (still ond get)

food, home, friends8 A coke for thequeen

Reoding ond Writing Ports 5 ond 7,

Listening Ports 2 ond 5, Speoking Port 4future with going to

ond 'lllwill, ifschoot, music,

cto!ne59 Kotg's fovourite

song

Reoding qnd Writing Ports 4 ond 7,

Listening Pqrt 3, Speoking Ports 1 qnd 4migh\ verb + ing,

phrosol verbs, be

mode of

nqturql wortd,colours, schoot,mqteriqts

10 Witliqm'sstrqn9est sto19

Ben's wishes

Mdin topicsl

Moin grammor:

Test proctice:

Non-YLE words:

Equipment:

e With books close4 introduce the topic ofthe story byasking learners what one oftheir wishes might be. Theiranswers should begin witb ILI like to. For example: 1i:/like to go to Ali'ica. ILI like to be a lbotbuller Wrrtesome oftheir wishes on the board.

Say. This stor-t is about a bo,- colled Ben antl about hiswishes. Ben lives vith his tv,o brothers on a small;faru.

a Teach/revise,4ole, lucn\', dig and.fightTear a hole in a

piece ofpapcr or show a hole in a sock ifpossible!

We say someone is /acfu, when something really greathappens to them. Ask. Which people are hrcir'., (peoplewho win competitions, people who get lovely birthdaypresents)

Mime r/qg and 7igit. Ask: lltho di.gs/likes digging?r farmers. people u ho lrle growing rhings in rheirgardens) Ask: Does anvone here ftght u,ith their brothersar sisters?

& Learners open their books. Ask an open pair to read outthe four sentences. Make sure they pronounce the newwords correctly.

* In closed pairs, learners now look at the four sentences,find the pictures that show the coloured new words anddmw lines to show their matches. Walk round and checkthey have done this accurately or ask learners questions.For cxample: Where s the hole/ (rn a sock) [/iy is

the gir'l lutl;.,,? (Because she's got a new coat.) Vy'ho s

fgltnrg.' (the tuo boys) llhith person's digging? (thenran)

StorgteltingBefore listening*, Leame$ look at the picture on Student's Book (SB) p 4.

Ask. Are the.se three bovs brothers? (learners guess)lllhich bov is Ben? (learners guess)

Do these bo'-s look t'ich or poor? (poor\Wtat\ the u,eather lll.e? (itt mining.)

Say. Nov, let'.s look qt the pictures and listen to the

€@ Oz Plog Trqck 02 of CDI or reod the storg.

Suggestions for two Pouses if required:

a Stop the CD after pLtt it down o the gt-ass ne.\t to hisDag. (SB p 5)

Ask: I:l/hat did the older boys v,ant Ben to do that da.v?(dig up vegetables, make soup)Were the older boys horrible to Ben? (yes)L|/here di.d Ben v,ork that dav? (in the fields)Llhat did Ben.find therz? (an old silver cup)

& Stop the CD after sat down hy the.f.re cnd read them all.(SB p 6)

Ask. What s Ben doing nort? (reading his new books)Has he mttde the soup for clinner? (no|Will his brothers be angO,? ges)

After listening to the whole storg* Ask: Wlnt happened to the cup?

(lt broke.)Hott did you.feel vhen the cup broke?(learners respond)

@ nignt or wrong?ll

a

Check that learners undentand the instruction.

Learners look at the example and at the ticked 'wrong'box. Ask: ltlr_i, il nrzag? (The girl's uncle told her thestory one winter.)

In pails, learners tick the boxes for sentences I 6. Youcan make this a race.

Check onswers:

1 right 2 righ! 3 wrong 4 wrong 5 wrong 6 right

noturolworld, food ond drink,fomilg

odverbs of frequencg: E

odverbs of ploce: I

Reoding ond Wriiing Pcn 3: F;

Poft 5: G, lt Port 6: KListening Port 5: DSpeoking Port 2: H;Port 3: .J

Africo (n), oppeor (v), betong (v), dig (v),disoppeor (v). fi9ht (v).90rillo (n). hole (n),luckg (odi), reoLlu (odv), sillg (odj)

CD t: S.org, Do piece of poper or c sock with o holei Aphotocopies (one per leorner) of'lnever eor thot!' (p 50): E

three tog jungle onimols or threepictures ofjungle onimols: L

a

@ N.*t, words for gou!

A

Check qnswer:

B

@ Who't totking obout this storg?Say. These girls ure talking dboLtt three .lifftrettt stories.

On\ one o/ thent reud Ben'swishes'.Wasit'4.BorCl

Learners read what cach child is saying and underlineimportant words. For example A mentjons 'shopping ,

B 'books'and C 'cooked the dinncr'

ln pairs, learners look at the important words and

choose theil ans$,er.

Ask Was it A? Was it B? Wqs il C? Lcame$ put up therr

hands to show which ansrver they think is right.

& Leamers say why A and C aren't right. For examplc:,4 -Ben didn't go.sltoltping. C Ben.lidtl'l cctctk the dinner.

@ @a* oodrowing.

some cotouring ond

Learners look carefrLlly at thc picture on SB p.1 again.

ln pairs, they lind things that bcgin with the letter l: Give

then two minutes to do this. Ask: Has ot1\,one gat ntore

than.ftve? Six? Seren ? Eight?

Pairs suggest one word cach. Other pairs can put thcirhands up to shou thcy found the same rvord. Write alltheir suggestions on the board. Accept any rcasonirble

answers_

S!ggestions:

foce, fomilg, field, fLoor, fire, foot, feet, fork, frog

* Say: llsle, to o girl qnd her teucher. The gi is going k)

do sone colon'ing ond th'awing in tllis pictL 'e. Leatr.erslisten carefully. They need to know rr,/ral thcy shoulcl

colour, wftdl they shouid dras' and *er" they should

drar. cach thing.

Makc sure each learner has a pencil and colouringpencils.

Play Track 03 ofCDl twice. Give learners time to finishtheir drawings and to show each other tlleir pictures.

Check qnswersl

frog btue;fork brown; Ben! foce pinl<;fire red; drowsPoon on aoole - green

Extension:

Give leorners time to cotour the whote picture.

Topescriptl

Listen ond colour ond drow.

One

Girl: Cqn ldo some cotouring in this PicturellYon: Yes! Of course, gou con. Con gou see the frog?

Girt: The one bg the doorlYes! Shqll I colour it btue?

Mon: Wetl, thot's o strqnge cotour, but ges, gou con dothot.

Two

lYon: Now, pteose colour the big fork. Con Uou see ita

Girl: Yes. Does Ben sometimes use thqt in the fietds?

Mqn: Thqt's right. He digs with it. Colour it brown.

Girl: OK!

Three

Girt: ld Like to colour Benl fqce. Con I do thot?

l"lon: Yes.Whqt colour do gou wont to use for thot?

Girl: Well,I've got q pink pencil in mg hond.

Mon: Alt right.Thot's o good colour.

Four

Mon: Colour the fire next.

Girl: Sholt I mqke it orqngel

Mon: No- Colour it red, pteqse.

Girt: Alt right.I'tl do thot now.

Five

Girl: And con I drqw something here too? | think Ben

needs o spoon.

Whgl

Becquse he! going to moke some souP,l think.

OK. Drqw one on the toble.Then colour it green.

oK!

Mon:

Girt:

Mqn:

Girl:

@ N."er, sometimes, oiten, usuollg,olwogs

Note:

Four of these odverbs ore introduced ot Movers leveL, butusuoilg is new ot Flgers.

Learners read the cxtract froln the story. Thcy underlinesonetines. afien |.nd ustally. Practise the pronunciatiol')

of usuctlll,. Che ck the neanirg . Ask: Dicl the g:nls mcletell d sta|,ewr! litne he tisired the.fiunil,vl (no) Ditl he

lell .! stor) tnost titnes he visited thent? (yes)

Revisc this set of adverbs. Give eacl] learner a copy of'l ncvef eat that!' (p 50). Explair what they have to do.

Say Each stluure is one t:/ay, of the t,eak.

Learncrs decide horv rnany squares to colour in to show

how many days in one week rEle4 sontetintes usually'

often, alvtav.s might look likc. Learners can colour half

boxes iithey like. If leamers aren't sure. tcll them j]o$'

many squares to colour in each rou'.

Suggestion:

never no squores coLourec

sometimes one or two squores colouredoften three or four squores coloured

usuollv five or six squores coloured

olwalls seven squores coloureo

@ Ben's tuckg dog!Learncls read the instruction Ask: Hov ntQn| vnrds c\n

be in each.7/]sx'ef:, (one, two. three or four) Learners

look ai the example sentence. Ask: flrt.| ntcutt'u'ortls cn'e

there in this qnsv,er? (tiree)

Lcarners find thc palt ofthe story where Ben finds the

cup (top ol SB p 5). Tell lcarners that all the words they

need for l-6 are on thls Page.

* ln pairs, learners find the rvords thcy neccl for each

ansu,er and write them on thc dotted hnes.

Test tip:

Question struclures in Port 5 of the Reoding ond Writing Test

mog vorg from the structures thot ore used in the storg texl'buionswers (one, two, three or four words) ore olwogs the

exoct words found in the storg.

Check qnswers:

I scorf 2 one (smoll) sondwich 3 o (loveig worm) drink

4 surprised 5 (otd) iocket 6 soft ond worm

@ Differences* Ask: Hor o/d is Ben in the stonil Llhat do vtu think?

(Learoers guess.) Say. Benls ten l k,lorr sone other

lhings ubout Ben too. Hei got l'A o brcthe$ BLt I don't

knott abttri tnLu'.14,?t4' Ask t\\'o or three learners: Have

fou gol an! hothel s or sislers7

* In pairs, learners look at the question prompts and

ansu,ers about Ben. They think of ways they cottld

ask the cluestions about Ben and wdte thenr in their

notebooks. \\hlk lound and help ifnecessary

Suggested questions:

Hos Ben got ong brothers or sisters?

Where does Ben live?

How old is Ben?

Vy'ho! does Ben wont?Whor does Ben tike doingl

Learners think of a friend and rvrite this person's name

on the dotted line. Thcy write answers io the question

pronpts about their lriend on the dotted lines

In pairs. leatners ask and ansrver about their liiends. For

example:

Learner 1 : ll;hat\ -,-our li'iend's nunte?

Learr'er 2. M1ria.Learncl l: Has Maria got ctm' hrothers or sisters?

Leamer 2: rVo.

Learner l: llhere (lae\ Iuia liye? elc

lour or five lcarners tell lhe class what they know about

their partner's fiield.

, Ask: Ilhot did Ben qlvu,-s/never do? Leame$ suggest

thcir orln ideas, for example: Ben never t'enl tct sthool

Ben alrrals worked in the./lclcls

s Learnefs look at the fir'e questions. They take turns

to ask you thesc questions fiIst. AnsNer wlth your

own ideas or invcnt ansrvers For example I nevet'eat

u ocodile ne(tt. I sonetines clrink pineapPle iLtice'I oftefi tolli to n) uncle l usualll: sit cttt I71t' sofa dt llo e

I alv'a-rs tleon nv teeth al night!

** In pairs, learners ask and answcr the same questiol,Is

Ask foul or five learnen to tcll the class one oftheirown ol one of their partner"s answers

HomeworldProiect ideo:

Leorners write flve sentences obout their own lives, using !he

five different odverbs.Theg could drow Pictures or cut out

pictures from mogozines to illustrote them.

@ Wtt"t does Ben sog to hisbrother?

, Leamers look at thc two small faces in the dialogue'

Ask: Who cu'e tlrese? (Ben and one of his brothers)

Learners choose a namc for the blother. Write the name

on the board.

* Look at the example together' Ask: lll^' is the anstrer

B? (The othcr sentences aren't an answer fbr this

question.) Ask an open pair to rcad out tilis cxchange'

Learners could then cross out the option B answer'

* Ask. How ntanl,- nther qnsu'ers tllusl rle tioosc? (fir'e)

Hov'mqry other otlsl''ets qre there? (scven) Say: Ibu

tlon't neecl nvo ofthese ansvers

* ln pairs, learners then complete 1 5 by choosing the

bcsl rn\u(r Irom lhc A ll ,'Pt,on.

Check qnsweas:

IG 2A 3F 4H 5C

* Dividc the class into A and B teams. Tell tean.rA they

are Ben's brother (use the chosen name) Tell tean B

they are Ben. Thc class then rcads the complete dia)ogtLe

choraliy.

\tl ongwnereevergwneresomewnerenowhere

s Tell leamers to find eight words in the word snake.

Tell them four ofthe words are the same. Learnersdraw circles around all the words: any v,here everyu,here some vvhere no v'here.

I Tell learners to draw larger circles to make just fourwords. anywhere et'er t-where sonrcv,here novltere.

* Leanem complete each sentence with one ofthe fourwords.

Check qnswers:

1 somewhere 2 evergwhere 3 nowhere 4 ongwhere

a Askt ,Yhich se tence is about the pictLu'e? (3) Where\the money now? Whut do yotr r?i?,{? (learnen guess)

Notes:

The words dngwhere, everuwhefe, somewhere ond nowhere orenew ot Ftgers level.lf lesrners oren't sure of their meonings,show them thot we use ongvvhefe in questions ond negotivestotements. lt meons 'in ong ploce' or'to ong ploce'. Forexomple: Hove you seen mA new aoot angwhere? I don't wont togo angwhere.We use evergwhere to meon 'in everg ploce' or'to evergploce'. For exomple: /'ve looked for mg books evergwherel I'vebeen everAwhere in the woAd.

\ y'e use somewhere to meon'in o ploce' (but we don't knowwhere) or'to o ploce' (but we don'! know where). ForexqmplerMg moneg is here somewhere.Con gou help ne find it?Mg friend ond I wont to go out somewhere todolJ - perhops to thebeoch.Vle don't know get\ y'e use nowhere to meon'in no ptoce'. \ y'e con onlg use it otthis level in positive stctements in this simpte structure: I cdntfind mg school bag.lt's nowhere in the house.

Divide learners into groups ofthree or four. Learnerslook at the pictures and prompts and complete thcsentences to write a short story about \\'hat Ben did afterthe cup broke. Use the last picture to tcach gorillq.

Give learners plenty oftinre to do this. Encoulagelearners to be creative and to use dictionaries. Walkaround and help where necessary.

Groups take it in turns to read out their stories. The classvotes for the best story.

Suggested storg:

Ben storted going to school. He liked leorning obout othercountries. Ben! teocher gove him o lot of books. He usuotlgstudied hord in the evening. Ben left school when he wos 18.He wonted to visit o lot of different countries. He went toAfrico. He leornr evergrhing obour goriltos rhere.

* Ask. What else did Ben do? (He wrote lots ofstories forchildren.)

s/ r'en reornr oDour gorrrros.Ask learuers wtat /le) kDow about gorillas.Key facts;Gorillas live in the hottest pari oiAfrica in high forestsin the mountains or il'r jungles at sea level. They eat

mostly fruit or roots or leaves. They live for 25 50years. Mountain Gorillas night become extinct (likedinosaurs).

Write thcse questions on the board:

a) Il/hat nante do v'e use .for .father gnrillas ?

b) Illhat do Mountain Gorillas like eating?c) Hott manv- Mountain Gorillas lire in the u'orld ?

Learners read the text and find the answers to the

questlolls:

a) Silverbacks b) fiuit, leaves, flowers, insects c) 700Ifyou have intemet access at school. leamers couldfind out mofe about gorilias (e.g. their size, weight and

colour).

Learners decidc which word is corrcct for cach space

and write it on the dotted line. You may prefer to do thisin opcn class.

Check onswers:

I there 2 get 3 when 4 often 5 in 6 lhern

Project ideol

Leorners find out oboLrt onother onimoLthot mog becomeextinct, for exomple !he potor beor, pondo or tigei ond writeobout ir. Give them questions to onswer, for exomple: Whotdoes this onimol look like?Where does this onimol live? whot does

it like eating? Whot daes it do in the dogtime? And ot night? Howmong ore there in the world?Leorners moke mops, coltect photos or drow pictures to cddto their work. Displog their work oround the clossroom.

onimols!a Pusl] tables and chairs to the wall ifpossible to clear a

space.

* Divide leaners into three teams. Give each group adiffcrentjunglc toy (e.g. a lion, monkey or snake). Iftoys are considered too childish by your group, use threedifferent jungle animal photos instead.

8| One person from each team leaves the classroom (thejungle) for a minute.

e Each icam hides its animal somewhere in the classroom.

,8 The three leamers (the exploren) return. They nusteach find their tean's animal. Their team walks arouldwith thenr saying cither YoLt'rc getti]1g wanner! or You'regettlng colder!, depending on whether the explorer isgctting nearer or farther a\!ay from the tearn's animal.

I The team whose explorer finds their animal first wins a

point. Rotrte anrmalr.,rnd plrl agrin.

@ Wtl"t did Ben do next?@ et"g the gome. Find the jungle