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68 Kids Box Teachers Book 4

Friday

I had a busy day. In the morning I ate a big breakfast anddrank a lot of milk. I went to schoo l with Suzy. Beforelunch I had my favourite lessons, Maths and Science. I sawmy Music teacher and took her my project. Its my newsong. After lunch, our English teacher gave us an exam.There were twenty questions. I was the first to finish! ..

1 Read Stellas diary.

2 Complete the diary. Use the past verbs.

Heal h ma ers3

After school I (1) to the library. There(2) a lot of new books about famous people.

I(3)

my Science teacher at the library.She (4) me a book on Marie Curie and I(5) another book on detectives for Simon.He (6) at home in bed because he(7) a cold. We (8) fishand chips for dinner and I(9) somemore milk before I (10) to bed. I love milk!

Now look for the past of the verbs.

1 is

2 have

3 eat

4 drink

5 go

was 6 see7 take

8 give

9 are

28

Health matters3

Heal h ma ers3

28

2 02

CD2 Listen and check.

3 03

CD2 Listen and say the day.

1 Look, think and answer.

1 Where was Simon last week?

2 What was Simons temperature?

3 Why were Simon and his mother at the hospital?

4 When was Simon better?

was were had drank saw gave took went ate

1 The doctor gave him some medicine. Wednesday.

TuesdayTuesdayMondayMonday WednesdayWednesday

ThursdayThursday FridayFriday

Target language Key language:past simple affirmative

irregular verbs, have,give, see, drink, eat,go, take, What was the matter with you?,ill, tests, exam

Additional language:I was the first tofinish,fish and chips, diary, health matters

Revision:days of the week, was/were,

wasnt well, temperature, bad headache,terrible cough, medicine, doctor, hospital,worse, better, before/after, mine, library,school subjects

Materials required Extra activity 1: The CD script from Pupils

Book Activity 2 written on a large pieceof paper

Illnesses flashcards (3340)

Objectives:By the end of the lesson, pupils will have used the past simple to talk aboutillnesses.


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Unit 3 Health matters

Warmer Review illness using mime: headache, stomach-ache, cough,

temperature, cold, backache, toothache. Pupils then come

to the front in turn and mime an illness. Say Whats thematter?The class says, e.g. Shes got a cough. Reviewdoctors, hospital, medicine.

1 Look, think and answer. Tell pupils to open their Pupils Books at page 28. Elicit who

they can see (Simon) and that hes ill. Tell pupils that thiswas last week. Remind pupils to read the instruction. Pupilstake turns to read the four questions aloud around the class.They discuss possible answers in pairs.

2 Listen and check. Play the CD. Pupils check in pairs. Elicit complete sentences

as answers. Play the CD again. Write the days of the weekon the board as prompts. Say, e.g. Tell me about Simon on

Monday. Pupils: He had a temperature. Write the sentencenext to Monday. Continue for the other days. Check pupilsremember this is the past. Focus pupils on the language bar.

Key:1 He was at home. 2 His temperature was 39 degrees.3 They were at the hospital so Simon could have some tests.4 Simon was better on Friday.

CD 2, 02

alex:You werent at school last week, Simon. Where wereyou?

simon:I was at home because I wasnt well.alex:What was the matter?simon:I was ill. Last Monday I had a temperature. It was

39 degrees.alex:Wow. What was the matter?simon:I dont know. I drank lots of water, but on Tuesday I

was worse and I had a bad headache too.alex:Were you better on Wednesday?simon:No, I wasnt. I had a terrible cough, so I saw the

doctor. He gave me some medicine.alex:Were you better after you took the medicine?simon:No, I wasnt. On Thursday I went to the hospital

with Mum and had some tests.alex:So, what was the matter?simon:Er, I had a cold , but I wasnt ill on Friday afternoon.

I was fine! I ate a big dinner and then I had a reallygood weekend!

3 Listen and say the day. Clean the board. Tell pupils to read the Activity 3 instruction.

Play the CD. Pupils whisper the answer to their partner thefirst time. Play the CD again. Check with the class. Elicit whathappened each day (so pupils repeat the key sentences/verbs).

Key:2 Friday, 3 Monday, 4 Wednesday, 5 Thursday,6 Monday, 7 Wednesday, 8 Tuesday, 9 Wednesday,10 Thursday

CD 2, 03

1 The doctor gave him 6 He drank a lot of wat some medicine. 7 He took some medic2 He ate a big dinner. 8 He had a bad headac3 He had a temperature. 9 He saw the doctor.4 He had a terrible cough. 10 He had some tests.

5 They went to the hospital.

1 Read Stellas diary. Tell pupils to open their Activity Books at page 28 and to

read the activity instruction. Elicit/teach diaryand whowrote it (Stella). Pupils read the diary entry.

Now look for the past of the verbs. Check pupils know what to do. They check in pairs. Chec

with the class.

Key:2 had, 3 ate, 4 drank, 5 went, 6 saw, 7 took, 8 gave,9 were

2 Complete the diary. Use the past verbs. Focus pupils on Activity 2. Check they have read the acti

instructions and know what to do. Pupils work individuaThey check in pairs. Check by asking pupils to read fullsentences aloud.

Key:1 went, 2 were, 3 saw, 4 gave, 5 took, 6 was, 7 had,8 had/ate, 9 had/drank, 10 went

Ending the lesson Call out the verbs, either past or present. Pupils say the

present or past, e.g. Teacher:Ate. Pupils: Eat. Teacher: GPupils: Gave.

Pupils Book page 2

Extra activity 1: see page 216 (if time)

Activity Book page 2


8

8


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3

3 Choose your weekend.

4 Now write about your weekend.

Last weekend was

terriblegreat

exciting

. On Saturday morning Iwas

wasnttired.

There was a good TV programmebook

breakfast

for me to

eat

read

watch

. In the afternoon

I went to the

shops

park

cinemawith my

friends

mum

dad

. It was

really good

bad

boring. I took

a

book

camera

dog

with me. After that I was veryhungry

thirstybut there was

acaf

supermarketfor us to get some

food

drink . I ate/drank

a burger

some rice

lemonade

some ice cream

.

It was lovely. I was in bed at8 oclock

9 oclock

10 oclock

.

Last weekend

2

3

29

4 Read and match.

6 Close your books. Play a memory game with your friend.

Tom saw the nurse.

5 Tom ate meat and vegetables.

6 Sue had an eye test.

7 Tom drank orange juice.

8 Tom took some medicine.

1 Tom saw the nurse.

2 Sue went to the hospital to see Tom.

3 Sue had a headache.

4 Sues mum gave her some medicine.

dcb

5 Read and say the letter.

a

c

1 He took some medicine because

he had a cold.

2 We ate a lot because we

were hungry.

3 She went to bed early because

she was tired.

4 I drank a lot because I had

a temperature.

5 The doctor gave her some medicinebecause she had a stomach-ache.

6 They saw the doctor because they

had a cough.

a

b

c

d

e

f

c

d

3

Target language Key language:past simple irregular

verbs, because Additional language:awake, eye test Revision:adjectives, illnesses, pronoun,

food, time, town, family, diary

Objectives:By the end of the lesson, pupils will have had further practice with the pastsimple and used becauseto join sentences.


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Warmer With books closed, review with pupils what they can

remember about Simons week. Join some of their responses

with becauseto review use and meaning, e.g. He saw thedoctor because he had a terrible cough.

4 Read and match. Tell pupils to open their Pupils Books at page 29. Check

they have read the activity instruction and know what todo. They say the sentences quietly to their partner. Remindthem to look for pronouns when they match. Check with theclass. Pupils write the complete sentences in their notebooksif they dont do Extra activity 1.

Key:2 e, 3 a, 4 c, 5 f, 6 b

5 Read and say the letter. Focus pupils on Activity 5 and check they have read and

understand the activity instruction. They work individuallyand then check in pairs. Check with the class.

Key:2 d, 3 a, 4 a, 5 d, 6 b, 7 d, 8 c

6 Close your books. Play a memory game withyour friend.

Check pupils have read and understand the Activity 6instructions. Demonstrate the activity for the class. Pupilsclose their books. Say a sentence and the pupils try toremember which picture in Activity 5 you are talking about.Pupils take turns to play the game in pairs.

3 Choose your weekend. Tell pupils to open their Activity Books at page 29. Elicit

what they can see (a diary) and what they have to do. Pu

do the activity individually. Make groups of four. Pupils tturns to read a sentence aloud. When they say their choie.g.great, the other pupils say Sameor Different.

4 Now write about your weekend. Talk with pupils about what they did last weekend, using

ideas from Activity 3 as prompts. Pupils write about lastweekend using the Activity 3 text as a model. They writea first draft in their notebooks. Monitor and check. Pupicheck each others work in pairs. Pupils write their finalcopy in their Activity Books.

Ending the lesson Start a chain, e.g. I went to the doctor because I was ill. P

A says I was ill because(e.g. I ate a lot of cakes). Pupil B I ate a lot of cakes because(e.g. I was hungry).

Pupils Book page 29





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3

30

5 Read and complete.

Five children are sitting round a table. Were looking at them

from above.

6 Write sentences about the children.

1

2

3

4

5

1 The girl sitting between John and Jack gave her mum some flowers

yesterday. She didnt have lunch at school. Shes called Susan.

2 John didnt see his friends in the afternoon. He did his homework.

3 Daisy went to a party in the afternoon.

4 The girl who didnt go

to a party or give her

mum flowers, saw a

film at the cinema in

the afternoon. Shescalled Sally.

5 The boy whos sitting

next to Sally had a

stomach-ache, so he

didnt eat any food

all day.

6 The girl who didnt

go to the cinema

yesterday is sitting

between John and Sally.

7 Sally didnt drink any

milk at breakfast.

DIDNT

seeh

isfrie

nds

+

Dais

y

Jack

gave

hermumsomeflowers

John did his homework. He didnt see his friends in the afternoon.

30

7 Look, think and answer.

1 Why is Stella tired this morning?

2 Where was Stella in her dream?

8 04CD2 Listen and check.

9 Answer the questions.

1 Did Stella have a nice dream?

2 Did she have a long blue coat?

3 Did she see a boy who had a cough?4 Did she give the man some flowers?

5 Did she see a woman with backache?

6 Did she take a box off the girls head?

No, she didnt. She had a terrible dream.

3 What was her job?

4 What was wrong with the woman?

LOOK

I hada terrible dream.

I didnt havetime to stop.

How many people didyou see?

have D had

do D did

Target language Key language:past simple negatives and

questions and short answers: irregularverbs, dream, bowl

Additional language:time to stop, takeit off, really tired/difficult, all night, Whatwas wrong with (the woman)?

Revision:illnesses, prepositions, how

many, woman,people, head

Materials required Extra activity 2: Choose eight sentences/

questions from the lesson, including pastsimple affirmatives, past simple negatives,past simple questions. Write each one inscrambled word order on a large pieceof paper.

Objectives:By the end of the lesson, pupils will have used questions and negatives to talkabout the past.


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3

7 Put the words in groups.

What did you have on Monday at half past ten? We had English.

9 Ask and answer. Complete the table.

chicken cousin burger teacher mum

milk school lemonade hospital banana

cinema juice park water nurse apple

What did you have on Monda at half past ten? We had English.

go see eat drink

morning hospital nurse

afternoon

evening

go see eat drink

morning

afternoon

evening

Where did Meera go in the morning? She went to the hospital.

Who did Meera see in the morning? She saw the nurse.

Places:People:Food:Drink:

8Use the words from above to complete Meeras day.

3

chicken

3

31

10 Read and say the word.

Mummy, Mummy call the !I had a stomach-ache but nowits worse.

Whats the matter?

I dont know,But please be quick,Dont be slow.

Did you have a yesterday?

Yes! There was lots to eat andgames to play.

Did you eat ?

Yes, I did.

Did you eat ?

Yes, I did.

Did you drink ?

Yes, I did.

Did you have and too?I think I k now whats the matterwith you!Take this medicine times a day,When you are better, go out and play!

No more chocolate cake for you,my daughter,Vegetables, and a drink of !

lemonade ice cream burgers chocolate

three water party sausages nurse fruit

11 05

CD2 Listen and check. Sing the song.

12 Ask and answer questions about the song.

Did she eat ice cream? Yes, she did.

Did she drink orange juice? No, she didnt.

Nurse.

3

Target language Key language:past simple, questions and

short answers Additional language:categories Revision:illnesses, adjectives, countable

and uncountable nouns, word families

Objectives:By the end of the lesson, pupils will have had further practice using the pastsimple and sung a song.


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Warmer Write the wordsjobs,food, drinks,places, each in its own

circle on the board. Pupils copy them onto paper and, in

pairs, have three minutes to add as many words to the mindmaps as they can. Elicit the words onto the board. Addkey words from Pupils Book Activity 10 and Activity BookActivity 7 if they are not included.

10 Read and say the word. Tell pupils to open their Pupils Books at page 31. Elicit who

is speaking (mum, girl, nurse). Check pupils have read theactivity instruction and know what to do. In pairs, they readthe text and match the pictures with the words in the box.

11 Listen and check. Sing the song. Play the CD for pupils to check. Play the CD again in

sections for pupils to repeat. When they are confident, theyperform the whole song. Divide the class into girl, nurse,

mum. They sing their parts. Swap roles. Make sure they usecorrect intonation (questions / telling off).

Key:party, burgers, sausages, lemonade, ice cream, chocolate,three, fruit, water

CD 2, 05

As in Pupils Book

CD 2, 06

Now sing the song again. (Karaoke version)

12 Ask and answer questions about the song. Demonstrate the activity for the class. Pupils read the

two questions aloud for others to answer. Elicit other

questions. Focus on the short answers: Yes, she did/ No,she didnt. Give pupils five minutes to think of and writesome questions about the song. They write the answer inbrackets. They take turns to ask and answer in pairs.

7 Put the words in groups. Tell pupils to open their Activity Books at page 31. Remin

them of the word families in the warmer. Check pupils h

read and understand the activity instruction. They do thactivity in pairs. Check with the class.

Key:Places: school, hospital, cinema, park; People: cousin,teacher, mum, nurse; Food: burger, banana, apple; Drinkmilk, lemonade, juice, water

Use the words from above to complete Meeras d Demonstrate the activity for pupils. Individually, they cho

and write appropriate words in the boxes. They keep theideas secret.

9 Ask and answer. Complete the table. Elicit the question words for each category (where, who,

what) and review how to form past simple questions wit

the class. Demonstrate with four or five questions andanswers, using open pairs. Make new pairs. Pupils ask ananswer and write the key words of their partners answein the second grid.

Ending the lesson Sing the song again with pupils in three groups.

Pupils Book page 31





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3

32

11 Make sentences.

neck knee never mean clever help weak well

jeans weather dream teeth sweater see tree

better she wet head

1

23

4

5

JOKE BOXHa! Ha! Ha!

Doctor, Doctor, I think Im a sheep!Thatsbaaaad.

knee

10 Put the words in groups.

Mary had a terrible cough.

Mary the to the the hospital.

Jim didnt had people at cough.

John saw a lot of a terrible her medicine?

Did go take doctor.

There were Sally dentist last week.

neck

32

14 08

CD2 Listen and repeat. Say the sound.

Freds heads better,Jeans knees are green,Helens necks red,Petes teeth are clean.

13 07

CD2 Say iSay i w iwi h Sh S ellaella

16 Now write your questions.

Didyouwalktoschool lastweek?

Health matters

1 a temperature last week?

2 go to hospital last year?

3 go to bed early last night?

4 a cough last year?

5 an apple yesterday?

6 milk for breakfast?7 go skating last week?

8 play outside yesterday?

Did you have

15 Ask and answer.

1 Sea. Sea.

Did you have a temperature last week? No, I didnt.

Objectives:By the end of the lesson, pupils will have distinguished between thephonemes /e/and /i/and completed a communication activity.

Target language Key language:the phonemes /e/and /i/ Revision:illnesses, colours, parts of the

body, adjectives, past simple, clothes


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Warmer Point to your head and your knees to elicit the words. Write

them on the board and underline eaand eein the words.

Elicit the sounds and write the phonemes /e/and /i/. Elicitother words from pupils which have these sounds. Remindthem to focus on the sound, not the spelling.

13 Say it with Stella. Tell pupils to open their Pupils Books at page 32. Elicit the

title of the activity and focus them on the pictures and therhyme. Play the CD. Pupils follow the rhymes and look atthe pictures. Play the CD again. Pupils say the rhymes alongwith the CD. Divide the class into four groups: elicit one linefrom each group. Repeat so all groups say all four rhymes.In pairs, pupils take turns to practise saying the rhymes.

CD 2, 07

As in Pupils Book

14 Listen and repeat. Say the sound. Demonstrate the activity for pupils. When they hear an /e/

sound, they can touch their head. When its an /i/sound, theycan touch their knees. Play the CD. Play the CD again and elicitthe word after pupils have done the action. Write the wordson the board and underline the relevant section. Check whichphoneme it is by pointing to the symbol on the board. Helppupils to notice the different spellings of the two sounds.

Key:/e/: when, weather, friend, sweater, clever, went, bread,then, never/i/: sea, cheese, easy, beach, meat, jeans, need

CD 2, 08

1 sea, 2 when, 3 weather, 4 cheese, 5 friend, 6 easy, 7 beach,8 meat, 9 sweater, 10 jeans, 11 clever, 12 need, 13 went,14 bread, 15 then, 16 never

15 Ask and answer. Tell pupils todays communication activity is about their

health. A pupil reads out the first question and elicitsanswers from pupils around the class. Pupils work in pairsand complete each question. Check with the class beforethey ask and answer. Pupils take turns to ask and answer inpairs and to record the answers in their notebooks. Checkwith the class, using open pairs.

16 Now write your questions. Focus pupils on Activity 16 and on the activity instruction.

Check understanding. Brainstorm ideas for other questionswith pupils, e.g. Did you watch TV yesterday? Did you playin the park last weekend? Did you clean your teeth thismorning?

Pupils write at least six questions in their notebooks. Makenew pairs. Pupils take turns to ask and answer.

10 Put the words in groups. Tell pupils to open their Activity Books at page 32. Remin

them of the two phonemes for this lesson. Check they ha

read the activity instruction and know what to do. Reminthem they need to say the words. They work in pairs andcomplete the lists. Check with the class.

Key:/e/: never, clever, help, well, weather, sweater, better, whead/i/: mean, weak, jeans, dream, teeth, see, tree, she

11 Make sentences. Focus pupils on Activity 11 and tell them to read the

instruction. Elicit what they have to do (make sentencesusing the grid). Elicit a few examples. In pairs, they taketurns to make sentences. Monitor and help where necess

Key:2 Jim didnt go to the doctor. 3 John saw the dentist la

week. 4 Did Sally take her medicine? 5 There were a lot opeople at the hospital.

Joke box Focus pupils on the Joke box. Ask a pupil to read the joke

to the class. They guess/fzind the answer. If pupils dontget the joke the first time, tell it again. Explain the joke ifnecessary by saying the words badand then baaaadandasking pupils what each word is (adjective / sound a sheemakes). Elicit the meaning ofjokein pupils L1.

Ending the lesson Do the rhymes from the beginning of the lesson withpupils again.

Pupils Book page 32





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89

1 09

CD2 Listen and say. Play the game.

/i / ///i/ //

2 10

CD2 Listen and sing.

A sailor went to sea

To see what he could see

But all that he could see

Was the sea, a pig and me.

The sailor has a ship

On which he likes to skip

But skipping makes him ill

So he has to take a pill.

The sailor, hands on hips

Gave the pig a great big kiss

While on one bended knee

What a terrible sight to see!

3 11

CD2 Listen and act it out.

Captain: Hello, my hearties!

Children: Hello, Captain!

Captain: Boy! Come in. Sit and have some chips!

Boy: Aye, aye, Captain! Can I have some fishand meat as well, please?Captain: Yes, the dish is on the table. Help

yourself. Come on, lets eat!

Boy: Theres an insect in the milk and a fly in

the pie. I cant eat anything.Captain: Boy, are you all right? Youre looking a bit green!Boy: Im feeling really ill. I think Im going to be sick.Captain: Oh, no! Quick, get off the ship!

green!

sick.

/i //i/tree meat knee bee

green queen seat

feet keys

//dish fish hip kiss

ship sit sick

chips insect

3 Say it with meSay it with me

8

/i / //

sick ship milk eat meat quickly sit

ship

Say it with me3

88

1 12

CD2 Listen and circle.

1 seat sit 5 eat it

2 feet fish

6 cheap chip

3 keys kiss 7 bean bin

4 sheep ship 8 sleep slip

2 Play the game.

1 1b c d e

a

2 2 b

3 3 c

4 4 d

5 5 e

3 Read and complete the text.

One day, some children went on a school trip. It was on

a pirate (1) . The captain of the ship was a

real pirate. They had lunch on the ship. They had to

(2) on wooden benches and wear pirate

clothes. They ate (3) , fish, chips and pie.They drank (4) . They had a great time.

Unfortunately, one boy was (5) and didnt

(6) anything. He had to get off the ship (7) !

a

Target language Key language: tree, bee, knee, green,

queen, feet, keys, fish, kiss, ship, sit, pig,skip, ill, chips, meat, insect, seat, dish, hip

Additional language: on bended knee,a sailor, take a pill, captain, bin, bean, slip,What a terrible sight to see! Hello, myhearties! Aye, aye! I think Im going tobe sick

Revision: milk, fly, pie, sheep, eat, it,cheap, sleep, quickly

Materials required A5 white cards (two per pupil)

Objectives:By the end of the lesson, pupils will have learnt the difference between /i/and //and will be able to recognise minimal pairs containing these phonemes.

Say it with me


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Highlight that the difference between /i/and //is in soundas well as length. The sound //in English is similar toSpanish but is often pronounced incorrectly. This occursbecause the Spanish //sound falls somewhere betweenthe English /i/and//sounds, hence the confusion withsound /i/as in treeand //as infish. Spanish speakerstend to apply their //sound for both which has an impacton the meaning of the word, i.e. instead of shipwe hearsheepwhich obviously causes confusion. Pupils need to bemade aware of this and extensive practice is necessary todistinguish clearly between the two sounds.

Warmer Demonstrate the two sounds alternately and point to how

your mouth shape changes. Encourage pupils to try thesound. Elicit words containing the sounds (kiss/keys, fit/feet).

Pupils practise saying the sounds.

1 Listen and say. Play the game. Tell pupils to open their Pupils Books at page 89. Focus

pupils on the two circles and elicit the different sounds. Playthe CD. Pupils listen and repeat. Tell pupils to close theirbooks. Give pupils two cards each. Pupils draw a large /i/on one and a large //on the other. Read out the words fromActivity 1 at random. Pupils hold up the correct symbol cardand say the word.

CD 2, 09

tree, meat, knee, bee, green, queen, seat, feet, keys, dish,fish, hip, kiss, ship, sit, sick, chips, insect

2 Listen and sing. Elicit what pupils can see in the pictures and elicit which

words have /i/and which have //. Play the CD, pausingafter each line for pupils to repeat. Pupils read the chant inpairs. Play the CD again. Elicit which words have the /i/and//sounds. Write them on the board. Pupils copy them intotheir notebooks.

Divide the class into four groups and read verse one in around. Group one starts the chant. As they start line two,group two starts the chant. As they start line two, groupthree starts the chant, etc. Do the same for the other verses,changing the order in which groups chant.

CD 2, 10

As in Pupils Book3 Listen and act it out. Elicit what pupils can see in the picture. Play the CD. Pupils

listen and repeat. Pupils work in pairs to practise thedialogue. Monitor and help with pronunciation. Pairs taketurns performing the dialogue.

CD 2, 11

As in Pupils Book

1 Listen and circle. Tell pupils to open their Activity Books at page 89. Focus

pupils on the activity. Play the CD and stop after the

example and check pupils know what to do. Pupils listenthe recording and circle the word they hear twice. Play tCD again if necessary. Put two cards, one with /i/and onwith //on your table. Ask volunteers to come to the fronhold up the appropriate phoneme card and say the answPupils spell out their answers if there is any confusion.

Key:2 fish, 3 kiss, 4 sheep, 5 it, 6 cheap, 7 bin, 8 sleep

CD 2, 12

1 seat sit seat2 feet fish fish3 keys kiss kiss4 sheep ship sheep

2 Play the game. Focus pupils on the activity. Elicit five words with the /i/

sound. Tell pupils to write them in the gaps next to thenumbers. Then elicit five words with the //sound for puto write down in the gaps next to the letters. Read thewords for the pupils to repeat. Pupils draw four battleshin their grids using a pencil. Tell pupils their battleshipsmust be three squares long. Mix pupils up so that they asitting with someone who could not have seen where thedrew their battleships.

Demonstrate the game with two pupils. One pupil guesswhere their partner has drawn their battleships. Theychoose a square by saying one word with /i/and oneword with //. If the chosen square does not have part of

a battleship, the other pupil says miss. If the square doeshave part of a battleship, they say hitand their partner hanother go. Pupils should mark the squares containing thpartners battleships with an X. The winner is the first tofind all their partners battleships.

3 Read and complete the text. Focus pupils on the words in the box. Check understand

Pupils work individually to complete the sentences with twords from the word box. Check with the class.

Key:2 sit, 3 meat, 4 milk, 5 sick, 6 eat, 7 quickly

Ending the lesson Pupils work in groups of four. They practise the chant fr

Pupils Book Activity 2. Ask different groups to performdifferent verses to the class. Pupils chant individually in around as they did before in groups. Encourage pupils to the chant without reading from their books.

Pupils Book page 9 Activity Book page 9

5 eat it it6 cheap chip cheap7 bean bin bin8 sleep slip sleep

Unit 3 Say it with me /i/ and //

Spanish specific


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3

3

I can talk about health matters.

I can talk about the past.

I can ask questions in the past.

Do you remember?Look andread

SayFold thepage

Write thewords

Correct

an doCan do

33

is is p was

are are p were

have have p had

go go p went

see see p saw

eat eat p ate

drink drink p drank

give give p gave

take take p took

today today yesterday

this afternoon this afternoon yesterday afternoon

tonight tonight last night

this week this week last week

this year this year last year

was

yesterday

So, Nick Motors, the carthief, is back in town.

Oooops! Sorry, Im late. I wentto the hospital to see my AuntEmma. Shes got a bad cough.

I went to the hospital shop. Therewas a man there. He had black hairand a big nose. I think it wasNick Motors, the car thief.

In the hospital?Lets go there now.

I really want tocatch Nick Motorsthis time, Key.

No problem, Lock!

Come on! We needto go inside quickly,before he runs away.

There heis! Thats

him, Lock!

No Key, hesnot Nick Motors.Hes a doctor.

Nick Motors isnt inside the hospital,Key. Hes outside in the street and

Hes takingour motorbike!

33

13

CD2

Target language Key language:language in the story Revision:language from the unit, have

got, physical descriptions

Materials required Extra activity 1: A large piece of paper for

each group of three

Objectives:By the end of the lesson, pupils will have read a story and reviewed languagefrom the unit.


14/22


Warmer Review the Lock and Keystory with pupils. Ask what

happened in the last episode, e.g. Where did Lock and Key

go? What day was it?Pupils reply, using the past.

Story

Lock and Key. Tell pupils to open their Pupils Books at page 33. Focus

pupils on the first frame and elicit who they can see (Lockand Key) and tell them who is on the screen (Nick Motors).Tell pupils that hes a car thief. Set the gist questions:Why did Key go to the hospital? Who did he see there? Didthey catch him? What did Nick Motors do?Play the CD.Pupils listen and read for what happened. They check inpairs. Check with the class (to see his aunt; Nick Motors/ a doctor; no; he took their motorbike). Focus pupils onframe 5 and elicit who this is (a doctor) and that Key made

a mistake. Play the CD again. Stop after each frame forpupils to repeat. Check general comprehension by asking,e.g. Where did Key see Nick Motors? What did Lock andKey decide to do? What did the doctor look like? Did he haveblack hair and a big nose?

CD 2, 13

As in Pupils Book

Do you remember? Write The pastin the centre of the board. Brainstorm th

words and phrases from the unit and write them as a mi

map, e.g. did, took. Tell pupils to open their Activity Books at page 33. Check

pupils have read the activity instructions and know whatto do. They study the words on the right in silence. Pupilthen cover the list on the right with the flap at the back othe Activity Book so that they can only see the words on left and the lines to write the words. Without looking, thwrite the words in pencil. They check in pairs, asking, e.gWhats this one? How do you spell drank?They dont loat the words on the right. When pupils have finished, thecan either correct their own work or swap books with thfriend and check their partners.

Can do. Focus pupils on the Can dosection of the page. Say Lets

read the sentences together. Read the f irst sentence. Eliciwhat this means with examples and elicit / remind them the activities they did in this unit when they talked abouthealth matters. Review what the three faces mean (not vwell / OK / very well). Remind pupils they circle the onethey think is true for them. Repeat for the second sentenreminding them of activities they did when they talkedabout the past. Repeat for the third sentence, eliciting /reminding them about the communication activity as weother activities when they asked questions about the pasPupils circle the appropriate face.

Say Now show and tell your friends. Pupils work in groupof three and take turns to show their work for / talk aboueach one.

Ending the lesson Ask pupils which chant/song theyd like to do again from

the unit. Do it together to end the lesson. In L1, ask pupils to find out from their parents for the ne

lesson what their blood group is.

Pupils Book page 33





15/22


?1 Find and write the words.

s a b f a c e l e b l

d t l j e n p q f b c

l b o d y e w s a m n

h d b m o u t h k u g

a h d e a f s o l m s

a d x y b c c u d v z

r a t e e t h l t t j

t c h n o j m d o w h

v l o e b a n e s i o

b x n c a e a r d e i

b a c k c d s k j w p

2 Match the words and the pictures.

muscle bone blood cells heart lungs

1 2 3

4 5

blood cells

back

1

2

3

4

5 6 7 8

9

10

11

34

12

xkl

3

?

34

1 Look at the pictures. Read and answer the questions.

BonesBonesThere are 206bones in the human

body. More thanhalf of these are inthe hands and feet.Bones are about 75

percent water.

1 Can you name any bones?

The human bodyThe human bodyMusclesMusclesThere are 600 muscles in thebody. Muscles move our body.They need oxygen to

work well.

33 When do we useour muscles?

DO YOU KNOW THAT ... ?

Our lungs have lots and lots of layers. If weopen them they are as big as a tennis court.

BloodBlood carries

oxygen to ourmuscles. There arefour blood groups.They are A, B, O

and AB. The mostcommon is type O.

22 Do you know yourblood group?

HeartHeartOur heart is a muscle. Itmoves blood around ourbody. The heart beats about

72 times a minute. When wedo exercise our heart beatsmore quickly.

44 Can you feel yourheart beat?

LungsLungsWhen we breathe we takeoxygen from the air into our

body. Our lungs pass theoxygen to our blood.

55 Why do you need tobreathe more quickly whenyou run?

Target language Key language:the human body, bones,

blood, blood group, blood cell, muscles,heart, lungs, beat, chest,pass, layer, tenniscourt, breathe, carry

Additional language:the most commontype, an average of , more quickly, openthem out, as big as

Revision:present simple, need, oxygen,well, move

Materials required Several pieces of paper or cloth to

demonstrate layers for the Do you knowthat ?activity

Extra activity 1: A piece of paper for eachpupil. Reference books / the Internet.

Objectives:By the end of the lesson, pupils will have read about the human body andanswered some questions about their own bodies.


16/22


Warmer Draw a simple figure on the board and elicit the parts of

the body pupils remember, e.g. head, hands,feet, legs, arms.

Label each one. Tell pupils that todays topic is The humanbody.

Do you know that ? Tell pupils to open their Pupils Books at page 34. Focus

them on the top of the page and say Do you know that ?Ask a pupil to read the fact to the class. Demonstrate whatlayermeans, using the paper or cloth. Elicit/tell pupils thesize of a tennis court (3.6 m x 18 m) and how amazing thisfact is. Ask pupils to point to their lungs to helpcheck understanding.

1 Look at the pictures. Read and answer thequestions.

Focus pupils on the pictures. Tell them theyre going to

find out some facts about the human body and about theirbodies too. Provide the word each time for pupils to repeat.They work in pairs and discuss where each one is, pointingto their bodies. Check by saying the word for pupils torepeat and then checking where it is in the body.

Focus pupils on the text. Check pupils have read the secondpart of the activity instructions and know what to do. Theyread the text and discuss the questions that appear at theend of each section.

1 Find and write the words. Tell pupils to open their Activity Books at page 34. Check

they have read the activity instruction and know what to

They find the words for the pictures in the wordsearch f(horizontally, vertically or diagonally) and then they writeeach word under its picture. They can work in pairs / smgroups. Remind them to look back at the Pupils Bookfor spellings.

Key:2 mouth, 3 stomach, 4 feet, 5 teeth, 6 face, 7 eye, 8 he9 body, 10 ear, 11 shoulder, 12 neck

2 Match the words and the pictures. Focus pupils on Activity 2 and on the activity instruction

Check understanding, using the example. Pupils match thwords with the pictures and then check in pairs. Check wthe class, eliciting the spelling of the word each time.

Key:2 lungs, 3 muscle, 4 bone, 5 heart

Ending the lesson Review with pupils what they have done and what they

learnt about in todays lesson.

Pupils Book page 34





17/22


1 Take a big breathand then breathe into

the balloon.

2 Put the balloon on

a piece of paper.

3 Draw a short lineat each side of

the balloon.

4 Measure the distance

between the two lines

on the piece of paper.

Projec Test your lungs.

35

2 14

CD2 Do you remember? Listen and answer.

3 Correct the sentences.

You need:

a round balloona ruler a piece of paper for the results

1 All our bones are in our hands and feet.2 There are five different blood groups.

3 There are 60 muscles in the body.

4 When we exercise our heart beats more slowly.

5 We dont need to breathe more quickly when we run.

1 This carries oxygen to our muscles. Blood.

3

The doctors:

When?

Who?

What was the matter?

Aunt Louise:

Where?

What was the matter?

Where now?

yesterday1

2

3

4

5

6

3 15

CD2 Listen and write.

4 Do the questionnaire in groups. Tick or cross the boxes.

HEALTH QUESTIONNAIRE Me 1 2 3 4 5

1 Do you know your blood group?

2 Do you have an eye test every year?

3 Do you have medical check-ups?

4 Do you see the dentist every year?

5 Do you eat five pieces of fruit or vegetablesevery day?

6 Do you drink two litres of water every day?

7 Do you wash your hands before eating?

8 Do you clean your teeth after eating?

9 Do you exercise for half an hour every day?

10 Do you sleep ten hours a day?

3

3

3

Objectives:By the end of the lesson, pupils will have talked more about the human bodyand completed a project.

Target language Key language:stretch, diameter, medical

check ups, eye test Additional language:balloon stretch

method,to test lung capacity, vitalcapacity, on each side

Revision:the human body, breathe,measure, air

Materials required Project: A round balloon for each pupil,

one balloon for demonstration


18/22


Warmer Draw an outline human body on the board. Review some

key facts and vocabulary with the class.

2 Do you remember? Listen and answer. Tell pupils to open their Pupils Books at page 35. Check

they have read and understand the activity instructions.Play the CD. They whisper the answer first to their partner.Play the CD again and elicit answers from pairs.

Key:2 muscles, 3 heart, 4 bones, 5 lungs

CD 2, 14

1 This carries oxygen to our muscles.2 These move our body.3 This is a muscle which moves blood.4 We have 206 of them in our body.5 These pass oxygen from the air to our blood.

3 Correct the sentences. Focus pupils on the sentences. Check they have read and

understand the activity instruction. They cover the text onpage 35 with paper and try to correct the sentences orallyin pairs. They then look at page 35 to check. Elicit possiblecorrect versions for each one with the class. Pupils write acorrect version of each sentence in their notebooks.

Key:1 More than half our bones are in our hands and feet.2 There are four different blood groups. 3 There are 600muscles in the body. 4 When we exercise our heart beats morequickly. 5 We need to breathe more quickly when we run.

Project. Test your lungs. Focus pupils on the project. Elicit what they can see

in the pictures and what the child is doing. Pupils taketurns to read the project instructions aloud. As they doso, demonstrate each stage with your balloon. Checkunderstanding and pronunciation of key vocabulary. Tellpupils to put their pencils, rulers and a large piece of paperon their desks. Hand out the balloons. Pupils follow theinstructions and complete the experiment. Compare anddiscuss results with the class.

3 Listen and write. [YLE] Tell pupils to open their Activity Books at page 35. Check

that they have read and understand the instruction. They

only need to write the key words. They dont need to wrisentences. Tell pupils to read the form before they listenPlay the CD. They listen and write. Play the CD again. Thcheck in pairs. Check with the class.

Key:2 Pauls sister, 3 stomach-ache, 4 hospital, 5 temperat6 in bed at home

CD 2, 15

Where were you yesterday, Paul?I was at the doctors.Really? What was the matter with you?Nothing. Im fine. I was with my sister. She had a stomach-acOh, dear. Im sorry about that. Is she OK now?Yes, but she cant eat any cake or biscuits this week.Oh, dear.

My Aunt Louise was in hospital on Friday.Why?She was there because she had a temperature.Oh. Is she OK now?Yes, but she has to stay in bed this week. The doctor say

she needs to sleep a lot.

4 Do the questionnaire in groups. Tick or cross theboxes.

Focus pupils on the questionnaire. Pupils take turns toread the questions aloud. Check understanding of keyvocabulary. Make groups of six. Pupils answer the questi

for themselves first (Me). Then they ask and answer withthe other members of their group. Elicit and collate theinformation onto the board to show how healthy the clasis. Include yourself in the data.

Ending the lesson Review with pupils what they talked about in todays less

and which activities they liked best from this and theprevious lesson and why.

Pupils Book page 35





19/22


20/22


Warmer Ask pupils if they like sports. Say Do you prefer tennis or

football?and elicit some answers. Encourage pupils to say

why. Ask more questions about different pairs of sports. Ifyou have space in the classroom, pupils can express theirpreference by moving to one side of the room. Pairs discusswhich of the two sports they prefer and say why. Discuss asa class which sports are the most popular.

1 Look, think and answer. Tell pupils to open their Pupils Books at page 36. Focus

pupils on the photos and elicit what they can see. Focuspupils on the questions and elicit answers.

Discuss sports as a class. Ask pupils what sports they playand how they feel when they win and when they lose. Askpupils why it is a good idea to play sport (to have fun, tokeep healthy). Read the speech bubbles. Highlight that themost important thing is to take part not to win and thatwinning is an added bonus. Highlight that it is essential forsportspeople to get support from their family and friends.They also need the support of their professional teams.Highlight that it is important to have respect for youropponents and for the people who help you.

2 Listen and check. Play the CD. Pupils listen and check their answers. Play

the CD again, pausing after each person. Say How are thesportspeople different? (they play different sports) and Howare the sportspeople the same? (they try to play as well asthey can, the tennis player and the football player are bothsupported by a team of people.)

CD 2, 16

female tennis player:I love playing tennis and Im a goodplayer. I win a lot of the matches I play but it isnt all aboutwinning. For me, its about playing as well as I can. Tennisis an individual sport but that doesnt mean I havent gotpeople to help me. My trainer and my doctor help me a lot theyre part of my team and theyre very important. Atthe end of every match, win or lose, I always congratulatethe other player. Thats what sportsmanship is all about.

male football player:The thing I love about football isthat we all play as a team. Some of us are good at scoringgoals and some of us are good at stopping the other teamscoring. So we all help each other. Of course we arenthappy when we lose a game, but the important thing is

that we did our best. If the other team played better thanus, it makes us train harder for the next match.

3 Read and answer. Read the questions and elicit pupils ideas. Pupils take

turns to read the text aloud around the class. Pupils workindividually and write their answers in their notebooks.They check in pairs by taking turns to read and answer tquestions. Check with the class.

Ask pupils why they play certain sports, if they eat specifood before or after a game and who helps them play thsport. Give pupils the opportunity to share ideas and toagree/disagree.

Key:1 to keep fit, 2 healthy food, 3 taking part, 4 tocongratulate the other players, 5 their team (a trainer,a masseur, a doctor, people who look after their equipme5 doing exercise and having fun

1 Read, write and match.

Tell pupils to open their Activity Books at page 36. Focuson the pictures. Ask pupils what is happening in each onand what the people might be saying. Focus pupils on thspeech bubbles and the gaps. Demonstrate the activity busing the example. Pupils work individually to complete tspeech bubbles. Then they match the speech bubbles to pictures. Check with the class.

Highlight that its important to congratulate the winner(sand loser(s), that winning is an added bonus, that takingpart is what counts, that sport is about exercising andhaving fun and that team spirit is important.

Key:1 b but it was a great match, 2 d Are you OK? Do yneed any help? 3 c Congratulations! You were incredible!4 a Well done! You allplayedvery well. What a great tea

2 Read and complete. Pupils complete the sentences using their own ideas and

information from the Pupils Book. Monitor and checkspelling. Pupils discuss and compare their answers. Givepupils the opportunity to share their ideas.

Ending the lesson Show the class pictures of five or six famous sportspeop

or teams and stick them on the board. Write the followinquestions on the board: Why do you train? What sort offood must you eat? What is the most important thing absports? Who helps you? What is sport about?Divide theclass into groups of five. Give each team five (coloured)

papers cut into speech bubbles. Allocate a sportsperson team to each group. Tell the pupils to write an answer toeach of the questions onto the speech bubbles. Invite puto stick the speech bubble next to the sportsperson whenthey have finished. If you have time, hand out more speebubbles and allocate groups a different sportsperson orteam. Leave the pictures and speech bubbles on display treview the language in future classes.

Pupils Book page 36



21/22


37

34

17

CD2 Listen and read. Then act it out.

Bill: Here, Anna!Anna: There it goes, Bill. Catch! That

was great! Good shot!

Bill: Thank you! I really want to win

this match but were losing.

Anna: I know we are but Im having fun,arent you?

Bill: Oh, yes! Im having a good time!

Anna: Thats the important thing. And

the other team is very good.Bill: Yes, they are. Careful, Anna! Stop

talking and catch the ball!

5

spell

in

g

What is it? Say k or ck. Drink. k

a

d

g

b

e

h

c

ff

i

3

3 Choose and act it out.

Sally: Hi, Oliver. Do you want to play basketball/

tennis/football?Oliver: Sure, but I am not very good/am terrible/

dont play well.Sally: Thats OK/It doesnt matter/Thats not

important . Its just nice to play some sport together.Oliver: Well, theres another problem. I dont like losing!

Sally: Oliver, dont worry about losing! Remember thatdoing exercise/participating/having funis more

important than winning.Oliver: Youre right. I just want to enjoy the game/have fun/

have a good time.

Sally: Im not very good either, so lets play and do our best!

Oliver: OK. Lets see who loses!Sally: Ha, ha!

4

spell

in

g

Write k or ck.

1ho ey 2s ip 3 ite 4ja et

5ca e 6chi en 7ne 8s irt

3

ck

3

Objectives:By the end of the lesson, pupils will have talked about doing sport andpractised spelling words with kand ck.

Target language Key language: catch, that was great, Im

having fun / a good time, Do you wantto play ? Sure, Im not very good, Imterrible, I dont play well, Thats OK, itdoesnt matter, thats not important

Additional language: lets play, dontworry about losing

Revision: words with k orck

Materials required Two empty bins or buckets and two

paper balls Pictures of famous sportspeople (as used

for page 36)

Trinity Talkies

When was the last time you were ill?

Tell me about how the human body works.


22/22

Warmer Stick pictures of sportspeople on the board. Elicit their

names and the sports they play. Draw speech bubbles

and thought bubbles around the pictures. Elicit what thesportspeople might be saying/thinking (Good shot! Greatgoal! Catch! That was fantastic! Pass the ball! Shoot! Getthe ball! Im tired. This is amazing! Were having fun!) andcomplete the bubbles.

4 Listen and read. Then act it out. Play the CD. Pupils guess what sport the children are

playing. Elicit different possibilities from the class. Tellpupils to open their Pupils Books at page 37. Elicit thechildren are playing basketball. Play the CD and ask pupilsto read the dialogue at the same time. Play the CD again,pausing to allow pupils to repeat. They act out the dialoguein pairs. When they have finished tell them to swap rolesand repeat.

CD 2, 17

bill:Here, Anna!anna:There it goes, Bill. Catch! That was great! Good shot!bill:Thank you! I really want to win this match but

were losing.anna:I know we are but Im having fun. Arent you?bill:Oh, yes! Im having a good time!anna:Thats the important thing. And the other team is

very good.bill:Yes, they are. Careful, Anna! Stop talking and catch

the ball!

Pupils work in pairs. Tell them to choose another sportand write a short dialogue. Tell the pupils to use someof the language from the dialogue and from the speechbubbles around the pictures of the sportspeople on theboard. Monitor pupils as they are working and help wherenecessary. Pairs take turns to read their dialogues while theclass guesses what sport they are talking about.

Spelling

5 What is it? Say k or ck. Draw a glass of milk on the board and ask pupils to guess

what it is. Say How do you spell milk? Write milkon theboard. Point to something black and say What colour is this?Elicit the spelling and write it on the board. Highlight kand ckand elicit other words with kand ck. Explain that some wordsare spelt with kand some with ckand that the sound is the

same but the spelling is different. Focus pupils on the picturesand ask them to call out the words. Play the CD, pausing aftereach word for pupils to say the word and then kor ck.

Key:b black, c duck, d lake, e milk, f clock, g sock, h bike,i park

3 Choose and act it out. Tell pupils to open their Activity Books at page 37. Focus

pupils on the pictures and elicit the sports. Focus pupils on

the first sentence and ask a pupil to choose an option. Askanother pupil to choose another option. Check pupils knowwhat to do. Highlight that all the options are correct. Pupildo the activity in pairs, reading the dialogue and choosingthe options they prefer. Then pupils swap roles and repeatwith different options. Check with the class. If there is timbrainstorm other ideas to replace the options and practicedialogue again.

Spelling

4 Write k or ck. Look at the pictures and elicit the vocabulary. Pupils wor

individually to complete the words with kor ck. Invitevolunteers to write the answers on the board.

Key:2 skip, 3 kite, 4 jacket, 5 cake, 6 chicken, 7 neck, 8 skir

Ending the lesson Tell the class they are going to play spelling basketball. P

two bins or buckets under the board. Above one write ckand above the other write k. Divide the class into two teaAsk four pupils from each team to line up in front of thebins. Say Throw the ball into the ck bin if I say hockey.Throw the ball into the k bin if I say cake. Elicit that hockhas ckand cakehas k. Give the pupils at the front of eacline a ball. Call out words with kand ckuntil each of thepupils has had a turn. Award points to the first team tothrow the ball into the correct bin. Pupils swap with fourother members of their team and repeat.

Pupils Book page 37 Activity Book page 37

kb tb sample web

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