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K12 materialEnglish 4 Kids

Pedagogical Guide for Teachers

Contents:

A: Course description

1) Introduction

2) Level

3) Objectives

4) Organisation and content

5) Mode of use

6) Evaluation

B: Course outline

C: Module-by-module guide for tutors

1) Module features2) Approach to use in the classroom

3) Module-by-module guide

D: Appendices

A: Course description

Introduction

The Net Languages English 4 Kids course materials constitute a bank of resources delivered via Internet that are designed for students in the 8- to 11-year-old age group. The courses aim primarily at consolidating and recycling language areas previously encountered in the classroom, although they can also be used for initial presentation. They are designed for both individual and group work, and are indexed (and therefore accessible) according to topic, lexical area and grammatical structure.

Level

The course is targeted for children at beginner to elementary knowledge of English (A1 or A2 of the Common European Framework) and complements existing coursebook provision. Although the grammar and vocabulary presented and practised in the course are selected for these levels, many of the texts (songs and stories) provide challenges for children with a higher level of English.

Objectives

· To provide alternative opportunities for exposure to English, as well as reinforcement and development of language areas studied in the classroom.

· To provide opportunities for learners to work independently of the teacher, thereby developing their autonomy as learners.

· To provide opportunities for learners to work collaboratively on tasks, thereby promoting the formation of a positive group dynamic.

· To motivate learners and to instil a positive attitude to the learning of a second or another language through exposure to easy, attractive and enjoyable materials, including many with a game-like element.

· To cater for mixed-ability groups by including a range of degrees of challenge within each module.

Organisation and Content

The resources consist of the following components:

· Two courses containing 10 theme-based modules each, and each module corresponding to approximately one hour of study time (20 hours of study time in total).

· Each module contains a printable PDF worksheet (in the Review section) for revision and extension of the target language of the module.

· A teacher’s guide with suggestions as to how tasks can be accessed, sequenced and used. Follow-up classroom ideas are also provided.

The course content has been designed to complement thematic and linguistic areas typically covered in published coursebooks and in the Movers UCLES YL exam for this level and age group.

Two characters – brother and sister Danny and Tessa – and their family feature throughout the material (such as when learners solicit task feedback, for example) in order to provide cohesion and to enhance a sense of familiarity. The characters also offer a point of access to British culture and society, and learn important ethical lessons along the way.

List of topics

The following topics and vocabulary areas are covered:

Course A:

- describing people

- jobs and places of work

- objects in a pencil case

- pets, and what they can do

- sport

- family

- household chores

- the school day

- free-time activities

- dinosaurs

Course B:

- types of transport

- describing animals

- telling the time and talking about daily routine

- fairy tales

- fast food

- places in a town

- endangered animals

- days, months and birthdays

- science-fiction stories

- diet and nutrition

Organisation of modules

· Each module includes a vocabulary focus (relevant to the theme) and treatment of one or two grammatical areas.

· Each module consists of 18 automatically marked tasks, including matching, ordering, text completion, pelmanisms, crosswords, listen and choose, and more – all enhanced with visuals and sounds. The activities are logically sequenced within a module and follow a progression from word-based to sentence-based to text-based tasks. Text types include, stories, comics, fact files, songs, chants, monologues, dialogues and conversations.

· Tasks are mainly receptive, involving reading and listening, and including identification, recognition and discrimination tasks, but there are also some controlled writing tasks (such as text completion). Controlled and free writing activities are also included in the printable worksheets.

· Each unit is divided into sections to explore sub-topics and according to language focus and skills practice. Each section provides between 8 to 15 minutes of study time.

Mode of use

Learners can work either individually or in groups, monitored or unmonitored.

The material is self-sufficient and self-explanatory.

Access to other Web-based resources (Internet, chat rooms, and so on) is not required.

The contents page of each unit outlines skills and language practise as well as topics and sub-topics.

Evaluation

All tasks are automatically marked on completion, and a score is given (for example: ‘Well done! You got 10 out of 10!’). Learners are invited to improve their score by correcting their work or attempting the exercise again. Note that scores are not accumulated; teachers wishing to keep track of individual scores should ask learners to keep a pen-and-paper record.

Each module finishes with self-evaluation tasks, in which learners rate their own progress and identify items that they have learned.

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B: Course outline

COURSE A

UNIT

SECTIONS

VOCABULARY

FUNCTIONS / GRAMMAR

TEXTS

EXERCISES

1 Monster

Asking for and giving information

Questions for learners

How can you describe people?

What words do you know to describe people?

Adjectives

Adjectives describing appearance: tall, short, fat...

1 Look and listen

2 Listen and choose

3 Concentration: Adjectives

Dracula’s family

Adjectives and nouns describing appearance: short hair, brown eyes, thin, tall, …

I am vs. I’ve got

Word order: verbs, adjectives and nouns

Describing monster family members

1 Listen and complete

2 Match words to images

3 Word order

Monster families

short hair, dark hair, brown eyes…

eleven years old

Describing age and appearance

Contractions: I’m and I’ve

Practice of I am vs. I’ve got

I’m eleven years old.

I’m tall.

I’ve got brown eye and short hair.

Spoken descriptions

1 Listen and choose the correct picture

2 Listen, read and complete descriptions

3 Write words to complete descriptions

Monsters ‘R’ us

Adjectives and nouns to describe people: age, description, hair colour, eye colour

Questions and answers

Word order in questions

What’s your name?

How old are you?

What do you look like?

What colour hair have you got?

Radio interview

Dialogue

1 Listen and complete monster descriptions

2 Match questions to answers and listen to check

3 Word order: Questions

“Monsteritis”

Story vocabulary

Past simple: Regular and irregular verbs: woke up, ran, looked, opened…

Negation: I’m not, You’re not …

Story

Song

1 Read, listen and match

2 Matching: Who says it?

3 Song: Living in a Monster’s house

Review

Worksheet tasks

1 What have you learnt?

2 Write be or have

3 Complete the dialogue

4 Draw and describe a monster’s dad

1 Test your vocabulary

2. Word order.

3. Listen and choose.

2 This is a job for…

Talking about what people do


What different jobs do you know?

What words do you know to describe jobs?

Jobs

Jobs: doctor, teacher, waiter, bus driver, …

1 Look and listen: Jobs

2 Listen and order: Jobs

3 Picture dictionary: Jobs

What’s your job?

as above

What’s your job?

I’m/He’s/She’s a …

Short dialogues

1 Job spelling game

2 Questions and answers: What’s your job?

3 Look and spell: Jobs

My family and friends

Family vocabulary

Jobs

Places of work: airport, theatre, police station…

This is a photo of …Possessive pronouns: my, her, his

What’s his/her job?

He’s/she’s a doctor.

A dialogue

1 Listen and match

2 Listen and choose my, her, or his

3 Look and match: Places of work

Jobs and places

Jobs: nurse, pilot, teacher…

Work places: hospital, studio, school, …

What do you like?

Where do you work?

Interviews

A song

1 Listen and choose: What’s my job?

2 Match jobs to places

3 Song: The superhero song

4 Song: Listen, read and match

The adventures of SuperTessa and WonderDanny

pilot, passengers, children

to save

This is a job for …

Please save us.

Don’t be frightened.

A comic story

1 Listen, read and put in order

2 Match to pictures: What do they say?

Review

Worksheet tasks


2 Complete sentences

3 Practise my, her, his

4 Write about people in your family and what they do

1 Look and write the jobs

2 Word order

3 Listen and choose

3 Pencil case

Talking about and asking for stationery things


What have you got in your pencil case?

How do you ask for things in a shop?

Things in my pencil case

Pencil case contents: felt-tip pen, rubber...

Colours: red, blue...

1 Look and listen: Pencil case things

2 Memory game: Pencil case things

3 Pencil case spelling game

I love my pencil case

Pencil case contents: felt-tip pen, rubber...

Colours: red, blue...

I’ve got …and …

I haven’t got …or …

Adjective + noun: a red pen

A poem

A description

A paragraph

1 Listen and choose

2 Listen and match

3 Read, remember, write and listen

Have you got a ruler?

Pencil case contents: scissors, ruler, calculator…

Have you got a ruler?

Yes, I have. / No, I haven’t.

Can I have a pencil?

Yes, here you are.

Animation: A dialogue

1 Watch, listen and tick

2 Listen and complete: A dialogue

3 Listen and order: Danny’s new pencil case

In the stationery shop

Pencil case contents: scissors, ruler, calculator…

Good morning …

How much is the sharpener?

Have you got a/any …?

Can I have … , please?

Here you are.

Word order: Questions and answers

Shop dialogues

A song

1 Listen and put dialogues in order

2 Word order: Questions and answers

3 Song: Listen for words

5 Song: Word order. Listen and sing along

The magic pencil case

Adjectives: generous, beautiful, magic…

Good morning …

How much is the sharpener?

Have you got a/any …?

Can I have … , please?

Here you are.

A story

1 Listen and read

2 Listen and put events in order

Review

Worksheet tasks


2 Match words to definitions

3 Complete a shop dialogue

4 Write about what is in your pencil case


2. Complete a dialogue

2 Listen and order items

4 Goal

Describing and asking about what people are doing


What do you know about different sports?

What are you doing now?

Different sports

Sport verbs: swim, do judo, play tennis, swim, ...

Play or do + activity?

1 Look and listen: Sport verbs

2 Memory game: Sport verbs

3 Listen and put in order

4 Sort the sports: play, do or …

5 Sports spelling game

Danny’s new mobile

mobile phone, skateboarding, homework, …

Present continuous

What are you doing?

What is he/she doing?

I’m playing football.

He’s/she’s skateboarding

A phone call

A dialogue


2 Listen and complete a dialogue

3 Look, listen and choose the answer

School sports day

Sports: football, gymnastics, baseball, …

What do you want to play?

What is Danny doing?

Word order in questions and answers

A song

1 Listen and sort words

2 Listen and sing along

3 Look and match: What are they doing?

4 Word order: Questions and answers

Boys ‘R’ Us

Sports places: home, sports stadium, park, …

What sports do you like?

What’s your favourite sport?

Where do you play it?

Interviews

1 Listen and complete information

Girls can play golf and boys can do aerobics

morning, afternoon

breakfast

Saturday

Sports

I like … / She/He likes …

I don’t like … / He/She doesn’t like …

Mum plays golf on Saturday morning.

A story

1 Read, listen and order events

2 Read and listen: True or false?

Review

Worksheet tasks


2 Complete sentences with doing or playing.

3 Complete sentences with contractions of be

4 Write true/false sentences about a picture


2 Word order

3 Listen and choose

5 Pets

Describing and asking about abilities


What different pets do you know?

What can different animals do?

Different pets

Pets: dog, cat, duck, tortoise, budgie...

A picture dictionary

1 Look and listen: Pets

2 Matching game: Pets

3 Pet spelling game

Different animals

mammals, fish, birds, reptiles

Verbs: fly, run, climb trees...

Birds can fly.

Can/can’t for ability

Can cats swim?

Yes, they can. / No, they can’t.

Sentences


1 Sort the words

2 Match verbs to pictures

3 Look and write verbs

4 Look, listen and answer

Our pets

Pets: dog, cat, duck, tortoise, budgie...


This is my pet …

His name is …

He can/can’t …

Descriptions: “My pet”

1 Read and choose can or can’t

2 Look and complete sentences

3 Listen and choose

The best pets


What’s my pet?

He can …., but he can’t …

How old is he? What’s his name?

Quiz show

An interview

1 Listen and choose



Can ducks speak?

Story vocabulary

Past simple

Can/can’t for ability

A story


2 Read and put events in order

Review

Worksheet tasks


2 Complete sentences with can and can’t

3 Complete a dialogue

4 Write animal riddles


2 Word order

3 Listen and choose

6 Family Photo

Describing family members and talking about people in a photo


What family words do you know?

How can you talk about people in a photo?

Family tree

Family members: mum, auntie, uncle, cousin...

1 Look and listen: Family members

2 Match family words to a family tree

3 Memory game: Family tree

4 Crossword: Family

Family photo song

garden

take a photo

Prepositions of place: in, next to, behind...

Living room furniture: sofa, mirror...

Describing a scene:

The family are in the garden.

They are sitting under a tree.

Say cheese

I’ll take the photo.

A song

1 Listen and order sentences

2 Listen and match, then sing along

Hide and seek


Living room furniture: sofa, mirror, table, …

Describing position: Mum is next to Grandma.

Where’s my sister?

She’s under the table.

A chant

1 Look and listen: Prepositions of place

2 Memory game: Prepositions of place

3 Hide and Seek chant

4 Write answers to questions

My family photo


Living room furniture: sofa, mirror...

Describing people in a photo: In this photo you can see my family. I’m sitting on the sofa. Mum is next to Grandma.

A photo description

1 Listen and match

2 Read and complete the description

3 Write the missing words in the description

Say “cheese”!

Family members

Vocabulary of taking a photo

Past simple: It started to rain. They went into the living room. The lights went out.

A story

1 Read, listen and put events in order

2 Listen and match: Who says it?

Review

Worksheet tasks


2 Write the family words

3 Complete a living room description

4 Draw your family tree and write about your family


2 Word order

3 Listen and choose

7 Chores

Giving instructions, talking about chores and what you like doing


How do you help at home?

What chores are there to do at home?

Chores at home

Household chores: feed the cat, water the plants, make the bed, …

1 Look and listen: Chores

2 Memory game: Chores

3 Match pictures to words

Our chores

Household chores: feed the cat, water the plants, make the bed, …

What chores do you do?

What chores do you like?

What chores don’t you like?

Interviews

1 Concentration game: Chores

2 Match verbs to chores

3 Listen and complete: Likes and dislikes

Karl and Karla’s chores

Days of the week

Household chores

Imperatives: Put your toys away. Make your bed.

A poem

1 Listen and read

2 Listen the poem and write the correct days

Danny and Tessa’s chores

Days of the week

Household chores

Imperatives: Affirmative and negative: Take the rubbish out.

Don’t watch TV.

I hate tidying my room.

I like chores.

Present simple: Gavin put the toys in the cupboard.

Can for ability:

My chorebot can clean the windows.

A dialogue

A story

Robot descriptions

1 Listen and complete a table: Danny and Tessa’s chores



4 Read and match

5 Look and write: Instructions

The chores song

Days of the week

Household chores

I like playing.

Do your chores.

A song

1 Listen, read and sing the song

2 Listen and put the lines in order

Review

Worksheet tasks


2 Write the missing verbs

3 Read and complete the list of chores

4 Write about the chores you do and don’t do at home


2 Word order

3 Listen and choose

8 School Days

Talking about school subjects, timetables and expressing likes and dislikes


What do you do at school each day?

What are you favourite subjects?

School subjects

School subjects: maths, art, science, …

1 Look and listen: School subjects

2 Listen and order: School subjects

3 Concentration game: School subjects

My timetable

timetable

Times of the day: at one o’clock, …

Days of the week: On Monday, Tuesday, …

School subjects

Prepositions: on Monday, at one o’clock

When do you have maths?

I like art.

A monologue

A timetable

A dialogue

1 Listen and choose: Miss Jones’s timetable

2 Look and read: True or false?

3 Listen and complete the timetable

4 Look at the timetable and write

School days

every day

On Friday afternoon I have P.E.

My favourite subject is history.

Conjunctions: and, but, or

I like maths and I.T., but I don’t like history or geography.

A song

1 Listen and match

2 Listen, read and sing along

Do you like art?

Days of the week

Saying times

What subject do you like?

Do you like history?

Yes, I do. / No, I don’t.


A class discussion

1 Listen and choose

2 Listen and complete with and, but and or

3 Read and complete with and, but and or

My diary

School subjects

Days of the week

I have English on Mondays.

Past simple: I had science at two o’clock.


I like history. I don’t like maths.

Diary entries

1 Word order

2 Listen, read and match

3 Listen and order events

Review

Worksheet tasks


2 Write the school subjects

3 Complete sentences with and, but and or

4 Complete you dream school timetable and write sentences about it


2 Word order

3 Listen and choose

9 School holidays

Talking and asking about likes and dislikes, holiday activities and plans


What do you do in your free time?

Why is it good to have holidays?

Free time activities

Free-time phrases: read a comic, go to the cinema, watch TV…

1 Look and listen: Free time

2 Memory game: Free time

3 Verbs in free time phrases

Danny and Tessa like…

-ing forms: reading, playing…

Expressing likes and dislikes: I like reading books. I don’t like playing computer games.

What do you like doing?

What else to you like doing?

A conversation

1 Put the letters in order: Free time

2 Listen and summarise


Tomorrow is a holiday!

Free-time activities

Times of the day

Tomorrow is a holiday.

Going to for plans

What are you going to do tomorrow?

I’m going to visit my grandmother.

A chant

A conversation

1 Listen, read and chant

2 Listen and summarise

3 Listen and match activities with times

Tom’s school holiday

Free-time activities

Going to for plans



A diary entry

1 Read and match pictures

2 Listen: Questions and answers with going to

3 Listen and complete the sentences

Danny and Tessa’s school holiday

Going to for plans



Contractions: I’m going to, you’re going to, he’s going to

Collocations with play, go, read and listen

A story

1 Listen and read: True or false?

2 Listen and put the words in order

3 Sort words: Verb collocations

Review

Worksheet tasks


2 Write the holiday activities

3 Read and complete the dialogue with contractions

4 Write about holiday activities that you like and don’t like


2 Word order

3 Listen and choose

10

Dinosaurs

Describing animals and events in the past


What do you know about dinosaurs?

What words do you know to describe dinosaurs?

Animal adjectives

Adjectives tiny, enormous, short, long...

1 Look and listen: Adjectives

2 Match opposites

3 Memory game: Opposites

Animal parts

Parts of the body neck, tail, brain...

Describing parts of an animal

1 Look and listen: Animal parts

2 Label the dinosaur

3 Sort words: Adjectives and parts of the body

All about dinosaurs

Adjectives, animal parts

Vocabulary from fact files

Describing facts about dinosaurs

past tense of be and have.

Triceratops was a plant-eating dinosaur.

It had four legs.

Factual story

Fact files

Sentence describing a dinosaur


2 Read and complete: All about dinosaurs

3 Read and match: Different types of dinosaurs

Tyrannosaurus rex

Adjectives, animal parts

Describing size

Past tense of be and have.

Adjectives + nouns

Fact file information

1 Listen: True or false?

2 Complete, listen and check

3 Listen for details and complete information

The end of dinosaurs

Past tense: be, have and regular verbs

was + adjective

had + part of body

Documentary animated story

1 Watch, listen, read and match: The end of dinosaurs

2 Put events in order

Review

Worksheet tasks


2 Write opposites

3 Use had and was

4 Copy and correct the dinosaur description

1 Label a dinosaur

2 Write opposites

3 Dinosaur crossword

COURSE B

UNIT

SECTIONS

VOCABULARY

FUNCTIONS / GRAMMAR

TEXTS

EXERCISES

1 Wheels and Wings

Talking about transport, what you are doing, and describing scenes in the present and past


What different types of transport do you know?

What types of transport do you use?

Transport

Transport: bus, lorry, train, bike…

1 Look and listen: Transport

2 Memory game: Transport

3 Concentration game: Transport

Traffic signs

Transport verbs: drive, sail...

Prohibition: No taxis. No buses. …

Traffic signs

1 Match signs to sentences

2 Remember and write

What’s Danny doing?

Transport verbs: drive, sail...

Present continuous:

What are you doing?

I’m riding my scooter.

Dialogues

1 Look, listen and choose: What is Danny doing?

2 Listen and choose: What is Danny doing?

3 Transport verbs

What can you see?

No/one/two, etc.

There is/areThere was/were

Picture descriptions


2 Read, remember and mark the sentences true or false

3 Listen and choose the correct picture

4 Look and complete sentences

Transport song

What are you doing now?

I’m …

Are you riding your bike? Are you driving your train?

A song

1 Listen and put the pictures in order

2 Listen, read and sing along

3 Listen and write the missing words

Review

Worksheet tasks


2 Write the transport verbs

3 Write there is or there are

4 Look at the picture and write true/false sentences


2 Word order

3 Listen and choose

2 Tooth and Claw

Asking for and giving information about animals


What different animals do you know?

Can you name parts of animals?

Animal parts

Animal body parts: tail, neck, ears....

1 Look and listen: Animal body parts

2 Memory game: Animal parts

3 Concentration game: Matching

Animal anatomy

Animal body parts: teeth, wings, feathers...

Adjectives: long, short, fast, slow...

An animal chart

1 Label the animals

2 Spell body parts

What animal is it?

Adjectives + nouns: short tail, big wings...

It has got a long neck.

It hasn't got a short tail.

Has it got a long neck?

Yes, it has. / No, it hasn't.

Animal fact files

1 Look and match

2 Put letters in order: Animal parts

3 Look, read and choose

4 Complete animal descriptions

"The Animal programme"

Has got, hasn’t gotA fish has got scales. Has it got long legs? Has a gorilla got a tail?

Yes, it has. No, it hasn’t.

How many eyes has a spider got?

Animal quiz show

1 Read, choose and complete fact files

2 Listen and match questions to answers

3 Look, listen and choose an answer

Crazy animals

mammal, jungle, spots

Colours: blue, red, green...

A song

1 Read and choose the correct picture

2 Listen and choose pictures

3 Animal crossword

Review

Worksheet tasks


2 Complete the sentences with has or hasn't

3 Read the question and write Yes, it has, or No, it hasn't

4 Look at the picture


2 Word order

3 Listen and choose

3 My Day

Asking for and giving information daily routines


Can you say times in English?

What things do you do every day?

Tick-tock!

Numbers and times

It's five o'clock. It's half past two. It's ten past three.

What’s the time?


1 Label the clock with the times

2 Match clocks and times

3 Listen and choose the time

4 Listen and choose the correct time.

My routine

Routine verbs: get up, have breakfast, go to school...

I go to school at eight o'clock.

I get dressed after I have a shower.

Sentences about routines

1 Match verbs to pictures: Routine verbs

2 Memory game: Routine verbs

3 Concentration game: Routine verbs

4 Write the missing words

Danny's school day

Times and routine phrases

I get up at eight o’clock in the morning. I have breakfast and …

.

Description of a daily routine

1 Read and match times to pictures

2 Listen and match times to pictures

Mystery

Questions about routines: What time do you …?

An interview

1 Listen: Who is the mystery man?

2 Listen and match questions and answers

Strange stories

What’s the time? –It’s...

What time do you...? –At...

Present simple for routines

An interview

A story

1 Listen and choose the correct answer.

2 Listen, read and put events in order

3 Read and answer “true” or “false”

Review

Worksheet tasks


2 Look and write the times

3 Write verbs to complete the routine

4 Write the next part of the story


2 Word order

3 Listen and choose

4 Pizza, Please!

Talking about food and food preferences, and ordering food in a restaurant


What ingredients can pizzas have?

How do you ask for food in a restaurant?

Pizza toppings

Pizza toppings: cheese, ham, mushroom...

1 Look and listen: Pizza toppings

2 Picture dictionary: Pizza toppings

3 Concentration game: Pizza topping

Different pizzas

More pizza ingredients: pineapple, anchovies, spinach...

This pizza has pineapple on it.

A menu

1 Match the pizzas to the descriptions

2 Spelling game: Pizza ingredients

What pizza do you like?

Pizza names and ingredients

What pizza do you like?

I like ... / I don't like ..

This is my favourite...

Expressing likes and dislikes: can’t stand, don’t mind...

Dialogues

A chant

1 Listen: What pizzas do they like?

2 Listen: love, like, don’t mind, or can’t stand

3 Listen, read and chant

4 Listen and sort the words

A pizza restaurant

Pizza names and ingredients

Questions: Do you want a pizza?

Requests and offers: Would you like ...?

Can I have ..., please?

Interviews

Dialogues

A story

1 Read and complete descriptions

2 Listen and complete the orders

3 Listen and put the dialogue in order

4 Listen, read and put events in order

International pizzas

More pizza names and ingredients

Countries and adjectives: Mexico - Mexican, Norway – Norwegian, …

Review of questions and answers

A description

1 Read and complete pizza descriptions

2 Match questions to answers

Review

Worksheet tasks


2 Choose the odd one out

3 Complete the dialogue with food words

4 Write the things you like and don't like on pizzas


2 Word order

3 Listen and choose

5 Dragons and Dungeons

Talking about, understanding and telling simple stories


What type of stories do you like reading?

What things or characters are in these stories?

Story words

Story characters: witch, frog, giant, prince...

1 Look and listen: Story words

2 Memory game: Story words

3 Spelling game: Story words

Story verbs

Present and past tense of irregular verbs: go, have, eat, drink, fly...

Past and present: irregular verbs: is-was, get up-got up, read-red, sleep-slept, …

Sentences from stories

1 Match words to pictures

2 Verbs + nouns

3 Listen and read: Present or past

Past or present?

Present and past tense of irregular verbs: go, have, eat, drink, fly...

Past and present: irregular verbs: is-was, get up-got up, read-red, sleep-slept, …

A verb table

1 Verb chant: Present and past

2 Concentration game: Present and past

3 Complete the verb table

The books we like

Story words: princess, space, dinosaurs, kings, dragons...

Verb + noun combinations

What book have you got?

What is the book about?

Dialogues

1 Listen: What book is … reading?

2 Listen: Who said ...?

Once upon a time...

Story words

Verbs in past and present

Review: can and can’t (for ability)

A story

1 Read, listen and match


3 Complete the sentences: Can and can’t

4 Complete the story: Verbs in present and past

Review

Worksheet tasks



3 Write the words in the correct tense to complete the story

4 Read a short story. Write your own story


2 Word order

3 Listen and choose

6 Downtown

Describing where you live and where things are


What things do you buy?

Where do you go to buy things?

Things we buy

Things you can buy: sweets, toys, clothes, pets...

Places: shop, park, station, school...

1 Look and listen: Things we buy

2 Memory game: Things we buy

3 Match words to pictures: Places

Around town

Places and things we buy

Where do you go to watch a film?

I go to the cinema.

1 Spelling game: Places

2 Classify: Things and shops

3 Look, listen and choose

Where?

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

Imperatives: Put the duck on top of the box.

Shop dialogues

Spoken instructions

1 Listen and choose: Where are they?

2 Look, choose and listen: Prepositions of place

3 Listen and move: Prepositions of place

Tessa's town

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

There's a supermarket next to the library.

Descriptions


2 Listen and choose: Where is it?

3 Look and choose the prepositions

Tom's town

Places and where they are

Questions: What's it like?

Is there a supermarket?

A conversation

A song

1 Listen and choose

2 Crossword: Shopping list

3 Song: My town

Review

Worksheet tasks



3 Look at the map. Are the sentences true or false?

4 Draw a plan of part of your school. Write sentences about the plan


2 Word order

3 Listen and choose

7 Animal Planet

Asking for and giving information about animals and what they can do

different animals do you know?

Where do they live? What do they eat?

Animals

Wild animals: blue whale, tiger, dolphin, ...

1 Look and listen: Wild animals

2 Picture dictionary: Wild animals

3 Concentration game: Wild animals

4 Spelling game: Wild animals

Can gorillas swim?

Animals and action verbs

Can for ability

Can gorillas swim?

Yes, they can. / No, they can't.

It can ... , but it can't ...

1 Memory game: Wild animals

2 Match to complete sentences

Animals in danger

Adjectives: dangerous, big, strong...

Nature words: fish, meat, leaves, fruit

Present simple statements and questions.

The alligator is a dangerous reptile that lives in America and China.

It's in danger because ...

... so, be careful.

Fact files

1 Read and complete: Can and can’t

2 Look and listen: What animals eat

Animal questions

Animal actions

Continents:

South America, the Arctic, Africa, Europe...

Questions: What do gorillas eat?

Do bears live in Europe.

Short answers: Yes, they do. Yes, they can. No, they don’t. No, they can’t.


A conversation

1 Look, listen and choose

2 Listen and choose “true” or “false”

3 Read and complete: Verbs, can and can’t


Animal review

Short answers: Yes, they do. Yes, they can. No, they don’t. No, they can’t.

Animal descriptions

1 Write: Short answers


3 Animal crossword

Review

Worksheet tasks


2 Read and write Yes, they can or No, they can't

3 Complete the questions and answers

4 Read and then write about animals in danger


2 Word order

3 Listen and choose

8 Happy Birthday

Talking about days and dates and what you do on your birthday


What date is your birthday?

What do you do on your birthday?

The months

Months of the year

Ordinal numbers: the first, second, third...

A chant

A calendar

1 Chant: Months

2 Complete the calendar

3 Concentration game: Months and ordinal numbers

4 Months crossword

Days and dates

Days of the week and months

Ordinal numbers: the first, second, third...

1 Put days in order

2 Spelling game: Days of the week

3 Matching: Saying dates

4 Months puzzle

Birthdays

Months

Birthday words: party, cake, card, candles...

It's the sixth month.

1 Look and listen: Birthday words

2 Memory game: Birthday words

3 Complete sentences

Birthdays around the world

I have a party with my friends and family. I have a cake and blow out the candles.

Birthday descriptions

1 Read and match to pictures

2 Read and complete

Boys ‘R’ Us birthdays

Days, months, dates and birthday words

Questions: When is your birthday?

It's the ...

What do you do on your birthday?

What are your favourite presents?

Interviews



Review

Worksheet tasks



3 Write the dates

4 Read about Mai's birthday. Write about your birthday


2 Word order

3 Listen and choose

9 Good for you!

Talking about food preferences and healthy diets


What food words do you know?

What food do you like?

Food and drinks

Food and drinks: pasta, rice, milk, yoghurt...

Short monologues

1 Look and listen: Food

2 Picture dictionary: Food

3 Listen and put in order: Food

Fruit and vegetables

Fruit, vegetables, dairy products and meat: watermelon, banana, potato, carrot

1 Concentration game: Food words

2 Odd one out game: Definitions

3 Sort words into categories

Tessa's lunch box

Food and drinks

It's good for you.

It's bad for you.

What about a chicken sandwich?

Can I have a ...?

Dialogues

1 Sort the food

2 Listen and choose: True or false

3 Listen and pack the lunch box

Does Tessa like apples?

Food and drinks

Does Tessa like apples?

Yes, she does. / No, she doesn't.

A dialogue

1 Listen and choose the answers

2 Listen, read and complete

3 Look and choose the short answers

What do you like?

Paragraphs

A story

1 Read and complete

2 Food crossword

3 Listen, read and mark “true” or “false”

Review

Worksheet tasks


2 Write the words in the correct category: fruit, vegetables, milk products or meat

3 Read and complete: "My dad"

4 Write about someone in your family


2 Word order

3 Listen and choose

10 Space Duck

Describing and asking about things in the past and telling simple anecdotes


What did you do yesterday?

Can you write sentences in the past, in English?

Look

Describing scenes and actions

He looks out the window.

She watches TV. We play computer games.

Sentences

1 Look and listen: Sentences

2 Match words to pictures

3 Write the missing verbs

Yesterday song

Past simple: questions, affirmative and negative:


I didn't go to school. I went to the zoo.

A song

1 Read: Past or present?


3 Listen and complete the song


Did you have a good weekend?

I played games on Saturday.

What did you do?

Present and past of irregular verbs

A dialogue

1 Listen and complete the information

2 Read and complete, then listen

3 Complete the verb table: Present and past

Mark's strange day

Present and past of irregular verbs, affirmative, negative and questions

An anecdote

A riddle game

1 Listen, read and put pictures in order

2 Listen, read and complete

3 Look, read and guess

My duck is an alien!

Review of all vocabulary in this course

Review of all grammar areas in this course

A story

1 Listen, read and match sentences

2 Put events in order and listen to check

3 Story crossword

Review

Worksheet tasks


2 Choose the correct verb form

3 Use the verbs to correct the dialogue

4 Read and correct the story

1 Sentence transformation: Present to past

2 Word order

3 Listen and choose

C: Module-by-module guide for tutors

Module features

· Each module has a carefully selected theme relevant to children’s daily lives and/or interests (sports, pets, birthdays, monsters...).

· There are approximately 18 exercises in each module, which are all closely related to the module theme.

· Each module starts with an amusing animation featuring the recurring characters, to introduce the module theme to the children.

· Each module is clearly staged, each exercise building on the previous one. Each module starts by teaching lexis connected to the theme, and then the grammar structure is presented or focused on, and finally there are texts for skills practice of the selected lexis and grammar.

· The majority of exercises in each module have a listening component, providing the children with frequent exposure to correct native-speaker pronunciation of the target language.

· The language used in texts is graded appropriately for the level.

· Language is always presented and practised in context. Additionally, children are always exposed to texts containing the target language before they have to identify or manipulate it. Grammar is presented lexically (as a chunk), rather than analytically. For example, ‘What are you doing?’ is taught as a fixed expression rather than analytically as ‘question word + verb to be + subject + gerund’. This is appropriate to children’s learning style and cognitive development.

· The texts are varied and include songs, stories, comic strips, dialogues, interviews, fact files and diary entries. All texts are closely related to the topic and use the lexis and grammar taught in the module. Most texts feature the recurring characters and are humorous.

· There is a Review section at the end of each module that reviews the lexis and grammar taught, as well as testing listening skills.

· The lexis and grammar presented is implicitly recycled in texts in other modules.

Approach to use in the classroom

The following are ideas that can be used at different stages of all modules. See below for a module-by-module list of teaching ideas.

Before you start

Below are ways of creating interest in the module topic and drawing on what students already know:

Lexis

· Brainstorm. Get students to brainstorm lexis related to the theme. For example, before the ‘Chores’ module, ask students what chores they know in English; or before the ‘Pizza, Please!’ module ask them what pizza toppings they know in English.

· Top Ten. Put children in teams and ask them to think of 10 words from a lexical set (chores, pizza toppings, etc.). The first team to think of 10 words wins.

· Word race. Children in teams have exactly two minutes to write down as many words as they can think of related to the topic. Teams get one point for every word and two points for words that none of the other teams have thought of.

· Alphabet race. Children in teams try to think of a word related to the topic for each letter of the alphabet. The team that comes closest wins.

Theme

· Talk about the theme. Ask students questions about the theme (in L1 if necessary). For example, before the ‘Chores’ module, ask them if they have to do any chores at home and if they like doing them. Ask them who generally does the chores at home and if they should do more to help. Before the ‘Pizza, Please!’ module ask them if they like pizzas, where they eat them, how often and which is their favourite type of pizza, or what pizza toppings they know in English.

Recording lexis

As students progress through the modules it’s important for them to record the new words they learn. They can do this in a number of ways:

· Vocabulary notebook. Students keep a special notebook (or use a special part of their normal notebook) in which they record the new words they learn. Lexis should be recorded thematically rather than alphabetically and children may record the meaning of the word using pictures, translations or example sentences.

· Graffiti wall. Cover a classroom wall with paper and get students to write and illustrate the words they learn on the wall. As they learn more new words the wall will fill up providing them with a stimulating visual representation of their progress. Fast finishers can write and illustrate the lexis on the wall.

· Interactive word wall. Clear a wall space and cover it with paper. Get students to draw a picture on a piece of paper or card of one of the words they’ve learned and then write the word on the back. Hang the card on the wall so that the picture side is visible. You can use the wall to play revision games. For example, you say a word and two students race to find the card first, or ask them to find three words that begin with a particular letter, or teach them how to play ‘I spy’ using the word wall. Fast finishers can prepare the picture/word cards for you.

· Pelmanism. Students make a set of pelmanism cards (one set of cards with pictures and a matching set with the corresponding words) for themselves after studying each module. These should be carefully stored by the teacher in the classroom and can be used for revision later.

Lexis revision activities

After studying a module, teachers should regularly revise the lexis. The following are games that work well as revision activities:

· Pictionary. Divide the class into two teams. Each team has a set of word cards with the target lexis written on them. The words in the two sets are the same, but each set has been shuffled so that the words are in a different order. One child from each team takes the card at the top of his/her team’s pile and illustrates the word on the board. As the respective piles have been shuffled they will be illustrating different words. The rest of the teams have to call out the word their team-mate is drawing. Once a team member has called out the correct word, the person drawing stops and is replaced by another team member who takes the next card from the pile and illustrates it. The first team to identify all the words is the winner.

· Mime. The same procedure as Pictionary, except the children mime the words rather than illustrate them.

· Mouth the words. Silently mouth the words from a module to the children, one at a time. The children have to tell you which word you are mouthing.

· Outburst. Divide the class into two teams, A and B. Team A has to write down 10 words from a module (for example, ‘This Is a Job For...’), and Team B has to write down 10 words from a different module (for example, ‘Animal Planet’). Once both teams have completed their lists, Team B has one minute to call out all the jobs they can think of and Team B has to cross out any jobs on their list that Team A calls out. Next, Team A has one minute to call out animals and Team B has to cross out the ones they say from their list. The winner is the team that has most words left on their list.

· Scattegories. Choose four modules you have studied; for example, ‘Pencil Case’, ‘Pets’, ‘Wheels and Wings’ (transport) and ‘Downtown’ (things you can buy in a shop). Divide the class into groups of four students. Say a letter (for example, ‘p’) and tell the children that they have to think of a word from each module beginning with that letter; for example, pen (from ‘Pencil Case’), parrot (‘Pets’), plane (‘Wheels and Wings’) and popcorn (‘Downtown’). The first group to write a word from each module wins a point.

· Run and write. Divide the class into two teams. Give each student a number so that each has an opponent in the other team. Choose a lexical set for the module you wish to revise; for example, ‘School Holiday’ (free-time verbs) and say a sentence that defines a word; for example, ‘During the school holidays I _____ to music in the morning’. Then call out a number. For example, call out ‘Number 4!’ and then the child from each team who you numbered ‘4’ has to run to the board and write the correct answer on the board. The first to write the answer on the board wins a point for their team.

· Anagrams. Choose a module you want to revise, such as ‘Happy Birthday’ (months of the year), and prepare some anagrams of the words (liprA for April and so on). Write the anagrams on the board and tell the children to copy and decipher them. Once they’ve finished, divide the class into pairs and tell them to prepare anagrams for other modules for the rest of the class. Each pair passes the anagram they have prepared to another pair to decipher.

· Hangman. Tell the children you are going to revise the lexis from a module they have studied. On the board write a dash for each letter of the word. Invite students to call out letters. If a student says a letter that is in the word, then write it above the appropriate dash. If a student says a letter that is not in the word, draw part of the hangman scaffold (see drawing). If the children say 11 letters that are not included in the word, they lose the game.

· Odd one out. Write four words on the board: three from a lexical set and one that does not belong (for example, fur, feathers, tall and scales). Tall is the odd one out because it is an adjective and the others are parts of animals. Once you have done a few examples with the children, tell them to prepare their own odd-one-out lists for their classmates.

· Hands. Select four lexical sets you want to revise. On the board draw four hands in a row and write the name of a lexical set above each hand. Divide the class into two teams and give each child a number so that they have an opponent in the opposite team. Say a word from one of the lexical sets and then call out a number. For example, call out ‘Number 2!’ and then the child from each team who you numbered ‘2’ runs to the board and touches the hand labelled with the appropriate lexical set. The first one to touch the correct hand wins a point for their team.

Language practice activities by module

Course A

Module 1 – Monster

· Writing task. Tell children to draw a picture of Dracula’s, Frankenstein’s or the Wolfman’s dad. Then ask them to write a description of their drawing, using the texts about the monsters’ mums (exercise 9) as a model.

· Speaking task. Print out the script of what the characters say from the story ‘Monsteritis’ (Appendix 1) and read it out loud to the children. Next, put the children in groups of seven and assign each child a role in the story (Tessa, Danny, Dennis, Mum, Dracula, Frankenstein and the Wolfman). Read out the story again and tell the children to act it out as you read.

Module 2 – This Is a Job For...

· Writing task. Tell the students to write six to eight names of friends and people in their family. Ask them to write two sentences about each person. For example:

Fatima is my aunt. She’s a doctor. Onan is my brother. He’s a teacher. ...

· Speaking task. Follow up the writing task by putting children in groups of three and asking them to point to each other’s page of names and ask:

Who’s Fatima?

- She’s my aunt.

What’s her job?

- She’s a doctor.

For further speaking practice see how much the children remember by asking them to report back to the class about each other’s family and friends.

Module 3 – Pencil Case

· Writing task. Do a picture dictation where you draw pencil case items on the board (or hold up real items) and the children write the words to form a list. Then, to compare and check answers, ask the children to refer to their lists again and, one by one, draw the items in order on the board again.

· Speaking task. Print out the ‘Pencil Case’ poem (Appendix 2). Practise and recite the poem. Record the class on a cassette. Some of the children could provide a rhythm by clapping. As a follow-up activity the children could write a new poem: ‘School bag, school bag....’

Module 4 – Goal

· Writing task. Use old magazines or newspapers to make a sports mural. Children cut out photos of different sports and sportspeople. They can write comments about the sportspeople and label the photos with useful sport lexis; for example, goal, line, corner, ball, referee, etc.

· Speaking task. Put the students in small groups and play a game where one child mimes a sport and says, ‘What am I doing now?’ and the others have to guess the sport, asking question like, ‘Are you playing tennis?’ ‘Are you doing aerobics?’ etc.

Module 5 – Pets

· Writing task. Write an animal riddle on the board (see below), line by line. The students have to guess what the animal is. Put them in pairs and get them to write their own animal riddles. Then get them to exchange riddles with other pairs and guess what the animal is.

Animal Riddle

It can climb, but it can’t walk.

It can fly, but it can’t jump.

It eats insects, but it’s not a bird.

It can’t sing, and it can’t see well.

What is it?

Answer: a bat

· Speaking task. Children draw pictures of real (or imaginary) pets. They also add some key words to the drawing as speaking prompts (for example, goldfish, two years old, name, food, etc.). Then, in groups, they ‘present’ their pets to their classmates. Alternatively, you can write this model description on the board for the children to refer to:

This is my pet dog. His name is _____. He’s _____ years old. He’s a very old dog. He can ______, but he can’t ______. He’s my best friend.

Module 6 – Family Photo

· Writing task. Children prepare a family tree including their siblings, parents, aunts and uncles and grandparents. They then write six sentences about the relationships between members of their family, for example, Özlem is Bülent’s aunt.

· Speaking task. Print out the picture of the living room from exercise 11 and give a copy to each child (alternatively, draw the room on the board and tell the children to copy it into their notebooks). Designate each child as A or B. Tell the A’s to draw simple pictures of Danny, Tessa, Dennis, Mum and Dad, in different positions in their pictures. Tell the B’s to draw Jack, Jill, Uncle Rageh, Auntie April, Grandma and Granddad in their pictures. Tell the A’s to ask the B’s where their family members are in the picture so that they can draw them in, too. Write the model dialogue below onto the board. Once the A’s have drawn the B’s characters into their pictures, the B’s ask the A’s where their characters are and draw them. The children compare their pictures at the end of the exercise to check they have drawn the characters in the right place.

A:Where’s Jack?

B:He’s behind the sofa.

A:Where’s Jill?

B:She’s under the table

A:…

B:…

Module 7 – Chores

· Writing task. Do a dictation. Put the first few words on the board to get the children started, and then do the dictation, speaking naturally but slowly and repeating often. Once the dictation is completed get the children to compare their texts, then hand out a photocopy of the original text (Appendix 3) so that the children can correct their own work.

Danny and Tessa, these are your chores for the week. On Monday, Danny, take the rubbish out and Tessa, water the plants. Don’t watch TV until you have finished. On Tuesday, Tessa, do the washing-up and Danny sweep the floor, please. Tidy your rooms on Wednesday and do your homework on Friday.

· Speaking task. Do a class survey. Photocopy and distribute the table in Appendix 4. Then demonstrate the activity by asking different children questions, writing in their name and marking their answers on the table. The children continue the activity. When their tables are complete, put the children in groups and tell them to compare results and report back to the class. For example:

In the class five people make their beds, two people do the washing-up, and one person tidies his room.

This activity could be followed by an open discussion about what chores the children do, which ones they like or don’t like, and so on.

Module 8 – School Days

· Writing task. Tell children to draw their dream school timetable in their notebooks. Draw a model on the board with times and days to help them. Tell the children to write six sentences about their dream school timetable

We have P.E. at nine o’clock on Monday.

We have music at one o’clock on Friday.

· Speaking task. Photocopy the table in Appendix 5 (or draw it on the board) and tell the students to copy it into their notebooks. Tell the children to write their own answers to the questions first. They should write the full short answer (Yes, I do or No, I don’t) each time. Tell them to ask the questions to three friends in the class and to record their answers. Their objective is to find out which friend has the most similar likes and dislikes to themselves.

Module 9 – Holidays

· Writing task. Write ‘I like’ and ‘I don’t like’ next to each other at the top of the board. Underneath that, write the activities presented in the module (playing computer games, watching TV, playing cards, playing a board game, going to the park, going ice-skating, going bowling, reading a comic, reading a book, writing a letter, riding my bike, going to the cinema, visiting my grandma, listening to music, drawing pictures). Tell the children to make a table with two columns in their notebooks, one headed ‘I like’ and the other ‘I don’t like’. Tell them to copy the 15 activities in the columns according to whether they like or don’t like them.

· Speaking task. Write the dialogue from Appendix 6 on the board. Tell the children to practise the dialogue in pairs. Tell them they have to learn it by heart. Once the children have practised it two or three times, erase one word from each sentence and tell them to practise it again, remembering to say the word you have rubbed out. After each practice rub out more words until there are none left and the children have memorised the dialogue.

Module 10 – Dinosaurs

· Writing task. Write the text about the Tyrannosaurus rex from Appendix 7 on the board. The text has 10 mistakes. Tell the children to copy the text and correct the factual mistakes.

· Speaking task. Photocopy the sentences from Appendix 8 and cut them into strips so that there is one sentence on each strip. Stick the strips on the wall around the classroom. Tell the children to write the numbers 1-6 in their notebooks and that they are going to write a sentence for each number. Divide the children into pairs and tell them that one is going to run up to one of the sentences, read it, remember part of it run back and dictate it to the other. The other has to write the sentence in the notebook. The children switch roles after each sentence is written.

Language practice activities by module

Course B

Module 1 – Wheels and Wings

· Writing task. Draw a simple street scene on the board and tell the children to copy the scene into their notebooks. Do a ‘drawing dictation’ by saying the sentences below to the children and telling them to draw each one in turn.

There are two scooters.

There is a balloon.

There are five cars.

There is a bus.

There are two helicopters.

There is a lorry.

Once you’ve finished the drawing dictation and the children have the pictures in their notebooks, tell them to write the six sentences you previously dictated from memory. Once the children have finished, write the sentences on the board so that they can correct what they have written.

· Speaking task. Play a mime game with the children. First, write the model below on the board. Next, ask a volunteer to come to the front of the class and tell him/her to mime one of the actions from the text on the board. Ask the question ‘What’s ___ doing?’ and elicit answers from the other children. Then divide the children into groups of four and tell them to play the mime game, always remembering to say the question and answers in English.

What’s ___ doing?

He’s/She’s riding his/her bike.

He’s /She’s flying his/her plane.

He’s /She’s driving his/her car.

He’s /She’s riding his/her motorbike.

He’s /She’s flying his/her helicopter.

He’s /She’s driving his/her lorry.

He’s /She’s sailing his/her boat.

He’s /She’s sailing his/her ship.

Module 2 – Tooth and Claw

· Writing task. Write the text about the dolphin from exercise 10 on the board, without saying which animal the text is about. Ask the children to read the text and tell you which animal it describes. Then tell them to write a similar text about their favourite animal. They should also draw a picture of their animal to accompany their text.

The ______ is a very intelligent animal that lives in the sea. It has got a long body – between 1.2 and 3 metres. It hasn’t got fur, feathers or scales so it swims very fast. It has got a thick tail and small fins, but it hasn’t got legs or claws. It has got a long nose and 200 sharp teeth. It is a beautiful animal.

· Speaking task. Write the quiz questions from exercise 12 on the board, ask them and get answers from the children. Tell the children in pairs to prepare six similar quiz questions and answers. Once the children have finished they should ask the other pairs in the class their questions. Children get a point for each correct answer, and the pair who get the highest number of correct answers are the class ‘animal experts.

1. Has a gorilla got a tail? – No, it hasn’t.

2. How many eyes has a spider got? – It has got eight eyes.

3. How many horns has a camel got? – None.

4. Has a mosquito got scales? – Yes, it has.

5. How many teeth has a lion got? – It has got thirty teeth.

6. Has a shark got ears? – Yes, it has.

7. How many claws has a koala got? – It has got eighteen claws.

8. How many legs has a ladybird got? – It has got six legs.

Module 3 – My Day

· Writing task. Tell children the story of Mr and Mrs Backwards from exercise 14 again in class.

Mr and Mrs Backwards are a very strange pair. They get up at seven o’clock in the morning. ‘Good night!’ says Mr Backwards. ‘Good night!’ says Mrs Backwards.

First they get dressed and then they have a shower! What a strange pair.

First they clean their teeth and then they have breakfast! Their favourite breakfast is pizza and chips. Mr and Mrs Backwards are a very strange pair.

They go to work at nine o’clock in the morning and then they watch TV all day! What a strange pair.

They go home at six o’clock in the evening and then they work all night.

At eight o’clock they have dinner. Their favourite dinner is cereal with milk.

Mr and Mrs Backwards go to bed at eleven o’clock at night. ‘Good morning!’ says Mr Backwards. ‘Good morning!’ says Mrs Backwards. And then they sleep. What a strange pair.

Tell the children that Mr and Mrs Backwards have a son called Gordon who also has a very strange daily routine. Tell the children in pairs to write Gordon’s daily routine. Write the first sentence of his routine on the board and write the other daily routine verbs on the board to help the children. Remind them to think of as silly a routine as possible for Gordon.

My name is Gordon Backwards. I have dinner at seven o’clock in the morning.

get up

have breakfast

go to school

finish school

watch TV

do my homework

go to bed

· Speaking task. Do a class survey. Photocopy the table in Appendix 9 for each student (or get them to copy it into their notebooks). Tell the children to speak to 12 of their classmates and to record their answers in their chart. Afterwards, each child can make a graph to show their answers to one of their questions (for example, five get up at seven o’clock, four get up at half past seven and three get up at a quarter to eight).

Module 4 – Pizza, Please!

· Writing task. Write the text below on the board and tell students to complete it with their own pizza preferences.

I’m _____. I love _____ and _____. I like _____ and I don’t mind _____. I don’t like _____ and I can’t stand _____ – they’re horrible!

Also, tell the children to make a table in their books similar to the one below and to write in all the pizza toppings from the unit in the appropriate column, according to how much they like or dislike it.

I love

I like

I don’t mind

I don’t like

I hate

· Speaking task. Write the dialogue adapted from exercise 12 on the board and tell children to practise it in groups of three. Then get children to role-play the dialogue, each ‘customer’ asking for the pizza and drink they like. The children should take turns being the waiter.

Waiter:Do you want a pizza?

Customer A:Yes, please. Can I have a bacon and egg pizza? It’s my favourite!

Waiter:Yes, of course. Do you want extra cheese?

Customer A:No, thank you.

Waiter:And you? Do you want a pizza?

Customer B:Yes, please. Can I have a vegetarian pizza?

Waiter:Yes, of course. With extra cheese?

Customer B:Yes, please.

Waiter:Do you want a drink?

Customer A:Yes. An orange juice, please.

Customer B:A lemonade for me, please.

Module 5 – Dragons and Dungeons

· Writing task. Read out the text below and ask the students to re-tell you the contents. Read out the story again, telling the children that they should write down the key words they hear. This should be done two or three times. Once the children have recorded most of the key words and are familiar with the text, tell them to write the story. When they have finished, write the full story on the board and tell the children to correct their version.

Princess Violet loved the number five. Every morning she wrote five letters and read five books. Every afternoon she sang five songs and ran five races. Every night she saw five films and did five hours of homework. She was a very good princess. But for every breakfast she ate five bowls of cereal, for every lunch she ate five pizzas and for every dinner she ate five pies. She was a very hungry princess.

· Speaking task. Do a ‘find someone who’ activity. Photocopy the table from Appendix 10, or draw it on the board and tell the children to copy it in their notebooks. The students then ask each question until they find a classmate who answers ‘yes’. They then move on to the next question until they find a classmate who answers ‘yes’ to that question and so on until they have found classmates who have answered ‘yes’ to each question.

Module 6 – Downtown

· Writing task. Draw a simple plan of the area around your school on the board, including five or six nearby buildings (use the plan of Tessa’s neighbourhood from exercise 12 as a model, if you like). Write a couple of example sentences using the prepositions presented in the unit (next to, opposite, behind, in) and tell the students to write more sentences to describe the plan.

· Speaking task. Copy the plan for Tessa and Danny’s neighbourhood (including their house) onto the board and write (rather than draw) the names of the features (swimming pool, park, station, stadium, cinema, school) at the side of the plan. Tell the children to copy the plan twice in their notebooks (or give them a photocopy to save time) and to place the features in the first plan but not the second. Then they describe their plan to a classmate, who completes the second plan accordingly.

Module 7 – Animal Planet

· Writing task. Copy the text about the cheetah from exercise 7 (see below) onto the board and tell the children to copy it into their notebooks. Tell them to write a similar text about another animal in danger, and to explain what it can and can’t do.

The cheetah is a member of the cat family. It can run very fast – up to 110 km/h. It is the fastest land animal in the world. It can’t swim because it doesn’t like water. Cheetahs can’t climb trees or fly. It is an animal in danger because it is hunted for its yellow and black fur.

· Speaking task. Write the eight questions about animals (below, from exercise 12) onto the board and ask the children to answer them. Write the correct answers up on the board alongside the questions. Then divide the class into teams and ask them more quiz questions (you can prepare these before the lesson or think of them on the spot), awarding points for correct answers. The winning team is the one with the highest number of correct answers.

1. Can rhinos swim? – No, they can’t

2. Do vultures eat meat? – Yes, they do.

3. Where do alligators live? – In America and China.

4. Can golden eagles fly? – Yes, they can.

5. Do gorillas live in South America? – No, they don’t.

6. What do dolphins eat? – Fish.

7. What can polar bears do? – Run and swim.

8. Where do blue whales live? – In the sea.

Module 8 – Happy Birthday

· Writing task. Introduce the topic of public holidays. Write the dates of one or two local holidays or celebrations on the board and elicit the name of the holiday or celebration, as well as words related to each one. Put the children in groups of three and ask them to think of more important dates. They need to write the date in English, write the name of the holiday, and find three words in English related to this day. Encourage the children to use dictionaries to find these words. The groups could make a file on each of the public holidays and illustrate them with a drawing. The files could be displayed on a wall chart.

· Speaking task. Revise and practise saying dates with the class, focusing on pronunciation. Give each student a photocopy of a small calendar and tell them they have to find out all the birthdays in the class and put them on the calendar. Then elicit the question on the board. This could be done as a hangman-type game:

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ? (When is your birthday?)

Get the students to mingle. Make sure they don’t copy from each other and that they are asking and responding in English. Once the calendars are complete, put the children in pairs and get them to check their calendars, speaking, rather than showing each other. First demonstrate this activity to the class.

When is Ana’s birthday?

It’s on the 12th of June.

Module 9 – Good for You!

· Writing task. Make a ‘good/bad for you’ poster. Take two large pieces of coloured card to class, one titled ‘Good for you’ and the other ‘Bad for you’. Tell the children to write the food that’s good for the and bad for then in their notebooks so that you can check the words before they write them onto the poster.

· Speaking task. Play an ‘odd one out’ game. Write the ‘odd one out’ questions on the board and ask the children to provide the right answers. Tell them to prepare six similar questions in pairs in their notebooks. They then quiz each other in pairs and award points for right answers. The pair with the most points at the end is the winner.

1. Which one is not a fruit?

a. strawberryb. carrotc. banana

2. Which one is not meat?

a. chickenb. hamc. cake

3. Which one is not a vegetable?

a. cheeseb. potatoc. onion

4. Which one is not a milk product?

a. yoghurtb. cheesec. kiwi

Module 10 – Space Duck

· Writing task. Photocopy the jumbled text of the story from exercise 10. The children have to copy the text into their notebooks with the words in the right order.

day was a very Yesterday strange! friend Little town My and I walked Scotty to our forest near the. like the quiet forest very at We because it’s night. played the stars and We watched the guitar – this activity my favourite was. a sky appeared Suddenly in the spaceship. frightened I was very! yellow and spaceship The was red. forest land in the It didn’t – it five after seconds disappeared.

‘you see Did it?’ asked I.

‘what See?’ Little asked Scotty.

‘SPACESHIP THE!’ said I.

‘Spaceship? spaceship What?’ Scotty asked Little.

more I like the any forest don’t. instead park Now the we go to. park are no spaceships the There or aliens in.

Correct text

Yesterday was a very strange day! My friend Little Scotty and I walked to the forest near our town. We like the forest at night because it’s very quiet. We played the guitar and watched the stars – this was my favourite activity. Suddenly a spaceship appeared in the sky. I was very frightened! The spaceship was red and yellow. It didn’t land in the forest – it disappeared after five seconds.

‘Did you see it?’ I asked.

‘See what?’ asked Little Scotty.

‘THE SPACESHIP!’ I said.

‘Spaceship? What spaceship?’ asked Little Scotty.

I don’t like the forest any more. Now we go to the park instead. There are no spaceships or aliens in the park.

· Speaking task. Give the children a photocopy of the story ‘My duck is an alien!’ (exercise 13) and have them read the story out loud. Nominate the readers and correct their pronunciation as they read the story to the class. In a subsequent lesson, record the children reading the story on an audio cassette and play it back to them to listen to.

One day Danny and Tessa went to the forest. They liked playing in the forest – their favourite game was ‘I spy’. Danny said ‘I spy with my little eye, something beginning with ‘s’.’ ‘S,’ said Tessa. ‘The sun? The sky? A spider? A snake? My skirt? I don’t know.’ ‘A spaceship!’ said Danny. ‘A SPACESHIP?’ said Tessa.

Danny and Tessa looked at the spaceship in the sky – it was red and yellow. They were a little frightened. ‘Danny! Come behind this tree,’ said Tessa. And the children watched the spaceship from behind a big tree.

The spaceship landed in the forest near to Danny and Tessa’s tree. Then, a big door opened and five aliens walked out of the spaceship. ‘What can you see?’ asked Danny. Tessa looked at the aliens. ‘They’re ducks!’ she said. ‘DUCKS?’ asked Danny and it was true – the aliens were ducks!

The five space ducks walked into the forest. They looked at the trees and flowers and listened to the birds singing. One of the space ducks, the smallest one, walked to Danny and Tessa’s tree. ‘Quack!’ said the little space duck. ‘Hello!’ said Tessa and Danny.

Suddenly, two helicopters appeared in the sky. The space ducks were very frightened. One of them said, ‘Quack! Quack!’ and they ran to the spaceship. But the smallest duck didn’t return to the spaceship – he stayed with Danny and Tessa behind the big tree. The spaceship disappeared into the sky.

Danny and Tessa went home with their new friend – the abandoned space duck. ‘Quack quack!’ said the space duck sadly. ‘Don’t be sad,’ said Danny. ‘You can stay in our house.’ ‘Quack!’ said the duck. The children liked the duck very much and named him Dennis. But Dennis the space duck was very sad. Every night, when Danny and Tessa were in bed, sleeping, he walked out into the garden and watched the stars ...

D: Appendices

Appendix 1

‘Monsteritis’

Tessa, Danny and Dennis are watching TV.

Tessa:What a super film!

Danny:Y-y-y-yes … s-s-s-super.

Mum:What are you watching, kids?

Tessa:We’re watching Night of the Monsters. It’s super!

Danny:Y-y-y-yes … s-s-s-super.

Mum:Switch off the TV and go to bed! This is a horror film! You will have nightmares!

Tessa:But Mum! It’s going to finish in a minute!

The next morning in Danny’s bedroom.

Danny:Oh no! I’m a wolfboy!

Tessa! Tessa! Wake up! I’m covered in hair! I’m a wolfboy!

Tessa! You look like Frankenstein!

Tessa:Oh no! I’m green! I’m Frankentessa! We’re monsters! This is terrible.

Danny:Yes, it’s because of that horror film last night. And what about Dennis? He watched the film, too.

Danny and

Tessa:Dennis! Dennis! Where are you?

Dennis:Quack! Quack!

Danny:Oh no! Dennis is a monster, too! He’s Dennis the Vampire Duck!

Mum:Oh dear! Oh dear! Oh dear! This is a clear case of Monsteritis!

Tessa:Monsteritis! What’s that?

Mum:It’s when children turn into monsters. It’s because you watched that horror film last night. Well, no school for you two today.

Ding-dong! (The doorbell rings.)

Dracula:Come to our castle, my little ones!

Danny, Tessa

and Dennis:AAAAAGGGGGHHHHH!!!!!

Danny:Tessa! Tessa! I’m not a wolfboy! You don’t look like Frankenstein! And what about Dennis?

Appendix 2

‘I love my pencil case’

Pencil case! Pencil case!

Have you got a pencil case?

Yes, I have. I love you,

my pencil case, so blue and new.

I’ve got a felt-tip pen, a ruler and glue.

I’ve got a pencil and a notebook, too.





I’ve got a sharpener and a highlighter,

just like all the famous writers.





I’ve got a rubber and a calculator.

I’ve got scissors; see you later!

Appendix 3










Appendix 4

Do you …………..?

Chores

Names

do your homework

take out the rubbish

make your bed

tidy your room

sweep the floor

do the washing-up

lay the table

water the plants

clean the bathroom

clean the windows

Appendix 5

Do you like …?

You

Friend 1

Friend 2

Friend 3

P.E.

maths

science

English

music

art

geography

I.T.

history

break

Appendix 6

Danny:Hi, Tom!

Tom:Hi, Danny!

Danny:Tom, tomorrow is a school holiday. I’m going to ride my bike. Do you want to come?

Tom:No, thanks, Danny. I don’t like riding my bike. Do you like playing computer games?

Danny:Yes, I do.

Tom:I’ve got a new game. I’m going to play it tomorrow. Do you want to come?

Danny:Yes, please.

Appendix 7

The Tyrannosaurus rex was the king of the dinosaurs. It was a harmless plant-eating dinosaur. It was 6 metres short and weighed 7 tonnes. It had three long legs, two small arms and a short tail. It had a short neck and an tiny head. It had a big brain and was an stupid dinosaur. The Tyrannosaurus rex was harmless because it had blunt teeth and it was very slow.

Key

harmless dangerous

plant-eating meat-eating

short tall

three two

short long

tiny enormous

stupid intelligent

harmless dangerous

blunt sharp

slow fast

Appendix 8

1. Millions of years ago, dinosaurs were the most important animals in the world.

2. Some dinosaurs were small, but some were enormous; the Argentinosaurus was longer than three buses.

3. Plant-eating dinosaurs were harmless, but meat-eating dinosaurs were very dangerous.

4. The most dangerous dinosaur was the Tyrannosaurus rex, the king of the dinosaurs.

5. The dinosaurs disappeared 65 million years ago when an asteroid hit the planet Earth.

6. Some animals today, like crocodiles and birds, are the descendents of dinosaurs.

Appendix 9

What time do you …?

Names

get up

get dressed

have breakfast

clean your teeth

go to school

have lunch

do your homework

have dinner

watch TV

go to bed

Appendix 10

Did you _____ yesterday?

Name

drink water

write a letter

read a magazine

fly a kite

eat a pizza

sing a song

sleep all night

run a race

see a film

have a bath

do your homework

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