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5 Clothes

Lesson 1 Rose Im wearing my favorite sneakers, T38


my sweatshirt and my favorite jeans.
Lesson aims
Hip Theyre cool!
To present and practice new vocabulary. Harry I love this sweat suit and my sneakers.
Target language Hip Theyre great!
jeans, shorts, sneakers, sweatshirt, sweat suit; Im wearing (a Rose Do you like my hat?
sweatshirt). Hip Yes. Look at my hat!
Recycled language Rose No, Hip!
hat, shirt Harry Thats not a hat, theyre shorts!
Materials Narrator Whats missing?
Multi-ROM, Flashcards (Clothes), pictures of famous and Children Shirt!
non-famous people
Extra!
Starting the lesson Read characters lines from the Activity 2 (e.g., I love this
Play I spy (see p. T90) to review colors. sweat suit and my sneakers). Students guess who the character
is (Harry).
SB page 38 Pairwork
Divide the class into pairs (see ideas for dividing students on
Presentation pp. XII and XIII). When you have their full attention, explain
Use the flashcards to teach and review the vocabulary. Hold (L1) the activity. Student A pretends he/she is one of the
up the flashcards in turn and say the words for students characters and say an item of clothing that the character is
to repeat. Hold up the flashcards again, this time asking wearing; e.g., Im wearing (white sneakers). Student B guesses
individual students to say the words. the character (Harry). Then they switch roles.
Point to the children in the picture and ask, Who are they? Demonstrate the activity with two or three students before
(Rose, Hip and Harry.) Where are they? (On the spaceship.) Point they start working in pairs. Focus on the pronunciation of
to the clothes and ask, Whats this? What color is it/are they? Im wearing and on the use of a with the singular nouns. If
necessary, monitor pairs to help with language use.
1 Listen and say.
Ending the lesson
Draw students attention to the clothes items at the bottom Play Pass the secret (see p. T90) using the vocabulary of this
of the page. Play T38, and students find the pictures in their lesson.
books. Play it again, pausing after each word, and students
repeat them.
Ask individual students to come to the board. Say, Draw a long OPTIONAL ACTIVITY
shirt. Draw a big hat, and so on. When students have finished Question time
drawing, point to the items and have the class say them. Bring in pictures of famous and non-famous people. Stick
them on the board and number them. Point to a picture
2 Listen, find and say whats missing. and ask questions for students to answer; e.g., Is he/
Tell students (L1) that they are going to listen to Rose, Hip and she wearing (a sweat suit)? Then describe the clothes of a
Harry talking about the clothes they like, but that one of the person in one of the pictures. Students guess who it is.
items from Activity 1 will be missing.
Play T38 once up to Whats missing?. Give students time to
locate the clothes in the illustration and to find out which item
is missing (the shirt). WB page 116
Play it again to the end for students to check their answers. 1 Match.
Point to the clothes items in the main illustration in turn.
Invite some students to describe them using colors (Its a Students look at the words and match them to the correct
yellow sweat suit, Its blue jeans, etc.). picture.
Tip: You can briefly explain (L1) that we dont use a with
plural items, like jeans and sneakers. This will be presented in
Lesson 2.

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Lesson 2 pp. XII and XIII). Then focus on the language in the speech
bubbles. Tell students (L1) that they are going to talk about
Lesson aims what they are wearing.
To review the vocabulary of Lesson 1 with a chant; to Model the dialogue with two or three students before they
present the new structure. start working in pairs. If necessary, monitor students to help
with language use and additional vocabulary. To expand
Target language
the activity, you can ask students to include colors in their
What are you wearing?
descriptions (Im wearing blue jeans)
Recycled language
Note: If students are wearing uniforms, ask them to draw
Clothes; Im wearing (jeans).
themselves in clothes they wear at home. Then they use their
Materials drawings to answer their partners question.
Multi-ROM, Flashcards (Clothes), A4 paper, colored pencils
Quest. Sing. Then find the lamp.
Starting the lesson Ask students to say the quest items they have already found
Play Lexical groups (see p. T90) using clothes vocabulary. (the pen, the ball, the rock, the glasses and the hamster wheel).
SB page 39 Then they look at the main illustration on pp. 30-31 to guess
the new quest item (the lamp). Dont say if their guesses are
3 Chant. right or wrong.
Play T42. Ask students to identify the quest item in the song.
Draw students attention to the chant. Then play T40. Then ask (L1) why they need to find the lamp (it is on the
Students listen and follow the words. Play it again, pausing list Professor Bloom gave to Rose and Harry in the opening
after each line for students to repeat. story). Then students find the item in the illustration (it is on
Play T40 once more for students to join in. If necessary, use the bedside table, on the right).
the flashcards to help prompt the words. Play the song again for students to sing along.
Presentation
Students read the question and answer in the Look! box. Hey, boys! Hey, girls! T42
Write them on the board, so that all students can follow your Come with us! Come on a quest today!
explanation. Draw students attention to the order of words in Look up, down, here, there,
the question, and to the use of am/are + wearing. Look around everywhere.
Ask other students, What are you wearing? Write the question Wheres the lamp?
and the students answers on the board. Use different colors, We have the pen, the ball, the rock,
or underline/circle items in the sentences, to help students The glasses and the hamster wheel.
understand the structure. Ask them to copy the dialogues into Come on, come on, come on a quest!
their notebooks. Lets find the lamp!
Explain (L1) the use of a with singular nouns (Im wearing a
hat). Then draw students attention to the absence of a with
plural nouns (Im wearing sneakers). Write both sentences on Ending the lesson
the board, including a crossed a in the sentence with the plural On the board, write the first letter and spaces for the missing
noun. Ask students to copy the examples into their notebooks. letters of one the vocabulary items; e.g., s_ _ _ t_ _ _ t (sweat
suit). Students call out letters in order to guess the word.
4 Circle true or false. Then listen and check
Focus on the three sentences and name the characters. Then
OPTIONAL ACTIVITY
play T41 for students to listen and circle true or false. Play the
recording again for students to check their answers. Drawing activity
Play Picture dictation (see p. T90) with the vocabulary.

1 T41
Rose What are you wearing, Harry? WB page 117
Harry Im wearing sneakers. I love my sneakers.
2 2 Read and .
Harry What are you wearing, Rose?
Rose Im wearing jeans. Theyre my favorite jeans. Students look at the clothes the characters are wearing, then
3 read the descriptions and check the pictures that are being
Rose What are you wearing, Hip? described.
Hip Im wearing a sweat suit. I love my sweat suit.

5 In pairs, talk about your clothes.


Divide the class into pairs (see ideas for dividing students on

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Lesson 3 7 Ask and answer.
5
Divide the class into pairs (see ideas for dividing students on
Lesson aims
pp. XII and XIII). When you have their full attention, focus on
To extend the unit vocabulary; to practice the vocabulary
the speech bubbles. Explain (L1) the activity. Student A asks
with a song; to present the new structure
a question about one of the people in the picture in Activity
Target language
6. Student B looks at the illustration and answers. Then it is
scarf; Is (he) wearing (my scarf)? Yes, (he) is./No, (he) isnt.
Student Bs turn to ask.
Whats (he) wearing?
Demonstrate the activity with a student before they start
Recycled language working in pairs, using both yes/no and wh- questions (Is he
Clothes wearing a scarf? Whats he wearing?). If necessary, monitor
Materials students to help with language use, also to encourage them
Multi-ROM, Flashcards (Clothes), homemade flashcards of to ask the wh- question. To expand the activity, you can
scarf, coat and socks, pictures of people and clothes ask students to write the questions and answers in their
notebooks.
Alternatively, give each pair a few pictures of people. Students
Starting the lesson ask and answer questions about the clothes the people are
Review the clothes vocabulary. Describe what you are wearing in their pictures.
wearing, making mistakes. Students correct you.
Ask students to describe their clothes to their family.
SB page 40 Then they teach their family members to describe the clothes
they are wearing.
Presentation
Point to the children in the pictures on p. 40 and ask, Is he/ Ending the lesson
she wearing a (sweatshirt)? Students answer, Yes/No. Echo the Divide the class into six groups. Assign each group a clothes
answer, saying, Yes, he/she is./No, he/she isnt. Students repeat. item from the song (scarf, jeans, coat, T-shirt, socks and
When students give a negative answer, ask, Whats he/she sneakers). Play T43 again, and groups stand up and clap their
wearing? Model the answer, introducing the new vocabulary hands as their items are mentioned.
(scarf) and reviewing coat and socks (you can also use the
homemade flashcards). Students repeat after you. OPTIONAL ACTIVITY
Hide and seek
6 Listen and sing.
Cut pictures of clothes in halves. Put one set of halves on
Play T43. Students listen and follow the words, identifying the your table and hide the other set around the classroom.
clothes in the song. Explain to students (L1) that they have to find the
Play the song again so students can join in and sing together. missing halves, match them to the ones on your table and
Use the homemade flashcards as prompts. say what they are (e.g., Its a coat).
Divide the class into two groups (see ideas for group
formation on pp. XII and XIII). Group A sings verse 1, Group
B sings verse 2, and the whole class sings the chorus. Switch WB page 118
groups and sing the song again.
Presentation 3 Read and color.
Focus on the Look! box. Read the questions and answers with Students read the descriptions and then color the clothes
the class. Write them on the board, so that students can accordingly.
follow your presentation. Draw students attention to word
order and the use of is/are + wearing. Remind students of the
Look! box on p. 39 and help them create a simple rule (e.g.,
Use I + am, he/she + is, you + are). Write the rule on the
board, and students copy it into their notebooks.
Ask students to come up with other examples with the
structures. Write their ideas on the board. Use different
colors, or underline/circle items in the sentence, to help
students understand the rule. Ask students to copy the
examples into their notebooks as well.

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39 PM
5 Lesson 4 9 Go to p. 81 and play the game.
Divide the class into groups of three (see ideas for group
Lesson aims
formation on pp. XII and XIII). Students cut out the mini
To develop listening and speaking skills.
cards on p. 81. When they have cut all the cards, say a word
Recycled language
represented in the mini card (sweatshirt), and students hold up
Clothes; Colors; What are you wearing? Im wearing (jeans).
the card. Continue with the other images.
Materials Now focus on the illustration and the language in the speech
Multi-ROM, magazine pictures of people wearing different bubbles. You can read the dialogue with another student. Tell
clothes items, Unit 5 mini cards, scissors, bottle, a die students (L1) that the boy and the girls are playing a game
and that they will do the same with their cards.
Starting the lesson Ask students to put their cards in a pile face down on a desk.
Review Whats (he) wearing? and clothes vocabulary by asking Students play Go fish (see p. T89) with the mini cards. They
students to describe pictures from magazines. Encourage have to arrange an outfit with four clothes items to win the
students to include colors in their descriptions (Hes wearing a game. If Student A has a shirt, he/she can request a hat, a
blue shirt). scarf and jeans; if he/she has a sweat suit, he/she can ask for
sneakers, a hat and a scarf, and so on. The first student to
make an outfit consisting of four cards displays them and says
SB page 41
what he/she has (e.g., Im wearing jeans, a sweatshirt, sneakers
and a hat).
8 Listen and draw. Then color. Demonstrate the activity with two students before they start
Draw students attention to the picture. Ask, Whos this? playing the game. Monitor groups to check pronunciation and
(Harry.) Then ask students to look at Hip and read the accuracy.
question in the speech bubble. Tell students (L1) that they will Game
listen to Harry describing what he is wearing and that they Write on the board, 1 jeans, 2 shorts, 3 sneakers, 4
should draw his clothes, sweatshirt, 5 sweat suit, 6 hat. Divide the class into two
Play T44. Students listen and draw Harrys clothes. Play it a teams, with students lined up, facing the board. Place two
few times, pausing after each line, to give students time to sets of clothes mini cards face up on a desk, in the back of the
draw. When they have finished, they color the picture. classroom.
To expand the activity, you can ask students to write a Throw the die and say the number. The first student from each
description of Harrys clothes in their notebooks. They can team identifies the clothes item they need to find (according
also include colors (Harrys wearing green shorts, a pink shirt). to the number on the die and on the board), runs to the pile of
cards and brings it back to you. The first one to arrive scores
Hip What are you wearing, Harry? T44 a point for his/her team. If they bring the wrong card, a point
Harry Im wearing shorts. should be deducted. They return the cards to the desk before
Hip What are you wearing, Harry? you throw the die for the next member of the team.
Harry Im wearing a shirt. Ending the lesson
Hip What are you wearing, Harry? Go back to p. 38 and ask students to choose one character
Harry Im wearing sneakers. and say what they are wearing.
Hip What are you wearing, Harry?
Harry Im wearing a hat.
OPTIONAL ACTIVITY
Game
Play Category tag (see p. T89) using clothes vocabulary.

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Lesson 5 1
2
Does Hop like Harrys sneakers? [Yes.]
What is Harry wearing? [A T-shirt.]
5
Lesson aims 3 Does Hop like Harrys T-shirt? [Yes.]
To consolidate the unit language with a story. 4 Does Harry like Hops coat? [Yes.]
5 Are the pants small? [No, theyre big.]
Target language
6 Why is Harry surprised? [Theyre not pants. Theyre Hops
cool
hat.]
Recycled language
Clothes; big, favorite; Im wearing (my new coat); Do you like Divide the class into two groups, one for Hop and the other
(my T-shirt)? for Harry (see ideas for group formation on pp. XII and XIII).
Each group reads their lines as a class from their seats.
Materials
Invite students (L1) to roleplay the parts of Harry and Hop.
Multi-ROM, Unit 5 mini cards, Flashcards (Clothes),
Volunteers come to the front of the class to act out the story.
homemade flashcard of a coat, picture of a fashionable
Encourage tone of voice and expressions to match those in the
clothes item, A4 paper, colored pencils
pictures. Alternatively, you could have other students read the
lines while the students act it out. With shyer groups, students
Starting the lesson can act out the story from their seats.
Students play Quick peek (see p. T89) to review clothes Game
vocabulary. Retell the story making some deliberate mistakes. Every time
Ask students (L1) what they can remember about the story in students spot a mistake, they stand up and correct it.
Unit 4.
Students can now go online to Space Island and enjoy
SB page 42
the fun and games, at home or at the school computer lab.
Ask students to find the ladder that Hoopla is holding on the
10 Listen and read. Then act. Student Book (p. 43). Tell them they need to find the ladder on
Use the clothes flashcard and the homemade coat flashcard Space Island (it is inside the Space Island Laundromat, next to
to review the clothes items in the story (sneakers, T-shirt, coat, the washing machine). When students click on the ladder, they
pants and hat). Teach the word cool using pictures of clothes are taken to a supplementary language game based on the
items students like or of a famous person they admire (e.g., vocabulary of Unit 5.
Miley Cyrus is cool). Ending the lesson
Allow students a few minutes to study the pictures from the Play Whats missing? (see p. T88) using the mini cards.
story. Point to the characters in turn and ask, Whos this? Point
to the clothes items in different frames and ask, Whats this?
Before listening to the story, ask the following questions for OPTIONAL ACTIVITY
the corresponding frames. You can ask and discuss them in L1 Drawing activity
or in English: Ask students to draw and color an outfit for Hip or Rose
1 What is Harry wearing? [Sneakers.] and include them in the story with a speech bubble (e.g.,
Look! Im wearing my favorite dress!). Invite some students
2 Whats Harry doing? [Open discussion.]
to present their drawings to the class.
3 What color is Harrys T-shirt? [Black and green.]
4 Whats Hop wearing? What color is it? [A pink coat.]
5 (Pointing to the pants.) What are these? [Pants.]
6 What is Hop doing with the pants? [Hes putting them on WB page 118
his head.] 4 Read and circle five mistakes.
Play T45, and students follow the story in their books. Play it
again, pausing after each line for students to repeat. Students look at the picture carefully, then read the text and
To check students understanding of the story, ask the circle five mistakes.
following questions. You can ask and discuss them in English
or in L1:

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5 Lesson 6 Values
Ask the class what chores they do at home. Point to a picture
Lesson aims and to a student and ask, Do you (set the table)? Students
To integrate other areas of the curriculum into the English answer Yes or No.
class; to develop the cross-curricular topic through a short Talk (L1) with the class about cooperation at home, sharing
project. chores with the family and being responsible for doing things
like cleaning their bedroom. Students say what they like/dont
Cross-curricular focus
like doing.
Social science household chores
Values Mini project
Helping at home. Divide the class into small groups (see ideas for group
Target language formation on pp. XII and XIII). Brainstorm with students
set the table, clean the bedroom, make the bed, do the dishes, (L1) different chores you and the students have to do in the
wash the car, make a cake classroom. Write their ideas in English on the board. You
Recycled language can also use the suggestions below, or others that suit your
Days of the week teaching environment:
Materials Erase the board at the end of the class.
Multi-ROM, poster board, colored pencils and markers, Collect the flashcards.
Unit 5 mini cards Put their book and notebook away.
Put colored pencils and markers away.
Organize the chairs and desks.
Starting the lesson Hand out sheets of paper or other supplies.
Play Give me one (see p. T89) to review the days of the week. Give each group a sheet of poster board. Students draw
pictures of the classroom chores, or alternatively, you can
SB page 43 assign each group a chore. They write the phrase(s) under
the picture(s). Help with any additional vocabulary required.
Presentation Display the finished posters around the room.
Draw students attention to the pictures and ask students (L1)
what they have in common (Theyre household chores). Point to
the pictures and say the phrases. Then ask, Whats (number one)? FOR THE NEXT LESSON
The class answers, Set the table. Repeat with the other pictures.

11 Listen, say and mime.


Play T46, pausing after each phrase. Students listen and
repeat the words. Play it again for students to repeat and
mime the actions. Think!
Ask students to think of other chores they could do at home.
12 Listen and find whats missing. Write students ideas on the board. When they dont know
Focus on the picture and the dialogue in the speech bubbles. how to say a word/phrase in English, you can help them to
Explain the meaning of busy, using mime or L1. Ask students look it up in a bilingual dictionary.
(L1) to explain the situation (The mom wants her daughter to
clean her room; the girl is busy).
Ending the lesson
Play Teacher says (see p. T89), using the chores.
Tell students (L1) that they will listen to a conversation between
the mom and the girl, but that one chore from Activity 11 is
missing. Play T47 as far as Lets make a cake!, Students listen to OPTIONAL ACTIVITY
what happens each day. Play it again as far as Whats missing?. Mini card game
Students say which chore is missing (wash the car). Play Memory game (see p. T88) with the mini cards.

MomIts Monday clean your bedroom, Amy. T47 WB page 119


AmyIm sorry. Im busy, Mom.
MomPlease, Amy, set the table, its Tuesday!
AmyIm sorry. Im busy, Mom. 5 Look. Then the chores you like.
MomAmy, its Wednesday. Make your bed. Students look at the pictures and check the chores they like
AmyIm sorry. Im busy, Mom. doing.
MomPlease, Amy. Its Thursday today. Do the dishes.
AmySorry, Mom! 6 Write your chore list.
MomAmy, its Friday. Clean your bedroom, please.
Wow! Thank you, Amy. A clean room! Lets Students write a list of their chores for the week.
make a cake!
Narrator Whats missing?
Children Wash the car!

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5 Wider World Presentation
Ask students (L1) to look at the texts and say where the
Lesson aims children come from. Write the names of the countries on the
To review the language of the unit; to personalize the unit board, then ask the class to help you locate them on the map
language; to learn about school clothes in other countries; or globe. Ask what other countries they have read about in
to provide an opportunity for self-evaluation. Level 3.
Target language 1 Listen and read.
bag, jacket, sandals, uniform
Recycled language Tell students (L1) they are going to listen to and read a text
Clothes, Colors; cool, favorite; Im wearing (black pants). We about three children and the clothes they wear to go to
have/We dont have (uniforms) school. Play T48. Students listen to the children and follow in
Materials their books.
Multi-ROM, a map of the world or a globe, string, clothes Play it again, stopping after each exchange. Ask students
pins, Unit 5 mini cards, A4 paper, colored pencils and questions to check comprehension (e.g., Whats Clara wearing?
markers, Worksheet 5, Flashcards (Clothes), clothes Does Emma love her pink bag?).
brought from home You can invite some students to read the texts to the class.
Special note: The activities from the Wider world spread Alternatively, you can work with shadow reading. Play T48.
can be done in one or two classes, depending on the Students read the words while trying to stay at the same
use of the Pairwork, Extra!, Game and Optional activities speed and rhythm as the recording. You can turn the sound
sections. The Workbook activities can also be assigned for down some times, as students keep reading.
homework in different classes.
2 Read and answer. True or false?
Read out the sentences for each of the children in turn. Ask
Starting the lesson the class to reread the texts and decide whether they are
Remind the class of the song they learned in Lesson 3. Write true or false. If a sentence is false, ask individual students to
the clothes words from the song on the board. Point to them correct it. You can ask students to write the corrections in
in turn so students can ask you questions using the words their notebooks.
(e.g., Are you wearing a dress?). Give a wrong answer so
students call out the correct one. Extra!
Divide the class into five groups (see ideas for group
Pairwork formation on pp. XII and XIII). Each group writes two new
Divide the class into pairs (see ideas for dividing students sentences to add to the exercise. Write the sentences on the
into pairs on pp. XII and XIII). Students write a description board and solve as a class.
of a persons clothes items, without showing it to their
partner. When they have finished, Student A dictates his/her Game
description to Student B, who draws. Then they switch roles. Play Windy day. Divide the class into pairs. Give each pair
At the end, students compare their pictures to the written a piece of string and nine clothes pins to hang one set of
descriptions to see if they are correct. clothes mini cards from the clothes line. They put the clothes
line on the table with the cards face up. Student A shuts his/
SB pages 44-45 her eyes. Student B blows as if it is windy and removes a card
from the line. Student A guesses which card is missing. Then
Ask students to look at the pictures of the children on pp. they switch roles.
44-45. They make a list of the clothes items the children are
wearing. Then use the vocabulary to play jumbled letters.
Write a word from the list on the board, with its letters
jumbled (e.g., e-o-s-s-h = shoes). Students unscramble the
word. Invite a student to go to the board and write another
scrambled word from the list. Continue with other words.

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3 Talk about school uniforms. WB pages 120-121
5
Use the questions to have a class discussion about students
uniforms. Some suggestions on how to carry out the activity
7 Circle and write the words.
successfully: Students find the words in the word search box and circle
Have students sit in a circle, so that they can face each them. Then they write the words on the lines provided.
other. They can sit on the floor, or move their chairs.
Provide any additional vocabulary students need to express 8 Correct the sentences.
their ideas. If a vocabulary item is relevant for all the
students in the group, write it on the board. Students look at the picture, read the example and then read
Encourage different students to express their ideas, but the remaining sentences to correct the mistakes.
respect quieter ones. 9 Draw and color your favorite clothes.
Encourage students to express their ideas in English as
much as possible. You can rephrase students sentences in Students draw their favorite clothes in the photo frame and
L1 in English. color them.
Now students can do Worksheet 5. 10 Write about your favorite clothes.
Extra! Students write a description of the clothes they have drawn in
Ask students to describe the clothes they wear to school, Activity 9.
for normal classes and the PE class. They write a short
description on an A4 sheet of paper, using the texts about the
Self-assessment.
four children as models and illustrating their writing with a
Focus on the self-assessment picture. Tell students (L1) to
drawing.
choose and color the appropriate number of stars, depending
Invite some students to read their descriptions to the class,
on how well they think they have worked. Discuss with
then display the descriptions around the room.
students what they have learned, which activities they liked
Ending the lesson best and which ones were difficult.
Play Make a sentence (see p. T88) using flashcards (Clothes) to
review the unit vocabulary.
Play Question chain (see p. T90) to review questions. These
might include What are you/is he/she wearing? Is he/she
wearing? Do you like?

OPTIONAL ACTIVITIES
Word game
Play Bingo (see p. 89) using vocabulary for clothes and
appearance.
Funny fashion show
Bring a variety of old clothes that students can name.
Also ask them to bring in old clothes from home.
Students then choose clothes and dress up for the fashion
show. Arrange the classroom so that there is a catwalk
for the models. The class votes for the funniest model.

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