Professional Documents
Culture Documents
Unit
1 Unit overview
Literacy
Vocabulary
Core vocabulary Text type: a magazine article (information text; writing
Review and learn the names of clothes preparation)
baseball boots, belt, cardigan, jeans, leggings, polo shirt,
(Lesson 1) Reading skills: scanning
sweatshirt, tie, tights, top, tracksuit, waistcoat; baggy, flowery,
Review and contrast the present Writing skills: adding new information
long-sleeved, patterned, plain, short-sleeved, striped, tight
simple and the present continuous
tenses (Lesson 2) Extension vocabulary (optional)
Learn and practise using too and blazer, blouse, pyjamas, suit, underwear, uniform
not enough to say whats wrong Culture ... around the world
(Lesson 4) Other vocabulary
Review and learn adjectives to bright, casual, dark, fashionable, clear, comfortable, rough, smart,
describe clothing (Lesson 5) smooth, sticky, uncomfortable, unfair, unfashionable, weak; The invention of Velcro in Switzerland
Learn about and use the linkers chemical, cloak, engineer, equipment, hooks, nylon, pocket, seeds,
and, also, too (Lesson 7) slime, stick, waterproof, zip
Recycled vocabulary Thinking skills
Learn about different types of clothes, dress, gloves, helmet, T-shirt; big, dirty dry, happy, healthy,
materials (Lesson 6) heavy, kind, light, long, noisy, quiet, short, small, soft, strong, tidy, Categorising (Lesson 1); Problem solving (Lesson 1);
unhappy, unhealthy, unkind, untidy; astronaut, autumn, flowers, fur, Analysing and applying rules (Lessons 2 and 4);
Use the Pupils Practice Kit at school Hypothesising (Lesson 3); Logical thinking (Lesson
invention, inventor, material, natural, watch; cotton, wool
or at home 4); Defining and describing (Lesson 5); Finding
information (Lesson 6); Planning, checking and
Identify and practise saying the stress correcting (Lesson 7); Seeing anothers point of view
in words (Lesson 4) (Lesson 8); Reflecting on learning (Lesson 8)
Reflect on your own learning (Lesson 8) Structures
Practise activity types found in the
Trinity and Cambridge exams Core structures
I / You / We / They wear (a helmet). He / She / It wears (a helmet).
Think about the importance of I / You / We / They dont wear (a helmet). He / She / It doesnt
perseverance (Lesson 3) wear (a helmet). I am / am not wearing (a hat). He / She / It is / isnt
Work in a group to design a sports wearing (a helmet). You / We / They are / arent wearing (a hat). Working together (Lessons 1-8); Collaborating (Lessons
kit (Lesson 8) Are you / we / they wearing ( a helmet)? Is he /she / it wearing (a 1-8); Checking learning (Lessons 1-8); Peer evaluation
helmet)? Do you / we / they wear (a T-shirt)? Does he / she / it and feedback (Lesson 7); Helping and encouraging
Work in pairs or small groups to wear (a T-shirt)? The (sweatshirt is) too big. The (sweatshirt isnt) (Lessons 1-8); Reaching agreement (Lesson 8);
practise and reinforce learning (all big enough. Reflecting and setting goals (Lessons 1 and 8)
lessons)
Do a communication task (Lesson 5) Other structures
Whats (Sally) wearing?
Read and understand a story (Lesson 3) Unit value
Recycled structures The importance of persevering
Learn about Switzerland and a Swiss Whats your favourite item of clothing? (Wool) comes from (sheep).
inventor (Lesson 3) I agree with you. I disagree. Lets choose a T-shirt first. What about
Read a magazine article (Lesson 6) having some plain shorts?
Write a magazine article (Lesson 7)
Sing a song (Lesson 8) Cross-curricular links
Link to Science
Properties of materials
Pronunciation Suggested Arts and Crafts concepts
Stressed syllables in words Exploring proportion in figure drawing and drawing a
classmate with correct proportion
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1 Lesson 1
Key language Materials
baseball boots, belt, cardigan, jeans, leggings, polo Pupils Book pp8-9; Activity Book p6; Class CD1;
shirt, sweatshirt, T-shirt, tie, tights, top, tracksuit, Teachers Presentation Kit and Tools
Review and learn the names of clothes
Listen to definitions and identify the words waistcoat; bright, casual, dark, fashionable, smart, Clothes flashcards
sporty
Read information to solve a problem Optional materials
What do you usually wear at the weekend? I usually
Trinity Exam Practice cards (selected from the Starter
wear (smart clothes). Whats your favourite item of
Ask and answer personal questions about Unit)
clothing? My favourite item of clothing is a (polo shirt).
clothes
(My friends) prefer / like (casual clothes). Key Multiple Intelligences
Linguistic
Logical-Mathematical
Interpersonal
Activity Book
At a Glance Lesson Plan Pupils Book Unit Lesson 1 Vocabulary
Use the Trinity Exam Practice My clothes learn the names of different clothes.
talk about routines and about actions that are 7
1 Order and write the words. Match.
12
appearance. 8
Hes got one of my Switzerland 10
balloon labels. and I found work in a group to design a sports kit.
your balloon 2 opt 6 loop hisrt
leggings tights baseball boots tie My sister is very fashionable. 6 Which is the odd one out? Why? love / hate / like / enjoy
I usually wear
waistcoat sweatshirt belt jeans
Vocabulary presentation
tracksuit cardigan polo shirt top
Whats your favourite item of clothing? What does it look like? 9780230449220_text_CS6.indd 6 03/06/2014 09:45
Use the Trinity Exam Practice 1 Look at the photo. Can Nico ski
in the autumn? Read and listen CD1 9
3 Look and learn.
Look at the dialogue in Activity 1 Nico always wears / is wearing a helmet.
2 My friends often do / are doing sports in their free time.
to find out.
cards (optional). go to menu Grammar wall 1 again. 3 I like / am liking skiing.
4 It isnt snowing / doesnt snow at the moment.
Present simple & present continuous
Review clothes.
Hi, Nico. Did your friends
like the T-shirts?
Present simple
Find more examples of 5 Do you swim / are you swimming every Saturday?
6 I wear / am wearing goggles now.
Activity 2 protect my
eyes. Look! Which tense do we use when
Price per hour: (4)
1 we talk about things that
Read the dialogue again. What a great photo! But how can
you use your phone when youre
are happening now?
2 we talk about routines? Review the lesson and reflect Clothing: must wear (5) clothes and (6)
wearing gloves?
Extra activity
mm
Coom muunniiccaattee 3 What are you wearing now?
Ask and answer.
Activity 3
C
6
1 What do you usually wear to do sport?
2 Read the dialogue again. mmmuunniiccaattee
Which is the odd one out? Why? often / always / swim / sometimes 7
Coom
Reinforcement
C
Ask and answer. I wear shorts and a T-shirt to do sport.
Look and learn Grammar 1 What does Nico usually wear? 2 What are you wearing now?
9780230449220_text_CS6.indd 7 03/06/2014 09:45
wall
2 Whats he wearing now?
3 What does Nico always wear when he
3
4
What do you do in your free time?
What are you doing now? Make true and false sentences
Activity Book
goes skiing? 5 Which language do you usually speak at home?
4 What material is on Nicos gloves? 6 Which language are you speaking now?
about your daily routines.
Activity 4
10 Grammar and communication
Activity 1 Activity 3
9780230449206.HF PB5 U1.indd 10 22/05/2014 17:20
Read and circle the Listen and complete the
Read and think. correct tense. notes.
Answer.
Activity 2 Activity 4
Complete the sentences. Read and answer. Ask
Use the present simple or and answer.
the present continuous. Odd one out activity
Which is the odd one out?
Why?
1
Detailed Lesson Plan
Starting the lesson Pupils Book Activity 4 Activity 3
Use the Trinity Exam Practice cards (optional). Read and think. Answer. Listen and complete the notes.
The pupils practise asking and answering questions. Focus the pupils attention on the Think about CD1 Track 10 p242
Review clothes. grammar box. Read out the sentences as a class. The Focus the pupils on the picture. Ask them to identify
Play the Mime the card game (see pxx) with the pupils complete these sentences in their pairs. the sport (ice skating). Ask Have you ever tried this
clothes word cards. sport? What do you need to wear?
Answers:1 present continuous 2 present simple
Answers: bike Ask the class to read the notes. Then play the CD.
Set learning objectives.
The pupils listen and follow in their books.
Say Today were going to remember how to talk
Play the CD again, pausing after each piece of key
about routines and how to talk about things that Pupils Book Activity 5
information. The pupils say and write the missing
are happening at the moment. Look at the dialogue in Activity 1 again. Find more information.
examples of the present simple and the present
continuous. Answers:1 Friday 2 6 oclock 3 Penny 4 10 pounds for
Pupils Book Activity 1 adults, five pounds for children 5 warm 6 gloves
Look at the photo. Can Nico ski in the autumn? Ask the pupils to find examples of the present simple
Read and listen to find out. and the present continuous in the text.
Activity 4
CD1 Track 9 p242 The pupils share information with the rest of the class.
Read and answer. Ask and answer.
Prompt the class to describe what they can see in the Model the activity by asking a pupil the three
photo. Ask Wheres Nico? Whats he doing? Whats Pupils Book Activity 6 questions. The pupils then write their own answers.
he wearing? The pupils ask and answer questions in pairs.
Ask and answer.
Read out the instructions and encourage the pupils to
Ask a pupil the first question. Repeat the procedure Odd one out activity
say if they think Nico can ski in the autumn.
with the other questions, inviting a different pupil to Which is the odd one out? Why?
Play the CD. The pupils listen and read the dialogue. (It answer each time.
is possible to ski all year in some parts of Switzerland.) The pupils complete the odd one out activity.
The pupils ask and answer questions in pairs.
Answers: swim (It isnt an adverb of frequency.)
Pupils Book Activity 2
Activity Book
Read the dialogue again. Ask and answer. Activity 1 Ending the lesson
The pupils work in pairs to read and answer the Read and circle the correct tense. Review the lesson and reflect on learning.
questions. They can do this orally or in their notebooks.
Read out the first sentence. Prompt the class to Say Today weve learnt how to talk about routines
identify the correct verb. Highlight that the word and habits. Weve also learnt how to talk about
Pupils Book Activity 3 always is a clue as it tells us that the action is a what is happening now.
Look and learn Grammar wall routine. Then elicit other adverbs of frequency. Ask Which was your favourite activity today?
Read the information on the Grammar wall as a class. The pupils circle the correct tense in sentences 2-6. Which activity was easy / difficult?
Use questions to encourage the pupils to think about Answers:1 wears 2 do 3 like 4 isnt snowing 5 swim
form and identify / remember patterns. Ask What 6 am wearing
Answers: bike Extra activity
happens to the verb when we use he, she and
it in the present simple? Which verb do we add to Activity 2 Reinforcement
make the negative? Do we use the verb to be in Complete the sentences. Use the present simple or Make four statements about your daily routines,
the present simple or the present continuous? Do the present continuous. using an adverb of frequency each time. Three of the
we say wear or wearing after the verb to be in sentences are true and one is false. The pupils listen
Prompt the class to complete the first sentence.
the present continuous? and guess the false sentence.
The pupils complete the remaining sentences.
Note: you can use the Grammar Tool to present and The pupils prepare three true sentences and one false
practise this grammar. Answers:1 get up 2 are/reading 3 arent speaking 4 wear one. They guess the false sentences in pairs.
5 isnt snowing
Answers: bike6 is raining
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1 Lesson 3
Key language Optional materials
heavy, light, noisy, quiet, rough, smooth, strong, weak; Trinity Exam Practice cards (selected from the Starter
jacket, trousers; astronaut, curious, engineer, flowers, Unit)
Read a story with confidence and fluency
fur, hooks, idea, invent, invention, inventor, material,
Key Multiple Intelligences
microscope, nylon, seeds, stick, wild plants, woollen
Think about the importance of perseverance Linguistic
Hes wearing (woollen trousers). This material is too
Bodily-Kinesthetic
heavy and it isnt pretty enough.
Learn about a famous Swiss inventor Intrapersonal
Use the Internet to investigate Switzerland Materials
Pupils Book p11; Activity Book p8; Class CD1;
Teachers Presentation Kit and Tools
Clothes word cards
Velcro
Activity Book
At a Glance Lesson Plan Pupils Book 1 Lesson 3 Culture
Culture
After you read around the wo r l d
cards (optional).
Whole Class
2
Set learning objectives.
Do you think astronauts use Velcro in space? How? Listen and complete Jesss story review. Write one word each time.
Circle the correct number of stars. CD1 12
A brilliant
A brilliant idea Extra activity
This story begins in Switzerland in 1948. George de Mestral, an engineer, An 1 called George de
takes his dog for a walk. Hes wearing woollen trousers and a woollen jacket. idea Mestral takes his dog for a walk through a
Activity 1:
forest. After the walk, George finds some
1 George walks through a forest 2 After the walk, George notices that 3 Hes very curious about the
with his dog. There are lots of there are seeds on his woollen seeds, so he looks at them Extension 2 on his clothes. He discovers that these have got
Follow me. Good dog! How interesting! Theyve called 5 to make the hooks. The story ends 6 years later when George
got lots of tiny hooks. creates 7 . Now people all around the world use this amazing material. My favourite part is
ing
3 What do you think of the story? Think ls
skil
the seeds. The material can stick nylon, which is strong and light. kinds of clothes and shoes.
CD1 Track 11 p242 together, but people think its a
silly idea.
He calls the new invention
Velcro. 1 Wheres the country located?
2 Which mountain range is in the south of Switzerland?
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50
1 Lesson 4
Key language Optional materials
big, comfortable, fashionable, long, short, small, Trinity Exam Practice cards (selected from the Starter
uncomfortable, unfashionable; strap, sweatshirt, Unit)
Act out a short dialogue in pairs
Learn how to use too and not enough to trousers, watch
Key Multiple Intelligences
say whats wrong The (sweatshirt is) too big. The (sweatshirt isnt) small Linguistic
Identify and practise saying the stress in enough.
Musical
words
Materials Visual-Spatial
Pupils Book p12; Activity Book p9; Class CD1; Interpersonal
Teachers Presentation Kit and Tools
1 Read and circle the correct sentence. 2 Look and write the sentences.
Use the Trinity Exam Practice 1 Listen and read. Act out.
CD1 13
3 Read and think. Choose.
Look at the story on page 11
cards (optional). Think about grammar and the dialogue in Activity 1
Review adjectives.
1 We write too before / after
the adjective.
2 We write enough before /
again.
Set learning objectives. after the adjective.
Find examples of too and not 1 He is too young.
He isnt young enough.
1 (heavy) The box
2 (light) The box
Tom: That story about Velcro was really interesting. dialogue in Activity 1 again. Find 3 Wheres the stress? Write the words in the chart. Listen and check.
Pronunciation
Listen and read.
1 Oo 2 oOo 3 Ooo 4 oOoo
Activity 2
C
Look and learn Grammar wall Tom: Can you change it again?
Jess: Yes, of course. Its perfect now.
True.
2 Name three things that are too expensive for you to buy.
The trousers arent
long enough.
Activity 6
3 Name three vehicles that you arent old enough to drive.
2 Look and learn. False.
Activity Book
Write the words in the
12 Grammar, pronunciation and communication
Review the lesson and reflect
Activity 1 chart. Listen and check.
on learning.
CD1 Track 15 p243
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Use the Trinity Exam Practice 1 Look and match. Listen, check and repeat.
CD1 16 Listen again.
short-sleeved flowery baggy plain striped long-sleeved tight patterned
cards (optional). 1 3 4
CD1 Track 17 p243
2
Review clothes and Write five adjectives that the 1 a long-sleeved top 2 a skirt 3 trousers 4 trainers
Activity 1 1
nces.
called Sue. My sister loves (3) shopping and
Ask and answer to find eight shes really fashionable. In this photo, shes wearing
a striped (4) and a plain (5) .
Look and match. 2 Listen and match the names to the children.
Andy Karen Sue Harry Jack
CD1 17
differences (Activity Book Shes wearing
prefers (7)
a (6) of sandals, too. My sister
smart clothes, but I usually
sporty clothes. In this photo Im wearing
Listen, check and repeat. pages 125 and 126).
(8)
Sally
Tina
Read and learn 3 Which six adjectives use un- to make Whats
the opposite? Jodie
wearing in your
Write the words. picture?
Is he / she wearing
?
3 Listen again. Write five adjectives that the children use to describe the clothes.
You can make the
opposite of some
adjectives by adding
2
3
Molly
Patrick
Leah
Nick
2
CD1 17
to the children.
6
Whats Sally wearing in
your picture? Shes wearing trousers on learning. 13th August
Extra activity
9780230449220_text_CS6.indd 10 03/06/2014 09:45
125
Great! Thats one difference.
Reinforcement Activity Book
03/06/2014
09:47
Activity Book
?
photos. They work in pairs to match the adjectives in to describe clothes and weve played a
ctivity Unit
the box to the clothes. Activity 1 communication game.
2
Play the CD. The pupils listen, check and repeat. Look and write the adjectives and clothes. Ask Which was your favourite activity today?
Note: you can use the Vocabulary Tool to present The pupils work on their own or in pairs to complete Which activity was easy / difficult?
er
and practise this vocabulary (including a definitions the remaining labels.
activity). Answers: 1 long-sleeved / plain top 2 stripped 3 baggy Extra activity
125
4 plain 5 patterned 6 a flowery tie 7 tight jeans 8 short-
03/06/2014
09:47
Reinforcement
sleeved
Answers:T-shirt
bike
Pupils Book Activity 2 Invite a pupil to walk in front of the class. Describe his
Listen and match the names to the children. Activity 2 / her clothes as if you were at a fashion show.
CD1 Track 17 p243 Read and complete. Write one word each time. Organise the class into small groups. The pupils work
Ask the pupils to describe what the children are Ask the pupils to describe the picture. Then read out together to write their fashion show script describing
wearing in the picture. Then ask them to write the six the text as a class. Check comprehension by asking what the different pupils in their group are wearing.
names in their notebooks. questions. The groups take it in turn to read out their scripts and
Play the CD. The pupils listen and write the Complete the first two sentences as a class. present their clothes to the rest of the class.
corresponding number next to each name.
Answers: Andy 5, Karen 2, Sue 4, Harry 3, Jack 1
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1 Lesson 6
Key language Optional materials
bend, chemical, cloak, clothes, cotton, dirty, light, Trinity Exam Practice cards (selected from the Starter
long, material, natural, plants, sheep, slime, small, Unit)
Do pre-reading tasks to predict content and
raise interest smelly, smooth, soft, stain, sticky, stretchy, strong,
Key Multiple Intelligences
Read the text for general understanding water, wool
Linguistic
Scan the text to find specific information Scientists think that we can use this slime to make
Interpersonal
Learn about different types of materials strong, soft clothes. Which material is the most
(amazing)? (Wool) comes from (sheep). Intrapersonal
Activity Book
At a Glance Lesson Plan Pupils Book Reading Reading Lesson 6 Literacy 1
Writing
1 Read the sentences and circle the correct words.
Use the Trinity Exam Practice Review the lesson and reflect 1 The hagfish slime is sticky / smooth / rough when its dry.
d
Before you rea
2 The chemicals can remove bad smells / soap / the colour from some clothes.
cards (optional). on learning. 3 The invisibility cloak bends light around / under / through a person.
1 Read and discuss. 4 The hagfish slime is clear / dark / white when its wet.
Where can you buy magazines? Do you enjoy reading about the topics below in a magazine?
5 The invisibility cloak stops people hearing / seeing / touching you.
6 The chemicals work on a rainy / windy / sunny day.
Extension
Amazing materials
3 This is a mark on clothes, for example from chocolate. a
Set learning objectives. 4 This is a product that is used for cleaning your clothes. a
The material of the future 3 Listen and complete the advert for a hagfish T-shirt.
Goodbye, washing machines!
Canada think that we can use this Special offer: One T-shirt costs 6 pounds and
slime to make strong, soft clothes two T-shirts cost 7 pounds
in the future. They say that the To order, phone: 8
Activity 2
material is natural and good for the
environment, too. Are you ready to
wear a T-shirt made from hagfish chemical (n)
slime? 4 Work with a friend. Design an advert for one of the other materials in your notebook.
Pupils Book Activity 3: After you read Odd one out activity
Which is the odd one out? Why?
What do you think?
The pupils complete the odd one out activity.
Read the questions as a class. Prompt the pupils to
say which material is the most amazing / useful and Answers: bag (It isnt a material.)
why.
If you wish to do so, have a class vote.
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1 Lesson 7
Key language Optional materials
camera, equipment, jacket, light, magnet, map, mobile Trinity Exam Practice cards (selected from the Starter
phone, notebook, pocket, radio, sunglasses, sleeve, Unit)
Learn about and practise using the linkers
and, also and too waistcoat, waterproof, zip
Key Multiple Intelligences
Its waterproof, too. Theres a pocket for your mobile Linguistic
Identify the informational content of a
magazine article phone and your radio. There are also pockets for a
Logical-Mathematical
Identify the text features of a magazine notebook, maps, sunglasses and a camera.
Interpersonal
article
Use criteria to check your writing Materials Intrapersonal
Pupils Book p15; Activity Book p12
Share your writing with another pupil
Activity Book
At a Glance Lesson Plan Pupils Book 1 Lesson 7 Literacy
Writing
Writing
g skills
Develop your writin
Writing
TEXT TYPE: A MAGAZINE ARTICLE 1 Write new sentences. Use and, also and too.
Writing
1 The material is soft. The material is strong. (and)
Use the Trinity Exam Practice Read about adding new The material is soft and strong.
2 Theres a pocket for a torch. Theres a pocket for a notebook. (too)
a text
Investigate
1 cards (optional). 1
information. 3 This material is cheap. This material is good for the environment. (also)
Read and discuss. Read the information. Think of three questions.
Do you enjoy reading about the topics below in a magazine? 4 The T-shirt is bright. The T-shirt is colourful. (and)
Where can you buy magazines?
Its a good idea to ask yourself questions about the topic before you read and write.
Why do people read magazines? Youre going to read about a spy jacket. What questions do you want to ask?
Lesson 6.
How often do you read a magazine?
Activity 4 Plan your writing
2 Read the magazine article. Does it answer your questions?
Set learning objectives.
2 mm
Coom muunniiccaattee
Work with a partner. Plan a magazine article. Make notes. C
title
The perfect spy jacket Look at the two articles again. 1 Whats your amazing item of clothing?
question
Would you like to be a spy? If the answer is yes, then youll love this amazing
spy jacket. It looks like a normal jacket, but its got pockets for all your equipment. Find examples of the linkers 2 Why is it special?
Activity 1:
3 Whats it made of?
Theres a pocket for your mobile phone and your radio. There are also pockets for
description
a notebook, maps, sunglasses and a camera. The pockets have got special zips so
and, also and too. 4 What does it look like?
Investigate a text
they can open and close silently. The jacket is light. Its waterproof, too. 5 Whats your opinion?
The most exciting thing about the spy jacket is that the
Go to the Activity Book.
6 What two questions can you ask the reader?
sleeves are attached with magnets. You can take the sleeves
opinions off and turn the jacket into a waistcoat in seconds.
Read the information. This is perfect when you need to change your 7 Whats the title of your article?
appearance quickly!
Would you wear this spy jacket? Let us know
Think of three questions. what you think: opinions@kidsmag.com 3 Now write your magazine article in your notebook. Remember to start with the title
and a question for the reader.
Discuss a text
Ending the lesson 4 Read your magazine article to a new partner. Then check your work together. Learning to
Put a tick () or a cross ().
LEARN
9780230449220_text_CS6.indd 12
Which is the odd one out? Why? title / opinion / facts / address
03/06/2014 09:45
questions? When we want to add new information, we can use the linkers and, also and too. Extra activity
We usually write and in the middle of a sentence:
Theres a pocket for your mobile phone and your radio. Activity Book
We write too at the end of a sentence: Its waterproof, too. Extension
We write also before the main verb in a sentence, but we write it after the verb to be:
Organise the pupils into pairs. Ask them to find your work together. Put a tick () or a cross ().
clothing?
examples of and, also and too in Lessons 6 and 7. Read through the statements as a class.
Set learning objectives. They can do this orally or write the sentences in their
Organise the class into new Writing Partners. One
Say Today were going to write a magazine article notebook.
pupil reads aloud their text to their partner. The pupils
about an amazing item of clothing. The pupils share information with the rest of the class. work together to decide if the text fulfils the criteria
and tick the corresponding boxes. The pupils can
Pupils Book Activity 1: Investigate a text Activity Book add, improve or correct the text at this stage.
Read the information. Think of three questions. Activity 1: Develop your writing skills The pupils swap roles.
Read the information as a class. Brainstorm three Write new sentences. Use and, also and too. Odd one out activity
questions they want to ask about a spy jacket. If The pupils work on their own or in pairs to rewrite the Which is the odd one out? Why?
necessary, use prompts to support the class, e.g. sentences using and, also and too. The pupils complete the odd one out activity.
Made from? Look like? Colours?
Answers:1 The material is soft and strong. 2 Theres a Answers: address (It isnt used in a magazine article.)
Answers: bike
Write the questions on the board.
pocket for a torch. Theres a pocket for a notebook, too.
3 This material is cheap. This material is also good for the
Pupils Book Activity 2 environment. 4 This T-shirt is bright and colourful.
Ending the lesson
Read the magazine article. Does it answer your
Activity 2: Plan your writing Review the lesson and reflect on learning.
questions?
Work with a partner. Plan a magazine article. Make Say Today weve written a magazine article about
Read the text as a class.
notes. some amazing items of clothing.
Check to see if any of the questions on the board are
Ask Which was your favourite activity today?
answered. Read out the notes and elicit examples of how pupils
Which activity was easy / difficult?
The pupils read the text on their own and answer the can complete each section. If necessary, write these
questions. ideas on the board.
Organise the class into Writing Partners. The pupils Extra activity
think of an amazing piece of clothing and complete Extension
Pupils Book Activity 3: Discuss a text
their writing notes. Ask the pupils to draw and label their amazing item of
Read the article again. Answer the questions. clothing in their notebooks.
Read and discuss the questions as a class. Highlight The pupils copy their article onto a piece of paper
that a magazine article needs a good, eye-catching and illustrate it with a drawing of the clothing. Make a
title. It should also ask a question to get the readers class display of their work.
interest and give plenty of information. Finally, the
article needs to give an opinion.
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1 Lesson 8
Key language Optional materials
key and revised clothes vocabulary; key and revised Trinity Exam Practice cards (selected from the Starter
adjectives to describe clothes; sports Unit)
Present your design to the class
Which ones do you prefer? I agree with you. I Key Multiple Intelligences
Listen to a text for general understanding
disagree. Lets choose a T-shirt first. What about Linguistic
Listen to a text and identify key functional having some plain shorts? I dont think thats a good
Musical
language idea.
Visual-Spatial
Review learning and reflect on progress
Materials Interpersonal
Work in a group to design a sports kit Pupils Book p16; Activity Book p13; Class CD1 Intrapersonal
Selection of sports pictures
Sing a song Coloured pencils
Activity Book
At a Glance Lesson Plan Pupils Book
Lesson 8 Speaking and Self-evaluation 1
Writing
Writing
Group discussion
Starting the lesson 1 Lesson 8 Speaking and Self-evaluation
Activity 4 1 Design a new kit for a sports club. Discuss and make notes. Draw and
colour your kit.
Writing
Use the Trinity Exam Practice Group discussion
Read and think about your
Writing
1
cards (optional).
Listen and look. Which clothes do the children choose for the basketball teams Sports club:
learning.
CD1 19
new kit?
and equipment.
Set learning objectives.
Ending the lesson Other equipment:
Activity 1 I disagree. What about having some plain shorts? I dont think thats a good idea.
3 Youre going to design a new kit for a sports club. Discuss your ideas. CCoommmmuniiccaattee
un
on learning. 2 Write a description of your groups sports kit.
Listen and look. Do you prefer plain or
patterned T-shirts?
We have designed a new kit for the sports club. The kit has got
choose for the basketball Draw and describe your sports kit in your Activity Book (page 13).
3 Lets (have) the patterned trousers. 6 What about (have) the baggy shorts?
Reflect on the unit identify sports. 4 Think about your work in this unit. Read and complete the sentences.
I think that my work in Unit 1 is
4 Read and think about your learning. What can you do now? Now I can
Whole Class And I can
No problem, Jess.
Lets speak soon! I can read and write I can work in a group to
a magazine article. design a sports kit.
Which four things do the
Activity Book
children say? Do the Unit Review in your Activity Book (page 14).
Activity 1 Activity 3
16 Speaking, self-evaluation and review
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60
1 Review and external exams practice
Key language Optional materials
cheap, cheaper, expensive, more expensive; corridor, Trinity Exam Practice cards (selected from Unit 1)
Review clothes, materials, accessories and back in half an hour, danger, keep out, end, half-price,
Key Multiple Intelligences
clothes adjectives less, more, park, pedestrian crossing, restaurant, sale,
Linguistic
school, shop, sign, special offer, sports centre, street
Introduce the pupils to KET exam tasks Logical-Mathematical
Learn a simple strategy for dealing with You can / cant swim here. You must / mustnt walk
here. Visual-Spatial
unknown vocabulary
Practise reading signs for general meaning
Practise activity types found in the Trinity Materials
and Cambridge exams Pupils Book p17; Activity Book pp14-15; Class CD1
Raise awareness of the signs around us
REVIEW
QUIZ REVIEW
Starting the lesson 1
Activity 3
1 Review
cards (optional). 1 Read the sign. Then read and complete the sentences. Which words in the sign
help you? Activity 2. 1 Three things you wear on your legs:
2 Two things you wear to look smart:
QUIZ
adjectives.
3 The shoes will be tomorrow.
A cheaper B more expensive Activity 4 smart /
3
long-sleeved /
Complete the sentences. Use the present simple or the present continuous.
comfortable /
Go
to the Activity Book
sports centre restaurant shop park street school
you can see signs in your
1 Peters busy now. He
2 I
his homework.
wearing comfortable clothes.
QUIZ
REVIEW
3 We often to the beach at the weekend.
1 2 3
QUIZ
page 14: Review. community. REVIEW
4 The children their lunch now.
Quiz
5 Be quiet, please. You too much noise.
Review
QUIZ
4 Write the time expressions in the chart.
Go to the Activity Book.
Review QUIZ
2 Lesson 3 Culture
usually at the moment now often never this morning right now sometimes Culture
After you read around the wo r l d
REVIEW
1 Where is the village of Montignac? 4 What did they see on the walls of the cave?
4 5 6 usually Its They
2 What did the boys want to find? 5 What was the name of the boys teacher?
They His
REVIEW
REVIEW
3 What did they use to see inside the cave? 6 Who did their teacher bring to the cave?
Exam help
They He
Review
Circle the correct number of stars.
to the
Then read and complete the
CD1 28
sentences.
QUIZ
their 2 , Robot, wanted
3 The shirt is too baggy. 4 The shoes arent comfortable enough.
to find some treasure in the woods. Robot found a hole and the
3
Review
Read and match to the signs in Activity 2. boys 3 into it. They saw some amazing paintings
of 4 inside a huge cave. They kept the cave a secret,
c You pay less for your food today. f You must walk here. t i a r c u t s k Opinion: I think the story is 9 and I give it 10 stars.
e!
The mystery word is:
H
4 Think of more places where you can see signs in your community. I think . I give it stars.
REVIEWWell done.
Definition: 4 Find out about France and the Dordogne with your family.
QUIZ
Review
ICT
QUIZ REVIEWQUIZ
1 What countries have borders with France?
on learning.
2 What are the three biggest cities in France?
14
Activity 2 QUIZ
Learning
Review
3 Whats the name of Frances most famous museum?
Exam help LEARN
to
4 Is the Dordogne the name of a mountain, a river or a lake?
Q: What do I do if I dont understand the sign? 9780230449220_text_CS6.indd 14 5 How many castles are there in the Dordogne?
03/06/2014 09:45
A: Dont worry. Identify where the sign is and think about the information you
Do the Unit Review in your Activity Book (page 14). important idea.
complete. Check understanding. Then say Ready, Read the exam help as a class. Ask the class to look out for signs in the community.
steady ... Go! The pupils should write down where they saw each
The pupils work in their pairs to do the quiz. Ask the sign and what the sign said. Prompt the class to think
pupils who finish quickly to help another pair. External Exams Practice Pack about what the same signs would say in English.
Correct the answers as a class. Additional external exams practice (optional).
Additional Trinity and Cambridge Exams preparation
Answers: 1 1 Three from: trousers, leggings, jeans,
material, including videos, worksheets and practice
tracksuit 2 tie, suit 3 Three from: hat, gloves, scarf, coat
2 tight, patterned, unfashionable, casual, short-sleeved,
tests can be found on the DVD-ROMs.
uncomfortable 3 1 is doing 2 am wearing 3 go 4 are eating
5 are making 4 Present simple: usually, often, never,
sometimes Present continuous: at the moment, now, this
morning, right now 5 1 is too small. isnt big enough.
2 The trousers are too short. 3 The shirt isnt tight enough.
4 The shoes are too uncomfortable. 6 tracksuit, what you
wear to do exercise
Answers: bike
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62
Reflective Teacher
Date: Unit:
1 What did my pupils learn in this unit? 5 Which lessons / activities did my pupils find the most difficult and
why?
individually in pairs in small groups 6 What did I try in the classroom for the first time? How did it go?