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?K12 materialEnglish 4 KidsPedagogical Guide for TeachersContents:A: Course descriptionIntroductionLevelObjectivesOrganisation and contentMode of useEvaluationB: Course outline C: Module-by-module guide for tutorsModule featuresApproach to use in the classroomModule-by-module guideD: AppendicesA: Course descriptionIntroductionThe 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.LevelThe 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. ObjectivesTo 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 anisation and ContentThe 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 topicsThe 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- dinosaursCourse 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 nutritionOrganisation of modulesEach 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 useLearners 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. EvaluationAll 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.B: Course outline COURSE A UNITSECTIONSVOCABULARYFUNCTIONS / GRAMMARTEXTSEXERCISES1 MonsterAsking for and giving informationQuestions for learnersHow can you describe people?What words do you know to describe people?AdjectivesAdjectives describing appearance: tall, short, fat...1 Look and listen2 Listen and choose3 Concentration: AdjectivesDracula’s familyAdjectives and nouns describing appearance: short hair, brown eyes, thin, tall, …I am vs. I’ve gotWord order: verbs, adjectives and nounsDescribing monster family members1 Listen and complete2 Match words to images3 Word orderMonster familiesshort hair, dark hair, brown eyes…eleven years oldDescribing age and appearanceContractions: I’m and I’ve Practice of I am vs. I’ve gotI’m eleven years old. I’m tall. I’ve got brown eye and short hair.Spoken descriptions1 Listen and choose the correct picture2 Listen, read and complete descriptions3 Write words to complete descriptionsMonsters ‘R’ usAdjectives and nouns to describe people: age, description, hair colour, eye colourQuestions and answersWord order in questionsWhat’s your name?How old are you?What do you look like?What colour hair have you got?Radio interviewDialogue1 Listen and complete monster descriptions2 Match questions to answers and listen to check3 Word order: Questions“Monsteritis”Story vocabularyPast simple: Regular and irregular verbs: woke up, ran, looked, opened…Negation: I’m not, You’re not …StorySong1 Read, listen and match2 Matching: Who says it?3 Song: Living in a Monster’s houseReviewWorksheet tasks1 What have you learnt?2 Write be or have3 Complete the dialogue4 Draw and describe a monster’s dad1 Test your vocabulary2. Word order. 3. Listen and choose.2 This is a job for…Talking about what people doQuestions for learnersWhat different jobs do you know?What words do you know to describe jobs?JobsJobs: doctor, teacher, waiter, bus driver, …1 Look and listen: Jobs2 Listen and order: Jobs3 Picture dictionary: JobsWhat’s your job?as aboveWhat’s your job?I’m/He’s/She’s a …Short dialogues1 Job spelling game2 Questions and answers: What’s your job?3 Look and spell: JobsMy family and friendsFamily vocabularyJobsPlaces of work: airport, theatre, police station…This is a photo of …Possessive pronouns: my, her, hisWhat’s his/her job?He’s/she’s a doctor.A dialogue1 Listen and match2 Listen and choose my, her, or his3 Look and match: Places of workJobs and placesJobs: nurse, pilot, teacher…Work places: hospital, studio, school, …What do you like?Where do you work?InterviewsA song1 Listen and choose: What’s my job?2 Match jobs to places3 Song: The superhero song4 Song: Listen, read and matchThe adventures of SuperTessa and WonderDannypilot, passengers, childrento saveThis is a job for …Please save us. Don’t be frightened.A comic story1 Listen, read and put in order2 Match to pictures: What do they say?ReviewWorksheet tasks1 What have you learnt?2 Complete sentences3 Practise my, her, his4 Write about people in your family and what they do1 Look and write the jobs2 Word order3 Listen and choose3 Pencil caseTalking about and asking for stationery thingsQuestions for learnersWhat have you got in your pencil case?How do you ask for things in a shop?Things in my pencil casePencil case contents: felt-tip pen, rubber...Colours: red, blue...1 Look and listen: Pencil case things2 Memory game: Pencil case things3 Pencil case spelling gameI love my pencil casePencil case contents: felt-tip pen, rubber...Colours: red, blue...I’ve got …and …I haven’t got …or …Adjective + noun: a red penA poemA descriptionA paragraph1 Listen and choose2 Listen and match3 Read, remember, write and listenHave 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 dialogue1 Watch, listen and tick2 Listen and complete: A dialogue3 Listen and order: Danny’s new pencil caseIn the stationery shopPencil 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 answersShop dialoguesA song1 Listen and put dialogues in order2 Word order: Questions and answers3 Song: Listen for words5 Song: Word order. Listen and sing alongThe magic pencil caseAdjectives: generous, beautiful, magic…Good morning …How much is the sharpener?Have you got a/any …?Can I have … , please?Here you are.A story1 Listen and read2 Listen and put events in orderReviewWorksheet tasks1 What have you learnt?2 Match words to definitions3 Complete a shop dialogue4 Write about what is in your pencil case1 Test your vocabulary2. Complete a dialogue2 Listen and order items4 GoalDescribing and asking about what people are doingQuestions for learnersWhat do you know about different sports?What are you doing now?Different sportsSport verbs: swim, do judo, play tennis, swim, ...Play or do + activity?1 Look and listen: Sport verbs2 Memory game: Sport verbs3 Listen and put in order4 Sort the sports: play, do or …5 Sports spelling gameDanny’s new mobilemobile phone, skateboarding, homework, …Present continuousWhat are you doing?What is he/she doing?I’m playing football.He’s/she’s skateboardingA phone callA dialogue1 Listen and put in order2 Listen and complete a dialogue3 Look, listen and choose the answerSchool sports daySports: football, gymnastics, baseball, …What do you want to play?What is Danny doing?Word order in questions and answersA song1 Listen and sort words2 Listen and sing along3 Look and match: What are they doing?4 Word order: Questions and answersBoys ‘R’ UsSports places: home, sports stadium, park, …What sports do you like?What’s your favourite sport?Where do you play it?Interviews1 Listen and complete information Girls can play golf and boys can do aerobicsmorning, afternoonbreakfastSaturdaySportsI like … / She/He likes …I don’t like … / He/She doesn’t like …Mum plays golf on Saturday morning.A story1 Read, listen and order events2 Read and listen: True or false?ReviewWorksheet tasks1 What have you learnt?2 Complete sentences with doing or playing.3 Complete sentences with contractions of be4 Write true/false sentences about a picture1 Test your vocabulary2 Word order3 Listen and choose5 PetsDescribing and asking about abilitiesQuestions for learnersWhat different pets do you know?What can different animals do?Different petsPets: dog, cat, duck, tortoise, budgie...A picture dictionary1 Look and listen: Pets2 Matching game: Pets3 Pet spelling gameDifferent animalsmammals, fish, birds, reptilesVerbs: fly, run, climb trees...Birds can fly.Can/can’t for abilityCan cats swim?Yes, they can. / No, they can’t.SentencesQuestions and answers1 Sort the words2 Match verbs to pictures3 Look and write verbs4 Look, listen and answerOur petsPets: dog, cat, duck, tortoise, budgie...Verbs: fly, run, climb trees...This is my pet …His name is …He can/can’t …Descriptions: “My pet”1 Read and choose can or can’t2 Look and complete sentences3 Listen and chooseThe best petsVerbs: fly, run, climb trees...What’s my pet?He can …., but he can’t …How old is he? What’s his name?Quiz showAn interview1 Listen and choose2 Listen and complete a dialogue3 Listen and complete informationCan ducks speak?Story vocabularyPast simpleCan/can’t for ability A story1 Read and listen: True or false?2 Read and put events in orderReviewWorksheet tasks1 What have you learnt?2 Complete sentences with can and can’t3 Complete a dialogue4 Write animal riddles1 Test your vocabulary2 Word order3 Listen and choose6 Family PhotoDescribing family members and talking about people in a photoQuestions for learnersWhat family words do you know?How can you talk about people in a photo? Family treeFamily members: mum, auntie, uncle, cousin...1 Look and listen: Family members2 Match family words to a family tree3 Memory game: Family tree4 Crossword: FamilyFamily photo songgardentake a photoPrepositions 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 cheeseI’ll take the photo.A song1 Listen and order sentences2 Listen and match, then sing alongHide and seekPrepositions of place: in, next to, behind...Living room furniture: sofa, mirror, table, …Describing position: Mum is next to Grandma. Where’s my sister?She’s under the table.A chant1 Look and listen: Prepositions of place2 Memory game: Prepositions of place3 Hide and Seek chant4 Write answers to questionsMy family photoPrepositions of place: in, next to, behind...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 description1 Listen and match2 Read and complete the description3 Write the missing words in the descriptionSay “cheese”!Family membersVocabulary of taking a photoPast simple: It started to rain. They went into the living room. The lights went out. A story1 Read, listen and put events in order2 Listen and match: Who says it?ReviewWorksheet tasks1 What have you learnt?2 Write the family words3 Complete a living room description4 Draw your family tree and write about your family1 Test your vocabulary2 Word order3 Listen and choose7 ChoresGiving instructions, talking about chores and what you like doingQuestions for learnersHow do you help at home?What chores are there to do at home?Chores at homeHousehold chores: feed the cat, water the plants, make the bed, … 1 Look and listen: Chores2 Memory game: Chores3 Match pictures to wordsOur choresHousehold 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?Interviews1 Concentration game: Chores2 Match verbs to chores3 Listen and complete: Likes and dislikesKarl and Karla’s choresDays of the weekHousehold choresImperatives: Put your toys away. Make your bed.A poem1 Listen and read2 Listen the poem and write the correct daysDanny and Tessa’s choresDays of the weekHousehold choresImperatives: 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 dialogueA storyRobot descriptions1 Listen and complete a table: Danny and Tessa’s chores2 Listen and complete a dialogue3 Read and listen: True or false?4 Read and match5 Look and write: InstructionsThe chores songDays of the weekHousehold choresI like playing.Do your chores.A song1 Listen, read and sing the song2 Listen and put the lines in orderReviewWorksheet tasks1 What have you learnt?2 Write the missing verbs3 Read and complete the list of chores4 Write about the chores you do and don’t do at home1 Test your vocabulary2 Word order3 Listen and choose8 School DaysTalking about school subjects, timetables and expressing likes and dislikesQuestions for learnersWhat do you do at school each day?What are you favourite subjects?School subjectsSchool subjects: maths, art, science, …1 Look and listen: School subjects2 Listen and order: School subjects3 Concentration game: School subjectsMy timetabletimetableTimes of the day: at one o’clock, …Days of the week: On Monday, Tuesday, …School subjectsPrepositions: on Monday, at one o’clockWhen do you have maths?I like art. A monologueA timetableA dialogue1 Listen and choose: Miss Jones’s timetable2 Look and read: True or false?3 Listen and complete the timetable4 Look at the timetable and writeSchool daysevery dayOn Friday afternoon I have P.E.My favourite subject is history.Conjunctions: and, but, orI like maths and I.T., but I don’t like history or geography. A song1 Listen and match 2 Listen, read and sing alongDo you like art?Days of the week Saying timesWhat subject do you like?Do you like history?Yes, I do. / No, I don’t. Conjunctions: and, but, orA class discussion1 Listen and choose2 Listen and complete with and, but and or3 Read and complete with and, but and orMy diarySchool subjectsDays of the weekI have English on Mondays. Past simple: I had science at two o’clock. Conjunctions: and, but, orI like history. I don’t like maths.Diary entries1 Word order2 Listen, read and match3 Listen and order eventsReviewWorksheet tasks1 What have you learnt?2 Write the school subjects3 Complete sentences with and, but and or4 Complete you dream school timetable and write sentences about it1 Test your vocabulary2 Word order3 Listen and choose9 School holidaysTalking and asking about likes and dislikes, holiday activities and plansQuestions for learnersWhat do you do in your free time?Why is it good to have holidays? Free time activitiesFree-time phrases: read a comic, go to the cinema, watch TV…1 Look and listen: Free time2 Memory game: Free time3 Verbs in free time phrasesDanny 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 conversation1 Put the letters in order: Free time2 Listen and summarise3 Listen and complete a dialogueTomorrow is a holiday!Free-time activitiesTimes of the dayTomorrow is a holiday.Going to for plansWhat are you going to do tomorrow?I’m going to visit my grandmother.A chantA conversation1 Listen, read and chant2 Listen and summarise3 Listen and match activities with timesTom’s school holidayFree-time activitiesGoing to for plansWhat are you going to do tomorrow?I’m going to visit my grandmother.A diary entry1 Read and match pictures2 Listen: Questions and answers with going to3 Listen and complete the sentencesDanny and Tessa’s school holidayGoing to for plansWhat are you going to do tomorrow?I’m going to visit my grandmother.Contractions: I’m going to, you’re going to, he’s going toCollocations with play, go, read and listenA story1 Listen and read: True or false?2 Listen and put the words in order3 Sort words: Verb collocationsReviewWorksheet tasks1 What have you learnt?2 Write the holiday activities3 Read and complete the dialogue with contractions4 Write about holiday activities that you like and don’t like1 Test your vocabulary2 Word order3 Listen and choose10DinosaursDescribing animals and events in the pastQuestions for learnersWhat do you know about dinosaurs?What words do you know to describe dinosaurs?Animal adjectivesAdjectives tiny, enormous, short, long...1 Look and listen: Adjectives2 Match opposites3 Memory game: OppositesAnimal partsParts of the body neck, tail, brain...Describing parts of an animal1 Look and listen: Animal parts2 Label the dinosaur3 Sort words: Adjectives and parts of the bodyAll about dinosaursAdjectives, animal partsVocabulary from fact filesDescribing facts about dinosaurspast tense of be and have. Triceratops was a plant-eating dinosaur.It had four legs.Factual storyFact filesSentence describing a dinosaur1 Read and listen: True or false?2 Read and complete: All about dinosaurs3 Read and match: Different types of dinosaursTyrannosaurus rexAdjectives, animal partsDescribing size Past tense of be and have. Adjectives + nounsFact file information1 Listen: True or false?2 Complete, listen and check3 Listen for details and complete informationThe end of dinosaursPast tense: be, have and regular verbswas + adjectivehad + part of bodyDocumentary animated story1 Watch, listen, read and match: The end of dinosaurs2 Put events in orderReviewWorksheet tasks1 What have you learnt?2 Write opposites3 Use had and was4 Copy and correct the dinosaur description1 Label a dinosaur2 Write opposites3 Dinosaur crosswordCOURSE BUNITSECTIONSVOCABULARYFUNCTIONS / GRAMMARTEXTSEXERCISES1 Wheels and WingsTalking about transport, what you are doing, and describing scenes in the present and pastQuestions for learnersWhat different types of transport do you know?What types of transport do you use?TransportTransport: bus, lorry, train, bike…1 Look and listen: Transport2 Memory game: Transport3 Concentration game: TransportTraffic signsTransport verbs: drive, sail...Prohibition: No taxis. No buses. …Traffic signs1 Match signs to sentences2 Remember and writeWhat’s Danny doing?Transport verbs: drive, sail...Present continuous: What are you doing?I’m riding my scooter.Dialogues1 Look, listen and choose: What is Danny doing?2 Listen and choose: What is Danny doing?3 Transport verbsWhat can you see?No/one/two, etc.There is/areThere was/werePicture descriptions1 Look and read: True or false?2 Read, remember and mark the sentences true or false3 Listen and choose the correct picture4 Look and complete sentencesTransport songWhat are you doing now?I’m …Are you riding your bike? Are you driving your train?A song1 Listen and put the pictures in order2 Listen, read and sing along3 Listen and write the missing wordsReviewWorksheet tasks1 What have you learnt?2 Write the transport verbs3 Write there is or there are4 Look at the picture and write true/false sentences1 Test your vocabulary2 Word order3 Listen and choose2 Tooth and ClawAsking for and giving information about animalsQuestions for learnersWhat different animals do you know?Can you name parts of animals?Animal partsAnimal body parts: tail, neck, ears....1 Look and listen: Animal body parts2 Memory game: Animal parts3 Concentration game: MatchingAnimal anatomyAnimal body parts: teeth, wings, feathers...Adjectives: long, short, fast, slow...An animal chart1 Label the animals2 Spell body partsWhat 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 files1 Look and match2 Put letters in order: Animal parts3 Look, read and choose4 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 show1 Read, choose and complete fact files2 Listen and match questions to answers3 Look, listen and choose an answerCrazy animalsmammal, jungle, spotsColours: blue, red, green...A song1 Read and choose the correct picture2 Listen and choose pictures3 Animal crosswordReviewWorksheet tasks1 What have you learnt?2 Complete the sentences with has or hasn't3 Read the question and write Yes, it has, or No, it hasn't4 Look at the picture 1 Test your vocabulary2 Word order3 Listen and choose3 My DayAsking for and giving information daily routinesQuestions for learnersCan you say times in English?What things do you do every day?Tick-tock!Numbers and timesIt's five o'clock. It's half past two. It's ten past three.What’s the time?Questions and answers1 Label the clock with the times2 Match clocks and times3 Listen and choose the time4 Listen and choose the correct time.My routineRoutine 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 routines1 Match verbs to pictures: Routine verbs2 Memory game: Routine verbs3 Concentration game: Routine verbs4 Write the missing wordsDanny's school dayTimes and routine phrasesI get up at eight o’clock in the morning. I have breakfast and ….Description of a daily routine1 Read and match times to pictures2 Listen and match times to picturesMysteryQuestions about routines: What time do you …? An interview1 Listen: Who is the mystery man?2 Listen and match questions and answersStrange storiesWhat’s the time? –It’s...What time do you...? –At...Present simple for routinesAn interviewA story1 Listen and choose the correct answer. 2 Listen, read and put events in order3 Read and answer “true” or “false”ReviewWorksheet tasks1 What have you learnt?2 Look and write the times3 Write verbs to complete the routine4 Write the next part of the story1 Test your vocabulary2 Word order3 Listen and choose4 Pizza, Please!Talking about food and food preferences, and ordering food in a restaurantQuestions for learnersWhat ingredients can pizzas have?How do you ask for food in a restaurant?Pizza toppingsPizza toppings: cheese, ham, mushroom...1 Look and listen: Pizza toppings2 Picture dictionary: Pizza toppings3 Concentration game: Pizza toppingDifferent pizzasMore pizza ingredients: pineapple, anchovies, spinach...This pizza has pineapple on it. A menu1 Match the pizzas to the descriptions2 Spelling game: Pizza ingredientsWhat pizza do you like?Pizza names and ingredientsWhat pizza do you like? I like ... / I don't like ..This is my favourite...Expressing likes and dislikes: can’t stand, don’t mind...DialoguesA chant1 Listen: What pizzas do they like?2 Listen: love, like, don’t mind, or can’t stand3 Listen, read and chant4 Listen and sort the wordsA pizza restaurantPizza names and ingredientsQuestions: Do you want a pizza?Requests and offers: Would you like ...?Can I have ..., please?InterviewsDialoguesA story1 Read and complete descriptions2 Listen and complete the orders3 Listen and put the dialogue in order4 Listen, read and put events in orderInternational pizzasMore pizza names and ingredientsCountries and adjectives: Mexico - Mexican, Norway – Norwegian, …Review of questions and answersA description1 Read and complete pizza descriptions2 Match questions to answersReviewWorksheet tasks1 What have you learnt?2 Choose the odd one out3 Complete the dialogue with food words4 Write the things you like and don't like on pizzas1 Test your vocabulary2 Word order3 Listen and choose5 Dragons and DungeonsTalking about, understanding and telling simple storiesQuestions for learnersWhat type of stories do you like reading?What things or characters are in these stories?Story wordsStory characters: witch, frog, giant, prince...1 Look and listen: Story words2 Memory game: Story words3 Spelling game: Story wordsStory verbsPresent 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 stories1 Match words to pictures 2 Verbs + nouns3 Listen and read: Present or pastPast 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 table1 Verb chant: Present and past2 Concentration game: Present and past3 Complete the verb tableThe books we likeStory words: princess, space, dinosaurs, kings, dragons...Verb + noun combinationsWhat book have you got? What is the book about? Dialogues1 Listen: What book is … reading?2 Listen: Who said ...?Once upon a time...Story wordsVerbs in past and presentReview: can and can’t (for ability)A story1 Read, listen and match2 Listen and put the pictures in order3 Complete the sentences: Can and can’t4 Complete the story: Verbs in present and pastReviewWorksheet tasks1 What have you learnt?2 Choose the odd one out3 Write the words in the correct tense to complete the story4 Read a short story. Write your own story1 Test your vocabulary2 Word order3 Listen and choose6 DowntownDescribing where you live and where things areQuestions for learnersWhat things do you buy?Where do you go to buy things?Things we buyThings you can buy: sweets, toys, clothes, pets...Places: shop, park, station, school...1 Look and listen: Things we buy2 Memory game: Things we buy3 Match words to pictures: PlacesAround townPlaces and things we buyWhere do you go to watch a film?I go to the cinema. 1 Spelling game: Places2 Classify: Things and shops3 Look, listen and chooseWhere?Prepositions of place: on top of, in, under, next to, behind, in front of, oppositeImperatives: Put the duck on top of the box. Shop dialoguesSpoken instructions1 Listen and choose: Where are they?2 Look, choose and listen: Prepositions of place3 Listen and move: Prepositions of placeTessa's townPrepositions of place: on top of, in, under, next to, behind, in front of, oppositeThere's a supermarket next to the library. Descriptions1 Look and read: True or false?2 Listen and choose: Where is it?3 Look and choose the prepositionsTom's townPlaces and where they areQuestions: What's it like?Is there a supermarket?A conversationA song1 Listen and choose2 Crossword: Shopping list3 Song: My townReviewWorksheet tasks1 What have you learnt?2 Choose the odd one out3 Look at the map. Are the sentences true or false?4 Draw a plan of part of your school. Write sentences about the plan1 Test your vocabulary2 Word order3 Listen and choose7 Animal PlanetAsking for and giving information about animals and what they can dodifferent animals do you know?Where do they live? What do they eat?AnimalsWild animals: blue whale, tiger, dolphin, ...1 Look and listen: Wild animals2 Picture dictionary: Wild animals3 Concentration game: Wild animals4 Spelling game: Wild animalsCan gorillas swim?Animals and action verbsCan for abilityCan gorillas swim? Yes, they can. / No, they can't. It can ... , but it can't ...1 Memory game: Wild animals2 Match to complete sentencesAnimals in dangerAdjectives: dangerous, big, strong...Nature words: fish, meat, leaves, fruitPresent 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 files1 Read and complete: Can and can’t2 Look and listen: What animals eatAnimal questionsAnimal actionsContinents: 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. Questions and answersA conversation1 Look, listen and choose2 Listen and choose “true” or “false”3 Read and complete: Verbs, can and can’t4 Match questions to answersAnimal reviewShort answers: Yes, they do. Yes, they can. No, they don’t. No, they can’t.Animal descriptions1 Write: Short answers2 Listen and put in order3 Animal crosswordReviewWorksheet tasks1 What have you learnt?2 Read and write Yes, they can or No, they can't3 Complete the questions and answers4 Read and then write about animals in danger1 Test your vocabulary2 Word order3 Listen and choose8 Happy BirthdayTalking about days and dates and what you do on your birthdayQuestions for learnersWhat date is your birthday?What do you do on your birthday?The monthsMonths of the yearOrdinal numbers: the first, second, third...A chantA calendar1 Chant: Months2 Complete the calendar3 Concentration game: Months and ordinal numbers4 Months crosswordDays and datesDays of the week and monthsOrdinal numbers: the first, second, third...1 Put days in order2 Spelling game: Days of the week3 Matching: Saying dates4 Months puzzle BirthdaysMonths Birthday words: party, cake, card, candles...It's the sixth month.1 Look and listen: Birthday words2 Memory game: Birthday words3 Complete sentencesBirthdays around the worldI have a party with my friends and family. I have a cake and blow out the candles.Birthday descriptions1 Read and match to pictures2 Read and completeBoys ‘R’ Us birthdaysDays, months, dates and birthday wordsQuestions: When is your birthday? It's the ...What do you do on your birthday?What are your favourite presents?Interviews1 Listen and complete information2 Match questions to answersReviewWorksheet tasks1 What have you learnt?2 Choose the odd one out3 Write the dates4 Read about Mai's birthday. Write about your birthday1 Test your vocabulary2 Word order3 Listen and choose9 Good for you!Talking about food preferences and healthy dietsQuestions for learnersWhat food words do you know?What food do you like?Food and drinksFood and drinks: pasta, rice, milk, yoghurt...Short monologues1 Look and listen: Food2 Picture dictionary: Food3 Listen and put in order: FoodFruit and vegetablesFruit, vegetables, dairy products and meat: watermelon, banana, potato, carrot1 Concentration game: Food words2 Odd one out game: Definitions3 Sort words into categoriesTessa's lunch boxFood and drinksIt's good for you.It's bad for you.What about a chicken sandwich?Can I have a ...?Dialogues1 Sort the food2 Listen and choose: True or false3 Listen and pack the lunch boxDoes Tessa like apples?Food and drinksDoes Tessa like apples? Yes, she does. / No, she doesn't. A dialogue1 Listen and choose the answers2 Listen, read and complete3 Look and choose the short answersWhat do you like?ParagraphsA story1 Read and complete2 Food crossword3 Listen, read and mark “true” or “false”ReviewWorksheet tasks1 What have you learnt?2 Write the words in the correct category: fruit, vegetables, milk products or meat3 Read and complete: "My dad"4 Write about someone in your family1 Test your vocabulary2 Word order3 Listen and choose10 Space DuckDescribing and asking about things in the past and telling simple anecdotesQuestions for learnersWhat did you do yesterday?Can you write sentences in the past, in English?LookDescribing scenes and actionsHe looks out the window.She watches TV. We play computer games.Sentences1 Look and listen: Sentences2 Match words to pictures3 Write the missing verbs Yesterday songPast simple: questions, affirmative and negative:What did you do yesterday? I didn't go to school. I went to the zoo.A song1 Read: Past or present?2 Listen and put the pictures in order3 Listen and complete the songWhat did you do yesterday?Did you have a good weekend?I played games on Saturday.What did you do?Present and past of irregular verbsA dialogue1 Listen and complete the information2 Read and complete, then listen3 Complete the verb table: Present and pastMark's strange dayPresent and past of irregular verbs, affirmative, negative and questionsAn anecdoteA riddle game1 Listen, read and put pictures in order2 Listen, read and complete3 Look, read and guessMy duck is an alien!Review of all vocabulary in this courseReview of all grammar areas in this courseA story1 Listen, read and match sentences2 Put events in order and listen to check3 Story crosswordReviewWorksheet tasks1 What have you learnt?2 Choose the correct verb form3 Use the verbs to correct the dialogue4 Read and correct the story1 Sentence transformation: Present to past2 Word order3 Listen and chooseC: Module-by-module guide for tutorsModule featuresEach 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 classroomThe 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 startBelow are ways of creating interest in the module topic and drawing on what students already know:LexisBrainstorm. 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 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.ThemeTalk 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 lexisAs 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 activitiesAfter 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.41148003683000Hangman. 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 moduleCourse AModule 1 – MonsterWriting 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 CaseWriting 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 – GoalWriting 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 – PetsWriting 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 RiddleIt 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 batSpeaking 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 PhotoWriting 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, ?zlem 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 tableA:…B:…Module 7 – ChoresWriting 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 DaysWriting 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 timetableWe 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 – HolidaysWriting 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 – DinosaursWriting 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 moduleCourse BModule 1 – Wheels and WingsWriting 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 ClawWriting 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 DayWriting 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 uphave breakfastgo to schoolfinish schoolwatch TVdo my homeworkgo to bedSpeaking 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 loveI likeI don’t mindI don’t likeI hateSpeaking 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 DungeonsWriting 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 – DowntownWriting 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 PlanetWriting 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’t2. 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 BirthdayWriting 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. banana2. Which one is not meat?a. chickenb. hamc. cake3. Which one is not a vegetable?a. cheeseb. potatoc. onion4. Which one is not a milk product?a. yoghurtb. cheesec. kiwiModule 10 – Space DuckWriting 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 textYesterday 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: AppendicesAppendix 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 andTessa: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, Tessaand 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.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 sharpener and a highlighter, just like all the famous writers.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 rubber and a calculator.I’ve got scissors; see you later!Appendix 3Danny 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.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.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.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.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.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.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.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.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.Appendix 4Do you …………..?ChoresNamesdo your homeworktake out the rubbishmake your bedtidy your roomsweep the floordo the washing-uplay the tablewater the plantsclean the bathroomclean the windowsAppendix 5Do you like …?YouFriend 1Friend 2Friend 3P.E.mathsscienceEnglishmusicartgeographyI.T.historybreakAppendix 6Danny: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 7The 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.Keyharmless è dangerousplant-eating è meat-eatingshort è tallthree è twoshort è longtiny è enormousstupid è intelligentharmless è dangerousblunt è sharpslow è fastAppendix 8Millions of years ago, dinosaurs were the most important animals in the world.Some dinosaurs were small, but some were enormous; the Argentinosaurus was longer than three buses.Plant-eating dinosaurs were harmless, but meat-eating dinosaurs were very dangerous.The most dangerous dinosaur was the Tyrannosaurus rex, the king of the dinosaurs.The dinosaurs disappeared 65 million years ago when an asteroid hit the planet Earth.Some animals today, like crocodiles and birds, are the descendents of dinosaurs.Appendix 9What time do you …?Namesget upget dressedhave breakfastclean your teethgo to schoolhave lunchdo your homeworkhave dinnerwatch TVgo to bedAppendix 10Did you _____ yesterday?Namedrink waterwrite a letterread a magazinefly a kiteeat a pizzasing a songsleep all nightrun a racesee a filmhave a bathdo your homework ................
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