1 Free time 1 · • Can ask and answer about what people like doing in their free time ... •...

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Free time1Unit overviewUnit objective

• I can talk about free-time activities

Language

Target vocabulary

Free time: chatting online, cooking, playing computer games, playing the guitar, riding my bike, riding my scooter, skateboarding, skiing, watching TV

Target structures

What does he/she like doing? He/She likes (skiing).

Does he/she like (skiing)? Yes, he/she does. / No, he/she doesn’t.

What do you like doing?

Do you like (playing the guitar)? Yes, I do. / No, I don’t.

FeaturesPhonics : /sk/ and /sw/ Values: Sharing time with friends and family

Cross-curricular: Social Science: what children like/don’t like doing

Skills

Reading • Can understand a simple story

• Can understand details of a story

• Can understand short texts about what children like/don’t like doing

Writing

• Can complete simple sentences about what people like/don’t like doing in

their free time

• Can design an unusual house

• Can write questions and answers about what people like/don’t like doing

(Activity Book)

• Can complete sentences about my goals (Activity Book)

Listening • Can identify free-time activities

Speaking

• Can ask and answer about what people like doing in their free time

• Can pronounce words that include the sounds /sk/ and /sw/ • Can act out a story

• Can talk about setting goals

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1 Free timeWorksheet 1Name: Class:

1 Look, think and write. What does Peter Pitty like doing?

He likes .

2 Look again. Think and write.

He doesn’t like .

3 Draw your bedroom with things you use for your hobbies.

4 Now write.

I like .

I don’t like .

Z02_POEN_TB_03GLB_BR_0000_WS_5p Singles.indd 208 13/10/2016 13:00M01 Poptropica TB3 Global British English for Argentina 91815.indd 29 27/04/2017 10:31

Sample

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Sharing time with friends and family

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Sharing time with friends and family

Cross-curricular:

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Cross-curricular: Social Science: what children like/don’t like doing

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Social Science: what children like/don’t like doing

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Can understand a simple story

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Can understand a simple story

•

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• Can understand details of a story

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Can understand details of a story

• Sample

• Can understand short texts about what children like/don’t like doing

Sample

Can understand short texts about what children like/don’t like doing

• Sample

• Can complete simple sentences about what people like/don’t like doing in Sample

Can complete simple sentences about what people like/don’t like doing in

their free time Sample

their free time

unit

unit

unit

guitar, riding my bike, riding my scooter, skateboarding, skiing, watching TV

unit

guitar, riding my bike, riding my scooter, skateboarding, skiing, watching TV

What does he/she like doing? He/She likes (skiing).

unit What does he/she like doing? He/She likes (skiing).

Does he/she like (skiing)? Yes, he/she does. / No, he/she doesn’t.

unit Does he/she like (skiing)? Yes, he/she does. / No, he/she doesn’t.

Do you like (playing the guitar)? Yes, I do. / No, I don’t. unit

Do you like (playing the guitar)? Yes, I do. / No, I don’t.

1

30

Lesson 1 PB page 6

Learning objective Can identify some free-time activities

Target language chatting online, cooking, playing computer games, playing the guitar, skateboarding, skiing, watching TV

Recycled language Actions Do you like (skateboarding)? I like (skiing).

Warm-up

• Sing the Months song from the Welcome unit (CD1:08). • Revise actions that pupils know with a game of Aye,

aye, Captain! (see page 20).

Learning adventure

1 What do you know?

• Look at the main scene. Ask, What are we learning today? Write the lesson objective on the board or look at it on the screen: We’re learning words for free-time activities.

• If using books, close them. Ask pupils what words they know in English for free-time activities, e.g. play football, swim. Write them on the board.

• Introduce pupils to the learning adventure poster. Use this poster with pupils to help them indicate how confident they feel about the lesson objectives to show you who may need more help. See page 7 in the Introduction for how to use this with your classes.

• Refer to the learning adventure poster and say, Great! You are already moving along your learning adventure!

Presentation

• Present the new vocabulary with Flashcards 1–7. Show the flashcards in turn, say the words and pupils repeat. Stick the flashcards on the board as you say each word.

• Mime a sport or an activity and say, I like (playing the guitar) . Give more examples. Then point to individual pupils and ask, What do you like doing? Pupils mime and answer.

• Mime other activities and say grumpily, I don’t like (cooking) . Elicit similar mimes and sentences.

2 Listen and find.

• Focus on the scene. Point to the main characters and ask, Who are they? ( Sophie, Phil O’Fax, Oliver, Uncle James, the film director .) Explain that they are in Finley Keen’s trailer at the film studios.

• Play the audio. Pupils listen and point to the actions in the main scene.

CD1, Track 14 Film director: I’m making a film. Do you like

skateboarding? Oliver: Mmmm, it’s OK… I like chatting

online. Film director: Do you like skateboarding, Uncle

James? Uncle James: No, I don’t. I like playing

computer games. Film director: Does the girl with skis like

skateboarding? Sophie: No, she doesn’t. She likes skiing. Sophie &

Phil O’Fax: And we like cooking. Film director: I’ve got it! Coco likes

skateboarding.

• Play the audio again. Pupils listen to the dialogue and circle the pictures when they hear the related words.

Practice

• Play the audio again and make sentences, e.g. Oliver likes chatting online . Pupils say, Yes. or No .

3 Listen and tick ( ✓ ) or cross ( ✗ ).

• Play the audio. Pupils listen and look only.

CD1, Track 15 1 I like skiing. 2 I like cooking. 3 We like chatting online. 4 She likes playing the guitar. 5 We like cooking. 6 I like skateboarding. 7 She likes playing computer games.

• Play the audio again, pausing after each sentence. Pupils write a tick (true) or a cross (false) in the boxes.

ANSWER KEY 1 ✓ 2 ✓ 3 ✗ 4 ✓ 5 ✗ 6 ✓ 7 ✗

Listen and find. Listen and find.

Listen and tick ( Listen and tick ( Listen and tick ( Listen and tick ( Listen and tick ( Listen and tick (

M01 Poptropica TB3 Global British English for Argentina 91815.indd 30 27/04/2017 10:31

Sample

If using books, close them. Ask pupils what words

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If using books, close them. Ask pupils what words they know in English for free-time activities, e.g.

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they know in English for free-time activities, e.g. play

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play

Introduce pupils to the learning adventure poster.

Sample

Introduce pupils to the learning adventure poster. Use this poster with pupils to help them indicate how

Sample

Use this poster with pupils to help them indicate how confident they feel about the lesson objectives to

Sample

confident they feel about the lesson objectives to show you who may need more help. See page 7 in the

Sample

show you who may need more help. See page 7 in the Introduction for how to use this with your classes.

Sample

Introduction for how to use this with your classes. Refer to the learning adventure poster and say,

Sample

Refer to the learning adventure poster and say, Great!

Sample

Great! You are already moving along your learning adventure!Sam

ple

You are already moving along your learning adventure!

Present the new vocabulary with Flashcards 1–7. Sample

Present the new vocabulary with Flashcards 1–7. Show the flashcards in turn, say the words and pupils

Sample

Show the flashcards in turn, say the words and pupils Sam

ple •

Sample

• Play the audio again. Pupils listen to the dialogue and

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Play the audio again. Pupils listen to the dialogue and circle the pictures when they hear the related words.

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circle the pictures when they hear the related words.

Practice

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Practice

•

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• Play the audio again and make sentences, e.g.

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Play the audio again and make sentences, e.g.

unit

No, I don’t. I like playing

unit

No, I don’t. I like playing computer games.

unitcomputer games.

Does the girl with skis like

unit Does the girl with skis like

skateboarding?

unitskateboarding?

No, she doesn’t. She likes skiing.

unit No, she doesn’t. She likes skiing.

Sophie &

unit Sophie &

Phil O’Fax: unit

Phil O’Fax: And we like cooking. unit

And we like cooking. Film director: un

it Film director: I’ve got it! Coco likes un

it I’ve got it! Coco likes skateboarding. unit

skateboarding. unit

1

31Materials Poster Flashcards 1–7

Lesson 1 Can identify some free-time activities

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6

1 What do you know?

2 1:14

Listen and find.

3 1:15

Listen and tick (✓)or cross (✗).

4 1:16

Listen and say.

cooking

playing the guitar

playing computer games

skateboarding

chatting online

1

5

2

6

3

7

M01_POEN_PUB_03GLB_BR_1778_U01.indd 6 01/03/2016 14:40

4 Listen and say.

• Play the audio and ask pupils to listen first.

CD1, Track 16 cooking playing the guitar chatting online skateboarding playing computer games watching TV skiing

• Read the labels next to each picture one by one. Pupils find the words as they hear them and repeat them.

• Play the audio again. Pupils listen, point to the pictures and repeat the words. Pupils then continue in pairs.

Game

• Shuffle Flashcards 1–7 and choose one. If you smile, pupils say, I like (skiing). If you frown, they say, I don’t like (skiing) . Pupils then take turns to choose a flashcard, show it to the class and make a sentence.

Listen and say. Listen and say. Listen and say. Listen and say. Listen and say. Listen and say.

AB page 4

1 Read and match.

• Pupils read the phrases and match them with the correct picture. Check with the class.

ANSWER KEY 2 cooking 3 watching TV 4 skateboarding 5 chatting online 6 skiing 7 playing computer games

2 Look and write.

• Pupils look at the pictures. Ask (in L1) which picture shows the activities Finley Keen likes and which shows the activities he doesn’t like.

• Pupils imagine they are Finley Keen and complete the sentences.

ANSWER KEY 2 skiing/playing football 3 like playing football/skiing 4 cooking/reading 5 like reading /cooking

Learning adventure

Ask pupils, How many words for free-time activities do you know now? Give pupils a

minute to tell their partner the new words they know. Ask them, Where are you on your learning adventure now? Ask pupils which words they find easiest or most difficult to remember. Tell pupils, Well done! to reinforce the progress they are making.

Pop quiz

Hand out Flashcards 1–7. Call out one of the free-time activities. The pupil holding

the activity must hold the flashcard up. If the pupil is correct, he/she passes it to another pupil.

Show homework

• Invite pupils to play the Poptropica English Island Adventure Game. Show them various activities they could do as homework.


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Can identify some free-time activities

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Can identify some free-time activities

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Play the audio and ask pupils to listen first.

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Play the audio and ask pupils to listen first.

playing the guitar Sample

playing the guitar Sample

chatting online Sample

chatting online chatting online Sample

chatting online playing computer games Sam

ple

playing computer games Sample

Learning adventure

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Learning adventure

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unit

picture shows the activities Finley Keen likes

unit

picture shows the activities Finley Keen likes and which shows the activities he doesn’t like.

unit

and which shows the activities he doesn’t like. Pupils imagine they are Finley Keen and

unitPupils imagine they are Finley Keen and

complete the sentences.

unitcomplete the sentences.

ANSWER KEY

unit ANSWER KEY

2 unit

2 skiing/playing football unit

skiing/playing football 3 un

it 3 un

itun

itun

itun

it like playing football/skiing un

it like playing football/skiing

4 unit

4 cooking/reading unit

cooking/reading 5 un

it 5 like reading /cookingun

it like reading /cookingun

it

1

32

Presentation

• Read through the Look! box with the class and play the audio (CD1:18).

• Focus on the highlighted words. Explain (in L1) that we use an action ending in -ing after like .

• Ask what extra word we use in questions and short answers ( does ).

• Pupils look at the main illustration and make more example sentences, questions and answers. Write the examples on the board.

• Pupils then copy them into their notebooks.

Pairwork

• Ask pupils to think of an activity that someone in their family likes doing. They draw an object that represents this activity.

• When they have finished their picture, divide pupils into pairs to play a guessing game. Pupil A asks questions to guess what the person likes, e.g. Does (he) like (swimming)? Pupil B answers, only saying, Yes , he/she does. when Pupil A is asking about the activity in the picture. When Pupil A guesses correctly, they change roles.

6 What do Sophie and Oliver like? Listen, think and choose.

• Focus on the pictures. Point to the characters and objects and ask Who’s this? ( Sophie and Oliver. ) What activity is this?

• Play the audio once. Pupils point to the objects as the activities are mentioned.

CD1, Track 19 Finley Keen: What does Sophie like?

Does Sophie like skiing? Uncle James: No, she doesn’t. Finley Keen: Does she like playing football? Uncle James: Yes, she likes playing football.

And she likes watching TV. Finley Keen: How about Oliver? Does he like

cooking? Uncle James: Yes, he does. But he doesn’t like

cleaning. Finley Keen: Does he like reading? Uncle James: No, he doesn’t.

• Play the audio again, pausing after watching TV. Point to the objects around the picture of Sophie and ask, What does Sophie like? Pupils answer.

• Then do the same with the second half of the audio and the objects around Oliver.

What do Sophie and Oliver like? What do Sophie and Oliver like? What do Sophie and Oliver like? What do Sophie and Oliver like? What do Sophie and Oliver like? What do Sophie and Oliver like?

Lesson 2 PB page 7

Learning objective Can ask and answer about what people like doing in their free time

Target language What does he/she like doing? He/She likes (skiing). Does he/she like (skiing)? Yes, he/she does. No, he/she doesn’t.

Recycled language cleaning, going to the pool, reading, singing Actions, Free-time activities, Sports

Warm-up

• Hold up Flashcards 1–7 in turn and smile or frown. Pupils say the correct sentence, e.g. I like (cooking) .

Learning adventure

Open books and ask pupils to look at the activities. Ask, What are we learning today? Write

the lesson objective on the board or look at it on the screen: We’re learning to ask and answer about what people like doing in their free time.

5 Listen and chant. Count the activities.

• Tell pupils they will listen to a chant about what Finley Keen likes and doesn’t like doing.

• Play the audio (CD1:17). Pupils listen and follow the words. They then count the activities.

• Play the audio again. Pause after each line to give pupils time to repeat the words.

• Play the chant and ask pupils to chant along.

ANSWER KEY seven: playing football, going to the pool, skiing, watching TV, singing, cleaning, reading

Practice

• Divide pupils into two groups and practise the chant. One group asks the questions and the other says the answers. Then switch roles so that all pupils have a chance to practise the whole chant.

Listen and chant. Count the activities. Listen and chant. Count the activities.


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What do Sophie and Oliver like?

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•

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• Focus on the pictures. Point to the characters and

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Focus on the pictures. Point to the characters and objects and ask

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objects and ask What activity is this?

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What activity is this?

•

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• Play the audio once. Pupils point to the objects as the

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Play the audio once. Pupils point to the objects as the activities are mentioned.

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activities are mentioned.

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Listen and chant. Count the activities.

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Tell pupils they will listen to a chant about what

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Tell pupils they will listen to a chant about what Finley Keen likes and doesn’t like doing.

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Finley Keen likes and doesn’t like doing. Play the audio (CD1:17). Pupils listen and follow the

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Play the audio (CD1:17). Pupils listen and follow the words. They then count the activities.

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words. They then count the activities. Play the audio again. Pause after each line to give

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Play the audio again. Pause after each line to give pupils time to repeat the words. Sam

ple

pupils time to repeat the words. Play the chant and ask pupils to chant along. Sam

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Play the chant and ask pupils to chant along.

seven: playing football, going to the pool, skiing, Sam

ple

seven: playing football, going to the pool, skiing, Sam

ple un

itrepresents this activity.

unit

represents this activity. When they have finished their picture, divide pupils

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When they have finished their picture, divide pupils into pairs to play a guessing game. Pupil A asks

unitinto pairs to play a guessing game. Pupil A asks

questions to guess what the person likes, e.g.

unitquestions to guess what the person likes, e.g.

(he) like (swimming)?

unit(he) like (swimming)? Pupil B answers, only saying,

unit Pupil B answers, only saying, (he) like (swimming)? Pupil B answers, only saying, (he) like (swimming)?

unit(he) like (swimming)? Pupil B answers, only saying, (he) like (swimming)?

he/she does.

unithe/she does. when Pupil A is asking about the activity

unit when Pupil A is asking about the activity

in the picture. When Pupil A guesses correctly, they unit

in the picture. When Pupil A guesses correctly, they change roles. un

itchange roles.

What do Sophie and Oliver like? unit

What do Sophie and Oliver like? Listen, think and choose. un

itListen, think and choose.

1

33Materials Flashcards 1–7

7

Free time

Lesson 2 Can ask and answer about what people like doing in their free time 7

What does he/she like doing? He/She likes skiing.

Does he/she like skiing?Yes, he/she does.

No, he/she doesn’t.

1:18

5 1:17


6 1:19

What do Sophie and Oliver like? Listen, think and choose.

Finley Keen… he’s so cool. He likes playing football,

He likes going to the pool. Does he like skiing and watching TV?

Yes, he does, just like me! Does he like singing? Does he like cleaning?

No, he doesn’t. And he doesn’t like reading.

skiing

watching TV

4

Does Oliver like cleaning? No, he doesn’t.

7 Ask and answer.

1 2


AB page 5

3 Read and tick ( ✓ ) or cross ( ✗ ).

• Pupils look at the completed example and the pictures.

• They read and put ticks and crosses to show what each child likes and dislikes.

ANSWER KEY b ✓ c ✓ d ✓ e ✓ f ✗ g ✓ h ✓

4 Look at Activity 3 and write. Use the words in the box.

• Pupils look at the word bank and the questions. Pupils look at the sentences and pictures in Activity 3 and answer the questions.

• To check the answers, read the questions aloud in turn. Ask individual pupils to read the answers aloud.

ANSWER KEY 2 Yes, he does. 3 No, she doesn’t. 4 Yes, he does. 5 Yes, she does. 6 No, he doesn’t.

Pop quiz

Divide the class into pairs. Play Picture dictation (see page 21) using the lexical

set from Lesson 1.

Show homework

• Direct pupils’ attention to the toy horse card on page 6 of their Pupil’s Book. Tell pupils to go online to the Poptropica English Island Adventure Game and find the item. Once pupils click on it, they are taken to a supplementary language task.

ANSWER KEY Sophie likes playing football and watching TV. Oliver likes cooking.

• Ask individual pupils to choose an activity and make affirmative and negative sentences about Sophie and Oliver, e.g. Sophie likes playing football. Sophie doesn’t like skiing.

7 Ask and answer.

• Ask two pupils to read the speech bubbles aloud. • Divide pupils into pairs. Pupils take turns to ask and answer

questions about what Sophie and Oliver like.


Sample

Sample

Sample

Sample

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Can ask and answer about what people like doing in their free time

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Can ask and answer about what people like doing in their free time 7

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7

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No, he doesn’t.

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No, he doesn’t.

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Sophie likes playing football and watching TV.

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Sophie likes playing football and watching TV.

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Ask individual pupils to choose an activity and make affirmative Sample

Ask individual pupils to choose an activity and make affirmative and negative sentences about Sophie and Oliver, e.g. Sam

ple

and negative sentences about Sophie and Oliver, e.g. Sample

playing football. Sophie doesn’t like skiing.Sample

playing football. Sophie doesn’t like skiing.

unit

unit

Pupils look at the word bank and the

unit

Pupils look at the word bank and the questions. Pupils look at the sentences

unit

questions. Pupils look at the sentences and pictures in Activity 3 and answer the

unitand pictures in Activity 3 and answer the

questions.

unitquestions.

•

unit • To check the answers, read the questions

unitTo check the answers, read the questions

aloud in turn. Ask individual pupils to read

unitaloud in turn. Ask individual pupils to read

the answers aloud. unit

the answers aloud.

ANSWER KEY unit

ANSWER KEY 2 un

it2 Yes, he does. un

itYes, he does. un

it

1

3434

Lesson 3 PB page 8

Learning objective Can identify more free-time activities

Target language playing the guitar, riding my bike, riding my scooter What do you like doing? Do you like (playing the guitar)? Yes, I do. No, I don’t.

Recycled language Free-time activities I like (riding my bike).

Warm-up

• Play the chant from Lesson 2 (CD1:17). Pupils chant and smile and frown to show what Finley Keen likes and doesn’t like doing.

Learning adventure


the lesson objective on the board or look at it on the screen: We’re learning more words for free-time activities.

• If using books, close them. Ask pupils what words they know in English for free-time activities, e.g. skiing, cooking . Write them on the board.

• Refer to the learning adventure poster and say, Great! You are moving along your learning adventure!

Presentation

• Present the new vocabulary ( riding my bike and riding my scooter ) on page 8. Point to the pictures in turn, say the words and pupils repeat. Stick the flashcards on the board as you say the words.

• Point to a picture in Activity 8 and ask pupils, Do you like (playing the guitar)? They answer, Yes. or No . If they answer, No , ask, What do you like doing? Repeat with the other pictures.

8 Listen and sing.

• Play the song (CD1:20) with books closed. Lead the class in performing the actions while listening.

• Play the song again with books open. Ask pupils to join in with the actions and the words.

• If pupils feel confident, use the karaoke version of the song on the Audio CD (CD1:21).

Practice

• Divide pupils into boys and girls. They sing alternate lines of the verses and sing the chorus all together.

• Switch groups and sing the song again.

Presentation

• Read through the Look! box with the class and play the audio (CD1:22).

• Focus on the highlighted words. Point out the use and position of do in the questions.

• Elicit more examples from the class and write a few on the board.

• Pupils then copy the sentences into their notebooks.

9 Look at Activity 8. Ask and answer.

• Ask a pair of pupils to read the speech bubbles aloud. • Pupils work in pairs. Explain (in L1) that Pupil A asks,

What do you like doing? Pupil B answers, using I like… and an activity from Activity 8.

Home–school link

• Ask pupils to create a table like the one in Activity 6 in the Activity Book, with columns for members of their family. They ask their family the questions and put ticks or crosses in the columns.

AB page 6

5 Read and circle.

• Pupils look at the pictures and decide if the children like or don’t like the activity they’re doing. They circle the correct option.

• Ask individual pupils to read the sentences aloud.

ANSWER KEY 2 like 3 don’t like 4 like

Listen and sing. Listen and sing. Listen and sing. Listen and sing. Listen and sing. Listen and sing.


Sample


Sample

If using books, close them. Ask pupils what words they know in English for free-time activities, e.g.

Sample

they know in English for free-time activities, e.g. skiing,

Sample

skiing,

Refer to the learning adventure poster and say,

Sample


Sample

Great!

You are moving along your learning adventure!

Sample

You are moving along your learning adventure!You are moving along your learning adventure! You are moving along your learning adventure!

Sample

You are moving along your learning adventure! You are moving along your learning adventure!

Present the new vocabulary ( Sample

Present the new vocabulary ( riding my bike Sample

riding my bike and Sample

and riding Sample

riding ) on page 8. Point to the pictures in turn, Sam

ple

) on page 8. Point to the pictures in turn, say the words and pupils repeat. Stick the flashcards Sam

ple

say the words and pupils repeat. Stick the flashcards on the board as you say the words. Sam

ple

on the board as you say the words. Point to a picture in Activity 8 and ask pupils, Sam

ple

Point to a picture in Activity 8 and ask pupils, Sample

Sample

Sample

Look at Activity 8. Ask and answer.

Sample

Look at Activity 8. Ask and answer. Look at Activity 8. Ask and answer.

Sample


•

Sample

• Ask a pair of pupils to read the speech bubbles aloud.

Sample

Ask a pair of pupils to read the speech bubbles aloud. •

Sample

• Pupils work in pairs. Explain (in L1) that Pupil A asks,

Sample

Pupils work in pairs. Explain (in L1) that Pupil A asks, What do you like doing?

Sample

What do you like doing?and an activity from Activity 8.

Sample

and an activity from Activity 8.

Home–school link

Sample

Home–school link

•

Sample

• Ask pupils to create a table like the one in Activity 6

Sample

Ask pupils to create a table like the one in Activity 6

unit

Read through the Look! box with the class and play

unit

Read through the Look! box with the class and play

Focus on the highlighted words. Point out the use and

unitFocus on the highlighted words. Point out the use and

in the questions.

unit in the questions.

Elicit more examples from the class and write a few

unitElicit more examples from the class and write a few

on the board.

uniton the board.

Pupils then copy the sentences into their notebooks. unit

Pupils then copy the sentences into their notebooks. unit

Look at Activity 8. Ask and answer. unit


Ask a pair of pupils to read the speech bubbles aloud. unit

Ask a pair of pupils to read the speech bubbles aloud.

1

35Materials Poster

8 Lesson 3 Can identify more free-time activities

8 1:20 / 1:21

Listen and sing.

9 Look at Activity 8. Ask and answer.

Do you like riding your bike? Yes, I do. I like riding my bike. Do you like playing the guitar?

Yes, I do. Look! Look! I’m a pop star. Chorus

Do you like playing computer games?No, I don’t. I like riding my scooter.

Do you like skateboarding, too? Yes, I like skateboarding! How about you?

Chorus

What do you, do you like doing? What do you, do you like doing?

I like playing the guitar.

Number 3.

riding my bike

riding my scooter

1 2

5

43

What do you like doing?

What do you like doing ?

Do you like playing the guitar ?

Yes, I do.

No, I don’t.

1:22

HOMESCHOOLLINK

SCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHO


6 Read and tick ( ✓ ) or cross ( ✗ ). Then ask your friend.

• Pupils read the questions and put ticks for yes and crosses for no in the ‘Me’ column.

• Then, in pairs, they take turns to ask and answer. They put ticks and crosses in the ‘My friend’ column.

7 Look at Activity 6 and complete the sentences.

• Pupils complete the sentences based on their ticks and crosses in Activity 6.

• Ask individual pupils to read their sentences to the class. Collect the information on the board.

Learning adventure

Ask pupils, How many words for free-time activities do you know now? Give pupils a minute to tell their partner the

new words they know. Ask them, Where are you on your learning adventure now? Tell pupils, Well done! to reinforce the progress they are making.

Pop quiz

Each pupil asks two other pupils, What do you like doing? The pupils answer

with an activity that they like doing and one that they don’t. Pupils note down the responses and report back to the class, e.g. Susana likes playing computer games. She doesn’t like playing the guitar.


Sample

Sample

Can identify more free-time activities

Sample

Can identify more free-time activities

Sample

Sample

Sample

Sample

Sample

Sample

Sample

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HOME

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HOMEHOME

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HOMEHOME

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HOME

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Sample

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LINK

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LINKLINK

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LINKLINK

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LINKLINK

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LINK

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SCHO

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SCHO

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) or cross (

Sample

) or cross ( ✗

Sample

✗ ) or cross ( ✗ ) or cross (

Sample

) or cross ( ✗ ) or cross ( ). Then ask your friend.

Sample

). Then ask your friend.

Pupils read the questions and put ticks for yes and crosses for

Sample

Pupils read the questions and put ticks for yes and crosses for

Then, in pairs, they take turns to ask and answer. They put ticks

Sample

Then, in pairs, they take turns to ask and answer. They put ticks and crosses in the ‘My friend’ column. Sam

ple

and crosses in the ‘My friend’ column. Sample

Look at Activity 6 and complete the sentences. Sample

Look at Activity 6 and complete the sentences.

Pupils complete the sentences based on their ticks and crosses Sample

Pupils complete the sentences based on their ticks and crosses

unit

unit

1

36

Lesson 4 PB page 9

Learning objectives Can read and talk about what other children like doing Can pronounce words that include /sk/ and /sw/ Target language skipping Use of he/she for pets

Recycled language swan Free-time activities I like (swimming). I don’t like (watching TV). Does he/she like (skiing)? Yes, he/she does. No, he/she doesn’t.

Warm-up

• Play the song from Lesson 3 (CD1:20). Ask pupils to sing along in two groups, e.g. boys and girls.

• You could also play the karaoke version of the song (CD1:21) for pupils to sing along to.

Learning adventure


the lesson objective on the board or look at it on the screen: We’re reading and talking about what other children like doing and learning to pronounce words that include /sk/ and /sw/.

10 Read and match.

• Tell pupils that they will read about what a girl, a boy and a dog like doing.

• Pupils read the descriptions and match them with the correct photo. Check the answers as a class.

• Explain (in L1) that in English, they can use he/she to refer to their pets because they are special to them.

ANSWER KEY 1 b 2 c 3 a

11 Listen and answer.

• Play the audio, stopping after each question. • Ask pupils to find the answers to the questions in the

texts in Activity 10.

CD1, Track 23 1 Does Timmy like skateboarding? 2 Does Anna like playing the guitar? 3 Does Charlie like watching TV?

ANSWER KEY 1 Yes, he does. 2 Yes, she does. 3 No, he doesn’t.

12 Listen and say.

• Explain to the class (in L1) what a tongue twister is. Ask pupils if they know any tongue twisters in L1.

• Pupils look at the tongue twisters and say which sounds the blue letters make.

• Play the audio (CD1:24) to check. • Say the sounds /sk/ and /sw/ in isolation a few times

and have pupils repeat. • Play the audio again. Stop after each line to give

pupils time to repeat. • Pupils practise saying the tongue twisters as a class.

13 Play the game.

• Ask pupils to cut out their Unit 1 mini cards (see Pupil’s Book page 81).

• Ask two pupils to read the text in the speech bubbles aloud.

• Pupils work in pairs. Ask them (in L1) to put one set of mini cards face down on their desk.

• Pupils take turns to pick up a card and show it to their partner without being able to see it themselves. (You could ask them to put the card on their forehead.) They ask, Does he/she like (skiing)? Their partner answers, Yes, he/she does. or No, he/she doesn’t. He/She likes (reading) . They win a point for every question that gets a Yes . answer.

AB page 7

8 Listen and tick ( ✓ ) or cross ( ✗ ).

• Play the audio. Pupils put ticks in the table for the activities that the speakers like and crosses for the activities they don’t like.

• Play the audio again and check the answers as a class.

Listen and answer. Listen and answer.

Listen and say. Listen and say. Listen and say. Listen and say. Listen and say. Listen and say.



Sample

What are we learning today?

Sample

What are we learning today? Write

Sample

Write What are we learning today? Write What are we learning today?

Sample

What are we learning today? Write What are we learning today?

the lesson objective on the board or look at it on the

Sample

the lesson objective on the board or look at it on the

We’re reading and talking about what other

Sample

We’re reading and talking about what other

children like doing and learning to pronounce words that

Sample

children like doing and learning to pronounce words that

Tell pupils that they will read about what a girl, a boy Sample

Tell pupils that they will read about what a girl, a boy

Pupils read the descriptions and match them with the Sample

Pupils read the descriptions and match them with the correct photo. Check the answers as a class. Sam

ple

correct photo. Check the answers as a class.

sounds the blue letters make.

Sample

sounds the blue letters make. •

Sample

• Play the audio (CD1:24) to check.

Sample

Play the audio (CD1:24) to check. •

Sample

• Say the sounds

Sample

Say the sounds and have pupils repeat.

Sample

and have pupils repeat. •

Sample

• Play the audio again. Stop after each line to give

Sample

Play the audio again. Stop after each line to give pupils time to repeat.

Sample

pupils time to repeat.

•

Sample

• Pupils practise saying the tongue twisters as a class.

Sample

Pupils practise saying the tongue twisters as a class.

Sample

Sample

Sample

13

Sample

13

Sample

unit

unit Listen and say.

unit Listen and say.

Explain to the class (in L1) what a tongue twister is.

unitExplain to the class (in L1) what a tongue twister is.

Ask pupils if they know any tongue twisters in L1. unit

Ask pupils if they know any tongue twisters in L1. Pupils look at the tongue twisters and say which un

itPupils look at the tongue twisters and say which sounds the blue letters make. un

itsounds the blue letters make. Play the audio (CD1:24) to check. un

itPlay the audio (CD1:24) to check. Say the sounds un

itSay the sounds

1

37 Materials Unit 1 mini cards

9Lesson 4 Can read and talk about what other children like doing / Can pronounce words that include /sk/ and /sw/ 9

1

Yes, he does.

11 1:23

Listen and answer.

12 1:24

Listen and say.

He likes sw imming with sw ans.

She likes sk iing,

sk ateboarding

and sk ipping.

This is my dog, Timmy. He likes skateboarding.

Look! He’s cool!

10 Read and match.

13 Play the game.

Does he like skiing?

1

ab c

2 3


CD1, Track 25 Hi, I’m Fiona. I like skateboarding and I like swimming. I don’t like watching TV. I like riding my bike. My mum doesn’t like skateboarding and she doesn’t like swimming. She likes riding her bike and watching TV. My dad likes watching TV, too and he likes skateboarding. He doesn’t like riding his bike but he likes swimming.

ANSWER KEY

Me My mum My dad

skateboarding ✓ ✗ ✓ swimming ✓ ✗ ✓ watching TV ✗ ✓ ✓ riding my bike ✓ ✓ ✗

9 Look at Activity 8. Complete.

• Pupils complete the sentences using the information in the table in Activity 8.

ANSWER KEY 2 don’t like 3 doesn’t like 4 likes 5 doesn’t like 6 likes

10 Listen and complete the words with sk or sw .

• Point to the first two words and check pupils understand the activity.

• They then complete each word with sk or sw . • Play the audio a few times. Pupils listen and

check their answers.

CD1, Track 26 1 skiing 2 swimming 3 skateboarding 4 swans 5 skipping 6 skirt 7 sweets

ANSWER KEY 2 sw 3 sk 4 sw 5 sk 6 sk 7 sw

Pop quiz

Before the end of the lesson, ask the class to say the tongue twisters in

Activity 12 as fast as they can.

Listen and complete the words Listen and complete the words Listen and complete the words Listen and complete the words Listen and complete the words Listen and complete the words


Sample

Sample

Can read and talk about what other children like doing / Can pronounce words that include /

Sample

Can read and talk about what other children like doing / Can pronounce words that include /sk

Sample

sk/ and /

Sample

/ and /sw

Sample

sw/

Sample

/ sw/ sw

Sample

sw/ sw

Sample

Sample

Sample

Sample

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9

Sample

9

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Yes, he does.

Sample

Yes, he does.

Sample

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Sample

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Hi, I’m Fiona. I like skateboarding and I like swimming.

Sample

Hi, I’m Fiona. I like skateboarding and I like swimming. I don’t like watching TV. I like riding my bike.

Sample

I don’t like watching TV. I like riding my bike.

Sample

My mum doesn’t like skateboarding and she doesn’t like

Sample

My mum doesn’t like skateboarding and she doesn’t like swimming. She likes riding her bike and watching TV. Sam

ple

swimming. She likes riding her bike and watching TV. My dad likes watching TV, too and he likes skateboarding. Sam

ple

My dad likes watching TV, too and he likes skateboarding. He doesn’t like riding his bike but he likes swimming. Sam

ple

He doesn’t like riding his bike but he likes swimming. Sample

unit

unit

Play the audio a few times. Pupils listen and

unit

Play the audio a few times. Pupils listen and check their answers.

unit

check their answers.

CD1, Track 26

unit CD1, Track 26

1

unit 1 skiing

unit skiing

2

unit

2 swimming

unit

swimming 3 un

it 3 skateboarding un

it skateboarding

4 unit

4 swans unit

swans 5 un

it 5 skipping un

it skipping

6 unit

6 unit

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38

Lesson 5 PB page 10

Learning objectives Can understand a simple story Can act out a story

Functional language Try the skate park. Wow! Look at Coco. Come on! Quick, Sophie! I love riding my scooter.

Receptive language I’m faster than him. You’re faster than me but I can jump!

Values Sharing time with friends and family

Warm-up

• Ask pupils to look at the story on pages 2 and 3. Ask questions, e.g. Where are the children? (at a film studio) Who likes Finley Keen? (Sophie.) Who has got the script? (Coco.)

Learning adventure

Open books and ask pupils to look at the story. Ask, What are we learning today? Write the lesson

objective on the board or look at it on the screen: We’re reading a story and acting it out.

14 Talk about the pictures. Then listen and read.

• Direct pupils’ attention to the story and ask questions about the characters and the scene: Who can you see? ( Oliver, Sophie, the film director, Coco. ) Where are they? ( at the skate park ) What are they doing?

• Ask pupils to predict what will happen in the story. • Play the audio (CD1:27) and ask pupils to listen to the

story as they follow along in their books.

Talk about the pictures. Then listen Talk about the pictures. Then listen Talk about the pictures. Then listen Talk about the pictures. Then listen Talk about the pictures. Then listen Talk about the pictures. Then listen

• Play the audio again. Check pupils’ understanding of the story by pointing to the pictures and asking questions, e.g. What does Coco like doing? ( skateboarding ) What does Sophie like doing? ( riding a scooter )

• After pupils have a clear understanding of the story, play the audio again and ask different groups of pupils to read along with the characters.

Extension questions

Write the following questions on the board: What is more dangerous, riding a scooter or riding a bike?

Why? (Riding a scooter is safer because you can ride on the pavement.) How can you stay safe when riding a bike/skateboarding? (Wear a helmet and elbow/knee pads.) Use L1, if necessary. Ask pupils to work with a partner to answer them.

• Give pairs two minutes to think of their answers. They might like to write their ideas in their notebooks. Ask pupils to share their answers with the class. They can do this in L1 if necessary but encourage them to use as much English as possible.

15 Act out the story.

• See the ‘How to use stories’ section on page 18 for more ideas on how to build your pupils’ confidence with roleplays.

• Invite a group of pupil volunteers to act out the roles. Play the audio while pupils act out the story first or say the lines and pupils repeat.

• Divide pupils into groups of four (Sophie, film director, Coco, Oliver). Give groups time to practise their roleplay.

• Play the audio again and ask pupils to speak along. Ask other groups of pupils to come to the front to act out the story.

You might like to give the pupils feedback on their roleplay.

Values

• Speak about what you like doing with your friends and family. Say, e.g. I like playing computer games with my dad. Write some examples on the board and ask pupils to give similar examples.

• Discuss (in L1) the importance of sharing time with friends and family.


Sample

Open books and ask pupils to look at the story.

Sample

Open books and ask pupils to look at the story.

Write the lesson

Sample

Write the lesson

objective on the board or look at it on the screen:

Sample

objective on the board or look at it on the screen: We’re

Sample

We’re

Talk about the pictures. Then listen

Sample

Talk about the pictures. Then listen

Direct pupils’ attention to the story and ask questions

Sample

Direct pupils’ attention to the story and ask questions about the characters and the scene: Sam

ple

about the characters and the scene: Who can you see?Sample

Who can you see?Oliver, Sophie, the film director, Coco.Sam

ple

Oliver, Sophie, the film director, Coco. ) Sample

) Where are they?Sample

Where are they?What are they doing?Sam

ple

What are they doing?What are they doing? What are they doing?Sample

What are they doing? What are they doing?Ask pupils to predict what will happen in the story. Sam

ple

Ask pupils to predict what will happen in the story. Play the audio (CD1:27) and ask pupils to listen to the

Sample

Play the audio (CD1:27) and ask pupils to listen to the Sam

ple

Sample

Sample

15

Sample


Sample

Act out the story. Act out the story.

Sample

Act out the story. Act out the story.

Sample

Act out the story.

•

Sample

• See the ‘How to use stories’ section on page 18 for

Sample

See the ‘How to use stories’ section on page 18 for more ideas on how to build your pupils’ confidence

Sample

more ideas on how to build your pupils’ confidence with roleplays.

Sample

with roleplays.

•

Sample

• Invite a group of pupil volunteers to act out the roles.

Sample

Invite a group of pupil volunteers to act out the roles. Play the audio while pupils act out the story first or

Sample

Play the audio while pupils act out the story first or say the lines and pupils repeat.

Sample

say the lines and pupils repeat.

•

Sample

• Divide pupils into groups of four (Sophie, film

Sample

Divide pupils into groups of four (Sophie, film

unit

Use L1, if necessary. Ask pupils to work with a partner

unit

Use L1, if necessary. Ask pupils to work with a partner

Give pairs two minutes to think of their answers.

unitGive pairs two minutes to think of their answers.

They might like to write their ideas in their notebooks.

unitThey might like to write their ideas in their notebooks.

Ask pupils to share their answers with the class.

unitAsk pupils to share their answers with the class.

They can do this in L1 if necessary but encourage

unit

They can do this in L1 if necessary but encourage them to use as much English as possible. un

itthem to use as much English as possible.

Act out the story. unit

Act out the story.

1

39

10 Lesson 5 Can understand a simple story / Can act out a story


14 1:27

Talk about the pictures. Then listen and read.

4

5 6

What doesCoco like doing?

Hmm, he likesskateboarding.

Try the skate park.

Wow! Look at Coco.

Yippee! I loveriding a scooter!

Come on! Quick, Sophie!

It’s OK! I’mfaster than him.

You’re faster than me

but I can jump!Uh-oh!

Wheee!

And I likeclimbing! Goodbye!

1 2

3


AB page 8

11 Number the pictures in order.

• Ask the class (in L1) if they can remember what happened in the story. Then ask individual pupils to read the speech bubbles in Activity 11.

• Ask the pupils to number the pictures in the order in which they occur in the story.

• They can look back at their Pupil’s Books to check.

ANSWER KEY a 3 c 5 d 2 e 4

12 Write. Use the words in the box.

• Pupils complete the sentences with words from the word bank. • Ask individual pupils to read the sentences aloud.

ANSWER KEY 1 climbing 2 riding 3 faster 4 jump

Pop quiz

Close books. Read a phrase from the story aloud, e.g. Try the skate park.

Pupils put their hands up if they know who said it. They give the answer and repeat the phrase, using the correct intonation. Repeat with other phrases from the story.

Show homework

• Invite pupils to play the Poptropica English Island Adventure Game. Show them various activities they could do as homework.

Role playing the story

Below are some suggestions for extra work with the stories:

• While pupils listen to the story, they perform a specific action for target vocabulary.

• Pupils draw a new picture for any frame of the story.

• Pupils create a new ending for the story.• Pupils draw or describe their favourite

character.• Pupils discuss real-life situations that are

related to the story.• Pupils comment on how they would feel

or how they would behave if they were in a similar situation to one of the story characters.

• You might like to give pupils feedback. You could give pupils two stars and one wish, e.g. Fantastic actions! Great teamwork! Speak a bit louder next time. This could be given in L1.

Story card activities

For suggestions on how to use the story activities, please see page 18.


Sample

Sample

Sample

Sample

Sample

Sample

Sample

Sample

Can understand a simple story / Can act out a story

Sample

Can understand a simple story / Can act out a story

Sample

Sample

Number the pictures in order.

Sample

Number the pictures in order.

Ask the class (in L1) if they can remember what happened in the

Sample

Ask the class (in L1) if they can remember what happened in the story. Then ask individual pupils to read the speech bubbles in Sam

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story. Then ask individual pupils to read the speech bubbles in

Ask the pupils to number the pictures in the order in which they Sample

Ask the pupils to number the pictures in the order in which they

They can look back at their Pupil’s Books to check. Sam

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They can look back at their Pupil’s Books to check. Sam

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unit


Below are some suggestions for extra

unitBelow are some suggestions for extra

unitwork with the stories:

unitwork with the stories:

•

unit• While pupils listen to the story, they

unitWhile pupils listen to the story, they

perform a specific action for target

unitperform a specific action for target

vocabulary.unit

vocabulary.• un

it• Pupils draw a new picture for any frame un

itPupils draw a new picture for any frame of the story.un

itof the story.un

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it• Pupils create a new ending for the story.un

itPupils create a new ending for the story.un

it

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Lesson 6 PB page 11

Learning objectives Can understand short texts about what other children like or don’t like doing Can design an unusual house

Cross-curricular Social Science: what children like/don’t like doing

Target language castle, climb the stairs, lighthouse, stairs

Recycled language boat, favourite food , fish Activities Rosa likes (reading). Rosa doesn’t like (watching TV).

Warm-up

• Ask pupils to talk about where they live. Prompt them with questions, e.g. Do you live in a house or a flat? Have you got a garden? What’s your favourite room? , etc.

Learning adventure

16 What do you know?

• Look at the activities. Ask, What are we learning today? Write the lesson objective on the board or look at it on the screen: We’re reading short texts about what other children like or don’t like doing and we’re designing an unusual house .

• If using books, close them. Ask pupils what words they know in English for homes, e.g. bedroom, kitchen. Write them on the board.

• Refer to the learning adventure poster and say, Great! You are already moving along your learning adventure!

Presentation

• Draw a boat slowly on the board and ask the class to guess. Introduce boat .

• Repeat with lighthouse . Ask the class what a lighthouse is for (in L1). Would they like to live in one?

17 Listen and read. Then tick ( ✓ ) and say.

• Tell the class that they are going to listen and read about two children who live in special houses.

• Ask pupils, Does Rosa like living in a boat? • Play the audio (CD1:28), stopping at the end of Rosa’s

text. Pupils answer, Yes .

Listen and read. Then tick ( Listen and read. Then tick ( Listen and read. Then tick ( Listen and read. Then tick ( Listen and read. Then tick ( Listen and read. Then tick (

• Play Rosa’s part again. Ask, What does she like doing there?

• Before playing Will’s part, ask , Does Will like climbing stairs? Mime to show the meaning of stairs . Play the second half of the audio. Pupils answer, No, he doesn’t.

• Ask pupils to work in pairs. They read the statements and tick the correct boxes. Do the first sentence with the class.

ANSWER KEY 1 Rosa 2 Will 3 Will 4 Will 5 Rosa

• Ask individual pupils to make sentences about Rosa or Will: Rose likes (reading). Will doesn’t like (climbing the stairs) . Then ask pupils to do this in pairs, using the words in the speech bubble as prompts.

Extension questions

Write the following questions on the board: Which house do you like best? Which would you like

to live in? Why?/Why not? Use L1, if necessary. Ask pupils to work with a partner to answer them.


Project

• Tell pupils that they are going to design an unusual house. Ask pupils to think about unusual houses and choose one idea.

• Provide the materials and give pupils time to draw a picture of the house.

• Ask them to write about their unusual house and about the things they like doing in it.

• When they are ready, ask pupils to show their houses to the class and talk about them.

• Display the houses in the classroom and ask pupils to choose their favourite.

You may also wish to give pupils feedback on their projects.

Optional Home–school link

• Ask pupils to take their work home and share their work with their families. They may wish to show their parents or siblings their unusual house and compare how it makes different people feel.


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Write the lesson objective on the board or look

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Write the lesson objective on the board or look

We’re reading short texts about

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We’re reading short texts about

what other children like or don’t like doing and we’re

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what other children like or don’t like doing and we’re


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If using books, close them. Ask pupils what words they know in English for homes, e.g.

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they know in English for homes, e.g. bedroom, kitchen.

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bedroom, kitchen.

Refer to the learning adventure poster and say,

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Great!

You are already moving along your learning adventure!Sample

You are already moving along your learning adventure!

Draw a boat slowly on the board and ask the class to Sample

Draw a boat slowly on the board and ask the class to

•

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• Give pairs two minutes to think of their answers.

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Give pairs two minutes to think of their answers. They might like to write their ideas in their notebooks.

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They might like to write their ideas in their notebooks. Ask pupils to share their answers with the class.

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Ask pupils to share their answers with the class. They can do this in L1 if necessary but encourage

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They can do this in L1 if necessary but encourage them to use as much English as possible.

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them to use as much English as possible.

Project

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• Tell pupils that they are going to design an unusual

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words in the speech bubble as prompts.

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words in the speech bubble as prompts.

Extension questions

unitExtension questions

Write the following questions on the board:

unit Write the following questions on the board:

Which house do you like best? Which would you like

unitWhich house do you like best? Which would you like

to live in? Why?/Why not?unit

to live in? Why?/Why not? Use L1, if necessary. Ask unit

Use L1, if necessary. Ask to live in? Why?/Why not? Use L1, if necessary. Ask to live in? Why?/Why not?unit

to live in? Why?/Why not? Use L1, if necessary. Ask to live in? Why?/Why not?unit

pupils to work with a partner to answer them. unit

pupils to work with a partner to answer them.

Give pairs two minutes to think of their answers. unit

Give pairs two minutes to think of their answers. They might like to write their ideas in their notebooks. un

itThey might like to write their ideas in their notebooks.

1

41 Materials Poster, materials to make the project (a large sheet of paper for each pupil, coloured pens or pencils)

1111Lesson 6 Can understand short texts about what other children like or don’t like doing / Can design an unusual house

ppp llla h sseeeeeess

1

Rosa Will

1 likes chatting online

2 likes cooking

3 likes playing computer games

4 doesn’t like climbing the stairs

5 doesn’t like watching TV

16 What do you know?

17 1:28

Listen and read. Then tick ( ✓ ) and say.

This is Rosa. Look at her house. It’s a boat. Rosa likes her boat. She doesn’t like watching TV. She likes chatting online and playing the guitar. She also likes riding her bike but not on the boat!

This is Will. This is his house. It’s a lighthouse! Will likes living in the lighthouse but he doesn’t like climbing the stairs. He likes playing computer games and watching TV. He likes cooking, too.

1 Think about an unusual house.2 Draw a picture of the house.3 Write about things you can do

in it.4 Share your design with the class.

Design an unusual house.

pp llla h seeesDo you like my house?

Rosa likes… Will doesn’t like…


AB page 9

13 Find out about Megan. Read and complete.

• Ask (in L1) what type of house is in the picture and teach the word in English ( a castle ). Check the meaning of the words in the table and teach description, if necessary.

• Pupils complete the table. Check as a class.

ANSWER KEY house: castle description: 21 rooms and a big garden birds: swans likes: playing in the garden and reading outside doesn’t like: cleaning the castle

14 Listen and tick ( ✓ ).

• Play the audio. Pupils look at each picture carefully, listen and decide which is Rosa’s bedroom.

CD1, Track 29 Look, this is my bedroom. I like skateboarding. I don’t like watching TV. I like reading and I like playing the guitar. I don’t like cleaning.

ANSWER KEY Picture 2

15 Look at Activity 14. Read, think and write 1 or 2.

• Explain (in L1) that pupils have to write the correct picture number next to each sentence.

• Pupils do the activity, then check as a class. Ask pupils to explain (in L1) why they have chosen a particular picture.

• Fast finishers could write more sentences about the pictures, e.g. I’ve got a teddy.

ANSWER KEY 2 2 3 1 4 2 5 2 6 1

Learning adventure

Ask pupils, How much do you know about unusual houses now? Tell pupils to

work with a partner. Give pairs a minute to think of ideas. Accept any answers and promote discussion. Ask them, Where are you on your learning adventure now? Tell pupils, Well done! to reinforce the progress they are making.

Pop quiz

Tell pupils to close their books and stand up. Make some true or false

statements about the reading passages, e.g. Rosa lives in a lighthouse. She likes reading on the boat. Rosa can ride a bike on the boat. Pupils stand if the statement is false.



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Can understand short texts about what other children like or don’t like doing / Can design an unusual house

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Can understand short texts about what other children like or don’t like doing / Can design an unusual house

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about an unusual house.

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about an unusual house. a picture of the house.

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a picture of the house. about things you can do

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about things you can do

your design with the class.

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your design with the class.

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Find out about Megan. Read and complete.

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Find out about Megan. Read and complete.

Ask (in L1) what type of house is in the picture and teach the

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a castle Sample

a castle ). Check the meaning of the words in the Sample

). Check the meaning of the words in the a castle ). Check the meaning of the words in the a castle Sample

a castle ). Check the meaning of the words in the a castledescription Sam

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Pupils complete the table. Check as a class. Sample

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unit

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unit Look at Activity 14. Read, think

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unitand write 1

unit1 or

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unitExplain (in L1) that pupils have to write

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42

Lesson 7 PB page 12

Learning objective Can assess what I have learnt in Unit 1

Recycled language Free-time activities What does he/she like doing? He/She likes (playing the guitar).

Warm-up

• Say and mime, e.g. I like skiing . Ask a pupil to repeat the sentence, adding another activity and mime, e.g. I like skiing and skateboarding . Continue in the same way around the class.

Learning adventure


the lesson objective on the board or look at it on the screen: We’re thinking about our learning adventure .

• If using books, close them. Ask pupils if they can remember the things they have been learning in the unit, e.g. How many words for free-time activities can you remember? Put their ideas on the board.

• For each example, ask pupils, Where are you on your learning adventure? Reassure pupils who are less confident that they will have opportunities for more practice.

18 Listen and tick ( ✓ ).

• Ask pupils to look at the pictures. Ask, e.g. What’s the boy in picture 3b doing? Pupils answer, He’s skipping. Ask about all the pictures.

• Play the audio once. Pupils listen and point to the pictures.

CD1, Track 30 1 He likes chatting online. 2 She likes playing football. 3 He likes skipping. 4 They like playing computer games.

• Play the audio again. Pupils listen and tick the pictures.

• Play it a third time, pausing after each sentence to check the answers.

• Now ask pupils to work in pairs. They ask and answer about the pictures they didn’t tick.


ANSWER KEY 1 a 2 a 3 b 4 a

Game

• Say, I like reading . Ask a pupil to repeat the sentence, adding another activity, e.g. I like reading and swimming. Continue in the same way and after three turns say, but I don’t… ! The next pupil has to say a negative sentence about an action that hasn’t been mentioned before, e.g. I like reading and swimming and skiing but I don’t like playing football. The pupil after that starts a new round.

19 Write in your notebook.

• Ask pupils to copy the sentences into their notebooks and complete them.

• Write the answers on the board, eliciting the missing words from pupils.

ANSWER KEY 1 likes skateboarding 2 What does he like doing 3 they don’t 4 like riding her scooter

20 Choose a picture. Ask and answer.

• Ask pupils to work in pairs. Pupils ask and answer questions about the pictures on this page and on other pages in the unit, using the phrases in the speech bubbles as a starting point.

• Go around the class, monitoring and providing support where needed. Encourage pupils to use as much language as possible from the unit, e.g. Does he like chatting online? No, he doesn’t. He likes skateboarding. Tell pupils to ask their partner for help if they don’t know a word.

AB page 10

16 Complete the puzzle.

• Ask pupils (in L1) if they have ever done a puzzle and elicit/explain how to do one.

• Pupils solve the puzzle individually or in pairs. • Check as a class, asking, e.g. What’s number (two)?

Pupils answer.

ANSWER KEY 2 skateboarding 3 playing 4 riding 5 swimming 6 cleaning 7 cooking


Sample

Reassure pupils who are

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less confident that they will have opportunities for

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less confident that they will have opportunities for

Ask pupils to look at the pictures. Ask, e.g.

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What’s the

Pupils answer,

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Pupils answer, He’s skipping.

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He’s skipping.

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unitAsk pupils to copy the sentences into their notebooks

and complete them.

unitand complete them.

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unitWrite the answers on the board, eliciting the missing

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unitwords from pupils.

ANSWER KEY unit

ANSWER KEY likes skateboarding un

it likes skateboarding What does he like doing un

it What does he like doing un

it

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43 Materials Poster

I CANDO IT!I CAANDODODDOO ITT!T!T!T!T!TI CANDO IT!

Lesson 7 Can assess what I have learnt in Unit 112

18 1:30

Listen and tick ( ✓ ).


1

3

2a

a

a

a

b

b

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b


What does he like doing? He likes cooking.

I can identify some free-time activities.

I can talk about what people like doing in their free time.

I can understand short texts about what other children like doing.

What does she

like doing?

She .

Do they like playing

computer games?

No, .

?

He likes playing the

guitar.

Does she ?

Yes, she does!

4

1

3

2

4


17 Read, think and complete.

• Direct pupils’ attention to the lists of likes and dislikes. Tell them to use this information to complete the sentences.

• When they have finished, ask individual pupils to read the sentences to the class.

ANSWER KEY 2 reading 3 playing 4 riding 5 bike 6 watching TV 8 likes 9 doesn’t like

Learning adventure

Ask pupils (in L1) how they feel about their learning in this unit. Ask pupils to tell you what they found easiest or most

difficult to learn in the unit. Pupils review the I Can statements at the bottom of page 12 of their Pupil’s Book. For each one, pupils shade the corresponding bar to reflect how confident they feel. (For this first unit, explain that the faces indicate, from left: not confident, confident and very confident.) Ask them, Where are you on your learning adventure? Pupils indicate where they think they are on the learning adventure poster. Tell pupils, Well done! to reinforce the progress they are making.

Pop quiz

In groups of four, pupils tell the others the answers to the following questions:

Which is your favourite activity in the unit? Why? Which activity don’t you like? Why? What is your favourite new word? Which word is the most difficult for you?

General poster activities

• Before displaying the poster for the first time, pupils can anticipate and predict who and what they will see within a topic area and then see how many items they guessed correctly once the poster is visible.

• Pupils can create their own posters, based on a similar topic.

• Using a large piece of paper placed over the top of the poster (with a 5 cm hole cut out), pupils can be asked to identify what they can see through the hole.

• Through description, pupils can identify objects that are being described orally, e.g. It’s fat. It’s white. It’s an animal. What is it? It’s a cat.

• With a time limit, pupils can look at the posters and try to remember as much language and content as possible and then in pairs or led by the teacher, they can try to recall the content through questions and answers, e.g. Is there a hat? What colour is it?

• By pointing to an object and making a statement, pupils can reply, Yes. or No. if the information is correct or incorrect, e.g. This is a library.

• In teams or pairs, pupils can write down as many words as possible for the items in each poster.


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Can assess what I have learnt in Unit 1

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Direct pupils’ attention to the lists of likes and dislikes. Tell them

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Direct pupils’ attention to the lists of likes and dislikes. Tell them to use this information to complete the sentences.

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to use this information to complete the sentences. When they have finished, ask individual pupils to read the

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sentences to the class.

riding Sample

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5 bike Sample

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unit

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poster is visible.

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poster is visible.Pupils can create their own posters,

unitPupils can create their own posters,

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unitbased on a similar topic.

•

unit• Using a large piece of paper placed over

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44

Lesson 8 PB page 13

Learning objective Can use what I have learnt in Unit 1

Recycled language Free-time activities Does he/she like (skateboarding)? Yes, he/she does. No, he/she doesn’t.

Warm-up

• Divide pupils into two teams. Show one of Flashcards 1–7, e.g. playing the guitar, with either a smile or a frown. Ask pupils from each team to put up their hands and say what they like/don’t like doing, e.g. You like/don’t like (playing the guitar). The first pupil to put up their hand and say a correct sentence wins a point for their team.

Learning adventure

Open books and ask pupils, Look at the activities . What are we learning today? Write the lesson

objective on the board or look at it on the screen: We’re playing a game about free-time activities .


• Direct pupils’ attention to the pictures at the top of the page. For each picture ask, What’s he/she doing? Prompt pupils to answer, He’s/She’s (skiing).

• Tell pupils to copy the table into their notebooks and explain how to complete it. Each pupil chooses four activities that their friends and family like doing, using the pictures as prompts. They write the activities in the ‘Me’ row of the table.

22 Now play.

• Ask pupils to work in pairs. Tell them they will try to guess what their partner’s friends and family like doing. Read the speech bubbles at the bottom of the page aloud with a volunteer.

• Each pair plays rock-paper-scissors to decide who goes first. They then ask each other questions in pairs, e.g. Does he/she like (chatting online)? ( Yes, he/she does. / No, he/she doesn’t. ) Each pupil has three guesses. If they guess an activity correctly, they write the activity in the ‘My friend’ row of the table. Give pupils a time limit, e.g. ten minutes. The pupil who guesses the most activities within the time limit wins the game.

Extension questions

Write the following questions on the board: Which activities are safe for children to do alone?

(e.g. reading, playing the guitar ) Which activities need help or supervision from an adult? (e.g. skiing, cooking ) Use L1, if necessary. Ask pupils to suggest three activities per question and to work with a partner to answer the questions.


AB page 11

18 What do you like? Tick ( ✓ ) or cross ( ✗ ). Then tell your friend.

• Point at the pictures. Pupils say the words. • They then tick the activities they like doing and cross

those they don’t like doing. • Divide pupils into pairs. Pupils tell each other what

they like and don’t like.

19 Write two sentences about your friend.

• Ask pupils to complete the sentences about what their friend likes and doesn’t like.

• Ask individuals to read their sentences to the class.

AB page 70

• Pupils play a game in pairs using the Free time pictures in the Picture dictionary. Each pupil takes turns to say a word and his/her partner points to the correct picture. Stronger pupils may wish to cover the written words below each picture.

Consolidation and extension worksheet 1

• Pupils complete the consolidation and extension activities on Worksheet 1 (page 28). See also teaching notes on page 23.

I want to know more!

Ask pupils to choose anything they enjoyed from the unit and to go and find out more. You might

like to set this activity as homework with a quick feedback session at the beginning of the next lesson, e.g. find out more free-time activities or find out more about unusual houses.


Sample

Direct pupils’ attention to the pictures at the top of

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What’s he/she doing?

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What’s he/she doing?What’s he/she doing? What’s he/she doing?

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What’s he/she doing? What’s he/she doing?

He’s/She’s (skiing).

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He’s/She’s (skiing).

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Tell pupils to copy the table into their notebooks and

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Tell pupils to copy the table into their notebooks and explain how to complete it. Each pupil chooses four

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explain how to complete it. Each pupil chooses four activities that their friends and family like doing, using

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activities that their friends and family like doing, using the pictures as prompts. They write the activities in

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the pictures as prompts. They write the activities in the ‘Me’ row of the table. Sam

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the ‘Me’ row of the table.

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to guess what their partner’s friends and family like

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• Ask pupils to complete the sentences about what their

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AB page 70

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unit What do you like? Tick (

unit What do you like? Tick (

Then tell your friend.

unitThen tell your friend.

Point at the pictures. Pupils say the words.

unitPoint at the pictures. Pupils say the words.

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unitThey then tick the activities they like doing and cross

those they don’t like doing. unit

those they don’t like doing. Divide pupils into pairs. Pupils tell each other what un

itDivide pupils into pairs. Pupils tell each other what they like and don’t like. un

itthey like and don’t like.

Write two sentences about your friend. unit

Write two sentences about your friend.

1

45Materials Consolidation and extension worksheet 1 Flashcards 1–7

Now go to PoptropicaEnglish World

Lesson 8 Can use what I have learnt in Unit 1 13

121


22 Now play.

Family member 1 (man)

Family member 2 (woman)

Friend 1 (boy)

Friend 2 (girl)

Me

My friend

Friend 1. Does he like skateboarding?

No, he doesn’t.

Does he like cooking?

No, he doesn’t.

Does he like watching TV?

No, he doesn’t. My turn.


Are you ready for Unit 2?

Ask pupils if they are ready to move onto the next unit. Tell pupils that it is fine if they do not remember everything

as they will continue to practise throughout the level. Encourage pupils to ask if they’ve got any questions about what they learnt in the unit. Tell pupils, Well done! to reinforce the progress they are making.

Evaluation

• You can check your pupils’ progress using Evaluation sheet 1 (pages 190 and 191). See also teaching notes on page 186.

Preparation for evaluation

Procedure the day before the evaluation

• Review unit content using games to give practice for the coming evaluation.

• Ask pupils to predict what they think the content of the evaluation might be, using the children’s first language as needed.

See Teacher’s Book page 184 for procedure on the day of evaluation.


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Now go to Poptropica

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Now go to Poptropica

English World

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English World

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Sample

Sample

Sample

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Can use what I have learnt in Unit 1

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Can use what I have learnt in Unit 1

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13

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13

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Sample

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Sample

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Ask pupils if they are ready to move onto the next unit.

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Ask pupils if they are ready to move onto the next unit. Tell pupils that it is fine if they do not remember everything

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Tell pupils that it is fine if they do not remember everything

as they will continue to practise throughout the level. Encourage

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as they will continue to practise throughout the level. Encourage pupils to ask if they’ve got any questions about what they learnt Sam

ple

pupils to ask if they’ve got any questions about what they learnt Sample

Well done!Sample

Well done! to reinforce the progress they Sample

to reinforce the progress they Well done! to reinforce the progress they Well done!Sample

Well done! to reinforce the progress they Well done!

unit

unit

unit

unit

1 Free time 1 · • Can ask and answer about what people like doing in their free time ... •...

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