Teachers Guide Rooftops 5

1

At

Tara’s House

Lesson 1: Vocabulary Language Core: make (my) bed, have a shower, catch the bus, watch TV, brush (my) teeth, leave home, use the internet, wake up, arrive home, take the dog for a walk Revised: Present Simple (Time): What does he / she do at (eight) o’clock? He / She / They (leave home) at (eight) o’clock. What do you / they do at (half past six)? I (watch TV). What time do you…, Brazil

Starting the lesson (optional)

• Play a game of Categories (see page 139). • In the children’s own language, ask the class what they do every day / what is their daily routine.

iPack Character flashcards: Tara and Layla

• Explain to the children that Tara is going to meet one of the exchange students.

• Use the character flashcards to introduce Layla from Brazil. • You could use the Famous landmarks poster to start a discussion about any facts that the children know about Brazil.

Vocabulary presentation: vocabulary animation

• Play the vocabulary animation for the children to watch and listen.

Transcript

Mayor  Welcome to Rooftops, Layla. This is Layla from Brazil and, Layla, this is your host family. Tara  Hi, I’m Tara and this is my mum. Layla  Hello. Tara’s mum  Hello, Layla. You must be tired and hungry. Let’s go home and we can talk in the car ... it’s in the car park. Tara  Come on, Layla, you can get in the back with me. I can tell you all about life in Rooftops. Tara  Well, at my house we usually wake up early. Then I have a shower. I always brush my teeth in the morning. Then I make my bed. I always leave home at eight o’clock and I catch the bus to school. I arrive home after school at half past four. I always take the dog for a walk. We watch TV in the evening. And we use the internet. Layla  Wow – a lot of things to remember. I will write them down!

Vocabulary presentation: game 1 See instructions for Word match (page 136)

Class Book    page 6  1 Listen and say the number. Repeat. $ 1•07

• Play the listening for the children to listen and say the

ANSWERS

Every morning at eight o’clock she makes her bed. 3  Every morning at eight o’clock he has a shower. 8 Every morning at eight o’clock they catch the bus. 10 Every morning at eight o’clock she watches TV. 7 Every morning at eight o’clock he brushes his teeth. 1 Every morning at eight o’clock he leaves home. 4 Every morning at eight o’clock she uses the internet. 9 Every morning at eight o’clock she wakes up. 2 Every morning at eight o’clock he arrives home. 6 Every morning at eight o’clock they take the dog for a walk. 5

2 Look and say he, she or they. ANSWERS

1 he brushes his teeth. 2 she wakes up. 3 she makes her bed. 4 he leaves home. 5 they take the dog for a walk. 6 he arrives home. 7 she watches TV. 8 he has a shower. 9 she uses the internet. 10 they catch the bus.

3 Ask and answer.

• Explain that the children in the picture are taking turns to •

ask and answer questions about the picture. Ask the children to work in pairs to complete the activity.

iPack Vocabulary practice: game 2 See instructions for Jumbled words (page 134)

Activity Book    page 6  1 Look and write. ANSWERS

1 Tara wakes up at half past six. 2 She has a shower at quarter past seven. 3 She makes her bed at half past seven. 4 She cleans her teeth at quarter to eight. 5 She leaves home at five to eight. 6 They catch the bus at eight o’clock. 7 She arrives home at four o’clock. 8 They take the dog for a walk at half past four. 9 She watches TV at seven o’clock. 10 She uses the internet at eight o’clock.

2 Ask and answer. Draw the times for your partner.

• The children ask their partner about their routine and

write the times on the clock faces. They then answer their partner’s questions.

number of the item in the picture. They then repeat the new language. 50

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3 Write about your partner’s routine.

• The children use the notes from activity 2 to write about their partner’s routine.

Finished? (optional) Write sentences about a family member’s routine.

• The children write sentences about a family member’s

routine. If appropriate, encourage them to think about how that person’s routine is different from their own and why. For example, does the family member get up earlier than them? Why? It could be because they have to go to work early, or need to take care of other people.

Finishing the lesson (optional)

• Play a game of Mime the flashcard! (see page 138), using daily routine vocabulary.

KEY COMPETENCES: Learn to learn

• Games like the one above help children learn to use non-verbal clues to understand meaning, such as the way we speak, facial expression, tone of voice and body language.

Lesson 2: Grammar Language Core: I / They always / usually / sometimes / never (wake up at seven o’clock). He / She always / usually / sometimes / never (takes the dog for a walk). Leave home, catch the bus, take the dog for a walk, watch TV Revised: have breakfast / lunch / dinner, go to bed Other: I know! Your turn.

Starting the lesson (optional)

• Use the Unit 1, set 1 flashcards to play a game of Pass the flashcard with the class (see page 137).

Class Book    page 7  1 Read. Listen and find three differences. $ 1•08 ANSWERS

The three differences are highlighted in the transcript below.

Transcript My routines in Rooftops – by Layla Vieira from Brazil Morning We always have breakfast at quarter to eight on school days. At the weekend we never have breakfast before ten o’clock. We sometimes have a very big breakfast on Sundays. We always leave home at half past eight on school days. We catch the bus to school at quarter to nine, but it sometimes comes late. Afternoon We never take the dog for a walk after school at four o’clock. At the weekend we sometimes watch TV in the afternoon. Evening We never go to bed after nine o’clock on school days. We always go to bed late on Fridays and Saturdays. We always go to bed at half past eight on Sundays.

2 Read and learn. Make sentences.

• The children use the table to make their own sentences. Learn to learn ANSWERS

Before the verb

3 Play the game.

• Ask the children to work in pairs. They take turns to describe the routine of Tara and her family. One child describes the routine and the other child guesses which member of Tara’s family it is.

KEY COMPETENCES: Learn to learn

• Communicative games are a useful way of reinforcing grammar and vocabulary. In the activity above, children repeat key structures, which will help to fix them in their minds and recall them easily when needed.

iPack Grammar presentation and vocabulary consolidation: vocabulary animation

• Ask the children what they can remember about the animation from Lesson 1, e.g. the names of the characters, where the exchange student is from. • Tell the children they are going to watch the vocabulary animation again. This time there is a question screen for you to show them before they watch the animation. They should answer the question after watching, and you should refer back to the question screen to reveal and check their answers. After school Tara always … A makes her bed. B takes the dog for a walk. C has a shower. • For transcript see Vocabulary animation lesson 1, page 50.

iPack Grammar practice: game See instructions for Sentence spin (page 136)

Activity Book    page 7  1 Order and write sentences. Look and number the pictures. ANSWERS

1 2 3 4 1 

I always wake up at six o’clock. We usually take the dog for a walk before school. She never catches the bus on Tuesdays. They sometimes watch TV at five o’clock. b  2  a  3  d  4  c 

ANSWERS

B takes the dog for a walk.

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Lesson 3: Culture

2 Listen and complete the table. $ 1•09 Transcript

Language

Layla  I always make my bed. I never catch the bus to school. I always take the dog for walk. I usually watch TV in the evening. I sometimes use the internet. Dex  I never make my bed. I always catch the bus to school. I sometimes take the dog for a walk. I sometimes watch TV in the evening. I usually use the internet. ANSWERS

Layla: 1  Dex: 1  ✗  2 

  2  ✗  3    3 

  4 

  4    5 

Core: training, football strip, shin pads, ballet pumps, leotard, pyjamas, usually, always, catch the bus, watch TV Revised: Brazil, football, pink, purple Other: ballet, ballet movements, dinnertime, weekdays, go for a run, French, capoeira, acrobatics, practise, (football) match

Starting the lesson (optional)

• Use the Unit 1, set 1 flashcards or wordcards to play a   5 

3 Look at the table in activity 2. Write sentences. ANSWERS

a Layla always make her bed. Dex never makes his bed. b She never catches the bus to school. He always catches the bus to school. c She always takes the dog for walk. He sometimes takes the dog for a walk. d She usually watches TV in the evening. He sometimes watches TV in the evening. e She sometimes uses the internet. He usually uses the internet.

Activity Book    page 80  Grammar Practice: Adverbs of frequency 1 Read and correct the sentences. ANSWERS

1 2 3 4 5

I never wake up late. She always goes to the cinema on Fridays. He sometimes makes his bed. We usually watch TV after dinner. The postman always arrives early.

2 Look and complete. 1 2 3 4 5 6

Daisy usually plays tennis on Saturdays. Paul sometimes has a shower in the morning. Daisy usually watches TV in the evening. Paul always takes the dog for a walk after school. My mum and dad never listen to music after dinner. Paul always brushes his teeth after breakfast.

Finishing the lesson (optional)

• Play a game of True or False with the children. Tell them four things about your daily routine. One of the facts you tell them should be incorrect. The children must guess which one is false.

Further practice $ Teacher’s Resource CD-ROM, Unit 1, Reinforcement worksheet 1

and Extension worksheet 1. Notes and answers on CD-ROM.

game of What is it? (see page 137).

iPack Culture presentation: film

• Tell the children that they are going to watch a culture film about a boy called Tim.

• Tell them that after watching the film they need to answer the question: What’s Tim’s favourite thing? • Play the film for the children to watch.

Transcript Clive  I’m Clive Live and you’re watching … Totally Culture! In today’s programme we’re going … Totally Football! Nelly  Ole, ole, ole, ole! United! United! Clive  Well, I can see you like football, Nelly! But do you like football as much as Tim Ryder? Nelly  Let’s find out! Tim  I’m Tim Ryder and I love football. On Saturdays I usually get up at 8 o’clock. I always put on my football strip … and my tracksuit. This is my bedroom. I often play football in competitions and I’ve got lots of trophies. This is my dog. He’s called Messi. After breakfast I go to football training. I always take my football boots and my water bottle. And I never forget my shin pads! I do football training from 10 o’clock until 12 o’clock. In the afternoon I sometimes go to a football match with my family. My favourite team is Aston Villa. This is Aston Villa’s ground. In the evening I watch football on TV or football DVDs. Goal!!! I sometimes read magazines … football magazines, of course! I go to bed at half past ten. And I dream about … FOOTBALL! Clive  See you next time! Nelly  Goodbye! ANSWERS

football

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• Optional: If you would like to exploit the culture film further you may ask these (or similar) questions at the end of the film. 1 What is Tim Ryder’s opinion of football? 2 When does Tim go to football training on Saturdays? 3 What three things does Tim put in his bag? 4 What’s colour is Tim’s football strip? 5 What does Tim do in the evenings? 6 What does Tim sometimes read?

KEY COMPETENCES: Sense of initiative and entrepreneurship

• Practising is a key learning skill for children and adults

•

ANSWERS

1 2 3 4 5 6

He loves football. After breakfast. Boots, water bottle and shin pads Green and yellow He watches football on the TV and DVDs. Football magazines.

Class Book    pages 8 and 9  1 Read and listen. $ 1•10 Who goes to a special school?

• For transcript see Class Book pages 8–9. ANSWERS

Becky goes to a special ballet school.

CULTURE NOTES: Special schools in Britain

• There are several types of special schools in the UK for children who show a particular talent in one area or another. These include ballet schools, music schools, acting schools and sporting schools. Students must study core subjects like English, Maths and Science, but they also spend a lot of time practising their special talent. Many of these schools are residential.

2 Match the headings and the photos. Use your notebook.

• Ask the children to read the headings and match them to the photos. ANSWERS

1  c  2  a  3  b

3 Read again and say Tim, Becky or Otavio. ANSWERS

1  Otavio  2  Becky  3  Becky  4  Tim  5  Otavio   6  Tim  7  Becky  8  Tim COMMUNITY VALUES:   Sometimes we have to work on things we’re not good at. • Discuss the Community Value with the children in their own language. Ask Why is it important to work at things we’re not good at? Ask the children to think about skills they have gained through practice (e.g. riding a bike, swimming, cooking, art, dancing, sport, English!).

alike. The more we practise, the better we become. Explain to the children that they are in control of their own progress, and that they can improve if they practise. To illustrate how practice can help, you could ask the children to go away and practise, e.g. one of the songs, acting out a story, pronouncing a particular sound, or spelling particular words. Then in the next class, ask the students if they have improved and ask them to demonstrate this.

Activity Book    page 8  1 Complete the comments. ANSWERS

1 2 3 4 5 6

shin pads training football strip leotard ballet pumps pyjamas

2 Think about your routine. Complete the table.

• Ask the children to complete the table for themselves.

3 Complete the post. Use your notes in activity 2. Draw your avatar.

• Using their notes from activity 2, the children write a short post describing their routine, what activities they do, when and with what frequency. They can also draw their own avatar in the space provided. COMMUNITY VALUES:   Read the post about Becky on Class Book page 8 again. How much ballet practice does she do?

ANSWERS

4 hours

Finishing the lesson (optional)

• Ask the children to think about any activities that they practise regularly. If they can, they should tell you what this activity is in English. If they don’t know the word, encourage them to use their dictionaries or the internet to find out the word in English. Make a record of their answers on the board and then ask the class to work out what the most popular activity is.

Lesson 4: Everyday language Language Core: How often do you (catch the bus)? I (catch the bus) once / twice / three times a (day / week / month). Every (day / week / month).

Starting the lesson (optional)

• Use the Unit 1, set 1 flashcards and wordcards to play a game of Stand up, sit down (see page 138).

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iPack Culture review: film

3 Complete the table. Ask and answer.

• Divide the class into pairs. Ask the children to complete the table for themselves. They must then ask and answer with their partner, recording their partner’s answers.

• Before you play the film again, ask the children what they can remember about the culture film from the previous lesson. Ask them if they can remember what Tim does after breakfast on Saturdays. ANSWERS

He goes to football training.

How to … presentation: film

• Explain to the children that they are going to watch Nelly •

and Clive talking about their routines. Ask the children How often does Nelly catch the bus? Play the How to… film.

Transcript Clive  How often do you catch the bus? Nelly  I catch the bus twice a day. ANSWERS

Twice a day • Play the How to … film again, pausing after each phrase for the children to repeat.

Class Book    page 9  4 Listen, read and repeat. $ 1•11

• Play the listening for the children to listen, follow and repeat the dialogue.

5 Make new dialogues and practise.

• Divide the class into pairs. The children take turns to make and respond to questions using the tables in the Class Book as prompts.

KEY COMPETENCES: Social and civic competence

• Paired speaking activities are a good way for children

•

to learn how to work well together and respect each other. Encourage the children to understand that a conversation only works well if both parties listen carefully, speak clearly, take turns, repeat if necessary and are patient with each other. After the children have talked to each other for a few minutes, check how much they can remember of their partner’s responses to illustrate why it is important to listen to others.

Activity Book    page 9  1 Look at the table. Read and write the names. ANSWERS

1  Jane  2  Lily  3  Fred

2 Look at the table in activity 1 again. Complete for Peter.

Learn to learn ANSWERS

every day

Read more! (optional)

Class Book    page 74  1 Read and listen. $ 3•33 What festival is Lucas at?

• Play the listening for children to listen and follow. • For transcript see Class Book page 74.  ANSWERS

Carnival

2 Read and answer. Use your notebook. 

• Check that the children understand the underlined words in the text. ANSWERS

1 2 3 4 5 6

He lives in Olinda, in north-east Brazil. It starts at midnight on Saturday. The dancers carry umbrellas. Lucas wakes up at 8 o’clock. In the morning he goes to the beach. He goes to Carnival in the afternoon.

Activity Book    page 74  1 Read the text again. Read and circle.

• Have the children read the text on Class Book page 74 again before completing the activity. ANSWERS

1  never  2  always  3  always  4  usually  5  sometimes   6  usually

2 Find the words in the text. Write.  ANSWERS

1  midnight  2   umbrellas  3  puppet  4   ocean  5  streets    6  loud

3 Complete the notes about a festival in your country.

• The children write notes about a festival in their own country.

4 Write sentences about the festival using your notes in activity 3. Use always, usually, sometimes and never.

• The children write sentences about a festival in their own country using the notes from activity 3 and adverbs of frequency.

ANSWERS

1  How often   2  play football   3  twice a week   4  sometimes

54

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Finishing the lesson (optional)

• Use the completed tables in the children’s Activity Books

•

page 9 to compile a classroom survey for one or more of the activities listed in the table, e.g. ask the class Put your hand up if you brush your teeth once a day. As a class you could even create some simple graphs (bar charts or pie charts) to illustrate the results. Encourage them to experiment with different ways of presenting data (e.g. different types of graphs, tables, charts, colour-coding) and discuss with them which are the easiest to interpret. For example, it may be easier to judge the most popular activity from a pie chart or bar chart rather than a table.

Lesson 5: Vocabulary and Story Language Core: It’s snowing / raining / foggy / warm / wet. The sun is shining. Revised: kitchen, clock, train station, train, missing, clue Other: investigation, footprints, follow (the footprints), melting, disappearing, envelope, timetable, leaflet, list, notebook, advert

Starting the lesson (optional)

• Use the Unit 1, set 1 flashcards and wordcards to play a game of What’s missing (see page 138).

iPack Vocabulary presentation: flashcards

• Click through the flashcards to show the new vocabulary. Repeat several times, encouraging the children to remember the words.

Story animation: Young Detectives Footprints in the Snow Episode 2


• Before playing episode 2 of the story ask the children what they can remember about episode 1. 1 What were the names of the children? 2 What was the name of the woman in the garden? 3 What was the name of the dog? 4 Where is Mrs Rose at the end of the episode? ANSWERS

Matt, Joey, Gaia and Annabel Mrs Rose Scamp She’s missing • Tell the children that they are going to watch episode 2 of the Young Detectives story animation and they should try and answer the following questions at the end: 1 What was the weather like at the start of the story? 2 What was the weather like at the end of the story? • For transcript see Class Book page 10. 1 2 3 4

ANSWERS

1  snowing  2  raining

Class Book    page 10  1 Read and listen. $ 1•12 Which phrases are in the story?

• Play the story for the children to listen and follow in their Class Books. ANSWERS

It’s snowing. It’s raining.

iPack Vocabulary practice: game See instructions for Gap fill game (page 135)

Activity Book    page 10  1 Look at the pictures. Remember and correct. Read the story again and check. ANSWERS

1 It’s snowing. 2 It isn’t snowing. 3 It’s raining.

2 Tick ✓ the six clues in the story. a clock a train timetable an empty notebook a list of strange numbers and letters an advert from a newspaper a leaflet about an art exhibition

3 Read and match. ANSWERS

1  b  2  e  3  a  4  c  5  d

4 Complete the story review. ANSWERS

Episode:  2  Title:   Footprints in the Snow. Main characters:  Matt, Gaia, Annabel, Joey Places:  Mrs Rose’s house Synopsis: 1  Mrs Rose   2  house  3  snowing  4  kitchen   5  it’s raining   6  train  7  an envelope   8  five

KEY COMPETENCES: Learn to learn

• This activity asks the children to think about the story, summarize it and rate it. This encourages critical thinking as it teaches them to analyse texts and determine what their own personal opinion is and why.

Finished? (optional)

• Complete the story playscript for this episode on the Teacher’s Resource CD-ROM.

Finishing the lesson (optional)

• Play Remember the story (see page 138) with the class. Further practice $ Teacher’s Resource CD-ROM, Unit 1, Story worksheet. Notes and answers on CD-ROM.

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Lesson 6: Grammar Language Core: It’s / It isn’t snowing / raining / foggy / warm / wet. The sun is shining. Usually Revised: kitchen, clock, train station, train, January, April, July, November, today, missing, clue Other: investigation, footprints, follow (the footprints), melting, disappearing, envelope, timetable, leaflet, list, notebook, advert, cold, windy, hot, cloudy

Starting the lesson (optional)

• Play a game of Count the words (see page 139) with the class.

iPack Story review: animation

• Ask the children what they remember about the story from the previous lessons e.g. the characters, the clues, what happened. • Tell the children they are going to watch episode 2 of the story again. This time there is a question screen for you to show them before they watch the story. They should answer the question after watching, and you should refer back to the question screen to reveal and check their answers. What does Matt say? A Its raining. B It rains. ANSWERS

A It’s raining

Class Book    page 11  1 Which sentences are in the story? Say A or B. ANSWERS

B

2 Read and learn. Say the missing words.

• Ask the children to look at the table. Encourage them to identify the pattern in each column, i.e. that we use the ‘-ing’ form when something is happening at a particular moment.

• As a class or in pairs ask the children to describe the

weather where you live using the words and phrases on the Class Book page.

iPack Grammar practice: game See instructions for Chase the cheese (page 133)

Activity Book    page 11  1 Listen and tick. $ 1•13 Transcript

Adult 1  What’s the weather usually like in Dublin in September? Adult 2  It usually rains in Dublin in September. Adult 1  What’s the weather like today? Adult 2  The sun is shining. Adult 1  What’s the weather usually like in Sydney in September? Adult 2  The sun usually shines in Sydney in September. Adult 1  What’s the weather like today? Adult 2  It’s foggy. Adult 1  What’s the weather usually like in Rabat in September? Adult 2  The sun usually shines in Rabat in September. Adult 1  What’s the weather like today? Adult 2  It’s raining. Adult 1  What’s the weather usually like in La Paz in September? Adult 2  It usually rains in La Paz in September. Adult 1  What’s the weather like today? Adult 2  It’s snowing. ANSWERS

Dublin Sydney Rabat La Paz

Usually: rain Usually: sun Usually: sun Usually: rain

Today: sun Today: fog Today: rain Today: snow

2 Read and circle. ANSWERS

’s raining shines ’s snowing is shining rains

He does his homework after dinner every day. He’s doing his homework at the moment. 

1 2 3 4 5

3 Play the game.

3 Look at the table in activity 1 and complete.

ANSWERS

• Ask the children to work in pairs and play the guessing game. The first child chooses a city without telling the other child which city it is. The second child tries to guess which city it is by asking questions about the weather in general and today. When they guess correctly, the children swap roles and the second child starts the game.

56

4 Talk about the weather where you live. Use these words and phrases.

ANSWERS

1 It usually rains in Dublin in September, but the sun is shining today. 2 The sun usually shines in Sydney in September, but it’s foggy today. 3 The sun usually shines in Rabat in September, but it’s raining today. 4 It usually rains in La Paz in September, but it’s snowing today.

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4 Write about the weather in your town in December and today.

• The children write a sentence about the weather in their

Lesson 7: Song, Sounds and Speaking

town following the models in activity 3.

Language Core: never, always, the sun is shining, it rains, every day, wet, warm, it’s raining / cloudy / snowing. Revised: happy, sad, white, sweater, winter, hat Other: calls me on the phone, Suzie doesn’t love me anymore, send her flowers, throws them away, in my heart,

KEY COMPETENCES: Mathematical competence and basic competences in science and technology

• These activities encourage the children to consider

weather and climate in the world around them and how they differ from one region to another. They also help them to recognize that we can predict some aspects of the weather.

Starting the lesson (optional)

• Use the Unit 1, sets 1 and 2 flashcards to play the Lip reading game (see page 138).

Activity Book    page 81  Grammar Practice: Present continuous ANSWERS

1 Write the verbs in the –ing form. 1 2 3 4 5 6

catching snowing doing shining making playing

iPack Grammar and vocabulary consolidation: song animation

• For transcript see Class Book page 12. 

Class Book    page 12  1 Read the song and choose. Use your notebook. Listen and check. $ 1•14

• The children read the song lyrics and choose the correct

2 Complete. 1 2 3 4 5 6

It’s raining at the moment. Fred’s walking to the supermarket. We’re having a good time! They’re dancing at the party. I’m talking to someone on the phone. She’s brushing her teeth at the moment.

3 Look and complete. Write the verbs in the present continuous. 1 2 3 4 5 6

He’s painting a picture. She’s singing a song. He’s making his bed. They’re playing football. He’s climbing a tree. She’s catching the bus.

Finishing the lesson (optional)

• Tell the children they are going to pretend to give a weather forecast on television. If you have one, display a map of your country. Alternatively, you could show them the real weather forecast for the country on a website or in a newspaper. Ask the children to come up and describe what the weather is like in different regions today and in general. Encourage them to act like a television presenter to make this really fun. They can use the Unit 1, set 2 flashcards to illustrate their presentation if they like.

Further practice $ Teacher’s Resource CD-ROM, Unit 1, Reinforcement worksheet 2

and Extension worksheet 2. Notes and answers on CD-ROM.

•

words. They should use what they have learnt in Lesson 2 about word order to help them identify the correct lyrics. Once they have written their answers in their notebooks, play the song again so they can check their answers.

ANSWERS

1 2 3 4 5

never calls me never comes always throws never answers never speaks

2 Sing. $ 1•14

• Play the song again so that the children can sing along. KEY COMPETENCES: Cultural awareness and expression

• Singing the song together as a class can give more introverted students the confidence to express themselves musically and in another language.

3 Work in pairs. Read the song again and answer. ANSWERS

1 sad 2 The sun is shining. 3 Suzie doesn’t love the singer.

4 Listen and repeat. $ 1•15

• Play the pronunciation chant, pausing after each sentence for children to repeat.

• For transcript see Class Book page 12. 

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5 Work in pairs. Cut out and complete your speaking cards. 

Lesson 8: Cross-curricular

• Ask the children to cut out the Unit 1 speaking cards (see

Language

Activity Book pages 99-100.)

Core: cottages, baker, shoemaker, farmers, church, lord, manor house, always, usually, wake up, once (a day) Revised: small, big, meat, fish, vegetables, fruit, table, chair, bed Other: medieval, serfs, peasants, castle, bakers, shoemakers, farmers, cottages, rich, hunting, banquets, musicians, jugglers, magicians, tax collectors, craftsman, poor, straw

• Divide the class into pairs and tell them that one person •

•

in each pair will be ‘A’, the other will be ‘B’. They must only look at their own side of the cards. The children take it in turns to describe the weather forecast on their card to their partner. They must then listen to their partner describing their own weather forecast and write it down. They can use the dialogue on Class Book page 12 for reference. Once both children have finished the activity, they should compare answers and correct them as necessary.

iPack

Starting the lesson (optional)

• Ask the children to remember Layla’s daily routine (see •

Pronunciation practice: game See instructions for Sound match (page 135)

Activity Book    page 12  1 Listen to the song again. $ 1•14 Complete the song review.

• Explain that the song is part of the Twin City Song •

Contest. Children listen to the song again and write their own review. Once the children have finished the song review, encourage them to explain why they have given the song that rating and review.

2 Complete the new lyrics.

• Ask the children to write their own version of the song. If they are confident singers, encourage them to sing their version to the rest of the class.

3 Listen again. $ 1•15 Underline the /w/ sound.

• For this activity make sure that the children have their Class Books closed and can’t see the Class Book page on the IWB as it shows the answers. ANSWERS

The queen wears wellies when the weather is wet, With a white, winter sweater and a warm woolly hat!

4 Listen. sound.

$ 1•16

Underline the words with the /w/

ANSWERS

2 4 5 6 7 9

witch how two what flowers who

Finishing the lesson (optional)

• Play a game of I spy (page 139) using the sound /w/. Further practice $ Teacher’s Resource CD-ROM, Song worksheet. Notes and

answers on CD-ROM.

58

Class Book page 7) and their own. Make notes on the board. Ask the children, in their own language what they think their daily routine would have been like 600 years ago. Make a note of their suggestions on the board. Tell them that in this lesson, they are going to learn more about life in medieval times.

iPack Cross-curricular presentation: slideshow

• Tell the children that they are going to think about what •

life was like in medieval times. Play the cross-curricular slideshow, pausing for the children to answer the questions.

TRANSCRIPT AND ANSWERS

[Slide 1] Let’s think about medieval times. [Slide 2] This is a scene from 1450. [Slide 3] Is this picture of the ice age, medieval times or ancient Rome? [medieval times] [Slide 4] Look at the pictures. Say rich or poor. lord [rich] serf [poor] peasant [poor] manor house [rich] cottages [poor] [Slide 5] These are houses in medieval times, for rich people and poor people. [Slide 6] Who lives in the cottages? [serf, peasant] Who lives in the manor house? [lord] [Slide 7] Who sleeps here? [lord; serf, peasant] [Slide 8] Here are people on a typical day in medieval times. Is the lord working? [No, he isn’t.] What’s he doing? [He’s eating. He’s in the manor house] Is the serf working? [Yes, she is.] What’s she doing? [She’s cooking. She’s in the kitchen.] Is the peasant working? [Yes, he is.]

Unit 1 • Lessons 7 & 8

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What’s he doing? [He’s working in the fields. He’s carrying apples.]

Class Book     page 13  1 Which of these years is in medieval times? ANSWERS

1450

2 Read and listen. $ 1•17

• Play the listening for children to listen and follow along in •

the Class Book. For transcript see Class Book page 13. 

3 Read and say lord, serf or peasant. ANSWERS

1 2 3 4

lord serf peasant lord

4 Tell your partner about a castle in your country.

• Divide the class into pairs. Explain that they must tell their • •

partner about a castle in their country. Tell the children that they can use any English they can remember. The important thing is that they describe the castle as well as they can. The children could use other resources like the internet or a dictionary to find relevant information and language.

Activity Book    page 13  1 Read and match. ANSWERS

1  d  2  e  3  b  4  g  5  f  6  a  7  c

2 Read and circle. ANSWERS

1  b  2  a  3  b  4  a  5  b

3 Complete. ANSWERS

1 lord 2 rich 3 manor house 4 never 5 serf 6 every 7 usually 8 music 9 hunting 10 banquet

Project: Research food in medieval times. Write a menu for Denzel’s banquet.

• Ask the children to use different sources like the internet, books, television, etc. to find out what medieval food was like.

• They should use the information they find to write a menu for Denzel’s banquet. Remind them the food must be appropriate for lords, not peasants and serfs. They can decorate the menu and draw pictures of the food if they have time. Alternatively, they can use a computer word processing program to create this menu.

KEY COMPETENCES: Digital competence

• Being able to draw on language and information from different sources gives learners more autonomy in their language learning. It is important they learn to judge for themselves the best places to find the information they need and how to interpret it.

Finishing the lesson (optional)

• Play a game of Who am I? (see page 140), pretending to be one of the medieval groups described in the Class Book.

Further practice $ Teacher’s Resource CD-ROM, Unit 1 Cross-curricular worksheet. Notes and answers on CD-ROM.

Lesson 9: Review and Skills Language Core: Language and structures from the unit Revised: town hall, Mayor, Brazil Other: poster, visitor information centre, visitors

Starting the lesson (optional)

• Use the Unit 1, sets 1 and 2 flashcards to play Whispers (see page 137).

iPack Vocabulary review: game See instructions for Basketball bounce (page 135)

Class Book    page 14 

• Explain the Mayor’s project to the children. In their own language ask them what information a visitor to a different country might want to know e.g. weather, food, transport.

1 Dex interviews Layla. Listen. $ 1•18 Which routines phrase is not mentioned? Use your notebook.

• Tell the children they are going to listen to Dex and Layla working on the Mayor’s project.

Transcript

Dex  What time do you usually wake up here in the UK? Layla  We wake up at seven o’clock, but that’s late for me. Dex  Late? What time do you wake up in Brazil? Layla  Early! I always get up at six o’clock. I take the dog for a walk every day. Dex  Wow! That’s very early. What time do you usually have breakfast? Layla  I have breakfast at school before class. I usually have chocolate milk and biscuits. Unit 1 • Lessons 8 & 9 59

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Dex  What do you have for breakfast in the UK? Layla  We usually have cereals, and sometimes toast and jam. We sometimes take the dog for a walk after breakfast. Dex  Do you usually have lunch at school in Brazil? Layla  Yes, I do. We always have lunch at ten o’clock in the morning! Dex  Wow! That’s early! What time do you finish school? Layla  We finish school at eleven o’clock. I arrive home at half past eleven. Then I usually watch TV and have a siesta. Dex  What time do you have dinner in Brazil? Layla  We usually have dinner at about nine o’clock. That’s very late for British people! Dex  How often do you have a shower in Brazil? Layla  I usually have a shower three times a day because it’s very hot. Here in the UK I never have a shower in the afternoon, only in the morning. ANSWERS

make my bed

2 Listen again. Read and say True or False. $ 1•18 ANSWERS

1 2 3 4

True False False True

KEY COMPETENCES: Social and civic competences

• Point out to the children that Dex is interested in finding out about Layla’s life and that learning a language is a great way to find out about different cultures. Layla’s normal routine is different from Dex’s for various reasons (e.g. the climate in Brazil); encourage children to explore differences with their own routines and the possible reasons behind them.

Activity Book    pages 14 and 93  1 Complete your Bilingual Dictionary.

• Ask the children to complete the Bilingual Dictionary sections on page 93.

2 Read and number the pictures in order. ANSWERS

1  e  2  d  3  f  4  c  5  a  6  b

3 Complete Dex’s notes using the information in activity 2. ANSWERS

wakes up: half past six has a shower: once a day makes the bed: always leaves home: five minutes to eight catch the bus: sometimes has lunch: half past twelve watches TV: never

4 Complete the text using Dex’s notes in activity 3.  ANSWERS

1 2 3 4 5 6 7

six o’clock three times a day usually half past seven bus lunch watches TV

Finished? (optional)

• Ask children to complete the Dictionary skills section on page 93.

Finishing the lesson (optional)

• Use the Unit 1, sets 1 and 2 flashcards to play a game of 3 Look at Dex’s notes. Tell your partner about Layla.

• The children use the table to talk about Layla’s routine taking turns to tell their partner something about Layla’s routine. ANSWERS

Layla never watches TV in the UK. She usually watches TV in Brazil. Layla sometimes eats pizza in the UK. She usually eats pizza in Brazil. Layla always uses the internet in the UK. She sometimes uses the internet in Brazil.

4 Read and say the missing words. ANSWERS

1 2 3 4

am / I’m are / They’re, is / ’s are / We’re is / She’s

Pass the flashcard (see page 133).

Lesson 10: Review and Skills Language Core: Language and structures from the unit Revised: school, apple, have a snack Other: shops, supermarkets, open 24 hours, after-school club, umbrella

Starting the lesson (optional)

• Play The chain game (see page 138), using language from this unit, e.g. I always get up at six o’clock.

iPack Unit review: game See instructions for Three in a row (page 132) 

iPack Grammar review: game See instructions for Word clouds (page 134) 60

Unit 1 • Lessons 9 & 10

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Class Book    page 15  5 Match and make sentences with because. Use your notebook.

KEY COMPETENCES: Sense of initiative and entrepreneurship

• Checking and correcting their own work is an

important step towards autonomous learning. It is important the children learn how to identify errors in their own work by themselves, rather than always relying on you to point them out. They also need to learn how to find the correct answers, using all the resources at their disposal.

• Look at the information about using because with the children before they complete the activity. ANSWERS

1 I wake up early because I leave home at seven o’clock. 2 I wear warm clothes because it’s very cold. 3 I practise twice a day because I want to be a dancer.

6 Read and listen. $ 1•19 It’s nine o’clock in the evening. Where can you buy a snack?

8 Self Evaluation. Read and tick ✓. 

• Ask the children to think about their learning over the

• For transcript see Class Book page 14.  ANSWERS

big supermarkets

7 Read again and answer. Use your notebook. ANSWERS

1 2 3 4

big supermarkets do sport or learn a language it sometimes rains at five or six o’clock

Activity Book    pages 15 and 93  5 Write notes for your routine. 

• Ask the children to write notes for their own routine, adding in at what time or with what frequency they do them. They can use activity 3 on Activity Book page 14 as a model.

• •

unit and to read the I can statements. They must tick the statements they agree with. Then ask the children to consider their own effort over the course of the unit and circle the face that represents the effort they have made. Ask them to look through their books and consider which lesson they liked best and why.

Finishing the lesson (optional)

• Ask children to work in pairs. Each child shoud think of •

one interesting thing they learnt in this unit and tell their partner about it. Play a game of Stop the spelling (see page 139).

Unit test

• The children are now ready to do the Unit 1 test; see Teacher’s Resource CD-ROM, Evaluation section.

6 Write about your routine using your notes in activity 5. 

• Ask the children to write a short text about their own • •

routine, using their notes in activity 5. They can use activity 4 on Activity Book page 14 as a model. Ask the children to underline any examples of ‘because’ in their text in activity 6. If they haven’t used ‘because’ in their text encourage them to include it in their final version.

7 Check your work in activity 6. Write a final version and draw pictures. 

• Encourage the children to check their work in activity

•

6. They should check their spelling, using their Bilingual Dictionary on page 93 and any other dictionary they have. They should check their grammar as well, using the grammar section in the back of the Activity Book or the Grammar poster for reference. Once they are happy with their corrections, they should write out a final version of their text and illustrate it. This can form part of their Portfolio.

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