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Topic 1 Fun and games

Topic 1 Fun and games Overview At the beginning of the school year it is useful to deal with topics that are familiar to learners and which draw on their personal experiences. This topic focuses on the familiar contexts of hobbies, sports and games, but it also extends these, so learners will read about different hobbies, outdoor activities and games from different cultures. The language emphasis of this topic is on introducing countable and uncountable nouns, using adjectives and a limited range of prepositions. There are opportunities to link the content to physical education and social studies.

Units in this topic Unit A: Hobbies and sports Unit B: Outdoor adventures Unit C: Playing around

Teaching focus • 4Rd2 Understand, with little or no support, specific information and detail in short, simple texts on an increasing range of general and curricular topics • 4Rd3 Use, with some support, familiar paper and digital reference resources to check meaning and extend understanding • 4Rf1 Read and follow, with limited support, familiar instructions for classroom activities • 4Rg1 Recognise, identify and sound, with some support, a range of language at text level • 4Rg2 Read, with some support, an increasing range of short simple fiction and non-fiction texts with confidence and enjoyment • 4Rg3 Recognise the attitude or opinion of the writer in short texts on an increasing range of general and curricular topics • 4Rm1 Understand the main points of an increasing range of short, simple texts on general and curricular topics by using contextual clues • 4Wo2 Punctuate written work at text level on a limited range of general and curricular topics with some accuracy when writing independently • 4Uf1 Use quantifiers many, much, a lot of, a few on a limited range of general and curricular topics • 4Uf5 Use simple present forms and simple past regular and irregular forms to describe routines, habits and states on a limited range of general and curricular topics • 4Uf7 Use present continuous forms to talk about present activities and with future meaning on a limited range of general and curricular topics • 4Uf8 Use past continuous forms for background actions on a limited range of general and curricular topics • 4Uf11 Use if clauses [in zero conditionals] on a limited range of general and curricular topics • 4Ug1 Use a growing range of countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of general and curricular topics • 4Ug2 Use a growing range of adjectives and comparative and superlative adjectives [both regular and irregular] on a limited range of general and curricular topics • 4Ug7 Use a limited range of prepositions to talk about time and location on a limited range of general and curricular topics • 4Ug8 Use prepositions like to describe things and about to denote topic on a limited range of general and curricular topics • 4Ug9 Use prepositions of direction to, into, out, of, from, towards on a limited range of general and curricular topics • 4Ug10 Spell most high-frequency words accurately for a limited range of familiar general and curricular topics when writing independently • 4Ut5 Use common verbs followed by infinitive verb/verb + ing patterns on a limited range of general and curricular topics • 4Ut6 Use infinitive of purpose on a limited range of general and curricular topics • 4Ut7 Use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of general and curricular topics • 4Ut8 Use where clauses on a limited range of general and curricular topics • 4Ut9 Use before/after clauses [with past reference] on a limited range of general and curricular topics © HarperCollinsPublishers Ltd. 2017

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Topic 1 Fun and games • 4Ut10 Use defining relative clauses with which, who, that, where to give details on a limited range of general and curricular topics • 4Ld1 Understand most specific information and detail of short, supported talk on a wide range of familiar topics • 4Ld2 Deduce meaning from context in short, supported talk on an increasing range of general and curricular topics • 4Ld3 Understand an increasing range of unsupported basic questions which ask for personal information • 4Ld4 Understand a sequence of supported classroom instructions • 4Ld5 Understand an increasing range of unsupported basic questions on general and curricular topics • 4Lg1 Understand supported narratives, including some extended talk, on an increasing range of general and curricular topics • 4Lg2 Identify rhymes and repetition • 4Lm1 Understand the main points of supported extended talk on a range of general and curricular topics • 4Lo1 Recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics • 4S1 Provide basic information about themselves and others at sentence level on an increasing range of general topics • 4S2 Ask questions to find out general information on an increasing range of general and curricular topics • 4S3 Give an opinion at sentence level on an increasing range of general and curricular topics • 4S4 Respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics • 4S5 Organise talk at sentence level using connectors on an increasing range of general and curricular topics • 4S6 Communicate meaning clearly at sentence level during pair, group and whole class exchanges • 4S7 Keep interaction going in basic exchanges on a growing range of general and curricular topics • 4S8 Relate basic stories and events on a range of general and curricular topics

Language patterns Grammar summary for teachers: • Countable and uncountable nouns Countable nouns are nouns you can count, and uncountable nouns are nouns you can’t count. Countable nouns can take the singular or the plural form of a verb, for example: parks. Uncountable nouns always take the singular form of the verb. Examples of uncountable nouns are: water, cheese and air. • Adjectives Adjectives are words used to describe nouns. They are also used to show how items compare to each other. Adjectives are either found in front of a noun, or after a linking verb. For example: The hungry hiker ate his sandwich. The hiker feels hungry. There are three degrees of comparison: positive, comparative and superlative. For adjectives of one or two syllables, –er and –est is added for the comparative and superlative forms. For adjectives of three or more syllables, the words ‘more’ and ‘the most’ are used respectively to show the degrees of comparison. • Prepositions of direction Prepositions show the relationship between nouns. They precede nouns which makes it simpler to identify them. There are different types of prepositions such as those of time, direction and location. • Use common noun phrases describing times and location A noun phrase consists of a noun and other related words (usually modifiers and determiners) which modify the noun. It functions like a noun in a sentence. The noun is also known as the head word. The remaining words are found either before the head word or after it. For example: The bear in the tree was hungry. The hiker is wearing a bright green cap. The noun phrase in the sentence can be replaced with a pronoun and the sentence will make sense. • Use common verbs followed by infinitive verb In English, if you want to follow a verb with another one, you can only use a gerund or an infinitive. An infinitive verb is prefixed with the word to. Examples of common verbs followed by infinitive verbs are: I want to hike. I like to eat healthy food. • Use verb + –ing patterns In English, if you want to follow a verb with another one, you can only use a gerund or infinitive. A gerund is a word ending in –ing that looks like a verb, but takes the function of a noun. For example: The girl enjoys camping. Camping is fun. • Quantitative pronouns some, any, something, nothing, anything Some and any are used with countable and uncountable nouns, to describe an indefinite or incomplete amount. Compound nouns with some– and any– are used in the same way as some and any. 10

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Unit A Hobbies and sports Resources and materials • • • • • • • • • •

Student’s Book pp. 4–5 Workbook pp. 4–8 Audio file: Audio 1 Photocopiable Master (PCM): PCM 1 Video about geocaching, from the internet Sticky notes Cards Soft toy Sports/Activity posters, or photos from the internet Ball

Key vocabulary free time, fun, relax, hobby, activity, website, sport(s), bicycle, dangerous, fast, footballer

Lead-in ideas (select as appropriate) • Make a large chart with the title: Things we like to do in our free time. Have a class discussion and let learners volunteer what they do in their free time. You may need to explain that free time is leisure time and that it doesn’t include chores and homework. If the class are hesitant or don’t seem able to contribute, you could make a list of leisure activities instead. Go through the activities (supporting the vocabulary with visuals if needed) and let the class indicate by show of hands whether or not they take part in each activity. • Show a video about geocaching as a hobby. If learners are interested in this, you could work in groups to make geocaches and hide them around the school for other groups to find. Entering details into the log reinforces personal information and vocabulary around that. • Source videos of some other interesting hobbies and activities for learners to watch. You will need to select those that you think are appropriate for your class and community. Some possible examples are: Frisbee golf, keeping fish, falconry, metal detecting, storm or tornado chasing, zip lining, odd collections and yarn bombing. • If it is possible, you could invite a member of the community who has an interesting hobby to come and talk to your class about it. If you are going to do this, prepare the class and let them draw up a list of questions in advance of the visit.

Script for the lesson Introducing vocabulary • Use Student’s Book page 4. Read through text with the class, explaining any key terms they don’t know. Discuss what they do in their free time. Write the answers on sticky notes and stick them onto the board. Explain that sports are physical activities in which people compete against others. They may

compete individually or in teams. Make a T-chart on the board with the headings Sports and Other activities. Sort the sticky notes into two groups. Point to a sticky note, let a learner read the activity on it (for example, football) and then ask them to say which column they think it should go in. Stick it in the correct place. You may need to explain that some sports are games – for example, you can play a game of football, basketball or golf – but that some games are not called ‘sports’ because they do not involve physical activity (computer games, chess and other board games are not sports). Explain that any activity that people enjoy doing in their free time can be called a ‘hobby’. • Make a set of cards with the names of sports on them. Include the sports shown on Workbook page 4, but add any others that you think the class are likely to do. Hand these out and ask various learners to mime taking part in that sport. Let the others decide what sport it is and say its name. Display the cards on the board afterwards. Give each learner the opportunity to say a sentence using one of the vocabulary words. For example: I play football. Mountain climbing is dangerous. I do not play tennis. • Ask learners to write down their three favourite free time activities, without showing the others in their groups. Then, let them play the ‘Ten questions’ game to try and find out about each other’s favourite activities. One learner is in the ‘hot seat’ and gives a clue about one activity. For example, they could say: I like to play this game on Saturdays. The others then ask questions to try and work out what the activity is. The person in the hot seat is only allowed to answer yes or no, so the others need to think carefully about their questions. They could ask things like: Do you play in teams? Do you use a ball? Does it start with ‘S’? Is it a sport? And so on. Observe them as they play to get a sense of how much vocabulary they know and how confident they are using question words.

Introducing structures • Remind the class that a hobby is an activity you enjoy doing in your free time. Then play Audio 1 or read the text as learners follow on Student’s Book page 5. Discuss the activities mentioned in the text. Ask learners if they would be prepared to send any of their toys on a journey. • Draw up a roster. Source a soft toy and tell learners that it is the class ToyVoyager. Let each learner have a chance to take the toy home. If possible, let learners take a photo of the toy at their house / in their street, and share the photo with the class (you can do this digitally or print out the pictures for a display). They should write a caption for the photo. Create a collage of all the photos and show this to learners once each one has ‘hosted’ the class mascot. • Ask learners where would be a good place to hide a geocache. They would then be reinforcing their understanding of prepositions when making their suggestions. For example: I would hide it under the

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table in the science lab. I would put it behind the curtains in the hall. Source a selection of sports posters and discuss where and when the sporting activities occur. For example: We play tennis on a court. We play tennis in the afternoon. As an extension, guide stronger learners to use noun phrases. For example: The boy on the court bounced the ball. Source a selection of sports/activity posters. Ask questions like: What do you have to do before you can play tennis? Model the response: You have to buy a tennis racket before you can play tennis. What do you have to do after you bounce the ball? Ask questions such as: Which sport would you like to play? What hobby would you like to do? Model the response: I would like to play … I would like to … Refer to page 5 of the Student’s Book again. Ask questions about geocaching and ToyVoyagers. For example: Where would you like to hide a geocache? Would you like to go geocaching? Where would you take a ToyVoyager? Are you going to take a photo of a ToyVoyager? Do you have to hide the geocache away? Who could you choose to take your ToyVoyager on its journey?

Previous knowledge Learners should remember some prepositions from earlier years, and they should know about some sports, even if they don’t know all the vocabulary related to different sports in English at this stage.

Possible areas of difficulty A noun phrase can be just one noun or pronoun. For example: Hamish likes to swim. He likes to swim. It could also consist of a determiner/modifier and a noun. For example: Many/Energetic children like to swim. Traditionally, a phrase must consist of two or more words, but a noun phrase is defined as a group of words that can be replaced by a single pronoun without changing any meaning. In English, modifiers are placed before the noun (for example: white house), but in languages such as Spanish and French the modifier is placed after the noun (for example: casa blanca and maison blanche). The most common modifiers are adjectives such as blue, small and old. The important thing to remember is that a noun phrase is either a noun or any group of words that can be replaced by a pronoun. The use of ‘sport’ as an uncountable noun is used in British English but not in American English. For example, in British English you would say: There is too much sport on TV, but in American usage, the plural, ‘sports’ is used. For example: I love watching sports on TV.

Activities Select from these activities depending on the level of challenge needed for different learners, interest levels and what you have time to include. Supplement these

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with additional activities of your own and/or digital activities from the online resource. 1. Let learners complete Workbook activity 1. Check that they remember and can say the names of the sports before they write the labels. 2. Let learners complete Workbook activity 2. Explain that the scrambled letters next to each sport spell a piece of equipment linked to the sport. Let them work in pairs if necessary to unscramble the letters and correctly name the equipment. You can supply letter tiles (from board games) if necessary to allow learners to manipulate the letters and check the spellings before they write them. 3. Let learners reorganise the words in Workbook activity 3 to make sentences about sports and hobbies. Check that they use capital letters and full stops correctly. 4. Divide learners into small groups. Give each group a copy of PCM 1. Instruct them to cut up cards and shuffle them. They should place the cards face down in a pile. Learners take turns to pick a card and mime the action written on it. If the others guess the action, that learner keeps the card. The learner with the most cards wins. 5. Ask questions about learners’ interests. For example: What do you like doing at home? Where do you like going camping? What games do you like playing? Encourage them to respond in full sentences and support vocabulary as necessary. 6. Read through the sentences in Workbook activity 5 and choose some learners to respond orally. You can add the structure: And what about you, [learner’s name]? to this to allow for more than one learner’s response. After the oral work, let learners answer in writing. 7. Work with a small group of learners. Throw a ball to a learner. Model the sentence I threw the ball to [name] and [name] caught the ball. The group repeats the sentence and then proceeds to play the game, throwing and catching the ball. 8. Model the structures I like to … and I don’t like to … with the class focusing on the correct form of the base verb (the infinitive), for example, I like to swim and not the gerund, I like to swimming. Then let learners complete Workbook activity 6. 9. Read through the Geocaching and ToyVoyagers texts again. If learners are confident, let them do this independently or in pairs. Alternatively, put learners into small groups. Let them plan, and then make a poster about an interesting hobby. They can find out more about the two mentioned, or they can choose another one. Depending on their fluency, learners could present their posters and do a short oral for the class. You can also use this activity to introduce peer assessment for the year. Let each group assess another group’s poster. You can draw up a simple form for this. For example:

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Group name:

a ball. Then let learners complete Workbook activity 9.

Date:

Group we are assessing: 1. We thought your poster was: very good good OK not great 2. We liked:

3. We thought you could improve it by:

We would give you

★ ★ ★ ★ ★ ★ altogether. Talk through the form before learners do the assessment and talk about the criteria they could use to decide whether a poster was good or not. They should colour in the stars to give a rating. Note that we use six stars so they have to think and not just give the middle value. 10. Work with small groups of learners. Ask them where they would hide a geocache in the classroom. Model the sentence structure if necessary. For example: I would hide it under the table. Focus on the correct use of the prepositions. 11. Once you have discussed what learners like to do in their free time, let them complete Workbook activity 4. Let learners read some of their sentences aloud to their groups or to the class. 12. Read through the table in Workbook activity 7. Explain to learners that they are going to complete it using their personal information. Let them discuss it in pair or small groups and then have them complete it in writing. 13. Work with small groups. Give each learner in the group a magazine, preferably a sports-/ activity-based magazine. Explain the use of the following verbs: doing, playing, going. (We use go for sports that end in –ing as well as those that are played on your own. We use do for martial arts activities, and we use play for competitive sports.) Model and reinforce the structure by asking questions about pictures in the magazines. For example: What are they doing? What are they playing? Where are they going? Then divide learners into pairs and let them repeat the activity. Lastly, let learners complete Workbook activity 8. 14. Make sure that learners know the meanings of the following words: kick, catch, throw, score, hit, bounce, score, ride and dive. Model sentences using the infinitive verb and verbs ending in –ing, for example: I am kicking a ball. I want to kick

15. Refer learners to the picture in Workbook activity 10. Let learners find the geocache and then ask questions about the picture. For example: What can you see in the picture? Where else could you hide the geocache? 16. Complete Workbook activity 11 orally, getting responses from different learners before getting learners to write their own answers. 17. Tell learners to imagine that they are a toy which has gone on a voyage with a family. They should make up a story about where they have gone and what they have seen and then tell their group about their voyage. Learners can choose places they know or they can do some research and find out about other places. There are some good examples in the Student’s Book that they can use as a starting point. 18. Divide learners into small groups. Instruct them to create their own geocache and to then to hide it somewhere on the school grounds. They must then write a set of instructions for finding it for other groups to follow. At a set time, give each group a copy of all the clues. The group to find the most geocaches is the winner. 19. Write a variety of hobbies and activities on slips of paper. Divide the class into two groups, Team A and B. The object of the game is for each team to guess the word written on the slip of paper. The teams take turns to send one member to the front of the class. That learner picks a slip of paper and must get his/her team-mates to say the name of the hobby, but is not allowed to say any of the words written down or any variations of the words. The teams have one minute to work out the activity. After one minute, the other team has a chance to guess the hobby. 20. Let learners work in pairs. Instruct them to invent a new game using a ball and a ruler, or whatever items you prefer. Let them write up the rules and teach the game to their classmates. 21. Let learners work in pairs and make up an imaginary interview of a sports star they admire. One learner asks the questions, the other answers. They could even dress up and present the interview to the class. 22. Let learners pretend to be a ToyVoyager and write a travel diary for a week explaining where they have been and what they have done.

Wrap-up plenary • Let learners ask each other questions to find out more about what they do in their free time. Give some learners a chance to report back on what they found out. • Let learners take turns to say what they like and don’t like using the structure I like cycling. I don’t like swimming. Then have another learner report on what

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Topic 1 Fun and games was said using the structure likes to and doesn’t like to (the infinitive). For example: He likes to cycle but he doesn’t like to swim.

Quick check (informal assessment) 1. Ask various learners to choose three sports or hobbies that they would like to try. Let them share

their ideas and say why they would like to try each one. 2. Let learners write a short email (and send it to you if possible) telling you what they did in their free time this past week. If it is not possible to send them, you can get learners to print them and make a class display.

Unit B Outdoor adventures Resources and materials

Introducing structures

• • • • • • •

• Play Audio 2 or read the poem about a hike on pages 6–7 of the Student’s Book aloud as learners follow in their books. You may need to do this more than once. Instruct learners to listen for rhyming words and repeat them as they listen to the poem. A game could be played here where learners are put into pairs and each person in the pair is asked to put up their hand when they hear a certain word in the poem, and their partner will put up their hand when they hear the corresponding rhyming word, such as park/dark or lunch/munch. After listening to the poem, each pair of students should then say their pair of words so everybody can hear the rhyming sound being said. Also draw learners’ attention to the repeated verse. Ask why they think the verse has been repeated. (Note that it changes slightly at the end of the poem.) • Talk about how the pictures in the Student’s Book add interest to the poem and also give information (that is not given in the poem). Ask learners whether they think the poet was writing a scary poem or one that is humorous. Discuss their reasons. • Point to the pictures and ask various learners to name different items. Ask questions to generate answers using both uncountable and uncountable nouns. For example: What else do you think he has in his backpack? Would he have cheese? Would he have an apple? • Ask various learners to describe the nouns in the picture. For example: He sat on green grass. Depending on the fluency of learners, you may have to use closed questions, for example: Is the grass green? You could also give a choice, for example: Is the grass green or blue? • Refer to Student’s Book pages 6–7. Model sentences using specific prepositions of direction. For example: The man is walking from the gate to the trees. He took his snacks out of his backpack. He put his litter into the bin. The bear took food out of the bin.

Student’s Book pp. 6–7 Workbook pp. 9–14 Audio files: Audio 2, Audio 3 Photocopiable Masters (PCMs): PCM 2, PCM 3 A video of a national park or hiking trail Poster or image of a national park Large sheets of paper or card/cardstock

Key vocabulary hike, park, mountain, place, river, rock, flashlight (torch), adventure, bear, sweater, shivers, rivers, waterfall, grass, sandwich, Thermos, path

Lead-in ideas (select as appropriate) • Discuss the difference between indoor and outdoor activities. Ask the class what sort of hobbies they (or others) do outdoors. Explain that walking in nature is called hiking. If any learners have hiked before, let them share their experiences. • Ask learners if they would like to go on a hike. Discuss the pros and cons of hiking. These will vary depending on where you live, for example, if you go hiking in hot, dry places, you get hot and thirsty, but if you go hiking in remote, cold areas, you need to wear special cold weather clothing, and so on.

Script for the lesson Introducing vocabulary • Source a video of a national park or hiking trail to show to learners. Name the geographical features such as mountains, rivers and waterfalls as they occur on the screen. Source a poster or an image of a national park from a travel agency or the internet and display it in the classroom. Make flashcards of vocabulary words that are new to learners and affix them to the related items on the poster/image. • Talk about the pictures on pages 6–7 of the Student’s Book. Ask questions to focus learners’ attention on the details of the pictures. For example: What is the man wearing? What do you think he has packed to eat?

Previous knowledge Learners should know the basic prepositions by this stage. They should also be able to confidently use adjectives to describe familiar nouns and recognise rhyming words easily.

Possible areas of difficulty The difference between a little and a few, many and much, confuses learners. You can add a number in front 14

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Topic 1 Fun and games of ‘countables’, but you can’t do that to ‘uncountables’. Uncountable nouns are not individual objects and therefore cannot be counted. For example: I have two water bottles. I don’t have much water.

Activities Select from these activities depending on the level of challenge needed for different learners, interest levels and what you have time to include. Supplement these with additional activities of your own and/or digital activities from the online resource. 1. Reread the poem on Student’s Book pages 6–7. Talk about the pictures. Depending on the level of learners, point to parts of the pictures and say: What do we call this? Once learners are familiar with the vocabulary let them complete Workbook activity 1. 2. Let learners take the role of the hiker and act out the actions as they listen to the poem again. 3. Divide learners into small groups. Give each group a selection of magazines and a large sheet of paper/card. Instruct learners to make a collage of items they would take on a hike. Depending on their fluency, learners could label the items or even tell the rest of the class what they would take with them, and why. Display the posters in the classroom. 4. Complete Workbook activities 2 and 3 to reinforce subject–verb agreement. 5. Work with small groups. Look again at the pictures and if necessary, reread the poem on Student’s Book pages 6–7. Make sure you use adjectives to describe the picture. Then let learners complete Workbook activity 4 orally. Encourage them to use adjectives to describe what they can see. 6. Let learners complete Workbook activity 5, deciding whether the statements are true or false based on evidence from the picture. 7. Use the colouring task in Workbook activity 6 to reinforce adjectives and colour words. Learners can check each other’s work. Let learners complete Workbook activity 7 afterwards. They should write numbers words (three), not numerals (3) as answers. 8. Make a set of flashcards showing pictures to represent the following prepositions: to, into, out, of, from, towards. Help learners make sentences using the prepositions. Then just call out a preposition and let learners mime an action to match it. For example, call out into and learners may mime putting something into a bag. 9. Hand out PCM 2. Let learners discuss the two routes shown on the map and use prepositions to describe the route followed by both the hiker and the bear in some detail. They should do this orally in pairs before completing the written task.

10. Let learners reread the poem on their own before completing Workbook activity 8. Read out the sentences to check them. 11. Play the shopping list game with a group of learners sitting in a circle. Start off the game by saying: I went to the shops to buy some cheese. The learner on your right/left then says: I went to the shops to buy some cheese and [juice]. The next learner then continues the list by adding an item to it. Learners drop out of the game when they repeat a previous item or can’t recall the correct sequence. The last remaining learner is the winner. As an extension, you could instruct learners to only list countable/uncountable nouns. 12. Let learners complete Workbook Activities 9, 10 and 11 before moving on. 13. Write a list of countable and uncountable nouns. Instruct learners to draw a table consisting of two columns on a piece of paper. Then tell them to give the columns the following headings: Countable nouns / Uncountable nouns. Call out nouns from the list you have made. Instruct learners to tally the nouns in the respective columns as you call them out. Check to see that they all have the same results. Go through the words again and say which column they belong to. 14. Work with a group of learners. Draw a line down the middle of the board to divide it into two halves. On one side write Countable and on the other, write Uncountable. Give learners turns to add an item to each/either list. See how many ideas they can come up with on their own. 15. Let learners complete Workbook activity 12 to reinforce the use of countable and uncountable nouns in sentences. 16. Read the list in Workbook activity 13 aloud to the class. Make sure learners know what the words mean, show them pictures of any items they don’t know. Let them work in pairs to complete the written elements of the task. 17. Hand out PCM 3. Play Audio 3 while learners complete the tasks (or read the list aloud, pausing for them to label the items). Let learners check each other’s completed work and have them resolve any disagreements. 18. Source a glass filled with water and display a picture of the sea. Explain that we can sometimes turn uncountable nouns into countable nouns. For example, we talk about the water in the sea, yet we can ask for a glass of water. Challenge learners to come up with some more ideas. Here are some prompts for them: bread, cheese, tea and butter. 19. Let learners read and discuss the list of silly items in Workbook activity 14. When they have made their own lists, they can read them aloud to the class.

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Topic 1 Fun and games 20. Let learners work in pairs. Instruct learners to create a conversation between the hiker and the bear. 21. Let learners work on their own to complete the sequencing task in Workbook activity 16. They should refer to the poem to make sure the events they describe happened. Once they’ve completed this, let a few learners read their recounts aloud. 22. Refer again to the list of things you need on a hike. Let learners talk about and list the things that would be useful or necessary in different situations. For example, if they were lost in a forest, stuck up a mountain, broken down in a desert or shipwrecked on an island.

Wrap-up plenary

• Let some learners present their conversations between a hiker and a bear to the rest of the class. They can do this as a role play.

Quick check (informal assessment) 1. Ask various learners to make up sentences about hiking. 2. Let the class play the ‘I went to the shops to buy a …’ game again, but use the concept of packing for a hike instead. So, I went for a hike and I took ... to reinforce the vocabulary taught in the unit. 3. Let learners complete Workbook activity 15 to check they can use prepositions correctly. They can check each other’s work.

• Call out words and ask learners to suggest words that rhyme with them. For example: cat/hat, head/ bed, tree/me

Unit C Playing around use them in context. They could look them up in a dictionary if they are not sure of the meanings. • If you think it is appropriate, discuss the concepts of playing fair, following rules and cheating with the class. You may also want to discuss the idea that some games (for example, snakes and ladders) rely on luck or chance rather than skill, while others, like chess or backgammon rely on skill and strategy.

Resources and materials • • • • •

Student’s Book pp. 8–9 Workbook pp. 15–18 Audio file: Audio 4 Photocopiable Master (PCM): PCM 4 Flashcards of key vocabulary

Key vocabulary

Introducing structures

indoors, outdoors, games, rules, players, fair, cheat, winner, loser, points, score, turn

• Play Audio 4 or read about the traditional games played in different parts of the world on Student’s Book page 8. Ask questions about the games. For example: Where does this game come from? What do you need to play? How many people can play? How do you play? What are the rules of the game? How do you decide who wins? And so on. • Ask questions to give learners the opportunities to use quantifiers. Ask questions like: Do you need many stones to play Gonggi Nori? (No, you only need a few.) Do you need a lot of sticks to play Keeper of the Fire? (Yes, you need a lot to make a big pile.) How many people can play Keeper of the Fire? (Many people can play at the same time.) • Discuss the order in which you do things when you play a game. Use the words before, after, then, first, and so on. Let learners mime how they would set up a game while others describe what they are doing to reinforce the structures. • Read through the information about word games on Student’s Book page 9 and let learners play one round of the game. Remind them that words that describe a noun are called adjectives and that we can make our speech and writing more interesting by using adjectives. You can play a few more rounds of the game if learners are interested, but you will come back to this later as well.

Lead-in ideas (select as appropriate) • Play a game of spelling ‘hangman’ with the class (or let learners play in groups) to reinforce vocabulary and spelling words from earlier in this topic. • Ask learners to tell you about their favourite (nonsporting) games and how to play them. Focus on the order in which you do things to play the game using the vocabulary of first, then, next and finally. If you have time, you could also play one or two board games in groups and have learners tell what they did and who won.

Script for the lesson Introducing vocabulary • Make a table with the headings Sports and Games. Either list a mix of sports and games (board games, computer games and any others that the children play locally) and have learners sort them into the correct columns, or let them suggest words to fit each column. • Write some of the vocabulary words for this unit on the board and ask learners to define them and/or 16

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Topic 1 Fun and games Previous knowledge Learners will have played some games by this stage and they will have fairly strong opinions about what they consider to be fair and unfair even if they do not have an extensive English vocabulary to talk about this. Allow them to discuss issues in the first language if necessary and model the correct vocabulary and structures to allow them to express their ideas in English. Learners have previously dealt with sequential instructions and adjectives although you may need to revise these.

Activities Select from these activities depending on the level of challenge needed for different learners, interest levels and what you have time to include. Supplement these with additional activities of your own and/or digital activities from the online resource. 1. Show the class a calendar and revise the names of the months of the year. Discuss when different sports are played in your country. (In Australia, for example, cricket is played in the summer months, while rugby and football are played in the winter months.) Talk about the conditions at different times of the year in your country and when it would be good to play different sports. Then talk about indoor and outdoor activities. Ask the class what sorts of games and sports they play outdoors and why. Then ask which sports and games are suited to being played indoors. Refer again to the information on Student’s Book pages 8–9 and talk about whether these games are best played indoors or outdoors (or both) and why. You may also like to talk about what could go wrong if games like Gonggi Nori or Keeper of the Fire are played indoors. 2. Have the class listen to Audio 4 again or read the text on Student’s Book page 8 aloud to the class while they listen and follow in their books. Ask questions about each game and how it is played. Then ask learners which game they like best and let them say why. 3. Ask the class to complete Workbook activity 1 to revise the use of determinants (a and the). 4. Revise instruction words by playing a game of ‘Simon says’ with the class. Try to use words like put, sit, throw, catch, turn, run, stand, and so on, as these words will appear in the exercises. 5. Let learners discuss and then complete Workbook activity 3 to reinforce the use of imperatives (instruction words). Bear in mind that they may have different answers here and allow some time to share these. 6. Use the pictures on Student’s Book page 8 to revise adjectives by building up more and more detailed descriptions of different children in the pictures. For example, the girl in the front. The tall

girl in the front. The tall girl in the front with the long hair. The tall girl in the front with the long, black hair and the blue T-shirt. 7. Ask learners to read through the instructions for playing the same-letter word game on Student’s Book page 9 again in pairs. Make sure they understand the rules of the game before playing a few rounds with them. Then let them play another round in their groups, with each learner getting a turn to choose the starting word. As an extension, you may want to discuss which starting letters they found easy or difficult and make a list of ‘difficult’ starting letters (x, for example, is almost impossible in English). 8. Revise quantifiers with the class. Make flashcards with the terms a little, a lot, many, a few, several, both, all. Use a bowl of beans or other small objects, and ask learners to grab, some, all, a few, a little, a lot of beans, and so on. (You can use the term both hands to revise the use of both.) Ask them to use the words in connection with other items in the classroom, asking questions to prompt them if necessary. 9. Use the flashcards again. Divide learners into pairs. Give each pair a magazine or two. Place the flashcards face down and let learners take turns to pick a card, turn to a page of the magazine and to make up a sentence about the picture using the words on the card. Observe them to see that they can use the qualifiers appropriately. 10. Once you are satisfied that they can use the quantifiers correctly, let learners work in pairs or independently to complete Workbook activity 2. They can refer back to the texts in the Student’s Book if they need to. 11. Let learners read through the text on Student’s Book page 8 again. They can do this silently, or they can work in pairs with one person reading each extract aloud for their partner. Then let them complete the table in Workbook activity 4 to compare the two games. 12. Talk about the language of games with the class. One way of doing this is to choose a sporting event that the class are interested in, or can watch on TV. Make sure they understand the terms win, lose and draw as well as home and away games and the idea of a league. Ask questions about the event to reinforce the use of the correct language. Then, have learners complete Workbook activity 6 in which they match terms that have the same meaning. You can do this orally first in groups if you think learners will struggle with it. 13. Have learners read through the instruction on Student’s Book page 9 again before asking them to complete Workbook activity 7. Have some learners read out their ‘chat messages’ to see that they understand and can summarise how the game is played.

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Topic 1 Fun and games 14. Revise alphabetical order with the class. Start with a group of letters on cards if necessary (for example m, b, o, p, a, x) and get learners to arrange them in alphabetical order. Then move onto a set of words with different starting letters (sports and games will work well) and have learners arrange these alphabetically. Discuss what happens when you have two words starting with the same letter, for example swimming and skating. Make sure learners know that they need to look at the second (or third) letter of these words to put them in alphabetical order. Do a few examples with the class before asking them to complete Workbook activity 8. 15. Hand out PCM 4. Let learners work in pairs or independently to make up a set of suitable clues for the completed crossword puzzle. 16. Once learners have completed the comparison of the two games in the Student’s Book, ask them to find out about another traditional game. This can be one from your own country or somewhere else, and learners can find the information by doing an oral interview with community members or by doing their own research online. Let them use the table in Workbook activity 5 to summarise their research findings. 17. Ask some learners to do an oral presentation (with visual support as necessary) about the traditional games they researched. Allow others to ask questions about the game if they don’t understand how it is played. 18. Watch and listen to some news reports about different sporting events in class or tell learners to watch and listen to these at home. Talk about the information that is given and how the presenters use specific language to talk about sports. Then, choose a national or international sporting event and let learners work in pairs to present a TV-style news commentary of the event (once it has taken place). They can plan and prepare these on their own and then perform them for the class.

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19. Let learners work in groups to make up some word games of their own. They should write clear instructions for playing the game they make up.

Wrap-up plenary • Play a different word game with the class. This time write a word (for example, cricket) on the board and have one learner make a word that starts with the last letter of the given word (for example, tennis). They can continue this in a round robin fashion. Sticking to the theme of sports and/or games will make this task more challenging. • Ask learners to bring a picture of a sporting event or sports person to class. They should not show their picture to the others in their group. Use the pictures to play a game of ‘twenty questions’ in groups. The group members have to ask questions to find out what the picture shows. The person with the picture may only answer yes or no.

Quick check (informal assessment) 1. Use the pictures that learners have brought to class to build on and revise earlier work on adjectives. Let them take turns to describe people or things in the picture in the most interesting way they can. 2. Use the ‘two stars and a wish’ self-assessment rating and ask learners to reflect on their work in this unit and to rate themselves. They can share their ratings in groups to see what others thought and discuss how they can move towards achieving their ‘wishes’. 3. Use flashcards with the names of sports to revise alphabetical order. Once learners have correctly placed the words in alphabetical order, go round the class asking learners to define different words. 4. Use the theme of sports and games and the structures I like to …, I don’t like to …, I am good at … and I wish I was better at … to have a class discussion about sports and games learners take part in or play locally.

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