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Topic 1 Talking about people

Topic 1 Talking about people Overview In Unit A, learners ask and answer simple questions to learn more about themselves and other people. Learners will read and answer questions in a comprehension format, make full sentences, listen to audio tracks and answer questions, as well as ask and answer questions with partners in an interview style. Unit B covers people who have some amazing dreams and success stories. It focuses on goals and how to set and achieve short-term and long-term goals, and obstacles that could hinder achievement. The unit also looks at chores at home and at school, as well as making to-do lists. In Unit C, learners look at interviews and how to ask and answer questions about themselves and other people to learn more in-depth information. Question words are covered in this unit, along with open-ended and closedended questions. Learners will make their own questions, as well as answer questions asked in the Workbook, and by their partners. There are opportunities to link learning in this topic to social studies (place and space) and mathematics (data handling skills). In addition, the study skills element of the topic can be applied to all other subjects as well.

Units in this topic Unit A: About me Unit B: Setting and achieving goals Unit C: Tell me more

Teaching focus • 5Rd2 Understand, with little or no support, specific information and details in short, simple texts on a range of general and curricular topics • 5Rf1 Read and follow, with little or no support, familiar instructions for classroom activities • 5Rg1 Recognise, identify and sound, with little or no support, a wide range of language at text level • 5Rg2 Read, with little or no support, a range of short simple fiction and non-fiction texts with confidence and enjoyment • 5Wa1 Plan, write, edit and proofread at text level, with support, on an increasing range of general and curricular topics • 5Wc2 Write, with some support, factual and imaginative descriptions at text level which describe people, places and objects • 5Wo1 Link, with little or no support, sentences into a coherent paragraph using a variety of basic connectors on a growing range of general and curricular topics • 5Uf4 Use a growing range of present and past simple active and some passive forms on a growing range of general and curricular topics • 5Ug9 Spell most high-frequency words accurately for a growing range of familiar general and curricular topics when writing independently • 5Ut2 Use questions including questions with whose, how often, how long on a growing range of general and curricular topics • 5Ut3 Use a growing range of tag questions on a growing range of general and curricular topics • 5Ld1 Understand most specific information and detail of supported, extended talk on a range of general and curricular topics • 5Ld3 Understand more complex supported questions which ask for personal information • 5Ld5 Understand more complex supported questions on a growing range of general and curricular topics • 5Lg1 Understand supported narratives, including some extended talk, on a range of general and curricular topics • 5Lm1 Understand, with limited support, the main points of extended talk on a range of general and curricular topics • 5S1 Provide basic information about themselves and others at discourse level on a range of general topics • 5S2 Ask questions to find out general information on a range of general and curricular topics • 5S4 Respond, with limited flexibility, at both sentence and discourse level to unexpected comments on a range of general and curricular topics • 5S5 Organise talk at discourse level using appropriate connectors on a range of general and curricular topics • 5S6 Communicate meaning clearly at sentence and discourse level during pair, group and whole class exchanges • 5S7 Keep interaction going in longer exchanges on a range of general and curricular topics © HarperCollinsPublishers Ltd. 2017

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Topic 1 Talking about people

Language patterns Grammar summary for teachers: • Question words What? For example: What is your name? Where? For example: Where are you from? When? For example: When is your birthday? Why? For example: Why did you move to Hong Kong? Who? For example: Who is the tallest person in your family? Which? For example: Which dress do you prefer? Whose? For example: Whose idea was it? How often? For example: How often do you surf? How long? For example: How long have you been here? • Present tense verbs (in the form of chores) I sweep the floor. I wash the dishes. I hang up the clothes. • Present and future tense (in the form of planning) I am good at … I want to be better at ... • Open and closed questions There are two types of questions: Closed-ended questions can be answered in one word (or a short phrase). The most common close-ended questions can be answered with yes or no or a single word. They are helpful if you want to know a simple fact. For example: Do you like tea? No. Are you in Grade 5? Yes. What is your name? Fred. Open-ended questions give a longer answer. These questions are helpful if you want more information about someone or something. The most common open-ended question words are Why and How. For example: Why do you like sport? How did you do that?

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Topic 1 Talking about people

Unit A About me Resources and materials • • • •

Student’s Book pp. 4–5 Workbook pp. 4–7 Photocopiable Masters (PCMs) PCM 1; PCM 2 A large picture of a boy or girl (optional)

Key vocabulary science, homestay, practice (n.), practise (v.) hobbies, reading, building, surfing, running, twins, playing, school, sports, swimming, photos, drawing, famous, writer, billion, country, grade, favourite, subject, history, interview, conversation, ask, answer, questions, captain

How old are you? Where are you from? Where do you live? How long have you lived there? What grade are you in? What school do you go to? What do you like to do? How often do you …?

General notes Previous knowledge Learners should have some experience with asking and answering simple questions about themselves and other people.

Lead-in ideas

Possible areas of difficulty

• Class discussion Ask learners simple questions about themselves. Allow answers to be short, to encourage full class participation. Questions can include: What is your name? What is your surname? How old are you? Where are you from? Where do you live? How long have you lived there? What grade are you in? What school do you go to? What do you like to do? How often do you …? Whose birthday is in January? (February, March …) • Class description Stick a large picture of a girl or boy onto the board. Explain that this character is fictional, so learners can make up their answers. Learners are encouraged to build the character’s profile using each other’s answers. Ask learners questions, and they give answers for the character. Questions can include: What is his/her name? What is his/her surname? How old is he/she? Where is he/she from? Where does he/she live? How long has he/she lived there? What grade is he/she in? What school does he/she go to? What does he/she do? How often does he/she do it? Write the answers on the board, in a mind map style around the picture, to create a profile of that character. • Talk to your partner Learners get into pairs and ask each other simple questions. This activity can be done in small groups as well. Questions can include: What is your name? What is your surname?

Some learners may find the abstract vocabulary in this topic challenging, and some languages (other than English) may not have equivalent vocabulary for some of the words. This may make explaining the words challenging. Support learners by using visual references and by modelling the use of the words in context. Some learners may not be comfortable speaking aloud in front of others when asking and answering questions. Encourage them as much as possible but don’t force participation if learners are really struggling. Work on a one-to-one basis with these learners to develop speaking skills. Some learners may find people’s names from other countries difficult to pronounce, and they may not have heard of some of the countries referred to in this topic. Let them discuss these in groups and work out how to say the names and to find the countries on a map. Bear in mind that the English names of countries may not be the same in other languages.

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Topic 1 Talking about people 4. Explain to learners that they are going to create an imaginary (make-believe) character. Ask them to complete activity 8 in the Workbook. 5. Introduce activity 1 on PCM 1. Learners make a mind map about themselves, filling in information such as: name, age, where they are from, what school they go to, what grade they are in, what sports they like/dislike, what food they like/dislike. 6. Say statements to the class. Learners must either sit down or stand up, depending on whether the statement is right or wrong for them. For example: Stay standing if you have a brother. Sit down if you have two sisters. Stay standing if you like cats. Each time, learners stand up again, and wait for the next instruction. Extension: Learners can take turns being at the front of the class and giving the instructions. Extension: Record the number of learners who sit and stand for each instruction, such as has a brother 10, has no brothers 6. 7. Extend activity 1 in the Workbook. Have learners ask a partner questions to find out more information about them. They then swap roles and repeat. 8. Let learners take turns to stand up and introduce themselves to the class. Extension: The rest of the class can ask the learner questions about themselves. 9. Have learners read the story about Amira and Ashira on page 5 of the Student’s Book, and then answer the questions in activity 4 in the Workbook in full sentences. 10. Introduce activity 5 in the Workbook and let learners work in pairs and circle the correct answer to each question. 11. Have learners read the story about João on page 5 of the Student’s Book and write three sentences about him in activity 6 in the Workbook. For example: João is in Grade 6. In English his name means John. He doesn’t really like swimming. 12. Have learners read the story about Siyabonga on page 5 of the Student’s Book in pairs and write three sentences about him in activity 7 in the Workbook. For example: Siyabonga is 11 years old. He has nearly finished writing his first storybook. He can run really fast. 13. After they have completed activity 8 in the Workbook, encourage learners to complete activity 9, in which they write a description about their character. Ask learners to tell the class about their character.

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14. Discuss what an interview is. Ask learners questions about interviews that they have seen: Have you ever seen an interview in real life? Have you ever seen an interview on the television? Do you know any famous interviewers/talk show hosts? Read these sample questions: What is your name? How old are you? Where are you from? How long have you lived here? What is your favourite …? How often do you …? 15. Write these question words on the board: What? Where? Why? Who? When? How? How long? How often? Have learners use the words and make up more questions that an interviewer could ask an interviewee. 16. Let learners take turns to choose a well-known person/celebrity or character. The rest of the class ask the learner questions and tries to guess who he/she has chosen. 17. Introduce activity 10 in the Workbook. Learners draw lines to match the names of each character on the left to their three descriptions on the right. Learners compare their answers in pairs. Extension: Learners can make their own worksheet for their partner to match the character names to three descriptions. 18. Have learners complete activity 2 on PCM 1. 19. Have learners read the paragraph about Bolin on PCM 2 and then answer the multiple-choice questions in activity 1. 20. Divide the class into small groups. Have each learner in the group choose to be a different character from the Student’s Book. Have them talk to each other, asking and answering questions, as if they are all meeting for the first time. 21. After learners have finished activities 8 and 9 in the Workbook, you can have them create a profile for their new character in their exercise book. They draw a picture of their character and write a paragraph about him/her. Ask learners to read their character profile to the class as an oral activity. 22. You can extend activity 2 on PCM 1 by having learners use the information to write a paragraph in their exercise book. 23. Have learners complete activity 2 on PCM 2. Extend this activity by having learners write lists of information based on the text in their exercise book. Write the instructions on the board. For example: List four things that Bolin’s homestay family does for him. List four hobbies that Bolin enjoys doing.

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Topic 1 Talking about people 24. Have learners work in pairs and practise interviewing one another. Here are some ideas: • One learner can be the interviewer and the other learner can pretend to be João. Learner 1 asks Learner 2 (João) questions, and the answers can be based on the text. Where the answers are not given, Learner 2 can make up the answers. Then learners swap roles. Learner 2 becomes the interviewer and Learner 1 pretends to be Siyabonga. • Have learners be the character they created in activities 8 and 9 in the Workbook. Let them take turns interviewing one another. • Let learners be a character from pages 4–5 in the Student’s Book. Tell them to reread the information about the characters in their Student’s Book. Then they ask questions that will help them guess the character their partner chose. • Have learners choose a well-known person, celebrity or character. Their partner asks them questions and must try to guess who they are. Let learners present their interviews in front of the class.

25. Let learners choose a person to interview at home. They write the questions in their exercise book and then interview the person for homework. The information can be presented as an oral activity to the class in the following lesson.

Wrap-up plenary Play a game where one learner asks another learner a simple question about himself or herself. The learner who answers has to ask a different learner a different question. Go around the class until every learner has had a chance to ask and answer a question. Assist where necessary.

Quick check 1. Ask questions that require personal responses. For example: What is your name? How old are you? Where are you from? 2. Play a game. Crumple up a piece of paper into a ball. Throw the ball of paper to a learner and ask them a question about themselves. They answer the question and throw the paper to another student. Learners may not ask the same question twice, and may not throw the paper ball to a learner who has already had a turn.

Unit B Setting and achieving goals

seedling, donated, soup, patch, needy, volunteer, bones, goals, internet, sensation, guide, awesome, millions, respect, global, planet, achieve, future, specific, measurable, attainable, relevant, time-bound, deadline, resources, collecting, successful, celebrate, right, wrong, popular, online, chore, task, create, imagine, obstacle

Why do you want to do that job? Do you think your parents will be happy with your choice? • Class activity Ask learners what they would choose if they could have one wish. Crumple a piece of paper into a ball. Start the activity by saying what you would wish for. Throw the paper ball to another learner. They say what they would wish for. They throw the paper ball to a different learner. Each learner should have a chance to say what he or she would wish for. • Class interview Ask a volunteer to come to the front of the class. That learner tells the class a goal that he or she would like to achieve. The other learners ask questions, such as: Why do you want to achieve this goal? Do you think achieving this goal is possible? How do you plan to achieve this goal?

Lead-in ideas

General notes

Resources and materials • • • • • • •

Student’s Book pp. 6–8 Workbook pp. 8–15 Audio files: Audio 1; Audio 2 Photocopiable Master (PCM) PCM 3 A piece of poster paper for each group Coloured crayons and pens Bingo cards that list the chores on PCM 3

Key vocabulary

• Class discussion As a class, ask learners what they would like to be when they are older. Questions can include: What job do you want to do?

Previous knowledge Learners have had experience asking and answering simple questions about themselves and other people from the previous unit.

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Topic 1 Talking about people 9. Draw a table on the board like this:

Possible areas of difficulty Some cultures may place less importance on children doing chores at home or at school. These children may find the concept of doing chores difficult to understand.

Every day: Clean the board

Weekly: Tidy the bookshelf

Monthly: Wash the windows

Learners who struggle with organisation may find it difficult to set out to-do lists and to set goals for the future.

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. Read the information on pages 6–7 of the Student’s Book to learners. Read the texts again. Discuss the questions on the pages. Ask learners to identify the main points of the texts. 2. Introduce activity 1 in the Workbook and then have learners complete the activity as a listening skills exercise. 3. Have learners read Kid President on page 7 of the Student’s Book on their own and then complete activity 4 in the Workbook. 4. Introduce the concept of ‘chores’. Learners should understand that a chore is a small task that we do regularly. It can be done at home, school or anywhere, and if we do chores it helps other people. Ask learners what chores they do at home, and write the answers on the board. A second list can be made on the board about what chores their parents or other helpers do at home. Learners then complete activity 7 in the Workbook. 5. Have learners draw pictures of three chores they do at home in their exercise book. Tell them to label the chores. 6. Talk about chores that need to be done at school. Write the chores on the board. Learners choose five chores from the list and write them in their exercise book. 7. Write the following questions about school chores on the board and have learners discuss the answers with their partner. Are your lists of chores the same or different? Why? Which chores need to be done every day? Which chores should learners do? Which chores should the teacher do? What is the most important chore? 8. Have learners make a poster of chores for home and/or for school. They can work in small groups. Put the posters up around the class.

As a class, talk about chores that need to be done in the classroom, every day, weekly and monthly. Ask learners to give ideas and write them on the board. Learners choose three chores from each column and write them in their exercise book. 10. Write some chores on the board. Separate home chores and school chores. As a class, discuss which chores learners think are the most important and the least important. Order the chores according to importance. 11. Discuss the concept of a to-do list and how it helps us to be organised. Read Katie’s Krops to the class again and talk about what may have been on Katie’s to-do list. Learners then complete activity 8 in the Workbook. 12. Read the information about James Dyson in activity 11 in the Workbook to the class and then have them read the article and answer the questions in activity 12 in pairs. 13. Hold a class discussion to talk about setting goals. Read Ten steps to achieve your goals on page 8 of the Student’s Book. Discuss each step and then read the text again. Ask learners true or false questions they can answer in their exercise book to see if they understand the text. For example: You should only think about the future when you are an adult. True/False Write down your dreams. True/False Only make a list of big goals. True/False There are small goals to achieve in order to achieve a big goal. True/False Make a deadline to achieve your goal. True/False Discuss examples of daily, yearly and future goals. Write some of the learners’ ideas on the board, in columns similar to those in the workbook. For example: Goals for today To finish my homework. Goals for this year To get A+ in maths. Goals for my future To be a doctor. Then have learners write their own goals in activity 15 in the Workbook.

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Topic 1 Talking about people 14. Learners read Katie’s Krops on page 6 of the Student’s Book and complete activity 2 in the Workbook. 15. Learners read Kid President on page 7 of the Student’s Book and complete activity 5 in the Workbook. 16. Have learners draw pictures, in sequence, in their exercise book to illustrate the story of Kid President. 17. Give each learner a copy of PCM 3. Let learners play ‘Bingo’. Ask learners to suggest chores to do at home. Write at least twelve chores on the board and write these on separate cards. For example: cook dinner, mop the floor, make the bed, vacuum the carpet, fold the clothes, feed the dog, wash the laundry, pick up dirty clothes, hang the washing, sweep the floor, throw away the rubbish/garbage, set the table. Learners then fill in their own bingo cards, using the list of chores provided on the board. Chores can be used more than once on a bingo card. Read out the chore cards one at a time. After reading a chore, pause for learners to look for it on their card. If a learner has that chore on their card, they cross it out. The winner of the bingo game is the first learner to cross out all the chores in a row (horizontally, vertically or diagonally). To make the game more interactive, before you read out each chore card, learners can call out We need to ... ! and then you read out the chore card. Extension: This game can be played for any theme. Write the key words on the board and learners can choose which words they write on their bingo card. 18. Play Audio 1 Siyabonga’s chores to the class. Introduce activity 9 in the Workbook before you play the audio a second time. Learners then complete the activity. 19. Have learners read the information about James Dyson in activity 11 in the Workbook and then answer the questions in activity 13 in the Workbook in full sentences. 20. Play Audio 2 Malala Yousafzai to the class. Discuss the meaning of difficult words, for example, ‘campaigning’. Play the audio again. Ask learners questions about the audio. For example: What is the girl’s name? Which country does Malala come from? What happened to Malala on the bus? Why do you think her family cares about education? 21. Have learners read Ten steps to achieve your goals on page 8 of the Student’s Book. In pairs, they take turns to ask one another questions about the text. Then, have learners complete activity 16 in the Workbook. The goals at the

bottom of the ladder are the goals that are easier to achieve and the goals higher up the ladder are the more difficult ones to achieve. Learners can explain their goal ladders in small groups. 22. Copy this mind map onto the board. Education Money Health Fun Attitude Have learners copy the mind map into their exercise book and complete it with relevant goals. They can share their goals with their partner or the rest of the class. 23. After they have completed activity 2 in the Workbook, learners can do activity 3. 24. Have learners draw a comic strip to illustrate Katie’s Krops from page 6 of the Student’s Book. 25. After they have completed activity 5 in the Workbook, learners can do activity 6. They should answer in full sentences. 26. Have learners write sentences to match the sequence of pictures they drew in activity 16 (above) to illustrate the story Kid President. 27. After they have completed activity 7 in the Workbook, have learners draw pictures and label other chores they do at home. 28. After they have completed activity 9 in the Workbook, have learners do activity 10. 29. After they have completed activity 13 in the Workbook, learners can fill in the missing words in activity 14. 30. Have learners think about something they would like to create. They can draw a picture and write a short paragraph about the item in their exercise book. Alternatively, learners could make a poster about what they would like to create, with a picture/pictures and a description. They could present the poster as an oral activity to the class. 31. After learners have listened to Audio 2 about Malala Yousafzai, they can write questions they would like to ask Malala. 32. Introduce activity 17 in the Workbook and have learners complete it. Learners can present their plan for success as an oral activity to the class.

Wrap-up plenary Discuss obstacles that could stop us achieving our goals. In pairs, learners can write down goals and the obstacles that may get in the way of them achieving the goals. Together with their partner they discuss ways to overcome the obstacles.

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My Goals

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