Preview: Collins International Primary English as a Second Language Teacher Guide 3

A S A S EC O N D LANGUAGE

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Teacher’s Guide 3

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CONTENTS Introduction

4

Topic 1

My world

11

Topic 2

Special days

20

Topic 3

Animal stories

29

Topic 4

Wings and things

39

Topic 5

Adventures in different places

48

Topic 6

Space

56

Topic 7

Story time

66

Topic 8

Interesting animals

73

Topic 9

Let’s explore

80

Audio scripts

88

Photocopiable masters (PCMs)

101

Formal assessment

151

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Topic 1 My world

Topic 1 My world Overview This topic focuses on family, home and school contexts as an introduction to the year. It will help learners develop vocabulary and language structures that are closely related to their immediate world and family.

Learners will be encouraged to draw on familiar personal experiences and circumstances in a meaningful manner. The work in this topic allows for integration with social studies, science, art and mathematics.

Units in this topic Unit A: My family and friends Unit B: My neighbourhood Unit C: My school

Teaching focus • 3Rf1 Read and follow, with some support, familiar instructions for classroom activities • 3Rg1 Recognise, identify and sound, with support, an increasing range of language at text level • 3Rg4 Find, with support, books, worksheets and other printed materials in a class or school library according to classification • 3Rm1 Understand the main points of short, simple texts on a limited range of general and curricular topics by using contextual clues • 3Wa2 Write, with support, longer sentences on a limited range of general and curricular topics • 3Uf2 Use common comparative and superlative adjectives to give personal information on a limited range of general and curricular topics • 3Uf3 Use common comparative and superlative adverbs to describe and compare things… more quickly... best on a limited range of general and curricular topics • 3Uf4 Use imperative forms with direct and indirect object forms to give a short sequence of instructions • 3Uf5 Use simple present forms on a limited range of general and curricular topics • 3Uf6 use simple past regular and irregular forms to describe actions and narrate simple events on a limited range of general and curricular topics • 3Uf7 Use present continuous forms to describe events and talk about what is happening now; use present continuous forms to talk about future arrangements; on a limited range of general and curricular topics • 3Ug1 Use nouns as direct and indirect objects in describing events and actions on a limited range of general and curricular topics • 3Ug3 Use common adverbs of frequency never, a lot on a limited range of general and curricular topics • 3Ug4 Use adverbs of sequence first, next, then and direction left, right on a limited range of general and curricular topics • 3Ug5 Use common prepositions of time on, in, at, after, before to state when things happen on a limited range of general and curricular topics • 3Ug6 Use common prepositions of location, position and direction: at, above, below, behind, between, in, in front of, inside, near, next to, on, opposite, outside, to, under on a limited range of general and curricular topics • 3Ug7 Use from [origin] with/without [inclusion] on a limited range of general and curricular topics • 3Ug8 Use be good at + noun on a limited range of general and curricular topics • 3Ug9 Use go for + noun on a limited range of general and curricular topics • 3Ug12 Use What is/was the weather like? on a limited range of general and curricular topics • 3Ug13 Use What’s the matter? on a limited range of general and curricular topics • 3Ut2 Use who, what, where, how, how many, how much to ask questions on a limited range of general and curricular topics • 3Ut3 Use Why? to ask for explanations on a limited range of general and curricular topics • 3Ut4 Use When? to ask when something happens/happened on a limited range of general and curricular topics • 3Ut5 Use demonstrative pronouns to ask and answer basic questions on personal and familiar topics • 3Ld3 Understand a limited range of unsupported basic questions which ask for personal information • 3Lg1 Understand supported narratives on a limited range of general and curricular topics • 3Lg2 Identify rhyming words • 3S1 Provide basic information about themselves at sentence level on a limited range of general topics • 3S2 Ask questions to find out general information on a limited range of general and curricular topics • 3S4 Use basic vocabulary for an increasing range of general and limited topics © HarperCollinsPublishers Ltd. 2017

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Topic 1 My world

Language patterns Grammar summary for teachers: • Sentence structure There are three different types of sentences: simple, compound and complex. At this level, learners will mostly be communicating with simple and compound sentences.

Simple sentences consist of a subject and a predicate.

The subject of the sentence is who or what the sentence is about. For example: James ran to the shop.

The predicate consists of the rest of the sentence. The predicate will always contain a verb. For example: James ran to the shop.

Compound sentences consist of more than one subject or predicate linked by connectors. Connectors include: and, for, but, because. For example: James ran to the shop and bought an apple.

James ran to the shop because it was about to close.

• Adjectives An adjective is a word that describes or clarifies a noun. There are different types of adjectives, and in this unit, formal emphasis will be placed on descriptive adjectives: comparative and superlative forms.

There are three degrees of comparison of adjectives.

– Positive degree: we speak about only one person or thing. For example: The boy is happy.

– Comparative degree: we speak about two things. For example: The boy is happier than the girl.

– Superlative degree: we speak about more than two things. For example: The boy is the happiest of them all.

• Demonstrative pronouns A demonstrative pronoun is used to point to something specific within a sentence. Demonstratives show where an object, event or person is in relation to the speaker. For example: This was my mother’s ring.

That looks like the car I used to drive.

These are nice shoes, but they look uncomfortable.

Those look like riper apples than the ones/apples on my tree.

• Imperative form We can use the imperative to give a direct order. For example: Take that chewing gum out of your mouth.

We can use the imperative to give instructions. For example: Take a left turn and then a right.

We can use the imperative to make an invitation. For example: Have a piece of this cake. It’s delicious.

• Simple past tense The simple past is used to talk about a completed action in a time before now. It does not matter when the action occurred in the past. (The time of the action can be in the recent past or the distant past.) For example: I bought a nice chocolate cake.

The children studied very hard and passed their exams.

• Direct and indirect objects A simple sentence can only have an indirect object if it has a direct object. Indirect objects tell to whom or what (or for whom or what) the action was performed. For example: I (subject) wrote (verb) a letter (direct object) to my friend (indirect object).

I (subject) sent (verb) my friend (indirect object) a letter (direct object).

Direct objects can be confused with adverbs or adverbial phrases. Direct objects answer the questions who and what. Adverbs answer the questions when, where and how. For example: The boy played in the garden.

Where did the boy play? In the garden.

Sandra will play in the afternoon.

When will Sandra play? In the afternoon.

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© HarperCollinsPublishers Ltd. 2017

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Topic 1 My world

Unit A My family and friends Resources and materials

Introducing structures

• • • •

Use pages 4–5 in the Student’s Book. Ask questions about the people in the pictures. Model the responses if you need to.

Student’s Book pp. 4–5 Workbook pp. 4–7 Audio files: Audio 1; Audio 2 Photocopiable Masters (PCMs) PCM 1; PCM 2; PCM 3 • Sheet of card and coloured pencils (red, brown, green, yellow, blue, black, orange) • Photographs of learners’ families

Key vocabulary family, mother, father, brother, sister, cousin, grandmother, grandfather, niece, nephew, stepmother, stepfather, uncle, aunt, generation, relatives, name, surname, family name, address, age

Who is this? That is [person’s name].

Who is Lee’s father? King Fai is Lee’s father.

Who is older than Lee? His sister. / Sandy is older than Lee. Who is younger than Lee? His baby brother. / Steven is younger than Lee. What do Lee’s grandparents like to do? They like listening to the birds.

What is Lee wearing? Lee is wearing a/an [item of clothing].

What colour is Lee’s [item of clothing]?

Lead-in ideas • Create a slideshow of photographs that would be suitable for a family photo album. Include photos of children playing games and doing outdoor activities.

Encourage learners to try and guess the relationships between the people in the photographs, giving reasons for their suggestions.

• Ask learners to bring their own family albums to class. Some learners will be able to bring physical photo albums, while others may have to print out a selection of photos. Alternatively, learners could copy some photos onto a flash drive or save them online to access at school. (Be sensitive to the fact that there are many different types of families and that not everyone will have a traditional nuclear family with a mother, father and siblings.) Divide learners into small groups and let them share information about their families with the group.

• Play Audio 1 for the class. Let learners sing the song, replacing the family member for each verse (father, mother, sister, brother, cousin, grandpa, grandma, aunty, uncle).

Script for the lesson Introducing vocabulary • Make flashcards of the key vocabulary words. Use photographs cut from magazines to make a family tree for display (refer to PCM 1 for a typical structure).

Ask different learners to stick the flashcards with family relationship names in the correct spaces on the family tree. Read the words aloud and make sure learners can pronounce them.

• Ask questions to clarify relationships. Point to people on the family tree. For example: Whose mother is this? Is this her grandmother? How many children does this mother have?

Tell learners to imagine they are Lee. Ask different learners questions about Lee’s family members using the following structural patterns: What is your father’s name?

My father’s name is King Fai. Are you older than your brother?

Yes, I’m older than my brother.

What does your sister like to do?

My sister likes to bake cakes.

What colour hair does your mom have?

My mom has brown hair.

What colour hair does your grandmother have?

My gran has grey hair.

Learners can find the answers in the pictures.

Previous knowledge Some learners will know the names given to family members. They should also know the names of colours.

Possible areas of difficulty Some learners could come from single-parent families, or perhaps have experienced some sort of family-related trauma. Try to find this out before you begin the theme so that you can be extra careful of how you engage with these learners. It could also be helpful if you were to discuss this theme with learners, their parents or a guidance counsellor first.

Some learners may not have the confidence to express themselves verbally even though they may have the ability. Build confidence by scaffolding the sentences for them.

Some learners may not have sufficient vocabulary to express themselves accurately. Allow them to work in pairs or small groups to reduce the stress associated with this. Encourage them to say even just a word or two but don’t insist on their participation in each lesson.

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Topic 1 My world In some languages there is no equivalent of the superlative, so using the superlative form could be extremely confusing to an English language learner. Be prepared for mistakes like: He is the more bigger. Model the correct structure clearly and often.

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 text on pages 4–5 in the Student’s Book with the class. Give learners time to reread the information on their own and then ask questions to make sure they understand what they have read. For example: Who is Lee’s sister? How old is Lee’s baby brother? What is Lee wearing? What does Sandy like to eat?

colours.) Once learners have completed the listening and colouring task, let them choose an outfit, cut it out and paste it onto the outline of Henry. Ask some learners to describe the outfit they have chosen.

7. Work with small groups. Ask learners about their favourite foods, colours, television programmes, sports, and so on. Learners can then work alone and complete activity 1 in the Workbook.

8. Read the story about Lee Chan and his family on pages 4–5 in the Student’s Book again. Then let learners answer the questions in activity 2 in the Workbook.

9. Work in groups. Ask learners to give you a photo of a member of their family without showing it to the rest of the group. Hold up the photo and ask questions, for example: Who is this? Encourage learners to respond in complete sentences, for example: That is Misha’s sister.

2. Work with small groups. Give learners copies of the vocabulary flashcards. Encourage learners to make and say sentences that include the words. If necessary, model the sentences first.

10. Organise learners into pairs. Let them ask each other questions to find out more about each other’s families. Ask them to say how their families are the same and how they are different.

3. Hand out copies of PCM 1. Let learners fill in the information about Lee’s family on the family tree template. Let them tell each other what they have done.

11. Work in groups. Instruct each learner to compare themselves to other members of their family.

Model the sentence structure as follows: I am taller than my brother. I am the youngest in my family. Then let learners complete activities 3, 4 and 5 in the Workbook.

4. Learners work in pairs. Let them ask each other questions to find out more about their families.

For example: What is your family name? Do you have any sisters or brothers? What is your sister’s name? How old is your sister? And so on. Ask learners to say one thing they found out about their partner’s family.

5. Give learners sheets of card and instruct them to make a get well card for a family member who is ill. Spend some time talking about what you might say to a person who is feeling ill to make them feel better. Write key words and phrases on the board so learners can copy them if they need to.

Ask learners to assess their own cards using a simple form like the one below.

12. Let learners carry out a short survey and record information about their own family and the families of three other learners. Model asking How many … ? questions to find out the information.

(You may want to change the headings in the table to suit your class. For example, you could include the number of girls or boys.) Let learners record the information in a table like this one: Name

Number of people living in my home

Number of children

Number of adults

Date: I understood the instructions.

Yes

No

I wrote a good message.

Yes

No

I used the words on the board.

Yes

No

I think my card would make someone feel better.

Yes

No

6. Play Audio 2. Make sure learners have coloured pencils or crayons. They need red, brown, green, yellow, blue, black and orange. Instruct learners to listen to the descriptions and then colour the pictures on PCM 2 correctly. (They do not need to complete all the colouring, but they should start so that they mark the items with the correct

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13. Let learners complete activities 6, 7 and 8 in the Workbook about animals, including animals’ families.

14. Let learners work in groups to create a ‘Weird and wonderful’ or an ‘Out of this world’ family. Tell them to imagine a fantasy creature which they must then draw or paint. They must say what the family names are as well. Learners could even tell the rest of the class about their picture, with you prompting descriptions by asking questions such as: Is your creature taller than a giraffe? What does it like to eat? Where does this family live?

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Topic 1 My world 15. Instruct learners to interview an older family member, preferably a grandparent. Ask them to find out how things have changed over time: transport, telephones, clothing, and so on.

Depending on learners’ fluency, they could either present their information on a poster or digitally.

16. Give each learner a copy of PCM 3. This will give them the opportunity to explore the relationships between family members and learn the words for these relations.

name of a family member for each chosen category on a piece of paper.

The oldest person in my family The youngest person in my family The friendliest person in my family The funniest person in my family The kindest person in my family The fittest person in my family The laziest person in my family

Wrap-up plenary Ask learners to tell a short story about their family. They should tell what happened and state the order in which things happened. Make sure they name family members correctly and that they use the degrees of comparison of adjectives. Listen for the correct, consistent use of tense.

Learners swap their family member names with each other, and then begin to ask questions to find out which category the family member belongs to.

Tell each learner to ask questions about the other’s list of names and find out more information. For example: A: Is Zaheer the oldest person in your family?

B: No, he isn’t. He’s the youngest!

Quick check Divide learners into pairs. Ask each learner to secretly choose three of the following categories and write the

A: How old is he?

B: He’s only two months old.

Unit B My neighbourhood Resources and materials

Script for the lesson

• Student’s Book pp. 6–7 • Workbook p. 8 • Audio files: Audio 3; Audio 4; Audio 5; Audio 6; Audio 7 • Photocopiable Masters (PCMs) PCM 4; PCM 5; PCM 6 • Photographs of the area around your school • Flashcards

Key vocabulary neighbour, neighbourhood, moving, house, home, suburb, restaurant, hospital, truck, street, apartment/flat

Lead-in ideas • Source photographs of the school’s immediate surroundings and show these on a large screen. Let learners identify landmarks and buildings they are familiar with. Teach the names of places as you need to (hospital, bus stop, clinic, library, shop, and so on).

• Ask some learners to say their physical addresses.

• Ask learners to name the different buildings and physical features found in their own neighbourhoods.

• If any learners have moved from other places, ask them to tell the class where they used to live before their families relocated to their current address.

• Discuss how people feel when they have to leave friends behind when families relocate.

• Discuss how to make friends with new neighbours.

Introducing vocabulary Play Audio 3. Make flashcards of the more difficult words. As learners hear the words, affix the flashcards to the board. Choose various learners to make up sentences with the flashcard words.

Introducing structures • Use pages 6–7 in the Student’s Book. Ask questions about the neighbourhood scene. Let learners use the picture to guide their answers.

Ask questions that guide learners to use the present continuous form in their answers. Typical questions could include: Who is crossing the street?

Guide learners to make statements about the picture using demonstrative pronouns. For example: Which house do you like? I like this house. It would be helpful to write the demonstrative pronouns on the board as prompts for learners to use when they answer the questions.

• Give the class a sequence of instructions to follow, such as: Close your books and put them in your bags.

Then stand up and shake your hands in the air. After that, sit down and take out your books again. Open your books to page 6.

This will liven up the lesson, and you will quickly see who is able to retain and follow specific instructions.

Extend this by choosing various learners to follow a sequence of instructions.

• Divide learners into small groups. Instruct each group to focus on one of the places on pages 6–7 in the

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Topic 1 My world Student’s Book and to make up three sentences about what is happening in their place in the picture. Model some sentences before they start. For example: The children are playing at school. There is a truck in the toy store window. Give each group a chance to share one of their sentences with the rest of the class.

• Write the following question words on the board: who, what, when, where, how many, why. Instruct learners to make up questions about their respective places using the question words. They must also be able to answer their questions. Let the groups take turns to ask their questions with the other groups answering them.

Previous knowledge Learners will know about places and their functions in their local neighbourhood, but they may not know the English names for these places. Introduce these as necessary and continue to use them regularly.

Possible areas of difficulty Learners living in rural areas may not know much about cities and some of the facilities found there, and vice versa. You can find photographs of different environments online and use them to show places that may be unfamiliar.

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. Put learners into groups. Have them work with pages 6–7 in the Student’s Book. Say a noun, for example: tree, cat, wall, truck, person, door, flower, and ask learners to identify the matching item in the picture.

2. Learners work in pairs. Let one learner make a statement about the picture on pages 6–7 in the Student’s Book. The other learner must examine the picture and state whether the first learner’s statement was true or false. If the statement was false, the second learner must correct it to make it true.

3. In groups or pairs, learners play ‘I spy’ using the picture on pages 6–7 in the Student’s Book or by looking around the local environment.

4. Learners work in pairs and listen to Audio 3 about a boy called Michael who is excited because he has some new neighbours. Learners then act out what they have heard.

5. Place learners in pairs. Play Audio 4 a few times.

Learners listen as a Michael introduces himself

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to his new neighbour. Then let them practise introducing themselves to other learners in the class.

6. Let learners listen to Audio 5 to learn how to introduce people they know to others. Let them listen a few times before practising this skill on other learners in the class.

7. Ask learners to draw a picture of their home (or neighbourhood). They should write or say three things about the neighbourhood in which they live.

8. Use PCM 4 (a picture of Lee’s bedroom) to introduce vocabulary and to reinforce the use of colour words. Learners can complete this independently or in pairs. If they are able, let them describe their own rooms using the names of furniture items and colours.

9. Work with small groups. Use page 7 in the Student’s Book. Ask questions to link these items to your local community. For example, point to the picture of the doctor’s surgery and ask questions such as: What is your doctor’s name? or When do people go to the doctor? Similarly, point to the supermarket and ask: Where does your family buy food?

10. Work with small groups. Allocate one place from page 7 in the Student’s Book to various learners without the rest of the group knowing who has each item. Learners take turns to mime an activity that relates to their picture, and the others say what that learner is doing. For example: You are pushing the trolley at the supermarket.

11. Discuss the fact that people live in different places. Introduce the terms ‘town’ and ‘country’ and ask learners to say how these places are different. Play Audio 6. Tell learners to pay attention to the order in which things happen.

Then get learners to complete activities 1, 2 and 3 in the Workbook. Ask them to read the text below the pictures in order once they have numbered them to summarise the story.

12. Hand out copies of PCM 6 and ask learners to match the sentence beginnings with the correct endings.

13. Learners work in pairs and listen to Audio 6 again. Ask them to pay attention to the order in which things happen. They act out what they think happens next. Depending on their level of language, they could act or write this out as a conversation. You can use this as a peer assessment task with learners commenting on another pair’s conversation. Give them a form for doing this. For example:

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Topic 1 My world up written directions for other learners to follow.

Learners exchange the maps and instructions and try to follow each other’s instructions. Ask learners to say what they enjoyed about the task and what they did well.

Date: We listened to

and

.

We thought their conversation was: Excellent All right

16. Let learners work in groups to draw up a table comparing town and country life, such as:

Very good Not great

We liked

.

We think they could improve it by

.

We would give them conversation.

for this

14. Hand out copies of PCM 5. Explain to learners that this is a map and that they are going to follow directions to different places. Play Audio 7 (or read the directions aloud). Say: Look at the map on your worksheet. Find the star. This is your starting point. Listen and follow the directions.

Use a different colour to draw each route.

Learners should use different colours to draw in the routes on PCM 5 which are given in the audio.

Make sure learners begin at the right place on the map (the star). You can extend this by giving learners different directions with different starting points. Learners could also work in pairs or small groups and make up their own sets of directions for their peers to follow. Let them use one of the rating scales to assess their own performance in this task.

15. Let learners draw simple maps of the local area or school grounds and buildings. Let them make

Living in a town or city

Living in a country area

Good points Bad points

Wrap-up plenary • Ask the following types of questions: Where would you go in your neighbourhood if you wanted to get medical care / buy fruit and vegetables / play sport?

And so on.

• Ask learners to describe the route they would take from their desk to the school office.

Quick check Give scenario questions for learners to answer.

For example: I am in a shop. I am standing in a queue. I am holding a carton of milk. Where could I be?

I am in pain. My arm is broken. Where should I go?

I am eating a fruit salad. A waiter has brought me some juice. Where could I be?

Unit C My school Resources and materials

Lead-in ideas

• • • • • • • • •

(Learners should already know quite a lot of schoolrelated vocabulary and they will be familiar with the contexts in this unit.)

• Project a selection of school-themed photographs on a screen and ask learners to guess the theme.

Discuss the photographs.

• Write five words associated with school and ask learners to identify the theme. For example: teacher, reading, maths, books, break (recess).

• Find a photo of you when you were at school and show it to the class. Let them ask you questions about your school days.

• Speak about some of the experiences learners and/or their siblings have had at school.

Student’s Book pp. 8–9 Workbook pp. 9–11 Audio file: Audio 8 Photocopiable Master (PCM) PCM 7 Photographs on the subject of school Photograph of you at school Flashcards of equipment found at school Photographs of teaching staff Rhyming poems or songs

Key vocabulary board, bookcase, computer, desk, keyboard, mouse, pen, pencil, picture, ruler, sentence, dictionary, scissors, glue, headteacher, eraser, teacher, playground

Script for the lesson Introducing vocabulary • Make flashcards of the equipment found in a classroom and affix the flashcards to the objects

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Topic 1 My world

•

•

•

•

themselves. Alternatively, let learners write labels and display them.

Use your own classroom, or the classroom scene on pages 8-9 in the Student’s Book, as the scenario for a game of ‘I spy’ (I spy with my little eye, something beginning with [alphabet letter] ).

Choose a letter of the alphabet and see how many things (nouns) learners can suggest that begin with that letter.

Source photographs of school staff and project those on the board. Discuss their names and what they do at school. For example, Mr Johnson is the Principal.

He manages the school. Miss Khan is the librarian.

She looks after the books.

Use activity 1 in the Workbook as a fun activity to revise and check school-related vocabulary.

Learners can work in pairs if they seem unsure of the vocabulary.

Introducing structures • Read the poem My School on page 9 in the Student’s Book. Ask questions about the poem and how it is different to the classroom of well-behaved children in the picture. Phrase the questions in such a way that learners respond using the simple past tense.

For example: What did the teacher do? The teacher turned her back.

What did Mariam do? Mariam laughed at Billy.

What did Sameer throw? Sameer threw an aeroplane.

Phrase some questions so that learners respond using direct and indirect objects. For example: What did Susie pass? Susie passed a letter. (direct object) Who did Susie pass the letter to? Susie passed the letter to her friend. Or: Susie passed her friend a letter. (indirect object) Tell learners to listen carefully as you read the poem aloud again. Emphasise (slightly) the rhyming words.

Ask learners if they notice anything. If they are unable to respond correctly, reread the poem, emphasising the rhyming words even more until learners show that they have connected the rhyming words together.

• Read some other poems with rhyming words and ask learners to identify the rhyming patterns.

• Ask learners to volunteer to recite any rhyming poems (or songs) they might know.

• Call out words and ask learners to volunteer matching rhyming words.

Previous knowledge Learners will have practised speaking in present continuous tense as well as in the imperative form. They should understand the concept of rhyming words even if they don’t know English versions of these.

Possible areas of difficulty Some learners will find the irregular simple past tense verbs difficult to remember. Display a poster of these words and let learners refer to it if they need to.

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Some learners may have to be reminded to use an before a noun starting with a vowel. For example, We say an eraser, but a pen. Teach and practise this by showing objects and letting them say whether it is a ruler or an arrow, and so on.

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. Let learners read through the poem on page 9 in the Student’s Book again, on their own. Allow them to refer back to the poem, if necessary, as you ask these questions: Who laughed at Billy?

What did Sameer throw? What did Jerry do? Who wrote a letter? Where did the ball land? What made an awful noise?

2. Hand out copies of PCM 7 and ask learners to complete the teacher’s answers using the simple past tense.

3. Hold a question and answer session using past tense verbs. For example, ask a learner: Did you wash your hands this morning? Yes, I washed my hands.

4. Model questions and answers using irregular verbs in the answers. For example: What did Jess eat? She ate an apple. Include the use of the word because to give reasons, by asking questions like: Why did Jess eat the apple? She ate it because she was hungry. Let learners mime or demonstrate a few actions and then ask questions. Once they are familiar with the structures, let them complete activity 2 in the Workbook individually. If they struggle, let them discuss the answers in small groups first and then complete the task on their own.

5. Learners work in small groups. Each learner takes a turn to mime an action. The whole group chants: What did s/he do? The learner on her/his right must then say what the learner did. You may have to model the sentence structure first. For example: Learner A mimes that he is writing on a piece of paper. The group chants: What did he do? The learner to the right says: He wrote on a piece of paper.

6. Play Audio 8. Say: Stuart is telling Ben about his new classroom. Learners should listen carefully and try to imagine what it looks like. Play the audio one more time. Ask learners to draw the classroom from memory.

7. Play Audio 8 again. Let learners describe the classroom of well-behaved children shown on pages 8–9 in Student’s Book using similar language. Have them complete activity 3 in the Workbook.

8. Make some statements about the teacher on page 8 of the Student’s Book. Let learners decide

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Topic 1 My world whether they are true or false using the picture.

Some possible statements are: The teacher has long hair. The teacher is wearing a dress. The teacher is holding a book. The teacher is holding a marker. The teacher is pointing to the door. The teacher is standing next to the board. And so on.

9. Divide learners into pairs. Instruct each member of the pair to take turns to describe a person in the classroom without actually naming them.

The other learner should try to guess who is being described. You may need to provide some supporting vocabulary. For example: happy, full of fun, hard-working, good at sports, good at maths, loves reading, kind to others, polite.

10. Learners work in pairs. Let one learner say a sentence about the picture on pages 8–9 in the Student’s Book using the present continuous form. The other learner responds by saying the same sentence in the past simple tense. You will most likely have to model the structure.

For example: A: The teacher is turning her back.

B: The teacher turned her back.

11. In groups, learners play ‘The rhyming game’. One learner starts off by calling out a word. In turn, each learner suggests another word that rhymes with the initial word. The aim of the game is to see how many rhyming words learners can think of.

12. Let learners make a list of all the things they did and learned in class on a particular day.

13. Challenge learners to write their own poems or riddles about school. Let them assess their own work using one of the rating scales or let them rate each other’s work and say why they gave that rating.

14. Let learners complete the crossword puzzle in activity 4 in the Workbook using the unit vocabulary.

15. Put learners in small groups and ask them to put on a short funny play. Give each group a different title. For example: Help! My teacher is a robot!

The day we got locked in the classroom Eating in class is a bad idea Ben brought his snake to school today 16. Ask learners to predict what schools will be like in the future. Let them design a brochure for a futuristic school and present it to the rest of the class. This could be done as slide presentation.

17. Get learners to write a short email to a friend telling them about their day at school.

Wrap-up plenary Talk about what happens in a typical school day. Ask learners to tell about their best experiences and their worst ones.

Quick check 1. Read the poem on page 9 of the Student’s Book together. Ask questions about the poem such as: Why was Sameer naughty? Why did Mariam laugh?

2. Call out present tense verbs and ask learners to repeat them in the simple past tense.

3. Ask learners to do a two wishes and a wand assessment of their work overall in this topic.

© HarperCollinsPublishers Ltd. 2017

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