PES Mission English 1_TB_Welcome Unit

(affirmative,

Grammar: The verb be; Subject and object pronouns; Possessive adjectives; this / that / these / those; Prepositions of place; Questions words (who what where when how old)

Speaking: Saying hello and goodbye

Writing: Personal details form

Pronunciation Culture CLIL

Pronunciation Culture CLIL

How to sound interested

How to sound interested

CLIL Math A survey on daily activities

CLIL Math A survey on daily activities

Cambridge Life Competencies

Cambridge Life Competencies

Critical Thinking Thinking about the good and bad side of things Learning to Learn Using feedback to improve your work

Critical Thinking Thinking about the good and bad side of things Learning to Learn Using feedback to improve your work

don’t can vs. can’t

can vs. can’t

Culture Unusual hobbies around the world

Culture Unusual hobbies around the world

Communication Inviting people to give their opinion Learning to Learn Making notes to plan your answer

Sounds /зː/ vs. /ɑː/ e.g. shirt vs. large

Sounds /зː/ vs. /ɑː/ e.g. shirt vs. large

CLIL Environmental studies Fast fashion

CLIL Environmental studies Fast fashion

Learning to Learn Putting new words into groups Communication Being polite

Learning to Learn Putting new words into groups

Communication Inviting people to give their opinion Learning to Learn Making notes to plan your answer simple

Communication Being polite

Sounds /dʒ/ vs. /ʒ/ e.g. language vs. television

not, Sounds /dʒ/ vs. /ʒ/ e.g. language vs. television

Culture Democratic schools

Culture Democratic schools

Learning to Learn Looking at word parts to guess meaning Critical Thinking Identifying facts and opinions

Learning to Learn Looking at word parts to guess meaning Critical Thinking Identifying facts and opinions

Sounds /ʧ / vs. /∫/ e.g. cheese vs. shirt

Sounds /ʧ / vs. /∫/ e.g. cheese vs. shirt

CLIL Biology Eat healthy food

CLIL Biology Eat healthy food

Words ending in consonants Culture Traditional homes around the world

Communication Starting a conversation Critical Thinking Finding a solution to a problem

Communication Starting a conversation Critical Thinking Finding a solution to a problem

Words ending in consonants Culture Traditional homes around the world

Communication Checking understanding Learning to Learn Finding new words in a dictionary

Communication Checking understanding Learning to Learn Finding new words in a dictionary

Long o vs. short o e.g. go vs. on

advice pronouns; Long o vs. short o e.g. go vs. on

CLIL IT The internet and social media

CLIL IT The internet and social media

/t/, /d/ and /ɪd/ pronunciation of -ed endings e.g. clicked, apologized, waited Culture Folktales from around the world

Critical Thinking Finding information online Learning to Learn Planning an essay

Critical Thinking Finding information online Learning to Learn Planning an essay

/t/, /d/ and /ɪd/ pronunciation of -ed endings e.g. clicked, apologized, waited Culture Folktales from around the world

/ð/ vs. /θ/ e.g. then vs. think

Communication Using words to show you’re interested Critical Thinking Learning from past experience /ð/ vs. /θ/ e.g. then vs. think

CLIL History Famous journeys from history

Communication Using words to show you’re interested Critical Thinking Learning from past experience

CLIL History Famous journeys from history

/s/ consonant clusters at the beginning of words e.g. sports Culture Voluntourism

/s/ consonant clusters at the beginning of words e.g. sports Culture Voluntourism

Grammar reference pp. 135–44

Learning to Learn Using sentences to learn words Communication Telling a story in order

Learning to Learn Using sentences to learn words Communication Telling a story in order

Critical Thinking Explaining why a solution is good Communication Talking about things that interest you

Critical Thinking Explaining why a solution is good Communication Talking about things that interest you

Let’s start our mission together!

Mission: English has a fresh, playful approach to language learning that provides an adventurous journey into English for students and teachers. It uses contemporary topics and meaningful content to reflect our digitalized, global classrooms and lives. The activities in the course motivate students to communicate in ways that come naturally and reflect their real experience. So, let’s start the mission and find out more.

How it works

In Mission: English, tightly structured lessons bring vocabulary and new language into focus using colorful reading and listening texts that feel very accessible. The content helps learners of all levels develop their life competencies as well as their language and gives them the tools they need to develop into lifelong learners. Designed to provide effective and contemporary lessons with lots of fun, the additional resources allow teachers to address the needs of all their students in flexible ways that are easy for teachers to apply.

Mission: English uses extensive research that recognizes the challenges faced by teachers and their students. Its principled approaches underpin a course of exciting and reinvigorating content that will help you complete your language mission successfully!

Language in context

New language and vocabulary are introduced through a wide variety of texts, with video tasks opening each unit and each CLIL or Culture lesson. The content has a fresh, colorful style that reflects today’s fast-moving world and the type of communication that people experience day to day. The varied genres and topics in the texts explore the way students use language in their everyday lives and provide an authenticity that motivates them to find out more.

Supporting mixed abilities

Each language element is introduced in contexts that support and clarify meaning so that students are exposed to vocabulary and grammar structures in a manageable way. New language is previewed in interesting texts, scaffolded through carefully designed practice tasks, and reinforced in new activities with a light touch that engages students. Throughout the units, learning is designed to work effectively for both the more- and less-confident students. Ready-made “fast-finisher” activities are included for each unit, and downloadable Extra Grammar Practice worksheets provide opportunity for further consolidation in class. The Teacher’s Book suggests extension tasks for more-confident students and additional support for less-confident ones. The workbook tasks have a star system to highlight the level of challenge so that students can learn at their own pace. Online Practice Extra tasks and Collaboration Plus projects allow for further differentiation to make sure all students are supported.

Life competencies

Although the content feels fresh and fun, it is underpinned by a systematic attention to life competencies. These are essential in today’s classroom and for students to truly succeed in the modern world.

In Mission: English Students’ Book 1, there is an explicit focus on the Communication, Critical Thinking, and Learning to Learn competencies. A more in-depth focus on the Communication competency is also included at regular intervals in a dedicated lesson exploring communicative skills in the context of language from the preceding two units. To learn more about Cambridge Life Competencies, go to pages 16–17.

Culture

Culture pages reinforce new language in a wide range of activities that allow students to learn more about the world around them and apply their language and communication skills to global topics. The multicultural themes help learners understand more about the diverse world they are part of, develop their cross-cultural understanding, and complete mini project work more independently.

CLIL

CLIL (Content and Language Integrated Learning) brings together a focus on subjects from the wider curriculum with the use of English. The CLIL pages in the book introduce topics accessibly by exploring subjects such as math, biology, and history using the new language from the units.

Projects

Each unit culminates in a “Collaborative Project” provided online or in worksheet format. The project provides the opportunity to use the language and skills that students have gained during the unit in a creative context and encourages them to work together in order to produce and present a visual outcome. In other words, students learn to collaborate successfully. Each project has a plan and design stage, a share and present stage where students practice, and a reflect stage where students use their self-assessment skills.

Cambridge One

With such variety, it is helpful to know that everything you need as a teacher can be found in one place, online at Cambridge One, so you have a “one-stop shop” for all your resources. This includes Presentation Plus with embedded audio, video, and answer keys for the Student’s Book and Workbook; Collaboration Plus materials for the project work students complete; Practice Extra with additional activities; and a Teacher’s Resource bank with a comprehensive selection of assessment practice materials, tests, worksheets, literature, and downloadable audio and video.

Student’s Book: Unit guide

Missions often begin with a sense of excitement! It’s fun to achieve new skills and win challenges as the mission progresses. English: Mission guides students through a real-life language adventure, allowing them to discover language through an abundance of interesting and relevant contexts that will encourage them to communicate. The Welcome unit provides simple introductory activities on familiar topics to reactivate students’ existing language knowledge. Each of the 10 units is then carefully structured to provide the tools and tasks they need to succeed and complete their learning mission. Let’s see how!

All missions need a clear goal: Language aims for this mission are shown in clearly defined Unit aims. The aims identify language functions, language skills, and project outcomes. They highlight how the language is useful in real life, making it meaningful and motivating for students.

Vocabulary that students will need during the unit is introduced through colorful tasks designed to help them read, write, hear, and say the target language. The vocabulary focus always includes a communicative activity to reinforce the new words and helps students produce them actively before they move on. This target language is then used throughout the unit.

Students are engaged by a striking opening image and video with tasks that personalize the topic, activate their existing knowledge, and encourage them to communicate using critical and creative thinking skills.

Vocabulary is extended further with engaging tasks, this time using listening skills to provide context. Each listening text provides a natural model for students to follow.

Tips on the differences between American and British English are included throughout the units to raise awareness of differences and help avoid confusion.

Student’s Book: Unit guide

Target vocabulary is recontextualized in the reading text that follows. The texts cover a range of different genres throughout the units. Tasks are fun and encourage students to practice reading skills that will be useful in real life and to speak about the text. Language and skills work integrate speaking opportunities throughout the units to ensure communication is constant.

Life Competencies are embedded naturally into the tasks throughout the units, allowing students to reinforce their new language while developing these lifelong learning skills. Communication, Critical Thinking, and Learning to Learn skills in particular are called out with dedicated tasks and student tips. There are also Collaboration tasks in the project work near the end of each unit, and a specific in-depth focus on Communication is included after every two units.

The language structures or functions previewed in the reading task are explored in more detail. Students are guided by Language tools to help them understand how the language form / grammar works in a meaningful way. They are supported in producing it themselves using guided tasks that build their confidence step-by-step. A Grammar reference at the end of the book provides further support.

Vocabulary is extended further with engaging tasks, this time using listening skills to provide context. Each listening text provides a natural model for students to follow.

All the units are linked to corresponding Workbook materials for further practice. The tasks in the workbook have one, two, or three stars according to the level of challenge, helping students work at a level that suits them. There are additional fast-finisher activities at the end of the units and online Practice Extra materials. These also allow students to work at their own pace, with extra support or additional challenge, depending on their needs. Find out more about Differentiation on page 20.

A second Language toolkit guides students as they explore a new grammar point, contextualized by the listening tasks. Structured tasks on all pages build the language from easy to more challenging so students can use it confidently to communicate about their own lives.

Common errors specific to Brazilian Portuguese speakers are highlighted to help students with self-correction. These are based on research taken from the Cambridge Learner Corpus

The speaking focus builds on communication tasks from earlier in the unit with an extended fluency activity here. Speaking tasks are frequent at each stage of learning so students feel fully confident when they reach this stage. The extended activity is preceded by more scaffolded tasks so students have all the tools they need to succeed. Useful functional language is highlighted, and there is a pronunciation section at the end of the book for additional phonological support.

Units 1, 3, 5, 7, and 9 include a focus on CLIL. This encourages students to integrate their language learning with other subjects and sparks further interest in the topic.

Both Culture and CLIL pages include a documentary video that introduces the lesson topic in fun, age-appropriate ways.

The writing focus brings together the topic, language focus, and vocabulary from the unit and provides an opportunity for students to use these in a meaningful written task. Where necessary, Useful language is also provided for support.

Units 2, 4, 6, 8, and 10 include a focus on Culture. This allows students to apply what they have learned to a wider global context and use their creative and criticalthinking skills to explore the topic further.

A Communication lesson is included after every two units. This gives students an opportunity to explore the Communication competency in greater depth in the context of the language they have been learning in the previous two units.

Self-assessment, an important Learning-to-Learn skill, is included every two units. Students complete tasks both collaboratively and independently to help them understand their own progress.

Pronunciation focus provides additional tasks for each unit to support speaking and help students improve areas of pronunciation that are challenging. These are selected to be relevant to the vocabulary and other language of each unit.

The Finished? activities provide a fun extension for more- confident students, allowing them to be stretched while other students complete the core activities. Students are directed to these at the appropriate points in the unit.

A Grammar reference is included to support with clarification of language structures. You can find Extra Grammar Practice worksheets to accompany the Grammar reference in the Teacher Resource Bank.

Workbook: Unit guide

The full-color workbook provides opportunities for students to practice the language and skills from the Student’s Book in a self-study environment, ensuring they stay on course to complete their language mission. A short Welcome unit consolidates the language reviewed in the Student’s Book. The other units follow the same simple structure so students always know where to go.

There are three activities of increasing difficulty for each Vocabulary set. These revisit the key vocabulary from the Student’s Book so that students can feel confident that they have mastered the language.

Three activities for each Language toolkit focus provide further practice of the concepts encountered in the Student’s Book.

A three-star rating system identifies the difficulty level of each task, allowing teachers to select the tasks to suit the current level of individual students and helping students to see their progress as they tackle each new task.

A Reading activity allows students to draw on language that they have encountered throughout the unit while further developing their reading skills through a fresh text.

A Writing task provides consolidation of the writing skills from the Student’s Book so students feel completely confident in approaching each type of text.

A two-page language review after every two units gives students the opportunity to review their learning at regular intervals. A skills review for every two units is also available on Practice Extra.

Teacher’s Book: Unit guide

The Teacher’s Book provides all the information you need to support teaching of the Student’s Book lessons in a simple, easy-to-follow format.

Review the Unit aims at a glance. Aims are clearly stated at the start of each unit for easy access.

Check the Resources you will need, so you are fully prepared, in the list at the start of each unit.

Engaging ideas for Warmer activities are included to create interest in the topic and activate the prior knowledge of your students. It also gives you a chance to begin assessing their stage of knowledge.

Icons will identify when you use video and audio materials and handy page references tell you where to find the scripts.

Optional Extension activities are included to consolidate tasks and stretch more-confident students. There are also tips for differentiation with suggestions for Extra support activities. These are clearly labeled so you can find them easily.

Suggested Homework tasks are included for optional use.

Teacher’s Book: Unit guide

Background cultural information is provided to support tasks where appropriate.

Review the lesson aims so you know exactly what students are setting out to achieve.

The Collaboration Plus project is highlighted with reminders of where to find the notes.

Life Competencies are signposted with this icon in the lesson aims. Details on the core area, component, and “can-do” statements for the unit are provided.

Specific Life Competency activities are signposted with an icon and title before relevant tasks.

Reminders of additional resources such as Practice Extra and the Workbook are flagged. This is where students can find activities to suit their level and pace of learning.

Answer keys are easily located for each task.

Mission: English has all the tools you need for your classes in one place. Instead of searching for resources, supplementary materials, and ways to manage differentiation, you can access all you need easily and reliably from Cambridge One. Students will also love the opportunity to collaborate and communicate using the digital Collaboration Plus space.

What does it include?

Presentation Plus

● Student’s Book and Workbook with interactive tasks and answer keys

● Embedded links to the audio and video in the course for quick access

● Engaging videos at the start of each unit and each CLIL and Culture lesson

● Teacher’s Book

● Available online and offline

Practice Extra

● Additional Listening and Speaking practice and games for each unit

● Skills consolidation after every two units

● Gamification and fun activities motivate students and celebrate success

● Mobile friendly

● Small, bite-size chunks of learning

● Progress mapped

● Allows for differentiated learning

Teacher Resource Bank

Additional learning materials:

● 5 x Literature worksheets including texts, activities, and tasks for standalone lessons or extension tasks

● A Grammar practice worksheet per unit, providing additional practice of the language areas explored in the Language toolkit lessons

● PDF versions of the Collaboration Plus projects for in-class use

● Cambridge Life Competencies Activity Cards

Practical resources to support the Student’s Book:

● Workbook answer key

● Downloadable audio and video

● Wordlists for quick reference

How can you use the tools?

General tips:

● Remember to plan according to the needs of your students. You don’t have to work through all the resources. Pick what works best. This will help manage classes requiring a high level of differentiation, giving a range of additional support to either scaffold or extend learning.

● Resources can be integrated into lessons if your students have devices in class, or alternatively, they can be used to support additional study and homework.

● Students can develop their autonomy by choosing how they work.

Collaboration Plus

● Guidance notes and materials for the Collaboration Plus project work at the end of each unit, helping students develop their collaborative and communicative skills

● Teachers can monitor, assess, and support as students work together

● Projects can be shared or presented in class

E-books

● Digital formats of the Student’s Book and Workbook

● Embedded audio and video material for easy access and flexibility

● Simple and intuitive to use

Test and assessment resources:

● 7 x Assessment Practice worksheets, each including an officially validated Key for Schools practice task and supporting activities

● A set of editable test questions for each unit for you to build your mid- and end-of-term progress tests

● Speaking and writing assessment scales

Key reference information:

● Life competencies map

Using Collaboration Plus

Collaboration Plus is a fantastic way for students to engage in project work. Each unit provides a project that builds on the Culture or CLIL pages and provides an ideal opportunity for students to work autonomously. They use the language they have learned in the units but also develop their life competencies through collaboration and communication.

● Each project sets a relevant, real-life task to engage learners. These are clearly linked to one of the Collaboration core areas and competencies with “can-do” statements.

Using the online resources

● The projects can be delivered flexibly. Select and use projects that your students will find engaging, will be beneficial, and will fit your curriculum well.

● If you prefer to do the projects in class, you can download PDF materials from the Teacher’s Resource Bank and work offline.

● Alternatively, you can set up the project during class time and assign the rest as homework. Students complete their work using the online collaboration space where they can share their project work.

● You may decide to blend your approach and allow students to do some of the work in class and the rest online. The choice is yours.

Example of how to use the Collaboration Plus projects

There is a clear overview for each project that shows what students need to achieve and indicates the collaborative competency being practiced. Each project is divided into three sections that utilize communication skills as well as critical and creative thinking, which are:

1. Plan and design

2. Share and present

3. Reflect

The projects allow for mixed abilities. Guidance notes take students through each part with step-by-step instructions. This allows more independence for more-confident students, who can follow the stages autonomously. You can continue to support and give more scaffolded guidance to less-able students, either face-to-face or through the platform.

An example blended approach:

● Set up the project in class. Students make initial plans face-to-face (e.g., brainstorming initial ideas).

● Collaboration and further planning can continue as homework in the Collaboration Plus space.

● Students share their work online but present it in class.

● They reflect together in groups.

Alternatively, you can complete the whole project face-to-face, simply using the guidance notes and materials to get started.

Using Practice Extra

● Practice Extra tasks can be used to consolidate, reinforce, or extend learning.

In class:

• Students can use their devices in class to try activities.

• Sometimes pair students so they communicate and support as they complete activities.

• Set follow-up tasks for homework to maintain momentum.

At home:

• More-able students can select tasks to work through at their own pace.

• Offer scaffolding to less-confident students by setting tasks during class and checking progress in later lessons.

● Practice Extra allows students to work at the pace that is right for them, helping you manage differentiation.

● Both you and the students can see progress clearly mapped with completed tasks made visible.

● There is an additional Speaking and Listening activity for each unit to complement the Reading and Writing practice in the Workbook. The Skills Consolidation after each two units provides a useful extension to the Workbook Language Reviews.

● If students are allowed to use devices in class, fast finishers can work on tasks during class time and consolidate or extend their skills.

● Finally, the use of Practice Extra can help learners develop their Learning to Learn skills by helping them self-assess and track their own progress. You can encourage this by discussing with students how they have progressed on tasks and what they think they can do to improve.

Using the Literature worksheets

Research has shown that wider reading has a number of benefits for students:

● It enhances language competence and ability (by providing exposure and comprehensible input). All skills, even speaking, have been shown to improve when students regularly read widely beyond textbooks.

● Reading offers consolidation and development of vocabulary range.

● It increases student autonomy and has been shown to help with motivation and self-confidence. (Maley, 2009)

The literature worksheets can be delivered in single standalone lessons. They are ready to use and require no additional preparation. They could also be used as extension tasks for more-confident students.

Each literature lesson introduces students to the benefits and enjoyment of reading. The texts cover a range of different genres including cross-cultural contexts and are specially written to be age-appropriate and motivating. Each one includes:

● An extended original text that will introduce students to wider reading in manageable chunks.

● Language content graded to maintain motivation but provide challenge.

● Clear lesson aims and outcomes.

● A page of pre-, while and post-reading worksheet activities with accompanying teacher’s notes and answer keys.

● Follow-up activities including suggestions for extension activities.

Using the online resources

Providing progress tests

Printable progress tests are flexible enough to use in all contexts. For each unit in the textbook, there is a bank of test questions to assess vocabulary, grammar, and all four skills. Teachers can select and edit the bank of test questions according to the timetable and lesson coverage used in their schools, combining questions and printing out tailored progress tests for their specific context. When creating tests, teachers should:

● Consider how many tests they will need (e.g., one for each unit of work, one per month, a mid-term or end-of-term test).

● Identify how many units of work will be covered at the point each test occurs to help plan each one.

● Select a set of questions from the unit banks to cover all the relevant areas that need to be covered in each test. For example, if the test occurs after the first three units, the teacher can select a range of questions from the test banks for units 1–3.

When selecting questions, teachers should make sure they include a good balance of items with a mix of skills, vocabulary, and grammar.

Questions should be compiled so that there is variety. For example, mix fill-in-the-blank questions with cloze, multiple-choice, and so on to avoid repetition.

Sections should be planned carefully. It may be better to start with a focus on grammar and put the writing question at the end.

Consider the time the test will take. It may be more appropriate to use only one reading set even if you are covering three units to ensure the test does not become too long.

Remember that the listening element will need sufficient time. It is good practice to allow enough time to play the audio twice.

To test speaking, suggested procedures are provided. Teachers should read them in advance then follow the instructions carefully.

Assessment scales for reading and writing are included in the resources to allow for standardized results against clear criteria.

Using the Assessment Practice Worksheets

Formal assessment is a key part of the learning journey, and students need to prepare for this aspect of their learning in order to build their confidence before real exams. Providing scaffolded tasks and tips and samples of exam tasks can help learners prepare over time so they are familiar with exam strategies and confident about their ability to perform well.

In the Teacher’s Resource Bank, there are seven Assessment Practice worksheets. These use official Cambridge exam preparation materials based on Key for Schools resources, and they cover half of the paper parts that students will encounter during the exam. The other seven will be covered in Mission: English Students’ Book 2.

The worksheets are designed to be used in class and include productive speaking tasks. Each worksheet consists of:

● Exam focus: Each worksheet identifies the test element being practiced.

● Preparation tasks: There will be one or more activities that focus on some of the language or skills requirements typically needed for the exam.

● Exam task: An exam task is included to give students insight into task types and provide practice of exam activities so students are fully familiar with them.

● Exam tips: Tips and facts give useful advice about taking the exam.

● Get it right!: A Get it right! section helps students spot and correct typical errors.

For each worksheet, there is also:

● an answer key

● an audioscript if necessary

● teacher’s notes with further guidance on how to use the materials.

Speaking and writing assessment scales along with guidance on how to format the speaking tests can be found in the Key for Schools Handbook. Assessment scales are also provided in the Teacher Resource Bank. By carefully reading each criterion and identifying if it has been fully met for the band, you can reliably score the performance of your students. You can watch sample tests here for further support: https://keyandpreliminary. cambridgeenglish.org/resources.htm

Before using a worksheet, check the Teaching Notes accompanying each worksheet for the recommendation on when to use it. Guidance is provided on which units students will need to have completed in order to have the necessary language to complete the tasks.

The language classroom is an ideal context to work on Life Competencies. In a fast-changing world, our students still need to learn solid language skills. But they also require the ability to collaborate with others, think critically and creatively, problem-solve, and develop independent learning skills that will help them adapt and progress beyond the classroom. Where better to develop these skills than alongside their English?

Each

Communication Critical Thinking

Collaboration

If you would like to find out more, you can read detailed information about the framework at cambridge.org/clcf. There is a booklet with information, advice, and suggested activities for each competency. You can also download fun activity cards from the Teacher Resource Bank, which offer practice ideas you can use in addition to your textbook.

Mission: English includes elements of all the competencies, but in particular, it encourages development of four competencies: Communication, Collaboration, Critical Thinking and Learning to Learn.

● Two competencies are included in each unit: These rotate between Communication, Critical Thinking, and Learning to Learn and are indicated in the Teacher’s Book notes.

● After every two units, there is a full page to practice the Communication competency.

● A final Collaboration Plus project at the end of each unit addresses the Collaboration competency.

Lesson aim: Reading message board posts about using technology safely

Cambridge Life Competencies – Critical Thinking

Core area: Evaluating ideas and arguments

Component: Evaluating specific information or points in an argument Can-do statement: Identifies evidence and its reliability.

Each unit ends with a Collaboration Plus project

This is shown in a project box in the Student’s Book, and details are available online with the Collaboration Plus materials.

In the Lesson aims of the Teacher’s Book, you will find a CLC icon, followed by the Competency, Core area, Component, and related “Can-do” statement clearly defined.

In the Student’s Book, activities are signposted with the CLC icon. The competency is identified in a heading and includes a useful student tip.

After every two units, there is a full-page of activities focused on the Communication competency.

The Self-assessment tasks that follow each two units requires students to use their Learning to Learn skills.

The Content and Language Integrated Learning (CLIL) pages appear at the end of units 1, 3, 5, 7, and 9. They explore subjects from the wider curriculum, including math, biology, environmental studies, and history. CLIL content helps students develop their knowledge of age-appropriate subject areas while extending their language skills. It provides a context-rich, engaging focus with real-life application.

Video

Each CLIL section begins with an engaging video to introduce the subject area and activate prior knowledge. You can also:

● ask students to compare what they already know in pairs,

● write key words on the board to brainstorm as a class and put students into groups to create spidergrams of what they know.

New language

The video and opening tasks introduce students to subject-specific language naturally, but where necessary, L1 can be used to establish key concepts. New language can also be taught or discovered through:

● matching tasks

● using graphic organizers to group words

● labeling diagrams or pictures

● using flash cards and asking students to spot the words in the video or texts and using categorizing activities.

Approaching texts

Reading and listening texts provide a rich context for new language. They can also provide a model for the Collaborative Plus project work to follow.

Texts may be more academic in tone but follow pre-, while, and post-reading activities like all other Student’s Book texts. You can pre-teach vocabulary or ask students to figure out meaning from context.

Remember to consider differentiation. As with other lessons, you can use extension tasks or scaffolding to help. Try writing L1 equivalents of key, subject-specific words on the board for less-confident students. Ask more-confident learners to find new words themselves and write their own example sentences.

Getting the most out of tasks

Tasks will guide students through the text to help them understand key concepts. You can extend tasks to add more support or challenge.

● Cut up copies of texts into paragraphs and give to more-confident students to rebuild in groups.

● Give topic sentences from each paragraph and ask students to recall supporting ideas.

● Provide writing frames that include sentence stems for completion. Ask less-confident students to summarize the text and more-confident ones to write their own.

● Get students to design infographics using key information. Confident students can locate information; less-confident students can record it.

Each CLIL spread ends with a related Collaboration Plus project where students can extend their subject and language knowledge further (see Using the online resources on pages 13–15).

Self-assessment is a key skill for students: “Reflecting on and evaluating own learning” is one of the core areas of the Learning to Learn life competency. It allows students to develop the autonomy and reflective skills essential for lifelong learning. After every two units, there is a Self-assessment lesson which:

● takes approximately 45 minutes

● focuses on identifying how confident the students feel in their own progress

● encourages them to notice how they can improve

● uses fun, interactive tasks to help establish the process of reflection.

At the beginning of the first Self-assessment lesson, it is useful to discuss the purpose of it using the students’ first language if necessary. For example, ask students to brainstorm why noticing errors or challenges can be beneficial. Discuss how recognizing progress is also key.

How the lessons work

Each lesson has a series of fun tasks. Some ask students to do a task so they can recognize what they remember, such as labeling an image.

Some tasks ask students to produce some language and then complete peer feedback, which also helps with communication skills and empathy or emotional development.

There will also be a Self-assessment task where students can demonstrate their confidence levels, for example, by choosing emojis.

As students become familiar with this process, it can be helpful to integrate reflection into lessons regularly. For example, after tasks, ask students to show you thumbs up, mid-point, or down.

A key point to remember is that you should follow up once you have completed the lessons.

● If students are confident, don’t forget to praise them before you continue.

● If they are doing well but have a few worries, you could offer consolidation tasks, as sometimes students simply need reinforcement and additional practice to feel OK. Encourage students to identify specific areas of uncertainty that they can work on.

● If they are making more significant mistakes and lack confidence, you might choose to use some of the resources and extension tasks to review a lesson focus in full. You can still praise them, particularly for good reflection.

Differentiation

In all classes, students have different, individual needs, and if the class is large, variation is even more likely. Students can vary in terms of their language proficiency, aptitude for learning, motivation, and learning-to-learn skills. Whatever the differences, providing differentiation in learning creates extra challenge for teachers.

In Mission: English there are many features to help with this.

● The Teacher’s Book notes include Extension and Extra support tips to help stretch more-confident students and provide additional support to those who need it.

● There are ready made fast-finisher activities for each unit that you can assign to more-confident students to complete independently while others complete the core tasks. These are signposted at the appropriate points in the Student’s Book.

● The Teacher Resource Bank includes Extra Grammar Practice worksheets that can be assigned to students or classes who need further targeted practice of the concepts explored in the Language toolkit lessons.

● Online Practice Extra tasks can be used as further fast-finisher tasks or as additional skills practice for building confidence where needed.

● The Workbook contains tasks with a star system that shows how easy or difficult the challenge is so students can work at a level that suits them best.

● The Collaborate Plus projects are flexible and allow different students to take different roles according to their strengths and abilities.

Classroom management tips

Try to find ways for less-confident students to contribute during lessons and be sure to praise them for their efforts, however small, in order to build their confidence. For example, they can:

● read instructions aloud at the start of tasks,

● “report back” on group work so they repeat the ideas of the group, rather than having to think of their own answers

● keep score during competitive games so they have an active role.

Vary groups and pairs regularly to keep things engaging:

● Put more-confident and less-confident students together sometimes so the more-confident students can support the less-confident ones and consolidate their own knowledge through helping someone else.

● Group more-confident students together and less-confident students together at other times so that the more-confident groups can stretch using fast-finisher or extension tasks and less-confident groups can work without pressure on core activities with some additional support.

Use flexible, no-preparation extension tasks for fast finishers

You can find suggested, ready-to-use fast-finisher activities at the end of the Student’s Book. In addition, always have a set of quick, no-preparation tasks in mind that you can give students if they have completed tasks ahead of others. For example:

● After a reading/listening task, ask them to summarize what they read/heard in a few sentences or by discussing with another student.

● Ask them to find three new words from a text they’ve read and write a sentence for each.

● After a grammar or vocabulary task, ask them to add two or three questions of their own to the exercise, then test another fast-finishing student.

● Keep one or two “Unit summary” posters and colored pens in the classroom. Tell students who finish quickly that they can add to the poster while they are waiting for others. For example, have them add a picture labeled with new words or write a few lines of sample dialogue. Over a few lessons, they can build up a review poster for the classroom wall when the unit is finished.

Differentiate through materials

Use simple variations to add challenge or support to materials. For example, in a matching task like this:

● Ask more-confident students to cover the box at the top of the page and try to write words without prompts.

● For less-confident students, write the picture numbers and the first letter of the answer on the board. If they get stuck, they can look at your clues to help them.

● For reading tasks, provide a copy of the text for less-confident students with a glossary in the margin translating or clarifying difficult words.

● Give the answer keys to less-confident students but jumbled up. Instead of creating the answers, they match instead.

Extra tip: Keep your new materials to be reused. Also consider creating a peer group with other teachers and create a pool of materials you can all share.

Differentiate through timing and outcome

Instead of asking all students to complete tasks at the same time, differentiate through time limits and setting a minimum outcome. Here’s an example for an activity with ten questions. Set up the task and say: You have five minutes to do the task. You must complete a minimum of five answers. You could do all ten. You could do all ten and write two extra example sentences. Giving a time limit and minimum outcome allows the less-confident students to do fewer items without feeling under pressure so they can focus on doing five questions correctly. Other students can complete all the items. The more-confident students can complete all the items and add some extra language of their own.

Mission: English provides fun Warmer and end-of-lesson activities that keep learners engaged and provide variety. But it is always useful to have a few additional activities available to keep your classes dynamic. The games bank is designed to offer:

● alternative warmers to engage learners and add additional variety with low or no preparation,

● filler activities when you have completed a task and want to re-energize or refocus students before moving to a different part of the book

● review activities to consolidate at the end of a unit or a week of lessons in a fun way.

How to use the games bank

You can dip into the bank at any time you need to adapt or add to your lessons.

● Choose any of the games and adapt the content to fit your topic, vocabulary set, or language point.

● Remember to set a time limit and set up the activities with clear examples or demonstrations before you begin.

A,B,C … quiz me!

After you have completed at least half the units of work from the textbook, put students into pairs and tell them to write the letters of the alphabet in a list. Tell them to exclude unusual letters (e.g., x, z, q…) Explain that when you say “Start!” they should go through the textbook and find a word (adjective, noun, or verb) that begins with each letter and add it to their list. The first pair to write a word for each letter is the winning team. To extend the game, put each pair with another to make groups of four. The pairs take it in turns to test each other by giving the first letter of one of their words and a definition for the other pair to guess.

Act and freeze

After you have watched a video or movie, put students into small groups and ask them to recreate and role play a scene or activity from the movie. Give a time limit. When they finish, tell them to repeat their role play but this time, if you clap, they have to freeze in whatever position they are in. Let the groups begin the role play. After a few minutes, clap. Tell two or three groups to stay frozen. Ask the other students to look and guess what is happening in the frozen scenes. Repeat, but choose different groups to stay frozen the second time.

Board race

Divide the board into two and write a list of words that students have learned onto the board. You can write the same list on each side or vary it, but include a spelling error in each word. Ask students to stand in two lines, facing one of the word lists on the board. Give the student at the front of each line a board marker. The student runs to the list and corrects one of the errors then passes the marker to the next person in the line and goes to the back of the line. The second student finds a different error to correct and so on. The first group to correct the whole list is the winner.

Categories

Draw a six, or nine-square grid on the board. Write a category into each square (e.g., food, clothes, animals, things in the house). Put students into small groups. Explain that you will give a letter of the alphabet and they must find an example for each category that begins with that letter. If you say “s,” they might write soup, skirt, snake, sink, etc. The first group to complete all the categories is the winner.

Choose your side

Students stand in the center of the room. Call out two categories, pointing left for one and right for the other, such as hot weather and rain; Students choose which they prefer by standing to the left or right. Tell them to find a person who chose the opposite side and discuss, for one minute, why they chose what they did. If everyone chooses the same thing they can still discuss why. After one minute, bring everyone back to the center and repeat with new categories, such as cats/dogs or pizza/pasta

Draw the word

Make sure students are paired with someone they are comfortable touching their back. Write a list of five or six recently learned words onto the board by saying the word and asking the class to spell it out as you write up each letter. Tell learners they will take turns writing one of the words on their partner’s back (by tracing the letters with one finger or the eraser end of a pencil). Their partner guesses which word was written. They take turns until they have completed all the words.

Dictionary

Write the word dictionary on the board and then copy each letter below in random order and erase the original word so you are left with jumbled letters. Put students into pairs. Give them two minutes. Each pair writes down as many words as they can using the letters from the word. The pair with the longest list of correct words is the winner.

Dictogloss

Choose a short text or paragraph from the textbook or elsewhere. Tell students you are going to dictate. They should listen carefully and write down what they can but not worry if they don’t get every word. Explain you will read the text three times at normal reading pace and they can add more detail as you repeat. Read the text three times at normal speed. Students listen and note what they can. When you finish, put students into small groups and ask them to rebuild as much of the text as they can. At the end, share all of their ideas to build a final version on the board as a class. Highlight how understanding an overall message is more important than replicating a text word for word.

Emoticon diary

Students can use their phones or draw on paper. They choose or draw three or four emoticons that represent their day or weekend. Put them into pairs. Each student shows their emoticons to their partner, who guesses what they have been doing. They then talk about their day and confirm if the guesses were correct.

Lucky dip

Write a selection of typical errors from the Common errors boxes in the textbook or from writing homework completed by the students (keep them anonymous). Put the error slips into a bag. If you have a very large class, make two or three sets of errors and have more bags. Put students into pairs or groups of three. Pass the bag around. Each group takes a slip of paper. Each group reads and corrects the error together. After a few minutes, ask each group to swap errors with the group nearest them and repeat.

Pass the parcel

Wrap a small prize (such as a bag or piece of candy, a pen or an eraser) in colored paper or newspaper. Add a second layer of paper in a different color, then a third, fourth, and fifth. Add as many layers as you can manage. Ask students to stand in a circle, and play some music. Students must pass the parcel to their right as the music plays. When it stops, ask the student who is holding the parcel at that moment a question, such as What’s the opposite of warm? Or How many letters are there in the word “friend”? If they answer correctly, they can unwrap a layer of paper. If they are wrong, they can’t (or they are out of the game, if you want to be strict). The student who unwraps the final paper wins the prize.

Picture split

Find enough pictures for half the class (e.g., for a class of 30, you should find 15 pictures). Cut each picture in half diagonally and mix up the halves. Give each student one half of a picture. Tell them they must mingle and find the person with the other half of their picture without showing it but just by describing. Students mingle to find their partner. If they find their partner quickly, they can sit down and write a sentence describing their picture. Keep the pictures to reuse.

Word split

Give each student two pieces of paper. Ask them to choose a word and a definition they have recently learned. They write the word on one paper and the definition (or L1 equivalent) on another. Help less-confident students if they are not sure what to write. Collect all the papers and mix them up. Redistribute the papers randomly. Students have to find the partner with their matching word, definition, or L1 equivalent.

Stand up, sit down!

Create a list of words and definitions from units of work students have recently done. (You can keep a list as you go along, as this is useful for all review activities). Tell students you are going to read a word and give a definition very quickly. If they believe the definition is correct, they stand up. If they think it is wrong, they remain seated. Read the words and give definitions quickly. Students stand or sit. If the group works independently, follow up by putting them in groups of five or six and telling each student to think of their own word and a correct or incorrect definition. They take turns giving their word to the group who stand up or sit down.

Supermarket sweep

Bring in random items (e.g., a toilet paper roll, pens, soft toys, an ornament, socks, a comb) in a bag. Put an empty box or basket on one side of your desk and the bag of objects the other. Tell students they are buying objects in the supermarket, and you are going to check out. Move items from your bag across the desk quickly and drop them into the box, getting students to say the names of each as they are transferred. Once you have processed all the items, put the students into pairs and ask them to write a list of all the items they remember. The students with the longest list are the winners. Extend by asking pairs to make up a story that includes at least three of the random items.

Sweet game

Buy a bag of candy with different colors. Ask each student to take one piece but not eat it yet. Put students into groups of five to six. On the board project a list of colors that match the colors of the candy with a linked question/ task, e.g., Blue: Talk about your favorite food. Pink: What hobbies do you have? Yellow: What’s your favorite room, and why? In groups, students answer the question for their color and then they can eat their candy.

Target

Put a few large archery targets with a red center around the walls. You can draw these onto poster paper with colored pens quite quickly. Give students a sticky note each and ask them to copy a word from the textbook they recently learned. Collect them and hand them out again randomly. Divide students into equal groups and ask them to look at their new word and put the sticky note onto the target. They should put it in the middle of the target if they know the word, halfway out if they think they know, and near the edge if they don’t know it. Once they have placed their words, each group shares ideas about the words near the edge of the grid. If someone in the group knows it, they can explain to the rest. Once everyone is happy, they put the word into the center of the target. Check for any words students still don’t know confidently at the end of the activity and review with the whole class.

Throw the dice

On the board write the numbers 1 through 6 in a list. Next to each number, write a topic or question related to something you have studied recently in the textbook. Put students into groups of six and give each group a die. Or get them to write 1 through 6 on slips of paper, fold them up, and mix them. Tell students to take turns throwing the die (or pick a slip of paper). They then speak for 30 seconds on the topic they have chosen.

Translating together

Choose a short passage from the textbook. Tell students you are going to read aloud a short passage, and they should write it in their own language. Read the passage slowly and repeat a couple more times as students write. Once you have finished put students into small groups and ask them to compare their translations. As a group, they should then translate the passage back into English. When they have finished, compare to the original that you read. Discuss any differences.

Quick quiz

Put students into groups of five. Show a picture or short movie clip. Each group has five minutes to write five quiz questions about the picture or movie clip. They can ask anything, as long as it is in English. They must also write down their answer. Monitor to check their questions and answers are correct. Put groups together. Each group asks their quiz questions to the opposite team and keeps score of correct answers. The winners are the team that answered more questions correctly.

Verb tennis

Bring in a soft ball (or balled up a piece of paper). If you have a large group, divide the class into smaller groups and have two or three balls. Demonstrate the game. Throw the ball to a student, saying a verb such as go. The student who catches the ball states the past tense (went). If the class is less-confident, they can pass the ball back to you to choose a new student. If the class is more-confident, the student who catches the ball passes it to a new student and gives a new verb. You can extend this by including past participles, or use opposites or collocations with make and do, etc.

Video gap fills

Use clips of movies with lots of action. Hide the screen (by covering the screen or not projecting the image) and play the soundtrack only. Students work in pairs and guess what might be happening in the movie. Compare ideas before showing the original video.

Alternatives: (1) Play the image without sound. Students create their own dialogue and act out as the movie replays. Then compare to the original movie. (2) Give out a list of things that appear in the movie but add in some additional items. As they watch, students check the things that appear in the movie. (3) Pause a video at an exciting point. Ask pairs to predict what happens next then show the original version.

Where am I from?

Make a list of the words from the American or British words feature in the textbook. Put students into small groups of three to four. Tell each group to draw the U.S. flag on one paper and the UK flag on another (or use mini whiteboards). Tell them you will say a word and count to three. On three, each group must hold up one of the flags to signify whether the word is American or British English. Award one point for each correct answer.

Unit aims

● Introducing yourself

● Using the verb be

● Understanding and using question words

● Using subject and object pronouns and possessive adjectives

● Talking about countries and nationalities

● Saying cardinal numbers 1–100 and ordinal numbers 1st to 6th

● Talking about days, dates, and times

● Completing a personal details form

● Telling the time

● Talking about colors

● Describing classroom objects

● Using demonstratives and prepositions of place Resources

● Workbook Welcome Unit

● Paper or card cut into small slips (one per student)

Lesson aims: Introducing yourself and others; using the verb be; asking questions

Warmer: Introduce yourself as students walk into class. Stand at the door and say: Hi, I’m (name) What’s your name? Nice to meet you! as students walk in. Encourage students to respond. Students then sit down and introduce themselves to others in the class using the same wording / conversation you modeled.

Introductions

● Draw students’ attention to the table. Have volunteers read the pronouns and the example words provided in the table.

● Students complete the table individually. Copy the table onto the board and invite students to the front to complete it with the correct forms of be

● As you check answers, give example sentences: I am a teacher. You are students. We are in the classroom. etc.

Answers: 2 is, 3 are, 4 are

● Point to the example. Invite students to read it aloud. Students match the other parts of the sentences individually. Encourage them to look for clues, such as subject and object pronouns in each part of the sentences.

● Invite volunteers to read the complete sentences aloud to check answers.

Answers: 2 A, 3 E, 4 B, 5 C, 6 F

● Write the example sentence on the board. Circle the subject (My school) and ask what form of be is used (is). Point out that My school is the same as It. Direct students to the table from Exercise 2 to confirm that the answer is is

● Students complete the rest of the sentences individually or in pairs. Remind them to use the table in Exercise 2 to help them. Check answers with the class.

Answers: 2 are, 3 are, 4 am / ’m, 5 is / ’s, 6 Are, 7 is / ’s, 8 is, 9 Are, 10 is

Workbook: page 4, Exercises 1–3 1

Audio script page 140.

● Invite two students to read the conversation aloud, but tell them not to worry about the blanks.

● Draw students’ attention to the words in the box. Then point to the example and read it aloud. Students complete the rest of the conversations individually and then compare answers in pairs.

● To check answers, play the track. Then put students into groups of three and ask them to practice reading the conversation aloud, and invite a group of students to read it to the class.

Answers: 2 name is, 3 Nice, 4 meet, 5 This is, 6 Hi

Introductions (continued)

Audio script page 140

● Put students into pairs and ask them to guess what the teenagers in the picture are talking about.

● Draw students’ attention to the example. Encourage students to read the sentences first and then number them in order. Tell them to self-correct their answers by reading the conversation.

● Play the track for students to follow along and check answers.

Answers: 5, 4, (1), 7, 2, 6, 3

● Invite two volunteers to read the example conversation aloud. Then elicit a similar conversation from a volunteer by introducing yourself to the student.

● Put students into pairs to practice introducing themselves. Monitor the activity to check they are using the correct phrases.

Extra support (optional)

Hand out cards to the students with a name and age for students to role play. Ask them to look at the conversations in Exercise 5 and 6 to help them.

Extension (optional)

Tell the class to stand up and walk around introducing themselves. Challenge them to introduce themselves to as many people as they can in a set time limit.

Question words

● Point to the question words in the box and read the first question and answer with the class. Ask a student to identify the question word (Where).

● Remind students we use question words to ask for information. The answer cannot be yes or no

● Invite students to read the items aloud but not to worry about the blanks. Then have them complete the questions individually using words from the box. Tell students to check their answers in pairs. Then check answers as a class.

Answers: 2 How, 3 What, 4 When, 5 Who, 6 Why

Extra support (optional)

Write scrambled phrases on the board for students to unscramble and write in their notebooks, e.g., name / your / What’s / ? Have student come to the board to write the correct phrases.

Extension (optional)

Put students into pairs to practice asking and answering the questions in Exercise 1. Tell them to personalize the questions and answers, e.g., When is gym class? On Thursday. Invite students to share their questions and answers with the class.

● Write the first question on the board and elicit the answer. Students complete the rest of the questions in pairs. Check answers with the class.

Answers: 1 How, 2 Why, 3 What, 4 How, 5 What’s, 6 Who, 7 Where, 8 When

● Point to the conversation and invite two volunteers to read the example conversation aloud. Monitor the activity and help as necessary.

Workbook: page 4, Exercise 4

Lesson aims: Talking about countries and nationalities; using subject and object pronouns and possessive adjectives

Warmer: Prepare two sets of paper slips to hand out to students for a matching game. Half of the students receive each a slip that shows a number in digit form (e.g., 1 through 20), and the other half receives each a slip that shows a number in word form (e.g., one through twenty). Set a time limit. Students find the other student with the same number.

Countries and nationalities

● Read the countries and nationalities aloud. Students listen and repeat each word.

● Direct students to the example. Tell students to match the rest of the countries and nationalities into pairs. Then read the country names aloud for the class to call out the corresponding nationality. Check pronunciation.

Answers: 2 F, 3 G, 4 E, 5 A, 6 D, 7 C, 8 B

Audio script page 140

● Point to the first picture and flag and elicit the country the girl is from and her nationality. To add more challenge, you can ask students to cover the clues and guess the country and nationality of each teenager by looking at the flag by each picture.

● Put students into pairs to complete the information for every teenager. Tell them to use the countries and nationalities in Exercise 1 to check spelling. Then play the track for the class to check answers.

● Play the track again. After each item, pause the track and have volunteers read the captions aloud.

Answers: 1 Brazilian, Brazil; 2 British, UK; 3 Spanish; 4 Chinese, China 5 American, U.S. 6 French, France

Audio script page 140

● Highlight the difference between countries and nationalities. Say (e.g.): I am Brazilian. I’m from Brazil. Point to the sentences and tell students to choose the correct option.

● Point to the example. When they finish, put students into pairs and have them check their answers. Then play the track for students to follow along and check.

Answers: 2 Turkish, 3 Peruvian, 4 Ireland, 5 Egypt, 6 Japanese

● Invite two volunteers to read the example question and answer aloud.

● Put students into small groups. Tell students to choose a country anywhere in the world. They can also choose a country from previous exercises. Encourage group members to choose a different country from each other. Then have groups role play conversations as in the example.

● Monitor and encourage students to check that they use the correct language.

Extension (optional)

Have students mingle and write down the “nationalities” of as many people as they can: Mara is Chinese. She’s from China. Take feedback as a class, asking questions for students to answer about each other: Where is Luiz from? (He’s from Spain. He’s Spanish.)

Extra support (optional)

Show pictures or call out the names of famous people that your students are interested in. Some of these should be from countries not mentioned in the Student’s Book, to extend student knowledge. Students write two sentences about each person as extra practice, e.g., Cristiano Ronaldo is from Portugal. He’s Portuguese

Homework (optional)

Students find a picture of a famous person from another country. Have them write sentences to introduce the person using as much language from the unit as they can: This is Ariana Grande. She’s from the U.S.. She is American. Her birthday is …

Workbook: page 5, Exercises 1–2

Subject and object pronouns and

possessive adjectives

● Direct students to the table. Have volunteers read aloud the words provided in the table, including the examples. Direct students’ attention to the example sentences and read them aloud.

● Students complete the table individually. Then copy the table onto the board and invite students to the front to complete it with the correct subject, object, or possessive pronouns.

● As you check answers, give example sentences, e.g., We are at school. Her name is Kate. Is it your bag? etc. Ask students to raise their hand when they hear the subject, object, or possessive pronoun.

Answers: 1 me, 3 your, 4 him, 5 her, 6 we

● Tell students to look at the photos and elicit any words they already know (banana, apple, lunch, glasses, cookies, grapes, book, paper, pencil, ocean).

● Read the sentences aloud. Then draw attention to the example. Ask why her is correct (because Kate is female and the lunch is her possession).

● Students circle the rest of the underlined words with the correct option for each sentence. When checking answers, ask if the correct word is a subject, object, or possessive pronoun. Students can refer to the table in Exercise 1.

Answers: 2 B, 3 B, 4 B, 5 A, 6 C

● Books closed. Write the first sentence on the board. Invite a student to replace the underlined word with a subject or object pronoun.

● Students replace the rest of the names in blue individually. Monitor and remind them that all the answers are from the first two columns of the table in Exercise 1.

● Invite volunteers to read the sentences aloud to check answers.

Answers: 2 She, 3 We, 4 they, 5 her, 6 him, 7 them, 8 us

Extension (optional)

Put students into teams. Ask simple questions about people or things in the class: What is her name? Is this your bag? How old is (name)? Where is my jacket? The first team to answer each question using either a subject, object, or possessive pronoun wins a point.

Workbook: page 5, Exercises 3–4

Lesson aims: Using cardinal numbers 1–100 and ordinal numbers 1st to 6th; talking about days and dates; understanding and giving personal information; completing a personal details form; telling the time

Warmer: Prepare slips of paper for students to write on. Ask them to think of a date that is important to them. Have them write the month and day on the slip in cardinal form (e.g., 15 and not 15th). Tell them to swap their slips with a partner and then ask simple questions using the ordinal form of the number (e.g., Is March 15th somebody’s birthday?) to find out why the date is important.

STUDENT’S BOOK PAGE 8

Numbers

● Ask volunteers to say the numbers aloud. Students work alone or in pairs to write the missing numbers. Tell them to be careful with spelling.

● Monitor and provide guidance for students who may be struggling.

● Write the lists on the board and invite volunteers to the front to complete them. You can make this a team game by having teams challenge each other to complete the missing numbers and words on the board.

Answers (from left to right; top to bottom): twenty, thirty, 40, 50, sixty, seventy, eighty, 90, one hundred

Audio script page 140

● Draw students’ attention to the example. Then read the addresses aloud.

● Play the track for students to circle the correct number. Play it again, pausing after each address for students to check their answers, and repeat.

Answers: B 17, C 99, D 61, E 18, F 25

● Have four volunteers copy the street names onto the board. Read aloud different addresses for students to write the number, e.g., seventyone Apple Street, fourteen Maple Street.

● Put students into pairs to dictate and write different addresses. Monitor the activity to check students are saying the numbers correctly.

Answers: Students’ own answers

● Draw students’ attention to the Olympic podium. Elicit the podium places (first, second, third). Then point to the example. Students match the rest of the numbers with their ordinal forms individually.

● Check as a class.

Answers: 2 A, 3 D, 4 B, 5 F, 6 C

Explain that apart from numbers that end in first, second, and third, all other ordinal numbers end in th To exemplify this, write some examples on the board and elicit some others from students.

Days, dates, and times

Extension (optional) 1 2 3

● Elicit the months of the year and write them on the board; then point to the months on the page and the example. Students work in pairs to number the rest of the months in the correct order.

● To check answers, have the class say the names of the months chorally in the correct order.

Answers: 2 February, 3 March, 4 April, 5 May, 6 June, 7 July, 8 August, 9 September, 10 October, 11 November, 12 December

● Point out the tips and remind students that both days and months begin with capital letters in English.

● Ask individual students to say each day and spell it.

Answers: 2 Monday, 3 Tuesday, 4 Wednesday, 5 Thursday, 6 Friday, 7 Saturday

● Invite two students to read the example conversation. Then put students into pairs to discuss the questions. Monitor the activity to help with language and vocabulary.

● Find out which is the most popular day of the week and month.

Extension (optional)

Hold a quick quiz about days of the week or months of the year. Put students into teams and ask simple questions: Which month is Christmas? What day is after Sunday? What days do you learn English? etc.

Workbook: page 6, Exercises 1–3

Days, dates, and times (continued)

Audio script page 140

● Students read the dates aloud without worrying about the blanks. Point to the examples. Then play the track twice for students to complete the dates. If students are unsure of the short form (st, nd, th), write them on the board. To check answers, ask individual students to read the dates aloud.

● Put students into pairs. Tell them to look at the pictures and guess the date for each picture. Have the class share ideas.

Answers: 2 1969, C; 3 1819, E; 4 27, A; 5 15, D

Audio script page 140

● Look at the form with the class and point to the example. Ask what information is missing (dates, phone number, etc.). Tell students they are going to hear a girl speaking to someone at the sports club.

● Play the track for students to complete the form. Then play the track again and pause it after important information to check students’ answers.

Answers: 2 13, 3 December 14, 4 34, 5 724, 6 77

● Invite two volunteers to read the example conversation aloud. Students walk around the class asking each other when their birthdays are. Tell them to write the dates to make a calendar like the one in the examples. Monitor and help when necessary.

● Display the birthday calendar in the classroom. Encourage students to decorate or illustrate their months.

Extra support (optional)

Give students other dates for them to write, for example, Christmas Day, famous people’s birthdays, and other cultural holidays. Students can then guess what the dates refer to. Encourage students to use ordinal numbers when discussing the dates.

● Draw students’ attention to the clocks and elicit the times, in students’ L1 if necessary. Then ask students to read the sentences aloud.

● Put students into pairs to match the clocks with the correct sentences. Monitor and help as necessary. Check answers as a class.

● Finally, direct students to the American vs. British English box and point out the differences in saying the time in American English. Write on the board some more examples for further practice, if necessary.

Answers: 2 B, 3 D, 4 A

Homework (optional)

Students make a similar birthday calendar to that in Exercise 6, but this time with family members or neighbors.

Lesson aims: Talking about colors and school objects; using demonstrative pronouns and prepositions of place

Warmer: Demonstrate the meaning of this, that, these, and those using books in the classroom. Hold one big book close to you. Say: This book is heavy. Then put the book on the table, step away from it, and point to it. Say: That book is heavy. Repeat for these and those with two or three books.

Colors

1

● Point to the pictures and elicit the names of different colors. Then ask: What can you see in each picture? (e.g., red apples, orange carrots, yellow roses, etc.) Have the class share ideas.

● Point to the example. Ask students to write the names of the colors next to the scrambled words. To check answers, invite volunteers to the front to say and write the colors on the board.

● Finally, point to the American vs. British English box and draw students’ attention to the spelling of “gray” in American English.

Answers: 1 red (apples), 2 orange (carrots), 3 yellow (flowers/roses), 4 green (trees/plants/bushes), 5 blue (feathers), 6 purple (nail polish), 7 brown (wood), 8 pink (cherry blossoms/flowers), 9 white (wall/bricks), 10 gray (sweater/blanket/wool), 11 black (bird)

School

1

Audio script page 140

● Invite volunteers to read the names of the objects in the different pictures aloud. Tell them they are going to hear a boy saying what there is and isn’t in his bag.

● Play the track for students to mark what is in the boy’s bag. Play the track again, pausing when necessary for students to check their answers.

● Finally, draw students’ attention to the American vs. British English box and point out the difference in vocabulary.

Answers (students mark): a green notebook, a gray calculator, a yellow highlighter, a pencil

Extension (optional)

Give the class a quick spelling test. Tell students to close their books and read a list of ten words (school objects and colors) aloud. Ask students to write the words on a sheet of paper. Then, tell students to exchange their lists with a partner and ask volunteers to spell each word aloud for the class. Students should check the words in their partner’s list and award points for correct spellings.

2

Audio script page 140

● Put students in pairs and have them look at the pictures and describe what they can see.

● Point to the words in the box and invite students to mime each verb. Tell students to complete the expressions with the verbs in the box.

● Play the track to check answers. Have individual students read each expression aloud.

Answers: 1 Raise, 2 Open, 3 Close, 4 Work

Extension (optional)

Play a game of Simon Says with the students. Use the verbs in Exercise 2 (raise, open, close, and work) and then say commands, such as: Simon says raise your arm, and Close your book. If students do the action when you do not say “Simon says,” the students must leave the game. The last student in the game wins.

Workbook: page 7, Exercises 1–2

Demonstratives; prepositions of place

1

● Students look at the pictures and call out the example. Tell them to read the rest of the sentences but not to worry about the blanks.

● Put students into pairs to complete the sentences. Remind them to look carefully at the pictures, which will help them complete each item correctly.

● To check answers, invite volunteers to read each sentence aloud.

Answers: 2 Those, 3 This, 4 that, 5 this, 6 These, 7 Those, 8 This

Extra support (optional)

Point to near and far objects in the classroom and elicit This, That, These, or Those phrases. Then ask students, in pairs, to do the same. Monitor and help as necessary.

● Write in, on, next to, and under on the board. Give example sentences using each preposition using items in the classroom: The bag is under the table.

● Tell students to look at the picture and complete each sentence using a preposition. Have them check answers in pairs.

Answers: 2 next to, 3 in, 4 on, 5 next to

Extension (optional)

Elicit or teach the additional prepositions in front of, behind, above, near. Students draw their own pictures demonstrating these and swap with a partner to write accompanying sentences.

3

● Invite two volunteers to read the example conversation. Model another example for the class to guess by describing an object, such as your bag. For example, say: It’s under my desk. It’s blue. (Your bag!)

● Put students into pairs to play the guessing game. Monitor to ensure the correct use of prepositions.

Homework (optional)

Students make a list of the objects from the lesson that they have at home. Tell them to write a sentence describing where the object is.

Workbook: page 7, Exercises 3–4