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Elizabeth Gray-Virginia Evans

Elizabeth Gray-Virginia Evans
Elizabeth Gray-Virginia Evans

Published by Express Publishing

Liberty House, Greenham Business Park, Newbury, Berkshire RG19 6HW Tel: (0044) 1635 817 363 – Fax: (0044) 1635 817 463 e-mail: inquiries@expresspublishing.co.uk http://www.expresspublishing.co.uk

© Elizabeth Gray - Virginia Evans, 20011

Design and Illustration © Express Publishing, 20011

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, photocopying or otherwise, without the prior written permission of the publishers.

ªade in EU

First published in this edition 2011

Welcome Plus 1

CULTURE CHANNEL (Unit 1) A view of the UK and the USA!

(Ex. 1) Look, read and find.

ñ Pupils’ books closed. Display a map and a flag of the UK on the board and present the words country, flag and capital. Point to the map and say: Look! This is the United Kingdom. This is the flag of the United Kingdom. Can you see England? The capital of England is London. Can you see London? etc

ñ Do the same with the map and the flag of the USA. Finally, point to each map and elicit the name of the countries.

ñ Now, point to the map of the UK and name the four countries which comprise it: Scotland, Wales, Northern Ireland and England. Call out the name of each country and have the pupils repeat after you. Now, go to the map of the USA and, pointing at random at various states, say: There are fifty states in the United States.

ñ Pupils’ books open. Read the text, a sentence at a time. The pupils listen and follow. When you finish the first paragraph ask them to point to the appropriate map on the page. Show your book to check the task and say:

Look. This is the United Kingdom. Read the second paragraph and do the same. Read the text again. The pupils listen and repeat after you.

ñ Check the main information of the text by asking some general questions.

Teacher: (pointing to the map in the book) What’s the name of this country?, The capital of the UK is

e.g.

(Ex. 2) Guess!

ñ Focus the pupils’ attention on the exercise and read the two incomplete sentences. Encourage them to guess the correct answer in pairs.

ñ To check the task, hold up the British flag and tell the pupils that it is called the Union Jack. Ask the pupils to raise their hands if they guessed correctly. Do the same with the flag of the USA, the Stars and Stripes. Repeat the complete sentences and ask the pupils to listen and repeat. Finally, raise each flag alternatively, and elicit from the pupils the name of each flag.

Reinforcement activity: Show the maps of the UK and the USA. Ask different pupils to come to the board and point to the maps according to your instructions.

of

America.) The capital of the United States

e.g. Teacher: (pointing

to

the

United

States

is

Extension activity: Ask the pupils to give general information about their country in L1, if necessary.

Note: For the next lesson, ask the pupils to find information about their country (capital, flag, map) and bring pictures/ photos/postcards for the project.

My World!

Write about your country.

ñ Tell the pupils that they are going to make a poster about their country. Tell them to take out the information they have brought from home.

ñ Stick your finished poster on the board, go through each detail with the class and read the text.

(Spain) is my country. The capital of (Spain) is (Madrid). This is the map of (Spain).

e.g.

ñ The pupils work individually. Go round the room in order to give any necessary help. When they finish, help them make a class display. Once you take down the display, guide your pupils on how to file their poster in their Language Portfolio.

BEFORE THE CLASS

BEFORE THE CLASS Photocopy or draw on a large piece of paper the Flintstones’ family tree.

Photocopy or draw on a large piece of paper the Flintstones’ family tree.

Photocopy or draw on a large piece of paper the Flintstones’ family tree.

(Ex. 1) Look, read and complete.

ñ Pupils’ books closed. Display the Flintstone family tree you have prepared on the board. Point to each member and elicit his or her name. Point to Barney and say:

Elicit: Bamm-bamm’s father. Do the same

with the rest of the characters. Finally, say: They are the

Barney is

Flintstones.

ñ Now, show a map of the USA and elicit the name of the country. Confirm: This is the USA. Explain to the pupils that the Flintstones come from the USA. Say: They are American cartoon characters. Ask the pupils to tell you the names of different cartoon characters they know.

ñ Pupils’ books open. Draw the pupils' attention to the pictures. Present the Flintstones and make sure they can identify the characters and say their names. Next, focus their attention on the text. Read it slowly, pausing for them to provide the correct names for the blanks. Do numbers 1 and 2 as examples. Read the text again pausing after each sentence for them to repeat, chorally or individually. Check their answers.

1 Wilma

3

Dino

5

Barney

2 Fred

4

Betty

ñ Check the main information of the text by asking some general questions.

e.g. Teacher: (pointing to the family tree in the book) Who is Pebbles’ mother?, Who are Betty and Barney?

(Ex. 2) Look, choose and say.

ñ Focus the pupils’ attention on the exercise and read the sentence. Encourage them to guess the correct answer in pairs. Then, invite them to scan the text and find the information. (The Flintstones live in Bedrock.)

ñ To check the task, hold up your book and point to the big sign where the name of the town is written. Explain

. Ask the pupils to repeat

the expression: Welcome to

the expression using the name of their home town.

Reinforcement activity: Ask the pupils to choose and draw one of the families in the reading passage in the

form of a family tree. When they finish, help them make

a class display. Remember to guide them on how to file

their sheets in their Language Portfolio when you give

them back.

Extension activity: Ask the pupils to name a member of

a famous family. The rest of the class have to identify him or her and complete a family tree on the board.

Pupil 1: Homer! Class: The Simpson family: Homer (the father), Marge (the mother), Bart, Elisa and Maggie (the children).

e.g.

Note: For the next lesson, ask the pupils to find information about a famous family in their country and bring magazine photographs for the project.

My World!

Draw the family tree of a famous family in your country.

ñ Tell the pupils that they are going to make a poster of the famous family they have chosen. Tell them to take out the information they have brought from home.

ñ Stick your finished poster on the board, go through each detail with the class and read the text:

e.g. This is a famous family. They are the (…). They are a famous family from (…). The father’s name is (…), the mother’s name is (…). They’ve got … etc.

ñ The pupils work individually. Go round the room in order to give any necessary help. When they finish, help them make a class display. Once you take down the display, guide your pupils on how to file their poster in their Language Portfolio.

CULTURE CHANNEL (Unit 3) At Home with Her Majesty!

(Ex. 1) Read and choose.

ñ Pupils’ books closed. Show the photograph of Buckingham Palace that you have brought to class. Ask the pupils in L1, if necessary, if they know that building. Confirm: This is Buckingham Palace. Tell them something about Queen Elizabeth II, the Palace, where it is, and so on.

ñ Pupils’ books open. Draw the pupils' attention to the pictures and ask them to find the Queen. Next, focus their attention on the text. Read each sentence and invite guesses as to what the correct choice is. Write the most popular one on the board.

(Ex.

answers.

2)

Now,

read

and

check

your

ñ Focus the pupils’ attention on the exercise and read the text, pausing after every sentence. The pupils listen and repeat after you. Allow some time for them to read the

text and check their answers to Ex. 1. Then, individual pupils read the text aloud.

1 London

4

paintings

2 Queen Elizabeth lI

5

St James’ Park

3 600

Reinforcement activity: Tell the pupils that you are going to say some sentences taken from the text. They have to say if the information is true or false.

e.g.

Buckingham Palace is a small building. (F)

Buckingham Palace is in London. (T)

etc

Extension activity: Ask the pupils to name the famous buildings they know in their own country. Discuss these in L1, if necessary.

Note: For the next lesson, ask the pupils to find information about a building in their country and bring magazine photographs for the project.

My World!

Write about a famous building in your country.

ñ Tell the pupils that they are going to make a poster of the famous building they have chosen. Tell them to take out the information they have brought from home.

ñ Stick your finished poster on the board, go through each detail with the class and read the text:

e.g. This is a famous building. It is in (Madrid). It is a very (big building). It is famous for (its gardens).

ñ The pupils work individually. Go round the room in order to give any necessary help. When they finish, help them make a class display. Once you take down the display, guide your pupils on how to file their poster in their Language Portfolio.

CULTURE CHANNEL (Unit 4) Britain at Play!

(Ex. 1) Match the name of the game with the picture.

ñ Pupils’ books closed. Ask the pupils, in L1 if necessary, what games they normally play at school during the break. Explain to them that today they are going to learn about popular children’s games in the UK.

ñ Pupils’ books open. Draw the pupils' attention to the pictures and ask them to find any game they know. Then, present the games in the following way. Point to the picture with the red frame and say: Red – hop- scotch. The pupils repeat, chorally and individually. Write the name of the game on the board and repeat the word as you do so. The pupils repeat again. Explain the

game if the pupils don’t know it. Do the same with the rest: Pink – tug-of-war; brown – sack race; blue – hula hoop; white – bobbing for apples; green – tag.

ñ Finally, name the games, one by one, and ask the pupils to say the corresponding colour frame.

(Ex. 2) About you.

ñ Read the questions and make sure that the pupils understand them. Then, elicit the answers. For questions 2 and 3, call on more than one pupil.

(Pupils’ own answers)

Reinforcement activity: Tell the pupils that you are going

to say a game and a colour frame. They have to look at

the pictures and say if the game is the correct one according to the colour code.

e.g. Teacher: Hop-scotch – pink. Pupils: No Teacher: Hop-scotch – red.

Pupils: Yes

etc

Extension activity: Ask the pupils to name popular games they know in their own country. Discuss these in L1, if necessary.

Note: For the next lesson, ask the pupils to find popular games in their country. Bring in pictures/photographs of

a few popular children’s games, and a large piece of poster paper (70X100).

My World!

Make a collage of popular children’s games in your country.

ñ Tell the pupils that they are going to make a collage of popular children’s games in their country. Tell them to take out the information they have brought from home.

ñ Stick your finished poster on a wall, go through each game with the class and read out its name.

ñ The pupils work individually. Ask them to draw a picture

of a children’s game or toy. Let them use the pictures you

have brought as models for their drawing. Go round the room and help them write the names of the games on their drawings. When they finish, help them stick their drawings on their poster paper to make a collage of Popular Games in my Country. Then, they make a class display. Once you take down the display, guide pupils on how to file their poster in their Language Portfolio.

CULTURE CHANNEL (Unit 5) People at Work!

(Ex. 1) Look, read and match.

ñ Pupils’ books closed. Show the photographs of the fireman and the police officer you have brought to class. Introduce the jobs. Say: Look! A fireman. A police officer. The pupils repeat, chorally and individually. In L1, ask them if they know what policemen and firemen are like in the UK. Tell them that today they are going to learn about popular jobs in the UK.

ñ Pupils’ books open. Draw the pupils' attention to the pictures and ask them to identify the people in each one. Then, present the jobs in the following way. Point to the picture with the red frame and say: Red – police officers. The pupils repeat, chorally and individually. Write the name of the occupation on the board and repeat the words as you do so. The pupils repeat again.

Do the same with the rest: Green – milkman; blue – lollipop lady; yellow – fireman.

ñ Name the jobs, one by one, and ask the pupils to say the corresponding colour frame.

ñ Next, focus their attention on the texts. Read each text and invite guesses as to what the correct picture is.

1

c

2

d

3

b

4

a

(Ex. 2) Read again and find the picture.

ñ Focus the pupils’ attention on the exercise and read the words. Explain to pupils they have to find the picture that they describe. Do the example first, and elicit one from the pupils. Go round the room in order to check that they have the correct matches.

2

a

3

b

4

d

Reinforcement activity: Tell the pupils that you are going to say some sentences taken from the texts. They have to say if the information is true or false.

e.g.

Milkmen in the UK wear uniforms. (T)

Betty Nash is a milkman. (F)

etc

Extension activity: Ask the pupils to compare the UK jobs with the same occupations in their country. Ask:

Do the firemen look the same?, Do we have lollipop ladies here?, etc

Note: For the next lesson, ask the pupils to find pictures/ photographs of a few professions which are popular in your country, for example: doctor, nurse, chef, ballerina, etc.

My World!

Write about

a person at

work in your

country.

ñ Tell the pupils that they are going to make a collage of people at work in their country. Tell them to take out the information they have brought from home.

ñ Stick your finished collage on the board, go through each detail with the class and read the text. e.g. This is a (doctor). (Doctors) wear (white clothes). They work at (hospitals). They (help sick people).

ñ The pupils work individually. Go round the room in order to give any necessary help. When they finish, help them make a class display. Once you take down the display, guide your pupils on how to file their collage in their Language Portfolio.

CULTURE CHANNEL (Unit 6) Blackpool!

(Ex. 1) Look, read and match.

ñ Pupils’ books open. Ask the pupils to look at the pictures and identify the places. For example, ask:

What’s this? (A circus). Invite the pupils to read the text and focus their attention on the words in colour. Make sure they understand the vocabulary.

ñ Explain that they have to match the words in colour to the pictures. To check, point and ask: What’s this? Elicit:

A roller coaster. Do the same with the rest of the places. The pupils repeat, chorally and/or individually.

ñ Finally, name the places, one by one, and ask the pupils to point to the corresponding word in colour and then to the picture.

(Ex. 2) Choose two places to visit in Blackpool.

ñ Focus the pupils’ attention on the places that they can visit in Blackpool and ask them to choose two. Name the different places and ask them to raise their hand if they have chosen that place. Finally, say which are the most popular places with the class.

Reinforcement activity: Tell the pupils that you are going to say a place. They have to point to the appropriate illustration. Vary the rhythm of your instructions to make the activity like a game.

Extension activity: Ask the pupils to name similar places in their own country. Discuss these in L1, if necessary. Note: For the next lesson, ask the pupils to find information about a famous town/city in their country similar to Blackpool. Bring in pictures/photographs of some popular places in your country, and a large piece of poster paper (70x100).

My World!

Write about a famous town/city in your country.

ñ Tell the pupils that they are going to make a poster of a popular town/city in their country. Tell them to take out the information they have brought from home.

ñ Stick your finished poster on the wall, go through each place with the class and read its name and the text.

e.g. This is (Port Aventura), a beautiful city. There are many things to see and do in (Port Aventura). You

can go to

You can visit

etc

ñ Pupils work in pairs. Ask them to draw a picture of the place they have chosen. Let them use the pictures you have brought as models for their drawing or tell them to use the information they have brought from home. Go round the room and help them write the names of the games/places on their drawings. When they finish, help them make a class display. Once you take down the display guide your pupils on how to file their poster in their Language Portfolio.

CULTURE CHANNEL (Unit 7) Space Heroes!

(Ex. 1) Look, read and choose.

ñ Pupils’ books closed. In L1, ask the pupils to name some of the characters of the Star Wars saga. Then, write the following names on the blackboard: Qui-Gon- Jin (in the photo, the man with the beard and the moustache); Queen Amidala (the woman); Anakin Skywalker (the boy); Obi-Wan-Kenobi (the man with the sword); Jar Jar Binks (the monster).

ñ Pupils’ books open. Draw the pupils' attention to the photos. Read each name and ask them to point to the corresponding character. Next, point to Jar Jar Binks and ask: What colour are his ears? (Pink and grey), Are they short or long? (Long), Look at his neck! Is it long or short? (Long).

ñ Read the text aloud. The pupils listen and follow in their books. When you reach No 1, pause and ask the pupils to select the correct option (long). Do the same with the rest of the text.

1

long

2

yellow

3

duck’s

4

neck

ñ Read the text again, making pauses after each sentence for the pupils to repeat, chorally and individually. Check their pronunciation and intonation.

(Ex. 2) Write a list of space heroes you know.

ñ In pairs, the pupils write a list of space heroes they know. When they finish, ask them to read out their lists. Ask them to bring pictures of some of these heroes to the next class for the project.

Reinforcement activity: Describe characters in the photos for the pupils to identify.

He’s got blond hair and brown eyes. He’s a small boy. Who is it?

e.g. Teacher:

Pupils: Anakin Skywalker. Teacher: Very good!

Extension activity: The pupils describe the characters in the photos.

e.g. Teacher: What’s (Queen Amidala) like? Pupils: She’s got brown eyes and brown hair. She’s beautiful.

Note: For the next lesson, bring in pictures/photographs of a few popular space heroes.

My World!

Describe your favourite space hero.

ñ Tell the pupils that they are going to make a poster of a popular space hero. Tell them to take out the information they have brought from home.

ñ Stick your finished poster on the board, go through each detail with the class and read the text.

e.g. This is (E.T.). He’s got (big eyes) and (a long neck). He’s got (a small nose) but he hasn’t got (any hair).

ñ Pupils work individually. Tell them to take out the pictures they have brought from home. Go round the room and help them write the names of the heroes on their posters. Then, they write their description following your model. When they finish, help them make a class display. Once you take down the display, guide your pupils on how to file their poster in their Language Portfolio.

Board Game 1 (Unit 1)

ñ Focus the pupils’ attention on the double page. Point to

a few squares and elicit the word or answer in each one

in order to demonstrate how the game is played. Next, explain the rules. The pupils play in pairs and each player needs a counter (any small object will do). They place their counters on Start and the first pupil throws the dice. The players move their counters the appropriate number of squares and do the task. A correct answer allows them to move one square forward, whereas an incorrect one means that they must move one square backwards. If they land on a Boom! square, they go back to Start. Go round the classroom in order to monitor the activity.

Key

1

Greenhill School.

2

teacher

3

Good morning!

4

Pupils go back to the Start square.

5

parrot

6

Miss Parker

7

Pupils’ own answer.

8

Washington DC.

9

Pupils go back to the Start square.

10

Good night!

11

friend

12

I’m fine, thanks!

13

dog

14

Pupils go back to the Start square.

15

school

16

Pupils sing the song (Lesson 4).

17

up

18

I

19

On the wall.

20

down

21

evening

22

Eric and Paul.

23

Pupils go back to the Start square.

24

Pupils spell the name OSCAR.

Board Game 2 (Unit 2)

ñ Focus the pupils’ attention on the double page. Point to

a few squares and elicit the word or answer in each one

in order to demonstrate how the game is played. Next, explain the rules. The pupils play in pairs and each player needs a counter (any small object will do). They place their counters on Start and the first pupil throws the dice. The players move their counters the appropriate number of squares and complete the task. A correct answer allows them to move one square forward,

whereas an incorrect one means that they must move one square backwards. If they land on a Boom! square, they go back to Start. Go round the classroom in order to monitor the activity.

Key

1 sister

2 Five-seven-eight-six-three-one-nine.

3 friend

4 Pupils go back to the Start square.

5

radio

15 genie

6

grandmother

16 Pupils sing the song (Lesson 4).

7

computer

17 grandfather

8

brother

18 It’s Lin’s (bike).

9

Pupils go back to the Start square.

19 Barney and Betty’s son.

10

The Flintstones’ pet dinosaur.

20 Pupils’ own answer.

11

mother

21 phone book

12

bike

22 lamp

13

Bob.

23 Pupils go back to the Start square.

14

Pupils go back to the Start square.

24 Masid

Board Game 3 (Unit 3)

ñ Focus the pupils’ attention on the double page. Point to

a few squares and elicit the word or answer in each one

in order to demonstrate how the game is played. Next, explain the rules. The pupils play in pairs and each player needs a counter (any small object will do). They place their counters on Start and the first pupil throws the dice. The players move their counters the appropriate number of squares and complete the task. A correct answer allows them to move one square forward, whereas an incorrect one means that they must move one square backwards. If they land on a Boom! square, they go back to Start. Go round the room in order to monitor the activity.

1 (It’s) Cindy’s.

2 kitchen

3 (He’s) in the cupboard.

4 Pupils go back to the Start square.

5 bathroom

6 (He’s) Tom’s rabbit.

7

Pink, yellow, red, brown.

8

armchair

9

Pupils go back to the Start square.

10

Under the box.

11

Blue.

12

Yes, it is.

13

(She’s) in the garden.

14

Pupils go back to the Start square.

15

(He’s) in the living room.

16

bookcase

17

A swing.

18

London

19

(It’s) in the bedroom.

20

(It’s) on the swing.

21

No, it isn’t.

22

Pupils sing the song (Lesson 4).

23

Pupils go back to the Start square.

24

(It’s) under the bed.

Board Game 4 (Unit 4)

ñ Focus the pupils’ attention on the double page. Point to

a few squares and elicit the word or answer in each one

in order to demonstrate how the game is played. Next, explain the rules. The pupils play in pairs and each player needs a counter (any small object will do). They place their counters on Start and the first pupil throws the dice. The players move their counters the appropriate number of squares and complete the task. A correct answer allows them to move one square forward, whereas an incorrect one means that they must move one square backwards. If they land on a Boom! square, they go back to Start. Go round the room in order to monitor the activity.

Key

1

Blow

2

bat

3

twins

4

Pupils go back to the Start square.

5

bus

6

(There are) four candles.

7

Eleven, thirteen, fifteen, seventeen, nineteen.

8

(It’s a) helicopter.

9

Pupils go back to the Start square.

10

Pupils sing the song (Lesson 4).

11

No, it isn’t. (It’s a clock).

12

camera

13

14 Pupils go back to the Start square.

15

16 Pupils’ own answer.

17 basketball

18

(She’s) twelve.

CD

Yes, she is.

19

20 card

21

22 Hop-scotch, etc.

23 Pupils go back to the Start square.

24

A robot.

One, two, three

(He’s) eleven.

nineteen, twenty.

Board Game 5 (Unit 5)

ñ Focus the pupils’ attention on the double page. Point to a few squares and elicit the word or answer in each one in order to demonstrate how the game is played. Next, explain the rules. The pupils play in pairs and each player needs a counter (any small object will do). They place their counters on Start and the first pupil throws the dice. The players move their counters the appropriate number of squares and complete the task. A correct answer allows them to move one square forward, whereas an incorrect one means that they must move one square backwards. If they land on a Boom! square, they go back to Start. Go round the room in order to monitor the activity.

Key

1

(He’s) a policeman.

2

jacket

3

too long

4

Pupils go back to the Start square.

5

shorts

6

big

7

(It’s) Masid’s.

8

(It’s) behind the mirror.

9

Pupils go back to the Start square.

10

(She’s) a policewoman.

11

too short

12

trousers

13

Oscar.

14

Pupils go back to the Start square.

15

coat

16

Pupils sing the song (Lesson 4).

17

bin

18

Whose

19

She’s a nurse.

20

lollipop

21

shelf

22

big, small

23

Pupils go back to the Start square.

24

Lin.

Board Game 6 (Unit 6)

ñ Focus the pupils’ attention on the double page. Point to a few squares and elicit the word or answer in each one in order to demonstrate how the game is played. Next, explain the rules. The pupils play in pairs and each player needs a counter (any small object will do). They place their counters on Start and the first pupil throws the dice. The players move their counters the appropriate number of squares and complete the task. A correct answer allows them to move one square forward, whereas an incorrect one means that they must move one square backwards. If they land on a Boom! square, they go back to Start. Go round the room in order to monitor the activity.

Key

1

No, he can’t.

2

He can fish.

3

No, I can’t.

4

Pupils go back to the Start square.

5

go to the cinema

6

Eiffel Tower

7

Pupils’ own answer.

8

draw

9

Pupils go back to the Start square.

10

No, she can’t.

11

Yes, I can.

12

beach

13

No, he can’t.

14

Pupils go back to the Start square.

15

carpet

16

go to the park

17

run

18

He can play the piano.

19

dance

20

She can play tennis.

21

No, he can’t.

22

Pupils sing the song (Lesson 4).

23

Pupils go back to the Start square.

24

Pupils’ own answers.

11

Board Game 7 (Unit 7)

ñ Focus the pupils’ attention on the double page. Point to a few squares and elicit the word or answer in each one in order to demonstrate how the game is played. Next, explain the rules. The pupils play in pairs and each player needs a counter (any small object will do). They place their counters on Start and the first pupil throws the dice. The players move their counters the appropriate number of squares and complete the task. A correct answer allows them to move one square forward, whereas an incorrect one means that they must move one square backwards. If they land on a Boom! square, they go back to Start. Go round the room in order to monitor the activity.

Key

1

No, he hasn’t.

2

Hair, eyes, nose, mouth, teeth, ears.

3

Pupils’ own answer.

4

Pupils go back to the Start square.

5

Head, arms, hands, fingers, legs, feet, toes.

6

Ziccom.

7

Yes, he has.

8

monster

9

Pupils go back to the Start square.

10

ugly

11

She’s got black hair and brown eyes.

12

(He’s got) four hands.

13

No, he hasn’t. (He’s got white hair.)

14

Pupils go back to the Start square.

15

happy

16

It’s got three eyes.

17

Pupils’ own answer.

18

sad

19

Pupils sing the song (Lesson 4).

20

Pupils’ own answer.

21

beautiful

22

She’s got red hair.

23

Pupils go back to the Start square.

24

planet

Welcome Plus 2

CULTURE CHANNEL (Unit 1) Different Tastes!

(Ex.1) What do the British eat for breakfast? What do Americans eat for breakfast? Read and answer.

ñ Pupils’ books closed. Present the British breakfast through the pictures you have brought to class. Teach or revise the words: bacon, eggs, toast and cereal. Do the same with the American breakfast and present the words: waffle, muffin, blueberries and coffee. Ask the pupils to repeat, chorally and individually.

ñ Pupils’ books open. Read the text, a sentence at a time. The pupils listen and follow. When you finish the first paragraph, explain any new language. Read the second paragraph and do the same. Read the texts again. Then, the pupils answer the questions orally.

The British usually eat bacon, eggs, sausages and toast or a bowl of cereal.

The Americans usually eat something sweet like waffles, a muffin, or blueberries with a cup of coffee.

(Ex. 2) Read again and write.

ñ Focus the pupils’ attention on the words in colour in the text. Explain that they have to read it again and match those words to the pictures.

ñ To check the task, hold up your book, say the words and point to the corresponding pictures.

1 bacon

5

waffles

2 eggs

6

blueberries

3 toast

7

muffin

4 cereal

Extension activity: Ask the pupils to give general information about a typical breakfast in their country (in L1 if necessary).

Note: For the next lesson, ask the pupils to find information about a typical breakfast in their country or region, and bring pictures/photos for the project.

8

coffee

My World!

Describe

a

typical

breakfast

in

your

country.

ñ Tell the pupils that they are going to make a poster of a typical breakfast in their country. Tell them to take out the information they have brought from home.

ñ Stick your finished poster on the board, go through each detail with the class and read the text: In (Spain) children like to eat a (small) breakfast. They usually have (cereal and milk or chocolate milk and biscuits).

ñ The pupils work individually. Go round the room in order to give any necessary help. When they finish, help them make a class display. Once you take down the display, guide your pupils on how to file their poster in their Language Portfolio.

CULTURE CHANNEL (Unit 2) British Weather!

BEFORE THE CLASS

BEFORE THE CLASS Draw the weather symbols on pieces of paper, then colour and cut them

Draw the weather symbols on pieces of paper, then colour and cut them out.

Draw the weather symbols on pieces of paper, then colour and cut them out.

(Ex. 1) What’s the weather like? Read and write the country.

ñ Pupils’ books closed. Pin up the map of Great Britain you have brought to class, as well as the symbols you have prepared. Point to the map and ask the pupils to identify the United Kingdom. Explain that we can also use the name (Great) Britain when referring to it. Remind your pupils of the four countries that comprise it (Scotland, Northern Ireland, Wales, England). Point to the map, say the name of each country and ask the pupils to repeat chorally.

ñ Present the weather symbols: sunny, snowy, rainy, windy. The pupils repeat, chorally and individually. Ask them to guess the weather conditions in each country by asking: What’s the weather like in (Scotland)?

ñ Pupils’ books open. Draw the pupils' attention to the map and the weather symbols. Focus the pupils’ attention on the text. Read it slowly, pausing for them to check the correct weather conditions in each country. Invite individual pupils to come to the board, match the weather symbols you have prepared to the correct country on the UK map. They have to say what the weather is like in each country. Check their answers.

Ireland: sunny Wales: rainy Scotland: cold and snowy England: windy

ñ Check the main information in the text by asking general questions.

Teacher: (pointing to Ireland in the book) What’s the weather like in Ireland today?

Reinforcement activity: Hand out the sheets of paper and ask the pupils to draw their country and mark a place with a weather symbol. Then, ask them to write a sentence, for example: It’s sunny and hot today (in Valencia). Help them make a class display with their maps. Remember to guide them on how to file their sheets in their Language Portfolio when you give them back.

e.g.

Extension activity: Ask the pupils to name the countries of the UK and report the weather conditions in each without looking at the book.

Note: For the next lesson, ask the pupils to find information about the weather in their country and bring magazine photographs for the project.

My World!

Write about the weather in your country.

ñ Tell the pupils that they are going to make a poster of the weather in their country. Tell them to take out the information they have brought from home.

ñ Stick your finished poster on the board, go through each detail with the class and read the text: The weather in Spain is usually (good). In (Madrid) today it is … . In

(Toledo) … . In (La Coruñ a) the weather (isn’t very good) because (it is raining and it is cold.) etc

ñ The pupils work individually. Go round the room in order to give any necessary help. When they finish, help them make a class display. Once you take down the display, guide your pupils on how to file their poster in their Language Portfolio.

CULTURE CHANNEL (Unit 3) School Days!

(Ex. 1) Look, read and write.

ñ Pupil’s book open. Show the photograph of Melissa and introduce her. Say: Look! This is Melissa. She’s a pupil from the UK. Where is she going? Elicit: She’s going to school. Point to her school uniform and say:

Look! She is wearing a school uniform! The pupils repeat the new words, chorally and individually. Present the rest of the new vocabulary in the same way. (school bus, computer club, school canteen, subject, Geography, school team)

ñ Go to the text and explain the task. Read out the first paragraph and emphasise the phrase school uniform. Do the same with the rest of the paragraphs, pausing at the gaps for the pupils to provide the right words. Once the task is completed, read the text again with pauses after each sentence for the pupils to repeat chorally.

2 subject

5

computer club

3 school bus

6

school team

4 school canteen

Reinforcement activity: Tell the pupils that you are going to say some sentences taken from the text. They have to say if the information is true or false.

Melissa is from the USA. (F) Melissa has Geography every Tuesday and Thursday. (T) etc

Extension activity: Ask the pupils to compare their own school routine with Melissa’s. Discuss this in L1, if necessary.

Note: For the next lesson, ask the pupils to think about their own school life and bring suitable photographs for the project.

e.g.

My World!

Write about your school life.

ñ Tell the pupils that they are going to make a poster of their own school life. Tell them to take out the information they have brought from home.

ñ Stick your finished poster on the board, go through each detail with the class and read the text: I’m (Carlos). I go to school in (Madrid). I get up at (eight) o’ clock every morning. I have breakfast, then I go to school. I

have (English) every (day). (English) is my favourite subject. I have lunch at (one) o’clock in (the school canteen). I do my homework (in the afternoon). I play (basketball) (for the school team) every (evening).

ñ The pupils work individually. Go round the room in order to give any necessary help. When they finish, help them make a class display. Once you take down the display, guide your pupils on how to file their poster in their Language Portfolio.

CULTURE CHANNEL (Unit 4) Activities for All Seasons!

(Ex. 1) Read and write.

ñ Pupils’ books closed. Write Winter and Summer on the board. Ask the pupils, in L1 if necessary, what activities they normally do in winter and what activities they do in summer. Write the examples on the board under the appropriate title. Explain to them that today they are going to learn about winter and summer activities in Vermont USA.

ñ Pupils’ books open. Focus the pupils’ attention on the words in colour in the text. Explain that they have to read the text and match those words to the pictures.

ñ To check the task, hold up your book, say the words and point to the corresponding pictures. Finally, name the activities, one by one, and ask the pupils to say the number of the corresponding picture.

2 play golf

6

fishing

Reinforcement activity: Name different activities and

3 hiking

7

snowboarding

ask the pupils to say whether they are done in winter or

4 canoeing

8

ice-skating

in summer.

5 mountain biking

(Ex. 2) Read again and answer.

ñ Read the questions and make sure that the pupils understand them. Then, elicit the answers.

1

Cold and snowy.

2

Sunny.

ñ Ask more questions about the text. e.g. What do people do in winter in Vermont?, In summer?, Do you like skiing?, etc

e.g. Teacher: Swimming in a lake. Pupils: Summer. Teacher: Making a snowman.

Pupils: Winter.

etc

Extension activity: Ask the pupils to name winter and summer activities that people do in their own country. Discuss these in L1, if necessary.

Note: For the next lesson, ask the pupils to find information about activities for winter or summer in their country and bring photographs for the project.

My World!

Write about the activities you can do in winter and summer in your city/country.

ñ Tell the pupils that they are going to make a poster of winter and summer activities in their country. Tell them to take out the information they have brought from home.

ñ Stick your finished poster on the board, go through each detail with the class and read the text: (Granada) is a great place for your winter and summer holidays. The winters are

(cold and snowy). You can go there for (skiing and snowboarding). Summers are fun too in Granada! The weather is (hot and sunny) and you can go (swimming, fishing, canoeing or water-skiing). You can go (hiking in the mountains) too.

ñ The pupils work individually. Go round the room in order to give any necessary help. When they finish, help them make a class display. Once you take down the display, guide your pupils on how to file their poster in their Language Portfolio.

CULTURE CHANNEL (Unit 5) Night-time Animals!

(Ex. 1) Read and say F for foxes or O for owls.

ñ Pupils’ books closed. Show the pictures of the fox and the owl you have brought to class. Present them by saying: Look! This is a fox. This is an owl. The pupils repeat, chorally and individually.

ñ Point to the fox and invite the pupils to describe it. Ask:

Has it got big ears or small ears? Elicit: Big ears! Do the same with the other parts of the fox’s body (long nose, tail, big mouth, etc). Then, point to its fur and say: Look! Foxes have got fur! The pupils repeat, chorally and individually.

ñ Point to the owl and say: Owls are birds! (miming a bird flying) The pupils repeat, chorally and individually. Invite

pupils to describe the owl. Ask: Has it got a big or a small head? Elicit: A big head! Point to its wings and say: Look at the owl’s wings! The pupils repeat, chorally and individually.

ñ Pupils’ books open. Draw the pupils' attention to the pictures and ask them to identify the animal in each one. Go to the texts and read them, a sentence at a time, with pauses for pupils to repeat chorally. Make sure they understand the vocabulary.

ñ Read the instructions for the exercise and explain the task. Allow the pupils some time to read the texts silently and say F for foxes or O for owls. Check their answers orally.

2

F

3

O

4

O

5

F

Ask individual pupils to read out the texts.

Reinforcement activity: Tell the pupils that you are going to say some sentences taken from the texts. They have to say if the information is true or false.

Foxes live in woods . (T) Owls are small birds. (F)

etc

Extension activity: Ask the pupils to find out where they can find foxes and owls in their own country.

Note: For the next lesson, ask the pupils to find pictures/ photographs of a typical animal in their own country or region. Bring in pictures/photographs for the project.

My World!

Write about an animal in your country.

ñ Tell the pupils that they are going to make a poster about animals in their country. Tell them to take out the information they have brought from home.

ñ Stick your finished poster on the board, go through each detail with the class and read the text: (Spanish

bulls) are very (strong) animals. They’ve got (a big body). They live (in the country).

ñ The pupils work individually. Go round the room in order to give any necessary help. When they finish, help them make a class display. Once you take down the display, guide your pupils on how to file their poster in their Language Portfolio.

CULTURE CHANNEL (Unit 6) Eating out – American Style!

(Ex. 1) What do people in the USA eat at a barbecue? Read and say yes or no.

ñ Pupils’ books open. Ask the pupils to look at the pictures and identify the place. Ask: What’s this? (A barbecue in a garden). Present the words: barbecue, grill and outdoors with the help of the picture. Say: Look at the people! Are they indoors or outdoors? Elicit the word: Outdoors. Then, say: They are having a barbecue. Look at their grill! Ask the pupils to repeat the new words.

ñ Explain that barbecue dinners are very popular in the USA and that Americans often have such dinners on Sundays or on public holidays.

ñ Read the text, a sentence at a time, with pauses for pupils to repeat, chorally and individually. Explain any unknown words. The pupils read the text silently and check the list of food items in order to find out which items people eat at a barbecue in the USA. Check their answers by naming each word and asking them to say yes or no.

1 yes

3

yes

5

7

yes

2 no

4

no

6

yes

8

no

Reinforcement activity: Write the following sentences on the board and ask the pupils to tell you if they are true or false.

Americans don’t like barbecues very much. (false) Barbecues are not very easy to prepare. (false) The cook usually wears an apron. (true) You can have a barbecue with your family or friends. (true)

Extension activity: Ask the pupils to discuss picnics and barbecues in their own country, in L1 if necessary.

Note: For the next lesson, ask the pupils to find information about barbecues or picnics in their country. Bring in pictures/photographs for the project.

My World!

Write about what you eat at a barbecue or on a picnic in your country.

ñ Tell the pupils that they are going to make a poster of a picnic or barbecue. Tell them to take out the information they have brought from home.

ñ Stick your finished poster on the board, go through each detail with the class and read the text: In (Spain) people often have (barbecues/picnics) especially (at weekends). All you need for a (barbecue) is … and … . People love eating (outdoors) with their family and friends.

ñ The pupils work individually. Ask them to draw a picture of people having a barbecue or a picnic. Let them use the pictures you have brought as models or tell them to use the information they have brought from home. Go around the room and help them write the names of the food items on their drawings. When they finish, help them make a class display. Once you take down the display guide your pupils on how to file their poster in their Language Portfolio.

CULTURE CHANNEL (Unit 7) Holidays on the Move!

(Ex. 1) Look, read and write yes or no.

ñ Pupils’ books closed. Write the title of the lesson on the board and explain the meaning of the phrase: On the move! (i.e. going from one place to another). Show the caravan in your book and say: It’s a caravan. The pupils repeat, chorally and individually. Pre-teach the word mobile home.

ñ Invite the pupils to guess what they can find in a caravan (beds, a table, a fridge, a cooker, etc).

ñ Pupils’ books open. Draw the pupils' attention to the photo and ask them questions about it.

e.g. Teacher: How many children are there? Class: Six!

Teacher: Are they sitting outside or inside?

Class: Outside.

etc

ñ Read the text aloud, a sentence at a time. Make sure they understand the vocabulary. Read the text again, making pauses after each sentence for the pupils to repeat, chorally and individually.

ñ Allow the pupils some time to read the text again silently, read the sentences at the bottom of the page and write true or false. Check the pupils’ answers.

1

yes

2

no

3

yes

Reinforcement activity: Describe the second caravan in the photo for the pupils to identify:

Teacher: It’s a small caravan. It has got a living room. There’s a TV in the living room. There is a white sofa too, and the caravan is green.

Extension activity: Make a class survey about holiday accommodation. Write the following headings on the board: Caravan, Tent, Hotel, Pension, Bungalows, Cottage. Explain the words and then ask the pupils to come to the board and put a tick () under their favourite kind of accommodation. Finally, count the ticks in order to find out which is the most popular place for staying during holidays.

Note: For the next lesson, bring in photographs of holiday spots.

My World!

Write about a typical family holiday in your country.

ñ Tell the pupils that they are going to make a poster of their holidays. Tell them to take out the information they have brought from home.

ñ Stick your finished poster on the board, go through each detail with the class and read the text: Families in (Spain) like to go to (the mountain/lake/sea/abroad) on

holiday. They like to stay in (hotels, bungalows, tents, caravans, etc).

ñ The pupils work individually. Go round the room and help them if necessary. When they finish, help them make a class display. Once you take down the display, guide your pupils on how to file their poster in their Language Portfolio.

Board Game 1 (Unit 1)

ñ Focus the pupils’ attention on the double page. Point to

a few squares and elicit the word or answer in each one

in order to demonstrate how the game is played. Next, explain the rules. The pupils play in pairs and each player needs a counter (any small object will do). They place their counters on Start and the first pupil throws the dice. The players move their counters the appropriate number of squares and complete the task. A correct answer allows them to move one square forward, whereas an incorrect one means that they must move one square backwards. If they land on a Boom! square, they go back to Start. Go round the room in order to monitor the activity.

Key

1

There’s some bread, milk and chicken.

2

burger

3

a carrot

4

Pupils go back to the Start square.

5

French fries

6 Cindy

7 an orange

8 sausage

9 Pupils go back to the Start square.

10 some water

11 Bacon, eggs, sausages, toast, or cereal.

12 some pizza

13 rice

14 Pupils go back to the Start square.

15 bread

16 Pupils sing the song (Lesson 4).

17 chicken

18 an egg

19 Waffles, or a muffin with a cup of coffee.

20 Pupils’ own answer.

21 hot dog

22 Wendy

23 Pupils go back to the Start square.

24 Pupils’ own answer.

Board Game 2 (Unit 2)

ñ Focus the pupils’ attention on the double page. Point to

a few squares and elicit the word or answer in each one

in order to demonstrate how the game is played. Next, explain the rules. The pupils play in pairs and each player needs a counter (any small object will do). They place their counters on Start and the first pupil throws the dice. The players move their counters the

appropriate number of squares and do the task. A correct answer allows them to move one square forward, whereas an incorrect one means that they must move one square backwards. If they land on a Boom! square, they go back to Start. Go round the room in order to monitor the activity.

Key

13

cold

1

(It’s) cold and windy.

2

raining

3

making a snowman

4

Pupils go back to the Start square.

5

snowing

6

Lin, Wendy, Cindy, Oscar and Eddy.

7

eating an ice cream

8

windy

9

Pupils go back to the Start square.

10

sailing

11

(It’s) windy.

12

drawing

14 Pupils go back to the Start square.

15 hot

16 Pupils sing the song (Lesson 4).

17 sunny

18 cooking

19 Pupils’ own answer.

20 drinking (hot) chocolate

21 lake

22 Lin

23 Pupils go back to the Start square.

24 dancing

Board Game 3 (Unit 3)

ñ Focus the pupils’ attention on the double page. Point to

a few squares and elicit the word or answer in each one

in order to demonstrate how the game is played. Next, explain the rules. The pupils play in pairs and each player needs a counter (any small object will do). They place their counters on Start and the first pupil throws the dice. The players move their counters the appropriate number of squares and do the task. A correct answer allows them to move one square forward, whereas an incorrect one means that they must move one square backwards. If they land on a Boom! square, they go back to Start. Go round the room in order to monitor the activity.

Key

1 At six o’clock.

2 pool

3 It’s one o’clock.

4 Pupils go back to the Start Square.

5 theatre

6

A school uniform.

7

Pupil’s own answer.

8

dinner

9

Pupils go back to the Start square.

10

It’s seven o’clock.

11

She is a pupil.

12

Pupil’s own answer.

13

work

14

Pupils go back to the Start square.

15

Geography

16

Pupil’s own answer.

17

wake up

18

It’s five o’clock.

19

No, she doesn’t.

20

Pupil’s own answer.

21

lunch

22

Pupils sing the song (Lesson 4).

23

Pupils go back to the Start square.

24

It’s eleven o’clock.

Board Game 4 (Unit 4)

ñ Focus the pupils’ attention on the double page. Point to

a few squares and elicit the word or answer in each one

in order to demonstrate how the game is played. Next, explain the rules. The pupils play in pairs and each player needs a counter (any small object will do). They place their counters on Start and the first pupil throws the dice. The players move their counters the appropriate

number of squares and complete the task. A correct answer allows them to move one square forward, whereas an incorrect one means that they must move one square backwards. If they land on a Boom! square, they go back to Start. Go round the room in order to monitor the activity.

Key

13

autumn

1

December, January, February.

2

summer

3

Pupil’s own answer.

4

Pupils go back to the Start square.

5

winter

6

June, July, August.

7

Pupil’s own answer.

8

spring

9

Pupils go back to the Start square.

10

Pupils sing the song (Lesson 4).

11

September, October, November.

12

Pupils’ own answer.

14 Pupils go back to the Start square.

15 Make a hole.

16 Pupils’ own answer.

17 Put the seeds in the hole.

18 Pupils’ own answer.

19 March, April, May.

20 Pupils’ own answer.

21 Cover the hole.

22 (You can do) skiing, snowboarding and ice-skating.

23 Pupils go back to the Start square.

24 (You can) go hiking, play golf, go mountain biking, fishing and canoeing.

Board Game 5 (Unit 5)

ñ Focus the pupils’ attention on the double page. Point to

7

cheese

a

few squares and elicit the word or answer in each one

8

elephant

in

order to demonstrate how the game is played. Next,

9

Pupils go back to the Start square.

explain the rules. The pupils play in pairs and each

10

Yes, (they are).

player needs a counter (any small object will do). They

11

He can jump.

place their counters on Start and the first pupil throws

12

talk

the dice. The players move their counters the

13

horse

appropriate number of squares and complete the task.

14

Pupils go back to the Start square.

A

correct answer allows them to move one square

15

fox

forward, whereas an incorrect one means that they must

Key

16

Pupils sing the song (Lesson 4)

move one square backwards. If they land on a Boom!

17

owl

square, they go back to Start. Go round the room in

18

Africa

order to monitor the activity.

19

It has got big ears, a long nose and a long tail. It has got fur on its body.

20

Africa

1

Tom’s pet rabbit.

21

(fat) hippo

2

lizard

22

It’s a big bird. It’s got a big head and two big eyes.

Pupils go back to the Start square.

3

meat

It has got two legs and two wings.

4

Pupils go back to the Start square.

23

5

snake

24

(fast) lion

6

Yes (he has).

Board Game 6 (Unit 6)

ñ Focus the pupils’ attention on the double page. Point to

number of squares and complete the task. A correct

a

few squares and elicit the word or answer in each one

answer allows them to move one square forward,

in

order to demonstrate how the game is played. Next,

whereas an incorrect one means that they must move

explain the rules. The pupils play in pairs and each player needs a counter (any small object will do). They place their counters on Start and the first pupil throws the dice. The players move their counters the appropriate

one square backwards. If they land on a Boom! square, they go back to Start. Go round the room in order to monitor the activity.

Key

12

many

1

Meat, fish, salad.

2

cheese

3

many

4

Pupils go back to the Start square.

5

salt

6

Seven

7

much

8

sugar

9

Pupils go back to the Start square.

10

many

11

Food

13 onions

14 Pupils go back to the Start square.

15 butter

16 much

17 biscuits

18 Pupils’ own answer.

19 Blackbeard’s

20 much

21 flour

22 Pupils sing the song (Lesson 4).

23 Pupils go back to the Start square.

24 many

Board Game 7 (Unit 7)

ñ Focus the pupils’ attention on the double page. Point to a few squares and elicit the word or answer in each one in order to demonstrate how the game is played. Next, explain the rules. The pupils play in pairs and each player needs a counter (any small object will do). They place their counters on Start and the first pupil throws the dice. The players move their counters the appropriate number of squares and complete the task. A correct answer allows them to move one square forward, whereas an incorrect one means that they must move one square backwards. If they land on a Boom! square, they go back to Start. Go round the room in order to monitor the activity.

Key

1

Small mobile homes.

2

race

3

The Eiffel Tower.

4

Pupils go back to the Start square.

5

match

6

Cooker, fridge, table, chairs, bathroom, TV.

7

In Greece.

8

hockey

9

Pupils go back to the Start square.

10

Pupils’ own answer.

11

Oscar

12

They’re cycling.

13

table-tennis

14

Pupils go back to the Start square.

15

volleyball

16

They’re fishing.

17

water-ski

18

Pupils’ own answer.

19

Pupils sing the song (Lesson 4).

20

In Italy.

21

photo album

22

Masid

23

Pupils go back to the Start square.

24

They’re eating pizza.

Board Game 7 (Unit 7)

ñ Focus the pupils’ attention on the double page. Point to a few squares and elicit the word or answer in each one in order to demonstrate how the game is played. Next, explain the rules. The pupils play in pairs and each player needs a counter (any small object will do). They place their counters on Start and the first pupil throws the dice. The players move their counters the appropriate number of squares and complete the task. A correct answer allows them to move one square forward, whereas an incorrect one means that they must move one square backwards. If they land on a Boom! square, they go back to Start. Go round the room in order to monitor the activity.

Key

1

Small mobile homes.

2

race

3

The Eiffel Tower.

4

Pupils go back to the Start square.

5

match

6

Cooker, fridge, table, chairs, bathroom, TV.

7

In Greece.

8

hockey

9

Pupils go back to the Start square.

10

Pupils’ own answer.

11

Oscar

12

They’re cycling.

13

table-tennis

14

Pupils go back to the Start square.

15

volleyball

16

They’re fishing.

17

water-ski

18

Pupils’ own answer.

19

Pupils sing the song (Lesson 4).

20

In Italy.

21

photo album

22

Masid

23

Pupils go back to the Start square.

24

They’re eating pizza.

Welcome Plus 3

CULTURE CHANNEL (Unit 1) They’re from Britain!

(Ex. 1) Read and answer.

ñ Pupils’ books closed. Present the children of the UK with the help of your book. Point to the first girl and say:

This is Mary Tosh and she is Irish. Encourage the pupils to repeat after you, chorally and individually. Point to Northern Ireland on the map and say: She is from Belfast, the capital of Northern Ireland. The pupils repeat, chorally and individually. Repeat the procedure with Julian, Donald and Nerys.

ñ Pupils’ books open. Read the short texts in Exercise 1, a sentence at a time. The pupils listen and follow. When you finish the first paragraph, ask them to point to the appropriate child on the page. Explain/elicit any unknown words there may be. Do the same with the remaining texts. Finally, read the texts again. The pupils listen and repeat after you.

ñ Focus the pupils’ attention on the questions at the bottom of the page. Read them out and make sure that everybody understands them.

ñ Ask the pupils to read the text silently and answer the comprehension questions. Check their answers. Individual pupils then read the texts aloud.

1 Donald Mackey

2 Cardiff

3 Irish lamb stew

4 London, England

5 Northern Ireland

6 A football team

Note: For the next lesson, ask the pupils to choose one of their friends, and collect information about him/her for the project, (age, favourite food, sport, football team, or singer) by interviewing them.

My World!

Write about your friend.

ñ Tell the pupils that they are going to make a poster about a friend. Point to the different steps they have to follow, read them and explain each one. 1 Think about a friend: age, favourite food, sport, football team or singer. Ask them to take out all the information they have brought about their friend. 2 Prepare your pictures and write some ideas: They look at their pictures and write a few notes (draft version). They work on their draft version, writing a sentence or two about each picture. 3 Correct your work (spelling, structures, etc.) In pairs, they read out their draft and correct their mistakes by discussing and exchanging ideas. Go around the class,

providing any necessary help during this stage. Tell them they can use the poster on page 13 as a model. 4 Write your final version: They do this individually.

ñ Focus the pupils’ attention on the completed poster on page 13. Read it aloud and comment on it. Make sure they all understand the language. Ask some comprehension questions to elicit what kind of information the child has included in the poster (age, favourite food, etc).

ñ When the pupils finish, help them make a class display. Once you take down the display, guide them on how to file their poster in their Language Portfolio.

CULTURE CHANNEL (Unit 2) 1600 Pennsylvania Avenue!

(Ex. 1) How much do you know about the White House? Read and write True or False.

ñ Pupils’ books open. Read the text in Exercise 1, a sentence at a time. The pupils listen and follow. When you finish the first paragraph, explain/elicit any unknown words there may be. Do the same with the rest of the text.

ñ Ask the pupils to read the text again silently. Next, they read the sentences at the bottom of the page and write true or false. Check their answers orally and encourage them to correct the information that is false.

1 F (in Washington, D.C.)

2 T

3 T

4 F (No, there isn’t.)

5 T

ask the pupils to find

information about a famous building in their country (name, location, why it is famous).

Note: For the next lesson,

My World!

Write about a famous building in your country.

ñ Tell the pupils they are going to make a poster about a famous building in their country. Point to the different steps the pupils have to follow, read them and explain each one. 1 Think about a famous building in your country: name, location, why it is famous. Ask them to take out all the information they have brought. 2 Prepare your pictures and write some ideas: They look at their pictures and write a few notes (draft version). They work on their draft version, writing a sentence or two about each picture. 3 Correct your work (spelling, structures, etc). In pairs, they read out their draft and correct their mistakes by discussing and exchanging ideas. Go

around the class, providing any necessary help during this stage. Tell them they can use the poster on page 25 as a model. 4 Write your final version: They do this individually.

ñ Focus the pupils’ attention on the completed poster on page 25. Read it aloud and comment on it. Make sure they all understand the language. Ask some comprehension questions to elicit what kind of information the child has included in the poster (name of building, location, etc).

ñ When the pupils finish, help them make a class display. Once you take down the display, guide them on how to file their poster in their Language Portfolio.

CULTURE CHANNEL (Unit 3) Fun at Halloween!

(Ex. 1) Read and choose.

ñ Pupils’ books open. Read the text in Exercise 1, a sentence at a time. The pupils listen and follow. When you finish the first paragraph, explain/elicit any unknown words there may be. Do the same with the rest of the text.

ñ Ask the pupils to read the text again silently. Next, they read the sentences at the bottom of the page and

choose the correct alternative. Check their answers orally.

1 31 st October

4

pumpkin

2 scary

5

parties

3 Trick or Treat

Note: For the next lesson, ask the pupils to find information about a special event in their country.

25

My World!

Write about a special event in your country.

ñ Tell the pupils they are going to make a poster about a special event in their country. Point to the different steps the pupils have to follow, read them and explain each one. 1 Think about a special event in your country: date, things that people do then, special clothes, food, etc. Ask them to take out all the information they have brought. 2 Prepare your pictures and write some ideas:

They look at their pictures and write a few notes (draft version). They work on their draft version, writing a sentence or two about each picture. 3 Correct your work (spelling, structures, etc). In pairs, they read out their draft and correct their mistakes by discussing and

exchanging ideas. Go around the class, providing any necessary help during this stage. Tell them they can use the poster on page 37 as a model. 4 Write your final version: They do this individually.

ñ Focus the pupils’ attention on the completed poster on page 37. Read it aloud and comment on it. Make sure they all understand the language. Ask some comprehension questions to elicit what kind of information the child has included in the poster (name of the special event, date, what people do, wear, etc).

ñ When the pupils finish, help them make a class display. Once you take down the display, guide them on how to file their posters in their Language Portfolio.

CULTURE CHANNEL (Unit 4) Here Comes the bride!

(Ex. 1) Read and match.

ñ Pupils’ books open. Explain the task to the pupils: they must try to match the words on the left to their definition on the right. In pairs, they do the exercise. Do not check their answers yet.

(Ex.

answers.

2)

Now,

read

and

check

your

ñ Read out the text in Exercise 2, a sentence at a time. The pupils listen and follow the lines. When you finish the

first paragraph, explain/elicit any unknown words there may be. Do the same with the rest of the text.

ñ Ask the pupils to read the text again silently, check their answers in Exercise 1 and report back to the class.

1 c

3

e

5

a

2 d

4

f

6

b

ñ Finally, read out the question at the bottom of the page. Encourage the pupils to discuss the answer.

Note: For the next lesson, ask the pupils to find information about a typical wedding in their country.

My World!

Write about a wedding in your country.

ñ Pupils’ books open. Tell the pupils they’re going to make a poster about a typical wedding in their country. Point to the different steps the pupils have to follow, read them and explain each one. 1 Think about a typical wedding in your country: the ceremony, reception, number of guests, etc. Ask them to take out all the information they have brought. 2 Prepare your pictures

and write some ideas: They look at their pictures and write a few notes (draft version). They work on their draft version, writing a sentence or two about each picture. 3 Correct your work (spelling, structures, etc). In pairs, they read out their draft and correct their mistakes by discussing and exchanging ideas. Go around the class, providing any necessary help during this stage. Tell them they can use the poster on page ?? as a model. 4 Write your final version: They do this individually.

ñ Focus the pupils’ attention on the completed poster on page ??. Read it aloud and comment on it. Make sure they all understand the language. Ask some comprehension questions to elicit what kind of information the child has included in the poster (what

clothes they wear, how they celebrate, what food they eat, etc).

ñ When the pupils finish, help them make a class display. Once you take down the display, guide them on how to file their poster in their Language Portfolio.

CULTURE CHANNEL (Unit 5) London’s Markets!

(Ex. 1) Read and say.

ñ Pupils’ books open. Point to the first picture and explain that it corresponds to the Camden Lock Market, where people can buy books, clothes, etc. The second one is the Portobello Road Market, which is the biggest antiques market in the world. Read out the text, a sentence at a time. The pupils listen and follow. When you finish the first paragraph, explain/elicit any unknown words there may be. Do the same with the second text.

ñ Ask the pupils to read the text again silently and complete the notices at the bottom of the page orally or in their notebooks. Check their answers.

1 clothes 2 furniture 3 antiques

Note: For the next lesson, ask the pupils to find information about a typical market in their area.

My World!

Write about a famous market in your country.

ñ Tell the pupils they’re going to make a poster about a market in their country. Point to the different steps the pupils have to follow, read them and explain each one. 1 Think about a famous market in your country: name, location, what you can buy there, etc. Ask them to take out all the information they have brought. 2 Prepare your pictures and write some ideas: They look at their pictures and write a few notes (draft version). They work on their draft version, writing a sentence or two about each picture. 3 Correct your work (spelling, structures, etc). In pairs, they read out their draft and correct their mistakes by discussing and exchanging ideas. Go

around the class, providing any necessary help during this stage. Tell them they can use the poster on page ?? as a model. 4 Write your final version: They do this individually.

ñ Focus the pupils’ attention on the completed poster on page ??. Read it aloud and comment on it. Make sure they all understand the language. Ask some comprehension questions to elicit what kind of information the pupil has included in the poster (name of the market, place, what kind of things you can buy etc).

ñ When the pupils finish, help them make a class display. Once you take down the display, guide them on how to file their poster in their Language Portfolio.

CULTURE CHANNEL (Unit 6) Schools in the USA!

(Ex. 1) Read and answer.

ñ Pupils’ books open. Focus the pupils’ attention on the chart. Ask them to read it in order to find out at what age each school stage starts. Read out the text, a sentence at a time. The pupils listen and follow. Explain/Elicit any unknown words there may be.

ñ Ask the pupils to read the text and the chart again silently and answer the questions. Check their answers orally.

a) Six years.

b) Two years.

c) Four years.

Note: For the next lesson, ask the pupils to find information about their own school or the educational system in their country.

My World!

Write about schools in your country.

ñ Tell the pupils they are going to make a poster about schools in their country. Point to the different steps the pupils have to follow, read them and explain each one. 1 Think about your school: name, location, size, etc and write about schools in your country. Ask them to take out all the information they have brought. 2 Prepare your pictures and write some ideas: They look at their pictures and write a few notes (draft version). They work on their draft version, writing a sentence or two about each picture. 3 Correct your work (spelling, structures, etc.) In pairs, they read out their draft and correct their mistakes by discussing and exchanging ideas. Go around the class,

providing any necessary help during this stage. Tell them they can use the poster on page ?? as a model. 4 Write your final version: They do this individually.

ñ Focus the pupils’ attention on the completed poster on page ??. Read it aloud and comment on it. Make sure they all understand the language. Ask some comprehension questions to elicit what kind of information the pupil has included in the poster (kind of schools in Spain, age of children, etc).

ñ When the pupils finish, help them make a class display. Once you take down the display, guide them on how to file their poster in their Language Portfolio.

CULTURE CHANNEL (Unit 7) What’s your hobby?

(Ex. 1) Read and match.

ñ Pupils’ books open. Focus the pupils’ attention on the page. Point to the illustrations and say that they represent three different hobbies that are very popular in the UK (fishing, do-it-yourself and gardening). Read out the text, a sentence at a time. The pupils listen and follow. Explain/Elicit any unknown words there may be.