Introduction

1. Online!
Unit objectives
To identify and talk about
activities using computers.
To sing a song and a chant.
To read and understand a story
and a cartoon.

Target language
Vocabulary:
chat with friends, listen to
music, look at websites, play
computer games, search the
internet, send emails, upload
photos, watch videos

Anticipating difficulties
If there is a positive environment between the members of the class then it is
more likely that the children will be happy to learn and study English. If there is
a hostile environment, the opposite may happen.
Teaching tip
You could teach the children how to give each other compliments at the start of
every lesson. They practise by saying things like: I like your jumper, your smile,
your hair cut, your new pencil, etc. This should promote a sense of well being
and empathy and the children should be happier to come to the class and
share compliments.

Structures:
What are you doing?
Im chatting with you.
He/She isnt chatting online.
Our/Their schools got an Art
club.

Unit 1 Online!

watch
videos

send
emails

headphones

laptop

listen
to music

tablet
look at
websites
chat with
friends

search the
internet

mouse

upload
photos

Cho chats with Chan and Chad plays

Chess with Chet,
While Charlie, Chuck and Chelsea
Search the internet!
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Lesson 1A

Students Book, page 5

Objectives
To learn the names of some
computer skills.
To learn and sing a song.

Target language
Vocabulary:
chat with friends, listen to music,
look at websites, play computer
games, search the internet, send
emails, upload photos, watch
videos
Structures:
How often do you...?
I chat with my friends.

Materials
CD
Unit 1 poster
flashcards: online

i-book activity
i-poster
i-flashcards

Getting started
Put the poster on the board. Write the question: What can you do when you go
to a cyber caf? on the board. Ask for a volunteer to come to the front of the
class and choose an activity. Point to the question on the board and ask: What
can you do when you go to a cyber caf? The child looks at the poster, points
to an activity and then answers: search the internet. Ask for another volunteer
to come to the poster and do the same. Continue until you have been through
all of the computer verbs and all of the children have had a turn. Then put the
flashcards on the board face down. The children take turns to come to the
front of the class and turn over a flashcard. Then they have to find the object
on the poster.
1 Listen and sing. 1.7
Say: Open your books at page 5. Ask the class to look at the picture and ask them
who and what they can see. Then tell them they are going to hear a song about
things one can do on a computer. Play the CD and ask the class to listen. Play the
CD again and ask the class to follow the song in the book with their fingers. Play
the CD again and encourage the children to join in singing. Join in yourself. Play
it a few more times until they are more confident. Then, divide the class into four
groups and ask them to sing a verse of the song each.
2 Look and ask a friend.
Elicit possible replies to the questions so that the children have model answers
before they start: once/twice/three times + a day/a week/a month. Ask the
children to look at the pictures in Activity 2. Then ask for volunteers to read out
the captions for the pictures. Divide the class into pairs and ask them to ask
each other the questions. Go around the class, correcting the children when
necessary. After the activity, check the childrens memories by asking them
about their partners: How often does (Lucia) search the internet? How often
does (David) listen to music?
Finishing off.
Play read my lips. Choose one of the computer activities. Mouth the words and
ask the class to guess the activity. Invite the first child to guess the words, to
come to the front to have the next turn.

Resources
Communicative activities
Teachers Resource Book, page 57

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1 Online!
1

Listen and sing.

LESSON 1

1.7

I love our computer,

I use it every day.
I search the internet,
For new games to play.

I love our computer,

I use it every night.
I like to watch videos,
And look at websites.

I upload photos,
And I chat with my friends.
I sometimes write an email,
Then I click on send.

I listen to my music,
Do my homework too.
It helps me ...
With everything
I want to do!

Look and ask a friend.

How often do you...?

3

look at
websites

upload
photos

search the
internet

send
emails

6
chat with
friends
watch
videos

listen to
music
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Students develop Cultural and artistic competence by listening to and singing a song about
computers. This activity also helps them to learn terms related to the digital world.

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1 Online!
1

Read and complete, then write the letters.

A

send

C
www. boo

listen

search

look

upload

watch

1 I

search

the internet every day.

2 I

watch

videos once a week.

3 I

upload

photos once a week.

4 I

send

emails on Saturdays.

5 I

look

at websites every day.

6 I

listen

to music twice a week.

Childs own answers

Read and answer for you.

1 How often do you listen to music?

I listen to music

2 How often do you chat with friends?

3 How often do you send emails?

Write the words and match with the pictures.

1

ch/ar/se

he/t

er/int/net

search the internet

st/li/en

o/t

sic/mu

listen to music
4

at/ch

th/wi

3
nds/ie/fr

chat with friends

ad/lo/up

ot/ph/os

upload photos

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Students develop Autonomy and personal initiative by talking about how often they listen to music,
chat with friends or send emails.

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Lesson 1B

Activity Book, page 5

Objectives
To learn the verbs of some
computer skills.
To match phrases with pictures.

Target language
Vocabulary:
chat with friends, listen to
music, look at websites, play
computer games, search the
internet, send emails, upload
photos, watch videos
Structures:
How often do you (chat with
friends)?
I (search the internet) every day.

Materials
CD
Unit 1 poster
flashcards: online

i-book activity
i-poster
i-flashcards

Getting started
Show the flashcards one at a time and ask the children, as a group, to name
them. Then hold out the flashcards face down and ask a child to come to the
front, choose a card and name it. Repeat with other children. Then ask two
children to come to the front. One chooses a flashcard and asks the other:
How often do you (listen to music)? The other child answers.
1 Read and complete, then write the letters.
Say: Open your Activity Books at page 5. Ask the children to look at the verbs
at the top of the page and then ask them to look at the six pictures in Activity 1.
Explain that each of the verbs corresponds to a picture and that they have to
write in the correct verb and the letter of the corresponding picture. When they
have finished, call out a number between 1 and 6 and ask the class to read out
their sentence and the letter for that number.
2 Read and answer for you.
Say: Look at Activity 2. Tell the children that they have to answer the three
questions truthfully. When they have finished, check the activity by asking the
children to read out their answers.
3 Write the words and match with the pictures.
Tell the children to look at Activity 3. Tell them to look at the pictures and then
decipher the anagrams. Then they match the words with the pictures. When
they have finished, ask for volunteers to read out their answers.
Finishing off
Hide a flashcard behind your back. The children take turns to guess what it is
by asking questions. Continue until the children have guessed all the words.
Then ask for volunteers to take over your role.

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Lesson 2A

Students Book, page 6

Objectives
To listen to and read a simple
dialogue about everyday
activities.
To learn and practise the
Present Continuous tense.

Target language
Vocabulary:
chatting, listening to music,
sending emails, uploading
photos; sitting, watching,
wearing
Structures:
Whats he/she doing?
He/Shes (searching the
internet).
What are they doing?
Theyre (playing frisbee).

Materials
CD
Unit 1 poster

i-book activity
i-poster

Getting started
Practise the Present Continuous. Put the poster on the board. Describe
one of the characters and ask what he/she is doing. Say: Shes wearing
headphones. Whats she doing? SS: Shes watching videos. Continue with the
other characters in the poster. T: Shes got glasses and shes wearing a purple
T-shirt. SS: Shes looking at websites, etc. Then ask the children to take over
your role and ask their classmates.
3 Listen and read. 1.8
Say: Open your books at page 6. Ask for a volunteer to read out the sentences
at the top of the page. Ask the children to look at the picture, and say: Listen
very carefully. Play the CD. The children listen. Play the CD again, and get the
children to follow the dialogue with their fingers. Play the CD again, pausing at
various points and choosing volunteers to say the next line. Ask questions about
the dialogue: Whats Mark doing? Who is uploading photos? Is Kim wearing a
cap? Then tell the children to get into pairs and encourage them to role-play the
dialogue, taking turns to play each character. Finally choose pairs to come to the
front and act out for the rest of the class.
4 Look and read. Which sentence is in the dialogue?
Ask the children to look at the grammar box in Activity 4. Ask them to read the
grammar box and to tick the sentence that is in the dialogue. When they have
finished, ask for a volunteer to read out the answer. (Theyre uploading photos.).
5 Look at Kims birthday photos and ask a friend.
Say: Look at Activity 5. Ask for two volunteers to read out the dialogue. Then
ask the children to look at the picture for sixty seconds. They then close their
books. Divide the class into teams and ask questions for points: Whats Alan
doing? Whats Kim wearing? What are Mark and Ben doing? etc.
Finishing off
Ask the children to look again at the dialogue in Activity 3. Divide the class
into pairs. They take turns to read out small parts of the dialogue which their
partner finds and then says what comes next. Child A: Friend 17, please tell
me... Child B: who you are. Go around the class, correcting the children
when necessary.

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LESSON 2
1.8

Listen and read.

Read and say t

Read about Am

Bens at the after-school IT club. Hes chatting online with other students. But who is Friend 17?
Friend 17 : Hello Ben.
Ben12 : Hi! Who are you?
Friend 17 : Im Friend 17. Im your
invisible friend.
Ben12 : My invisible friend? But
who are you? Are you Mark?
Friend 17 : No, Im not. Look at Mark,
whats he doing?
Ben12 : Hes searching the
internet. Are you Kim and Tori?
Friend 17 : No, theyre uploading photos.
Ben12 : Are you Alan? Hes
laughing a lot.
Friend 17 : No, Alan isnt chatting
online, hes watching a funny video.
Ben12 : Friend 17, please tell me
who you are.

Friend 17 : Heres
behind you and Im
Ben12 : Anita,
Friend 17 : Thats
invisible now!

a clue. Im sitting
wearing a cap.
its you!
right, Im not

Beep on Grammar, page 2.

Look and read. Which sentence is in the dialogue?

Present Continuous
he
she
What
you doing?
are we
they
is

Im / Im not
Hes / He isnt
Shes / She isnt
Were / We arent
Theyre / They arent

listening to music.
uploading photos.
sending an email.

Look at Kims birthday photos and ask a friend.

It was my birthday yesterday. Im

uploading my birthday photos now.
What are Mark
and Ben doing?
Whats Kim
wearing?

Theyre playing
frisbee.

Shes wearing red trousers

and a yellow T-shirt.
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Students develop Competence in Learning to learn by reviewing sentences in the Present

Continuous tense.

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Complete the tables.

Write the quest

Look and answ

Look, read and

Present Continuous
he

is

are

she

What

doing?

you
we

they

Im / Im not
Hes / He isnt
Shes / 4 She

isnt

Were / We arent
Theyre / 5 They

Listen and write the letter.

1 Alex

2 Sonia

3 Inga

4 Emil

5 Ron

6 Judy

listening 6

to

music.

arent

3.2

Look at Activity 5 and write about the children.

1
2
3
4
5
6

+
+
+
-

Model answers

Alex is uploading photos.

Sonia isnt watching a video.
Inga is listening to music.
Emil isnt reading a book.
Ron is eating spaghetti.
Judy isnt searching the internet.

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Students develop Processing information and digital competence in the classroom by extracting
specific information from a short CD recording. Children listen to a dialogue and match the
corresponding letter with the correct name.

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Lesson 2B

Activity Book, page 6

Objectives

Getting started
Ask a volunteer to come to the front of the class and mime an action (not
necessarily connected with computer activities). Ask: What is (David) doing?
SS: He is (reading a book). Continue with other volunteers, making sure the
children differentiate between he and she.

To practise the Present

Continuous.

Target language
Vocabulary:
chatting, listening to music,
sending emails, uploading
photos

4 Complete the tables.

Tell the children to open their Activity Books at page 6. Ask them to complete
the tables with the correct part of the Present Continuous. Correct the activity
by going around the classroom, looking at the childrens work.

Structures:
Whats he/she doing?
He/Shes (searching the
internet).
She isnt (uploading photos).

5 Listen and write the letter. 3.2

Tell the children to look at Activity 5. Tell them to look at the six pictures on the
right as they listen to the CD. Play the CD. The children listen. Play the CD again
and this time the children write the correct letter next to the appropriate name.
Play the CD again so that they can check their answers. Correct the exercise by
asking the children to tell you what each child is doing.

Materials

6 Look at Activity 5 and write about the children.

Say: Look at Activity 6. Point out the plus and minus signs beside the sentences
and explain that they show which sentences are affirmative and which are
negative. Ask for two volunteers to read out the two sample sentences and then
tell the children to look at Activity 5 and write about the children. When they have
finished, ask for volunteers to read out their sentences.

CD

Finishing off
Divide the class into pairs and tell the children to ask questions about the
characters in Activity 5. S1: Is Alex uploading photos? S2: Yes, he is. Is Sonia
watching a video? S1: No, she isnt.

Transcript
Listen and write the letter.

3.2

Child: Whats Alex doing?

Man: Alex is listening to music and hes uploading
photos.
Child: OK, and what about Sonia? Whats she doing?
Man: Sonia isnt listening to music. Shes reading a
book. Oh, and shes drinking orange juice.
Child: And now Inga. Whats she doing?
Man: Ingas looking at websites and listening to music.

Child: Fine and what about Emil? Whats Emil doing?

Man: He isnt reading. Hes watching a video.
Child: Good, and now Ron. Whats he doing?
Man: Ron isnt looking at websites. Hes eating
spaghetti and hes reading a book.
Child: And now tell me about Judy, please. Whats she
doing?
Man: Shes sending emails and listening to music.

Resources
Reading and writing
Teachers Resource Book, page 89
Activity 1: The children read the letter and then answer the questions below.
Activity 2: The children pretend they are Thomas and write a reply to Edwards email in their notebooks.

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Lesson 3A

Students Book, page 7

Objectives
To read and learn about time
zones.
To practise the Present
Continuous.
To practise using adverbs of
frequency.
To read and write about
computer activities.

Target language
Vocabulary:
always, every day, never, often,
sometimes, usually; in the
afternoon, in the evening, in the
morning
Structures:
Shes from New York.
Its 2 oclock.

Materials
Blank cards, some with True
and some with False written on
them

i-book activity

Getting started
Quickly revise the time: oclock, quarter past, half past, quarter to. Dictate
sentences about computer routines and ask the children to write them in their
notebooks: I search the internet, I look at websites about music, I find the
words of my favourite songs, I send emails, I chat with my friends. They then
re-write the sentences so that they are true for them, making sure to include
in each sentence one of the adverbs: always, usually, often, sometimes, never
and every day. I search the internet every day, I usually look at websites about
music, I often chat with my friends, etc.
6 Read and say the names. Find a mistake in each text.
Say: Open your books at page 7. Ask the children to look at the pictures and
to say what time it is in each one. Explain that they are going to read about
characters doing different things in different parts of the world. Ask the children
to read about the four characters: Pam, Anton, Shen and Rosa. Ask them if
they have any questions about the texts and then ask for four volunteers to
read the texts out loud. Tell the children to look at the pictures again and say
which name goes with which picture. Then ask them to find a mistake in each
text. Ask the children to read out the incorrect sentence and to replace it with
a correct one: Shes searching the internet for information about bees. No, she
isnt. Shes searching the internet for information about butterflies. Hes in the
living room... No, hes in the kitchen... its 10 oclock at night... No, its 8 oclock
at night... Shes watching a video about dinosaurs. No, shes watching a video
about butterflies.
Answers
1 Anton, 2 Pam, 3 Rosa, 4 Shen
7 Read about Amy and write about you.
Ask the children to look at Activity 7. Instruct them to read the text and tell
you if there is anything they dont understand. Then ask for volunteers to read
the text about Amy out loud. Ask some questions: When does Amy chat with
her friends? How often does she look at websites about music? etc. Write the
adverbs always, usually, often, sometimes, never and every day on the board and
tell the children to write about themselves and to include the adverbs. When they
have finished, ask for volunteers to read out their texts.
Finishing off
Extend Activity 6 by playing a game in teams. Give each team two cards
with True written on one and False on the other. Make statements about the
children in Activity 6 and give the teams five seconds to hold up one of the
cards. Say: Shens from Shanghai in China (False) and give the teams holding
up the False card a point. Continue with other statements: Antons looking at a
website about food (True), Its nine oclock at night in New York (False), etc.

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LESSON 2

t who is Friend 17?

LESSON 3
Read and say the names. Find a mistake in each text.
The world is divided into 24 time zones. In each zone, the time is different. When its 9 oclock in the
morning in Spain, its 2 oclock in the morning in Mexico and 4 oclock in the afternoon in Japan.
Here are four children in different cities. Look and read about what theyre doing now.
1

ue. Im sitting
ing a cap.
you!
t, Im not

stening to music.

ploading photos.

ending an email.

Pam
Shes from New York in the USA. Shes in her
IT class and its 9 oclock in the morning there.
Her class is doing a project about insects. Shes
searching the internet for information about bees.

Shen
Hes from Beijing in China. Its 10 oclock at
night and hes in his bedroom. Hes listening to
music and sending an email to his cousin.
Its her birthday tomorrow.

Anton
Hes in the living room in his home in Moscow,
Russia. Its 5 oclock in the afternoon there. Hes
looking at a website about food. He likes cooking
and he wants to find a recipe for chocolate cake.

Rosa
Shes at the Science Museum in Valencia in
Spain. Its 3 oclock in the afternoon there.
Shes watching a video about dinosaurs.
Its fascinating!

Read about Amy and write about you.

Computers and me
My favourite
computer
activities
1 search the
internet
2 listen to music
3 chat online
4 play computer
games
5 upload photos

Theyre playing
frisbee.

wearing red trousers

a yellow T-shirt.

My favourite computer activity is

searching the internet. I look at
websites about music every day and
I find the words of my favourite pop
songs. I really like listening to music
on the computer too. I usually chat
online with friends in the evening and
I play computer games once or twice a
week. I sometimes upload photos, but I
never send emails.
By Amy

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Students develop Mathematical competence by learning that the world is divided into 24 time zones.
They read information about four children living in different countries.

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Write the questions in order.

1

they

are

What

wearing

wearing

they

What are they wearing?

2

he

eating

Whats

she

are

What

Whats

doing

he

Whats he doing?

Look and answer the questions from Activity 7.

1
2
3
4
5
6

doing

What are they doing?

Whats

Whats she doing?

Whats she wearing?

Whats he eating?
3 doing

she

Whats

Theyre wearing jumpers.

Hes eating an apple.
Shes sending emails.
Shes wearing glasses.
They are listening to music.
Hes uploading photos.

Look, read and complete.

Computers and me
sister

upload

emails

at

watch

stars

computer

at
My favourite computer activity is looking
websites.
I like websites about science and space. I like learning about the
stars
and planets. I really like playing
computer
games too. I play with my friends and my
sister
.
emails
to my cousin. He lives in Argentina. I
I sometimes send
upload
photos, I havent got a camera!
once a week. I never
By Rory

watch

videos

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Students develop Linguistic competence by writing questions in the correct order and completing
sentences with the correct words in a chat.

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Lesson 3B

Activity Book, page 7

Objectives
To practise the Present
Continuous.
To complete a text using
computer vocabulary.
To practise using adverbs of
frequency.

Target language
Vocabulary:
doing, wearing; always, never,
sometimes, usually
Structures:
What is he wearing?
What is she doing?
I like (listening to music).
I really like (uploading photos).

Materials
flashcards: online

i-flashcards

Getting started
Write the adverbs of frequency on the board: always, never, sometimes, usually.
Write: my favourite, I like and I really like on the board. Place the flashcards
around the classroom. Ask a question using one: Do you like sending text
messages? and ask a volunteer to go to the flashcard, hold it up, choose a
phrase from the board and say: Yes, I (really like) (sending text messages) or
No, I dont. I (never) (send text messages). Ask another volunteer to take over
your role of asking questions. Repeat several times with other volunteers.
7 Write the questions in order.
Say: Open your books at page 7. Look at Activity 7. Ask the class to look at the
questions, and explain that the order of the words is wrong. Tell them to write
the words in the correct order to make a question. When they have finished ask
for volunteers to read out their questions.
8 Look and answer the questions from Activity 7.
Tell the children to look at Activity 8. Tell them to look at the pictures and
then answer the questions from Activity 7. When they have finished, ask for
volunteers to read out their answers.
9 Look, read and complete.
Tell the children to look at the text Computers and me in Activity 9. Explain that
they have to complete the text using the words in the box. When they have
finished, ask for volunteers to read out their answers.
Finishing off
Play hangman with the children, using computer activities. Write lines on the
board representing each letter in the sentence:
_ ____ ________ _____ _____.
(I like websites about sport)
Divide the class into teams. The teams take turns to say letters. If a letter
appears in the sentence, write it on the corresponding line and give the team a
point for each time it appears.

Resources
Communicative activities
Teachers Resource Book, page 58

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Lesson 4A

Students Book, pages 8 and 9

Save our school!

8

Objectives

Read and listen to the story.

LESSON 4

Jess and Paddy go to Riverdale School. Today

they are working in the computer room. Paddy is
a computer expert. He is writing a new computer
game. Its called Alien Alert! Jess is searching the
internet.

To enjoy a story.
To read and listen for
comprehension.

LESSON 4
Look it up!

1.9

Paddy and Jess are reading about Chinmaya Paddy

Schooland Jess are Jess
andabout
Paddy
are talking
to the stud
reading
Chinmaya
School
in Uttar Pradesh in India. There was an earthquake
Chinmaya
tell them abou
in Uttar Pradesh in India.
ThereSchool.
was an They
earthquake
yesterday.
yesterday.

Oh no! Paddy,
look at this.

To practise the Present

Continuous and the Present
Simple.

Target language
Vocabulary:
chat with friends, listen to
music, look at websites, play
computer games, search the
internet, send emails, upload
photos, watch videos
Structures:
Paddy and Jess are reading.
They give money to the fund.
We dont play cricket.

1
Jess has got an idea. After school, they visit Paddys
dad. He works for a big computer company. He likes
Jesss idea.

CD

They need money

to build them again.

Im uploading your game

on our website now.
Thanks Dad!

Can we put Paddys new

game on your website?

Then we can help

build a new classroom.

Now when people play the game,

they give money to the earthquake fund.

A reporter comes
to the school. Alien Alert! is a big succ
The earthquake fund now has4lots of m

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Materials

Its terrible! Their

classrooms are destroyed.

30/05/12

15:30

Getting started
Ask the children what they can tell you about India. Ask them what the capital
city is, in what continent it is, etc. Ask them what kind of food they eat in India.
Ask them if they know any famous monuments.
8 Read and listen to the story. 1.9
Play the CD and tell the class to read and listen to the story. Check
comprehension with questions: Where do Jess and Paddy go to school? What
is Paddy doing in scene 1? What is Jess doing? Why do they need money in
Chinmaya school? Where does Paddys dad work? etc. Write the main parts
from the story on the board: narrator, Paddy, Jess, Paddys dad, Indian child,
reporter. Divide the class into groups of six and tell them to take a part each
and read the story. Follow up by asking the children: Do you like computer
games? Whats your favourite computer game? How often do you play it?
Do you play any other games?

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LESSON 4
Look it up!

Taj Mahal

Henna

andabout
Paddy
are talking
to the students at Jess and Paddy are talking to the students at
ss are Jess
reading
Chinmaya
School
Chinmaya
tell them about the game.
sh in India.
ThereSchool.
was an They
earthquake
Chinmaya School. They tell them about the game.

Curry

Students develop and consolidate competence in

Knowledge and interaction with the physical world by
learning more about India.

Bindi

Look it up!
Paddy and Jesss class are learning about Chinmaya
School. Their school hasnt got a swimming pool,
but students can swim in the river.

The river looks

amazing!

We dont play cricket

at our school!

Thank you for helping!

5
People are playing
your game all over
the world!

A reporter comes
A reporter comes
to the school. Alien Alert! is a big success. to the school. Alien Alert! is a big success.
The earthquake fund now has4lots of money. The earthquake fund now has lots of money.

6
One year later, Paddy and Jess are visiting Chinmaya
School. Thanks to Paddys computer game, the
school now has TWO new classrooms!

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Look it up.
Ask the children to open their Students Books and to look at the photos at the
top of page 9. Tell them they have to find out what each one shows and write a
sentence or two about each of the photos. For example:
The Taj Mahal is a white marble monument in India. It was built by an emperor.
They started building it around 1632 and completed it around 1653. Henna is a
plant used to dye skin, hair, fingernails, leather and wool. Henna tattoos are
temporary tattoos. They are a South Asian tradition. Curry is a type of dish from
Southeast Asia. It can have meat or fish in it, or just vegetables, and usually
contains spices and chillies, making it hot. It is often served with rice. A bindi is
the name of the red dot many South Asian woman wear between their eyes. It is
for decoration and for protection.
When they have finished, get them to read out their sentences to the rest of the
class.
Finishing off
Tell the class to open their books at the story pages and to hold the books on
their heads with the pages open like a hat. Read out a speech bubble or part of
a caption, say Go! and instruct the children to race to find which scene it is in.
Tell them to stand up when they find it. When most of the class are standing up,
elicit the scene number. Repeat with other speech bubbles or captions.

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Save our school!

10 Look at the story and number the sentences in order.

12 Unscramble an

2 Jess tells Paddys dad about her idea.

4 A reporter comes to the school.

5 Jess and Paddy visit India.

1 Jess reads about the earthquake.

3 Dad uploads Paddys game to the website.

13 Read and write

11 Look at the story and match.

1

Im uploading your game on our website now.

Chinmaya
student
2

Its terrible! Their classrooms are destroyed.

Jess

14 What do you th

Can we put Paddys new game on your website?

Paddys
dad

Paddy

People are playing your game all over the world!

Reporter
5

Thank you for helping!

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Students develop Interpersonal and civic competence by learning about helping, by reading
sentences from the story about the destruction in a school after an earthquake in India.

My
Tea

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Lesson 4B

Activity Book, page 8

Objectives
To read for comprehension.
To practise the Present
Continuous and the Present
Simple.

Target language
Vocabulary:
chat with friends, listen to
music, look at websites, play
computer games, search the
internet, send emails, upload
photos, watch videos
Structures:
Paddy and Jess are reading.
They give money to the fund.
We dont play cricket.

Getting started
Remember the story. Ask the class questions about the story. Then ask them
to open their Students Books at Lesson 4. Assign the parts to volunteers and
read the story out loud.
10 Look at the story and number the sentences in order.
Ask the children to look at the sentences and to number them in the same
order as they appear in the Students Book. Then write a sentence on the
board: Jess and Paddy visit Japan. Ask the children to look at their Students
Books and say whether the sentence is True or False.
11 Look at the story and match.
Ask the class to look at the pictures of the characters from the story. Tell them
to read the story again and find which of the sentences was said by which
character. Tell them to match the sentences to the characters. When they have
finished, ask for volunteers to tell you their answers.

Resources
DVD
Mystery Island
Teachers Resource Book, pages 123 128

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12 Unscramble and complete the sentences.

3
4
6

ek
ceritck

pexter

ssu

scc

ibdul

eratqhua

ud

t h q u a k e in India.
They play c r i c k e t in Chinmaya school.
Paddy is a computer e x p e r t .
The Earthquake f u n d now has lots of money.
Alien Alert! is a big s u c c e s s .
They b u i l d two new classrooms.

nf

1 There is an e a r

13 Read and write True or False.

1 Jess and Paddy play cricket at school.
2 Paddy and Jess go to Riverside school.
3 Paddys dad works for a computer company.
4 Uttar Pradesh is in Pakistan.
5 Chinmaya students swim in the river.
6 Jess and Paddy visit India six months later.

14 What do you think?

False
False
True
False
True
False

Childs own answers

. (ok / interesting /

I think this story is

inspiring /sad)
My favourite character is

(often / sometimes /

never) play computer games online.

I give this story

stars.

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Students develop Autonomy and personal initiative by writing their own opinions about the text.

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Lesson 4C

Activity Book, page 9

Objectives
To read for comprehension.
To practise the Present
Continuous and the Present
Simple

Target language
Vocabulary:
chat with friends, listen to
music, look at websites, play
computer games, search the
internet, send emails, upload
photos, watch videos
Structures:
Jess and Paddy play cricket at
school.
Paddy is a computer expert.

12 Unscramble and complete the sentences.

Tell the children to look at the jumbled words on the right-hand side of the page.
Explain that they have to re-arrange the words and complete the sentences.
When they have finished, tell them to correct the activity by checking their
sentences against the story. Ask for volunteers to read out their answers.
13 Read and write True or False
Ask the children to look at Activity 13. Explain that they have to read the six
sentences, look at the story and say whether the sentences are True or False.
When they have finished, ask for volunteers to read out the sentences and for
other volunteers to say True or False.
14 What do you think?
Ask the children to look at Activity 14. Explain that they have to complete the
sentences to give their opinion about the story. When they have finished, ask for
volunteers to read out their texts.
Finishing off
Play spot the mistakes. Tell the story again with mistakes. Ask the class to call
out Stop!, when they hear you make a mistake and invite them to tell you the
correct word or phrase.

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Lesson 5A

Students Book, page 10

Objectives
To compare two schools.
To practise verbs with times.
To practise Wh- questions.
To sing a chant.

Target language
Vocabulary:
chat with friends, listen to music,
look at websites, play computer
games, search the internet, send
emails, upload photos, watch
videos
Structures:
Our school finishes at four.
Their summer holidays are in
August.

Materials
CD

i-book activity

Getting started
Revise telling the time. Play run and write. Draw two clock faces without hands
on the board. Divide the class into two teams, invite a member of each team
to the front and give them both pens. Say a time and tell them to draw hands
on the clock to show that time. Give a point to the first child to draw the time
correctly. Repeat with another time and then ask for another pair of volunteers.
Continue until all the children have had a turn. Then write the words What,
Where, When, Which and Who on the board. Ask the children some general
questions about school: What time does school start? Where do we play sports?
Have we got an IT club? Who is your headmaster? When does school finish?
9 Look, read and say True or False.
Say: Open your books at page 10 and look at the two noticeboards in Activity
9. Ask the children to read the information about the two schools and then ask
them questions: Do they play cricket at Riverdale School? Which school has
an Art Club? What time does school start in Chinmaya School? When does it
finish? Where is Chinmaya? etc. Then tell the children to read the six sentences
under the posters and to decide whether they are True or False. Read out the
sentences and the children call out True or False.
Answers
1 False, 2 True, 3 False, 4 True, 5 False, 6 False
10 Listen and say the chant. 1.10
Say: Look at Activity 10. Ask the children to look at the pictures, and play the
CD. Play it again and ask the children to follow it in their books. Then tell the
class to stand up, play the chant again and ask the children to sing along and
march on the spot. Then divide the class into two teams. Ask Team A to say the
first line, Team B to recite the second, and so on. Then reverse roles and repeat.
Finishing off
Ask the children to write a description of their school based on the language
and information on the page: Our school day starts at and finishes at Our
school has summer holidays in Our head teachers name is Our school
has got clubs for The children can also find information about a school in
another country and compare the schools (lots of UK primary schools have
websites with information about the school and photos).

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LESSON 5

11 Listen and rea

Look, read and say True or False.

C h i nm a y a

Riverdale School

S c ho o l

School day
8 oclock 2 oclock

School day
9 oclock 4 oclock

School teams

School teams
Football

Cricket

Gymnastics

Clubs

Athletics

Clubs
Dance
IT
holidays
Music Summer
July / August

Art
Karate
IT

Summer holidays
May / June

1 Our schools got an Art club.

2 Their school starts at 8 oclock.

3 Their summer holidays are in August.

4 Our schools got a football team.

5 Their school hasnt got an IT club.

6 Our summer holidays are in May.

10 Listen and say the chant.

Beep on Grammar, page 3.

1.10

Our school starts at nine oclock,

Their school starts at eight.
Our school is so far away,
I sometimes get there late.
Their schools got a river,
Our schools got a pool.
At their school they play cricket,
I think thats really cool!
Our schools got computers,
Their schools got some too.
Our school stops at four oclock,
Their school stops at two!

12 Listen and an

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Students develop Cultural and artistic competence by listening to and singing a chant about the
differences between two schools, one from Great Britain and the other from India.

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15

Look at Activity 9 in the Students Book and complete.

Ri

Our

le
ve r d a S c h o o

18 Look at Lesson

n m aya S c h o o l
Chi

school starts at nine oclock.

our

16

Their

school holidays are in May and June.

Our

school hasnt got a karate club.

Our

schools got a dance club.

Listen and circle.

their

Our

Their

school finishes at two oclock.

3.3

Hello, were from Brazil!

School day
8 / 9 oclock to
1 / 2 oclock.

Sports teams
Swimming
Gymnastics
Tennis
Football

Complete for your school.

1 There are

Students in our class

19

Find the mistak

20

Complete the t

20 / 25 / 30 / 35

Languages
English
Spanish
French
Portuguese

Childs own answers

girls and

boys in our class.

.

2 At our school, we have lunch at

.

3 At our school, we go home at

4 Our summer holidays are in

Clubs
IT
Art
Music
Dance

Summer
holidays
June
August
December

17

schools got a gymnastics team.

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Students develop Linguistic competence by completing sentences with information about two
schools using our and their.

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Lesson 5B

Activity Book, page 10

Objectives
To practise verbs with times.
To ask questions and talk
about school.

Target language
Vocabulary:
chat with friends, listen to music,
look at websites, play computer
games, search the internet, send
emails, upload photos, watch
videos
Structures:
Our school stops at four.
Their summer holidays are in
August.

Getting started
Practise telling the time. Ask for volunteers and ask them questions. T: (David),
what time do you have English on Monday? (Mara), what time do you have
breakfast? What time does your school start?
15 Look at Activity 9 in the Students Book and complete.
Say: Open your Activity Books at page 10 and look at Activity 15. Explain to the
children that they will find the information they need in Activity 9 in their Students
Books. Then they complete the activity. When they have finished, ask for
volunteers to read out the sentences.

16 Listen and circle. 3.3

Say: Look at Activity 16. Tell the children to look at the words in the box. Explain
that they are going to listen to the CD and that they have to circle the words they
hear. Tell them to listen carefully, and play the CD. Play the CD again and the
children circle the words. When they have finished, ask for six volunteers to read
out their answers. Encourage them to use complete sentences.
17 Complete for your school.
Say: Look at Activity 17. Tell the children they are going to write a text similar to
the one they have just listened to in Activity 16, but this time they have to write
about their own school. When they have finished, ask for four volunteers to read
out their answers.

Materials
CD

Finishing off
Ask the children to make a list of five times and school subjects. Tell them to write
sentences using starts or ends. Go around the class checking the childrens work.

Transcript
Listen and circle.

3.3

Interviewer: Hello, where are you from?

Boy and Girl: Hi! Were from Brazil.
Interviewer: Tell me about school in Brazil. What time
do you start school?
Girl: At our school, we start at 8 oclock and we go
home at 1 oclock.
Interviewer: Ah yes, and what about sport? What are
the sports teams at your school?
Boy: At our school, theres a swimming team and
theres a football team.
Interviewer: Fine. How many students are there in your
class?
Girl: There are 30 students in our class.
Interviewer: 30?

Girl: Yes, sixteen girls and fourteen boys.

Interviewer: When are your summer holidays?
Boy: Our summer holidays are in December.
Interviewer: OK, next question. Are there any clubs at
your school?
Girl: Our school has an Art club.
Interviewer: OK, and is there an IT club?
Girl: No, there isnt. Theres an Art club, oh and theres a
dance club too.
Interviewer: What languages do you study?
Boy: We study three languages: Portuguese, Spanish
and English.
Interviewer: OK, thank you children.
Boy and Girl: Thank you, bye!

Resources
Language
Teachers Resource Book, page 11 13

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Lesson 6A

Students Book, page 11

Objectives
To listen and read about a
school and a child in Australia.

Target language
Vocabulary:
chat with friends, listen to
music, look at websites, play
computer games, search the
internet, send emails, upload
photos, watch videos
Structures:
I live with my family.
I study at an online school.
I do my schoolwork on the
computer, etc.

Materials
CD
flashcards: online

i-book activity
i-flashcards

Getting started
Introduce the lesson by explaining that the children are going to read about
a girl who lives in Australia. Find Australia on a map and ask the students to
tell you what they know about it: Whats the capital city? (Canberra); What
languages do people speak (English is the official language, but there are also
speakers of Greek, Italian, Chinese and native Australian languages); Which
animals live in Australia? (koala, kangaroo, duck-billed platypus, crocodile,
emu, etc.). What are popular sports? (cricket, swimming, athletics, surfing);
When is summer in Australia? (November to February). Tell the children that
Australia is a big country. Explain that some children live a long way from the
nearest town. Ask the children how they think Australian children study if they
cant go to school. Elicit online studying as a solution. Then ask the children to
think of how one can study online. Ask them how the teacher can correct the
childrens work to prompt the answer: By email.
11 Listen and read. 1.11
Say: Open your books at page 11. Ask the children to look at the text as they
listen to the CD. Play the first paragraph of the CD and encourage the children
to listen. Play the CD again and ask the children to follow it in their books. Ask
some comprehension questions: How old is Cora? Where does she live? Where
does she study? Do the same for the other paragraphs. Then ask for a volunteer
to choose one of the paragraphs and to read it out loud. The other children say
which paragraph it is. Repeat until you have read all five sections.
12 Listen and answer the questions. 1.12
Tell the children they are going to listen to eight questions about the texts.
Tell them to listen carefully and to write down their answers. Play the CD and
encourage the children to listen and look for the answers. Play the CD again and
ask the children to write down their answers. When they have finished, ask for
volunteers to read out their answers as you play the questions.
Answers
1 3 o clock, 2 6, 3 Yes, 4 Yes, 5 Yes, 6 No, 7 They have a barbecue and a disco.
8 April
Finishing off
Put the flashcards on the board. Ask the children to choose one of the
objects and to write a short text about how it can be used in education.
When they have finished, display the texts in the classroom.

Transcript
Listen and answer the questions.

1.12

Narrator: Hello, here are some questions about

Coras school.
1 What time does Cora finish her online lessons?
2 How many children are in Coras class?
3 Is Cora in the Art club?

4 Has Cora got any friends?

5 Does Cora like detective novels?
6 Is Cora in the IT club?
7 What do Brian and the children do at Christmas?
8 Whens sports day?

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LESSON 5

11 Listen and read.

LESSON 6
1.11

Hello, Im Cora and Im eleven

years old. Im from Australia and
I live with my family on a farm.
There isnt a school near the
farm. I stay at home every day
and study at an online school!

teams
Athletics

The internet
Every morning, I go to the school website and have a lesson with
my teacher. His names Brian and the lesson is 30 minutes long.
There are five other children in the class. We can see Brian on
our computers and we can talk to him and ask him questions.

Summer holidays
May / June

Email
I study from 9 oclock to 3 oclock every day. Maths and Art are
my favourite subjects. I do my schoolwork on the computer and
send it to Brian by email. I sometimes send emails to the other
children in the class. Theyre my friends!

s got a football team.

Books and DVDs
We read books and watch DVDs to learn about Maths, Science
and the other subjects. Our school has a library with lots of
different books. I send the librarian an email and she sends me the
books by post. I really like science fiction and detective novels.

holidays are in May.

School clubs
There are Music, Art and IT clubs at my school. Im in the Art
club. Every week, I paint a picture. I take a photo of the picture,
upload the photo and send it to my Art teacher.

.
Special days
Twice a year, Brian and all the children in my class meet in a big
city called Melbourne. At Christmas, we have a big barbecue and
a disco. In April, we have a sports day with swimming, athletics
and football matches.

12 Listen and answer the questions.

1.12

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Students develop and consolidate competence in Knowledge and interaction with the physical
world by learning more about different ways of studying, like a girl who lives on a farm in Australia
and studies at an online school.

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n m aya S c h o o l
Chi

18 Look at Lesson 11 and answer T (True) or F (False).

a gymnastics team.

shes at two oclock.

19

1 Cora lives in a town with her family.

2 She can see her teacher on her computer.

3 There are seven children in Coras class.

4 She studies for eight hours every day.

5 She sometimes sends emails to other children.

6 She doesnt like detective novels.

7 She paints a picture twice a week.

8 Theres a sports day in April.

Find the mistakes and correct.

Cora's eleven years old

.
The
online
lessons
are
thirty
minutes
long.
The online lessons are forty minutes long.
Her favourite subjects are Maths and Art.
Her favourite subjects are Maths and Science.
The librarian sends Cora books by post.
The librarian sends Cora DVDs by email.
There are Music, Art and Spanish clubs at school. There are Music, Art and IT clubs at school.
At Christmas, theres a big barbecue and a concert. At Christmas, theres a big barbecue and a disco.

1 Coras twelve years old.

2
3
4
5
6

20

Complete the table.

Childs own answers

Cora

Start school at...

9 oclock

Number of
children in class

Teachers name

Brian

Favourite subjects

You

Maths, Art
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Students develop Competence in Learning to learn by answering True or False type questions.
Students also recognize untrue information and offer the correct version. These activities help them
activate long-term memory skills.

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Lesson 6B

Activity Book, page 11

Objectives
To listen and read about
a school and a student in
Australia.

Target language
Vocabulary:
chat with friends, listen to
music, look at websites, play
computer games, search the
internet, send emails, upload
photos, watch videos
Structures:
I live with my family.
I study at an online school.
I do my schoolwork on the
computer.

Getting started
Tell the children to imagine that they have been given a dog and that they
have to learn how to look after it. Write the following words on the board: dog
biscuits, exercise, chocolate, fresh water, dog food, grooming (explain). Then
write the words: always, sometimes, usually and never next to them. Divide
the class into pairs and ask them to put the correct adverb with each word.
(always: exercise, fresh water, dog food; sometimes: grooming, dog biscuits;
never: chocolate). When they have finished, ask them to make sentences:
I never give my dog chocolate.
18 Look at Activity 11 and answer T (True) or F (False).
Say: Open your Activity Books at page 11. Look at Activity 18. Look at Activity 11 in
your Students Book and say whether the sentences about Cora are True or False.
When they have finished, ask for eight volunteers to read out the sentences. The
rest of the class should call out True or False.
19 Find the mistakes and correct.
Say: Look at Activity 19. Tell the children that they have to find the mistakes in the
sentences about Cora and correct them. Tell them to refer to their Students Books.
When they have finished, ask for volunteers to read out what they have written and
ask the rest of the class to correct them if necessary.
20 Complete the table.
Ask the children to look at the table in Activity 20. Then, explain that they have to
fill in the table with information about Cora and then fill it in with their own details.
When they have finished, ask for volunteers to give you their answers. Encourage
them to use complete sentences.
Finishing off
Ask the children to look at the sentences in Activity 19 and to write them
out again but to write about themselves. Explain that they can use either
affirmative or negative sentences: I am twelve years old. The librarian doesnt
send me DVDs by email. Go around the class checking the childrens work.

Resources
Communicative activities
Teachers Resource Book, page 59

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Lesson 7A

Students Book, page 12

Objectives
To read and listen to a cartoon
story.
To say a tongue twister and
practise the ch sound.
To review the language of the
unit.

Target language
Vocabulary:
chat with friends, listen to
music, look at websites, play
computer games, search the
internet, send emails, upload
photos, watch videos.
Structures:
Can you download a map of
the city?
Beep is downloading a map of
the city.

Materials
CD
Unit 1 poster

i-book activity
i-poster

Getting started
Put the poster on the board. Ask the children to tell you things about the
poster: There is a man listening to music and drinking coffee. Two children are
looking at websites. One boy is uploading photos, etc.
13 Read and listen. 1.13
Tell the children to look at the Beep cartoon and remind them that Sally and
Finns dad is Professor Rubin. Ask them if they remember Doctor Kronik. Remind
them that Sally, Finn and Beep can travel through time. Play the CD and tell the
students to read and listen to the cartoon. Read out half a caption or speech
bubble and ask the students to complete it: Can you download? Look at
their robot. Whats wrong with? Repeat with other sentences. Follow on by
asking the children to work in pairs or small groups and act out the story. Assign
roles: Beep, Sally, Finn, Narrator and children in the street.
14 Listen and say a tongue twister. 1.14
Tell the children they are going to learn a tongue twister. Play the CD and
encourage the children to repeat each line in the pauses. Put the poster on the
board and show the children the tongue twister. Play the CD again and invite the
class to chant again. Then teach the children a clapping pattern to do in pairs
along with the chant. The pairs face each other, clap hands as they say the line
and then clap hands with their partner at the end of each line. Do this very slowly
to begin with and faster as the children get more familiar with the chant and with
clapping along.
Finishing off
Practise saying the tongue twister in different ways: slowly, quickly, in a deep
voice, pretending to chew gum as you speak. Ask the children to make a list of
ch words in pairs: chocolate, cherries, cheese, Chinese, children, chair, chips,
chicken. Share words as a class and then ask the children to invent their own
tongue twisters or rhymes including some of the words. For example: I like
chocolate and cherries too, I like Chinese cheese, what about you?

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The Adventures of Beep!

13 Read and listen.

LESSON 7

1.13

Beep, Sally and Finn are in New London in the year

2114.

I cant see
Dr. Kronik.
Where are
we now?

Whats that?

I think its a
computer.

Can you download a

map of the city, Beep?

Uh... When
are we?
Beep is downloading a map of the city.

Wow! Look at their

robot. Its really old!

Look, there he is!

Now Beep has got a map, he can

follow the Time Key.

Dr. Kronik is in the

square. Its this way!
Whats wrong
with our clothes?

And look at
their clothes!

Come on! Lets run!

Dr. Kronik is going into the museum.

Oops, sorry!

Quick! Hes escaping!

To be continued...

14

Listen and say a tongue twister.

1.14

Cho chats with Chan and Chad plays

Chess with Chet,
While Charlie, Chuck and Chelsea
Search the internet!
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Students develop Linguistic competence and comprehension by focusing on the pronunciation

of ch through a tongue twister. Accuracy and awareness are developed by children through the
repetition of the sound when chanting the text.

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Review
1

Write the expressions and match. Find the mystery question.

chat
look
search
Whats your
to with videos friends emails

send listen watch upload at

computer game internet websites

E
F

Whats your favourite computer game

favourite the
music photos

upload photos

chat with friends

look at websites

search the internet

send emails

listen to music

watch videos

Childs own answer

Write the dialogue in order. Look and write the childrens names.
Kim: doing

Jack

Whats ?

Whats Jack doing?

Mark: Hes sending emails.
Kim: Whats Cathy doing?
Mark: websites
looking

Cathy

Bob and Anna

at

Shes

Shes looking at websites.

Kim:

Bob

What

doing

Anna

are

and ?

What are Bob and Anna doing?

Mark: Theyre watching videos.

Jack

Look and write the missing letters: a, e, i, o, u.

i s o u r sch o o l. W e st a rt sch o o l a t n i n e
o cl o ck and w e g o h o m e at f o u r o cl o ck. O u r
sch o o ls g o t a l i br a ry a nd a n IT r o o m.
W e l i k e c o mp u t e rs, w e r e i n th e IT cl u b!
Th i s

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Students develop Autonomy and personal initiative by writing a dialogue, putting the words in the
correct order.

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Lesson 7B

Activity Book Review, page 12

Objectives
To practise reading and writing
skills.
To revise the vocabulary from
the whole unit.

Getting started
Put the poster on the board. Point to a picture and ask a volunteer to tell you
something about it. For example: Hes uploading photos. Continue until all the
children have had a turn to speak.
1 Write the expressions and match. Find the mystery question.

Target language
Vocabulary:
chat with friends, listen to
music, look at websites, play
computer games, search the
internet, send emails, upload
photos, watch videos.
Structures:
Whats Jack doing?
Hes (sending emails).

Materials
Unit 1 poster
flashcards: online

i-poster
i-flashcards

Say: Open your Activity Books at page 12. Look at Activity 1. Tell the children they
have to make up the computer activities using the words above and then match
the phrases to the pictures. When they have finished there will be some words left
over to make the mystery question (What is your favourite computer game?). The
children write the phrases and match them to the correct picture. Go around the
class correcting the childrens work and then when they have finished, ask them
what the mystery question is and tell them to answer it.

2 Write the dialogue in order. Look and write the childrens names.
Say: Look at Activity 2. Tell the children to unscramble the words and write the
dialogue, and then to write the childrens names under the pictures. When they
have finished, ask for volunteers to read out their sentences and to say the
childrens names.
3 Look and write the missing letters: a, e, i, o, u.
Ask the children to look at Activity 3 and explain that they have to put in the
correct vowel to complete the text. When they have finished, ask the children to
read out what they have written.
Picture dictionary

3.19

Ask the children to look at the Picture dictionary on page 69 of their Activity
Books. Hold up your two index fingers and signal to the class to do the same.
Say: Point to listen to music and watch videos. Encourage the class to quickly
point to the two pictures and check with the child next to them. Repeat with other
words from the page. Play the CD and ask the children to look at the pictures,
repeat the words and translate them below.

Finishing off
Put the flashcards around the room. Say one of the computer objects. Ask a
child to point to the correct flashcard and to name it. If they say it correctly,
then they choose the next object.

Resources
Phonics
Teachers Resource Book, page 47
Activity 1: Tell the children to listen and to repeat each sound and each word that they hear.
Activity 2: The children have to listen and circle the word that they hear.
Activity 3: Tell the children to read the clues and complete the crossword.

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Evaluation

Objectives

1 What activities do the children do on the computer? Listen and tick.

The children listen to the CD and tick what activities the children do on the
computer.

To evaluate childrens
understanding of target language
from the unit.

1.15

2 Look at the pictures and say what the children are doing now.
Tell the children to look at the pictures and to write what the children are doing
now using the Present Continuous.

Target language
Vocabulary:
chat with friends, listen to
music, look at websites, play
computer games, search the
internet, send emails, upload
photos, watch videos

3 Write Present Continuous questions in a using the words to help you.

Look at the pictures in Activity 2 again and give short answers in b.
The children write questions on the a lines using the words to help them. Then
they look at the pictures in Activity 2 and write short answers on the b lines.

4 Read and write our or their.

Tell the children to look at the sentences and then complete them using our or their.

Structures:
Do you have a computer?
Have you got an email
address?

5 Now write about you.

Tell the children to answer the questions about themselves.

Materials

Unit 1 Test

CD
photocopies of Teachers
Resource Book, pages 101 102

Unit 1 Test

Name:

Name:

Class:

Class:

1 Archie / listen / music?

2 Minnie / send / emails?

3 Eric / eat / pizza?

Minnie

4 David and Eric / chat / internet?

Eric

5 Dana / use / computer?

Chats with
friends

1.15

Looks at websites
for homework

Sends
emails

Listens
to music

Watches
videos

1.25

b
Archie

b
Dana

1 We have English three times a week,

2 Two students didnt do

David

3 The name of
2

teachers name is Peter.

English homework.

students book is Beep.

4 My sister and I are Scottish, but

2 Minnie
3 Eric
4 Dana
5 David
1
2

What activities do the children do on the computer? Listen and tick.

Look at the pictures and say what the children are doing now.

366744 _ 0097-0120.indd 101

Do you have a computer?

Have you got an email address? What is it?

Write 3 things that you use the computer for:

1
2
3

1.15

101
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little brother Dale, is in year 3.

Santillana Educacin S.L., 2012 PHOTOCOPIABLE

Santillana Educacin S.L., 2012 PHOTOCOPIABLE

1 Archie

102

father is from England.

5 David and Dana are in year 6.

5
Santillana Educacin S.L., 2012 PHOTOCOPIABLE

Students develop
Competence in Learning
to Learn by participating in
an end of unit summative
assessment procedure. Clear
assessment criteria and
constructive feedback on
mistakes and knowledge of
teacher expectations before
the test, play an important
role in learning to improve.

Write Present Continuous questions in a, using

the words to help you. Look at the pictures
in Activity 2 again and give short answers in b.

4
5

Read and write our or their.

Now write about you.

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Transcript
Unit 1 Test. Activity 1. What activities do the children do on the computer? Listen and tick.
Interviewer: Archie, lets start with you. Do you have a
computer?
Archie: I do. I use it a lot. Every day I send emails to my
friends and listen to music.
Interviewer: And you Minnie?
Minnie: Yes, weve got a computer at home. I send
emails to my friends and I watch videos at the weekend.
Interviewer: What about you Eric?
Eric: I dont have a computer. But I use the computer in
the library to help me with my homework.

1.15

Interviewer: Do you use a computer at the weekend

Dana?
Dana: Yes. On Saturdays and Sundays I chat with
friends and watch videos.
Interviewer: What do you like doing on the computer
David?
David: I like chatting to friends and listening to music
on the computer.
Interviewer: OK, thanks everyone!

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