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Young
Achievers
Teachers
Achieving goals with Young Achievers! page 2
For the Student page 3 Book
Take a tour of the Students Book page 4
For the Teacher page 10
Digital Solutions page 12
Key Competences for Lifelong Learning page 16
Activity Bank page 17
Go Digital! Bank page 22
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Physical descriptions Clothes Questions: when, what
Animal Rooms and furniture have got
Seasons Ability: can/cant
Welcome! Prepositions of place: in, on, under, behind, in front of, next to
Verbs: drink, drop, eat, feed, jump, run, scare, skip, take, touch, use Imperatives
5 Environment: air, bears, bridges, deer, factories, noise, park, pollution, railway, Past simple be:
Past simple: regular verbs
Verbs: die, clean up, pollute, produce, protect, recycle, save, waste
Project Earth
8 shop, sleep, swim, take painting lessons, travel, visit a water park, walk, watch interrogative
Questions: Countries, nationalities, languages
countries, nationalities and languages: Argentina, Australia, Brazil, Canada,
Ocean adventure Egypt, Ireland, Japan, Switzerland, Arabic, English, French, German, Irish, Italian,
Japanese, Portuguese, Romansh, Spanish
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Contents
Phonics for Achieve!
Functions pronunciation Culture
Describing people: physique, age, family, likes and dislikes
Describing animals: body parts, abilities
Locating people and objects: The hat is on the table. The boy is climbing a tree.
Asking about and stating quantities: Is there any meat? Yes, there is. Third person s: CLIL: Comparing city and country living
How many bananas are there? There are a lot. How much sweet corn is there? There /s/, /z/, /z/
is a little. Arcimboldo: Describing a painting
Asking about likes and dislikes: Do you like doing gymnastics? No, I dont. I Hard and soft -g CLIL: Describing feelings in art
hate doing gymnastics.
Asking how often something is done: How often do you take a test? I take a School in Britain: A typical school day
test every week.
Talking about abilities:
Asking about illnesses: Have you got a toothache? Yes, I have. st- CLIL: Healthy and unhealthy habits
Giving advice: You should do exercise. He should have a snack.
Asking how often something is done: How often do you go on a plane? Flying doctors: The Royal Flying Doctor
Twice a year. Service in Australia
Describing places in the past: There was rubbish. There wasnt any pollution. Past simple ed endings: CLIL: The water cycle
/d/, /t/, /d/
Describing situations in the past: The animals died. They saved water. Lets recycle: recycling rubbish at home
Asking about places in the past: Was there a park? Yes, there was.
Describing situations in the past: They made tools. -nch or -tch CLIL: Plate tectonics
Describing prehistoric animals: It lived in rivers and lakes.
Asking about prehistoric animals: Did it eat plants? Yes, It did. How long was Dinosaurs:
it? It was 26 metres long.
Describing personality traits: Hes intelligent. Shes sensitive. -gh CLIL: The Great Wall of China
Asking about past inventions: Who invented paper? The Chinese.
Asking about the past: Where was it? How many were there? How tall were they? About China:
Talking about past abilities: He could speak English. He couldnt write Chinese.
Talking about future plan: Im going to play all day. She isnt going to go Silent letters CLIL: Coral reefs
scuba diving.
Asking and answer questions about future plans: What is he going to do? A seaside holiday: A traditional British
More
practice seaside
More holiday.
practice P
Talking about countries, nationalities and languages: Hes from Argentina.
He speaks Spanish. F
SC
More
practice
More
practice P
More
practice
More
practice P More
phonics
More
phonics
F F
Interactive practice Grammar presentation Audiovisual material
SC SC
25
25
More More More More i-poster
phonics phonics phonics phonics
Language objectives
Grammar Functions
To review have got To give personal information
To review prepositions of place and question Wheres...? To ask and answer questions about physique, age, family,
To review the Present and Past simple forms of the verb likes and dislikes
to be To describe animals
To review modals of ability can/cant To describe location of people and objects
To review questions in the Present continuous
Vocabulary Pronunciation
To review physical descriptions To highlight falling intonation at the end of questions
To review language to describe age, family, likes
and dislikes
To review common nouns related to school
and classroom objects
To review vocabulary items related to clothes, animals,
seasons and months
To review rooms and furniture in a house
Skills objectives
Speaking Reading
To introduce oneself To recognise the target language in the context of a story
To ask and answer questions about age, appearance, To read and follow a simple story
family, routine, like and dislikes To read and demonstrate understanding by completing
To ask and answer questions using the Present activities
continuous To interpret and respond to questions including target
To describe the location of people and objects language
To ask and answer questions using a variety
of structures and vocabulary
Listening Writing
To understand audio in order to complete activities To copy and write target vocabulary and structures
To follow a simple story To write simple sentences describing oneself and classmates
To identify target language in order to complete To describe objects and their location
the task
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i-poster
F F
Provides extra interactive practice which can be used for
Fast
finishers or asSCa Wrap
SC up activity. Alternatively, it can
Materials be
More used
phonics
as
More homework.
phonics
See lesson 6 of this unit.
Teachers i-book Use the Vocabulary Game Generator to create your own
Students Book 3 CD 1 interactive games to review the key vocabulary from the unit
at any time.
Teachers Resource Book 3
Diagnostic test, pages 108-109: Lesson 6 Use the Interactive Routines Poster at the beginning of each
i-poster
lesson.
Extra i-flashcards
Key competences
This was
the canteen.
They changed the Now it's the
school in the holidays! computer room!
There he is!
6 7
4
4
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Attention to diversity
Over the summer holidays many children will have
had no contact with English and will have forgotten
lots of things they learnt. The overall purpose of
this unit is to review and consolidate language seen
previously.
Warmer
Introduce yourself. Write your name on the board.
Ask individual children: Whats your name? Respond:
Hello (Maria). Nice to meet you. Children mingle and
introduce themselves. Distribute slips of paper, one for
each child. Allow children to create their own name
tags adding drawings if they wish.
Lead-in
Give children one minute to write down as many
objects as they can see in the classroom. Children swap
their lists. Elicit all the objects to ensure they are correct.
The child with the most correct words is the winner.
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Michael Taylor
Let's look for him.
Birthday:
Age:
Maybe Toby is in Eyes:
our classroom?
Favourite food:
Favourite colour:
Go to bed at:
LC 2 Read and answer for you.
1. Whens your birthday? 4. Do you like chocolate?
5
5
SCC Children are made aware of oral messages. Listen to children interview and check their fluency.
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Vocabulary Wrap up
Physical descriptions Children tell the rest of the class about their classmate.
Functions
Describe people: physique, age, family, likes
Students Book 3 CD 1
Skills objectives 1.2
5 6 7
NO 1 Its a
YES
.
YES
3 Its a
NO
. YES NO
4 Its a
.
5 Its a YES
Has it got big teeth?
.
NO
6 Its a 7 Its a
. .
6
6
LL Doing the quiz helps children reflect and clarify Monitor the activity carefully.
their thoughts. Children see how ideas are
connected and realise how information can be
grouped and organised.
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March
2
Spring
LL
2 Label the clothes.
3 4 5
1 2
6 7 8 9 10
7
7
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SC SC
Grammar More
Answers More
says on the IWB. Use the Richmond i-tools for children to write
the words. Repeat the game in teams and ask a child to come
Skills objectives to the IWB. A teammate spells the words in a sequence (one
by one), the team gets one point if the spelling and writing is
Speaking
correct.
Describe physical appearance
Listening Wrap up
Understand and recognise target language Children write a description of a classmate in their notebooks.
in order to complete an activity Invite volunteers to the front of the class to read their descriptions
aloud while the class listen carefully and guess the identity of the
Materials classmate.
Teachers i-book
Students Book 3 CD 1
Students Book 3 CD 1
1.3
1 C
hildren listen and write the seasons
1.3
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LL 2 Look at the two pictures and circle things that are different.
Yesterday
LL
3 Look, read and complete. What date
was it
yesterday?
are is was were
son is it?
1. The chairs were green. 4. The walls yellow. What sea
8
8
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Wrap up
Materials Make statements about the classroom using both the Past and
Present simple of the verb to be. Children listen carefully. If the
Teachers i-book answer is true children put their hands on their head. If it is false
Stuffed toy they fold their arms.
Stopwatch/Timer
Continuous assessment
Attention to diversity Children play Pictionary with words seen so far in the unit. In
Children may find items included in the lesson groups of three, one child begins to draw and the others
such as prepositions of place difficult to produce guess what they are drawing. The child who guesses
correctly at first and will need plenty of practice. correctly takes the next turn to draw.
Warmer At home
Place a stuffed toy on the table and ask children,
Wheres the toy? Elicit: Its on the table. Repeat procedure Activity Book 3 page 8
with different prepositions of place. Optional extra: Children draw a picture of their bedroom
Lead-in and write six sentences underneath using there is / there are.
In pairs, children write six sentences about their
classroom using there is/are. Model some example
sentences first: In the classroom there is a door. In the
classroom, there are ten chairs.
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DC
More
practice
More
practice 99 P
F
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SCC Relationships are very important for learning Listen into conversation to assess fluency
and development. Children build relationships, and confidence.
communicate, play together, learn and have i-poster
IWB
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1 1.4 C
hildren listen, find and circle.
Answers
Circled: the doctor, the three children riding bikes, a man
wearing red trousers, a man playing the guitar, the grapes,
tomatoes and apples next to the pineapple, a lion, a cat
under a bench, the number 48 in the pink car
Optional extra: Divide the children into three groups
and ask more questions about the picture using the
Present continuous. Award one point for each correct
answer.
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