Unit objective Language - English Language Teaching ......•Pupil’s Book p. 51 •Activity Book...

106

5 Shopping

Target vocabulary

Clothing and accessories: tracksuit, swimsuit, watch, bracelet, wallet, pocket, belt, umbrella, gloves, label

Adjectives for clothes: tight, baggy, cheap, expensive, old-fashioned, modern, colourful, floral, too big, not big enough

Target structures

I’m going to use this umbrella. He’s going to try very hard. You aren’t going to buy that watch. She isn’t going to wear the bracelet.

Am I going to use this umbrella? Are you going to buy that watch? Is she going to buy that swimsuit?

Whose hat is this? It’s Dan’s/mine/yours/his/hers. That hat is Dan’s/mine/yours/his/hers.

This hat is Dan’s/mine/yours/his/hers.

Whose glasses are these? They’re Dan’s/mine/yours/his/hers.

Revisioncamp, pack, mountains, rain, raincoat, map, the gym, summer holidays, trousers, shirt, skirt, dress, jacket, pounds, lake, new, lunchtime, dinner

Receptive language

weather report, accessories, vintage, gold, perfect, frozen, waterproof, pocket, graduation ceremony

CLIL and Wider World language

Social Science: coupons, receipt, change, community, customers, department stores

Wider World: floating market, street market, farmer’s market

Language

Unit objective

• Can talk about shopping

Cross-curricular contents

• Social Science: finding out about how to be a wise consumer• Social Sciences: finding out about types of markets• Language and arts: reading a story, acting out, telling a story• Language skills: reading and understanding texts about being a wise

consumer and types of markets

Socio-cultural aspects

• Talking about shopping, clothes and accessories• Finding out about types of markets• Recognising the importance of dressing correctly for the occasion

Learning strategies

• Using previous knowledge to interpret information in a text• Identifying rules about the use of going to• Logical thinking: organising items into lists• Critical thinking: analysing similarities and differences• Collaborative learning: working in a group to create a presentation• Reflecting on learning and self-assessment

Phonics and spelling

• Intonation: Exclamations!

Topics

• Shopping• Clothes and accessories• Types of markets

Values

• Dress correctly for each occasion.

Story

• The Missing Diamonds, episode 6

Writing

• A list for a specific purpose

Contents

M01 PEI-AND TB5 MAIN 70341.indd 106 10/6/19 12:41

107

Key competences

Linguistic competence: Use language as an instrument for communication (L.1 to Review)

Mathematical, science and technological competences: Discuss being a consumer (L.5) and different types of market (L.6)

Digital competence: Use Poptropica English Islands digital tools (L.1 to Review)

Social and civic competence: Recognise the importance of dressing correctly for an occasion (Unit Story)

Cultural awareness and expression: Discuss markets in different countries (L.6)

Learning to learn: Reflect on what has been learnt and self-evaluate progress (Review)

Initiative and entrepreneurship: Use own judgement and ideas and further develop social skills (L.1 to Review)

Skills

Speaking

• Can describe someone’s physical appearance in a basic way, if guided by questions or prompts.

• Can express their opinions on familiar topics, using simple language.

• Can talk about plans for the near future in a simple way.

• Can give a short, simple prepared talk on a topic of personal interest.

Reading

• Can identify people in their immediate surroundings or in pictures from a short, simple description of their physical appearance and clothes.

• Can understand the main idea in a short, simple picture story.

• Can extract specific information (e.g. facts and numbers) from simple informational texts related to everyday life (e.g. posters, leaflets).

Listening

• Can identify key information (e.g. places, times) from short audio recordings, if spoken slowly and clearly.

• Can follow the sequence of events in a simple story or narrative, if told slowly and clearly.

• Can identify basic factual information in short, simple dialogues or stories on familiar everyday topics, if spoken slowly and clearly.

• Can understand basic phrases or sentences about things people have, if supported by pictures.

Writing

• Can write short descriptive texts (4-6 sentences) on familiar personal topics (e.g. family, animals, possessions), given a model.

• Can write lists for specific purposes (e.g. shopping lists, gift lists) using memorised words, if supported by pictures.

• Can write simple sentences about what they and others are wearing, given prompts or a model.

Evaluation

Self-assessment objectives

• I can use going to to indicate intention.

• I can talk about who clothing and accessories belong to.

• I can write a list for a specific purpose.

Resources

• Pupil’s Book p. 51• Activity Book p. 55/

Compact Activity Book p. 35• Grammar reference (Active Teach)• Unit 5 Extra practice (Activity Book p. 99/

Active Teach)

• Picture dictionary (Activity Book p. 108/Compact Activity Book p. 63)

• Test Booklet – Unit 5, p. 24

Take-home English

• Letters for parents. When you begin Unit 5, complete and give pupils a copy of the letter for the unit (see digital tools). This explains what pupils are going to learn in this unit.

• Home−School Link. Encourage pupils to talk to their families about their favourite food and where they buy it from. (L.6) Encourage pupils to show their work from Lessons 6 and 7 to their parents.

Classroom ideas

• Bring to class realia to use when talking about shopping• Ask pupils to bring to class any information they can find

about being a wise consumer• Make a poster showing wise shopping habits to decorate

the classroom wall• Bring to class library books about different food from

around the world• Play games from the Games Bank• Use the Photocopiables


108

5Lesson 1

Lesson objectiveTo identify items of clothing and accessories

Target languagetracksuit, swimsuit, watch, bracelet, wallet, pocket, belt, umbrella, gloves, label

Receptive languageAre you going to… ?I’m going to…

MaterialsAudio; Flashcards and Wordcards – Clothing and accessories; Learning Adventure Poster; cut-outs of clothes items

Optional activity materialsPhotocopiable 5.1

Warm-up

• Play Clothes line (see p. 204) with cut-outs of the dress, trousers, shoe, T-shirt, skirt, shorts, cap. Divide the class into Team A and Team B. Draw a clothes line on the board and stick the cut-outs on the line. Give pupils 30 seconds to memorise the order of the items of clothing. Then remove the cut-outs from the board. Team A should say the name of the first item of clothing, Team B should say the name of the second item of clothing, and so on. If they get the item incorrect, the other team has a chance at guessing. Teams win a point for saying items in the correct order. They lose points for saying the wrong item. Repeat with a different order of clothes on the line.

Learning adventure

Tell pupils to look at the pictures of clothes and accessories on p. 44. Ask, What are we learning

today? Write the lesson objective on the board or look at it on the screen: We’re learning to talk about clothes and accessories.

1 Think

How many kinds of clothes can you name? Make a list with a partner.

• Ask pupils to think about how many names of clothes and accessories they already know, e.g. dress, trousers, bag.

• Put pupils into pairs. Give them a time limit to name as many clothes and accessories as possible. They should write these in their notebooks.

• Invite different pupils to name clothes and accessories to the class. Write the names on the board.

• Refer to the Learning Adventure Poster and say, Where are you on your learning adventure? Emphasise that pupils already know something about the language point and that they are already moving along their learning adventure.

Presentation

2 Listen and read. Where is the school camp?

• Ask pupils, What can you see in the photos? Elicit their ideas.

• Ask the rubric question Where is the school camp? and play the audio. Pupils listen and follow in their books. Elicit pupils’ ideas but don’t confirm the answer yet.

• Play the audio again and pupils check their ideas. Elicit the answer. (The school camp is in the mountains.)

3 Look and match. Then listen, check and repeat.

• Put pupils into pairs. Give them time to try to match the pictures with the words in the box.

• When pupils are ready, play the audio. Pause so that they can point to the picture and say the word. Check that they have identified the correct picture.

Audioscript CD2, Track 311 tracksuit 2 swimsuit 3 watch 4 bracelet 5 wallet 6 pocket 7 belt 8 umbrella 9 gloves 10 label

• Play the audio again, pausing after each word so that pupils can repeat.

• Ask the pairs to look once more at the text in Activity 2 and to identify the words in bold by matching them with the correct pictures in Activity 3. Invite pupils to read aloud the sentences which contain them.

Flashcards

• If pupils require extra support at this stage with the new vocabulary, present the target vocabulary using the flashcards and wordcards for clothing and accessories. Hold up each flashcard and corresponding wordcard in turn, and say the word for pupils to repeat. Then hold up the flashcards on their own, in varied order, for pupils to say the word.

Listen and read. Where is the school Listen and read. Where is the school 2:30

Look and match. Then listen, check and Look and match. Then listen, check and Look and match. Then listen, check and Look and match. Then listen, check and Look and match. Then listen, check and Look and match. Then listen, check and 2:31


109

5

4444

1Think

How many kinds of clothes can you name? Make a list with a partner.

22:30

Listen and read. Where is the school camp?

Lesson 1 Can identify items of clothing and accessories

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4

Co

mmunicate

Which do you like? Which don’t you like? Tell a partner.

32:31

Look and match. Then listen, check and repeat.

I like those red gloves. I don’t like that brown

wallet.

1

6 7 8 9

2 3 4 5

10

Frank

Yes, I am. It’s going to be great

fun. What are you going to pack?

Frank

Ha, ha! I’m going to take my

gloves and a warm tracksuit.

Just right for the cold mountains.

Ella

Hi, Frank. Are you going to the

school camp this weekend?

Ella

Well, I’m not going to take my

swimsuit - it’s too cold to swim!

Frank

Maybe. I don’t know. I’m going to take my raincoat and a map! Don’t want to get lost like last time! Are you going to take any accessories? You know, a watch, a bracelet?

Ella

Are you going to take an umbrella? It isn’t going to rain - well, that’s what the weather report says!

Ella

No, I don’t think so. I might lose them. I’m going to wear my cheap watch. Anyway, have to go now! Dad can’t find his wallet and I’m going to help him look for it.

Listen and read. Where is

umbrella watch label belt swimsuit tracksuit gloves wallet bracelet pocket

M05_POEN_SB_05BrE_71072_U05.indd 44 3/3/19 1:17

Practice

4

Co

mmunicate

Which do you like? Which don’t you like?Tell a partner.

• Put pupils into pairs. Explain that they are going to look at the pictures of clothes and accessories in Activity 3 and say which ones they like and don’t like. Invite a pupil to read out the example in the speech bubble.

• When the pairs have finished, invite different pupils to feed back to the class.

• Have a class vote for the most popular item.

Activity Book page 46

Compact Activity Book page 30

1 Look, find and circle.

• Ask pupils to look at the pictures of ten items and name them before finding the words in the wordsearch. You could have a competition to see who can complete the wordsearch first.

• When pupils have finished, put them into pairs to compare their answers.

2 Put the letters in order to make words.

• Ask pupils to work on their own to unscramble the letters and write the words of the clothes and accessories. They can refer to Pupil’s Book p. 44, if necessary.

• Elicit the answers from the class.

3 What are they going to buy? Listen and complete.

• Explain to pupils that they are going to listen to a girl and a boy saying what they are going to buy at the shops. They should listen carefully and write the name of the item in the correct speech bubble.

• Play the audio. Pupils listen and follow in their books. Pause after each sentence so that pupils can write the word. Play the audio again, if necessary.

• Invite different pupils to read aloud the completed sentences. Encourage the class to correct them, if necessary.

For Activity Book/Compact Activity Book audioscripts and answer keys see p. 221.

Learning adventure

Close books. Ask pupils, How many words for clothes and accessories do you know

now? Give pupils a minute to tell their partner the new words they know.

• Ask pupils, Where are you on your learning adventure now? Ask pupils which words they find easiest or most difficult to remember. Tell pupils, Well done! to reinforce the progress they are making.

Pop quiz

Put pupils into pairs to say what they do and don’t like wearing, using the new

vocabulary and any other words they know for clothes and accessories. Model, e.g. I like wearing a tracksuit but I don’t like wearing gloves. Invite different pupils to feed back to the class.

What are they going to buy? What are they going to buy? What are they going to buy? What are they going to buy? What are they going to buy? What are they going to buy? 2:32


110

5Audioscript CD2, Track 341 These gloves are nice. I’m going to wear them in winter. 2 This swimsuit is nice. I’m going to buy it for the summer holidays. 3 I like this belt. I’m going to give it to someone as a present. 4 There’s my umbrella! I’m going to use it when it rains. 5 I like this green tracksuit. I’m going to wear it to the gym. 6 The bracelet is ten pounds. I’m going to give it to someone as a present. 7 My dad has got an old wallet. I’m going to buy this wallet for my dad. 8 Great, I’ve got my watch. I’m going to wear it to the party.

• Then pupils make complete sentences, using the substitution table to help them.

ANSWER KEY a 5 b 4 c 7 d 1 e 8 f 2 g 3 h 6 Pupils’ own answers.

6 Listen and say True or False.

• Pupils listen to a conversation between Tony and his friends, to find out if the statements are true or false.

Audioscript CD2, Track 35T = TONY A = ADAM JA = JACK JO = JONATHAN C = CATHERINET: Morning, guys! I hope you’re all coming to my

birthday party tomorrow?A: Yes!JA: Of course I’m coming, Tony!JO: Wouldn’t miss it!L: I’ll be there!T: I think my parents are going to give me a

watch as a birthday present. I saw them wrapping it up.

C: Wow, that’s great, Tony! This means you’ll be on time more often!

T: Ha ha. I’ll try, Catherine!C: I’m going to wear my new bracelet to your

party. It will look great with my yellow dress.A: Hey! I hope it doesn’t rain today. I haven’t got

my umbrella with me... Jack and Jonathan, why are you wearing your tracksuits?

JA: Adam, we’ve got football practice this afternoon, so we’re going to wear our tracksuits to school.

JO: That’s right. Why aren’t you wearing your tracksuit, Adam?

A: Oh, I forgot!

Listen and say Listen and say Listen and say Listen and say Listen and say Listen and say 2:35

Lesson 2

Lesson objectiveTo use going to to indicate intention

Target languageI’m going to use this umbrella. He’s going to try very hard. You aren’t going to buy that watch.She isn’t going to wear the bracelet.Am I going to use this umbrella? Are you going to buy that watch? Is she going to buy that swimsuit?

MaterialsAudio; Flashcards and Wordcards – Clothing and accessories

Warm-up

• Play Memory (see p. 204) with vocabulary for clothes and accessories.

Learning adventure

Open books and ask pupils to look at the activities. Ask, What are we learning today? Write the lesson

objective on the board or look at it on the screen: We’re learning to use going to to indicate intention.

Presentation

Look!

• Ask pupils to read the Look! box. Play the audio as they read. Explain that we use going to with the verb be when we talk about plans for the future.

• Ask pupils to copy the examples from the Look! box into their notebooks. They should change the names of the clothes and accessories so that the sentences are true for them. Encourage pupils to refer to the grammar reference on the Active Teach.

• Put pupils into pairs. Ask them to look once more at the text in Lesson 1 Activity 2 and to find examples of the target grammar (Are you going to the school camp this weekend? It’s going to be great fun, etc.).

Practice

5 Listen and find. Then make sentences.

• Put pupils into pairs. Ask them to look at the photos and take turns to name the items of clothing and accessories.

• Pupils listen to people talking about each of the items. They should make notes, e.g. gloves ➜ wear ➜ winter.

Look! Look!2:33

Listen and find. Then make sentences. Listen and find. Then make sentences. Listen and find. Then make sentences.2:34


111

5

45454545Lesson 2 Can use going to to indicate intention

I’m going to use this umbrella.He’s going to try very hard.

You aren’t going to buy that watch.She isn’t going to wear the bracelet.

Am I going to use this umbrella?

Are you going to buy that watch?

Is she going to buy that swimsuit?

52:34

Listen and find. Then make sentences.

7

Co

mmunicate

Make questions. Then ask and answer.

1 she / buy / that swimsuit? ✓2 he / wear / those gloves? ✗3 you / use / that belt? ✓4 you / give someone / this bracelet? ✗5 he / use / this watch? ✗

a

de

g h

b c

f

62:35 Listen and say True or False.

1 Tony’s parents are going to give him a watch as a present.2 Catherine isn’t going to wear a bracelet to the party.3 Adam is going to use an umbrella when it rains.4 Jack and Jonathan aren’t going to wear their tracksuits to school.

8

Co

mmunicate

Choose four items from Activity 5. What are you going to do with them? Tell a partner.

Is she going to buy that swimsuit?

Yes. She’s going to buy that swimsuit.

I’m going to wear the gloves in winter.

I’m going to wear these gloves in winter.

2:33

buyweargiveuse

these ...those ...this ...that ...

to the gymto someone as a presentfor the summer holidays

to the partyin winter

when it rainsfor my dad


8

Co

mmunicate

Choose four items fromActivity 5. What are you going to do with them? Tell a partner.

• Pupils choose four items from Activity 5 and then imagine what they could do with the items. They can use the substitution table in Activity 5 as a guide.

• Put pupils into pairs. They take turns to say what they are going to do with each of their four items.



4 Read and circle.

• Pupils choose the correct subject for each sentence.

5 Look at the questions, ticks (✓) and crosses (✗) in Activity 4. Make positive or negative statements.

• Pupils reverse the order of be and the subject when transforming the questions into the statements.

6 Put the words in order to make sentences and questions.

• Pupils look at the punctuation given to see if they need to form a question or a statement.


Pop quiz

Ask pupils to imagine that they are going to a friend’s party next Saturday

evening. Put them into pairs, and ask them to take turns to talk about what they are going to wear, what they are going to give their friend as a present and what they are going to eat/drink there.

Island Adventure Game

• Direct pupils’ attention to the skis card. Invite pupils to go to the Island Adventure Game and find the item. Once pupils click on it, they are taken to a supplementary language task.

ANSWER KEY 1 True 2 False 3 False 4 False

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Make questions. Then ask and answer.

• Elicit from pupils that when we make questions with going to, we reverse the order of be and the subject, e.g. He’s going to buy the watch. ➜ Is he going to buy the watch?; You’re going to wear a tracksuit ➜ Are you going to wear a tracksuit? Pupilsfollow the prompts to make questions.

ANSWER KEY1 Is she going to buy that swimsuit? Yes. She’s going to buy that swimsuit. 2 Is he going to wear those gloves? No. He’s not going to wear those gloves. 3 Are you going to use that belt? Yes. I’m going to use that belt. 4 Are you going to give someone this bracelet? No. I’m not going to give someone this bracelet. 5 Is he going to use this watch? No. He’s not going to use this watch.


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5• Play the audio again, pausing after each word or phrase

so that pupils can repeat and point in their books.

Audioscript CD2, Track 361 tight 2 baggy 3 cheap 4 expensive 5 old-fashioned 6 modern 7 colourful 8 floral 9 too big 10 not big enough

• Explain that we use too to say that something is more than we need or want, e.g. too big, too tight. We use not… enough to say that something is less than we need or want, e.g. not big enough, not cheap enough.

• Draw pupils’ attention to the Tip! box. Invite a pupil to read out the price. Explain that when we say a price, we say the currency name (in this case pounds) in place of the full stop.

• Put pupils into pairs and ask them to take turns to read out the prices shown in the activity. Encourage them to write more prices in their notebooks. They should swap books and take turns to read out the prices.

Flashcards

• If pupils require extra support at this stage with the new vocabulary, present the target vocabulary using the flashcards and wordcards for describing clothing and accessories. Hold up each flashcard and corresponding wordcard in turn, and say the word for pupils to repeat. Then hold up the flashcards on their own, in varied order, for pupils to say the word.

Practice

10 Listen and read. Who is going to wear an old-fashioned dress?

• Pupils read and listen to a dialogue between two sisters who are communicating through facetime on their computer and phone. Ask them to read carefully to find the answer to the gist question. (Dana)

• Elicit the answer. Then have a class discussion about styles of clothing and different fashions encouraging pupils to use vocabulary from Activity 9 and 10.

11

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Talk about the items in Activity 9.

• Explain to pupils that they are going to describe the clothing and accessories in Activity 9. Invite different pupils to read aloud the examples in the speech bubbles. Remind pupils about the use of too and not… enough.

• Put pupils into pairs and ask them to take turns to describe each of the items.

• When they are finished, invite different pupils to describe items to the class.

Listen and read. Who is going to wear Listen and read. Who is going to wear Listen and read. Who is going to wear Listen and read. Who is going to wear Listen and read. Who is going to wear Listen and read. Who is going to wear 2:37

Lesson 3

Lesson objectiveTo describe clothing and accessories

Target languagetight, baggy, cheap, expensive, old-fashioned, modern, colourful, floral, too big, not big enough

Receptive languageWhose is (the floral shirt)?It’s (Dad’s/mine)They’re (Luke’s)

MaterialsAudio; Flashcards and Wordcards – Describing clothing and accessories; Learning Adventure Poster; pictures of clothing and accessories


Warm-up

• Explain that you are going to play a memory game with the names of clothing and accessories. Say, On Saturday, I’m going to buy jeans. Invite a pupil to repeat this sentence and to add another word for clothing and accessories, e.g. shirt, tracksuit so they would say On Saturday, I’m going to buy jeans and a shirt. The game continues around the class, with pupils repeating and adding on additional words. If a pupil either says the words in the incorrect order or hesitates for too long, they are out of the game.

Learning adventure


objective on the board or look at it on the screen: We’re learning to describe clothing and accessories.

• Ask pupils to use words they already know to describe clothing and accessories, e.g. new, old.

• Refer pupils to the Learning Adventure Poster and ask them to reflect on what they already know. Say, Great! You’re moving along your learning adventure!

Presentation

9 Look and match. Then listen, checkand repeat.

• Put pupils into pairs. Give them time to try to match the photos with the words and phrases in the box.

• When pupils are ready, play the audio. Pause so that they can point to the photo and say the word or phrase. Check that they have identified the correct photo.

Look and match. Then listen, check Look and match. Then listen, check Look and match. Then listen, check Look and match. Then listen, check Look and match. Then listen, check Look and match. Then listen, check2:36


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Dana: Hi, Sis! I’m on my way home. What’s wrong? Kelly: I need your help. Mum wants me to sort these clothes.

Are the baggy trousers yours?Dana: No, they’re Luke’s trousers. They’re too big for me! The tight black ones are mine. Kelly: Right. Whose is the fl oral shirt?Dana: The fl oral shirt? It’s Dad’s. It’s from Hawaii and it’s very expensive.

The colourful blouse is Mum’s and the bright red skirt is yours. Kelly: I know which skirt is mine! Whose is this dress? Dana: It was Gran’s old dress.Kelly: Whose is it now?Dana: It’s mine! I’m going to wear it to Tony’s birthday party.Kelly: It’s pretty, but it’s not modern enough for a party.

It looks a bit old-fashioned ...Dana: It’s not old-fashioned! It’s vintage! I’m going to be home in fi � een

minutes and then I can help you. Kelly: Thanks. See you soon!

Lesson 3 Can describe clothing and accessories

92:36

Look and match. Then listen, check and repeat.

£9.99

15 6

23 4

£96.00

7 8

102:37

Listen and read. Who is going to wear an old-fashioned dress?

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Talk about the itemsin Activity 9.

The shoes areexpensive.

The gold watch is old-fashioned.

£9.99 = nine poundsninety-nine

9 10

12 WRITE In your notebook, write sentences about a friend’s clothes and accessories.

Tom’s watch is very colourful …

old-fashioned / modern too big / not big enough tight / baggy cheap / expensive colourful / floral


• When pupils have finished, put them into pairs and tell them to compare their answers.


8 Look and complete.

• Explain to pupils that they are going to look at the pictures and complete the sentences using too + the correct adjective.

• When pupils have finished, elicit the answers.

9 Describe your things. Write sentences.

• Explain to pupils that they are going to use the words in the box to describe different clothing and accessories they own. Remind pupils to use too and not… enough, and encourage them to be creative in their writing.

• When they have finished, put pupils into pairs. They should swap their books and read their partner’s writing. Encourage them to give feedback, e.g. Interesting descriptions!

• Invite different pupils to read aloud sentences to the class.


Learning adventure

Ask pupils, How many adjectives to describe clothing and accessories do you

know now? Give pupils a minute to tell their partner the new words they know.

• Ask pupils, Where are you on your learning adventure now? Ask pupils which words they find easiest or most difficult to remember. Tell pupils, Well done! to reinforce the progress they are making.

Pop quiz

Stick on the board the pictures of clothing and accessories you have

brought to class. Invite individual pupils todescribe different items, using too, not… enoughand the adjectives they have learnt in this lesson.

WRITE

12 In your notebook, write sentences about a friend’s clothes and accessories.

• Explain to pupils that they are going to choose someone in the class to write about. They should study what they are wearing and then write sentences to describe the items. Encourage pupils to try to use as many words as possible from the box in Activity 9 and structures using too and not… enough with different adjectives. Remind pupils that they should be positive or neutral about friends’ clothes and accessories and that they shouldn’t write negative comments.

• When pupils have finished, put them into pairs. They should take turns to read out what they have written.

• Invite different pupils to read out their descriptions to the class.



7 Look and match.

• Ask pupils to look at the pictures and to read the descriptions and then match them.


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5• Encourage pupils to refer to the grammar reference on

the Active Teach as a useful resource to help them with their learning.

• Ask pupils to work in pairs and look at the dialogue in Activity 10 again. Ask them to find examples of the structures from the Look! box. When they have finished nominate different pairs to read out the sentences.

Practice

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Listen and match. Then ask and answer.

• Ask pupils to look at the photos and to identify each item. Explain to pupils that they are going to listen to different dialogues and match the items and the people.

• Play the audio. Pupils listen and follow in their books. They should write the answers in their notebooks.

Audioscript CD2, Track 391 Helen, whose tracksuit is this?

It’s not mine and it’s not Julia’s. It’s too big for her. Maybe it’s Peter’s?Yes, it’s his because his name is on the inside.

2 Matthew, whose gloves are these?They’re mine.Aren’t they Peter’s?They are too small for him and now they’re mine.

3 Julia, is this yours?No, I don’t wear expensive bracelets like that.Well, whose is it?It’s Helen’s. It was a birthday present from her mum and dad.

4 Matthew, whose swimsuit is this?Well, it’s not mine. Helen, is this yours?No. It’s Julia’s. It’s her new swimsuit. Last year’s is too tight.

5 You and I found this wallet.It’s our wallet now.

6 Whose baggy jeans are these?Both Paul and Tony wear baggy jeans.Maybe they’re their jeans, then!Very funny!

• Put pupils into pairs and tell them to compare their answers. Play the audio again so that pupils can check. Then elicit the answers.

• Invite a pair to read out the example in the speech bubbles. Explain that pupils are going to take turns to ask and answer about each of the items, using the answers.

• When they have finished, invite different pairs to ask and answer in front of the class.

ANSWER KEY 1 e 2 a 3 d 4 c 5 b 6 f

2:39

Lesson 4

Lesson objectiveTo talk about who clothing and accessories belong to

Target languageWhose hat is this? It’s Dan’s/mine/yours/his/hers. That hat is Dan’s/mine/yours/his/hers.This hat is Dan’s/mine/yours/his/hers.Whose glasses are these? They’re Dan’s/mine/yours/his/hers.

MaterialsAudio; Flashcards and Wordcards – Clothing and accessories, Adjectives for clothing and accessories

Optional activity materialsA bag

Warm-up

• Stick the flashcards for clothing and accessories on one side of the board and stick the flashcards for the adjectives on the other side of the board. Invite different pupils to come to the board and select a flashcard from each set and make a sentence,e.g. This tracksuit is baggy. The belt is not big enough.

Learning adventure


objective on the board or look at it on the screen: We’re learning to talk about who clothing and accessories belong to.

Presentation

Look!

• Ask pupils to read the Look! box. Play the audio as they read. Explain that when we ask about possession, we use the pronoun Whose. Pick up a pen from a pupil’s desk and ask, Whose pen is this? Elicit, It’s mine, It’s (Jane’s), It’s his/hers. Explain that when we answer about possession, we can either use a noun + ’s(singular noun)/s’ (plural noun), e.g. Jane’s, the boys’, and the same construction with an object, e.g. Jane’s watch, the boys’ bedroom or we can use a possessive pronoun + no object, e.g. mine, theirs, or we can use a possessive adjective + object, e.g. your pen, his book. Give further examples of all ways of answering about possession, if necessary.

• Point out the Tip! box and ask a pupil to read it out. Invite pupils to give more examples, e.g. Mike’s, the teacher’s.

• Ask pupils to copy the examples from the Look! box into their notebooks, changing the item of clothing or accessories to something memorable for them.

Look! Look!2:38


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14 WRITE Look at your completed Activity 13. Write about each item in your notebook.

1 tracksuit 2 gloves3 bracelet 4 swimsuit 5 wallet 6 baggy jeans

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Play the memory game.

Lesson 4 Can talk about who clothing and accessories belong to

5

Whose gloves are these?

They’re Matthew’s.

132:39

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Listen and match.Then ask and answer.

Matthewa you and Ib

Juliac Helend

Petere Paul and Tonyf

1

5

3

4

This wallet is mine.

That wallet is yours and this belt is mine.

That wallet is hers, that belt is yours and these gloves are mine.

Julia’s book = the book that belongs to Julia

This tracksuit is Peter’s. It’s his tracksuit. It’s his.

2

Whose hat Whose glassesis this? are these?

It’sThey’reThis hat is That hat is

2:38

Dan’s.mine.yours.his/hers.ours.theirs.

6


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Play the memory game.

• Pupils work in groups to talk about possession of different items of clothing and accessories. They should follow the example in the speech bubbles and add more items. Have a competition to see which group can remember the most items.



10 Listen and circle.

• Pupils listen to Sky and Lee talking about what they are wearing. Ask them to look at the pictures, read the sentences and circle the correct word.

11 Complete. Whose is this?

• Remind pupils about the different ways we can answer about possession. Pupils work on their own to complete the sentences. They should use either the noun + ’s (singular noun)/s’ (plural noun), or a possessive pronoun + no object, or a possessive adjective + object.

12 Think of items in your home. Write sentences about your and your family members’ items.

• Pupils complete the sentences so that they are true for them, using items from their homes and the words in the box.


Pop quiz

Ask questions about possession and invite individual pupils to respond, e.g.

Whose pencil sharpener is this? It’s Tom’s. / It’s mine. / It’s his. Then invite a pupil to ask a possession question and another pupil to answer. Repeat a few times.

Listen and circle. Listen and circle. 2:40

WRITE

14 Look at your completed Activity 13. Write about each item in your notebook.

• Invite a pupil to read out the example, It’s Peter’s tracksuit. It’s Peter’s. It’s his. Explain to pupils that they are going to write about each of the items in the same way. Elicit that all three are ways we can use to answer about possession.

• When pupils have finished, put them into pairs. They take turns to read aloud what they have written for each item.

ANSWER KEY2 They’re Matthew’s gloves. They’re his gloves. They’re his.3 It’s Helen’s bracelet. It’s her bracelet. It’s hers.4 It’s Julia’s swimsuit. It’s her swimsuit. It’s hers.5 It’s our wallet. It’s ours.6 They’re Paul’s and Tony’s baggy jeans. They’re their baggy

jeans. They’re theirs.


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5ANSWER KEY 1 department stores 2 customers 3 receipt 4 change 5 community 6 coupons

Practice

18 Match the definitions to the words in Activity 17.

• Invite different pupils to read aloud the definitions. Encourage pupils to read their completed texts to find the words in context, so that they can make sure they match the words and definitions correctly.

• When pupils have finished, elicit the answers. Note that the words customer and consumer are often used interchangeably in English, but strictly speaking customer is the person who buys the product or service, and the consumer is the person who uses it, so a person can be both customer and consumer.

ANSWER KEY1 receipt 2 customers 3 community 4 coupons 5 change 6 department store

19 Think about these questions. Make notes in your notebook.

• Invite different pupils to read out each of the questions. Explain to pupils that they are going to think about these questions and write notes so that the answers are true for themselves.

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Compare your ideas with a partner.

• Put pupils into pairs and ask a pupil to read out the example in the speech bubble. Pupils then take turns to talk about their answers to each of the questions in Activity 19. Encourage pupils to use the going to structure.

• When they have finished, invite pupils to share their ideas with the rest of the class.

• Have a class discussion about how pupils can be ‘clever consumers’ and ask pupils if they have learnt any good ideas from their classmates.

• As an extension, join two pairs together to make groups of four. They should read over paragraph 3 in Activity 17 again and then discuss their own ideas for helping people in need. When they are ready, invite them to present their ideas to the class.

Extension questions

Write the following questions on the board: When is/isn’t it good to buy things on sale? What

can happen if we don’t check our change? What do people in your area do to help people in need? Is a food bank a good idea? Why/Why not? Use L1, if necessary.

Lesson 5

Lesson objectiveTo understand a text and talk and write about shopping

Cross-curricular focusSocial Science (clever consumers)

Target languagecoupons, receipt, change, community, customers, department stores

MaterialsAudio; CLIL poster; Learning Adventure Poster


Warm-up

• Show the CLIL poster and point out the photos and vocabulary for this lesson. Invite pupils to guess what they think will be the topic of this lesson.

• Pre-teach: consumers. Explain that people are called consumers when they use or buy something. Invite pupils to name different things they use or buy,e.g. computer game, t-shirt.

Learning adventure


objective on the board or look at it on the screen: We’re learning about shopping.

16 Think

Do you like shopping? Tell a partner.

• Put pupils into pairs. They should take turns to talk about the kinds of things they shop for and whether or not they like shopping.

• Invite different pupils to feed back to the rest of the class.• Refer pupils to the Learning Adventure Poster and ask

them to reflect on what they already know. Say, Great! You’re moving along your learning adventure!

Presentation

17 Read and complete the text. Then listen and check.

• Explain to pupils that they are going to read a text about people who make good choices about what they use or buy. They should complete the gaps with the words from the box.

• Pupils read the text and write the answers in their notebooks.

• When they have finished, play the audio. Pupils listen and follow in their books.

Read and complete the text. Then listen Read and complete the text. Then listen Read and complete the text. Then listen Read and complete the text. Then listen Read and complete the text. Then listen Read and complete the text. Then listen 2:45


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16Think

Do you like shopping? Tell a partner.

172:45

Read and complete the text. Then listen and check.

18 Match the definitions to the words in Activity 17.

1 a piece of paper you get when you pay 2 people who shop3 people who live in the same area 4 these help you pay less5 money that a shop assistant returns to you 6 a big shop with different areas

19 Think about these questions.Make notes in your notebook.

• What do you want to buy?• What are you going to do before you buy it?• How are you going to save money for it?• How can you help people in need?

20

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Compare your ideas witha partner.

I’m going to look online to compare prices.

coupons receipt change community customers department stores

Clever consumers David, Spain

I’m going to save money to buy a new computer.

It is expensive. I’m going to do some research

before I buy. I’m going to read the advertisements

and I’m going to check the prices online.

Sometimes di� erent 1 … have got di� erent

prices. 2 … should always check the prices!

Helen, United Kingdom

Last year, I didn’t have enough money for my sister’s

birthday. Sometimes I spend too much. This year, I’m

going to be an economical consumer. I’m going to

wait for the sales, when everything is cheap.

I’m going to check each 3 … and my 4 … , too. Last week, I didn’t check my

change. And I’m always going to ask

myself: do I really need it?

Denise, Turkey

There are a lot of people in need in my 5 … , and my

friends and I want to help. We’re going to collect

food for the local food bank. We are going to put

up posters that say what food people can give and

where to take it. Then we’re going to collect the

food and take it to the food bank. People in need

can get 6 … and go to the food bank to get food.

1

2

3

Lesson 5 Can understand a text and talk and write about shopping


• Ask, Do you agree with your results? Have a class discussion about pupils’ results and if they think their results are accurate.

20 Look at Activity 19. What are you going to do? Write sentences.

• Explain to pupils that they should think about how they could change what they do so that they can answer Yes in the future to this same statement. To help them plan what they want to say, pupils can write notes before they write their sentences.

• When they have finished, put pupils into pairs. They should take turns to share their ideas. Encourage pupils to give each other supportive feedback, e.g. Good idea!

• Invite different pupils to share their ideas with the class. Have a class vote for the best idea.


Learning adventure

Ask pupils, What do you know about shopping now? Give pupils a minute to

think of ideas with their partner. Accept any ideas and encourage discussion.

• Ask pupils, Where are you on your learning adventure now? Ask pupils which words they find easiest or most difficult to remember. Tell pupils, Well done! to reinforce their progress.

Pop quiz

Write on the board the words from the box from Pupil’s Book Activity 17. Say a

sentence using one of the words, e.g. I gave the shop assistant ten pounds and she gave me one pound fifty change. Divide the class into two teams. The teams take turns to make sentences using one of the words in the box. They win a point for each correct sentence. If a team can’t make a sentence, the other team has a turn. Alternate which team has the first turn with each word. Each word in the box should be used once.

• Put pupils into pairs. Give them a few minutes to think of their answers. They might like to write their ideas in their notebooks.

• Invite different pairs to feed back their ideas to the class.


18 Read and complete.

• Explain to pupils that they are going to read a text about being a clever consumer. Give pupils time to choose the correct words from the box to complete the text.

• Put pupils into pairs and ask them to swap books. Elicit the answers from the class. Pupils should mark their partner’s work.

19 Tick (✓) Yes or No for you.

• Explain to pupils that they are going to answer a quiz about being a clever consumer. They should read each of the statements and decide if their answer is Yes or No.

• Give pupils time to choose their answers. When they have finished, put them into pairs and ask them to take turns to answer each of the questions. Encourage them to discuss their answers. After they have answered and discussed the sixth statement, they should turn their books upside down and read the quiz results.


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5• Play the audio. Pupils listen and follow in their books.• Elicit the answer to the gist question. Ask pupils if their

predictions were correct.

ANSWER KEYBao: fish, rice, coconuts, bananas and snakesSilvia: empanadas, pastriesLily: fruit and vegetables, eggs

Practice

23 Answer the questions.

• Pupils work in pairs to read the questions and then read the blogs again to find the specific information. Pupils write the answers in their notebooks.

• When pupils are ready, elicit the answers. Ask them to say where in the text they found the information for each answer.

ANSWER KEY1 You can buy snakes at the floating market.2 You can buy old-fashioned and modern jewellery,

including bracelets and watches.3 Lily is going to sell eggs.4 Bao doesn’t eat snakes because they are too

expensive.

Project

24

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llaborate

C

Make a presentation about a market.

• Read the project instructions and check understanding. Focus on the example prompts and explain to pupils that they are going to follow this model to write descriptions about a food market they choose. The market can be a floating market, a street market, a farmer’s market or any other kind of market which sells food.

• Put pupils into groups of three or four. Invite a pupil to read aloud the list of questions they need to find out about.

• Ask pupils to choose a town or city to find out about. Help pupils with ideas if they are finding it difficult to choose.

• Once they have decided on a place, ask pupils to find out the answers to the questions. Pupils can decide how they want to divide up the work within their group. Either all pupils in the group can find out about each question and then combine their notes or they can divide the questions up between them. They can research online or go to the library to find out information, making notes in their notebooks or on pieces of paper.

Lesson 6

Lesson objectiveTo understand texts and talk and write about food markets

Cross-cultural focusTo find out about food markets in different parts of the world

Project focusTo find out about a food market in a town or city

Target languagefloating market, street market, farmer’s market

MaterialsAudio; Learning Adventure Poster

Optional activity materialsPhotocopiables 5.6. & 5.7

Warm-up

• Ask pupils if they can think of different kinds of market and what things they might sell. Ask pupils to imagine a market and then ask individual pupils, What can you see? What can you smell? What can you taste? What can you hear?

Learning adventure


objective on the board or look at it on the screen: We’re talking and writing about food markets.

21 Think

What food can you buy at a market?Tell a partner.

• Put pupils into pairs. They take turns to talk about different kinds of food they can buy at a food market, e.g. fruit and vegetables. If they have never visited a food market, encourage them to imagine what foods they might see.

• Invite different pairs to feed back to the rest of the class.

• Refer pupils to the Learning Adventure Poster and ask them to reflect on what they already know. Say, Great! You’re moving along your learning adventure!

Presentation

22 Listen and read. What types of food do the children write about?

• Explain to pupils that they are going to read blogs about three different kinds of food markets.

• Put pupils into pairs. Ask them to look at the photos and try to predict which kinds of food markets the blogs will discuss.

Listen and read. What types of food do Listen and read. What types of food do Listen and read. What types of food do Listen and read. What types of food do Listen and read. What types of food do Listen and read. What types of food do 2:46


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LINK

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LINKLINKLINKLINKLINKLINKLINKLINKLINKLINKLINKLINKLINKLINKTalk about your favourite food

and where you buy it from.

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23 Answer the questions.

1 What unusual item can you buy at the floating market?

2 What type of jewellery can you buy at the Feria de San Telmo?

3 What is Lily going to sell next year?

4 Why doesn’t Bao eat snakes?

5

Lesson 6 Can understand texts and talk and write about food markets

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21Think

What food can youbuy at a market? Tell a partner.

222:46

Listen and read. What types of food do the children write about?

In Vietnam, we buy our food at the floating market. There are a lot of boats and you can climb from one boat to another to buy things. You can buy fish, rice, coconuts, bananas and snakes for dinner! I don’t eat snakes – they’re too expensive.

I live in the United Kingdom. My family doesn’t buy fruit or vegetables – we grow them in our garden. On Saturdays, we take our fruit and vegetables to the farmer’s market in the village and sell them. People like to eat fresh, local food! Next year we’re going to keep chickens. We’re going to sell the eggs.

In Buenos Aires, Argentina, there are some amazing street markets. Feria de San Telmo is very famous. On Sunday morning, you can buy old-fashioned and modern jewellery, including bracelets and watches. There are also stalls selling typical Argentinian food, like empanadas. These are traditional pastries. Pastries are my favourite food.

Bao’s blog

Lily’s blog

Silvia’s blog

Bao, 12, Vietnam

Lily, 12, United Kingdom

Silvia, 11, Argentina

1

3

2

Markets of the world

1 In groups, choose a town or city.2 Find out the answers to these questions: • Where and when are the markets?

• What types of things do the markets sell?3 Create your presentation. Find or draw

pictures. 4 Present your poster to the class.

24 Make a presentation about a market.

In ... there is a �ood mar�et in ...The mar�et happens ...At the mar�et, you can buy ...




21 13 Write sentences using going to.

• Review that we use going to with the verb be when we talk about something we are planning to do in the future. Model the example, and ask pupils to write similar sentences using the words in the box. Encourage them to use their imaginations to write interesting sentences.

22 14 Read the information about Andreas. Then write a paragraph.

• Invite different pupils to read aloud each of the bullet points. Tell pupils that when we use the word around before a time, it means ‘approximately’ or ‘not exactly’. Explain that they are going to write a descriptive paragraph about Andreas using the information in the bullet points.

• When they have finished, put pupils into pairs. They should swap books and read each other’s paragraph. Encourage them to correct spelling, punctuation, grammar, etc.

Learning adventure

Ask pupils, What do you know about food markets now? Give pupils a minute to

think of ideas with their partner. Accept any ideas and encourage discussion.

• Ask pupils, Where are you on your learning adventure now? Ask pupils which words and phrases they find easiest or most difficult to remember. Tell pupils, Well done! to reinforce the progress they are making.

Pop quiz

Ask pupils to close their books. Write on the board a table with these headings:

Street market, Farmer’s market, Floating market. Explain to pupils that they are going to complete the table with items which can be bought at each kind of market. Put pupils into two teams. Each team takes a turn to write an item under one of the headings. They win a point for each item under the correct heading.If they can’t think of any items, they lose a turn.

• Give pupils time to create their presentation from the notes they have made. They should find or draw pictures to accompany their writing if possible.

• Each group presents their findings to the class. Encourage pupils to be creative in their presentation, using technology as appropriate.

Give pupils feedback about their project. Make sure that they have answered all the questions in sufficient depth,

and have written clear descriptions. Praise good content, correct spelling and punctuation, and a creative presentation.

Home−School link

• Read the instruction with the class: Talk about your favourite food and where you buy it from. Ask pupils to discuss with their family about the food they like the most and where they shop for it. Explain that you will be asking them for feedback at the start of the next lesson.


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5Practice

THINK

26 In your notebook, write two more items for each list. Then work in a group to guess the activity for each item.

• Pupils work on their own to write the additional items for the lists.

• When they have finished, put pupils into groups of four. They should take turns to say the items they have written and to guess which of the four lists in Activity 25 the item belongs to.

PLAN

27 Think of a different activity which you like doing. With a partner, talk about a list you can make for this activity.

• Explain to pupils that they are going to plan their own list. They should think about an activity which is different from the activities in the box in Activity 25.

• When pupils are ready, put them into pairs. Invite a pupil to read aloud the example in the speech bubble. Draw attention to the going to structure used. Pupils take turns to talk about the lists they are going to write and the sorts of items they will write in their list. Remind pupils they can list items or actions.

Writing Tip!

• Invite a pupil to read out the first sentence in the Writing Tip! box. Write on the board: coffee tea milk cereal. Invite individual pupils to write a comma between each word. Explain that if we choose to write a list without bullet points, then we should use commas to separate the items in our list. Then invite a different pupil to read out the second sentence in the Writing Tip! box. Write on the board the headings for the lists in Activity 25: Shopping, Buying presents, Going on holiday, Planning things to do. Invite individual pupils to write a colon at the end of each heading.

WRITE

28 Write your list in your notebook. Compare your list with your classmates.

• Invite a pupil to read out the heading and the items in the example. Explain to pupils that they should write a list about their chosen activity. Point out that they should use colons at the end of their heading. Give pupils the example Going on holiday: tickets, passport, swimsuit, shorts, sun cream, T-shirts so they can see the two different ways of writing a list.

Lesson 7

Lesson objectiveTo understand and write a list for a specific purpose

Writing focusTo use commas to separate words and to use colons to introduce a list

MaterialsAudio; Learning Adventure Poster

Warm-up

• Ask pupils for feedback on their homework task of talking with their families about where they shop for their favourite food. Invite pupils to tell the class what they said at home.

• Then say, Imagine you are having a party. What kind of food would you like to buy? Encourage pupils to name different kinds of food, and write the names in a bulleted list on the board. When you have written a few items, explain that we call this a list, and that lists can help us to be organised.

Learning adventure


objective on the board or look at it on the screen: We’re learning to write a list for a specific purpose.

• Ask, Do you write lists? Why do you write them? What do you write in them? Elicit responses. If pupils don’t write lists, ask them why not. Elicit if they think it is a good idea or a bad idea to write lists, giving reasons why.

• Refer pupils to the Learning Adventure Poster and ask them to reflect on what they already know. Say, Great! You’re already moving along your learning adventure!

Presentation

READ

25 Listen and read. Match the lists with the activities. Then compare with a partner.

• Explain to pupils that they are going to read four different lists. They should decide which activity in the box each list refers to.


ANSWER KEY 1 buying presents2 going on holiday 3 planning things to do4 shopping

Listen and read. Match the lists with the Listen and read. Match the lists with the 2:47


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5

50 Lesson 7 Can understand and write a list for a specific purpose

252:47

READ Listen and read. Match the lists with the activities. Then compare with a partner.

• pair of gloves – Grandma• colourful scarf – Tony• leather belt – Dad• � oral blouse – Tina• red and white umbrella – Jo

26 THINK In your notebook, write two more items for each list.Then work in a group to guess the activity for each item.

27 PLAN Think of a different activity which you like doing. With a partner, talk about a list you can make for this activity.

28 WRITE Write your list in your notebook. Compare your list with your classmates.

• buy milk, biscuits, shampoo• take dog for walk• feed cat and dog• study for Maths test• fi nish French homework

• tickets• passport• swimsuit• shorts• suncream• t-shirts

• coffee

• tea• milk

• cereal

• bread

• cheese

Reading list:• Harry Potter and The Philosopher’s Stone• Charlie and the Chocolate Factory• The Midnight Gang• …• …

I like reading. I’m going to make a reading list. I’m going to write the names

of books I want to read.

shopping buying presents going on holiday planning things to do

We can use commas (,) to separate three or more words, e.g. buy milk, biscuits, shampooWe can use a colon (:) to introduce our list, e.g.Reading list:

1

2 34

Going on holiday!Flip-flops.


25 Complete a list of things you are going to do before your next birthday.

• Put pupils into pairs. Ask them to talk about the things they would like to do before their next birthday. Tell pupils that these things should be achievable in a reasonably short time period and help them with suggestions if necessary. Encourage them to make notes.

• Then ask pupils to work on their own to write sentences using I’m going to… .

• When they have finished, pupils should take turns to read out their sentences to their partner. As an extension, they can say a bit more about each idea, giving details about why and how they are going to achieve their goals.

• Invite different pupils to share their ideas with the class. Encourage discussion about whether or not pupils think they will achieve their plans, giving reasons why or why not.


Pop quiz

Write on the board: Presents list. Tell pupils to think about a present they

would like to buy for a family member. Remind pupils that they should be ‘clever consumers’ and that they should be able to afford the present. Invite individual pupils to come to the front of the class to write an item in the list and give a reason why they want to give it as a present, e.g. I want to buy my sister a new jacket because the one she has got is too small.Encourage pupils to develop their own presents lists, to help them develop their ideas about what they want to buy for their family and friends.

• When pupils have written their lists, invite each pupil in the class to say which activity they have written their list about. Make groups by joining pupils together who have written about the same or similar activities, if possible. Pupils should take turns to read aloud their lists, and then discuss their lists’ similarities and differences. Encourage them to discuss their reasons for putting different items on their list, and to give one another positive feedback, e.g. Good choice!

• Have a class discussion about how pupils think writing lists could help them in their lives.


23 Read and match.

• Pupils match kinds of lists with their descriptions.

24 Read and sort.

• Explain to pupils that they are going to sort different items into three lists. Ask, Do you think eggs go on a shopping list, a to-do list or a reading list? to elicit, shopping list.

• When pupils have finished, invite individual pupils to read out items on their shopping list, and ask the class if they agree. Do the same with the to-do list and the reading list.


122

5J: I’m going to buy the red gloves. I’m cold! I like

this umbrella.P: You should buy the gloves because it’s cold.

You’ve got an umbrella at home. It isn’t going to rain today.

J: Hmm. You’re usually right. Oooh! Do you like this bracelet?

P: I think it’s nice. It’s my mum’s birthday next week. I’ll buy it for her.

J: Yes, you should buy it for her. She’ll love it!

ANSWER KEY b d e

WRITE

30 In your notebook, write the opposite word. Then make a sentence with each.

• Ask pupils to work on their own to think of and write the opposite words in their notebooks. Elicit the answers. Then ask them to write in their notebooks a sentence using each word, e.g. My grandad’s hat is very old-fashioned. Encourage pupils to write sentences so that they are true for them.

ANSWER KEY 1 old-fashioned 2 baggy 3 cheap 4 not big enough

31 Listen and choose.

• Pupils look at the pictures and listen to different people describing an item of clothing or accessories. They choose the correct picture for each person.

Audioscript CD2, Track 491 Some scarves are too long, and some are too

short. But this purple and black one is great.2 I like blue. It’s a good colour for me. The red

jacket is too big.3 This gold one is too big and old-fashioned – I

don’t like big bracelets. The silver one is smaller and modern. I think I should buy the silver bracelet.

4 I love this long dress, but look at the price! It’s too expensive. It’s two hundred pounds. I should buy the cheaper skirt.

ANSWER KEY 1 a 2 b 3 b 4 b

Listen and choose. Listen and choose. 2:49

Review

Lesson objectiveTo assess what they have learnt in Unit 5

MaterialsAudio; Learning Adventure Poster; Test Booklet p. 24 (Unit 5)

Warm-up

• This is a self-assessment lesson. Tell pupils that the activities in this lesson will show what they have learnt in this unit.

• Divide the class into Team A and Team B. Play Spelling bee (see p. 207) with the unit vocabulary. Say a word, e.g. tracksuit, and invite Team A to spell it out, e.g. t-r-a-c-k-s-u-i-t. Then say another word and invite Team B to spell it out. Teams win a point for correct spelling. They lose points for incorrect spelling or if they hesitate.

Learning adventure


objective on the board or look at it on the screen: We’re thinking about our learning adventure.

• Ask, How many names of clothing and accessories can you remember? How many words to describe clothing and accessories can you remember? Write pupils’ answers on the board.

• In pairs, pupils discuss how they feel about their learning adventure. Individual pupils say where they are on their learning adventure and what they think their difficulties are.

• Invite pupils to use this lesson’s activities as an opportunity to reflect on whether or not they need additional practice in any of the learning objectives.

Practice

29 Look and listen. What do they buy?

• Pupils look at the pictures of clothing and accessories and listen to two friends talking about the items they are going to buy. They should write the letters of the items in their notebooks.

Audioscript CD2, Track 48J = JESS P = PABLOJ: What are you going to buy Pablo?P: I’m not sure. The black belt is too expensive.J: The wallet’s nice. It’s not too expensive.P: I don’t think so. I’m going to buy the watch.

It’s really nice.

Look and listen. What do they buy? Look and listen. What do they buy? Look and listen. What do they buy? Look and listen. What do they buy? Look and listen. What do they buy? Look and listen. What do they buy?2:48


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5

5151

I can use going to to indicate intention. I can talk about who clothing and accessories belong to.I can write a list for a specific purpose.

Review Can assess what I have learnt in Unit 5

5292:48

Look and listen. What do they buy?

30 WRITE In your notebook, write the opposite word. Then make a sentence with each.

32

Co

mmunicate

Complete the sentences in your notebook. Then role-playand check.

Leila: 1… pens are these? And 2… tracksuit is this?

Andrew: 3… aren’t mine. Are they Emma’s? Leila: No, they aren’t Emma’s. Maybe

they’re Dan’s. Hey, Dan. Are these 4… pens? And is this 5…tracksuit?

Dan: Let’s see. Oh, yes, the pens are 6… , thanks. But the tracksuit isn’t mine.

Leila: 7… tracksuit is it? It’s too big for a student.

Andrew: I don’t know. Let’s ask Mr. Smith. Maybe it’s 8… .

33 WRITE In your notebook, write a list for each item.

1 What you are going to wear at a party. 2 Ideas for a present for your friend.

312:49

Listen and choose.

a b c d e f

1 modern 2 tight 3 expensive 4 too big

£20

£200

1 2

3 4

a

a

a

a

b

b

b

b




26 15 Number to make a dialogue.

27 16 Listen and complete.

28 17 Whose are these? Look and write sentences.

Activity Book page 99 (Extra practice)

1 Match the words with the definitions.

2 Complete the sentences with the correct form of the verb + going to.

3 Complete the sentences.


Learning adventure

Ask pupils how they feel about their learning. Pupils say what they have found

easy or difficult. Encourage pupils to feel positively about their learning.

• Pupils say the I can statements in the Pupil’s Book and point at the faces to represent how confident they feel about each learning objective. Then, for each statement, they tick below the appropriate face in the Activity Book/Compact Activity Book.

• Refer pupils to the Learning Adventure Poster and ask them, Where are you now on your learning adventure? Encourage pupils to discuss their progress, and say, Well done! to give them positive reinforcement.

Pop quiz

Put pupils into groups of four. Write these questions on the board: Which is

your favourite activity in the unit? Why? Which activity don’t you like? Why? What is your favourite new word? Which word is the most difficult for you? In their groups, pupils discuss their answers to the questions. Groups share their answers with the class.

Listen and complete. Listen and complete. Listen and complete. Listen and complete. Listen and complete. Listen and complete. Listen and complete.2:50

32

Co

mmunicate

Complete the sentences in your notebook.Then role-play and check.

• Review how we ask and answer about possession. Pupils complete the dialogue, writing the missing words in their notebooks.

• When pupils have finished, put them into groups of three to role-play the completed dialogue.

ANSWER KEY 1 Whose 2 whose 3 They 4 your 5 your 6 mine 7 Whose 8 his

WRITE

33 In your notebook, write a list for each item.

• Pupils write two lists. One should list items of clothing and accessories they would like to wear at a party. The other should list their ideas for a present for a good friend.

• Invite individual pupils to feed back to the class. Write on the board the headings: Party clothes list and Present list. Elicit for each the names of items which appeared on many pupils’ lists, and write these under the respective heading. Have a class discussion about why these items were popular choices on pupils’ lists.


Unit objective Language - English Language Teaching ......•Pupil’s Book p. 51 •Activity Book...

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Transcript of Unit objective Language - English Language Teaching ......•Pupil’s Book p. 51 •Activity Book...