Table Of ContentC H ER’S G
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flag/Lasse Kristensen).
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isbn: 978 0 19 490888 7 Teacher’s Guide
acknowledgements
Back cover photograph: Oxford University Press building/David Fisher
Cover illustrations by: Andy Council/Illustration Web
Classroom Resource Pack flashcards
Illustrations by: Laetitia Aynie/Sylvie Poggio Agency
Commissioned photography by: Graham Alder/MM Studios pp 17, 18, 19, 68,
71,76, 88, 108.
The Publishers would like to thank the following for their kind permission to reproduce
photographs and other copyright material: Alamy pp 21 (archery/Jim West),
26 (hockey/redsnapper), 56 (supermarket/Ant Rooney Premium), 57 (post
office/Greg Balfour Evans), 60 (bus station/lowefoto), 104 (kitesurfing/Simon
Littlejohn), 106 (volleyball/PhotoAlto); Getty pp 20 (climbing/Zero Creatives),
24 (swimming/Pete Atkinson), 25 (gym class/BraunS), 27 (swimming/
James Lemke Jr ), 28 (table tennis/Image Source), 29 (trampolining/Tim
Platt), 59 (hotel/Valery Hache), 70 (scientist/Neustockimages), 72 (police
woman/Richard Morrel), 74 (artist/Photodisc), 102 (boy in cave/Christopher
Hope-Fitch), 103 (fishing/Fuse), 105 (boy on beach/Jessica Peterson);
iStock p 73 (fireman/skodonnell); Oxford University Press p 45 (zebra/
ingramimagelibrary); Shutterstock pp 22 (badminton/Littlekidmoment),
23 (climbing/greenland), 36 (bear/ricochet64), 37 (background/Waj), (camel/
Odua Images), 38 (crocodile/Naypong), 39 (background/javarman), (elephant/
Rudy Umans), 40 (background/javarman), (giraffe/Pavel_Klimenko),
41 (kangaroo/Rafael Ramirez Lee), 42 (lion/Photocreo Michal Bednarek),
43 (monkey/LeonP), 44 (snake/Skynavin), 45 (background/Pavel_Klimenko),
52 (Museum/ETIENjones), 53 (fountain/Leonid Andronov), 54 (Town hall/
DonLand), 55 (hospital/Lester Balajadia), 58 (shopping centre/Yusuf Sami
Kamadan), 61 (theatre/Sergei Butorin), 69 (guitar player/pio3), 75 (man on
laptop/Duplass), 77 (gardener/Robert Kneschke), 84 (t-shirt/BalancePhoto),
85 (jumper/Karkas), 86 (scarf/sergarck), 87 (belt/SS1001), 89 (wellies/
HelenaQueen), 90 (toy car/gcafotografia), 91 (jar/aperturesound), 92 (train/
Ivonne Wierink), 93 (paper plane/Sarah2), 100 (Mountains/Daniel Etzold),
101 (campfire pot/Volodymyr Martyniuk), 107 (boy swimming/Dimedrol68),
109 (castle/Knyazeva Ekaterina).
Classroom Resource Pack Posters
Illustrations by: Martin Sanders (world map)
The publisher would like to thank the following for their kind permission to
reproduce photographs and other copyright material: Oxford University Press
(dog/aastock), (smile icon/Yayayoyo ), (dog food/Shutterstock), (tortoise/
Alta Oosthuizen), (tennis racket/elementals), (smiling woman/
mimagephotography), (Westminster Bridge/Marco Govel), (Statue of Liberty/
Matej Hudovernik), (Taj Mahal/Waj), (Cape Town/wiwsphotos), (Union Jack
© Copyright Oxford University Press
Teacher’s Guide 5
Syllabus 4 3 Getting around town 91
Components overview 12 4 At the job fair 106
Concept and characters 14 R Review 2 120
Introduction to Learn with Us 15 5 At the department store 123
Learning with Learn with Us 16 6 At the summer camp 138
All about accessibility 22 R Review 3 153
Tour of unit and How to section 28 F Festivals 156
Further resources 52 Classroom Presentation Tool
(CPT) games information 162
S All about me and my family 54
Ideas bank 167
1 My activities party 59
Classroom language 173
2 At the safari park 74
Wordlist 174
R Review 1 88
Letter to parents 176
3
© Copyright Oxford University Press
Syllabus
Words Grammar Pronunciation Skills Values Culture and Project
cross-curricular
themes
Revised: Present simple: Hi, I’m Jack. I’m ten. Sounds: Reading: reading for specific information: reading personal
S Activities, Animals, Family members, I’m excited. I love Science. My birthday Alfie, and, has, salad, information, a song, a diary entry
Food, Personal information, School is on … sandwich, Spanish Listening: listening for specific information: identifying
All about subjects, Times Possessive ’s / Personal pronouns: club, loves, lunch, descriptions of family members, times in a song, times for school
Adjectives of appearance and This is (Jack’s). These are (his mum’s). sometimes subjects
me and my personality Present simple: I’ve / He’s / She’s got Speaking: describing who things belong to, giving personal
family Core vocabulary: (fair) hair and (blue) eyes. I’m / He’s / information; describing yours and others’ physical appearance and
assembly, break, Cookery Club, Craft She’s (clever) and (friendly). personality, saying a tongue twister, asking and answering about
Club, ICT, Geography, registration, Has he / she got (long hair)? Yes, he / times and frequency of school subjects
page 2
Spanish she has. No, he / she hasn’t. Writing: personal information and descriptions of physical
Other Adverbs of frequency: always, every appearance, personality and likes and dislikes
Jack, Dad, Mum, Sally, Alfie, Lisa day, never, sometimes, usually
I (always) walk to school.
He (never) goes to Craft Club.
Core Present simple vs Present Sound: Reading: reading for specific information and gist: descriptions Say thank Sports in the UK and Writing and
1 Sports activities: do archery, continuous: /iː/ of sports activities, text messages between Jack and his friends, a you when in South Africa presenting
do gymnastics, go abseiling, I / You / We / They (play badminton) cream, eats, Milly, webpage about why exercise is good for us, a comic-book story somebody Natural Science: Why an article
My go climbing, go diving, go swimming, every week. Pete, treat about a girl who loves football, a song about activities, Jack’s project does is exercise good for about a
go trampolining, play badminton, He / She (plays hockey) on Mondays. (an article about a famous sportsperson); reading and understanding something us? famous
/ɪ/
activities play hockey, play table tennis I’m / You’re / We’re / They’re (playing instructions for an experiment and for the unit project kind. sports
hill, in, mill, Milly,
party Football vocabulary: goal, match, badminton) now. river Listening: listening for specific information and gist: descriptions person
player, stadium, team, win He’s / She’s (playing table tennis) in this of sports activities, conversations between friends about sports
activities, a text about exercise and the role of our heart and
Other photo.
page 6
lungs; listening to and singing a song about activities; listening to
CLIL: blood, carbon dioxide, heart, why and because: Why are you
and understanding a story; listening to opinions about the story;
lungs, oxygen (happy)? Because we’re winning the
listening to a conversation in preparation for a project
match.
Speaking: asking and answering about sports activities you enjoy
Why is she (hot)? Because she’s wearing
doing; talking about routines and regular sports activities you
a hat and scarf.
and others do; talking about activities you and others are doing
Language in action!: How often do
now; giving opinions about a story; expressing cause and result
you …? I (play rounders) once / twice
using why and because; saying a pronunciation tongue twister to
a week. I (go swimming) every day / on
practise the target sounds /iː/ and /ɪ/; making and accepting an
(Sundays).
invitation; presenting a project about a famous sportsperson
Making and accepting an
Writing: core language at word and sentence level: writing about
invitation:
people’s routines, timetables and sports activities at paragraph
Would you like to come to my party? level, writing your opinion of a story and how you say thank you,
Yes, I’d love to. When is it? Where is it? checking and revising written work
What time does it start?
4 Syllabus
© Copyright Oxford University Press
Words Grammar Pronunciation Skills Values Culture and Project
cross-curricular
themes
Revised: Present simple: Hi, I’m Jack. I’m ten. Sounds: Reading: reading for specific information: reading personal
S Activities, Animals, Family members, I’m excited. I love Science. My birthday Alfie, and, has, salad, information, a song, a diary entry
Food, Personal information, School is on … sandwich, Spanish Listening: listening for specific information: identifying
All about subjects, Times Possessive ’s / Personal pronouns: club, loves, lunch, descriptions of family members, times in a song, times for school
Adjectives of appearance and This is (Jack’s). These are (his mum’s). sometimes subjects
me and my personality Present simple: I’ve / He’s / She’s got Speaking: describing who things belong to, giving personal
family Core vocabulary: (fair) hair and (blue) eyes. I’m / He’s / information; describing yours and others’ physical appearance and
assembly, break, Cookery Club, Craft She’s (clever) and (friendly). personality, saying a tongue twister, asking and answering about
Club, ICT, Geography, registration, Has he / she got (long hair)? Yes, he / times and frequency of school subjects
page 2
Spanish she has. No, he / she hasn’t. Writing: personal information and descriptions of physical
Other Adverbs of frequency: always, every appearance, personality and likes and dislikes
Jack, Dad, Mum, Sally, Alfie, Lisa day, never, sometimes, usually
I (always) walk to school.
He (never) goes to Craft Club.
Core Present simple vs Present Sound: Reading: reading for specific information and gist: descriptions Say thank Sports in the UK and Writing and
1 Sports activities: do archery, continuous: /iː/ of sports activities, text messages between Jack and his friends, a you when in South Africa presenting
do gymnastics, go abseiling, I / You / We / They (play badminton) cream, eats, Milly, webpage about why exercise is good for us, a comic-book story somebody Natural Science: Why an article
My go climbing, go diving, go swimming, every week. Pete, treat about a girl who loves football, a song about activities, Jack’s project does is exercise good for about a
go trampolining, play badminton, He / She (plays hockey) on Mondays. (an article about a famous sportsperson); reading and understanding something us? famous
/ɪ/
activities play hockey, play table tennis I’m / You’re / We’re / They’re (playing instructions for an experiment and for the unit project kind. sports
hill, in, mill, Milly,
party Football vocabulary: goal, match, badminton) now. river Listening: listening for specific information and gist: descriptions person
player, stadium, team, win He’s / She’s (playing table tennis) in this of sports activities, conversations between friends about sports
activities, a text about exercise and the role of our heart and
Other photo.
page 6
lungs; listening to and singing a song about activities; listening to
CLIL: blood, carbon dioxide, heart, why and because: Why are you
and understanding a story; listening to opinions about the story;
lungs, oxygen (happy)? Because we’re winning the
listening to a conversation in preparation for a project
match.
Speaking: asking and answering about sports activities you enjoy
Why is she (hot)? Because she’s wearing
doing; talking about routines and regular sports activities you
a hat and scarf.
and others do; talking about activities you and others are doing
Language in action!: How often do
now; giving opinions about a story; expressing cause and result
you …? I (play rounders) once / twice
using why and because; saying a pronunciation tongue twister to
a week. I (go swimming) every day / on
practise the target sounds /iː/ and /ɪ/; making and accepting an
(Sundays).
invitation; presenting a project about a famous sportsperson
Making and accepting an
Writing: core language at word and sentence level: writing about
invitation:
people’s routines, timetables and sports activities at paragraph
Would you like to come to my party? level, writing your opinion of a story and how you say thank you,
Yes, I’d love to. When is it? Where is it? checking and revising written work
What time does it start?
Syllabus 5
© Copyright Oxford University Press
Words Grammar Pronunciation Skills Values Culture and Project
cross-curricular
themes
Core Comparative adjectives (short Sounds: Reading: reading for specific information and gist: short We’ve all Hobbies in the UK Writing and
2 Wild animals: bear, camel, and irregular): /p/ descriptions of wild animals, an email comparing animals, a text got hidden Music: The Carnival of presenting
crocodile, elephant, giraffe, The African elephant is better / happy, Peter, plays, message about hobbies, a webpage about The Carnival of the talents. Animals a project
At the safari kangaroo, lion, monkey, snake, worse than the Asian elephant. practises, trumpet Animals and sections of an orchestra; a fantasy story about a about a wild
zebra The jungle is rainier / sunnier than the safari park adventure, a song about wild animals, Jack’s project (a animal
/b/
park presentation about giraffes); reading and correcting sentences with
Superlative adjectives: savannah.
band, big, brass,
superlative adjectives; reading and understanding instructions to
best, cleverest, happiest, strongest, Language in action!: hobby
page 16 carry out a project.
tallest, worst What kind of music do you like?
Listening: listening for specific information and gist: descriptions
CLIL: brass, percussion, string, I like (pop music).
of wild animals, a conversation between friends about hobbies,
woodwind
I prefer (classical music). My a text about a piece of music and instruments in an orchestra,
favourite band / singer is … comparative and superlative sentences about wild animals;
Superlative adjectives (short listening to and singing a song about wild animals; listening to
and irregular): and understanding a story, listening to opinions about the story;
My best friend is …. listening to an interview in preparation for a project.
I’m the happiest when … Speaking: asking and answering questions describing wild
animals; comparing wild animals; talking about music you like;
The (tallest) person in my class is … .
giving opinions about a story, making superlative statements about
(James) is the (funniest) person I
members of your family; saying a pronunciation tongue twister to
know.
practise the target sounds /p/ and /b/; asking for information at a
Asking for information at a
tourist office; presenting a project about a wild animal
tourist office
Writing: core language at word and sentence level: describing and
Have you got any information about
comparing wild animals, describing and comparing your family,
the (museum)?
writing about music you like, writing your opinion of a story and
How do I get there? your hidden talents, checking and revising written work
How much is a return ticket?
Thanks for your help. You’re welcome.
Core Past simple: there was / there Sounds: Reading: reading for specific information and gist: descriptions Animals can Famous buildings Writing and
3 Places around town: were: /θ/ and directions of places around town; a diary entry about a town in help us. We in London and presenting
bus station, hospital, hotel, There was / wasn’t (a school). thirsty, thirty, three, the past; a text message about famous buildings; a webpage about can help Amsterdam a project
Getting museum, post office, shopping There were some (squares). Thursday Manchester, a city in the UK now and in the past; a historical story animals, too. Social Science: about
centre, square, supermarket, theatre, There weren’t any (shopping /ð/ based on facts about the destruction of Pompeii, Jack’s project (a Manchester: Buildings buildings in
around town town hall centres). father, mother, there presentation about giraffes); a song about a day trip to London; that tell stories my town in
Jack’s report about the history of places in his town; reading and the past and
Adjectives: Past simple: to be:
page 28 understanding instructions to carry out a project. present
bored, excited, friendly, happy, I / He / She was / wasn’t (scared).
Listening: listening for specific information and gist: descriptions
scared, worried
We / You / They were / weren’t of places around town and directions, a conversation between
Other (happy). friends about famous buildings, a text about old and new
CLIL: palace, tower, train station, Language in action!: Excuse me, buildings; listening to and singing a song about a trip to London;
TV studio can you tell me the way to …? a conversation about where you were yesterday; listening to
Go past the (museum). Go straight and understanding a story, listening to opinions about the story;
on. listening to an interview in preparation for a project.
Turn left. Turn right. Speaking: describing where places around town are, talking about
what there was in a town in the past, giving directions, talking
The (school) is on your left / right.
about how people felt in the past, talking about where you were
Buying a ticket for the cinema
on different days of the week, giving opinions about a story, saying
or the theatre:
a pronunciation tongue twister to practise the target sounds /θ/
Can I have two tickets for
and /ð/; buying a ticket for the cinema or the theatre; presenting a
Spiderman, please?
report about the history of places around your town
Yes, of course. When do you want
Writing: core language at word and sentence level: describing
to go?
places around town and historical buildings and sites, writing about
your town in the past and present, writing your opinion of a story
and the way you help animals, checking and revising written work
6 Syllabus
© Copyright Oxford University Press
Words Grammar Pronunciation Skills Values Culture and Project
cross-curricular
themes
Core Comparative adjectives (short Sounds: Reading: reading for specific information and gist: short We’ve all Hobbies in the UK Writing and
2 Wild animals: bear, camel, and irregular): /p/ descriptions of wild animals, an email comparing animals, a text got hidden Music: The Carnival of presenting
crocodile, elephant, giraffe, The African elephant is better / happy, Peter, plays, message about hobbies, a webpage about The Carnival of the talents. Animals a project
At the safari kangaroo, lion, monkey, snake, worse than the Asian elephant. practises, trumpet Animals and sections of an orchestra; a fantasy story about a about a wild
zebra The jungle is rainier / sunnier than the safari park adventure, a song about wild animals, Jack’s project (a animal
/b/
park presentation about giraffes); reading and correcting sentences with
Superlative adjectives: savannah.
band, big, brass,
superlative adjectives; reading and understanding instructions to
best, cleverest, happiest, strongest, Language in action!: hobby
page 16 carry out a project.
tallest, worst What kind of music do you like?
Listening: listening for specific information and gist: descriptions
CLIL: brass, percussion, string, I like (pop music).
of wild animals, a conversation between friends about hobbies,
woodwind
I prefer (classical music). My a text about a piece of music and instruments in an orchestra,
favourite band / singer is … comparative and superlative sentences about wild animals;
Superlative adjectives (short listening to and singing a song about wild animals; listening to
and irregular): and understanding a story, listening to opinions about the story;
My best friend is …. listening to an interview in preparation for a project.
I’m the happiest when … Speaking: asking and answering questions describing wild
animals; comparing wild animals; talking about music you like;
The (tallest) person in my class is … .
giving opinions about a story, making superlative statements about
(James) is the (funniest) person I
members of your family; saying a pronunciation tongue twister to
know.
practise the target sounds /p/ and /b/; asking for information at a
Asking for information at a
tourist office; presenting a project about a wild animal
tourist office
Writing: core language at word and sentence level: describing and
Have you got any information about
comparing wild animals, describing and comparing your family,
the (museum)?
writing about music you like, writing your opinion of a story and
How do I get there? your hidden talents, checking and revising written work
How much is a return ticket?
Thanks for your help. You’re welcome.
Core Past simple: there was / there Sounds: Reading: reading for specific information and gist: descriptions Animals can Famous buildings Writing and
3 Places around town: were: /θ/ and directions of places around town; a diary entry about a town in help us. We in London and presenting
bus station, hospital, hotel, There was / wasn’t (a school). thirsty, thirty, three, the past; a text message about famous buildings; a webpage about can help Amsterdam a project
Getting museum, post office, shopping There were some (squares). Thursday Manchester, a city in the UK now and in the past; a historical story animals, too. Social Science: about
centre, square, supermarket, theatre, There weren’t any (shopping /ð/ based on facts about the destruction of Pompeii, Jack’s project (a Manchester: Buildings buildings in
around town town hall centres). father, mother, there presentation about giraffes); a song about a day trip to London; that tell stories my town in
Jack’s report about the history of places in his town; reading and the past and
Adjectives: Past simple: to be:
page 28 understanding instructions to carry out a project. present
bored, excited, friendly, happy, I / He / She was / wasn’t (scared).
Listening: listening for specific information and gist: descriptions
scared, worried
We / You / They were / weren’t of places around town and directions, a conversation between
Other (happy). friends about famous buildings, a text about old and new
CLIL: palace, tower, train station, Language in action!: Excuse me, buildings; listening to and singing a song about a trip to London;
TV studio can you tell me the way to …? a conversation about where you were yesterday; listening to
Go past the (museum). Go straight and understanding a story, listening to opinions about the story;
on. listening to an interview in preparation for a project.
Turn left. Turn right. Speaking: describing where places around town are, talking about
what there was in a town in the past, giving directions, talking
The (school) is on your left / right.
about how people felt in the past, talking about where you were
Buying a ticket for the cinema
on different days of the week, giving opinions about a story, saying
or the theatre:
a pronunciation tongue twister to practise the target sounds /θ/
Can I have two tickets for
and /ð/; buying a ticket for the cinema or the theatre; presenting a
Spiderman, please?
report about the history of places around your town
Yes, of course. When do you want
Writing: core language at word and sentence level: describing
to go?
places around town and historical buildings and sites, writing about
your town in the past and present, writing your opinion of a story
and the way you help animals, checking and revising written work
Syllabus 7
© Copyright Oxford University Press
Words Grammar Pronunciation Skills Values Culture and Project
cross-curricular
themes
Core Past simple regular verbs: Sound: Reading: reading for specific information and gist: short Work hard Great bridges and Writing and
4 Jobs: artist, computer programmer, affirmative & negative: /ə/ descriptions of jobs, an article about a job fair, a text message to make their designers around presenting
cook, engineer, firefighter, gardener, I talked to an engineer. actor, theatre, sister, between friends about great bridges, a webpage about styles your dreams the world a biography
At the job journalist, musician, police officer, He listened to the gardener. professor, letters of art, a biographical story about famous scientist (Marie Curie), come true. Art: Styles of art about
scientist a song about what I want to be, information to compare Louis someone’s
We didn’t play the guitar.
fair Pasteur and Albert Edelfelt; Jack’s project (a biography about job
Biography vocabulary: daughter,
Past simple irregular verbs:
Michael López-Alegría); reading and understanding instructions to
husband, prize, professor, university,
affirmative & negative:
carry out a project
war
page 38 became / didn’t become
Listening: listening for specific information and gist: descriptions
Other
have / didn’t have of jobs, a conversation between friends about great bridges, a text
CLIL: abstract, cubist, impressionist,
made / didn’t make about artists and styles of art, a conversation about where you
pointillist
met / didn’t meet were yesterday; listening to and understanding a story; listening
to and singing a song about what you want to be; listening to
went / didn’t go
and understanding a story, listening to opinions about the story;
won / didn’t win
listening to a conversation in preparation for a project
Language in action!:
Speaking: describing people’s jobs, saying what job you want to
He / She was (a scientist) and lived
do when you’re older, talking about what people did at the job
in the ….
fair, describing people from the past, giving your opinion about a
Why is he / she famous? story, saying a pronunciation tongue twister to practise the target
He’s / She’s famous for … +-ing sounds /ə/ and /ɜː/, asking and answering to borrow something,
Borrowing something: presenting a biography about someone’s job
Could I borrow your (notebook), please? Writing: core language at word and sentence level: describing
jobs, writing about what people did in the past, writing about a
Yes, of course.
painting and style of art, writing your opinion of a story and the
I need it back (tomorrow).
way you work hard to make your dreams come true, writing a
Help yourself.
biography, checking and revising written work
Core Obligation: have to / don’t have to Sounds: Reading: reading for specific information and gist: short Be creative Special clothes Writing and
5 Clothes and materials: I / You / We / They have to (wear a (-ed endings) descriptions of items in a department store and the materials to solve around the world presenting
a cotton T-shirt, a glass bottle, a school uniform). /d/ they are made of, a letter to a friend, a text message between problems. Natural Science: a report
At the leather belt, a metal bracelet, a I / You / We / They don’t have to climbed, lived friends about clothes, a webpage about properties of materials, Properties of materials about special
an adventure story about a family holiday, a song about what we clothes
paper plane, a plastic car, rubber (wear a school uniform).
/t/
department did and wore, Jack’s project (a report about wetsuits); reading and and their
boots, a silk scarf, a wooden train, a He / She has to (go to the post helped, worked
understanding instructions to carry out a project properties
store wool jumper office).
/ɪd/ Listening: listening for specific information and gist: descriptions
Adventure vocabulary: He / She doesn’t have to (go to the
started, visited of clothes and their materials, a text about properties of materials;
blanket, fire, map, rucksack, torch, post office).
page 50 listening to and understanding a story; listening to opinions about
whistle Past simple questions and short
the story; listening to and singing a song about what we did and
Other answers:
wore; listening to a phone conversation in preparation for a project.
CLIL: absorbent, flexible, man-made, Did you / he / she / we / they (see a
Speaking: describing objects and what they are made of,
natural, rigid, waterproof river)?
describing what you’re wearing today, talking about what people
Yes, I / he / she / we / they did. have to do, talking about what you can and can’t wear, comparing
No, I / he / she / we / they didn’t. traditional clothes in your region with other cultures, giving your
Language in action!: opinion about a story, saying a pronunciation tongue twister to
can for permission practise the target sounds /t/, /d/
I can (wear bracelets) at the weekend. and /ɪd/; asking and answering about what you and others did on
holiday; asking and answering about trying on clothes; presenting
I can’t (wear them to school).
a report about special clothes and the materials they are made of
Trying on clothes in a shop:
Writing: core language at word and sentence level: describing
Please can I try this (dress) on?
objects and material they are made of, writing about what you
Yes, of course. have to and don’t have to do, can and can’t wear, writing about
Is it any good? what people did on holiday, writing about properties of materials,
It’s too big / small. writing your opinion of a story and the way you solve problems,
writing a report about a type of clothing, its development and
Have you got a (smaller) size?
properties; checking and revising written work
8 Syllabus
© Copyright Oxford University Press
Words Grammar Pronunciation Skills Values Culture and Project
cross-curricular
themes
Core Past simple regular verbs: Sound: Reading: reading for specific information and gist: short Work hard Great bridges and Writing and
4 Jobs: artist, computer programmer, affirmative & negative: /ə/ descriptions of jobs, an article about a job fair, a text message to make their designers around presenting
cook, engineer, firefighter, gardener, I talked to an engineer. actor, theatre, sister, between friends about great bridges, a webpage about styles your dreams the world a biography
At the job journalist, musician, police officer, He listened to the gardener. professor, letters of art, a biographical story about famous scientist (Marie Curie), come true. Art: Styles of art about
scientist a song about what I want to be, information to compare Louis someone’s
We didn’t play the guitar.
fair Pasteur and Albert Edelfelt; Jack’s project (a biography about job
Biography vocabulary: daughter,
Past simple irregular verbs:
Michael López-Alegría); reading and understanding instructions to
husband, prize, professor, university,
affirmative & negative:
carry out a project
war
page 38 became / didn’t become
Listening: listening for specific information and gist: descriptions
Other
have / didn’t have of jobs, a conversation between friends about great bridges, a text
CLIL: abstract, cubist, impressionist,
made / didn’t make about artists and styles of art, a conversation about where you
pointillist
met / didn’t meet were yesterday; listening to and understanding a story; listening
to and singing a song about what you want to be; listening to
went / didn’t go
and understanding a story, listening to opinions about the story;
won / didn’t win
listening to a conversation in preparation for a project
Language in action!:
Speaking: describing people’s jobs, saying what job you want to
He / She was (a scientist) and lived
do when you’re older, talking about what people did at the job
in the ….
fair, describing people from the past, giving your opinion about a
Why is he / she famous? story, saying a pronunciation tongue twister to practise the target
He’s / She’s famous for … +-ing sounds /ə/ and /ɜː/, asking and answering to borrow something,
Borrowing something: presenting a biography about someone’s job
Could I borrow your (notebook), please? Writing: core language at word and sentence level: describing
jobs, writing about what people did in the past, writing about a
Yes, of course.
painting and style of art, writing your opinion of a story and the
I need it back (tomorrow).
way you work hard to make your dreams come true, writing a
Help yourself.
biography, checking and revising written work
Core Obligation: have to / don’t have to Sounds: Reading: reading for specific information and gist: short Be creative Special clothes Writing and
5 Clothes and materials: I / You / We / They have to (wear a (-ed endings) descriptions of items in a department store and the materials to solve around the world presenting
a cotton T-shirt, a glass bottle, a school uniform). /d/ they are made of, a letter to a friend, a text message between problems. Natural Science: a report
At the leather belt, a metal bracelet, a I / You / We / They don’t have to climbed, lived friends about clothes, a webpage about properties of materials, Properties of materials about special
an adventure story about a family holiday, a song about what we clothes
paper plane, a plastic car, rubber (wear a school uniform).
/t/
department did and wore, Jack’s project (a report about wetsuits); reading and and their
boots, a silk scarf, a wooden train, a He / She has to (go to the post helped, worked
understanding instructions to carry out a project properties
store wool jumper office).
/ɪd/ Listening: listening for specific information and gist: descriptions
Adventure vocabulary: He / She doesn’t have to (go to the
started, visited of clothes and their materials, a text about properties of materials;
blanket, fire, map, rucksack, torch, post office).
page 50 listening to and understanding a story; listening to opinions about
whistle Past simple questions and short
the story; listening to and singing a song about what we did and
Other answers:
wore; listening to a phone conversation in preparation for a project.
CLIL: absorbent, flexible, man-made, Did you / he / she / we / they (see a
Speaking: describing objects and what they are made of,
natural, rigid, waterproof river)?
describing what you’re wearing today, talking about what people
Yes, I / he / she / we / they did. have to do, talking about what you can and can’t wear, comparing
No, I / he / she / we / they didn’t. traditional clothes in your region with other cultures, giving your
Language in action!: opinion about a story, saying a pronunciation tongue twister to
can for permission practise the target sounds /t/, /d/
I can (wear bracelets) at the weekend. and /ɪd/; asking and answering about what you and others did on
holiday; asking and answering about trying on clothes; presenting
I can’t (wear them to school).
a report about special clothes and the materials they are made of
Trying on clothes in a shop:
Writing: core language at word and sentence level: describing
Please can I try this (dress) on?
objects and material they are made of, writing about what you
Yes, of course. have to and don’t have to do, can and can’t wear, writing about
Is it any good? what people did on holiday, writing about properties of materials,
It’s too big / small. writing your opinion of a story and the way you solve problems,
writing a report about a type of clothing, its development and
Have you got a (smaller) size?
properties; checking and revising written work
Syllabus 9
© Copyright Oxford University Press
Words Grammar Pronunciation Skills Values Culture and Project
cross-curricular
themes
Core going to future: affirmative and Sounds: Reading: reading for specific information and gist: short A thoughtful At the seaside Writing and
6 Holiday activities: climb a negative /æ/ descriptions of holiday activities, a letter to a friend, a message present Natural Science: World presenting
mountain, cook on the campfire, go I’m / You’re / He’s / She’s / We’re / at, camp, have about plans for the weekend, a text message between friends is always of water an email
At the caving, go fishing, go kitesurfing, go They’re going to (go caving). about plans for the summer, a webpage about the world of water; a good about
/ɑː/
to the beach, play volleyball, swim in I’m not / You aren’t / He isn’t / She a humorous story about a birthday, a song about future plans; a present. summer
bath, castle,
summer the lake, take photos, visit a castle isn’t / We aren’t / They aren’t going dialogue about what food you are going to have at a restaurant; holiday plans
gardener, half, past,
Jack’s project (an email about summer plans); reading and
camp Restaurant vocabulary: to (climb a mountain). plants
understanding instructions to carry out a project.
barbecue, customer, main course, going to future: questions and
menu, waiter, waitress shorts answers Listening: listening for specific information and gist: descriptions
page 60 Other Are you / we / they going to (have of holiday plans; a text about the world of water; listening to
and understanding a story; listening to opinions about the story;
CLIL: fresh water, ice, land, ocean, lunch here)? Yes, I am. No, I’m not.
listening to and singing a song about future plans; listening to a
reservoir, salt water, tap Yes, we / they are. No, we / they
conversation in preparation for a project.
aren’t.
Speaking: asking and answering about holiday activities and
Is he / she going to (cook pizza)?
what you have to wear / have; describing what activities you like
Yes, he / she is. No, he / she isn’t. doing on holiday; talking about what people are going to do at
Language in action!: the weekend; making polite requests for information; comparing
Excuse me, could you send / give / what you do at the seaside with other cultures; giving your opinion
tell me …? about a story; asking and answering about what you and other
people ae going to do; saying a pronunciation tongue twister to
Yes, of course.
practise the target sounds /æ/ and /ɑː/; asking and answering at a
Yes, here you are.
café or restaurant; presenting an email about summer plans
At a café or a restaurant:
Writing: core language at word and sentence level: describing
Have you got (a table for two),
holiday activities and future plans, describing your perfect summer
please?
holiday, writing about your daily water usage, writing your opinion
Yes. Please follow me. Are you ready of a story and thoughtful presents, writing an informal email about
to order? I’d like … Could I have …? future plans, checking and revising written work
Review 1 Review: Sports activities; Wild animals; Present simple and continuous; Adverbs of frequency; Why /
Call the H Because; Comparative and superlative adjectives; I usually play badminton on Saturdays, I’m listening to the
Team: A football match, Why do they need our help? Because the animals are thirsty. This is the happiest day of my life!
Problem in Read a story about the H Team to review the vocabulary and grammar from the Starter unit and Units 1
Koumadi! and 2. Speaking in groups to prepare, plan and put on a play. Working independently to make a mask for
the play.
Review 2 Review: Places around town; Jobs; Adjectives; Directions; Past simple: to be; Past simple: regular and irregular
Call the H verbs; Prepositions of place; I want to be a computer programmer, The thief was at the shopping centre, I didn’t see
Team: Catch a thief. He didn’t stop at the post office, The thief went to the square and now he’s near the post office , Yesterday we
that thief! were worried.
Read a story about the H Team to review the vocabulary and grammar from Units 3 and 4. Speaking in
groups to prepare, plan and put on a play. Working in groups to make a poster for the play.
10
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