Elizabeth Gray-Virginia Evans
Published by Express Publishing
Liberty House, Greenham Business Park, Newbury, Berkshire RG19 6HW
Tel: (0044) 1635 817 363 – Fax: (0044) 1635 817 463
e-mail: [email protected]
http://www.expresspublishing.co.uk
© Elizabeth Gray - Virginia Evans, 20011
Design and Illustration © Express Publishing, 20011
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system or transmitted in any form or by any
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written permission of the publishers.
ªade in EU
First published in this edition 2011
2
Welcome Plus 1
CULTURE CHANNEL (Unit 1)
A view of the UK and the USA!
(Ex. 1) Look, read and find.
ñ
(Ex. 2) Guess!
Pupils’ books closed. Display a map and a flag of the
UK on the board and present the words country, flag
and capital. Point to the map and say: Look! This is the
United Kingdom. This is the flag of the United Kingdom.
Can you see England? The capital of England is London.
Can you see London? etc
ñ Do the same with the map and the flag of the USA.
Finally, point to each map and elicit the name of the
countries.
ñ Now, point to the map of the UK and name the four
countries which comprise it: Scotland, Wales, Northern
Ireland and England. Call out the name of each country
and have the pupils repeat after you. Now, go to the
map of the USA and, pointing at random at various
states, say: There are fifty states in the United States.
ñ Pupils’ books open. Read the text, a sentence at a
time. The pupils listen and follow. When you finish the
first paragraph ask them to point to the appropriate map
on the page. Show your book to check the task and say:
Look. This is the United Kingdom. Read the second
paragraph and do the same. Read the text again. The
pupils listen and repeat after you.
ñ Focus the pupils’ attention on the exercise and read the
two incomplete sentences. Encourage them to guess
the correct answer in pairs.
ñ To check the task, hold up the British flag and tell the
pupils that it is called the Union Jack. Ask the pupils to
raise their hands if they guessed correctly. Do the same
with the flag of the USA, the Stars and Stripes. Repeat
the complete sentences and ask the pupils to listen and
repeat. Finally, raise each flag alternatively, and elicit
from the pupils the name of each flag.
Reinforcement activity: Show the maps of the UK and
the USA. Ask different pupils to come to the board and
point to the maps according to your instructions.
e.g. Teacher: (pointing to the United States of
America.) The capital of the United States
is ... .
Extension activity: Ask the pupils to give general
information about their country in L1, if necessary.
Note: For the next lesson, ask the pupils to find
information about their country (capital, flag, map) and
bring pictures/ photos/postcards for the project.
ñ Check the main information of the text by asking some
general questions.
e.g. Teacher: (pointing to the map in the book) What’s
the name of this country?, The capital of
the UK is...
My World!
Write about your country.
ñ Tell the pupils that they are going to make a poster
about their country. Tell them to take out the information
they have brought from home.
ñ The pupils work individually. Go round the room in order
to give any necessary help. When they finish, help them
make a class display. Once you take down the display,
guide your pupils on how to file their poster in their
Language Portfolio.
ñ Stick your finished poster on the board, go through
each detail with the class and read the text.
e.g. (Spain) is my country. The capital of (Spain) is
(Madrid). This is the map of (Spain).
3
(Ex. 2) Look, choose and say.
BEFORE THE CLASS
Photocopy or draw on a large piece of paper the
Flintstones’ family tree.
(Ex. 1) Look, read and complete.
ñ Pupils’ books closed. Display the Flintstone family tree
you have prepared on the board. Point to each member
and elicit his or her name. Point to Barney and say:
Barney is ... Elicit: Bamm-bamm’s father. Do the same
with the rest of the characters. Finally, say: They are the
Flintstones.
ñ Now, show a map of the USA and elicit the name of the
country. Confirm: This is the USA. Explain to the pupils
that the Flintstones come from the USA. Say: They are
American cartoon characters. Ask the pupils to tell you
the names of different cartoon characters they know.
ñ Pupils’ books open. Draw the pupils' attention to the
pictures. Present the Flintstones and make sure they
can identify the characters and say their names. Next,
focus their attention on the text. Read it slowly, pausing
for them to provide the correct names for the blanks. Do
numbers 1 and 2 as examples. Read the text again
pausing after each sentence for them to repeat, chorally
or individually. Check their answers.
1 Wilma
2 Fred
3 Dino
4 Betty
5 Barney
ñ Focus the pupils’ attention on the exercise and read the
sentence. Encourage them to guess the correct answer
in pairs. Then, invite them to scan the text and find the
information. (The Flintstones live in Bedrock.)
ñ To check the task, hold up your book and point to the
big sign where the name of the town is written. Explain
the expression: Welcome to... . Ask the pupils to repeat
the expression using the name of their home town.
Reinforcement activity: Ask the pupils to choose and
draw one of the families in the reading passage in the
form of a family tree. When they finish, help them make
a class display. Remember to guide them on how to file
their sheets in their Language Portfolio when you give
them back.
Extension activity: Ask the pupils to name a member of
a famous family. The rest of the class have to identify
him or her and complete a family tree on the board.
e.g. Pupil 1: Homer!
Class: The Simpson family: Homer (the father),
Marge (the mother), Bart, Elisa and
Maggie (the children).
Note: For the next lesson, ask the pupils to find
information about a famous family in their country and
bring magazine photographs for the project.
ñ Check the main information of the text by asking some
general questions.
e.g. Teacher: (pointing to the family tree in the book)
Who is Pebbles’ mother?, Who are Betty
and Barney?
My World!
Draw the family tree of a famous family in
your country.
ñ Tell the pupils that they are going to make a poster of
the famous family they have chosen. Tell them to take
out the information they have brought from home.
ñ Stick your finished poster on the board, go through
each detail with the class and read the text:
e.g. This is a famous family. They are the (…). They are a
famous family from (…). The father’s name is (…), the
mother’s name is (…). They’ve got … etc.
4
ñ The pupils work individually. Go round the room in order
to give any necessary help. When they finish, help them
make a class display. Once you take down the display,
guide your pupils on how to file their poster in their
Language Portfolio.
CULTURE CHANNEL (Unit 3)
At Home with Her Majesty!
(Ex. 1) Read and choose.
ñ Pupils’ books closed. Show the photograph of
Buckingham Palace that you have brought to class. Ask
the pupils in L1, if necessary, if they know that building.
Confirm: This is Buckingham Palace. Tell them
something about Queen Elizabeth II, the Palace, where
it is, and so on.
ñ Pupils’ books open. Draw the pupils' attention to the
pictures and ask them to find the Queen. Next, focus
their attention on the text. Read each sentence and
invite guesses as to what the correct choice is. Write the
most popular one on the board.
(Ex. 2) Now, read and check your
answers.
ñ Focus the pupils’ attention on the exercise and read the
text, pausing after every sentence. The pupils listen and
repeat after you. Allow some time for them to read the
text and check their answers to Ex. 1. Then, individual
pupils read the text aloud.
1 London
4 paintings
2 Queen Elizabeth lI
3 600
5 St James’ Park
Reinforcement activity: Tell the pupils that you are
going to say some sentences taken from the text. They
have to say if the information is true or false.
e.g. Buckingham Palace is a small building. (F)
Buckingham Palace is in London. (T) etc
Extension activity: Ask the pupils to name the famous
buildings they know in their own country. Discuss these
in L1, if necessary.
Note: For the next lesson, ask the pupils to find
information about a building in their country and bring
magazine photographs for the project.
My World!
Write about a famous building in your
country.
ñ Tell the pupils that they are going to make a poster of
the famous building they have chosen. Tell them to take
out the information they have brought from home.
ñ Stick your finished poster on the board, go through
each detail with the class and read the text:
e.g. This is a famous building. It is in (Madrid). It is a very
(big building). It is famous for (its gardens).
ñ The pupils work individually. Go round the room in order
to give any necessary help. When they finish, help them
make a class display. Once you take down the display,
guide your pupils on how to file their poster in their
Language Portfolio.
CULTURE CHANNEL (Unit 4)
Britain at Play!
(Ex. 1) Match the name of the game with
the picture.
ñ Pupils’ books closed. Ask the pupils, in L1 if
necessary, what games they normally play at school
during the break. Explain to them that today they are
going to learn about popular children’s games in the
UK.
ñ Pupils’ books open. Draw the pupils' attention to the
pictures and ask them to find any game they know.
Then, present the games in the following way. Point to
the picture with the red frame and say: Red – hopscotch. The pupils repeat, chorally and individually.
Write the name of the game on the board and repeat the
word as you do so. The pupils repeat again. Explain the
5
game if the pupils don’t know it. Do the same with the
rest: Pink – tug-of-war; brown – sack race; blue – hula
hoop; white – bobbing for apples; green – tag.
ñ Finally, name the games, one by one, and ask the pupils
to say the corresponding colour frame.
(Ex. 2) About you.
ñ Read the questions and make sure that the pupils
understand them. Then, elicit the answers. For
questions 2 and 3, call on more than one pupil.
(Pupils’ own answers)
Reinforcement activity: Tell the pupils that you are going
to say a game and a colour frame. They have to look at
the pictures and say if the game is the correct one
according to the colour code.
e.g. Teacher:
Pupils:
Teacher:
Pupils:
Hop-scotch – pink.
No
Hop-scotch – red.
Yes etc
Extension activity: Ask the pupils to name popular
games they know in their own country. Discuss these in
L1, if necessary.
Note: For the next lesson, ask the pupils to find popular
games in their country. Bring in pictures/photographs of
a few popular children’s games, and a large piece of
poster paper (70X100).
My World!
Make a collage of popular children’s
games in your country.
ñ Tell the pupils that they are going to make a collage of
popular children’s games in their country. Tell them to
take out the information they have brought from home.
ñ Stick your finished poster on a wall, go through each
game with the class and read out its name.
ñ The pupils work individually. Ask them to draw a picture
of a children’s game or toy. Let them use the pictures you
have brought as models for their drawing. Go round the
room and help them write the names of the games on
their drawings. When they finish, help them stick their
drawings on their poster paper to make a collage of
Popular Games in my Country. Then, they make a class
display. Once you take down the display, guide pupils on
how to file their poster in their Language Portfolio.
CULTURE CHANNEL (Unit 5)
People at Work!
(Ex. 1) Look, read and match.
ñ
Pupils’ books closed. Show the photographs of the
fireman and the police officer you have brought to class.
Introduce the jobs. Say: Look! A fireman. A police officer.
The pupils repeat, chorally and individually. In L1, ask
them if they know what policemen and firemen are like in
the UK. Tell them that today they are going to learn about
popular jobs in the UK.
ñ Pupils’ books open. Draw the pupils' attention to the
pictures and ask them to identify the people in each
one. Then, present the jobs in the following way. Point
to the picture with the red frame and say: Red – police
officers. The pupils repeat, chorally and individually.
Write the name of the occupation on the board and
repeat the words as you do so. The pupils repeat again.
6
Do the same with the rest: Green – milkman; blue –
lollipop lady; yellow – fireman.
ñ Name the jobs, one by one, and ask the pupils to say
the corresponding colour frame.
ñ Next, focus their attention on the texts. Read each text
and invite guesses as to what the correct picture is.
1 c
2 d
3 b
4 a
(Ex. 2) Read again and find the picture.
ñ Focus the pupils’ attention on the exercise and read the
words. Explain to pupils they have to find the picture that
they describe. Do the example first, and elicit one from
the pupils. Go round the room in order to check that
they have the correct matches.
2
a
3
b
4
d
Reinforcement activity: Tell the pupils that you are
going to say some sentences taken from the texts. They
have to say if the information is true or false.
e.g. Milkmen in the UK wear uniforms. (T)
Betty Nash is a milkman. (F) etc
Extension activity: Ask the pupils to compare the UK
jobs with the same occupations in their country. Ask:
Do the firemen look the same?, Do we have lollipop
ladies here?, etc
Note: For the next lesson, ask the pupils to find pictures/
photographs of a few professions which are popular in
your country, for example: doctor, nurse, chef, ballerina,
etc.
My World!
Write about a person at work in your
country.
ñ Tell the pupils that they are going to make a collage of
people at work in their country. Tell them to take out the
information they have brought from home.
ñ The pupils work individually. Go round the room in order
to give any necessary help. When they finish, help them
make a class display. Once you take down the display,
guide your pupils on how to file their collage in their
Language Portfolio.
ñ Stick your finished collage on the board, go through
each detail with the class and read the text.
e.g. This is a (doctor). (Doctors) wear (white clothes).
They work at (hospitals). They (help sick people).
CULTURE CHANNEL (Unit 6)
Blackpool!
(Ex. 1) Look, read and match.
ñ Pupils’ books open. Ask the pupils to look at the
pictures and identify the places. For example, ask:
What’s this? (A circus). Invite the pupils to read the text
and focus their attention on the words in colour. Make
sure they understand the vocabulary.
ñ Explain that they have to match the words in colour to
the pictures. To check, point and ask: What’s this? Elicit:
A roller coaster. Do the same with the rest of the places.
The pupils repeat, chorally and/or individually.
ñ Finally, name the places, one by one, and ask the pupils
to point to the corresponding word in colour and then to
the picture.
(Ex. 2) Choose two places to visit in
Blackpool.
ñ Focus the pupils’ attention on the places that they can visit
in Blackpool and ask them to choose two. Name the
different places and ask them to raise their hand if they
have chosen that place. Finally, say which are the most
popular places with the class.
Reinforcement activity: Tell the pupils that you are going
to say a place. They have to point to the appropriate
illustration. Vary the rhythm of your instructions to make
the activity like a game.
Extension activity: Ask the pupils to name similar
places in their own country. Discuss these in L1, if
necessary.
Note: For the next lesson, ask the pupils to find
information about a famous town/city in their country
similar to Blackpool. Bring in pictures/photographs of
some popular places in your country, and a large piece
of poster paper (70x100).
7
My World!
Write about a famous town/city in your
country.
ñ Tell the pupils that they are going to make a poster of a
popular town/city in their country. Tell them to take out
the information they have brought from home.
ñ Stick your finished poster on the wall, go through each
place with the class and read its name and the text.
e.g. This is (Port Aventura), a beautiful city. There are
many things to see and do in (Port Aventura). You
can go to ... . You can visit ... . etc
ñ Pupils work in pairs. Ask them to draw a picture of the
place they have chosen. Let them use the pictures you
have brought as models for their drawing or tell them to
use the information they have brought from home. Go
round the room and help them write the names of the
games/places on their drawings. When they finish, help
them make a class display. Once you take down the
display guide your pupils on how to file their poster in
their Language Portfolio.
CULTURE CHANNEL (Unit 7)
Space Heroes!
(Ex. 1) Look, read and choose.
ñ Pupils’ books closed. In L1, ask the pupils to name
some of the characters of the Star Wars saga. Then,
write the following names on the blackboard: Qui-GonJin (in the photo, the man with the beard and the
moustache); Queen Amidala (the woman); Anakin
Skywalker (the boy); Obi-Wan-Kenobi (the man with the
sword); Jar Jar Binks (the monster).
ñ Pupils’ books open. Draw the pupils' attention to the
photos. Read each name and ask them to point to the
corresponding character. Next, point to Jar Jar Binks
and ask: What colour are his ears? (Pink and grey), Are
they short or long? (Long), Look at his neck! Is it long or
short? (Long).
ñ Read the text aloud. The pupils listen and follow in their
books. When you reach No 1, pause and ask the pupils
to select the correct option (long). Do the same with the
rest of the text.
1 long
2 yellow
3 duck’s
4 neck
ñ Read the text again, making pauses after each sentence
for the pupils to repeat, chorally and individually. Check
their pronunciation and intonation.
8
(Ex. 2) Write a list of space heroes you
know.
ñ In pairs, the pupils write a list of space heroes they
know. When they finish, ask them to read out their lists.
Ask them to bring pictures of some of these heroes to
the next class for the project.
Reinforcement activity: Describe characters in the
photos for the pupils to identify.
e.g. Teacher: He’s got blond hair and brown eyes. He’s
a small boy. Who is it?
Pupils: Anakin Skywalker.
Teacher: Very good!
Extension activity: The pupils describe the characters
in the photos.
e.g. Teacher: What’s (Queen Amidala) like?
Pupils: She’s got brown eyes and brown hair.
She’s beautiful.
Note: For the next lesson, bring in pictures/photographs
of a few popular space heroes.
My World!
Describe your favourite space hero.
ñ Tell the pupils that they are going to make a poster of a
popular space hero. Tell them to take out the
information they have brought from home.
ñ Stick your finished poster on the board, go through
each detail with the class and read the text.
e.g. This is (E.T.). He’s got (big eyes) and (a long neck).
He’s got (a small nose) but he hasn’t got (any hair).
ñ Pupils work individually. Tell them to take out the
pictures they have brought from home. Go round the
room and help them write the names of the heroes on
their posters. Then, they write their description following
your model. When they finish, help them make a class
display. Once you take down the display, guide your
pupils on how to file their poster in their Language
Portfolio.
Board Game 1 (Unit 1)
ñ Focus the pupils’ attention on the double page. Point to
a few squares and elicit the word or answer in each one
in order to demonstrate how the game is played. Next,
explain the rules. The pupils play in pairs and each
player needs a counter (any small object will do). They
place their counters on Start and the first pupil throws
the dice. The players move their counters the
appropriate number of squares and do the task. A
correct answer allows them to move one square
forward, whereas an incorrect one means that they must
move one square backwards. If they land on a Boom!
square, they go back to Start. Go round the classroom
in order to monitor the activity.
Key
1
2
3
4
5
Greenhill School.
teacher
Good morning!
Pupils go back to the Start square.
parrot
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Miss Parker
Pupils’ own answer.
Washington DC.
Pupils go back to the Start square.
Good night!
friend
I’m fine, thanks!
dog
Pupils go back to the Start square.
school
Pupils sing the song (Lesson 4).
up
I
On the wall.
down
evening
Eric and Paul.
Pupils go back to the Start square.
Pupils spell the name OSCAR.
Board Game 2 (Unit 2)
ñ Focus the pupils’ attention on the double page. Point to
a few squares and elicit the word or answer in each one
in order to demonstrate how the game is played. Next,
explain the rules. The pupils play in pairs and each
player needs a counter (any small object will do). They
place their counters on Start and the first pupil throws the
dice. The players move their counters the appropriate
number of squares and complete the task. A correct
answer allows them to move one square forward,
whereas an incorrect one means that they must move
one square backwards. If they land on a Boom! square,
they go back to Start. Go round the classroom in order to
monitor the activity.
Key
1
2
3
4
sister
Five-seven-eight-six-three-one-nine.
friend
Pupils go back to the Start square.
9
5
6
7
8
9
10
11
12
13
14
radio
grandmother
computer
brother
Pupils go back to the Start square.
The Flintstones’ pet dinosaur.
mother
bike
Bob.
Pupils go back to the Start square.
15
16
17
18
19
20
21
22
23
24
genie
Pupils sing the song (Lesson 4).
grandfather
It’s Lin’s (bike).
Barney and Betty’s son.
Pupils’ own answer.
phone book
lamp
Pupils go back to the Start square.
Masid
Board Game 3 (Unit 3)
ñ Focus the pupils’ attention on the double page. Point to
a few squares and elicit the word or answer in each one
in order to demonstrate how the game is played. Next,
explain the rules. The pupils play in pairs and each
player needs a counter (any small object will do). They
place their counters on Start and the first pupil throws the
dice. The players move their counters the appropriate
number of squares and complete the task. A correct
answer allows them to move one square forward,
whereas an incorrect one means that they must move
one square backwards. If they land on a Boom! square,
they go back to Start. Go round the room in order to
monitor the activity.
1
2
3
4
5
6
(It’s) Cindy’s.
kitchen
(He’s) in the cupboard.
Pupils go back to the Start square.
bathroom
(He’s) Tom’s rabbit.
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Pink, yellow, red, brown.
armchair
Pupils go back to the Start square.
Under the box.
Blue.
Yes, it is.
(She’s) in the garden.
Pupils go back to the Start square.
(He’s) in the living room.
bookcase
A swing.
London
(It’s) in the bedroom.
(It’s) on the swing.
No, it isn’t.
Pupils sing the song (Lesson 4).
Pupils go back to the Start square.
(It’s) under the bed.
Board Game 4 (Unit 4)
ñ Focus the pupils’ attention on the double page. Point to
a few squares and elicit the word or answer in each one
in order to demonstrate how the game is played. Next,
explain the rules. The pupils play in pairs and each
player needs a counter (any small object will do). They
place their counters on Start and the first pupil throws the
dice. The players move their counters the appropriate
number of squares and complete the task. A correct
answer allows them to move one square forward,
whereas an incorrect one means that they must move
one square backwards. If they land on a Boom! square,
they go back to Start. Go round the room in order to
monitor the activity.
10
Key
1
2
3
4
5
6
7
8
9
10
11
12
Blow
bat
twins
Pupils go back to the Start square.
bus
(There are) four candles.
Eleven, thirteen, fifteen, seventeen, nineteen.
(It’s a) helicopter.
Pupils go back to the Start square.
Pupils sing the song (Lesson 4).
No, it isn’t. (It’s a clock).
camera
13
14
15
16
17
18
(She’s) twelve.
Pupils go back to the Start square.
CD
Pupils’ own answer.
basketball
Yes, she is.
19
20
21
22
23
24
A robot.
card
One, two, three ... nineteen, twenty.
Hop-scotch, etc.
Pupils go back to the Start square.
(He’s) eleven.
Board Game 5 (Unit 5)
ñ Focus the pupils’ attention on the double page. Point to
a few squares and elicit the word or answer in each one
in order to demonstrate how the game is played. Next,
explain the rules. The pupils play in pairs and each
player needs a counter (any small object will do). They
place their counters on Start and the first pupil throws the
dice. The players move their counters the appropriate
number of squares and complete the task. A correct
answer allows them to move one square forward,
whereas an incorrect one means that they must move
one square backwards. If they land on a Boom! square,
they go back to Start. Go round the room in order to
monitor the activity.
Key
1
2
3
4
5
(He’s) a policeman.
jacket
too long
Pupils go back to the Start square.
shorts
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
big
(It’s) Masid’s.
(It’s) behind the mirror.
Pupils go back to the Start square.
(She’s) a policewoman.
too short
trousers
Oscar.
Pupils go back to the Start square.
coat
Pupils sing the song (Lesson 4).
bin
Whose
She’s a nurse.
lollipop
shelf
big, small
Pupils go back to the Start square.
Lin.
Board Game 6 (Unit 6)
ñ Focus the pupils’ attention on the double page. Point to a
few squares and elicit the word or answer in each one in
order to demonstrate how the game is played. Next,
explain the rules. The pupils play in pairs and each player
needs a counter (any small object will do). They place their
counters on Start and the first pupil throws the dice. The
players move their counters the appropriate number of
squares and complete the task. A correct answer allows
them to move one square forward, whereas an incorrect
one means that they must move one square backwards. If
they land on a Boom! square, they go back to Start. Go
round the room in order to monitor the activity.
Key
1
2
3
4
5
No, he can’t.
He can fish.
No, I can’t.
Pupils go back to the Start square.
go to the cinema
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Eiffel Tower
Pupils’ own answer.
draw
Pupils go back to the Start square.
No, she can’t.
Yes, I can.
beach
No, he can’t.
Pupils go back to the Start square.
carpet
go to the park
run
He can play the piano.
dance
She can play tennis.
No, he can’t.
Pupils sing the song (Lesson 4).
Pupils go back to the Start square.
Pupils’ own answers.
11
Board Game 7 (Unit 7)
ñ Focus the pupils’ attention on the double page. Point to
a few squares and elicit the word or answer in each one
in order to demonstrate how the game is played. Next,
explain the rules. The pupils play in pairs and each
player needs a counter (any small object will do). They
place their counters on Start and the first pupil throws the
dice. The players move their counters the appropriate
number of squares and complete the task. A correct
answer allows them to move one square forward,
whereas an incorrect one means that they must move
one square backwards. If they land on a Boom! square,
they go back to Start. Go round the room in order to
monitor the activity.
Key
1
2
3
4
5
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No, he hasn’t.
Hair, eyes, nose, mouth, teeth, ears.
Pupils’ own answer.
Pupils go back to the Start square.
Head, arms, hands, fingers, legs, feet, toes.
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7
8
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10
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Ziccom.
Yes, he has.
monster
Pupils go back to the Start square.
ugly
She’s got black hair and brown eyes.
(He’s got) four hands.
No, he hasn’t. (He’s got white hair.)
Pupils go back to the Start square.
happy
It’s got three eyes.
Pupils’ own answer.
sad
Pupils sing the song (Lesson 4).
Pupils’ own answer.
beautiful
She’s got red hair.
Pupils go back to the Start square.
planet
Welcome Plus 2
CULTURE CHANNEL (Unit 1)
Different Tastes!
(Ex.1) What do the British eat for
breakfast? What do Americans eat for
breakfast? Read and answer.
ñ Pupils’ books closed. Present the British breakfast
through the pictures you have brought to class. Teach
or revise the words: bacon, eggs, toast and cereal. Do
the same with the American breakfast and present the
words: waffle, muffin, blueberries and coffee. Ask the
pupils to repeat, chorally and individually.
ñ Pupils’ books open. Read the text, a sentence at a
time. The pupils listen and follow. When you finish the
first paragraph, explain any new language. Read the
second paragraph and do the same. Read the texts
again. Then, the pupils answer the questions orally.
The British usually eat bacon, eggs, sausages and
toast or a bowl of cereal.
The Americans usually eat something sweet like
waffles, a muffin, or blueberries with a cup of coffee.
(Ex. 2) Read again and write.
ñ Focus the pupils’ attention on the words in colour in the
text. Explain that they have to read it again and match
those words to the pictures.
ñ To check the task, hold up your book, say the words
and point to the corresponding pictures.
1
2
3
4
bacon
eggs
toast
cereal
5 waffles
6 blueberries
7 muffin
8 coffee
Extension activity: Ask the pupils to give general
information about a typical breakfast in their country (in
L1 if necessary).
Note: For the next lesson, ask the pupils to find
information about a typical breakfast in their country or
region, and bring pictures/photos for the project.
My World!
Describe a typical breakfast in your
country.
ñ Tell the pupils that they are going to make a poster of a
typical breakfast in their country. Tell them to take out
the information they have brought from home.
ñ The pupils work individually. Go round the room in order
to give any necessary help. When they finish, help them
make a class display. Once you take down the display,
guide your pupils on how to file their poster in their
Language Portfolio.
ñ Stick your finished poster on the board, go through each
detail with the class and read the text: In (Spain) children
like to eat a (small) breakfast. They usually have (cereal
and milk or chocolate milk and biscuits).
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CULTURE CHANNEL (Unit 2)
British Weather!
BEFORE THE CLASS
Draw the weather symbols on pieces of paper, then
colour and cut them out.
(Ex. 1) What’s the weather like? Read and
write the country.
ñ Pupils’ books closed. Pin up the map of Great Britain
you have brought to class, as well as the symbols you
have prepared. Point to the map and ask the pupils to
identify the United Kingdom. Explain that we can also
use the name (Great) Britain when referring to it. Remind
your pupils of the four countries that comprise it
(Scotland, Northern Ireland, Wales, England). Point to
the map, say the name of each country and ask the
pupils to repeat chorally.
ñ Present the weather symbols: sunny, snowy, rainy,
windy. The pupils repeat, chorally and individually. Ask
them to guess the weather conditions in each country
by asking: What’s the weather like in (Scotland)?
ñ Check the main information in the text by asking general
questions.
e.g. Teacher: (pointing to Ireland in the book) What’s
the weather like in Ireland today?
Reinforcement activity: Hand out the sheets of paper
and ask the pupils to draw their country and mark a
place with a weather symbol. Then, ask them to write a
sentence, for example: It’s sunny and hot today (in
Valencia). Help them make a class display with their
maps. Remember to guide them on how to file their
sheets in their Language Portfolio when you give them
back.
Extension activity: Ask the pupils to name the countries
of the UK and report the weather conditions in each
without looking at the book.
Note: For the next lesson, ask the pupils to find
information about the weather in their country and bring
magazine photographs for the project.
ñ Pupils’ books open. Draw the pupils' attention to the
map and the weather symbols. Focus the pupils’
attention on the text. Read it slowly, pausing for them to
check the correct weather conditions in each country.
Invite individual pupils to come to the board, match the
weather symbols you have prepared to the correct
country on the UK map. They have to say what the
weather is like in each country. Check their answers.
Ireland: sunny
Wales: rainy
Scotland: cold and snowy
England: windy
My World!
Write about the weather in your country.
ñ Tell the pupils that they are going to make a poster of
the weather in their country. Tell them to take out the
information they have brought from home.
ñ Stick your finished poster on the board, go through
each detail with the class and read the text: The weather
in Spain is usually (good). In (Madrid) today it is … . In
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(Toledo) … . In (La Coruña) the weather (isn’t very good)
because (it is raining and it is cold.) etc
ñ The pupils work individually. Go round the room in order
to give any necessary help. When they finish, help them
make a class display. Once you take down the display,
guide your pupils on how to file their poster in their
Language Portfolio.
CULTURE CHANNEL (Unit 3)
School Days!
(Ex. 1) Look, read and write.
ñ Pupil’s book open. Show the photograph of Melissa
and introduce her. Say: Look! This is Melissa. She’s a
pupil from the UK. Where is she going? Elicit: She’s
going to school. Point to her school uniform and say:
Look! She is wearing a school uniform! The pupils
repeat the new words, chorally and individually. Present
the rest of the new vocabulary in the same way. (school
bus, computer club, school canteen, subject,
Geography, school team)
ñ Go to the text and explain the task. Read out the first
paragraph and emphasise the phrase school uniform.
Do the same with the rest of the paragraphs, pausing at
the gaps for the pupils to provide the right words. Once
the task is completed, read the text again with pauses
after each sentence for the pupils to repeat chorally.
2 subject
3 school bus
4 school canteen
5 computer club
6 school team
Reinforcement activity: Tell the pupils that you are
going to say some sentences taken from the text. They
have to say if the information is true or false.
e.g. Melissa is from the USA. (F)
Melissa has Geography every Tuesday and
Thursday. (T) etc
Extension activity: Ask the pupils to compare their own
school routine with Melissa’s. Discuss this in L1, if
necessary.
Note: For the next lesson, ask the pupils to think about
their own school life and bring suitable photographs for
the project.
My World!
Write about your school life.
ñ Tell the pupils that they are going to make a poster of
their own school life. Tell them to take out the
information they have brought from home.
ñ Stick your finished poster on the board, go through
each detail with the class and read the text: I’m (Carlos).
I go to school in (Madrid). I get up at (eight) o’ clock
every morning. I have breakfast, then I go to school. I
have (English) every (day). (English) is my favourite
subject. I have lunch at (one) o’clock in (the school
canteen). I do my homework (in the afternoon). I play
(basketball) (for the school team) every (evening).
ñ The pupils work individually. Go round the room in order
to give any necessary help. When they finish, help them
make a class display. Once you take down the display,
guide your pupils on how to file their poster in their
Language Portfolio.
CULTURE CHANNEL (Unit 4)
Activities for All Seasons!
(Ex. 1) Read and write.
ñ Pupils’ books closed. Write Winter and Summer on the
board. Ask the pupils, in L1 if necessary, what activities
they normally do in winter and what activities they do in
summer. Write the examples on the board under the
appropriate title. Explain to them that today they are
going to learn about winter and summer activities in
Vermont USA.
ñ Pupils’ books open. Focus the pupils’ attention on the
words in colour in the text. Explain that they have to read
the text and match those words to the pictures.
ñ To check the task, hold up your book, say the words
and point to the corresponding pictures. Finally, name
the activities, one by one, and ask the pupils to say the
number of the corresponding picture.
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2
3
4
5
play golf
hiking
canoeing
mountain biking
6 fishing
7 snowboarding
8 ice-skating
Reinforcement activity: Name different activities and
ask the pupils to say whether they are done in winter or
in summer.
(Ex. 2) Read again and answer.
ñ Read the questions and make sure that the pupils
understand them. Then, elicit the answers.
1 Cold and snowy.
2 Sunny.
ñ Ask more questions about the text. e.g. What do people
do in winter in Vermont?, In summer?, Do you like
skiing?, etc
e.g. Teacher:
Pupils:
Teacher:
Pupils:
Swimming in a lake.
Summer.
Making a snowman.
Winter. etc
Extension activity: Ask the pupils to name winter and
summer activities that people do in their own country.
Discuss these in L1, if necessary.
Note: For the next lesson, ask the pupils to find
information about activities for winter or summer in their
country and bring photographs for the project.
My World!
Write about the activities you can do in
winter and summer in your city/country.
ñ Tell the pupils that they are going to make a poster of
winter and summer activities in their country. Tell them
to take out the information they have brought from
home.
ñ Stick your finished poster on the board, go through each
detail with the class and read the text: (Granada) is a great
place for your winter and summer holidays. The winters are
(cold and snowy). You can go there for (skiing and
snowboarding). Summers are fun too in Granada! The
weather is (hot and sunny) and you can go (swimming,
fishing, canoeing or water-skiing). You can go (hiking in the
mountains) too.
ñ The pupils work individually. Go round the room in order
to give any necessary help. When they finish, help them
make a class display. Once you take down the display,
guide your pupils on how to file their poster in their
Language Portfolio.
CULTURE CHANNEL (Unit 5)
Night-time Animals!
(Ex. 1) Read and say F for foxes or O for
owls.
ñ Pupils’ books closed. Show the pictures of the fox and
the owl you have brought to class. Present them by
saying: Look! This is a fox. This is an owl. The pupils
repeat, chorally and individually.
ñ Point to the fox and invite the pupils to describe it. Ask:
Has it got big ears or small ears? Elicit: Big ears! Do the
same with the other parts of the fox’s body (long nose,
tail, big mouth, etc). Then, point to its fur and say: Look!
Foxes have got fur! The pupils repeat, chorally and
individually.
ñ Point to the owl and say: Owls are birds! (miming a bird
flying) The pupils repeat, chorally and individually. Invite
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pupils to describe the owl. Ask: Has it got a big or a small
head? Elicit: A big head! Point to its wings and say: Look
at the owl’s wings! The pupils repeat, chorally and
individually.
ñ Pupils’ books open. Draw the pupils' attention to the
pictures and ask them to identify the animal in each one.
Go to the texts and read them, a sentence at a time, with
pauses for pupils to repeat chorally. Make sure they
understand the vocabulary.
ñ Read the instructions for the exercise and explain the
task. Allow the pupils some time to read the texts silently
and say F for foxes or O for owls. Check their answers
orally.
2 F
3 O
4 O
5 F
Ask individual pupils to read out the texts.
Reinforcement activity: Tell the pupils that you are
going to say some sentences taken from the texts. They
have to say if the information is true or false.
Foxes live in woods . (T)
Owls are small birds. (F) etc
Extension activity: Ask the pupils to find out where they
can find foxes and owls in their own country.
Note: For the next lesson, ask the pupils to find pictures/
photographs of a typical animal in their own country or
region. Bring in pictures/photographs for the project.
My World!
Write about an animal in your country.
ñ Tell the pupils that they are going to make a poster
about animals in their country. Tell them to take out the
information they have brought from home.
ñ Stick your finished poster on the board, go through
each detail with the class and read the text: (Spanish
bulls) are very (strong) animals. They’ve got (a big body).
They live (in the country).
ñ The pupils work individually. Go round the room in order
to give any necessary help. When they finish, help them
make a class display. Once you take down the display,
guide your pupils on how to file their poster in their
Language Portfolio.
CULTURE CHANNEL (Unit 6)
Eating out – American Style!
(Ex. 1) What do people in the USA eat at a
barbecue? Read and say yes or no.
1 yes
2 no
3 yes
4 no
5 nÔ
6 yes
7 yes
8 no
ñ Pupils’ books open. Ask the pupils to look at the
pictures and identify the place. Ask: What’s this? (A
barbecue in a garden). Present the words: barbecue,
grill and outdoors with the help of the picture. Say: Look
at the people! Are they indoors or outdoors? Elicit the
word: Outdoors. Then, say: They are having a barbecue.
Look at their grill! Ask the pupils to repeat the new
words.
Reinforcement activity: Write the following sentences
on the board and ask the pupils to tell you if they are
true or false.
ñ Explain that barbecue dinners are very popular in the
USA and that Americans often have such dinners on
Sundays or on public holidays.
Extension activity: Ask the pupils to discuss picnics
and barbecues in their own country, in L1 if necessary.
ñ Read the text, a sentence at a time, with pauses for
pupils to repeat, chorally and individually. Explain any
unknown words. The pupils read the text silently and
check the list of food items in order to find out which
items people eat at a barbecue in the USA. Check their
answers by naming each word and asking them to say
yes or no.
Americans don’t like barbecues very much. (false)
Barbecues are not very easy to prepare. (false)
The cook usually wears an apron. (true)
You can have a barbecue with your family or friends.
(true)
Note: For the next lesson, ask the pupils to find
information about barbecues or picnics in their country.
Bring in pictures/photographs for the project.
17
My World!
Write about what you eat at a barbecue or
on a picnic in your country.
ñ Tell the pupils that they are going to make a poster of a
picnic or barbecue. Tell them to take out the information
they have brought from home.
ñ Stick your finished poster on the board, go through
each detail with the class and read the text: In (Spain)
people often have (barbecues/picnics) especially (at
weekends). All you need for a (barbecue) is … and … .
People love eating (outdoors) with their family and
friends.
ñ The pupils work individually. Ask them to draw a picture
of people having a barbecue or a picnic. Let them use
the pictures you have brought as models or tell them to
use the information they have brought from home. Go
around the room and help them write the names of the
food items on their drawings. When they finish, help
them make a class display. Once you take down the
display guide your pupils on how to file their poster in
their Language Portfolio.
CULTURE CHANNEL (Unit 7)
Holidays on the Move!
(Ex. 1) Look, read and write yes or no.
ñ Pupils’ books closed. Write the title of the lesson on
the board and explain the meaning of the phrase: On
the move! (i.e. going from one place to another). Show
the caravan in your book and say: It’s a caravan. The
pupils repeat, chorally and individually. Pre-teach the
word mobile home.
ñ Invite the pupils to guess what they can find in a caravan
(beds, a table, a fridge, a cooker, etc).
ñ Pupils’ books open. Draw the pupils' attention to the
photo and ask them questions about it.
e.g. Teacher: How many children are there?
Class: Six!
Teacher: Are they sitting outside or inside?
Class: Outside. etc
ñ Read the text aloud, a sentence at a time. Make sure
they understand the vocabulary. Read the text again,
making pauses after each sentence for the pupils to
repeat, chorally and individually.
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ñ Allow the pupils some time to read the text again
silently, read the sentences at the bottom of the page
and write true or false. Check the pupils’ answers.
1 yes
2 no
3 yes
Reinforcement activity: Describe the second caravan
in the photo for the pupils to identify:
Teacher: It’s a small caravan. It has got a living room.
There’s a TV in the living room. There is a white
sofa too, and the caravan is green.
Extension activity: Make a class survey about holiday
accommodation. Write the following headings on the
board: Caravan, Tent, Hotel, Pension, Bungalows,
Cottage. Explain the words and then ask the pupils to
come to the board and put a tick (✓) under their
favourite kind of accommodation. Finally, count the ticks
in order to find out which is the most popular place for
staying during holidays.
Note: For the next lesson, bring in photographs of
holiday spots.
My World!
Write about a typical family holiday in your
country.
holiday. They like to stay in (hotels, bungalows, tents,
caravans, etc).
ñ Tell the pupils that they are going to make a poster of
their holidays. Tell them to take out the information they
have brought from home.
ñ The pupils work individually. Go round the room and
help them if necessary. When they finish, help them
make a class display. Once you take down the display,
guide your pupils on how to file their poster in their
Language Portfolio.
ñ Stick your finished poster on the board, go through
each detail with the class and read the text: Families in
(Spain) like to go to (the mountain/lake/sea/abroad) on
Board Game 1 (Unit 1)
ñ Focus the pupils’ attention on the double page. Point to
a few squares and elicit the word or answer in each one
in order to demonstrate how the game is played. Next,
explain the rules. The pupils play in pairs and each
player needs a counter (any small object will do). They
place their counters on Start and the first pupil throws the
dice. The players move their counters the appropriate
number of squares and complete the task. A correct
answer allows them to move one square forward,
whereas an incorrect one means that they must move
one square backwards. If they land on a Boom! square,
they go back to Start. Go round the room in order to
monitor the activity.
Key
1
2
3
4
5
There’s some bread, milk and chicken.
burger
a carrot
Pupils go back to the Start square.
French fries
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
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Cindy
an orange
sausage
Pupils go back to the Start square.
some water
Bacon, eggs, sausages, toast, or cereal.
some pizza
rice
Pupils go back to the Start square.
bread
Pupils sing the song (Lesson 4).
chicken
an egg
Waffles, or a muffin with a cup of coffee.
Pupils’ own answer.
hot dog
Wendy
Pupils go back to the Start square.
Pupils’ own answer.
Board Game 2 (Unit 2)
ñ Focus the pupils’ attention on the double page. Point to
a few squares and elicit the word or answer in each one
in order to demonstrate how the game is played. Next,
explain the rules. The pupils play in pairs and each
player needs a counter (any small object will do). They
place their counters on Start and the first pupil throws
the dice. The players move their counters the
appropriate number of squares and do the task. A
correct answer allows them to move one square
forward, whereas an incorrect one means that they must
move one square backwards. If they land on a Boom!
square, they go back to Start. Go round the room in
order to monitor the activity.
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Key
1
2
3
4
5
6
7
8
9
10
11
12
(It’s) cold and windy.
raining
making a snowman
Pupils go back to the Start square.
snowing
Lin, Wendy, Cindy, Oscar and Eddy.
eating an ice cream
windy
Pupils go back to the Start square.
sailing
(It’s) windy.
drawing
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16
17
18
19
20
21
22
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cold
Pupils go back to the Start square.
hot
Pupils sing the song (Lesson 4).
sunny
cooking
Pupils’ own answer.
drinking (hot) chocolate
lake
Lin
Pupils go back to the Start square.
dancing
Board Game 3 (Unit 3)
ñ Focus the pupils’ attention on the double page. Point to
a few squares and elicit the word or answer in each one
in order to demonstrate how the game is played. Next,
explain the rules. The pupils play in pairs and each
player needs a counter (any small object will do). They
place their counters on Start and the first pupil throws
the dice. The players move their counters the
appropriate number of squares and do the task. A
correct answer allows them to move one square
forward, whereas an incorrect one means that they must
move one square backwards. If they land on a Boom!
square, they go back to Start. Go round the room in
order to monitor the activity.
Key
1
2
3
4
5
At six o’clock.
pool
It’s one o’clock.
Pupils go back to the Start Square.
theatre
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
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A school uniform.
Pupil’s own answer.
dinner
Pupils go back to the Start square.
It’s seven o’clock.
She is a pupil.
Pupil’s own answer.
work
Pupils go back to the Start square.
Geography
Pupil’s own answer.
wake up
It’s five o’clock.
No, she doesn’t.
Pupil’s own answer.
lunch
Pupils sing the song (Lesson 4).
Pupils go back to the Start square.
It’s eleven o’clock.
Board Game 4 (Unit 4)
ñ Focus the pupils’ attention on the double page. Point to
a few squares and elicit the word or answer in each one
in order to demonstrate how the game is played. Next,
explain the rules. The pupils play in pairs and each
player needs a counter (any small object will do). They
place their counters on Start and the first pupil throws the
dice. The players move their counters the appropriate
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number of squares and complete the task. A correct
answer allows them to move one square forward,
whereas an incorrect one means that they must move
one square backwards. If they land on a Boom! square,
they go back to Start. Go round the room in order to
monitor the activity.
Key
1
2
3
4
5
6
7
8
9
10
11
12
December, January, February.
summer
Pupil’s own answer.
Pupils go back to the Start square.
winter
June, July, August.
Pupil’s own answer.
spring
Pupils go back to the Start square.
Pupils sing the song (Lesson 4).
September, October, November.
Pupils’ own answer.
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14
15
16
17
18
19
20
21
22
23
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autumn
Pupils go back to the Start square.
Make a hole.
Pupils’ own answer.
Put the seeds in the hole.
Pupils’ own answer.
March, April, May.
Pupils’ own answer.
Cover the hole.
(You can do) skiing, snowboarding and ice-skating.
Pupils go back to the Start square.
(You can) go hiking, play golf, go mountain biking,
fishing and canoeing.
Board Game 5 (Unit 5)
ñ Focus the pupils’ attention on the double page. Point to
a few squares and elicit the word or answer in each one
in order to demonstrate how the game is played. Next,
explain the rules. The pupils play in pairs and each
player needs a counter (any small object will do). They
place their counters on Start and the first pupil throws
the dice. The players move their counters the
appropriate number of squares and complete the task.
A correct answer allows them to move one square
forward, whereas an incorrect one means that they must
move one square backwards. If they land on a Boom!
square, they go back to Start. Go round the room in
order to monitor the activity.
Key
1
2
3
4
5
6
Tom’s pet rabbit.
lizard
meat
Pupils go back to the Start square.
snake
Yes (he has).
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
cheese
elephant
Pupils go back to the Start square.
Yes, (they are).
He can jump.
talk
horse
Pupils go back to the Start square.
fox
Pupils sing the song (Lesson 4)
owl
Africa
It has got big ears, a long nose and a long tail. It has
got fur on its body.
Africa
(fat) hippo
It’s a big bird. It’s got a big head and two big eyes.
It has got two legs and two wings.
Pupils go back to the Start square.
(fast) lion
Board Game 6 (Unit 6)
ñ Focus the pupils’ attention on the double page. Point to
a few squares and elicit the word or answer in each one
in order to demonstrate how the game is played. Next,
explain the rules. The pupils play in pairs and each
player needs a counter (any small object will do). They
place their counters on Start and the first pupil throws the
dice. The players move their counters the appropriate
number of squares and complete the task. A correct
answer allows them to move one square forward,
whereas an incorrect one means that they must move
one square backwards. If they land on a Boom! square,
they go back to Start. Go round the room in order to
monitor the activity.
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Key
1
2
3
4
5
6
7
8
9
10
11
Meat, fish, salad.
cheese
many
Pupils go back to the Start square.
salt
Seven
much
sugar
Pupils go back to the Start square.
many
Food
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13
14
15
16
17
18
19
20
21
22
23
24
many
onions
Pupils go back to the Start square.
butter
much
biscuits
Pupils’ own answer.
Blackbeard’s
much
flour
Pupils sing the song (Lesson 4).
Pupils go back to the Start square.
many
Board Game 7 (Unit 7)
ñ Focus the pupils’ attention on the double page. Point to
a few squares and elicit the word or answer in each one
in order to demonstrate how the game is played. Next,
explain the rules. The pupils play in pairs and each
player needs a counter (any small object will do). They
place their counters on Start and the first pupil throws the
dice. The players move their counters the appropriate
number of squares and complete the task. A correct
answer allows them to move one square forward,
whereas an incorrect one means that they must move
one square backwards. If they land on a Boom! square,
they go back to Start. Go round the room in order to
monitor the activity.
Key
1
2
3
4
5
22
Small mobile homes.
race
The Eiffel Tower.
Pupils go back to the Start square.
match
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Cooker, fridge, table, chairs, bathroom, TV.
In Greece.
hockey
Pupils go back to the Start square.
Pupils’ own answer.
Oscar
They’re cycling.
table-tennis
Pupils go back to the Start square.
volleyball
They’re fishing.
water-ski
Pupils’ own answer.
Pupils sing the song (Lesson 4).
In Italy.
photo album
Masid
Pupils go back to the Start square.
They’re eating pizza.
Board Game 7 (Unit 7)
ñ Focus the pupils’ attention on the double page. Point to
a few squares and elicit the word or answer in each one
in order to demonstrate how the game is played. Next,
explain the rules. The pupils play in pairs and each
player needs a counter (any small object will do). They
place their counters on Start and the first pupil throws
the dice. The players move their counters the
appropriate number of squares and complete the task.
A correct answer allows them to move one square
forward, whereas an incorrect one means that they must
move one square backwards. If they land on a Boom!
square, they go back to Start. Go round the room in
order to monitor the activity.
Key
1
2
3
4
5
Small mobile homes.
race
The Eiffel Tower.
Pupils go back to the Start square.
match
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Cooker, fridge, table, chairs, bathroom, TV.
In Greece.
hockey
Pupils go back to the Start square.
Pupils’ own answer.
Oscar
They’re cycling.
table-tennis
Pupils go back to the Start square.
volleyball
They’re fishing.
water-ski
Pupils’ own answer.
Pupils sing the song (Lesson 4).
In Italy.
photo album
Masid
Pupils go back to the Start square.
They’re eating pizza.
23
Welcome Plus 3
CULTURE CHANNEL (Unit 1)
They’re from Britain!
(Ex. 1) Read and answer.
ñ Pupils’ books closed. Present the children of the UK
with the help of your book. Point to the first girl and say:
This is Mary Tosh and she is Irish. Encourage the pupils
to repeat after you, chorally and individually. Point to
Northern Ireland on the map and say: She is from
Belfast, the capital of Northern Ireland. The pupils
repeat, chorally and individually. Repeat the procedure
with Julian, Donald and Nerys.
ñ Pupils’ books open. Read the short texts in Exercise 1,
a sentence at a time. The pupils listen and follow. When
you finish the first paragraph, ask them to point to the
appropriate child on the page. Explain/elicit any
unknown words there may be. Do the same with the
remaining texts. Finally, read the texts again. The pupils
listen and repeat after you.
ñ Focus the pupils’ attention on the questions at the
bottom of the page. Read them out and make sure that
everybody understands them.
ñ Ask the pupils to read the text silently and answer the
comprehension questions. Check their answers.
Individual pupils then read the texts aloud.
1
2
3
4
5
6
Donald Mackey
Cardiff
Irish lamb stew
London, England
Northern Ireland
A football team
Note: For the next lesson, ask the pupils to choose one
of their friends, and collect information about him/her for
the project, (age, favourite food, sport, football team, or
singer) by interviewing them.
My World!
Write about your friend.
ñ Tell the pupils that they are going to make a poster
about a friend. Point to the different steps they have to
follow, read them and explain each one. 1 Think about a
friend: age, favourite food, sport, football team or singer.
Ask them to take out all the information they have
brought about their friend. 2 Prepare your pictures and
write some ideas: They look at their pictures and write a
few notes (draft version). They work on their draft
version, writing a sentence or two about each picture.
3 Correct your work (spelling, structures, etc.) In pairs,
they read out their draft and correct their mistakes by
discussing and exchanging ideas. Go around the class,
24
providing any necessary help during this stage. Tell
them they can use the poster on page 13 as a model.
4 Write your final version: They do this individually.
ñ Focus the pupils’ attention on the completed poster on
page 13. Read it aloud and comment on it. Make sure
they all understand the language. Ask some
comprehension questions to elicit what kind of
information the child has included in the poster (age,
favourite food, etc).
ñ When the pupils finish, help them make a class display.
Once you take down the display, guide them on how to
file their poster in their Language Portfolio.
CULTURE CHANNEL (Unit 2)
1600 Pennsylvania Avenue!
(Ex. 1) How much do you know about the
White House? Read and write True or
False.
ñ Pupils’ books open. Read the text in Exercise 1, a
sentence at a time. The pupils listen and follow. When
you finish the first paragraph, explain/elicit any unknown
words there may be. Do the same with the rest of the
text.
1 F (in Washington, D.C.)
2 T
3 T
4 F (No, there isn’t.)
5 T
Note: For the next lesson, ask the pupils to find
information about a famous building in their country
(name, location, why it is famous).
ñ Ask the pupils to read the text again silently. Next, they
read the sentences at the bottom of the page and write
true or false. Check their answers orally and encourage
them to correct the information that is false.
My World!
Write about a famous building in your
country.
ñ Tell the pupils they are going to make a poster about a
famous building in their country. Point to the different
steps the pupils have to follow, read them and explain
each one. 1 Think about a famous building in your
country: name, location, why it is famous. Ask them to
take out all the information they have brought. 2 Prepare
your pictures and write some ideas: They look at their
pictures and write a few notes (draft version). They work
on their draft version, writing a sentence or two about
each picture. 3 Correct your work (spelling, structures,
etc). In pairs, they read out their draft and correct their
mistakes by discussing and exchanging ideas. Go
around the class, providing any necessary help during
this stage. Tell them they can use the poster on page 25
as a model. 4 Write your final version: They do this
individually.
ñ Focus the pupils’ attention on the completed poster on
page 25. Read it aloud and comment on it. Make sure
they all understand the language. Ask some
comprehension questions to elicit what kind of
information the child has included in the poster (name of
building, location, etc).
ñ When the pupils finish, help them make a class display.
Once you take down the display, guide them on how to
file their poster in their Language Portfolio.
CULTURE CHANNEL (Unit 3)
Fun at Halloween!
(Ex. 1) Read and choose.
ñ Pupils’ books open. Read the text in Exercise 1, a
sentence at a time. The pupils listen and follow. When
you finish the first paragraph, explain/elicit any unknown
words there may be. Do the same with the rest of the
text.
ñ Ask the pupils to read the text again silently. Next, they
read the sentences at the bottom of the page and
choose the correct alternative. Check their answers
orally.
1 31st October
2 scary
3 Trick or Treat
4 pumpkin
5 parties
Note: For the next lesson, ask the pupils to find
information about a special event in their country.
25
My World!
Write about a special event in your
country.
ñ Tell the pupils they are going to make a poster about a
special event in their country. Point to the different steps
the pupils have to follow, read them and explain each
one. 1 Think about a special event in your country: date,
things that people do then, special clothes, food, etc.
Ask them to take out all the information they have
brought. 2 Prepare your pictures and write some ideas:
They look at their pictures and write a few notes (draft
version). They work on their draft version, writing a
sentence or two about each picture. 3 Correct your work
(spelling, structures, etc). In pairs, they read out their
draft and correct their mistakes by discussing and
exchanging ideas. Go around the class, providing any
necessary help during this stage. Tell them they can use
the poster on page 37 as a model. 4 Write your final
version: They do this individually.
ñ Focus the pupils’ attention on the completed poster on
page 37. Read it aloud and comment on it. Make sure
they all understand the language. Ask some
comprehension questions to elicit what kind of
information the child has included in the poster (name of
the special event, date, what people do, wear, etc).
ñ When the pupils finish, help them make a class display.
Once you take down the display, guide them on how to
file their posters in their Language Portfolio.
CULTURE CHANNEL (Unit 4)
Here Comes the bride!
(Ex. 1) Read and match.
ñ Pupils’ books open. Explain the task to the pupils: they
must try to match the words on the left to their definition
on the right. In pairs, they do the exercise. Do not check
their answers yet.
first paragraph, explain/elicit any unknown words there
may be. Do the same with the rest of the text.
ñ Ask the pupils to read the text again silently, check their
answers in Exercise 1 and report back to the class.
1 c
2 d
3 e
4 f
5 a
6 b
(Ex. 2) Now, read and check your
answers.
ñ Finally, read out the question at the bottom of the page.
Encourage the pupils to discuss the answer.
ñ Read out the text in Exercise 2, a sentence at a time. The
pupils listen and follow the lines. When you finish the
Note: For the next lesson, ask the pupils to find
information about a typical wedding in their country.
My World!
Write about a wedding in your country.
ñ Pupils’ books open. Tell the pupils they’re going to
make a poster about a typical wedding in their country.
Point to the different steps the pupils have to follow,
read them and explain each one. 1 Think about a typical
wedding in your country: the ceremony, reception,
number of guests, etc. Ask them to take out all the
information they have brought. 2 Prepare your pictures
26
and write some ideas: They look at their pictures and
write a few notes (draft version). They work on their draft
version, writing a sentence or two about each picture.
3 Correct your work (spelling, structures, etc). In pairs,
they read out their draft and correct their mistakes by
discussing and exchanging ideas. Go around the class,
providing any necessary help during this stage. Tell
them they can use the poster on page ?? as a model.
4 Write your final version: They do this individually.
ñ Focus the pupils’ attention on the completed poster on
page ??. Read it aloud and comment on it. Make sure
they all understand the language. Ask some
comprehension questions to elicit what kind of
information the child has included in the poster (what
clothes they wear, how they celebrate, what food they
eat, etc).
ñ When the pupils finish, help them make a class display.
Once you take down the display, guide them on how to
file their poster in their Language Portfolio.
CULTURE CHANNEL (Unit 5)
London’s Markets!
(Ex. 1) Read and say.
ñ Pupils’ books open. Point to the first picture and
explain that it corresponds to the Camden Lock Market,
where people can buy books, clothes, etc. The second
one is the Portobello Road Market, which is the biggest
antiques market in the world. Read out the text, a
sentence at a time. The pupils listen and follow. When
you finish the first paragraph, explain/elicit any unknown
words there may be. Do the same with the second text.
ñ Ask the pupils to read the text again silently and
complete the notices at the bottom of the page orally or
in their notebooks. Check their answers.
1 clothes
2 furniture
3 antiques
Note: For the next lesson, ask the pupils to find
information about a typical market in their area.
My World!
Write about a famous market in your
country.
ñ Tell the pupils they’re going to make a poster about a
market in their country. Point to the different steps the
pupils have to follow, read them and explain each one.
1 Think about a famous market in your country: name,
location, what you can buy there, etc. Ask them to take
out all the information they have brought. 2 Prepare your
pictures and write some ideas: They look at their
pictures and write a few notes (draft version). They work
on their draft version, writing a sentence or two about
each picture. 3 Correct your work (spelling, structures,
etc). In pairs, they read out their draft and correct their
mistakes by discussing and exchanging ideas. Go
around the class, providing any necessary help during
this stage. Tell them they can use the poster on page ??
as a model. 4 Write your final version: They do this
individually.
ñ Focus the pupils’ attention on the completed poster on
page ??. Read it aloud and comment on it. Make sure
they all understand the language. Ask some
comprehension questions to elicit what kind of
information the pupil has included in the poster (name of
the market, place, what kind of things you can buy etc).
ñ When the pupils finish, help them make a class display.
Once you take down the display, guide them on how to
file their poster in their Language Portfolio.
27
CULTURE CHANNEL (Unit 6)
Schools in the USA!
(Ex. 1) Read and answer.
ñ Pupils’ books open. Focus the pupils’ attention on the
chart. Ask them to read it in order to find out at what age
each school stage starts. Read out the text, a sentence at
a time. The pupils listen and follow. Explain/Elicit any
unknown words there may be.
ñ Ask the pupils to read the text and the chart again
silently and answer the questions. Check their answers
orally.
a) Six years.
b) Two years.
c) Four years.
Note: For the next lesson, ask the pupils to find
information about their own school or the educational
system in their country.
My World!
Write about schools in your country.
ñ Tell the pupils they are going to make a poster about
schools in their country. Point to the different steps the
pupils have to follow, read them and explain each one.
1 Think about your school: name, location, size, etc and
write about schools in your country. Ask them to take out
all the information they have brought. 2 Prepare your
pictures and write some ideas: They look at their pictures
and write a few notes (draft version). They work on their
draft version, writing a sentence or two about each picture.
3 Correct your work (spelling, structures, etc.) In pairs,
they read out their draft and correct their mistakes by
discussing and exchanging ideas. Go around the class,
providing any necessary help during this stage. Tell them
they can use the poster on page ?? as a model. 4 Write
your final version: They do this individually.
ñ Focus the pupils’ attention on the completed poster on
page ??. Read it aloud and comment on it. Make sure
they all understand the language. Ask some
comprehension questions to elicit what kind of
information the pupil has included in the poster (kind of
schools in Spain, age of children, etc).
ñ When the pupils finish, help them make a class display.
Once you take down the display, guide them on how to
file their poster in their Language Portfolio.
CULTURE CHANNEL (Unit 7)
What’s your hobby?
(Ex. 1) Read and match.
ñ Pupils’ books open. Focus the pupils’ attention on the
page. Point to the illustrations and say that they
represent three different hobbies that are very popular in
the UK (fishing, do-it-yourself and gardening). Read out
the text, a sentence at a time. The pupils listen and
follow. Explain/Elicit any unknown words there may be.
ñ Ask the pupils to read the text again silently and match
the photos to the text.
1 C
2 A
3 B
ñ Finally, ask: Which one do you like most? Encourage a
discussion among the pupils.
28
(Ex. 2) Think about your hobby. Then, talk
with your friend.
ñ Ask the pupils: Have you got a hobby?/What is your
favourite hobby? Tell them to look at the book and
complete the three sentences about hobbies they love,
hate and quite like in their notebooks. Make sure that the
pupils understand them. In pairs, they ask and answer
questions about their preferences: What hobby do you
like?, What hobby do you hate?, What hobby do you
quite like?
Note: For the next lesson, ask the pupils to find
information about a popular hobby in their country.
My World!
Write about a popular hobby in your
country.
ñ Tell the pupils they are going to make a poster about a
popular hobby in their country. Point to the different
steps the pupils have to follow, read them and explain
each one. 1 Think about a popular hobby in your
country: name, where you usually do it, why you like it.
Ask them to take out all the information they have
brought. 2 Prepare your pictures and write some ideas:
They look at their pictures and write a few notes (draft
version). They work on their draft version, writing a
sentence or two about each picture. 3 Correct your work
(spelling, structures, etc). In pairs, they read out their
draft and correct their mistakes by discussing and
exchanging ideas. Go around the class, providing any
necessary help during this stage. Tell them they can use
the poster on page ?? as a model. 4 Write your final
version: They do this individually.
ñ Focus the pupils’ attention on the completed poster on
page ??. Read it aloud and comment on it. Make sure
they all understand the language. Ask some
comprehension questions to elicit what kind of
information the pupil has included in the poster (name
of hobby, where you can find the things you need, etc).
ñ When the pupils finish, help them make a class display.
Once you take down the display, guide them on how to
file their poster in their Language Portfolio.
Board Game 1 (Unit 1)
ñ Focus the pupils’ attention on the double page and tell
them that they are going to play Snakes and Ladders.
Explain the rules.
Rules of the game
ñ The pupils play in pairs and each player needs a counter
(any small object will do). They place their counters on
Start Here and throw the dice, saying the number that
comes up. The player with the highest number begins
the game by saying My turn.
ñ The pupils complete the task according to the key.
Depending on the square they land on, they have to say
if the information of the culture channel is true or false
(pink), answer questions about themselves (yellow), say
what the people in the pictures are like (green), or where
some people are from (blue). If they land on a snake or
a ladder they go backwards or forwards respectively.
ñ The game is non-competitive and should continue until
all the players reach the last square.
Key
2 Ladder: Pupils go forward to square 16.
4 He’s from Mexico.
7 She’s tall and fat. She’s got blonde hair and green
eyes.
10 She’s from Poland.
12 Pupils’ own answer.
15 Pupils’ own answer.
18 He’s American.
19 He’s tall and fat. He’s got black hair and green eyes.
20 Pupils’ own answer.
23
24
25
28
30
31
32
34
36
38
41
42
44
47
49
51
54
56
57
60
61
62
63
65
67
Pupils’ own answer.
Ladder: Pupils go forward to square 43.
Snake: Pupils go back to square 14.
She’s tall and slim. She’s got blonde hair and blue
eyes.
False
Snake: Pupils go back to square 9.
He’s from Greece.
He’s from Britain.
True
She’s tall and slim. She’s got black hair and brown
eyes.
He’s from Turkey.
Snake: Pupils go back to square 1.
She’s short and fat. She’s got black hair and brown
eyes.
Ladder: Pupils go forward to square 68.
He’s tall and fat. He’s got black hair and green eyes.
He’s from France.
True
Ladder: Pupils go forward to square 64.
False
He’s tall and slim. He’s got black hair and blue
eyes.
Pupils’ own answer.
Snake: Pupils go back to square 58.
She’s from Spain.
Snake: Pupils go back to square 52.
He’s tall and slim. He’s got blond hair and brown
eyes.
29
Board Game 2 (Unit 2)
ñ Focus the pupils’ attention on the double page and tell
them that they are going to play ‘Snakes and Ladders’.
Explain the rules.
Rules of the game
ñ The pupils play in pairs and each player needs a counter
(any small object will do). They place their counters on
Start Here and throw the dice, saying the number that
comes up. The player with the highest number begins
the game by saying My turn.
ñ The pupils complete the task according to the key.
Depending on the square they land on, they have to
answer questions about the White House (pink),
themselves (yellow), the location of places on the map
(green) or identify an object (blue). If they land on a
snake or a ladder they go backwards or forwards
respectively.
ñ The game is non-competitive and should continue until
all the players reach the last square.
Key
2
4
7
8
9
Ladder: Pupils go forward to square 16.
A drawer.
It’s next to the station.
Ladder: Pupils go forward to square 29.
There are over one hundred and thirty rooms in the
White House.
10 A wall.
12 A wardrobe.
15 Pupils’ own answer.
19
20
23
24
25
28
32
34
36
38
41
42
44
47
49
51
54
56
57
60
61
62
63
65
67
68
It’s next to the hotel.
Pupils’ own answer.
No, there isn’t.
Ladder: Pupils go forward to square 43.
Snake: Pupils go back to square 14.
Yes, there is.
Between.
It’s a cooker.
The President of the USA.
No, there isn’t.
Opposite.
Snake: Pupils go back to square 1.
It’s opposite the bank./It’s next to Cindy’s
house./It’s between Cindy’ house and the record
shop.
Pupils’ own answer.
No, there isn’t.
It’s a sink.
Pupils’ own answer.
Ladder: Pupils go forward to square 64.
Beautiful works of art, a swimming pool, a bowling
alley, etc.
It’s opposite Cindy’s house.
Pupils’ own answer.
Snake: Pupils go back to square 58.
A dining room.
Snake: Pupils go back to square 52.
It’s at 1600 Pennsylvania Avenue, in Washington
DC.
Snake: Pupils go back to square 30.
Board Game 3 (Unit 3)
ñ Focus the pupils’ attention on the double page and tell
them that they are going to play ‘Snakes and Ladders’.
Explain the rules.
Rules of the game
ñ The pupils play in pairs and each player needs a counter
(any small object will do). They place their counters on
Start Here and throw the dice, saying the number that
comes up. The player with the highest number begins
the game by saying My turn.
30
ñ The pupils complete the task according to the key.
Depending on the square they land on, they have to say
if the information of the culture channel is true or false
(pink), ask for permission to do something (yellow), say
what they are doing (green), identify an object (blue), or
say what the people in the pictures are doing (red). If
they land on a snake or a ladder they go backwards or
forwards respectively.
ñ The game is non-competitive and should continue until
all the players reach the last square.
Key
2
4
7
8
9
10
15
18
19
20
21
24
25
28
31
32
34
36
Ladder: Pupils go forward to square 16.
Wind.
We’re playing a game.
Ladder: Pupils go forward to square 29.
I’m playing tennis.
A wolf.
Can I come into your room?
A film.
We’re watching a film.
Can I play in the park?
We’re eating popcorn.
Ladder: Pupils go forward to square 43.
Snake: Pupils go back to square 14.
We’re listening to music.
He’s eating an ice cream.
A pumpkin.
An old trunk.
True.
38
41
42
44
47
48
49
51
54
56
57
59
60
61
62
63
65
67
68
I’m eating pizza.
Popcorn.
Snake: Pupils go back to square 1.
She’s brushing her hair.
Can I watch TV?
Snake: Pupils go back to square 12.
False.
An attic.
We’re playing football.
Ladder: Pupils go forward to square 64.
True.
He’s listening to music/the radio.
A costume.
Can I swim in the lake?
Snake: Pupils go back to square 58.
A game.
Snake: Pupils go back to square 52.
He’s holding a pumpkin.
True.
Board Game 4 (Unit 4)
ñ Focus the pupils’ attention on the double page and tell
them that they are going to play ‘Snakes and Ladders’.
Explain the rules.
Rules of the game
ñ The pupils play in pairs and each player needs a counter
(any small object will do). They place their counters on
Start Here and throw the dice, saying the number that
comes up. The player with the highest number begins
the game by saying My turn.
ñ The pupils complete the task according to the key.
Depending on the square they land on, they have to
complete a word (pink), answer a question about
themselves (yellow), say a date (green), say a number
(blue) or answer about someone’s birthday (red). If they
land on a snake or a ladder they go backwards or
forwards respectively.
ñ The game is non-competitive and should continue until
all the players reach the last square.
Key
2
4
7
8
Ladder: Pupils go forward to square 16.
Fifty-six.
Ladder: Pupils go forward to square 28.
It’s the second of June.
9
15
21
24
25
27
31
36
38
41
42
44
47
48
49
56
57
59
60
61
62
63
65
67
68
Pupils’ own answer.
Pupils’ own answer.
On the tenth of August.
Ladder: Pupils go forward to square 43.
Snake: Pupils go back to square 14.
Thirty-nine.
On the twenty-eighth of February.
gown
It’s the thirty-first of October.
A/One hundred.
Snake: Pupils go back to square 1.
It’s the twenty-second of December.
Pupils own answer.
Snake: Pupils go back to square 10.
groom
Ladder: Pupils go forward to square 64.
bouquet.
It’s on the twenty-second of July.
It’s the thirteenth of November.
Pupils’ own answer.
Snake: Pupils go back to square 58.
Eighty-eight.
Snake: Pupils go back to square 52.
It’s on the fifteenth of January.
bride
31
Board Game 5 (Unit 5)
ñ Focus the pupils’ attention on the double page and tell
them that they are going to play ‘Snakes and Ladders’.
Explain the rules.
Rules of the game
ñ The pupils play in pairs and each player needs a counter
(any small object will do). They place their counters on
Start Here and throw the dice, saying the number that
comes up. The player with the highest number begins
the game by saying My turn.
ñ The pupils complete the task according to the key.
Depending on the square they land on, they have to
answer questions about London’s markets (pink), about
themselves (yellow), identify vocabulary items (blue), or
ask for food (red). If they land on a snake or a ladder
they go backwards or forwards respectively.
ñ The game is non-competitive and should continue until
all the players reach the last square.
Key
2 Ladder: Pupils go forward to square 16.
4 A knife.
7 Can I have three cartons of milk, please?/I’d like
three cartons of milk, please.
8 Ladder: Pupils go forward to square 29.
9 Pupils’ own answer.
12 A lemon.
15 Yes, you can.
17 Can I have two packets of biscuits, please?/I’d like
two packets of biscuits, please.
19 A pie.
21 Can I have a piece of/some pizza, please?/I’d like a
piece of/some pizza, please.
24 Ladder: Pupils go forward to square 43.
25 Snake: Pupils go back to square 14.
31 Can I have a bottle of lemonade, please?/I’d like a
bottle of lemonade, please.
32 A coconut.
34 A fork.
36 Antiques.
39 Pupils’ own answer.
41 A watermelon.
42 Snake: Pupils go back to square 1.
44 Can I have three jars of jam, please?/I’d like three
jars of jam, please.
47 Snake: Pupils go back to square 11.
49 About two hundred and fifty.
51 A lemon.
54 Pupils’ own answer.
56 Ladder: Pupils go forward to square 64.
57 The biggest antiques market in the world.
59 Can I have a slice of cake, please?/I’d like a slice of
cake, please.
61 Pupils’ own answer.
62 Snake: Pupils go back to square 58.
63 A melon.
65 Snake: Pupils go back to square 52.
67 Can I have a bowl of soup, please?/I’d like a bowl of
soup, please.
68 A market.
Board Game 6 (Unit 6)
ñ Focus the pupils’ attention on the double page and tell
them that they are going to play ‘Snakes and Ladders’.
Explain the rules.
Rules of the game
ñ The pupils play in pairs and each player needs a counter
(any small object will do). They place their counters on
Start Here and throw the dice, saying the number that
comes up. The player with the highest number begins the
game by saying My turn.
32
ñ The pupils complete the task according to the key.
Depending on the square they land on, they have to say
if the information of the Culture Channel is true or false
(pink), answer questions about their preferences and daily
routine (yellow), say what people do on Sundays (green),
identify school subjects (blue), or tell the time (red). If they
land on a snake or a ladder they go backwards or
forwards respectively.
ñ The game is non-competitive and should continue until
all the players reach the last square.
Key
2
4
7
8
9
15
19
24
25
31
32
34
36
38
42
Ladder: Pupils go forward to square 16.
Science.
It’s quarter to nine.
Ladder: Pupils go forward to square 29.
Pupils’ own answer.
Pupils’ own answer.
Art
Ladder: Pupils go forward to square 43.
Snake: Pupils go back to square 14.
It’s quarter past seven.
History.
True.
False.
They watch TV.
Snake: Pupils go back to square 1.
44
47
49
51
52
56
57
59
60
61
62
63
65
67
68
They go to the cinema.
Pupils’ own answer.
They go to a restaurant.
PE
Snake: Pupils go back to square 28.
Ladder: Pupils go forward to square 64.
True.
It’s five o’clock.
They play football.
Pupils’ own answer.
Snake: Pupils go back to square 58.
Music.
It’s half past seven.
Snake: Pupils go back to square 50.
False
Board Game 7 (Unit 7)
ñ Focus the pupils’ attention on the double page and tell
them that they are going to play ‘Snakes and Ladders’.
Explain the rules.
Rules of the game
ñ The pupils play in pairs and each player needs a counter
(any small object will do). They place their counters on
Start Here and throw the dice, saying the number that
comes up. The player with the highest number begins
the game by saying My turn.
ñ The pupils complete the task according to the key.
Depending on the square they land on, they have to
answer questions about the Culture Channel (pink) or
about themselves (yellow), say what people in the
pictures like doing (green), identify the occupation of
people (blue), say what people are doing now (red) and
what they usually do (brown). If they land on a snake or
a ladder they go backwards or forwards respectively.
ñ Demonstrate how the key works so that everyone
understands the different tasks.
ñ The game is non-competitive and should continue until
all the players reach the last square.
Key
2
4
5
7
8
Ladder: Pupils go forward to square 16.
He’s a bus driver.
I usually play basketball.
She likes skating.
Ladder: Pupils go forward to square 29.
9
12
15
19
20
24
25
31
32
36
38
39
41
42
44
47
49
51
54
56
57
59
60
61
62
63
65
67
68
Pupils’ own answer.
Pupils’ own answer.
Pupils’ own answer.
He’s walking.
I usually deliver letters.
Ladder: Pupils go forward to square 43.
Snake: Pupils go back to square 14.
She’s skipping.
He’s a baker.
They plant flowers and trees and cut the grass.
He likes fishing.
Pupils’ own answer.
I usually listen to music.
Snake: Pupils go back to square 1.
She likes skipping.
Snake: Pupils go back to square 11.
I usually play football.
He’s a postman.
Do It Yourself.
Ladder: Pupils go forward to square 64.
In lakes and rivers.
He’s skating.
He likes cooking.
Pupils’ own answer.
Snake: Pupils go back to square 58.
He’s a firefighter.
Snake: Pupils go back to square 52.
He’s cycling.
Fishing, Gardening/DIY.
33
Welcome Plus 4
CULTURE CHANNEL (Unit 1)
London Zoo!
(Ex. 1) Read and say True or False.
ñ Pupils’ books open. Refer the pupils to the pictures of
London Zoo. Ask them what kind of animals they can
see and where (snake, aquarium).
ñ Read the text, a sentence at a time. The pupils listen and
follow. Explain/Elicit any unknown words. Read the text
again. The pupils listen and repeat after you.
ñ Focus their attention on the statements below the text.
Read them out and make sure everyone understands
them.
ñ The pupils read the text silently in order to find out
whether the statements are true or false. Ask the pupils
to underline the part of the text that helped them to find
their answers. Check their answers.
1 False
2 True
3 False
4 True
ñ Then, individual pupils read the text aloud. Check their
pronunciation and intonation.
(Ex. 2) Read and complete.
ñ Explain to the pupils that in the UK you can adopt a wild
animal. This doesn’t mean that you take the animal
home, but you send donations for the animal’s food,
medicine, etc, and in return you receive photographs
and progress reports on your adopted animal.
ñ Explain the task: tell the pupils to imagine that they are
going to adopt an animal of their choice and that they
must fill in the form in their notebooks with their personal
information and the type of animal they wish to adopt.
Go around the class as the pupils are completing the
task, providing any necessary help. Then, they report
back to the class.
ñ Which is the most popular animal to
adopt in your class? Do a class survey.
ñ Go around the class, asking each pupil which animal
they would like to adopt. Write the animal on the board,
putting a tick next to it each time it is mentioned. When
you have established which animal is the favourite,
encourage the pupils to give you some reasons for their
choice.
Note: For the next lesson, ask the pupils to choose a
zoo in their country and collect information about it for
the project (name, location, what you can see and do
there).
My World!
Write about a zoo in your country.
ñ Tell the pupils that they are going to make a poster
about a zoo in their country. Point to the different steps
they have to follow, read them and explain each one. 1
Think about a zoo in your country: (location, what they
can see and do there). Ask them to take out all the
information they have brought about their zoo. 2
Prepare your pictures and write some ideas: They look
at their pictures and write a few notes (draft version).
They work on their draft version, writing a sentence or
two about each picture. 3 Correct your work: (spelling,
structures, etc.) In pairs, they read out their draft and
correct their mistakes by discussing and exchanging
ideas. Go around the class, providing any necessary
34
help during this stage. 4 Write your final version: They do
this individually.
ñ Focus the pupils’ attention on the completed poster on
page ??. Read it aloud and comment on it. Make sure
that they all understand the language. Ask some
comprehension questions to elicit what kind of
information the child has included in the poster (name of
zoo, where it is, what you can see there, etc). Tell them
that they can follow this model in order to make their
own poster.
ñ When they finish, help them make a class display. Once
you take down the display, guide them on how to file
their poster in their Language Portfolio.
CULTURE CHANNEL (Unit 2)
Bath time!
(Ex. 1) Read and choose the best title.
ñ Pupils’ books open. Refer the pupils to the pictures of
the different treatments. Were their guesses correct?
Have a discussion about the spa: What can people do at
a spa? Would you like to visit a spa? etc
ñ Read the text, a sentence at a time. The pupils listen and
follow. Explain/Elicit any unknown words. Then, read the
text again. The pupils listen and repeat after you.
ñ Focus the pupils’ attention on the choice of titles above
the text. Read them out and make sure everyone
understands them.
ñ Ask the pupils to read the text silently and choose the
best title. Check their answers.
ñ Then, individual pupils read the text aloud. Check their
pronunciation and intonation.
(Ex. 2) Would you like to try any of the
treatments? Talk with your friend.
ñ Ask the pupils to look at the treatments again, then in
pairs to ask one another about the ones they would like
to try. Go around the class, providing any necessary
help. Then, each pair reports back to the class.
Note: For the next lesson, ask the pupils to collect
information for the project about how to keep fit and
healthy (what you should eat and drink, what you should
do etc).
A Bath Time!
My World!
How can you keep fit healthy? Make a
poster.
ñ Tell the pupils that they are going to make a poster
about how one can keep fit and healthy. Point to the
different steps the pupils have to follow, read them and
explain each one. 1 Think about what you do to keep fit
and healthy: (What do you do? What do you eat?) Ask
them to take out all the information they have brought. 2
Prepare your pictures and write some ideas: They look
at their pictures and write a few notes (draft version).
They work on their draft version, writing a sentence or
two about each picture. 3 Correct your work (spelling,
structures, etc): In pairs, they read out their draft and
correct their mistakes by discussing and exchanging
ideas. Go around the class, providing any necessary
help during this stage. 4 Write your final version: They do
this individually.
ñ Focus the pupils’ attention on the completed poster on
page ??. Read it aloud and comment on it. Make sure
they all understand the language. Ask some
comprehension questions to elicit what kind of
information the child has included in the poster (Things
they should/ shouldn’t do etc). Tell them they can follow
this model in order to make their own poster.
ñ When they finish, help them make a class display. Once
you take down the display, guide them on how to file
their poster in their Language Portfolio.
CULTURE CHANNEL (Unit 3)
The Big Apple: Then and Now!
(Ex. 1) Which city is called The Big Apple?
Read and find out.
ñ Pupil’s books open. Refer the pupils to the picture of
the tenement apartments. Ask them what they can see.
Have a discussion about the picture. Ask: What do the
apartments look like? What are the people doing? Would
you like to live somewhere like this? etc Read the
instructions and explain the task. Read the text, a
sentence at a time. The pupils listen and follow.
Explain/Elicit any unknown words. Then, read the text
again. The pupils listen and repeat after you.
35
ñ Ask the pupils to tell you which city is called the Big
Apple (New York). Elicit the differences between New
York now and a hundred years ago.
ñ Individual pupils read the text aloud. Check their
pronunciation and intonation.
(Ex. 2) Check your American English!
Match the British words to the American
words.
time to complete the task, on their own or in pairs. Check
their answers.
1 g
2 e
3 d
4 f
5 h
6 b
7 a
8 c
Note: For the next lesson, ask the pupils to collect
information about what their town was like a hundred
years ago for the project (homes, shops, parks, traffic,
etc).
ñ Read the list of words and make sure the pupils know
what they mean. Explain the task. Allow the pupils some
My World!
How was your town/city like a hundred
years ago. Make a poster.
ñ Pupils’ books open. Tell the pupils that they are going
to make a poster of their town a hundred years ago.
Point to the different steps the pupils have to follow,
read them and explain each one. 1 Think about what
your town was like a hundred years ago: (buildings,
traffic, things that people did then, etc). Ask them to take
out all the information they have brought. 2 Prepare your
pictures and write some ideas: They look at their
pictures and write a few notes (draft version). They work
on their draft version, writing a sentence or two about
each picture. 3 Correct your work (spelling, structures,
etc). In pairs, they read out their draft and correct their
mistakes by discussing and exchanging ideas. Go
around the class providing any necessary help during
this stage. 4 Write your final version: They do this
individually.
ñ Focus the pupils’ attention on the completed poster on
page ??. Read it aloud and comment on it. Make sure
they all understand the language. Ask some
comprehension questions to elicit what kind of
information the child has included in the poster (name of
the town, buildings, people, etc). Tell them they can
follow this model in order to make their own poster.
ñ When the pupils finish, help them make a class display.
Once you take down the display, guide them on how to
file their poster in their Language Portfolio.
CULTURE CHANNEL (Unit 4)
Landing on the moon!
(Ex. 1) Read and say: watched, smiled,
stepped, landed, walked, called.
(Ex. 2) Where were your parents when
Armstrong walked on the moon?
ñ Pupils’ books open. Refer the pupils to the first picture.
Ask them what they can see (An astronaut). Read the
instructions and explain the task. Read the text, a
sentence at a time. The pupils listen and follow.
Explain/Elicit any unknown words. Ask them to select
the correct item from the list. Then, read the text again.
They listen and repeat after you. Were their guesses
correct?
ñ Ask the pupils if they know how old their parents were in
1969. Ask if any of their parents have ever mentioned
the moon landing. Ask them to try and guess what their
parents were doing then. Go around the class, listening
to the pupils’ guesses.
1 stepped
2 watched
3 walked
4 smiled
5 called
6 landed
ñ Individual pupils read the text aloud. Check their
pronunciation and intonation.
36
ñ Tell them that their homework is to ask their parents and
to see if their guesses were correct. They will then report
back to the class in the following lesson.
Note: For the next lesson, ask the pupils to collect
information about an important event in their country for
the project (what it was, when it happened, people’s
reactions, etc).
My World!
Write about an important event from the
past in your country.
necessary help during this stage. 4 Write your final
version. They do this individually.
ñ Tell the pupils that they are going to make a poster
about an important even in their country. Point to the
different steps the pupils have to follow, read them and
explain each one. 1 Think about an important event in
your country: (What it was, when it happened, why it was
important.) 2 Prepare your pictures and write some
ideas. They look at their pictures and write a few notes
(draft version). They work on their draft version, writing a
sentence or two about each picture. 3 Correct your work
(spelling, structures, etc). In pairs, they read out their
draft and correct their mistakes by discussing and
exchanging ideas. Go round the class providing any
ñ Focus the pupils’ attention on the completed poster on
page 49. Read it aloud and comment on it. Make sure
they all understand the language. Ask some
comprehension questions to elicit what kind of
information the child has included in the poster (what
the event was, when it happened, who was there, why it
was important etc). Tell them they can follow this model
in order to make their own poster.
ñ When the pupils finish, help them make a class display.
Once you take down the display, guide them on how to
file their poster in their Language Portfolio.
CULTURE CHANNEL (Unit 5)
Roman Britain!
(Ex. 1) Read and match the titles to the
paragraphs: a) Animals, b) Clothes,
c) Buildings, d) The First Roman
Emperor, e) Music. There is one extra.
ñ Pupils’ books open. Refer the pupils to the pictures
illustrating the text. Ask them what they can see. (e.g. What
kind of clothes are the people wearing? etc) Read the text,
a sentence at a time. The pupils listen and follow.
Explain/Elicit any unknown words. Focus the pupils’
attention on the words in bold. Invite them to match the
words to the corresponding pictures. Then, read the text
again. The pupils listen and repeat after you.
ñ Focus the pupils’ attention on the choice of titles above
the text. Read them out and make sure everyone
understands them.
ñ Ask the pupils to read the text silently and choose the
most appropriate title for each paragraph. Check their
answers.
1 d
2 b
3 a
4 c
Individual pupils read the text aloud. Check their
pronunciation and intonation.
Note: For the next lesson, ask the pupils to collect
information about what their country was like two
thousand years ago for their project (buildings, clothes,
occupation, people, animals, food, etc).
Assign any remaining exercises from the Activity Book.
Make sure you explain them first.
(See page 132T for further explanation.)
My World!
How was your country two thousand
years ago? Make a poster.
ñ Pupils’ books open. Tell the pupils that they are going
to make a poster about the way their country was two
thousand years ago. Point to the different steps the
pupils have to follow, read them and explain each one.
1 Write about what your country was like thousand years
ago: (buildings, clothes, people, etc). 2 Prepare your
pictures and write some ideas. They look at their
pictures and write a few notes (draft version). They work
on their draft version, writing a sentence or two about
each picture. 3 Correct your work (spelling, structures,
37
etc). In pairs, they read out their draft and correct their
mistakes by discussing and exchanging ideas. Go
round the class, providing any necessary help during
this stage. 4 Write your final version. They do this
individually.
ñ Focus the pupils’ attention on the completed poster on
page ??. Read it aloud and comment on it. Make sure
that they all understand the language. Ask some
comprehension questions to elicit what kind of
information the child has included in the poster (name of
the place, names of the buildings, occupations etc). Tell
them they can follow this model in order to make their
own poster.
ñ When the pupils finish, help them make a class display.
Once you take down the display, guide them on how to
file their poster in their Language Portfolio.
CULTURE CHANNEL (Unit 6)
America’s Favourites!
(Ex. 1) Read and match.
(Ex. 2) What is it? Read and guess.
ñ Pupils’ books open. Read the text, a sentence at a time.
The pupils listen and follow. Explain/Elicit any unknown
words. Then, read the text again. The pupils listen and
repeat after you.
ñ Focus the pupils’ attention on the task. Ask them to read
the text silently to themselves and match each food item
to the correct picture. Check their answers. Individual
pupils then read the text aloud.
1 C
2 A
ñ Read the clue, a sentence at a time. The pupils listen
and follow. Explain/Elicit any unknown words. Then,
read the clue again. The pupils listen and repeat after
you. Ask the pupils to tell you what it is.
Answer: popcorn
Note: For the next lesson, ask the pupils to collect
information about popular dishes in their country for the
project (ingredients, origin etc).
3 B
ñ Were any of their guesses from the beginning of the
lesson correct? Ask the pupils if they have ever eaten
any of the food items on the page. Which one seems to
be the tastiest/most healthy/easiest to make?
My World!
Make a poster of a popular food in your
country.
ñ Tell the pupils that they are going to make a poster of a
popular food in their country. Point to the different steps
the pupils have to follow, read them and explain each one.
1 Think about a popular food in your country: (name,
ingredients, etc) 2 Prepare your pictures and write some
ideas: They look at their pictures and write a few notes
(draft version). They work on their draft version, writing a
sentence or two about each picture. 3 Correct your work
(spelling, structures, etc). In pairs, they read out their draft
and correct their mistakes by discussing and exchanging
ideas. Go round the class, providing any necessary help
38
during this stage. 4 Write your final version. They do this
individually.
ñ Focus the pupils’ attention on the completed poster on
page ??. Read it aloud and comment on it. Make sure
that they all understand the language. Ask some
comprehension questions to elicit what kind of
information the child has included in the poster (kind of
food, ingredients, etc). Tell them they can follow this
model in order to make their own poster.
ñ When the pupils finish, help them make a class display.
Once you take down the display, guide them on how to
file their poster in their Language Portfolio.
CULTURE CHANNEL (Unit 7)
Butlins Holiday Camps
(Ex. 1) Read and write.
ñ Pupils’ books open. Refer the pupils to the pictures of
the holiday camp activities. Ask them what they can see.
Are any of these activities written on the board? Read
the text, a sentence at a time. The pupils listen and
follow. Explain/Elicit any unknown words. Then, read the
text again. The pupils listen and repeat after you.
ñ Focus the pupils’attention on the task. Ask them to read
the text silently and write what is shown in each picture.
Check their answers.
1 bowls
2 karaoke
(Ex. 2) Would you like a holiday at Butlins?
Why/Why not? Talk with your friend.
ñ In pairs, the pupils ask one another about a holiday at
Butlins. Go around the class, providing any necessary
help. Then each pair reports back to the class.
Note: For the next lesson, ask the pupils to collect
information about a popular resort in their country for
the project (name, location, what you can see and do
there, etc).
3 darts
ñ Individual pupils then read the text aloud.
My World!
Make a poster of a popular resort in your
country.
during this stage. 4 Write your final version. They do this
individually.
ñ Tell the pupils that they are going to make a poster of a
popular resort in their country. Point to the different steps
the pupils have to follow, read them and explain each one.
1 Think about a popular resort in your country: (name,
location, etc.) 2 Prepare your pictures and write some
ideas. They look at their pictures and write a few notes
(draft version). They work on their draft version, writing a
sentence or two about each picture. 3 Correct your work
(spelling, structures, etc). In pairs, they read out their draft
and correct their mistakes by discussing and exchanging
ideas. Go around the class, providing any necessary help
ñ Focus the pupils’ attention on the completed poster on
page ??. Read it aloud and comment on it. Make sure
they all understand the language. Ask some
comprehension questions to elicit what kind of
information the child has included in the poster (name of
resort, where it is, what you can see and do there etc).
Tell them they can follow this model in order to make
their own poster.
ñ When the pupils finish, help them make a class display.
Once you take down the display, guide them on how to
file their poster in their Language Portfolio.
Board Game 1 (Unit 1)
ñ Focus the pupils’ attention on the double page and tell
them that they are going to play Snakes and Ladders.
Explain the rules.
Rules of the game
ñ The pupils play in pairs and each player needs a counter
(any small object will do). They place their counters on
Start Here and throw the dice, saying the number that
comes up. The player with the highest number begins
the game by saying, I’m first!
ñ The pupils complete the task according to the key.
Depending on the square they land on, they have to
compare animals (pink), identify animals (yellow),
answer questions about themselves, or give information
from the culture channel (blue). If they land on a snake
or a ladder, they go backwards or forwards respectively.
ñ The game is non-competitive and should continue until
all the players reach the last square.
39
Key
2
4
7
10
12
15
19
20
23
24
25
28
30
31
34
Ladder: Go up to square 16.
Lions, tigers, giraffes, elephants, snakes, fish, etc.
A snake.
In Regent’s Park.
A panda.
A chicken.
Cats are cleverer than birds.
A cow.
A cheetah.
Ladder: Go up to square 43.
Snake: Go back to square 14.
A blue whale.
Chickens are bigger than mice.
Snake: Go back to square 9.
A cheetah.
36
38
41
42
47
49
54
56
57
60
61
62
63
65
67
Snails are smaller than ducks.
A turtle.
Pupils’ own answer.
Snake: Go back to square 1.
Ladder: Go up to square 68.
A sheep.
Cows are fatter than goats.
Ladder: Go up to square 64.
Horses are taller than sheep.
Snakes are longer than rabbits.
A goat.
Snake: Go back to square 58.
Pupils’ own answer.
Snake: Go back to square 52.
A snail.
Board Game 2 (Unit 2)
ñ Focus the pupils’ attention on the double page and tell
them that they are going to play Snakes and Ladders.
Explain the rules.
Rules of the game
ñ The pupils play in pairs and each player needs a counter
(any small object will do). They place their counters on
Start Here and throw the dice, saying the number that
comes up. The player with the highest number begins
the game by saying, I’m first!
ñ The pupils complete the task according to the key.
Depending on the square they land on, they have to say
a rule (pink), identify an illness (yellow), answer
questions about Bath or themselves (green), or give
advice (blue). If they land on a snake or a ladder, they
go backwards or forwards respectively.
ñ The game is non-competitive and should continue until
all the players reach the last square.
Key
2 Ladder: Go up to square 16.
4 You should take an aspirin./You should stay in bed.
etc
7 Britain’s most famous spa town.
8 Ladder: Go up to square 29.
9 My knee hurts.
10 You should take some medicine./You should have
some soup etc
40
12 You shouldn’t play outside./You should eat a lot of
fruit and vegetables. etc
15 I’ve got a headache.
19 You must stay in bed.
20 I’ve got a stomachache.
23 In Britain.
24 Ladder: Go up to square 43.
25 Snake: Go back to square 14.
28 I’ve got a temperature.
32 I’ve got a cold.
36 You must stop.
38 The natural spring water.
41 You should take an aspirin./You should stay in bed.
etc
42 Snake: Go back to square 1.
44 Pupils’ own answer.
47 I’ve got a cough.
49 You must turn right.
51 Pupils’ own answer.
54 I’ve got a sore throat.
56 Ladder: Go up to square 64.
57 You must be quiet.
61 I’ve got a toothache.
62 Snake: Go back to square 58.
63 You should take an aspirin./You shouldn’t eat a lot
of sweets.
65 Snake: Go back to square 52.
67 You mustn’t take photos.
68 Snake: Go back to square 30.
Board Game 3 (Unit 3)
ñ Focus the pupils’ attention on the double page and tell
them that they are going to play ‘Snakes and Ladders’.
Explain the rules.
Rules of the game
ñ The pupils play in pairs and each player needs a
counter (any small object will do). They place their
counters on Start Here and throw the dice, saying the
number that comes up. The player with the highest
number begins the game by saying, I’m first!
ñ The pupils complete the task according to the key.
Depending on the square they land on, they have to
identify buildings (yellow), answer questions about
themselves and information in Culture Channel (blue) or
say what the people in the pictures were like (red). If they
land on a snake or a ladder they go backwards or
forwards respectively.
ñ The game is non-competitive and should continue until
all the players reach the last square.
Key
2
4
7
8
9
10
Ladder: Go up to square 16.
Pupils’ own answer.
A circus.
Ladder: Go up to square 29.
A butcher’s.
Pupils’ own answer.
15
18
19
20
24
25
28
31
34
36
41
42
44
47
48
49
51
54
56
57
59
60
61
62
63
65
67
A museum.
He was quiet.
chemist.
A greengrocer’s.
Ladder: Go up to square 43.
Snake: Go back to square 14.
No, there weren’t.
She was dirty.
Pupils’ own answer.
A baker’s.
Pupils’ own answer.
Snake: Go back to square 1.
He was noisy.
A post office.
Snake: Go back to square 12.
cross walk
New York
A hospital.
Ladder: Go up to square 64.
Pupils’ own answer.
She was cute.
Pupils’ own answer.
A police station.
Snake: Go back to square 58.
cinema
Snake: Go back to square 52.
He was naughty.
Board Game 4 (Unit 4)
ñ Focus the pupils’ attention on the double page and tell
them that they are going to play ‘Snakes and Ladders’
Explain the rules.
Rules of the games
ñ The pupils play in pairs and each player needs a
counter (any small object will do). They place their
counters on Start Here and throw the dice, saying the
number that comes up. The player with the highest
number begins the game by saying, I’m first!
ñ The pupils complete the task according to the key.
Depending on the square they land on, they have to say
what they watched on TV last night (yellow), answer a
question about themselves or about the information on
the Culture Channel (green), say verbs in Simple Past
(blue), talk about past activities (red). If they land on a
snake or a ladder they go backwards or forwards
respectively.
ñ The game is non-competitive and should continue until
all the players reach the last square.
41
Key
2
4
7
8
9
15
21
24
25
26
31
36
38
41
Ladder: Go up to square 16.
played
Ladder: Go up to square 28.
They cycled in the park.
A comedy.
A sports programme.
They travelled to France.
Ladder: Go up to square 45.
Snake: Go back to square 14.
talked
phoned
Pupils’ own answer.
A cartoon.
tidied
42
44
47
48
49
56
57
59
60
61
62
63
65
67
68
Snake: Go back to square 1.
Pupils’ own answer.
A quiz show.
Snake: Go back to square 10.
He studied.
Ladder: Go up to square 64.
Pupils’ own answer.
They painted a picture.
Pupils’ own answer.
The news.
Snake: Go back to square 58.
travelled
Snake: Go back to square 52.
They played basketball.
“That’s one small step for man, one giant leap for
mankind.”
Board Game 5 (Unit 5)
ñ Focus the pupils’ attention on the double page and tell
them that they are going to play ‘Snakes and Ladders’
Explain the rules.
Rules of the game
ñ The pupils play in pairs and each player needs a
counter (any small object will do). They place their
counters on Start Here and throw the dice, saying the
number that comes up. The player with the highest
number begins the game by saying, I’m first!
ñ The pupils complete the task according to the key.
Depending on the square they land on, they have to
identify vocabulary items (yellow), answer questions
about cavemen (red) or about themselves and Roman
Britain (blue). If they land on a snake or a ladder they go
backwards or forwards respectively.
ñ The game is non-competitive and should continue until
all the players reach the last square.
Key
2
4
7
8
9
12
42
Ladder: Go up to square 16.
Pupils’ own answer.
Pupils’ own answer.
Ladder: Go up to square 29.
A cloud.
Pupils’ own answer.
15
17
19
21
24
25
31
32
34
39
41
42
44
47
49
51
54
56
59
61
62
65
67
68
A cave.
They were big and strong.
A statue.
A dinosaur.
Ladder: Go up to square 43.
Snake: Go back to square 14.
Weapons and clothes.
A bone.
Pupils’ own answer.
Dust.
The first Roman emperor to go to Britain.
Snake: Go back to square 1.
In caves.
Snake: Go back to square 11.
Wood.
Towns roads, market-places, public baths and
stadiums.
A comet.
Ladder: Go up to square 64.
Meat and plants.
Earth.
Snake: Go back to square 58.
Snake: Go back to square 52.
They made their weapons from wood.
An animal skin.
Board Game 6 (Unit 6)
ñ Focus the pupils’ attention on the double page and tell
them that they are going to play ‘Snakes and Ladders’.
Explain the rules.
Rules of the game
ñ The pupils play in pairs and each player needs a
counter (any small object will do). They place their
counters on Start Here and throw the dice, saying the
number that comes up. The player with the highest
number begins the game by saying, I’m first!
ñ The pupils complete the task according to the key.
Depending on the square they land on, they have to
identify vocabulary of the module (yellow), answer
questions about themselves and about the culture
channel (blue) or fill in quantifiers. (red). If they land on
a snake or a ladder they go backwards or forwards
respectively.
ñ The game is non-competitive and should continue until
all the players reach the last square.
Key
2
4
7
8
9
Ladder: Go up to square 16.
Pupils’ own answer.
much
Ladder: Go up to square 29.
A frying pan.
15
19
24
25
31
32
34
36
38
42
44
47
49
51
52
56
57
59
61
62
63
65
67
68
Honey.
Pupils’ own answer.
Ladder: Go up to square 43.
Snake: Go back to square 14.
many
Delicious chocolate cakes.
A green pepper.
some, any/a lot of, much
A saucepan
Snake: Go back to square 1.
Salt and pepper.
Yogurt.
any, some/much, a lot of
Milk and honey.
Snake: Go back to square 28.
Ladder: Go up to square 64.
Cherries.
some/a lot of
A pear.
Snake: Go back to square 58.
A strawberry.
many
Snake: Go back to square 50.
Grapes.
Board Game 7 (Unit 7)
ñ Focus the pupils’ attention on the double page and tell
them that they are going to play ‘Snakes and Ladders’
Explain the rules.
Rules of the game
ñ The pupils play in pairs and each player needs a
counter (any small object will do). They place their
counters on Start Here and throw the dice, saying the
number that comes up. The player with the highest
number begins the game by saying I’m first!
ñ The pupils complete the task according to the key.
Depending on the square they land on, they have to
identify some pictures (yellow), answer questions about
themselves and information from the Module (blue), or
say what the weather is going to be like. If they land on
a snake or a ladder they go backwards or forwards
respectively.
ñ The game is non-competitive and should continue until
all the players reach the last square.
43
Key
2
4
5
7
8
9
12
15
17
19
24
25
31
32
36
44
Ladder: Go up to square 16.
Yes, they are.
Swimming trunks.
It’s going to rain.
Ladder: Go up to square 29.
A cabin.
A mat.
A T-shirt.
A motorbike.
It’s going to be hot.
Ladder: Go up to square 43.
Snake: Go back to square 14.
It’s going to be cold.
Pupils’ own answer.
It’s going to snow.
39
41
42
44
47
49
51
54
56
59
61
62
63
Trainers.
Jeans.
Snake: Go back to square 1.
Pupils’ own answer.
Snake: Go back to square 11.
Sunglasses.
Pupils’ own answer.
A swimsuit.
Ladder: Go up to square 64.
It’s going to be cloudy.
A tent.
Snake: Go back to square 58.
A funfair, waterworld, golf, bowls, a kid’s club,
restaurants, shops etc.
65 Snake: Go back to square 52.
67 It’s going to be windy.