English 4+ Teacher`s Book

Transcription

TEACHER’S BOOK
1
Silvina Enrico
Colaboradoras
Nidia Durán Burgoa
Lidia Laura Méndez
Level 5
ASOCIACIÓN CASA EDITORA SUDAMERICANA
Gral. José de San Martín 4555, B1604CDG Florida Oeste
Buenos Aires, Rep. Argentina
2
English 5 +
Table of contents
The book
Page
26
- Chapter 2: Being organized!
• Lesson 1
• Lesson 2
• Lesson 3
• Lesson 4
• Lesson 5
• Lesson 6
• Lesson 7
• Lesson 8
- Chapter 3: Being loved! 39
• Lesson 1
• Lesson 2
• Lesson 3
• Lesson 4
• Lesson 5
• Lesson 6
• Lesson 7
• Lesson 8
52
- Chapter 4: Persevering!
• Lesson 1
• Lesson 2
• Lesson 3
• Lesson 4
• Lesson 5
• Lesson 6
• Lesson 7
• Lesson 8
64
- Chapter 5: Taking care!
• Lesson 1
• Lesson 2
• Lesson 3
• Lesson 4
• Lesson 5
• Lesson 6
5
9
• Description.
Course components
• Student’s Book
- Sections
- Icons
- Appendix:
• Readers
• Fast Finishers
• Vocabulary booster
• Integrated workbook
• Wrap-ups
• Cut-outs
- CD-ROM:
• Student’s book tracks.
• E-book: The Rockslide rescue.
Teacher’s book
• Values: Quotations
• Content Language Integrated Learning (CLIL)
• Teaching notes
- Chapter 1: Back to school.
• Lesson 1
• Lesson 2
• Lesson 3
• Lesson 4
• Lesson 5
• Lesson 6
• Lesson 7
• Lesson 8
9
10
10
11
11
12
12
13
3
• Lesson 3
• Lesson 4
• Lesson 5
• Lesson 6
• Lesson 7
• Lesson 8
• Lesson 7
• Lesson 8
- Chapter 6: Delicious food!
• Lesson 1
• Lesson 2
• Lesson 3
• Lesson 4
• Lesson 5
• Lesson 6
• Lesson 7
• Lesson 8
- Chapter 7: Being your best you!
• Lesson 1
• Lesson 2
• Lesson 3
• Lesson 4
• Lesson 5
• Lesson 6
• Lesson 7
• Lesson 8
76
- Wrap-ups
Bibliography
Acknowledgements
Table of contents
88
- Chapter 8: Going around!
• Lesson 1
• Lesson 2
• Lesson 3
• Lesson 4
• Lesson 5
• Lesson 6
• Lesson 7
• Lesson 8
100
- Chapter 9: Special days!
• Lesson 1
• Lesson 2
112
4
125
127
128
Pages: 8-17
Chapter 1: Back to school!
Functions: Saying where we are
from.
Recycling: Greeting. Saying
Hello!/ Good bye! Introducing
people. Asking and answering
personal questions. Describing
what there is/are.
Grammar & structures:
Wh- questions: Where…from?/ When
is your birthday?
Possessive adjective: our
Recycling: Verb: be (am-is-are)
How are you? What’s your name?
Possessive adjectives: my-your-his-her.
Demonstrative pronouns:
this-that-these-those.
Verb: have/ has got. All forms.
Present continuous.
Present simple.
Vocabulary: Countries and nationalities.
Possessive adjective: our.
Cardinal numbers: 1-100.
Question words: What-where-when-how.
Recycling: Greetings: Farewells:
Possessive adjectives: My, your, his and her.
School subjects.
School supplies.
School rooms & places.
Pages: 18-27
Chapter 2: Being organized!
Functions: Saying the time. Asking
about someone’s actions at a
given time.
Asking about routines in the
present. Talking about frequency
of actions. Describing after-school
activities. Describing schedules &
classroom jobs rota.
Recycling: Describing routines.
Wh- questions: What time do you play
tennis? How often do you train?
Frequency adverbs & expressions of
frequency.
We sometimes play handball.
He prays every day.
Recycling: Present simple: All forms.
I get up/ don’t get up late.
She goes/ doesn’t go to school by bus.
Vocabulary: The time: four o’clock - quarter to
four. Quarter past four - half past four.
After school activities: play chess, do karaoke
– do gardening – read – ride a bike – do puzzles –
go hiking – chat on the internet – play sports.
Classroom jobs: call the register - write the datecollect in homework – clean the board – give out
books.
Adverbs of frequency: always – usually – often –
sometimes – never.
Expressions of frequency: every day, once/twice
a week, three times a year, (not) very often.
Recycling: Daily activities.
Have got: I’ve got wavy hair. He’s got
brown eyes.
What do you look like? / What does
your uncle look like?
Recycling: Present continuous:
What is he wearing? He’s wearing a
red t-shirt.
What are they doing?
Are you doing homework?
Is your dad working?
Listening: Listening for the time, and people’s routines.
Listening to a song.
Speaking: Asking & answering about classroom jobs.
Reading: Reading a web page and completing a chart.
Writing: Writing a blog about a person’s habits.
Close to Jesus: Samuel listens to the Lord’s voice.
MTK: (CLIL) Technology: Smart watch!
Project: Technological devices that help people being
organized.
Values: Being organized.
Pages: 28-37
Chapter 3: Being loved!
Functions: Describing people’s
appearance. Asking for
descriptions of people. Saying
what people are wearing. Asking
& answering about what people
are doing.
Listening: Listening for names, countries and nationalities.
Speaking: Understanding & responding to personal
questions. Asking & answering personal information.
Reading: Reading a text message and answering questions.
Writing: Completing a text message providing personal
information.
Close to Jesus: Abraham… a friend of God.
MTK: (CLIL) Geography: The seven wonders of the modern
world.
Project: Touristic places in my country.
Values: Being kind & friendly.
Vocabulary: Face & hair: long/short/wavy/
straight/curly/spiky hair. Blue/green/grey/brown
eyes. Glasses - freckles - moustache - beard.
Body: tall - short - slim - heavy.
Family: grandfather - grandmother - father mother - uncle - aunt - cousin.
Clothes: dress - pants- jeans - skirt - shirt - t-shirt
- sweater - jacket - blouse - uniform - cap - shorts
- socks - shoes - boots - sandals - trainers.
Activities: read - run - chase - sleep - ride - drive play - drink - eat -sing - climb.
5
Listening: Listening for names and descriptions. Listening
for words.
Speaking: Describing what people are wearing & what they
are doing.
Reading: Reading about a family vacation: Matching text
and pictures.
Writing: Writing a description of a picture.
Close to Jesus: David: The next king.
MTK: (CLIL) Art: Famous portraits.
Project: A famous portrait.
Value: Being thankful to God for who I am.
Pages: 38-47
Chapter 4: Persevering!
Functions: Saying what one is
good at. Asking and answering
about what people are good
at. Comparing people, sports &
objects. Asking about equipment.
Be good at+ noun/ -ing: She’s very good at
basketball. He’s not good at drawing.
Comparative adjectives: I’m taller than John.
Swimming is more relaxing than soccer. The
red racket is better.
Wh word: Which…? Which trainers do you
like?
Pronouns: one/ones: Which one do you like?
I like the red ones.
Vocabulary: Extreme sports:
Horseback riding – cycling – rock climbing
– hiking – sailing – canoeing – scuba diving
-swimming – bungee jumping – parachuting.
Equipment: Tank and suit - rope – parachute - raft
boat - life vest – bike – helmet – boots – board
– paddles.
Chapter 5: Taking care!
Functions: Identifying words
related to illnesses & symptoms.
Talking about health. Saying how
they feel. Describing symptoms.
Giving advice. Asking for advice.
Recycling:
Have got: I’ve got a headache.
Present simple: What’s the matter? I’ve got a
stomachache.
What’s wrong? –
I think…: I think I’ve got a cough.
How do you feel? –I feel awful/terrible/sick.
Modal verb: Should. What should I do? –You
should drink water. You shouldn’t run.
Pages: 48-57
Vocabulary: Feelings: terrible – awful – fine –
well – tired – bad – sick.
Illnesses & symptoms: A headache –
stomachache – a temperature – a cough – a cold
– a sore throat - the flu– toothache – backache.
Recycling: There is – There are: all forms.
There’s a banana.
Countable & uncountable nouns: There is
some milk. There are some apples.
Quantifiers: some – any – a few – a little – a
lot of.
Question words: How much…?/ How
many…? Modal verb: Can. Polite requests.
Imperative: Drink water – Add fats from
plants – Don’t eat a lot of candies.
Listening: Listening for words & other information.
Speaking: Describing how they feel. Giving advice.
Reading: Reading a blog for specific information: Reading &
understanding a factual text.
Writing: Writing sentences: Giving advice.
Close to Jesus: Jesus heals Peter’s mother-in-law.
MTK: (CLIL) Natural Science. A Healthy Planet.
Project: How to protect the planet.
Value: Taking care of yourself. Having a healthy living.
Pages: 58-67
Chapter 6: Delicious food!
Functions: Describing what there
is/are. Asking and answering
about food and drinks. Talking
about quantities. Describing
a healthy diet. Ordering in a
restaurant. Understanding recipes.
Asking polite requests.
Listening: Listening for specific information. Listening for
words. Listening to a song.
Speaking: Describing what people are good at.
Reading: Reading a blog for specific information: matching
text and pictures and answering questions.
Writing: Writing a blog about the class.
Close to Jesus: Jacob asks for God’s blessing.
MTK: (CLIL) P.E.: Get active!
Project: Recommendations to be physically active.
Value: Being persevering.
Vocabulary: Fruits & vegetables: orange- apple
- strawberry – lemon – banana – papaya – pear
– kiwi – pineapple – cherries – grapes – tomato
– broccoli – onion – cucumber – lettuce – potato
– bean – carrot – cabbage – corn.
Food & drinks: pizza – hot dog – veggie
hamburger – sandwich – water – lemonade –
orange juice –soda- milkshake.
Dairy products: milk – butter – cheese – cream
- yogurt.
Ingredients: honey – egg – flour – sugar –
chocolate – ketchup – mayonnaise - oil.
Dessert: ice-cream – cake – cookies.
Food groups.
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Listening: Listening for words. Listening to a song.
Speaking: Asking & answering about what there is/are.
Reading: Reading recipes and matching to pictures.
Writing: Writing a recipe, writing sentences: giving
instructions.
Close to Jesus: Daniel and his friends decide to eat healthy
food.
MTK: (CLIL) Natural Science
A Healthy Diet: food groups.
Project: Food groups: My own eat well plate.
Value: Healthy eating.
Pages: 68-77
Chapter 7: Being your best you!
Functions: Describing a town/
city (Present-/past). Saying &
writing where different places are.
Comparing places & buildings.
Recycling: There is/are: There is a toilet next to the living
room. There are three bedrooms.
Superlative adjectives: short & long adjectives. Irregular
adjective: good & bad. This is the oldest building. That is
the most modern hotel. The best restaurant is opposite
the bank.
Recycling: Comparative adjectives.
Wh word: Which…? Which building do you like?
Pronouns: one/ones: Which one is the tallest?
There was/were: All forms. There was a baker’s near the
City hall.
Vocabulary: The house: bedroom – living room –
kitchen – study – bathroom – toilet – garden – stairs.
Places around town: library – school – bank – museum
– City Hall – church – castle – hospital – stores –
barbershop – train station – Sheriff office – buildings
– supermarket – shopping mall – clothes store –
restaurant – coffee shop – bar – baker’s.
Adjectives: Opposites: old/ modern – small/ big –
cheap/ expensive – tall- high/ low. Prepositions of
place: opposite – on the right/left – across.
Recycling: near – in front of – behind – next to –
between – under.
Pages: 78-87
Chapter 8: Going around
Functions: Talking about the
past. Retelling past events. Asking
& answering about past events.
Correcting information.
Recycling: Past simple: verb be. I was at home. They
weren’t here.
Verb noun collocations: play soccer/ play the guitar.
Past simple, regular affirmative & negative form: I visited
my granny. She didn’t study last weekend.
Adverbs: yesterday, last week/weekend/Monday.
Listening: Listening for words & prepositions.
Speaking: Describing homes & places.
Reading: Reading a poem. Choosing the title. Putting the
stanzas in order.
Writing: Writing a poem.
Close to Jesus: The coin in the fish’s mouth.
MTK: (CLIL) Technology
Digital citizenship.
Project: Wallpaper: Be safe online.
Value: Being a good citizen.
Vocabulary: Common regular verbs: cook – visit –
watch – play – study – travel – stay – rest – walk – enjoy
– practise – look at – arrive – prepare – rain – climb –
listen – return – continue – show.
Means of transport: plane – train – bus – carhelicopter
– bike – boat – ship -
Listening: Listening for words & specific information (past
tense) Listening to a song.
Speaking: Retelling about past events.
Reading: Reading a blog. Matching the text with the
pictures. Reading for specific information.
Writing: Writing sentences about their last holidays.
Close to Jesus: Paul’s shipwreck.
MTK: (CLIL) History
The Wright Brothers-The first airplane.
Project: The history of (…means of transport).
Value: Jesus’ protection.
Pages: 28-37
7
Pages: 88-97
Chapter 9: Special days!
Functions: Talking about plans.
Asking & answering about future
plans. Talking about special days
& dates.
Future form. Going to: all forms: I’m going to organize a
party. We aren’t going to travel next week. Is he going
to need a sleeping bag? What are they going to do next
weekend?
Adverbs: today – tomorrow – next Monday/week/
weekend/ month.
Vocabulary:
Recycling: sports: volleyball – basketball – baseball –
soccer – rugby – tennis – running.
Means of transport: train – bus – car – plane –boat
– ship.
Countries: South American countries.
Days of the week.
Months.
Ordinal numbers: 1st – 31st .
Stands: drink stand – ice-cream stand – pizza stand –
salad stand – veggie burger stand – cake 6 pie stand.
Appendix:
Listening: Listening for words & specific information.
Speaking: Asking & answering about future plans.
Reading: Reading a blog. Reading for specific information:
completing a chart. Answering questions.
Writing: Writing sentences about a special day using the
information in the mind map.
Close to Jesus: Jesus taken up Into Heaven.
MTK: (CLIL) Social Studies:
Special dates in South America.
Project: Special day in my country.
Value: Appreciating our culture and others. Believing in
Jesus’ promises.
Page: 99-195
Reader: Pages: 100 - 117
Fast Finishers: Pages: 118 – 126
Vocabulary Booster: Pages: 127 – 135
Workbook: Pages: 137 - 173
Wra-ups: Pages: 174 - 177
Cut-outs: Pages: 179- 195
8
The book
Sections:
Description:
Unit overview:
Here the topic, the target language, vocabulary and values are presented in context through a dialogue. The target language is practised by means of a story, a catchy song
and through different activity types, involving reading, listening, thinking and observation skills.
English 5+ belongs to a three-level course and it is part of the “+” series. It is contextualized in the integration of faith with teaching and learning. “English 5+” has been especially thought for 10 and 11 years-old. It has been written taking into account the proposals
included in the Common European Framework of Reference for Languages (CEFR). “English 5+” is around Level A1 according to the different levels of performance and competence
defined in the CEFR. English 4+ and English 5+ provide motivating and comprehensive
preparation for the Cambridge Young Learners Starters Test and English 5+ provides supplementary practise for the Cambridge Young learners Movers Test.
The target language is presented in context and practised through different activity
types which include the four language skills as well as thinking and cognitive skills. The
activities have been designed to cater for students’ different learning styles and multiple intelligences. Each chapter deals with core subjects to activate students’ previous
knowledge and with a different Christian and social value to help students become individuals of principle. The student´s book brings a CD-ROM with all the student’s book tracks
-songs, and dialogues- and an E-book called “The Rockslide Rescue“
+ Tools:
Here students can practise the vocabulary and the new
structures in engaging and challenging activities in which
students will have the opportunity to develop their language and thinking skills. Furthermore, students can practise
and develop reading and writing skills.
Close to Jesus:
Here students can read and listen to stories from the Bible. They can learn more about Jesus and His love as well
as to develop social and Christian values. The language is
also presented in context and there are different activities
to check your understanding of the story.
Course components
English 5+ consists of a Student’s Book, a Student’s Book CD-ROM and an on-line Teacher’s guide.
More to know:
Here students will have the opportunity to learn English
incorporating concepts from other subjects; such as, P.E.,
natural science, art, technology, social studies, geography, history, Bible. Students will learn specific vocabulary
and they will have the chance to activate their previous
knowledge of the world.
Student’s book
This 195-page full-colour consists of nine chapters. Each chapter is ten pages in length,
with each page providing sufficient material for one lesson. Lessons include a variety of
interesting and motivating activities. The series’ strong cast of characters appears throughout the book and their adventures appear in the Reader.
The chapters are divided into different sections.
How much I learnt:
Here students can review, recycle, and integrate the target language introduced in previous lessons and they can
carry out a self-assessment to see how much they learnt.
9
Icons
Appendix:
There is an appendix included in the book. Here you will find:
Students can find what you will learn.
The Reader: It consists of nine chapters. Each chapter emphasizes the value that has
been dealt with in the chapter of the Student’s book. There is a reading page and a reading
comprehension page.
Students can find ways to pray and verses from the Bible.
Students can practise the target language through different activity types.
Fast Finishers: Here you will find word games for those students who tend to finish the
activities before others.
Students can use the language in a communicative way.
Vocabulary Booster: Here you will have the opportunity to boost students’ vocabulary.
The vocabulary booster consists of nine chapters with one or two vocabulary sets each. It
also includes activities to practise vocabulary and dictionary skills as well as observation
skills. There is one dialogue for vocabulary substitution. It can be used at home or in class.
Integrated Workbook: Here you will find extra practice. It is divided into 9 chapters. Each
chapter is four pages in length.
Students can practise and develop listening skills
Students can find structure reminders.
Students can play language games
Students can find the value that is dealt with in each unit.
Wrap-ups: “Wrap-ups” provides supplementary practice for the Cambridge Learners
Starters and Movers Tests. The activities are motivating and challenging for use in class or
at home, and will help students familiarize with task types as well as will enable students
to get ready for the tests. The students’ CDROM includes the tracks for listening practice.
Students can find the reference to boost vocabulary.
Students can find the reference to do activities in the Workbook or in the notebook.
CDROM:
The CD-ROM includes the Student´s book Tracks and the E-book called “The Rockslide
Rescue.”
Students can practise and develop reading skills.
Students can find the reference to the cut-outs.
• The CD-ROM: It contains all of the listening material you will need for the student’s
book, including all of the songs and stories from the Bible. It can be used at home for
further practice.
• The E-book: “The Rockslide Rescue” has been adapted accordingly to the students’
level in the target language. It corresponds to level A1.
Students can research about interesting facts.
Students can practise and develop writing skills.
Students can find a self-assessment grid to see how much you learnt.
Students can find the verse from the Bible that is related to the topic of the chapter.
10
Characteristics:
The integration of learning, faith and practice.
• “The Rockslide rescue” has been translated into Spanish and it is called “Avalancha” which is part of the suggested books for students to read in their native language.
It is advisable that you, the English teacher, and the class teacher agree on the time of
the year to have students read the book in English as well as in Spanish. It is recommended that “The Rockslide rescue” should be read after chapter 7 -Student´s bookwhich starts dealing with the use of the Past simple.
ILFP QUOTATIONS:
“True education means more than a preparation for the life that now is. It has to do with
the whole being, and with the whole period of existence possible to man. It is the harmonious development of the physical, the mental, and the spiritual powers. It prepares the
students for the joy of service in this world and for the higher joy of wider service in the
world to come” (Ellen G. White, Education, p.13).
• “The Rockslide Rescue” is not only an e-book but also an audio book. Students can
read while listening to the story.
“The purpose of Seventh-day Adventist education is to strive toward this ideal by developing the whole person, and to nurture a redemptive relationship between each student
and the divine. To this end, the home, church, and school must work cooperatively to
provide an environment where students may choose to enter into a relationship with the
Redeemer of the world.” (Stepanske, 1992)
• The e-book contains highlighted words which are either key words or new vocabulary items. Students can click on the words and it can appear either a picture to illustrate the meaning of the word or a simple definition of it.
“Religiously designed curricular maps and learning resource materials are impressive--even indispensable--but in the end, integration happens through the efforts of the
teacher. He or she is the critical catalyst. When the teacher walks into the classroom
and closes the door, he or she is the curriculum because the learning is mediated largely
through his or her frame of reference and worldview. The teacher becomes the grand
interpreter, the “meaning-maker.” Information is inert until someone gives it human and
spiritual meaning. That’s why it is critical that the teacher’s life and views be thoroughly
Christian.” (Akers, George. (1993). Nurturing faith in the Christian school. The Journal of
Adventist Education, 56(2), 4-8. p.6.)
• The e-book contains the “Morse code” for students to learn and a simple Morse
code message for students to decode.
• The e-book also includes a printable worksheet to test or assess students’ comprehension skills.
Teacher’s book:
It provides teaching notes for each lesson, which include the scripts for all the listening
activities.
Values
Quotations.
11
Content Language Integrated Learning (CLIL)
How English 5 + applies this approach:
General Concepts:
• It is the learning of English as a foreign language incorporating concepts from
other subjects like Natural Science, Social Science, Math, Geography, History, Bible,
into the curriculum.
• It focuses on reading skills and the learning of language in real contexts.
• It is based on interesting topics which motivate students to acquire the language
in a more natural way.
• It highlights fluency as a very important aspect in the process of developing communicative skills for different purposes.
• It puts emphasis on meaning rather on grammar structures.
On each chapter it can be found the section: More to know – The cross-curricular section.
There are varied integrated subjects introducing different themes which are totally related
to the chapters. The target language, recycled language, grammar points and new vocabulary are presented in the readings. Furthermore, the book presents post-reading tasks to
take advantage of the learning content. Also, there are some suggested projects to work
deeply into the use of this approach in a meaningful and practical way for the students.
Teaching notes: The teaching notes provide step-by-step guidance for each page-lesson. Lesson objectives are clearly described. Each lesson starts with a Warming up and
finishes with an Ending lesson activity. Activities from the Workbook and the Vocabulary
Booster are integrated with the student´s book activities to provide a balance range of
appropriate activities. Activities from the Fast Finishers and The reader are also suggested
when appropriate.
Advantages:
• It increases the learners’ cultural knowledge and interest in other ways of lives
preparing them for internalization.
• It improves communicative competence.
• It prepares students for further studies or working life opportunities.
• It raises students’ motivation and positive attitude toward the subject.
12
Social and Christian value:
The importance of…
Functions: Saying where
we are from.
Recycling: Greeting.
Saying Hello!/ Good
bye! Introducing people.
Asking and answering
personal questions.
Describing what there
is/are.
Wh- questions: Where…
from?/ When is your
birthday?
Possessive adjective: our
Recycling: Verb: be
(am-is-are)
How are you? What’s your
name?
Possessive adjectives:
my-your-his-her.
Demonstrative pronouns:
this-that-these-those.
Verb: Have/ has got. All
forms.
Present Continuous.
Simple Present.
• Being kind & friendly.
Vocabulary: Countries and
nationalities.
Possessive adjective: our.
Cardinal numbers: 1-100.
Question words:
What-where-when-how.
Recycling: Greetings:
Farewells:
Possessive adjectives: My,
your, his and her.
School subjects.
School supplies.
School rooms & places.
Listening: Listening for names,
countries and nationalities. Listening
to a song.
Speaking: Understanding & responding
to personal questions. Asking &
answering personal information.
Reading: Reading a text message and
answering questions.
Writing: Completing a text message
providing personal information.
Close to Jesus: Abraham… a friend of
God.
MTK: (CLIL) Geography: The seven
wonders of the modern world.
Project: Touristic places in my country.
Values: Being kind & friendly.
Aims:
Target language:
At the end of this chapter students will be
able to:
• Greet and introduce themselves and others.
• Say where they and other people are from.
• Name different countries and nationalities.
• Ask and answer personal questions.
• Describe what there is and there are.
• Count in the target language from 1 to 100.
• Develop social and Christian values.
• Countries and nationalities.
• Possessive adjective: our. That’s our teacher.
• Cardinal numbers: 1-100.
• Question words: What- where –when – how:
Where are you from? When is your birthday?
• Recycling: Greetings. Farewells.
• Possessive adjectives: my, your, his and her.
• School subjects.
• School supplies.
• School rooms & places.
• Verb: be (am-is-are)
• How are you? What’s your name? Who’s he?
• Possessive adjectives: my- your-his-her.
• Demonstrative pronouns: This- that-these-those.
• Verb: Have/ has got. All forms.
• Present Continuous.
• Simple Present.
Multiple intelligences developed during this lesson:
• Verbal/linguistic.
• Logical/mathematic.
• Visual/spatial.
• Interpersonal.
• Musical/rhythmic.
• Intrapersonal.
Lesson 1: Presentation of the chapter. PP 8 -17
Objectives: At the end of this lesson students will be able to:
• Greet and introduce themselves and others.
• Name different school objects and places at school.
Ask and answer personal questions.
• Describe what there is and there are.
• Sing a song.
• Play language games in the target language.
Target language:
• Question words: What- where - how- who: Who’s he?
• Greetings: Farewells:
• Verb: be (am-is-are).
• How are you? What´s your name?.
• Simple Present: I LIKE…
• There is- There are.
13
Chapter 1, track 2, page 8. Back to school.
Narrator: It’s the first day at school after holidays. The students are very happy to be
together again.
Cindy: Hello Sophie, how are you?
Sophie: Hello Cindy. I’m fine. What were your holidays like?
Cindy: They were great!
Sophie: Cindy, look! There is a new student!
Cindy: Let’s talk to him!
Sophie: Hello! I’m Sophie and this is my friend Cindy!
James: Hi, I’m James.
Cindy: How old are you?
James: I’m eleven
Sophie: Where are you from?
James: I’m from Peru.
Cindy: Paul is from Peru, too.
Sophie: Where is Paul?
Cindy: I don’t know he isn’t here.
Sophie: I’m a little upset.
Mrs. Wise: Hello class! Welcome back!
Sophie: She’s our teacher. She’s great.
Mrs. Wise: Where is Paul?
Recycled language:
• Greetings: Farewells.
• How are you? What’s your name?
• Simple present.
Warming up:
Greet your students (SS) and introduce yourself. Ask them to form groups of four and
allow them to greet each other. Then ask different SS to introduce one member of their
group. Then ask SS if there is a new student in the class. If so, ask him or her to come to
the front and have the rest of the class ask him/her personal questions.
Activity 1:
Listen and read. P. 8
Ask your SS to open their books at page 8. Read the tittle of the chapter and ask SS
what they think the chapter is about. Write the Bible verse: “…he was called God’s friend.”
(James 2:23) on the board and explain to SS that we should be nice and friendly. Have
your SS look at the comic. Then ask the SS to mention the characters they are familiar
with. Point to Cindy and ask: “Who is she?” Elicit answers. Then point to James, the new
student, and to the teacher and ask who they are. Have your SS listen to the dialogue and
encourage them to concentrate on the names of the two new characters. Once they listen,
repeat the questions and encourage SS to answer.
Activity 2:
Listen again and circle the correct answer. P. 9
Ask SS to open their books at page 9. Point to activity 2 and read the question and the
different answers. Encourage SS to answer the question according to what they remember
about the story. Then let SS listen to the dialogue again to check.
Chapter 1, track 2, page 8. Back to school.
Activity 3:
Read the dialogue and write T (true) or F (false). P. 9
Have SS read the dialogue in order to say if the sentences are true or false.
Have SS listen the dialogue again and allow them to read the comic. It will be convenient
to let SS read the comic aloud.
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Activity 4:
Activity 7:
Look at the classroom and tick what you can see there. Then number the pictures. P. 9
Ask SS to focus their attention on page 8. Encourage them to name what they can see
in the picture. Then ask them to carry out the activity. Have them look at the pictures and
tick only those that appear in them. Then have SS read the sentences and number the
pictures accordingly.
Cut out the cards and play “School supplies and break” P. 9
Ask SS to go to the cut-out section p. 179 in order to cut out the cards. The object of this
game is to recall vocabulary related to school supplies. Tell SS that they’re going to play a
game. And explain the rules.
Rules: Ask SS to cut out the cards. Once they finish, tell them to form a team of three.
Explain to SS that they should collect ten different school supply cards. Tell SS to shuffle
the cards and deal them out equally to your partners. That means that the three members
of the group should have the same amount of cards. Explain that in turns, each member of
the group places a card face up on the table, saying “This is …(a book)”. If a player plays
a “break card”, he/she takes all the cards lying on the table. Tell SS that they should be
smart enough to use the “Break card” when there are different school supply cards on the
table. The first player to collect 10 different school supply cards wins.
Activity 5:
Tick the correct answer. P. 9
Ask SS to work in pairs. Have them read the questions and let them read the comic again
to tick the correct answer. This type of activity allows SS to read for specific information.
Activity 6:
Sing along. P. 9
Tell SS that they are going to listen to a song. Play the song and ask SS what the song is
about. It is about friendship. Explain any necessary word. Then ask SS who their friends
are and emphasize the importance of being kind towards those who surround us. This
song introduces the value of the chapter. Then encourage them to sing along.
Lesson 2: Tools! Where are you from? P. 10
• Count in the target language from 1 to 100.
Chapter 1, track 3, page 9. Sing! Friends!
I’m from here, you’re from there.
I’m a boy, you’re a girl.
It doesn’t matter ‘cause we’re friends!
I like you because you’re nice
I like day, you like night
I like you ‘cause you make me smile.
Target language:
• Question words: What- where –when – How: Where are you from? Greetings, farewells.
I’m from here, you’re from there
I’m a boy, you’re a girl
It doesn’t matter ’cause we’re friends!
I like you ’cause you show you care.
I like you because you’re my friend
You’re always there when I need help.
Ending the lesson!
Recycled language:
• Verb: be (am-is-are): I’m from…
• Colours.
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Where are you from?
Boost your vocabulary
Ask your SS to open their book at page 127. Point to the different pictures
and then ask SS to repeat the words after you. Remember that this section is
to increase vocabulary and improve spelling. After you practise vocabulary,
you can do an activity to check your students’ progress. Write different letters (written horizontally) on the board. Ask SS to copy them onto their notebooks. Then give SS some minutes to write nationalities that start with the
letters you have written on the board. The one that writes correctly more nationalities is the winner. You can also have your SS do this activity in groups.
Warming up:
Bring to the class a globe or a world map and the country’s flag and some other South
American flags. Display the students’ country flag on the board and ask them if they recognize the flag. Encourage students (SS) to name the different colours of the flag. Then show
SS the globe and point to where their country is. Ask them to mention any other South
American country and point where the countries are. Then write the question “Where are
you from?” on the board and and answer it providing your own information. Ask some SS
where they are from.
Activity 1:
Activity 1:
Follow the line and write the name of the country. P. 127
Ask SS to look at the flags, and then ask SS to follow the lines and write the
name of each country.
Listen and match. Then complete. P. 10
Ask SS to open their books at page 10. Point to the different flags and name the countries so that SS can get familiar with the vocabulary before the listening activity. Explain
to SS that they are going to listen to the characters saying where they are from. Explain
that first they should listen to the CD. Then ask SS to listen again and encourage them to
match. If it is necessary, play the CD again in order to check.
Once they finish the listening activity, tell SS to complete the sentences below. Ask different volunteers to read aloud.
Activity 2:
Look at the flags and complete. P. 127
Encourage your SS to read the speech bubbles. Then have them to look at the
flags and complete either with the country words or the colours of the flag.
Chapter 1, track 4, page 10. Listen and match. Then complete
Sophie: Hi, I’m Sophie. I’m Bolivian. I’m from Bolivia.
Mrs. Wise: Hello. My name’s Susan Wise. I’m English. I’m from England.
Becky: Well, I’m Becky. I’m Uruguayan because I’m from Uruguay. Ha,ha,ha
Cindy: I’m Cindy and this is my mum, Penny. We’re Argentinian. We’re from Argentina.
Tom: I’m Tom and this is my twin brother Tim. We’re from Chile. People from Chile are
Chilean.
James: My name’s James. I’m the new student. I’m Peruvian and Paul is from Peru, too.
Activity 3:
Dialogue. Ask SS to work in pairs in order to practise the two mini dialogues.
After that, invite them to act them out. Check their pronunciation. Remind SS
that the words in bold can be replace for other country or nationality words.
Workbook!
Activity 1: Circle seven nationalities. Then complete. P.138
Ask students to open their books at 138. Encourage your SS to find and
circle seven nationality words in the word search and then ask SS to write the
nationality words to complete the sentences above.
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Target language:
• Question words: What- where –when – How: Where are you from? When is your birthday?
• Simple Present: What do you like? I like English.
Ending the lesson!
Activity 2:
Read and solve. P. 10
If your SS are not familiar with the cardinal numbers from 1 to 100, teach them. Tell SS
that Mrs. Wise has got SS from different countries and that she wants to know how many
SS are there from each one. Ask SS to read and to solve in order to answer the questions.
Recycled language:
• Verb: be (am-is-are): I’m from…
A new student!
Workbook!
Activity 2: Match the numbers and words. P. 138
Focus students’ attention on the same page at activity two. Explain they
have to match the numbers with the words.
Warming up:
Ask students (SS) to work in pairs. Encourage them to read the questions and complete
the chart about themselves. Then tell SS to ask their partner questions in order to fill in the
chart with their partner’s personal information. You can bring copies of the chart or draw
it on the board for SS to copy.
Activity 3: Read and colour the flags. P.138
Explain to SS they have to read and colour the flags according to the information provided. This is a good opportunity to practise countries and nationalities.
Me
My partner
What do you like?
Where do you live?
Who do you live with?
When do you go to school?
How do you go to school?
Activity 4: Draw, colour and describe your country’s flag. P. 138
Ask SS what colour their country’s flag is. Then point to activity 4 and encourage them to describe and colour a drawing of their country’s flag.
Once SS fill in the chart, ask some SS questions and encourage them to ask you questions.
Review question words if necessary.
Lesson 3: Tools! P. 11
Activity 1:
Objectives. At the end of this lesson, students will be able to:
Ask SS to open their book at page 11. Remind SS that James is the new student in Mrs.
Wise class. Tell your SS to listen and read the comic. Ask them who is very curious and
wants to ask James some questions.
Let SS listen and read, and then elicit answers.
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Chapter 1, track 5, page 11. Listen and read.
Mrs. Wise: Look, James is a new student.
Cindy: Welcome to the class James!
Mrs. Wise: Your new classmates are very nice and friendly.
James: Thank you!
Mrs. Wise: I know you are very curious and you want to know about James’ life.
Cindy: Can I ask him some questions?
Mrs. Wise: Ok , but first complete the questionnaire.
Workbook!
Activity 5: Match the questions with the answers. P. 139
Ask SS to open their books at page139. Read the first question and elicit the
answer. Then encourage SS to read and match each question to the corresponding answer.
Activity 6: Read the fact files and complete the paragraphs. P. 139
Focus students’ attention on the incomplete sentences. Then ask SS to read
the fact files in order to find the information required.
Social value: Be nice and friendly!
Read the social value and emphasize the importance of being nice and friendly to new
students as well as to their classmates. It is also important that you explain to your SS that
it is nice to be friendly to people from other countries. Emphasize that everybody is part
of God’s family.
Fast Finishers! P. 118
Grammar box:
Encourage SS to look at the “Grammar Box” if necessary, in order to revise the question
words. Once SS finish filling in the questions, check them.
Activity 1: Decode the following phrase. P. 118
To reinforce the value, ask SS to observe the code carefully. Then have them decode the
phraseAnswer key: BE KIND TO PEOPLE FROM ALL NATIONS.
Activity 2:
Look at James’s schedule and complete the questionnaire. P. 11
Focus students’ attention on James’s schedule and encourage them to complete the
questions.
Activity 2: Create your own phrase using the code in the previous activity. P. 118
Ask SS to create their own phrase using the same code from the activity above. Then, SS
can interchange their phrases with other classmates in order to have their partners decode
their phrases. SS not only develop logical intelligence, but this activity also helps them to
practise spelling.
• Now answer the questions about James.
Once questions are checked, encourage SS to look at James’s schedule again in order to
answer the questions.
Reader: Back to school! PP. 100 & 101
Change the layout of the class. Read the comic to your SS. (P.100). Encourage SS to read
the comic again in pairs. Check the meaning of unknown words.
Ending the lesson!
Activity 1: Unscramble the words. P. 101
Ask SS to pay attention to the words and unscramble them. Check with the whole class.
Activity 2: Match. P. 101
Let SS work in pairs to do the matching activity. Then ask some pairs to read the complete sentences aloud to check.
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Activity 3: Find the mistakes and correct the sentences. P. 101
Tell SS to read the comic again. Then have SS read each sentences and encourage them
to find the mistake. Once the mistake is found, let SS to write down the correct sentence.
• Read and complete fact files.
Target language:
• Months of the year.
• Ordinal numbers.
• Dates. Preposition of time on: It’s on 1st May.
Activity 4: Complete the chart about James, you and another classmate. P. 101
Write on the board the key words or phrases from the chart and elicit the questions from
the SS. Practise pronunciation. Then, ask SS to join in pairs. Ask them to complete the
chart with information about James, and then ask SS to interview each other in order to
complete the columns about themselves.
Recycled language:
• Question words: What- where –when – How: Where are you from? When is your birthday?
• Possessive adjectives: my, your, our, his and her.
Activity 5: Tick the sentences that are related to the value. P. 101
For this activity, it will be useful to ask your SS to read the story again and identify the
phrases that are related to the value. Then, check with the whole class.
Personal Information
Activity 6: Pair work. Talk with your classmates about these questions and then answer
them. P. 101
You can read the questions and explain any unknown word or meaning to the whole
class. Then, ask your SS to work in pairs and answer the questions. To check the task, you
can ask some volunteers to read their answers.
Warming up:
Bring a calendar to the class and review the months of the year. Then ask some students
(SS) when their birthday is. Focus students’ attention on the way that dates are expressed
in English. If SS are not familiar with ordinal numbers, introduce them. Emphasize the use
of the preposition of time “on” when dates are said.
Activity 7: Complete the phrase. P. 101
Ask SS to read the value. Then encourage them to complete the phrase using the words
in the box.
Activity 1:
Solve the puzzle and complete James’s fact file. P.12
Tell SS to open their books at page 12. Point to James’ fact file and ask your SS questions
about him. Ask SS when James’ birthday is. SS will realize that that information is not included. Encourage them to solve the puzzle in order to find out when his birthday is. Focus
students’ attention on the month first, and then have SS figure out the day. Then check.
Phrase: JESUS LOVES YOU, AND WE SHOULD BE KIND AND FRIENDLY.
Objectives. At the end of this lesson students will be able to:
• Name the months of the year.
• Say dates.
• Now read the fact file and answer the questions.
Once SS complete the James’ fact file, have them read and answer the questions.
Activity 2:
Write interview questions. P. 12
Have SS complete the interview questions using the question words in the box.
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• Understand and answer questions related to the text read.
• Written a message or email about their holidays.
• Ask and answer with a classmate.
Once SS complete the questions, encourage them to work in pairs. Explain that in turns
they should ask and answer the interview questions.
Target language:
• There is/ there are.
• Present continuous.
• Question words: Where, when, how, what.
Ending the lesson!
Activity 3:
Fill in the fact file. Use your classmate’s information.
Have SS complete the fact file using their classmate’s information.
Recycled language:
• Places: temples, beaches…
•Was/were
Workbook!
Activity 7: Complete the telephone conversation with the words in the box.
P. 140
Have SS read the whole dialogue first in order to infer the questions. Once
they read it encourage them to read the answers to choose the most appropriate question word to complete the question. When they finish, encourage
a pair to read the telephone conversation aloud to check.
Good news!
Warming up:
Remember that this is a section designed to help students (SS) develop reading and
writing skills. First greet your SS. Then write the word “Peru” on the board or a key word; it
can be “Holidays”. You can even bring a picture related to the reading. Then ask SS questions such as “What do you know about Peru?”, “What is there in…?” and elicit answers.
Let them think and ask someone to go to the front and write his/her answer on the board,
continue asking questions until you form a spider map from the key word “ Peru” or the
one that you choose. Remember that it has to be related to the reading. You’d be surprised
at what your SS can come up with. The evocative warm up strategy helps you understand
any misconceptions or preconceptions that the students may have about the reading they
are going to read today.
Activity 8: Underline the best option to complete Mark’s interview. P. 140
Ask SS to focus their attention on the incomplete questions and on the
answers in order to choose the best alternative.
• Read Mark’s interview and complete his fact file.
Encourage your SS to complete Mark’s fact file using the information provided in the interview.
Activity 1:
Read Cindy and Paul’s conversation. P. 13
Ask your SS to open their books at page 13. Point to Cindy and Paul’s chat and encourage
them to scan the text. Set the first reading comprehension question: ask SS where is Paul
on holiday. Then ask your SS to read the conversation once more and set another comprehension question. Give SS enough time to read and enjoy the reading.
• Review and use newly learnt vocabulary.
• Scan and skim a text.
Activity 2:
Read the conversation again and number the pictures according to the paragraphs. P. 13
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Tell SS to read the text again. Then have SS look at the pictures and match them to the
corresponding paragraph.
Recycled language:
• Present simple: third person singular.
• There is.
Activity 3:
Read again and answer the questions. P. 13
Have SS read the questions and explain that they should read the chat again in order to
answer the questions. This type of activity helps SS read for specific information.
Abraham, a friend of God. Genesis 12-13
Activity 4:
Warming up
Pre-listening stage:
At this stage it is very important to arouse interest and to provide basic vocabulary to
facilitate students’ comprehension.
Show pictures of friends who are in different age groups. Some of them smiling, huging each other, sharing something, etc. Ask SS to brainstorm all their ideas about the
pictures. Some questions to guide the brainstorming could be: “What is the relationship
between them?” (friends), “What are they doing?” (smiling, huging, sharing), etc. Write all
the ideas on the board.
After that, ask: “What story in the Bible is about friendship?” Let SS participate telling
what they know about the story or predicting about it.
Remember that this is the special time to introduce students (SS) to the pleasure of reading and to help them be acquainted with the stories from the Bible.
Imagine you aren’t at school and complete the message. P.13
Ask SS to imagine they aren’t at school today and encourage them to think where they
are, who they are with, what the weather is like, what they are doing and so on. Then have
SS to work individually. Explain that they should complete the message using their own
ideas.
Ending the lesson!
Once SS finish writing their message, ask some volunteers to read theirs aloud. If you
consider it appropriate, this activity can be done as homework. Then you can keep a portfolio with your students’ writings.
Activity:
While-listening stage.
Ask SS to open their books at page 14. Have SS look at the pictures. Then say “Listen to
the story and find out”. Ask SS to point to the pictures, to follow the story while listening.
Have SS analyse if their predictions were right.
Set comprehension questions. Ask “Who is this story about?”, “What happens to Abraham and his family?”, “Who takes care of Abraham and his family?”.
Lesson 6: Close to Jesus! PP. 14 & 15
• Be acquainted with a story from the Bible.
• Develop values; such as being kind and friendly.
• Be aware that Jesus loves us and he is our friend.
Narrator: In James 2:23 we read: “...and Abraham was called God’s friend”.
Narrator: Abraham is a very special person to God. Abraham always obeys God.
Abraham: Dear God, I love you and I always obey your words.
Narrator: One night, God asks Abraham something strange. It’s to proof his faith.
Target language:
• Greetings.
• Personal information.
• Saying where we are from.
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God: Abraham! Wake up! Go to another country with your family. I promise you to bless
you and guide you to a Promised Land. Trust me.
Abraham: Lord, I am seventy-five years old... I’m too old to walk. But I will obey your
orders.
Narrator: The next morning, Abraham starts the trip to the Promised Land. His nephew
Lot, his wife Sara and all his servants go with him.
Abraham: Let’s go to the Promised Land.
Lot: There is a lot of food and delicious fruit there.
Narrator: On his trip to the Promised Land, Abraham meets the Egyptian Pharaoh.
Pharaoh: What’s your name foreigner?
Abraham: My name is Abraham.
Pharaoh: Where are you from?
Abraham: I’m from Ur.
Pharaoh: Where are you going?
Abraham: We are going to the Promised Land. God is guiding us.
Narrator: Abraham and his family walk and walk. They are tired but happy to live in another country. They want to tell other people about God’s love and power.
Abraham: Look Sara! The Promised Land is very near!
Sara: You are right Abraham. God always keeps his promises.
Narrator: Abraham and his family are happy in their new home…CANAAN. God guides
and protects Abraham because they are friends.
Abraham: Thank you God for your friendship. Thank you for your promises.
Activity 2:
Post-listening stage:
Verse:
Teach and explain the verse. It is a good opportunity to help SS memorize simple portions from the Bible. Explain that Jesus is happy when we thank for His friendship.
Prayer:
Ask SS why they think God is Kind to them, and finish with a prayer.
Encourage a volunteer to pray aloud with the whole class or you can divide the class in
pairs and ask them to pray together.
Match the words with the pictures. Then tick the ones that appear in the story. P. 15
Have SS work individually to complete the task.
Activity 3:
Complete the crossword puzzle. P. 15
Have SS work in groups of three. They should probably need to read the story again and
identify the key words. After they complete the puzzle, ask the first group that found the
phrase to come to the board and write it. It could be a good idea to have a reward for the
group.
The highlighted phrase is: GOD IS KIND.
Activity 4:
Complete the questions with a WH-word and answer them. P. 15
Before this task, you may review WH-words with the whole class.
Then, call out some SS to give the answers. You may give SS a few minutes to answer the
questions and then elicit the ideas from the whole class.
Ending the lesson!
Value:
Reinforce the concept of the christian value: be kind and friendly.
Verse: “Abraham was called God’s friend.” James 2: 23.
Encourage SS to study the verse at home and ask them to repeat it the following class.
Dear Lord.
Thank you for this day.
Thank you for loving us all.
Thank you for your friendship.
In the name of Jesus, Amen.
Activity 1:
Write (T) true or (F) false. P. 15
Ask SS to read the story again if necessary. SS can work individually to answer True or
False in each case.
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Lesson 7: More to know P. 16
Activity 3:
Find the materials mentioned in the text. Then label the pictures. P. 16
This activity can be carried out in pairs. SS read the paragraph again and look for the
name of materials in the word search. Then, they label the pictures.
• Integrate the language of the unit with Geography.
• Learn new vocabulary related to the seven wonders of the modern world.
• Develop values, such as being kind and friendly.
• Be aware that Jesus is happy when we are kind and friendly to others.
Mini project:
Touristic places P. 16
Target language:
• Describing famous places from different countries.
• Adjectives describing places.
• Vocabulary related to material used to build.
Aims:
1) Identify touristic places in his/her country.
2) Practise the new vocabulary content in a real life context through a
communicative activity.
3) Develop creativity through art skills.
Recycled language:
• Present simple tense.
Geography
The seven wonders of the modern world
Warm up:
Write on the board: TOURISTIC PLACES IN________(Student’s country). Then, ask SS
to brainstorm all the places they know. Talk shortly about some of those places and their
attractions. Then, ask SS to choose one of those places and encourage them to search for
more information.
Warming up
You may bring to the class big pictures of the seven wonders of the modern world. You
can show them little by little and ask SS to discover the places. Stick them on the board
and write down the name of each one. After that, ask SS to open their books at page 16,
and read more about these seven wonders.
Activity:
1) In advance, ask SS to bring pictures and information about a touristic place they like
in their country.
2) Hand out a piece of construction paper to each student.
3) Ask SS to glue the pictures on the paper.
4) Encourage SS to write short sentences using their own words describing the attractions of the touristic place they have chosen. SS can ask the teacher any difficult words
and pronunciation tips.
5) SS can decorate the poster as they wish.
6) SS should share the information with their classmates. Agree on the date the expositions will take place.
Activity 1:
Read. Then match the pictures 1 to 7 with the correct paragraph. P. 16
Have SS work individually. Then, you may ask some volunteers to read the answers
aloud. Check any unknown word.
Activity 2:
Write the correct wonder in the space provided. P. 16
You may ask some SS to read the sentences and give the answers aloud. Check with the
whole class.
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Lesson 8: How much I learnt! P. 17
Ending the lesson!
Encourage some SS to read aloud the ideas they wrote down about the places they
chose.
Pray with the SS and give thanks to God for all the wonders around the world.
Objective. At the end of this lesson, students will have:
• Reviewed, practised and reinforced all the language seen in this chapter.
Target language:
• Question words: What- where –when – how: Where are you from? When is your birthday?
• Simple present.
Workbook!
Activity 9: Read the article. MACHU PICCHU. P. 141
You may start this activity reading the text aloud. While you read, ask SS
to underline any unknown word. After reading, you can write down the new
words and give their meanings.
Then, have SS join in small groups to read the article again. You may discuss some interesting facts about Machu Picchu with the whole class.
Warming up!
Review the vocabulary. Use a simple activity. You can write about 10 words on the board
related to personal information (name, age, country, sports.) Then have students write the
rest with their information. Ask a volunteer to read his own writing.
Activity 10: Choose the right option. P. 141
Ask SS to read the sentences and circle the most appropriate word. If they
are not sure, encourage them to read the text again. Give SS enough time to
finish the task and then check with the whole class.
Activity 1:
Activity 11: Match the architectural sites. P. 141
You might call out some SS to answer the task.
Complete. P. 17
Have SS open their books at page 17. Point to activity 1. Explain to students (SS) they
should complete the fact file with their own information. You can write an example on the
board by completing your own information. Check the activity as a whole class or individually.
• Use your notes to write about yourself.
Encourage SS to write about themselves using their notes.
Activity 12: Complete the sentences. P. 141
You may want to turn this activity into a friendly competition. Divide the
class into groups of four SS. The first group that finishes the activity should
raise their hands and say “Time is up”, and the other groups cannot continue
working. The group that has finished read the answers aloud, if they are correct, they win; if some answer is wrong, another group has the possibility to
answer. The group with more correct answers wins.
Activity 13: Write (T) true or (F) false. P. 141
Ask SS to raise their hands if they know the answer. Try to give the opportunity to the ones who do not participate very often.
Activity 2:
Write interview questions. P. 17
Bring to the class flash cards with personal information; for instance, “I’m Paul”, “ I’m 11
years old”, “ I’m from Chile”. Then display them on the board and ask some volunteers to
write the questions for those answers. Continue doing so until all the questions are formed. Then focus your students’ attention on the activity. Explain that they are expected to
write the questions for those answers. You can ask two volunteers to act out the dialogue.
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Activity 3:
Decode the words and complete the e-mail. P. 17
Tell SS that they should complete the e-mail, but that first they should decode the words.
Focus their attention on the fact that the words are written back to front.
Ending the lesson!
Self-assessment!
Quickly review chapter 1 with the class, reminding SS of the work they have done over
the chapter.
Ask SS to think about whether they enjoyed the chapter and how well they think they
did on it.
Tell SS to read each language item in the chart and encourage them to ask themselves
if they can do what it says in each row. Then ask them to tick the correct column according
to how well they think they learnt and worked.
Congratulate all your SS for their progress.
25
• Being organizated
Functions: Saying the
time. Asking about
someone’s actions at a
given time.
Asking about routines
in the present. Talking
about frequency of
actions. Describing
after-school activities.
Describing schedules &
classroom jobs rota.
Recycling: Describing
routines.
Wh- questions: What time
do you play tennis ? How
often do you train?
Frequency adverbs &
expressions of frequency.
We sometimes play
handball.
He prays every day.
Recycling: Simple Present:
All forms.
I get up/ don’t get up late.
She goes/ doesn’t go to
school by bus.
Vocabulary: The time: four o’clock,
quarter to four. Quarter past four, half
past four.
After school activities: play chess, do
karaoke – do gardening – read – ride
a bike – do puzzles – go hiking – chat
on the internet – play sports.
Classroom jobs: call the register write the datecollect in homework –
clean the board – give out books.
Adverbs of frequency: always –
usually – often – sometimes – never.
Expressions of frequency: every day,
once/twice a week, three times a
year, (not) very often.
Recycling: Daily activities.
Listening: Listening for the time
and people’s routines. Listening
to a song.
Speaking: Asking & answering
about classroom jobs.
Reading: Reading a web page
and completing a chart.
Writing: Writing a blog about a
person’s habits.
Close to Jesus: Samuel listens to
the Lord’s voice.
MTK: (CLIL) Technology: Smart
watch!
Project: Technological devices
that help people being
organized.
Values: Being organized.
Aims:
Target language:
At the end of this chapter students, will be
able to:
• Say the time.
• Describe daily routines.
• Ask and answer about daily habits.
• Ask and talk about the frequency of certain
daily activities.
• Describe after-school activities.
• Describe schedules and classroom jobs rota.
• The time.
• Preposition of time: at: At two o’ clock.
• Wh… questions: What time do you get up?
How often does your mum go shopping?
• Frequency adverbs & expressions of frequency:
We sometimes play handball. He prays every day.
• After-school activities: I do the gardening.
• Classroom jobs: I call the register.
• Recycling: Simple present: All forms. I get up/
don’t get up late. She goes/ doesn’t go to school
by bus.
Multiple intelligences developed during this lesson:
• Visual/spatial.
• Interpersonal.
• Intrapersonal.
Lesson 1: Presentation of the chapter. PP 18 -27
• Read a comic applying the English intonation patterns.
• Read for specific information.
• Understand and use expressions related to time.
• Understand and tick what they hear.
• Describe someone’s daily routine.
• Answer question about daily habits.
• Sing along.
• Identify healthy habits.
Target language:
• The time.
• Prepositions of time. At: at two o’clock.
• Wh… questions: What time do you get up? How often does your mum go shopping?
• Frequency adverbs & expressions of frequency: We sometimes play handball. He prays
every day.
Recycled language:
• Greetings, farewells.
• How are you? What’s your name?
• Simple present.
26
Warming up:
Prepare a schedule and display it on the board. If you don’t have time, draw the schedule
and complete it with your daily activities. Focus students’ attention on your busy life. Explain that you can do everything because you are very organized. Ask students (SS) what
they do every day and write their answers on the board.
James: I never go running.
Mr. Sporty: Well, there’s a first time for everything. After that, I go back home, take a
shower and go to work. I have lunch. After work, I play tennis and then I help my wife at
home. From time to time I cook!
Sophie: You don’t waste time!
Activity 1:
Activity 2:
Have your SS open their books at page 18. Read the tittle of the chapter and ask SS what
they think the chapter is about. Write the Bible verse: “The Lord was with Samuel as he
grew up” (1 Samuel 3:19) on the board and explain to SS that it is important to be organized. Help your SS develop observation skills by asking them some questions, such as,
“Are the students in the classroom?” “Where are they?” Elicit answers.
Then set some comprehension questions before SS listen to the comic. Ask: “Who is Mr.
Sporty?” “What is he doing in the park?”
Match the time expressions with their meanings. P. 19
There are three expressions in which the word “time” is included. Encourage SS to read
the expressions and the definitions on the right. Then have SS read the comic again so that
they can infer the meaning of the expressions. Finally ask them to match the expressions
with their corresponding meaning.
* Waste time: spend time in an unproductive manner.
* From time to time: sometimes.
* There’s a first time for everything: start doing something.
Play the CD and ask your SS to listen. Then check the comprehension questions. Play the
CD again and encourage SS to read the dialogue.
Activity 3:
Read the dialogue again and write T (true), F (false) or IDS (it doesn’t say). P. 19
In this activity SS should read for specific information. Explain to them that this time they
are expected to say if the sentences are true, false or it doesn’t say. Emphasize the possibility that certain information does not appear in the dialogue. Check as a whole class.
Chapter 2, track 7, page 18 . Listen and read. Being organized.
Narrator: Mrs. Wise and her students are having a special class in the park. They meet
Mr. Sporty, the P. E. teacher.
Mrs. Wise: Look who is here, kids! Mr. Sporty, your P. E. teacher.
Mr. Sporty: Hello kids!
Children: Hello!
Cindy: What are you doing here, Mr. Sporty?
Mr. Sporty: Well, I’m training, Cindy.
James: How often do you train?
Mr. Sporty: I train hard every day.
James: But you work every day.
Mr. Sporty: That’s right, but I’m very organized!
Mrs. Wise: Tell us about a day in your life! What do you do?
Mr. Sporty: Well I’m an early bird. I wake up at six in the morning! After that, I pray. Then
I get up and get dressed. I have a healthy breakfast and study the Bible. Then I go running.
Activity 4:
Listen again and tick what Mr. Sporty does. P. 19
Ask SS to focus their attention on activity 4. Point to each picture and encourage SS to
name each activity. Have them listen to the CD again and encourage SS to tick those activities that Mr. Sporty frequently does.
Chapter 2, track 7, pages 18 and 19.Being organized.
Activity 5:
Answer. P. 19
Have SS work in pairs. Encourage some volunteers to read the questions aloud. Explain
vocabulary if necessary. Then elicit the answers. Once they have answered the questions
orally, let them work in pairs in order to read the comic again and write the answers.
27
Ending the Lesson!
Target language:
• The time.
• Prepositions of time. At: At two o’clock.
• Frequency adverbs & expressions of frequency: We sometimes play handball. He prays
every day.
Activity 6:
Sing. A time for everything! P. 19
Tell your SS that the Bible says: “There’s a time for everything.” Ask SS what they like
doing and what theyd like to do if they have more free time. Emphasize that we should be
organized to carry out our obligations and to do what we like doing. Tell your SS that they
will listen to a song that emphasizes the idea of being organized.
Before having SS listen to the song, set some questions; such as “What is the best way
to start your day?”, “Who should guide your life?” Then play the CD. Ask SS to answer the
questions. Finally play the CD again and let them sing along.
Recycled language:
• Simple present.
James’s Sunday routine!
Warming up:
Bring to the class a paper or a toy clock and review the time. If you have enough time,
you can play “What’s the time Mr. Wolf?”
Chapter 2, track 8, page 19. Sing. A time for everything!
I’m organized; I want Jesus to guide my life.
I wake up and I pray.
The best way to start your day!
I get up and get dressed.
After that I wash my face.
I have breakfast and go to school.
I study hard, I’m so cool!
I try to work very hard,
I study the Bible and help my mum!
I’m organized; I want Jesus to guide my life!
How to play:
One child stands apart with his back to the other children, who should be a good
distance away. He or she is Mr. Wolf.
The group calls out “What’s the time, Mr. Wolf?”
He replies with a time, for example, “It’s 2 o’clock”
The group then takes 2 steps forward, towards Mr. Wolf, and asks again, “What’s
the time, Mr. Wolf?” This time he might say “It’s 10 o’clock”, in which case the
group would take 10 steps forward.
Lesson 2: Tools! Where are you from? P. 10
The group is attempting to reach Mr. Wolf without him first catching them. When
Mr. Wolf senses that somebody is close, he can call out, instead of a time like before, “It’s dinner time!”, at which point he can finally turn around and see where everybody is, then try to catch somebody before they can make it back to the starting
line. There is usually much screaming and excitement at this point!
• Say and write the time.
• Describe daily routines.
• Identify and name after-school activities.
• Read and describe schedules.
Make sure everybody gets a turn to be Mr. Wolf.
28
Activity 1:
Listen and number. Then write the times. P. 20
Have SS open their books at page 20. Point to each clock and ask students (SS) what
time it is. Then explain to your SS that they will listen to James’s Sunday routine. Ask them
to listen to the CD and try to match the clock with the corresponding activity. Then have
SS listen again to check. Once they finish, ask SS to look at the clocks and write the time
in letters.
Activity 1: Write the time. P. 119
Ask SS who finish first to look at the time and write them down on the blanks provided.
Ending the lesson!
Should you want to personalize the task, ask SS to draw a schedule in their notebooks.
Then encourage SS to fill in the schedule according to their after-school activities. Then
ask SS to work in pairs. Encourage each pair to ask and answer questions about their
after-school activities, for example: St. A: What do you do on Monday after school? St. B:
I go to English classes. Finally have them report to the class what his/her partner does.
Chapter 2, track 9, page 20. Listen and number. Then write the times.
James: My name’s James and I’ll tell what I do every Sunday. On sundays, I don’t go to
school so I don’t get up very early. I wake up at 8:30. Hmm, let me see... Yes! I wake up at
8:30. After that I pray and I thank Jesus for a wonderful day and ask him to protect me and
my family and me. Then I get up and take a shower at around 9:00. Yes! I take a shower
at 9.00 o’clock. And after that, at a quarter to ten, I go to the Pathfinder club. I really like
going and meeting my friends. Then I come back home and have lunch. I do my homework
and study. If I have time, at quarter past six I chat on the Internet.
Workbook!
Activity 1: Unscramble the words. P. 142
Point to each incomplete pictures and explain to SS that they should complete the drawing, Once they finish drawing, ask SS if they can name each
after-school activity. Then encourage your SS to unscramble the words and
label the pictures correctly.
•Look at the pictures above and answer.
Finally have SS look at the pictures above and answer the questions about
themselves.
Activity 2:
Look and label the pictures. Be careful! There is an extra phrase. P. 20
Ask SS if they do any after-school activity. If they do, write them on the board and write
some others SS can come out with. Then have SS look at and label the pictures. Warn them
that there is an extra phrase. Check as a whole class.
Grammar box:
Encourage SS to look at the “Grammar Box” if necessary, in order to revise the Simple
present affirmative form before they complete activity 3.
Activity 2: Read and write the questions in the text. P. 142
Point to activity 2 and ask SS to read each question. Then have SS read
the texts in order to consider which text is the most suitable answer for each
question. Once they have matched the texts to the corresponding questions,
tell SS to write the question in the correct place.
Activity 3:
Read Cindy’s schedule and complete. P. 20
Have SS look at and read Cindy’s schedule. Ask them questions about what Cindy does,
and write some answers on the board. If SS do not remember the “Simple present affirmative form”, use the examples on the board to remind them the structures, especially
the third person singular. Once they are familiar with the Simple present affirmative form,
have them complete the sentences about Cindy after-school activities.
29
Activity 1:
Look at the classroom jobs rota. Then choose the correct option. P. 21
Ask SS to open their books at page 21. Focus students’ attention on the classroom jobs
rota. Ask them to look at the chart. Then ask some questions related to the characters’
responsibilities; for instance; “What does Cindy do?” Elicit answers and write them on the
board. Ask two or three more questions so that SS can get familiar with the vocabulary and
understand what they are expected to do. Then encourage SS to work individually, have
them look at the chart in order to choose the correct option in the sentences. Then check
as a whole class and if you have time write the sentences on the board.
• Describe schedules and classroom jobs rota.
• Understand instructions.
• Talk about good and healthy daily habits.
Target language:
• Simple Present: Affirmative and negative forms. I get up/ don´t get up late. She goes/
doesn’t go to school by bus.
Grammar box:
Encourage SS to look at the “Grammar Box” if necessary, in order to review the Simple
present affirmative and negative form before they carry out activity 2.
Recycled language:
• The time.
• Prepositions of time. At: At two o’clock.
• After-school activities: I do the gardening.
• Simple present: Affirmative form.
• Commands: Work in groups, flip the coin, etc.
Activity 2:
Cut out and complete your classroom jobs rota. Then ask and answer. P. 21
Ask SS to go to the cut out section p. 181 in order to cut out their classroom jobs rota
chart. Then have SS complete the chart according to their duties. Once they finish, have
them form groups of four. Each student should write the names of the members of the
group in the correct column. Then, in turns, they should ask who performs each classroom
job and tick in the correct square. Make sure all the students have the opportunity to ask.
Classroom jobs!
Warming up:
Shouldn’t your students (SS) have certain responsibilities during the English class, this
is your opportunity to let them have. If you have already assigned them some duties, take
this opportunity to remind them. Bring a cardboard to the class and draw a chart. Write the
names of the SS as well as the different duties SS should perform; such as call the register,
write the date, etc. Tick the activities each SS does and draw a cross if they don’t have to
do it. Write some sentences on the board. Try to write some affirmative sentences as well
as some negative ones, for example, Charles calls the register; but he doesn’t write the
date on the board. This warming up activity will help your SS review the Simple present
affirmative and negative form. Emphasize the importance of collaborating in class and
being organized.
Social value: Be organizated and develop good habits!
Read the social value and emphasize the importance of being organized
as well as the development of good habits, such as helping in class. It is
also important to emphasize that if everybody does their duties, they share
responsibilities and a sense of being part of a job done. Explain that habits
are the consequence of repeated actions that will help them be organized
in their lives.
30
Ending the lesson!
Activity 2: Read again. Then look and match. P. 103
Explain to your SS that this activity is related to the teaching of each object the characters found during the game “Find the treasure”. Have SS read the teaching and match
them with the corresponding picture.
Activity 3:
Play: Developing habits in groups. P. 21
Let SS continue working in group. Explain that they are going to play a board game about
their daily habits. In this game there is not winner. The object of the game is to help SS
develop good habits and that SS influence one another in order to do so.
Activity 3: Write and draw: P. 103
Remind SS the importance of having and developing good habits. Write on the board the
phrase “Good habits I have” and ask SS to mention some of them. Then write on the board
the phrase: “Good habits to develop” and you may want some of yours and ask SS which
good habits they think they haven´t developed yet and want to. Write the answers on the
board. Then encourage SS to work on their own in order to complete the chart and have
them draw the habits in the square provided.
How to play:
Rules:
• Each group should have a coin and a counter for each member.
•SS take turns to spin the coin.
•If the coin lands on heads, the student should move a square.
•If the coin lands on tails, the student should move 2.
•When the student lands on a square, he/ she should say a statement according
to his/ her habits; for example: “I pray; I don´t go to bed late.
Workbook!
Activity 3: Follow the lines and complete the dialogue. P. 143
Draw students’ attention to the incomplete dialogue. Ask SS to read the
dialogue first. Then have SS look at each character and follow the lines in order to have information to complete the sentences in the dialogue. Once they
finish, ask two volunteers to read the dialogue aloud.
Reader: Be Organized! PP. 102 & 103
To develop the concept deeply, ask your SS to open their books at pages 102 and 103 at
the reader section. Then encourage them to read the comic. Once they finish ask comprehension questions like: Where are the students? What are they doing?, In advance prepare
a picture of fruit, the Bible and a soccer ball. Then ask your SS to say what the teaching
of each object is according to the reader. Once you check comprehension, ask your SS to
do the activities in groups. Give them enough time to accomplish the activities. Finally ask
volunteers to read their answers to check as a whole class.
Activity 4: Look, match and write. P. 143
Have SS look at the code (the number and the letter) to find out how often
Paul, Cindy, Sophie and Becky do some activities. Then encourage your SS to
write full sentences following the example.
Lesson 4: Tools! P. 22 - Healthy habits!
Activity 1: Read and answer the questions using the words in the box. P. 103
Ask your SS to read the comic again in order to answer the questions using the information provided in the box. Should you want to start the activity by asking the questions and
elicit answers orally. But if the answers are not all correct encourage SS to read the comic
again to check.
• Identify and use adverbs of frequency and expressions of frequency.
• Ask and talk about the frequency of certain daily activities.
31
Target language:
• Wh… question: How often does your mum go shopping?
• Frequency adverbs & expressions of frequency: We sometimes play handball.He prays
every day.
• Simple present: interrogative form.
Have SS open their books at the Vocabulary booster section and introduce
expressions of frequency.
Time and adverbs of frequency.
Review the time and the adverbs of frequency showing the graphics.
Where is Witty?
Find Witty in the picture.
Recycled language:
• After school activities: I do the gardening.
• Simple present: affirmative and negative forms. I get up/ don’t get up late. She goes/
doesn’t go to school by bus.
Activity 1: Look at the chart and answer the questions. Follow the example. P. 128
Ask SS to look at Tim’s and Tom’s week schedule. Encourage SS to answer
the questions. Check with the whole class.
Healthy habits!
Warming up:
Display on the board flash cards related to activities that range from what your students
(SS) always do to what they never do. Point to each flash card and ask SS to name the
activity. Introduce the question word “How often” in context, for example; “How often do
you do your homework?” And elicit answers. SS may answer in their mother tongue. At this
point, introduce the frequency adverbs, explain them by using simple graphs as shown
below:
Activity 2: Dialogue. P. 128
Ask SS to join in pairs and practise the dialogue. After that, you can ask
some pairs to come to the front and role play the dialogue. Remind your SS
that the highlighted words can be replaced according to their routines.
Always
Usually
Activity 1:
Often
Read and circle your answers. P. 22
Ask SS to open their books at page 22, and point to the questionnaire. Explain to SS that
they are going to do a short quiz based on healthy habits to find out if they have developed healthy habits throughout their lives. Have SS read the questions and choose the answer according to their habits. Once they finish, let them check the results which are next
to the quiz. Don’t ask them about their results because some SS can feel embarrassed if
they do not have healthy habits, but make them think if they need to change some habits
which are not so beneficial for them.
Sometimes
Never
Point to different flash cards and ask different SS to answer the questions using the appropriate adverb of frequency. It is appropriate to write the answers on the board so that
SS can get acquainted with the position of the frequency adverb in the sentence.
Activity 2:
Complete using the information from the bar chart and the words in the box. P. 22
Point to the bar graph and provide a context for this activity. Tell them that graph shows
32
Workbook!
Activity 5: Ask and complete. P. 144
In this activity SS should carry out a survey in order to provide the right
information. Tell SS to stand up and ask their classmates questions, such as,
“Do you pray three times a week?”, “Do you study the Bible every day?” so
that they can find out how many students in their class do each of the activities. Should you decide to ask SS to do this activity at home, change the
instruction and ask them to ask their relatives or the people they live with.
the frequency in which a group of boys and girls carry out certain activities. Help SS read
and understand bar graphs by asking questions; such as, “How often do the girls study the
Bible?” Focus students’ attention on the bar. SS may say: “Always”. Ask one or two more
questions. Then explain that they should read the incomplete sentences, look at the graph
bar and choose the most appropriate word from the box in order to fill in the statement.
Grammar box!
Tell SS that they can check the “grammar box” in order to remember the correct position
of frequency adverbs and expressions of frequency in a sentence.
Activity 6: Look and write. P. 144
Ask SS to look at the pictures about Cindy´s habits and encourage them
to identify and say each of the activities. Then have SS read the incomplete
paragraph and look at the pictures again in order to fill in the blanks.
Fast Finishers!
Activity 2: Complete the sentences using the following code. P. 119
Explain SS they have to complete the spaces according to the code.
Activity 3: Write sentences about you using the word in the box. P. 119
Have SS write true sentences about the frequency they carry out certain activities. Encourage them to use the adverbs of frequency in the box.
• Identify and use the vocabulary taught.
• Infer the meaning of words through the context.
• Read for specific information in order to complete a chart.
• Generate ideas for writing by reading.
• Write a brief blog about someone´s habits.
• Become aware of the importance of developing healthy habits.
Ending the lesson!
Let SS report their findings about the chart.
If you have enough time, you can ask your SS to work in groups and choose five to seven
daily activities. Then they can ask and answer questions about the frequency which with
they do each of them. Then encourage your SS to report their findings in a bar graph.
Target language:
• Simple present: all forms.
• Adverbs of frequency: always, usually, etc.
• Expressions of frequency: once a week, every day, etc.
Recycled language:
• Sports.
• Food.
• Simple present.
33
Click here!
using the information they collected before.
Have SS work on their own.
Warming up:
Start your class by greetings your students (SS). Then make a pre-reading activity named
“Free association”. You, the teacher, call out a word or a phrase and the students can call
out a word that first comes to their minds. For example: “Healthy eating habits” and students may call out “vegetables”, “water”, etc. Try to find different words or phrases that
are related to this reading; hence the students think about the topic in question and generate interest among them.
Ending the lesson
Once SS finish writing their blog about their friend’s habits, ask some volunteers to read
it aloud.
Activity 1:
Read the webpage and choose the appropriate title for it. P. 23
Ask your SS to open their books at page 23, hold up your book and point to the webpage. Tell them to scan the text and choose the best title for it. Check your students’ answers. Then ask some understanding questions orally.
• Develop values; such as being organized and developing good habits.
• Be aware that Jesus is happy when we are organized and we do all our duties.
Activity 2:
Target language:
• Chores at home: sweep the floor, dust the furniture, etc.
Read the webpage again and complete the chart. P. 23
Encourage your SS to read the webpage again. Tell them they should complete the chart
with the correct information. Encourage them to skim the text to complete the chart. Help
SS focus their attention on specific information.
Recycled language:
•Present simple: affirmative and negative forms, third person singular.
Samuel listens to the Lord’s voice. 1 Samuel 1-3.
Pre-writing activity
Interview a person about his/her habits and write a blog using the answers. P. 23
Remember that this is the special time to introduce students (SS) to the pleasure of
reading and to help them be acquainted with the stories from the Bible.
Change the layout of the class. Ask SS to sit around you forming a big circle. Then ask a
volunteer to call out a phrase that describes a healthy habit, for example “It is a healthy
habit to drink a lot of water”. The first student on the right repeats the same sentence and
adds another idea: “It is a healthy habit to drink a lot of water and to practise sports”. In
turns, each student repeats the previous sentence and adds another item. SS should concentrate a lot to remember all the words in the same order. When you finish this activity,
ask them to come back to their places. Explain to them they should get information about
their friends. Ask SS to work in pairs in order to ask and answer the questions in activity
3. Once they have the information required, they should write it down in their notebooks.
After that, encourage SS to use the answers to write a blog about this person’s habits
Warming up
At this stage, it is very important to arouse interest and to provide basic vocabulary to
facilitate students’ comprehention.
Show pictures of kids who are doing different chores at home: sweeping the floor, dusting furniture, setting the table, cleaning the room, etc. Ask SS to brainstorm all their ideas
about the pictures. Some questions to guide the brainstorming could be: “What chores do
you help with at home?” (dust the furniture), “Which chores do you like doing?” (sweep
the floor), “Which chores are easy/difficult to do?” (clean the room), etc. Write all the
34
Eli: Samuel, go to bed. I didn’t call you!
Narrator: Samuel gets up three times and goes to Eli’s bedroom. Finally, Eli understands
God is calling Samuel. Eli tells Samuel to listen to God’s voice and answer the Lord..
God: Samuel…
Samuel: “Speak Lord, because I’m listening.”
ideas on the board. Reinforce the idea that it is important to help at home and that we are
happier when we learn to be organized.
After that, ask: “What story in the Bible is about being organized?” Let SS participate
telling what they know about the story or predicting about it.
Activity:
While-listening stage
the story and find out”. Ask SS to point to the pictures to follow the story while listening.
Set comprehension questions. Ask “Who is this story talking about?”, “What happens
to Samuel?”, “Who takes care of Samuel in the temple?”, “What does Samuel do to help
Eli?”, “Who speaks to Samuel?”, etc.
Verse:
Teach and explain the verse. It is a good opportunity to help SS memorize simple portions from the Bible. Explain that Jesus is happy when we thank him for His friendship.
Narrator: In the first book of Samuel, chapter 3, verse 19, we read: “The Lord was with
Samuel as he grew up”.
Narrator: Elkanah and Hannah are very happy because God gives them a son. In gratitude, they take Samuel to live with the priest Eli in the Temple.
Hanna: Eli, we want Samuel to serve God in the Temple.
Eli: Welcome to the Temple, Samuel!
Narrator: Eli loves Samuel because he is obedient and organized. Eli always teaches
Samuel the Bible.
Eli: Samuel, pay attention to God’s word and obey it.
Samuel: I want to be obedient and learn about the Bible every day.
Narrator: Eli is very old and Samuel helps him with the chores at the Temple.
Samuel: I sweep the floor.
Samuel: I dust the furniture.
Samuel: I look for water.
Samuel: I collect some wood.
Narrator: Now Samuel is sleeping. Suddenly, he hears someone calling his name. He
gets up.
Samuel: Eli, here I am.
Cross out the wrong options. P. 25
Ask SS to read the story again if necessary. SS can work individually to answer True or
False in each case.
Tell your SS that they have to read the sentences carefully and cross out the wrong options. Ask some volunteers to say the answers aloud and check with the whole class.
Verse: “The Lord was with Samuel as he grew up.” 1 Samuel 3:19
Activity 1:
Activity 2:
Let SS read the sentences and write T or F in the spaces provided. If they are not sure,
encourage them to read the story again.
Activity 3:
Mention the main characters. P. 25
Have SS read the story again and ask them to identify the characters in the story. This activity has been designed to help SS identify different elements in a story and to introduce
them to a literature analysis. Ask some SS to name the main characters.
35
Activity 4:
Put the sentences in order from 1 to 6. P. 25
You can write the numbers on the board and leave a blank for SS to complete with the
correct sentence. Then, tell your SS to read the sentences and the first student who finishes the activity comes to the board and writes the answers. It would be a good idea to give
a simple reward to the student like a sticker. Check with the whole class.
• Integrate the language of the unit with technology.
• Learn new vocabulary related to digital items like a smart watch.
• Develop values; such as being organized.
• Be aware that Jesus is happy when are organized.
Activity 5:
Tick what you can do to develop good habits. P. 25
Before starting this activity, it might be important to elicit some ideas about the ways we
can develop good habits. Read aloud the sentences and explain any difficult or unknown
word. Then, ask SS to say the sentences that are related to good habits. Extend the activity
asking SS why each activity is good or bad.
Target language:
• Describing routines, each day activities.
• The time.
• Vocabulary related to technology.
Recycled language:
Activity 6:
Draw the answer to this question. P. 25
Point out to the last picture from the story where Samuel is listening to God’s voice.
Explain that nowadays, we probably won’t listen to God’s voice so directly as Samuel did.
But, there are some other ways in which we can learn about the Lord. Ask the question:
“How can you listen to God’s voice today?” Give an example on the board drawing a Bible
and write READ THE BIBLE EVERYDAY. Then, ask the SS to draw any idea that comes to
their minds about how we can listen to God’s voice on their books.
Technology
A day in the life of a smart watch seller
Warming up
You may prepare a simple memory game with pictures related to technology like watches, cellphones, tablets, TV, etc. You will need two cards of the same item. SS read out all
the cards and stick them on a poster with the blank side faced up. You can divide the class
in two groups. Then SS take turns turning over two cards. If they matched, they score a
point. If cards didn’t match, they turn them back over and continue playing. Write the vocabulary on the board.
Ending the lesson!
Value:
Reinforce the concept of the christian value: be organized and develop good habits.
Prayer:
Encourage a volunteer to pray aloud with
the whole class or you can divide the class
in pairs and and ask them to pray together.
Ask SS to role play the story. Ask SS why
they think God is kind to them and finish
with a prayer.
Activity 1:
Read and complete the schedule. P. 26
Have SS work individually. Then, you may ask some volunteers to read aloud. Check
any unknown word and pronunciation. Point to the schedule that appears in Kevin’s smart
watch and encourage SS to read the text again in order to complete his schedule.
Dear Lord.
Help me be organized and do
all my duties.
Activity 2:
Complete with a word from the text. P. 26
36
Ending the lesson!
This activity can be performed in pairs. SS read the text again and complete the spaces
with a word from the text or the picture of the smart watch.
Encourage some SS to read aloud the ideas they wrote down about the items.
Pray with the SS and give thanks to God for the lifetime he gives us and ask HIM for help
to be organized and to develop healthy habits.
Mini project: P. 26
Research about different devices that help organize your day and make
a poster.
Workbook!
Activity 7: Read the text and write (T) true or (F) false. P. 145
SS read the text and complete the spaces. You may ask SS to explain the
reasons when the answers are False. Check with the class.
Aims:
1) Identify devices that help people organize their day.
2)Practise the new vocabulary content in a real life context through a
communicative activity.
3)Practise daily routine.
4)Develop creativity through art skills.
Activity 8: Match the words with the pictures. Then tick the ones that appear in the text. P. 145
Let SS to work on their own. To check the activity you may draw the items
on board and then call out some SS to come to the front and write down the
correct letter next to each drawing.
Warm up:
Bring to class some items such as a watch, cellphone, tablet, calculator,
digital camera, etc . Then, ask SS to brainstorm all the uses of those items.
Talk shortly about some of those uses. Then, ask SS to choose one of those
items to search more information at home.
Activity 9: Write the vocabulary in the blanks according to the meaning. P. 145
Before starting this activity, you may read the sentences and explain any
unknown or difficult word. Then, give SS a few minutes to complete the task
and check with the whole class participation.
Activity:
1)In advance ask SS to bring pictures and information about the item
they chose.
2)Hand out a piece of construction paper to each student.
3)Ask SS to glue the pictures on the paper.
4)Encourage SS to write short sentences using their own words describing the uses and daily activities in which these items are used. SS can ask
the teacher about difficult words and pronunciation tips. For this task, it
will be helpful to have some dictionaries to consult meaning and pronunciation tips.
5)SS can decorate the poster as they wish.
6)SS should share the information with their classmates. Agree on the
date the expositions will take place.
Fast Finishers!
Activity 4: Search for the words below. P. 119
Ask SS to highlight the words from the box using different colours.
37
order to know what the characters are talking about. Once they finish reading, encourage
them to complete the blanks using the words or phrases in the box. Tell them that they
can use each word or phrase only once. Give them time to work out the activity and ask for
volunteers to act it out.
Objective. At the end of this lesson students will have:
Activity 3:
Target language:
• The time.
• Prepositions of time. At: at two o’clock.
• Frequency adverbs & expressions of frequency: We sometimes play handball.He prays
every day.
• After school activities: I do the gardening.
Choose the correct option according to your habits. P. 27
Write a healthy habit on the board for example “get up early and pray”, then ask some
SS: “How often do you… get up early and pray?” Give SS the opportunity to think and answer the questions; continue writing other healthy habits on the board until most of your
SS have the possibility to participate. Then focus students’ attention on activity 4 and encourage them to read and choose the most suitable option according to their own habits.
Ending the lesson!
Self-assessment!
the chapter.
Follow up!
Warming up!
In advance prepare written papers with all the verbs studied in the chapter. Put them in
a box and bring them to the class. Split the class into two groups and ask them to choose
a drawer for each group. The first drawer takes a paper from the box, read it in silence and
draw the action of the verb on the board, the other students should try to guess the verb
before the drawer student finishes drawing. The group that guesses more verbs wins the
game.
did on it. Tell SS to read each language item in the chart and encourage them to ask themselves if they can do what it says in each row. Then ask them to tick the correct column
according to how well they think they learnt and worked.
Activity 1:
Look and complete about Becky’s habits. Use the verbs in correct form in the box. P. 27
Have SS open their books at page 27. Explain to SS they have to look at the pictures
and complete the text. In some cases, they should write just a verb or a phrase, and in
some others they should write time, too. Focus students’ attention to write the verb in the
correct form. Check their answers individually so that you have a clear picture about your
students’ progress.
Activity 2:
Use the words in the box to complete the chat. P.27
Tell SS to look at the following activity. Explain that they should read the chat first in
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Social and Christian values:
• Being thankful to God for who I am.
Functions: Describing
people’s appearance.
Asking for descriptions
of people. Saying what
people are wearing.
Asking & answering
about what people are
doing.
Have got: I’ve got wavy
hair. He’s got brown eyes.
What do you look like?
/ What does your uncle
look like?
Recycling: Present
continuous:
What is he wearing? He’s
wearing a red t-shirt.
Are you doing
homework?
Is your dad working?
Vocabulary: Face & hair: long/short/
wavy/straight/curly/spiky hair. Blue/
green/grey/brown eyes. Glasses freckles - moustache - beard.
Body: tall - short - slim - heavy.
Family: grandfather - grandmother
- father - mother - uncle - aunt
- cousin.
Clothes: dress - pants- jeans - skirt
- shirt - t-shirt - sweater - jacket blouse - uniform - cap - shorts - socks
- shoes - boots - sandals - trainers.
Activities: read - run - chase - sleep
- ride - drive - play - drink - eat -sing
- climb.
Listening: Listening for names
and descriptions. Listening for
words.
Speaking: Describing what
people are wearing & what they
are doing.
Reading: Reading about a family
vacation: Matching text and
pictures.
Writing: Writing a description of
a picture.
Close to Jesus: David: the next
king.
MTK: (CLIL) Art: Famous
portraits.
Project: A famous portrait.
Value: Being thankful to God for
who I am.
Aims:
Target language:
able to:
• Describe people’s appearance.
• Ask for description of people.
• Say what people are wearing.
• Describe what they are doing and wearing.
• Ask and answer about what people are doing.
• Have got: I’ve got wavy hair. He’s got brown
eyes.
• What do you look like? / What does your uncle look like?
• Face & hair: I’ve got spiky hair. He’s got brown
eyes and beard. She wears glasses.
• Body: They are tall and slim.
• Family: My grandfather is a bit short.
• Clothes: I’m wearing a yellow t-shirt.
• Activities: She’s trying on a dress.
Recycling:
Multiple intelligences developed during
this lesson:
• Visual/spatial.
• Interpersonal.
• Intrapersonal.
Lesson 1: Presentation of the chapter. PP 28&29
• Identify and use words related to people’s appearance.
• Describe what people look like.
• Ask for description of people.
• Describe what they are doing and wearing.
• Read a comic applying the English intonation patterns.
• Understand and tick what they hear.
• Develop social and Christian values: The importance of thanking Jesus for the way we
look like.
Target language:
• Have got: I’ve got wavy hair. He’s got brown eyes.
• Face & hair: I’ve got spiky hair. He’s got brown eyes and beard. She wears glasses.
• What is he wearing? He’s wearing a red t-shirt.
• What are they doing?
• Are you doing homework?
• Is your dad working?
39
Granny: Hello, Sophie! Are you alone?
Sophie: No, That’s my mum, that tall woman. She’s got long curly hair. She’s wearing a
violet t-shirt. And Cindy?
Granny: Cindy is in the changing room.
Sophie: Hi, Cindy! What are you trying on?
Cindy: I’m trying on a blue dress, a blouse and some skirts. My aunt is getting married!
Sophie: James is buying jeans with his cousin.
Cindy: What does he look like?
Sophie: He’s taller than James. He has got spiky hair and green eyes. Wow, you look nice!
Cindy: Really? I wear glasses, but I’m happy the way I am because Jesus created me and
he loves me!
Sophie: Well, we all love you!
Recycled language:
• Family.
• Clothes.
• Colours.
Warming up:
Display some face features and hair style flash cards on the board and teach the vocabulary. Students (SS) may be familiar with the adjectives tall and short, but maybe the
adjectives slim and heavy should be taught. Once the vocabulary has been introduced,
display some pictures from a magazine or flashcards and ask SS what the people in the
picture look like.
Should you have time, tell SS that they are going to play a guessing name. Explain to SS
that you are going to give them certain clues about one of their teachers, tell them that
they should guess who you are describing.
Activity 2:
Look at the comic and write the names. P. 29
Ask SS to read the sentences and look at the characters on page 28 in order to find out
who each sentence is referring to. Check as a whole class.
Activity 1:
Ask SS to open their books at page 28. Read the tittle of the chapter and ask SS what
they think the chapter is about. Write the Bible verse: “Man looks at the appearance, but
the Lord looks at the heart” (1 Samuel 16:7) on the board and explain to SS the importance
of being happy of who we are. Hold up your book and focus students’ attention on the
comic. Ask SS where Cindy and her granny are. Elicit answers. Continue asking questions
in order to help SS predict what the dialogue is about. Encourage them to mention who
they can see and what they can see in the picture. Set the pre-listening comprehension
questions. Ask them what Cindy and her grandmother are doing in the clothing store.
Activity 3:
Listen again and tick. Then label the pictures. P. 29
Focus your students’ attention on the pictures in activity 3. Point to each picture and
encourage SS to name them. Then explain that they should listen to the comic again and
tick only those pictures that refer to what Cindy is trying on.
Chapter 2, track 7, pages 18 and 19.Being organized.
Activity 4:
Read and say if the sentences are T (true) or F (false). P. 29
This activity has been designed to have SS read for specific information. Ask SS to read
the sentences in this activity first. Then have SS read the comic so that they can decide
if the sentences are true or false. After checking the activity, encourage SS to correct the
false sentences.
Play the CD and check. Then continue asking questions.
Chapter 3; track 11; page 28. Listen and read.
Cindy: Thanks, granny for coming with me to the store.
Shop assistant: Can I help you?
Granny: Yes, please. We’re looking for a dress for a wedding.
Cindy: …or a skirt and a shirt.
Activity 5:
Complete the chart. Then talk about these people. P. 29
40
say, for example; “This is my dad. He’s tall, he’s got brown hair and brown eyes.” Tell your
students (SS) that you will describe one of your relatives and a volunteer should point to
the picture you are describing. The object of this activity is that SS could find out who the
person is, according to the information you provide to them. You may say: “My mum is
short, she’s got short hair and she wears glasses.” A volunteer should stand up and point
to the picture that best responds to the description you gave. Then encourage the student
to write the word “mum” below the photo. Continue doing so until all the photographs are
described.
Review the vocabulary if necessary. Ask SS to open their book at page 29. Point to the
chart and tell your SS that they should complete the chart with the names of their classmates whose hair is straight, wavy, curly, spiky and maybe a name of a relative who is bald.
Once the chart is complete, invite different SS to the front and ask them to describe the
people whose names they have written in the chart.
Ending the Lesson!
Encourage SS to write about what they look like.
Grammar box:
Encourage SS to look at the “Grammar Box” if necessary in order to remember questions
with “like” and the suitable answers.
• Identify and use words related to people’s appearance.
• Describe what people look like.
• Listen for specific information.
• Decode a message.
• Develop social and Christian values: the importance of thanking Jesus for the way we
look like.
Activity 1:
Listen and label the pictures. P. 30
Ask SS to open their books at page 30. Provide a context for this activity. Explain to SS
that the people in those photographs are James’s family. You may introduce the question
“What do they look like?” Write the question on the board, point to each picture and encourage SS to describe the photos. Then tell SS that they are going to listen to the CD in
order to find out who the people in the pictures are. Tell SS to listen to the CD first. Then
play the CD again and ask SS to label each photograph using the words in the box. Finally
listen again to check.
Target language:
• Have got: I’ve got wavy hair. He’s got brown eyes.
• Face & hair: I’ve got spiky hair. He’s got brown eyes and beard. She wears glasses.
• Clothes: I’m wearing a hat.
Chapter 3, track 12, page 30. Listen and label the pictures.
James: In this photo I’m a baby. I’m bald I haven’t got any hair. This is my granny. In this
photo she has got long blond hair. This is my dad.
Cindy: Really?
James: Yes, in this photo, he’s got a moustache and spiky hair.
Cindy: Cool! And who is this?
James: She’s my mum. She’s got wavy black hair and she’s wearing a hat.
Sophie: And that man?
James: That’s my granddad. He’s got a moustache and a beard. He isn’t wearing glasses.
He’s wearing contact lenses. And that little girl is my cousin, Beth. She’s got curly red hair.
Cindy: She’s really beautiful.
Recycled language:
• Have got.
Special people!
Warming up:
Bring photos of your family to the class. Display them on the board. Point to a photo and
41
Sophie: Who is that good-looking man?
James: He’s my uncle. He’s got blue eyes and short brown hair. And the woman is my
aunt. She’s got straight hair and she is wearing sunglasses.
Activity 3: Write (T) true or (F) false. P. 105
Read each sentence aloud and ask SS to raise their hands to provide the answer. If the
answer is not correct, do not give the correct one, but encourage SS to read the comic
again in order to find out.
Activity 2:
Play: cut out the board game and play. P. 30
Tell SS that they are going to play a game. Ask them to play in pairs or groups of four.
Ask SS to go to the cut-out section p. 183 and have them cut out the cards. Then explain
the rules.
Activity 4: Circle the odd one out and label the group of words. P. 105
Explain to your SS that there is only one word that does not belong to the group. Ask
them to identify it. Then let SS analyze which the other words refer to, so that they can
label the group of words. You might ask the SS to work on their own and then check as a
whole class.
Rules:
Tell SS to put the pile of cards faced down. Student A takes a card, but he/she cannot
look at it. He/she should give it to his/her partner. Student A can ask three Yes/No questions to find out who the character is. If student A finds out who it is, he/she takes the
card. If student A does not find who the character is the card is put aside face down and it
is Student B turn to take a card. The student who has more cards wins. This game should
be played in a given time.
Activity 5: Match the names with their reflections. P. 105
You may write the words and names of the characters on the board and then ask some
volunteers to come to the front and match the words and names according to the descriptions provided in the comic.
Activity 6: Answer the questions. P. 105
It would be a good idea to write down the questions on the board and elicit ideas from
the group. Answers will vary.
Social value: I’m happy for who I am!
Read the social value and emphasize the importance of being happy and
grateful for who we are. Emphasize that the most important part is that
Jesus created us in his own image.
Ending the lesson!
Activity 3:
Decode the message. Then answer. P. 30
If it is possible bring to the class a roll of an old
film and show it to your SS. Explain to them that
before digital cameras were invented, people used
that to take pictures. Provide a context for this activity. Tell SS that one of the characters found an
old film and that they should decode the message
to find out who it is. Before having your SS do the
activity, draw a grid on the board to show how the
secret code works.
Reader! Being loved! PP. 104 & 105
Ask SS to read. Encourage SS to read the dialogue in pairs. Check the meaning of unknown words.
Read the sentences and ask a volunteer to raise his/her hand to say the answer.
Activity 2: Write the letters according to the meaning of each word. P. 105
Invite SS to work on their own to check their understanding. Once they finish, ask different SS to provide the meaning of each word.
42
A
E
I
O
U
P
a
g
m
s
y
S
b
h
n
t
z
M
c
i
o
u
C
d
j
p
v
G
e
k
q
w
B
f
l
r
x
Explain and demonstrate this by showing that SO= t, PA=a. Write a word in code on the
board, eg. MA PA BI and ask SS to work it out using the code (the word is “car”). Write the
message in upper case letters on the board and ask the SS to solve it as fast as they can.
Check the answer by asking children to tell you what the person looks like. Then ask SS
who they think the character is. (Cindy)
• Correct information.
• Ask and answer about people what are wearing.
Activity 1: Read and write their names. P. 120
Should you want your SS to reinforce vocabulary related to physical appearance, ask
them to read the short texts and write the name of each girl below the correct picture.
Target language:
• Present continuous. All forms: She’s not wearing a blue sweater. She is wearing a red
t- shirt. Are you wearing a blue dress?
Workbook!
Activity 1: Decode the questions. Then write your answer. P. 146
Ask SS to look at the pictures, then read the words from the box and decode
the questions. Finally answer them.
Recycled language:
A fancy dress party!
Warming up:
The aim of this activity is to help students (SS) develop observation skills. Ask a volunteer to come to the front and start writing sentences about what he or she is wearing. Write
some true and false statements. For example, “She is wearing trainers.” “She is wearing
a dress.” And so on. Ask SS to read the sentences and encourage them to say if what you
have written is true or false. Once they decide which sentences are true and which are
false, ask them to correct the false statements. Model the first one, for instance, “She isn’t
wearing a dress. She is wearing a uniform.” You can continue doing so until SS remember
the Present continuous negative form.
Activity 2: Highlight the option that best describes each character. Then tick
the square in the same line of the option to figure out Tim’s message. P. 146
Explain to your SS they should choose the sentence that best describes
Paul, Cindy and Sophie. Then focus their attention on the words next to each
option box, and encourage SS to figure out Tim’s message. Ask them to write
the words from each of the box they have ticked to discover Tim’s message.
Activity 3: Look and match. P. 146
Ask SS to read the sentences. Encourage them to match each sentence with
the corresponding picture.
Activity 1:
Spot five differences and correct the statements. P. 31
Ask SS to open their books at page 31. Provide a context for the activity. Explain to your
SS that the children are in a fancy dress party. Focus their attention on the two pictures
and ask if the children are wearing the same customs. You may want to ask questions, for
instance, “What is Sophie wearing in picture A?” Elicit answers. You can continue asking
questions if you want your SS to review the vocabulary related to clothes. Then have SS
work on their own or in pairs. Once they finish, ask some volunteers to read the sentences.
43
Activity 3:
Boost your vocabulary P. 129
Encourage SS to expand their vocabulary by using their vocabulary booster. It is convenient to have SS do the activities in this section so that they
can use the new words to describe what they are wearing.
Form questions and ask your friend. P. 31
Before asking your SS to do this activity, focus their attention on the pictures about the
fancy dress party. Ask questions related to the characters, for example: “Is Sophie wearing
a dress in picture A?” Write the question on the board and elicit answers. Write the answer
on the board, as well. Ask and write two or three more questions on the board and elicit
short answers. Once SS get familiar with the Present continuous interrogative form, focus
students’ attention on activity 3. Encourage SS to form questions. Explain that they should
match an item from each column in order to make a question correctly. Ask different volunteers to read their questions and write them on the board. Then have SS work in pairs.
Explain that in turns they should ask and answer questions.
Have students open their books at page 129. Go through both vocabulary
sets. Read each word from the vocabulary sets and make sure your SS understand the meaning of each one. Take a few minutes to practise pronunciation.
Ask SS to repeat the words after you. You can also practise spelling by asking
your SS to close their books and write the words that you say.
Activity 1: Look at this family portrait and choose the best option. P. 129
Focus students’ attention on the picture; tell them to look at it carefully.
Then have SS read the text and choose the correct option according to the
picture.
Workbook!
Ask your SS to look around the class. Then tell them to read the questions
and answer them according to what their classmates are wearing.
Activity 2: Draw your best friend and describe her/him. P. 129
Tell SS that we all have a friend we like to be with. Then encourage SS to
draw his/her face taking into account his/her facial features. Tell SS to write
what he or she looks like.
Activity 5: Look at Paul and Sophie. Then describe what they are wearing.
P. 147
Tell SS to look at Tom and Sophie. Have SS describe what the characters are
wearing and encourage your SS to describe what the characters look like, too.
Ask SS to work in pairs in order to practise the dialogue. After that, invite
them to act it out. Check their pronunciation.
Activity 6: Read the text. Then look at the pictures and write T (True) or F
(False) next to them. P. 147
Focus students’ attention on activity 6. Tell them to read the paragraph. Ask
them to read it twice. Finally have them look at the pictures and write True or
False according to the paragraph.
Activity 2:
In your notebook glue a picture of yourself and describe what you are wearing. P. 31
In advance ask SS to bring a photo of them. Tell SS to glue the photo in their notebooks
and write a brief description about what they are wearing. Encourage them to stand up,
show the picture to the class and read what they have written
Ending the lesson!
44
Fast Finishers!
Activity 1:
Activity 2: Look at the question words in A and the answers in E. Match lines in A, B, C,
and D and make questions for the answers. P. 120
Have SS read the question words in column A and the answers in column E so that they
can focus their attention on which is the most appropriate answer for the information required. Then ask SS to match column A, B and C according to the structure of a question
form.
Listen and complete the song. Then match the lines with the pictures. P. 32
Ask SS to open their book at page 32. Point to the song and to the fact that it is incomplete. Ask SS to read the song and to look at the pictures in order to predict the missing
words in the song. Once you check their guessing, ask them to listen to the song to complete the blanks. When they finish, ask your SS how many guesses were correct. Have SS
listen to the song again to check and to match the lines with the corresponding picture.
Finally play the CD and encourage them to sing along.
Chapter 3, track 13, page 32. Song. Everybody is doing something!
My class is very active.
Everybody is doing something.
What are they doing? Let me see...
The girls are playing the saxophone.
The boys are playing basketball.
The teacher is writing on the board.
And I’m doing homework alone.
• Sing a song.
• Describe what people are doing.
• Ask and answer about what people are doing.
Target language:
• Present continuous. All forms: What are they doing?
• Question words.
Activity 2:
Look at the photos. Then read the e-mail and choose. P. 32
Before having your SS do the activity, provide a context for it. Remind SS that Cindy has
found a roll of an old film and that she and James have developed it. Explain that they have
the photographs. Have SS read the e-mail and look at the photographs in order to decide
which option is the most suitable. Then ask different SS to read the e-mail to check.
Recycled language:
Activity 3:
Warming up:
Split your class into two groups. Explain to your students (SS) that you are going to play
a miming game. Ask a volunteer to come to the front and tell him/her an action that he/
she should mime. The student should mime the action as well as he/she can. The group
that guesses correctly gets a point. Continue doing so until SS have reviewed the Present
continuous.
Listen and tick. P. 32
Focus students’ attention on activity 3. Ask the first question: “What is Cindy doing?”
Point to the different pictures and elicit answers. Continue doing so with the rest of the
questions. Then have SS listen to the CD track 14, and ask them to tick the correct answer.
Ending the lesson!
45
Activity 4:
Recycled language:
• Sports.
• Weather.
Complete the questions. Then ask your classmates.
Write the question words on the board. Encourage SS to form a question for each question word on the board. Once they finish, ask SS to concentrate on activity 4. Tell them that
the questions are not complete and that they should complete the questions using the
words provided in the box.
Family holiday!
Warming up:
Start your class with a game named “The Guessing”. Ask questions to your students
(SS) about what they look like and what they are wearing. For example, “Who is wearing…?”, “ Who has got short curly hair?” Remember to make questions that describe only
a particular student so that SS can guess who you are referring to.
Workbook!
Activity 7: Write the letters in the speech bubbles. P. 148
Encourage your SS to read the questions and then find the speech bubbles
that best answers each question. Tell them to number each speech bubble.
Then have SS act out the dialogues.
Activity 1:
Read Daisy’s web page and number the pictures. P. 33
Ask your SS to open their books at page 32, hold up your book and point to the webpage’s pictures. Encourage your SS to read the paragraphs and then to number the pictures accordingly.
Activity 8: Unscramble the questions. Then match them with the answers.
P. 148
Tell SS to unscramble the questions. If it is necessary, help SS with question word order on the board. Once they write the questions correctly, encourage them to match it to its answer.
Activity 2:
Read again and answer. P.33
Ask SS to read the questions and then encourage them to read the webpage again to
find the information required. Tell them they should answer the questions. Ask some volunteers to read the answers to check.
Pre-writing activity
• Used the vocabulary taught.
• Generated ideas for writing by reading.
• Written a blog describing pictures.
Activity 3: In your notebook, stick a picture of your family holiday. Then answer the
questions. P. 33
In advance cut out pictures of people who are on holiday from different magazines. Display the pictures on the board and ask SS to pick up one from the pile of pictures. Your SS
should make up the person’s name and background and then describe what they are doing
and wearing. Then continue asking other SS to do the same. This activity is fantastically
simple but really helps in developing picture descriptions and gets creativity flowing. Then
ask your SS to glue a picture of their family vacation and answer the questions.
Target language:
• Clothes (Skirt, pants…).
• Personal description (She has got curly hair).
• Present continuous (She is wearing.../ He is not wearing/ Is she wearing? / What is he
wearing?).
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Describe your picture. Use your answers. P.33
Have SS work on their own. Explain they should write a blog describing their family vacations using the information they collected before.
can write down on the board some physical features. Ask SS to brainstorm all their ideas
about the picture. Some questions to guide the brainstorming could be: “Do you think it is
a man or a woman?”, “What colour are his eyes?”, “What colour is his hair?”, “Is his hair
wavy, curly or straight?”, “Is he old or young?”, etc. Write all the ideas on the board. Tell
the SS that this is a famous character in the country and that he/she rules the country.
They should guess and say who the person in the picture is. Explain that in the Bible we do
not find presidents, but we do find kings who were in charge of the nations.
After that, ask: “What story in the Bible is about a king?” Let SS participate telling what
they know about the story or predicting about it.
Ending the lesson
Once SS finish writing their blog, ask some volunteers to read it aloud.
Activity:
• Develop values; such as being thankful to God for who we are.
• Be aware that Jesus is happy when we are thankful.
Set comprehension questions. Ask “Who is this story about?”, “Who is the prophet?”,
“Who is the next king?”, “What does Samuel do to David?”, “What does David look like?”,
etc.
Target language:
• Describing physical appearance.
Recycled language:
• Present simple: affirmative and negative forms, third person singular.
• Modal verb: Can- Can’t.
• There is, there are.
Narrator: In the first book of Samuel, chapter 16, verse 7, we read: “Man looks at the appearance, but the Lord looks at the heart”.
Narrator: God asks Samuel, the prophet, to go to Jesse’s house in Bethlehem to bless the
new king of Israel.
Jesse: These are my sons.
Samuel: The Lord will show me your special son.
Jesse: This is Eliab, my oldest son. He is strong and tall. He has got long black hair and
brown eyes. He is very handsome. He can be a good king!
Samuel: No, this is not the one I have to bless.
Narrator: The seven sons of Jesse pass in front of Samuel, but they are not the special son.
Samuel: Are these all your sons?
Jesse: No, there is also a young boy. He is taking care of the sheep in the field. I can call
him now.
David, the next king. 1 Samuel 16:1-13.
Warming up
facilitate students’ comprehention.
You may bring a picture or flashcard of the president of the country to the class. You can
play a guessing game. Then, you can uncover the picture little by little as they try to guess
who is in the picture. You can do this in teams. While you uncover a part of the image, you
47
Jesse: Lord, David is short, ruddy and slim. He has got blonde hair and blue eyes. He is very
handsome, but he is only a little boy. He can’t be a king.
God: Samuel, stand up and bless David as the next king, because I look at his obedient
heart and not to his appearance.
David: Thank you, God, because you love me as I am.
Activity 5:
Verse:
Teach and explain the verse. It is a good opportunity to help SS memorize simple portions
from the Bible. Explain that Jesus is happy when we thank for who we are.
Answer the following questions. P. 35
Before starting this activity, it might be important to elicit some ideas about the appearance and obedience to God. Read the questions aloud and explain any difficult or
unknown word. Then, elicit some answers from the SS and write them on the board. You
may organize the ideas and write down some options for the SS to copy.
Underline the right sentences. P. 35
Provide a few minutes for the SS to underline the sentences. Then, elicit the answers
from the group.
Activity 6:
Verse: “Man looks at the appearance, but the Lord looks at the heart.” 1 Samuel 16:7
Activity 7:
Draw yourself and complete the prayer to thank God for who you are. P 35
Provide enough time for SS to complete the task. Then, you may ask some volunteers to
share their pictures and prayers.
Activity 1:
Tell your SS that they have to read the sentences carefully and put the sentences in the
order they appear in the story. Ask some volunteers to say the answers aloud and check with
the whole class.
Ending the lesson!
Value:
Reinforce the concept of the christian value: be thankful to God for who you are.
Activity 2:
Write T (true) or F (false). P. 35
Let SS read the sentences and write T or F in the spaces provided.
Prayer:
Encourage a volunteer to pray aloud
with the whole class or you can divide
the class in pairs and and ask them to
pray together.
Activity 3:
Match the words with the meanings. P. 35
Ask SS to identify the words in the story and then encourage them to infer the meaning
of each word. Once they have an idea about the meaning of each word, have SS match the
words and their definitions. Check as a whole class.
Activity 4:
Write (D) David, (E) Eliab, or (B) both. P. 35
It would be a good idea to write down on the board the three categories. Ask volunteers to
come to the board and write the sentence below each category. Check with the whole class.
48
Dear Lord,
Thank you because you love
me as I am.
In the name of Jesus, Amen
To check the activity, call out some SS to read the texts aloud. Check pronunciation.
Activity 2:
• Express in the target language knowledge borrowed from art.
• Learn new vocabulary related to Art.
• Learn new vocabulary related to physical appearance.
• Analyze portraits in the target language.
• Develop values; such as being thankful for who we are.
• Be aware that Jesus is happy when we are thankful.
Write M for the Mona Lisa, P for the Postman and B for Both. P. 36
You may ask some SS to read the sentences and give the answers aloud. Check with the
whole class.
Mini project: P. 36
Research about another famous portrait and write a complete description.
Aims:
1) Identify famous portraits.
2)Practise the new vocabulary content in a real life context through a
communicative activity: features, colours, have/has got…, shapes.
3)Develop creativity through art skills.
Target language:
• Describing people’s appearance: middle-aged, young, etc.
• Parts of the body: forehead, eyes, etc.
• Size: small, medium, long, etc.
Recycled language:
• Colours.
Warm up:
You may bring to class some A4 pictures of famous portraits. Stick them
on the board and write down their names and the painters. Then, elicit
from the SS descriptions of each picture and write down some ideas on
the board. After that, divide the class into groups of four and ask them to
choose one of the pictures and write a complete description.
Provide enough time for SS to write their descriptions and then ask some
volunteers to come to the front and read their descriptions aloud.
As you have shown and guided the activity, the SS are ready to do a similar work at home.
Art
Famous portraits.
Warming up
The previous class you can ask your SS to bring a photograph portrait of themselves or any
member of their family.
When you start the class, write down the word “Portrait” on the board. Then, you may
explain that a portrait is a painting, photograph, sculpture or other artistic representation of
a person, in which the face and its expression is predominant. After that, ask all the classmates who brought the pictures to come to the front, show their portraits and stick them on
the board.
Activity:
1)At home, SS should look for a photo portrait of a family member or a
famous portrait.
2)SS have to print the picture.
3)Encourage SS to write short sentences describing the portrait.
4)SS can glue the picture on an A4 piece of paper and write down the
description below the picture.
5)SS should share the information with their classmates. Agree on the
date the expositions will take place.
Activity 1:
Read and complete the blanks using the words from the word bank. P. 36
Have your SS open their books at page 36. Read the words from the word bank and explain
any difficult or unknown word. Let them read the texts on their own and complete the blanks.
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Ending the lesson!
Encourage some SS to read aloud the descriptions they wrote about the pictures.
Pray with the SS and give thanks to God for their appearance and His love.
Workbook!
Activity 9: Read the poem and complete the blanks following the rhymes.
P. 149
SS read the poem and complete the spaces using the words that are around
the text. They have to follow the rhymes. Check with the class. Extended activity: to reinforce pronunciation you might ask your SS to learn the poem by
heart and organize a contest next class. It would be very encouraging to have
a simple reward for the SS who perform this activity well.
Target language:
• Adjectives to describe appearance.
• Clothes.
• Present progressive: He is singing at the church.
• “Wh” questions: Where is Paul singing?, Who is playing soccer?.
Follow up!
Warming up!
Review the vocabulary with a simple activity.
In advance prepare “Families of pictures” clearly distinguishable of clothes. Adjectives
to describe appearance and verbs. Divide your class in groups of four and share the pictures out to the groups, shuffling the set first, and dealing them face down. Ask them to
look at the pictures and write the names for each picture in a page of paper, the first group
that writes the name of each picture is the winner.
Let SS work on their own. To check the activity you may call out some SS to
come to the front and write down the correct answers.
Activity 11: Circle the odd one out and label the right group of words. P. 149
To do this activity more interesting, you may hand out some small cards
with the words and the pictures on it and ask your SS to stand up and find the
other classmate who has the related card. They should join in pairs and stick
their picture-word on the board. Then, you read the words and some volunteers come to the board and match the opposite words.
Activity 1:
Look at the pictures and match the correct words. P.37
Ask students to open their books at page 37. Then focus their attention on the pictures,
explain they should match the columns to the correct picture.
Activity 2:
Activity 12: Match the opposites. P.149
Ask SS to focus their attention on each word and category. Provide a few
minutes to complete the activity and then elicit the answers from the whole
class.
Look and say what they look like. P. 37
Explain to SS that they should look at the pictures and describe what the people in the
pictures look like and what they are wearing.
Activity 3:
Follow the maze and complete the sentences. P.37
Call your students’ attention to the activity. Explain that they are expected to read the
sentences first and then look at the maze to infer the most suitable answer. After that
50
they should draw the lines in the maze according to what they consider will be the correct
sentence.
Activity 4:
Complete the questions according to the answers. P. 37
Focus students’ attention on activity four, explain they should complete the questions
with the words from the box according to the answers provided.
Ending the lesson!
Self-assessment!
the chapter.
51
• Taking care of yourself and having a healthy living.
Functions: Identifying
words related to
illnesses & symptoms.
Talking about health.
Saying how they feel.
Describing symptoms.
Giving advice. Asking for
advice.
Recycling:
Have got: I’ve got a
headache.
Present simple: What’s
the matter? I’ve got a
stomachache.
What’s wrong? –
I think…: I think I’ve got
a cough.
How do you feel? –I feel
awful/ terrible/ sick.
Modal verb: Should:
What should I do? –You
should drink water. You
shouldn’t run.
Vocabulary: Feelings: terrible – awful
– fine – well – tired – bad – sick.
Illnesses & symptoms: A headache
– stomachaches – a temperature – a
cough – a cold – a sore throat - the
flu– toothache – backache.
Listening: Listening for words
& other information. Listening
to a song.
Speaking: Describing how they
feel. Giving advice.
Reading: Reading a blog for
specific information: Reading &
Writing: Writing sentences:
Giving advice.
Close to Jesus: Jesus heals
Peter’s mother-in-law.
MTK: (CLIL) Natural Science. A
healthy planet.
Project: How to protect the
planet.
Value: Taking care of yourself.
Having a healthy living.
Aims:
Target language:
able to:
• Talk about how they feel.
• Name illnesses in the target language and describe symptoms.
• Give and ask for advice.
• Develop social and Christian values such as
the importance of taking care of ourselves and
having a healthy living.
• Have got: I’ve got a headache.
• Present simple: What’s the matter? What’s
wrong? – I think…: I think I’ve got a cough. How
do you feel? –
• Feelings: I feel awful/ terrible/ sick.
• Illnesses and symptoms.
• Modal verb: Should: What should I do? –You
this lesson:
• Visual/spatial.
• Interpersonal.
• Intrapersonal.
• Name and identify illnesses in the target language and describe symptoms.
• Sing a song and develop awareness of healthy living.
• Develop social and Christian values such as the importance of taking care of ourselves
and having a healthy living.
Target language:
• Present simple: What’s the matter? What’s wrong? – I think…: I think I’ve got a cough.
How do you feel? –
• Modal verb: Should: What should I do? –You should drink water. You shouldn’t run.
Recycled language:
• Present simple.
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you shouldn’t go to school.
Doctor: You should give them this medicine. And you should take care of yourselves. And
remember….
Tom and Tim: An apple a day keeps the doctor away.
Warming up:
Display a poster of the human body and review the parts of it. Point to the different parts
and elicit answers.
Then stick a picture of a doctor on the board and ask: “When do you visit the doctor?”
Elicit answers. Explain that there are many reasons why people visit the doctor’s office.
Encourage students (SS) to mention some of the reasons, answers may be: “because you
get the flu, or a sore throat or stomachaches, etc.”
After SS finish listening to and reading the comic, ask them to pay attention to the Bible
verse on the board “He took up our illnesses and carried our diseases” (Matthew 8:17).
Explain to SS that when Jesus lived here, he felt sorry for all the people that suffered and
He healed them. Emphasize that Jesus wants us to take care of our health.
Activity 1:
Have SS open their books at page 48. Read the tittle of the chapter and ask SS what they
think the chapter is about. Write the Bible verse: “He took up our illnesses and carried our
diseases” (Matthew 8:17) on the board and explain to SS the importance of taking care of
ourselves and having a healthy living. Focus students’ attention on the comic and encourage them to mention who they can see in the pictures. SS may come up with answers such
as: Tim, Tom, and the doctor. Ask SS where they think the twins are and why Tom and Tim
are at the doctor’s office. Elicit answers. SS may say that Tom and Tim are sick or ill. Then
set some comprehension questions before SS listen to the comic. For example; “Who is
sick, Tim or Tom?” Play the CD, track 20 and have SS listen to the comic. Once they listen,
check the comprehension questions. Let SS listen to the comic again and encourage them
to read it as well. Before playing the CD ask your SS “What’s wrong with Tom and Tim?”
Activity 2:
Read the dialogue again and answer the questions. Use Tom, Tim or Both. P. 49
Write the first question in activity 2 on the board and elicit answers. Then focus students’
attention on activity 2. Explain to your SS that they should either read the comic again to
answer the questions or they can answer the questions first and then read the comic to
check their answers.
Activity 3:
Look and label the pictures. Then listen and check. P. 49
Have SS look at the pictures and then read the words in the box. Encourage SS to make
associations in order to label the pictures. Once they finish labeling, tell them to listen to
the CD to check.
Doctor: Good morning, boys! How do you feel?
Tom: I feel awful!
Tim: I feel terrible.
Doctor: Ok. What’s wrong, Tom?
Tom: I have a cough, I have a headache, and I think I have a temperature. What should I do?
Doctor: Well, you should drink a hot lemon tea, and you should stay in bed.
Doctor: And, what’s the matter with you, Tim?
Tim: Well, I have a stomachache! It really hurts.
Doctor: Do you like chocolate?
Tim: Yeah! What should I do, doctor?
Doctor: Well, definitely, you shouldn’t eat chocolate, you shouldn’t drink any soda and
Chapter 5, track 21, page 49. Look and label the pictures. Then listen and check.
Narrator: Number 1
A: What’s wrong?
B: I’ve got a backache, doctor.
Narrator: Number 2
A: What’s the matter?
B: I’ve got a headache.
Narrator: Number 3
A: He’s got a cold.
Narrator: Number 4
53
Ending the Lesson!
A: What’s wrong, darling?
B: I’ve got a toothache.
Narrator: Number 5
A: He’s got a temperature.
Narrator: Number 6
A: She’s got a stomachache.
Narrator: Number 7
A: She’s got a cough.
Narrator: Number 8
A: The boy has a sore throat.
Activity 4:
Listen to the rap and complete. Then sing along. P. 49
Read again the Bible verse on page 48. Then ask SS what they think Jesus wants them to
do regarding their health in mind and body. Ask them to read the incomplete song and let
them have enough time to find out the correct words. Then encourage your SS to complete
the song. Play the CD for SS to check. Finally, play the CD again and sing along.
Chapter 5, track 22, page 49. Listen to the rap and complete. Then sing along.
Taking care is the key.
You should mind what you eat.
You should mind what you see.
Remember what Jesus wants!
He wants us to take care of ourselves,
And have a healthy life.
Have students open their books at page 131. Go through the vocabulary
set. Read each word from the vocabulary. Make sure your SS understand the
meaning. Take a few minutes to practise pronunciation. Ask SS to repeat the
words after you. You can also practise spelling by asking your SS to close
their books and write the words that you say or you may practise the alphabet by saying the letters of a sport and asking your SS to write and discover
the word.
Activity 1: Read the dialogue. Then act it out. P. 131
You may ask two volunteers to come to the front and act out the dialogue.
Then, ask SS to join in pairs and practise the dialogue again. Let them know
that the highlighted words can be replaced by others. Check pronunciation.
Activity 2: Match the advice with the problem. P. 131
You can ask SS to look at the pictures carefully. Then encourage them to
read the speech bubbles so that they can match the pictures to the correct
piece of advice.
Target language:
Recycled language:
How do you feel?
Where’s Witty? Find Witty in the picture. P. 131
This activity helps SS develop observation skills. Tell them to find Witty and
encourage them to say where Witty is using prepositions of place.
54
Grammar box:
Should you write the answers of the previous activity on the board, use them to introduce the use of the modal verb “should”. Let SS infer when “should” is used and when
“shouldn’t” is used. Explain that the modal verb “should” is used to give advice.
What’s the matter?
Ending the lesson!
Warming up:
Display some illness / symptom flash cards on the board and recall the vocabulary seen
in the previous class. Then point to one flash card, for example; a picture in which someone has a headache and ask: “What’s the matter?” Elicit answers. Then ask students (SS)
what they should or shouldn’t do when they have got a headache. Elicit answers and write
some of students’ ideas on the board.
Activity 2:
Read and complete the mini dialogues using should or shouldn’t. P. 50
Ask SS to read each mini dialogue and tell them to complete the sentences using
“should” or “shouldn’t”. Let them think what it is good or bad according to each health
problem.
Activity 1:
Fast Finishers:
Listen and match what you should or shouldn’t do. P. 50
Have SS look at the pictures on the left of the page and encourage them to mention
what’s the matter with the girl. Then focus their attention on the pictures on the right of the
page and encourage your SS to mention the different activities the girl should or shouldn’t
do according to how she feels. After that, ask SS to listen to the CD in order to match the
problem with the correct pieces of advice. Play the CD and let SS match the pictures. Then
point to picture 1 and ask: “What’s wrong?” Elicit answers. Then ask: “What should she
do?” Let a volunteer answer the question. Finally ask: “What shouldn’t she do?” Elicit answers. Finish checking the listening activity.
Activity 1: Match the pictures halves. P. 122
Ask SS to look carefully at the pictures halves and write the correct numbers to match
them. Check individually.
• Complete the words related to illnesses and symptoms. P. 122
You may ask SS to complete the blanks using the pictures above. Check individually.
Workbook!
Activity 1: Unscramble the words. Then complete the crossword. P. 154
Focus students’ attention on activity 1 and point to each picture. Then tell SS
to unscramble the words and complete the crossword using the words.
Chapter 5, track 23, page 50. Listen and Match what you should or shouldn’t do.
B: I’ve got toothache. What should I do?
A: You shouldn’t eat chocolate or sweets and you should go to the dentist.
B: I’ve got a headache. What should I do?
A: You should try to sleep and you shouldn’t watch TV or play computer games.
B: I’ve got a sore throat. What should I do?
A: You should have hot lemon tea and honey but you shouldn’t have an ice cream.
B: I’ve got a cold. What should I do?
A: You should rest and you should drink a lot of orange juice.
Activity 2: Read. Then tick. P. 154
Point to activity 2. Explain to SS that they should read the dialogue and tick
the symptoms or illnesses that Cindy has according to the dialogue.
•Read again and give Cindy some pieces of advice to get better.
Then encourage SS to give some advice to her.
55
Chapter 5, track 24, page 51. Listen and choose.
James: Good afternoon, doctor!
Doctor: Hello, James! How do you feel?
James: I feel terrible.
Doctor: What’s the matter?
James: I have backache.
Doctor: Ok. Do you usually do sports?
James: No, I don’t.
Doctor: Let’s see. You should do more exercises.
James: Anything else?
Doctor: You shouldn’t carry heavy bags.
James: Can I go out with my friends?
Doctor: Yes, if you feel fine. And remember... you should take care of yourself and you
should have a healthy living.
• Roll play a situation at the doctor’s.
Target language:
Recycled language:
Activity 2:
Read the speech bubbles and choose the correct one to complete the dialogues. P. 51
Focus students’ attention on the speech bubbles. Have different SS read the speech
bubbles aloud. Explain to SS that they should use the speech bubbles to complete the
dialogues below. Have SS work in pairs. To check, have different volunteers read the dialogues.
At the doctor’s!
Ending the lesson!
Warming up:
Split the class into two groups. Invite a volunteer to come to the front to mime an illness
or a symptom. The group which guesses the illness or symptom gives a piece of advice
about what the student should do to feel better. The other group gives a piece of advice
about what the student shouldn’t do in order to feel better.
Activity 3:
Act it out. P. 51
Tell SS to imagine that they are at the doctor’s office. Have SS work in pairs and explain
that one is the patient and the other is the doctor and they are expected to make a dialogue using some of the words in the box. Once they finish, encourage different pairs to
act out the dialogue in front of the class.
Activity 1:
Listen and choose. P. 51
Provide a context. Explain to students (SS) that James is having a health problem and
he’s at the doctor’s office. Ask SS to read the dialogue first. Then tell them to listen to the
CD and choose the correct word or phrase. Let SS listen to the dialogue more than once.
Then ask two volunteers to read the dialogue in order to check and practise pronunciation.
56
Workbook!
Activity 3: Complete the questions. Then write a suggestion. P. 155
Point to Paul, Sophie, Tim and Tom’s pictures, ask your SS to complete their
questions. Then encourage your SS to give some suggestions.
• Compare objects.
• Identify and name different sports equipment.
• Ask and answer questions.
• Fill in telephone conversations.
Activity 4: Choose and circle one or two options from each box. Then complete the text. P. 155
Focus students’ attention on activity 4. Encourage your SS to read the questions and then choose and circle the answers they consider the most suitable.
Finally tell them to complete the text with the information they have chosen.
Target language:
• Comparative adjectives: I’m taller than John. Swimming is more relaxing than soccer.
The red racket is better.
• “Wh” word: Which…? Which trainers do you like?
• Pronouns: one/ ones: Which one do you like? I like the red ones.
• Sport equipment.
Fast Finishers!
Activity 2: Complete the dialogue. P. 122
Have SS read the incomplete dialogue and ask them what the problem is. Then have SS
complete the dialogue in pairs and encourage them to act it out.
Recycled language:
• Comparative adjectives.
• Pronouns: one/ ones.
New equipment!
Warming up:
Bring to the class different items to be compared. If possible provide a context. Tell students (SS) that they have an amount of money to buy a present for one of their friends. Ask
them to work in groups of three and have them discuss which item is better to be bought.
Then ask them questions; such as “Which one can you buy?” If necessary reinforce the use
of the question word “Which” and the use of the pronouns “one” and “ones”.
Activity 1:
Read, look and compare. Then, complete the sentences. P. 42
Ask SS to open their books at page 42. Point to the picture and explain to SS that is a
shopping window. Provide a context for this activity. Ask a volunteer to read Mrs. Wise’s
note. Then ask: “Whose birthday is it?! Elicit answers. Continue asking questions, “How
57
much money have they got?” Elicit answers. Then have SS look at the picture in order to
complete the sentences using comparative adjectives.
• Identify the main ideas in a reading.
• Identify and used the vocabulary.
• Become aware of their own and others’ abilities.
• Write about their abilities and skills.
Grammar box!
If necessary copy the “grammar box” on the board and reinforce the use of the question
word “Which” and the pronouns “one/ones.”
Ending the lesson!
• Look at the shopping window again and complete the telephone conversation. P. 42
Explain to SS that James is phoning Mrs. Wise in order to decide which present is the
best for Mr. Sporty. Have them read.
Target language:
• I am (not) good at…
• I am bad at…
• Sports.
Workbook!
Activity 7: Write. P.152
Ask your SS to complete the word maps with the information requested.
You can copy the word map on the board and encourage SS to provide a word
for each category. Once they finish, ask different volunteers to come to the
front to complete the word map.
Recycled language:
• Sports.
• Musical instruments.
News bulletin!
Warming up:
Remember that it is important to have a warm up reading activity before having students (SS) read the text, in order to stimulate them. In advance prepare a set of cards with
words written on them. Write words related to activities or skills; for example, “piano”,
“drawing”, “soccer”, etc. Ask a volunteer to pick up a card. Encourage the student to say a
sentence using the word on the card; for example: If the card has the word “Piano” written
on it, the student may say: “I am not good at playing the piano” or “I play the piano better
than my sister.” Continue doing so until most of your SS have participated.
Activity 8: Answer. P. 152
Explain to your SS they should answer the questions according to their personal opinions. Then tell SS to write each sentence according to their choice.
Activity 9: Complete the dialogue. Then act it out. P. 152
Have SS complete the dialogue and then encourage them to work in pairs
to practise it.
Activity 1:
Read Mrs. Wise’s Blog. P. 43.
Ask your SS to open their books at page 43. Focus students’ attention on the blog and
ask them what type of reading is. Elicit answers. Then ask SS to look at the pictures and
encourage them to predict what the blog is about. Finally have SS read the blog in order to
check if their predictions are right or wrong.
58
Jacob asks for God’s blessing. Genesis 32: 22-31.
Activity 2:
Ask SS to read the questions. Then encourage them to skim the blog in order to find
the specific information. Have some volunteers read the answers aloud. They can work in
small groups.
• Answer the questions. Then write about you and your class. P. 43
Have SS read and answer the questions. Once they answer the questions, encourage
them to use the answers to write a blog about what they and their classmates are good
at. This part of the task can be done in groups or as a whole class activity. Tell SS that you
want to write a blog about the class, but you need their help. Start writing the blog on the
board and then ask SS questions so that their answers can be used to continue writing
the blog.
Warming up
Have SS open their books at page 44. Ask them to point to the pictures. You may ask
some questions: “Do you know who this man is?”, “What is he doing?”, “What is he asking
for?”, “Who appears next to him?”, “What does he do?”, etc. Write all the ideas on the
board.
Let SS participate telling what they know about the story or predicting about it.
Ending the lesson
Activity:
Once SS finish writing their blog, ask some volunteers to read it out loud.
the story and find out “. Ask SS to point to the pictures to follow the story while listening.
Chapter 4, track 19, page 44. Listen and Read. Jacob asks for God’s blessing.
Narrator: Jacob wants to spend the night in prayer. He is afraid.
Jacob: God, please forgive my sins.
Narrator: Jesus appears to answer Jacob’s prayer, but Jacob thinks Jesus is an enemy and
starts to fight with Him.
Jacob: Who are you? Don’t hurt me!
Jesus: Why do you ask my name?
Narrator: Jacob continues fighting with Jesus all throughout the night.
Jesus: Please, let me go before sunrise.
Jacob: No! I won’t let you go unless you bless me!
Narrator: Jesus is stronger than Jacob. Jesus touches Jacob and he releases Jesus.
Jesus: What is your name?
Jacob: I’m Jacob.
• Develop values; such as the importance of perseverance.
• Be aware that Jesus is happy when we persevere in doing good.
Target language:
• Perseverance.
Recycled language:
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Narrator: Jesus blesses Jacob because he perseveres.
Jesus: Now, I change your name to Israel, because you persevered in asking for the Lord’s
forgiveness and protection.
Narrator: Jacob builds an altar to worship God and calls that place “Peniel”.
Jacob: Here I see God face to face, and He blesses my life.
Activity 5:
Verse:
from the Bible. Explain that Jesus is happy when we persevere in doing good.
Answer the questions. P. 45
Have SS work in pairs or small groups. Provide a few minutes for the SS to answer the
questions. Then, elicit the answers from the groups.
Complete the blanks with the words given. P. 45
You might guide this activity with the whole class participation. Call out some SS to answer each sentence. Explain the unknown or difficult words.
Activity 6:
Ending the lesson!
Verse: “To those who by persistence in doing good seek glory, honor and immortality, he
will give eternal life.” Romans 2: 7.
Value:
Reinforce the concept of the Christian value: perseverance in doing good.
Activity 1:
Prayer:
Match the words with the meaning. P. 45
Tell your SS that they have to read the sentences carefully and match the words with the
right meanings. Ask some volunteers to say the answers aloud and check with the whole
class.
Dear Lord,
Thank you because you love me and bless me.
Help me be persevering in doing good.
In Jesus name, Amen.
Activity 2:
Write a tick if it is true or a cross if it is false. P. 45
Let SS read the sentences and write a tick or a cross in the spaces provided. if they are
not absolutely sure, encourage them to read the story again in order to justify their choices.
Activity 3:
Underline the correct option. P. 45
You may reinforce some grammar points before this activity. Then, ask SS to circle the right
option in each case. Check with the whole class.
Activity 4:
You may ask your SS to read the sentences and put them in the right order. Check with the
whole class. If it is necessary, encourage SS to read the story again.
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Activity 3:
Look at the following facts about physical activity and tick the ones that are true. P. 46
Have SS read and tick the sentences that are true. Then check the answers as a whole class
and encourage SS to justify their choices.
• Express in the target language knowledge borrowed Physical Education.
• Learn new vocabulary related to the benefits of physical activity.
• Develop values; such as being persevering.
• Be aware that Jesus is happy when we persevere.
Mini project: P. 36
Research and design a physical activity schedule or pyramid.
Target language:
• Comparatives with short adjectives.
• Vocabulary related to physical activity.
Aims:
1) Design a physical activity schedule.
2) Practise the new vocabulary content in a real life context through a communicative
activity.
Warming up:
Ask SS to write the following charts on their notebooks:
Recycled language:
• Sports.
MY PHYSICAL ACTIVITY SCHEDULE:
Physical education
Monday
Tuesday
Wednesday
Thursday
Friday
Type of activity
Time dedicated
Place
Warming up
You may bring pictures of different type of activities; such as, sedentary, moderate and
vigorous activities and explain to students (SS) the differences among them.
Activity 1:
Read the quiz and choose the right option. P. 46
Have your SS open their books at page 46. Encourage them to do the quiz and then discuss
the answers as a whole class. Remember that they have the answers written below the quiz.
PHYSICAL ACTIVITY PYRAMID:
You may write an example of your own
physical activity schedule and pyramid.
Activity 2:
(at least 20
minutes)
Classify the pictures. P. 46
Focus students’ attention on the pictures and have them name each of them. Then ask
your SS to classify the pictures between physical and sedentary activities. Once they finish
classifying the activities, let them match the pictures and the correct category.
CUT ON
DOWN
2-3 TIMES A WEEK
Leisure &
Playtime
Strenght &
Flexibillity
3-5 TIMES A WEEK
Aerobic
exercises
Recreational
activities
EVERYDAY
(as often as possible)
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(at least 20
minutes)
Activities:
1) Ask SS to complete the charts on their notebooks.
2) Ask SS to choose one of the charts.
3) Encourage SS to practise a short description of the pyramid or schedule they have
completed about their own lives. SS can ask the teacher about difficult words and pronunciation tips.
4) SS may share the information with their classmates. Agree on the date the expositions will take place.
Ask SS to research about recommendations to be physically active. Present the tips on
a poster or Power Point the following class.
Agree on the date the expositions will take place.
Target language:
• Expressions like “I am good at/I am not good at”.
• Which one? The blue one/ones.
Follow up!
Ending the lesson!
Activity 1:
Pray with the SS and give thanks God for His love.
Look at the pictures. Then write sentences using the appropriate adjectives. P. 47
Ask students (SS) to open their books at page 47. Encourage them to read the instruction and the first paragraph. Then ask them questions such as, “Do you have to answer
questions?”, “Do you have to compare trainers?”, Explain to SS that they are supposed to
compare the trainers in order to help Cindy and Sophie decide which ones to buy. Focus
their attention on the adjectives they should use to complete the sentences.
Workbook!
Activity 9: Read the texts. Then match them with the pictures. P. 153
SS read the sport descriptions and match them with the correct pictures.
Explain any difficult or unknown word. Check with the class. Extended activity: to reinforce pronunciation you might ask your SS to read the paragraphs
aloud.
Activity 2:
Read and guess. Then complete the chart. P. 47
Encourage your SS to read the text carefully in order to find out what each character is
good at. Then have SS complete the chart.
•Write BJ, FC or WR in the blanks. P. 153
Let SS work in pairs. Explain to them that they should read the sports description again in order to say which sentence refers to each sport.
Activity 3:
Complete the dialogue with the words in the box. P. 47
Tell SS to complete the dialogue. Then let them practise the dialogue in pairs. If you have
time, encourage them to replace the items and write their own mini dialogues. Ask two
volunteers to act it out.
Activity 11: Complete the word map about a risky sport you like and then
write a short description of it in your notebook. 153
To do this activity more interesting, you may brainstorm the sports SS like
and write the ideas on the board. After that, choose one sport to write a model paragraph. Elicit ideas from the class to complete the paragraph. Ask SS to
choose another sport and encourage them to complete the word map. Then
ask SS to write their own descriptions of the sport. You may ask a few SS to
read their texts aloud.
Ending the lesson!
Self-assessment!
the chapter.
62
63
• Taking care of yourself and having a healthy living.
Functions: Identifying
words related to
illnesses & symptoms.
Talking about health.
Saying how they feel.
Describing symptoms.
Giving advice. Asking for
advice.
Recycling:
Have got: I’ve got a
headache.
Present simple: What’s
the matter? I’ve got a
stomachache.
What’s wrong? –
I think…: I think I’ve got
a cough.
How do you feel? –I feel
awful/ terrible/ sick.
Modal verb: Should:
What should I do? –You
should drink water. You
shouldn’t run.
Vocabulary: Feelings: terrible – awful
– fine – well – tired – bad – sick.
Illnesses & symptoms: A headache
– stomachaches – a temperature – a
cough – a cold – a sore throat - the
flu– toothache – backache.
& other information. Listening
to a song.
Speaking: Describing how they
feel. Giving advice.
Reading: Reading a blog for
specific information: Reading &
Writing: Writing sentences and
giving advice.
Close to Jesus: Jesus heals
Peter’s mother-in-law.
MTK: (CLIL) Natural Science. A
Healthy Planet.
Project: How to protect the
planet.
Value: Taking care of yourself.
Having a healthy living.
Aims:
Target language:
able to:
the importance of taking care of ourselves and
having a healthy living.
• Present simple: What’s the matter? What’s
wrong? – I think…: I think I’ve got a cough. How
do you feel? –
• Modal verb: Should. What should I do? –You
this lesson:
• Visual/spatial.
• Interpersonal.
• Intrapersonal.
• Name and identify illnesses in the target language and describe symptoms.
• Sing a song and develop awareness of healthy living.
Target language:
• Modal verb: Should. What should I do? –You should drink water. You shouldn’t run.
Recycled language:
• Present simple.
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you shouldn’t go to school.
Doctor: You should give them this medicine. And you should take care of yourselves. And
remember….
Tom and Tim: An apple a day keeps the doctor away.
Warming up:
Display a poster of the human body and review the parts of it. Point to the different parts
and elicit answers.
Then stick a picture of a doctor on the board and ask: “When do you visit the doctor?”
Elicit answers. Explain that there are many reasons why people visit the doctor’s office.
Encourage students (SS) to mention some of the reasons, answers may be: “because you
get the flu, or a sore throat or stomachaches, etc.”
After SS finish listening to and reading the comic, ask them to pay attention to the Bible
verse on the board: “He took up our illnesses and carried our diseases” (Matthew 8:17).
Explain to SS that when Jesus lived here, he felt sorry for all the people that suffered and
He healed them. Emphasize that Jesus wants us to take care of our health.
Activity 1:
Have SS open their books at page 48. Read the tittle of the chapter and ask SS what they
think the chapter is about. Write the Bible verse “He took up our illnesses and carried our
diseases” (Matthew 8:17) on the board and explain to SS the importance of taking care of
ourselves and having a healthy living. Focus students’ attention on the comic and encourage them to mention who they can see in the pictures. SS may come up with answers such
as Tim, Tom, and the doctor. Ask SS where they think the twins are and why Tom and Tim
are at the doctor’s office. Elicit answers. SS may say that Tom and Tim are sick or ill. Then
set some comprehension questions before SS listen to the comic. For example; “Who is
sick, Tim or Tom?” Play the CD, track 20 and have SS listen to the comic. Once they listen,
check the comprehension questions. Let SS listen to the comic again and encourage them
to read it as well. Before playing the CD ask your SS “What’s wrong with Tom and Tim?”
Activity 2:
Read the dialogue again and answer the questions. Use Tom, Tim or Both. P. 49
Write the first question in activity 2 on the board and elicit answers. Then focus students’
attention on activity 2. Explain to your SS that they should either read the comic again to
answer the questions or they can answer the questions first and then read the comic to
check their answers.
Activity 3:
Look and label the pictures. Then listen and check. P. 49
Have SS look at the pictures and then read the words in the box. Encourage SS to make
associations in order to label the pictures. Once they finish labeling, tell them to listen to
the CD to check.
Doctor: Good morning, boys! How do you feel?
Tom: I feel awful!
Tim: I feel terrible.
Doctor: Ok. What’s wrong, Tom?
Tom: I have a cough, I have a headache, and I think I have a temperature. What should I do?
Doctor: Well, you should drink a hot lemon tea, and you should stay in bed.
Doctor: And, what’s the matter with you, Tim?
Tim: Well, I have a stomachache! It really hurts.
Doctor: Do you like chocolate?
Tim: Yeah! What should I do, doctor?
Doctor: Well, definitely, you shouldn’t eat chocolate, you shouldn’t drink any soda and
Chapter 5, track 21, page 49. Look and label the pictures. Then listen and check.
Narrator: Number 1
A: What’s wrong?
B: I’ve got a backache, doctor.
Narrator: Number 2
B: I’ve got a headache.
Narrator: Number 3
A: He’s got a cold.
Narrator: Number 4
65
Ending the Lesson!
A: What’s wrong, darling?
B: I’ve got a toothache.
Narrator: Number 5
A: He’s got a temperature.
Narrator: Number 6
A: She’s got a stomachache.
Narrator: Number 7
A: She’s got a cough.
Narrator: Number 8
A: The boy has a sore throat.
Activity 4:
Listen to the rap and complete. Then sing along. P. 49
Read again the Bible verse on page 48. Then ask SS what they think Jesus wants them to
do as regards their health in mind and body. Ask them to read the incomplete song and let
them have enough time to find out the correct words. Then encourage your SS to complete
the song. Play the CD for SS to check. Finally, play the CD again and sing along.
Chapter 5, track 22, page 49. Listen to the rap and complete. Then sing along.
Taking care is the key.
You should mind what you eat.
You should mind what you see.
Remember what Jesus wants!
He wants us to take care of ourselves,
And have a healthy life.
Have students open their books at page 131. Go through the vocabulary
their books and write the words that you say or you may practise the alphabet by saying the letters of a sport and asking your SS to write and discover
the word.
You may ask two volunteers to come to the front and act out the dialogue.
Then, ask SS to join in pairs and practise the dialogue again. Let them know
that the highlighted words can be replaced by others. Check pronunciation.
Activity 2: Match the advice with the problem. P. 131
You can ask SS to look at the pictures carefully. Then encourage them to
read the speech bubbles so that they can match the pictures and the correct
piece of advice.
Target language:
Recycled language:
encourage them to say where Witty is using prepositions of place.
66
Grammar box:
Should you write the answers of the previous activity on the board, use them to introduce the use of the modal verb “should”. Let SS infer when “should” is used and when
“shouldn’t” is used. Explain that the modal verb “should” is used to give advice.
What’s the matter?
Ending the lesson!
Warming up:
Display some illness/symptom flash cards on the board and recall the vocabulary seen
in the previous class. Then point to one flash card, for example; a picture in which someone has a headache and ask: “What’s the matter?” Elicit answers. Then ask students (SS)
what they should or shouldn’t do when they have got a headache. Elicit answers and write
some of students’ ideas on the board.
Activity 2:
Read and complete the mini dialogues using should or shouldn’t. P. 50
problem.
Activity 1:
Fast Finishers:
Listen and match what you should or shouldn’t do. P. 50
Have SS look at the pictures on the left of the page and encourage them to mention
what’s the matter with the girl. Then focus their attention on the pictures on the right of the
page and encourage your SS to mention the different activities the girl should or shouldn’t
do, according to how she feels. After that, ask SS to listen to the CD in order to match
the problem with the correct pieces of advice. Play the CD and let SS match the pictures.
Then point to picture 1 and ask: “What’s wrong?” Elicit answers. Then ask: “What should
she do?” Let a volunteer answer the question. Finally ask: “What shouldn’t she do?” Elicit
answers. Finish checking the listening activity.
Activity 1: Match the pictures halves. P. 122
Ask SS to look carefully at the pictures halves and write the correct numbers to match
them. Check individually.
• Complete the words related to illnesses and symptoms. P. 122
You may ask SS to complete the blanks using the pictures above. Check individually.
Workbook!
Activity 1: Unscramble the words. Then complete the crossword. P. 154
Focus students’ attention on activity 1 and point to each picture. Then tell SS
to unscramble the words and complete the crossword using the words.
Chapter 5, track 23, page 50. Listen and match what you should or shouldn’t do.
B: I’ve got toothache. What should I do?
A: You shouldn’t eat chocolate or sweets and you should go to the dentist.
B: I’ve got a headache. What should I do?
A: You should try to sleep and you shouldn’t watch TV or play computer games.
B: I’ve got a sore throat. What should I do?
A: You should have hot lemon tea and honey but you shouldn’t have an ice cream.
B: I’ve got a cold. What should I do?
A: You should rest and you should drink a lot of orange juice.
Activity 2: Read. Then tick. P. 154
Point to activity 2. Explain to SS that they should read the dialogue and tick
the symptoms or illnesses that Cindy has, according to the dialogue.
•Read again and give Cindy some pieces of advice to get better.
Then encourage SS to give some advice to her.
67
James: Good afternoon, doctor!
Doctor: Hello, James! How do you feel?
James: I feel terrible.
Doctor: What’s the matter?
James: I have backache.
Doctor: Ok. Do you usually do sports?
James: No, I don’t.
Doctor: Let’s see. You should do more exercises.
James: Anything else?
Doctor: You shouldn’t carry heavy bags.
James: Can I go out with my friends?
Doctor: Yes, if you feel fine. And remember, you should take care of yourself and you
should have a healthy living.
• Role play a situation at the doctor’s.
• Develop social and Christian values, such as the importance of taking care of ourselves
Target language:
Recycled language:
• Have got: I’ve got a headache. Present simple: What’s the matter? What’s wrong? – I
think…: I think I’ve got a cough. How do you feel?
Activity 2:
Read the speech bubbles and choose the correct one to complete the dialogues (P. 51)
Focus students’ attention on the speech bubbles. Have different SS read the speech
bubbles aloud. Explain to SS that they should use the speech bubbles to complete the
dialogues below. Have SS work in pairs. To check, have different volunteers read the dialogues.
At the doctor’s!
Ending the lesson!
Warming up:
Split the class into two groups. Invite a volunteer to come to the front to mime an illness
or a symptom. The group which guesses the illness or symptom gives a piece of advice
about what the student should do to feel better. The other group gives a piece of advice
about what the student shouldn’t do in order to feel better.
Activity 3:
Act it out. P. 51
Tell SS to imagine that they are at the doctor’s office. Have SS work in pairs and explain
that one is the patient and the other is the doctor, and that they are expected to make a
dialogue using some of the words in the box. Once they finish, encourage different pairs
to act out the dialogue in front of the class.
Activity 1:
Listen and choose. P. 51
Provide a context. Explain to students (SS) that James is having a health problem and
he’s at the doctor’s office. Ask SS to read the dialogue first. Then tell them to listen to the
CD and choose the correct word or phrase. Let SS listen to the dialogue more than once.
Then ask two volunteers to read the dialogue in order to check and practise pronunciation.
Chapter 5, track 24, page 51. Listen and choose.
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Workbook!
Activity 3: Complete the questions. Then write a suggestion. P. 155
Point to Paul, Sophie, Tim and Tom’s pictures, ask your SS to complete their
questions. Then encourage your SS to give some suggestions.
• Feelings.
What should I do?
Activity 4: Choose and circle one or two options from each box. Then complete the text. P. 155
Warming up:
If it is possible bring to the class some teenage magazines and show them the problem
page section. If students (SS) are not familiar with this, explain that people usually write
to the magazines’ editor about their problems and they hope to be given a piece of advice.
Focus students’ attention on activity 4. Encourage your SS to read the questions and then choose and circle the answers they consider the most suitable.
Finally tell them to complete the text with the information they have chosen.
Activity 1:
Read the FAQs. Then, unscramble the sentences and match them with the problems.
P. 52
Ask SS to open their books on page 52 and focus their attention on the web page. Write
“FAQs” on the board and explain that the letters stand for Frequently Asked Questions.
Tell SS that they will read about different problems teenagers have. Then explain to SS
that they will find the pieces of the advice on the right of the page, but first, they are expected to unscramble the advice. Once SS finish putting the prompts in order, check with
the whole class. After that ask SS to match the problem with the corresponding pieces of
advice.
Fast Finishers!
Activity 2: Complete the dialogue. P. 122
Have SS read the incomplete dialogue and ask them what the problem is. Then have SS
complete the dialogue in pairs and encourage them to act it out.
Activity 2
• Understand a magazine problem page.
• Ask and give advice about healthy living.
• Write pieces of advice.
In your notebook write one more piece of advice for each question. P. 52
Ask SS to work in groups of three or four. Encourage them to write one more piece of
advice for each problem in their notebooks. Then have different volunteers read the sentences aloud.
Ending the lesson!
Value: Take care of yourself and have a healthy living.
Target language:
Read the value out loud. Make SS think about the importance of looking after our bodies
and minds. Tell them that our body is the temple of the Holy Spirit. Finish the class with a
prayer.
Recycled language:
69
Reader! PP. 108 & 109
Workbook!
Activity 5: Decode the health problems. Then read and match them with the
suggestions. P. 156
Explain to SS they should decode the health problems by replacing the
number with the words. Then read the problems and match them to the suggestions.
Change the layout of the class and invite your SS to sit next to you. Read the comic out
loud and ask SS to listen to the reader. Encourage SS to read the dialogues in pairs. Check
the meaning of unknown words.
Tell SS to read the sentences and choose the most appropriate option. If they have any
doubt, encourage them to read the comic again.
Activity 6: Match the suggestions to the problems. P. 156
Encourage SS to read the suggestions and match them to the health problems illustrated in each picture.
Activity 2: Tick the pieces of advice Paul gives to his grandpa. P. 109
Ask SS to read and tick the pieces of advice Paul gave to his grandfather. To check this
task, call out some SS to say the answer.
Activity 3: Order the sentences from 1 to 5. P. 109
Read each sentence aloud and ask SS to raise their hands to provide an answer. If the
answer is not correct, ask SS to read the comic again to find the correct one.
Objectives: At the end of this lesson students will have:
• Read about health advice.
• Written pieces of advice.
• Written opinions in which they used the vocabulary learned and the target language.
Activity 4: Read and correct the mistakes. P.109
Ask SS to read the text again and then explain that they are expected to write the correct
sentence in each case. You may ask some volunteers to read the sentences aloud.
Activity 5: Match the verbs to the right words .P. 109
You might write the words on the board and ask some volunteers to come to the front
and match the words.
Target language:
• Illnesses and symptoms ( Cold, stomachache ...)
• Suggestions: “You should drink… / You shouldn’t have”
Activity 6: Write some advice to take care of your health. P. 109
Provide enough time for SS to write the pieces of advice. Answers will vary. Check with
the whole class participation.
Recycled language:
• Professions.
• Present simple.
• Adverbs of frequency.
Pieces of advice!
Warming up:
Ask students (SS) what they think the most common illnesses are. Ask some volunteers
70
Ending the lesson
questions like: How many times a year have you got stomachache? How many times a
year have you got cough? Continue asking your students for other diseases. Then analyze
their answers and choose the most common disease. In your questions try to include some
words that students will encounter in the text, such as cold, feverish, running nose, etc.
Once SS finish writing their blogs, ask some volunteers to read it aloud.
Activity 1:
Read and number the headings of each paragraph. P. 53
Have students open their books at page 53. Encourage them to read the blog and match
the headlines to the corresponding paragraphs. Then check the answers as a class.
• Develop values, such as taking care of themselves and having a healthy living.
• Be aware that Jesus is happy when we take care of ourselves.
Activity 2:
Match the following words with their synonyms. P. 53
Have students read the words in activity 2. Ask a volunteer to read the first word aloud:
“Disease”. Write a sentence on the board with the words “Doctors heal diseases”, rewrite the sentences with its synonym “Doctors heal illnesses”. Then encourage your SS to
match the other words to their synonyms. Check the answer by asking your SS to say the
sentences aloud using the words and their synonyms.
Target language:
• Asking for and giving advice: should, shouldn’t.
• Health problem vocabulary.
Recycled language:
Activity 3:
Complete the sentences with should or shouldn’t according to doctor Moruno´s advice.
P. 53
Point to activity 3 at the same page, explain to SS that they have to read the blog again
and complete the sentences according to the doctor’s advice.
Jesus heals Peter’s mother-in-law. Mathew 8: 14-16
Activity 4:
Warming up
Have SS open their books at page 54. Ask them to point to the pictures. You may ask
some questions like: “Do you know who this woman is?”, “What is she doing?”, “What is
happening?”, “Does the woman feel okay?”, “What does Jesus do?”, etc. Write all the
ideas on the board.
Let SS participate telling what they know about the story or predicting about it.
Research and write about how to prevent cough. P. 53
First make a pre-writing activity, on a blank sheet of paper or on the board write the word
cough. Ask your SS to think and say what they know about it and how to prevent it. Set a
time limit of 5 minutes to generate in your SS a free flow of thoughts. Write down everything that comes to their minds. You can also make up questions to elicit answer. When
you have got plenty of ideas choose some for the writing section.
Then point to the last activity at the same page. And encourage SS to write a blog using
the ideas from the board.
71
Activity:
to study the verse at home and ask them to repeat it the following class.
Ask SS to open their books at page 54. Have SS look at the pictures. Then say: “Listen to
Activity 1:
Choose the right option. P. 55
Tell your SS that they have to read the sentences carefully and choose the right option in
each case. Ask some volunteers to say the answers aloud and check with the whole class.
Activity 2:
Chapter 5, track 25, page 54. Jesus heals Peter’s mother-in-law
Narrator: The Bible says: “He took up our illnesses and carried our diseases” (Matthew
8:17).
Narrator: Peter’s mother-in-law and her servant are preparing delicious and healthy food
for Jesus and his friends.
Peter’s-mother-in-law: Jesus, Peter and their friends are coming to have lunch. Is the food
ready?
Servant: Yes, lady! We have delicious rice, some vegetables and fresh water.
Narrator: Suddenly, Peter’s mother-in-law feels sick.
Servant: Oh! Lady, what’s wrong?
Peter’s-mother-in-law: I have a cold and a splitting headache. I think I have a temperature.
Narrator: Peter’s mother-in-law needs to follow some advices.
Peter’s mother-in-law: I feel terrible! What should I do?
Servant: You should drink a lot of water and lie down. Jesus is coming soon.
Servant: Jesus! Peter’s mother-in-law is very sick. She has a high fever. Please, help her!
Jesus: Show me where she is.
Jesus: Woman, don’t worry. The fever is out of your body! You are healed now!
Peter’s mother-in-law: Thank you Jesus!
Narrator: Jesus heals Peter’s mother-in-law and she serves them some healthy food.
Peter’s mother-in-law: I feel very well now! Please, eat this healthy and delicious food.
All: Thank you!
Match the words to the meanings. P. 55
Let SS read the sentences and match the words with their meanings. Check individually.
Activity 3:
Complete the summary of the story using the key words. P. 55
Ask SS to complete the blanks using the words form the box. Check with the whole class.
Activity 4:
Tick the illnesses the woman has. P. 55
You may ask your SS to read the story again and then, encourage SS to read the sentences
and tick the ones that appear in the story. Check with the whole class.
Activity 5:
Put the events in order. P. 55
Encourage SS to read the sentences. Then ask them what happens first. Have them put the
rest of the sentences in the order the events happen in the story. Call out some SS to read the
sentences in the right order.
Activity 6:
Tick the pieces of advice the woman receives. P. 55
Elicit the answers from the whole group asking your SS to raise their hands to answer.
Verse:
Teach and explain the verse. It is a good opportunity to help SS memorize simple portions from the Bible. Explain that Jesus is happy when we take care of ourselves and have a
healthy living.
Verse: “He took up our illnesses and carried our diseases.” (Mathew 8:17). Encourage SS
Activity 7:
You may write the questions on the board and explain any difficult word. Then, ask your SS
to think about the questions and answer them. Ask volunteers to share their answers with
the class.
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Natural Science
Ending the lesson!
A Healthy Planet!
Value:
Reinforce the concept of the christian value: taking care of yourself and having a healthy
living.
Prayer:
Encourage a volunteer to
pray aloud with the whole
class or you can divide the
class in pairs and ask them to
pray together.
Warming up
You may bring a picture showing a polluted or sick part of our planet. Encourage students
(SS) to brainstorm ideas about the planet’s problems. Write down all the ideas on the board.
Activity 1:
Dear Lord,
Thank you because you take care of me.
Help me to have a healthy living.
Read and circle the right option. Then listen and check. P. 56
Have your SS open their books at page 56. Read the phrases and explain any difficult or
unknown word. Let them read the text on their own and circle the right options in each case
according to their opinions. Then, let them listen to the CD to check the task.
Chapter 5, track 26, page 56. Read and circle the right option. Then listen and check.
Sophie: Doctor, what’s wrong?
Doctor: The planet is very sick. It needs a lot of loving care.
Sophie: What should we do?
Doctor: Take these pieces of advice to help the Earth….
You should choose rechargeable batteries. You recycle them when they die.
You should share books instead of buying them. You can borrow books from a library or
a friend to reduce waste and reuse materials.
You should participate in clean-up days at a beach or a park. Use those outdoor trash cans!
You shouldn’t drop garbage. Never litter.
You should ask your family to use less heating systems and air conditioning.
You should get re-usable water bottles.
You should create a homemade compost bin.
You should turn the lights off when you leave a room.
You should get re-usable bags that you can take with you for your shopping.
You should use both sides of any paper whether you are writing or printing.
You should recycle paper, cans, glass bottles, etc.
• Express in the target language knowledge borrowed from Natural Science.
• Learn new vocabulary related to the advice we should follow to take care of the environment.
• Develop values; such as taking care of ourselves and the place we live in.
• Be aware that Jesus is happy when we take care of ourselves and the place we live in.
Target language:
• Giving advice: should and shouldn’t.
• Vocabulary related to the environment.
Recycled language:
• Present simple.
Activity 2:
Complete the following advice for each situation using sentences from above to help
you. P. 56
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Activities:
1) Hand out an A4 sheet of paper to each student.
2) Ask SS to write the title: “How to protect the planet”.
3) Ask them to draw or glue pictures related to the topic.
4) Encourage SS to write down some advice to take care of the environment using
their own words. SS can ask the teacher about difficult words and pronunciation tips.
5) SS can decorate the poster as they wish.
6) SS should share the information with their classmates. Agree on the date the exposition will take place.
Focus students’ attention on the pictures and have them name each of them. Then ask
your SS to classify the pictures between physical and sedentary activities. Once they finish
classifying the activities, let them match the pictures and the correct category.
Activity 3:
Play with a classmate. P. 56
Ask SS to go to the cut-out section p. 187 and cut out the board game. Have SS play the
game in pairs. Let them read the rules carefully. Then explain that Student A starts playing.
St: A reads the word on the square using that word, should or shouldn’t and a verb from the
verb list. When St: A gets to a happy face square, she/he can move to the following square,
but if the player gets to a stop square, the player misses the turn and the other student continues playing. The student who gets to the end wins.
Ending the lesson!
Pray with the SS and ask God for help to have a healthy living and protect the environment.
Mini project: P. 56
Research and design a poster on “How to protect the planet”.
Workbook!
Activity 7: Match the definitions with: Reduce, Reuse or Recycle. P.157
Ask SS if they understand the meaning of the three “Rs”. Explain that they
stand for Reduce, Reuse and Recycle. Then have SS read the definitions and
match them with the correct word. Explain any difficult or unknown word. Check
with the class.
Aims:
1) Identify different ways to protect the planet.
activity: give advice about health problems.
Activity 8: Colour the phrases in the boxes according to the following clues:
reduce (blue), reuse (yellow), recycle (green). P. 157
Let SS work individually. Ask SS to read the phrases and colour them according to the code given. Explain any difficult word. To check the activity you may
call out some SS to say the answers.
Warming up:
Write on the board:
“How to protect the planet”
Good actions
Good actions
Activity 9: Look at the following items and complete the chart with your own
ideas. P.157
Write an item on the board; for example, a bottle. Then brainstorm ideas
about how to reduce, reuse and recycle that item. Then explain to your SS that
they should join in groups of three and complete the chart with their own ideas.
Then, you may ask some groups to share their ideas with the whole class.
In advance prepare strips of paper with the following phrases:
Use rechargeable batteries, litter the garbage, use plastic bags, throw the garbage
inside the same bin, use less plastic bottles, turn the lights off.
Then, hand out the papers to different SS and ask them to read the phrases to the
class. After that, ask SS to come to the board and stick the strips of paper below the right
column. Talk shortly about the advice using should and shouldn’t.
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Ending the lesson!
Self-assessment!
the chapter.
Objective: At the end of this lesson students will have:
Target language:
• Aches and pains.
• You should/ you shouldn’t.
• Suggestions.
Follow up!
Warming up:
Review the vocabulary. Divide the class into two groups. Ask two students (SS), one of
each group, to come to the front. Write an illness, symptom or pain on the board, but do
not let the volunteers to read the word. Tell SS to take turns to give the two SS in the front
clues so that they can guess which the word written is. The student who first figures out
the word, wins the game.
Activity 1:
Look and complete the text. P. 57
Then ask students to open their book at page 57, point to the paragraph and encourage
them to read, look and complete the text. Check the answers asking a volunteer to read
aloud.
Activity 2:
Read and suggest. P. 57
Point to activity 2 at the same page, explain to SS that they should read each paragraph
and write suggestions for each of them. Check your SS answers.
Activity 3:
Complete the chat with the words in the box. Then act it out. P. 57
Focus students’ attention on activity 3. Explain to them that they are expected to complete the dialogue with the words in the box. Then ask two volunteers to act it out.
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• Healthy eating.
what there is/ are.
Asking and answering
about food and drinks.
Talking about quantities.
Describing a healthy diet.
Ordering in a restaurant.
Understanding recipes.
Asking polite requests.
Recycling: There is,
there are: All forms.
There’s a banana.
Countable & uncountable
nouns: There is some
milk. There are some
apples.
Quantifiers: some – any –
a few – a little – a lot of.
Question words: How
much…?/ How many…?
Modal verb: Can. Polite
requests.
Imperative: Drink water
– Add fats from plants –
Don’t eat a lot of candies.
Vocabulary: Fruits & vegetables:
orange- apple - strawberry – lemon
– banana – papaya – pear – kiwi
– pineapple – cherries – grapes
– tomato – broccoli – onion –
cucumber – lettuce – potato – bean
– carrot – cabbage – corn.
Food & drinks: pizza – hot dog
– veggie hamburger – sandwich –
water – lemonade – orange juice
–soda- milkshake.
Dairy products: milk – butter –
cheese – cream - yogurt.
Ingredients: honey – egg – flour
– sugar – chocolate – ketchup –
mayonnaise - oil.
Dessert: ice-cream – cake – cookies.
Food groups.
Listening: Listening for words.
about what there is/are.
Reading: Reading recipes and
matching to pictures.
Writing: Writing a recipe:
Writing sentences, giving
instructions.
Close to Jesus: Daniel and his
friends decide to eat healthy
food.
MTK: (CLIL) Natural Science
A Healthy Diet: Food groups.
Project: Food groups: My own
eat well plate.
Value: Healthy eating.
Aims:
Target language:
able to:
• Name different type of food and drinks.
• Describe what there is-there are.
• Ask and answer about food and drinks.
• Talk about quantities.
• Describe a healthy diet.
• Order in a restaurant.
• Understand recipes.
the importance of having good healthy habits.
• There is/are: All forms.
• Countable and uncountable nouns.
• Fruits and vegetables.
• Food and drinks.
• Food groups.
• Quantifiers: some – any – a few – a little – a
lot of.
• Question words: How much…?/ How many…?
• Imperative: Drink water – Add fats from plants
– Don’t eat a lot of candies.
this lesson:
• Visual/spatial.
• Interpersonal.
• Intrapersonal.
• Read a comic.
• Sing a song related to healthy eating habits.
• Name different type of food, vegetables, fruit and drinks.
• Develop social and Christian values such as the importance of having good healthy
habits.
Target language:
Recycled language:
• Present simple.
Warming up:
Arrange the chairs in a circle and ask the students (SS) to sit down. Stand in the middle
of the circle and assign a dish or drink to each student going round the circle, for example;
sandwich, pizza, soda, milkshake, orange juice, sandwich, pizza, soda, milkshake, orange
juice. Get the SS to join in repeating the words as you do this. Check that SS know the
dish or drink they have been assigned before playing the game, for instance, “Hands up,
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Waiter: What would you like to order?
Mum: Let’s have pizza!
Narrator: Some minutes later…
Waiter: Here is your pizza!
Cindy: What’s wrong? There is a lot of tomato sauce and there is little cheese
Mum: ...and there are a few olives!
Waiter: Oops!
sandwiches”.
Explain and demonstrate that when you say, for example, “sandwiches”, all the SS assigned that word should immediately change chairs. When you say “At the restaurant”
everyone should change chairs. Play a few rounds of the game until SS are responding
confidently.
This type of game allows you to review or recall any vocabulary set related to food and
drinks. For example; if you want your SS to review words such as, milk, egg, oil, cheese,
you play the game and when you want everybody to change chairs, instead of saying “At
the restaurant” you say “Omeletts”.
Activity 2:
Read the dialogue again and answer. P. 59
Ask SS to read the questions and encourage them to read the comic to answer them.
Then check as a whole class.
Activity 1:
Ask SS to open their books at page 58. Read the tittle of the chapter and ask SS what
they think the chapter is about. Write the Bible verse on the board and explain to SS that
we need to look after our body, because we want to honor Him with it. “…honor God with
your body” (1 Corinthians 6:20)
Then focus their attention on the comic. Ask them several questions to help SS develop
their observation skills. For example, you may ask: “Who can you see?”, “Where are they?”
What is Mum doing?”, “What is Witty doing?” Elicit answers. Then set the comprehension
question. Ask “Why do you think they are at a restaurant?” (Because there is no food at
home and it’s dinner time.) Play the CD and have SS listen to the story. After that, check the
comprehension question and listen again if necessary.
Activity 3:
Label the pictures. Use the letters given. P. 59
Write some letters on the board, and encourage SS to form words related to food and
drinks. Then ask them to open their books and focus their attention on activity 3. Have
them look at the pictures. Point to each picture and have SS name them. Then encourage
SS to label the pictures using the letters given. This activity helps SS practise spelling of
words. Should you want, then you can explain the plural of nouns.
Activity 4:
Circle the odd one out. P. 59
Tell SS that in each group of words there is one that doesn’t belong to the same category.
Encourage them to identify the word and cross it out.
Cindy: Mum, I’m hungry. What can I eat? Are there any sandwiches?
Mum: No, there aren’t any.
Cindy: Is there any yogurt?
Mum: Yes, there is some.
Mum: How much milk is there?
Cindy: There isn’t any.
Mum: And how many eggs are there?
Cindy: There aren’t any. Witty! Now there isn’t any fish.
Cindy: Well mum, you need to go to the supermarket.
Dad: But, first we need to go to a restaurant. It’s dinner time!
Narrator: At the restaurant…
Ending the Lesson!
Activity 5:
Listen and complete the song. Then sing along. P. 59
The song is related to “Food groups” and to the value of the chapter “Healthy eating”. Ask
SS to read the song, and explain any difficult or unknown word. Then play the CD and ask SS
to listen to the song. After that encourage SS to complete the song using the words in the
box. Have SS listen to the song again to check. Finally sing along.
77
Chapter 6, track 28, page 59. Listen and complete the song. Then sing along.
Healthy food is the clue!
I know what is good for you
Healthy food is the clue.
When is breakfast time
Have your grains like cereals and bread
They’ll give you the energy you need to play!
Don’t forget to eat your fruits
They’ve got vitamins. That’s good for you!
When is lunch time
Have your vegetables, you’ll feel all right
They keep your body healthy from the inside out.
Don’t forget to have proteins
It keeps your muscles strong to run all day!
Have some dairy everyday
like milk and cheese
To keep your bones strong
So you don’t feel weak
At dinner time don’t eat so much
so you can sleep well enough!
Eat a little of everything every day.
Now you know what is good for you
• Describe what there is-there are in a fridge.
• Identify countable and uncountable nouns.
• Ask polite request.
• Understand notes and complete the actual message.
Target language:
• Quantifiers: some, any.
• Polite request: Can you buy some apples, please?
Recycled language:
What’s in the fridge?
Warming up:
Draw the “Fruit and vegetables” web on the board and ask students (SS) to give examples of fruits and vegetables: bananas, strawberries, lettuce, potatoes, etc. Then draw the
“Food and drinks” web and ask SS to copy it in their notebooks. Divide the class into pairs
and have SS complete the web. Elicit or give two or three examples before they begin. If
you want, you can encourage SS to use the vocabulary booster. At the end, ask SS to report back on the food and drinks they have remembered in the target language.
Activity 1:
Look at the fridge and complete. Use “is / isn’t”, “are / aren’t”, “some” or “any”. P. 60
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Activity 2:
Ask SS to open their books at page 60. Point to the fridge and ask them what they can
see. Elicit answers and write them on the board trying to use the structure “There is /
are”; for example, “There is some milk.” “There are some potatoes.” Then explain to SS
that they should look at the picture and complete the sentences using: “is / isn’t”, “are /
aren’t”, “some” or “any”. Ask SS to pay attention at the grammar box in order to complete
the sentences grammatically correct. After SS finish filling in the sentences, check with the
whole class. Ask different SS to read the sentences aloud and copy them on the board.
Read the notes, then complete. P. 60
Copy the first note on the board. Let SS read it and ask them who the note is to and who
wrote the note. Then ask SS to read the note again and answer your questions, for example; “Are there any apples?”, “What does Cindy’s mum want?” Once SS understand the
note, ask them to imagine that Cindy’s mum is talking to Cindy and copy the speech bubble
on the board. Encourage SS to read the speech bubble and complete it. Then have SS read
the other notes in activity 2, and ask them to complete the speech bubbles accordingly.
Check as a whole class.
Grammar box:
If you consider it necessary, copy the Grammar box on the board. Have SS infer when
“some” and “any” are used. It will be appropriate to introduce SS to the concept of countable and uncountable nouns. Explain that “there is” is used with singular countable nouns
and with uncountable nouns, while “there are” is used with plural countable nouns.
Ending the lesson!
Activity 3:
Play: cooking. P. 60
problem.
Ask your SS to open their book at page 132. Point to the different pictures
you can do an activity to check your students’ progress.
Where’s Witty? Have SS find Witty in the pictures. The idea is to help SS
develop observation skills.
Rules:
Have SS play in teams of two (student A & B). Let them mix the ingredient cards and deal
five cards to each player. Have each pair put the rest in the middle. Explain that each player should take a recipe card at random and should group the ingredient cards according
to his/her recipe. Let them know that once a player has the five ingredient cards for the
recipe, he/she can take another recipe card. If “A” does not have some ingredient cards,
in turn he /she can ask “B” if there is/are any ingredient/s in his/her fridge. If “B” has the
card, he/she should give it to “A”. If not, “A” should take one from the pile. The one with
more recipe cards wins.
Activity 1: Tick the healthy eating habits and cross the unhealthy ones.
Encourage your SS to look at the pictures in order to decide if the kids have
healthy or unhealthy eating habits. Do this activity with the whole class participation.
Activity 2: Dialogue.
Ask SS to work in pair in order to practise the dialogue. After that, invite
them to act it out. Check their pronunciation. Remind SS that the words in
bold can be replaced for other food and drink vocabulary.
Activity 3: Find the words.
Ask SS to find the words and circle them using different colours.
79
Workbook!
Activity 1: Ask SS to open their books at page 158. Explain to SS that they
should find the words to complete the texts below. Tell SS that first they should
find a number which indicates the first letter of the word, and then they should
just follow the arrows to find out the word. Once SS find the first word, encourage them to use it to complete the first blank below. Ask them to continue doing this with the other numbers. After SS finish completing the text, encourage
them to draw each one.
vocabulary so that SS can recognize the words during the listening activity.
Play a memory game to introduce the new words: “Honey, sugar, butter, oil, eggs, and
flour.” Display pictures that illustrate each word on the board. Point to each picture, and
introduce the vocabulary. Ask SS to repeat the words after you. Then stick below each picture the corresponding word card, point to the word and ask SS to read it aloud. Then stick
all the cards face down (picture and word cards). Divide the class into two groups, in turns
each group sends a volunteer to the front in order to find a picture-word pair. The volunteer
takes a card that belongs to the picture group and a card that belongs to the word group,
if the picture is the illustration of that word, the pair of cards is removed from the board
and the volunteer’s group scores a point. If the picture doesn’t illustrate the meaning of
the word, the volunteer shows both cards to the class and places them in the same place
they were. The group which scores more points is the winner.
• Name different type of ingredients.
• Ask and answer about quantities.
• Understand recipes.
• Develop social and Christian values, such as the importance of having good healthy
habits.
Activity 1:
Listen and tick. P. 61
Ask SS to open their books at page 61. Point to the picture and ask some volunteers to
read the speech bubbles. Then ask: “Why do Cindy and Sophie want to prepare a birthday
cake?” Because it is Mrs. Wise’s birthday.
Have another student read the ingredients in the “Birthday cake” recipe. Then explain
that not all those ingredients are necessary to make a cake. Tell SS to listen to the CD and
tick only those that are mentioned and needed for the cake. Play the CD and let SS listen
to the conversation. Then play the CD again and let SS check.
Target language:
• Ingredients.
• Quantifiers: some, any .
• Question words: How much…?/ How many…?
Chapter 6, track 29, page 61. Listen and tick.
Cindy: Mum, it’s Mrs. Wise’s birthday and we want to make a cake for her.
Sophie: What ingredients do we need?
Cindy’s mum: Let me see… Take notes! If you want to prepare a birthday cake I have
an old recipe from my granny. You’ll need some sugar, a little of butter, some eggs two
or three, no more. You’ll need some flour and some milk: a glass of milk. And you’ll need
strawberries and cream.
Cindy: Thank you mum, let’s make a delicious cake for Mrs. Wise!
Recycled language:
• There is/are: all forms.
•Countable and uncountable nouns.
Let’s make a cake!
Warming up:
Before students (SS) start doing the activity 1, it will be convenient to introduce the new
Ending the lesson!
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Activity 2:
Look and complete the questions. Use “much” or “many”. P. 61
Point to the activity and remind SS that Cindy and Sophie want to prepare a birthday
cake for their teacher. Focus students’ attention on the ingredients. Take this opportunity
to reinforce the concept of countable and uncountable nouns. Point to each picture and
ask SS to distinguish which nouns are countable and which are uncountable.
• Describe what there is-there are.
• Develop social and Christian values such as the importance of having good healthy
habits.
Grammar box
Copy the grammar box on the board. Read the questions and encourage SS to infer if
“How much…?” is used with countable or uncountable nouns. Then do the same with
“How many…?”
Then have SS read and complete the questions in activity 2. Check individually.
Target language:
• Quantifiers: a few – a little – a lot of.
• Imperative: Drink water – Add fats from plants – Don´t eat a lot of candies.
Fast finishers!
Activity 1: Complete the puzzle. P. 123
Ask SS to look at the pictures to complete the puzzle.
Activity 2: Complete the menu. Then act it out. P. 123
Have SS read the menu first. Then make them notice the different kind of food. Once
they finish reading, ask them to complete the menu using the words in the box. Check and
then encourage SS to act it out.
Recycled language:
Workbook!
Activity 2: Read and complete the questions. Use “much” or “many”. P. 159
Have your SS read the text first. Then ask them to complete the questions using
“much” or “many”. Check your students’ answers.
A surprise party!
Warming up:
Ask students (SS) what they like eating at birthday parties. Elicit answers and write them
on the board.
Activity 3: Read and put the recipe in the correct order. P. 159
Have your SS read Sophie’s speech bubble and explain any difficult word. After that,
ask SS what happened to Sophie’s recipe. Elicit answers. Then tell SS to read the different parts of the recipe, and encourage them to put them in the correct order. Once
SS finish, ask some volunteers to read it aloud.
Activity 1:
Look and complete the sentences with the words in the box. P. 62
Ask SS to open their book at page 62. Point to the picture and the heading of the page
“Surprise party”, and encourage SS to predict whose party it is. Then focus students’ attention on the picture and ask them what they can see. Elicit answers. If they say that they
•Read the recipe again and guess what Sophie is preparing.
Then ask SS to read the whole recipe again, look at the pictures and tick the one that
illustrates what Sophie is preparing.
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can see “cookies”, for instance, ask them how many are there? Maybe they find it difficult
to count them, but explain that there are a lot, and write “There are a lot of cookies” on the
board. You may write two or three sentences in order to introduce the quantifiers “a few”,
“a little” and “a lot of ”.
Let SS read and complete the sentences and encourage them to take a look at the grammar box in order to complete the sentences correctly. Check as a whole class and write the
sentences on the board.
Value: Eat Healthy food.
Write the value on the board and ask SS why they think we should have healthy food. SS
may come up with ideas such as: “Because we need to take care of our body.”; “To avoid
going to the doctor’s.” ; “To feel fine.” Emphasize that Jesus wants us to enjoy our life and
He is sad when we feel sick. Besides, it is important to eat healthy food because it helps
us to grow in good shape of mind and body.
Grammar box:
If necessary, copy the grammar box on the board and help SS infer the uses of the quantifiers.
Encourage SS to write two or three more tips for planning a healthy diet. First brainstorm
some ideas and write them on the board, for example. “Do sports”, “Don’t go to bed late.”
Encourage SS to use commands.
Activity 2
Reader! Delicious food PP. 110 & 111
Read and choose the correct option. Then listen and check.
Have SS work individually or in pairs. Explain to SS that they are going to read an article
about “Healthy eating”. Let them read the whole article. Then ask them to choose the correct option in each tip. Finally have them listen to the CD and check if their choices were
correct.
To develop the concept of the value deeply, ask your SS to open their books at the
reader section page 110.
Ending the lesson!
Warming up:
Write “school science fair” on the board and ask your SS what they generally do in this
kind of events. Elicit answers. If they don’t do this at school, explain what it is about.
Ask your SS to read the reader at page 110 in silence, give them time to enjoy the reading. When they finish reading, ask them comprehension questions.
Chapter 6, track 30, page 62. Read and choose the correct option. Then listen and
check.
Healthy eating!
It is about feeling great, having more energy, and keeping yourself healthy.
Easy tips for planning a healthy diet
Incorporate a few fresh ingredients gradually. Add a salad to your diet once a day.
Drink a lot of water. Water helps flush our systems of waste products and toxins.
Eat a lot of fruits and vegetables. They are full of vitamins, minerals, and fiber.
Include a few of whole grains in your healthy diet.
Add some fats from plant, oils like olive oil. You need fat to nourish your brain.
Reduce or eliminate from your diet saturated fats. You should eat a little red meat.
Don’t eat a lot of Tran’s fats, like crackers, candies, or cookies.
Try different protein sources. Have some beans, nuts, seeds, peas, and soy products.
Add calcium for strong bones. Include a little of milk, yogurt, and cheese.
Avoid sugary drinks. Don’t drink any soda. Soda has a lot of sugar in it.
Activity 1: Read and tick T (true) or F (false). Then, use the ticked letters to find out the
secret word to complete Paul’s phrase. P. 111
Ask your SS to read the story again. Then encourage them to read the sentences and
decide if they are true or false. Then have SS use the ticked letters in the order they appear
to complete the secret word and find out Paul’s phrase.
Activity 2: Write a recipe of a healthy dish. Then share it with your classmates.
Ask SS to mention different healthy dishes or deserts. Choose one and ask your SS to
help you write the recipe on the board. Then, encourage your SS to write their favourite
healthy dish in their books. Check your students’ writings.
Activity 3: Complete. Use the words in the box. P. 111
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Target language:
• There is/there are.
• Countable and uncountable.
• Quantifiers.
• Imperatives.
Explain to SS that the text they are expected to complete is related to the message the
characters wanted to teach. Let them read the short text and help them to complete it
using the words in the box.
Fast Finishers!
Activity 2: Complete the menu. Then act it out. P. 123
Have SS look at the incomplete school cafeteria menu. Encourage SS to read the menu
first and then use the words in the box to complete the menu, according to the different
categories.
After SS finish filling in the menu, have them work in pairs to complete and act out the
dialogue.
Recycled language:
• Food.
Healthy recipes!
Warming up:
Start your lesson with a warm up activity. Say some facts about food and ask your SS
to answer true or false. For example: “Tomatoes are fruits”, “Drinking soda is better than
drinking water”, “Hamburgers are healthier than apples”, etc.
Workbook!
Activity 4: Look at the picture and complete the dialogue using the words
in the box. P. 160
Encourage your SS to look at the picture and to read the dialogue. Then
explain that they are supposed to complete the dialogue using the words in
the box. Warn your SS that the words in the box can be used more than once.
Check and then ask some volunteers to act it out.
Activity 1:
Read Cindy’s blog and match the pictures with their paragraphs. P. 63
Ask your SS to open their books at page 63, point to the pictures and encourage SS to
read the paragraphs and number the pictures according to the paragraphs.
Activity 2:
Activity 5: Read and choose the best option. P. 160
Ask SS to read the paragraph and circle the best option.
Read again and write T ( True) or F ( False). P. 63
Have your SS read Cindy’s blog again in order to decide if the sentences are true or false.
• Write your favourite recipe. P. 63
Divide your class into groups of four and display pictures of different dishes or desserts
on the board. Have at least one picture per group. Have each group choose a picture. Then
ask each group to write the ingredients that are needed to prepare that dish, dessert or
drink. Once they finish writing the ingredients, encourage them to write the instructions to
prepare the recipe. Before SS start writing the instructions, it would be convenient to write
some common cooking verbs on the board, such as: wash, peel, cut, mix, etc. Monitor
while your SS are writing the recipe.
Objectives: At the end of this lesson students be able to:
• Expand their vocabulary.
• Deduce the meaning of words through the context.
• Produce personal writing.
• Adapt writing to specific purposes like a recipe.
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Ending the lesson
Activity:
Once SS finish writing their blog, ask some volunteers to read it aloud.
• Develop values, such as eating healthy food.
• Be aware that Jesus is happy when we choose to eat healthy food.
Chapter 6, track 31, page 64. Daniel and his friends decide to eat healthy food
The Bible says: “…honor God with your body” (1 Corinthians 6:20).
Narrator: Daniel, Hananiah, Mishael and Azariah have to serve in the king’s palace.
Ashpenaz: I’m Ashpenaz. I have to teach you the language of the Babylonians.
Boys: We are Israelites and we serve God.
Narrator: The king gives them food and wine from his table.
Daniel: What food is there on the King’s table?
Ashpenaz: There is a lot of meat and some bread. There isn’t any water but there is
some wine.
Narrator: But they decide not to eat the royal food.
Daniel: Ashpenaz, please, give us vegetables to eat and water to drink for ten days.
And then compare our appearance with the rest of the young men.
Ashpenaz: Ok, but only for ten days.
Boy 1: There are lots of vegetables, fruits and grains!
Boy 2: This food is delicious and healthy!
Narrator: At the end of the ten days….
Ashpenaz: Wow! You look healthier and better nourished than any of the young men
who eat the royal food!
Narrator: The king finds them ten times better than all the young men in his entire
kingdom.
King: You can continue eating your healthy food.
Boys: Dear king, thank you for this permission!
Target language:
• Say what there is/there are.
• Ask and answer about food and drinks.
Recycled language:
Daniel and his friends decide to eat healthy food. Daniel 1.
Warming up
Show pictures of healthy food and junk food. Ask SS to brainstorm all their ideas about
the pictures. Some questions to guide the brainstorming could be: “Which pictures show
healthy/junk food?” “What can you see in each picture?” (Try to show the food that appears in the story). Write all the ideas on the board.
After that, ask: “What story in the Bible is about eating healthy and unhealthy food?” Let
SS participate telling what they know about the story or predicting about it.
Activity 1:
Tell your SS that they should read the sentences carefully and choose the right option in
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Verse: “…honor God with your body” (1 Corinthians 6:20)
Activity 2:
Value:
Reinforce the concept of the Christian value: eat healthy food.
You may write the questions on the board and explain any difficult word. You can ask SS to
work in pairs and answer the questions. Then, ask some pairs to say the answers.
Prayer:
pray together.
Activity 3:
Order the story from 1 to 5. P. 65
Let SS read the sentences and number them from 1 to 5, in the order the events take place
in the story. Check individually.
Activity 4:
Put the words in the correct place. P. 65
You may draw the chart on the board. You might guide this activity with the whole class
participation. Call out some SS to come to the board and write the words below the right
category.
Dear Lord,
Thank you for the healthy food.
Help me have healthy food habits.
• Integrate the language of the chapter with Natural Science.
• Learn new vocabulary related to a healthy diet.
• Develop values; such as eating healthy food.
• Be aware that Jesus is happy when we choose to eat healthy food.
Activity 5:
Match the words to the meanings. P. 65
Ask SS to read the words. Then read one definition and encourage SS to tell you the word
that you have just defined. Then have SS match the words and their meanings. Check with
the whole class.
Target language:
• Describing a healthy diet.
Activity 6:
Draw healthy food God asks you to eat. P. 65
You may let SS spend some minutes drawing healthy food on the space provided. Ask
volunteers to share their drawings with the class.
Recycled language:
• Present simple.
Ending the lesson!
Verse: Teach and explain the verse. It is a good opportunity to help SS memorize simple
portions from the Bible. Explain that Jesus is happy when we eat healthy food because it
means we take care of our body.
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Natural Science
Mini project: Eat-well plate P. 66
Healthy Diet
Aims:
1) Identify healthy food for each group of the eat-well plate.
2) Practise the new vocabulary content in a real life context through a communicative activity; describing a healthy diet.
Warming up
You may bring a picture of a food pyramid and a plate food. Explain to students (SS) that
the food pyramid has been replaced for the plate which is now the symbol for a healthy
eating.
Ask SS to give ideas about the new plate. Talk about the five groups and that they are represented by different colours. Explain that it is very important to choose vegetables, fruits,
grains and proteins to eat. Write down all the ideas on the board.
Warm up:
Draw the eat-well plate on the board and identify the food groups. Name some
food and ask volunteers to raise their hands and say to which group the food you have
mentioned that food belongs to.
Activity 1:
Activities:
1) In advance ask SS to bring scissors, glue stick, a paper plate, coloured markers.
2) Ask SS to divide the plate in five sections and coloured them with different colours.
3) Name the sections: fruits and vegetables, proteins, cereals, dairy, fat and sugar
and then colour them.
4) Cut out the words and place them in the correct group.
5) Encourage SS to formulate sentences using their own words, describing the food
in each group. SS can ask the teacher about difficult words and pronunciation tips.
Colour the frames according to each food group. P. 66
Have your SS open their books at page 66. Focus your students’ attention to the plate and
the colour of each group.
Water: blue.
Fruits and vegetables: green
Meat, fish, eggs and proteins: pink
Fat and sugar: purple
Diary: sky-blue
Bread, rice, potatoes, pasta, cereals: yellow
Exercise: orange
Bread, rice,
potatoes, pasta
Fruit and
vegetables
Activity 2:
Read again and write T (True) or F (False). P. 66
You may ask SS to work in pairs. Let SS read the texts for a few minutes. Explain any difficult word. After that, SS should say if the sentences are true or false. Check with the whole
class.
Meat,
fish,
eggs,
beans
Activity 3:
Go to the cut-outs and design your own eat well plate. Then, show it to the class. P. 66
Ask your SS open their book at page 189 and tell them to design a healthy plate.
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Dairy
Fatty and
sugary foods
eggs
yogurt
cheese
kiwi
soya
bread
pear
rice
lentils
beans
fish
tomato
broccoli
cake
sweets
milk
Ending the lesson!
Follow up!
You may ask some SS to show their plates and describe the food in each group.
Pray with the SS and ask God his help to choose healthy food.
Warming up:
Start your lesson with a warm up activity. Write on the board a chart with the words: “ A
few”, “ A little” and “ A lot of ”. Then ask your SS to write three things they need “ A lot”
in their lives (prayers, hugs, kisses, love, kindness…). Ask them what things they need “a
little” ( money…) and, finally what things they need “ A few” ( parties, candies…). Ask a
volunteer to complete the chart on the board. Talk about the importance of having a lot of
prayers, love…etc. in their lives.
Workbook!
Activity 6: Read about Cindy´s daily food plan and write Yes or No. P. 161
SS read the chart that explains the correct amount of servings we need daily
in each food group, and next to them the SS can find Cindy´s amount of servings per day. Explain any difficult or unknown word. Then, let SS work in pairs
and write YES if Cindy’s amount of servings coincides with the one suggested
or NO if her amount of servings doesn’t coincide with the ones suggested in the
chart. Check with the class.
Activity 1:
Read and tick the ingredients. P. 67
Then ask students (SS) to open their books at page 67, and encourage them to read it.
Once they finish reading, ask them to tick the ingredients.
Activity 2:
Activity 7: Complete the chart about your daily food plan. P. 161
Let SS work individually. Ask SS to think about the daily amount of servings
they have of each food group. Explain any difficult word. After they complete
the chart, ask SS to answer the questions below.
To check the activity you may call out some SS to share their answers.
Write questions for the following answers.P.67
Encourage your SS to read the answers first in order to have a general idea what the
question should be about. Then have SS unscramble the questions. Ask volunteers to read
them aloud.
Activity 3:
Look at Paul’s fridge. Then tick the sentences that describe it correctly. P. 67
Focus students’ attention on the picture. Then encourage SS to read all the sentences
and tick only the ones that best describe Paul’s fridge.
Objective: At the end of this lesson students will have:
Ending the lesson!
Target language:
• Quantifiers.
• How many/how much.
• There is/there isn’t.
• There are/there aren’t.
Self-assessment!
the chapter.
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• Healthy eating.
a town/city (present-/
past). Saying & writing
where different places
are. Comparing places &
buildings.
Recycling: There is/are: There is
a toilet next to the living room.
There are three bedrooms.
Superlative adjectives: short
& long adjectives. Irregular
adjectives: good & bad. This is
the oldest building. That is the
most modern hotel. The best
restaurant is opposite the bank.
Recycling: Comparative
adjectives. Wh- words: Which…?
Which building do you like?
Pronouns: one/ ones: Which
one is the tallest?
There was/were: All forms:
There was a baker’s near the
City hall.
Vocabulary: The house:
bedroom – living room – kitchen
– study – bathroom – toilet –
garden – stairs.
Places around town: library
– school – bank – museum
– City Hall – church – castle –
hospital – stores – barbershop
– train station – Sheriff office
– buildings – supermarket –
shopping mall – clothes store
– restaurant – coffee shop – bar
– baker’s.
Adjectives. Opposites: old/
modern – small/ big – cheap/
expensive – tall- high/ low.
Prepositions of place: opposite –
on the right/left – across.
Recycling: near – in front of
– behind – next to – between
– under.
& prepositions.
Speaking: Describing homes
& places.
Reading: Reading a poem.
Choosing the title. Putting the
stanzas in order.
Writing: Writing a poem.
Close to Jesus: The coin in the
fish’s mouth.
MTK: (CLIL) Technology
Digital Citizenship.
Project: Wallpaper: Be safe
online.
Value: Being a good citizen.
Aims:
Target language:
able to:
• Name places and buildings in the target
language.
• Describe a town/city (present-past).
• Say & write where different places are.
• Compare places & buildings.
the importance of being a good citizen and a good
digital citizen.
• There is/are: There is a toilet next to the living
room. There are three bedrooms.
• There was/were. There was a church.
• Superlative adjectives: short & long adjectives.
Irregular adjective: good& bad. This is the oldest
building. That is the most modern hotel. The best
restaurant is opposite the bank.
• Comparative adjectives. Wh- word: Which…?
Which building do you like?
• Pronouns: one/ ones: Which one is the tallest?
• The house.
• Places around town.
• Adjectives. Opposites: old/ modern – small/
big – cheap/ expensive – tall- high/ low.
• Prepositions of place: opposite – on the right/
left – across - near – in front of – behind – next to –
between – under.
this lesson:
• Visual/spatial.
• Interpersonal.
• Intrapersonal.
Objectives. At the end of this lesson students will have:
• Read a comic.
• Listened for specific information.
• Introduced to the concept of citizenship.
And will be able to:
• Name places and buildings in the target language.
• Identify the opposite of certain adjectives.
Target language:
• There is/ are: There is a City Hall. There are historic buildings.
• Adjectives. Opposites: old/ modern – small/ big – cheap/ expensive – tall- high/ low.
• Prepositions of place: opposite – on the right/left – across - near – in front of – behind
– next to – between – under.
Recycled language:
• There is/ are.
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Paul: look! There is an underground tunnel.
Mrs. Wise: Correct. It’s a museum.
Sophie: Can we go into it?
Mrs. Wise: Mmm...
Warming up:
Display some pictures of “Places around town” on the board. Try to choose those places
that are mentioned in the chapter. Point to each picture and elicit what place is. If students
(SS) don’t know the word, teach it. Point to each picture again and encourage SS to name
the place. Then remove the first picture, but point to the place where the picture was
and encourage SS to name the place. Then continue pointing to the rest of the pictures.
Remove from the board the second picture, and repeat what you did when you removed
the first one. Continue doing so until there are no pictures on the board. This technique is
called “Vanishing picture” and it helps SS learn new vocabulary.
Activity 2:
Read and look at the comic again. Choose the correct answer. P. 69
Ask SS to work individually or in pairs. Tell SS to read the sentences and try to complete
them. Then encourage SS to read and look at the comic again in order to choose the option
that best complete the sentences. Ask different volunteers to read the sentences aloud in
order to check the activity.
Activity 1:
Ask SS to open their books at page 68. Write the tittle of the chapter on the board and
ask SS what they think the chapter is about. Elicit answers.
Write the Bible verse on the board and explain to SS that we need to respect our
authorities. “Everyone must submit himself to the governing authorities” (Romans 13:1).
Focus students’ attention on the comic and ask some comprehension questions to help
SS predict the story. You may ask who they can see, where the characters are, what the
characters are doing.
Tell SS that they are going to listen to the story. Before playing the CD, set the
comprehension questions. Ask: “Where are Mrs. Wise and her students?” and “What does
Sophie want to do?”
After SS listen to the CD, check the comprehension questions.
Activity 3:
Find the opposites and complete. P. 69
Let SS work individually to help them develop observation skills. Tell them that they
should write the opposite of the words given. Explain that in order to find the opposite
of each word, they should look at the map of the city and find one of the words given; for
example, “old”. Once the word is found, tell SS that they are supposed to follow to line/
path to discover the opposite of that word. Once SS finish writing the opposite of each of
the words given, check with the whole class.
Ending the lesson!
Activity 4:
Cindy: Mrs. Wise, this place is amazing!
Mrs. Wise: I’m glad you like it.
Mrs. Wise: This is the oldest area in the city!
James: Wow! We should respect and protect this legacy!
Cindy: That’s part of being a good citizen!
Sophie: Are there any historic buildings around here?
Mrs. Wise: Yes, there are three castles. And that’s the city hall!
Cindy: Wow it’s the tallest and the most attractive building in the town!
Sophie: Look at those ruins over there.
Mrs. Wise: Oh, you’re right. There was a church there many years ago.
Play: “I spy…” Then, listen and check. P. 69
Explain to SS that they should look at each keyhole and try to find out which the place is.
Then ask SS to label the pictures. Once SS finish labeling, encourage them to listen to the
CD to check.
Chapter 7, track 33, page 69. Play: “I spy…” Then listen and check.
Narrator A: I spy through a little eye… A castle!
Narrator B: I spy through a little eye… A bank!
Narrator C: I spy through a little eye… A church!
Narrator D: I spy through a little eye… A museum!
Narrator E: I spy through a little eye… The City Hall!
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prepositions of place. If you consider that your SS are not confident enough, write the
prepositions on the board: on the right- between- next to- behind- opposite- across- in
front of- near-under. Once SS complete the text, ask them to listen to the CD to check or to
finish completing the blanks. Finally listen again and check with the whole class.
• Name rooms and places in a house.
• Describe where the rooms in a house are.
• Ask and answer where different places are.
Chapter 7, track 34, page 70. Look and complete. Then listen and check.
Mrs. Wise: Look, it is like a house. An old house! It’s quite dark in here. Well there is a big
kitchen, a living room, a library, and a bedroom. The kitchen is very big and it’s on the right.
The living room is opposite the kitchen across the aisle. The library is small, but there are
a lot of books. The library is between a big bathroom and the bedroom. There is a small
study next to the bedroom, too. Oh look at that door over there. Wow! There is a secret
garden behind the door. It’s amazing. There are two bathrooms and there is a toilet, too.
One is in front of the study near the bedroom and the toilet is under the stairs. This place
is old but it’s fantastic.
Target language:
• Present simple: The kitchen is big.
• There is/are: There is a toilet next to the living room. There are three bedrooms.
• Adjectives. Opposites: old/ modern – small/ big – cheap/ expensive – tall- high/ low.
Recycled language:
• There is/are.
• Adjectives to describe places.
• Look at the map again and answer James’ questions. Use the words in brackets.
Ask SS to read James’ speech bubble and provide the context. Explain that James arrived
late and he doesn’t know where the different rooms are. Have SS look at the map and read
the text again in order to answer the questions. Explain to your SS that in their answers
should appear the words in brackets.
Where is it?
Ending the lesson!
Warming up:
Start the class playing the game: “Guess who it is.” It is very simple to play. You should
give your students (SS) as many clues as possible to let them guess who you are referring
to; for example, “It’s near Susan, it’s behind Chris. Who is it?” SS should answer the name
of the student who is sitting near Susan and behind Chris. Continue doing so until you
consider that your SS have practiced and reviewed prepositions of place. Should you
want, you can introduce the new prepositions at this stage.
Activity 2:
Describe your house to your partner. Then listen to your partner’s description and draw
his/her house.
Have SS draw their house in their notebooks. Once they finish, ask them to work in
pairs. One student should describe his/her house and the other should draw it. Then SS
do it the other way around. This is called picture dictation. Encourage SS to use the target
language, for example; “There are three bedrooms, and there is a kitchen and a bathroom.
The master bedroom is next to the bathroom, etc”.
Activity 1:
Look and complete. Then listen and check. P. 70
Ask SS to open their books at page 70. Point to the picture and ask your SS where they
think Mrs. Wise and her students are. Elicit answers. If they don’t remember, remind your
SS that Sophie wanted to get into the museum. Ask SS to look at the map and mention
the different rooms they can see. Then encourage SS to read and complete the text using
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Activity 4: Correct the mistakes in the sentences. P. 113
Have SS read the text again. Provide enough time for SS to write true sentences. To
check the activity, ask some volunteers to read the answers aloud.
Workbook!
Activity 1: Look at the picture and find the places in the word search. P. 162
Hold up your book and point to the picture. Encourage SS to mention as many
places in town as possible. Then point to the word search and ask SS to find the
words related to places in town in the word search. There are six places.
Activity 5: Match the halves. P. 113
Read the first part and ask a volunteer to read the rest. Then have SS match the halves
on their own. Check the activity as a whole class.
Point to the picture and ask SS questions about where the characters are. For
example; “Where is Cindy?” Elicit answers. Then have SS read the questions
on the right and encourage them to look at the picture in order to answer the
questions correctly. Revise prepositions of place if necessary.
It would be a good idea to write down the questions on the board and elicit ideas from
the group. Answers will vary.
Value: Be a good citizen.
Read the value out loud. Make SS think about the importance of being a good citizen.
Tell them that we must be good citizens here as well as in the world to come. Finish the
class with a prayer.
• Read, understood and answered information in leaflets.
• Solved puzzles to find out information.
• Compared places.
Reader. Being your Best! PP. 112-113
• Develop social and Christian values, such as the importance of being a good citizen.
Ask SS to sit around you and read the comic aloud. Then encourage SS to read the
dialogue in pairs on page 112. Check the meaning of unknown words.
Target language:
• Superlative adjectives: short & long adjectives. Irregular adjective: good & bad. This is
the oldest building. That is the most modern hotel. The best restaurant is opposite the bank.
• “Wh” word: Which…? Which castle do you like?
• Pronouns: one/ones: Which one is the tallest?
Activity 1: Circle the right option. P. 113
Ask SS to read the comic again in order to choose the most appropriate option.
Activity 2: Complete the definitions. P. 113
Ask SS to read the definitions first and explain any unknown word. Then ask them to read
the words in the box and write them next to the most suitable meaning.
Recycled language:
• “Wh” word: Which…? Which castle do you like?
• Pronouns: one/ ones: Which one is the tallest?
Activity 3: Cross the odd one out. P. 113
You might write the words on the board, read the words and elicit from SS the category
for each group of words. Then, elicit the answers from the whole group. Then encourage
them to cross the odd one out.
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Which one is the best?
Warming up:
Display pictures of three different buildings on the board. Encourage students (SS) to
describe them. Elicit answers. SS may come up with: “They are old, one is tall and the
other is low.” Then write questions such as, “Which is the tallest?” Which one is the most
modern?” Elicit answers and write them on the board.
Workbook!
Activity 3: Choose and circle the correct word. P. 163
Hold up your book and point to Mrs. Wise speech bubble, tell your students
to read it and ask them what they are supposed to do in the activity. Reinforce
their idea and explain them to choose the correct form of the superlative
adjective and circle it.
Activity 1:
Activity 4: Unscramble Paul’s questions. Then answer them.
Explain to SS they should unscramble Paul’s questions and answer them
using information about their own town or city.
Look at the brochure and answer the questions. P. 71
Ask SS to open their books at page 71. Point to the leaflet and explain to them that a
leaflet is free printed material, a sheet of printed paper, usually folded, that is distributed
free as part of an advertising or information campaign. And tell your SS that in this case
Mrs. Wise and her students want to visit a castle, but first they need to decide which one
to choose.
Have SS read and look at the leaflet in order to answer the questions. Once SS finish, ask
some volunteers to read the questions and answers.
Fast finishers!
Activity 1: Find the phrase solving this puzzle. There’s an example to guide you. P. 124
Ask SS to look carefully at the direction of the arrows to find the letters and complete the
phrase. There is an example to guide the SS.
Answer key. Phrase. Remember to be: the best citizen.
Grammar box:
If you consider appropriate copy the grammar box on the board and explain to your SS
“Superlative adjectives”
Activity 2: Look and complete the blanks. P. 124
Ask SS to read and look at the pictures in order to complete the blanks. Check individually.
Ending the lesson!
Activity 2:
Solve the puzzle. P. 71
Tell SS that Mrs. Wise and some of her students decided which castle they are going to
visit, but Cindy doesn’t know which one they chose. Have your SS solve the puzzle in order
to find out which castle Mrs. Wise and her students are going to visit.
• Name places and buildings there used to be in the past.
• Describe a town/city (Past).
• Ask and answer questions about places there were in the past.
• Develop social and Christian values such as the importance of being a good citizen and
protect the legacy of each city.
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Target language:
procedure, but instead of removing just one picture, remove two repeated pictures so that
you can write: “There were …” Continue doing so until there is no picture on the board.
Activity 1:
Look at the photo and complete. P. 72
Ask SS to open their books at page 72. Encourage them to read the heading of the page
“A glimpse of the past”, and look at the picture of an old town. Have SS think if the photo
of the town is old or new. Elicit answers. Then focus students’ attention on the photo and
ask them what they can see. Let some SS participate. Then ask questions, for example;
“Was there a hospital?”, “Were there any restaurants?”, etc. Elicit answers. Finally have SS
read the text about the old town and encourage them to complete it using the verb phrases
in the box. Tell SS to pay a look at the grammar box in order to complete the sentences
correctly. SS work individually or in pairs. Check with the class by asking different SS to
read out sections of the text.
Recycled language:
•Prepositions of place: opposite – on the right/left – across - near – in front of – behind
A glimpse of the past! !
Warming up:
Display pictures of “Places around town” on the board, some pictures can be repeated,
for example, two pictures of shops or stores. Tell students (SS) to look at the pictures for
one or two minutes, then ask them to close their eyes and remove one of the pictures
from the board. Tell SS to open their eyes and ask them which picture is missing. Elicit
answers. After they answer, for instance; “a baker’s”, ask SS where it was, for example;
“Was it between the Sheriff’s office and the supermarket?” Or “Was it next to the church?”
After SS answer, write; for instance, “There was a baker’s next to the church.” Repeat the
Grammar box:
If you find it necessary, you may copy the grammar box on the board and have SS infer
the use of “There was (not)… / There were (not)…”
• Write questions about the town. Match them with the answers. P. 72
This activity is based on the previous one. Have SS look at the picture/ photo of the
“Old town” again and encourage them to read the first questions and match them with
the corresponding answers. Then have SS complete the questions about the old town
using the words in the box. Encourage SS to use the “Vocabulary booster” if they are
not familiar with any word. Then ask SS to match the questions to their corresponding
answers. SS work individually or in pairs. Check with the class by asking one student to
read the question and another to read the answer.
Workbook!
Activity 2: Read and complete the questions. Use “much” or “many”. P. 159
Have your SS read the text first. Then ask them to complete the questions using
“much” or “many”. Check your students’ answers.
Activity 3: Read and put the recipe in the correct order. P. 159
Have your SS read Sophie’s speech bubble and explain any difficult word. After
that, ask SS what happened to Sophie’s recipe. Elicit answers. Then tell SS to read the
different parts of the recipe and encourage SS to put them in the correct order. Once
SS finish, ask some volunteers to read it aloud.
•Read the recipe again and guess what Sophie is preparing.
Then ask SS to read the whole recipe again, look at the pictures and tick the one that
illustrates what Sophie is preparing.
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Have students open their books at page133. Go through the vocabulary
their books and write the words that you say.
• Read and understood a poem.
• Reviewed language items from the chapter.
• Written a simple poem based on pre-writing activities.
Activity 1: Look at the picture and complete the sentences. P. 133
Have SS read the sentences and then ask your SS to look at the picture in
order to complete the sentences.
• Develop social and Christian values, such as the importance of being a good citizen.
Target language:
• Superlative adjectives.
•Imperatives.
Ask SS to read the dialogue. Then encourage them to replace the highlighted
words and use some of the same kind. Have SS act out the dialogue.
Recycled language:
encourage them to say where Witty is, using prepositions of place.
Citizenship!
Warming up:
Write the following phrase on the board: “Being a good citizen is to have your street
clean.” Encourage SS to find a word that rhymes with the last word of your phrase
(Between, fifteen, mean, dean…etc.) Allow them enough time so that they can come up
with different words.
Then ask a volunteer to say another phrase about being a good citizen and carry out the
rhyme activity once again.
Workbook!
Activity 5: Read, look and answer. P. 164
Have SS read the texts and then ask them to look at the postcards. Once
they understand the vocabulary give them time to answer the questions.
Activity 6: Research about your city and answer the questions. P. 164
In advance you can ask SS to research information about their city 6 years
ago and answer the questions in class or to leave this activity to do it at home.
Activity 1:
Read and choose the best title for Sophie’s poem. P. 73
Tell SS to open their books at page 73. Point to Sophie’s blog and tell them they are
going to read a written text with rhymes: “A poem”, encourage SS to read it and choose
the best title for it.
•Use your answers to write about your city 6 years ago.
Once SS answer the questions, encourage them to use their answers to
write a short paragraph about their town in the past.
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Activity 2:
Warming up
Show some bank-notes and coins. Then, you can show pictures of people paying taxes.
Ask SS to brainstorm all their ideas about the pictures. Some questions to guide the
brainstorming could be: “What is a tax?” (An obligatory contribution to the government),
“Who pays taxes at home?” (Parents), “What kinds of tax do your parents pay?” (Answers
will vary). Write all the ideas on the board. You may clarify this using students’ native
language since it is a little bit difficult to explain.
After that, ask: “What story in the Bible is about paying taxes?” Let SS participate telling
Read Sophie’s poem again. Then number the topics according to the stanzas. P. 73.
Explain to SS that each stanza of Sophie’s poem deals with a topic. Have SS read Sophie’s
poem again and number the topics according to the stanzas.
• Brainstorm some ideas. Then write a short poem about citizenship in your notebook.
P. 73
Point to “A good citizen” web and copy it on the board. Brainstorm some ideas and
encourage SS to complete the web.
SS work in pairs or groups. Have them write a simple poem using the ideas on the “A
good citizen” web.
Ending the lesson
Activity:
Once SS finish writing their poems, ask some volunteers to read it aloud.
the story and find out”. Ask SS to point to the pictures to follow the story while listening to it.
• Develop values, such as being a good citizen.
• Be aware that Jesus is happy when we are good citizens.
Chapter 7, track 35, page 74. The coin in the fish’s mouth
Narrator: The Bible says: “Everyone must submit himself to the governing authorities”
(Romans 13:1).
Narrator: Some tax collectors come to Peter and ask.
Collector: Does Jesus pay the temple tax?
Peter: Yes, he does.
Narrator: Then Peter goes into the house where Jesus is…
Jesus: I’m God’s son and the temple is my house. I don’t need to pay the temple tax but
to show example, I’ll pay the tax.
Jesus: Peter, go to the lake and throw out your fishing line. Take the first fish you catch
and open its mouth. Then, pay our taxes.
Peter: Ok, Lord.
Narrator: Peter goes to the lake and does what Jesus says.
Peter: What can I find inside a fish’s mouth?
Target language:
• Places: temple, house.
• Value: vocabulary about being a good citizen.
Recycled language:
The coin in the fish’s mouth. Matthew 17: 24-27.
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Peter: Oh! Look! This is a miracle! There is a coin in the fish’s mouth!
Narrator: Peter goes to the temple and pays the taxes.
Peter: Collector, here you are. This coin is to pay my tax and Jesus’ tax.
Collector: Thank you. We have to be good citizens and pay our taxes.
You may write the questions on the board and ask some SS to come to the front and write
the answers next to them.
Activity 6:
Write sentences about how you can be a good citizen. P. 75
Let SS work individually to write sentences that show how to be a good citizen. Encourage
them to review some of the concepts they have been dealing with in relation to this.
Verse:
from the Bible. Explain that Jesus is happy when we obey rules.
Verse: “Everyone must submit himself to the governing authorities.” Romans 13:1.
Ending the lesson!
Verse: Teach and explain the verse. It is a good opportunity to help SS memorize simple
portions from the Bible. Explain that Jesus is happy when we eat healthy food because we
take care of our body.
Verse: “…honor God with your body” (1 Corinthians 6:20)
Activity 1:
Complete the blanks with the right word. P. 75
Value:
Reinforce the concept of the Christian value: be a good citizen.
Activity 2:
Let SS read the sentences and choose the correct word to complete each sentence.
Prayer:
pray together.
Activity 3:
You may ask SS to read the sentences and number them from 1 to 5 in the order the events
take place in the story. Check with the whole class.
Activity 4:
Match the questions with the answers. P. 75
You may write the questions on the board and explain any difficult word. You can ask SS
to work in pairs and answer the questions in a few minutes. Then, ask some pairs to say the
answers.
Dear Lord,
Thank you for your love.
Help me be a good citizen.
• Express in the target language knowledge borrowed from Technology.
• Learn new vocabulary related to Technology.
• Develop values, such as being a good digital citizen.
• Be aware that Jesus is happy when we are good citizens.
Activity 5:
Match the questions with the answers. P. 75
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Because it is not right to cut and paste
other people’s creative work.
The N is for the NEED for privacy
You don´t need to spend too much time socializing online.
The K is for KINDNESS
While respecting others we spread Christian values.
Keep in mind the word THINK
Before you post anything
We can learn a lot through it
And make Jesus happy by obeying him
Target language:
• Vocabulary related to digital technology.
Recycled language:
• Present simple.
No va un subtitulo?
Warming up:
You may bring items related to technology. Write on the board the words: DIGITAL CITIZEN.
Explain to students (SS) that technology has changed our world and now we need to learn
how to interact with others online.
Ask SS to give ideas about how to be a good digital citizen. Write down all the ideas on the
board.
Activity 2:
You may ask SS to work in pairs. Let SS read the song for a few minutes. Explain any
difficult word. After that, SS complete the sentences with T or F. Check with the whole
class.
Activity 1:
Listen to the song and put the verses in the right order. P. 76
Have your SS open their books at page 76. Focus your students’ attention on the verses.
Read the verses and explain any difficult word. Ask SS to listen to the song and then put the
verses in the right order.
Activity 3:
Cut out the board game and play with a classmate. P. 76
Ask SS to join in pairs and cut out the board game at page 191. Then, explain the rules to
the SS and show them how to play it.
Chapter 7, track 36, page 76. Listen to the song.
Think!
A good digital citizen you can be
Following these simple tips.
Keep in mind the word THINK
Before you post anything
We can learn a lot through it
And a good Christian message we can transmit.
The T is for saying the TRUTH at all times
Without cheating or lying !
The H is for not HURTING people
And protecting others from bullying.
The I is for ILLEGAL
Rules:
1) SS play in pairs.
2) Both start on the “start point”.
3) SS need two counters and a dice or a coin. In turns they throw the dice. If they use a
coin, they throw the coin, if it is head, they move two squares. If it is tail, they move just one.
4) Every space has a card. SS cut them following the dotted lines. Each player reads the
card and answers the question or does what the card says.
5) The first to get to the END wins the game.
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Ending the lesson!
Pray with the SS and ask God to help your SS be good digital citizens.
Mini project: P. 76
Search about different ways of being safe online and make a wallpaper.
Workbook!
Activity 7: Read and match the following definitions. P. 165
Ask SS to read the words and the definitions. Explain any difficult or unknown
word. Then, let SS work in pairs and match the words to the meaning. Check
with the class.
Answer key:
Aims:
1) Identify how to be safe online.
activity: digital world.
Warming up:
Draw the eat well plate on the board and identify the food groups. Name some
food and ask volunteers to raise their hands and say to which group the food you have
mentioned belong to.
In advance check some web pages or sites to provide SS safe sites to search
information on line.
You can write down on the board the following sites where they can find information
about different ways of being safe online.
http://www.safetynetkids.org.uk/personal-safety/staying-safe-online/
http://www.safekids.com/kids-rules-for-online-safety/
http://www.fbi.gov/fun-games/kids/kids-safety
You can also teach them how to search for specific information typing key words
like: KIDS SAFE ONLINE, STAYING SAFE ONLINE, WAYS OF BEING SAFE ONLINE, etc.
Then, you may ask SS to brainstorm some ideas and write them down.
If you have the opportunity to take SS to a computer lab you can guide them step by
step. If this is not possible, you could ask SS to make the wallpaper at home and bring
it the following class.
Activities:
Ask SS to:
1) Look for some pictures related to surf safely on the internet.
2) Glue the pictures on a piece of cardboard or A4 sheet of paper to create like a
photo collage.
3) Write some tips they have found on the given web sites and glue them on the
cardboard.
4) Learn the tips by heart.
5) Show their collage to the class.
6) Share the information with their classmates. Agree on the date the expositions
will take place.
TERM
DEFINITION
Boundaries
They are physical, emotional and mental limits we set to protect
ourselves from being harmed from others.
Bully
Someone who acts in an aggressive way toward others.
Bystander
People who witness the actions of the bully and the reactions from
the victims without taking actions.
Citizenship
It means to be part of a community with rights and responsabilities.
Cyber-bullying
It is the use of Internet to harm others deliberately and repeatedly.
Hacker
Someone who accesses computer information without permission.
Intellectual property
Includes art, books, inventions, magazines, music, reports, etc.
created by you or others.
Netiquette
Courtesy, honesty, and polite behavior practice on the Internet.
Password
The secret word you use when signing into the Internet.
Piracy
Stealing what does not belong to you.
Privacy
Your right to determine what information you want to share with
others.
Post
To send a message.
Upstander
Someone who takes actions to stop bullying.
Virus
A program that damages the software of your computer (files, data,
memory,etc. )
Activity 8: Complete the dialogue using words from the glossary. P. 165
Let SS work in pairs. Ask SS to complete the words missing from the glossary
above. After they complete the blanks, ask SS to practise the dialogue.
To check the activity you may call out some SS to role play the dialogue.
Answer key: citizenship, boundaries, cyber-bullying, upstanders, bully,
nettiquete, post, privacy, piracy, intellectual property.
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Ending the lesson!
Self-assessment!
the chapter.
Ask SS to think about whether they enjoyed the chapter and how well they think they did
on it. Tell SS to read each language item in the chart and encourage them to ask themselves
Target language:
• Prepositions.
• Superlative adjectives.
• Which one is …?
• There was/ There were.
Follow up!
Warming up:
First practise and review the vocabulary taught throughout the chapter. Write each
vocabulary word on an index card. Place yarns on the cards so they can be worn around
the neck. Place one card “necklace” on a student with the card hanging down the back.
The student should not see the card he/she is wearing. Then, students that are not with
the “Necklace” give him/her clue words to guess the word given.
Activity 1:
Look at the map and correct Paul’s mistakes. P. 77
Then ask SS to open their books at page 77. Encourage them to find out Paul´s mistake
by reading the sentences and looking at the pictures. Once they found the mistake ask
them to rewrite the sentences correctly in their notebooks.
Activity 2:
Read the information about three important hotels. Then answer the questions. P. 77
Ask three volunteers to read the description of each hotel. Then encourage them to work
in small groups and answer the questions according to the information provided.
Activity 3:
Complete the dialogue. Use the words in the box. Then act it out. P.77
Encourage your SS to read the dialogue and complete it with the words in the box. Ask
volunteers to act it out and check SS answers and pronunciation.
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• Being aware of Jesus’ protection.
Functions: Talking
about the past. Retelling
past events. Asking &
answering about past
events. Correcting
information.
Recycling: Past simple: verb
be. I was at home. They weren’t
here.
Verb noun collocations: play
soccer/ play the guitar.
Past simple: regular, affirmative
& negative form: I visited my
granny. She didn’t study last
weekend.
Adverbs: yesterday – last week/
weekend/Monday.
Vocabulary: Common regular
verbs: cook – visit – watch – play
– study – travel – stay – rest –
walk – enjoy – practise – look at
– arrive – prepare – rain – climb
– listen – return – continue
– show.
Means of transport: plane
– train – bus – carhelicopter –
bike – boat – ship -
& specific information (past
tense.) Listening to a song.
Speaking: Retelling about past
events.
Reading: Reading a blog.
Matching the text with the
pictures. Reading for specific
information.
Writing: Writing sentences
about their last holidays.
Close to Jesus: Paul’s
shipwreck.
MTK: (CLIL) History
The Wright Brothers: The first
airplane.
Project: The history of (…
means of transport).
Value: Jesus’ protection.
Aims:
Target language:
able to:
• Talk about events that took place in the past.
• Retell past events.
• Ask and answer about past events.
• Correct information.
• Understand blogs about past events.
• Write about their last holidays.
• Recognize inventions and their inventors.
• Develop Christian and social values, such as
being aware of Jesus’ protection.
• Past simple: verb be. I was at home. They
weren’t here.
• Verb noun collocations: play soccer/play the
guitar.
• Past simple: regular, affirmative & negative
forms. I visited my granny. She didn´t study last
weekend.
• Adverbs: yesterday – last week/weekend/
Monday.
• Means of transport: plane – train – bus – carhelicopter – bike – boat – ship.
this lesson:
• Visual/spatial.
• Interpersonal.
• Intrapersonal.
• Retell what they did during their last holidays or weekend.
• Name some means of transport.
• Recognize some verb-noun collocations.
Target language:
• Past simple: verb be. I was at home. They weren’t here.
• Verb noun collocations: play soccer/play the guitar.
• Past simple: regular, affirmative form. I visited my granny.
• Adverbs: yesterday, last week/weekend/Monday.
• Means of transport: plane – train – bus – carhelicopter – bike – boat – ship - Places
around town.
Recycled language:
• Simple Past: verb be.
100
Warming up:
Write the word “Holidays” on the board and form a word web. Write the question words
“Where…?”, “How…?”, “When…?”, “Who…?,” and ask questions such as: “Where can you
stay? When do you go on holidays?” Elicit answers. Then ask “How can you travel?”, “Who
do you visit?”, “When do you go on holidays? In summer or winter?” Write the answers on
the board.
How ...?
Cindy: What else did you do?
Paul: We walked through the jungle and then we visited the water falls.
Cindy: Great!
Paul: On Thursday, my granny cooked pasta and my cousin and I played some video games.
Paul: On Sunday we started our journey back home by train. And yesterday, we arrived
home.
Cindy: Thank God for his protection.
Paul: Let’s go home and see some photos!
Cindy: OK!
Paul: What were your holidays like?
Cindy: My holidays were great too! Let me tell you...
Hotel
Holidays
Who ...?
Where ...?
Activity 2:
When ...?
Read the comic again and put Paul’s photographs in the correct order. P. 79
Ask SS to open their books at page 79. Focus students’ attention on the pictures. Point
to each one and ask SS to mention the different activities. Then have SS read the comic
and encourage them to number the pictures.
Activity 1:
Ask students (SS) to open their books at page 78. Write the tittle of the chapter on the
board and ask SS what they think the chapter is about. Elicit answers.
Write the Bible verse on the board and explain to SS that no matter where we are Jesus
protects us everywhere, especially if we ask him for his protection.
“The Lord will keep you from harm. He will watch over your life” (Psalm 121:7).
Then focus students’ attention on the comic and ask questions such as, “Who can you
see in the picture?” “What do you think they are talking about?” Elicit answers. Before
playing the CD, set the comprehension questions: “Where was Paul?” –On holidays. “How
did he travel?” Play the CD and then check.
Activity 3:
Cross out the word that can’t complete the sentence. Then, listen and check. P. 79
This activity provides SS the opportunity to get to know about certain verb noun
collocations. Explain to them that only two of the highlighted words collocate with the
verb given. You can model the first one and say You can play soccer, computer games ….
If SS used Best friends 3 and English4+ they are already familiar with the verbs and sport
collocations. Let them do the activity and then ask SS to listen to the CD to check.
Chapter 8, track 38, page 79. Cross out the word that can’t complete the sentence.
Then, listen and check.
I played soccer and computer games.
She watched TV and a film.
They looked at a picture and a photograph.
We cooked pasta and rice.
He showed me an album and a map.
Cindy: Hi Paul, how a long time!
Paul: I was on holiday. I travelled by plane to my grandparents’ house.
Cindy: Wow, how amazing!
Paul: On Monday we arrived at my parents’ house. We were happy to see them.
Cindy: Were they fine?
Paul: Yes, they were really well.
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Ending the Lesson!
Target language:
• Simple Past: verb be. Yes/No questions and short answers. Information questions.
• Question word: How long…?
• Means of transport: plane – train – bus – carhelicopter – bike – boat – ship.
Activity 4:
Play: Sentence chain. Imagine yesterday was a special day. Write sentences using the
words given. P. 79
Write the verbs in the box on the board. Point to them and ask SS if they find something
strange. As these are regular verbs SS can notice the –ed past morpheme. Explain to SS that
we form the past of regular verbs by adding this morpheme, just to let SS know that they
should use the verbs to retell a past event. Once you mentioned that the verbs are in the
past, say the verbs aloud and ask SS to repeat them.
Recycled language:
• Past simple: verb be.
Travelling!
Pronuntiation
/t/
watched
walked
/d/
played
listened
Warming up:
Display different means of transport flash cards on the board. Point to each card and
encourage SS to mention them. If they do not know the word, say it and have SS repeat it
after you. Then ask how they like traveling. Elicit answers.
/id/
visited
Activity 1:
If your class is not too big you can play with the whole class, otherwise divide the class
into groups of 5. Tell SS that they should imagine that yesterday was a special day and
they did different activities. Ask SS to sit in a row or a circle. The first student chooses a
verb and form a sentence in the past, for example; “Yesterday I visited my cousin.” The
student who is sitting on the right should repeat what his/her classmate said and should
choose another verb and continue with the retelling; for instance, “Yesterday I visited my
cousin. We played soccer.” They continue doing so until there is no more SS in the group.
You may write other regular verbs on the board.
Look at the plane ticket and answer the questions. P. 80
Ask SS to open their books at page 80. Provide the context. Ask a pair of girls to read
Cindy and Sophie conversation. Then ask: “How did Paul travel? Point to the plane ticket
and ask SS what information is provided. Write the first question on the board and
encourage SS to answer it. Write the answer on the board, too. Then have SS answer the
questions. Ask different volunteers to write the answers on the board.
Activity 2:
Look at the train ticket and unscramble the questions. P. 80
Remind SS that Paul returned home by train. Explain to SS that they are expected to
unscramble the questions. Copy the first one on the board and encourage SS to unscramble
the question together. Focus students’ attention on that those are “Wh”… questions. Once
SS finish, check the questions on the board.
• Ask and answer about past events.
• Recognize means of transport.
• Understand plane and train tickets.
• Develop Christian and social values such as being aware of Jesus’ protection.
Ending the lesson!
102
• Read the trip ticket again and answer the questions. P. 80
Have SS look at the train ticket in order to answer the questions.
Workbook!
Activity 1: Read and complete the sentences. Then answer the question.
P. 166
Encourage your SS to complete the paragraph using the words in the box.
Then check. Tell your SS to read the paragraph again and answer the question.
Ask your SS to open their books at page 134. Point to the different pictures
you can do an activity to check your students´ progress.
Activity 2: Decode the questions. Then answer them. P. 166
Have SS decode the questions and then encourage them to answer the
questions with their own information.
Ask SS to work in pairs in order to practise the dialogue. After that, invite
them to act it out. Check their pronunciation. Remind SS that the words in
bold can be replaced and they can use instead other means of transport.
Activity 2: Circle the odd one out. P. 134
You may write down the activity on the board. Ask SS to find the categories
in each case: AIR TRANSPORT, WATER TRANSPORT, LAND TRANSPORT. Then,
elicit the answers.
Answer key: truck, bike, helicopter, balloon, rocket, train, boat, ship, van.
• Retell past events.
• Complete paragraphs using the Past simple of regular verbs.
• Write about a special weekend.
• Develop Christian and social values, such as being aware of Jesus’ protection.
Activity 3: Read the text and complete with the right means of transport.
P. 134
Encourage your SS to look carefully at the pictures and complete the
blanks. You may check with the whole class participation.
Answer key: 1) van, 2) plane, 3) boat, 4) bike, 5) balloon.
Target language:
• Past simple: regular affirmative form: I visited my granny.
• Means of transport: plane – train – bus – carhelicopter – bike – boat – ship.
• Read the story again and put the pictures in order from 1 to 5. P. 134
SS may need to read the text again and write the numbers from 1 to 5 to put
the story in order. Check with the whole class participation.
Recycled language:
• Action verbs.
Amazing trip!
Where is Witty?
Have SS find Witty in the pictures. The idea is to help SS to develop
observation skills.
Warming up:
Display some pictures of your last holidays on the board or some pictures from
magazines. Point to each picture and elicit the action. Then have students (SS) work in
103
Ending the lesson!
small groups and ask them to look at the pictures and write about what happened during
the holidays. Then ask different groups to read their pieces of writing.
Value: Jesus protects you.
Read the value out loud. Make SS think about the importance of being aware of Jesus’
protection. Explain to SS that Jesus always protects us wherever we are.
Activity 1:
Look at the map and complete Cindy’s e-mail. Use the words given. P. 81
Ask SS to open their books at page 81. Provide the context. Explain to SS that Cindy
was also on holiday. Point to the map and encourage your SS to look at the map and say
what she and her family did. Focus students’ attention on the verbs in the box. Explain any
unknown verb if necessary and have them use the verbs to complete the paragraph. You
may start reading a paragraph and stop at the first blank so that a volunteer can provide
the verb from the box. Have your SS read and look at Cindy’s journey carefully before
completing the blanks.
Reader: Going around! PP. 114-115
To develop the concept of the value deeply, ask your SS to open their books at the reader
section page 114. Ask your SS to look at the comic, and ask some questions such as: “Who
can you see in the pictures?” “Where are they?” “What are they wearing?” “What are they
doing?” “Are they reading?” “What are they reading?” Provide the context, explain to SS
that the kids are having a sleepover. Then give SS time to enjoy the reading. When they
finish reading, ask them comprehension questions.
Grammar box:
The Past: affirmative form.
Copy the grammar box on the board and explain to SS how to form the Past simple
affirmative form of regular verbs. Explain the pronunciation of the –ed morpheme as well.
Activity 1: Complete the sentences with the verbs in the box. Then tick the correct
option to finish the sentences. P. 115
First ask SS to choose the correct verb from the box to complete each sentence. Then
encourage SS to read the comic again and choose the correct option to finish the sentence.
Activity 2:
Imagine a special weekend. Cut out the pictures and glue them. Then write about your
weekend using the verbs in the box. P. 181
Tell SS that Mrs. Wise and some of her students decided which castle they are going to
visit, but Cindy doesn’t know which one they chose. Have your SS solve the puzzle in order
to find out which castle Mrs. Wise and her students are going to visit.
Activity 2: Read the comic again and correct the sentences.
Explain to SS that all the sentences are wrong. Tell them to read the comic and correct
the information.
Fast Finishers!
This task allows SS to write simple sentences or paragraph based on visual aids. Tell
SS that they should imagine that they had a special weekend and that they are expected
to write about it. Ask SS to go to the cut–out section p. 193 and have them choose three
pictures that can illustrate their special weekend. Then have SS glue the pictures on
the squares provided and use the verbs in the box to write about the weekend. Should
you want your SS to write a bit more, ask them to glue more than three pictures on their
notebooks.
Once SS finish, ask different volunteers to read out loud their writings.
Activity 1: Circle the odd one out. Then look at the pictures and write sentences in the
past. P. 125
This activity will help SS easily recognize verbs in the present and past tense. Let SS read
the verbs and encourage them to circle the one that does not belong to the group.
Activity 2: Answer the questions about yourself. P. 125
Have SS read and answer the question about themselves when they were little kids.
104
Everything was wrong!
Workbook!
Activity 3: Colour the present tense verbs red, and colour the past tense
verbs green. P. 167
Point to the activity and explain to SS that some verbs are in the present and
others in the past. Have SS colour the verbs in the present tense red and those
in the past tense green.
Warming up:
On the board, write information about past events that are not true; for example, “Last
class we studied the weather.” (Remember to use regular verbs in the past.) Write three to
four sentences. Then ask students (SS) if those events were true and start correcting the
mistakes by writing the wrong sentences in the negative form. For example; “Last class
we didn’t study the weather.” We studied ….” This is an opportunity to introduce the Past
simple negative form.
Activity 4: Look at the pictures and write about Paul’s last weekend. Use the
verbs in the correct tense. P. 167
Focus your students’ attention on the pictures and tell to your SS that they
are expected to write about Paul’s last weekend. Explain to SS that they should
use the verbs in the box but remind them that the verbs are in the base form
and they have to use them in the past. If necessary, write some of the verbs on
the board and review how to form the Past simple of regular verbs.
Activity 1:
Listen to the song and complete with the words given. Then sing along. P. 82
Explain to SS that they will listen to a song at page 82. Ask them to listen to the song and
try to figure out what happened, what was wrong. Play the CD and let SS just listen to the
song. After they listen, ask “What was wrong?” Elicit answers. It rained a lot. Then have SS
read and listen to the song once. This time encourage them to complete the lyrics using
the words in the box. Listen again and check. Finally sing along.
Activity 5: Decode and write about their last weekend. P. 167
Point to Mrs. Wise’s speech bubble and ask a volunteer to read it aloud. Then
encourage SS to decode the codes in order to find out what the characters did
last weekend. Then have SS write sentences about each character.
Chapter 8, track 39, page 82. Listen to the song and complete. Then sing along. My
last holidays!
My last holidays were a mess!
We didn’t stay in a house.
We didn’t stay in a hotel.
We stayed in a tent
and it rained all day.
We didn’t prepare pasta.
We didn’t prepare rice.
We prepared salad
because it rained very hard.
• Complete a song and infer the Past simple negative form through the use of it.
• Correct information about past events.
• Understand a diary about past events and correct the wrong information.
Target language:
• Past simple regular negative form: She didn’t study last weekend.
Recycled language:
• Past simple regular affirmative form.
105
We didn’t play hide and seek.
We didn’t play on the beach.
But we played board games.
’cause it rained all day.
We didn’t enjoy the view.
We didn’t enjoy the sea.
But we enjoyed being together
although it rained more than ever.
Grammar box:
If necessary, copy the grammar box on the board and explain the Past simple negative
form.
• Applied strategies to comprehend words and ideas from the context.
• Retold a story with approximate sequence.
• Built vocabulary by reading, used sentences to determine meaning and points of view.
• Increased understanding and recalled what has been read, including facts and the
importance of the main idea.
• Used writing and reading for inquiring, learning, thinking, and communicating.
• Learnt to summarize, analyze, connect; and develop personal opinions and ideas.
Activity 2:
Look at Sophie’s diary and correct the sentences. P. 82
Ask SS to open their books at page 82. Focus students’ attention on Sophie’s diary. Have
different volunteers to read the different activities she did each day of the week. Then copy
the first sentence on the board and ask SS to check if it is right or wrong. Then encourage
them to correct the sentences by making it negative and then provide the right sentence
as shown in the example.
Then have SS work alone and check on the board or individually making sure that SS
realized about the use of the Past simple in the affirmative and negative form.
Target language:
• Past simple regular verbs.
Ending the lesson!
Recycled language:
• Places.
• Outdoor activities.
Invite SS to listen to the song again and then sing along.
Workbook!
An amazing trip!
Activity 6: Look at the pictures and correct the sentences. P. 168
Ask SS to open their books at page 168. Point to the first picture and ask SS what
Warming up:
Tell students (SS) that they are going to play a guessing game. Explain that they should
find out where you were by asking you no more than fifteen Yes/No questions.
You may say: “Last weekend I was in a wonderful place.” SS may come with the following
questions: “Was it cold? Was it near here? Were there any stores?, etc.
The student who guesses first is the winner.
the characters did. Then read and write the first sentence on the board and ask SS if it
is correct or not. Encourage SS to correct the sentence using the Past simple negative
form. Once SS realize what they are expected to do, let them work at their own pace.
Activity 7: Complete the sentences about your activities during last week. P. 168
Explain to SS that they are supposed to write true sentences about themselves. Tell
them to circle the most appropriate option according to their reality.
Activity 1:
Read Tim’s blog and choose the picture that best describes it. P. 83
Ask SS to open their books at page 83. Point to Tim’s blog and then ask SS to read it in
silence, give them enough time to read it. Then, encourage SS to choose the picture that
best describes Tim’s vacation.
Activity 8: Number the scenes. Then act it out. P. 168
Focus students’ attention on the pictures. Have them read the speech bubbles in
order to put the scenes in the correct order. Then encourage SS to act the comic out.
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Ending the lesson
Activity 2:
Once SS finish writing their blogs, ask some volunteers to read them aloud.
Read the first question aloud and elicit the answer. Then have SS work in pairs in order
to read the blog again to find the most appropriate answer for each question.
Activity 3:
Read again and write a tittle for Tim’s blog. P. 83
Ask SS to read the text again and encourage them to write another title for Tim’s blog.
Tell your SS to read some options aloud.
• Develop values; such as being aware that Jesus protects us.
• Thank Jesus for his protection.
• Write about your last holidays. P. 83
Pre-writing activities:
Ask your SS to work in pairs. Then ask them to play the game “The Journalist”. The
journalist asks six questions about his/her friend’s vacation, “Wh” questions: Who?,
What? Where? When? Why? How? These questions will help SS find out information about
their partners’ vacations as well as organize their writings.
Target language:
• Past simple: regular verbs.
Recycled language:
• Present simple: affirmative and negative forms.
• Past simple: verb be.
For example:
Where?
Where were you during your last vacation?
Where was the hotel?
When?
When was your departure?
When was your arrival?
What?
What activities did you do?
What activities did you like the most?
What activities didn´t you like?
What was your vacation like?
Paul’s shipwreck- Acts 27, 28.
Warming up
Show a picture of a boat in a storm. Ask SS to brainstorm all their ideas about the picture.
Some questions to guide the brainstorming could be: “What is this?” (a boat), “What’s the
weather like?” (stormy), “What is happening to the boat?” (The boat is sinking). Write
all the ideas on the board. Then, you can write on the board the word: SHIPWRECK and
explain its meaning (the destruction of a ship at sea by sinking or breaking up, for example
in a storm or after striking a rock).
Why?
Why did you choose that place?
Who?
Who were you with?
Then encourage them to write about their vacation using the answers.
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Activity 1:
After that, ask: “What story in the Bible is about a shipwreck?” Let SS participate telling
Complete the blanks with the right word. P. 85
Activity:
Activity 2:
Let SS read the sentences and choose the most appropriate option in each case. Check
individually.
Narrator: You can read in your Bible: “The Lord will keep you from harm; he will watch
over your life” (Psalm 121:7).
Narrator: Paul was a prisoner. Julius, a roman guard, looked after him.
Paul: Where are we going?
Julius: We’re going to Rome for your trial.
Narrator: There was really bad weather with hurricane winds.
Sailors: We are not going to survive!
Narrator: An angel of God talked to Paul.
Angel: Paul, don’t be afraid. Tell the sailors the Lord is with you all.
Paul: Men, keep up your courage, because the Lord I serve will save us.
Narrator: At the distance an island was in view.
Julius: Swim and get to land!
Narrator: They reached an island called Malta. The ship sank but all got to shore safely.
Sailors: We are safe! We are safe!
Paul: Thank God for your protection!
Activity 3:
Verse:
from the Bible. Explain that Jesus is happy when we thank Him for his protection.
Verse: “The Lord will keep you from harm. He will watch over your life.” Psalm 121:7
Activity 6:
Mention the characters in the story. P. 85
This activity will help SS analyze stories and discover the main elements in them. Ask SS
to read the story again and identify the main characters, have them identify the protagonist
and then the second characters.
Activity 4:
You may write the questions on the board and explain any difficult word. You can ask SS to
work in pairs and answer the questions. Then, ask some pairs to read the answers.
Activity 5:
Circle the main idea of the story. P. 85
Ask SS to think what the main topic of the story is. Write the three options on the board
and let them choose and explain why they have chosen that topic. You may allow SS to
discuss this in their L1.
Order the events in the story from 1 to 7. P. 85
Have SS read and number the sentences in chronological order. If they have any doubt,
encourage them to read the story again.
Activity 7:
Answer the question. P. 85
108
Warming up:
You may bring a toy airplane to show to your SS. Write on the board the words: FIRST
AEROPLANE.
Ask SS to give ideas about the inventors of the first airplanes. Write down all the ideas on
the board.
This activity has been designed to help SS develop and put into practice the value of the
chapter.
Write the question on the board and elicit answers. Then let them work individually.
Ending the lesson!
Activity 1:
Value:
Reinforce the concept of the Christian value: Jesus protects us.
Prayer:
pray together.
Read and complete the blanks with the correct form of the verbs. P. 86
Have your SS open their books at page 86. Focus your students’ attention on the text. Read
the text aloud. Ask SS to listen to the reading and circle the words they don’t know. You may
ask them to write the difficult words down on a bank word list and explain their meanings.
Then have SS complete the blanks with the correct form of the verbs. Remind SS that the
verbs are regular so that they bear in mind the –ed morpheme to write past tense. You can
practise and reinforce pronunciation skills by asking some volunteers to read the text again.
Answer key: shared, were, studied, designed, invented, was, lasted, continued, asked,
worked, died, retired, was, invented.
Dear Lord,
Thank you for your protection.
Activity 2:
Work out the meaning of the following words and phrases. P. 86
You may ask SS to work in pairs. Let SS read the text for a few minutes. After that, have
SS choose the correct meaning of the word between inverted commas.
• Expressed in the target language knowledge borrowed from History.
• Learnt new vocabulary related to means of transports, inventors and inventions.
• Developed values, such as Jesus’ protection.
Activity 3:
Order the sequence of the story. P. 86
Ask SS to join in pairs and order the sentences according to the text.
Answer key:
Target language:
• Past simple: regular Verbs.
Recycled language:
• Present simple.
109
__8__ Orville helped as a counselor for scientists.
__5__They designed planes together until 1912.
__2__The first flight was in 1903.
__3_ The second flight was in 1904.
__6_ Wilbur died of a fever.
__4__ They worked for the US army.
__7_ Orville retired.
__1__ They invented an airplane.
Mini project: P. 86
Search about the history of another
means of transport and share with
your classmates.
Aims:
1)Learn more about the history of
means of transport.
2) Practise the new vocabulary
content in a real life context through
a communicative activity: simple past
tense, use of regular verbs.
3) Develop creativity through art
skills.
Warming up:
To search on the Internet is very
important to check some web pages
in advance to provide SS safe places on
the Web.
On the board write down the
following addresses where they can
find information about different means
of transport.
http://www.rabbitsabc.com/historyof-transport.html
http://www.sciencekids.co.nz/
sciencefacts/vehicles.html
http://www.buzzle.com/articles/
history-of-transportation.html
You may also give some key
words like: HISTORY OF MEANS OF
TRANSPORT FOR KIDS, HISTORY
OF______(CARS, PLANES; ETC).
Now, you may have a crossword on a
poster and ask SS to come to the board
and circle the ones they find.
Then, you may ask SS to categorize
the means of transport in LAND, AIR or
WATER.
C
X
K
C
U
R
T
B
S
Ending the lesson!
A
R
A
T
T
P
X
A
B
P
I
Q
D
R
L
A
L
Z
V
T
R
W G
T
K
L
X
X
C
E
P
S
H
J
O
B
P
I
T
K
L
R
F
O
I
O
U
K
A
C
A
E
N
L
K
N
C
S
O
O
N
T
S
F
A
F
Z
H
B
R
E
K
P W V
J
D
Q
G
F
D
O
B
I
K
E
S
P
I
H
S
C
Q
E
R
T
G
H M N
X
B
I
E
K
I
R
O
T
O M
L
S
U
B W A
Y
U
C
V
E
S
P
A
C
E
S
H
I
P
H
X
T
Y
P
N
I
A
R
T
Pray with the SS and thank God for his protection.
Workbook!
Activity 9: Read the following riddles and write the answers using the words
below. P. 169
Have SS read the riddles. Explain any difficult or unknown word. Then, let
SS work in pairs and complete the blanks with the correct means of transport.
Check with the class.
Answer key: car, train, bike, boat, balloon.
If you have the opportunity to use a
computer lab, you may guide the following
steps with the SS. If it is not possible, you
can ask them to do the task at home.
Activity 10: Follow the maze and complete the blanks. Write the inventor’s
names and what they did. P. 169
Let SS work individually. Ask SS to follow the path paying attention to the
colour of each line. Have them find the verb which is written in the same colour
of the path. Ask SS to complete the blanks. To check the activity you may call
out some SS to read the complete sentences.
Activity:
1) Choose a means of transport to
describe: car, rocket, bike, boat, ship,
spaceship, etc.
2) Search on the Internet on safe pages
like the ones the teacher gave you.
3) Write down a summary with the most
important information.
4) Check grammar and pronunciation with
your teacher’s help in advance.
5) Learn the history about the means of
transport you chose by heart.
6) You may bring to the class a toy of the
transport you chose or a picture to show it
in class.
7) Share with your classmates the
information you have found.
8) SS should share the information with
the classmates. Agree on the date the
expositions will take place.
Answer key:
a) Benz, Ford and Porsche created the car.
b) Stephenson originated the train.
c) James Starley produced the bike.
d) Fulton invented the boat.
e) Montgolfier brothers designed the balloon.
110
Ending the lesson!
Self-assessment!
Quickly review chapter 8 with the class, reminding SS the work they have done over the
chapter.
Target language:
• Past simple (regular verbs).
• Question and answers in the past.
Follow up!
Activity 1:
Unscramble the questions. Then follow the lines and answer them. P. 87
Explain to students (SS) that they have to unscramble the questions and answer them
according to what they see in the pictures. Remember that this is a section to show how
much they have learnt, so allow them to work on their own.
Activity 2:
Write about your last weekend. Choose some verbs in the box. Use them in the past. P. 87
Have SS write sentences about their last weekend or encourage them to imagine a
special weekend they had and write sentences using the verbs in the box. Answers may
vary. Then let some volunteers read about their last weekend out loud.
Activity 3:
Read about Paul’s holiday. Then tick the true sentences. P. 87
Ask SS to read about Paul’s holidays. Then have SS read the sentences on the right and
tick the true ones. Then check.
• Correct the false sentences in your notebook. P. 87
Once SS identify the wrong sentences have SS read about Paul’s holidays again and
encourage them to correct the false sentences
111
• Appreciating our culture and others.
• Believing in Jesus’ promises.
Functions: Talking
about plans. Asking &
answering about future
plans. Talking about
special days & dates.
Future form: going to. All
forms: I’m going to organize
a party. We aren’t going to
travel next week. Is he going
to need a sleeping bag? What
are they going to do next
weekend?
Adverbs: Today, tomorrow,
next Monday/week/
weekend/month.
Vocabulary:
Recycling: Sports: volleyball –
basketball – baseball – soccer
– rugby – tennis – running.
Means of transport: train – bus –
car – plane –boat – ship.
Countries: South American
countries.
Days of the week.
Months.
Ordinal numbers: 1st – 31st .
Stands: drink stand – ice-cream
stand – pizza stand – salad stand
– veggie burger stand – cake 6
pie stand.
& specific information. Listening
to a song.
about future plans.
Reading: Reading a blog.
Reading for specific information:
Completing a chart – Answering
questions.
Writing: Writing sentences about
special day using the information
in the mind map.
Close to Jesus: Jesus taken up to
Heaven.
MTK: (CLIL) Social studies:
Special dates in South America.
Project: Special day in my
country.
Value: Appreciating our culture
and others. Believing in Jesus’
promises.
Aims:
Target language:
able to:
• Name sports and means of transport.
• Mention South American countries.
• Say and write dates.
• Talk about future plans.
• Ask & answer about future plans.
• Talk about special days & dates.
• Read and complete charts.
• Sing a song.
• Talk about Special Dates in South America.
• Develop values such as the importance of
appreciating their culture and other people
cultures.
• Believe in Jesus’ promises.
• Future form: going to. All forms: I’m going to
organize a party. Aren’t we going to travel next
week? Is he going to need a sleeping bag? What
are they going to do next weekend?
• Adverbs: Today, tomorrow, next Monday/
week/ weekend/ month.
• Sports: volleyball – basketball – baseball –
soccer – rugby – tennis – running.
• Means of transport: train – bus – car – plane
–boat – ship.
• Countries: South American countries.
• Days of the week.
• Months.
• Ordinal numbers: 1st – 31st.
• Stands: drink stand – ice-cream stand – pizza
stand – salad stand – veggie burger stand – cake
& pie stand.
this lesson:
• Visual/spatial.
• Interpersonal.
• Intrapersonal.
• Recall and name different sports.
• Identify information about future plans.
• Mention vocabulary related to food stands.
• Recognize and identify special days & dates.
• Develop values, such as the importance of appreciating their culture and other people
cultures.
Target language:
• Future form: going to. Affirmative form: I’m going to organize a party.
• Adverbs: today – tomorrow – next Monday/ week/ weekend/ month.
• Sports: volleyball – basketball – baseball – soccer – rugby – tennis – running.
• Months.
• Stands: drink stand – ice-cream stand – pizza stand – salad stand – veggie burger stand
– cake 6 pie stand.
112
Warming up:
Write “Special Days” on the board. Then ask SS what special days they can remember,
for example: “Mother’s day”, etc. Elicit answers. Ask SS which their favourite special day
is. Encourage them to tell you why the day is special; SS may come with answers, such as
“because the family stays together”, “because we receive presents,” etc. Write all their
suggestions and ideas on the board.
Cindy: And we can have some stands.
Sophie: It sounds exciting!
Repeat the question and check students’ understanding. Then ask SS to listen again
and focus students’ attention on the characters’ plans. Play the CD and then check orally.
Activity 2:
Activity 1:
Activity 2: Tick the children’s plans for next week. P. 89
Tell SS that they are expected to read the sentences and tick only the students’ plans.
Have them read again if they are not sure.
Ask SS to open their books at page 88. Write the tittle of the chapter on the board and
ask SS what they think the chapter is about. Elicit answers. Point to the different scenes
and ask SS where the kids are, who they are talking to.
Write the Bible verse on the board “For the Son of man is going to come with his angels
in the glory of his Father” (Matthew 16:27), and explain to SS that this part of the Bible
mentions a special day. Ask SS to think which the most Special Day is going to be. Explain
to them that Jesus promised to come back with his angels and that will be the most
important day of our lives.
Then have SS listen to the CD, to answer the following questions: “What are they going
to celebrate?” Write the question on the board and play the CD.
Activity 3:
Find seven sports the students are going to play during “Family Day”. P. 89
Have SS look at the word search and find seven sports. Tell them that the words can be
horizontally, vertically or diagonally.
Answer key: volleyball, basketball, rugby, soccer, tennis, running, and baseball.
Ending the lesson!
Activity 4:
Paul: Guys, the teachers are organizing a party!
Sophie: Yes, that’s true. Here are the invitations.
Cindy: Why are they organizing a party?
Paul: Because it’s Family Day next week. It’s on the 22nd. They are going to celebrate it
at school!
Cindy: I love special days! What are they going to do?
Paul: The teachers and parents are going to have lunch here. We’re going to spend the
day together.
James: I’m going to bring my camera to take photos. It’s my first family day here!
Cindy: And I’m going to make a chocolate cake!
Sophie: And what about us? What are we going to do?
Paul: We aren’t going to chat all the afternoon!
James: We should do something!
James: I know! We can organize a sporting competition!
Look at the picture and complete with the words in the boxes. P. 89
Remind SS that the characters are going to have some food stands. Encourage them to
look at the pictures and label the stands using the words in the boxes.
• Recognize some sports.
• Identify future plans.
• Complete paragraphs.
Target language:
• Future form: going to. Affirmative forms: I’m going to organize a party.
• Adverbs: Today – tomorrow – next Monday/week/weekend/ month.
113
Chapter 9, track 42, page 90. Look at Mrs. Wise’s class plan and complete. Then
listen and check.
Mrs. Wise: Wow! We have so many things to do! On Monday, I’m going to send the
invitations to parents. On Tuesday, the head teacher is going to buy some food. On
Wednesday, Cindy is going to decorate the stands. On Thursday, Tom and Tim are going to
organize the teams for the competition. On Friday, the teachers and the kids are going to
clean the yard.
• Sports: volleyball – basketball – baseball – soccer – rugby – tennis – running.
• Stands: drink stand – ice-cream stand – pizza stand – salad stand – veggie burger
stand – cake 6 pie stand.
Recycled language:
• Sports.
• Food stands.
Our plans!
Workbook!
Activity 1: Complete the puzzle with the words in the box. P. 170
Ask SS to open their books at page 170. Have them read the clues in the
puzzle in order to complete the sentences using the words in the box.
Warming up:
Start the class asking your SS if they remember what the characters are going to
celebrate. Elicit answers. Then encourage them to name or try to remember some of the
activities the characters are organizing and write them on the board.
Activity 2: Look and check. P. 170
Focus students’ attention on the pictures and ask questions such as,
“What is Cindy going to do tomorrow?” “What is Paul going to do next
Monday? “What is Sophie going to do next Saturday?” Then have SS read
the sentences on the chart and tick the correct column.
Activity 1:
Read Cindy’s diary. Then answer (T) true or (F) false. P. 90
Have SS read Cindy’s diary and encourage them to mention other activities the characters
are going to do.
Then ask SS to read the statements below and decide if they are true or false.
Activity 3: Ask and write. P. 170
Have SS work in small groups. SS should ask each other questions in
order to find out who is going to do the activities suggested. Once they find
out, they are expected to write the names of those who are going to do the
actions.
Grammar box:
The previous activity introduces SS to the use of the future form “Going to” to express
future plans. If you consider it necessary, you can copy the grammar box on the board and
explain SS the affirmative form of “Going to”
Ending the lesson!
Activity 2:
• Name means of transport.
• Talk about special days & dates.
Look at Mrs. Wise’s class plan and complete. Then listen and check. P. 90
Have SS look at Mrs. Wise’s class plans. Then have SS read Mrs. Wise’ s speech bubble
and encourage SS to complete it using the correct verbs to express the class plans. Focus
students’ attention on the grammar box so that they can follow the structure of the future
form “Going to” to complete the blanks. Then have SS listen to the CD to check. Write the
sentences on the board.
114
Target language:
• Future form: going to. All forms: I’m going to organize a party. We aren’t going to travel
next week? Is he going to need a sleeping bag?
• Adverbs: today – tomorrow – next Monday/ week/ weekend/ month.
• Means of transport: train – bus – car – plane –boat – ship.
• Months.
Ask SS to open the “Vocabulary Booster” at page 135. Explain to SS that
this lesson is about Special days and dates. Ask them what “Special Dates”
they can remember. Elicit answers. Then point to the pictures from the first
vocabulary set about “Special Dates”, name them and ask your SS to name
them after you. Then have SS look at the “Ordinal Numbers” vocabulary set
and have SS read and repeat after you. If necessary, write the numbers on the
board and focus students’ attention on the spelling of the ordinal numbers.
Remind SS that the “Vocabulary Booster” is a tool that they have to boost
their vocabulary and to check spelling as well.
Recycled language:
• Future form: going to. Affirmative form.
Days and dates!
Activity 1: Complete the map. P. 135
Point to the spider web and read the question. Explain to SS that they should
focus on the dates those “Special Dates” are celebrated in their countries.
Allow them to ask you questions if they do not remember the dates. Have SS
write and practise the ordinal numbers.
Warming up:
Play with the students (SS) a quick ask and answer game. The interesting part of the
game is to do it as quickly as possible. Ask: “What day is today?” Elicit answers. Then
continue asking, “What day is tomorrow?” “What day was it yesterday?” “Which month
are we in?” “What is the date today?” After that write the date on the board and remind SS
that ordinal numbers are used to write the date in English.
Encourage your SS to read the dialogue and act it out. Remind SS that
they can make the dialogue more significant for them if they replace the
highlighted words.
Activity 1:
Look at the calendars and complete. P. 91
Ask SS to open their books at page 91. Point to the calendars and tell them that they are
calendars and ask them to mention the months written and then review the days of the
week.
Then read and write the first sentence on the board and have SS look at the right
calendar and circle the date. Continue doing so with the rest of the calendars. After that
focus students’ attention on the rest of the sentences and explain to them that they are
expected to look at the calendars and complete the sentences correctly. Allow SS enough
time to carry out the activity and get familiar with ordinal numbers while they recall the
days of the week as well as the months of the year. Then check.
Activity 2:
Read and complete the note. “Use the correct form of going to”. P. 91
Provide SS the context for this activity. Explain to them that Mrs. Wise and her students
are organizing a school camping trip, but there were certain changes in the plans. Have
SS read the small note and then complete the note to the students’ parents explaining
them the new plans. SS are already familiar with the use of the future form “Going to” in
the affirmative. Have SS focus their attention on the “Grammar Box” and let SS infer the
negative form of “Going to”. Then check.
Grammar box!
If necessary, copy the grammar box on the board and emphasize the use of the negative
115
Workbook!
Activity 4: Read and answer. P. 171
Encourage your SS to read the paragraph and with the help of the calendar
have them figure out the answers of the questions. Check your SS answers.
particle after the verb be.
Then introduce SS to the “Interrogative form of going to”
Ending the lesson!
Activity 3:
Ask a volunteer to read the first question and encourage him/her to provide a
true answer. Then have SS work on their own to answer the following questions.
If they are not sure what they are going to do, let them make up the answer.
Listen to the parents – teacher meeting and match. P. 91
Remind SS about the meeting that Mrs. Wise organized. Have SS listen to the CD and
match the questions to the answers. The conversation is long so SS should read the
questions first and listen for specific information. Then you can ask other questions for SS
to listen again and answer. Play the CD and then check.
Activity 6: Complete the chart. P. 171
Have SS read the information on the chart and encourage them to complete it
according to the activities they are going to do on each date.
Chapter 9, track 43, page 91. Listen to the parent – teacher meeting and match.
Mrs. Wise: Good evening, thanks for coming to the meeting. You received a note with all
the information about school camping trip we’re going to have on November the 3rd. I’m
here to answer all your questions.
Mother 1: Are you going to travel with the students?
Mrs. Wise: Yes, I am. I’m going to travel with them.
Father 1: Is the P. E. teacher going to be at the camp?
Mrs. Wise: Yes, he is. Mr. Sporty is going to be at the camp and he’s going to travel with
us, too.
Father 2: Are the students going to sleep in huts?
Mrs. Wise: Yes, they are.
Mother 2: Are the students going to need sleeping bags?
Mrs. Wise: No, they aren’t. It’s not necessary. There are blankets there and it isn’t going
to be cold at that time of the year.
Father 3: Is Mr. Sporty going to come back with the kids?
Mrs. Wise: No, he isn’t. He’s going to stay there a bit more to check that everything is left
in good conditions. But the head teacher is going to return with the group.
Father 4: Are you going to collect the money next week?
Mrs. Wise: No, I’m not. I’m going to collect the money in our next meeting. Any other
question?
Parents: No, not really.
Mrs. Wise: Well, thank you for coming.
Write on the board the “Special Dates” suggested or others you consider
more relevant to your SS, and ask them when these are celebrated. Ask a
volunteer to write the first date on the board. The have SS work individually or
in pairs.
• Name means of transport.
• Mention South American countries.
• Read and complete charts.
116
Target language:
• Future form: going to. All forms: I´m going to organize a party. We aren’t going to travel
next week. Is he going to need a sleeping bag? What are they going to do next weekend?
• Adverbs: today – tomorrow – next Monday/week/weekend/ month.
• Means of transport: train – bus – car – plane –boat – ship.
• Countries: South American countries.
• Months.
Father: We’re going to travel on Monday the 31st.
James: On Monday the 21st? The following day we celebrate Family Day at school!!!
Father: No James, not on Monday the 21st. We’re going to travel on MONDAY the 31st
James: Ahh, on Monday the 31st! What a relief!
Activity 2:
Look at the chart. Then unscramble the questions and answer them. P. 92
Focus students’ attention on the chart and ask them questions about it. For example,
you may ask and write on the board: “What is James going to do on Thursday?” “When are
Tom and Tim going to study math?” Elicit answers.
Next week plans!
Grammar box:
Copy the grammar box on the board and explain to SS “Wh” questions, SS are already
familiar with the interrogative form of the future for “Going to”, so put emphasis on the
position and meaning of the “Wh” words.
Once SS grasp the structure of “Wh” questions, have SS unscramble the questions
with the help of the grammar box, if necessary. Then check the questions on the board.
After that, ask SS to look at the chart in order to answer the questions according to the
information required. Finally check the answers.
Warming up:
Write “Family Plans” on the board and ask students to mention some plans their families
have. Write the ideas on the board.
Activity 1:
James’ father has some plans to visit his parents. Listen and tick the correct answer.
P. 92
Explain to SS that James is talking with his father about their plans. Have SS read the
questions and the options before listening to the CD. Once they finish reading, ask them
if they do not know any word and explain the meaning. Then ask SS to listen to the whole
conversation first. Then have SS read the questions again, after that, ask SS to listen again
and choose the correct option. Finally have SS listen to the conversation once more to check.
Ending the lesson!
Activity 3:
Cut out and complete the weekly planner. Then ask and answer your classmate. P. 92
Ask SS to go to the cut–out section and open their books at page 195. Have SS cut the
weekly planner and complete it according to their own future plans. Then ask SS to work
in pairs in order to find out about their partner’s plans. Once they finish, have SS report
their findings to the class.
Chapter 9, track 44, page 92. Listen and tick the correct answer.
James: Why are you packing? Where are you going to travel?
Father: I’m going to travel to Peru. I’m really excited.
James: How are you going to travel?
Father: First I wanted to travel by car, but it’s a long trip. So I’m going to travel by plane.
It’s more expensive but it’s faster.
James: Who are you going to travel with? Mum and I are going to stay here.
Father: I’m going to travel with my brother, your uncle, George.
James: Wow, that’s exciting. And when are you going to travel?
Fast Finishers!
Activity 1. Play: What are they going to do? Look at the picture and answer as many
questions as you can in 5 minutes. P. 126
Have SS look at the picture in order to answer the questions. Let them figure out what
they are supposed to do since this activity is for “Fast Finishers”.
117
Workbook!
Activity 8: Look at the pictures and complete the questions. Use the words
in the box. P. 172
Have SS look at the picture. Point to each of them and ask what Cindy is
going to do.
Then Have SS look at the pictures again in order to complete the questions
with the correct question word in the box.
Recycled language:
• “Wh” questions.
Warming up:
Ask your students (SS) to draw a bingo grid with nine squares in their notebooks. Tell
them they should think of nine future activities and write one in each square.
Then play bingo by calling out future plan activities. SS cross out those activities they
share with yours. The first student to complete his/her grid is the winner, and shouts
Bingo!
Activity 9: Unscramble the words to complete the question. Then ask a
friend and write the answers. P. 172
Ask SS to unscramble the questions and then check. After that, have SS
work in pairs. Encourage them to interview their partner so that they can
Activity 1:
Read Cindy’s class blog. P. 93
Ask your SS to open their books at page 93, point to “Cindy’s class blog”, before your
SS read the blog, write 5 or 6 words from the text on the board like “Plans, Student’s
day, Organize, place, food…” and ask the students to guess the topic of the blog. Then
encourage your SS to read the blog.
Activity 10: Read about Sophie’s next week plans. P. 172
Point to the paragraph about Sophie’s next week plans. Then write some
questions on the board for the SS to answer according to the information
provided in the paragraph.
• Now, write about your next week plans. Then have SS make notes
about their plans and encourage them to write a paragraph similar to
Sophie’s.
Activity 2:
Read the blog again and complete. P. 93
Have SS form groups to read the blog again. Tell them to analyze it and complete the
chart.
Activity 3:
Choose (T) true or (F) false. P. 93
Invite three volunteers to read the different sentences aloud. Ask SS to decide if
sentences are true or false according to the blog.
• Build vocabulary by reading.
• Read about future plans.
• Increase understanding and recall what is read including facts and importance of the
main ideas.
• Use writing and reading to express future plans.
• Write about their future plans using going to.
Target language:
• Future form: going to.
Activity 4:
Think about a special day you want to celebrate and complete the mind map.
Discuss with your class about special dates. Ask your SS to think about their favourite
special date and ask some volunteers to say which it is and to describe what it is done
during that date. Write some ideas on the board. Then tell SS to choose their special day
and complete the mind map.
118
coming. Cover the picture with a sheet of paper, and start uncovering it little by little
providing SS the chance to guess what the picture is about. You may write down all the
students’ ideas. Then circle the correct answer and show the picture. Tell SS that Jesus’
second coming is a PROMISE to us. Ask SS to brainstorm all their ideas about the picture.
Some questions to guide the brainstorming could be: “What can you see on the picture?”
(Jesus, the angels, clouds, trumpets, a rainbow, etc.) “What special date is this one?”
(Jesus’ second coming), “Do you know when is He coming?” (No) “Do you believe in this
promise?” (Yes). Write all the ideas on the board.
After that, ask: “What story in the Bible is about Jesus’ second coming?” Let SS say what
they know about the story or let them predict about it.
Ending the lesson
In your notebook, write about the special day.
Encourage SS to use the ideas in their mind map to write some sentences or a short
paragraph about their special date. Then invite some SS to the front to read their writings.
• Develop values, such as appreciating our culture and other people culture.
•Be aware that Jesus is happy when we appreciate our culture and other people culture.
• Continue trusting in Jesus’ promises
Activity:
the story and find out if your guesses were right“. Ask SS to point to each scene to follow the
story while listening.
Target language:
• Future form: going to.
• Comment on special dates.
Chapter 9, track 45, page 94. Jesus taken up into Heaven.
Narrator: The Bible says: “For the Son of Man is going to come with his angels in the
glory of his Father” (Matthew 16:27).
Narrator: After Jesus’ resurrection, he eats with his disciples and says:
Jesus: Wait for my Father’s gift. This gift is going to be the Holy Spirit.
Narrator: Then, Jesus goes outside and blesses his disciples before his ascension.
Disciples: Lord, are you going to restore your kingdom now?
Jesus: Wait a bit more. Be my witnesses and trust in this promise: I’m going to come
back for you soon!
Narrator: Suddenly, two men dressed in white say:
Angel 1: Why are you looking into the sky?
Angel 2: Jesus is going to come back someday from Heaven in the same way.
Disciple 1: We are waiting for that Special Day and we will see our Lord again!
Disciple 2: Let’s tell the world this awesome promise!
Narrator: Jesus is going to come again very soon!
Recycled language:
• Present continuous: affirmative form.
Jesus taken up into heaven. Acts 1:1-11.
Warming up
Play with SS a guessing picture game. Bring to the class a big picture of Jesus’ second
119
Verse:
from the Bible. Explain that Jesus is always faithful to his promises.
Verse: “For the Son of Man is going to come with his angels in the glory of his Father.”
Matthew 16:27.
d. Jesus is going to come very soon. _YES__
Activity 4:
Encourage SS to read the story again in order to answer the questions correctly.
Activity 5:
Put the events in chronological order. P. 95
You may ask SS to read the sentences and order them. Check with the whole class.
Answer key:
a. Jesus lives again.__1___
b. The disciples receive the promise about Jesus second coming.__5___
c. The disciples talk to two men. __4___
d. Jesus ascends to Heaven.__3__
e. Jesus and his disciples eat together.__2__
Activity 1:
each case to complete the definition. Ask some volunteers to say the answers aloud and
check with the whole class.
Activity 2:
Complete with the right word. P. 95
Let SS read the sentences and complete each blank with a suitable word from the box.
Check individually.
Activity 6:
Choose the main idea of the story. P. 95
Have SS read the different options and ask them which the main topic of the story is.
Answer key:
• Jesus’ second coming.
Answer key:
a. After his resurrection Jesus ___eats___with his disciples.
b. They are going to receive the___Holy Spirit_____.
c. Jesus is nice to his friends and he ______blesses_____them.
d. The disciples want Jesus to bring back his ____kingdom________.
e. Jesus asks them to _____wait_______and _____trust______in him.
Activity 7:
Decode the message. P. 95
Have SS decode the message. Explain to them that they should look at the code and then
replace the colours by the corresponding vowel.
Answer key:
• “We are waiting for Jesus’ second coming.”
Activity 3:
Write Yes or No. P. 95
You may write the sentences on the board and explain any difficult word. You can ask SS to
come to the front and write the answers next to each sentence.
Ending the lesson!
Answer key:
a. Jesus blesses his disciples in a house. ___NO____
b. Jesus is going to come from Heaven in the same way.__YES____
c. Jesus’ promise is great. __YES___
Value:
Reinforce the concept of the christian value: Believe in Jesus’ promises.
120
Activity 1:
Prayer:
Read. Then listen to the children and number the texts. P. 96
Have your SS open their books at page 96. Focus your students’ attention on the boys and
girls from different countries (have SS look at the flags). You may write the following on the
board:
1) (In picture number 1) There is a _______(girl) from ______(Chile).
2) (In picture number 2)
There is a _______(boy) from ______(Bolivia).
There is a _______(girl) from ______(Ecuador).
There is a _______(boy) from ______(Argentina).
Dear Lord,
Thank you for your promise.
Help me remember your promise all the time.
Answer key: Samuel is from Argentina (4), Ximena is from Chile (1), Jose is from Bolivia (2),
Jemina is from Ecuador (3).
Chapter 9, track 46, page 96. Read. Then listen to the children and number the texts.
Ximena (girl from Chile): Hello! I’m Ximena. I’m from Chile. I enjoy the 2nd Sunday of May
because we celebrate MOTHER’S DAY! This year we are going to buy the best flowers to
impress her. She is going to love it!
José (boy from Bolivia): Hello! I’m José. I’m from Bolivia. I really like March19th because
we celebrate FATHER’S DAY! This year we are going to cook my dad’s favorite meal. It is
going to be great!
Jemina (girl from Ecuador): Hello! I’m Jemina. I’m from Ecuador. I enjoy the 1st day of
January because we celebrate NEW YEAR’S DAY. This year we are going to gather together
with family and friends to thank God for a new year. Being together is great!
Samuel (boy from Argentina): Hello! I’m Samuel. I’m from Argentina. I love August
because, on the second Sunday of that month, we celebrate CHILDREN’S DAY! This year
we are going to receive a special present from our parents. I can’t wait to see what it is!
• Expressed in the target language knowledge borrowed from Social Science.
• Learned new vocabulary related to special dates in South America.
• Became aware of the importance of appreciating our culture and traditions as well as
others’.
Target language:
• Future form: going to, to express future plans.
• Describe special dates.
Recycled language:
• Present simple.
Special dates in South America
Activity 2:
Read again and complete. P. 96
You may ask SS to work in pairs. Let SS read the texts for a few minutes. Explain any
difficult word. After that, have SS complete the chart. Check with the whole class.
Warming up:
You may bring a picture of students’ country flag. Stick it on the middle of the board. Elicit
from SS their favourite special dates and write them down around the picture of the flag. Tell
SS that in this section they are going to read about other countries’ special dates.
121
Special dates
Name
Date
Celebration
Activities
Country
XIMENA
2nd Sunday
of May
Mother’s Day
Buy flowers
Chile
SAMUEL
2nd Sunday
of August
Children’s Day
Receive special
presents
Argentina
19th March
Father Day’s
Prepare a meal
Bolivia
1st January
New Year’s Day Gather together
with family and
friends
JOSÉ
JEMINA
But what is it really nice?
To give Jesus our heart.
That’s a special day to celebrate!
Mini project: Special dates P. 96
Research about a special day in your country and prepare a poster to share with your
classmates.
Aims:
1) Describe a special day in the students’ country.
activity: dates and future plans.
Ecuador
Warming up:
Ask SS to write the following charts on their notebooks:
In advance search on the Internet some safe sites to provide SS the addresses to
look for.
This time you can write down on the board the following addresses where they can
find information about different special dates.
http://www.boliviabella.com/festivals.html
http://www.ecuadorexplorer.com/html/holidays.html
http://www.travelsur.net/facts034.html
http://www.chileculture.org/chile-festivals/
http://www.apus-peru.com/trip-planning/cultural_events_calendar.htm
http://www.iexplore.com/travel-guides/central-and-south-america/paraguay/
festivals-and-events
http://www.explore-uruguay.com/uruguay-festivals.html#.VDRyEhY5PfE
You may give them some key words like: special dates in (country), description of
(special date) in (country), how do people from (country) celebrate (special date)?
If it is possible, you may use a computer lab to guide the research on the Internet. If
not, you may ask SS to work at home and bring pictures and information the following
class.
Activity 3:
Listen and complete the song. P. 96
Ask SS to listen carefully to the song and complete the blanks using the words from
the box. Then check, ask some volunteers to provide the answers. Sing the song with the
whole class. Once SS listen to the song, emphasize the value of the chapter. Make SS think
about the importance of allowing Jesus to guide our lives. Emphasize the idea that should
be the most “Special Day” in our lives.
Answer key: world, dates, cupcakes, world, nice, heart.
Chapter 9, track 47, page 96. Listen and complete the song. Special days!
Special days, special days,
We celebrate around the world.
We remember traditions and dates.
There are fireworks and cupcakes.
That’s really, really great!
In advance prepare strip of papers with phrases containing the date, the event, a short
description of special dates in the students’ country as the example below: (these are
just examples because the dates depend on the country.)
Special days, special days,
We celebrate around the world.
122
Reader: PP. 116 & 117
Dates in Ecuador
January 1st
New Year’s Day
Ask SS to listen to you while you read the comic. Encourage SS to read the dialogues in
pairs. Check the meaning of unknown words.
This day marks the start of a new year. People
are going to burn the “año viejo” (old year).
Activity 1: Match the halves. P. 117
Have SS read the first half of the sentences and try to find the second one in order to
complete the sentence. Ask a volunteer to raise his/her hand to say the answer.
Hand out the papers at random. SS should stand up and look for the other parts of the
phrase. When all the groups are ready, call them one by one to come to the front, read
the papers and stick them on the board.
After that, ask SS to choose one of those dates to search more information about and
prepare a poster following the steps below. They may work in groups.
Activity 2: Tick James’ plans. P. 117
Have SS work individually. Ask SS to read the phrases and tick only those related to
James’ plans.
Activity:
1) Have SS search on the Internet on safe pages like the ones provided and have them
choose the most important information.
2) In advance ask SS to bring pictures and information about the special date they
chose.
3) Hand out a piece of construction paper to each student.
4) Ask SS to glue the pictures on the paper.
5) Encourage SS to write short descriptions of the special date using their own words.
SS can ask the teacher any difficult words and pronunciation tips.
6) Ask SS to decorate the poster as they wish.
7) Have SS learn the information by heart.
8) SS should share the information with their classmates. Agree on the date the
expositions will take place.
Activity 3: Choose the right word. P. 117
Ask SS to read the sentences and choose the best option to complete the sentences.
Activity 4: Answer the questions .P. 117
You might write the questions on the board and ask some volunteers to come to the front
and write the answers. Focus students´ attention on the WH-words and then have them
Activity 5: Complete the blanks. P. 117
Ask SS to read the words in the box and the incomplete sentences below. Have SS
complete the blanks and then read the full sentences aloud.
Answer key: respect, friends, special, culture, gift.
Ending the lesson!
Activity 6: List the things you are going to do next Friendship day. P. 117
Provide enough time for SS to write the answers. Answers will vary. Check with the whole
class participation.
Pray with the SS and ask God for help to respect and appreciate different cultures and
their traditions.
Value:
Write the value on the board: “Appreciate our culture and others.” And explain to SS the
importance of developing empathy and respect towards other people who have different
customs and traditions from ours. Emphasize the importance of appreciating our own
culture and that we need to understand and respect one another because we are God’s
sons and daughters.
123
Follow up!
Workbook!
Activity 11: Read the rhyme and complete the blanks with a suitable word. P.
173
You may read the rhyme and ask SS to underline any word they don’t know.
Explain any difficult words and reinforce pronunciation. Then read the rhyme
again and stop where there is a blank and ask SS to read the words they have
available to complete. Tell them to think which word will rhyme. Check with the
class.
Answer key: holidays, always, review, sites, lights, games, way, mates, meal,
family, others, brothers.
Activity 1:
Complete the sentences with the information given in the chart. P.97
In advance prepare 10 pictures of special dates ( Mother’s day, Children’s day, student’s
day…) Display them in the board carefully and slowly. Tell your SS to look at them and
remember which picture goes first, second….tenth. Take the pictures out and shuffle them.
Then ask a volunteer to look at the pictures and decide which one was the first displayed,
then call another volunteer and encourage him/her to choose the one which was displayed
on the second place. Continue doing so until all the pictures are in the order that were
displayed first. This is a good activity to practise ordinal numbers and special dates.
Then, encourage your SS to open their books at page 97 and complete the sentences
using the information given in the chart.
•Read the rhyme again and label the Holidays. P. 173
Focus students’ attention on the pictures. Explain to SS that the pictures
illustrate different Special dates and they can find the words to label the picture
in the rhyme.
Answer key: Independence Day, Labor Day, Christmas Day, Mother´s Day,
Thanksgiving Day, Father´s Day, New Year´s Day, Children´s Day.
Activity 2:
Organize an event with your friend. Then answer the questions. P.97
Ask your students to work in pairs. Tell them to answer the questions related to the
organization of a special event. Then complete the text with the answers. Ask volunteers
to read them aloud.
Activity 12: Tick the actions mentioned in the rhyme. P. 173
Ask SS to read the rhyme again and tick the actions that appear in the rhyme
or a cross next to the ones that are not mentioned.
Answer key: watch a movie (X), go shopping (X), help people (√), be with
friends (√), play at home (X), go to a festival (√), travel to places (√), cook at
home (√).
Ending the lesson!
Self-assessment!
the chapter.
Target language:
• Ordinal numbers.
• Future plans with “going to”.
124
Wrap-ups
Mr. Sporty : Is the girl painting the plane?
Mrs. Wise: Yes, you’re smart!
Mr. Sporty: Well, she has curly hair like Sophie.
Mrs. Wise: You’re right. Her name is Pat.
Mr. Sporty: That’s a beautiful tree!
Mrs. Wise: Yes, it is. Tom is very good at painting.
Mr. Sporty: Who is the girl that’s helping to paint it?
Mrs. Wise: The one who is standing on the box?
Mr. Sporty: Yes.
Mrs. Wise: That’s Cindy
Mr. Sporty: And who is the boy painting the sun?
Mrs. Wise: Which one?
Mr. Sporty: The one with jeans and a red t-shirt.
Mrs. Wise: That’s Paul.
Mr. Sporty: One boy isn’t painting. He’s taking photos of the children.
Mrs. Wise: The one with the yellow t-shirt?
Mr. Sporty: Yes.
Mrs. Wise: That’s James. He likes taking photos more than painting.
Mr. Sporty: Ha,ha,ha.
“Wrap-ups” provides supplementary practise for the Cambridge Learners Starters and
Movers Tests. The activities are motivating and challenging to use in class or at home, and
they will help students familiarize with task types as well as to get ready for the tests.
The students’ CD-ROM includes the tracks for listening practice.
Activity 1:
Look and read. Choose the correct words and write them on the lines. P. 174
Have SS look at the pictures. Read the words aloud and ask SS to repeat after you.
Then Encourage SS to read the definitions below and copy the correct word next to the
definition.
Aim: SS read short definitions and match to words.
Activity 2:
Listen and draw lines. P. 174
If you prefer to help your SS first, you can point to each kid in the picture and ask SS
what the kids are wearing. However, this step should be skipped since these activities are
to train and assess if SS are ready for the tests or to know how well they have done during
the school year.
Ask SS to look at the picture carefully, paying attention to the kids’ physical description
as well as their clothes and their colour. Have SS read the names in the box, and then let
SS listen to the CD once. After that, ask SS to listen again and encourage them to draw
lines to match names to people in the picture. Then listen and check.
Activity 3:
Look and read. Then write “yes” or “no”. P. 175
Ask SS to observe the picture. Then have them read sentences about the picture and
explain to them that they are expected to write yes or no.
Skills: Reading sentences about a picture. Writing one-word answer.
Skills: Listening for names and descriptions.
Activity 4:
Wrap-ups, track 48, page 174. Listen and draw lines.
Mr. Sporty: Excuse me, Mrs. Wise, what are your students doing?
Mrs. Wise: They’re drawing and painting on this wall.
Mr. Sporty Oh, a wall picture! Are these all your students?
Mrs. Wise: Yes, but one is Sophie’s cousin.
Read the text. Choose the right words from the box and write them on the lines. P. 175
Ask SS to read the gapped text and the three option multiple choice. Then have SS
complete it by selecting the correct words and copying them in the corresponding gaps.
Skills: Reading and understanding a text. Copying words.
125
Activity 5:
Mother: How do you spell it?
James: M- A- R-V –E –L (It must be spelled)
Mother: Well, the last one. Which was the highest building there?
James: That’s easy! The city Hall.
Mother: Well, now you can start your homework.
Read the texts and choose the best answer. P. 176
Explain to SS that they should read each dialogue and then choose the best response.
Skills: reading a dialogue. Choosing the correct answer.
Activity 6:
Activity 7:
Listen and write. P. 176
Explain to SS that James has to complete a report about the city they visited with the
class. Have SS read the information that is required. Then ask them to listen to the CD and
try to write words or numbers in the gaps.
Look at the pictures and read the story. Write some words to complete the sentences
about the story. You can use 1 or 2 words. P. 177
Have SS look at the pictures and read the stories and the gapped sentences. Then ask SS
to complete the sentences about the stories by writing 1 or 2 words.
Skills: Listening for names, spelling, numbers, dates and specific information (past
tense.)
Skills: Reading a story. Completing sentences.
Wrap-ups, track 49, page 176. Listen and write.
Mother: What’s your homework today, James?
James: I have to write a report about the city we visited.
Mother: When did you go to that city? Was it last Thursday the second?
James: That’s right. Last Thursday the second.
Mother: Well that’s easy, then!
James: Is it?
Mother: How many students visited the city?
James: That’s difficult! Let me see! We are twenty three, but four students didn´t go, so
there were nineteen students.
Mother: Ok nineteen students. Good!
James: Means of transport, hmmmm.
Mother: I remember you traveled by bus.
James: Yes, you’re right, the school bus.
Mother: Now, which was the oldest building that you visited?
James: I don’t remember.
Mother: Think, you can do it.
James: I know the oldest building was a castle.
Mother: What was the name of the castle?
James: Marvel
126
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.Amstrong, T. Multiple Intelligences in the Classroom. Alexandria, VA: ASCA, 1994.
• Brewster, J., Ellis, G. & Girard, D. The Primary English Teacher’s Guide. Penguin English
Guides, 2007.
• Cambridge Young Learners English Tests Handbook for Teachers. University of
Cambridge. ESOL Examinations.
• Cameron, L. Teaching Languages to Young Learners. Cambridge: Cambridge University
Press, 2008.
.Curtain, Helena; Bjornstad Pesola, Carol. Languages and Children. Making the Match.
Second Edition: N.Y. Longman Publish Group, 1994.
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127
Acknowledgements
It is impossible to list the many professional friends, colleagues and members of our
families who have encouraged, supported, and advised us during the progress of this
book. Without them this book could never have been written. I am deeply grateful.
All the team that made this dream possible.
The teaching commission.
The Adventist schools where we teach.
We would like to thank:
Our Lord and Saviour Jesus Christ for His
• guidance,
• love,
• inspiration,
• motivation,
• and passion.
All the teachers, colleagues, and students from whom we have learnt a lot.
All the teachers and kids that will use this book in the future.
There are special people in my personal life who have made this possible. Pablo Luque,
my loving husband. Martín and Camila, my dearest children. Ricardo and Heve, my parents;
thank you for your support and patience.
This Publishing Company, ACES, for
• believing in education,
• giving me the challenge to write Best Friends 3,
• publishing the book.
Silvina Enrico: I would like to thank
The editor, Adriana Morales, for
• her guidance, companionship in this journey, inspirational ideas,
• sharing her experience and knowledge,
• all her support.
• And especially, for her friendship.
The co-authors, Nidia Durán Burgoa and Lidia Laura Méndez, for their
• patience,
• responsibility,
• and creativity.
The proofreaders:
• Yanela Ziegler, one of my first students at high school; now one of the proofreaders.
“Proud of you!”
• Cynthia Queiro.
• Ana Castro -The Rockslide Rescue Proofreader- who I deeply admire for her commitment.
The artists and designers for being so creative.
128

English 4+ Teacher`s Book

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