1 adventure camp 1 - pearson.com.ar · my family and i don’t usually go camping. we stay in a...

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Adventure camp1Unit overviewUnit objective

• I can talk about camping

Language

Target vocabulary

Camping equipment: compass, first-aid kit, pegs, poles, rucksack, sleeping bag, tent, torch

Camping activities: cover our heads, keep out the rain, lay out the bed, pitch a tent, put in the pegs, read a compass

An adventurer: mountaineer, scout, yoga, survival kit, buildings, calm

Target structures

I love (playing basketball). I’m good at (swimming).

We’re (reading a compass). We’re (putting in the pegs).

I’m taking (a big rucksack).

FeaturesPhonics : /θ/, /t/ and /ð/ Cross-curricular: Social Science: an adventurer

Skills

Reading

• Can understand a simple story • Can understand details of a story • Can recognise why camping safety is important • Can understand a letter about being on adventure camp • Can understand a text about an adventurer

Writing

• Can write simple sentences about what people like • Can write simple sentences about what people are/aren’t good at doing • Can plan an adventure trip • Can write camping words (Activity Book) • Can write a letter about adventure camp/an adventurer (Activity Book) • Can write about an adventure camp/an adventurer (Activity Book)

Listening • Can identify camping equipment and activities • Can identify camping activities

Speaking

• Can talk about what people like/don’t like/are good at doing • Can identify the sounds /θ/, /t/ and /ð/ • Can discuss a story • Can talk about safety when you go camping/on an adventure trip Ph

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7

1 Adventure campWorksheet 1Name: Class:

1 Write. Then answer for you.

1 Where you from? 2 What are you good ? 3 What do you love ? 4 What sports your

friend like?

My family and I don’t usually go camping. We stay in a hotel near the sea. My mother loves swimming. I don’t like swimming very much, so I read my book. I also like listening to music on my mp3 player. My brother loves playing with the sand. He’s very good at it! My dad usually reads the newspaper or he sleeps.

3 Now write about the other family.

2 Look, read and choose the correct family. Tick (✓) a or b.

a b

Z02_POEN_TB_05GLB_BR_0000_WS_4p singles.indd 220 27/09/2016 12:27M01 Poptropica TB5 Global British English for Argentina 92072.indd 27 04/05/2017 15:15

Sample

Sample

Sample


Sample



Sample



Sample


and

Sample

and /ð/

Sample

/ð/

Cross-curricular:

Sample

Cross-curricular: Social Science: an adventurer

Sample

Social Science: an adventurer

Sample

Sample

•

Sample

• Can understand a simple story

Sample

Can understand a simple story

• Sample

• Can understand details of a story Sample

Can understand details of a story • Sam

ple

• Can recognise why camping safety is important Sample

Can recognise why camping safety is important • Sam

ple

• Can understand a letter about being on adventure camp Sample

Can understand a letter about being on adventure camp Can understand a text about an adventurer Sam

ple

Can understand a text about an adventurer

unit

unit

Camping equipment: compass, first-aid kit, pegs, poles, rucksack,

unit

Camping equipment: compass, first-aid kit, pegs, poles, rucksack,

Camping activities: cover our heads, keep out the rain, lay out the bed,

unit Camping activities: cover our heads, keep out the rain, lay out the bed,

pitch a tent, put in the pegs, read a compass

unitpitch a tent, put in the pegs, read a compass

mountaineer, scout, yoga, survival kit, buildings, calm

unit

mountaineer, scout, yoga, survival kit, buildings, calm

I love (playing basketball). I’m good at (swimming). unit


We’re (reading a compass). We’re (putting in the pegs). unit


1

28

Lesson 1 PB page 4

Learning objective Can identify camping equipment

Target language compass, first-aid kit, pegs, poles, rucksack, sleeping bag, tent, torch

Recycled language I’m (Felipe). This is (my sister). I went camping and in my tent there was (a sleeping bag).

Check homework

• Check the homework as a class. Ask pupils what they found easy/difficult and help them with any problems or difficulties.

Warm-up

• Ask pupils their opinions about camping. Ask (in L1) if any of them have ever been camping and what it was like. Accept answers (in L1) but encourage them to use as much English as possible.

Learning adventure

1 What camping words do you know? Can you say them?

• Open books and ask pupils to look at the activities. Ask, What are we learning today? Write the lesson objective on the board or look at it on the screen: We’re learning to identify camping equipment.

• Close books. Ask pupils what words they know in English for camping, e.g. tent, sleeping bag. Write them on the board.

• Introduce pupils to the learning adventure poster. Use this poster with pupils to help them indicate how confident they feel about the lesson objective and show the teacher who may need more help. See pages 7 and 8 in the Introduction for how you use this in your lessons.

• Refer to the learning adventure poster and say, Great! You are already moving along your learning adventure!

2 Listen and read. Who is Tom’s sister?

• Ask pupils to look at the picture. Direct pupils’ attention to the adventure camp advert and ask: What is it? ( an advert ) What is it for? ( an adventure camp)

• Ask, What are they doing? ( They’re arriving at an adventure camp. )

• Play the audio (CD1:05). Pupils listen, follow in their books and find the answer.

ANSWER KEY Flo

Presentation

3 Listen and say.

• Give pupils time to look at the pictures to introduce the new vocabulary.

• Play the audio (CD1:06). Pause for pupils to say the words.

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

4 Play the game.

• Demonstrate the memory game with a pupil. Start by saying, I went camping and in my tent there was a sleeping bag. Then ask him/her to repeat the sentence and add one more item. Then repeat the sentence adding one more item to that of the pupil.

• Divide pupils in pairs. Explain (in L1) that the winners are the pairs who can come up with the most items.

• Then ask pairs how many items they have got in their tents and put the words on the board.

Groupwork

• Put pupils in small groups and ask them to brainstorm a plan for a themed adventure camp, e.g. cooking camp, basketball camp, acting camp, music camp.

• Pupils write a list of things the campers would need. They can also draw a picture for each item. Invite pupils to present their plans to the class.

Learning adventure

Ask pupils, How many words do you know for camping equipment now? Give pupils a minute to

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

Listen and read. Who is Tom’s sister? Listen and read. Who is Tom’s sister?

Listen and say. Listen and say. Listen and say. Listen and say. Listen and say. Listen and say.

M01 Poptropica TB5 Global British English for Argentina 92072.indd 28 04/05/2017 15:15

Sample

What camping words do you know?

Sample

What camping words do you know?

Open books and ask pupils to look at the activities.

Sample


Write the lesson

Sample

Write the lesson

objective on the board or look at it on the screen:

Sample

objective on the board or look at it on the screen: We’re learning to identify camping equipment.

Sample

We’re learning to identify camping equipment.

Sample

Close books. Ask pupils what words they know in

Sample

Close books. Ask pupils what words they know in English for camping, e.g. Sam

ple

English for camping, e.g. tent, sleeping bag.Sample

tent, sleeping bag. Write them Sample

Write them

Introduce pupils to the learning adventure poster. Sample

Introduce pupils to the learning adventure poster. Use this poster with pupils to help them indicate Sam

ple

Use this poster with pupils to help them indicate how confident they feel about the lesson objective

Sample

how confident they feel about the lesson objective Sam

ple

Sample

Sample

4

Sample

4 Play the game.

Sample

Play the game. Play the game.

Sample

Play the game. Play the game.

Sample

Play the game.

•

Sample

• Demonstrate the memory game with a pupil. Start by

Sample

Demonstrate the memory game with a pupil. Start by saying,

Sample

saying, I went camping and in my tent there was a

Sample

I went camping and in my tent there was a sleeping bag.

Sample

sleeping bag.and add one more item. Then repeat the sentence

Sample

and add one more item. Then repeat the sentence adding one more item to that of the pupil.

Sample

adding one more item to that of the pupil.

•

Sample

• Divide pupils in pairs. Explain (in L1) that the winners

Sample

Divide pupils in pairs. Explain (in L1) that the winners

unit

Listen and say.

unit

Listen and say.

Give pupils time to look at the pictures to introduce

unitGive pupils time to look at the pictures to introduce

the new vocabulary.

unitthe new vocabulary.

Play the audio (CD1:06). Pause for pupils to say

unitPlay the audio (CD1:06). Pause for pupils to say

the words.

unitthe words.

Play the audio again, pausing after each word so that unit

Play the audio again, pausing after each word so that pupils can repeat and mime using each object. un

itpupils can repeat and mime using each object.

Play the game. unit

Play the game.

1

29 Materials Poster

4

3 1:06

Listen and say.

4 Play the game.

A: I went camping and in my tent there was a sleeping bag. B: I went camping and in my tent there was a sleeping bag and a…

Lesson 1 Can identify camping equipment

2

tent

3

poles

6pegs

8

compass

7

torch

5

rucksack

4

first-aid kit

1

sleeping bag

1 What camping words do you know? Can you say them?

2 1:05

Listen and read. Who is Tom’s sister?

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sleeping bag rucksack torch compass

Remember to bring these things:

Hi, there. I’m Hannah. What are your names? I’m Maria. And I’m Felipe. I’m Tom and this is my sister… I’m Flo. Great, let’s see… Maria… Felipe… Tom… Flo…Welcome to the camp, guys!

Hannah: Maria: Felipe:

Tom: Flo:

Hannah:

M01_POEN_PUB_05GLB_2034_U01.indd 4 07/04/2016 2:04 µ.µ.

Pop quiz

Ask pupils if they would like to go to an adventure camp. Encourage them to tell you what they can take to the

adventure camp with them.

Show homework

• Show the homework. Explain that pupils will do the activities at home in their Activity Books.

• Check the rubrics with pupils and go through an example, if necessary, so pupils understand the activities.

Direct pupils’ attention to the fence card on page 4 of the Pupil’s Book. Tell pupils to go online to the Poptropica English Island Adventure Game and find the item. Once pupils click on it, they are taken to a supplementary language task.

AB page 4

1 Look and match the names with the people.

ANSWER KEY 2 Flo 3 Maria 4 Felipe 5 Hannah

2 Order the letters. Then match with the pictures.

ANSWER KEY 2 rucksack, b 3 poles, g 4 pegs, d 5 torch, e 6 compass, f 7 sleeping bag, a 8 first-aid kit, h

3 Look at Flo’s list. Listen and tick ( ✓ ) or cross ( ✗ ).

CD1, Track 07 Hannah: Hi, Flo. Have you got

everything? Flo: Yes, I think so! Hannah: OK, well, have you got your

rucksack? Flo: Yes, I have. It’s here. Hannah: Have you got your torch? Flo: Yes, I have. It’s here. Hannah: Have you got your pegs? Flo: No, I haven’t. Hannah: Oh, OK. Have you got a

compass? Flo: Yes, I have. And I’ve got

books but I haven’t got an mp3 player.

Hannah: Er… OK. What about your sleeping bag, Flo?

Flo: Let me see… er… no, I haven’t. Oh, no!

ANSWER KEY a torch, a compass, books

Look at Flo’s list. Listen and Look at Flo’s list. Listen and


Sample

Sample

Can identify camping equipment

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Can identify camping equipment

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Ask pupils if they would like to go to an adventure camp.

Sample

Ask pupils if they would like to go to an adventure camp. Encourage them to tell you what they can take to the

Sample

Encourage them to tell you what they can take to the


Sample


Show the homework. Explain that pupils will do the activities Sample

Show the homework. Explain that pupils will do the activities at home in their Activity Books.

Sample

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Presentation

• Read through the Look! box with the pupils and play the audio (CD1:08).

• Focus on the highlighted words. Ask pupils which other word we can use instead of love. ( like )

• Remind them that we can also use like/love + noun: I like Science and Maths .

• Elicit more examples from the pupils and write a few of them on the board.

• Pupils then copy the sentences into their notebooks.

6 Read the questions and write answers in your notebook. Ask and answer.

• Ask pupils to look at the questions. • They work in pairs and answer the questions.

ANSWER KEY 1 They are from Britain. 2 He loves playing basketball and football. 3 They’re eight and ten. 4 He likes Science and Maths.

7 Choose someone from Activity 5. Ask and answer.

• Ask two pupils to model the questions and answers. Have one pupil ask the questions and another pupil pretend to be one of the characters and answer the questions.

• Divide pupils in pairs and give them time to ask and answer about a character from Activity 5.

Pop quiz

Give each pupil a sheet of paper and ask them to draw a friend (it could be an imaginary friend or

a ‘real’ friend). They can include smaller pictures to help describe what their friend is good / not good at, their nationality, etc. Pupils then take turns to ‘introduce’ their friend. Invite other pupils to ask questions, e.g. How old is he? Has she got any brothers or sisters? What does he like doing?

Show homework



Lesson 2 PB page 5

Learning objective s Can talk about what people like Can talk about what people are/aren’t good at doing

Target language I love (playing basketball). I’m good at (swimming).

Recycled language Countries, Nationalities, Sports, School subjects I can (swim). I like (Science). I’ve got (three brothers).

Check homework

• Check the homework as a class. Ask pupils what they found easy/difficult and help them with any problems or difficulties. Do remedial teaching as/if necessary before moving on to the new lesson.

Warm-up

• With books closed, elicit the names of the main characters and where they are. ( Hannah, Tom, Flo, Maria and Felipe. They are at the adventure camp. )

Learning adventure

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

objectives on the board or look at them on the screen: We’re learning to talk about what people like, don’t like and are/aren’t good at doing.

5 Read and answer. True or false ?

• Pupils work in pairs and correct the false sentences.

ANSWER KEY 1 F (He can cook and swim but he can’t surf.) 2 T 3 T 4 F (She’s from Buenos Aires in Argentina.) 5 F (He’s got three brothers.)


Sample

Sample

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7

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7 Choose someone from Activity 5. Ask and

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Choose someone from Activity 5. Ask and Choose someone from Activity 5. Ask and

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Choose someone from Activity 5. Ask and Choose someone from Activity 5. Ask and

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Choose someone from Activity 5. Ask and answer.

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answer.

•

Sample

• Ask two pupils to model the questions and answers.

Sample

Ask two pupils to model the questions and answers. Have one pupil ask the questions and another pupil

Sample

Have one pupil ask the questions and another pupil pretend to be one of the characters and answer

Sample

pretend to be one of the characters and answer the questions.

Sample

the questions.

•

Sample

• Divide pupils in pairs and give them time to ask and

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Divide pupils in pairs and give them time to ask and


Sample


Write the lesson

Sample

Write the lesson

objectives on the board or look at them on the screen:

Sample

objectives on the board or look at them on the screen: We’re learning to talk about what people like, don’t like

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We’re learning to talk about what people like, don’t like

True Sample

True or Sample

or falseSample

false or false or Sample

or false or ? Sample

? false ? falseSample

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Pupils work in pairs and correct the false sentences. Sample

Pupils work in pairs and correct the false sentences. Sample

unitThey are from Britain.

unitThey are from Britain.

He loves playing basketball and football.

unitHe loves playing basketball and football.

They’re eight and ten.

unitThey’re eight and ten.

He likes Science and Maths. unit

He likes Science and Maths. unit

Choose someone from Activity 5. Ask and unit

Choose someone from Activity 5. Ask and

1

31 Materials A sheet of paper

555

5 Read and answer. True or false?

Lesson 2 Can talk about what people like/don’t like/are good at doing

6 Read the questions andwrite answers in your notebook. Ask and answer.

1 Where are Tom and Flo from? 2 What does Tom love doing? 3 How old are Maria’s sisters? 4 What subjects does Felipe like?

7 Choose someone from Activity 5. Ask and answer.

1 How old are you? 2 Where are you from? 3 What do you like doing? 4 What are you good at? 5 Have you got any brothers or sisters?

My name is Tom. I’m fourteen and I’m British. I love playing basketball and football. I can cook and swim but I can’t surf. I’ve got one sister, Flo. She’s twelve and she’s very funny. My name’s Maria and I’m

thirteen. I’m from Buenos Aires in Argentina. I like dancing but I’m not very good at singing. I’ve got two sisters. They’re eight and ten and I love playing with them!

I’m Flo and I’m twelve. I’m

from Britain. I’m good at

swimming and I love talking

to my friends. I’ve got one

brother. He’s fourteen and he’s

very good at sports. He’s very

clever, too.

I’m Felipe. I’m from Valencia in Spain. I’m thirteen. I love playing computer games and I like Science and Maths. I’ve got three brothers and they love computer games, too. We always have competitions!

1 Tom can swim and surf.2 Flo is good at swimming.3 Flo loves talking to friends.4 Maria’s British.5 Felipe’s got two brothers.

I love playing basketball.

I’m good at swimm ing .

1:08


5 Look and match. Then listen and check.

CD1, Track 10 Girl: Hi. Who’s that? Boy: It’s Cristiano Ronaldo, of course!

He’s a famous footballer. He’s very good at playing football.

Girl: Oh, do you like Taylor Swift? Boy: Who’s she? Girl: She’s a singer and she plays the

guitar, too. Boy: Where’s she from? Girl: She’s from the USA. Boy: And who’s that? Is she a singer,

too? Girl: That’s Penelope Cruz. She’s good

at singing but she’s not a singer. She’s an actress and she is very good. And who’s that?

Boy: That’s Lewis Hamilton. He’s British and he drives very fast cars!

Girl: Cool!

ANSWER KEY 1 a 2 d 3 b 4 c

6 Choose a person from Activity 5 and write questions for them. Find out and write the answers.

ANSWER KEY Pupil’s own answers

7 Complete for you.


Look and match. Then listen Look and match. Then listen

AB page 5

4 Read and choose. Then listen and check.

CD1, Track 09 1 I can play football. 2 He likes playing computer games. 3 They are British. 4 We are good at dancing. 5 She loves trampolining. 6 He’s good at singing.

ANSWER KEY 2 playing 3 British 4 dancing 5 trampolining 6 singing

Read and choose. Then listen and check. Read and choose. Then listen and check.


Sample

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Can talk about what people like/don’t like/are good at doing

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too?

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too? That’s Penelope Cruz. She’s good

unit That’s Penelope Cruz. She’s good

at singing but she’s not a singer.

unitat singing but she’s not a singer.

She’s an actress and she is very

unitShe’s an actress and she is very

good. And who’s that?

unitgood. And who’s that?

Boy:

unit Boy: That’s Lewis Hamilton. He’s British

unit That’s Lewis Hamilton. He’s British

and he drives very fast cars! unit

and he drives very fast cars! Girl: un

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Lesson 3 PB page 6

Learning objective Can identify camping activities

Target language cover our heads, keep out the rain, lay out the bed, pitch a tent, put in the pegs, read a compass We’re (reading a compass). We’re (putting in the pegs).I’m taking (a big rucksack).

Recycled language What are you doing?

Check homework


Warm-up

• With books closed, say What do we do when we go camping? Accept answers in L1 but encourage them to use as much English as possible. Write them on the board.

Learning adventure


objective on the board or look at it on the screen: We’re learning to identify camping activities.

• Close books. Ask pupils what words they know in English for camping activities, e.g. swimming, running. Write them on the board.

• Refer to the learning adventure poster and say, Great! You are already moving along your learning adventure!

Presentation

8 Listen and say.

• Give pupils time to look at the pictures to introduce the new vocabulary.

• Play the audio (CD1:11). Pause for pupils to say the words.

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

Listen and say. Listen and say. Listen and say. Listen and say. Listen and say. Listen and say.

9 Listen and sing. How many activities can you find?

• Pupils look at the photograph. Ask, Where are the children in the photo? What are they doing? ( They’re camping. They’re sitting down. They’re looking at the fire. )

• Pre-teach find our way . • Tell pupils they are going to listen to a song.

Ask, What do you think the song is about? • Play the audio (CD1:12). Pupils read and follow

the words. • Play the song again. Pupils listen for the second time

and find as many activities in the song as possible. Check answers.

• Play the audio again. Encourage pupils to sing. • If pupils feel confident, use the karaoke version of

the song on the Audio CD (CD1:13).

ANSWER KEY five activities: reading a compass, pitching a tent, putting in the pegs, laying out the beds, cooking the food

Practice

• Play the song again. Divide pupils in three groups and allocate a verse to each group to sing.

Presentation

• Read through the Look! box with the pupils and play the audio (CD1:14).

• Focus on the highlighted words. Elicit that we use am/are/is ( not ) and the verb in the -ing form to talk about now or around now.

• Give pupils the infinitive forms of the verbs in the song and ask pupils to find the present continuous forms.

• Elicit more examples from the pupils and write a few of them on the board.

• Pupils then copy the sentences into their notebooks.

10 Read and say.

• Do the first item as a class. • Pupils work in pairs and make sentences from the

prompts. Monitor the activity.

ANSWER KEY 1 He’s cooking dinner. 2 They’re sitting in a circle. 3 I’m reading a compass. 4 She’s putting in the pegs. 5 We’re pitching a tent.

Listen and sing. How many activities Listen and sing. How many activities Listen and sing. How many activities Listen and sing. How many activities Listen and sing. How many activities Listen and sing. How many activities


Sample


Sample


Write the lesson

Sample

Write the lesson

objective on the board or look at it on the screen:

Sample

objective on the board or look at it on the screen: We’re learning to identify camping activities.

Sample

We’re learning to identify camping activities.

Sample

Close books. Ask pupils what words they know in

Sample

Close books. Ask pupils what words they know in English for camping activities, e.g.

Sample

English for camping activities, e.g. swimming, running.

Sample

swimming, running.

Write them on the board. Sample

Write them on the board. Refer to the learning adventure poster and say, Sam

ple

Refer to the learning adventure poster and say, You are already moving along your learning adventure!Sam

ple

You are already moving along your learning adventure!

Practice

Sample

Practice

•

Sample

• Play the song again. Divide pupils in three groups and

Sample

Play the song again. Divide pupils in three groups and allocate a verse to each group to sing.

Sample

allocate a verse to each group to sing.

Presentation

Sample

Presentation

•

Sample

• Read through the Look! box with the pupils and play

Sample

Read through the Look! box with the pupils and play

Sample

Sample

Sample

unit

If pupils feel confident, use the karaoke version of

unit

If pupils feel confident, use the karaoke version of the song on the Audio CD (CD1:13).

unit

the song on the Audio CD (CD1:13).

ANSWER KEY

unit ANSWER KEY

five activities: reading a compass, pitching a tent,

unit five activities: reading a compass, pitching a tent,

putting in the pegs, laying out the beds, cooking

unitputting in the pegs, laying out the beds, cooking

the food unit

the food unit

1

33Materials Poster

6 Lesson 3 Can identify camping activities

81:11

Listen and say.

1

pitch a tent

3

put in the pegs

5

lay out the bed

4

read a compass

2

keep out the rain

6

cover our heads

Scouts from all around the world, from Spain to Italy. We’re travelling together, from the mountains to the sea. We walk for miles and learn every day. We read a compass and fi nd our way.

Chorus: Oh, we are adventure scouts, here is our song. With adventure and new friends, you can’t go wrong.

You can’t go wrong. At the end of the day, we’re back to camp again. We’re pitching our tents, they keep out the rain. We’re putting in the pegs and laying out our beds. We’re sleeping in sleeping bags that cover our heads!

Chorus All this adventure is making us fi t and strong. We’re cooking our food which doesn’t take too long. We’re eating our dinner and then we’re so tired. We’re sleeping in tents all around the fi re!

Chorus

10 Read and say.

1 He / cook dinner

2 They / sit in a circle

3 I / read a compass

4 She / put in the pegs

5 We / pitch a tent

11 Play the game.

A: What am I doing? B: You’re reading a compass!

We’re reading a compass.

We’re putting in the pegs.

1:14

9 Listen and sing. How many activities can you find?1:121:13


11 Play the game.

• Ask a pair of pupils to read the dialogue aloud. • Divide pupils in pairs. One pupil mimes an activity and their

partner tries to guess what it is.

Learning adventure

Ask pupils, How many words for camping activities do you know now? Give pupils a minute to tell their partner the

new words they know. Ask pupils, Where are you on your learning adventure now? Tell pupils, Well done! to reinforce the progress they are making.

Pop quiz

Write six words and expressions from Lessons 1 and 2. Give pupils a few seconds to remember the expressions.

Then ask them to close their eyes and remove one or two of the expressions. Pupils say the missing words.

Show homework


• Check the rubric with pupils and go through an example, if necessary, so pupils understand the activities.

AB page 6

8 Look and complete the sentences.

ANSWER KEY 2 covering our heads 3 laying out the bed 4 keeping out the rain5 putting in the pegs6 reading a compass

9 Look and write sentences.

ANSWER KEY 2 is reading a compass 3 is cooking 4 are putting in the pegs


Sample

Sample

Can identify camping activities

Sample

Can identify camping activities

Sample

Sample

Ask a pair of pupils to read the dialogue aloud.

Sample

Ask a pair of pupils to read the dialogue aloud. Divide pupils in pairs. One pupil mimes an activity and their

Sample

Divide pupils in pairs. One pupil mimes an activity and their partner tries to guess what it is.

Sample

partner tries to guess what it is.

How many words for camping activities do you Sample

How many words for camping activities do you Give pupils a minute to tell their partner the

Sample

Give pupils a minute to tell their partner the Sam

ple

Sample

Sample

unit

unit

keeping out the rain

unit

keeping out the rainputting in the pegs

unitputting in the pegs

reading a compass

unitreading a compass

unit

unit

unit

unit

9unit

9 Look and write sentences. unit

Look and write sentences. Look and write sentences. unit

Look and write sentences. Look and write sentences. unit

Look and write sentences.

ANSWER KEY unit

ANSWER KEY unit

unit

1

34

Lesson 4 PB page 7

Learning objectives Can understand a letter about being on adventure camp Sounds: /θ/, /t/ and /ð/ Recycled language Countries, Nationalities It was (cold). They went for a walk. They’re (teaching me Spanish).

Warm-up

• Revise the names of the characters and then allocate them to pupils. In pairs, pupils go around the class introducing their ‘new friends’ to other pairs, giving information about them, e.g. This is Tom. He’s from Britain. He likes…

Learning adventure


objectives on the board or look at them on the screen: We’re reading a letter about being on adventure camp and we’re learning to pronounce words with the sounds /θ/, /t/ and /ð/.

12 Read. Where was Flo yesterday?

• Ask pupils to look at the text. Elicit (in L1) that it is a letter.

• As this is a skimming task, tell pupils to read it very quickly and focus only on the question. They shouldn’t worry about unknown words at this point.

• Check the answers.

ANSWER KEY She was in the forest.

13 Read and choose.

• Pupils read the letter again and answer the questions. • Encourage pupils to look only for the information

needed to answer the questions. They should be prepared to explain their answers.

• After they have answered the questions, deal with any vocabulary queries.

ANSWER KEY 1 Argentina 2 Spanish 3 dinner 4 wasn’t 5 forest

14 Ask and answer.

• Pupils ask and answer the questions in pairs. • They then switch with another pair and report their

findings to their new partner. • Go around the class and monitor the activity.

Collect examples of good language and mistakes as you hear them and put them on the board for all pupils to share.

15 Listen, read and say.

• Pupils look at the tongue twister and say which sounds the blue letters make.

• Play the audio (CD1:15) to check. • Say the sounds /θ/, /t/ and /ð/ in isolation a few times

for pupils to repeat. • Play the audio again. Stop after each line to give

pupils time to repeat. • Pupils practise saying the tongue twisters in pairs.

Practice

• To revise vocabulary, ask pupils to make wordsnakes in pairs. Pupils string together vocabulary from Lessons 1–4 along with random words or letters in one very long snake. They give their snakes to a partner to find the words hidden in it.

Pop quiz

Direct pupils’ attention to the pictures next to Flo’s letter. Ask pupils to describe what they see.

Give each pupil a sheet of paper and ask them to draw and colour a picture of their own favourite camping memory. Invite pupils to present and share it with the other pupils, using as much ‘camping language’ from the last four lessons as possible. Then put up their pictures in the classroom.

Listen, read and say. Listen, read and say. Listen, read and say. Listen, read and say. Listen, read and say. Listen, read and say.


Sample

and we’re learning to pronounce words with the sounds

Sample

and we’re learning to pronounce words with the sounds

Read. Where was Flo yesterday?

Sample

Read. Where was Flo yesterday?

Ask pupils to look at the text. Elicit (in L1) that it is

Sample

Ask pupils to look at the text. Elicit (in L1) that it is

As this is a skimming task, tell pupils to read it very

Sample

As this is a skimming task, tell pupils to read it very quickly and focus only on the question. They shouldn’t

Sample

quickly and focus only on the question. They shouldn’t worry about unknown words at this point.

Sample

worry about unknown words at this point.

Sample

Sample

Sample

Sample

Sample

15

Sample

15

Sample

Sample

•

Sample

• Pupils look at the tongue twister and say which

Sample

Pupils look at the tongue twister and say which sounds the blue letters make.

Sample

sounds the blue letters make. •

Sample

• Play the audio (CD1:15) to check.

Sample

Play the audio (CD1:15) to check.

•

Sample

• Say the sounds

Sample

Say the sounds for pupils to repeat.

Sample

for pupils to repeat.

•

Sample

• Play the audio again. Stop after each line to give

Sample

Play the audio again. Stop after each line to give pupils time to repeat.

Sample

pupils time to repeat.

•

Sample

•

Sample

unit

Pupils ask and answer the questions in pairs.

unit

Pupils ask and answer the questions in pairs. They then switch with another pair and report their

unit

They then switch with another pair and report their findings to their new partner.

unitfindings to their new partner.

Go around the class and monitor the activity.

unitGo around the class and monitor the activity.

Collect examples of good language and mistakes

unitCollect examples of good language and mistakes

as you hear them and put them on the board for all

unitas you hear them and put them on the board for all

pupils to share. unit

pupils to share.

Listen, read and say. unit

Listen, read and say.

Pupils look at the tongue twister and say which unit

Pupils look at the tongue twister and say which

1

35Materials A sheet of paper for each pupil

35

7Lesson 4 Can understand a letter about being at adventure camp / Sounds: /θ/, /t/ and /ð/

1

15

1:15Listen, read and say.

Th eo’s t eaching th e t rees t o t ell th e t ime. Th ey said, ‘ Th anks, Th eo. It’s th ree o’clock.’ But it was half past nine!

1 st July Dear Mum, How are you? It’s our fourth day at camp and we’re having a great time. We’ve got some new friends, too – they’re from Spain and Argentina. They’re teaching me Spanish but I’m not very good at it! Our first day was great. There was a big dinner to welcome everyone and there were songs by the campfire. Our tent was cold but it was warm in the sleeping bag. Yesterday, we went for a walk in the forest next to the camp. The trees were very tall and there were a lot of cool animals there. Here’s a photo of me with my new friends. Love to you and Dad, Flo

12 Read. Where was Flo yesterday?

13 Read and choose.

1 Flo’s new friends are from Spain and ( Italy / Argentina ).

2 Flo is learning ( Spanish / Italian ).3 There was a big ( lunch / dinner )

on their first day.4 It ( was / wasn’t ) cold in the

sleeping bag.5 They went for a walk in the

( forest / city ) yesterday.

14 Ask and answer.

1 Do you like camping?2 Where do you go camping?3 What activities do you do there?


Show homework



AB page 7

10 Listen and answer.

CD1, Track 16, CD1, Track 17 Hello Grandad, How are you and Granny? Adventure camp is great. It’s my fifth day here. I’ve got some new friends from Britain and Argentina. They’re really nice. I’m teaching my new friend, Flo, Spanish. She’s funny and she’s learning fast. Our first day was good. There was a big dinner and then there were songs by the campfire. I don’t like singing but it was fun. Yesterday, we went for a walk in the forest. It’s very beautiful here but there aren’t any computers and there isn’t any internet! I want my computer games! Love, Felipe

ANSWER KEY 1 Grandad 2 No, it’s his fifth day. 3 He wants his computer games.

11 Listen again and complete.

ANSWER KEY 2 Britain 3 Spanish 4 singing5 went 6 aren’t

12 Imagine you’re at adventure camp. Write a letter home.


Listen and answer. Listen and answer.

Listen again and complete. Listen again and complete. Listen again and complete. Listen again and complete. Listen again and complete. Listen again and complete.


Sample

Sample

Sample

Sample

Sample

Sample

Sample

Sample

7

Sample

7Can understand a letter about being at adventure camp / Sounds: /

Sample

Can understand a letter about being at adventure camp / Sounds: /θ

Sample

θ/, /t/ and /ð/

Sample

/, /t/ and /ð/

Sample

Sample

Sample

Sample

Sample

Sample

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Sample

Sample

Sample

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Sample

Sample

Sample

Sample

Sample

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Sample

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Sample

Sample

Sample

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Sample

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Sample

Sample

Sample

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Sample

Sample

Sample

Sample

Sample

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Sample

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Sample

Sample

Sample

Sample

Sample

Sample

Sample

Sample

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Sample

Sample

Sample

Sample

Show the homework. Explain that pupils will do the activities

Sample


Sample

at home in their Activity Books. Check the rubric with pupils and go through an example,

Sample

Check the rubric with pupils and go through an example, if necessary, so pupils understand the activities.Sam

ple

if necessary, so pupils understand the activities.Sample

Sample

Sample

unit Yesterday, we went for a walk in the

unit Yesterday, we went for a walk in the

forest. It’s very beautiful here but there

unitforest. It’s very beautiful here but there

aren’t any computers and there isn’t any

unitaren’t any computers and there isn’t any

internet! I want my computer games!

unitinternet! I want my computer games!

Love, Felipe

unit Love, Felipe

unit

unit

ANSWER KEY unit

ANSWER KEY unit

unit

unit

unit

1

36

Lesson 5 PB page 8

Learning objectives Can understand a simple story Can discuss a story

Functional language Can we try it? Please let me come. Oh, please! Oh, all right!

Recycled language Africa, camping, computers, THD, trace, travel through time

Warm-up

• Elicit what pupils can remember from the Welcome unit. Do a quick True or False quiz with the whole class. Say, The girl’s name is Belinda. ( False – Her name is Bella .) The robot’s name is Matt. ( False – His name is AL .) Matt and AL use the THD for space travel. ( False – They use the THD for time-travel. ) Bella helped Matt. ( True )

Learning adventure

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

objectives on the board or look at them on the screen: We’re reading and discussing a story.

16 Talk about the pictures. Then listen and read.

• Direct pupils’ attention to the story and ask questions about the characters and the scenes, e.g. Where are they now? ( on a campsite)

• Play the audio (CD1:18) and ask pupils to listen to the story as they follow along in their books.

• Play the audio again. Check pupils’ understanding of the story by pointing to the pictures and asking questions, e.g. Are they in the right place? ( No, they went to the wrong place. ) Are the ‘weird guys’ there? ( No, they aren’t. ) Point to the sign with chores on them in the picture and ask, Does Bella have a lot to do? ( Yes, she does.) Does Bella think time-travel is exciting? ( Yes, she does. ) Where are they going now? ( Africa )

Talk about the pictures. Then listen Talk about the pictures. Then listen Talk about the pictures. Then listen Talk about the pictures. Then listen Talk about the pictures. Then listen Talk about the pictures. Then listen

• After pupils have a clear understanding of the story, play the audio again and ask different groups of pupils to read along the parts of the characters.

• Ask pupils to work in pairs to predict (in L1) what happens next. Volunteers tell the class their ideas. Take a vote to find the most popular idea.

Extension questions

Write the following questions on the board: Who do you think ‘the weird guys’ / ‘the mysterious

couple’ are? Why do they want the THD? Divide pupils in groups and ask them to discuss the questions. They might like to write their answers/ideas in their notebooks.

• Sample answers could include: They’re thieves/robbers, people who work with Matt, people from the future/past, aliens. They want the THD so they can escape in time and invent something.

17 Act out the story.

• See the ‘How to use stories’ section on page 18 for more ideas on how to build your pupils’ confidence with roleplays.

• Invite a group of pupil volunteers to act out the roles. Play the audio while pupils act out the story or say the lines and pupils repeat.

• Divide pupils in groups of three (Matt, AL, Bella). Give groups time to practise their roleplay.

• Play the audio (CD1:18) again and ask pupils to speak along. Ask other groups of pupils to come to the front to act out the story.

You might like to give the pupils feedback on their roleplay.

Groupwork

• Have a discussion (in L1 and English) about time-travel. Where would pupils want to go: to the past or to the future? Why?

Values

• Have a discussion (in L1) about camping. Ask, Is it a good idea? Why?/Why not? What can you learn if you go camping? Talk about leaving litter behind and the danger of open fires if not properly put out.

• Ask pupils to think about (in L1 and English) all the ways they can protect the environment when they go camping.


Sample

Write the lesson

Sample

Write the lesson


Sample


Talk about the pictures. Then listen

Sample

Talk about the pictures. Then listen

Direct pupils’ attention to the story and ask questions

Sample

Direct pupils’ attention to the story and ask questions about the characters and the scenes, e.g.

Sample

about the characters and the scenes, e.g. Where are

Sample

Where are

Play the audio (CD1:18) and ask pupils to listen to the Sample

Play the audio (CD1:18) and ask pupils to listen to the story as they follow along in their books. Sam

ple

story as they follow along in their books. Play the audio again. Check pupils’ understanding Sam

ple

Play the audio again. Check pupils’ understanding of the story by pointing to the pictures and asking Sam

ple

of the story by pointing to the pictures and asking

with roleplays.

Sample

with roleplays. •

Sample

• Invite a group of pupil volunteers to act out the roles.

Sample

Invite a group of pupil volunteers to act out the roles. Play the audio while pupils act out the story or say

Sample

Play the audio while pupils act out the story or say the lines and pupils repeat.

Sample

the lines and pupils repeat. •

Sample

• Divide pupils in groups of three (Matt, AL, Bella). Give

Sample

Divide pupils in groups of three (Matt, AL, Bella). Give groups time to practise their roleplay.

Sample

groups time to practise their roleplay.

•

Sample

• Play the audio (CD1:18) again and ask pupils to speak

Sample

Play the audio (CD1:18) again and ask pupils to speak along. Ask other groups of pupils to come to the front

Sample

along. Ask other groups of pupils to come to the front to act out the story.

Sample

to act out the story.

unit

people who work with Matt, people from the future/past,

unit

people who work with Matt, people from the future/past, aliens. They want the THD so they can escape in time and

unitaliens. They want the THD so they can escape in time and

invent something.

unitinvent something.

unit

Act out the story.

unit Act out the story.

unit

See the ‘How to use stories’ section on page 18 for unit

See the ‘How to use stories’ section on page 18 for more ideas on how to build your pupils’ confidence un

itmore ideas on how to build your pupils’ confidence with roleplays. un

itwith roleplays. Invite a group of pupil volunteers to act out the roles. un

itInvite a group of pupil volunteers to act out the roles.

1

37

Lesson 5 Can understand a simple story / Can discuss a story

161:18

Talk about the pictures. Then listen and read.

17 Act out the story.

1 2

3 4

5 6

8

MATT IS TELLING BELLA ABOUT THEIR TIME JOURNEY.

…so these weird guys took our new THD and

went off in time! There! It’s working now. What is

it anyway?

Wow! Can we try it?

This looks fun! Don’t you like camping?

Yes, I love camping but come on, TIME TRAVEL?

Haven’t you got stuff to do here?

Um, not really.

Oh, WOW! Please let me come.

Oh, all right.

AL, let’s follow those guys.

It’s a THD, a time hole detector. You can travel through time with it.

Sir! There’s a new trace! They’re going

to – Africa!

She is good at computers, sir. That could be useful.

Oh, PLEASE!


Pop quiz

Make true or false statements about the story. Asks pupils to call out true or false, e.g. Matt finds the trace of ‘the weird

guys’. ( False – AL finds the trace. )

Show homework



AB page 8

13 Tick ( ✓ ).

ANSWER KEY 1 b 2 c

14 Correct the sentences.

ANSWER KEY 1 Bella loves/likes camping. 2 Matt says Bella can come with them. 3 They’re going to Africa.

15 Write. Then number the story events in order.

ANSWER KEY 1 Matt and AL time-travel to an

adventure camp. 2 They meet a girl called Bella. 3 Bella makes the THD work again. 4 Bella wants to time-travel with

Matt and AL. 5 Matt says that Bella can come

with them. 6 They follow the mysterious couple

to Africa.

Role playing the story

Below are some suggestions for extra work with the stories:

• While pupils listen to the story, they perform a specific action for target vocabulary.

• Pupils draw a new picture for any frame of the story.

• Pupils create a new ending for the story.• Pupils draw or describe their favourite

character.• Pupils discuss real-life situations that are

related to the story.• Pupils comment on how they would feel

or how they would behave if they were in a similar situation to one of the story characters.

• You might like to give pupils feedback. You could give pupils two stars and one wish, e.g. Fantastic actions! Great teamwork! Speak a bit louder next time.


Sample

Sample

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Can understand a simple story / Can discuss a story

Sample

Can understand a simple story / Can discuss a story

Sample

Sample

Sample

Make true or false statements about the story. Asks pupils

Sample

Make true or false statements about the story. Asks pupils

e.g.

Sample

e.g. Matt finds the trace of ‘the weird

Sample

Matt finds the trace of ‘the weird

False – AL finds the trace.

Sample

False – AL finds the trace. )

Sample

)

Show the homework. Explain that pupils will do the activities Sample


Sample

at home in their Activity Books. Sam

ple

Sample

unit

They meet a girl called Bella.

unit

They meet a girl called Bella. Bella makes the THD work again.

unitBella makes the THD work again.

Bella wants to time-travel with

unitBella wants to time-travel with

Matt and AL.

unitMatt and AL.

5

unit5 Matt says that Bella can come

unitMatt says that Bella can come

with them.

unit

with them. 6 un

it6 They follow the mysterious couple un

itThey follow the mysterious couple un

itun

itto Africa. un

itto Africa. un

it

1

38

Lesson 6 PB page 9

Learning objectives Can understand a text about an adventurer Can plan and talk about an adventure trip

Cross-curricular Social Science: an adventurer

Target language An adventurer: mountaineer, scout, yoga, survival kit, buildings, calm

Recycled language desert, insects, island, jungle, mountains, snakes

Check homework


Background

• Bear Grylls was the youngest person to climb Mount Everest. He went on many dangerous journeys: he crossed the North Atlantic Ocean in a small boat and climbed a very high mountain in Antarctica. He is also the Chief Scout of Scouts in Britain – he often talks to the scouts about his adventures.

• When he was twenty-one, he had an accident. He jumped from a plane with a parachute and broke his back in three places but started walking again and climbed Mount Everest only two years later. Now he has his own TV programmes.

Warm-up

• Ask pupils (in L1 or English), Do you like camping? Where do you go? Is it easy to camp? Why?/Why not? Have you camped anywhere strange or dangerous?

• Ask pupils (in L1), what they consider dangerous. Have they ever done anything really dangerous? Accept all answers. Tell them they are going to read about a man who has done many dangerous things.

Learning adventure

18 What do you know?

• Open books and ask pupils to look at the activities. Ask, What are we learning today? Write the lesson objectives on the board or look at them on the screen: We’re reading a text about an adventurer and planning and talking about an adventure trip.

• Close books. Ask pupils, What famous explorers or adventurers do you know? What do you need to take with you if you go exploring in dangerous places?

• Refer to the learning adventure poster and say, Great! You are moving along your learning adventure!

19 Listen and read. What is Bear’s job?

• Ask about the photos, e.g. Do you know this man? What’s his name? What do you know about him? Elicit responses.

• Play the audio (CD1:19). Pupils listen and read along in their books. Remind them to use the context to work out meaning.

• Elicit the answer to the question in the rubric.

ANSWER KEY Bear is a mountaineer and adventurer.

20 Read and say. True or false ?

• Ask pupils to read the statements chorally. • In pairs, pupils read about Bear Grylls again and do

the activity. • Ask three volunteers to say the statements and

decide if they are true or false.

ANSWER KEY 1 T 2 T 3 F

Mini project

21 Prepare for an adventure trip.

• Ask pupils what steps they will take to make sure they include all the necessary information. Remind pupils of the steps to success: Think, Plan, Write and Share.

Think Ask pupils what the most interesting places to go on an adventure are for them: Where do you want to go on your adventure? Mountains, jungle, sea, desert? What is it like in those places? What do you need to survive there?

Plan Ask pupils to make detailed notes to answer the questions in the Pupil’s Book.

Write Ask pupils to write a few sentences to answer each of the questions.

Share Model an interview by having one of the pupils interview you (the teacher). Then have pupils interview each other.

You may also wish to give pupils feedback on their projects.

Listen and read. What is Bear’s job? Listen and read. What is Bear’s job? Listen and read. What is Bear’s job? Listen and read. What is Bear’s job? Listen and read. What is Bear’s job? Listen and read. What is Bear’s job?


Sample

and climbed a very high mountain in Antarctica. He is

Sample

and climbed a very high mountain in Antarctica. He is also the Chief Scout of Scouts in Britain – he often

Sample

also the Chief Scout of Scouts in Britain – he often

When he was twenty-one, he had an accident. He

Sample

When he was twenty-one, he had an accident. He jumped from a plane with a parachute and broke

Sample

jumped from a plane with a parachute and broke his back in three places but started walking again

Sample

his back in three places but started walking again and climbed Mount Everest only two years later.

Sample

and climbed Mount Everest only two years later. Now he has his own TV programmes.

Sample

Now he has his own TV programmes.

Ask pupils (in L1 or English), Sample

Ask pupils (in L1 or English), Do you like camping? Sample

Do you like camping? Where do you go? Is it easy to camp? Why?/Why not? Sam

ple

Where do you go? Is it easy to camp? Why?/Why not? Have you camped anywhere strange or dangerous?Sam

ple

Have you camped anywhere strange or dangerous?Ask pupils (in L1), what they consider dangerous. Have Sam

ple

Ask pupils (in L1), what they consider dangerous. Have

the activity.

Sample

the activity. •

Sample

• Ask three volunteers to say the statements and

Sample

Ask three volunteers to say the statements and decide if they are true or false.

Sample

decide if they are true or false.

ANSWER KEY

Sample

ANSWER KEY 1

Sample

1 T

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T 2

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2

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unit Bear is a mountaineer and adventurer.

unit Bear is a mountaineer and adventurer.

unit Read and say.

unit Read and say. True

unitTrue or

unit or

Ask pupils to read the statements chorally. unit

Ask pupils to read the statements chorally. In pairs, pupils read about Bear Grylls again and do un

itIn pairs, pupils read about Bear Grylls again and do the activity. un

itthe activity. Ask three volunteers to say the statements and un

itAsk three volunteers to say the statements and

1

39 Materials Poster

99Lesson 6 Can understand a text about an adventurer / Can plan and talk about an adventure trip

1

20 Read and say. True or false?

1 Bear does yoga before a trip. 2 Jungles are difficult to live in. 3 Bear doesn’t take a survival kit.

18 What do you know?

191:19

Read. What is Bear’s job?

Bear Grylls is a mountaineer and adventurer. He went up Mount Everest when he was just twenty-three years old! Bear usually lives in the United Kingdom but sometimes he lives in the desert, the mountains or the jungle. He is also Chief Scout of Scouts UK.

1 What do you like doing? I like playing the guitar, running, doing yoga and playing with my

children. 2 Do you like living in the jungle? I love jungles but they’re difficult to live in. There are often a lot of snakes

and insects. Sometimes I sleep up in a tree and when it rains, it’s horrible. 3 Where is your favourite place? An island in Indonesia. I love visiting islands and this one was really

beautiful. 4 What do you do before an adventure? I always learn a lot about where I want to go – I learn about the plants

and animals. I train six days a week and I run and do yoga, too. I also prepare my survival kit.

5 Are you scared of anything? Yes, I’m scared of high buildings and mountains but I just stay calm.

It isn’t easy.

Bear Grylls

I’m going to Mount Everest in Nepal.

I’m taking a big rucksack with lots of things…

21 Prepare for an adventure trip.

• Ideas – Imagine you are going to the jungle or mountains. • Plan – Make notes. Where are you going? What do you need to take? • Write – Answer these questions with 1–2 sentences. Where are you going? Why? How can you prepare? What will you take? What are you scared of?

• Share – Interview a classmate about their adventure.

HOMESCHOOLLINKHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOME

SCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHOSCHO


Optional home–school link

• Ask pupils to take their work home and share their work with their families. They may wish to ask their parents or siblings about where they want to go on an adventure and what they need to survive there.

Learning adventure

Ask pupils, What do you know about preparing for and going on an adventure trip now? Tell pupils to work with a partner.

Give pairs a minute to think of ideas. Accept any answers and promote discussion. Ask pupils, Where are you on your learning adventure? Tell pupils, Well done! to reinforce the progress they are making.

Pop quiz

Pupils think of a place for an adventure and write four sentences describing it

and a list of five things they would need to take with them. In pairs, they take turns to read their sentences and try to guess the place their partner has described.

Show homework



AB page 9

16 Look and write.

ANSWER KEY 2 snakes 3 mountains 4 tree 5 guitar 6 island

17 Complete the sentences. Use words from Activity 16.

ANSWER KEY 2 mountains 3 snakes 4 tree 5 island 6 yoga


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9Can understand a text about an adventurer / Can plan and talk about an adventure trip

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Can understand a text about an adventurer / Can plan and talk about an adventure trip

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Ask pupils to take their work home and share their work with their families. They may wish to ask their parents or siblings

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their families. They may wish to ask their parents or siblings about where they want to go on an adventure and what they

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about where they want to go on an adventure and what they

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unit16 Look and write.

unit Look and write. Look and write.

unit Look and write. Look and write.

unit Look and write.

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it2 snakes un

itsnakes

5 unit

5 guitar unit

guitar unit

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40

Lesson 7 PB page 10

Learning objective Can assess what I have learnt in Unit 1

Recycled language Target language from Unit 1

Check homework


Warm-up

• Ask, Did you like the interview with Bear Grylls? What does he like doing? What is he good at? What about you? Accept one-word answers and full sentences from the whole class and put them on the board.

Learning adventure


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

• Close books. Ask pupils, How many words for camping equipment can you remember? Put their ideas on the board.

• For each example, ask pupils, Where are you on your learning adventure? Reassure pupils who are less confident that they will have opportunities for more practice.

22 Match.

• Check that pupils understand the instruction for the activity.

• Give pupils a couple of minutes to do the matching and check their answers with a partner.

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

23 Listen and tick ( ✓ ) or cross ( ✗ ).

• Direct pupils’ attention to the pictures. Ask pupils to describe what they see.

• Play the audio. Pupils listen and write ticks and crosses.

Listen and tick ( Listen and tick ( Listen and tick ( Listen and tick ( Listen and tick ( Listen and tick (

CD1, Track 20 1 Sally likes singing and she loves camping.

On camps she teaches us how to cook things. She’s good at cooking.

2 Pete is very active. He likes kayaking, and he loves travelling to other countries. But he’s not good at reading a compass – we got lost in the forest last Saturday!

• Play the audio again. Pause after the first part of the audio to check the answers.

ANSWER KEY 1 a ✓ b ✗ c ✓ 2 a ✓ b ✓ c ✗

24 Find and write questions. Then look at Activity 23 and write answers.

• Direct pupils’ attention to the words in each line. Give pupils time to write the questions.

• Then give pupils time to write the answers for the questions.

ANSWER KEY 1 What does Sally love doing? She loves camping. 2 What is Sally good at? She’s good at cooking. 3 Is Pete good at reading a compass? No, he isn’t.

25 Ask and answer.

• Give pupils some time to practise answering the questions in pairs.

• Then ask for volunteers to perform in front of the class, providing feedback and group error correction at the end.

Learning adventure

Ask pupils (in L1) how they feel about their learning in this unit. Ask pupils to tell you what

they found easiest or most difficult to learn in the unit. Pupils revise the three I can statements at the bottom of page 10 of the Pupil’s Book. For each one, pupils tick the box that reflects how confident they feel about the language point. Ask pupils, Where are you on your learning adventure? Pupils indicate where they think they are on the learning adventure poster. Tell pupils, Well done! to reinforce the progress they are making.


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less confident that they will have opportunities for

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the questions.

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ANSWER KEY 1

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1 What does Sally love doing? She loves camping.

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What does Sally love doing? She loves camping.

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2 What is Sally good at? She’s good at cooking.

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What is Sally good at? She’s good at cooking.

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3 Is Pete good at reading a compass? No, he isn’t.

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Is Pete good at reading a compass? No, he isn’t.

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unit Find and write questions. Then look at

unit Find and write questions. Then look at

Activity 23 and write answers.

unitActivity 23 and write answers.

Direct pupils’ attention to the words in each line.

unit

Direct pupils’ attention to the words in each line. Give pupils time to write the questions. un

itGive pupils time to write the questions. Then give pupils time to write the answers for un

itThen give pupils time to write the answers for the questions. un

itthe questions.

1

41 Materials Poster

Lesson 7 Can assess what I have learnt in Unit 1

22 Match.

1 You do this to find your way. a sleeping bag 2 You put these in when pitching the tent. b read a compass 3 You do this before going to sleep. c pegs 4 You do this when it rains. d lay out the bed5 You are warm when you use this. e cover your head

231:20

Listen and tick ( ✓ ) or cross (✗ ).

24 Find and write questions. Then look at Activity 23 and write answers.

1 Sally / doing / love / does / what 2 Sally / what / at / good / is 3 Pete / a / is / compass / at / reading / good

25 Ask and answer.

1 What do you like doing? What do you not like doing? 2 What are you good at? What are you not good at? 3 What do you do when you go camping?

10

likes loves is good at

1 Sally a b c

2 Pe e a b c

a b c

a b c

I can identify camping equipment and activities.I can say what people are/aren’t good at doing.I can say what people like/don’t like doing.I can plan an adventure trip.


Pop quiz

In groups of four, pupils tell the others the answers to the following questions: Which is your favourite activity in the

unit? Why? Which activity don’t you like? Why? What is your favourite new word? Which word is the most difficult for you?

Show homework



AB page 10

18 Look and write.

ANSWER KEY 2 love 3 You aren’t 4 We aren’t 5 They aren’t 6 I’m not 7 isn’t 8 aren’t

19 Read and complete the sentences. Then listen and check.

CD1, Track 21 I’ve got two brothers, Peter and Patrick. They’re very different. Peter is good at swimming and he loves surfing. Patrick doesn’t like water but he loves camping and running. He’s good at skateboarding, too. We often play computer games at the weekend. It’s the one thing we all love and sometimes I win!

ANSWER KEY 2 loves 3 doesn’t 4 running 5 play 6 sometimes

General poster activities

• Before displaying the poster for the first time, pupils can predict who and what they will see and then see how many items they guessed correctly.

• Pupils can create their own posters, based on a similar topic.

• With a time limit, pupils can look at the posters and try to remember as many words as possible and then in pairs, they can try to recall the content through questions and answers, e.g. Is there a hat? What colour is it?

• In teams or pairs, pupils can write down as many words as possible for the items in each poster.

Read and complete the Read and complete the Read and complete the Read and complete the Read and complete the Read and complete the


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Can assess what I have learnt in Unit 1

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Can assess what I have learnt in Unit 1

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In groups of four, pupils tell the others the answers to the

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In groups of four, pupils tell the others the answers to the

Which is your favourite activity in the

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Which is your favourite activity in the

unit? Why? Which activity don’t you like? Why? What is your

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unit? Why? Which activity don’t you like? Why? What is your favourite new word? Which word is the most difficult for you?Sam

ple

favourite new word? Which word is the most difficult for you?

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Show the homework. Explain that pupils will do the activities at Sam

ple

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CD1, Track 21

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CD1, Track 21 I’ve got two brothers, Peter and Patrick.

unit I’ve got two brothers, Peter and Patrick.

They’re very different. Peter is good

unitThey’re very different. Peter is good

at swimming and he loves surfing.

unitat swimming and he loves surfing.

Patrick doesn’t like water but he loves

unitPatrick doesn’t like water but he loves

camping and running. He’s good at

unitcamping and running. He’s good at

skateboarding, too. unit

skateboarding, too. We often play computer games at the un

it We often play computer games at the weekend. It’s the one thing we all love un

itweekend. It’s the one thing we all love and sometimes I win! un

itand sometimes I win! un

itun

itun

itun

it

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42

Lesson 8 PB page 11

Learning objective Can use what I have learnt in Unit 1

Recycled language Target language from Unit 1

Warm-up

• Play a miming game. Start by miming an action (reading a compass, covering your head, etc.) and asking pupils to guess what you are doing. Elicit, e.g. You’re reading a compass. The first pupil who guesses correctly stands up and mimes an action. Keep the game going until all pupils have had a chance to mime an action.

Learning adventure


objective on the board or look at it on the screen: We’re asking and answering questions to revise Unit 1 language.

26 Write answers about you. Then guess about your partner.

• Tell pupils that they are going to play a game where they have to try to guess things about their partner.

• Explain that they need to start by writing the answers to the eight questions in their Pupil’s Book.

• Give pupils a few minutes to write their answers. Make sure that they understand that what they write in their books must be a secret from their partner to make the game more fun.

• When pupils have finished writing, teach them these steps for the game:

1 You say an answer. 2 Your partner tries to guess the question. 3 If your partner guesses correctly they get one point. 4 Ask one question each and then change. 5 Play until one pupil gets five points. • Put pupils into pairs to play the game. You can do this

with pupils who were not sitting next to each other during the writing to make sure that they haven’t seen their partner’s answers.

Extension questions

Say to pupils, The only thing you need is a sleeping bag when you go camping. Divide pupils in two

groups and tell pupils that they have to think of reasons to support whether this statement is true or false. Remind them there is no right or wrong answer but they need to give their reasons for what they think.

27 I want to know more!

• Ask pupils to choose anything they enjoyed from the unit and to go and find out more. You might like to set this activity as homework with a quick feedback session at the beginning of the next lesson.

• You can also suggest that pupils write one or two questions about what they want to know, then switch the question(s) with a partner. Pupils then find the answer(s) to their partner’s question(s) as a homework activity and report to the class in the next lesson.

Are you ready for Unit 2?

Ask pupils if they are ready to move on to the next unit. Tell pupils that it is fine if they don’t

remember everything as they will continue to practise throughout the level. • Encourage pupils to ask if they’ve got any questions

about what they learnt in Unit 1. Tell pupils, Well done! to reinforce the progress they are making.

Consolidation and extension worksheet 1

• Pupil’s complete the consolidation and extension activities on Worksheet 1 (page 26).

1 Write. Then answer for you.

• Ask pupils to read the questions and complete them by writing one word in each gap.

• Check the answers. • Pupils then answer the questions for themselves. • Ask pupils to share their answers in pairs.

2 Look, read and choose the correct family. Tick ( ✓ ) a or b.

• Ask the class to look at the two pictures and ask two volunteers to describe them.

• Ask the pupils to read the description and tick the correct one.

3 Now write about the other family.

• Give pupils some time to do the activity. • Ask volunteers to read their texts aloud to the class.


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Tell pupils that they are going to play a game where

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Tell pupils that they are going to play a game where they have to try to guess things about their partner.

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they have to try to guess things about their partner. Explain that they need to start by writing the answers

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Explain that they need to start by writing the answers to the eight questions in their Pupil’s Book.

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to the eight questions in their Pupil’s Book. Give pupils a few minutes to write their answers.

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Give pupils a few minutes to write their answers. Make sure that they understand that what they write

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Make sure that they understand that what they write in their books must be a secret from their partner to

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in their books must be a secret from their partner to make the game more fun.

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make the game more fun. When pupils have finished writing, teach them these Sam

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When pupils have finished writing, teach them these

2 Your partner tries to guess the question. Sample

2 Your partner tries to guess the question. 3 If your partner guesses correctly they get one point.

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3 If your partner guesses correctly they get one point. Sam

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remember everything as they will continue to practise

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remember everything as they will continue to practise throughout the level.

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throughout the level. •

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• Encourage pupils to ask if they’ve got any questions

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Encourage pupils to ask if they’ve got any questions about what they learnt in Unit 1. Tell pupils,

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about what they learnt in Unit 1. Tell pupils, to reinforce the progress they are making.

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to reinforce the progress they are making.


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Consolidation and extension worksheet 1 Consolidation and extension worksheet 1

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unit

switch the question(s) with a partner. Pupils then

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switch the question(s) with a partner. Pupils then find the answer(s) to their partner’s question(s) as a

unitfind the answer(s) to their partner’s question(s) as a

homework activity and report to the class in the next

unithomework activity and report to the class in the next

Are you ready for Unit 2?unit

Are you ready for Unit 2?unit

Ask pupils if they are ready to move on to the unit

Ask pupils if they are ready to move on to the next unit. Tell pupils that it is fine if they don’t un

itnext unit. Tell pupils that it is fine if they don’t

remember everything as they will continue to practise unit

remember everything as they will continue to practise

1

43Materials Consolidation and extension worksheet 1

43

Now go to PoptropicaEnglish World

11Lesson 8 Can use what I have learnt in Unit 1

1

26 Write answers about you. Then guess about your partner.

What are you good at? A: B: What are you not good at? A: B: What do you like doing? A: B: What don’t you like doing? A: B: What subjects do you like? A: B: What subjects don’t you like? A: B: What sports do you like? A: B: What sports don’t you like? A: B:

27 I want to know more!

11

Are you good at

singing?


Pop quiz

Describe an object (e.g. a first-aid kit) or a person (e.g. Bear Grylls) from the unit. Ask pupils to guess.

Evaluation

• You can check your pupils’ progress using Evaluation sheet 1 (pages 188 and 189). See also answer keys on page 184.

Show homework



AB page 11

20 Complete the Unit Quiz.

ANSWER KEY 1 pegs, tent, sleeping bag, compass,

rucksack, torch, mp3 player, books, etc. 2 Maria isn’t good at singing. 3 a went b playing

21 Write for you.



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Bear Grylls) from the unit. Ask pupils to guess.

You can check your pupils’ progress using Evaluation sheet 1 Sample

You can check your pupils’ progress using Evaluation sheet 1 (pages 188 and 189). See also answer keys on page 184.Sam

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(pages 188 and 189). See also answer keys on page 184.

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1 adventure camp 1 - pearson.com.ar · my family and i don’t usually go camping. we stay in a...

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