unit vocabulary grammar 0 regular and irregular verbs and · unit vocabulary grammar 0 welcome!...

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Young Achievers 4Contents

Unit Vocabulary Grammar

0Welcome!

HolidaysHobbies and activitiesFoodParts of animals

Present simple and continuousPast simple: regular and irregular verbsFuture with going toAdvice: should and shouldn’t

Abilities present and past: can, can’t, could and couldn’t

1Friends

Friendship verbs: argue, be a good listener, feel happy, forget birthdays, listen to problems, make someone laugh, share interests, tell secrets, tell the truth, trust someoneAppearance adjectives: athletic, curly, dark, fair, heavy, long, pale, short, straight, tall, tannedPersonality adjectives: funny, lazy, outgoing, shy, talkativeActivities: dance, do homework, eat cake/pizza, go to the mountains, hang out, play chess, play the guitar, read text messages, ride a bike/a horse, wash the dog, watch TVAdverbs of manner: angrily, happily, hungrily, loudly, nervously, politely, quickly, quietly, sadly, sleepily, slowly

Question words: who, what, when, where, which, why, howbe and adjectivesPresent continuous:Present simple and Present continuous with usually and butPresent continuous and adverbs of manner

2Let’s explore!

Regular verbs: convince, disappear, discover, establish, explore, kill, name, return, sail, start, travelIrregular verbs: be, bring, do, eat, go, have, hear, leave, take, tellLife events: act in play, be born, get a new job, get a pet, learn to do something, meet your best friend,move house, pass a test, play a musical instrument, start primary school, win a prize

Past simple: Past continuous:

Language fun! Units 0-2

3Let the games

begin!

Population, temperature and rainfall: millions, Celsius, millimetresSport: athlete, BMX bike racer, football player, mountain climber, tennis player, wrestlerAdjectives: late, light, long, old, popular, short, small, tall, young

Comparative adjectives: regular and irregular, as ... asSuperlative adjectives: regular and irregular

4World of work

Jobs:

Work verbs: milk, pack, ride, search, sell, serve, take care, take, wear, write Chores: the dishes

have to and not have tosome / every / any / no: -thing, -where, -body

5Into the future

Predicting the future: entertainment, holidays, food, houses, people, pets, space, technology, transport Future with will:Zero conditional


6We’re on holiday

Experiences: ride, sail, see, sing, sleep, swim, take, talk, travel, watch

Present perfect for experiences:interrogativePresent perfect and Past simpleExpressing similarities: tooPrepositions of place: above, behind, between, in front of, in the middle of, next to, opposite Prepositions of movement: around, away from, into, out of, over, under, past, through, towards

7Free time

Experience verbs: write Musical instruments: thumb piano, trumpet, violin

Present perfect and Past simplePresent perfect with ever, for and sincePresent and past abilities using can and could

8Extreme

experiences

Skateboarding: helmet, pads, rails, ramps, skateboard, shoes, tricksSurvival: penknife, radio, river, shirt, torch, trousers, water bottle, whistle

Advice: should and shouldn’t Causes with because and consequences with so Suggestions: Let’s..., Why don’t we..., I agree, I don’t agree, That’s a good idea.will, might and won’t


Achieve more! Units 1-8

Listening Speaking Reading Writing

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Contents

Functions Phonics for pronunciation

Achieve!

Culture

Asking and answering questions about past summer holidays

Discussing friendships: Why do you like your friend? I like him because he’s funny.Comparing what you usually do with what you’re doing now: I usually wear trainers to school, but today I’m wearing snow boots!Describing how something is done: Are you walking slowly? You’re singing loudly!

-air, -are or -ear CLIL: Presenting information on a graph and expressing percentages

Friendship day: different types of friends

Interviewing a historical character: When did you start your journey? How did you feel?What did you bring back?Cross-checking information: Asking and answering questions using What and When: What were you doing at 8.30?I was having breakfast.

-aw or -au CLIL: Marco Polo

Captain Cook: Voyages of discovery

Comparing physical characteristics: Who is younger? Who is the youngest? Whose feet are bigger? Whose feet are the biggest?Comparing statistics: The New Forest race is shorter than the Leeds race. He is the most popular wrestler.

-ou or -ow CLIL: A healthy heart

Wild records: Superlatives in the wild

Talking about work obligations: I have to clean the cages. I don’t have to wear a uniform.Asking and answering questions about your weekend: Did you play anything last weekend?What did you play?Making polite requests: Could I have...? Would you like...? May I...? I’d like some...

-or, -ur, -ear or -ir CLIL: Art from rubbish and other materials

Van Gogh: the painter and his paintings

Making predictions about the future: No, you will work in a school.Comparing what you would do in certain situations: When I feel tired, I go to sleep.

Long -i and long -a sounds CLIL: Our Solar System

Space travel: important historical dates in space travel

Talking about and compare experiences: I’ve been to London. I haven’t read a book, and Bryan hasn’t read a book. Have you ever eaten a snake? No, I haven’t.Giving details about experiences: What places have you visited? I’ve visited new Zealand. When did you go? I went there last year.

-i, -ee or -ea CLIL: Six jobs in the theatre

May Day: A traditional celebration in the UK

Discussing when you started something and how long you have done it for: I’ve played the piano since 2012. I’ve have liked classical music for two years.Talking about what you could and couldn’t do when you were younger: I could ride a bike when I was four. I couldn’t read English when I was two.Describing what something is made of: It’s made of wood.

Short -u and short -o sounds

CLIL: Dancing around the world

Talent show: Organising a talent show

Giving survival advice: You should use insect repellent. You should stay calm.Making suggestions and agreeing or disagreeing: Why don’t we take the torch? That’s a good idea.

-oo, -ou, -u/e or -ew CLIL: The Sonoran Desert

The code: Following the countryside code

Interactive practice Grammar presentation

Audiovisual material

Grammar Vocabulary Pronunciation Recycled languageComparativesQuestions with comparativesSuperlatives

Cities: Athens, Atlanta, Beijing, London, Rio, SydneyBig numbers and measurements: hundred, million; m, mm, ºC, kgAdjectives: cool, dry, warm, wet, young Other: fan, trophy, wrestler; bad, good, heavy, popular, tall; best, most, worst

Phonics: ow sound: down, mouth

Skills objectivesSpeaking Reading

To use Comparative adjectives to compare two places and events

To ask questions using Comparatives and to compare people

To ask for personal information

To describe people using Superlatives

To ask and answer questions using the Comparative and Superlative forms of adjectives

To talk using Superlatives

To recognise the meaning of Comparative adjectives

To follow and understand a factual account

To be able to answer comprehension questions

To be able to decide if statements are true or false

To read a chart

To understand questions

Listening Writing

To understand years

To listen for specific information

To understand a factual account

To follow the lyrics to a song

To follow a text

To listen for answers to questions

To write sentences using Comparatives

To complete a chart

To describe an imaginary wrestler

To answer questions

Grammar Functions

To use Comparative adjectivesTo ask questions about peopleTo describe people using Superlatives

To compare placesTo learn about the Olympic GamesTo express various measurementsTo compare peopleTo compare places and eventsTo talk about health

Vocabulary Pronunciation

To use vocabulary in a more confident wayTo build and expand on the vocabulary already knownTo learn language to describe and compare people, places and events

To highlight and practise the ow soundTo differentiate between alternative spellings for ow

Language objectives

118

Overview3Unit

Key competences

Assessment criteriaCheck children can identify, understand and produce Comparative and Superlative adjectives.

Check children can identify, understand and produce vocabulary about population, temperature and rainfall, sport and adjectives.

Check children can compare physical characteristics and compare statistics.

Teacher’s i-book i-book

Use the Richmond i-tools

to complete the activities with the children on the IWB.

Activities in Lead-in

Speaking

and i-book provide a digital alternative to introduce the children to lessons. See lessons 4 and 9 of this unit.

Activities with + beside the rubric offer an additional interactive activity to reinforce the activity content. See 8 and 10 of this unit.

Provides a visual grammar presentation. See lessons 1, 2, 3, 4 and 7 of this unit.

Provides extra interactive practice which can be used for Fast finishers or as a Wrap up activity. Alternatively, it can be used as homework. See lessons 1, 2, 3, 4, 6, 7 and 8 of this unit.

Audiovisual material is provided in lessons 9 and 10 of this unit.

The unit review pages also include additional Speaking activities to reinforce the unit content. See Review of this unit.

Use the Vocabulary Game Generator to create your own interactive games to review the key vocabulary from the unit at any time.

Use the Interactive Routines Poster at the beginning of each lesson.

Go digital!

Social and civic competenceChildren learn basic social interaction patterns and social conventions to help them become competent citizens. Children work in pairs and play games.

SCCLinguistic competence Children develop listening, speaking, reading and writing skills.

LC

Mathematical competence and basic competences in Science and TechnologyChildren develop and apply mathematical thinking and explain the natural world. Children learn about how to measure population, temperature and rainfall.

MSTCultural awareness and expressionChildren develop drawing, colouring skills and creativity.

CAE

Competence in learning to learnChildren develop strategies to improve the learning process and help them to assume control over their own learning.

LL

For suggestions on how to exploit the course

resources see the Activity Bank, pages 17-23

Materials

Teacher’s i-book

Student’s Book 4 CD 1

Teacher’s Resource Book 4 Grammar worksheets Unit 3, pages 8-9: Lesson 7Vocabulary worksheets Unit 3, pages 30-31: Lesson 7Reading worksheet Unit 3, page 50: Lesson 6Writing worksheet Unit 3, page 62: Lesson 4Speaking worksheet Unit 3, page 74: Lesson 8Listening worksheet Unit 3, page 84: Lesson 4Test Unit 3, pages 118-121: Unit 3 Review

Flashcards Unit 3

Poster Unit 3

Extra

Pictures of the Olympic torchCardScrap paperSheets of paperGold paperTissue paper

GlueSellotape Masking tapeVideo clips of American wrestlersClocks with a second hand or chronometer

Digital competence Children become familiar with the use of technology as a tool to reinforce language acquisition, using video, interactive whiteboard material and ICT.

DC

IE Sense of initiative and entrepreneurship Children develop abilities and like critical re!ection, decision-making, and independent actions.

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Children practise listening, writing and reading concepts for measurements like time (years), temperature (degrees) and precipitation (mm).

Continuous assessment

Ask them some climate data about their region.

Encourage children to think autonomously to solve the riddle.

Check the children’s writing.

Key competence

LC

LL

Children use strategic thinking to analyse information and deduce the answers.

LL

MST

MST

To improve writing skills it is important that children write a variety of text-types and compositions. Writing also practises functional grammar and improves vocabulary.

LC

DC

Lesson 1

Which Olympic city?

1. This city is bigger than Athens but smaller than Atlanta. It’s drier than Atlanta, too, and it’s

warmer than Beijing. Which Olympic city is it?

2. This city is wetter than Beijing. It is bigger than Rio and a lot cooler, too. Which Olympic

city is it?

It is bigger than Rio.

Grammar

Let the games begin!3Unit

Lesson 1

3636

1 1.30 Listen and write the years.

2 Read the riddles and answer the questions.

3 Write a riddle with a classmate.

practiceMorepracticeMore

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120

Lesson 1Unit 3

MaterialsTeacher’s i-book


Pictures of the Olympic torch

Card, gold paper, tissue paper, glue, sellotape

WarmerWrite the name of two local places on the board. Talk about the two places using Comparative adjectives and ask the children to offer suggestions too.

Lead-inDraw the Olympic interlocking rings on the board. Ask the children: What are the Olympics? What kinds of competition are there at the Olympics? When and where are the next Olympic Games?

1 1.30 Children listen and write the years.

Values: Explain that in sports, it is not possible for everyone to win. People can only do their best and always try to improve. Being a good sport means wanting the person with the best abilities to win, not cheating and appreciating everyone’s efforts.

Answers

Atlanta: 1996; Sydney: 2000; Athens: 2004; Beijing: 2008; London: 2012; Rio de Janeiro: 2016

Optional extra: Review each city on the map and establish which country and continent it is in.

Skills objectives

Speaking Use Comparative adjectives to compare two places

Listening Understand years

Reading Recognise the meaning of Comparative adjectives

Writing Write sentences using Comparatives

2 Children read the riddles and answer the questions.

Answers

1 Sydney 2 London

Optional extra: Write these adjectives on the board: wet, big, dry, warm, hot, cold, cool. Elicit their comparative forms. Get volunteers to write them on the board (wetter, bigger, drier, warmer, hotter, colder, cooler).

Visual grammar presentation

3 Children write a riddle with a classmate.

Answers

Child’s own writing

Optional extra: Invite four volunteers to the front and write the adjective tall on the board. Ask children to compare two of the volunteers: Maria is taller than Jon. Jon is taller than Charley.

Fast finishersThe children write another riddle.

Wrap upMake an Olympic Torch!Show pictures of the Olympic torch and explain that before the Olympics, the torch is carried from one host city to the next. Hand out card, gold paper, tissue paper, glue and sellotape. The children roll the card into a torch shape and tape it in place. They then glue gold-coloured paper to it and glue or tape the tissue paper inside to represent the Olympic flame. Let them write the year and location of the next Olympics (or of another Olympics of their choice) across the top of the torch.

Children find eight comparative adjectives related to weather in the word search.

GrammarComparatives with short adjectives

Vocabularybig, cool, dry, small, warm, wet

FunctionsCompare places

Learn about the Olympic Games

Express various measurements

Language objectives

Initial evaluation

Give the children the name of two Olympic cities and ask them to write a comparison.

At home

Activity Book 4 page 36

Optional extra: Children research their nearest big city to find out the population size, average temperature and annual rainfall.

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CAE

LC

MST

Children learn about sports, games and competitions, and also become aware of nationalities.

Explicit knowledge of functions like the abilityto compare things gives children a more conscious control of the language.

Tables and charts are valuable because they can be used to present results in a readable and organised way.


Say the nationalities and ask children the name of the countries.

Ask children to compare two persons they know.

Ask children to make a generalisation about the information in the chart.

Key competence

CAE

LC

MST

DC

1 1.31 Listen and match.

2 Compare the athletes.

3 Ask and compare your classmates.

Nationality: British

Date of Birth: 23rd Sept. 1988

Height: 1.72 m

Weight: 76 kg

Nationality: Danish

Date of Birth: 11th July, 1990

Height: 1.77 m

Weight: 58 kg

Nationality: Mexican

Date of Birth: 1st June, 1988

Height: 1.75 m

Weight: 65 kg

Nationality: Jamaican

Date of Birth: 21st Aug. 1986

Height: 1.96 m

Weight: 94 kg

Usain Bolt

Caroline Wozniacki

Javier Hernandez

Shanaze Reade

tennis player

football player

BMX bike racer

track athlete

1.

2.

3.

4.

Name Date of birth Height Shoe size Hand span

Who is younger,

Tanya or Miguel?

Whose feet are

bigger, Maya’s or

Adrian’s?

Grammar

1

2

3

4

Lesson 2

3737

Unit 3


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122

Lesson 2Unit 3

WarmerDisplay the unit 3 Poster. Help the children to identify all the sports. Point to the basketball players and compare them: This one is taller than this one. Invite children to come out, choose two people and make a comparison between them.

i-book Open the i-poster. Children drag the sports to the correct place. Then point to the basketball players and compare them: This one is taller than this one. Invite children to come out, choose two people and make a comparison between them.

Lead-inWrite two questions on the board using the names of two children from the class: Who is taller, Pedro or Julia? Whose hair is longer, Pedro’s or Julia’s? Ask the two questions changing children’s names. Substitute taller for older and hair is for hands are. Let the children take your role in order to practise the two question forms.

1 1.31 Children listen and match.

Answers

1 track athlete, Jamaican 2 tennis player, Danish 3 football player, Mexican 4 BMX bike racer, British

Optional extra: Ask comprehension questions, for example: Who is Usain Bolt? Where is he from? Who is Mexican? What sport does Shanaze Reade compete in?

2 Children compare the athletes.

Answers


Optional extra: Let the children make comparisons with other athletes they know.


3 Children ask and compare their classmates.

Answers


Optional extra: Put the children into small groups. Give them time to establish their order for age, height, shoe size and hand span. Call out one of the categories, for example height, and each group must stand in order of height. Continue with the other categories.

Wrap upAsk the children to collect or guess facts about one of their favourite sports stars including nationality, date of birth, height and weight. Invite volunteers to take turns writing the initials of their sports stars on the board along with the facts. Get the rest of the class to guess the athletes and then add their names to the board. Finally, the children work in pairs to compare the athletes: Who is older, … or …?

Children play a fun game choosing the correct words

for each of the following categories: Nationalities, Countries, Olympic sports, Olympic cities.

Optional extra: open My notes and ask the children for more words of each category. Write them on the IWB using the Richmond i-tools.



Poster Unit 3

Skills objectives

Speaking Ask questions using Comparatives and compare people

Ask for personal information

Listening Listen for specific information

Writing Complete a chart

GrammarQuestions with Comparatives

Vocabularyheight, weight; heavier, lighter, older, shorter, taller, younger; British, Danish, Jamaican, Mexican

FunctionsCompare people

Language objectives


The children write sentences comparing themselves and other classmates.

At home


123

Children practise listening comprehension activities like identifying specific information in a text and learn about geography and nature at the same time.

Children compare bike races and use their mathematical knowledge to express concepts like time, distance and prices, using the appropriate language for it. Mathematics is a transversal subject in which children need to be able to move fluently.


Ask children questions about each race and its location.

Check children use the figures properly.

Key competence

LC

LC

MST

MST

DC

1 1.32 Listen and tick (✔) the chart.

2 Read and compare the bike races. Work with a classmate.


Jake and Dan are mountain climbers. They are

trying to decide which mountain to climb:

Mount Everest in Nepal or Mount McKinley

in the USA.

Which mountain is… Mount Everest Mount McKinley

higher?

colder?

more dif"cult to climb?

more dangerous?

more expensive to climb?

LEEDS CITY BIKE RACE A new way to see

the city!

Start/Finish: In front of the Leeds Museum

Time: 8 am

Distance: 50 km

Requirements: Easy course with no hills,

bikers of all abilities welcome

Cost: £40 (includes drinks, pizza

and a T-shirt)

Start/Finish: Forest Trail in New Forest

National Park

Time: 10 am

Distance: 35 km

Requirements: Advanced course with lots

of hills, experienced cyclists only

Cost: £25 (includes a T-shirt)

NEW FOREST

MOUNTAIN BIKE RACE

BE ONE WITH

NATURE!

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Lesson 3Unit 3

Mount Everest is more dangerous

than Mount McKinley.

Grammar

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124

Lesson 3

WarmerDivide the class into groups and ask them to brainstorm different sports. Ask them to read out their sports and as they do, classify them on the board into indoor and outdoor sports; some can go in both categories. Let the children say whether they prefer indoor or outdoor sports.

Lead-inWrite the adjectives old, short, young, big, hot and cool on the board and ask volunteers to come out and write the comparative form (older, shorter, younger, bigger, hotter and cooler). Ask for example sentences of each one.Then write the adjectives difficult, dangerous and expensive on the board. Explain to the children that we cannot form the comparative in the same way because it would be difficult to say. So for longer adjectives we say more. Write some examples on the board.

1 1.32 Children listen and tick (✓) the chart.

Answers

higher? Mount Everest; colder? Mount McKinley; more difficult to climb? Mount Everest; more dangerous? Mount Everest; more expensive to climb? Mount Everest

Optional extra: In pairs the children compare the two mountains.

2 Children read and compare the bike races. They work with a classmate.

Answers

The Leeds City bike race is earlier than the New Forest mountain bike race. The Leeds City Bike race is more expensive than the New Forest mountain bike race. The New Forest mountain bike race is later than the Leeds City bike race. The Leeds City Bike race is longer than the New Forest mountain bike race.

Optional extra: Let the children explain which bike race they think is better and why.


Wrap upWrite the word adjectives on the board and ask the children to help you make a list with as many as possible. Then put the children in pairs and let them compare different sports using the adjectives. Invite volunteers to say some of their example sentences out loud.

Children play a fun game choosing the correct

comparatives to complete the sentences, which will help them consolidate the learning points of the lesson.



Skills objectives

Speaking Compare two events

Listening Listen for specific information


GrammarComparatives with long adjectives

Vocabularycold, dangerous, difficult, expensive, high; cost, distance, requirements

FunctionsCompare places and events

Language objectives

Unit 3


Write four long adjectives on the board, for example expensive, beautiful, interesting and dangerous. The children invent a sentence using each one.

At home


125

At this age images are very useful for learning abstract concepts like Comparatives and Superlatives.


Ask children questions about each wrestler.

Monitor the activity and check participation

Be sure they understand and use the grammar points by listening to their conversations.

Key competence

LC

SCC

LL

LL

DC

1 Look and complete.

2 Invent a wrestler and answer the questions.

3 Compare your wrestler with a classmate’s and complete the sentences.


1. What is his / her name?

2. How tall is he / she?

3. How much does he / she weigh?

4. How many fans does he / she have?

5. How many trophies does he / she have?

1. is the tallest.

2. is the heaviest.

3. is the most popular.

4. is the best wrestler.

5. is the worst wrestler.

3939

Lesson 4Unit 3

heavy ➙ the heaviest

tall ➙ the tallest

popular ➙ the most popular

good ➙ the best

bad ➙ the worst

Grammar

Red Dog, Mighty Mike and Dynamo are famous wrestlers.

1. is the heaviest wrestler.

2. is the tallest wrestler.

3. is the most popular wrestler.

4. is the best wrestler.

5. is the worst wrestler.

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SCC Once children are familiar with a grammatical structure, they should be encouraged to practise it through speaking and writing activities in pairs.

Oral interactions are good to improve spoken abilities because they force children to participate actively.

LC

126

Lesson 4

WarmerAsk children to remember the adjectives they have been using in previous lessons. Invite volunteers to give example sentences using them.

Lead-inAsk the children if they ever watch wrestling. If possible, show some clips of American wrestlers and explain that it is a very popular spectator sport.

i-book Open the lead-in activity. Children drag the adjectives to the correct picture. Once the activity is completed, ask them to use the information on the screen to compare the wrestlers: He is heavier than this one.

1 Children look and complete.

Answers

1 Mighty Mike 2 Red Dog 3 Dynamo 4 Dynamo 5 Mighty Mike


2 Children invent a wrestler and answer the questions.

Answers


Optional extra: Write on the board: funny, ugly, athletic, intelligent, crazy, successful. Divide the class into six groups, and give each group some paper and one of the adjectives. Groups should draw a picture of a wrestler who demonstrates the adjective and name him or her. Get each group to make a sentence about their wrestler using a superlative: Mega-Man is the most athletic wrestler.

3 Children compare their wrestlers with a classmate’s and complete the sentences.

Answers


Optional extra: Get each child to name their favourite animal and list them on the board. Then as a class, make sentences using Superlatives about which is the most popular, biggest, smallest, most dangerous, best pet, worst pet and so on.

Fast finishersThe children draw a picture of their wrestler.

Wrap upDivide the class into six groups and give each group a unit 3 Flashcard with opposites on. The group think of sentences to demonstrate their words as adjectives, as Comparatives and as Superlatives.

i-book Use the Vocabulary Game Generator to review Comparatives and Superlatives. Ask the children to say the Comparatives and Superlatives of the adjectives included in your game as you complete each run of the game.See page 22 for games instructions and ideas.

Children take a quiz choosing the correct words to

complete the sentences about the lesson, which will help them consolidate the learning points for comparative and superlative adjectives.


Teacher’s Resource Book 4

Flashcards Unit 3

Some video clips of American wrestlers (optional)

Sheets of paper

Skills objectivesSpeaking

Describe people using Superlatives

Writing Describe an imaginary wrestler

GrammarSuperlatives

Vocabularyfan, trophy, wrestler; bad, good, heavy, popular, tall; best, most, worst

FunctionsDescribe people using Superlatives

Language objectives

Unit 3

At home


Optional extra: Children write two sentences using the Comparative about their family members.


Teacher’s Resource Book 4: Writing worksheet Unit 3, Listening worksheet Unit 3Optional extra: Write some prompts on the board and the children write sentences about people in the class.tall/girlgood/artist

127

Stories provide children with a variety of themes and topics related to other subjects. In this case children learn what the normal response to low temperatures in human bodies is.

Reading and listening comprehension activities help children to develop accuracy in these skills by looking for key words or sentences to answer the questions.


Ask the children comprehension questions about the topic.

Discuss their understanding of what they have read.

Key competence

LC

LC

MST

2 Read and answer the questions with a classmate.

1 1.33 Read and listen to the story.

1. How is Wim Hof different from most people?

2. How do most people react to extreme cold?

3. What do you do when you are very cold?

4. What does Hof do when he is really cold?

4040

Lesson 5Unit 3

and the brain starts to slow. Eventually major

organs begin to fail. Without treatment, death

is inevitable.

Scientists discovered that Hof does not have a

normal response to low temperatures. When

most people are in conditions of extreme cold,

they feel intense pain, their breathing and

pulse get very quick, and they panic. But Hof ’s

body does not go into shock. He remains calm,

he controls his heart rate and breathing, and

his body temperature stays the same.

Wim Hof from the Netherlands is a man with

an incredible talent. He can tolerate freezing

temperatures that would kill a normal person.

Here are some examples of his extraordinary

feats:

❅ Hof spent over an hour up to his neck in ice.

❅ He ran a half-marathon in the Arctic Circle,

in the winter, in his bare feet and wearing

only shorts! The temperature was minus

30 degrees Celsius.

❅ He swam under the ice on a lake for over

50 metres wearing just a swimsuit and

goggles.

❅ He climbed the highest mountain in Europe

in shorts.

Hof has got nine world records, including the

longest ice immersion, the fastest barefoot

half-marathon and the longest swim under

ice. His nickname is “The Iceman.”

When a normal person is exposed to

severe cold, a dangerous condition called

hypothermia develops. At "rst, your pulse

and breathing become faster. As your body

temperature drops, your pulse and breathing

decrease. Muscles become dif"cult to control,

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MST

128

Lesson 5

WarmerShare with the class an unusual ability that you or someone you know has: My uncle can write with both hands. Encourage the children to share stories of people that they know of who have unusual abilities.

Lead-inWrite Iceman on the board and explain that he is the main character of the story. Encourage the children to guess what is unusual about him. Accept all answers.

1 1.33 Children read and listen to the story.

Optional extra: Put the children in pairs and tell them to underline Wim Hof’s unusual feats. Get volunteers to write the answers on the board: He spent over an hour up to his neck in ice. He ran a half-marathon in his bare feet. He swam under the ice on a lake. He climbed a mountain in shorts.

i-book Touch the Reading text to open the i-story in a new window. Read and listen to the story with the children.

Hot spots: goggles - barefoot - average - monk - feat. Use the Hot spots to highlight this potentially difficult vocabulary before the reading activities.

2 Children read and answer the questions with a classmate.

Answers

1 He can tolerate freezing temperatures that would kill a normal person. 2 A dangerous condition called hypothermia develops. 3 You feel intense pain and your breathing and pulse get very quick. 4 He remains calm and controls his heart and his breathing.

Optional extra: On the board write the headings cold and body. Let the children look for and suggest words or phrases from the text for each column.

Wrap upWhat’s the secret? Ask: How does Hof control his heart rate and breathing? Do you think you could be an Iceman? Encourage the children to speculate and discuss the origin of the Iceman’s abilities. Accept all answers.Materials

Teacher’s i-book


Skills objectives

ListeningUnderstand a factual account

Reading Understand a factual account

Be able to answer comprehension questions

Vocabularybarefoot, drop, fail, feat, freezing, goggles, hypothermia, immersion, inevitable, nickname, pain, panic, remain, tank

Language objectives


Ask each child a comprehension question about the text depending on their ability.

At home


Unit 3

129

Use the interactive version of the story to give children the opportunity to process information and build their knowledge while enjoying and learning English.

Explain to the children that stories are fun to listen to but that they are also very good for developing other skills like language comprehension and communication. Remind them that they do not need to understand every word at first.


Allow children to use the interactive material to be familiar with new technologies.

Check understanding of the story.

Key competence

DC

DC

LC


1 1.34 Read and listen to the story.

2 Read and circle true (T) or false (F).

4141

Lesson 6Unit 3

How does Hof do it? Is his body different in

some way? Is his skin thicker than normal?

Are his heart and other organs stronger than

an average person’s? Scientists have not

found any physical or genetic explanation

for Hof’s superhuman ability. His body is

perfectly normal, although his feats are

considered scienti"cally impossible. The

difference, Hof believes, is that he is able

to control his mind.

Many years ago, Hof began to study an

ancient meditation technique called tummo,

usually practiced by Tibetan monks. The

monks sit outside in freezing temperatures

covered in wet sheets. Through meditation,

they are able to generate heat and raise their

body temperature. As a result, the sheets dry,

and even the ice around them melts. Hof is

one of the "rst people outside Tibet to master

tummo meditation.

Hof is determined to break more world

records. For his next challenge, he wants to

climb Mount Everest, the highest mountain

in the world, wearing only shorts. But many

people have criticized his plans, saying they

are too dangerous. Hof has already tried the

climb once, in 2007, although he did not

reach the top because he hurt his foot. But

he will try again, because he is determined to

prove his critics wrong.

Hof’s amazing abilities seem superhuman,

but scientists believe we all have the same

potential. The hard part is learning how to

use it!

1. Hof’s skin is thicker than normal. T / F

2. Hof is similiar to Tibetan monks in some ways. T / F

3. Hof uses tummo meditation to dry his washing. T / F

4. Hof climbed to the top of Mount Everest in 2007. T / F

5. Scientists think Hof is superhuman. T / F

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LC

DC

130

Lesson 6

WarmerAsk the question: How cold is cold? Write the following temperatures on the board: 37 ºC, 0 ºC, -58 ºC, -173 ºC,-273 ºC. Encourage the children to guess what the temperatures refer to. Finally, give the answers: 37 ºC (the temperature of the body), 0 ºC (freezing point of water), -58 ºC (the winter temperature at the South Pole), -173 ºC (the temperature on the dark side of the moon), -273 ºC (absolute zero, the minimum possible temperature). Ask students to find the temperature in the first part of the story about the Iceman and say what it refers to: He ran a half marathon when the air temperature was -30 ºC. Ask the children what and where the coldest temperature they have ever experienced was.

Lead-inRecall information about the Iceman: What’s his name? (Wim Hof.) Where is he from? (The Netherlands.) Why is he superhuman? (He can tolerate extreme cold.) Ask for examples of what he has done. Play Track 1.33.

1 1.34 Children read and listen to the story.

Optional extra: As the children listen to the recording, pause it occasionally and ask children to read to the end of the sentence.

i-book Touch the Reading text to open the i-story in a new window. Read and listen to the story with the children again.

Hot spots: goggles - barefoot - average - monk - feat. Use the Hot spots to highlight this potentially difficult vocabulary before the reading activities.

2 Children read and circle true (T) or false (F).

Answers

1 F 2 T 3 F 4 F 5 F

Optional extra: In pairs the children correct the false statements.

Wrap upAsk how the Iceman was able to control his body temperature (he used a form of meditation). Explain that we can also control our bodies with meditation. Even if we can’t melt ice, we can help our bodies relax and help our minds concentrate. Add that meditation is not difficult or mystical. Close the door and windows and turn off the lights. Tell the children to put away their materials and sit in a relaxing position. Tell them to close their eyes and avoid thinking about specific things. Encourage them just to be aware of what is going on both inside and outside themselves. Remind them to breathe slowly and deeply. Accept their reactions even if they feel awkward or silly, and encourage them to relax. Continue for three or four minutes and gradually return the classroom to its normal state. Explain that many people use meditation to prepare for work, exams and even sports competitions.

Children play a fun game matching the clues with the

words from the story. This activity can be set up between two or more teams.

Optional extra: Cover the words using the shade in Richmond i-tools and ask the children to guess them by reading the clues. Ask them to close their books so you can check how much information they remember from the story. Remove the shade, play the game and check how many answers they got right.




Skills objectives

ListeningUnderstand a factual account

Reading Understand a factual account

Be able to decide if statements are true or false

Vocabularyattempt, break a record, criticize, dry, master, meditation, melt, mind, sheets, summit, superhuman, Tibetan monks

Language objectives

Unit 3

At home



Teacher’s Resource Book 4: Reading worksheet Unit 3Optional extra: The children write various facts about the Iceman.

131

Children learn that charts are a good way to classify, compare and analyse information and results. They develop numeracy and mathematical reasoning across the curriculum.


Monitor the activity and see if they understand the purpose of a chart.

Monitor the activity and check the children’s communication.

Key competence

MST

MST

SCC

MST

DC

1 1.35 Listen and write True or False.

2 Compare yourself with two other classmates and complete Chart A.

3 Ask a classmate about his or her chart and complete Chart B.


1. 4.

2. 5.

3. 6.

Greendale Rockets Basketball Team Statistics

Name Height (m) Weight (kg) Age Points per game

Carlos Diaz 1.85 70 17 28.4

Mark Simmons 1.78 64 13 13.1

Jordan Bell 1.80 68 15 9.1

Victor Clark 1.68 65 14 11.8

Brandon Cox 1.98 70 16 18.8

Chart A oldest youngest tallest shortest fastest

Chart B oldest youngest tallest shortest fastest

Lesson 9

4242

Lesson 3

4242

Lesson 7Unit 3

She’s older / younger / taller than.

He’s the oldest / youngest / tallest.

Grammar

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Learning to communicate in pairwork activities involves establishing links with other children and forming relationships with their classmates in the English classroom.

SCC

132

Lesson 7

WarmerDisplay the unit 3 Poster (or open the i-poster on the Teacher’s i-book). Ask volunteers to come out and name different sports and then to compare various athletes on it. Ask questions to prompt them: Who is the fastest BMX rider? Which is the best football team?

Lead-inDirect the children’s attention to the Comparative and Superlative sentences in the Grammar box. Invite six children to the front and get them to stand in height order. Ask the rest of the class to make comparisons about them. Then ask six different volunteers to come out and stand in age order; the class again make comparisons.

1 1.35 Children listen and write True or False.

Answers

1 F 2 T 3 T 4 F 5 T 6 T

Optional extra: The children write two statements on a piece of paper comparing people in the class or using the chart in their books. One must be true and the

other false. Collect in the papers and read out the statements for the class to call out true or false.

2 Children compare themselves with two other classmates and complete Chart A.

Answers


Optional extra: Write far, farther, farthest on the board. Explain that far is an adjective to talk about distance. Place masking tape on the ground to create a starting line. Stand on the starting line and jump forward as far as you can. Ask a volunteer to mark your position with his or her finger. Stick a small piece of masking tape on that place and write your name on it. Invite volunteers to jump and mark their distances in the same way. If necessary, create a second jumping station so that everyone can participate. After that, have the children measure the distances and write them in their notebooks. Then form pairs and they make comparisons using the information: Kim jumped farther than Tom. Bobby jumped the farthest.


3 Children ask a classmate about their chart and complete Chart B.

Answers


Optional extra: Tell the children to study the chart and then try to ask and answer questions with their books closed.

Wrap upHold a mini Olympics with various events. Let the children participate in choosing the events, for example throwing a ball, making a paper aeroplane fly, saying the alphabet as fast as possible, keeping a balloon in the air.

Children play a fun game dragging the words to form

correct sentences, which will help them consolidate the learning points for Comparative and Superlative adjectives.




Poster Unit 3

Sheets of paper

Masking tape

Skills objectives

SpeakingAsk and answer questions using the Comparative and Superlative forms of adjectives

ListeningListen for information

ReadingRead a chart


GrammarComparatives and Superlatives

Vocabularyage, height, weight

FunctionsCompare people

Language objectives

At home


Unit 3

Continuous assessmentTeacher’s Resource Book 4: Grammar worksheet Unit 3, Vocabulary worksheet Unit 3Optional extra: The children write some sentences to compare members of their family.

133

DC

Singing songs helps children to make links between sounds (phonemes) and words (graphemes) developing deduction strategies and practising basic pronunciation skills.

Phonics lessons develop pronunciation skills. They help children to read and write better in English because they have to recognise the sound of a letter before reading or writing it.


Ask them to repeat the words they hear and check pronunciation.

Repeat the words of each box to hear the sounds.

Key competence

LL

LL

LL

LL

1 1.36 Listen and sing.

2 1.37 Listen and complete the words with -ou or -ow.

phonicsMorephonicsMore

Power to the owls!Count to three! Open your mouth!

One, two, three! Let out a shout!

We’re the best team from north to south!

We’re going to win. There’s no doubt!

Power to the Owls! We won’t back down!

Power to the Owls! We’ll win the crown!

Power to the Owls! We’re the best team in town!

Loud, louder, loudest! Say it right now!

Loud, louder, loudest! Say it to the crowd!

Brown and white, let’s shout, shout, shout!

We’re going to win. So watch out!

1

3 4

2

Phonics Lesson 10

4343

Lesson 4Lesson 8Unit 1Unit 3

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134

Lesson 8

WarmerWrite the letters ow and ou on the board as headings and then underneath write owl and house. Ask the children to think of other words with the same sound and spelling for each column.

Lead-inLet the children read the poem to themselves and try to find all the ow sounds. Let them underline them in pencil. When they listen to the audio they can check if they have found them all.

1 1.36 Children listen and sing.

Optional extra: Play the track but pause it before each ow word for the children to call out the word.

i-book Touch + to open the activity. Children listen to the song and order the verses as they listen.

Optional extra: Restart the activity and ask the children to order the verses with no audio support. Then play the song to validate.

2 1.37 Children listen and complete the words with -ou or -ow.

Answers

1 Ouch, mouth, shout 2 cloud, cow, Wow 3 mouse, house 4 clown, frown

Optional extra: Put the children into small groups to act out and, if they like, to expand the scenes.

Fast finishersChildren think of other words with the ow sound.

Wrap upLet the children think of actions for each line of the song. They rehearse in small groups and then perform to the class.

Children listen and drag the letters to form the words.

They choose the correct spelling for the ow sound (-ow, ou). Use the hint to focus the children’s attention exclusively on the spelling of the ow sound. For further practice, open My notes and the Richmond i-tools and dictate more words containing this sound.




Skills objectives

ListeningFollow the lyrics to a song

Reading Read words with the same sound but different spellings

Writing Choose the correct spelling for words with the ow sound

Vocabularycloud, count, doubt, house, loud, mouse, mouth, out, shout, south; clown, cow, crowd, crown, down, frown, now, power, town

PronunciationPhonics: ow sound with alternative spellings

Language objectives

At home


Unit 3

Continuous assessmentTeacher’s Resource Book 4: Speaking worksheet Unit 3Optional extra: Dictate several words for the children to write: down, now, brown, shout, clown, loud.

135

MST

MST

Science encourages children to look more closely at the natural and human world around them. In this lesson you can talk about a healthy heart and discuss what’s good for it and what isn’t.

By completing this chart children are encouraged to understand scientific methods of research.


Ask them questions about the heart.

Ask them questions about the chart.

Key competence

1 1.38 Read and circle true (T) or false (F).

2 Follow the instructions and complete the chart.

1. Only a doctor can measure your pulse. T / F

2. Your pulse is the same before and after you exercise. T / F

3. An athlete’s resting heart rate is lower than an average person’s. T / F

4. Your recovery heart rate tells you about your physical condition. T / F

Materials:Materials: a clock with a second hand

1. Take your resting pulse for one minute and record it

on the chart.

2. Run on the spot for "ve minutes. Then take your pulse.

Rest for one minute and take your pulse again.

3. Calculate your recovery rate using this formula:

Pulse after running – Pulse 1 minute later = Recovery rate

Recovery Rate Key: 50+ bpm = You are an athlete! 35–49 bpm = You are in good shape. 26–34 bpm = You should exercise more. Less than 25 bpm = You should start to exercise immediately!

Resting pulse Pulse after running Pulse 1 minute later Recovery rate

Lesson 9

4444

Lesson 9

A healthy heart: listen to your pulse

Your heart rate is

the number of

times your heart

beats in a minute

(bpm). It is also

called your pulse rate.

As your heart pumps blood

around your body, you can feel a pulse in

the blood vessels close to the skin’s surface,

such as on your wrist or neck. If you take

your pulse when you are relaxing, you can

"nd your resting heart rate. The lower your

resting heart rate, the "tter you are.

Your heart rate changes all the time. It is

faster when you exercise or have a fever,

and it is slower when you are resting. In

general, athletes have lower resting heart

rates than most people because exercise

makes their hearts stronger and more

ef"cient.

One way to see if you are in good shape is

to check how long it takes for your heart

to slow down after exercising. This is called

your recovery heart rate. If your pulse

slows down quickly after exercising, you

are in good shape.

Achieve! ICL LICL L

Unit 1Unit 3

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MST

MST

136

Lesson 9

WarmerDraw a simple body outline on the board and invite volunteers to label all the parts they know. Then ask the children where the heart is and add it to the picture. Invite the class to say what function the heart has: It makes your blood move around your body.

Lead-inAsk some quiz questions about the heart to see what the children know: Where can we feel our pulse? What is the pulse? If your heart rate is low, are you fit or not? Does your heart beat faster or slower when you exercise? Why is exercise good for your heart?

i-book Open the lead-in activity. Introduce the key vocabulary of the lesson (words related to the heart). Ask the children to read all the words on screen aloud. Then ask if they know any of the words. Ask volunteers to explain the ones they know to the rest of the class. Then they say which ones are related to the heart.

1 1.38 Children read and circle true (T) or false (F).

Answers

1 F 2 F 3 T 4 T

Optional extra: Ask the children comprehension questions about the text.

2 Children follow the instructions and complete the chart.

Answers


Optional extra: From the chart find out who are the fittest in the class. Let them explain what exercise they do. Let children suggest fun ways of keeping fit and encourage them to exercise regularly.

i-book

Watch the video Girls and sport. Complete the

onscreen comprehension activity with the children. For further practice, open the worksheet before you watch the video and use the Richmond i-tools to complete it as you watch the video. Alternatively, print out copies for the children to do the worksheet individually.



Clocks with a second hand or chronometer

Skills objectives

ListeningFollow a text

ReadingRead and recognise if statements are true or false

Vocabularybeat, blood vessels, efficient, heart rate, neck, pulse, pump, relax, resting, wrist

FunctionsTalk about health

Language objectives

At home



Ask the children to write two things they know about their pulse.

Unit 3

Attention to diversity

Be aware of any children with physical conditions which prevent them from completing the second activity.

137

When the children learn about nature and animals, they observe, make hypotheses, make comparisons and are encouraged to be curious and ask questions about what they notice.

Checking answers helps children to be aware of what they know and what they need to improve.


Ask them if they think they know the answer or are just guessing.

Ask them if their guessing corresponded with the right answers.

Ask the children where they found the information for the class to answer.

Key competence

MST

LL

DC

45

1 Read the questions. Guess the answers with a classmate.

2 1.39 Listen and check your answers.

3 With a classmate, investigate and write some superlative

questions for your class to answer.

My guess Answer

1. Which continent has the most countries on it?

2. Which is the largest bird in the world?

3. Which is the heaviest animal in the world?

4. Which animal has the most poisonous skin?

5. The inland taipan snake has the most

venomous bite. Where does it live?

6. How old is the oldest living tree?

7. Can penguins swim faster than "sh?

8. A peregrine falcon has the fastest dive – how fast?

Lesson 10

4545

Lesson 10Wild records!Unit 1Unit 3

CultureCulture

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MST

LL

Children write questions using their own knowledge and appropriate secondary sources, such as books or Internet.

DC

138

Lesson 10

WarmerAsk the children some questions that they may know the answer to, for example: Which is the fastest land animal in the world? (Cheetah). Which is the highest mountain? (Mount Everest).

Lead-inAsk the children a question which they may not know the answer to and let them have a guess. For example, Which mammal has the longest tail? (Giraffe.) Let them offer suggestions and accept all their ideas before telling them the answer. Insist that it does not matter to have the correct answer, but that they have an educated guess.

1Children read the questions. They guess the answers with a classmate.

AnswersChild’s own writing

Optional extra: Do a survey in the class for the different answers. Insist that being right or wrong is not important. It is important that they think about the question and have a guess.

i-book Touch + to open the activity. Children listen to the questions and choose the correct animals. Once the activity is completed, ask them to write the names of the animals on the IWB using the Richmond i-tools.

Optional extra: For further oral practice, restart the activity and ask the children to describe the animals in as much detail as possible.

2 1.39 Children listen and check their answers.

Answers

1 Africa 2 Ostrich 3 Blue whale 4 Poison dart frog 5 Australia 6 5,000 years old 7 No 8 300 km/h

Optional extra: Ask children to give the answers as sentences: Africa is the continent with the most countries on it.

3 Children investigate and write some superlative questions with a classmate for the class to answer.

Answers


Optional extra: Divide the class up into groups, each with their own subject, for example animals, plants or countries, and tell them to find amazing superlative facts about their subject.

Fast finishersChildren research interesting facts about nature.

Wrap upHold a quiz with all the questions from the class. Put the children in small teams to participate.

i-book

Watch the video Nature’s record breakers. Complete

the onscreen comprehension activity with the children. For further practice, open the worksheet before you watch the video and use the Richmond i-tools to complete it as you watch the video. Alternatively, print out copies for the children to do the worksheet individually.



Skills objectives

SpeakingTalk using Superlatives

ListeningListen for answers to questions

Reading Understand questions

WritingAnswer questions


Check the children’s Superlative questions.

Unit 3

Attention to diversity

The children are encouraged to guess answers. Let them feel able to hazard guesses and let them understand that it does not matter whether they are correct or not, but that they make a guess.

At home



Language objectives

139

The review lesson provides a comprehensive review of all four language skills: listening, speaking, reading and writing, as well as vocabulary and grammar, and allows teachers to continuously assess the children’s progress.


Check whether some children are making more progress in one skill than in the others.

Key competence

LL

LL

LL

1 1.40 Listen and write.

2 Imagine you went on these rides. Discuss them with a friend.

Last summer, Olivia and her friends compared three roller coasters.

This is what they decided:

1. The super twist was of all.

2. The express train was of the three.

3. The coast 2 coaster was the super twist.

4. The super twist was ride.

5. The express train was the super twist.

6. The coast 2 coaster was .

7. The express train was the coast 2 coaster

8. The super twist was .

4646

Unit 3 Review

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140

ReviewUnit 3

WarmerDisplay the unit 3 Poster. Describe a person and ask the children to come out in pairs and find who you describe. This is the tallest person on the poster.

i-book Open the i-poster. Children come to the IWB in pairs, listen to the descriptions and find the person who is described. For further practice, add more descriptions and ask the children to use the Richmond i-tools to circle the right person.

Lead-inWrite three headings on the board in a row: adjective, comparative, superlative. Say an adjective and ask a volunteer to come and write the adjective in its three forms in the columns.

1 1.40 Children listen and write.

Answers

1 the fastest 2 the longest 3 scarier than 4 the tallest 5 older than 6 the most expensive 7 slower than 8 the best

Optional extra: Before listening, let the children guess what the adjectives might be for each sentence.

3 Children imagine they went on these rides. They discuss them with a friend.

Answers

Child’s own answers

Optional extra: Ask the children about their real experiences of funfair rides: which ride was the most exciting, scariest, etc.

i-book Open the Speaking activity. Children look at the picture and answer the questions: What are they doing?; Who is the youngest?; Who is the oldest?; What does the mother look like?; What does the father look like?; What is the baby eating?; What’s the weather like?; Who is the tallest?; Who is the happiest?; What is the older daughter eating?; Why are they laughing?; Where are they? Ask the children to answer using full sentences.




Poster Unit 3

Scrap paper

Skills objectives

SpeakingCompare different fairground rides

ListeningListen for Comparative and Superlative adjectives

Reading Recognise information from a biography

WritingComplete a chart and write a biography


FunctionsReview the language of the unit

Language objectives

141

By learning to review and check what they have learnt, children act as participant observers of their language learning. They become independent and become aware of their own capacities, strengths and weaknesses.


Check and correct their work.

Key competence

IE

IE

IE

IE

3 Read the article and write the information on the timeline.

4 Complete the chart about an incredible person. Draw a picture.

5 Write about your incredible person.

95 177 8

Kit is from California. He is only 17 years old, but he is already

a well-known pianist and composer. He started taking piano

lessons at "ve years old, and he composed his "rst symphony at

seven. He made his debut as a solo musician when he was only

eight. Kit is also very intelligent. He started going to college

when he was seven. At nine, after he "nished college, he

started a degree in Music and Science. Kit now studies piano

with a teacher in London. At the same time, he’s attending

university in Paris, where he studies Maths.

Name

Age

Nationality

Appearance &

personality

Special ability

Amazing feats

4747

An incredible person

Unit 3 Review

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142

Review

3 Children read the article and write the information on the timeline.

Answers

Age 5: Started taking piano lessons. Age 7: Composed his first symphony. Started going to college. Age 8: Made his debut as a solo musician. Age 9: Finished college. Started a degree in Music and Science.

Optional extra: Explain that incredible children like Kit Armstrong are called child prodigies. They are born with an unusual ability that most people don’t have. Many famous musicians in history were child prodigies, like Beethoven and Mozart. There can also be child prodigies with talents in visual arts, science and mathematics. If possible, research child prodigies in class.

4 Children complete the chart about an incredible person. They draw a picture.

Answers

Child’s own writing and drawing

Optional extra: With the class, brainstorm different abilities for incredible children. Encourage them to be as original as possible: a kid who knows how to travel to other planets, a kid who is a great chef, a kid who can programme video games.

5 Children write about their incredible person.

Answers


Optional extra: Each child presents their incredible person to a small group. Each group votes on the best one in their class, and that person then presents their person to the class.

At home

Activity Book 4 pages 46-47

Final evaluation

Teacher’s Resource Book 4: Test Unit 3

Unit 3

Wrap upImprove your memory. Write a sequence of words on the board: butterfly, eat, cloudy, car, money, fastest. Divide the class into five groups. Have one group try to memorise the words by writing them in order in their notebooks 10 times. Have another group draw pictures of the items in their notebooks. Get the third group to try to remember the words by saying them in order 20 times. Tell the fourth group to write sentences with the words. Have the last group try to memorise the words by looking at them without writing or saying anything. When they are finished, rub out the words on the board. Wait a few minutes. Then distribute scrap paper and tell the children to write the words in order on the paper. Check the answers with the class and find out which strategy was the most successful. Answers may vary according to children’s strengths. Encourage them to use a strategy or combination of strategies that works for them to remember new words.

i-book Use the Vocabulary Game Generator to review Comparatives and Superlatives. Ask the children to say the Comparatives and Superlatives of the adjectives included in your game as you complete each run of the game. Then they choose one of the adjective forms and use it in a sentence. See page 22 for games instructions and ideas.

143

unit vocabulary grammar 0 regular and irregular verbs and · unit vocabulary grammar 0 welcome!...

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