unit vocabulary grammar - richmondelt.es vocabulary grammar 0 welcome! countries ... present...

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Unit Vocabulary Grammar

0Welcome!

CountriesAdjectivesLarge numbersThe weather

Chores at homeExperiencesQuestion wordsProcesses

Future plans with going toPresent perfect with already, yet, for and sinceComparatives and superlativesPresent and past passiveZero conditional First conditionalReview of tenses: present simple, present continuous, past simple

1High adventure

Adventure: athlete, bungee jumping, helihiking, hot-air balloon, blackwater rafting, marathon, parachute, safari, thermal park, whitewater rafting, zorbingPhrasal verbs: away, work out

Past simple and past continuousPresent perfect and past simple

2Now and then

Now and then: ballroom, city, clock, compass, computer, electricity, farm, knight, mobile phone, money, plane, storyteller, TV

used toI wish...Functional language: What do you think? Are you sure? How do you know? If... then, because..., so...

Language fun! Units 0-2

3Staying well

Health: minerals, protein, sugar, vitaminsFruits and vegetables: apple, beetroot, broccoli, carrot, cucumber, grape, grapefruit, kiwi, mango, orange, papaya, pear, pineapple, spinach, strawberryFood: butter, cereal, cheese, chicken, ice cream, lentils, milk, noodles, rice, soft drinks, turkey, yoghurt

First conditionalSecond conditionalI wish...Giving advice: If I were you, I ...

4Show business

Drama and cinema: act, actor, actress, costume, scene,

soundtrack, special effects, star, stunt, title

Collocations: good at, interested in, scared of, bad at Reported speech: present simple to past simpleReported speech: present continuous to past continuous

-body, -thing, -where

5Amazing stories

Verbs: pick up, play, run, scratch, shake, sing, stand, stay, take, talk, touchTelling stories: news, newspaper, novel, novelist, plot, publish, report, reporter, screenplay, writer

Reported commandsReported questions and requestsQuestion words: how, what, when, where, which, who, why


6Crime

investigation

Crime investigation: binoculars, burglar, clue, crime scene,

logic, magnifying glass, observation, record, report, Sherlock Holmes, sketch, solve, suspect, thief, torchPhrasal verbs: get back, give up, grow up, keep on, look for, set out, set up, take up

Determiners: both, neither of, all, none ofModal verbs: must, might, can’t

where, who, that

7Our planet at risk

Ecology: ban, destroy, environment, global warming, The Great

pollution, recycling, reuse, rubbish binNatural disasters:

Present passive Past passive

not enough, too many, too much

8A better future

Human rights: apartheid, dark-haired, education, fair hair, freedom, Gandhi, identity, inequality, majority, Martin Luther King Jr., minority, Nelson Mandela, prison, privilege, race, South Africa, underdeveloped, water fountain

Second conditionalPast obligation and prohibition: had to, were / weren’t allowed toPast passivePredictions: will, won’t, might


Achieve more! Units 1-8

Listening Speaking Reading Writing

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Functions Phonics for pronunciation

Achieve!

Culture

Talking about experiences:

did you do it?Making plans: I’m going to ride my bike on Saturday.Making predictions: If it rains, I will stay at home.Making comparisons: Jamaica is not as cold as Canada.Describing passive events and processes in the present and the past: The manuscript is written by the author. Light bulbs were invented by Thomas Edison.

Talking about experiences: Have you ever eaten insects? When did you eat them? I have already slept in a tent.Describing a trip: I was walking along the road when a snake bit me.

Past participles: -t / -d / -id

CLIL: UNESCO World Heritage sites

New Zealand

Describing past habits: I used to go to school by car, but now I go by bus. People used to tell stories at night.Talking about wishes: I wish I could sing.

Homophones CLIL: Multiple intelligences

Text speak

If you eat food with calcium, it will help strengthen your bones.Talking about possibilities: If I found some money in the street, I would give it to the police.Asking for and giving advice: I wish I got good marks in Maths. What can I do? If I were you, I’d study more.

-augh / -ough CLIL: Vitamins: Your body needs them!

Proverbs and sayings

Talking about one’s abilities, interests and fears: I’m good at English. I’m interested in science. I’m scared of snakes. I’d like to be a doctor.Writing the end of a play and reporting speech: He said he wasn’t holding a

oo CLIL: William Shakespeare, man of words

Romeo and Juliet

Reporting commands: Reporting questions and requests: The teacher asked me to open the door.Writing an interview report: I asked if she was rich. She said she wasn’t. She asked where he was going to work.Writing a short newspaper article (headline, lead paragraph, main events, conclusion)

Minimal pairs CLIL: Newspapers past and present

Jokes and riddles

Determining quantity: Both of the boys are wearing sunglasses. None of them is wearing shoes.Deducting and speculating: He might be on holiday. They can’t be at the zoo because those are farm animals. They must be in the countryside.

A burglar is a person who breaks into houses and steals things.

str- / scr- CLIL:

Conan Doyle

Describing passive events in the present and the past: Plastic is made from petroleum. New Orleans was hit by Hurricane Katrina.Describing one’s neighbourhood: There aren’t enough trees. There is too much rubbish on the pavements.Reasoning: introduction, pros, cons, conclusion

-tion / -sion CLIL: Global warming

Rubbish: a problem we can solve

Talking about possibilities (second conditional): If nobody wanted to be my friend, I’d feel depressed.Writing a postcard: Black people weren’t allowed to get married to white people.Role-playing an interview: When were you born?Making predictions: I will get married. I might be famous. I won’t have any children.Writing a biography: He was awarded the Nobel Peace Prize in 1964.

f / ff / ph / v CLIL: The rights of the child

Alfred Nobel

Interactive practice Grammar presentation

Audiovisual material

By teaching your children healthy eating habits you can help them to maintain healthy weight and normal growth. Also, the eating habits your children pick up when they are young will help them maintain a healthy lifestyle when they are adults.

Listening is an active process. Hearing just means listening to catch what the speaker is saying. Then they have to understand what was said and finally to judge or make sense.

Continuous assessment

Ask them if they drink fruit juice and eat fruit and vegetables every day.

Check if they order the sentences properly.

Key competence

MST

MST

LC

LC

LC

DC

Staying well3Unit

Lesson 1

practiceMorepracticeMore

36

2 1.25 Listen and order.

3 Write C (Connor), L (Lola) or J (Jane).

Jane’s Juice Bar

Vital vitamins in a juice

Choose any two:

small £1.50medium £2.50

Smoothies with milk

Choose any two:

small £2

T / F

T / F

T / F

T / F

I’m not sure.

No, thanks.

I don’t know...

1 J

1 1.24 Listen and circle true (T) (F).

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Skills objectives

ListeningListen for specific pieces of information

Follow a conversation

ReadingRecognise fruit and vegetables

Order sentences in a conversation

Lesson 1Unit 3

MaterialsTeacher’s i-book

Student’s Book 6 CD 1

Flashcards Unit 3

WarmerDisplay the fruit and vegetable Flashcards. Ask: Do you know the names of the fruit and vegetables? Which are your favourites? Which do you eat regularly? Write a table with two headings: fruit, vegetables. Ask the children to classify the fruit and vegetables from the flashcards and to brainstorm more examples. Elicit or explain why fruit and vegetables are good for you.

i-book Use the i-flashcards to introduce the new vocabulary (fruits and vegetables). Ask them to classify them as you show them. Then open the i-poster. Ask the question What can you see? Let the children describe the scene. The idea is to go beyond this superficial question towards what they can REALLY see in the poster (ie. Happy, fit and healthy people leading a healthy lifestyle vs unhappy, unfit, unhealthy people). Ask the children to drag the circles to classify healthy and unhealthy food. Then, restart the activity and ask them to focus not on the food, but on the people eating that food and to drag the red circles to people who look unhealthy, sad or unfit and the green circles to those who look healthy, happy and fit. This will lead onto a class discussion where the children reflect on eating habits and their consequences.

Lead-inAsk the children if they like milk shakes and smoothies. Discuss their favourites. Ask: Where do you have them?

Are there juice bars near you? Do you have fresh juice at home every day, or do you have it more in cafés or at outdoor stands?

1 1.24 Children listen and circle true (T) or false (F).

Answers1 T 2 T 3 F 4 F

Optional extra: The children suggest smoothies or juices combining the fruits and vegetables that they would like to try or have had.

2 1.25 Children listen and order.

Answers2 Could I have a carrot and orange juice? 3 Sure. Small, medium or large? 4 Medium, please. 5 Great. And what about you? 6 I don’t know... 7 Why don’t you have a smoothie? 8 I’m not sure. 9 How about trying papaya? It’s very good for you, and it’s delicious. 10 OK. I’d like a papaya and mango smoothie, please. A large one! 11 Wow! An excellent choice. Anything else? 12 No, thanks.

Optional extra: Get the children to act out the dialogue in groups of three. Volunteer groups perform their dialogue for the class.

3 Children write C (Connor), L (Lola) or J (Jane).

Answers2 L 3 J 4 L 5 J 6 C 7 J 8 C 9 J 10 C 11 J 12 L

Optional extra: Look at the dialogue and get the children to underline the different ways of giving suggestions or advice: Why don’t you have...? How about trying...?

Wrap up

Divide the class into groups of four. Each group prepares and performs a short TV commercial for Jane’s Juice Bar. Encourage children to use expressions for ordering, making suggestions, and accepting and refusing advice. Go around helping with vocabulary. Invite several groups to perform their commercials in front of the class.

i-book Use the Vocabulary Game Generator to review the key vocabulary covered in the lesson. See page 22 for games

instructions and ideas.

Children find ten fruits and vegetables in the word search. Use the timer in the Richmond i-tools to make it more challenging for the children.

GrammarThe language for ordering in a café

Vocabularyapple, beetroot, carrot, cucumber, grapefruit, kiwi, mango, orange, papaya, pear, pineapple, spinach, strawberry

FunctionsLearn about ordering in a café

Recognise healthy options

Language objectives

Initial evaluationAsk the children questions about the dialogue.

At home

Activity Book 6 page 36

111

Children work scientifically by identifying, classifying and grouping the food into different categories.

Explain to the children that eating healthy foods at an early age promote better eating habits for the rest of your life.

Doing the quiz involves asking questions and thinking.


Assess the activity by asking the food of each group.

Ask them about their food habits and what they normally eat at home.

Ask children to explain their answers.

Key competence

MST

MST

LL

LL

SCC

SCC

DC

Carbohydrates Vitamins & Minerals

Calcium Protein Fats & Sugar

Lesson 2Unit 3

1

2

3 Do the quiz with a classmate.

If you exercise, it will help

If you don’t eat

you will feel tired.

Grammar


37

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children to try to guess the word right before the full image appears.

1Children classify the foods and add more examples.

Answers

Carbohydrates: noodles, rice. Vitamins & Minerals: broccoli, cereal, grapes, lentils, spinach, strawberries. Calcium: cheese, milk, yoghur. Protein: chicken, turkey. Fats & Sugar: butter, ice cream, soft drinks.

2 Children list and classify what they ate in the last three days.

Answers

Child’s own writing

Optional extra: Let the children compare their lists with their classmates.

Visual grammar presentation

3 Children do the quiz with a classmate.

Answers

Child’s own writing

Optional extra: Ask a volunteer to read the examples in the Grammar box. Write the examples on the board and underline the verbs in each part of the sentence. Ask: Are these situations probable or improbable? (Probable.) What verb tense comes after If? (Present simple.) What verb tense comes in the main clause? (Future with will.)

Wrap upDivide the class into five groups. Assign each group a nutritional category and distribute the card and magazines. Explain that each group needs to make a poster for their category.

i-book Use the Vocabulary Game Generator to review the key vocabulary covered in the lesson. See page 22 for games instructions and ideas.

Children play a fun game choosing the correct words for each of the following categories: Carbohydrates, Calcium, Protein, Fats & sugar.

Lesson 2Unit 3

WarmerDisplay the Flashcards (or open the i-flashcards on the Teacher’s i-book). Put the word cards on the board and hand out the flashcards. Invite the children to come out and stick their card next to the corresponding word.

Lead-inDisplay the Poster (or open the i-poster on the Teacher’s i-book). Help the children to identify all the foods. Point to the different people and compare what they are eating. Discuss which food is the healthiest and ask why.

i-book Open the lead-in activity. Play What’s this? Set the timer in the Richmond i-tools to make it more challenging for the children. Encourage the children to guess what they can see on the screen. Use the clue button to zoom out from the picture and ask the


Flashcards Unit 3

Poster Unit 3

5 pieces of card

Magazines with pictures of food

GrammarThe First conditional

VocabularyFood: broccoli, butter, cereal, cheese, chicken, grapes, ice cream, lentils, milk, noodles, rice, soft drinks, spinach, strawberries, turkey, yoghurt

Health: calcium, carbohydrates, fats, fibre, healthy, illness, junk food, minerals, protein, sugar, vitamins

FunctionsRecognise aspects of a healthy lifestyle

Language objectives

Skills objectives

SpeakingAsk and answer questions about a healthy lifestyle

ReadingClassify words into food groups

WritingWrite a food diary

Attention to diversity

Some children may have difficulty classifying the foods. Let them work in pairs or small groups to help each other.

Continuous assessmentShow the children a flashcard and ask them to tell you if it is healthy or unhealthy.

At home


113

Once children are familiar with a grammatical structure they should be encouraged to apply and practise this concept in reading or writing activities, for example.

Once children are familiar with a grammatical structure they should be encouraged to apply and practise this concept.


Make sure they understand and use the grammar points by asking them to read out their matching options.

Asses the activity by asking their options and checking personal criteria.

Key competence

LC

LC

LC

LC

IE

IE

DC

38

If I took would

What would you do if you found

Grammar

1 2


Lesson 3Unit 3

1 1.26 Listen and answer the questions with a classmate.

2 1.27 Listen and match.

3 Look at the situations and say what you would do.

4

classmateateateate...........

What would you do

could see the teacher’s

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Lesson 3

WarmerBring in a photo of an unhappy, overweight teenage boy. Introduce the teenager, give him a name that no one in class has. Say: This is (Pedro). He isn’t healthy. He isn’t fit. He doesn’t get to school on time. He doesn’t do his homework. He gets bad grades. He’s lonely. He’s bored. He feels tired. Elicit advice for Pedro. As the children give ideas, write them on the board. Build up the advice using the Second conditional: If he exercised, he would get fit. Continue eliciting advice and writing Second conditional sentences for the rest of Pedro’s problems.

Lead-inUnderline the verbs in the Second conditional sentences on the board. Elicit or explain that the Past simple verb is not a true past, but is used to indicate that the condition is not likely to happen.

1 1.26 Children listen and answer the questions with a classmate. Answers1 He feels tired all the time./He wishes he didn’t feel tired all the time./He wishes he had more energy. 2 He doesn’t get enough exercise. 3 He plays a lot of computer games. /He likes watching TV.

Optional extra: The children make a list of their free time activities and make suggestions about how they could improve their time.

2 1.27 Children listen and match.Answers1 I wouldn’t spend so much time on the computer. 2 you’d feel a lot better. 3 you wouldn’t feel so tired. 4 I suppose I’d play football. 5 you’d feel more awake in the morning.

Optional extra: Ask the children to copy the first halves of the sentences and then finish them with different endings from the book.


i-book Touch + to open the extra Grammar activity. The children read the questions and match them with the correct answers.

Optional extra: Once the activity is completed, use the shade in the Richmond i-tools to cover the answers. Children take turns to read the questions aloud and provide their own answers.

3 Children look at the situations and say what they would do.Optional extra: Put the children into small groups to suggest what they would do in each situation. The children select and write the best answer for each scenario. The groups report their ideas to the rest of the class.

4 Children choose three situations and write in their notebook what they would do in each one.AnswersChild’s own writing

Optional extra: In pairs, get the children to make chain sentences using the ideas in their book. For example, If I ate five doughnuts I would feel sick. If I felt sick I wouldn’t come to school.

Wrap upAsk the children to imagine that they have tomorrow free to do whatever they want. If I had a free day tomorrow, first I would...

Children play a fun game dragging the words to form correct sentences which will help them consolidate the learning points for the Second conditional.



Teacher’s Resource Book 6

Skills objectives

Speaking Say what one would do in certain circumstances

ListeningListen for answers to questions

Listen and match sentence halves

WritingWrite sentences using the Second conditional

GrammarThe Second conditional

FunctionsSpeculate about possible situations

Language objectives

Unit 3

Attention to diversityThe Second conditional can take some time to learn. Keep examples of questions, affirmative and negative answers on the board for the children to refer to.

Continuous assessmentTeacher’s Resource Book 6: Vocabulary worksheet Unit 3

At home


115

Children improve linguistic skills and allow them to practise and interiorize grammar rules and vocabulary to achieve the units objectives.

We all have fears from time to time. Fear can even be good for you and help you stay healthy.

Children learn how to be cooperative (pair work or teamwork) and be empathetic with others.


Ask them to read the sentences aloud and check if they use the right particle to complete the conditional sentences.

Ask them questions about their fears.

Check how they communicate and express about giving advice.

Key competence

LC

LC

LL

LL

LL

SCC

SCC

DC

39practiceMorepracticeMore

Lesson 4Unit 3

1

2

4

3

2. I can’t dance.

I wish I weren’t nervous

If I were you, I’d take

extra classes.

Grammar

1.

how what where who

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Lesson 4

WarmerReview the Second conditional from last lesson. Ask the children: What would you do if you found some money? Encourage them to give a long answer: If I found some money, I would...

Lead-inWrite some Second conditional sentences on the board and review with the children the grammar used in creating them.

1Children read and complete the questionnaire.

Answers1 How 2 who 3 what 4 where 5 how 6 where 7 where

Optional extra: Children write more questions and then share them with the class.

2 Children answer the questions. They then compare with a classmate.

AnswersChild’s own writing

Optional extra: Put the children into pairs to select one question and answer. Get them to rehearse it, focusing on pronunciation and intonation. Let volunteers demonstrate their question and answer to the class.

3 Children number the pictures and write the wishes.

Answers(Top row, left to right) 5 I wish I didn’t always lose my things. 6 I wish I had (some) friends. (Bottom row, left to right) 1 I wish I got good marks in Maths. 4 I wish I were tall. 2 I wish I could dance.

Optional extra: Write on the board: I wish I... and If I were you. Ask all the children to stand up. Read out one of the sentences, I can’t dance. Point to a child and ask them to say it using I wish: I wish I could dance. If they say it correctly, they stay standing, if not they sit down. Ask the next child to give some advice for it using If I were you: If I were you I’d take lessons. Again, for a wrong sentence they sit down. Continue until the last five people are standing.


i-book Touch + to open the extra Grammar activity. Children play a fun game dragging the words to form correct sentences which will help them consolidate the learning points for giving advice.

4 Children with a classmate, role-play the problems and give advice.

Optional extra: Volunteers come to the front to act out one of the scenes.

Wrap upIn pairs, children use their own ideas to invent and write problems and advice using I wish and If I were you. Pairs then perform their exchanges.

Children take a quiz choosing the correct words to complete the sentences. Optional extra: Use the spotlight in the Richmond i-tools to cover the answers and encourage the children to complete the sentences. They write their answers beside each sentence. Reveal the answers one by one to validate.



Skills objectives

SeakingAnswer questions using the Second conditional

Express wishes and give advice using

the Subjunctive

ReadingChoose a question word according to context

WritingAnswer questions using the Second conditional

GrammarSecond conditional

Subjunctive

FunctionsDescribe wishes

Give advice

Language objectives

Unit 3


For giving advice, let the children learn the phrase, If I were you, I’d… as a block.

Continuous assessmentTeacher’s Resource Book 6: Grammar worksheet Unit 3, Listening worksheet Unit 3

At home


117

Children learn how other people and organizations help them when necessary, for example the Kids Company in London.

Children practise active reading when they practise reading comprehension strategies like determining importance and synthesizing ideas choosing the best heading. They have to look for clues to identify the general meaning.


Discuss about other children situations and make them compare their lives.

Ask children where they found the information to choose that option.

Key competence

LC

LC

SCC

1

2

Lesson 5

Camila started Kids Company in 1996. At

!rst, Camila and other volunteers worked

in six converted railway arches. Now the

organisation has a sports centre, a canteen,

an art studio, a library, a beauty room and

a youth club. Young people can drop in

for a hot meal, have therapy, go to dance

classes or just talk! The centre encourages

activities that promote tolerance, teamwork

and youth leadership. Kids can do anything,

from playing basketball to learning circus

skills!

Camila is like a mum to the young people in Kids

Company. She says, ‘If you really think about it, if you

don’t have a parent there is no food in the house, no one

washes your clothes, organises socialising for you, takes

you to the doctor, the dentist or the optician. You live in

chaos.’ Kids Company gives a structure to children’s lives,

and also offers the love and care we all need.

Kie and Peter are two of Camila’s many happy stories. Kie is now 21, but she was only 10 when she started going to Kids Company. She had problems at home, especially with her father. She says, ‘The children I met, and the people and parents I had to guide me, have had a great in#uence on me. I understand the world better and myself, too. This has helped me to think about what to do with my life.’ Kie is now studying !lm and TV production, and in the future wants to make documentaries. Peter was homeless and in trouble with the police when he !rst arrived. His life at home was terrible. But now he is a happy 20-year-old, planning to go to university!

Many young people don’t have easy lives. They don’t have

parents who can support them. Some of them are homeless and

live on the streets. Others get into trouble with the police. But in

London, there is a special place where young people can go for

help, care and love. Kids Company is a charitable organisation

that provides practical, emotional and educational support to

13,000 children and teenagers each year. Every Christmas Day,

they offer a special lunch to 2,000 children with nowhere else

to go. All of this is possible thanks to an exceptional Iranian

woman named Camila Batmanghelidjh.

1 1.28 Read and listen to the story.

2

Unit 3

40

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SCC

118

Lesson 5

WarmerAsk the children to imagine living on the street, not going to school, having no money, no home, or having a dirty, empty home with nobody to care for them regularly. Say: Imagine living without these things: meals (breakfast, lunch and dinner); something in the fridge when you’re hungry; money for treats; clean clothes; a nice bed to sleep in; someone to ask you about school; someone who takes you to school; someone who takes care of you when you’re sick, tired or upset; someone who cares about your education. Elicit reactions: It would be scary, sad and difficult. I wouldn’t want to go home. I probably wouldn’t get very good grades.

Lead-inDiscuss the fact that in every country in the world, there are young people who don’t have a good home life. Ask: What are some ways to help young people with problems?

1 1.28 Children read and listen to the story.

Optional extra: Ask comprehension questions: Paragraph 1: Where can young people go in London? Why do they go there? How many children get help? What happens at Christmas?

Paragraph 2: When did Kids Company start? Where did it start? What’s it like now? What can you do there?

Paragraph 3: How old was Kie when she started going to Kids Company? How did it help her? What is she planning to do with her life? What about Peter?Paragraph 4: What does Camila try to give the young people?

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: support - homeless - charitable - drop in. Use the Hot spots to highlight this potentially difficult vocabulary before the reading activities.

2 Children choose the best heading for each paragraph.

Answers1 a 2 b 3 b 4 b

Optional extra: Play the audio again and get the children to follow along as they listen. Then play the track again and ask them to read out loud with the track. Finally, encourage the children to ask questions about words and concepts they do not understand.

Wrap upAsk the class: What do you think of Kids Company? How does it help young people? What would you ask Camila if you met her?



Skills objectives

ListeningFollow and understand a factual account

Reading Follow and understand a factual account

Be able to choose headings which summarise a paragraph

Vocabularycharitable organisation, converted railway arches, ethnic, homeless, privileged support, teenagers therapy, volunteers

FunctionsAppreciate facts in true life stories

Language objectives


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

Unit 3


There will be some unfamiliar vocabulary in the article. Encourage the children to guess the meaning from context. If there are still unkown words they should ask or look them up.

At home


119

Reading about Camila’s behaviour children can reflect about what is important in life and about these people who works altruistically to help others because they feel empathy about their sufferings.

Explain to the children that a good way to improve reading comprehension skills and embed something in your memory is to look for specific information and write it down like completing the sentences in the activity.


Allow children express what they think about helping others.

Check reading comprehension by asking them to read the completed sentences.

Key competence

LL

LL

SCC

SCC

DC

.

.

.

.

.

.


Lesson 6

canteen. She rarely watches TV or goes to the cinema.

Unlike the children, who go away on adventure

holidays in the summer, she hasn’t taken a holiday

in years. She is too busy helping children!

Kids Company is Camila’s life. The real satisfaction

for her is when she sees so many of the young people

from Kids Company go on to university or to work,

and make happy lives at home.

Meet Camila!

Who is Camila Batmanghelidjh? And why did she

start Kids Company? Let’s !nd out.

If you ever meet Camila Batmanghelidjh, the !rst

thing you will notice is her appearance. Camila

always wears a brightly coloured turban and exotic

ethnic clothes. She calls these her entertainment.

On Mother’s Day, children at Kids Company give her

presents of pieces of cloth, and Camila sews them

together to make her clothes. Not only does she look

amazing, but she has had an exceptional life, too.

‘You couldn’t have a more privileged life than

mine,’ laughs Camila. In fact, she spent the !rst ten

years of her life in Tehran, Iran. She was the child

of a rich Iranian family. Her grandfather was a

multimillionaire and her father owned a sports centre

with an ice rink and swimming pool.

Although she came from a rich family, Camila

wanted to work with poor children. She was only 9

when she told her parents that she wanted to run

an orphanage. When she was 11, she was sent to a

private school for girls in the UK. Many of the girls

missed their families and were very unhappy. Camila

organised a self-help group so they could give each

other support. When she was 14, she decided what

she wanted to do in the future – to open a centre to

give love, kindness and care to children who didn’t

have those things. With Kids Company, that’s exactly

what she did!

However, not everything has been easy for Camila.

As a child she suffered learning dif!culties because

she had dyslexia. ‘Reading was hard, instructions,

too,’ she says. ‘Even now I can’t use a keyboard at

all.’ She doesn’t use a computer, she doesn’t drive,

and she never cooks – she eats the food served in the

1 1.29 Read and listen to the story.

2

Unit 3

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Vocabularycharitable organisation, converted railway arches, ethnic, homeless, privileged support, teenagers therapy, volunteers

FunctionsAppreciate facts in true life stories

Language objectives

Lesson 6

WarmerAsk the children to look at the photo of Camila and describe her. Ask them to make predictions about Camila and her life: Can you describe her personality? What are her skills and interests? What does she do every day? Where does she go on holiday? What’s her background?

Lead-inWrite the following headings on the board: Physical description, Family background, Childhood years, From 11 years old, Her ambition as a young girl, Her problems, Her lifestyle, What satisfies her about her life. Ask the children to copy the headings and then to read the article and make notes about Camila under each one. Find out how many of their predictions from the Warmer activity were correct.

1 1.29 Children read and listen to the story.

Optional extra: Write the following sentence starters on the board for the children to find in the text:She spent ___ years of her life in_____She was the child of_______Her grandfather was _______

Her father____________________She came from _____________________She was only when she _____________________When she was_________ , she went__________When she was _____________, she decided___________Ask: What verb tenses do we normally use to talk about someone’s life? (Past tenses.)

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: support - homeless - charitable - drop in. Use the Hot spots to highlight this potentially difficult vocabulary before the reading activities.

2 Children complete the sentences.

Answers

1 she always wears a brightly coloured turban and exotic ethnic clothes./ she sews pieces of cloth together to make her clothes. 2 she was the child of a rich Iranian family. 3 Camilla organised a self-help group so they could give each other support. 4 she could give love, kindness and care to children who didn’t have those things. 5 she has dyslexia. 6 she is too busy helping children.

Optional extra: Bring in photos and biographical information about famous living people who have done something for other people or for a charity. The children choose one of the famous people and write a simple biography. To conclude children should say why they admire the person. Children use photos to illustrate the biography. Display the biographies in the classroom for children to read.

i-book Touch + to open the activity. Tell the children they have to imagine they worked at “Kids Company” and to read the problems presented on the screen. Previously cover the pieces of advice and solutions to the problems using the Richmond i-tools so you focus the children’s attention on the problems. Remove the shade. Give some time for the children to work in pairs to decide on the sentences that best match each problem. When time is up, invite a volunteer out to match the problems with the sentences following his/her classmates’ instructions.

Wrap upGet the children to write five questions about the text. They ask and answer their questions in pairs.

Children play a fun game choosing the correct verbs in the past to complete the sentences about the story.




Photos and biographical information about famous living people

Unit 3


There will be some unfamiliar vocabulary in the article. Encourage the children to guess the meaning from context. If there are still unkown words they should ask or look them up.

Skills objectives

ListeningFollow and understand a factual account

ReadingFollow and understand a factual account

Show comprehension by completing sentences

At home


Continuous assessmentTeacher’s Resource Book 6: Reading worksheet Unit 3

121

Brainstorming is a creative technique to find a conclusion for a specific problem by gathering a list of ideas spontaneously. Make sure that they realise that when brainstorming all the ideas however strange can be discussed for their validity. This activity helps children to develop strategic thinking to improve their learning.

Continuo us assessment

Monitor the activity and check if they participate in the brainstorming.

Key competence

LL

LL

LL

LL

DC

Michael


42

Lesson 7

1

2 Read and answer the questions.

3

Dear Holly,

Holly

Do exercise to relax.

Don’t worry – you can

only do your best.

Plan your work and only

study for short times.

Advice

Take regular breaks.

Unit 3

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Lesson 7

WarmerReview the different ways to give advice with the class. Elicit the patterns and write them on the board: You should/shouldn’t..., Why don’t you...?, If I were you, You must..., You mustn’t...

Lead-inElicit advice from the class by describing “problems” and asking for help: I want to buy a new car, but I don’t have enough money. I need to get some exercise. My back yard is very messy. I would like to eat a healthy diet.

1Children read, brainstorm advice and complete the chart.

AnswersDon’t think about failing. Imagine you are going to be a success. If you study in the evening, you shouldn’t go to be straight away. Listen to some relaxing music or read a book.

Optional extra: Ask the children to expand the imperatives in the chart using the ways of giving advice that they have learnt. Go around monitoring for the correct use of verb forms and expressions.

2 Children read and answer the questions.

Optional extra: Display the Poster (or open the i-poster on the Teacher’s i-book). In pairs the children choose one of the unhealthy people wearing red and purple. They write a short dialogue between the person expressing their problem and a friend giving advice. Pairs perform their sketch, the others guess who it is.

3 Children read and write a reply.


Optional extra: In groups the children brainstorm advice in the form of a mind map. Monitor discussions, helping with vocabulary. Invite several groups to share their advice for Michael. Individually, children then write a letter to Michael, offering advice.

Wrap upDistribute the white paper. Then explain to children that they are going to invent a “problem” and write a letter to Dr. Stress Buster. Encourage the children to write under an assumed name and to be imaginative, for example, they may choose to be a famous character from a book or film, such as Harry Potter, Cinderella or Jack Sparrow. Take up the letters and redistribute them around the class. The children form pairs to read the letters and brainstorm advice. Then, individually, children write a reply. Display the letters and the replies in the classroom. Have the class read the letters and share their favourites.

Children play a fun game matching each problem with its advice. This activity can be set up between two or more teams.

Optional extra: Cover the problems using the shade in Richmond i-tools and ask the children to predict the problems for the advice given. Alternatively, cover the pieces of advice and ask the children to give their own advice.



Poster Unit 3


In activity 3, some of the children may not have any ideas for giving advice so brainstorm suggestions to help them.

Skills objectives

Reading Read an agony aunt style letter and answer

WritingComplete a chart

Write a reply to a problem

Vocabularydisappointing, stress buster

FunctionsGive advice

Language objectives

Unit 3

At home


Continuous assessment Teacher’s Resource Book 6: Writing worksheet Unit 3Optional extra: Use the children’s reply from activity 3 to assess their written language.

123

Oral interactions are good for improving speaking skills because they force children to maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments or questions.

LC Listening stories helps children develop accurate pronunciation and intonation in English in a natural way.


Ask them to write the missing words on a separate piece of paper and put them into groups.

Monitor the activity and check participation.

Key competence

LC

LC

SCC

SCC

DC

phonicsMorephonicsMore

43

Lesson 8honicsP1 1.30

2 1.31

3

Mickey and Millie’s !shing trip

‘We

! You’ll see!’

Millie how

.

Millie augh

When Millie caugh

.

augh ough

He was cough ough

aught that day was a cold!

Unit 3

124

Lesson 8

WarmerWrite the words cough, bought, laugh and enough on the board. Underline the letters ough or augh in each word. Practise pronouncing the words and let the children notice that each time the ough/augh is pronounced differently (off, or, aff, uff).

Lead-inThe children try to think of other words with these spellings and decide what the pronunciation is.

1 1.30 Children listen and number the pictures.

Answers3, 1, 2

Optional extra: Get the children to spell the ough/augh words out loud: cough, caught, thought.

2 1.31 Children complete the story. Then they listen again and check.

Answersought, bought, tough, taught, rough, caught, thought, enough, cough, laughed

Optional extra: Put the children into small groups to act out and have various people work as narrators.

3 Children look at the pictures and retell the story with a classmate.

Optional extra: In small groups the children invent another short story or dialogue, trying to incorporate as many ough/augh words as possible. They present it to the class.

Fast finishersChildren think of other words with the ough or augh.

Wrap upDivide the class into two teams. One member from each team goes to the board. Choose an ough/augh word and spell it out loud. Players are not allowed to write until you have finished spelling. The first player to finish writing wins the opportunity to pronounce the word and earn a point for their team. Repeat the procedure with new players and words.

Children listen and drag the correct spelling to complete the words (-ough/-augh).





Make sure the children try to copy the pronunciation of the words from the audio. They do not pronounce these words as they look.

PronunciationPhonics: ough and augh spellings with alternative pronunciations

Language objectives

Unit 3

Skills objectives

Speaking Retell a story

Listening Follow a story

Use the audio to check answers

Reading Read words with the same spellings but different pronunciation


Teacher’s Resource Book 6: Speaking worksheet Unit 3Optional extra: Dictate several words for the children to write: bought, caught, taught, laugh, enough, fought, cough.

At home


125

While children learn English they also learn about other topics like the importance of eating properly to be healthy. They learn that the body needs different nutrients, such as vitamins (chemicals the body needs in small amounts to function properly) and how and where we can get them.


Check reading comprehension by listening to the answer to the questions.

Key competence

MST

MST

44

Vitamins: Your body needs them!

Lesson 9

Achieve!1

Read the text and answer the questions.

2

James Lind demonstrated that the sailors were

vitamins to stay healthy, and

normal varied diet. So all we

have to do is eat healthy

some sunshine!

2

Vitamin A

Vitamin C

Vitamin D

Where does it come from? Why do we need it? What if we don’t get it?

ICL LICL L

Unit 3

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MST

126

Lesson 9

WarmerDiscuss vitamins with the class. Ask the following questions: What do vitamins do for your health? Your eyesight? Your bones? Your skin and muscles? Can you see vitamins? What happened before we knew about vitamins? Why do we need them? Do you know the names of any vitamins? How do we get vitamins? Do we need to take vitamin pills? Is it dangerous to have too many vitamins?

i-book Use the Vocabulary Game Generator to review the key vocabulary covered in previous lessons. See page 22 for games instructions and ideas.

Lead-inDivide the class into groups of three or four and distribute one food package to each group. On the board, write Vitamin A, Vitamin B, Vitamin C and Vitamin D as headings. Tell the children to work out which of the foods has the most vitamin A by looking at the nutritional labels. Award points to the group with the winning food and write the name under the heading. Continue with vitamins B, C and D. Elicit other foods with a high content of each vitamin.

i-book Open the lead-in activity. The children look at the pictures and say what they can see. Open the sample questions and discuss. Encourage children to search the Internet to find out the vitamins each of the pictures on the screen contain (carrot, orange, salmon...)

Optional extra: Ask the children to identify other products where they can find each vitamin. Notice that foods can include more than one vitamin. They can also identify the main benefits of these vitamins.

1 Children read the text and answer the questions.

Answers1 Because they did not eat enough citrus fruits. They got a disease called scurvy. 2 They help convert food into energy. 3 They are provided by a normal varied diet.

Optional extra: Ask the children more comprehension questions about the text. What were the symptoms of scurvy? What vitamin did the sailors lack? Where could they find this vitamin? How does vitamin C help our bodies? What’s special about coloured fruit?

2 Children read again and complete the fact !le.

AnswersVitamin A: orange fruits and vegetables and green vegetables (carrots, papaya, spinach), keep your eyes strong. Vitamin C: Citrus fruits (lemons, oranges), tomatoes, broccoli, keeps your gums and muscles in good condition, helps your body resist infection. Vitamin D: milk, eggs and fish, sunlight, keeps your bones and teeth strong.

Optional extra: Ask the children to underline words related to health. Then call out simple definitions to have the class guess the word: This is a disease you have when you don’t get enough vitamin C. (Scurvy.) Encourage more confident children to define health words for the class to identify.

Wrap upDivide the class into groups of five. Each group must design a crossword puzzle, writing ten clues about vitamins and foods based on the article or what they have learnt in class. Encourage groups to use the First conditional. Groups then exchange and solve each other’s crosswords.

i-book Watch the video Fresh fruit facts. 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.


A food package(Bring 1 package for every 3 or 4 children.)

Skills objectives

Reading Follow a text and answer comprehension questions

Scan for relevant information

Writing Complete a chart with information from a text

Vocabularydisorders, dizzy, infection, scurvy, voyages

FunctionsTalk about vitamins and why we need them

Language objectives

Unit 3

Continuous assessmentAsk the children to write four things they have learnt about vitamins.

At home


127

The element of language that best express a society’s values and beliefs is its proverbs. Every country has different proverbs.

A proverb is a simple and concrete saying, popularly known and repeated, that expresses a truth based on common sense.

Songs and raps are a very good mazing way to improve language learning.


Ask children if they know any more typical proverbs which they may have learnt from their parents or family.

Check if they understand meaning and whether they think the proverbs are true.

Check if they can say the rap and understand the meaning of the proverb.

Key competence

IE

IE

CAE

LC

45

Lesson 10

CultureCulture

1 R

2 R

3 1.32 R

Proverbs and sayingsProverbs and sayings

5. When in Rome, do as the Romans do.

An apple a day keeps the doctor away

I’ll tell you a secret,

For you and me.

Early to bed and

early to rise, makes

a man healthy,

wealthy and wise. Prevention is

better than cure.

The greatest wealth is health.

You are what you eat.

�

��

�

!

!

"" "

�

�

The apple rap

Unit 3

LC

CAE

128

Lesson 10

WarmerAsk the children if they know any proverbs in their language. Explain that they are short sentences that have been passed down for many years and that they usually give advice or a warning.

Lead-inAsk the children if they have ever heard any proverbs or sayings in English, for example, Better late than never. Let them share any they know and explain the meanings.

1Children read and match the proverbs and their meanings.

Answers1 We do not need money... 2 Do not complain... 3 Talking about your problems... 4 Life is competitive... 5 When you travel...

Optional extra: Divide the class into five groups and give each group a proverb. Tell them to invent a short sketch and to incorporate their proverb into it. The groups take turns to perform their sketch and the rest of the class cheer when they hear the proverb.

2 Children read and say the meanings of the health sayings.

AnswersIt means you will be healthy if you eat fruit every day.

Optional extra: Divide the class into four groups. Each group has a health saying. The group together discuss the meaning and rehearse an explanation of it. The children then make groups of four with one person from each saying. They take turns to explain their saying.

3 1.32 Children read, listen and sing.

Optional extra: Divide the class up into groups to practise the rap. The groups then perform their rap, adding actions, dance and backing sounds if they like.

i-book Touch + to open the activity. Listen to the complete rap. The rap text is on the screen but it’s missing some parts. Ask the children, in pairs, to fill in the gaps so they invent their own version of the rap. Remind them it’s a rap so what the add must be short and should rhyme. Once they are ready, ask them to take turns to come to the IWB and complete the rap text using the Richmond i-tools. Then listen to the activity rap so that they can rap their own versions. Encourage the rest of the class to join in.

Wrap upPut the children into pairs. Give each pair a large piece of card. The children make posters with a proverb of their choice on and the meaning too. They can decorate it to help others understand it. Display the posters.

i-book Watch the video Proverbs and sayings. 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.



Large pieces of card

Skills objectives

Speaking Explain the meaning of sayings

Sing a rap

ListeningListen to a rap

ReadingUnderstand proverbs and sayings

FunctionsUse proverbs and sayings to give advice on healthy living

Language objectives

Unit 3

Continuous assessmentAsk the children to tell you a proverb and its meaning.

At home


129

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

46

1 1.33 Listen and circle the correct answer.

2 L

Unit 3 Review

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130

Review

1 1.33 Children listen and circle the correct answer.

Answers1 c 2 c 3 a 4 b 5 a

Optional extra: Get the children to write a brief summary of what constitutes a healthy lifestyle.

2 Children look at these people and suggest what they can do to solve their problems.

Optional extra: Ask the children about their real problems and let others offer suggestions of how to solve them.

i-book Open the Speaking activity. Children work in pairs. They choose a leaflet (1, 2 or 3). Child A will ask questions and child B answers with the information from the chosen leaflet. They then choose another leaflet and exchange roles.Optional extra: Use the Richmond i-tools and My notes to create your own leaflets and do further speaking activities.




Flashcards Unit 3

Poster Unit 3

Skills objectives

Speaking Offer advice to problems

ListeningListen and choose from multiple choice answers

Reading Read and match sentences

WritingComplete sentences using the First and Second conditional

GrammarFirst and Second conditional

FunctionsReview the language of the unit

Language objectives

Unit 3

WarmerHave a spelling bee with ough and augh words.

i-book Open the i-poster. Ask the children to read the words and drag them to the correct place in the poster. Words can be dragged to more than one place. Use the feedback button to validate correct answers. Then, use the Richmond i-tools to classify the words into two categories: Healthy or Unhealthy. Use different colours for each category. Encourage the children to add their own words to each category.

Optional extra: Once the activity is completed, ask the children to elicit sentences using this information. They use conditional sentences: If you eat food with calcium, it will strengthen your bones. If you eat food with too much sugar, it will contribute to tooth decay.

Lead-inDisplay the Flashcards and review the food words. Split the class into two teams. Call out a category and give them 1 minute to write down as many words as they can. For example, fruit, proteins, carbohydrates, junk food, vegetables, healthy food.

i-book Use the Vocabulary Game Generator to review the key vocabulary covered in the unit. See page 22 for games instructions and ideas.

131

Learning to review and check what they have learnt, children act as participant observers of their language learning. They become independent and make them aware of their own capacities; strengths and weakness.


Check and correct their work.

Key competence

IE

IE

IE

47

3 C will or won’t.

4 Write what you would do in each case.

5 Read and match the sentences.

1 2

, I .

, I .

, I .

, I .

Unit 3 Review

IE

132

Review

3 Children complete with the words below and will or won’t.

Answers1 eat, will feel 2 drink, won’t be 3 practise, will win

Optional extra: The children describe each scene. Put them into small groups to act out the scenes.

i-book Touch + to open the activity. Children match the sentence halves to practise the First conditional.

Optional extra: For further oral practice, use the shade in the Richmond i-tools to cover the second part of the sentences and encourage the children to provide their own answers.

4 Children write what they would do in each case.


Optional extra: In groups the children discuss their sentences. The group decides which is the best ending for each sentence and reads them out.

5 Children read and match the sentences.

Answers1 you will put on weight. 2 you will feel better. 3 you would feel sick. 4 you would feel great.

Optional extra: Display the Poster. In small groups the children choose a person on it and write a speech bubble for them. Encourage them to use the First or Second conditional or the Subjunctive.

Wrap upIn pairs, the children write five scrambled words related to foods in their notebooks for their partners to guess. Invite several children to write their scrambled words on the board.

At home

Activity Book 6 pages 46-47

Unit 3

Final evaluationTeacher’s Resource Book 6: Test Unit 3

133

unit vocabulary grammar - richmondelt.es vocabulary grammar 0 welcome! countries ... present...

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