TE ER’S GU E ID H AC flag/Lasse Kristensen) Great Clarendon Street, Oxford, , United Kingdom Oxford University Press is a department of the University of Oxford It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © Oxford University Press The moral rights of the author have been asserted First published in 10 All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Links to third party websites are provided by Oxford in good faith and for information only Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work Photocopying The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions Individual purchasers may make copies for their own use or for use by classes that they teach School purchasers may make copies for use by staff and students, but this permission does not extend to additional schools or branches Under no circumstances may any part of this book be photocopied for resale : Teacher’s Guide Back cover photograph: Oxford University Press building/David Fisher Cover illustrations by: Andy Council/Illustration Web Classroom Resource Pack flashcards Illustrations by: Laetitia Aynie/Sylvie Poggio Agency Commissioned photography by: Graham Alder/MM Studios pp 17, 18, 19, 68, 71,76, 88, 108 The Publishers would like to thank the following for their kind permission to reproduce photographs and other copyright material: Alamy pp 21 (archery/Jim West), 26 (hockey/redsnapper), 56 (supermarket/Ant Rooney Premium), 57 (post office/Greg Balfour Evans), 60 (bus station/lowefoto), 104 (kitesurfing/Simon Littlejohn), 106 (volleyball/PhotoAlto); Getty pp 20 (climbing/Zero Creatives), 24 (swimming/Pete Atkinson), 25 (gym class/BraunS), 27 (swimming/ James Lemke Jr ), 28 (table tennis/Image Source), 29 (trampolining/Tim Platt), 59 (hotel/Valery Hache), 70 (scientist/Neustockimages), 72 (police woman/Richard Morrel), 74 (artist/Photodisc), 102 (boy in cave/Christopher Hope-Fitch), 103 (fishing/Fuse), 105 (boy on beach/Jessica Peterson); iStock p 73 (fireman/skodonnell); Oxford University Press p 45 (zebra/ ingramimagelibrary); Shutterstock pp 22 (badminton/Littlekidmoment), 23 (climbing/greenland), 36 (bear/ricochet64), 37 (background/Waj), (camel/ Odua Images), 38 (crocodile/Naypong), 39 (background/javarman), (elephant/ Rudy Umans), 40 (background/javarman), (giraffe/Pavel_Klimenko), 41 (kangaroo/Rafael Ramirez Lee), 42 (lion/Photocreo Michal Bednarek), 43 (monkey/LeonP), 44 (snake/Skynavin), 45 (background/Pavel_Klimenko), 52 (Museum/ETIENjones), 53 (fountain/Leonid Andronov), 54 (Town hall/ DonLand), 55 (hospital/Lester Balajadia), 58 (shopping centre/Yusuf Sami Kamadan), 61 (theatre/Sergei Butorin), 69 (guitar player/pio3), 75 (man on laptop/Duplass), 77 (gardener/Robert Kneschke), 84 (t-shirt/BalancePhoto), 85 (jumper/Karkas), 86 (scarf/sergarck), 87 (belt/SS1001), 89 (wellies/ HelenaQueen), 90 (toy car/gcafotografia), 91 (jar/aperturesound), 92 (train/ Ivonne Wierink), 93 (paper plane/Sarah2), 100 (Mountains/Daniel Etzold), 101 (campfire pot/Volodymyr Martyniuk), 107 (boy swimming/Dimedrol68), 109 (castle/Knyazeva Ekaterina) Classroom Resource Pack Posters Illustrations by: Martin Sanders (world map) The publisher would like to thank the following for their kind permission to reproduce photographs and other copyright material: Oxford University Press (dog/aastock), (smile icon/Yayayoyo ), (dog food/Shutterstock), (tortoise/ Alta Oosthuizen), (tennis racket/elementals), (smiling woman/ mimagephotography), (Westminster Bridge/Marco Govel), (Statue of Liberty/ Matej Hudovernik), (Taj Mahal/Waj), (Cape Town/wiwsphotos), (Union Jack © Copyright Oxford University Press Teacher’s Guide Getting around town Components overview 12 At the job fair 106 Concept and characters 14 R Review 120 Introduction to Learn with Us 15 At the department store 123 Learning with Learn with Us 16 At the summer camp 138 All about accessibility 22 R Review 153 Tour of unit and How to section 28 F Festivals 156 Further resources 52 Classroom Presentation Tool (CPT) games information 162 Ideas bank 167 Classroom language 173 Wordlist 174 Letter to parents 176 Syllabus S All about me and my family 54 My activities party 59 At the safari park 74 R Review 88 91 © Copyright Oxford University Press Syllabus S All about me and my family page My activities party page Words Grammar Pronunciation Revised: Activities, Animals, Family members, Food, Personal information, School subjects, Times Adjectives of appearance and personality Core vocabulary: assembly, break, Cookery Club, Craft Club, ICT, Geography, registration, Spanish Other Jack, Dad, Mum, Sally, Alfie, Lisa Present simple: Hi, I’m Jack I’m ten I’m excited I love Science My birthday is on … Possessive ’s / Personal pronouns: This is (Jack’s) These are (his mum’s) Present simple: I’ve / He’s / She’s got (fair) hair and (blue) eyes I’m / He’s / She’s (clever) and (friendly) Has he / she got (long hair)? Yes, he / she has No, he / she hasn’t Adverbs of frequency: always, every day, never, sometimes, usually I (always) walk to school He (never) goes to Craft Club Sounds: Alfie, and, has, salad, sandwich, Spanish club, loves, lunch, sometimes Core Sports activities: archery, gymnastics, go abseiling, go climbing, go diving, go swimming, go trampolining, play badminton, play hockey, play table tennis Football vocabulary: goal, match, player, stadium, team, win Other CLIL: blood, carbon dioxide, heart, lungs, oxygen Present simple vs Present continuous: I / You / We / They (play badminton) every week He / She (plays hockey) on Mondays I’m / You’re / We’re / They’re (playing badminton) now He’s / She’s (playing table tennis) in this photo why and because: Why are you (happy)? Because we’re winning the match Why is she (hot)? Because she’s wearing a hat and scarf Language in action!: How often you …? I (play rounders) once / twice a week I (go swimming) every day / on (Sundays) Making and accepting an invitation: Would you like to come to my party? Yes, I’d love to When is it? Where is it? What time does it start? Sound: /iː/ cream, eats, Milly, Pete, treat /ɪ/ hill, in, mill, Milly, river Syllabus © Copyright Oxford University Press Skills Values Culture and Project cross-curricular themes Say thank you when somebody does something kind Sports in the UK and in South Africa Natural Science: Why is exercise good for us? Reading: reading for specific information: reading personal information, a song, a diary entry Listening: listening for specific information: identifying descriptions of family members, times in a song, times for school subjects Speaking: describing who things belong to, giving personal information; describing yours and others’ physical appearance and personality, saying a tongue twister, asking and answering about times and frequency of school subjects Writing: personal information and descriptions of physical appearance, personality and likes and dislikes Reading: reading for specific information and gist: descriptions of sports activities, text messages between Jack and his friends, a webpage about why exercise is good for us, a comic-book story about a girl who loves football, a song about activities, Jack’s project (an article about a famous sportsperson); reading and understanding instructions for an experiment and for the unit project Listening: listening for specific information and gist: descriptions of sports activities, conversations between friends about sports activities, a text about exercise and the role of our heart and lungs; listening to and singing a song about activities; listening to and understanding a story; listening to opinions about the story; listening to a conversation in preparation for a project Speaking: asking and answering about sports activities you enjoy doing; talking about routines and regular sports activities you and others do; talking about activities you and others are doing now; giving opinions about a story; expressing cause and result using why and because; saying a pronunciation tongue twister to practise the target sounds /iː/ and /ɪ/; making and accepting an invitation; presenting a project about a famous sportsperson Writing: core language at word and sentence level: writing about people’s routines, timetables and sports activities at paragraph level, writing your opinion of a story and how you say thank you, checking and revising written work Writing and presenting an article about a famous sports person Syllabus © Copyright Oxford University Press At the safari park page 16 Getting around town page 28 Words Grammar Pronunciation Core Wild animals: bear, camel, crocodile, elephant, giraffe, kangaroo, lion, monkey, snake, zebra Superlative adjectives: best, cleverest, happiest, strongest, tallest, worst CLIL: brass, percussion, string, woodwind Comparative adjectives (short and irregular): The African elephant is better / worse than the Asian elephant The jungle is rainier / sunnier than the savannah Language in action!: What kind of music you like? I like (pop music) I prefer (classical music) My favourite band / singer is … Superlative adjectives (short and irregular): My best friend is … I’m the happiest when … The (tallest) person in my class is … (James) is the (funniest) person I know Asking for information at a tourist office Have you got any information about the (museum)? How I get there? How much is a return ticket? Thanks for your help You’re welcome Sounds: /p/ happy, Peter, plays, practises, trumpet /b/ band, big, brass, hobby Core Places around town: bus station, hospital, hotel, museum, post office, shopping centre, square, supermarket, theatre, town hall Adjectives: bored, excited, friendly, happy, scared, worried Other CLIL: palace, tower, train station, TV studio Past simple: there was / there were: There was / wasn’t (a school) There were some (squares) There weren’t any (shopping centres) Past simple: to be: I / He / She was / wasn’t (scared) We / You / They were / weren’t (happy) Language in action!: Excuse me, can you tell me the way to …? Go past the (museum) Go straight on Turn left Turn right The (school) is on your left / right Buying a ticket for the cinema or the theatre: Can I have two tickets for Spiderman, please? Yes, of course When you want to go? Sounds: /θ/ thirsty, thirty, three, Thursday /ð/ father, mother, there Syllabus © Copyright Oxford University Press Skills Values Culture and Project cross-curricular themes Reading: reading for specific information and gist: short descriptions of wild animals, an email comparing animals, a text message about hobbies, a webpage about The Carnival of the Animals and sections of an orchestra; a fantasy story about a safari park adventure, a song about wild animals, Jack’s project (a presentation about giraffes); reading and correcting sentences with superlative adjectives; reading and understanding instructions to carry out a project Listening: listening for specific information and gist: descriptions of wild animals, a conversation between friends about hobbies, a text about a piece of music and instruments in an orchestra, comparative and superlative sentences about wild animals; listening to and singing a song about wild animals; listening to and understanding a story, listening to opinions about the story; listening to an interview in preparation for a project Speaking: asking and answering questions describing wild animals; comparing wild animals; talking about music you like; giving opinions about a story, making superlative statements about members of your family; saying a pronunciation tongue twister to practise the target sounds /p/ and /b/; asking for information at a tourist office; presenting a project about a wild animal Writing: core language at word and sentence level: describing and comparing wild animals, describing and comparing your family, writing about music you like, writing your opinion of a story and your hidden talents, checking and revising written work We’ve all got hidden talents Hobbies in the UK Music: The Carnival of Animals Writing and presenting a project about a wild animal Reading: reading for specific information and gist: descriptions and directions of places around town; a diary entry about a town in the past; a text message about famous buildings; a webpage about Manchester, a city in the UK now and in the past; a historical story based on facts about the destruction of Pompeii, Jack’s project (a presentation about giraffes); a song about a day trip to London; Jack’s report about the history of places in his town; reading and understanding instructions to carry out a project Listening: listening for specific information and gist: descriptions of places around town and directions, a conversation between friends about famous buildings, a text about old and new buildings; listening to and singing a song about a trip to London; a conversation about where you were yesterday; listening to and understanding a story, listening to opinions about the story; listening to an interview in preparation for a project Speaking: describing where places around town are, talking about what there was in a town in the past, giving directions, talking about how people felt in the past, talking about where you were on different days of the week, giving opinions about a story, saying a pronunciation tongue twister to practise the target sounds /θ/ and /ð/; buying a ticket for the cinema or the theatre; presenting a report about the history of places around your town Writing: core language at word and sentence level: describing places around town and historical buildings and sites, writing about your town in the past and present, writing your opinion of a story and the way you help animals, checking and revising written work Animals can help us We can help animals, too Famous buildings in London and Amsterdam Social Science: Manchester: Buildings that tell stories Writing and presenting a project about buildings in my town in the past and present Syllabus © Copyright Oxford University Press At the job fair page 38 At the department store page 50 Words Grammar Pronunciation Core Jobs: artist, computer programmer, cook, engineer, firefighter, gardener, journalist, musician, police officer, scientist Biography vocabulary: daughter, husband, prize, professor, university, war Other CLIL: abstract, cubist, impressionist, pointillist Past simple regular verbs: affirmative & negative: I talked to an engineer He listened to the gardener We didn’t play the guitar Past simple irregular verbs: affirmative & negative: became / didn’t become have / didn’t have made / didn’t make met / didn’t meet went / didn’t go won / didn’t win Language in action!: He / She was (a scientist) and lived in the … Why is he / she famous? He’s / She’s famous for … +-ing Borrowing something: Could I borrow your (notebook), please? Yes, of course I need it back (tomorrow) Help yourself Sound: /ə/ actor, theatre, sister, professor, letters Core Clothes and materials: a cotton T-shirt, a glass bottle, a leather belt, a metal bracelet, a paper plane, a plastic car, rubber boots, a silk scarf, a wooden train, a wool jumper Adventure vocabulary: blanket, fire, map, rucksack, torch, whistle Other CLIL: absorbent, flexible, man-made, natural, rigid, waterproof Obligation: have to / don’t have to I / You / We / They have to (wear a school uniform) I / You / We / They don’t have to (wear a school uniform) He / She has to (go to the post office) He / She doesn’t have to (go to the post office) Past simple questions and short answers: Did you / he / she / we / they (see a river)? Yes, I / he / she / we / they did No, I / he / she / we / they didn’t Language in action!: can for permission I can (wear bracelets) at the weekend I can’t (wear them to school) Trying on clothes in a shop: Please can I try this (dress) on? Yes, of course Is it any good? It’s too big / small Have you got a (smaller) size? Sounds: (-ed endings) /d/ climbed, lived /t/ helped, worked /ɪd/ started, visited Syllabus © Copyright Oxford University Press Skills Values Culture and Project cross-curricular themes Reading: reading for specific information and gist: short descriptions of jobs, an article about a job fair, a text message between friends about great bridges, a webpage about styles of art, a biographical story about famous scientist (Marie Curie), a song about what I want to be, information to compare Louis Pasteur and Albert Edelfelt; Jack’s project (a biography about Michael López-Alegría); reading and understanding instructions to carry out a project Listening: listening for specific information and gist: descriptions of jobs, a conversation between friends about great bridges, a text about artists and styles of art, a conversation about where you were yesterday; listening to and understanding a story; listening to and singing a song about what you want to be; listening to and understanding a story, listening to opinions about the story; listening to a conversation in preparation for a project Speaking: describing people’s jobs, saying what job you want to when you’re older, talking about what people did at the job fair, describing people from the past, giving your opinion about a story, saying a pronunciation tongue twister to practise the target sounds /ə/ and /ɜː/, asking and answering to borrow something, presenting a biography about someone’s job Writing: core language at word and sentence level: describing jobs, writing about what people did in the past, writing about a painting and style of art, writing your opinion of a story and the way you work hard to make your dreams come true, writing a biography, checking and revising written work Work hard to make your dreams come true Great bridges and their designers around the world Art: Styles of art Writing and presenting a biography about someone’s job Reading: reading for specific information and gist: short descriptions of items in a department store and the materials they are made of, a letter to a friend, a text message between friends about clothes, a webpage about properties of materials, an adventure story about a family holiday, a song about what we did and wore, Jack’s project (a report about wetsuits); reading and understanding instructions to carry out a project Listening: listening for specific information and gist: descriptions of clothes and their materials, a text about properties of materials; listening to and understanding a story; listening to opinions about the story; listening to and singing a song about what we did and wore; listening to a phone conversation in preparation for a project Speaking: describing objects and what they are made of, describing what you’re wearing today, talking about what people have to do, talking about what you can and can’t wear, comparing traditional clothes in your region with other cultures, giving your opinion about a story, saying a pronunciation tongue twister to practise the target sounds /t/, /d/ and /ɪd/; asking and answering about what you and others did on holiday; asking and answering about trying on clothes; presenting a report about special clothes and the materials they are made of Writing: core language at word and sentence level: describing objects and material they are made of, writing about what you have to and don’t have to do, can and can’t wear, writing about what people did on holiday, writing about properties of materials, writing your opinion of a story and the way you solve problems, writing a report about a type of clothing, its development and properties; checking and revising written work Be creative to solve problems Special clothes around the world Natural Science: Properties of materials Writing and presenting a report about special clothes and their properties Syllabus © Copyright Oxford University Press At the summer camp page 60 Words Grammar Pronunciation Core Holiday activities: climb a mountain, cook on the campfire, go caving, go fishing, go kitesurfing, go to the beach, play volleyball, swim in the lake, take photos, visit a castle Restaurant vocabulary: barbecue, customer, main course, menu, waiter, waitress Other CLIL: fresh water, ice, land, ocean, reservoir, salt water, tap going to future: affirmative and negative I’m / You’re / He’s / She’s / We’re / They’re going to (go caving) I’m not / You aren’t / He isn’t / She isn’t / We aren’t / They aren’t going to (climb a mountain) going to future: questions and shorts answers Are you / we / they going to (have lunch here)? Yes, I am No, I’m not Yes, we / they are No, we / they aren’t Is he / she going to (cook pizza)? Yes, he / she is No, he / she isn’t Language in action!: Excuse me, could you send / give / tell me …? Yes, of course Yes, here you are At a café or a restaurant: Have you got (a table for two), please? Yes Please follow me Are you ready to order? I’d like … Could I have …? Sounds: /æ/ at, camp, have /ɑː/ bath, castle, gardener, half, past, plants Review Call the H Team: A Problem in Koumadi! Review: Sports activities; Wild animals; Present simple and continuous; Adverbs of frequency; Why / Because; Comparative and superlative adjectives; I usually play badminton on Saturdays, I’m listening to the football match, Why they need our help? Because the animals are thirsty This is the happiest day of my life! Read a story about the H Team to review the vocabulary and grammar from the Starter unit and Units and Speaking in groups to prepare, plan and put on a play Working independently to make a mask for the play Review Call the H Team: Catch that thief! Review: Places around town; Jobs; Adjectives; Directions; Past simple: to be; Past simple: regular and irregular verbs; Prepositions of place; I want to be a computer programmer, The thief was at the shopping centre, I didn’t see a thief He didn’t stop at the post office, The thief went to the square and now he’s near the post office , Yesterday we were worried Read a story about the H Team to review the vocabulary and grammar from Units and Speaking in groups to prepare, plan and put on a play Working in groups to make a poster for the play 10 © Copyright Oxford University Press CPT games information Unit Unit Unit Unit Unit Unit Lesson Pelmanism Image matching Conveyor belt Image matching Pelmanism Snap Lesson Gap-fill Cloudburst Gap-fill Sentence spin Three in a row Cloudburst Lesson Conveyor belt Snap Pelmanism Snap Conveyor belt Image matching Lesson Chase the cheese Multiple choice Cloudburst Multiple choice Chase the cheese Chase the cheese Lesson Phonics matching Phonics matching Phonics matching Phonics matching Phonics matching Phonics matching Lesson Three in a row Sentence spin Three in a row Gap-fill Multiple choice Three in a row Lesson Lesson Lesson Starter Review Review Review Halloween Christmas Easter Snap Storybook Storybook Storybook Jigsaw Jigsaw Jigsaw Cloudburst Picture race Picture race Picture race Picture reveal Basketball Basketball Basketball Cloudburst Conveyor belt • This is a two-player game to practise listening to, • • • • 162 identifying and saying new vocabulary (as well as providing exposure to the written form of the words) Divide the class into an even number of teams to play the game Two teams can play the game at a time Ask a member of each of the first two teams to delete the text ‘Player 1’ and ‘Player 2’ and type in their names or team names, or type them in for the children When the game begins, the children will see a scene which includes a space or ‘window’ where images of the items of vocabulary will appear one by one in random order To begin the game, ask one of the players to press the Start button Items will begin to appear in the ‘window’, one at a time At the same time, the children will hear an item of vocabulary on the audio The players must race to try and press their Match button when the item that appears in the ‘window’ matches the word on the audio If the player does not match the audio and the picture correctly, the incorrect sound effect is heard and the game pauses for a moment before continuing The player that pressed Match incorrectly also loses a star Classroom Presentation Tool (CPT) games information • If a player matches the audio and the picture correctly, • a correct sound effect is heard, the audio replays the word for the child to repeat, and the written word appears on the screen As a reward, he/she also gains a star for the team After a correct match, a player presses the Start button again for the game to continue The game continues as above until all the audio words have been matched with an image or until one team has lost all their stars Cloudburst • This is a game to practise core grammar from each unit • • • The game focuses on the word order of structures in preparation for the children’s own writing When the game opens, the children see a mainly blank screen with some small balloons to signify lives Next to this is an empty picture frame with a space below it for text to appear in Choose a child to come to the front of the class to play the game Ask the child to press the Start button When the game starts, a picture will appear in the picture frame and a number of clouds containing words will appear on screen The timer will also start • The player must select the words in the clouds in the • correct order to make phrases This must be done before the timer runs out The phrases are prompted by the image shown in the image box If the player selects a word in the wrong order, an incorrect sound effect is heard and a balloon pops to show that the player has lost a life The word cloud remains on the screen • • Image matching • This game provides listening and speaking practice of • • • • • core vocabulary When the game opens, the children will see small colour pictures on the left and words for the same objects on the right The aim is for the children to match each object with the correct word when they hear the audio Play the audio When the name of the object is played, encourage the children to repeat it chorally Then point to the pictures one by one saying, This one? for the children to tell you Yes or No according to the matching image Click the image they tell you to click Then point to the words one by one for the children to tell you which word matches the image Click on the square for the word they choose On correct selection, the word will be heard again On incorrect selection, the incorrect sound effect will be heard and another attempt can be made As an alternative, play in teams, encouraging one member of each team to come to the front at a time Tell the team member to play the audio and select the corresponding picture If they select the correct item, they can go on to match it with the corresponding word If they select the wrong item, they return to their seat and a member of the other team must identify the correct object and then find the matching word If the wrong word is selected, no points are scored and the next team member comes out to make the next match Award points for correct answers Repeat until all the colour pictures have been matched with their words • • • • Picture reveal • This game practises core vocabulary and provides exposure to the written form • When the game opens, the children will see a timer bar • • Snap • This is a two-player game to practise vocabulary and grammar • Choose two children, or two teams, to play the game Ask • • • the children to type in their names, or team names, over ‘Player 1’ and ‘Player 2’, or type them in for the children Two piles of cards will be shown, on the left and right of the screen, and a space between them where two cards – one from each pile – will appear face up Below these are two player areas, each with a coloured button reading Snap!, the player / team names and scores The two players, or teams, compete to be the first to select the Snap! button when the cards turned up on the left and right match Select the Start button to start the game and the timer will start If playing in teams, line up the teams and explain that they get one turn each and then they must go to the back of the line so the next team mate can have a turn Pelmanism • This is a one- or two-player game to practise new player’ when you open the game You may find the oneplayer format useful for demonstrating the game, but in most classroom situations, the two-player format will probably be preferred Choose two children, or two teams, to play the game Ask the children to type in their names, or team names, over ‘Player 1’ and ‘Player 2’, or type them in for the children Various cards, face down, will be shown on the screen Above these are two player areas, each with the team names and scores The two teams compete to match pairs of cards Line up the teams and explain that they get one turn each and then they must go to the back of the line, so the next team mate can have a turn The first team player chooses any card and clicks it The card will turn over to reveal a picture or text The phrase matching the card is played on the audio The same player then chooses another card The selected card turns over to reveal a picture or text The phrase matching the card is played on the audio If the two cards match (either picture to picture or picture to text), the correct sound effect will be heard, and the correct audio will be heard The successful team wins a point If the two cards don’t match, the incorrect sound effect will be heard and both cards will turn back face down Each team should take one turn at a time to turn over pairs of cards Continue until all the matching pairs have been found Check the scores and say Well done! to the winning and losing teams • • • • • • and a blurred picture Choose a child to come to the front of the class and play the game Ask the child to select the Start button A number of mixed up letter tiles will appear on the screen and empty boxes will be seen below the picture The timer will also start and the blurred effect on the picture slowly begins to clear The player must try to order the letters to make the word before the timer runs out The image, which little by little comes into focus, provides a clue to the word The player clicks a letter tile and then an empty box to place letters in the word If a letter is incorrectly placed, the incorrect audio sound effect will be heard, and the letter stays in its original position If a letter is correctly placed, the correct sound effect will be heard The letter then appears in place in the word and the letter tile disappears from its original position The player continues, as above, until all the letters have been placed to make the word The word is then heard on the audio and the full image revealed in focus If the player runs out of time, the word and picture are revealed, and the then the game continues Ask another child to come to the front to select the Next button and order the new word as described above The game continues until all the words have been found vocabulary and grammar Choose ‘One player’ or ‘Two Classroom Presentation Tool (CPT) games information 163 Jigsaw • The first team select a square in the grid An audio or text • This game introduces a festival and gives the children • • • • an opportunity to make predictions about it before they listen for the first time When the game opens, an empty frame for a jigsaw will appear in the middle of the screen, with jigsaw pieces around it Invite individual children to come up to the board to click on a jigsaw piece and then a section in the jigsaw frame where they think it belongs If the child matches the correct jigsaw piece to the correct section it will stay in place Alternatively, you can use this game to encourage speaking practice of numbers and colours Ask individual children to tell you the number of a jigsaw piece and then the colour of the section of the jigsaw frame where the piece belongs, e.g Five Purple The finished jigsaw presents a vocabulary item for the festival Ask the children questions about the picture, e.g What colour is the … Do you like …? Phonics matching • Chase the cheese • This game practises the core grammar from the unit The • • • This game revises the sounds from each unit • When the game opens, small images representing words • • • with different sounds appear on the left-hand side of the screen A letter with a drop zone for matching also appears on the right Click on the audio icon and encourage the whole class to repeat the sound they hear Ask individual children to come up to the board one at a time Encourage them to find all the images of words which contain the sound (there may only be one) If the child decides a word contains the sound, they should select the image and then click one of the empty drop zones on the right If they select the word correctly, the item will appear in the drop zone If it is incorrect, then the item will remain on the left and the incorrect sound effect will be heard Children can then try again Continue until all the words that contain the sound have been found The Next button will then become active Invite another child to the front and play the game again • • • • Three in a row • This is a two-player game to practise the core vocabulary • • • • 164 and grammar from the unit Divide the class into an even number of teams to play the game Two teams can play the game at one time Ask one child from each team to come to the front and type in their names, or team names, over ‘Player 1’ and ‘Player 2’, or type them in for the children When the game opens a grid with nine spaces will appear in the middle of the screen On either side of the grid, there are two player areas, each with the team name and a coloured icon The two teams compete to place three of their icons in the grid in a row (horizontally, vertically or diagonally) The teams must answer a question correctly to place an icon Line up the teams and explain that they get one turn each and then they must go to the back of the line, so the next team mate can have a turn Select the Start button to begin the game Classroom Presentation Tool (CPT) games information clue and pictorial or text answers appear in the question area on the screen The team listen to the audio clue or read the text clue and then select the picture or text that matches the clue or answers the question Encourage the team members to talk together to check their answer before making their selection If the answer is incorrect, then the team cannot place an icon in the grid and the second team has a turn If the answer is correct, the team’s icon appears in the selected square in the grid The game continues until one team has placed three icons in a row, and therefore won, or until each square in the grid contains an icon and neither team can win • • • • • game focuses particularly on the word order of structures in preparation for the children’s own writing Choose a child to come to the front of the class to play the game When the game opens, the children see an empty maze and a mouse Next to this is an empty picture frame with a space below it for text to appear in Below this are some arrow buttons Ask the child to press the Start button When the game starts, a picture will appear in the picture frame, and a number of words (within pieces of cheese) and obstacles (unfriendly cats) appear positioned within the maze The timer will also start The player must use the arrow buttons to move the mouse around the maze, one square at a time The mouse must ‘eat’ the pieces of cheese in the correct order, i.e in the order that the words shown on the pieces of cheese form correct phrases (often questions and answers) This must be done before the timer runs out The phrases are prompted by the image shown in the picture frame next to the maze If the player moves the mouse onto a word in the wrong order, an incorrect sound effect is heard and the word remains on the cheese in the maze If the player moves the mouse onto a word in the correct order, the correct sound effect is heard The mouse then eats the cheese and the word disappears from the maze and appears in the text box The player must avoid moving the mouse onto a square with a cat, as this will cause the cat to hiss and time to be lost The game continues, as above, until all the words appear in the correct order in the text box A sound effect is then heard to indicate that the full phrase is correct If the player runs out of time before the end of the game, a ‘Game over’ pop-up appears When all the words in a question have been found, the player is prompted to press the Start button and play the game again in the same way, this time to find the answer When both a question and an answer have been found, they are played on the audio for the player to repeat The game then continues with a new image and phrase to find, once the Next button is selected • The game can be easily adapted into a team game, with one member of a team at a time coming to the front to select words with the help of his / her team mates Encourage the team mates to suggest the next word, and give instructions, e.g Up! Down! Left! Right! Gap-fill • This is a game to practise the core vocabulary and • • grammar from the unit • When the game opens, the children will see an image on • • • • the left and text with gaps on the right Below these are five balloons to signify lives and a word pool The children must choose the correct word to fill each gap without losing all their lives Ask a child to come to the front to choose and select the word which is missing from the first gap and then click on the gap If the word is incorrect, the incorrect sound effect is heard and the gap remains empty A balloon also pops to signify that a life has been lost If the word is correct, a correct sound effect is heard Ask different children to come up to the front to select words until all the gaps are filled Once the text is complete, an audio button will appear which will allow you to play the whole text on the audio Encourage the children to listen and follow the text Select the Next button to bring up the next image and text with gaps and continue as described above until all of the gaps in the text have been successfully filled Multiple choice • Storybook • This is a review of the grammar and vocabulary for the • • • • • • Sentence spin • This is a two-player game to practise the core vocabulary • • • and grammar from the unit Divide the class into an even number of teams to play the game Two teams can play the game at one time Ask one child from each team to come to the front and type in their names, or team names, over ‘Player 1’ and ‘Player 2’, or type them in for the children When the game opens a picture will appear with sentence spaces below it On either side of the picture, there are two player areas, each with the team name The preceding units presented as a story The story can be read in three ways: with both audio and text (Listen and read), audio only (Listen only) or text only (Read only) Picture race • This game reviews the vocabulary from the preceding units • When the game opens, a frame with a number of small, • This is a two-player game to practise the core vocabulary and grammar from the unit Divide the class into an even number of teams to play the game Two teams can play the game at one time When the game starts, the children will see an image on the left and a question with possible answers on the right Boxes for ‘Player 1’ and ‘Player 2’ appear at the top of the screen Ask the class which answer they think is correct based on the picture and select the corresponding button If the answer is incorrect, the incorrect sound effect is heard Ask the children to guess again and select the corresponding button If the answer is correct, a correct sound effect is heard and the next question will appear Continue in this way until all the questions have been answered two teams compete to correctly complete the sentence based on the picture Line up the teams and explain that they get one turn each and then they must go to the back of the line, so the next team mate can have a turn Select the Start button to begin the game The answer options rotate at random and slow to a stop The first team clicks the up / down arrows to scroll through the options to select the part of the sentence for each space Once all sentence parts have been selected, the team selects the Check button to check their answers Encourage the team members to talk together before making their selections If the answer is incorrect, then the team cannot complete the sentence and the second team has a turn If the answer is correct, the corresponding audio plays and the team gets a star The game continues until all screens have been completed • • • • jumbled images will appear in the middle of the screen The children must race against the clock to find all instances of a given image in the frame The game can be played in two versions; with text and with audio In the audio version, the children listen to a word and then find all instances of it in the main frame In the text version, the children read a word and then find all instances of it in the main frame The number of stars next to the clue reveals how many times the image appears in the frame Every time the children successfully find an image, one of the stars will light up Divide the class into two teams and line them up at the board The first team plays to complete the game first, taking it in turns to find the examples of each word Award the team points if they complete the game against the timer The second team then has their turn Congratulate the winning team at the end Alternatively, you could divide the class into small teams of two or three children One child from a team selects the Start button (and the audio button if the audio version is being played) Then the whole team race to find all instances of the item on the screen Once the team has found them, they sit back down and another team plays the game Continue until all the items have been found Basketball • This is a two-player game to review core vocabulary from the preceding units • Divide the class into an even number of teams to play the game Two teams can play the game at a time Ask a member of each of the first two teams to delete the text Classroom Presentation Tool (CPT) games information 165 • • • • • • 166 ‘Player 1’ and ‘Player 2’ and type in their names or team names, or type them in for the children When the game opens, the children will see an image of a basketball court with basketballs Above this is an empty image box, as well as two player areas for each team and a timer bar Ask the first player to select the Start button An image will then appear in the image box, words will appear on the basketballs and the timer will start The player must select the basketball with the word that matches the image shown If the answer is incorrect, the incorrect sound effect is heard An animation of a basketball being thrown at a hoop and missing the shot is also played Another image and new words then appear, and the same player has to try to select the correct match again If the answer is correct, a correct sound effect is heard, followed by the word on the audio An animation of the basketball being thrown through the hoop is shown and the player also receives a star for his / her team The player continues to find as many correct matches as possible before the timer runs out on their turn When the timer runs out, it is the other team’s turn The team with the most stars at the end of the game is the winner Classroom Presentation Tool (CPT) games information Ideas bank Wordcards • As you work through each unit, make wordcards for the vocabulary sets as a class Ask fast finishers to create large wordcards by writing the target vocabulary onto pieces of card These can be used for games and revision with the class Wordcards can be used in the flashcard games below as indicated by * Flashcard activities Basketball • Use an empty wastepaper bin as a ‘basket’ for this game You will also need a soft ball or a bean bag • Divide the class into two teams Show a flashcard to a child from one team If they answer with the correct word then they can take a shot at the basket If the ball lands in the basket then that team wins two points If the ball hits the basket but doesn’t go inside, then the team wins one point The other team then take a turn to name a flashcard and shoot a basket The team with the most points is the winner Cross the river • Place flashcards spaced out on the floor in a winding pattern Tell the children that each flashcard represents a stepping stone along the river The children must say the word on the flashcard in order to step over it and move forward along the river! Easy or hard • You need at least 20 cards to play Divide the cards into two piles, one Easy and one Hard pile, face down Divide the class into two or four teams Ask the first team if they would like an easy or a hard card Tell them they will win two points for an easy card or five points for a hard one The game continues with the teams choosing whether they want to name an easy or a hard card Hit the card* • You will need a small ball or a soft toy to throw for this game Place the flashcards you want to review on the board so the class can see them Ask four or five children to come out to the front of the class Hand the first child the ball or soft toy Call out a word The child throws the ball and tries to hit the correct word Repeat with the other children Flashlight flashcards • As above, but play in two teams using two flashlights Cover each flashlight with a different coloured cellophane so you know which team finds it first The children from each team take turns to point the flashlight on the card you say Jumping the line • Draw an imaginary line dividing the room and place a chair to show the boundary of the line Designate one side as ‘true’ and the other side as ‘false’ Line up the children along the line Now hold up a flashcard and say a word If the children think you said the word that matches the flashcard, they should jump to the ‘true’ side, otherwise they should jump to the ‘false’ side If any children jump to the wrong side of the line, just quickly correct them saying the word and getting everyone to repeat Lucky dip • Sit the children in a circle Put enough flashcards in a bag or box so that there is one per child Let the children come up one by one and take a flashcard Once all the children have a flashcard, see if they can say the word on it When all the children are sure of their word, start in one part of the circle and encourage them to lift up their flashcard and say what’s on it The children this all the way around the circle, back to the beginning Noughts and crosses • Draw a noughts and crosses grid with three columns across and three rows down on the board Make the squares big enough to fit a flashcard Choose nine flashcards of words you want to review and attach them face down, one in each of the squares Number each square or give each square a letter of the alphabet for children to say to choose a square Divide the children into two teams, Noughts (O) and Crosses (X) The teams take it in turns to choose one of the squares Turn over the flashcard and see if the team can say what’s on the flashcard If they can, they win the square and write a O or a X depending on which team were playing The winning team is the one that gets three in a row Slow reveal* • Hold a piece of A4 paper over a flashcard so it is completely hidden from the class Slowly move the paper, revealing the card The children shout out guesses until one guesses correctly The child, or their team, are the winner Over-under • Line up the children in two teams Give the two children at the front a flashcard each When you say Go, the child in front says the word and passes the flashcard over their head, the next child says the word and passes the card under their legs, the next child over, then under, etc The last child in the line races to the front, gives you the flashcard and says the word The first team to so gets a point Question chain • Sit the children in a circle Choose a lexical set, e.g activities / animals / clothes Start by showing the children a flashcard and asking the child on your right a question about the flashcard, e.g Did you wear a cotton T-shirt yesterday? That child must answer the question and ask the next child the same question Go round the circle then change the flashcard and the question Ideas bank 167 Roll the dice Stop!* • Split the class into two to four teams Show a flashcard • Select a set of flashcards Tell the children to look out for of one of the words you are working on to a child in one of the groups If the child can say the word, they throw a dice If they throw a they get 10 points, 2–20 points, 3–30 points, and so on up to 60 points If the child needs help from their group, the group just gets five points Repeat the procedure, showing another flashcard to a child from a different group and so on TV quiz show • Tell the children that in this game they have to say as many words as they can in one minute Choose a topic, e.g animals (Unit 2) Ask for two or three volunteers One of them stays in the room and the others go outside and stand just outside the door where they cannot hear what is going on inside the classroom Ask a child to be the timekeeper The child in the classroom must say as many words as possible for animals The rest of the class counts aloud how many words the child says, and you make a list If the child repeats a word, they are out Then one by one, the other volunteers come into the room and name animals in the same way The winner is the child who says the most words in a minute Sticky note reveal* • Completely cover a flashcard with a number of stickynotes The children ask questions to guess what it is If you answer yes, take off a sticky note If you answer no, then leave it as is The child or team who guesses what it is, is the winner Snap!* • Divide the class into two teams Give one team the flashcards and write the words for each flashcard on the board Count to three One person from the team with the flashcards deals a card, at the same time one person from the other team says one of the words on the board If the word and picture match, they say Snap! The first team to say Snap! gets a point Find your partner* • Divide the class into two groups Choose a set of flashcards and hand them out to individuals or pairs of children in one group Then whisper a word corresponding to the flashcards to individuals or pairs in the other group Ask the children to go around the classroom looking for the child or pair that has the corresponding word / flashcard Flashing a card* • Hold a flashcard facing you so that the children can’t see it Turn the card quickly so the children see it for a second The first person to tell you what was on it is the winner Hidden pictures • Hide a set of flashcards around the class Say a word to groups or pairs of children They must find the corresponding flashcard When they find the matching picture, they say the word out loud to the class Teacher’s mistake* • Show the children a flashcard and describe it in a sentence or say a word, incorrectly The children correct you as a class Play as a class or divide the class into teams Find the card • Hide a set of flashcards around the class The children walk around the classroom and find the cards When they find one they hold it up and call out the word and place it on the board Action games Please! • Explain to the children that you are going to give them some instructions, but they must only what you say if you say please For example, say Could you tell me the time? The children should not tell you the time Then say Could you tell me the time, please? The children must tell you the time Once the children are confident with the game they can take turns asking or giving orders Simon says • As above, but the children only carry out the instruction or the action / mime when you say, e.g Simon says, go abesiling! I spy • Place flashcards on walls around the room Say to the children, e.g I spy with my little eye something … blue! They must guess which flashcard you are referring to and walk towards it Reveal the correct word and play again High five Flashcard sequence* • Choose a flashcard from a set and hold it to your chest • Hand out the flashcards (either one unit or a mixture of Say, e.g (Unit Jobs) I talked to the … but don’t name the item The children guess by saying or acting out the possible word When a child guesses correctly, give them a ‘high-five’ and that child comes out to be teacher Play again Listen and find • Place flashcards on the walls around the room or on the floor Call out a word for the children to point to, or walk to and touch Ask confident children to take turns being the teacher and calling out words for their classmates 168 a particular word When they see it they should shout Stop! Flick through the cards until they stop you at the correct word Ideas bank units) to various children Call out a sequence and ask the children to stand in the correct order The children not holding flashcards can direct the other children Lightening flashcards • Divide the class into two teams Ask one child from each team to stand up with their backs to you Choose a flashcard and show the class Count back, 3, 2, 1! The two children turn around and the first child to say what they see wins their group a point Adverb game • Ask the children to call out an action, e.g a holiday activity Tell them to mime it Then call out different adverbs for the children to that activity in the manner of, e.g go climbing – quickly…slowly…loudly…angrily, etc True or false? • Hold up a flashcard and describe it in a sentence or say the word The children say True, if you are correct, or False, if you are wrong If you are wrong, encourage the children to correct you Memory games Kim’s game* • Display a set of flashcards on the board Ask the children to close their eyes Remove one card When the children open their eyes again, ask them to guess which card isn’t there Place it back on the board What’s missing?* • As Kim’s game, but not replace the card when the children have guessed it, so the cards are slowly removed from the board Mystery card • Put the children into small groups Hand one child in each group a flashcard They look at it but keep it a secret The children in the group ask questions or make statements to guess the card I go swimming on Saturdays Are we going to go caving? etc Repeat with a new card and child in each group Settling games Board pelmanism* • Create wordcards as a class for the vocabulary set you want to practise Mix up the flashcards and wordcards Spread them face down on the board or floor Take turns to pick up two cards If they are the same, keep them face up and children say the word If they are different, place them face down again Continue until all the pairs are found Hello Memory chain • Say Hello, I’m (your name), then throw or roll a soft ball • One child says a word in a sentence, e.g I’m going to climb to a child The child introduces themselves in the same way, then passes the ball to another child Continue until everyone has had a turn You can also play this game to talk about birthdays, what you’re wearing or regular activities the children Missing letters • Write a word from the vocabulary set on the board replacing some of the letters with dashes Ask the class if anyone can remember the word If so, invite them to come to the board and complete the word using the correct letters Repeat with another words form the vocabulary set Racing lists • Choose six topics you want to revise from Level or from other levels, e.g animals, jobs, activities, clothes, adjectives, places around town Write the topics on the board and number them from to Put the children into pairs Roll a dice and tell them the number They have two or three minutes to write a list of words from the topic that corresponds to the number you rolled on the dice Once they have finished, tell the children to check their lists for any spelling mistakes and count the number of words in their list The pair with the most words writes their list on the board and the others tick them off their list Ask the class if they have any more words that were not on this pair’s list Find the answer • Ask the children questions about the unit they have just covered in their Class Book Questions could be about course / story characters, CLIL, Culture, grammar … anything! The children look through their Class Book to find the answers a mountain The next child repeats that word and adds another e.g I’m going to climb a mountain and swim in the lake Use flashcards on the board to help the children remember the chain The first letter • Say or write a letter on the board for the children to shout out words that start with that letter Guessing games Anagram game • Write the unit vocabulary on the board but in anagram form Write a number next to each word Put the children into pairs or threes Ask them to read the anagrams and work out which words they are Tell them the topic you are reviewing to provide support Groups then come to the front and write one of the words next to the anagram on the board, or call out answers from their desks Mime it • Explain to the children that you are going to mime something – an action / activity / a feeling or a state – and they must guess what it is Mime first for the class, then ask confident children to mime for the class, or play the game in small groups The first child to guess correctly is the winner Secret word • Give each child a small piece of paper They choose a word in secret and write it down on their paper Choose a child to come to the front of the class and the remaining children try and guess which word they wrote down At the end, the child shows their piece of paper with the secret word True or false? • Choose a flashcard and either name it, describe it, or say something about it that is either true or false The children Ideas bank 169 guess if it’s True or False If it’s false, encourage them to correct it or say what is true Invite the children to take a turn What’s next? • Select three flashcards which create a series, for example numbers, animals, activities Place two of the cards on the board and ask the class What’s next? The first child to guess correctly is the winner Silent words* • Choose a flashcard in secret, making sure the class can’t see Mouth a word to the children in a very exaggerated way, without saying the word out loud Use gestures to help if necessary Once the children have guessed the word correctly, reveal the card Describe it • Describe an object, animal, activity or person without saying what it is The children must listen and identify it If it is something the children or have, they can stand up or raise their hand as they say it Line by line • Draw an object one line at a time Ask the class to guess what it is after each line The first child to guess is the winner • Practise collocations by writing one word on the left of the board and the other on the right, e.g verbs with go / play / Write them in a jumbled order The children come to the front and draw a line to match the two parts Games using audio Missing words • Sing a verse of a song or chant the children know well, but leave a key word out The children try to remember the missing word You can also play this game with vocabulary, a story or song animation and mute the sound at appropriate points, asking the children to tell you the missing word Join the song • Divide the class into groups and choose a song Give each group a section of the song to remember Play the song When a group hears their part, they should join in and stand up Continue until everyone is singing and standing Intros round • Play the first few bars of a song the children are familiar with and they must guess which song it is They can continue singing it Play the song and check Story guesses Pencil games • Describe a picture or a character from the Lesson story Bingo! Ask the class to guess which story frame or character you are describing Do this with books open or books closed Invite the children to take turns describing a picture or a character Sharkman • Choose a word for the children to spell and draw the correct number of lines for each letter Draw a five-step staircase toward a wobbly line sea Draw a triangle in it to represent a shark fin Draw a stickman at the top of the stairs The children call out letters to guess the word If it is correct, write it in the correct place If it is not, write the letter on the side of the board and move the stickman down one step towards the shark They must try to guess before they fall in the sea! The washing line game • Play this game with any vocabulary set you want to revise Draw a simple washing line on the board Show the children the flashcards and elicit the words Shuffle the flashcards, stick them face down on the washing line and number each one from to The children take it in turns to guess what each card is, saying a number and a word Guess • One child in a pair, small group or at the front of the class secretly chooses an object The other children ask questions to guess which object they have chosen, e.g Is it made of (metal)? Yes, it is Is it on your neck? No, it isn’t Is it on your arm? Yes, it is The first group or child to guess wins a point 170 Match Ideas bank • The children each draw a x grid of nine squares They write one word in each square connected with the unit vocabulary you want to review Call out more than nine words When the children hear their word, they cross it out The first child to cross out all nine words shouts Bingo! Dictadraw • Draw two or three pictures before class, for example a boy wearing particular clothes or doing an activity Describe the image to the class The children listen and draw what they hear Is their picture the same as the original picture? Word race • Divide the class into teams Show teams a flashcard and say Go! One child from each team races to the board and writes the word The first child to get to the board and correctly write the word wins a point for their team Describe and draw • Put the children into pairs They draw a picture of something you’d like them to draw, e.g a cook, focusing on his appearance, e.g long, fair hair, big ears, blue eyes, a white hat, etc They then describe their picture to their partner who listens and draws what they hear They compare their pictures when finished to check that they are the same Word searches • The children create word searches with known words for another child to Tell them to choose words, e.g the words from a unit Give the children a grid to write the words across and down They then fill in the other squares in the grid with other letters Ladders Toss a word • Divide the class into two teams and line each team up • Pairs choose a word from the unit or vocabulary list They facing the board Give the child at the front of each team a board pen Draw two simple ladders in front of each team and number each rung 10–1 down the board Call out a topic for the children to write words connected to that topic The first child runs forward, writes a word next to number 1, runs back to their team and hands the whiteboard marker to the second child The second child runs forward and writes the next word, and so on until their team finishes at number 10 The team that finishes first wins point Both teams then get a point for every word that is spelt correctly, connected to the topic and different from the other team (so no cheating!) Two-minute race • Put children into small groups of two or three Give each group a piece of paper and a pencil Tell the children they have two minutes to write as many words connected with a topic as they can Set a timer on your IWB, phone or clock Give the children the topic and start! The children win a point for each word connected with the topic Teams switch their paper with another group to check their words In a more confident class, groups award points if the words are spelt correctly To make this game extra challenging, award points only for words that no other team has Alphabet race • Put children into small groups and hand them a piece of paper and a pencil They write the letters A–Z on the left of the paper Set a time limit of two minutes for teams to write words connected to a topic for each letter If they don’t know a word for that letter, they can skip it The winning team has the most correct words Collocations race • Write a verb on the board for children call out or write as many words that collocate with it as possible Repeat with another verb, e.g do, play, go Spelling games Word chains • Write a starter word in the centre of the board, e.g metal In teams, the children take turns to call out, or come to the board and write, a word which either starts with the ending letter, e.g ‘l’, or ends with the starting letter, e.g ‘m’ As each word is added, draw a line under it Once eight to ten words have been added to the chain, cover one word at a time for the class to spell back to you Words from words • Write a long word on the board Ask children in pairs to write as many words they can make from the letters in that larger word, e.g mountain biking – bin, in, king, man, tin, etc Set a time limit of one minute throw a small ball or object back and forward between them as they spell the word, e.g giraffe – G (throw) I (throw) R (throw) A (throw) F (throw) F (throw) E (throw) Grammar games Sentence, please • Write ten words you want to revise on the board In pairs or small groups children write sentences using the ten words They can use each word more than once in each sentence They get a point for every correct sentence they can make Take off points for incorrect spelling, word order, and punctuation Find someone who … • As a class, write five or six sentences or questions using language from the unit that you want to revise, e.g present simple and adverbs of frequency Use the sentences to make a Find someone who … questionnaire, e.g Find someone who …usually gets up at seven o’clock / plays tennis every Saturday, etc Children stand up and walk around the class, asking questions to find someone who says yes When they do, they write their name next to the sentence Error correction • Write eight to ten sentences on the board, some with grammar mistakes and some that are correct Put children into small groups They look at each sentence and rewrite it if they think it is incorrect Ask Who wants to number one? The team that puts their hand up first gets to correct it They win a point if they so correctly Sentence blocks • Use plastic play blocks to identify parts of the sentence and word order when teaching structures with the All about grammar boxes For example, when teaching the past simple, use a green block for the pronoun, a red block for a negative, a blue block for an affirmative and a yellow block for the object or verb phrase that follows Encourage the children make sentences from the All about grammar box, using the play blocks to help them consolidate the structure Poster activities Alphabet race • Point to the Building fluency poster Check the children understand the meanings of the parts of speech Say a letter of the alphabet and a part of speech, e.g 'L - nouns' and give the children three minutes to write as many, e.g nouns beginning with l as they can think of Repeat with other letters and other parts of speech The winner is the child with the most correct words Vocabulary brainstorm Spelling bee • Do a traditional Spelling bee Call out a word for teams to take turns to stand up and spell Write the letters on the board as they say them or invite another child to write them If they spell the word correctly they win a point • Point to the Building fluency poster Write 'The happy dog eats food slowly next to his owner' on the board and circle the words 'happy', 'eats', 'slowly' and 'owner' Ask Ideas bank 171 the children to copy the sentence from the poster into their notebooks Point to the right-hand side of the poster and explain that it's important to use the best words in your sentence The children work in pairs Give each pair a dictionary, a thesaurus or ask them to work online to come up with the most interesting words to replace the circled words in the sentence The class votes for the most interesting sentence Encourage the children to ask questions about the meanings of words English-speaking countries facts • Point to the English-speaking countries poster Tell the children a fact about one of the countries featured on the poster The children guess which country it relates to If the children haven't already been introduced to the poster you may choose to hide the poster and read the facts from the poster for the children to guess the country Other English-speaking countries facts • Point to the English-speaking countries poster Ask the children to research information about other Englishspeaking countries You may choose to ask the children to create their own poster and present it to the class Animation and film activities Flashcard story guess* • Ask the children to guess which characters and which items of vocabulary are in the story animation Put their ideas on the board, or stick the corresponding flashcards on the board Then watch the story together and see if they were correct • Play the story animation Pause the film on one particular frame Elicit the conversation that the people in the frame are having from the class Pronunciation games I hear with my little ear • Display flashcards Then say I hear with my little ear, something with /ð/ The children must guess which flashcard you are referring to First sounds • Say an initial sound, e.g /b/ The children say words that contain that sound What’s the word?* • Create wordcards as a class for the vocabulary set you want to practise Hand out wordcards to the children Put the corresponding flashcards in a pile at the front of the class Choose one flashcard in secret and write a sound on the board, but without saying what the word is Anyone whose wordcard contains the same sound calls out his or her word Continue with other sounds in that word until it is clear which word you have got Get the class to say the word and the child with the matching wordcard comes to the front of the class Silent sounds behind you • Draw a letter on a child’s back with your finger They guess which letter it is and say the sound Put the children into pairs to play Remember the film* Blending circle • After the film or animation, put a selection of flashcards on • Sit the children in a circle Give the first child a word or a the board Ask the children to remember which of these items or characters were in the film Make a note of their answers; then watch the film again to check their ideas What are the words? • Write the words from a frame of a story on the board Delete a word and replace it with a line Ask the class to read the sentence putting in the deleted word Continue until the sentence has been erased and children are chanting the line Who is it? or Who was it? • Say a line from the story The children must try to remember who said it and say the character’s name Check the answers by watching the film What happens next? • Play a film to your class, pausing it occasionally Ask the children to guess what happens next, or what word comes next Spot it! • Divide the class into groups Give each group a flashcard of an item that is in the film Tell them to stand up with the flashcard when they see it in the film 172 Freeze frame Ideas bank flashcard The child says the first sound of the word, e.g r The second child must add the next sound, e.g r-e The last child completes the word, e.g r-e-d, red! Repeat with more words Post boxes • Write sounds on the font of three or four A4 envelopes, e.g /d/, /t/ and /ɪd/ Hand out cards with words on to pairs of children They walk around the room and post them into the correct envelope according to the sound they end in Once finished, open the envelopes and show the cards Say the words as a class Are they all correct? Make a rhyme • Write a sound on the board, e.g b Ask the class to call out words that contain the sound, e.g Bobby, big, hobby Make a rhyme with the words as a class, e.g Bobby is big and he’s got lots of hobbies! Sound it out • Mouth a word to the class that starts with or contains a particular letter or sound Children guess what the word is Repeat with another word with the same sound for children to guess Finally, ask the class what sound all the words have in common Classroom language Using English for classroom routines is an excellent way to introduce and recycle important natural language If English is used for organizing activities, giving instructions, playing games and for giving support and praise, children will develop a passive understanding of the expressions, and be able to produce many of them Here are some useful phrases Organizing in the classroom Sit down Stand up Open your books at page … Look at the pictures / words on page … Close your books, please Come here, please Give / Bring it to me Hands up Point to the / a … Put it here / there Wait Just a minute Say it with me Repeat Listen to me Stop now Tell me Hold up / Show me a … All together Let’s sing a song / read a story / play a game Giving support and praise Well done Yes, that’s right Not quite Try again! That’s very good That’s a lovely picture! Good try That’s nice / lovely I like your drawing Give yourselves a clap That’s fantastic Great! Carrying out activities Guess / Can you guess? Help each other Get into pairs / groups / teams Work alone Is that right? Stand in a circle / line Take turns Whose turn is it? It’s your turn Ready, steady, go! You’re out Never mind Better luck next time! It’s a draw X is the winner Shuffle the cards Choose a card Don’t show anybody your card Turn the card over No cheating Doing arts & crafts activities Draw a … Colour the … Cut out the … Stick the … Fold the paper / card like this Take out your scissors / glue / crayons Let’s put the posters / work on the wall Write your names on your posters / work Watch what I’m doing Tidy up Put the rubbish in the bin Be careful! Ending an activity / lesson Finish your turn Stop and look at me, please It’s time to stop now Put your things away, please We’ve got five more minutes Line up by the door Put your pencils down now, please Goodbye everyone / children See you tomorrow Have a nice weekend Classroom phrases for children Can I have the scissors / glue, please? Can you help me, please? Can you repeat that, please? Can I go to the toilet, please? Here you are I don’t know How you say X in English? Can I have a dictionary, please? Please can I work with X? What does X mean? It’s my / your turn Finished Sorry Thank you Yes / No Classroom language 173 Wordlist Words in bold highlight main course vocabulary taught in lessons and as well as core words taught in the cross-curricular lessons The remaining words are additional words they will have encountered in songs and stories and in reading and listening passages The number or letters after each word denotes the unit in which it is first encountered absorbent (5) abstract (4) achievement (4) African (2) always (SU) amazing (2) arrow (1) article (1) artist (4) Asian (2) assembly (SU) astronaut (4) background (4) baked potato (6) balloon (4) barbecue (6) bat (1) beans (6) bear (2) because (1) best (2) between (3) biography (4) blanket (5) blood (1) board (6) boil (5) bored (3) brass (2) break (SU) breathe (1) bridge (3) building (3) burn (6) busy (6) bus station (3) camel (2) camping trip (5) caption (1) carbon dioxide (1) carol (F) carve a pumpkin (F) character (6) 174 Wordlist clarinet (2) clever (SU) cleverest (2) climb a mountain (6) comic-book (1) composer (2) computer programmer (4) concert (2) cook (4) cook on the campfire (6) cookery club (SU) cotton T-shirt (5) craft club (SU) crocodile (2) cubist (4) customer (6) dance floor (5) dark (3) daughter (4) day trip (3) department store (5) design (v.) (4) destroyed (3) diary (SU) archery (1) gymnastics (1) doing sports (SU) double bass (2) drama (3) dress up (F) drinking tea (SU) Easter Monday (F) Easter Sunday (F) eat party food (F) elephant (2) email (address) (6) emergency (5) ending (1) engineer (4) entrance (2) equipment (6) escape (3) excited (3) exercise (1) exhibition (3) fabulous (4) fair hair (SU) fancy dress (F) fantasy (2) fastest (2) fiction (4) fire (5) firefighter (4) fishing rod (6) fit (1) flexible (5) flute (2) football shirt (1) freckles (SU) fresh water (6) friendly (3) fun (2) funny (SU) furry (2) gardener (4) gardening (SU) Geography (SU) giraffe (2) glass bottle (5) glasses (SU) go abseiling (1) goal (1) go caving (6) go climbing (1) go diving (1) go fishing (6) go kitesurfing (6) Good Friday (F) go swimming (1) go to the beach (6) go trampolining (1) go trick-or-treating (F) gym (1) happy (3) healthy (1) heart (1) heavy (2) helmet (1) historical (3) hi-viz (jacket) (5) hobby (2) hold (2) holiday (6) home (SU) hospital (3) hot cross bun (F) hotel (3) humanity (4) humorous (6) hump (2) husband (4) ICT (SU) impressionist (4) industry (3) invitation (1) jacket (5) job fair (4) journalist (4) juggle (5) juggling (balls) (5) jumper (5) jungle (2) kangaroo (2) laboratory (4) land (6) lazy (1) leaflet (2) leather belt (5) lights (F) lion (2) lively (SU) long hair (SU) lost (3) lungs (1) main course (6) man-made (5) map (5) market (F) match (1) materials (5) menu (6) metal bracelet (5) mobile phone (6) modern (2) monkey (2) museum (3) musician (4) natural (5) near (3) neck (2) never (SU) next to (3) Nobel Prize (4) oboe (2) ocean (6) opposite (3) orchestra (2) oxygen (1) painter (4) painting (4) palace (3) pantomime (F) paper plane (5) party (1) past (3) percussion (2) plastic car (5) play badminton (1) player (1) playing the guitar (SU) play hockey (1) play party games (F) play table tennis (1) play volleyball (6) pointillist (4) police officer (4) portrait (4) post office (3) present (F) prize (4) professor (4) properties (5) quiet (SU) reading (SU) recycled (5) registration (SU) reporter (1) reservoir (6) rigid (5) roast lamb (F) roll (F) rope (1) rubber boots (5) rucksack (5) running (SU) safari park (2) safe (3) sailing boat (5) salt water (6) savannah (2) scared (3) scientist (4) seaside (6) shopping centre (3) sheep (5) short hair (SU) sick (5) signal (5) silk scarf (5) skeleton (F) smoke (3) snake (2) snorkelling (6) sock (5) sometimes (SU) Spanish (SU) speed (2) sporty (SU) square (3) stadium (1) stick (1) string (5) string (section ) (2) stripes (2) strongest (2) style (4) sunglasses (5) supermarket (3) swim in the lake (6) swimming (SU) swimming costume (6) swimming shorts (5) swimsuit (1) talents (2) tallest (2) tap (6) team (1) teeth (2) theatre (3) the ground (6) thin (2) thoughtful (6) ticket (3) timetable (SU) title (1) torch (5) tower (3) town (SU) town hall (3) train (v.) (1) train station (3) treat (1) trumpet (2) TV studio (3) university (4) usually (SU) visit a castle (6) visitors (2) waiter (6) waitress (6) war (4) waste (5) waterproof (5) watersports (5) weight (2) wetsuit (5) wheelchair (1) whistle (5) why (1) wildlife (2) wins (1) wood (5) wooden train (5) woodwind (2) wool jumper (5) worried (3) worst (2) writing (SU) X-ray (4) zebra (2) zoo (2) tail (2) take photos (6) Wordlist 175 Letter to parents Dear parents and carers, This year your child will be learning English using Learn with Us 5, where he or she will be able to delve into the life of our main character, Jack, with his family, his school friends, Alfie and Lisa, and his friends around the world We learn about Jack and his family as they move to a new town, we celebrate Jack’s birthday with an activities party, visit a safari park with his family and friends We discover the places in Jack’s new town and join him at a job fair We go shopping with him at a department store to buy a birthday present for his cousin and join him and his friends at a summer activities camp Following a real child’s life creates a motivating and meaningful context for learning essential words, structures and skills in English Learn with Us offers stories and interesting real-life culture films and charming animated stories, introduced by Jack, which will enrich your child’s learning and his or her understanding of the culture of the UK and other English speaking countries, values and citizenship, and the wider world Learn with Us also provides a wealth of extra material such as videos, songs, projects and interactive games Learn with Us has a strong focus on developing your child’s communication skills and confidence in speaking English through frequent collaborative speaking activities Children are regularly encouraged to give their opinion in English and nine projects over the year give them lots of opportunity to use English in a personalized and meaningful way Literacy skills continue to be developed through fun unit and revision stories and other interesting reading texts, for example in the culture pages Get involved by reading or watching them together Encourage your child to tell you about their learning and compare similarities and differences in culture Learn with Us recognizes that your support and encouragement are important to your child’s success and provides plenty of ways for you to join in actively with your child’s learning, even if you don’t speak English Encourage your child to sing you the songs he or she learns in class, ask him or her to tell you about the children they have met in Learn with Us in the real-life and animated films and stories, and share his or her experiences Try to look at his or her work regularly and ask about favourite activities in each unit Always give lots of praise for your child’s efforts Encourage your child to look back at his or her work and see what has been done well, what he or she is proud of, what can be improved and also what targets he or she has set for the next unit Please not hesitate to ask me anything about your child’s progress this year Welcome to Learn with Us! Yours sincerely, English teacher 176 Letter to parents PHOTOCOPIABLE © Oxford University Press ... is a strong emphasis in Learn with Us on values and developing the whole child In Learn with Us 5, the values focus is presented in Lesson through the story, with a focused ‘All about values’... Teacher’s Guide Getting around town Components overview 12 At the job fair 106 Concept and characters 14 R Review 120 Introduction to Learn with Us 15 At the department store 123 Learning with Learn with. .. with reinforcement and extension resources and two-levels of tests to provide additional flexibility Introduction to Learn with Us © Copyright Oxford University Press 15 Learning with Learn with