wonderful world 3 lesson planner

Through spectacular photography and video, and inspiring facts, young learners will explore the world around them, discovering different countries, cultures, people and customs.Student’s

Trang 2

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

Wonderful

WORLD

LESSON PLANNER SECOND EDITION

Trang 3

2 COntents

Contents

Introduction to Wonderful World Second Edition 3

Teaching with Wonderful World Second Edition 5

Workbook Answer Key 138

Grammar Book Answer Key 169

National Geographic

Learning

SAMPLE COPY, NOT FOR DISTRIBUTION

www.frenglish.ru

Trang 4

Wonderful World Second Edition is a six-level primary series from National Geographic Learning Through

spectacular photography and video, and inspiring facts, young learners will explore the world around them,

discovering different countries, cultures, people and customs

Components

Student’s Book

The Wonderful World Second Edition Student’s Book is divided into an introductory unit (Unit 0) and twelve

topic-based units, each containing a unit opener and three two-page lessons After every even-numbered unit there

is a two-page Review with a song, and a Video spread with activities At the end of the Student’s Book there is a

Grammar Reference section which summarises the grammar presented throughout the book

Each teaching unit begins with a stunning unit opener image which introduces the unit topic and provides an

opportunity for class discussion about what’s in the photo There is an accompanying activity which is connected to

the photo

Each lesson starts with a clear vocabulary presentation activity, supported by audio, followed by a reading activity

showing the vocabulary in context, and receptive and active vocabulary activities New grammar is presented

clearly in boxes, using natural examples of real-world language These grammar presentations are followed by one

or two tasks that practise form and usage Each unit also contains topic-related vocabulary tasks that practise and

build on vocabulary in the reading texts, pronunciation practice in Sounds of English and Say It Like This! sections,

writing tasks where students are supported and guided to produce a piece of writing and topic-related listening

and speaking tasks that allow students to practise vocabulary and grammar presented in the lesson

Workbook

The Wonderful World Second Edition Workbook accompanies the Student’s Book Like the Student’s Book, it is also

divided into an introductory unit (Unit 0), twelve units and six reviews It recycles and consolidates the content of

the Student’s Book through easy-to-understand tasks which students can complete on their own Activities include

crosswords with picture clues, spell checks, word banks and picture-based tasks Students will be motivated by the

lively illustrations and captivating National Geographic photographs, and the Workbook’s clear and simple format

means that it can be used at home as well as in class At the back of the book, there is one project for each unit of

the course and these projects are linked thematically to each unit Each project is designed to be carried out once

the children have completed the unit Each project consists of a series of short activities, which revise vocabulary

and language These may be done in class, before the children embark on a short project, which can be completed

at home The project often involves drawing a picture, making a poster or booklet, or making a model and then

sharing the finished work with other members of the class The projects all involve items (such as paper, colouring

pencils, paint, etc.) which can be found easily at home

Grammar Book

The grammar progression in the Wonderful World Second Edition Grammar Book follows that in the Student’s Book

Each lesson begins with a presentation designed to introduce the grammar in an appropriate and age-related way

This is followed by grammar theory accompanied by plenty of example sentences The lesson then continues with

a selection of graded tasks before finishing with a speaking task, which allows students to practise the grammar

they have learnt in realistic situations There is a review after every two units in the Wonderful World Second Edition

Grammar Book Each review contains a variety of tasks designed to consolidate the grammar covered in the

preceding two units

Alphabet Book

The Wonderful World Second Edition Student’s Book for Level 1 is accompanied by an Alphabet Book This provides

students with plenty of alphabet practice There are fun alphabet activities, and each letter of the alphabet has a

page dedicated to letter-formation practice

Lesson Planner

The Wonderful World Second Edition Lesson Planner with Class Audio CDs, DVD and Teacher’s Resource CD-ROM

provides everything needed to plan and teach successful lessons The Lesson Planners include facsimiles of every

page of the Student’s Book with overlaid answers, objective boxes, clear lesson plans with detailed instructions and

a guide to all tasks from the Student’s Book The answer keys to Wonderful World Second Edition Workbook and

Grammar Book are also included.

INTRODUCTION TO WondErfuL WorLd SECOND EDITION 3

Introduction to Wonderful World

Trang 5

Levels 1 and 2 of Wonderful World second edition are accompanied by full-colour vocabulary flashcards which have a

picture on one side and the corresponding word on the other these flashcards are essential for teaching vocabulary

since they are both visual and tangible, thus prompting students’ ability to learn and retain new words

Posters

Levels 3 – 6 of Wonderful World second edition are accompanied by full-colour posters Levels 3 and 4 contain key

vocabulary and Levels 5 and 6 contain the stunning unit opener images with a series of suggestions for additional

activities

DVD

the Wonderful World second edition DVD contains six different videos these relate to the video spreads found after

every even unit of the student’s Book these national Geographic videos provide students with real-life knowledge

of the world around them the narration for the videos has been carefully graded so it is appropriate for the

students’ level

Teacher’s Resource CD-Rom (TRCD)

the Wonderful World second edition tRCD is designed to provide teachers with extra resources to support the

student’s Book material It is compatible with both PCs and Macs

Interactive Whiteboard (IWB) Software

the Wonderful World second edition IWB contains a fully interactive student’s Book with corresponding audio tracks

and videos, and also Workbook and Grammar Book pages (with and without answers)

Most of the tasks found in the student’s Book are interactive and have been developed to be easy to use by both

students and teachers alike the answer key for all tasks is available at the touch of a button the DVD can be played

with or without subtitles, as can the songs in order for students to sing along the Wonderful World second edition

IWB software is compatible with any interactive whiteboard hardware.

Class Audio CDs

the Wonderful World second edition Class Audio CDs contain the recordings of all the listening tasks, the Sounds of

English pronunciation sections and the songs found in Wonderful World second edition student’s Book Professional

actors are used in all recordings to ensure clarity and accurate intonation and pronunciation

Microsite

the Wonderful World second edition microsite is made up of a password-protected teacher’s Zone and a student’s

Zone the teacher’s Zone contains all the audio and audioscripts for the student’s Book, the videos and videoscripts,

test booklets and all answer keys It also contains materials that are also found on the tRCD, such as wordlists,

pacing guides, stories, graphic organisers and grammar reference charts

the student’s Zone contains the student’s Book audio and audioscript, and the videoscripts

4 IntRODUCtIOn tO WondErfuL WorLd seCOnD eDItIOn

Learning

www.frenglish.ru

Trang 6

Global Citizenship

Wonderful World Second Edition aims to broaden students’ horizons and introduce them to the world around them

through English language learning With this aim in mind, Wonderful World Second Edition presents spectacular

National Geographic photography as a major element of the course The photographs have been carefully chosen

to appeal to young learners They often depict children of the same age group to whom students can relate

The aim of Wonderful World Second Edition is to combine key concepts and principles of English language teaching

and learning whilst simultaneously motivating and encouraging students to take an interest in the world around

them

Effective learning happens when students are challenged just beyond their existing level of cognitive and language

development The activities in Wonderful World Second Edition have been designed to give young learners multiple

opportunities for understanding and construction of meaning Activities and projects are level appropriate and

align with the varying stages of students’ development

The topics throughout Wonderful World Second Edition are carefully chosen in order to expand students’ knowledge

of the world and prepare them to become socially responsible global citizens Activities are designed to enrich

students’ knowledge of the world and its cultures, people and places These provide a meaningful basis for

exploration through a variety of language-learning tasks In addition, students are given multiple opportunities for

concept checking which, in turn, provide students with the opportunity to judge their own progress by comparing

their outcomes to the original goals

Today’s students will grow up communicating with people from countries all over the world English is used

internationally as the language for science, technology, business, trade, tourism, diplomacy and global problem

solving Wonderful World Second Edition uses real-world and multicultural content to help young learners grow up

to become successful global citizens

Real-World Content

One of the main challenges faced by teachers is how to capture the interest of their students in a way that will

inspire them to learn One of the best ways is to ensure that what is taught in the classroom has some meaning and

relevance in the outside world Students learn language and content at the same time, so it’s natural and authentic

to include ‘real-world’ content in the English language classroom Wonderful World Second Edition offers plenty of

opportunities for this by integrating content from different subjects such as Art, Science, Sport and Social Studies

For example, in Student’s Book 2, Unit 11 ‘Keep it Clean’ focuses on the importance of looking after your home, your

local neighbourhood and the wider world It includes cultural richness through a reading task about students in a

Japanese school and a fun, yet meaningful song promoting good habits in picking up rubbish This way of learning

English is not only meaningful, but also teaches students about different cultures and supports their learning in

other areas of the curriculum

The language taught throughout Wonderful World Second Edition is contextualised and reinforces the skills needed

in other lessons, too This real-world, integrated content makes language learning interesting, motivating and

engaging for the students

21st-Century Skills

Today’s students are growing up in a world that is ever-changing through the developments of technology, and is

becoming more and more interconnected It’s important that teachers help students to develop the skills necessary

to navigate their way English-language teaching has an important role to play in delivering well-equipped,

responsible global citizens The Framework for 21st-Century Learning deals with ‘the skills, knowledge and expertise

students must master to succeed in work and life; it is a blend of content knowledge, specific skills, expertise and

literacies’ These skills can be categorised in four ways:

Ways of working: Wonderful World Second Edition helps students use the vocabulary and language structures they

need in order to communicate clearly and collaborate effectively They are taught to work independently, in pairs,

and in groups, in order to produce the language in a meaningful way

Ways of thinking: Students need to be able to think creatively and critically Wonderful World Second Edition provides

plenty of opportunities to challenge students to think creatively and critically For example, each unit opener asks

them to look at a photo, consider it, and interpret it by answering questions about it

Tools for working: These days, students need to be able to navigate technology and extract information from many

forms of media Over time, they will need to become proficient in technology literacy, information literacy and

visual literacy The comprehensive video programme and interactive technology which goes hand-in-hand with the

visuals throughout the course ensures that these skills are addressed throughout Wonderful World Second Edition.

TEAChING WITh Wonderful World SECONd EdITION 5

Teaching with Wonderful World

Trang 7

Skills for living in the world: Wonderful World second edition students are taught about social and personal

responsibilities through age-appropriate topics and tasks Community features strongly throughout the levels,

aiming to prepare students to become responsible local and global citizens

throughout Wonderful World second edition, learners are introduced to people, places and cultures from around

the world they will meet people from similar and different cultural backgrounds, giving them the opportunity to

recognise cultural similarities and appreciate differences students are also encouraged to express their own culture

in english Wonderful World second edition aims to prepare learners to be curious, engaged, well-informed citizens

of the 21st century

Visual Literacy

Research has shown that between 80 and 90 per cent of the information we take in is visual the 21st century is

increasingly image-, media-, and technology-driven Because there is so much accessible information nowadays,

messages need to be condensed so they can be read quickly and effectively this inevitably involves a dependency

on visuals which didn’t use to exist Visual literacy is therefore a much more important skill than it ever was in the

past nowadays, ‘literacy’ doesn’t just refer to the ability to read and write words, but includes the interpretation of

various kinds of text in print and media Visual literacy is the ability to construct meaning from images and photos,

illustrations, graphic organisers, signs, symbols, information graphics and video Wonderful World second edition

uses a variety of images of different types to help young learners understand text and organise information the

images and video from the national Geographic collection help young learners become visually literate through

imagery that reflects print and media in the real world

Young Learners

Learning styles

teaching young learners can be a challenge Young children do not have the same capacity as adults to sit still and

absorb information they tend to tire easily and can also get over excited Children also learn in a different way to

adults and they process information primarily through their senses All children are different, and it’s important to

cater to these different learning styles through a range of techniques

Visual learners: people who use the details of their surroundings, such as colours, shapes and positions of things to

remember information are known as visual learners they understand instructions much better if they are shown a

model of what to do, rather than simply being told what to do Visual learners respond well to visual stimuli such as

illustrations, photographs, flashcards, etc

Auditory learners: people who use sound and rhythm to remember information are known as auditory learners they

respond well to spoken instructions, and can remember details from listening activities, role plays and songs

Tactile learners: people who use their physical and material surroundings to help them remember information are

known as tactile learners tactile learners may appear to be fidgeting, for example, by playing with a pencil when

concentrating, but they associate physical action with the task at hand tactile learners like activities that involve

arts and crafts

Kinaesthetic learners: people who use physical movement to remember information are known as kinaesthetic

learners Like tactile learners, they use the sense of touch to help them remember information they like to move

around the classroom and they understand instructions better when they can see, hear and physically carry them

out Kinaesthetic learners do well with active tasks and tPR (total physical response) activities

Wonderful World second edition includes a balanced range of activities to cater for different learning styles.

Learning strategies

It’s important for teachers to understand the level of thought processes that young learners are capable of teachers

need to provide guidance for children, and utilising certain strategies can help

• encourage children to think about the required elements of a particular task, and ensure that they have some

level of understanding of the reason for doing the task

• help children to access prior knowledge about a certain topic and encourage them to think about what else

they would like to find out

• ensure children understand that it is perfectly acceptable for them to ask questions in class if they don’t

understand encourage them to work well with their classmates and make sure there is a comfortable setting

for them to give and take feedback

6 teAChInG WIth WondErfuL WorLd seCOnD eDItIOn

Learning

www.frenglish.ru

Trang 8

It takes time for children to develop analytical skills, but the activities in Wonderful World second edition have been

designed with the opportunities for teachers to expand the topic and begin to develop students’ critical thinking

skills in these areas:

comparing: how are (lions) and (cats) similar?

contrasting: how are (lions) and (cats) different?

understanding

meaning:

What clues help you to understand the meaning of (freeze)?

inferencing: If this is the effect, what do you think the cause is?

problem solving: What are some ways we can (reduce the use of plastic)?

ordering: Put your (favourite foods) in order of preference

using graphic

organisers:

how could you use a graphic organiser to categorise this vocabulary?

visualising: Imagine you are on a warm beach

Teaching the Core Skills

Reading

Children are naturally curious they enjoy finding out about the world around them supported by stunning

photography, Wonderful World second edition provides learners with plenty of opportunities to read about a broad

range of age-appropriate topics to engage and stimulate students the accompanying activities develop reading

skills such as identifying the main idea of a passage, finding specific details and working out meaning from context

the Lesson Planners provide plenty of support and suggestions for teachers to get the most out of the reading

activities with before-, during- and after-reading activities

Listening

throughout Wonderful World second edition, students are exposed to many listening activities, each supporting

a different skill For example, the Sounds of English activities focus solely on pronunciation, whilst other activities

require students to listen for details, or focus on stress, rhythm and intonation In addition, all the reading activities

are recorded, and students are exposed to a wide range of accents each review also contains a fun song and

students are encouraged to join in singing

Speaking

every lesson in Wonderful World second edition involves some sort of speaking output this might range from

answering a question posed by the teacher, to having a conversation with a classmate It’s important to ensure

students feel comfortable when required to speak, and that they know that it’s acceptable to make mistakes the

speaking activities in Wonderful World second edition develop in complexity from simple question and answer

exchanges relying on modelled language, to freer speaking activities where students are asked for opinions, or

asked to offer some personalised information

Writing

the writing tasks throughout Wonderful World second edition are carefully graded to ensure systematic progression

students are presented with a clear and complete writing model, and the language they are expected to use has all

been met within the unit When students have completed the writing task, they are encouraged to check their work,

and often to read it aloud to the class or a partner

Grammar

the grammar in Wonderful World second edition is clearly presented in each lesson the grammar boxes are visually

accessible and present students with clear models, together with plenty of examples of usage At this age, students

benefit more from seeing the grammar in use, and repeating the pattern of it, rather than being faced with forms and

rules each grammar point is practised through follow-up activities in both the student’s Books and the Workbooks

teAChInG WIth WondErfuL WorLd seCOnD eDItIOn 7

Learning

www.frenglish.ru

Trang 9

Teaching New Vocabulary

Vocabulary

the first two lessons of each unit of Wonderful World second edition start with a vocabulary strip, which presents

between five and seven new words per lesson the words are recorded so students can hear the correct

pronunciation, and then each word is recycled within the reading text or in subsequent activities It’s important

to consistently maintain vocabulary development and there are ways to make this exciting and fun For example,

encourage students’ active involvement in vocabulary acquisition by involving them in playing games with

flashcards or posters, doing arts and crafts activities, playing word games and making word walls It’s also a good

idea to encourage students to keep their own vocabulary notebooks

Young learners will remember new words if they find the learning process fun here are some suggested ways for

teaching new words with and without flashcards

Vocabulary strip

Pre-teach the new words before students open their books the vocabulary strip can then be used to practise new

words which have been learnt

Ask the students simple questions about the words/pictures in the vocabulary strip (e.g Do you like chocolate?

What colour are the boots?)

If some (or all) of the vocabulary words are visible in the picture underneath the vocabulary strip, ask students what

they can see, or ask them to point to items in the picture

Teaching with flashcards

• hold up the flashcards one at a time say the word and ask students to repeat after you Do this a number of

times Ask students to repeat together and individually

• Vary the volume (e.g whisper, shout), speed, and intonation of the words, and encourage students to copy

Younger learners will particularly enjoy using silly voices, or saying the words ‘like a robot’ or ‘like a monster’

• stick the flashcards on the board with blu-tack Point to one flashcard and say the word Ask students to repeat

after you Repeat a number of times Do the same with another flashcard When students know all the words,

ask volunteers to come to the board, to point to a flashcard and to say the word

• say the word and ask students to repeat then hold up the flashcard and say the word again Ask students to

repeat a number of times then hold up a flashcard without saying the word and ask students to call out the word

• hold up the flashcards one at a time say the word and ask students to repeat after you a number of times

Write one of the words on the board Read out the word Ask a volunteer to choose the correct flashcard and

stick it under the word on the board

• hold up the flashcards one at a time say the word and ask students to repeat after you Ask volunteers

to come to the front of the class and give them one flashcard each Call out a word the student with the

corresponding flashcard should hold it up

Teaching without flashcards

• Bring objects to class (e.g food items, classroom objects) Put all the objects in a bag Pull out the objects one

at a time and hold them up say the word and ask students to repeat after you Do this a number of times Ask

students to repeat together and individually then hand out the objects to volunteers Call out a word the

student with the corresponding object should hold it up

• Cut out magazine pictures which represent the words (e.g people, sports) stick the pictures on the board

Point to one picture and say the word Ask students to repeat after you Repeat a number of times Do the

same with the other pictures When students know all the words, ask volunteers to come to the board, point to

any picture and say the word

• If a word cannot be represented with an object, explain the meaning of the word in L1 (e.g cool) then use the

word in english appropriately (e.g My uncle is cool.) Ask students to repeat after you

• If you are comfortable with drawing, draw simple pictures on the board (e.g clothes, parts of the body) Point

to the picture, say the word and ask students to repeat Do this a number of times Ask students to repeat

together and individually

• Use actions to illustrate a word (e.g action verbs) Do the action say the word and ask students to repeat say

the word and ask volunteers to do the action

Learning

www.frenglish.ru

Trang 10

Recording New Vocabulary

encourage students to keep a record of the new vocabulary that they have learnt, either at the end of each lesson,

each week, or at the end of each unit

Vocabulary Books/Mini-dictionaries

show your young learners some examples of picture dictionaries for ideas to explore new ways of recording

vocabulary Younger learners may wish to simply write the english word and draw the meaning next to it or write

the word in L1 Older learners might find it more useful to include example sentences, english descriptions of what

the words mean or mind maps which link similar words

Word Walls

A word wall is a collection of words which are displayed in large, visible letters on a wall in the classroom Children

can use these words as a reference during speaking and writing activities new words can be gradually added

Pictures or different colours can be used to show the meaning of different words, or to group together words of

similar categories or parts of speech

Creating Successful Lessons

successful lesson plans are the key to successful lessons there are many benefits to having a good lesson plan

It’s as important as using a map to plan a journey: know the direction you’re going in and you’ll successfully reach

the destination there may be points of interest along the way that you want to stop off at and investigate In a

classroom setting, this might be a particular language point that requires some additional explanation If you have

mapped the journey beforehand, and gathered the necessary materials to make for successful activities, the lesson

should flow seamlessly

If the lesson has been well planned in advance, you will know exactly what materials your students need to

make activities successful each stage of the lesson will be catered for with step-by-step instructions that provide

guidance for the entire lesson the most important part of a lesson plan is to define an objective for that lesson, and

then ensure that each stage of the lesson contributes to a successful outcome, achieving that objective

the Wonderful World second edition Lesson Planner helps teachers to create successful lessons by following these

steps:

To start: these activities are designed to either tap in to students’ prior knowledge about a topic, or to revise what

was taught in the previous lesson they are an important part of the lesson as they focus the students on the topic

and prepare them for the rest of the lesson where they will encounter new material

Presentation: this is the part of the lesson where the new vocabulary or grammar structure is presented It’s

important that students have multiple opportunities to listen to or read new material in different ways that will

cater for different learning styles For example, presentations could include a listening activity, a matching activity

using flashcards, or a song

Practice: having been exposed to the new language, students are then given plenty of opportunities to practise it in

a controlled way they are presented with the new language and see it within model dialogues, or guided written

activities When they feel confident with the new language, they can then move onto using it in a freer way

usage: the aim of presenting and practising new language is to be able to use it communicatively throughout

Wonderful World second edition, students are given plenty of opportunities to use the language they have learnt in

a natural and meaningful way, with a different skill focus in each lesson

Extension: throughout the Wonderful World second edition Lesson Planner, useful extension activities have been

suggested these are all meaningful communicative activities which give students the chance to use their

newly-learnt language, often in a personalised way these activities not only reinforce the language of a particular lesson,

but they can also stretch students’ ability to communicate in an authentic way

An additional feature of Wonderful World second edition Lesson Planners is a series of useful teaching tips which is

designed to offer extra advice and support on aspects of teaching children that teachers often find challenging

Classroom Management

teaching young learners can be a challenge Young children tend to tire easily and also tend to get over excited

here are some suggestions on how to teach young learners and maintain a happy, well-managed classroom

• enter the classroom before the students Welcome them to ‘your’ classroom as they arrive In this way you

make it clear that the classroom is your domain and you are in charge

Learning

www.frenglish.ru

Trang 11

• establish a set of ‘Class Rules’, ideally with the students It’s important that young learners know what is

expected of them and what behaviour is acceptable

• try to establish predictable routines for the students this is particularly important when transitioning from

one activity to another as it will help young learners feel secure and confident prior to starting something new

• Make sure the time it takes to do certain things, e.g come into the room, settle down, think about an answer

before giving it, is taken into account during the planning stages of the lesson

• Decorate the classroom with pictures and posters of interest about english-speaking countries students’ work

should also be displayed on the wall

• try to meet students’ parents at the beginning of the school year in order to gain their support talk about the

course and explain what students are expected to do at home

• Bring a supply of materials, e.g pencils, sharpeners, rubbers and coloured pencils with you Children often

forget theirs!

• Make sure all students can see the board Write clearly and legibly on the board

• Be patient If students don’t understand a task, explain it in a different way You can check understanding of

tasks by rewording the questions, or asking students to explain what they have to do

• try not to raise your voice If you shout, young children tend to shout in reaction Keep boisterous children

busy with small tasks like holding the flashcards or collecting books

• Allow children to be active Ask students to stand up, come to the board, perform at the front of the class, hold

up their books, perform actions to songs, etc

• Insist that students raise their hands to answer a question and wait for your cue If all students call out

together, it is noisy and you cannot monitor learning

• Praise and reward students Use stickers or draw stars in students’ notebooks to reward written work Use

english phrases, e.g Well done! Good job! That’s fantastic! to reward spoken work.

• encourage all students to take part in the lesson Give weaker students tasks they can perform successfully, e.g

cleaning the board or handing out tests

• Keep the pace of the lesson moving If you spend too much time on a task, students lose concentration and

become restless try a different task, like singing a song, and then go back to the task if necessary

• Mark homework and tests positively Young learners need praise and reinforcement to build their confidence

• Always have extra material and ideas ready for time fillers You can find ideas in the Lesson Planner and extra

material on the tRCD

• Make sure students are clear about what they have to do for homework Allow time at the end of the lesson to

explain their homework to them It’s a good idea to write the homework on the board and have students copy

it into their notebooks

• the most important aspect of classroom management is making sure you build a safe, fair and happy

environment for the learners

Assessment

As previously mentioned, young learners require lots of attention, play and engagement in all aspects of learning,

and this includes assessment It’s vitally important that the assessment used is both age-appropriate and of a high

interest level Young learners should be tested using activity types they do regularly in class so they feel confident

and are not intimidated by them

Learning

www.frenglish.ru

Trang 12

Trang 13

Unit 0 p 4 numbers, time, Plurals, Articles, Demonstratives, Classroom Language numbers 1–10,000, a/an/the, this/that, these/those

Family membersAdjectives for people

Be (affirmative/negative,

questions/short answers)Possessive adjectives

Possessive ‘s

Family and Friends p 6

toysAdjectives

Have got (affirmative/

the

My Favourite Things p 14

school subjects school equipmentVerbs

Present simple (spelling rules / time expressions)Present simple (negative, questions/short answers)Adverbs of frequency

talking about everyday life

oo sounds

equipment for hobbies Kinds of entertainment Items on a calendar:

week and year

Question words

Can (affirmative/

negative, questions/short answers)

Object pronouns

talking about hobbies

w sounds

Parties and celebrations Fancy dress, costumes

ImperativesObject pronouns Countable and uncountable nouns

Some, any

Making suggestions

Much, many

A lot of, lots of, a few,

a little

talking about food

12 WondErfuL WorLd 3 seCOnD eDItIOn sCOPe AnD seQUenCe

Scope and Sequence

Learning

www.frenglish.ru

Trang 14

Unit Vocαbulαry Grαmmαr Functional Language Sounds of English

sports Verbs of motion

Present continuous (spelling rules/time expressions, negatives, questions and short answers, the future)

talking about sport

Dialogue

ee, ea, i sounds

homesBuildings Jobs

Present simple and present continuous

Must

talking about places

Rhyming words (complete a poem)

People and Places p 74

Means of transportholiday equipment

Past simple: Be

Past simple: Regular and irregular verbs

talking about travel

-ed in past

simple

Holidays and Travel p 86

Jobs in entertainmentMusic

Films

Past simple: Regular and irregular verbs (negatives, questions and short answers)

talking about famous people

c, g, s and y

sounds

Wild and domestic animals

Adjectives to describe animals

Comparativessuperlatives

talking about animals

a and u

sounds

WeatherLandscapes

Be going to

Future simple

talking about the weather

a sounds

Weather and Nature p 114

Trang 15

Numbers to 10,000 Telling time

1 Listen Circle the number TR: 0.2

2 10,300

3 1,023

4 4,985

It’s one o’clock.

It’s five fifty-five / It’s five to six.

It’s two fifteen / It’s quarter past two.

It’s three thirty / It’s half past three.

It’s four forty-five / It’s quarter to five. It’s midday / It’s midnight

1 What time is it? Write a sentence.

2 Answer the questions.

1 What time do you get up?

17 seventeen 10,000 ten thousand

436 ➝ four hundred and thirty-six 6,300 ➝ six thousand, three hundred 8,719 ➝ eight thousand, seven hundred

and nineteen

4UNIT 0

Answers will vary.

It’s three twenty.

It’s five forty-five./

It’s quarter to six.

It’s eleven thirty./

It’s half past eleven.

It’s eight thirty-five./

It’s twenty-five to nine.

seven hundred and sixteen ten thousand, three hundred one thousand and twenty-three four thousand, nine hundred and eighty-five

2 10,300

3 1,023

4 4,985

436 ➝ four hundred and thirty-six 6,300 ➝ six thousand, three hundred 8,719 ➝ eight thousand, seven hundred

and nineteen

4UNIT 0

Answers will vary.

It’s eleven thirty./ It’s half past eleven.

It’s eight thirty-five./ It’s twenty-five to nine.

seven hundred and sixteen ten thousand, three hundred one thousand and twenty-three four thousand, nine hundred and eighty-five

Vocabulary from Wonderful World 2:

numbers 1–10,000, telling the time,

classroom language

Grammar

Revise grammar from Wonderful

World 2: Irregular plurals, a/an/the,

this/that, these/those

Functional language

Revise functional language from

Wonderful World 2: Hello/Hi I’m …

What’s your name? My name’s …

How are you? I’m fine thanks How old

are you? I’m … Where are you from?

I’m from … And you? What time is it?

It’s … o’clock/midnight/midday.

Classroom instructions: Please be

quiet, Open your book, Close your

book, Put your hand up, Go to the

board, Please hurry up, Sit down,

Stand up, Take out your homework.

• Welcome students Say Hi/Hello I’m

(your name) Ask What’s your name?

and elicit My name’s … Then ask How

are you? and elicit Fine, thanks Do the

same for How old are you? I’m …

• Explain to students that they will be

using Wonderful World 3 and this

introduction revises basic English that

they should already know

Numbers to 10,000

• Tell students to say the numbers 1 to 22 out loud as a class Write

the numbers 30, 40, 50, 60, 70, 80, 90, 100, 200, 1,000, 2,000, 10,000

on the board Elicit these numbers in English If time allows, write random numbers between 1 and 10,000 on the board and elicit the number

• Tell students to look at the numbers Ask them to circle the number they hear Play the recording

• Play the recording again Pause after each word

• Check answers as a class

Trang 16

Numbers to 10,000 Telling time

436 ➝ four hundred and thirty-six

6,300 ➝ six thousand, three hundred

8,719 ➝ eight thousand, seven hundred

and nineteen

4 UNIT 0

Answers will vary.

It’s eleven thirty./

It’s half past eleven.

It’s eight thirty-five./

It’s twenty-five to nine.

seven hundred and sixteen

ten thousand, three hundred

one thousand and twenty-three

four thousand, nine hundred and eighty-five

to a hundred If a student makes a mistake, they sit down and the class starts from the beginning again

• If you feel you have a strong class, you could tell them that instead of saying five and any multiples of five

(ten, fifteen, twenty, etc.) they can say mango.

Telling time

• Ask students to tell you what time it is now If no one is wearing a watch or there isn’t a clock on the wall, then draw

a clock face on the board showing the time Revise the time

in English by changing the position of the hands on the clock and elicit the times from the class

• Read the times to the class Ask students to repeat the examples Make sure students are familiar with the phrases:

o’clock, quarter to, quarter past, half past.

• Tell students to write what time each clock says They can look

at the clock faces for help

• Check students understand the task Do the first one as a class

if necessary

• Check answers Write the answers on the board if necessary

• Tell students to answer the questions with true information

• Check students understand the task Do the first one as a class if necessary

• Check answers Write the answers

on the board if necessary

TEaChinG Tip

Give students plenty of practice in telling the time by asking them the time at least once every lesson Giving them a reason to tell the time in English allows them to develop this skill

Trang 17

1 Listen and do TR: 0.3

2 Work in pairs Take turns being the teacher and the student The teacher tells the student what to do The student responds.

mango ➝ mangoes mouse ➝ mice tooth ➝ teeth sheep ➝ sheep woman ➝ women

Put your hand up

Please hurry up!

sounds a, e, i, o, u

• Tell students to write the correct articles They can look at the blue box for help

Trang 18

2 Work in pairs Take turns being the teacher and the student The teacher tells the

student what to do The student responds.

tooth ➝ teeth sheep ➝ sheep

Yes, that is a … Repeat with objects to practise these and those.

• Tell students to complete the sentences with this, that, these, those

They can look at the blue box for help

• Check answers Write the answers on the board if necessary

Play the first sentence and check that they do the correct action If necessary, play it again

• Play the recording sentence by sentence for students to mime

being the teacher and the student The teacher tells the student what to do The student responds.

• Tell students to take turns being the teacher and student In pairs, ask them to say and mime the action

Trang 19

Family and Friends

• Put students in groups of two or three and tell them to think of

at least seven words that they can relate to family or friends Tell them they can suggest people, places or activities

Theme

This unit is about describing family

and friends

Vocabulary

Lesson 1: clever, different, same, loud,

quiet, silly, crazy about, long, short,

dark, fair, curly, straight

Lesson 2: egg, keep warm, parents,

sea, swim, mother, father, nephew,

Trang 20

Related vocabulary

cub, hunt, lioness, savanna

• Tell students to look at the photo on pages 6 and 7 and say what

they can see Elicit ideas (sky, clouds, eyes, tail, paw, nose, ears,

blue) and write them on the board.

• Ask students to read the words on page 6 and tick what they can see

TeachinG Tip

Begin each lesson by quickly revising key language from the previous lesson

Unit Opener 19 National Geographic

Learning

www.frenglish.ru

Trang 21

They’re the same

in lots of ways But

they’re different in

lots of ways, too.

4 Read Tick T for True and F for False

1 Lorena and Carla are the same in

2 Lorena and Carla are crazy about

3 Lorena and Carla look different T F

3 Write.

crazy about different loud quiet same

loud, one is quiet

4 Lorena and Carla are technology.

1 Listen Listen and repeat TR: 1.1

2 Listen and read TR: 1.2

clever different loud quiet silly

same

crazy about

Both

Carla and Lorena are

both clever And they’re crazy about technology

They’re always building and making new things.

Carla

Carla is

loud She’s

got lots of friends

She’s always talking She

These twins are best friends!

8 UNIT 1

quiet loud different crazy about same

the board: man, mouse, tooth, mango,

woman, sheep, child, knife, box and

• Check students understand the task Read out number 1 Ask if it’s true or false and why

• Check answers Ask students to read out the sentences and say true or false

• Read the grammar box to the class Tell students

to repeat the examples Ask them how the negative is different from the affirmative (you add

not, or ’t).

• Tell students to complete the sentences with the correct form of the verb Read out the first sentence and elicit the answer

Lesson aims

• Learn and use new vocabulary:

clever, different, same, loud, quiet,

silly, crazy about, long, short, dark,

fair, curly, straight

Trang 22

GRAMMAR Be

We use be to talk about a person’s:

a job Uncle Oliver is a scientist.

b nationality We are English.

c relatives She is my sister.

d name I ’m Mandy.

Affirmative

I’m (I am) you’re (you are) he’s/she’s/it’s (he/she/it is) we’re/you’re/they’re (we/you/they are)

Negative

I’m not (I am not) you aren’t (are not) he/she/it isn’t (is not) we/you/they aren’t (are not)

Yes, I am / No, I’m not.

Yes, he/she/it is / No, he/she/it isn’t.

Yes, you/we/they are / No, you/we/they aren’t.

6 Match.

1 Is Paul your cousin?

2 Are the children

in the house?

3 Is the dog old?

4 Are you eleven

years old?

5 Is she a tall girl?

6 Boys, are you crazy

about computer games?

f No, they aren’t.

5 Complete the sentences with the correct

form of be

8 Match the opposites.

fair long /

short

10 Ask and answer these questions with your partner.

1 Are you ten years old?

2 Is your dad/mum a doctor?

3 Have you got straight hair?

4 Who is very different from you?

5 Are you clever?

6 What are you crazy about?

11 Write five sentences about one of your friends Begin each sentence with He/She

is … or He/She isn’t …

9

are isn’t are isn’t

Sam, Ricky, Jane, Jack, Becky Answers will vary.

Answers will vary.

aren’t isn’t

exTRa acTiViTy

Put students into two teams Explain that they are going to play a game describing a person from the opposite team and that their team members have

to guess who it is The team with the most correct answers is the winner

of anna’s friends and

• Tell students to listen to Anna describing her friends and write the correct name under each person Play the recording

• Play the recording again Pause after each description

questions with your partner.

• Tell students to work in pairs to ask and answer the questions about themselves and their families

• Remind students of the short

answers that they learnt with be,

and tell them to use this form to answer most of the questions

• Write any mistakes on the board and ask students to correct them Deal with any problems in pronunciation

one of your friends Begin

is or he/She isn’t

• Tell students that they are going

to write five sentences about one

of their friends Elicit from them things that they can write about (age, hair, height, character, what they are crazy about)

• Ask each student to say one sentence about their friend Then tell them to write down their sentences Allow enough time to complete the task

• Check answers Write them on the board if necessary

Lesson 1 21 National Geographic

Learning

www.frenglish.ru

Trang 23

egg keep parents sea swim

warm

3 Tick T for True and F for False.

3 It isn’t warm in the Antarctic T F

4 The mother penguin keeps her

5 The baby penguin goes to the

4 Complete the sentences with these words.

egg keep warm parents sea swim

2 You put on a coat and a hat to .

3 The father penguin stays with the

and the mother leaves.

4 Penguins can’t fly, but they can .

5 There are dolphins, sharks and penguins in

Emperor penguins are amazing birds They live in the Antarctic

They can’t fly, but they can swim

really well! They’re also great

parents The mother penguin has one egg every winter She

gives her egg to the father penguin and then she goes to

the sea for food Sometimes she

walks about 80 kilometres! It’s very cold in the Antarctic and

the father penguin keeps the egg warm on his feet He stays

with the egg and he doesn’t eat Then after two months the chick (baby penguin) comes out

of the egg Soon the mother is back with their food The father penguin leaves He goes back

to the sea because he’s very hungry He wants his own food!

About 40 kinds of birds can’t fly.

10 UNIT 1

parents keep warm egg

swim sea

the following words: dark (fair), loud

(quiet), clever (stupid), young (old),

different (same).

• Ask students these questions with

be to practise short answers: Are

you 13 years old? Is your dad English/

Egyptian/Lebanese? Am I tall? Are your

friends scientists? Is your brother funny?

• Check students understand the task Read out number 1 Ask if it’s true or false

• Check answers Ask students to read out the sentences and say true or false

words.

• Tell students to complete the sentences with words from the box Read the sentences as a class and check meanings

• Check students understand the task and do the first one as a class

Lesson aims

egg, keep warm, parents, sea, swim,

mother, father, nephew, niece

Trang 24

GRAMMAR Possessive adjectives

Possessive adjectives show that

something belongs to someone

or something.

My dad is 37 years old

His name is Barry.

We live in a white house

Our house is big.

2 Look at that dog! ears are big!

3 Nancy and Lee are friends

parents are friends, too.

4 James is very tall but brother

is short.

and Kerry.

6 Hi, Jenny! Is this cousin?

7 Listen to Ben talking about his family Tick

T for True or F for False TR: 1.8

8 Ask and answer these questions with your partner.

1 Is your family big or small?

2 Are my family and your family very different? How?

3 How old are your brothers and sisters?

4 How many uncles and aunts are in your family?

5 Have you got any cousins? What are their names?

6 Who is your favourite family member? Tell

me about him/her.

Read Listen and say.

A Listen to these words What do you notice about the letters in red?

1 ans wer

2 s cientist

3 w hat

B Say each word Circle the silent letter

Then listen and check your answers.

grandma wife

grandpa husband

Note: Be careful with

these words:

• it’s (it is) and its

• you’re (you are) and your

• he’s (he is) and his

11

Her Its Their his Our your

possessive adjectives.

• Read the grammar box to the class Ask students

to repeat the examples Ask students what his means in the example (Dad’s) Explain that his is a possessive adjective and it shows that something

• Play the recording again Pause after each word for students

to repeat

his family Tick T for True or

• Tell students to listen to Ben talking about his family Ask students to

underline the family words (father,

aunt, cousins, husband, sister) and

the verbs (is, are, have) Tell them

to listen to whether the verb forms are affirmative or negative

• Play the recording Tell students

to decide if the sentences are true

or false

• Play the recording again Pause after each description

SoundS oF enGLiSh

Read Listen and say

TR: 1.9, 1.10 a

in English

B

• Tell students to say the words

in B and circle the silent letter in each word Play the recording and ask students to listen and check their answers

• Check the answers as a class

your partner.

• Tell students to work in pairs to ask and answer the questions about themselves and their families

• Write any mistakes on the board and ask students

to correct them Deal with any problems in pronunciation

Learning

www.frenglish.ru

Trang 25

1 Listen and read to find out which best friend is from the same family TR: 1.11Lesson 3

1 What class is Errol in?

2 What are the brothers’ names?

3 When is Eshan’s birthday?

4 Where’s Lara from?

5 How old is Lara’s mum?

SAY IT LIKE THIS!

Making friends Ask and answer these questions with a partner.

What’s your name?

How old are you?

Where are you from?

When’s your birthday?

Email

Hi!

I’m Errol and I’m 11 years old

I’m from India.

My best friends are Eshan and Yann

They’re brothers and they’re 9 and 11 years old They’re cool!

The brothers’ hair is brown Yann

is together with me in Class 3A at school Eshan is very clever, and Yann

is very funny Their birthdays are on the same day – 8th February!

Who is your best friend?

Write me an email soon!

Answers will vary.

which best friend is from the

Say iT Like ThiS! Making friends

ask and answer these questions with

• Ask volunteer pairs to read out questions and give their answers

• Ask those students to move around the room, and ask their questions until they have all spoken to each other Choose one student and ask the others one of the questions about him or her

Trang 26

C Read Jung’s email Fill in the missing letters or punctuation.

Hi!

I’m Jung and I m from Korea

’m eleven years old I’m tall with dark hair and green eyes

My sister Lin is six years old Lin s favourite toy is her teddy bear.

Have you got a brother or a sister I’m crazy about sport and my cat, Felix.

What are you crazy about Write to me when you can!

Jung

D Write an email about yourself Use this plan to help you.

Begin like this: Hi!

Answer the questions:

What’s your name?

Where are you from?

How old are you?

What are your brothers’ and sisters’ names?

How old are they?

What are you crazy about?

Finish like this:

Write me an email soon!

E Read your email and check capital letters, full stops, apostrophes and question marks.

3 Write the apostrophe ( ’ ) in the correct place.

1 Janes eyes are brown.

2 The babies names are Ava and Antonio.

3 Henrys hair isn’t curly

4 The childrens uncle is a scientist.

5 Lea is my mums best friend.

6 The womans name is Sarah.

2 are you rachels friend

3 penguins are amazing animals

4 my dogs are very clever

5 its a great house

GRAMMAR Possessive ’s

We use ’s after singular nouns and an apostrophe (’) after plural nouns to show something belongs to someone.

This is Emma ’s dog.

Ron is the boys ’ dad.

Note: Plural irregular nouns

(without s) are followed by ’s.

The children ’s grandpa is nice.

13

I’m Dan’s sister.

Are you Rachel’s friend?

Penguins are amazing animals.

My dogs are very clever.

It’s a great house.

’

.

(the order of the s and the apostrophe)

• Ask students what other irregular nouns they

know that follow this rule (men’s, mice’s).

• Tell students to write the apostrophe in the correct place Write out the first sentence and elicit the answer

• Tell students to match the punctuation to the correct words with a line

correct punctuation and the correct capital letters.

• Tell students to look at the sentences Write out the first sentence and elicit what punctuation is missing and why

• Check students understand the task Allow enough time to complete the task

in the missing letters or punctuation.

• Tell students to read Jung’s email and fill in the gaps with the correct punctuation

• Write out the first sentence and elicit the answers

• Check answers as a class Write them on the board if necessary

yourself Use this plan to help you.

• Tell students that they are going to write an email about themselves, similar to the ones in activity 1

• Ask students to use the plan and answer the questions individually

• Check answers Write any mistakes on the board and ask students to correct them

letters, full stops, apostrophes and question marks.

• Tell students to read their email again and check the punctuation

• Ask volunteers to read out their emails Write any punctuation mistakes on the board, and ask students to correct them

Trang 27

Kovalam Skate Club, India

My Favourite Things

• Put students in groups of two or three and tell them to think of at least seven words that they can relate to belongings and favourite things Tell them they can suggest verbs, objects, activities or adjectives

Theme

This unit is about describing

belongings and favourite things

Vocabulary

Lesson 1: piece, puzzle, scared, video

game, strange, thing, bike, board

game, laptop, puppet, skateboard

Lesson 2: country, exciting, globe,

moving, present, scary, camera, comic,

ice skates, watch, piano

Grammar

Lesson 1: have got

Lesson 2: there is, there are;

Trang 28

1 Look at the photo What body parts is she using?

to encourage children who had dropped out of school to continue with their education They offer free skateboarding lessons, but their motto is ‘No School–No Skating’

Related vocabulary

balance, half pipe, helmet

to find out for homework and check it before the next lesson This encourages students to take a more active part in the learning process

Unit Opener 27 National Geographic

Learning

www.frenglish.ru

Trang 29

4 Read and circle.

1 Dad has got a box of old things / pieces

2 The puzzle has got 500 things / pieces.

3 Sonja doesn’t want to do the puzzle / video game

4 Sonja has got a computer for writing and

puzzles / video games

5 Sonja thinks the typewriter is strange / scared.

6 Sonja is strange / scared She doesn’t want

to break the typewriter

2 Listen and read TR: 2.2

piece puzzle scared video game

Dad: Sonja, I’ve got a box of my old

things Look, a puzzle! It’s got

500 pieces Do you want to do it

with me?

Sonja: Not now, Dad I’m playing a

video game

Dad: Oh, OK Sorry.

Sonja: No, it’s OK, Dad What other things have you got in that box?

Dad: Well, I’ve got some old books, some photos, and … look My typewriter!

Sonja: What is that? It’s so strange!

Can I touch it?

Dad: Of course You can write with it

You put the paper in, then you touch the letters Go on, try it!

Sonja: I’m scared I don’t want to

Dad: You can have it.

Sonja: Really? Thanks, Dad!

strange thing

them Isnt this Johns’ book That is

Maxs car Emperor penguin’s are funny?

My best friends brothers’ are twins

The dog hasn’t got it’s bone.

• Tell students to look at the conversation again and circle the correct options Read the sentences

as a class and check meanings

Lesson aims

piece, puzzle, scared, video game,

strange, thing, bike, board game,

laptop, puppet, skateboard

Trang 30

GRAMMAR Have got

We use have got to:

a describe someone/something

I ’ve got black hair.

b show that something belongs to someone/something

She ’s got a puzzle.

Questions

Have I/you/we/they got … ? Has he/she/it got … ?

Short answers

Yes, I/you/we/they have

Yes, he/she/it has

No, I/you/we/they haven’t.

No, he/she/it hasn’t.

Affirmative

I’ve/you’ve/we’ve/they’ve (have) got

he’s/she’s/it’s (has) got

Negative

I/you/we/they haven’t (have not) got

he/she/it hasn’t (has not) got

form of have/has got

Who is Sasha? She’s my cat!

6 Write questions and answers.

8 Listen and circle TR: 2.4

1 The boy has got a red bike / skateboard.

2 The girl has got a cat and a rabbit

They’re on her laptop / puppets.

3 Rachel doesn’t want board games / video games.

4 Clara and Jon have got skateboards / bikes.

5 Miguel’s favourite thing is his bike / laptop.

9 Complete the sentences with these words

bike board game laptop puppets skateboard

1 I’ve got a I stand on it and it moves

work.

10 Ask and answer the questions with

a partner.

1 What’s your favourite toy or game?

2 Have you got a laptop/skateboard/bike?

3 What’s your dad’s/mum’s favourite thing?

4 Is it different from yours?

11 Write five sentences about the things you have got Say what your favourite thing is.

Note: Be careful with its (possessive

adjective) and it’s (it has) got.

bike board game laptop

puppet skateboard

17

’ve/have got

skateboard laptop bike board game puppets

Answers will vary.

Has Jake got a computer?

Have you got a puzzle, Jamie?

Have Jake and Mandy got a new video game?

’ve/have got hasn’t got

’s/has got hasn’t got

• Read the grammar box to the class Ask students

to repeat the examples Explain the difference

between the short and long forms of have got and has got.

• Tell students to complete the sentences with

the correct form of have/has got Point out that

the tick represents the affirmative and the cross represents the negative

• Play the recording again Pause after each word for students

to repeat

• Tell students to listen to the conversation and circle the correct words Play the recording

• Play the recording again Tell students to check their answers

with these words.

• Check answers as a class Write the answers on the board if necessary

questions with a partner.

• Tell students to work in pairs to ask and answer the questions about their favourite things

• Remind students of the short answers that they learnt with

have got, and tell them to use

this form to answer some of the questions

• Deal with any problems in pronunciation

you have got Say what your favourite thing is

• Tell students that they are going to write five sentences about things they have got Ask them to work in pairs and tell their partner about the five things they have got

• Ask students to write sentences about the five things they have told their partner about and one sentence about their favourite thing Allow enough time to complete the task

Trang 31

2 Listen and read Choose one thing you like and one thing you don’t like Say why TR: 2.6

3 Write S for spider, G for globe, BG for board game or CB for caster board.

1 You must move your body to make it go

2 It’s got eight legs

3 It teaches you about countries

4 It teaches you to code

5 It can scare your friends

6 It can help with homework

Lesson 2

4 Complete the sentences with these words.

country exciting moving present scary

country exciting globe moving present scary

Read about these fun toys! They’re great presents for your friends!

3 Coding Board Game

Code Monkey Island

1 Remote-Controlled Tarantula

Is this a real spider? No, it isn’t!

It’s just a toy It’s got

eight moving legs

Do you like to scare your friends?Then this is the toy for you!

2 Interactive Talking Globe

This is a talking map

of the world! There’s

a special pen with the

globe Touch a country

with the pen and the globe tells you about it!

It’s also a great help with homework.

4 Caster Board

A caster board is like

a skateboard, but moves like a surfboard

or a snow board To make it go, you must move your body You don’t put your feet on the pavement They stay on the board It’s

not scary – it’s fun!

Real tarantulas have got eight eyes, but they can’t see well.

18 UNIT 2

CB

BG S

S G

G

country moving

Have you got a pet? Has your grandad

got a skateboard? Have I got blue eyes?

Have we got English today? Has the year

got twelve seasons? Has your aunt got a

toy robot?

Has the week got seven days? Have you

got any brothers and sisters?

you like and one thing you don’t like

board game or cB for caster board.

• Tell students to match one of the presents on the website with each of the sentences Explain that the letters correspond to each toy

• Check students understand the task and do the first one as a class

words.

• Check students understand the task

Lesson aims

country, exciting, globe, moving,

present, scary, camera, comic, ice

skates, watch, piano

Trang 32

9 Listen Then tick T for True or F for False

3 Helen’s sister hasn’t got ice skates T F

4 There’s a bookshop near

5 Helen gets a comic for her sister T F

6 Helen gets a book of piano music

5 Put the words in the correct order.

1 aren’t / maps / at / any / school / there

2 lots of / are / girls / in / class / there / our

3 ? / there / spiders / are / any / here

4 isn’t / a / there / in / caster board / my room

6 Look at the picture in column 1 Complete the sentences with prepositions

1 Are there any board games in your classroom? Where?

2 Is there a globe in your classroom? Where?

GRAMMAR There is, There are

We use there is and there are to describe

scenes and talk about place.

There is a girl in the shop.

There are some books on the desk.

Yes, there is / No, there isn’t.

Yes, there are / No, there aren’t.

camera comic ice skates

piano watch

GRAMMAR Prepositions of place

under between in front of behind

19

There aren’t any maps at school.

There are lots of girls in our class

Are there any spiders here?

There isn’t a caster board in my room

Answers will vary.

under in near between on

Where is the window? (behind the girl) Where are

the pens and pencils? (on the desk) Where is the rug?

(under the box) Where is the chair? (in front of the desk)

Write out the first sentence and elicit the answer

• Check answers Write them on the board if

necessary

column 1 complete the sentences with prepositions.

in each picture

• Ask students to complete sentences about the picture of the children in the bedroom using prepositions of place

• Check answers as a class Write them on the board if necessary

• Tell students to work in pairs to ask and answer the questions

• Write any mistakes on the board and ask students to correct them Deal with any problems in pronunciation

TR: 2.7

• Tell students to look at the small photos on page 19 Ask if they know any of the words Play the recording

• Play the recording again Pause after each word for students to repeat

TR: 2.8

• Tell students to listen to the recording and decide if the sentences are true or false Play the recording

• Play the recording again Pause after each speaker

Learning

www.frenglish.ru

Trang 33

1 Listen and read the article and write the children’s names under their photos TR: 2.9Lesson 3

What’s your favourite thing?

Dan, 11

My friends are crazy about video games, but I like comics My friends say comics are boring I like the drawings and the stories

I love Japanese comics They’re called manga They’re my favourite!

Amy, 14

My favourite thing is my violin

It’s my mum’s violin really and it’s very old! Mum doesn’t play it now

I have lessons and I’m quite good

The lessons are difficult, but they’re fun.

Tom, 12

My family and I have got a boat

Its name is ‘Sea Queen’ and it’s blue and white It isn’t very big but it’s great! It’s my favourite thing

Here’s a photo of me, my mum, my dad and my sister with our boat.

Miranda, 7

My puppets are my favourite things I have fun with them My little brother Tony is crazy about puppets, too We play with the puppets together Our puppets sing and dance for our mum and dad.

2 Write D (Dan), A (Amy), T (Tom) or

M (Miranda)

1 Who plays with puppets with her/his brother?

2 Who’s different from his/her friends?

3 Who’s quite good at music?

4 Who’s got something named ‘Sea Queen’?

5 Who’s got something from his/her mum?

SAY IT LIKE THIS!

Playing games Complete the dialogues with these phrases.

Can I have a go? Catch! It’s my/your turn!

Slow down! Well done!

Bill: Great video game! (1)

Jake: OK Here you are.

Dad: Are you scared?

Jim: Yes, Dad (2)

Ben: (3)

Jane: Oh! I’m sorry You play now.

Kay: I’ve got 300 points!

Tina: That’s very good (4) Sue: Here’s the ball (5)

Kate: OK, I’m ready!

Now practise the dialogues with your partner.

20 UNIT 2

M

T

D A A

Can I have a go?

Tom

Amy

Dan Miranda

(Student’s name), have you got a pencil

in your pencil case? Encourage students

to look and answer appropriately

• Tell students to put an object, e.g a

book, a pen, in a specific place and

say where it is (under a book, next to a

bag, in a bag, on a desk, near the door).

write the children’s names

SAy iT Like ThiS! Playing games

Complete the dialogues with

• Tell students to listen to the conversations and number the children’s things in the correct order

Play the recording

• Play the recording again Pause after each conversation

• Quickly revise the forms of have/has got and there

is/are with the class.

• Tell students to work in pairs and find the four differences between the two pictures

Lesson Aims

• Revise grammar: there is, there are;

have/has got; prepositions of place

Trang 34

B Complete the sentences with and or but

2 This film is strange it’s cool.

very good.

C Read this advert and circle the correct words.

Bike for sale!

It’s blue but/and it’s beautiful It’s

a great bike It isn’t new but/and it’s

very fast It’s great for a tall person

and/but not for a short person.

Price: £60 Call: 345 7533 and/but ask

What colour is it?

Is it big, small, fast, beautiful, etc?

Why is it great?

E Remember to use and and but to join your ideas together.

3 Listen and number the children’s things in

the correct order TR: 2.10

a skateboard

b ball

c video game

d board game

4 Work in pairs Find four differences

between the two pictures Use have/has

got and there is/are

Listen and repeat How do you say the

word the in 1 and 2, and in 3 and 4?

A Read about and and but

We use and to add something else to a

sentence.

Computers are exciting and fun.

We use but to show that something is very

different from another thing.

The magazine is new but it’s boring.

21

2 4 1 3

Answers will vary.

and but and

and but

Answers will vary.

• Check answers as a class Ask volunteer pairs

for the answers Deal with any problems in pronunciation Write any mistakes on the board and ask students to correct them

• Write the words exciting, fun, new and boring on the board Ask

the correct words.

• Tell students to read the advert and circle the correct word Read the sentences as a class and check meanings

• Check students understand the task

things Use this plan to help you.

• Tell students that they are going to write an advert for one of their favourite things

• Ask students to use the plan and answer the questions individually

your ideas together.

• Tell students to read their sentences in D to make sure that they have used and and but.

• Check answers Ask volunteers to read out their advert

SoUnDS oF enGLiSh TR: 2.11

Listen and repeat how do you say the

Learning

www.frenglish.ru

Trang 35

4 Write the correct family member.

grandpa uncle

husband

mother

cousin niece

5 Choose the correct answers.

1 Is / Am Chris your cousin?

2 We not are / are not friends.

3 Puzzles isn’t / aren’t boring.

4 Am I / I am tall or short?

5 My uncle be / is a firefighter.

6 Are / Is you good at board games?

6 Fill in the blanks with the correct possessive adjective

my dad.

over there.

3 My brother’s toys are very old

puppet has got one ear!

has got a boat!

is Rex.

1 Label the photos.

2 Write the opposites on the line Then, find them in the puzzle

3 Complete the sentences with these words

clever crazy about keep warm scary

She’s five and she can read.

watch it!

new story every day.

4 It’s cold Have you got a coat to

egg

curly

clever scary crazy about

same loud

short

Her our

His

Their Its my

exciting fair

Review Units 1 – 2

line Then, find them in the

Trang 36

possessive form of the words in brackets.

(Dad)

(babies)

noses and long ears (monsters)

red and white (children)

(family)

8 Complete the sentences with have/haven’t

got or has/hasn’t got

is fair.

days.

he’s got a laptop.

9 Write true answers.

1 Have you got fair hair?

2 Has your mum got blue eyes?

3 Have your friends got any bikes?

4 Have you and your friends got any

video games?

5 Has your classroom got a globe?

Song TR: 2.12

We’re at home now, my sister and me

We’re at home, and we’re watching TV

TV and video games can be so much fun

After an hour, we know that we’re done

It’s summer now, and we want to get out

And do the thing we’re crazy about!

We’re the Skateboard Sharks

It’s our favourite thing

We’re the Skateboard Sharks

Yes! Our favourite thing

On the street or in the park We’re the Skateboard Sharks That’s cool!

Sometimes skateboards are scary

It’s true!

Our boards are fast and exciting, too

And now there’s a message on my mobile phone

My friends and I are ready to go

We are young and we want to have fun

Skateboards ready? Come on, everyone!

23

Dad’s babies’

monsters’

children’s Polly’s family’s

hasn’t got has got haven’t got hasn’t got hasn’t got have got Answers will vary.

correct possessive form of the words

in brackets

• Tell students to read the sentences and write the

correct possessive form of the words in brackets

• Check students understand the task Allow enough time to complete it

• Play the recording for students to listen and follow with their fingers

• Read out the song a line at a time Ask students to repeat after you

• Play the recording again for students to sing along Practise until students are familiar with the words

Trang 37

Which family members have you got? Circle.

Match the words to the pictures

bear grab cub current

What kind of food do the bears eat in the video?

Tick T for True or F for False.

1 The mother bear is very good at catching fish T F

2 The bear cubs are very good at catching fish T F

3 There are lots of fish in the river in winter T F

4 The mother bear catches fish with her mouth

5 The bear cubs are good students and watch

5 WATCH AGAIN Talk about how a bear family is like your family.

I've got two sisters and two brothers!

My brother doesn't pay attention like the bear cubs!

My mum doesn't catch my lunch!

• Ask students to look at the pictures and match them with the words in the box

• Give them time to write the answers

• Check the answers with the class

• If necessary, explain that the current is how slowly

or fast water flows

1 BEFORE YOU WATCH

Which family members have you got?

Trang 38

and ask students to match: cub (bear,

tiger, lion), puppy, (dog), kitten (cat), chick (bird), foal (horse), dolphin (pup or calf), camel (calf), duck (duckling)

3 WhiLe yoU WaTch

What kind of food do the bears eat in

• Play the video all the way through

• Ask students to answer the question

4 aFTeR yoU WaTch

Tick T for True or F for False.

• Read out the first statement to the class Ask students if the mother bear is good at catching

5 WaTch aGain Talk about how a bear family is like your family.

• Play the video again

• Invite two students to read the model dialogue

• Put students into pairs and tell them to talk about the bear family and their own family

Trang 39

• Put students in groups of two or three and tell them to think of at least seven words that they can relate to school Tell them they can suggest people, places, activities or adjectives.

Theme

This unit is about school life

Vocabulary

Lesson 1: exercise, practise, prize,

problem, solution, study, art, English,

geography, history, maths, music,

science, sport

Lesson 2: carry, clean, do homework,

finish, have fun, sing, wear, bookcase,

cafeteria, classmate, library,

Trang 40

1 Where are these students?

It has a computer but gets electricity from the sun

Students sit in the classroom but it travels to pick them up

what they can see Elicit ideas (blackboard, chairs, table, books,

computer, teacher, students) and write them on the board

Tiêu đề	Lesson Planner
Trường học	National Geographic Learning
Chuyên ngành	English
Thể loại	Lesson Planner
Năm xuất bản	2018

Định dạng
Số trang	203
Dung lượng	99,69 MB