0 A new school year

Lesson Objectives Key language Basic competences

To introduce oneself Greetings and introductions: Hello, Im, My/His/ Linguistic
and exchange personal Her name/surnames, Im/Hes/Shes from, Ive competence
information. got two sisters Learning to learn
To review basic structures Classroom language: How do you spell? competence
1 and vocabulary. Verbs: be, have got, see
Nouns: mother, father, sister, brother, list, surname,
astronomer, twin
Adjectives: American, French, young, small
Grammar: Im, hes, shes, my dads

To learn a chant and Questions: How do you say? How do you spell? Linguistic
practise classroom What does mean? competence
2 language. Verbs: spell, mean, eat, play, draw, match, talk Cultural and artistic
To revise vocabulary and Nouns: bagpipe, comet, tail, rainforest, compass competence
spelling. Adjectives: new

To practise classroom Questions: How do you say in English? How do Linguistic
language. you spell it? Whats the first word? competence
To reinforce classroom Verbs: say, spell, use Learning to learn
3 vocabulary. Nouns: blackboard, desk, notice board, etc. competence
To develop skills using a
dictionary.

To read a scientific text and Verbs: orbit, pass, travel, name Linguistic
learn facts about comets. Nouns: celestial body, space, sun, nucleus, rock, ice, competence
To develop reading skills. tail, dust, gas, fire, astronomers, planet Learning to learn
Curricular link: Natural Adjectives: long, famous, bright, easy competence
4 science. Knowledge of and
interaction with
the physical world
competence

To read and summarise Verbs: measure, orbit Linguistic

scientific texts. Nouns: distance, sun, year, planet, solar system, competence
To define the differences report, astronomer, iron, nickel, rock, ring, ice, dust Learning to learn
5 between a comet and a Adjectives: bright, famous, long, large, round, light, competence
planet. wide
Curricular link: Natural Grammar: is made of, is famous for
science.

Unit 0 17
 0
Lesson 1
A new school year

Objectives
To introduce oneself and exchange personal
information.
To review basic structures and vocabulary.
Key language
Greetings and introductions: Hello, Im My/His/Her
name/surnames, Im/Hes/Shes from, Ive got
two sisters
Classroom language: How do you spell?
Verbs: be, have got, see
Nouns: mother, father, sister, brother, list, surname,
astronomer, twin
Adjectives: American, French, young, small
Grammar: Im, hes, shes, my dads
Basic Competences
Linguistic competence
Listen to spoken texts as a source of knowledge and
entertainment.
Implement the rules of the linguistic system and non-
linguistic strategies to create spoken texts suitable for
each communicative situation.
Learning to learn competence Write: How do you spell ? on the board and use a pupils
Develop learning experiences based on cooperative name to demonstrate the question and elicit an answer.
work strategies. Repeat with a different name. If necessary, practise the
alphabet chorally and focus on any letters the class have
Materials difficulty with.
Class CD, Pupils Book, Activity Book.
Presentation
Warm-up Vocabulary Review
Ask pupils to open the Pupils Book at page 2 and display
Talking about school
the On-line Digital Book, if available. Tell the class to look
Point to yourself. Say: Hello, My names Write your name
at the pictures and name things that they can see, for
on the board and then write the question: Whats your
example: teacher, pupil, classroom, board, desk, clock,
name? Ask the question to several pupils and encourage
notebook, file, pencil pot, sheets of paper, notice board,
them to answer using: My names Ask them to introduce
etc. Encourage them to say: How do you say in English?
themselves to each other using: Hello, my names
If they ask about additional vocabulary, list the words on
Whats your name?
the board. Invite volunteers to spell words out as you write
Demonstrate and report back to the class. Say: His names
them.
Danny. Her names Sarah, etc. Ask other pupils in the class
to report back in the same way. Predict
Write your first name and surname on the board. Ask Focus on the two questions in the Predict box. Ask the
the class: Whats my first name? Whats my surname? class to answer the questions.
Ask the pupils to give more examples and talk about Answers: 1. Different answers are possible, but guide the
their classmates, for example: His surnames Fuentes. Her class to the idea that it is the first day of class and there is a
surnames Wilson. new pupil. 2. Its 9 oclock.

18 Unit 0 Lesson 1
 Brian: Yes. My father is French. Hes from Cannes. Hes a
teacher.
Teacher: Really?
Brian: Yes. And my mother is American. Shes from
California. Shes an astronomer.
Teacher: Interesting. But Brian

Brian: And at home I speak English with my mother and

French with my father. Sometimes I

Teacher: Thats very interesting, Brian, but

Brian: My twin sisters only speak English. Theyre very
young. Only 3 years old and they ...

Teacher: Youre in the wrong class. Your class is in room 5B.

B Say the missing words.

Do the first example in open class. Then, tell the pupils
to work alone to find the answers to the remaining
questions. When they have finished, ask them to compare
their answers with a partner and point to where the
information is in the story.
Check answers by asking different pupils to say the
complete sentences. Ask volunteers to point to the
A Listen and read. information in the story if any pupils are having difficulty.

Instruct the class to look at pages 2 and 3 of the Pupils Answers:

Book. Then tell them to read the story quickly in silence 1. Porel
and check their answer to the first Predict question. Set a 2. American
time limit of one or two minutes. Ask pupils to compare 3. French
answers with a partner. Check answers with the class. 4. Two
Focus on where the information is on the page. 5. 5B
Check understanding of the situation in the story. Ask: 6. three
Why do the pupils fall asleep? (Because Brian talks for so Revise country and nationality words. Say: His mother is
long.) Ask: How long does Brian talk for? (At least half an American. What country is she from? (The United States).
hour.) Point out the clock in frame 5 if necessary. His father is French. What country is he from? (France).
Play Class CD Track 2 and instruct the class to listen and
follow the story. C Talk about your family.
Tell pupils to work in pairs and complete the dialogue with
Class CD Track 2: Listen and read.
their own information.
Brian: Hi. My names Brian. Im the new pupil. Encourage them to make additional sentences similar to
Teacher: Nice to meet you, Brian. the story. For example: Ive got two brothers.

Wrap-up
Teacher: Lets see Hmm. I cant see your name on the
list ... End the class by paying special attention to the problems
Brian: Oh. My first name is Brian and my surname is pupils may have found with pronunciation or additional
Porel. Thats P-O-R-E-L. nationalities and countries that came up. Write them on
Teacher: Porel! Thats a French surname, isnt it? the board.

Unit 0 Lesson 1 19
 Ask different pupils to report back about classmates
that they spoke to in the previous activity. For example: Activity Book Page 4
Rashidas dad is from Morocco. His first name is Hocine. 1 Write the words in the correct columns.
Extra practice Explain to pupils that when we talk about our families
in English, some words are only used for female
Mingle activity
members of our family, some words are only used for
Draw a table on the board with all the pupils names down
male members of our family and some words can be
the left-hand side and then add two columns with the
used for both.
following headings: A parents name and Country/City.
Highlight the two examples in the table uncle (male)
Instruct pupils to copy the table.
and parents (both).
Review the questions: Whats your mother/fathers name?
Instruct the pupils to read the family words in the box
and Where is he/she from?
carefully and put them in the correct column below.
Tell pupils to mingle and ask as many different classmates
Ask pupils to compare their answers in pairs and then
these questions as possible. They should fill in as much
check in open class.
information in their table as possible. Set a time limit of
ten minutes. 2 Match the countries to the nationalities.
Ask different pupils to feed back to you as you complete Ask the pupils to look at the flags and the names of
the table on the board with information about all the the countries below each one.
pupils parents. Instruct them to match each country to the correct
nationality.
3 Complete Brians family description using the
words in the box.
Ask students what they remember about Brian Porel
(the boy from lesson 1 in the Pupils Book). Explain that
the text in this activity is about Brian.
Allow pupils to read the words in the box and the text
at their own speed. They then have to complete the
text with the missing words.
When they have completed the activity, invite a
volunteer to read out the complete text while the rest
of the class check their answers.

20 Unit 0 Lesson 1
Lesson 2
Objectives
To learn a chant and practise classroom language.
To revise vocabulary and spelling.
Key language
Questions: How do you say? How do you spell?
What does mean?
Verbs: spell, mean, eat, play, draw, match, talk
Nouns: bagpipe, comet, tail, rainforest, compass
Adjectives: new
Basic Competences
Linguistic competence
Reflect on language as a means to interpret and
comprehend reality.
Cultural and artistic competence
Participate in cultural and artistic collective initiatives
both from ones own culture and others.
Materials
Class CD, Pupils Book, Activity Book, blank paper.

Warm-up
Presentation
Spelling game
Tell the class that they are going to play a spelling game. New vocabulary
Demonstrate the game by writing three words that you Write New words on the board. Ask pupils to think of
want the pupils to spell on three pieces of A4 paper. For new words that they have learnt in English recently. List
example: comet, English and France. Show the blank side the words on the board and ask them to explain what the
of the paper to the pupils, or stick them to the board with words mean.
blue tack. Tell the class that you are going to spell a word and that
Write: How do you spell? on the board. Now ask the they have to write it down. Spell the word bagpipe.
class how to spell each word you have chosen. Ask pupils to compare their spelling in pairs, and then
Invite volunteers to spell your words with the help of write it on the board. Ask if anyone knows what a bagpipe
the class. As they spell out the letters, write them on the is. Give clues. Say: Its a musical instrument. Underline the
board. two parts of the word, bag and then pipe. Do a simple
Finally, reveal the words on the pieces of A4 paper to see if drawing of a bagpipe. Ask the class what they know about
the class spelt the words correctly. bagpipes. Remind them that it is a wind instrument and
Tell pupils to choose three words and write them on a produces a sound when the player blows air through the
piece of paper. pipe to inflate the bag. Bagpipes were traditionally used
Ask pupils to work in pairs and ask their partner: How do for dancing but they are also used in formal military and
you spell? for each word. As an alternative, they can police ceremonies and marches.
play the game in small groups or in two teams in open A Do the chant.
class.
Instruct the class to open the Pupils Book at page 4 and
display the On-line Digital Book, if available. Explain that
the person playing the bagpipe is from Scotland.

Unit 0 Lesson 2 21
 Play the chant Class CD Track 3 and tell pupils to point to  ow talk to your classmate and spell your words to
N
each line as they listen. Then ask the class to sing as they each other
listen again. Demonstrate the activity in open class. A volunteer reads
out a word from his/her list and the other pupils use the
Class CD Track 3: Do the chant. questions from exercise B to check that they remember the
This word is new for me word correctly.
The word bagpipe is new for me. Instruct pupils to work in pairs and take turns reading out
How do you spell it? their words and asking and answering questions with their
What does it mean? partner.
Is it with an E,
Or with an A? Wrap-up
Or can you spell it any way Ask different pupils to write words that they have on their
In my language, list on the board and to spell them as they write them.
How do you say it? Use the questions in exercise B to check that all pupils
Do you eat it or do you play it? understand the words.
The word bagpipe is new for me.
Can you draw a picture?
Let me see. Activity Book Page 5

Chant game 4 Put the words in the correct order to make

Write a word (a noun) on the board which the pupils questions.
probably do not know. For example: headphones, big Explain that the words in each of the questions are in
wheel, or traffic lights. Practise pronouncing the word. the wrong order.
Tell the class to do the chant together and substitute Instruct the pupils to read the words carefully and then
bagpipe for the word you have written on the board. Now rewrite each sentence correctly in the space below. As
ask if they know the meaning of the new word. Draw a a clue remind them that the question mark always
picture of the word on the board. goes at the end of the question.
Repeat the game with other new words, finally introducing Ask students to check their answers in pairs and then
the word comet. review in open class.
B Match the questions and the answers. Ask students to work in pairs and ask each other the
questions.
Ask pupils to read the questions. Elicit the answer to the
first question. Tell them to match the remaining questions 5 Use letters of the alphabet to complete the
to the answers. rhyme.
Check answers in open class. Ask all the class to recite the alphabet together.
Answers: 1. b, 2. a, 3. d, 4. c. Correct any letters which pupils have difficulty
Give the class one minute to memorise the questions and pronouncing correctly.
the answers, then tell them to cover the answers with a Pupils then have to read the rhyme carefully and then
book. work in pairs or in groups to complete the text with
In pairs, one pupil asks a question and his/her partner tries letters that rhyme.
to remember the answer. Ask for volunteers to read out each line of the rhyme
to check answers.
C Write a list of new words you remember from Instruct the class to chant the rhyme chorally.
last year.
Find words that rhyme with the other letters.
Check that the class remember the meaning of the words
Write a list of the letters which arent included in the
rainforest and compass. Ask them to list five more words
rhyme on the board (f,l,m,n,r,s,w,x,z) and ask pupils to
that they learnt the previous year.
find words which rhyme with them.

22 Unit 0 Lesson 2
Lesson 3
Objectives
To practise classroom language.
To reinforce classroom vocabulary.
To develop skills using a dictionary.
Key language
Questions: How do you say in English? How do you
spell it? Whats the first word?
Verbs: say, spell, use
Nouns: blackboard, desk, notice board, etc.
Basic Competences
Linguistic competence
Implement the rules of the linguistic system and non-
linguistic strategies to create spoken texts suitable for
each communicative situation.
Reflect on language as a means to interpret and
comprehend reality.
Learning to learn competence
Understand and manage ones own learning process,
developing meta-cognitive strategies.
Develop learning experiences based on cooperative
work strategies.
A Read and ask a classmate.
Materials
Pupils Book, Activity Book. Ask pupils to open the Pupils Book at page 5 and display
the On-line Digital Book if available. Ask two volunteers
to read out the dialogue. Now ask them to repeat the
Warm-up dialogue and ask about one of the other drawings on the
board from the warm-up activity.
Guessing game
Tell pupils to work in pairs and practise the dialogue by
Write: Things in the classroom on the board and draw
asking about other objects in the classroom.
classroom objects line by line, For example: table, desk,
chair, book, dictionary, notebook and blackboard. B Ask and answer about things in the classroom.
Encourage the pupils to guess what you are drawing, by Tell pupils to ask you about other objects in the classroom
asking: Is it a table? Is it a book? Leave the drawings on and list the words on the board. Make sure you include
the blackboard for exercise A. the following: window, door, light, floor, globe, coat rack,
bookshelf, schoolbag, wall chart.
Presentation
Ask pupils to look at the photo in activity B. They have to
Write the jumbled words: in / say / that / How / English? /
work in pairs and ask each other about the objects in the
you / do / that. Give the class one minute to put the words
classroom using the questions from activity A. They can
in order to make a question. (How do you say that in
use the word list to spell the words.
English?)
To review the vocabulary, rub out the word list and ask
Point to one or two things in the classroom and ask the
students to name the classroom objects. Instruct the pupils
question.
to copy the list in their notebooks.
Practise the pronunciation of the question with the class.

Unit 0 Lesson 3 23
 C Use a dictionary to answer the questions.
Activity Book Page 6
Write Dictionary Quiz on the board. Tell the pupils that
they will have to use their dictionaries to answer the quiz 6 Write the words in the correct gaps.
questions. Review the ordinal numbers, if necessary. Ask ten
Pupils have to work in pairs to find the answers to the pupils to stand in a line and say, for example: Tania is
questions. the first, Daniel is the second, etc.
Check answers in open class. Instruct the students to complete the activity with the
Wrap-up correct words.
Ask pupils more questions similar to the ones in the quiz. 7 Put the letters in the correct order.
Tell them to work in pairs with a dictionary to answer the
Write three or four jumbled words on the board and
questions.
ask the pupils to decipher the words and write them
Extra practice correctly.
Ask the pupils to work with a partner and write more Explain that the words in activity 7 are also jumbled,
dictionary quiz questions. Monitor and help with the but they all come from previous lessons.
questions when necessary. Ask students to work in pairs to order the letters and
When they have all written three or four questions, make a word.
instruct them to swap with another pair, who have to use Review answers as a class and write them on the
the dictionary to find the answers. board.

8 Answer the questions.

Using the words which were written on the board in
the previous activity, practice ordinal numbers and ask
pupils which letter is the second, fourth, sixth, etc,
letter in each word.
Instruct the pupils to take out their dictionaries and
complete activity 8.
Ask pupils to check their answers in pairs, then ask for
volunteers to say the answers to each question.

24 Unit 0 Lesson 3
Lesson 4
Objectives
To read a scientific text and learn facts about comets.
To develop reading skills.
Curricular link: Natural science.
Key language
Verbs: orbit, pass, travel, name
Nouns: celestial body, space, sun, nucleus, rock, ice,
tail, dust, gas, fire, astronomers, planet
Adjectives: long, famous, bright, easy
Basic Competences
Linguistic competence
Use written texts as a source of knowledge.
Learning to learn competence
Find information, integrate it with previous knowledge
and transform it into ones own knowledge.
Knowledge of and interaction with the physical
world competence
Value the contribution the development of science
and technology makes to society and discern scientific
knowledge from other forms of knowledge
Materials
A Read and learn.
Class CD, Pupils Book, Activity Book.
Ask pupils to open the Pupils Book at page 6 and display
the On-line Digital Book if available. Instruct them to read
Warm-up the text and to put up their hand if there are any words
they do not understand. Explain any vocabulary that may
Jumbled letters
cause difficulties, allowing, where possible, other students
Write the following jumbled words on the board: rats,
to answer and explain the meaning of words to the class.
nus, penlat, omno, and tocem.
Instruct them to check the text again and see if any of
Tell the class that these are all things that we can see in
the points they thought of in the warm-up activity (listed
the sky. Ask them to work with a partner to put the letters
on the board) appear in the text. Set a time limit of one
in the correct order and discover the words.
minute.
Answers: star, sun, planet, moon, comet
Pupils report back to the class on any similarities.
Presentation B Read and say true or false. If the answer is false,
Write the word Comet on the board. Ask the class what say why.
they know about comets.
Instruct the pupils to read through the questions in silence.
Help them to form sentences and write them on the
Ask them to read the text again to find the information
board.
and say if the sentences are true or false. Tell them to note
Possible answers: Comets fly through space. They go
the answers in their notebooks. Set a time limit of five to
around (or orbit) the sun. Sometimes you can see them.
eight minutes
They have a tail. They are bright.
Pupils compare answers in pairs. Then, correct answers
in open class, referring to the text to correct the false
sentences.
Answers: 1. False 2. True 3. False 4. False 5. False 6. False
7. True 8. False.

Unit 0 Lesson 4 25
 Wrap-up
Instruct the pupils to close their books and work in pairs Activity Book Page 7
to see how many facts they can remember and note down
from the text.
9 Do the crossword.
After ten minutes, ask them to report back and list their Instruct the children to read the clues to the crossword
sentences on the board. You can either help them to carefully and think about what they have learnt about
correct the sentences as you write them up, or refer the comets.
pupils to the text again for them to modify their sentences. Ask them to complete the crossword in pairs. It is
advisable that they use pencil at first, so that they can
Extra practice change their answers depending on the letters they
Ask pupils to copy and modify the sentences from exercise obtain from other clues.
B and change some of them from true to false, or vice Review the answers in open class.
versa.
In pairs, one pupil reads out the new sentences while the
10 Listen and complete the sentences.
other listens and says if the sentences are true or false. Look at the sentences one by one in open class, asking
Pupils then change roles. if anyone can suggest a possible way to complete the
gaps.
Tell the pupils to listen and complete the sentences.
Play Class CD Track 4 at least twice to ensure that they
have all had time to write their answers.

 lass CD Track 4: Listen and complete the

C
sentences.
a) Comets are visitors from space.
b) We cant always see comets.
c) We can only see comets when they pass near the Sun.
d) The Hale-Bopp comet is very big.
e) The Hale-Bopp comet has got two tails.
f) Astronomers can name about 4,000 comets.
Review the answers in open class, highlighting any
answers that were similar or the same as pupils
guesses.

26 Unit 0 Lesson 4
Lesson 5
Objectives
To read and summarise scientific texts.
To define the differences between a comet and a
planet.
Curricular link: Natural science.
Key language
Verbs: measure, orbit
Nouns: distance, sun, year, planet, solar system,
report, astronomer, iron, nickel, rock, ring, ice, dust
Adjectives: bright, famous, long, large, round, light,
wide
Grammar: is made of, is famous for
Competences
Linguistic competence
Identify the basic linguistic structures, the intonation
and the pronunciation of the foreign language.
Learning to learn competence
Find information, integrate it with previous knowledge
and transform it into ones own knowledge.
Materials
Pupils Book, Activity Book, vocabulary cards.
Tell the class that in this lesson they are going to read
about a different comet. Write on the board: Halleys
Warm-up comet.

Vocabulary game A Read the text and complete the fact file.
Tell pupils that they are going to play a vocabulary game to Ask pupils to turn to page 7 of the Pupils Book and display
practise words from the previous two lessons. the On-line Digital Book, if available. Instruct them to read
Prepare the vocabulary cards before the lesson with one the text in silence and hold up their hand if there are any
word on each card. Use the following words: star, sun, words they do not understand. Explain all the vocabulary
planet, moon, comet, space, rock, ice, tail, dust, gas, fire, that may cause difficulties. Tell them to read the text a
orbit. second time and complete the Halleys comet fact file.
Ask a volunteer to come to the board. Show him or her Tell pupils to compare their answers with their partners
the first card. Explain that he or she has to draw pictures and then check the answers in open class.
on the board until somebody guesses the word. Repeat
Answers: 1.160, 2. sun / 75, 3. England, 4. 240 BC,
the activity until all the cards have been used.
5. 2061.
Presentation
B Read and learn.
Ask the class what they remember about the Hale-Bopp
comet. Prompt them with questions, if necessary. For Write Planet Saturn on the board. Invite a volunteer to
example: What does it orbit? (The sun), What is the centre come to the board and draw Saturn. Introduce the word
made of? (Rock and ice), How many tails does it have? rings. Tell the class that they are now going to read about
(Two) Saturn to complete another fact file.
Tell them to read the text and note down any words that
they do not understand.

Unit 0 Lesson 5 27
 Ask different pupils to read out the words they do not
know and, wherever possible, ask other students to Activity Book Page 8
explain the meaning.
11 Find and circle the five factual mistakes.
Now make your own fact file.
Before pupils open the Activity Book, ask them what
Tell the class to read through the text again carefully and
they remember about Halleys comet.
try to memorise the information. Then, tell them to cover
Ask them to open the Activity Book at page 8 and
the text and complete the fact file in pairs.
explain that the text in activity 11 contains five factual
Pupils uncover the text to compare their answers. Then the
mistakes.
answers can be checked in open class.
Instruct the pupils to read the text carefully at least
Answers: 1. 4,427,000,000 km, 2. Iron, nickel and rock, twice to find the five mistakes.
3. 250,000 km, 4. 1.5 km, 5. Ice, dust and rocks, 6. more Review the five mistakes in open class.
than 50. Tell pupils to rewrite the text with the correct
C Tell a classmate about Saturn. information in the space below.
Ask the pupils to close their books and work in pairs to try 12 Label the picture.
to remember as much as they can about Saturn. Ask the pupils to look at the illustration carefully and
Encourage them to report back as you write the facts on label each part.
the board. Then, tell the class to open their books again to
check these facts against those in the text. Activity Book Page 9
Wrap-up
A new school year quiz!
Ask pupils to find as many differences as they can between
Instruct the pupils to look at the quiz.
Saturn and Halleys comet. List the differences on the
Ask them to read the questions and sentences in the
board.
box and choose the correct option to fill the gaps.
Suggested answers: Saturn is a planet. Halleys comet has
Correct the quiz in open class.
a tail. Saturn has got rings and moons. Saturn is bigger than
Halleys comet. Use your dictionary.
Ask pupils to work in pairs to answer the questions.
Extra practice Review the answers in open class.
Ask pupils to work in pairs to write three definitions for
Saturn, three for Halleys comet and three for the Hale- Choose and circle. Give examples.
Bopp comet. Ask pupils to choose the best option for each
Pupils read out their sentences at random. The rest of the question.
class listen and say which one is being described, Saturn, Remind them to give examples of what they can do.
Halleys comet or the Hale-Bopp comet. Invite volunteers to say which is their favourite part of
the unit and why. They will then ask the question they
have prepared for you.

28 Unit 0 Lesson 5