Learn with Us!: Level 3: Teacher's Pack (Come Along)

151 Pages·2019·10.121 MB·English

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isbn: 978 0 19 490880 1 Teacher’s Guide
acknowledgements
Back cover photograph: Oxford University Press building/David Fisher
Cover illustrations by: Anja Boretzki/Good Illustration
Classroom Resource Pack flashcards
Illustrations by: Giovanni Abeille/The Organisation & Dave Williams/Bright
Agency
Classroom Resource Pack ABC Poster
Illustrations by: Andy Elkerton
Commissioned photography by: Graham Alder/MM Studios
We would also like to thank the following or their permission to reproduce photographs:
Alamy Images (London bus/Seapix), (Young girl eating icecream/Keith Morris),
(violin/Jiri Hubatka); Getty (Queen Elizabeth II/Pool Photograph); Oxford
University Press (cow/Photodisk), (umbrella/D.Hurst). (x-ray/Corbis), (zebra/
Digital Vision).
Classroom Resource Pack Numbers Poster
Commissioned photography by: Gareth Boden
© Copyright Oxford University Press
Teacher’s Guide 3
Syllabus 4 R Review 1 80
Components overview 10 3 I like cooking 82
Concept and characters 12 4 I love the weekend 93
Introduction to Learn with Us 13 R Review 2 104
Learning with Learn with Us 14 5 My school play 106
All about accessibility 20 6 I’m on a bike ride 117
Classroom language 25 R Review 3 128
Tour of unit and How to section 26 F Festivals 130
Further resources 49 Classroom Presentation Tool
(CPT) games information 136
S All about me 51
Ideas bank 141
1 I like animals 56
Flashcards 148
2 My school day 69
Wordlist 149
Letter to parents 151
3
© Copyright Oxford University Press
Syllabus
Words Grammar Pronunciation Skills Values Culture and Project
cross-curricular
themes
Core Present simple: I’m / He’s / She’s Reading: reading dialogues about people’s personalities and
S Adjectives: dangerous, friendly, (funny). personal information
funny, furry, intelligent, lively, He / She isn’t (dangerous). Listening: listening for specific information (identifying family
All about quiet, sporty Present simple: Is he / she (friendly)? members and friends and adjectives to describe them, identifying
Favourite things: badges, a football Yes, he / she is. my favourite things)
me kit, a guinea pig, a sketch book No, he she isn’t. Speaking: asking and answering questions about people’s
Other Present simple (personal personalities; asking and answering about personal information
page 2 Tom, Dad, Mum, Sam, Becky, pet, information): What’s your name? How Writing: completing sentences using the present simple, writing
sister, brother old are you? Have you got any brothers the character’s names, and spelling favourite things
or sisters? Have you got a pet? Where
Numbers 20–100
do you live? How tall are you? What are
The alphabet
your favourite things?
Core Present simple: Are they (big)? Sound: Reading: reading and understanding a text about animals in You can be Animals in danger in Making and
1 Animals in danger: dolphin, Yes, they are. /ə/ danger and a story about animals; reading and using instructions very different the UK presenting
gorilla, hippo, panda, seal, tiger, No, they aren’t. Alan, Bella, Camilla, to draw animals; reading and enjoying a cartoon; reading and but still be Art: Drawing animals an animal
I like tortoise, whale All about speaking: Which animals gorilla, panda, Stella, understanding instructions to carry out a project good friends! from instructions square
Verbs: drink, eat, fight, play, do you like best? tiger Listening: listening for specific information about animals
animals sleep, walk I like (squirrels) best. and their qualities and opinions about a project; listening to
Other Present simple: They (walk). They and singing a song about animals in danger; listening to and
page 4 don’t (fight). understanding a story and a cartoon
Revision & extension: fish, giraffe,
Speaking: asking and answering questions about animals;
leopard, monkey, parrot, turtle
describing animals; saying which animals you like; giving opinions
CLIL: draw, lines, oval, rub out, shape
about a story, a cartoon and a project; saying a pronunciation
rhyme to practise the target sound /ə/; presenting a project about
animals in danger to an audience
Writing: core language at word and sentence level; writing about
animals at paragraph level
Core Present simple: What time is (Maths)? Sound: Reading: reading and understanding texts about getting to It’s good to Getting to school Making and
2 School subjects: Art, English, (Maths) is at (nine) o’clock / half past /ɪ/ school, rules about how to be safe on the roads and a story about a say thank Social Science: Be safe presenting
History, lunch, Maths, Music, PE, (ten). English, History, difficult journey to school; reading and enjoying a cartoon; reading you. on the roads! a school day
My school Science All about speaking: How do you get interesting, is, it and understanding instructions to carry out a project book
Geography: bell, bridge, mountains, to school? I go by scooter / bus / bike. I Listening: listening for specific information about school subjects,
day river, rope, village walk. times / days and opinions about a project; listening to and
Other Present simple: She lives / doesn’t live singing a song about school subjects and times; listening to and
page 14 (in a village). understanding a story and a cartoon
Revision & extension: desk,
He likes / doesn’t like (school). Speaking: describing your school day and making statements
dictionary, lunchbox, pen,
about school subjects; asking and answering about times of school
pencil case, ruler
subjects; asking and answering about getting to school; saying road
CLIL: helmet, left, reflective vest,
safety rules; giving opinions about a story, a cartoon and a project;
right, traffic, zebra crossing
saying a pronunciation rhyme to practise the target sound /ɪ/;
presenting a project about your school day to an audience
Writing: core language at word and sentence level; writing about
school subjects and the school day at paragraph level
4 Syllabus
© Copyright Oxford University Press
Words Grammar Pronunciation Skills Values Culture and Project
cross-curricular
themes
Core Present simple: I’m / He’s / She’s Reading: reading dialogues about people’s personalities and
S Adjectives: dangerous, friendly, (funny). personal information
funny, furry, intelligent, lively, He / She isn’t (dangerous). Listening: listening for specific information (identifying family
All about quiet, sporty Present simple: Is he / she (friendly)? members and friends and adjectives to describe them, identifying
Favourite things: badges, a football Yes, he / she is. my favourite things)
me kit, a guinea pig, a sketch book No, he she isn’t. Speaking: asking and answering questions about people’s
Other Present simple (personal personalities; asking and answering about personal information
page 2 Tom, Dad, Mum, Sam, Becky, pet, information): What’s your name? How Writing: completing sentences using the present simple, writing
sister, brother old are you? Have you got any brothers the character’s names, and spelling favourite things
or sisters? Have you got a pet? Where
Numbers 20–100
do you live? How tall are you? What are
The alphabet
your favourite things?
Core Present simple: Are they (big)? Sound: Reading: reading and understanding a text about animals in You can be Animals in danger in Making and
1 Animals in danger: dolphin, Yes, they are. /ə/ danger and a story about animals; reading and using instructions very different the UK presenting
gorilla, hippo, panda, seal, tiger, No, they aren’t. Alan, Bella, Camilla, to draw animals; reading and enjoying a cartoon; reading and but still be Art: Drawing animals an animal
I like tortoise, whale All about speaking: Which animals gorilla, panda, Stella, understanding instructions to carry out a project good friends! from instructions square
Verbs: drink, eat, fight, play, do you like best? tiger Listening: listening for specific information about animals
animals sleep, walk I like (squirrels) best. and their qualities and opinions about a project; listening to
Other Present simple: They (walk). They and singing a song about animals in danger; listening to and
page 4 don’t (fight). understanding a story and a cartoon
Revision & extension: fish, giraffe,
Speaking: asking and answering questions about animals;
leopard, monkey, parrot, turtle
describing animals; saying which animals you like; giving opinions
CLIL: draw, lines, oval, rub out, shape
about a story, a cartoon and a project; saying a pronunciation
rhyme to practise the target sound /ə/; presenting a project about
animals in danger to an audience
Writing: core language at word and sentence level; writing about
animals at paragraph level
Core Present simple: What time is (Maths)? Sound: Reading: reading and understanding texts about getting to It’s good to Getting to school Making and
2 School subjects: Art, English, (Maths) is at (nine) o’clock / half past /ɪ/ school, rules about how to be safe on the roads and a story about a say thank Social Science: Be safe presenting
History, lunch, Maths, Music, PE, (ten). English, History, difficult journey to school; reading and enjoying a cartoon; reading you. on the roads! a school day
My school Science All about speaking: How do you get interesting, is, it and understanding instructions to carry out a project book
Geography: bell, bridge, mountains, to school? I go by scooter / bus / bike. I Listening: listening for specific information about school subjects,
day river, rope, village walk. times / days and opinions about a project; listening to and
Other Present simple: She lives / doesn’t live singing a song about school subjects and times; listening to and
page 14 (in a village). understanding a story and a cartoon
Revision & extension: desk,
He likes / doesn’t like (school). Speaking: describing your school day and making statements
dictionary, lunchbox, pen,
about school subjects; asking and answering about times of school
pencil case, ruler
subjects; asking and answering about getting to school; saying road
CLIL: helmet, left, reflective vest,
safety rules; giving opinions about a story, a cartoon and a project;
right, traffic, zebra crossing
saying a pronunciation rhyme to practise the target sound /ɪ/;
presenting a project about your school day to an audience
Writing: core language at word and sentence level; writing about
school subjects and the school day at paragraph level
Syllabus 5
© Copyright Oxford University Press
Words Grammar Pronunciation Skills Values Culture and Project
cross-curricular
themes
Core any / some: What have you got on Sound: Reading: reading and understanding texts about Sunday lunch It’s good to Sunday lunch in Designing
3 Food (1): cheese, olives, onions, your pizza? /iː/ in the UK, instructions to make a trifle and a story about making a try different the UK and
peppers, pineapple, sweetcorn, Have you got any (pineapple)? cheese, eats, Lisa, pizza; reading and enjoying a cartoon; reading and understanding foods! Don’t Social Science: Trifle presenting
I like tomatoes, tuna I’ve got some (pineapple). Peter, pizza, please, instructions to carry out a project be fussy! in a glass a project
Food (2): chicken, ketchup, lettuce, I haven’t got any (peppers). sweetcorn Listening: listening for specific information about food about a
cooking mayonnaise, sandwiches, spinach All about speaking: Would you like preferences, Sunday lunch foods and opinions about a project; healthy
some trifle? listening to and singing a song about pizza toppings; listening to sandwich
Other
page 26 Yes, please! and understanding a story and a cartoon
Revision & extension: apples, bananas,
No, thanks! Speaking: asking and answering questions about food preferences
cherries, mango, melon, pizza,
Present simple: Does he / she like and what’s on your pizza; saying what ingredients you need for a
strawberries
(spinach)? recipe; giving opinions about a story, a cartoon and a project; saying
CLIL: add, cut, grams, half, ingredients,
Yes, he / she does. a pronunciation rhyme to practise the target sound /iː/; presenting a
put, tablespoon, teaspoon
No, he / she doesn’t. project about a healthy sandwich to an audience
Writing: core language at word and sentence level; writing about
food at paragraph level
Core Present simple: Do you (read Sound: Reading: reading and understanding texts about weekend We all need Weekends in the UK Writing and
4 Free time activities: fly a kite, comics) at the weekend? -y as /i/ activities in the UK, tablets and being safe and a story about a little help ICT: Using a tablet presenting a
have a picnic, listen to music, play Yes, I do. Betty, funny, Gary, an amazing dog; reading and enjoying a cartoon; reading and sometimes. poem about
I love the computer games, read comics, ride a No, I don’t. lively understanding instructions to carry out a project weekend
bike, swap cards, talk to friends All about speaking: What do you Listening: listening for specific information about weekend activities
weekend Free time activity verbs: jump do at the weekend? I (play football). activities and opinions about a project; listening to and singing a
high, play catch, play the drums, play Present simple: Can he / she (play song about the weekend; listening to and understanding a story
the guitar, play the piano, skateboard the guitar)? and a cartoon
page 36
Other Yes, he / she can. Speaking: making suggestions and talking about your favourite
No, he / she can’t. weekend activities; asking and answering questions about
Revision & extension: paint, play
weekend activities; talking about ability; giving opinions about a
basketball, play chess, play football,
story, a cartoon and a project; saying a pronunciation rhyme to
play tennis, take photos
practice the target sound -y as /i/; presenting a poem about the
CLIL: download, headphones,
weekend to an audience
information, search the internet,
Writing: core language at word and sentence level; writing about
swipe, (touch)screen
weekend activities at paragraph level
6 Syllabus
© Copyright Oxford University Press
Words Grammar Pronunciation Skills Values Culture and Project
cross-curricular
themes
Core any / some: What have you got on Sound: Reading: reading and understanding texts about Sunday lunch It’s good to Sunday lunch in Designing
3 Food (1): cheese, olives, onions, your pizza? /iː/ in the UK, instructions to make a trifle and a story about making a try different the UK and
peppers, pineapple, sweetcorn, Have you got any (pineapple)? cheese, eats, Lisa, pizza; reading and enjoying a cartoon; reading and understanding foods! Don’t Social Science: Trifle presenting
I like tomatoes, tuna I’ve got some (pineapple). Peter, pizza, please, instructions to carry out a project be fussy! in a glass a project
Food (2): chicken, ketchup, lettuce, I haven’t got any (peppers). sweetcorn Listening: listening for specific information about food about a
cooking mayonnaise, sandwiches, spinach All about speaking: Would you like preferences, Sunday lunch foods and opinions about a project; healthy
some trifle? listening to and singing a song about pizza toppings; listening to sandwich
Other
page 26 Yes, please! and understanding a story and a cartoon
Revision & extension: apples, bananas,
No, thanks! Speaking: asking and answering questions about food preferences
cherries, mango, melon, pizza,
Present simple: Does he / she like and what’s on your pizza; saying what ingredients you need for a
strawberries
(spinach)? recipe; giving opinions about a story, a cartoon and a project; saying
CLIL: add, cut, grams, half, ingredients,
Yes, he / she does. a pronunciation rhyme to practise the target sound /iː/; presenting a
put, tablespoon, teaspoon
No, he / she doesn’t. project about a healthy sandwich to an audience
Writing: core language at word and sentence level; writing about
food at paragraph level
Core Present simple: Do you (read Sound: Reading: reading and understanding texts about weekend We all need Weekends in the UK Writing and
4 Free time activities: fly a kite, comics) at the weekend? -y as /i/ activities in the UK, tablets and being safe and a story about a little help ICT: Using a tablet presenting a
have a picnic, listen to music, play Yes, I do. Betty, funny, Gary, an amazing dog; reading and enjoying a cartoon; reading and sometimes. poem about
I love the computer games, read comics, ride a No, I don’t. lively understanding instructions to carry out a project weekend
bike, swap cards, talk to friends All about speaking: What do you Listening: listening for specific information about weekend activities
weekend Free time activity verbs: jump do at the weekend? I (play football). activities and opinions about a project; listening to and singing a
high, play catch, play the drums, play Present simple: Can he / she (play song about the weekend; listening to and understanding a story
the guitar, play the piano, skateboard the guitar)? and a cartoon
page 36
Other Yes, he / she can. Speaking: making suggestions and talking about your favourite
No, he / she can’t. weekend activities; asking and answering questions about
Revision & extension: paint, play
weekend activities; talking about ability; giving opinions about a
basketball, play chess, play football,
story, a cartoon and a project; saying a pronunciation rhyme to
play tennis, take photos
practice the target sound -y as /i/; presenting a poem about the
CLIL: download, headphones,
weekend to an audience
information, search the internet,
Writing: core language at word and sentence level; writing about
swipe, (touch)screen
weekend activities at paragraph level
Syllabus 7
© Copyright Oxford University Press
Words Grammar Pronunciation Skills Values Culture and Project
cross-curricular
themes
Core Present simple: Has he / she got Sound: Reading: reading and understanding texts about dressing up Take care of Dressing up in the UK Designing
5 Appearance: a beard, a curly (wig), (glasses)? /w/ in the UK, ways to reuse and recycle rubbish and a story about a the world Social Science: Let’s and
(big) ears, (blue) eyes, glasses, long Yes, he / she has. wand, wig, William, careless giant who learns to be careful; reading and enjoying a around you. reuse rubbish! presenting
My school (hair), short (hair), a wig No, he / she hasn’t. window, wizard, wow cartoon; reading and understanding instructions to carry out a a project
All about speaking: project about a giant
Actions: drop litter, pick up litter,
play plant trees, save water, step on trees, Who’s your favourite character? My Listening: listening for specific information about appearance /
waste water favourite character is … dressing up in a play and opinions about a project; listening to and
Present simple (singular / plural): understanding a song about people’s appearance; listening to and
page 48 Other
It’s made of (paper). They’re made of understanding a story and a cartoon
Revision & extension: cloak, mask,
(plastic). Speaking: asking and answering questions about dressing up and
(big) feet, moustache, (big) nose,
Present continuous: What’s he / appearance; talking about your favourite characters; saying what
ponytail
she doing? things are made of; asking and answering questions about actions
CLIL: cardboard, glass, paper, plastic,
He / She’s (wasting water). using the present continuous; giving opinions about a story, a
recycle, rubbish, tin cans
He / She isn’t (saving water). cartoon and a project; saying a pronunciation rhyme to practise
the target sound /w/; presenting a project about a giant to an
audience
Writing: core language at word and sentence level; writing about
appearance and continuous actions at paragraph level
Core Present simple (singular / plural): Sound: Reading: reading and understanding texts about Oxford, maps Look after All around Oxford Writing and
6 Places in town: bus stop, café, Is there (a cinema) near here? c as /s/ and directions and a detective story; reading and enjoying a your things! Social Science: Let’s presenting
cinema, library, park, police station, Yes, there is. Celia, centre, cinema, cartoon; reading and understanding instructions to carry out a learn about maps a project
I’m on a shops, sports centre No, there isn’t. city, cycling project about my
Objects: baseball cap, bone, Are there any (shops) near here? Listening: listening for specific information about places in town town
bike ride footprints, magnifying glass, Yes, there are. and opinions about a project; listening to and singing a song
phone, scarf No, there aren’t. about a town; listening to and understanding a story and a cartoon
page 58 Other Prepositions: near / next to / Speaking: asking and answering questions about what’s in a town;
opposite saying what your town is like; asking and answering questions
Revision & extension: bookshop,
All about speaking: What colour is about where places are in town; giving opinions about a story, a
bridge, farm, fire station, post office,
the (taxi)? What colour are the (buses)? cartoon and a project; talking about other people’s possessions;
school, toy shop, traffic lights
Directions: Where’s the (cinema)? saying a pronunciation rhyme to practise the target sound c as
CLIL: compass (north, south, west,
It’s in (B2). /s/; presenting a project about my town to an audience
east), grid reference, key, map, symbol
Is the (café) north of the (cinema)? Writing: core language at word and sentence level; writing about
Are the (shops) west of the (police places in town and where they are at paragraph level
station)?
Present simple possessive:
Where’s my / your / his / her (scarf)?
Here’s my / your / his / her / Jack’s
(bone).
Review 1 Review: Adjectives, Animals, Verbs, School subjects, Times, Days of the week; Are they (intelligent)? Yes, they
Animaltrons are. She doesn’t walk to school. They play games. Maths is at nine o’clock. They’re (funny).
… at school! Read a story about the Animaltrons at school to review the vocabulary and grammar from the Starter Unit
and Units 1 and 2. Speaking in groups to act out the story. Working in groups to make a revision game.
Review 2 Review: Food, Free time activities, Action verbs; He / She can (skateboard). Can he / she (skateboard)? Yes, he /
Animaltrons she can. No, he / she can’t. He reads comics at the weekend. What have you got in your sandwich? I’ve got some …
… at the Read a story about the Animaltrons at the weekend to review the vocabulary and grammar from Units 3
weekend! and 4. Speaking in groups to act out the story. Working in groups to invent an animaltron character.
Review 3 Review: Appearance words, Places in town, Objects; She’s singing in a show. He’s planting trees. Is there a
Animaltrons (show) near here? The hospital is opposite the park. I’m wearing a (scarf).
… and the Read a story about the Animaltrons acting in a show to review the vocabulary and grammar from Units 5
show! and 6. Speaking in groups to act out the story. Working in groups to perform a class show.
8 Syllabus
© Copyright Oxford University Press
Words Grammar Pronunciation Skills Values Culture and Project
cross-curricular
themes
Core Present simple: Has he / she got Sound: Reading: reading and understanding texts about dressing up Take care of Dressing up in the UK Designing
5 Appearance: a beard, a curly (wig), (glasses)? /w/ in the UK, ways to reuse and recycle rubbish and a story about a the world Social Science: Let’s and
(big) ears, (blue) eyes, glasses, long Yes, he / she has. wand, wig, William, careless giant who learns to be careful; reading and enjoying a around you. reuse rubbish! presenting
My school (hair), short (hair), a wig No, he / she hasn’t. window, wizard, wow cartoon; reading and understanding instructions to carry out a a project
All about speaking: project about a giant
Actions: drop litter, pick up litter,
play plant trees, save water, step on trees, Who’s your favourite character? My Listening: listening for specific information about appearance /
waste water favourite character is … dressing up in a play and opinions about a project; listening to and
Present simple (singular / plural): understanding a song about people’s appearance; listening to and
page 48 Other
It’s made of (paper). They’re made of understanding a story and a cartoon
Revision & extension: cloak, mask,
(plastic). Speaking: asking and answering questions about dressing up and
(big) feet, moustache, (big) nose,
Present continuous: What’s he / appearance; talking about your favourite characters; saying what
ponytail
she doing? things are made of; asking and answering questions about actions
CLIL: cardboard, glass, paper, plastic,
He / She’s (wasting water). using the present continuous; giving opinions about a story, a
recycle, rubbish, tin cans
He / She isn’t (saving water). cartoon and a project; saying a pronunciation rhyme to practise
the target sound /w/; presenting a project about a giant to an
audience
Writing: core language at word and sentence level; writing about
appearance and continuous actions at paragraph level
Core Present simple (singular / plural): Sound: Reading: reading and understanding texts about Oxford, maps Look after All around Oxford Writing and
6 Places in town: bus stop, café, Is there (a cinema) near here? c as /s/ and directions and a detective story; reading and enjoying a your things! Social Science: Let’s presenting
cinema, library, park, police station, Yes, there is. Celia, centre, cinema, cartoon; reading and understanding instructions to carry out a learn about maps a project
I’m on a shops, sports centre No, there isn’t. city, cycling project about my
Objects: baseball cap, bone, Are there any (shops) near here? Listening: listening for specific information about places in town town
bike ride footprints, magnifying glass, Yes, there are. and opinions about a project; listening to and singing a song
phone, scarf No, there aren’t. about a town; listening to and understanding a story and a cartoon
page 58 Other Prepositions: near / next to / Speaking: asking and answering questions about what’s in a town;
opposite saying what your town is like; asking and answering questions
Revision & extension: bookshop,
All about speaking: What colour is about where places are in town; giving opinions about a story, a
bridge, farm, fire station, post office,
the (taxi)? What colour are the (buses)? cartoon and a project; talking about other people’s possessions;
school, toy shop, traffic lights
Directions: Where’s the (cinema)? saying a pronunciation rhyme to practise the target sound c as
CLIL: compass (north, south, west,
It’s in (B2). /s/; presenting a project about my town to an audience
east), grid reference, key, map, symbol
Is the (café) north of the (cinema)? Writing: core language at word and sentence level; writing about
Are the (shops) west of the (police places in town and where they are at paragraph level
station)?
Present simple possessive:
Where’s my / your / his / her (scarf)?
Here’s my / your / his / her / Jack’s
(bone).
Festival: Core: a friendship bracelet, hug, an olive branch, a peace Other: symbols, international, kind, mean, peace
Peace Day ribbon, a peace rock, a white dove; Imperatives: Be (kind)!
Don’t be (mean)!
Review: Months of the year
Festival: Core: broccoli, Christmas pudding, gravy, mince pies, peas, Other: Christmas dinner
It’s Christmas roast potatoes, roast turkey, sprouts
Review: Food; We eat (turkey), Do you like (broccoli)? Yes, I
like it. No, I don’t like it. Do you like (peas)? Yes, I like them. No,
I don’t like them.
Festival: Core: Ireland, the Irish flag, leprechaun, March 17th, pot of Other: fairy tale, very, year
St Patrick’s gold, rainbow, shamrock
Day Review: Colours, Adjectives
Syllabus 9
© Copyright Oxford University Press
Components overview
Classroom Presentation Tool (CPT) • three Festival Units (Peace Day, Christmas and
St Patrick’s Day)
Classroom Presentation Tool (CPT) with on-screen Class
Book, Activity Book, video and animations, interactive games • a digital version of the Class Book is also available
and embedded audio to facilitate dynamic classes.
Activity Book with Online Practice
The Classroom Presentation Tool contains:
• an opening video featuring the main character
introducing the setting for the unit
• animated song videos
• a culture film introduced by the main character,
showing British children in their own environment, with
comprehension task
• an All about speaking video presenting the functional
language in Lesson 3
• a slideshow introducing the cross-curricular topic
• a fully animated story with real-action video introduction
• a video showing the main course character or his friend
presenting their version of the unit project
• eight pages of practice activities for each unit, with a focus
• vocabulary games in Lessons 1 and 5 on reading and writing
• vocabulary and grammar games in Lessons 2 and 6 • follow-up practice to the Review Units
• a pronunciation game in Lesson 7 • All about grammar additional practice pages for the
• a grammar and vocabulary review game in Lesson 8 grammar presented in Lessons 2 and 6
• Class Book and Activity Book pages with answer • follow-up practice and cut-out activities for the Festival
key-reveal function, for easy reference and navigational Units (also provided in the Teacher’s Resource Material in
support in the classroom the Teacher’s Resource Centre)
• all audio tracks • six cut-out activities for the grammar speaking activity in
Lesson 6 of each unit
It also includes:
• follow-up cut-out activities for the projects in Lesson 9
• a Starter Unit video introducing the main character and
his friends and family • a digital version of the Activity Book is also available
Class Book Online Practice
Online practice offers a blended approach to learning where
students can use online interactive activities to further
practise language and ideas taught in the Class Book.
• a clear syllabus summary showing the language learnt in
each unit
• a Starter Unit introducing the course character, Tom, and
his family and friends, as well as presenting and practising
adjectives to describe people, favourite things and asking
and answering about personal information
• six units of nine lessons providing the core teaching
material
• three Review Units, including a reading-for-pleasure story as
well as a project to engage and assess various competences
and to practically apply linguistic knowledge
10 Components overview
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