Learn with Us!: Level 6: Teacher's Pack

191 Pages·2019·12.054 MB·English

C H ER’S G
A U
E I
T D
6 E
1
1
Classroom Resource Pack Poster
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isbn: 978 0 19 490892 4 Teacher’s Guide
acknowledgements
Back cover photograph: Oxford University Press building/David Fisher.
Cover illustrations by: Andy Council/Illustration Web.
Classroom Resource Pack Flashcards
Illustrations by: Denis Cristo/Sylvie Poggio Agency pp.9-16, 30-35, 46-51, 62-67,
78-83, 94-99, 110-115, 126-149; Sasha Gorec/Beehive Illustration pp.57, 58.
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Iam Woolcock), 40 (Frightening/Morrison), 42 (people queuing for toilet/
Anita van den Broek), 44 (beautiful/Olga Danylenko), 45 (dangerous/
Foottoo), 52 (ticket office/Caron Badkin), 53 (platform/K3S), 54 (waiting room/
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119 (Paris/Beboy), 120 (German flag/montree meejaroen), 121 (London/S.
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© Copyright Oxford University Press
Teacher’s Guide 6
Syllabus 4 3 At the train station 95
Components overview 14 4 At the coast 109
Concept and characters 16 R Review 2 124
Introduction to Learn with Us 17 5 At the youth club 127
Learning with Learn with Us 18 6 At the TV studio 142
All about accessibility 24 R Review 3 157
Tour of unit and How to section 30 E Getting around Europe 160
Further resources 54 F Festivals 170
S All about me and my family 56 Classroom Presentation Tool
(CPT) games information 176
1 Chatting with my friends 62
Ideas bank 181
2 In the countryside 77
Classroom language 188
R Review 1 92
Wordlist 189
Letter to parents 191
3
© Copyright Oxford University Press
Syllabus
Words Grammar Pronunciation Skills Values Culture and Project
cross-curricular
themes
Revised: Present simple: Hi, I’m Daisy. I’m Sounds: Reading: reading for specific information: reading personal
S Activities, Adjectives of personality eleven. I’m sporty. I’ve got long, dark hair. information, a song, a recipe
/k/
and appearance, Animals, Clothes, Where do you live? Where does he / she cakes, coffee, cream, Listening: listening for specific information: identifying
All about Describing words, Family members, live? I live at … He / She lives at … cucumber, scones descriptions of family members, addresses, comparative heights
Jobs, Measurements of food, How tall are you? I’m 140 cm tall. and ages, foods in a song
/g/
me and my Personal information, Places, Sports
like + -ing: I like (playing football). Speaking: giving personal information; describing yourself and
garden, Granny,
family Core vocabulary: He likes (wearing colourful clothes). Grandad family members; describing activities you and others like doing;
cooking, painting, riding a bike, Superlative adjectives: giving your opinion of a song; saying a tongue twister; saying

scooting, singing, using the computer, (Granny) is the oldest. instructions and measurements for a recipe
page 2
watching films, wearing colourful
Comparative adjectives: (Daisy) is Writing: questions, describing a friend, describing family members
clothes
taller than (Fred). using comparative and superlative adjectives, a personal fact file, a
Food: recipe
coffee, cream, cucumber, hot
chocolate, icing, raspberry, scones, tea
Numbers to 1,000
Other
Daisy, Dad, Mum, Fred, Zoe, Peter
Core Possessive adjectives: Sound: Reading: reading for specific information and gist: descriptions of Remember Organisations which Writing and
1 Technology objects: avatar, email my, your, his, hers, our, their /p/ technology objects, text messages between Daisy and her friends old friends help bring technology presenting
address, emoji, headphones, laptop, Possessive pronouns: mine, yours, park, Paul, play, and family about technology, a webpage about keeping safe online, a and keep in to children instructions
Chatting memory stick, mobile phone, password, his, hers, ours, theirs police, prize, purple science fiction story about two friends in a computer game adventure, touch Technology: Keeping to draw an
tablet, webcam Infinitives of purpose: I go to the a song about technology; reading and understanding instructions to safe online avatar
/f/
with my carry out the unit project (instructions for drawing an avatar)
Science fiction words: aliens, comet, park to play basketball.
fast, feet, first,
friends Earth, key, moon, spaceship He goes to school to learn new things. football, officer, Listening: listening for specific information and gist: descriptions
of technology objects, conversations between friends about
Other Language in action: headphones
technology, a text about keeping safe online; listening to and
page 6 CLIL: blog, chat room, date of birth, What’s your username?
understanding a story; listening to opinions about the story; listening
gallery, profile, report button
My username’s … . to and singing a song about technology; listening to a conversation
What’s yours? about an avatar drawing game in preparation for a project
Mine’s … . Speaking: asking and answering about technology, who objects
(Footie) is another word for (football). belong to and what you can do with them; describing avatars;
(Pup) is short for (puppy). talking about usernames; giving opinions about a story and
describing the characters; giving instructions and asking and
Asking for help with computers:
answering using infinitives of purpose; saying a pronunciation
Excuse me, how does this (laptop)
tongue twister to practise the target sounds /p/ and /f/; asking for
work, please?
help with computers; presenting a project about an avatar
First, … ,
Writing: core language at word and sentence level: writing about
Next, … ,
your perfect desk, who objects belong to and what you use them
Now what do I do? for, technology at home and at school, a username, rules about
turn on / off, press, write using the internet, opinions about a story and how you keep in
touch with friends; writing instructions to draw an avatar; checking
and revising written work
4 Syllabus
© Copyright Oxford University Press
Words Grammar Pronunciation Skills Values Culture and Project
cross-curricular
themes
Revised: Present simple: Hi, I’m Daisy. I’m Sounds: Reading: reading for specific information: reading personal
S Activities, Adjectives of personality eleven. I’m sporty. I’ve got long, dark hair. information, a song, a recipe
/k/
and appearance, Animals, Clothes, Where do you live? Where does he / she cakes, coffee, cream, Listening: listening for specific information: identifying
All about Describing words, Family members, live? I live at … He / She lives at … cucumber, scones descriptions of family members, addresses, comparative heights
Jobs, Measurements of food, How tall are you? I’m 140 cm tall. and ages, foods in a song
/g/
me and my Personal information, Places, Sports
like + -ing: I like (playing football). Speaking: giving personal information; describing yourself and
garden, Granny,
family Core vocabulary: He likes (wearing colourful clothes). Grandad family members; describing activities you and others like doing;
cooking, painting, riding a bike, Superlative adjectives: giving your opinion of a song; saying a tongue twister; saying

scooting, singing, using the computer, (Granny) is the oldest. instructions and measurements for a recipe
page 2
watching films, wearing colourful
Comparative adjectives: (Daisy) is Writing: questions, describing a friend, describing family members
clothes
taller than (Fred). using comparative and superlative adjectives, a personal fact file, a
Food: recipe
coffee, cream, cucumber, hot
chocolate, icing, raspberry, scones, tea
Numbers to 1,000
Other
Daisy, Dad, Mum, Fred, Zoe, Peter
Core Possessive adjectives: Sound: Reading: reading for specific information and gist: descriptions of Remember Organisations which Writing and
1 Technology objects: avatar, email my, your, his, hers, our, their /p/ technology objects, text messages between Daisy and her friends old friends help bring technology presenting
address, emoji, headphones, laptop, Possessive pronouns: mine, yours, park, Paul, play, and family about technology, a webpage about keeping safe online, a and keep in to children instructions
Chatting memory stick, mobile phone, password, his, hers, ours, theirs police, prize, purple science fiction story about two friends in a computer game adventure, touch Technology: Keeping to draw an
tablet, webcam Infinitives of purpose: I go to the a song about technology; reading and understanding instructions to safe online avatar
/f/
with my carry out the unit project (instructions for drawing an avatar)
Science fiction words: aliens, comet, park to play basketball.
fast, feet, first,
friends Earth, key, moon, spaceship He goes to school to learn new things. football, officer, Listening: listening for specific information and gist: descriptions
of technology objects, conversations between friends about
Other Language in action: headphones
technology, a text about keeping safe online; listening to and
page 6 CLIL: blog, chat room, date of birth, What’s your username?
understanding a story; listening to opinions about the story; listening
gallery, profile, report button
My username’s … . to and singing a song about technology; listening to a conversation
What’s yours? about an avatar drawing game in preparation for a project
Mine’s … . Speaking: asking and answering about technology, who objects
(Footie) is another word for (football). belong to and what you can do with them; describing avatars;
(Pup) is short for (puppy). talking about usernames; giving opinions about a story and
describing the characters; giving instructions and asking and
Asking for help with computers:
answering using infinitives of purpose; saying a pronunciation
Excuse me, how does this (laptop)
tongue twister to practise the target sounds /p/ and /f/; asking for
work, please?
help with computers; presenting a project about an avatar
First, … ,
Writing: core language at word and sentence level: writing about
Next, … ,
your perfect desk, who objects belong to and what you use them
Now what do I do? for, technology at home and at school, a username, rules about
turn on / off, press, write using the internet, opinions about a story and how you keep in
touch with friends; writing instructions to draw an avatar; checking
and revising written work
Syllabus 5
© Copyright Oxford University Press
Words Grammar Pronunciation Skills Values Culture and Project
cross-curricular
themes
Core Comparative adjectives: Sounds: Reading: reading for specific information and gist: short Winning isn’t Geocaching in the UK Writing and
2 Adjectives to describe places: The park is quieter than the town. /z/ descriptions of places using adjectives, a postcard about a weekend the most Social Science: presenting
beautiful, boring, crowded, The café is more modern than the was, Zack, Zoe, zoo trip, text messages about activities in the countryside, a webpage important European landscapes a holiday
In the dangerous, expensive, famous, castle. about European landscapes, a humorous story about learning to ski, thing. advert
/s/
frightening, historical, modern, a song about mountain biking; reading and completing sentences
The park is less crowded than the castle, centre, city,
countryside relaxing with superlative adjectives; reading and understanding instructions
village. historical, most,
to carry out the unit project (a holiday advert)
Adjectives to describe people:
Superlative adjectives: place, Saturday, ski
page 16 Listening: listening for specific information and gist: descriptions
confident, embarrassed, kind,
It was the most beautiful valley in /ks/ of places, conversations between friends about a day out, a text
nervous, selfish, shy
the mountains. exciting, expensive, about European landscapes; listening to and understanding a
Other
He skied on the easiest part of the relaxing story; listening to opinions about the story; listening to and singing
CLIL: continent, island, peninsula, mountain. a song about mountain biking; comparative and superlative
plain, valley, waterfall
He’s the best skier. sentences about people and places; listening to a conversation
Holly is the least nervous character. about holiday places in preparation for a project
Language in action: Speaking: asking and answering to describe places in the
countryside; comparing people and places; talking about a day
How was your day out?
out; giving opinions about a story and describing the characters;
It was (great).
describing a character from a book / film using superlatives; saying
It wasn’t very (exciting).
a pronunciation tongue twister to practise the target sounds /z/,
It was a bit (boring). /s/ and /ks/; recommending a film; presenting a project about an
Recommending a film: advert for a holiday
Excuse me, what’s the film at Writing: core language at word and sentence level: describing
(seven o’clock) like? and comparing places and people; writing about activities you
It’s … ; adventure film, horror film, enjoy and did at the weekend; landscapes; writing your opinion of
true story, U, PG, 12 a story and why winning isn’t important; writing a holiday advert;
checking and revising written work
Core Necessity and obligation: Sounds: Reading: reading for specific information and gist: descriptions of Return lost Transport Writing and
3 Places at the train station: need to / don’t need to: /ɔː/ things at a train station using prepositions of place, text messages things to Art: Patterns in art a magazine
departures board, entrance, I / You / We / They need to / don’t boring, platform, about transport and going to the city, a webpage about patterns their owners. advice
At the train escalator, exit, lift, platform, stairs, need to find the ticket office. warm in art, a mystery story about a diamond ring, a song about the column
Brighton Express; reading and understanding instructions to carry
ticket office, timetables, waiting room He / She needs to / doesn’t need to
/əʊ/
station out the unit project (an advice column)
Prepositions: buy tickets for the train to London. below, most, yellow
Listening: listening for specific information and gist: descriptions
above, below, in front of, inside, Obligation: must / mustn’t:
page 28 /uː/ of things around the train station, a text about patterns in art;
outside, through I / You / He / She / We / They must
beautiful, moon, listening to and understanding a story, listening to opinions about
Other buy a ticket. I / You / He / She / We / room, you the story; listening to and singing a song about a train journey;
They mustn’t use the lift.
CLIL: hexagon, mosaic, pattern, listening to a conversation about things you need to do at the train
symmetry, tessellation, tiles Language in action: station; a conversation about advice in preparation for a project
Excuse me, may I (sit here)?
Speaking: Asking and answering where places in a train station
Yes, of course.
are; talking about obligations and necessities; asking and
No, sorry.
answering politely; talking about patterns in art; giving opinions
That’s OK.
about a story and describing a part of it; saying a pronunciation
Asking when the next coach is: tongue twister to practise the target sounds /ɔː/, /əʊ/ and /uː/;
When’s the next coach to the asking and answering about when the next coach is; presenting a
(theme park)? project about giving advice
What number coach is it? Writing: core language at word and sentence level: describing
Where does the coach leave from? where places are in a train station, writing about necessities and
obligations / rules; writing about how you created a tessellated
Times: (ten) (twenty-five),
pattern; writing about polite requests you make; writing your
(twenty-five) past (ten).
opinion of a story and why we need to return lost things to others;
writing research questions for a project; writing an advice column;
checking and revising written work
6 Syllabus
© Copyright Oxford University Press
Words Grammar Pronunciation Skills Values Culture and Project
cross-curricular
themes
Core Comparative adjectives: Sounds: Reading: reading for specific information and gist: short Winning isn’t Geocaching in the UK Writing and
2 Adjectives to describe places: The park is quieter than the town. /z/ descriptions of places using adjectives, a postcard about a weekend the most Social Science: presenting
beautiful, boring, crowded, The café is more modern than the was, Zack, Zoe, zoo trip, text messages about activities in the countryside, a webpage important European landscapes a holiday
In the dangerous, expensive, famous, castle. about European landscapes, a humorous story about learning to ski, thing. advert
/s/
frightening, historical, modern, a song about mountain biking; reading and completing sentences
The park is less crowded than the castle, centre, city,
countryside relaxing with superlative adjectives; reading and understanding instructions
village. historical, most,
to carry out the unit project (a holiday advert)
Adjectives to describe people:
Superlative adjectives: place, Saturday, ski
page 16 Listening: listening for specific information and gist: descriptions
confident, embarrassed, kind,
It was the most beautiful valley in /ks/ of places, conversations between friends about a day out, a text
nervous, selfish, shy
the mountains. exciting, expensive, about European landscapes; listening to and understanding a
Other
He skied on the easiest part of the relaxing story; listening to opinions about the story; listening to and singing
CLIL: continent, island, peninsula, mountain. a song about mountain biking; comparative and superlative
plain, valley, waterfall
He’s the best skier. sentences about people and places; listening to a conversation
Holly is the least nervous character. about holiday places in preparation for a project
Language in action: Speaking: asking and answering to describe places in the
countryside; comparing people and places; talking about a day
How was your day out?
out; giving opinions about a story and describing the characters;
It was (great).
describing a character from a book / film using superlatives; saying
It wasn’t very (exciting).
a pronunciation tongue twister to practise the target sounds /z/,
It was a bit (boring). /s/ and /ks/; recommending a film; presenting a project about an
Recommending a film: advert for a holiday
Excuse me, what’s the film at Writing: core language at word and sentence level: describing
(seven o’clock) like? and comparing places and people; writing about activities you
It’s … ; adventure film, horror film, enjoy and did at the weekend; landscapes; writing your opinion of
true story, U, PG, 12 a story and why winning isn’t important; writing a holiday advert;
checking and revising written work
Core Necessity and obligation: Sounds: Reading: reading for specific information and gist: descriptions of Return lost Transport Writing and
3 Places at the train station: need to / don’t need to: /ɔː/ things at a train station using prepositions of place, text messages things to Art: Patterns in art a magazine
departures board, entrance, I / You / We / They need to / don’t boring, platform, about transport and going to the city, a webpage about patterns their owners. advice
At the train escalator, exit, lift, platform, stairs, need to find the ticket office. warm in art, a mystery story about a diamond ring, a song about the column
Brighton Express; reading and understanding instructions to carry
ticket office, timetables, waiting room He / She needs to / doesn’t need to
/əʊ/
station out the unit project (an advice column)
Prepositions: buy tickets for the train to London. below, most, yellow
Listening: listening for specific information and gist: descriptions
above, below, in front of, inside, Obligation: must / mustn’t:
page 28 /uː/ of things around the train station, a text about patterns in art;
outside, through I / You / He / She / We / They must
beautiful, moon, listening to and understanding a story, listening to opinions about
Other buy a ticket. I / You / He / She / We / room, you the story; listening to and singing a song about a train journey;
They mustn’t use the lift.
CLIL: hexagon, mosaic, pattern, listening to a conversation about things you need to do at the train
symmetry, tessellation, tiles Language in action: station; a conversation about advice in preparation for a project
Excuse me, may I (sit here)?
Speaking: Asking and answering where places in a train station
Yes, of course.
are; talking about obligations and necessities; asking and
No, sorry.
answering politely; talking about patterns in art; giving opinions
That’s OK.
about a story and describing a part of it; saying a pronunciation
Asking when the next coach is: tongue twister to practise the target sounds /ɔː/, /əʊ/ and /uː/;
When’s the next coach to the asking and answering about when the next coach is; presenting a
(theme park)? project about giving advice
What number coach is it? Writing: core language at word and sentence level: describing
Where does the coach leave from? where places are in a train station, writing about necessities and
obligations / rules; writing about how you created a tessellated
Times: (ten) (twenty-five),
pattern; writing about polite requests you make; writing your
(twenty-five) past (ten).
opinion of a story and why we need to return lost things to others;
writing research questions for a project; writing an advice column;
checking and revising written work
Syllabus 7
© Copyright Oxford University Press
Words Grammar Pronunciation Skills Values Culture and Project
cross-curricular
themes
Core Past simple regular and Sound: Reading: reading for specific information and gist: descriptions of Explore the Coastal cities Writing and
4 Seaside activities: collect shells, irregular verbs: /eɪ/ activities you can do at the seaside, a diary entry about a day trip, facts for Social Science: The presenting
eat at a restaurant, go bowling, I visited the aquarium. You didn’t ate, skate, snake text messages between friends about coastal cities, a webpage yourself. seasons a postcard
At the coast go ice skating, go karting, go to a collect shells. buy, drink, eat, find, see: about seasons and climate; a true story about an explorer, a song about a
/aɪ/
concert, go to the cinema, go to the We bought a T-shirt. She didn’t buy a about a holiday by the sea, reading and understanding instructions holiday
I, dinosaur, ice
funfair, visit the aquarium, visit the bottle of water. to carry out the unit project (a postcard)
page 38 planetarium Past simple questions and /ɪ/ Listening: listening for specific information and gist: descriptions
Explorer words: dinosaur, dragon, answers with irregular verbs: chips, fish, in, it, of things around the train station; a conversation between friends
fossils, mud, sandstorm, snake What did you see? I saw (a snake). swimming about weekend trips; a text about the seasons; listening to and
understanding a story, listening to opinions about the story;
Other Who did she meet? She met
listening to and singing a song about a holiday by the sea; listening
CLIL: equator, North Pole, northern (some friends).
to conversations about activities at the weekend in the past in
hemisphere, seasons, southern How many did they find? They found
preparation for a project
hemisphere, South Pole (25).
Speaking: asking and answering to describe activities you like
Language in action:
doing; describing what you and other people did at the weekend;
How long were you there for? I was
talking about the duration of a visit; giving opinions about a story
there for (two hours).
and describing a part of the story; talking about explorers in the
How long was your journey?
past; saying a pronunciation tongue twister to practise the target
It was (quite) long.
It was (three hours). sounds /eɪ/, /aɪ/ and /ɪ/; asking about age restrictions; presenting
a project about a holiday
Asking about age restrictions:
Writing: core language at word and sentence level: writing
How old do you have to be to (go on
questions and answers about what you and other people did or
this ride)?
didn’t do at the weekend; recording and interpreting the results
You have to be (twelve years old).
of an experiment; writing your opinion of a story and how you
You’re old enough.
explore facts for yourself; writing research questions for a project;
You aren’t old enough.
writing a postcard; checking and revising written work
Core Past continuous questions and Sounds: Reading: reading for specific information and gist: descriptions of Don’t judge Clubs around the Writing and
5 Youth club activities: answers: /s/ + consonant activities at a youth club, text messages to a friend about activities people world presenting a
do craft activities, go roller skating, What was I doing (at four o’clock)? scooting, skating, you were doing this morning and clubs in the UK and New Zealand, because of Natural Science: diary entry
At the youth go scooting, make a snack, play He / She was / wasn’t reading a skiing, snack, Steve, a webpage about ocean animals, a historical adventure story about what they Ocean animals
board games, play cards, play pool, magazine. swimming pirates, a song about losing something; reading and understanding look like.
club instructions to carry out the unit project (a diary entry)
play table football, read a magazine, What were you doing (this afternoon)? /s/ + vowel
watch a film We were / weren’t roller skating. Saturday, sister, Listening: listening for specific information and gist: descriptions
of things around the train station; a conversation between friends
page 50 Pirate words: Past continuous questions and Sunday
about activities they were doing; a text about ocean animals;
ocean, pirates, ship, soldiers, treasure, short answers:
listening to and understanding a story, listening to opinions
woman Was I / he / she (watching a film)?
about the story; listening to and singing a song about a lost scarf;
Other Yes, I / he / she was.
conversations about what you were doing at the youth club in
CLIL: backbone, coral, invertebrate, No, I / he / she wasn’t. preparation for a project
jellyfish, sponge, vertebrate Were you / we / they (playing cards)? Speaking: asking and answering about activities you like doing
Yes, you / we / they were. and when you do them, what people were doing at different
No, you / we / they weren’t. times in the past; talking about activities and using phrases to be
Language in action: supportive; giving opinions about a story and retelling the story;
saying a pronunciation tongue twister to practise the target
I went to my youth club this morning.
We went karting! sounds /s/ + consonant and /s/ + vowel; organising the club snack
bar; presenting a project about your day
Lucky you!
Writing: core language at word and sentence level: writing
I was doing my homework at home.
questions and answers about what you and other people were
Poor you!
doing at specific times in the past; a poster with information about
Never mind.
a club; a fact file about an ocean animal; writing your opinion of a
Organising the club snack bar: story and how you react to differences between people; writing
Have we got enough (bottles of water)? research questions for a project; writing a diary entry; checking and
We’ve got enough / too many … . revising written work
8 Syllabus
© Copyright Oxford University Press
Words Grammar Pronunciation Skills Values Culture and Project
cross-curricular
themes
Core Past simple regular and Sound: Reading: reading for specific information and gist: descriptions of Explore the Coastal cities Writing and
4 Seaside activities: collect shells, irregular verbs: /eɪ/ activities you can do at the seaside, a diary entry about a day trip, facts for Social Science: The presenting
eat at a restaurant, go bowling, I visited the aquarium. You didn’t ate, skate, snake text messages between friends about coastal cities, a webpage yourself. seasons a postcard
At the coast go ice skating, go karting, go to a collect shells. buy, drink, eat, find, see: about seasons and climate; a true story about an explorer, a song about a
/aɪ/
concert, go to the cinema, go to the We bought a T-shirt. She didn’t buy a about a holiday by the sea, reading and understanding instructions holiday
I, dinosaur, ice
funfair, visit the aquarium, visit the bottle of water. to carry out the unit project (a postcard)
page 38 planetarium Past simple questions and /ɪ/ Listening: listening for specific information and gist: descriptions
Explorer words: dinosaur, dragon, answers with irregular verbs: chips, fish, in, it, of things around the train station; a conversation between friends
fossils, mud, sandstorm, snake What did you see? I saw (a snake). swimming about weekend trips; a text about the seasons; listening to and
understanding a story, listening to opinions about the story;
Other Who did she meet? She met
listening to and singing a song about a holiday by the sea; listening
CLIL: equator, North Pole, northern (some friends).
to conversations about activities at the weekend in the past in
hemisphere, seasons, southern How many did they find? They found
preparation for a project
hemisphere, South Pole (25).
Speaking: asking and answering to describe activities you like
Language in action:
doing; describing what you and other people did at the weekend;
How long were you there for? I was
talking about the duration of a visit; giving opinions about a story
there for (two hours).
and describing a part of the story; talking about explorers in the
How long was your journey?
past; saying a pronunciation tongue twister to practise the target
It was (quite) long.
It was (three hours). sounds /eɪ/, /aɪ/ and /ɪ/; asking about age restrictions; presenting
a project about a holiday
Asking about age restrictions:
Writing: core language at word and sentence level: writing
How old do you have to be to (go on
questions and answers about what you and other people did or
this ride)?
didn’t do at the weekend; recording and interpreting the results
You have to be (twelve years old).
of an experiment; writing your opinion of a story and how you
You’re old enough.
explore facts for yourself; writing research questions for a project;
You aren’t old enough.
writing a postcard; checking and revising written work
Core Past continuous questions and Sounds: Reading: reading for specific information and gist: descriptions of Don’t judge Clubs around the Writing and
5 Youth club activities: answers: /s/ + consonant activities at a youth club, text messages to a friend about activities people world presenting a
do craft activities, go roller skating, What was I doing (at four o’clock)? scooting, skating, you were doing this morning and clubs in the UK and New Zealand, because of Natural Science: diary entry
At the youth go scooting, make a snack, play He / She was / wasn’t reading a skiing, snack, Steve, a webpage about ocean animals, a historical adventure story about what they Ocean animals
board games, play cards, play pool, magazine. swimming pirates, a song about losing something; reading and understanding look like.
club instructions to carry out the unit project (a diary entry)
play table football, read a magazine, What were you doing (this afternoon)? /s/ + vowel
watch a film We were / weren’t roller skating. Saturday, sister, Listening: listening for specific information and gist: descriptions
of things around the train station; a conversation between friends
page 50 Pirate words: Past continuous questions and Sunday
about activities they were doing; a text about ocean animals;
ocean, pirates, ship, soldiers, treasure, short answers:
listening to and understanding a story, listening to opinions
woman Was I / he / she (watching a film)?
about the story; listening to and singing a song about a lost scarf;
Other Yes, I / he / she was.
conversations about what you were doing at the youth club in
CLIL: backbone, coral, invertebrate, No, I / he / she wasn’t. preparation for a project
jellyfish, sponge, vertebrate Were you / we / they (playing cards)? Speaking: asking and answering about activities you like doing
Yes, you / we / they were. and when you do them, what people were doing at different
No, you / we / they weren’t. times in the past; talking about activities and using phrases to be
Language in action: supportive; giving opinions about a story and retelling the story;
saying a pronunciation tongue twister to practise the target
I went to my youth club this morning.
We went karting! sounds /s/ + consonant and /s/ + vowel; organising the club snack
bar; presenting a project about your day
Lucky you!
Writing: core language at word and sentence level: writing
I was doing my homework at home.
questions and answers about what you and other people were
Poor you!
doing at specific times in the past; a poster with information about
Never mind.
a club; a fact file about an ocean animal; writing your opinion of a
Organising the club snack bar: story and how you react to differences between people; writing
Have we got enough (bottles of water)? research questions for a project; writing a diary entry; checking and
We’ve got enough / too many … . revising written work
Syllabus 9
© Copyright Oxford University Press
Words Grammar Pronunciation Skills Values Culture and Project
cross-curricular
themes
Core will future predictions Sounds: Reading: reading for specific information and gist: descriptions of It’s good to Fashion in the past Writing and
6 Jobs: an actor, a builder, a camera questions and short answers: /æ/ jobs; a blog interview about a talent show; text messages between be prepared. and future presenting a
operator, a clothes designer, Will I / you / he / she / we / they (be actor, ballet, café, friends about fashion in the past and future; a webpage about Music: Music venues description
At the TV a comedian, a dancer, a director, a director)? camera historical music venues; an ancient Greek Myth about a monster of schools in
a hairdresser, a singer, a writer Yes, I / you / he / she / we / they will. in a maze; a song about friendship; reading and understanding the future
/ɑ/
studio instructions to carry out the unit project (a description of schools in
Myth words: No, I / you / he / she / we / they won’t. artist, dancer, farmer,
the future)
bull, king, maze, monster, string,
will future predictions gardener
sword Listening: listening for specific information and gist: descriptions
page 60 affirmative and negative
/eɪ/ of different job roles; an interview about a talent show; a
Other sentences:
ballet, café, operator, conversation between friends about fashion in the past and
CLIL: amphitheatre, bandstand, I / You / He / She / We / They will (be play, waiter future; a text about music venues; listening to and understanding
music festival, opera house, stage, an actor).
a story, listening to opinions about the story; listening to and
venue
I / You / He / She / We / They won’t singing a song about friendship and jobs in the future; listening
(dance in the show). to conversations about predictions about secondary school and
Language in action: schools of the future in preparation for a project
What do you think people will (wear Speaking: asking and answering about qualities and activities for
in the future)? jobs; talking about jobs you and other people want to do; discussing
I think people may (wear man-made possibilities in the future; giving opinions about a story and retelling
clothes). the story; predicting what jobs you and others will do in the future;
saying a pronunciation tongue twister to practise the target sounds
I’m not sure. What about you?
/æ/, /ɑ/ and /eɪ/; listening to a request and asking permission to
Tidying up after an activity:
continue; presenting a project about schools in the future
Could you start / finish (cleaning
Writing: core language at word and sentence level: describing
up), please?
jobs and making predictions; inventing and describing a recycled
OK. I’ve nearly finished / got a bit more
product; describing an event; writing your opinion of a story
to do / got one more sentence to write.
and ways in which you prepare for situations; writing research
You can have a couple / a few / five questions for a project; writing a description of schools in the
more minutes. future; checking and revising written work
Core Present perfect simple Reading: reading for specific information and gist: descriptions of You don’t Inter-railing in Europe
E European countries and questions and short answers: countries, nationalities and months of the year; a travel blog; text have to be Social Science: Jobs
nationalities: France – French, Have I / you / we / they been to Paris? messages between friends about holiday plans; a webpage about big to be
Getting Germany – German, Italy – Italian, Yes, I / you / we / they have. jobs and the economy; a story about an everyday hero brave.
Spain – Spanish, UK – British No, I / you / we / they haven’t. Listening: listening for specific information and gist: descriptions
around Adventure vocabulary: Has he / she seen my photo? of countries and nationalities; a blog about places in Europe; a
Europe American, code, hero, pigeon, pilot, Yes, he / she has. conversation between friends about future holiday plans; a text
the USA about jobs and the economy; listening to and understanding
No, he / she hasn’t.
a story; listening to opinions about the story; listening to a
Other
page 72 Present perfect simple conversation about places and activities people have or haven’t
CLIL: factor, mining, primary sector,
affirmative and negative visited / done
secondary sector, tertiary sector, trade
sentences:
Speaking: asking and answering about countries and nationalities;
I’ve / You’ve / We’ve / They’ve (made talking about activities people have done and places they have
a cake). visited; talking about activities you are looking forward to; giving
I / You / We / They haven’t (made opinions about a story and retelling the story; talking about what
a cake). you have enjoyed in your English lessons
He’s / She’s (seen the forest). Writing: core language at word and sentence level: describing
He / She hasn’t (seen the forest). countries and nationalities; describing past experiences and
Language in action: experiences you are looking forward to in the future; describing
Are you looking forward to … ? how a product is produced in relation to the primary, secondary
and tertiary job sectors; writing your opinion of a story and ways in
I’m looking forward to … .
which you are brave
I can’t wait to … .
I’m excited about … .
10
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