NEW

TEACHER’S
BOOK

Carol Read • Mark Ormerod

 NEW

TEACHER’S
BOOK
Syllabus 4
Introduction
Studying with New Tiger 6 14
Meet the members of the Tiger Tracks Social Learning
Network 14
Key Competences 15
How New Tiger 6 develops the Key Competences 15
What’s new in New Tiger 6? 17
The course components 18
Teacher’s and Pupil’s Apps on Navio 20
Understanding the Pupil’s Book, Activity Book and
Essential Activity Book 21
Using the supplementary material in the Activity Book
and Essential Activity Book 30
Understanding the new Tiger Tasks pages 31
Using the Project pages 32
Grading activities for mixed ability 34
Teacher’s Notes
Welcome back to the TTSLN 37
1 In your free time 43
2 Geographical wonders 65
3 Recipes and food 87
4 Around the city 109
5 Ingenious inventions 131
6 Helping people 153
7 A camping trip 175
Tiger Tasks 197
Tiger Tasks 1 Around the world 198
Tiger Tasks 2 All about the arts 206
Festivals 214
Tiger board game 220
Songs bank 221
Answer keys: Activity Book and Essential Activity Book
supplementary material 234
Class Audio 238
3 R e c i p e s and f o o d
Objectives and key competences Active language Pronunciation
• Name and describe types of food Core vocabulary: food Homophones: their / there / they’re
• Listen and do a vocabulary quiz beans, citrus fruits, coconuts, coffee, honey,
• Say what food there is and isn’t in a olives, rice, salt, spices, sugar
cupboard chocolate, ingredients, instructions, lime, oven,
• Understand and practise grammar serving suggestions, tablespoon, teaspoon,
50g, 100g, add, blend, mix, pour Culture and Cross-curricular
• Learn the grammar tables for Unit 3
bag of ..., bottle of …, box of …, packet of …
• Listen and use everyday language Jamaica: Eating out in Kingston
Story vocabulary
• Watch the videos Jamaica: Culture quiz
destroy, force five hurricane, lucky to be alive, tent
The UK: The traditional British breakfast
Cross-curricular vocabulary: generous trees
• Read a food blog Culture video: How to give instructions in the
chewing gum, cork, medicines, natural rubber,
• Read about products that come from trees kitchen
oxygen, paper, wood
• Listen and read a recipe Cross-curricular video: How trees help us
Structures
Natural Science: Generous Trees
Is there any (+ uncountable noun)? There’s some ...
• Use the Pupil’s App on Navio Is there a (+ countable noun)? There is a ...
Are there any (+ countable nouns)?
• Predict what happens in the story
Yes, there is/are. No, there isn’t/aren’t.
• Practise pronunciation: homophones First of all, … Then, … Next, … Last of all, …
• Review, assess and plan your own learning Recycled language Values and attitudes
Have you got any … ? Yes, I have. I’ve got (some) … • Interest in different types of food
• Understand and think about values You need (some) …
• Talk about the importance of trees and • Pleasure in reading a food blog
It comes from … They come from ...
name trees in English Regular verbs: baked, cooked, saved, served • Interest in talking about how to prepare food
banana, cake, cereal, chicken, eggs, fruit juice, • Awareness that recipe instructions need to
• Express an opinion about a recipe be clear and sequenced
lemon, milk, oranges, salad, strawberries, water
• Play the games breakfast, lunch in the cupboard/fridge • Enjoyment in a survival story
• Do a role play (how to give instructions in bees, cows, grass, grow, vitamin C
the kitchen) • Awareness that it’s good to try new types of
delicious, flavour, table I think … I want to …
food
• Plan, prepare, write and present your Everyday chit-chat
project cream cheese, crisps, slice of bread, slices of apple • Pleasure in learning about Jamaican and UK
First, ... Then, ... Next, ... Last of all, ... You cut ... culture
• Listen, read and understand the story You put ... • Recognition of the value of trees
• Read about traditional Jamaican food and • Enjoyment in planning, preparing, writing and
eating out in Kingston presenting your project
• Do a culture quiz about Jamaica
• Willingness to review, assess and plan your
• Listen and find out about traditional Receptive language own learning
breakfast in the UK
dessert, grated, greased baking tin, flavouring,
How about ... ?, photosynthesis

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Objectives and key competences Pupil’s Book

• to name and describe different types of food Does your country produce … ? Foods CD 2 Track 6 p245
• to listen and do a vocabulary quiz Yes, I think so./I’m not really sure./No, I don’t think so. Foods Jamaica produces CD 2 Track 7 p245
• to use the Pupil’s App on Navio It comes from ... They come from ... Vocabulary quiz CD 2 Track 8 p245
bees, cows, flavour, grass, grow, vitamin C, grow
• to talk about foods produced in Jamaica and in the alphabet
your country Activity Book
Materials
Active language Teacher’s App on Navio, Flashcards and/or Tap and Activity Book
beans, citrus fruits, coconuts, coffee, honey, olives, rice, Teach flashcards: beans, citrus fruits, coconuts, coffee, Activity 1
salt, spices, sugar, honey, olives, rice, salt, spices, sugar, Class CD • Write the words in alphabetical order. Match.
Activity 2
• Write questions. Answer Yes, it does, I think so, I’m not
At a Glance Lesson Plan Pupil’s Book sure, I don’t think so or No, it doesn’t. Ask and say.
Activity 3
Starting the lesson • Complete the crossword.
• Greet the pupils.
• Explain the aims of Unit 3.
• Explain the aims of the lesson.
Essential Activity Book
Essential Activity Book
Vocabulary presentation Activity 1
• Present the vocabulary with • Read and match.
the Unit 3 flashcards and word Activity 2
cards. • Complete the questions and answer for you. Write Yes, it
Activity 3 does, No, it doesn’t or I’m not sure.
Activity 1 Activity 3
• Listen and do the vocabulary
• Complete the crossword.
• Listen and say. quiz.
CD 2 Track 6 p245 CD 2 Track 8 p245

Teacher’s Digital: Don’t forget you can teach this lesson

Activity 2 Internet Tracks using the Teacher’s App on Navio.
• Listen and find out. Which • Find a map of Jamaica. What
foods does Jamaica produce? is the name of the capital city? Pupil’s Digital: Encourage your pupils to use the Pupil’s
CD 2 Track 7 p245 Where is it? App on Navio to practise the vocabulary from this lesson.
• Now ask and talk about • Go to the Activity Book.
your country. See Activity Book activities to
the right.

Ending the lesson

• Review the lesson and say
goodbye.

88
Detailed Lesson Plan
Starting the lesson Pupil’s Book Activity 2 Activity Book
Greet the pupils. Listen and find out. Which foods does Jamaica Activity 1: Write the words in alphabetical order.
• Welcome the pupils to the lesson. Ask familiar produce? Now ask and talk about your country. Match.
questions, such as What’s the date? What’s the CD 2 Track 7 p245 Answers: 1 beans 2 citrus fruits 3 coconuts 4 coffee 5 honey 6 olives
weather like? • Play the CD once or twice. 7 rice 8 salt 9 spices 10 sugar

Explain the aims of Unit 3. • The pupils say which foods Jamaica produces. Activity 2: Write questions. Answer Yes, it does,
• Draw the pupils’ attention to the top of Pupil’s Book • In pairs, the pupils ask and answer questions about I think so, I’m not sure, I don’t think so or No, it
page 24. Say In this unit … and read the aims. Check all the foods. Does your country produce coffee? / doesn’t. Ask and say.
understanding. Yes, I think so./I’m not really sure./No, I don’t think so.
Answers: 1 Does your country produce sugar? 2 Does your country
Answer: Jamaica produces coconuts, salt, coffee, spices, beans, citrus produce coffee? 3 Does your country produce citrus fruits? 4 Does
Explain the aims of the lesson. fruits, rice, honey and sugar. your country produce olives? 5 Does your country produce salt?
• Say Today we’re going to find out about different 6 Does your country produce rice? (Answers will depend on the pupils’
foods. We’re going to ask and answer questions country.)
about food that your country produces, and we’re Activity 3: Complete the crossword.
Pupil’s Book Activity 3
also going to do a vocabulary quiz.
Listen and do the vocabulary quiz. Answers: 1 honey 2 sugar 3 rice 4 coconuts 5 olives 6 salt 7 coffee
CD 2 Track 8 p245
Vocabulary presentation • Divide the class into two teams.
Present the vocabulary. • Draw attention to the recycle logo. Explain that Essential Activity Book
• (Books closed.) The pupils name different types of the pupils will be hearing familiar words, as well as Activity 1: Read and match.
food they know. practising new vocabulary. Answers: 1h 2b 3c 4e 5g 6d 7i 8j 9a 10f
• Introduce the new foods by sticking the flashcards on • If necessary, briefly revise the vocabulary that’s
the board. The pupils repeat the words once or twice. included in the quiz. Activity 2: Complete the questions and answer for
you. Write Yes, it does, No, it doesn’t or I’m not sure.
• Hold up the word cards in turn. The pupils read • Play the CD. Use the pause button. Members of each
the words. They then match the word cards and team name the foods. Keep score on the board. Answers: 1 Does your country produce sugar? 2 Does your country
produce coffee? 3 Does your country produce citrus fruits? 4 Does
flashcards on the board. • Extend the quiz by holding up the flashcards. The your country produce olives? 5 Does your country produce salt?
• Note: You can present the vocabulary with the Tap pupils say and spell the words. 6 Does your country produce rice? (Answers will depend on the pupils’
country.)
and Teach presentation from the Teacher’s App on • The team with most points at the end of the quiz wins.
Navio. Answer: (See answers in audioscript.)
Activity 3: Complete the crossword.
Answers: 1 honey 2 sugar 3 rice 4 coconuts 5 olives 6 salt 7 coffee

Pupil’s Book Activity 1

Listen and say. Internet Tracks
Find a map of Jamaica. What is the name of the Ending the lesson
CD 2 Track 6 p245
• The pupils look at the photo of Florence and the map. capital city? Where is it? Review the lesson and say goodbye.
• Ask Where’s Florence from? • Read the instructions as a class. • Ask How many new foods have you learnt to say
• Play the CD. The pupils listen and repeat the new • With a teacher, the pupils find a map of Jamaica on today? Does Jamaica produce all these foods?
words. the internet, and locate and name the capital city. • The pupils tidy up, put their books away and say
• Check understanding of ‘produce’. Answer: Kingston. It is on the south coast.
goodbye.
• The pupils predict which foods Jamaica produces.
(Don’t tell them the answer yet.)

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Objectives and key competences Pupil’s Book

• to read a food blog serving suggestions ‘Jamaican coconuts’ CD 2 Track 9 p246
• to answer the questions tablespoon, teaspoon, 50g, 100g Activity Book
• to play Read and change First of all, … Then, … Next, … Last of all, …
Activity 6 CD 2 Track 10 p246
add, blend, mix, pour
• to say what you think of a recipe
Materials
Active language Teacher’s App on Navio, Flashcards and/or Tap and Activity Book
beans, citrus fruits, coconuts, coffee, honey, olives, rice, Teach flashcards: beans, citrus fruits, coconuts, coffee, Activity Book
salt, spices, sugar honey, olives, rice, salt, spices, sugar Class CD, an
chocolate, ingredients, instructions, lime, oven, Activity 4
English dictionary • Correct the sentences. (See Pupil’s Book page 25.)
Activity 5
• Complete. Number the paragraphs in order. (See Pupil’s
At a Glance Lesson Plan
Pupil’s Book Book page 25.)
Activity 6
Starting the lesson
• Talk about it! Listen and write. Answer the question for
• Greet the pupils. you.
• Review the Unit 3 flashcards. CD 2 Track 10 p246
• Explain the aims of the lesson.

Essential Activity Book

Activity 4
• Listen and read. Essential Activity Book
CD 2 Track 9 p246 Activity 4
• Read and write True or False. (See Pupil’s Book page 25.)
Activity 5 Activity 5
• Read and number the paragraphs in order. (See Pupil’s
• Answer the questions.
Book page 25.)
Activity 6
Activity 6 • Listen and write. Answer the question for you.
• Bridge to ESO: Play Read CD 2 Track 10 p246
and change.

Teacher’s Digital: Don’t forget you can teach this lesson

Activity 7 using the Teacher’s App on Navio.
• Talk about it! Think and say.
Pupil’s Digital: Encourage your pupils to use the Pupil’s
App on Navio to review what they’ve learnt in this lesson.

Internet Tracks Ending the lesson

• Find out the names of three more • Review the lesson and say
countries in the Caribbean. goodbye.
• Go to the Activity Book.
See Activity Book activities to
the right.

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Detailed Lesson Plan
Starting the lesson Pupil’s Book Activity 5 Activity Book
Greet the pupils. Answer the questions. Activity 4: Correct the sentences. (See Pupil’s Book
• Welcome the pupils to the lesson. Ask familiar • The pupils take turns to read and answer the questions. page 25.)
questions, such as What’s the date? What’s the Answers: 1 Jamaica has got a warm, tropical climate. 2 The three Answers: 1 Jamaica has got a warm, tropical climate. 2 There are
weather like? ingredients from Jamaica are coconut, chocolate and lime. 3 You need many coconut farms in Jamaica. 3 Jamaican Coconut Cake is very
only ¼ teaspoon of salt. 4 You bake the cake for 30 to 35 minutes. easy/simple to make. 4 You need ¼ teaspoon of salt and three eggs.
Review the Unit 3 flashcards. 5 Lemonade is good with the cake. 5 You need the juice of a lime and 100g of brown sugar. 6 You need
to bake the cake for 30 to 35 minutes.
• Give the Unit 3 flashcards to individual pupils, without
the other pupils seeing the pictures. Activity 5: Complete. Number the paragraphs in
• The pupils take turns to mime or define the food on Pupil’s Book Activity 6 order. (See Pupil’s Book page 25.)
their flashcards, for example It comes from bees.
Bridge to ESO: Play Read and change. Answers: 1 First of all, put the butter, sugar and honey … 2 Then, add
It’s sweet. I put it on bread or toast. The rest of the eggs one at a time … 3 Next, pour the mixture into a greased baking
the class guesses the food. It’s honey. Hold up the • Read the first part of the food blog to the pupils. tin. 4 Last of all, put it in the oven …
corresponding word cards. Change some of the words. The pupils identify the
words you change, as in the speech bubbles. Activity 6: Talk about it! Listen and write. Answer the
Explain the aims of the lesson. • The pupils play the game in pairs, taking turns to read question for you.
• Say Today we’re going to read a food blog and the text sentence by sentence. CD 2 Track 10 p246
answer questions about it. We’re also going to
Answers: (See answers in audioscript.)
play a game and give our opinions.
Pupil’s Book Activity 7
Talk about it! Think and say.
Pupil’s Book Activity 4 Essential Activity Book
• Read the model sentence. Ask Do you agree?
Listen and read. • The pupils take turns to give their opinions. I think Activity 4: Read and write True or False. (See Pupil’s
CD 2 Track 9 p246 Jamaican Coconut Cake looks (delicious). I want to Book page 25.)
• Read Florence’s post and the title of the food blog. (try it). Answers: 1 True 2 False 3 True 4 False 5 False 6 True
Elicit the meaning of ‘recipes’.
Activity 5: Read and number the paragraphs in
• Play the CD. The pupils listen and read. order. (See Pupil’s Book page 25.)
• Clarify the meaning of vocabulary such as Internet Tracks
Answers: 1b 2d 3e 4a 5c
‘ingredients’, ‘flour’ and ‘lime’, as necessary. Find out the names of three more countries in the
• Read the Reading Tip. Ask if the words ‘teaspoon’ Caribbean. Activity 6: Listen and write. Answer the question for
and ‘grated’ are important in this text. Look them up • Read the instructions as a class. you.
in a dictionary. • The pupils research with a teacher on the internet the CD 2 Track 10 p246
• Draw attention to the thinking skills: Explaining and names of three more countries in the Caribbean. Answers: (See answers in audioscript.)
sequencing. Point out that the recipe explains how to Possible answers: Barbados, Trinidad and Tobago, St Lucia
make a coconut cake by sequencing the instructions
logically and clearly: First of all, … Then, … Next, … Ending the lesson
and Last of all, … Review the lesson and say goodbye.
• Play the CD again, pausing from time to time to ask • Ask What have you learnt today? How do you
the Pupils for the next word. make Jamaican Coconut Cake?
• The pupils tidy up, put their books away and say
goodbye.

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Objectives and key competences Active language Pupil’s Book

• to learn everyday phrases used in the story destroy, force five hurricane, lucky to be alive, survival The hurricane and the coconut tree
• to use the Pupil’s App on Navio tent CD 2 Track 11 p246
Is there any … ?
• to predict what happens in the story
There’s some ...
• to give a personal response and think about values Are there any ... There are ...
Activity Book
• to listen to and read the story Activity Book
Materials
• to answer questions about the story Teacher’s App on Navio, Class CD Activity 7
• Read the story and answer the questions. (See Pupil’s
Book page 26.)
At a Glance Lesson Plan Activity 8
Pupil’s Book • Who says what? Complete the sentences. Number the
Starting the lesson pictures.
• Greet the pupils. Activity 9
• Review Jamaican Coconut • Read and circle. Write a review of the
Cake. story. Tell your family about the story.
• Explain the aims of the lesson.

Essential Activity Book

Pre-story activities
• Predict what happens in the Essential Activity Book
story. Activity 7
• Listen to the story (books • Read the story and match. (See Pupil’s Book page 26.)
closed). Activity 8
CD 2 Track 11 p246 • Who says what? Number the pictures.
Activity 9
Activity 8 • Read and circle. Tell your family about the story.
• Listen to and read the story.
CD 2 Track 11 p246

Activity 9 Teacher’s Digital: Don’t forget you can teach this lesson
using the Teacher’s App on Navio.
• Read and say True or False.
Correct the false sentences. Pupil’s Digital: Encourage your pupils to use the Pupil’s
Do you know …? fact Everyday phrases App on Navio to read the story from this lesson.
• Read the information. • Learn and use!
Tiger Tracks Values • Go to the Activity Book.
• Think about it! Is it See Activity Book activities
Activity 10 to the right.
important to prepare for the
weather? Why? • Talk about it! Ask and say.
• How do you prepare for the Ending the lesson
weather in your country? • Review the lesson and say
goodbye.

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Detailed Lesson Plan
Starting the lesson Do you know … ? fact Activity Book
Greet the pupils. • Read and discuss the information with the pupils. Activity 7: Read the story and answer the questions.
• Welcome the pupils to the lesson. Ask familiar questions, Check comprehension. (See Pupil’s Book page 26.)
such as What’s the date? What’s the weather like? Answers: 1 He can see some coconuts. 2 It’s called Hurricane Gilbert.
3 There are five bottles of water in the house. 4 She’s under the
Review Jamaican Coconut Cake. Pupil’s Book Activity 9 coconut tree. 5 The hurricane is near. 6 The tree falls on the tent.
• Ask What type of climate has Jamaica got? What Read and say True or False. Correct the false sentences. 7 She feels very lucky to be alive. 8 It’s more than 25 years old.
are the ingredients of Jamaican Coconut Cake? 9 He wants to try some coconut milk.
• The pupils read the sentences and say whether they
Explain the aims of the lesson. are true or false. They correct the false sentences. Activity 8: Who says what? Complete the sentences.
• Say Today we’re going to listen to, read and discuss Answers: 1 False. Zach and his mum are on holiday in Jamaica.
Number the pictures.
a survival story about a hurricane in Jamaica. 2 True. 3 False. Alice and Jake see a girl with a tent under the coconut Answers: 1 ‘Let me tell you a story … ’ 2 ‘There’s a girl with a tent … ’
tree. 4 False. The girl in the story is Zach’s mother. 5 False. Alice and 3 ‘ … 25 years ago.’ 4 ‘ … island of Jamaica.’ 5 ‘ … come inside with
Jake saved Zach’s mum’s life. 6 False. The coconut tree is more than us.’ 6 ‘ … saved my life.’ 3, 2, 1, 6, 4, 5
25 years old.
Pre-story activities Activity 9:
Predict what happens in the story. Read and circle. Write a review of the story.
• Read Florence’s post and the title of the story. Check Pupil’s Book Tiger Tracks Values Tell your family about the story.
comprehension of ‘hurricane’ and ‘a survival story’. • Say Think about it! Is it important to prepare for
• The pupils look at the first picture and name the weather? Why? Listen to the pupils’ answers Answers: 1 a survival story 2 Jamaica 3 a force-five 4 home
5 a coconut tree 6 son (Possible review) The story is a survival
everything they can see. (in English or L1). Establish that it is important, for story. It takes place in Jamaica. One day there is a hurricane. During
• Ask the pupils to predict what happens in the story (in comfort and sometimes for safety. We prepare for the the hurricane, Alice and Jake invite a girl into their home. After the
English or L1). hurricane, the girl plants a coconut tree. 25 years later, she returns with
weather in simple ways, like choosing what to wear, her son. (Pupils’ own opinions will follow.)
Listen to the story (books closed). and also in more complex ways, like choosing where
to go on holiday or deciding when to start a journey.
CD 2 Track 11 p246
• Ask the pupils how they prepare for the weather in their Essential Activity Book
• Say Let’s listen and find out if you’re right.
country, prompting them with questions such as What Activity 7: Read the story and match. (See Pupil’s
• Read the focus questions to the pupils: How strong is
kinds of weather do you have in your country? Do Book page 26.)
the hurricane? How old is the coconut tree?
you think about the weather when choosing your
• Play the CD. The pupils listen to the story. clothes, or when going on a journey? If you have
Answers: Pic.1b Pic.2e Pic.3a Pic.4c Pic.5i Pic.6d Pic.7f Pic.8h Pic.9g
• Check the answers to the questions. (It’s a force five a confident class, ask them to discuss the question Activity 8: Who says what? Number the pictures.
hurricane. The coconut tree is more than 25 years further (in L1). Answers: 1c 2e 3b 4d 5a
old.) Were the pupils’ predictions right?
Activity 9:
Pupil’s Book Activity 10 Read and circle. Tell your family about the
Pupil’s Book Activity 8 story.
Talk about it! Ask and say.
Listen to and read the story. • Read the questions. The pupils say their opinions and Answers: 1 a survival story 2 Jamaica 3 a force-five 4 home 5 a
CD 2 Track 11 p246 give reasons. coconut tree 6 son
• Play the CD. The pupils listen to and read the story.
Pause to check understanding or clarify meaning, as
necessary. Everyday phrases Ending the lesson
• The pupils take turns to read the story, with or without Learn and use! Review the lesson and say goodbye.
the CD. • Read the phrases. The pupils find them in the story. • Say Can you tell me ten important words from the
• Elicit or give examples of when to use the phrases story?
every day. • The pupils tidy up, put their books away and say
• Encourage the pupils to use the phrases whenever goodbye.
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Objectives and key competences Active language Pupil’s Book

• to read a dialogue about food Is there any (flour)? The hurricane and the coconut tree
• to listen and learn the grammar tables There is some (flour). CD 2 Track 11 p246
• to act out the dialogue There isn’t any (sugar). Predict what they want to make.
There is a (bottle of water). There isn’t (a bottle of milk). CD 2 Track 12 p246
• to use the Pupil’s App on Navio
There are (five bottles of milk). Grammar tables CD 2 Track 13 p246
• to be a ‘grammar detective’ There aren’t any (bottles of water).
Materials Activity Book
Teacher’s App on Navio, Class CD
Activity Book
At a Glance Lesson Plan Pupil’s Book Activity 10
• Write the sentences. Circle True or False.
Starting the lesson Activity 11
• Greet the pupils. • Read and write some, a or any. Be a grammar detective!
• Review The hurricane and the Activity 12
coconut tree story. • Look. Correct the sentences.
CD 2 Track 11 p246
• Explain the aims of the lesson.
Essential Activity Book
Activity 11 Essential Activity Book
• Listen and read. Activity 10
CD 2 Track 12 p246 • Read and write True or False.
• Predict what they want to Activity 11
make. • Read and circle. Be a grammar detective!
Activity 12
• Read and tick the correct sentences.
Activity 12
• Act out the dialogue.
Teacher’s Digital: Don’t forget you can teach this lesson
using the Teacher’s App on Navio.
Activity 13
• Listen, repeat and learn. Fast Track Grammar Pupil’s Digital: Encourage your pupils to use the Pupil’s
CD 2 Track 13 p246 • Write a list of uncountable App on Navio to review the grammar from this lesson.
nouns that are in your school.
• Go to the Activity Book.
Activity 14
See Activity Book activities to
• Be a grammar detective! Look the right.
at page 27 in the Activity
Book.
Ending the lesson
• Review the lesson and say
goodbye.

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Detailed Lesson Plan
Starting the lesson Pupil’s Book Activity 12 Activity Book
Greet the pupils. Act out the dialogue. Activity 10: Write the sentences. Circle True or False.
• Welcome the pupils to the lesson. Ask familiar • The pupils read and act out the dialogue from Activity Answers: 1 There are eight eggs. True. 2 There are four packets of
questions, such as What’s the date? What’s the 11 in pairs. sugar. False. 3 There are four bottles of milk. True. 4 There’s some
butter. True.
weather like? • (Optional) The pupils substitute the ingredients with
Review The hurricane and the coconut tree story. new ones. Activity 11: Read and write some, a or any. Be a
• Ask Can you remember the title of the survival grammar detective!
story? Was the hurricane strong? How strong was Pupil’s Book Activity 13 Answers: Uncountable nouns: Is there any flour? Is there any milk?
it? How old was the coconut tree? There is some flour. There isn’t any milk.
Listen, repeat and learn. Countable nouns, singular Is there a packet of flour? Is there a bottle
• Play the CD. The pupils listen and follow in their of milk? There is a packet of flour. There isn’t a bottle of milk.
books. Pause before key words; for example, in CD 2 Track 13 p246
Countable nouns, plural Are there any packets of flour? Are there any
Frame 1, Zach and his mother are on … (holiday) in … • Play the CD. The pupils listen and repeat the bottles of milk? There are two packets of flour. There aren’t any bottles
(Jamaica). The pupils supply the words that follow. sentences in the grammar tables. of milk.

CD 2 Track 11 p246 • The pupils learn the grammar tables and use them for
Activity 12: Look. Correct the sentences.
reference and revision. They can copy the grammar
Explain the aims of the lesson. tables into their notebooks. Answers: 1 There is some milk. 2 There are six eggs. 3 There’s a /one
• Say Today we’re going to read a dialogue and packet of flour. 4 There isn’t any butter. 5 There’s a /one bowl of sugar.
• Note: You can present and extend the grammar
predict what the characters want to make. We’re tables using the Teacher’s App on Navio.
then going to act out the dialogue. We’re also going
to learn about countable and uncountable nouns Essential Activity Book
and be grammar detectives, too! Pupil’s Book Activity 14 Activity 10: Read and write True or False.
Be a grammar detective! Look at page 27 in the Answers: 1 True 2 True 3 False 4 False
Activity Book.
Pupil’s Book Activity 11 Activity 11: Read and circle. Be a grammar
• Read the ‘grammar detective’ questions. The pupils detective!
Listen and read. Predict what they want to make. answer in English or L1. The pupils can look at
Answers: 1 any 2 some 3 any 4 a 5 a 6 a 7 any 8 are 9 any
CD 2 Track 12 p246 Activity Book page 27, Activity 11, for a summary of
• Play the CD. The pupils listen and read. the answers. Activity 12: Read and tick the correct sentences.
• Ask the pupils what ingredients the girl, boy and their • The pupils read the story again on Pupil’s Book pages Answers: 1 There is some milk. 2 There are six eggs. 3 There isn’t any
father have got. (Two packets of flour, three boxes of 26 and 27 and find five examples of the structures yoghurt.

sugar, four bottles of milk, some butter and five eggs.) There is(n’t) + uncountable nouns and There are(n’t)
• The pupils predict what they are going to make. + countable nouns. (In frame 1: there are coconuts …
• Draw attention to the words that are used to talk And there’s milk. In frame 3: There are five bottles of Ending the lesson
about how much there is of each ingredient. water and there’s some bread. In frame 7: there aren’t Review the lesson and say goodbye.
many trees.) • Ask When do we use ‘any’? When do we use
Answer: Pancakes.
‘some’? When do we use ‘a’?
Fast Track Grammar • The pupils tidy up, put their books away and say
goodbye.
Write a list of uncountable nouns that are in your
school.
• Ask the pupils to write in their notebooks a list of
uncountable nouns that are in the school.
Possible answers: paper, paint, plasticine, modelling clay, water

95
 3 Lesson 5 Class Audio for Lesson 5

Objectives and key competences Pupil’s Book

• to ask and answer questions about what food is in Is/Are there any … ? Sound track CD 2 Track 14 p246
a cupboard There’s some … True or false? CD 2 Track 15 p246
• to practise pronunciation: homophones There isn’t any … Activity Book
• to listen to information and say if it’s true or false Have you got any … in your fridge? Activity 13 CD 2 Track 14 p246
No, I haven’t./Yes, I have.
• to play Which cupboard? I’ve got some ...
Active language Activity Book
Materials
butter, eggs, honey, lemons, milk, oranges, rice, salt, sugar Teacher’s App on Navio, Class CD Activity Book
a bag/bottle/box/packet of … Activity 13
• Sound track: Remember and write there, they’re or their.
At a Glance Lesson Plan Pupil’s Book
Listen and repeat.
CD 2 Track 14 p246
Starting the lesson Activity 14
• Greet the pupils. • Look. Find and circle the differences. Write five
• Review pancake ingredients. sentences.
• Explain the aims of the lesson. Activity 15
• Draw a cupboard with your favourite foods.
Write about your cupboard.
Activity 15 Tell your family.
• Sound track: Listen and read.
What do you notice about the
words in green? Essential Activity Book
CD 2 Track 14 p246 Essential Activity Book
• Listen and repeat.
Activity 13
• Sound track: Remember and circle. Listen and repeat.
Activity 16
CD 2 Track 14 p246
• Listen and say True or False. Activity 14
CD 2 Track 15 p246 • Read and write a or b.
• Correct the false sentences.
Activity 15
• Draw your favourite foods in the cupboard. Write
Activity 17 about your cupboard. Tell your family.
Activity 18
• Play Which cupboard? • Write a list of five foods in your
fridge.
Teacher’s Digital: Don’t forget you can teach this lesson
• Ask and answer
using the Teacher’s App on Navio.
Fast Track Grammar questions.
Pupil’s Digital: Encourage your pupils to use the Pupil’s
• Write a dialogue like the one in Activity 17
App on Navio to review what they’ve learnt in this lesson.
using different foods.
• Go to the Activity Book. See Activity Book
Ending the lesson
activities to the right.
• Review the lesson and say
goodbye.

96
Detailed Lesson Plan
Starting the lesson Pupil’s Book Activity 17 Activity Book
Greet the pupils. Play Which cupboard? Activity 13: Sound track: Remember and write there,
• Welcome the pupils to the lesson. Ask familiar questions, • Pupil A ‘looks in’ one of the cupboards from Activity they’re or their. Listen and repeat.
such as What’s the date? What’s the weather like? 16. Pupil B asks questions to identify the cupboard. CD 2 Track 14 p246
For example, Is there any orange juice? / No, there
Review pancake ingredients. Answers: There, their, They’re, their, they’re, their
isn’t. But there are two oranges. / Are there any eggs?
• Ask What ingredients do I need to make pancakes?
/ Yes, there are. There are five eggs. / Are you looking Activity 14: Look. Find and circle the differences.
Do I need any beans/coffee/butter/salt?
in cupboard 2? / Yes, I am! Write five sentences.
Explain the aims of the lesson. • Play the game with the whole class. Suggested answers: In cupboard 2 there’s one packet of flour, but in
• Say Today we’re going to compare words that • The pupils play the game in pairs. cupboard 1 there are two packets of flour. In cupboard 2 there’s some
sound the same but are spelt differently. We’re honey, but in cupboard 1 there isn’t any honey. In cupboard 1 there’s
some milk, but in cupboard 2 there isn’t any milk. In cupboard 1
also going to listen and say whether sentences are there’s some butter, but in cupboard 2 there isn’t any butter.
true or false and play a game. We’re then going to Pupil’s Book Activity 18 In cupboard 1 there’s a packet of sugar, but in cupboard 2 there’s a
say what foods are in our fridges. bowl of sugar. In cupboard 2 there are some eggs, but in cupboard 1
Write a list of five foods in your fridge. Ask and there aren’t any eggs.
answer questions.
Pupil’s Book Activity 15 • The pupils write a list of five foods in their fridge. Activity 15:
• In pairs, the pupils take turns to ask and answer Draw a cupboard with your favourite foods.
Sound track: Listen and read. What do you notice
questions to find out what’s in their partner’s fridge. Write about your cupboard. Tell your family.
about the words in green? Listen and repeat.
Have you got any (milk) in your fridge.? / No, I haven’t.
CD 2 Track 14 p246 Have you got any (cheese) in your fridge? Yes, I have.
• The pupils say what they can see in the picture. I’ve got some (cheese).
Essential Activity Book
• Ask What do you notice about the words in green? • The first partner to find out all five foods is the winner.
• Play the CD. The pupils read the speech bubbles Activity 13: Sound track: Remember and circle.
and listen for any differences or similarities in the Listen and repeat.
pronunciation of the highlighted words. (There is no Fast Track Grammar CD 2 Track 14 p246
difference. They are all pronounced /ǧHȩ/). Write a dialogue like the one in Activity 17 using Answers: 1 There 2 their 3 They’re 4 their 5 They’re 6 their
• Play the CD again, pausing after each sentence for different foods. Activity 14: Read and write a or b.
the pupils to repeat. • Ask the pupils to write a dialogue in their notebooks Answers: 1a 2b 3b 4a 5b 6a
• The pupils read the exchange in pairs. They change similar to the exchange in Activity 17, but including
roles and read the exchange again. different foods. Activity 15:
Possible answers: Is there any (yoghurt)? / No, there isn’t. But there is Draw your favourite foods in the cupboard.
some (apple juice). / Are there any (tomatoes)? / Yes, there are. There Write about your cupboard. Tell your family.
Pupil’s Book Activity 16 are (seven tomatoes).
Listen and say True or False. Correct the false
sentences. Ending the lesson
CD 2 Track 15 p246
Review the lesson and say goodbye.
• The pupils look at the four cupboards and name the
• Ask Which three words did we practise in sound
foods.
track? What question can you ask to find out
• Play the CD. The pupils listen and say if the statements what’s in a cupboard?
are true or false. They correct the false statements.
• The pupils tidy up, put their books away and say
Answers: (See answers in audioscript.) goodbye.

97
 3 Lesson 6 Class
l Audio
d for
f Lesson 6

Objectives and key competences Active language Pupil’s Book

• to read about traditional foods and eating out in beans, citrus fruits, coconuts, coffee, honey, olives, rice, ‘Eating out in Kingston’ CD 2 Track 16 p247
Kingston salt, spices, sugar Culture quiz time: Jamaica CD 2 Track 17 p247
• to do a culture quiz about Jamaica Indian, Italian, Japanese, Mexican, Spanish
Activity Book
• to listen and find out about food from other countries bananas, chilli con carne, curry, lemonade, pasta, pizza,
sushi, tapas Activity 17 CD 2 Track 18 p247
There are …
Materials Activity Book
Teacher’s App on Navio, Flashcards and/or Tap and Activity Book
Teach flashcards: beans, citrus fruits, coconuts, coffee,
Activity 16
honey, olives, rice, salt, spices, sugar
• Write correct sentences about Kingston. (See Pupil’s
Class CD Book page 30.)
Activity 17
• Listen and number. Write the countries. Complete the
At a Glance Lesson Plan Pupil’s Book sentence.
CD 2 Track 18 p247
Starting the lesson
• Greet the pupils.
• Review the Unit 3 flashcards. Essential Activity Book
• Explain the aims of the lesson. Essential Activity Book
Activity 16
Activity 19 • Read and match. (See Pupil’s Book page 30.)
• Listen, read and answer. Activity 17
CD 2 Track 16 p247 • Listen and write the countries. Complete the sentence for
you.
CD 2 Track 18 p247
Activity 20
• Read and guess.
• Listen and say the answers. Teacher’s Digital: Don’t forget you can teach this lesson
CD 2 Track 17 p247 using the Teacher’s App on Navio.
• Go to the Activity Book. Ending the lesson Pupil’s Digital: Encourage your pupils to use the Pupil’s
See Activity Book activities to App on Navio to review what they’ve learnt in this lesson.
• Review the lesson and say
the right.
goodbye.

98
Detailed Lesson Plan
Starting the lesson Pupil’s Book Activity 20 Activity Book
Greet the pupils. Read and guess. Listen and say the answers. Activity 16: Write correct sentences about Kingston.
• Welcome the pupils to the lesson. Ask familiar CD 2 Track 17 p247 (See Pupil’s Book page 30.)
questions, such as What’s the date? What’s the • Read Florence’s post. Answers: 1 There are Spanish bars where you can try tapas and paella.
weather like? • Read the quiz questions. The pupils guess the 2 There are Mexican restaurants where you can try chilli con carne.
3 There are Japanese restaurants where you can try sushi. 4 There
Review the Unit 3 flashcards. answers. are Indian restaurants where you can try curry. 5 There are Jamaican
• (Optional) The pupils write the numbers 1 to 6 in their restaurants where you can try baked bananas. (Answers 2–5 in any
• Hold up five of the Unit 3 flashcards without the order.)
pupils seeing the pictures. Ask What have I got in notebooks. They write a), b) or c) to make a note of
my cupboard? Can you guess? The pupils ask you their guesses. Activity 17: Listen and number. Write the countries.
questions. Have you got any (salt)? Yes, I have. I’ve • Play the CD. Use the pause button for the pupils to Complete the sentence.
got some (salt). say their answers before they hear them. CD 2 Track 18 p247
• The pupils compare the answers with their guesses
Explain the aims of the lesson. Answers: 1 Irish stew, Ireland 2 cheese on toast, Wales 3 trifle, England
and say which facts they think are particularly 4 pancakes and maple syrup, Canada (Pupil’s own sentences.)
• Say Today we’re going to listen, read and answer
interesting or surprising.
questions about the different international foods
you can eat in Kingston. We’re also going to do a Answers: (See answers in audioscript.)

culture quiz about Jamaica. Essential Activity Book

Activity 16: Read and match. (See Pupil’s Book page
30.)
Pupil’s Book Activity 19
Answers: 1c 2b 3a 4d
Listen, read and answer.
CD 2 Track 16 p247 Activity 17: Listen and write the countries. Complete
• Read Florence’s post. Elicit or remind the pupils of the the sentence for you.
meaning of ‘try dishes’. CD 2 Track 18 p247
• Ask What do you think I can eat in Jamaica? Listen Answers: 1 Ireland 2 Wales 3 England 4 Canada
to the pupils’ suggestions.
• Play the CD. The pupils listen and read.
• Ask pupils to read and answer questions 1-4. Ending the lesson
• Ask more questions about the text, such as What Review the lesson and say goodbye.
types of restaurant and café are there in Kingston?
• Ask What do you know about Jamaican culture?
Can you name a traditional Jamaican dish? Can
What types of food can you eat in Kingston?
you name some dishes from other countries
around the world? The pupils answer orally. Explain • The pupils tidy up, put their books away and say
new vocabulary, as necessary. goodbye.
• Ask What types of restaurant and café are there
where you live? What traditional dishes are
popular in your country? The pupils talk about the
restaurants, cafés and traditional dishes where they
live and compare them to Kingston.
Answers: 1 Spanish, Italian, Japanese, Indian, Mexican 2 Jamaican
rice with red beans 3 ice cream 4 lemons, limes, water, brown sugar
and spices

99
 3 Lesson 7 Class Audio
Class ud o and Video
deo for Lesson
esson 7

Objectives and key competences Active language Pupil’s Book

• to listen and repeat a dialogue showing how to give baked beans, banana, cereal, eggs, mushrooms, The traditional British breakfast
instructions in the kitchen sausages, toast, tomatoes CD 2 Track 19 p247
• to watch a video coffee, orange juice, tea Everyday chit-chat: How to give instructions in
• to use the Pupil’s App on Navio have breakfast/brunch/lunch the kitchen – vocabulary CD 2 Track 20 p247
a slice of bread, cream cheese, crisps, slices of apple, Everyday chit-chat: How to give instructions in
• to do a role play sandwich the kitchen – dialogue CD 2 Track 21 p247
• to listen and find out about traditional breakfast in First, … Then, … / Next, … Last of all, …
the UK Culture video: How to give instructions in the
You cut …. You put …
kitchen p247
delicious
Materials
Teacher’s App on Navio, Class CD, Culture video: How Activity Book
to give instructions in the kitchen
Activity Book
Activity 18
• Everyday chit-chat: Read and complete the dialogue
At a Glance Lesson Plan Pupil’s Book in your own words. Act out.
Starting the lesson
• Greet the pupils. Essential Activity Book
• Review Jamaican culture.
• Explain the aims of the lesson. Essential Activity Book
Activity 18
• Everyday chit-chat: Read and complete the dialogue.
Activity 21
Act out.
• Listen and read. Say True or
False.
CD 2 Track 19 p247
Teacher’s Digital: Don’t forget you can teach this lesson
using the Teacher’s App on Navio.
Activity 22
Pupil’s Digital: Encourage your pupils to use the Pupil’s
• Everyday chit-chat: Listen and App on Navio to review what they’ve learnt in this lesson.
repeat.
CD 2 Track 20 p247
Activity 25

Activity 23 • Think of a recipe. Do a

role play.
• Watch the video. • Go to the Activity Book.
• What is in Ed’s favourite See Activity Book activities to
sandwich? the right.

Activity 24
• Everyday chit-chat: Listen and Ending the lesson
read the script. • Review the lesson and say
CD 2 Track 21 p247 goodbye.
• Repeat.

100
Detailed Lesson Plan
Starting the lesson Pupil’s Book Activity 22 Pupil’s Book Activity 25
Greet the pupils. Everyday chit-chat: Listen and repeat. Think of a recipe. Do a role play.
• Welcome the pupils to the lesson. Ask familiar CD 2 Track 20 p247 • The pupils practise the dialogue from Activity 24 with
questions, such as What’s the date? What’s the • Play the CD. The pupils listen, look at the pictures and a partner.
weather like? repeat the words. • In pairs, the pupils take turns to come to the front of
Review Jamaican culture. the class and act out a role play based on the dialogue.
• Ask the pupils questions about Jamaican culture, Pupil’s Book Activity 23
such as What’s the capital of Jamaica? What types
of food can you eat in Kingston? What type of Watch the video. What is in Ed’s favourite sandwich? Activity Book
music comes from Jamaica? • Note: The video is available to view in the Teacher’s Activity 18: Everyday chit-chat: Read and
App on Navio. complete the dialogue in your own words. Act out.
Explain the aims of the lesson. • The pupils watch the video (How to give instructions Possible answers: 1 honey/tomato ketchup 2 bread 3 cheese/chocolate
• Say Today we’re going to learn some facts about in the kitchen) and answer the question. 4 jam 5 crisps 6 cheese
the traditional cooked breakfast in the UK. We’re
Answers: (See answer in script.)
also going to listen to and repeat a dialogue
showing how to give instructions in the kitchen and
then do a role play. Essential Activity Book
Pupil’s Book Activity 24 Activity 18: Everyday chit-chat: Read and
Everyday chit-chat: Listen and read the script. complete the dialogue. Act out.
Pupil’s Book Activity 21
Repeat. Answers: 1 easy 2 bread 3 tomato 4 delicious
Listen and read. Say True or False.
CD 2 Track 21 p247
CD 2 Track 19 p247
• Play the CD. The pupils listen and follow the dialogue
• Read Ed’s post. in their books. Ending the lesson
• Read the sentences. Explain vocabulary, as • Ask questions to check comprehension. What are
necessary. Review the lesson and say goodbye.
they eating? What’s in the sandwich? Is it easy to
• The pupils predict if the sentences are true or false. • Ask What is a traditional cooked breakfast in the
make?
• Play the CD. The pupils listen carefully. Use the pause UK? Can you explain how to make a sandwich? Do
• Divide the class into two groups (Ed, Carrie).
button after each statement for the pupils to say whether you know how to give instructions in the kitchen?
• Play the CD again, pausing for the pupils to repeat
the sentences in the pupil’s Book are true or false. • The pupils tidy up, put their books away and say
their lines in their groups.
goodbye.
Answers: 1 True 2 True 3 False 4 False 5 True • The groups change roles and repeat.

101
 3 Lesson 8 Class
Class
ass Audio
ud o a
and
d Video
deo for
o Lesson
esso 8

Objectives and key competences Active language Pupil’s Book

• to name trees in English bark, carbon dioxide, chewing gum, coffee, cork, grow, ‘Generous Trees’ CD 2 Track 22 p247
• to listen and read ‘Generous Trees’ leaves, medicines, natural rubber, oxygen, paper, wood Cross-curricular video: How trees help us
• to answer questions on the text … come(s) from trees p247
• to watch a video about how trees help us Materials Activity Book
• to play Search and find Teacher’s App on Navio, Class CD, Cross-curricular Activity 21 CD 2 Track 23 p248
video: How trees help us
• to talk about the importance of trees to you
Activity Book
Activity Book
At a Glance Lesson Plan
Activity 19
Pupil’s Book
• Find, circle and write ten things that come from trees.
Starting the lesson Activity 20
• Read the questions. Write the answers. (See Pupil’s
• Greet the pupils.
Book page 32.) Ask and say.
• Review how to give
instructions in the kitchen. Activity 21
• Explain the aims of the lesson. • Who says what? Listen and number.
CD 2 Track 23 p248
Activity 22
Activity 26
• Write four sentences about you and
• Watch the video presentation. trees. Tell your family.
• Name four things that come
from trees.
Essential Activity Book
Activity 27 Essential Activity Book
• Listen and read. Activity 19
CD 2 Track 22 p247 • Find and circle ten things that come from trees.
• Then answer the questions.
Activity 20
• Read and match. (See Pupil’s Book page 32.)
Activity 28 My words to remember Activity 21
• Play Search and find. • Make sentences using the • Listen and circle the answers.
words. CD 2 Track 23 p248
Activity 22
Activity 29 • Read and tick. Tell your family.
Ending the lesson
• Think and say.
• Review the lesson and say
goodbye.

Teacher’s Digital: Don’t forget you can teach this lesson

using the Teacher’s App on Navio.

Pupil’s Digital: Encourage your pupils to use the Pupil’s

App on Navio to review what they’ve learnt in this lesson.

102
Detailed Lesson Plan
Starting the lesson Pupil’s Book Activity 28 Activity 21: Who says what? Listen and number.
Greet the pupils. Play Search and find. CD 2 Track 23 p248
• Welcome the pupils to the lesson. Ask familiar questions, • Read the list of things to find in the text. Set a very Answers: (See answers in audioscript.)
such as What’s the date? What’s the weather like? clear time limit, perhaps three or four minutes.
Activity 22:
Review how to give instructions in the kitchen. • The pupils search the text and find the words.
Write four sentences about you and trees.
• The pupils read or act out the everyday chit-chat Answers: 2 things you read: magazines, newspapers. 3 parts of a tree: Tell your family.
bark, liquid, wood fibres. 2 types of gas: oxygen, carbon dioxide. 3
dialogue from Lesson 7. countries: Spain, Portugal, France. 5 things you can eat: fruit, chocolate,
coconuts, sugar, chewing gum. 2 things you can drink: tea, coffee.
Explain the aims of the lesson.
Essential Activity Book
• Say Today we’re going to watch a video about how
trees help us, and listen to and read a website Activity 19: Find and circle ten things that come from
Pupil’s Book Activity 29
about the things trees give us. We’re also going to trees.
write a list, say which things are most important, Think and say. Answers: See answers for Activity Book Activity 19.
and play a game. We’re then going to name trees • Read the questions. The pupils name all the trees
in English. they can in English. Point out that a lot of fruits can be Activity 20: Read and match. (See Pupil’s Book page
used with the word ‘tree’ to make a type of tree (eg 32.)
apple tree).
Pupil’s Book Activity 26 Answers: 1b 2d 3a 4e 5c

Watch the video presentation. Name four things that Activity 21: Listen and circle the answers.
come from trees. My words to remember
CD 2 Track 23 p248
• Note: The video is available to view in the Teacher’s • Read the words to remember as a class.
App on Navio. Answers: See answers in audioscript.
• The pupils make sentences using the words.
• The pupils watch the video and name four things that Suggested answers: Many medicines come from trees. Cork comes Activity 22:
come from trees. from the bark of a tree that grows in Spain, France and Portugal. All
Read and tick. Tell your family.
trees give us oxygen. Natural chewing gum is made from a liquid that
Answers: coffee, cork, chewing gum, medicine, food, wood, rubber comes from the sapodilla tree. Factories can make paper from old
newspapers. Natural rubber also comes from trees.

Pupil’s Book Activity 27 Ending the lesson

Activity Book Review the lesson and say goodbye.
Listen and read. Then answer the questions.
CD 2 Track 22 p247 Activity 19: Find, circle and write ten things that • Ask Why are trees special? What things do they
come from trees. give us?
• Read the title of the website. Elicit or explain the
meaning of ‘products’. Answers: E C O R K R G M chocolate, coconuts, cork, • The pupils tidy up, put their books away and say goodbye.
C H O H O U O E fruit, medicines, nuts,
• The pupils predict which products may be in the text. oxygen, paper, rubber, wood
W O I F D B X D
• Play the CD. The pupils listen and read.
O C C N F B Y I
• Ask the pupils if their predictions were right. Ask Did O O B O M E G C
you learn anything new from the text? D L F L N R E I
• The pupils write a list of ten things which come from P A P E R U N N
trees in their notebooks. A T F R U I T E
K E C J N U T S
• Ask In your opinion, which three things on your list
are the most important? Why? Draw attention to the Activity 20: Read the questions. Write the
thinking skills: Deciding and justifying. Explain that answers. (See Pupil’s Book page 32.) Ask and say.
these questions do not have a right or wrong answer.
Answers: 1 A special type of oak tree. 2 The willow tree. 3 The sapodilla
Possible answers: 1 fruit, coconuts, chocolate, wood, natural rubber, tree. 4 Wood fibres. 5 Carbon dioxide.
cork, willow bark, chewing gum, paper, oxygen, spices, nuts. 2 Pupils’
own answers, but oxygen should probably be the most important thing
that trees give us because we all need oxygen to live. 103
 3 Pro ect: A recipe Cllass Audio
Class d for
f the
h Project
Projjectt

Objectives and key competences Active language Pupil’s Book

• to present your project cooking time, introduction, ingredients, instructions, A recipe CD 2 Track 24 p248
• to listen and read an example project preparation time, serving suggestions Activity Book
apples, brown sugar, butter, cinnamon, ice cream, sultanas Activity 23 CD 2 Track 25 p248
• to plan your project
Imperatives: bake, chop, cook, cut, make, mix, put, serve
• to prepare and write your project with, wash
Don’t [+ imperative] Activity Book
First of all, … Then, … Next, … Last of all, … Activity Book
Materials Activity 23
Teacher’s App on Navio, Class CD • Get ready for your project. Read Ed’s project. Write the
headings. Listen and check. (See Pupil’s Book page 33.)
CD 2 Track 25 p248
At a Glance Lesson Plan Activity 24
Pupil’s Book • Prepare your project. Choose and research your recipe.
Make notes.
Starting the lesson Activity 25
• Greet the pupils. • Write and present your project. Write your recipe. Present
• Review the things that come your project.
from trees.
• Explain the aims of the project.
Essential Activity Book
Activity 30 Essential Activity Book

• Look at the dish. What Activity 23

ingredients do you think it has? • Get ready for your project. Read Ed’s project and circle.
Listen and check. (See Pupil’s Book page 33.)
CD 2 Track 25 p248
Activity 31 Activity 24
• Prepare your project. Choose and research your recipe.
• Listen, read and answer.
Make notes.
CD 2 Track 24 p248
Activity 25
• Write your project in your notebook. Write your recipe.
Activity 32 Present your project.
• Plan your project.
• Go to the Activity Book.
See Activity Book activities to
Ending the lesson
the right.
• Review the lesson and say
goodbye.

104
Detailed Lesson Plan
Starting the lesson Pupil’s Book Activity 32 Essential Activity Book
Greet the pupils. Plan your project. Activity 23: Get ready for your project. Read Ed’s
• Welcome the pupils to the lesson. Ask familiar • Draw attention to the thinking skills: Explaining and project and circle. Listen and check. (See Pupil’s
questions, such as What’s the date? What’s the sequencing. Point out that in this project, the pupils Book page 33.)
weather like? will write a recipe in which they have to sequence CD 2 Track 25 p248
their instructions carefully.
Review the things that come from trees. Answers: easy, apples, tablespoons, 25, dish, sugar, butter, ice cream
• Read the five stages of the project plan in the
• Ask questions, such as Can you remember the
flowchart. Activity 24: Prepare your project. Choose and
things that come from trees? Are trees important?
• The pupils think about a recipe they would like to write. research your recipe. Make notes.
Why?
They think about the format in which they would like Activity 25: Write your project in your notebook.
Explain the aims of the project. to present their project. Alternatively, you may wish to Write your recipe. Present your project.
• Say Today we’re going to read and answer determine this (varying the format in different units).
questions about an example project. We’re then
going to plan, prepare, write and present our own Ending the lesson
recipes. Activity Book
Review the lesson and say goodbye.
Activity 23: Get ready for your project. Read Ed’s • Invite different pupils to tell you their recipe. Prompt
project. Write the headings. Listen and check. (See them with questions such as What is your recipe?
Pupil’s Book Activity 30 Pupil’s Book page 33.) What ingredients do you need? How long is the
Look at the dish. What ingredients do you think it CD 2 Track 25 p248 cooking time?
has?
Answers: Introduction, Ingredients, Preparation time, Cooking time, • The pupils tidy up, put their books away and say
• Draw the pupils’ attention to the question and the Instructions, Serving suggestions goodbye.
photo.
• Ask the pupils What do you think the food in the Activity 24: Prepare your project. Choose and
photo is? What ingredients do you think it has? research your recipe. Make notes.
• Read Ed’s post. Activity 25: Write and present your project. Write
• Check answers. your recipe. Present your project.
• Ask pupils Does it look delicious?
• Answers: apples, sultanas, cinnamon, butter, brown sugar

Pupil’s Book Activity 31

Listen, read and answer.
CD 2 Track 24 p248
• Draw the pupils’ attention to the photos and the
recipe.
• Play the CD. The pupils listen and follow the recipe.
• Ask the questions and check answers.
• Ask further questions, such as Do you agree with Ed
that this dessert is easy to make?
Answers: 1 He washes the apples and cuts out the centre of the apple.
• 2 sultanas, cinnamon,
sugar, butter 3 2000 4 ice cream

105
 3 Unit review and self-assessment Class
Class
l Audio
d for
f the
h Review
w

Objectives and key competences Activity Book

• to review vocabulary, grammar, culture and nuts, oxygen, paper, rubber, wood Activity 26 CD 2 Track 26 p248
cross-curricular material in the unit Is there any (+ uncountable noun)? Activity 27 CD 2 Track 27 p248
• to self-assess your work in Unit 3 Is there a (+ countable noun)?
Are there any (+ countable nouns)?
• to complete the Progress Journal for Unit 3
Yes, there is/are. No, there isn’t/aren’t.
Progress Journal
Active language Materials Progress Journal Unit 3
beans, citrus fruits, coconuts, coffee, honey, olives, rice, Teacher’s App on Navio, Flashcards and/or Tap and • Download the progress journal for Unit 3.
salt, spices, sugar Teach flashcards: beans, citrus fruits, coconuts, coffee, • The pupils complete the activities and reflect on
butter, eggs, flour, lemons, orange juice, oranges honey, olives, rice, salt, spices, sugar their progress.
chewing gum, chocolate, coffee, cork, fruit, medicines, Class CD

At a Glance Lesson Plan

Starting the lesson
• Greet the pupils.
• Review the Unit 3 flashcards.
• Explain the aims of the lesson.
Activity Book Essential Activity Book
Activity Book Essential Activity Book
Activity 26 Activity 26
• Listen and number. Write • Listen and number. Write
the names of the foods. the names of the foods.
CD 2 Track 26 p248 CD 2 Track 26 p248
Activity 27 Activity 27
• Write some, a or any. • Read and circle. Listen
Listen and check. and check.
CD 2 Track 27 p248 CD 2 Track 27 p248
• Act out. • Act out.
Activity 28 Activity 28
• Complete the questions • Read and complete the
with is or are. sentences.
• Look and write the Activity 29
answers. • Read and circle the
Activity 29 answers. (See Pupil’s
• Read and write the Book page 30.)
answers. (See Pupil’s Book Activity 30
page 30.) • Read and write. (See
Activity 30 Pupil’s Book page 32.)
• Look and write the words. Assess your work in Unit 3.
(See Pupil’s Book page • Look and circle.
32.) • Complete your Progress
Assess your work in Unit 3. Journal for Unit 3. Teacher’s Digital: Don’t forget you can teach this lesson
• Look and circle. using the Teacher’s App on Navio.
• Complete your Progress Ending the lesson Pupil’s Digital: Encourage your pupils to use the Pupil’s
Journal for Unit 3. App on Navio to review what they’ve learnt in this unit.
• Review the lesson and the unit
106 and say goodbye.
Detailed Lesson Plan
Starting the lesson Activity Book Essential Activity Book
Greet the pupils. Activity 26: Listen and number. Write the names of Activity 26: Listen and number. Write the names of
• Welcome the pupils to the lesson. Ask familiar questions, the foods. the foods.
such as What’s the date? What’s the weather like? CD 2 Track 26 p248 CD 2 Track 26 p248
Review the Unit 3 flashcards. Answers: 1 sugar 2 citrus fruits 3 coffee 4 salt 5 coconuts 6 beans Answers: 1 sugar 2 citrus fruits 3 coffee 4 salt 5 coconuts 6 beans
7 honey 8 spices 9 rice 10 olives 7 honey 8 spices 9 rice 10 olives
• Give the Unit 3 flashcards to pairs of pupils. Ask two
pupils to hold up their flashcards and to say two Activity 27: Write some, a or any. Listen to check. Activity 27: Read and circle. Listen and check.
sentences about their foods, for example I don’t like Act out. Act out.
honey. Honey is sweet. Hold up the corresponding CD 2 Track 27 p248 CD 2 Track 27 p248
word cards.
Answers: (See answers in audioscript.) Answers: (See answers in audioscript.)
Explain the aims of the lesson.
• Say Today we’re going to do the Unit 3 Review and Activity 28: Complete the questions with is or are. Activity 28: Read and complete the sentences.
self-assessment. We’re also going to complete our Look and write the answers. Answers: 1 No, there isn’t. 2 Yes, there are. 3 Yes, there is. 4 No, there
Progress Journals for Unit 3. Answers: 1 Is there any water in the fridge? No, there isn’t. 2 Are there isn’t. 5 Yes, there are. 6 Yes, there is.
any lemons? Yes, there are. 3 Are there any eggs? Yes, there are. 4 Is
there any butter? Yes, there is. 5 Is there a coconut? No, there isn’t. Activity 29: Read and circle the answers. (See Pupil’s
6 Are there three oranges? No, there aren’t. 7 Is there any orange juice? Book page 30.)
Yes, there is.
Answers: 1 In the Caribbean Sea 2 Kingston 3 English 4 Reggae
Activity 29: Read and write the answers. (See Pupil’s 5 Bananas, sugar and spices 6 athletics
Book page 30.)
Activity 30: Read and write. (See Pupil’s Book page
Answers: 1 In the Caribbean Sea 2 Kingston 3 English 4 Reggae 32.)
5 Bananas, sugar and spices 6 athletics
Answers: 1 chocolate 2 coffee 3 wood 4 cork 5 medicines 6 oxygen
Activity 30: Look and write the words. (See Pupil’s
Book page 32.) Assess your work in Unit 3.
Answers: fruit, nuts, chocolate, coffee, wood, rubber, cork, medicines, Look and circle.
• chewing gum, paper, oxygen
Complete your Progress Journal for Unit 3.
Assess your work in Unit 3.
Look and circle.
Ending the lesson
Complete your Progress Journal for Unit 3. Review the lesson and the unit and say goodbye.
Hand out the Progress Journals. The pupils complete • Ask What have you learnt in Unit 3? What have you
pages 12-15, either during the lesson or for homework. enjoyed? What has helped you learn? How do you
plan to remember what you’ve learnt?
• The pupils tidy up, put their books away and say
goodbye.

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 Activity Book pages 24–33 Essential Activity Book pages 24–33

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