Teacher's Notes for Primary 1 Skills Trainer

TEACHER’S NOTESPrimary 1
SKILLS TRAINER

Syllabus page 2
Introduction page 4
Teacher’s Notes
1 This is me! page 6
2 Learning about school page 12
3 Visiting family and friends page 18
4 Looking after pets page 24
5 Understanding the weather page 30
6 Playing games page 36
Evaluation rubrics page 42
SKILLS
TRAINER

Skills Trainer 1 Syllabus
Module Learning outcomes Core vocabulary Core language
1 This is me! • Read monster
cards
• Listen and look at
photos
• Write a fact file
• Describe people
Final task: Do a
class survey about
eyes
black hair, blond hair, brown
eyes, curly hair, green eyes,
long hair, short hair, straight
hair
Additional vocabulary
boy, girl, nose, mouth, eyes,
ears, colours (green, black,
purple, orange, blue, red,
pink), big/small, age, happy/
sad, numbers
present simple (have
got), adjectives of
personal description
I’ve/He’s/She’s got (big
eyes).
He’s/She’s (a boy/girl).
Is he John?
Yes, he is. No, she isn’t.
My favourite monster
is….
Additional language
This is my (sister).
My name/surname is …
I’m a (boy/girl).
I’m (six) years old.
He’s/She’s (sad).
(Three) children have got
(green) eyes.
What colour are your eyes?
Draw/Colour your eyes.
Count the (blue) eyes.
2 Learning about
school
• Read a school
timetable
• Listen to
classroom
instructions
• Write a letter to
your teacher
• Talk in the
classroom
Final task: Make
classroom signs
act, do experiments, draw,
run, sing, speak English, use a
calculator, use a computer
School subjects (Drama,
Art, Maths, English, Science,
Music, PE, ICT), kick the
ball, sing a song, colour (v),
days of the week (Monday
– Friday), week, morning,
afternoon, classroom items
(ruler, page, pencil), signs
present simple
questions (Can I/you…?)
classroom instructions
(Don’t run. Quiet, please.
Stand up. Hands up.
Listen, please. Sit down.)
classroom language (can
I borrow a (ruler), please?
How do you say this in
English? Can you help
me, please? What page
is it? How do you spell
(book)?
My favourite subject is…
Additional language
We (speak English).
We’ve got (ICT) on (Tuesday).
Can I/you …?
How do you …?
What do you say in your
classroom?
3 Visiting family
and friends
• Read a play date
invitation
• Listen and tidy up
• Write a thank you
letter
• Talk about things
to take on a play
date
Final task: Do a
show and tell about
your bedroom
bathroom, bedroom, dining
room, garage, hall, kitchen,
living room, study
tidy up, play date, phone,
flowers, computer, lamp,
radio, toothbrush, football,
camera, computer game,
watch, towel, coat, book, big,
small
present simple (There
is…/There are…)
There’s a (small kitchen).
There are (three
bedrooms).
Where’s my (towel)?
It’s in the (bathroom)?
Additional language
We can …
Can you …?
Put the (lamp) in the (kitchen).
Is your bedroom big or small?
What’s in your bedroom?
What toys are in your
bedroom?
Syllabus2

Module Learning outcomes Core vocabulary Core language
4 Looking after
pets
• Read a pets web
page
• Listen and
complete a lost
pet poster
• Write a pet fact
file
• Talk about pets
Final task: Choose
a pet for your class
hamster, lizard, mouse, parrot,
rabbit, snake, spider, turtle
cat, dog, fur, wings, ears legs,
tail, climb, jump, run, fly, walk,
eat, drink, move, pet items
(cage, bowl, toys), alone,
clean, dirty, big, small, lost,
pet, name, age, colour, size,
telephone number, Pet food
(water, meat, milk, cereals,
seeds, grass), fish, (stick)
insect, colours (black, white,
grey, brown, ginger)
present simple (has
got/can/is/eats/drinks/
needs)
It’s got (fur).
It can (jump).
It’s (big).
What does a dog eat/
drink?
A (dog) eats/drinks…
Additional language
Find (a big cage).
Keep (the cage clean).
Clean (the bowls).
Give (your parrot food).
Put (toys inside the cage).
Don’t leave (your parrot alone).
5 Understanding
the weather
• Read a calendar
• Listen to a
weather forecast
• Write a weather
report
• Talk about what
to wear
Final task: Plan a
class away day
cloudy, cold, foggy, hot, rainy,
snowy, sunny, windy
clothes and accessories
(jacket, umbrella, sunglasses,
hat, gloves, kite, torch, skirt,
T-shirt, socks, sandals, jumper,
coat, scarf), days of the week
(Monday – Sunday), seasons
(spring, summer, autumn,
winter), dates (1st July, 2nd
July, 5th July, 10th July,
19th July), activities (picnic,
football, party), places
present simple (need),
going to
What’s the weather like
today/on Saturday?
It’s (windy).
The weather is…
It’s going to be…
I need….
Additional language
It’s (spring).
My favourite month is …
When do you want to go?
Where do you want to go?
What do you need?
6 Playing games • Read game
instructions
• Listen and
complete a
games fact file
• Write board
game instructions
• Play a board
game
Final task: Create
a school sports day
poster
baseball, basketball, football,
golf, hockey, table tennis,
tennis, volleyball
ball, racket, bat, net, throw,
kick, people, team, netball,
rugby, players, chess, board
(game), pieces, dice, places,
days, sports day activities
have got to
I play (football).
Can you play (tennis)?
Do you like (tennis)?
I want to play (netball).
You’ve got to (throw the
ball).
Additional language
You play (chess) with (two)
people.
You need a net.
Go up the ladder.
Throw the dice.
Move your counter.
Go down the snake.
I agree.
I don’t agree.
Where do you want to have
your sports day?
What day do you want to have
it on?
Which activities do you want in
your sports day?
Let’s (have a sack race).
Syllabus 3

Skills Trainer Introduction
Each Skills Trainer within this six-level series
comprises six modules and brings real, everyday
English into the classroom. This is done through
child-friendly content, based on authentic situations
and texts, and with a focus on critical thinking and
problem solving within real-life situations and tasks.
How to use the Skills Trainers
The Skills Trainers are designed to be used
flexibly. The topic-based modules can be selected
and used in any order, so as to best provide
extra skills support and extension to a particular
class. Although following the pages sequentially
throughout a module gets the most out of a topic,
there is also the option of the teacher being more
selective in terms of the order in which they work
with the module and also the content that they wish
to focus on.
The module topics focus on situations and tasks
that the pupils encounter in real life, such as
Learning about school, Looking after pets and
Playing games. This therefore provides the pupils
with meaningful and relevant contexts that they can
relate to and explore further. Activities designed
to represent the things around us that we see,
hear and interact with each day, for example, web
pages, newspaper and magazine articles, shopping
lists, food packaging, emails, calendars, podcasts
and public announcements, further ensure that
the content of the Skills Trainers is relevant to the
pupils’ own world.
Each module contains four key learning outcomes,
such as Read a school timetable, Listen to
classroom instructions, Write a letter to your teacher
and Talk in the classroom. The aim and can do
approach of these learning outcomes is that the
pupils acquire a growing confidence through the
achievement of carrying out these tasks in English
and continue to build upon the acquisition of these.
Each of the four skills, reading, listening, writing
and speaking, is focused on individually within a
module, with the final module task being a group
project, in which the pupils work together to
research, collate and present information.
The focus on functional language within each
module means that any new structures are
presented and practised within an already-
familiar context. The emphasis on functional
language aims to provide the pupils with the
confidence to use English outside the classroom
and realise its function and scope as a real means
of communication. The Skills Trainer syllabus
also ensures that additional focus is given to the
consolidation and extension of the core language
from Quest 1.
Overview of a Skills Trainer module
Although pages within a module can be used in
an order best suited to the requirements of an
individual class, a sequential use of a module is as
follows:
Vocabulary presentation
The aim of this page is to present the eight core
vocabulary items that the pupils will need for
the module and their final task. Recordings of
these words aim to reinforce pronunciation, with
additional activities providing further practice and
contextualisation within the module topic.
Reading
The reading page reinforces the module vocabulary
through presenting it within an authentic text type,
such as a calendar or game instructions. Activities
on this page check the pupils’ understanding of the
text and also focus on the development of more
generic reading skills, such as reading for gist and
overall meaning, and looking for specific details
within a text.
Listening
These pages comprise situational audio recordings,
such as listening to a weather forecast and listening
and looking at photos. As with the reading pages,
there is a focus on the development of generic
skills, such as listening for gist and context, as
well as listening out for specific information. The
completion of activities is, whenever possible, done
within a real-life context. Real-life tasks, such as
completing a lost pet poster and completing a fact
file, make the activities more meaningful for the
pupils.
Writing
Model writing texts are first presented in context,
such as a thank you letter and a weather report. An
initial activity aims to familiarise the pupils with the
text, with further activities focusing the pupils on
detail and structure within the text.
A draft writing template is provided for the pupils to
plan their own written text before completing it in
their notebooks or electronically. Each final writing
task is designed for the pupils to input information
relevant to them, and therefore make the task more
memorable and meaningful.
Speaking
These pages begin with equipping the pupils with
the language they need to do the task through
the reinforcement of vocabulary that has either
been presented previously within the module or is
additional vocabulary relevant to the speaking task.
An audio recording of this vocabulary is provided
within the first activity as a model and guide to
Introduction4

pronunciation. Whenever possible, this vocabulary
is recorded within a repeated language structure,
to provide reinforcement and also to place the
vocabulary in context.
Recordings of model dialogues and conversations,
such as talking about what to wear, are also
provided. These are also on the page of the pupil’s
component and are intended to be personalised
and adapted by the pupils, and then repeated for
further practice.
Projects
These collaborative projects aim to incorporate the
learning outcomes and language within the module,
while at the same time, reinforcing the importance
of project-related skills, such as preparation and
planning, decision-making, information gathering,
drafting, writing and presenting. Pupils are required
to work collaboratively throughout the four steps of
each project and then present their project, which
ranges from making classroom signs to creating a
school sports day poster. The level of guidance in
this step-by-step approach is gradually reduced
throughout the levels of the Skills Trainers, thus
meaning that the pupils’ level of learning autonomy
increases and they input more into how they want
to research and present information.
Language in speech bubbles at the top of each
project page, such as It’s…, Let’s go to…, and I
need… provides guidance as to how the pupils
can communicate with each other throughout the
projects.
Language focus points at the bottom of each
project page provide the teacher with a plenary of
the core language within each module.
Overview of the Skills Trainer Teacher’s Notes
The Module overview at the start of each module
provides a clear overview of the learning outcomes in
the module, the core vocabulary and core language, as
well as any additional vocabulary and language.
This section is then followed by clear and concise
step-by-step instructions for each page of the pupil’s
component. Vocabulary and language for each page is
isolated, so that the teacher can see at a glance what
each page involves. Audioscripts and answer keys are
also integrated into the Teacher’s Notes for each page
of the pupil’s component, providing the teacher with
all the necessary information in one place.
Icons within the pupil’s component are cross-
referenced within the Teacher’s Notes:
denotes critical thinking
requires personal input from the pupils
requires the pupils to do the activity within
their notebooks and/or on a separate piece
of paper
signifies that this activity can be completed
digitally
reinforces the importance of group work
throughout the project pages
CD
2
indicates recorded audio and corresponding
track number within the downloadable MP3
audio files
Evaluation rubrics for each module are provided
at the back of the Teacher’s Notes. These can be
photocopied and completed to record the progression
of each individual pupil.
Skills Trainer downloadable MP3 audio files
Audio activities are integrated into the Skills Trainer.
These aim to bring authentic listening experiences
into the classroom, and also provide pronunciation
guidance and models of dialogues and conversations
for the pupils to follow and adapt for themselves.
Track listings within the pupil’s component and the
Teacher’s Notes mean that audio tracks are easily
located within the downloadable MP3 audio files.
Introduction 5

Vocabulary: Presentation
Module 1: This is me!6
Module overview
This is me!
Module
1
Learning outcomes
Read monster cards
Listen and look at photos
Write a fact file
Describe people
Do a project: Do a class survey about eyes
Core vocabulary
black hair, blond hair, brown eyes, curly hair, green
eyes, long hair, short hair, straight hair
boy, girl, nose, mouth, eyes, ears, colours (green,
black, purple, orange, blue, red, pink), big/small,
age, happy/sad, numbers
Core language
present simple (have got), adjectives of personal
description
I’ve/He’s/She’s got (big eyes). He’s/She’s (a boy/
girl). Is he John? Yes, he/she is. No, he/she isn’t. My
favourite monster is …
Additional language
This is my (sister). My name/surname is …, I’m (a
boy/girl). I’m (six) years old. He’s/She’s (sad). (Three)
children have got (green) eyes. What colour are
your eyes? Draw/Colour your eyes. Count the (blue)
eyes.
Vocabulary
black hair, blond hair, brown eyes, curly hair, green
eyes, long hair, short hair, straight hair
Language
I’ve got (brown) eyes/hair.
Materials
Pupil’s Skills Trainer page 4
Skills Trainer CD
Introduction
Look at the picture of Richard. Focus the pupils
on Richard’s speech bubble. Answer his question
yourself and then write Are you a boy/girl? How
old are you? on the board. Have the class ask and
answer in pairs. You may prefer to do this as a
mingling activity: the pupils walk around the class
asking and answering the two questions.
Activity 1
CD
2
Focus the pupils on the activity and collectively read
the rubric. Ask what they can see in the pictures.
Accept all reasonable answers (girl, hair, eyes, etc).
Read the words below. Focus on the example circle
around straight hair. Encourage the pupils to look at
the pictures and circle the correct words.
Play the Skills Trainer CD track 2 for pupils to check
their answers.
1 straight hair, 2 green eyes, 3 short hair, 4 brown eyes,
5 curly hair, 6 black hair, 7 long hair, 8 blond hair
Play the Skills Trainer CD track 2 again if necessary.
Check answers as a class.
Answers: 1 – straight hair, 2 – green eyes, 3 – short
hair, 4 – brown eyes, 5 – curly hair, 6 – black hair,
7 – long hair, 8 – blond hair
Activity 2
Read the rubric and the example sentence and
answer. Point out that sentences 1–4 are about the
boy and 5–8 are about the girl. You may wish the
class to do this activity in pairs.
Answers: 1 – no, 2 – yes, 3 – no, 4 – yes, 5 – no,
6 – yes, 7 – no, 8 – yes
Activity 3
Read the rubric and say an example for yourself.
Pupils complete the activity individually and show
their pictures to a partner when they finish. You
could also invite pupils to the front to present their
drawing to the class.
Answers: Pupils’ own answers.

Learning outcome: Read monster cards
Module 1: This is me! 7
Module
1
Vocabulary
long/short/curly/straight hair, facial features (nose,
mouth, eyes, ears), colours (green, orange, blue,
purple, black, red, pink), big/small
Language
My favourite monster is …
Materials
Introduction
Focus the pupils on the lesson header, Read
monster cards. Ask, Do you collect cards? What
kind? (e.g. football cards). Ask the pupils what
they can see in the pictures and whether they like
monsters or if they are afraid of them. Point out
that these are friendly monsters. Say the monsters’
names and have the class repeat after you.
Activity 1
Read the rubric and look at the example answer.
The pupils look at the pictures and the descriptions.
They match the front and back of the cards by
writing the correct number in each box.
Answers: 1 – b, 2 – d, 3 – a, 4 – c
Activity 2
Read the rubric and the example. Collectively read
sentences 2 to 4 and explain to the pupils that they
now need to look at the cards carefully again and
write the names.
Answers: 1 – Paul, 2 – Alice, 3 – May, 4 – Jim
Activity 3
Read the rubric. Ask the pupils to look at the
monster cards again and think about their favourite
monster. Encourage the pupils to say who it is
before they write in their books, e.g. My favourite
monster is Paul. You may wish to ask them to
explain why, e.g. … because he’s got orange eyes!

Vocabulary
short/curly/straight/long hair, facial features (ears,
nose, eyes, mouth)
Language
This is my (sister). He’s/She’s got (blue eyes).
Materials
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Listen and
look at photos. Ask, Do you take photos with your
family? Have you got a camera? Ask the pupils
what they can see in the photos and accept all
reasonable answers, (girl, boy, eyes, etc.) Elicit that
they are Lisa’s family.
Activity 1
CD
3

Read the rubric and tell the pupils that they are
just going to listen and not write anything for
this activity. Tell them to listen for the names
mentioned.
Play the Skills Trainer CD track 3.
1 This is my sister, Mary. She’s got short, blond hair and
blue eyes.
2 This is my brother, Tom. He’s got short, curly hair and
brown eyes.
3 This is my cousin, Ann. She’s got long, curly hair and
green eyes.
4 This is my cousin, Ben. He’s got straight, black hair and
brown eyes.
Point to each of the photos and ask the pupils,
What’s his/her name?
Answers: Mary, Tom, Ann, Ben
Activity 2
CD
4
Read the rubric and tell the pupils that they are now
going to hear the recording again. They should
number the people in the pictures in the order Lisa
talks about them.
After listening, feedback as a class to check the
answers.
Answers: a – 2, b – 3, c – 1, d – 4
Activity 3
Read the rubric and let pupils decide who they
are going to write about. Point out that it can be a
friend from school or outside school. You may want
to give an example first and explain that for hair
they can write two adjectives, e.g. long, curly.
When they finish, ask pupils to talk about their
friends in pairs or small groups. Elicit if there are
any similarities between their friends, e.g. the same
colour of eyes, or the same type of hair.
Learning outcome: Listen and look at photos
Module
1

Module
1
Vocabulary
age, years old, hair, eyes, long/short, brown
Language
My name is (Nicky). My surname is (Harris).
Materials
notebook or sheet of paper
colours (optional)
Introduction
Focus the pupils on the lesson header, Write a fact
file. Point to the example fact file and elicit what
information it contains, e.g. name, surname, age,
hair, eyes.
Activity 1
Read the rubric and draw attention to the example.
Tell the pupils that they need to read the fact file
and then circle the correct words. Give the pupils
time to complete the activity and then invite pupils
to read out sentences in Activity 1.
Answer: 1 – girl, 2 – six, 3 – hair, 4 – eyes
Activity 2
Read the rubric. Ask the pupils to say if their hair
is like Nicky’s (i.e. if it is long and/or brown) or if
they answer ‘no’ to the question, how their hair is
different (i.e. it’s short/blond/black).
Answers: Pupils’ own answers
Activity 3
Ask the pupils to complete the fact file for
themselves. If necessary, help them write their name
and surname in English. Point out that they should
write (7) years old for age and that for hair they can
write two adjectives.
Activity 4
Read the rubric. The pupils now copy their fact file
(Activity 3) in their notebook or on a piece of paper.
Encourage them to decorate it with a real photo of
themselves or with a drawing.
Invite pupils to present their fact file to the class and
talk about themselves.
Learning outcome: Write a fact file
Module 1: This is me! 9

Vocabulary
boy, girl, happy, sad, short/curly/straight/long hair,
facial features (eyes, ears, nose), big, small
Language
He’s/She’s (sad). He’s/She’s got (blue eyes)., Is he/
she …? Yes, he/she is. No, he/she isn’t.
Materials
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Describe
people. Ask, Can you describe your friend? Invite
pupils to say one or two things about a friend.
Activity 1
CD
5
Read the rubric. Elicit what the pupils can see in the
pictures (boy, girl, brown hair, green eyes, etc).
Now tell the pupils they are going to listen and
choose the correct words. Play the Skills Trainer CD
track 5.
1 Girl: He’s a boy.
2 Girl: He’s sad.
3 Girl: He’s got blue eyes.
4 Boy: She’s a girl.
5 Boy: She’s happy.
6 Boy: She’s got blond hair.
Play the Skills Trainer CD track 5 again and have the
pupils circle the words. Check answers.
Answers: 1 – boy, 2 – sad, 3 – blue eyes, 4 – girl,
5 – happy, 6 – blond hair
Activity 2
CD
6
Read the rubric and explain that they are going to
play a game. Have the pupils look at the pictures
and say the names as a class. Point to one of the
boys/girls in the picture and elicit words, e.g. boy/
girl, happy/sad, (long) hair, (brown) eyes.
Play the Skills Trainer CD track 6 twice and ask the
pupils to follow the example dialogue in their books.
Girl: He’s a boy.
Boy: Is he Jim?
Girl: No, he isn’t. He’s got big ears.
Boy: Is he John?
Girl: Yes, he is.
Explain the game. Pupils play in pairs, Pupil A and
Pupil B. They take turns to secretly choose one of
the boys/girls. They can write the name in their
notebooks. Pupil A starts by saying He’s a boy or
She’s a girl. Then, Pupil B tries to guess who the
person is. If they make a wrong guess, Pupil A must
give a clue, e.g. She’s got curly hair. They continue
in this way until Pupil B finds the person. Then they
swap roles and repeat. They can play more than
once.
If necessary, write the following on the board for
the pupils to refer to: Yes, he/she is. No, he/she isn’t.
He’s/She’s …, He’s got/She’s got …. Monitor and
make sure they are playing the game correctly and
that they are using the target language.
Learning outcome: Describe people
Module
1

Final task: Do a project
Module 1: This is me!Module 1: This is me! 11
Task
Do a class survey about eyes.
Vocabulary
colours, numbers
Language
I’ve got (brown) eyes. (Four) children have got (blue)
eyes. What colour are your eyes?
Materials
notebooks
large sheets of paper
colours (optional)
scissors, glue (optional)
Focus the pupils on the lesson header, Final task:
Do a project. Do a class survey about eyes. Ask,
What colour are your eyes? Encourage them to
shout out the colour.
Read the task and tell the pupils that they are
going to work individually and as a class to do
this project. Draw the pupils’ attention to the
language they will need for the project. Elicit some
examples, e.g. I’ve got brown eyes.
Before the pupils work individually, go through
the project step-by-step so that they are aware of
what they need to do and how to use the example
language.
Step 1
Ask the pupils what colour the eyes are in the
photos in step 1 – brown, blue, green, black.
Read the question, What colour are your eyes?
Invite pupils to answer again, this time saying the
whole sentence, I’ve got (brown) eyes.
Step 2
Ask the pupils what colour the eyes are in the
drawings in step 2 - blue.
Give the pupils time to draw and colour a picture
of their eyes on a piece of paper. You can
provide them with paper or ask them to use their
notebooks.
Module
1
Step 3
Ask the pupils what they can see in the picture in
step 3 – glue, scissors, a poster.
Take out the large sheet of paper for the poster. Ask
the pupils to cut out the drawing of their eyes and
glue it onto the poster. You may want to ask them
to write their name on the drawing.
You can ask pupils to glue their drawings in four
different categories (brown, blue, green, black)
according to their eye colour. Alternatively, they
can do this randomly on the poster to make it more
colourful. Note that the second option will make the
counting harder.
Step 4
Focus the pupils on the presentation in step 4.
Display the class poster at the front of the
classroom. Invite pupils to count, for example, the
brown eyes on the poster. Elicit how many pupils
have got brown eyes in your class, e.g. Twelve
children have got brown eyes. You may want to
write this on the poster and have the pupils copy in
their notebooks.

Module overview
Learning outcomes
Read a school timetable
Listen to classroom instructions
Write a letter to your teacher
Talk in the classroom
Do a project: Make classroom signs
Core vocabulary
act, do experiments, draw, run, sing, speak English,
use a calculator, use a computer
school subjects (Drama, Art, Maths, English,
Science, Music, PE, ICT), kick the ball, sing a song,
colour (v), days of the week (Monday-Friday), week,
morning, afternoon, classroom items (ruler, page,
pencil), signs
Core language
present simple questions (Can I/you…?)
classroom instructions (Don’t run. Quiet, please.
Stand up. Hands up. Listen, please. Sit down.),
classroom language (Can I borrow a (ruler), please?
What’s this in English? Can you help me, please?
What page … ? How do you spell (book)?), My
favourite subject is …
Additional language
We (speak English). We’ve got (ICT) on (Tuesday).
Can I/you …? How do you …? What do you say in
your classroom?
Vocabulary
act, do experiments, draw, run, sing, speak English,
use a calculator, use a computer
Language
We (act).
Materials
Skills Trainer CD
Introduction
Focus the pupils on Sally’s speech bubble. Answer
her question yourself and then ask, Do you speak
English at school? Write the question on the board
and have the class ask and answer in pairs. Elicit the
short answers, Yes, I do. / No, I don’t. Encourage
the children to say why it’s a good idea to use
English in class. (You may need L1.) Elicit words
or phrases the pupils know and write them on the
board. Have a class vote on the best word/phrase in
English.
Activity 1
CD
7
Focus the pupils on the activity and collectively
read the rubric. Ask what they can see in the
pictures. Accept all reasonable answers, (cat, run,
computer, etc).
Read the words below. Focus on the example, draw
and elicit the correct picture (number 1). Encourage
the pupils to match the pictures and words and write
the correct number.
their answers.
1 draw, 2 speak English, 3 run, 4 act, 5 use a computer, 6 do
experiments, 7 sing, 8 use a calculator
Answers: 1 – draw, 2 – speak English, 3 – run,
4 – act, 5 – use a computer, 6 – do experiments,
7 – sing, 8 – use a calculator
Activity 2
answer. If necessary, revise the school subjects
before the pupils do the task. You may wish the
Answers: 1 – Drama, 2 – English, 3 – PE, 4 – Music,
5 – Art, 6 – Maths, 7 – Science, 8 – ICT
Activity 3
Read the rubric and the example. Pupils complete
the activity individually and compare with a partner
when they finish. Check answers and invite pupils to
be the teacher and call out an instruction. The rest
of the class mimes the action.
Answers: 1 – Speak in English. 2 – Sing a song.
3 – Colour it yellow. 4 – Kick the ball.
Module 2: Learning about school12
Learning about school
Module
2

Learning outcome: Read a school timetable
Vocabulary
school subjects (English, Maths, Music, Science, PE,
ICT, Art, Drama), days of the week (Monday–Friday)
Language
My favourite subject is (Art).
Materials
Introduction
Focus the pupils on the lesson header, Read a
school timetable. Ask, Have you got a school
timetable? Where do you keep it? Encourage the
pupils to show the class their timetable. Point to
the timetable and elicit the days and each school
subject. Each time, ask whether the pupils study
that school subject. If necessary, explain break and
lunch.
Activity 1
Read the rubric and have the pupils look at the
timetable to find the answer. Elicit the answer from
the class.
Answer: English is every day.
Activity 2
Read the rubric and the example. Collectively
read the beginnings of sentences 2–5. Explain to
the pupils that they need to look at the timetable
carefully to match the sentence halves.
Answers: 1 – on Tuesday, Wednesday and Friday,
2 – on Tuesday, Wednesday and Thursday, 3 – on
Tuesday and Thursday, 4 – on Monday, Wednesday
and Friday, 5 – on Monday and Thursday
Activity 3
Read the rubric. Ask the pupils to think about
their favourite subject and complete the sentence.
Encourage them to give a simple explanation,
e.g. My favourite subject is Maths because I like
numbers.
Answers: Pupils’ own answers
Find out the most popular subject. Say, e.g. My
favourite subject is Maths and have the pupils who
agree stand up. Count them and write the number
on the board next to the subject.
Module 2: Learning about school 13
Module
2

Vocabulary/language
classroom instructions (Don’t run. Quiet, please.
Stand up. Hands up. Listen, please. Sit down.)
Materials
Skills Trainer CD
Introduction
With books closed, ask What do teachers say every
day? Elicit instructions from the class in English if
possible. (You may need L1.) Draw a sign on the
board for one of the instructions and ask the pupils
what other signs there are in their classroom and in
the school.
Activity 1
CD
8

With books closed, tell the pupils they have to
listen and count the instructions.
1 Stand up.
2 Listen, please.
3 Don’t run.
4 Hands up.
5 Sit down.
6 Quiet, please.
Check answers and elicit which instructions they are
familiar with.
Answer: There are six instructions.
Activity 2
CD
9
Read the rubric and tell the pupils to listen and
number the pictures in order.
Say the instructions one-by-one for the pupils to
point to the corresponding picture or say the letter.
In pairs, have them take turns to point to a picture
for their partner to say the instruction.
Answers: 1 – c, 2 – e, 3 – a, 4 – d, 5 – f, 6 – b
Activity 3
Read the rubric and let pupils work in pairs or small
groups to think of more instructions. Allow L1 but
help them say the instructions in English when you
check ideas with the class.
Suggested answers: Open/Close your book. Work
together. Come to the board.
Learning outcome: Listen to classroom instructions
Module
2

Learning outcome: Write a letter to your teacher
Vocabulary
week, morning, afternoon, days of the week
(Monday–Friday), school subjects
Materials
colours (optional)
Introduction
Focus the pupils on the lesson header, Write a
letter to your teacher. Point to the example letter.
Elicit the teacher’s name (Mr Green) and the name
of the pupil who wrote the letter (Mark).
Activity 1
Have the pupils read the letter once and say which
subjects Mark mentions. Read the rubric. Tell the
pupils to read the questions and circle the correct
answer. They can refer to the letter again. Give
the pupils time to complete the activity in pairs
and then invite pupils to read out a question and
answer.
Answers: 1 – b, 2 – a, 3 – c
Activity 2
Read the rubric. Ask the pupils to ask and answer
the question in pairs or have them mingle as a class.
You may want to turn this into a class survey. Elicit
answers from the class and encourage pupils to
give reasons for their answers.
Answer: Pupils’ own answers.
Activity 3
Ask the pupils to complete the letter to their
teacher. Encourage them to look back in the
Module if they need help with spelling days and
school subjects. If necessary, help them complete
the last sentence.
Activity 4
Read the rubric. The pupils now copy their letter
Encourage them to decorate it with a drawing of
themselves in class or of their favourite subject.
Invite pupils to present their letter to the class. Elicit
who wrote about the same subject.
Module 2: Learning about school 15
Module
2

Learning outcome: Talk in the classroom
Vocabulary
classroom items (pencil, ruler, page)
Language
Classroom language (Can I borrow a (ruler), please?
What’s this in English? Can you help me, please?
What page is it? How do you spell (book)?)
Materials
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Talk about
the classroom. Explain that it’s important to use
English to interact with each other in class. (You
may need L1.)
Activity 1
CD
10
Read the rubric. Elicit what the pupils can see in the
pictures and accept any reasonable answers (books,
pencil, ruler, etc).
Now tell the pupils they are going to listen and
number the pictures in order.
1 Girl: Can I borrow a pencil, please?
2 Boy: What’s this in English?
3 Girl: Can you help me, please?
4 Boy: What page is it?
5 Girl: How do you spell ‘ruler’?
Play the Skills Trainer CD track xx again and have the
pupils number the pictures. Check answers.
Answers: 1 – b, 2 – c, 3 – a, 4 – e, 5 – d
Activity 2
Read the rubric and the example. Have the pupils
read and match the rest of the questions and
responses. Invite pupils to read out a question and
response.
Answers: 1 – Yes, here you are. 2 – A cat. 3 – Yes, of
course. 4 – It’s page 4. 5 – R-U-L-E-R.
Activity 3
CD
11
Play the Skills Trainer CD track 11 twice and ask
the pupils to follow the example dialogues in their
books.
Girl: Can I borrow a pencil, please?
Boy: Yes, here you are.
Boy: What’s this in English?
Girl: It’s a cat.
Divide the pupils into pairs to practise the mini-
dialogues. Monitor and help with pronunciation.
Module
2

Task
Make classroom signs.
Vocabulary
classroom items
Language
Can I ...? Can you ...? How do you ...? What page
… ? What do you say in your classroom?
Materials
notebooks
colours (optional)
Do a project. Make classroom signs. Elicit the signs
/ classroom instructions the pupils can remember
from the Module.
going to work individually and in groups to
do this project. Draw the pupils’ attention to the
language they will need for the project. Elicit
complete questions, e.g. Can I borrow a pencil,
please? Can you help me, please? How do you spell
‘school’?
Before the pupils start working, go through the
project step-by-step so that they are aware of
language.
Step 1
Ask the pupils what they can see in the photos in
step 1 – girl, boy, pencils, ruler, book.
Ask What do you say in your classroom? Elicit
sentences orally for each picture, Can I borrow a
pencil, please? What page is it? How do you spell
‘ruler’? Can you help me, please?
Then have the pupils work in groups to think of
more things they say in class.
Encourage use of the model language, such as Can I
go to the toilet? Can you repeat that, please?
Step 2
Read through the speech bubbles in step 2.
Tell the pupils to work individually now. They
choose one of the sentences from step 2 or from
the ones they brainstormed in step 1 and write it in
their notebook or on a piece of paper. Monitor and
help if necessary.
Step 3
Point to the example signs in step 3.
Have the pupils decorate their own signs with
drawings and then colour these in.
Step 4
Focus the pupils on the presentation in step 4.
Invite pupils to present their sign to the class.
Make a classroom display with the signs.
Module 2: Learning about schoolModule 2: Learning about school 17
Module
2

Module overview
Learning outcomes
Read a play date invitation
Listen and tidy up
Write a thank you letter
Talk about things to take on a play date
Do a project: Do a show and tell about your
bedroom
Core vocabulary
bathroom, bedroom, dining room, garage, hall,
kitchen, living room, study
tidy up, play date, phone, flowers, computer, lamp,
radio, toothbrush, football, camera, computer
game, watch, towel, coat, book, big, small
Core language
present simple (There is…/There are…)
Where is/are the (biscuits)? Where’s my (coat)?
It’s in the (bedroom), There’s/There are (toys). My
bedroom is (big).
Additional language
We can …, Can you …? Put the (lamp) in the
(kitchen). Is your bedroom big or small? What’s in
your bedroom? What toys are in your bedroom?
Vocabulary
bathroom, bedroom, dining room, garage, hall,
kitchen, living room, study
Language
Where is/are …? We (sleep) here.
Materials
Skills Trainer CD
Introduction
Focus the pupils on Alex’s speech bubble. Answer
his question yourself then ask, Who do you visit
at the weekend? Elicit answers from the children.
(They may need L1.)
Activity 1
CD
12
the rubric. Ask what they can see in the pictures.
Accept all reasonable answers (fridge, bed, chair,
table, etc.)
Read the words below. Focus on the example: point
to the first picture and elicit kitchen. Have the pupils
label the pictures.
their answers.
1 kitchen, 2 bedroom, 3 study, 4 bathroom, 5 living room,
6 dining room, 7 garage, 8 hall
Answers: 1 – kitchen, 2 – bedroom, 3 – study,
4 – bathroom, 5 – living room, 6 – dining room,
7 – garage, 8 – hall
Activity 2
Read the rubric and the example. If necessary, read
the rest of the sentences and check comprehension
before the pupils do the task. You may wish the
Answers: 1 – kitchen, 2 – bathroom, 3 – dining
room, 4 – bedroom, 5 – study, 6 – garage
Activity 3
Read the rubric and the example question and
answer. Pupils do the task individually and compare
with a partner when they finish. Check answers and
have the pupils practise the questions and answers
in pairs.
Answers: 1 – In the kitchen. 2 – In the bathroom.
3 – In the living room. 4 – In the hall.
Module 3: Visiting family and friends18
Visiting family and friends
Module
3

Learning outcome: Read a play date invitation
Vocabulary
rooms in the house (study, living room, bedroom,
bathroom, kitchen) play date, big/small
Language
We can …, There’s a …, There are ...
Materials
Introduction
Focus the pupils on the lesson header, Read a play
date invitation. Ask, Do you have play dates? (You
may need L1 to explain play date.) Encourage the
pupils to say how often they have play dates and on
which days of the week.
Activity 1
pictures. Then have them read the invitations or
read them as a class. Ask the pupils to label the
pictures and check answers.
Answers: Ellie, Edward
Activity 2
sentences 2 to 5. Explain to the pupils that they
need to read the invitations again and circle Ellie or
Edward for each sentence.
Answers: 1 – Edward, 2 – Ellie, 3 – Ellie, 4 – Edward,
5 – Edward
Activity 3
Read the rubric. Ask the pupils to think about
whose house they’d like to visit and complete the
sentence. Have a class vote on the most popular
house with a show of hands. Invite pupils to explain
why they chose one house or the other. (They may
need L1.)
Module 3: Visiting family and friends 19
Module
3

Learning outcome: Listen and tidy up
Vocabulary
phone, flowers, computer, lamp, radio, tidy up
Language
Can you …? Put the (phone) in the (hall) please.
Where’s the (radio)? It’s in the (kitchen).
Materials
Skills Trainer CD
Introduction
tidy up. Pre-teach tidy up. Ask Do you tidy up your
bedroom? Elicit Yes, I do. or No, I don’t.
Activity 1
CD
13

Have the pupils look at the picture and say what
rooms they can see. Explain that they are going to
listen to Richard and his grandmother talking. Ask
them to listen for the rooms that are mentioned.
Richard: Hello, Grandma.
Grandma: Hello, Richard. Can you help me tidy up?
Richard: Yes, of course.
Grandma: Can you see the computer?
Richard: Yes, I can see the computer.
Grandma: Put the computer in the bedroom, please.
Richard: In the bedroom? OK.
Grandma: Now put the phone in the hall, please.
Richard: Put the phone in the hall?
Grandma: Yes, that’s right?
Richard: OK.
Grandma: Put the radio in the kitchen, please.
Richard: The radio in the kitchen …
Grandma: Now, put the flowers in the dining room.
Richard: Put the flowers where?
Grandma: Put the flowers in the dining room.
Grandma: Now, put the lamp in the living room.
Richard: Pardon?
Grandma: Put the lamp in the living room. Thank you!
Check the answers.
Answers: bedroom, hall, kitchen, dining room, living
room
Activity 2
CD
14
Read the rubric and tell the pupils to listen and
draw lines from the objects to the rooms. If
necessary, elicit what each item is before you play
the CD.
Call out the items one-by-one and have the pupils
say the corresponding room. In pairs, have them
take turns to ask and answer Where’s the (radio)? It’s
in the (kitchen).
Answers: computer – bedroom, phone – hall, radio
– kitchen, flowers – dining room, lamp – living room
Activity 3
Have a class discussion about tidying up and
helping around the house. Elicit what other things
the children do to help keep the house clean, e.g.
clear the table, wash up, clean the windows, etc.
(They may need L1.)
Module
3

Learning outcome: Write a thank you letter
Vocabulary
rooms in the house, play date
Language
There’s a (kitchen). There are (four) (bedrooms). We
can (play basketball).
Materials
colours (optional)
Introduction
thank you letter. Point to the example letter and
elicit what it is about (a play date).
Activity 1
Have the pupils read the letter once or read it as
a class. Read the rubric and the example question
and answer. Have the pupils match the rest of the
questions and answers. They can refer to the letter
again. Invite pupils to read out a question and
answer.
Answers: 1 – Ellie, 2 – Max, 3 – Saturday,
4 – basketball
Activity 2
Read the rubric. Ask the pupils to read the letter
again and underline the rooms. Elicit answers from
the pupils.
Answer: the kitchen and the bedrooms
Activity 3
Ask the pupils to think about a play date and
complete their thank you letter. Encourage them
to read their letters out in pairs when they finish.
Monitor and help as necessary.
Activity 4
Read the rubric. The pupils now copy their letter
Encourage them to decorate it with drawings of
toys, games, etc.
Invite pupils to present their letter to the class.
Elicit who wrote about the same activities in the last
sentence.
Module 3: Visiting family and friends 21
Module
3

Learning outcome:
Talk about things to take on a play date
Vocabulary
toothbrush, football, camera, computer game,
watch, towel, coat, book, rooms (bathroom,
bedroom, kitchen, living room)
Language
Where’s my (toothbrush)? It’s in the (bathroom).
Materials
Skills Trainer CD
Introduction
things to take on a play date. Elicit ideas on what
the pupils would take on a play date with friends.
(They may need L1.)
Activity 1
CD
15
Read the rubric. Elicit any words that the pupils
already know in English.
Now tell the pupils they are going to listen to
questions and encourage them to point to the
pictures as they hear the items. Play the Skills Trainer
CD track 15.
1 Where’s my toothbrush?
2 Where’s my football?
3 Where’s my camera?
4 Where’s my computer game?
5 Where’s my watch?
6 Where’s my towel?
7 Where’s my coat?
8 Where’s my book?
Play the Skills Trainer CD track 15 again and have
the pupils match the words to the pictures. Check
answers.
Answers: 1 – toothbrush, 2 – football, 3 – camera,
4 – computer game, 5 – watch, 6 – towel, 7 – coat,
8 – book
Activity 2
Read the rubric and explain that a play date can
be during the day or overnight (a sleepover). Have
the pupils think about what they need for their
imaginary play date. They circle or tick three of the
pictures in Activity 1. Ask fast finishers to compare
answers in pairs.
Activity 3
CD
16
Focus the pupils on the picture and ask them to say
what they can see, e.g. towel, book, bathroom, etc.
pupils to follow the example dialogue in their books.
Boy: Where’s my towel?
Girl: It’s in the bathroom.
Divide the pupils into pairs to practise asking and
answering about where things are in the picture.
Monitor and help with pronunciation.
Module
3

Task
Do a show and tell about your bedroom.
Vocabulary
Is your bedroom big or small? What’s in your
bedroom? What toys are in your bedroom?
furniture, toys
Language
It’s ..., There’s a ..., There are ...,
Materials
notebooks
colours (optional)
Do a project. Do a show and tell about your
bedroom. Elicit whether pupils have their own
bedroom or if they share one with a brother/sister.
(You may need L1.)
Read the task and tell pupils that they are
going to work in groups for parts of this
project. Draw the pupils’ attention to the language
they will need for the project. Give examples with
It’s big/small. There’s a bed. There are toys. If
necessary, remind the pupils that there’s a(n) is for
one thing and there are for two or more.
Before the pupils start working, go through the
project step-by-step so that they are aware of
language.
Step 1
step 1 – bedrooms, bed, chair, window, etc.
Ask, Is this bedroom big or small?
Encourage use of the model language, such as It’s
big/It’s small.
Ask Is your bedroom big or small? Elicit answers
from the pupils, e.g. My bedroom is big/small.
Alternatively, they can answer in small groups.
Step 2
step 2 – chair, rug, lamp, table.
Ask What’s in your bedroom? Elicit answers and
encourage use of the model language, e.g. There’s
a lamp/chair/rug/table.
Brainstorm other items the pupils have in their
bedrooms. Provide some words in English if
necessary. Give examples with there are, e.g. There
are toys/dolls/books, etc.
Step 3
Ask the pupils what the photos in step 3 are –
robot, boardgame, teddy, (basket)ball.
Ask What toys are in your bedroom? Elicit answers
and encourage use of the model language, e.g.
There’s a robot/teddy/basketball. There are board
games.
Step 4
Have the pupils look at the example drawing in
step 4. Give a sample presentation by describing
the objects in it.
Give the pupils time to draw their bedroom in their
notebooks or on a piece of paper. They present
their bedrooms in pairs or small groups. Invite
children to present their bedroom to the class.
Display the drawings in the classroom.
Module 3: Visiting family and friendsModule 3: Visiting family and friends 23
Module
3

Module overview
Learning outcomes
Read a pets web page
Listen and complete a lost pet poster
Write a pet fact file
Talk about pets
Do a project: Choose a pet for your class
Core vocabulary
hamster, lizard, mouse, parrot, rabbit, snake, spider,
turtle
cat, dog, fur, wings, ears, legs, tail, climb, jump, run,
fly, walk, eat, drink, move, pet items (cage, bowl,
toys), alone, clean, dirty, big, small, lost, pet, name,
age, colour, size, telephone number, pet food
(water, meat, milk, cereals, seeds, grass), fish, (stick)
insect, colours (black, white, grey, brown, ginger)
Core language
present simple (has got/can/is/eats/drinks/needs)
It’s got (fur). It can (jump). It’s (big). What does a dog
eat/drink? A (dog) eats/drinks …
Additional language
Find (a big cage). Keep (the cage clean). Clean (the
bowls). Give (your parrot food). Put (toys inside the
cage). Don’t leave (your parrot alone). He’s brown/
big. This animal can …, Let’s get a …, What does it
eat? How does it move? What does it drink? What
does it need?
Vocabulary
hamster, lizard, mouse, parrot, rabbit, snake, spider,
turtle
Language
A (rabbit) has got (big ears). This animal can (climb).
Materials
Skills Trainer CD
Introduction
Focus the pupils on Grace’s speech bubble. Answer
her question yourself then ask, Have you got a pet?
Then ask Who looks after it? Elicit answers from the
pupils. (They may need L1.)
Activity 1
CD
17
read the rubric. Ask what animals they can see and
which they can already name in English.
to the first picture and elicit spider. Have the pupils
label the pictures by circling the correct word.
Play the Skills Trainer CD track 17 for the pupils to
check their answers.
1 spider, 2 rabbit, 3 lizard, 4 mouse, 5 parrot, 6 snake, 7
turtle, 8 hamster
Answers: 1 – spider, 2 – rabbit, 3 – lizard, 4 – mouse,
5 – parrot, 6 – snake, 7 – turtle, 8 – hamster
Activity 2
Read the rubric and the example. If necessary, check
that pupils know what wings, fur and tail mean
before they do the task. You may wish the class to
do this activity in pairs.
Answers: 1 – True, 2 – True, 3 – False, 4 – False,
5 – True, 6 – False, 7 – False, 8 – True
Activity 3
answer. Pupils do the task individually and compare
with a partner when they finish. Check answers.
Answers: 1 – mouse, 2 – rabbit, 3 – spider,
4 – parrot
Module 4: Looking after pets24
Looking after pets
Module
4

Learning outcome: Read a pets web page
Vocabulary
cage, bowls, toys, alone, big, small, clean, dirty,
food, water
Language
Find (a big cage). Keep (the cage clean). Clean
(the bowls). Give (your parrot food). Put (toys in the
cage). Don’t leave (your parrot alone).
Materials
Introduction
Focus the pupils on the lesson header, Read a pets
web page. Ask, Do you use the internet? What web
pages do you look at? (You may need L1.)
Activity 1
headings. Focus on the example. Then have them
read the web page and say where each of the other
headings goes. Ask the pupils to write the headings
on the web page.
Answer: 1 – Home, 2 – Food and water, 3 – Toys,
4 – You and your parrot
Activity 2
sentences 2 to 4. Explain to the pupils that they
need to refer to the web page and circle the correct
option to complete each sentence.
Answers: 1 – b, 2 – b, 3 – a, 4 – a
Activity 3
Read the rubric and elicit answers from a few pupils.
Have them tick the correct box. Ask the pupils to
ask and answer the question in small groups.
Have a class vote with a show of hands on how many
pupils would like to have a parrot as a pet.
Module 4: Looking after pets 25
Module
4

Learning outcome: Listen and complete a lost pet poster
Vocabulary
lost, pet, name, age, colour, size, telephone number
Language
It’s (Peter). He’s (three) years old. He’s brown/big.
Materials
Skills Trainer CD
Introduction
complete a lost pet poster. Pre-teach Lost pet. Ask
the pupils if they have ever seen a poster or advert
about a lost pet. If yes, ask them what information it
included.
Activity 1
CD
18
With books closed, explain that they are going to
listen to Peter answering questions about his lost
pet.
Man: Welcome to the pet show. Hello, what’s your name?
Peter: It’s Peter.
Man: How can we help?
Peter: My dog is lost.
Man: Oh, no. What’s your dog’s name?
Peter: It’s Ben.
Man: OK. And how old is Ben?
Peter: He’s three years old.
Man: Three … OK. Is he brown?
Peter: Yes, he is. He’s brown.
Man: Is he small?
Peter: No, he isn’t. He’s big.
Man: What’s your telephone number?
Peter: It’s 646 427.
Man: OK, 646 427. Don’t worry! We can find him.
Goodbye Peter.
Peter: Goodbye. And thank you!
Ask What pet has Peter got? Elicit the answer.
Answer: a dog
Activity 2
CD
19
With books open, have the pupils look at the
poster and the information. Read the example.
The pupils tick the correct answers and compare in
pairs. Check with the whole class.
Answers: 1 – Ben, 2 – 3, 4 – brown, 5 – big,
6 – 646 427
Activity 3
Have a class discussion about helping a lost
animal. Elicit ideas, e.g. give it food and water (but
don’t touch it), look for ‘Lost’ posters, ask family
and friends if they know the owner, phone animal
rescue shelters, etc. (They may need L1.)
Module
4

Learning outcome: Write a pet fact file
Vocabulary
fur, meat, fish, milk, water, legs, tail, walks, runs,
climbs, eats, drinks, moves, colours (black, white,
grey, brown, ginger)
Language
What does it (eat)? How does it move? It (eats fish).
It (runs).
Materials
colours (optional)
Introduction
Focus the pupils on the lesson header, Write a pet
fact file. Point to the example fact file and elicit the
pet (a cat). Ask what’s it doing? (playing with a ball).
Activity 1
Have the pupils read the information in the fact file.
Read the rubric and the first question. Elicit what
colour the cat in the picture is and write it on the
board. Ask what other colours cats can be (black,
grey, brown). Have the pupils discuss the answers
to the other questions in pairs. Invite pupils to read
out a question and answer. They don’t need to
write.
Answer: 1 – white and ginger, 2 – meat and fish,
3 – milk and water, 4 – It walks, runs and climbs.
Activity 2
Read the question and have a class vote. Have
children stand up if they think a cat is a good pet.
Elicit reasons from the pupils as to why they think it
is or it isn’t a good pet.
Activity 3
Ask the pupils to think about a pet/animal and
complete the fact file. Encourage them to look
back in previous lessons for ideas on pets/animals.
Monitor and help as necessary.
Activity 4
Read the rubric. The pupils now copy their fact file
Encourage them to decorate it with drawings or real
photos of the animal.
Invite pupils to talk about the animal to the class and
show their fact file. Display them in the classroom.
Module 4: Looking after pets 27
Module
4

Learning outcome: Talk about pets
Vocabulary
pet food (meat, milk, cereals, seeds, water, grass),
cat, parrot, hamster, dog, mouse, rabbit
Language
What does (a dog) eat/drink? (A dog) eats/drinks …
Materials
Skills Trainer CD
Introduction
pets. Elicit ideas on what animals they will talk
about. (They may need L1.)
Activity 1
CD
20
Read the rubric. Elicit any words that the pupils
already know in English.
Point out the example and the words in the box.
Have the pupils write the correct words under the
pictures.
Now tell the pupils they are going to listen to
sentences about what animals eat and drink and
check their answers. Encourage them to point to the
pictures as they hear the items.
1 A dog eats meat.
2 A cat drinks milk.
3 A mouse eats cereals.
4 A parrot eats seeds.
5 A hamster drinks water.
6 A rabbit eats grass.
Answers: 1 – meat, 2 – milk, 3 – cereals, 4 – seeds,
4 – water, 5 – grass
Activity 2
Read the rubric and elicit the animals in the pictures
(cat, parrot, hamster, dog, mouse, rabbit). Have
the pupils choose two pets by circling two of the
pictures.
Activity 3
CD
21
Play the Skills Trainer CD track 21 twice and ask
the pupils to follow the example dialogues in their
books.
Boy: What does a dog eat?
Girl: A dog eats meat.
Girl: What does a parrot drink?
Boy: A parrot drinks water.
Divide the pupils into pairs to ask and answer
questions about the pets they have chosen. Monitor
and help with pronunciation.
Module
4

Step 1
step 1 – (tropical) fish, lizard, hamster, (stick) insect.
Ask What pet do you want? Elicit ideas from the
pupils. Point out that they can choose exotic or
strange animals, e.g. a tropical fish, insects, etc.
Encourage use of the model language, such as Let’s
get a (hamster)!
Step 2
step 2 – cereals, water, grass, seeds.
Ask What does your pet eat? What does it drink?
Elicit answers from the class.
Encourage use of the model language, such as A
hamster eats cereals. It drinks water.
Step 3
Ask the pupils what the photos in step 3 are –
things animals need.
Ask What does your animal need? Elicit answers,
e.g. a bowl, a nest, toys, etc.
Encourage use of the model language, such as It
needs a cage.
Step 4
Have the pupils look at the example drawing in
step 4. Give a sample presentation on the lizard.
Give the pupils time to name their pet and draw
pictures for their presentation in their notebooks or
on a piece of paper. They present their pets to the
class.
Display the projects in the classroom.
Task
Choose a pet for your class.
Vocabulary
pets, pet food, pet items
Language
Let’s get a (hamster). It (eats) (meat). It drinks
(water). It needs (a bowl). What does it eat/drink/
need?
Materials
notebooks
colours (optional)
computers (optional)
Do a project. Choose a pet for your class. Elicit
whether there are currently any pets in your school.
Ask pupils for suggestions of the type of animal
that would make a good class pet. (You may need
L1.)
going to work in groups to do this project.
They will need to use the internet (optional)
to do research and find images. They will
also need to use the language Let’s get a ..., It eats/
drinks/needs …
Before the pupils work in their groups, go through
language.
Module 4: Looking after petsModule 4: Looking after pets 29
Module
4

Module overview
Learning outcomes
Read a calendar
Listen to a weather forecast
Write a weather report
Talk about what to wear
Do a project: Plan a class away day
Core vocabulary
cloudy, cold, foggy, hot, rainy, snowy, sunny, windy
clothes & accessories (jacket, umbrella, sunglasses,
hat, gloves, kite, torch, skirt, T-shirt, socks, sandals,
jumper, coat, scarf), days of the week (Monday –
Sunday), seasons (spring, summer, autumn, winter),
dates (1st July, 2nd July, 5th July, 10th July, 19th
July) activities (picnic, football, party), places
Core language
present simple (need), going to
What’s the weather like today/on (Saturday)? It’s
(windy). The weather is …, It’s going to be …, I
need …, Let’s go (skiing)
Additional language
It’s (spring). My favourite month is… When do you
want to go? Where do you want to go? What do
you need?
Vocabulary
cloudy, cold, foggy, hot, rainy, snowy, sunny, windy
Language
It’s (windy). Let’s (go skiing). I need a (jacket).
Materials
Skills Trainer CD
Introduction
Focus the pupils on Harry’s speech bubble. Answer
his question yourself and then ask, Do you play
football when it’s sunny? Elicit answers from the
children. If pupils answer no, ask What do you do
when it’s sunny?
Activity 1
CD
22
read the rubric. Ask what they can see in the
pictures. Check if pupils know some of these words
in English.
to the first picture and elicit sunny. Have the pupils
match the pictures and words and write the correct
numbers.
their answers.
1 It’s sunny. 2 It’s rainy. 3 It’s cloudy. 4 It’s windy. 5 It’s
snowy. 6 It’s foggy. 7 It’s cold. 8 It’s hot
Answers: 1 – sunny, 2 – rainy, 3 – cloudy, 4 – windy,
5 – snowy, 6 – foggy, 7 – cold, 8 – hot
Activity 2
Read the rubric and the example. If necessary, check
pupils know the items in the pictures. You may wish
the class to do this activity in pairs. Check answers.
Answers: 1 – cloudy, 2 – rainy, 3 – sunny/hot,
4 – snowy/cold, 5 – windy, 6 – foggy
Activity 3
Read the rubric and the example. Pupils do the task
individually and compare with a partner when they
finish. Check answers and have the pupils practise
the mini-dialogues in pairs.
Answers: 1 – Let’s fly a kite! 2 – Let’s go skiing!
3 – Let’s go swimming! 4 – Let’s play a board game!
Module 5: Understanding the weather30
Understanding the weather
Module
5

Learning outcome: Read a calendar
Vocabulary
days of the week (Monday – Sunday), seasons
(spring, summer, autumn, winter), dates (1st July,
2nd July, 5th July, 10th July, 19th July), picnic,
swimming pool, football, beach, party
Language
It’s (spring). My favourite month is …
Materials
Introduction
Focus the pupils on the lesson header, Read
a calendar. Ask, Do you/your parents have a
calendar? (You may need L1 to explain calendar.)
Encourage the pupils to say where they keep it and
what they/their parents write in it.
Activity 1
pictures in the calendar. Elicit what they can see
and accept all reasonable answers (sun, football,
present, sandwiches, etc). Pre-teach the seasons
if necessary. Then have pupils circle one of the
seasons to complete the sentence. Check answers.
Answer: summer
Activity 2
point to 1st July in the calendar. Explain to the
pupils that they need to look at the calendar, find
the correct day and match it to the activity. Check
answers.
Answers: 1 – football, 2 – party, 3 – picnic,
4 – swimming pool, 5 – beach
Activity 3
Read the question and elicit answers from the class.
Ask the pupils to complete the sentence and help
with spelling of the months. Have them compare
their answers and give a reason why they like that
month. (They may need L1.)
Module 5: Understanding the weather 31
Module
5

Learning outcome: Listen to a weather forecast
Vocabulary
cloudy, sunny, snowy, rainy, windy, foggy, days of
the week (Monday – Sunday)
Language
What’s the weather like on (Monday)? Today it’s
(windy). The weather is going to be (sunny).
Materials
Pupil’s Skills Trainer pages 28 & 30
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Listen to a
weather forecast. Revise the weather words with a
spelling race. Divide the class into two groups and
have them line up in front of the board. Point to a
picture on page 28 and have the pupils at the front
race to write the word. Their teammates can help
them by calling out letters in English. Continue with
the next pupils in the line and a new weather word.
Activity 1
CD
23
Have the pupils look at the picture and identify the
weather pictures in the key. Explain that they are
going to listen to a weather forecast for a week in
March. They have to listen and answer the question
What’s the weather like on Monday?
Good morning! Today is Monday 10th March. Today it’s
windy.
On Tuesday, the weather is going to be cloudy.
On Wednesday, the weather is going to be rainy.
On Thursday, the weather is going to be sunny.
On Friday, the weather is going to be sunny, too.
On Saturday, the weather is going to be foggy.
On Sunday, the weather is going to be snowy.
Ask pupils to answer the question. You could also
ask follow up questions, e.g. What date is it? (10th
March).
Answer: (It’s) windy.
Activity 2
CD
24
Have the pupils call out the days of the week in the
chart. Point to the example. Explain that they have
to listen again and draw the correct weather symbol
under each day.
Play the Skills Trainer CD track 24. Pause after each
day for pupils to draw.
Call out the days one-by-one and have the pupils
say the weather. In pairs, have them take turns to ask
and answer What’s the weather like on (Tuesday)?
It’s (cloudy). Monitor and make sure the drawings are
correct.
Answers: Monday – windy, Tuesday – cloudy,
Wednesday – rainy, Thursday – sunny, Friday –
sunny, Saturday – foggy, Sunday – snowy
Activity 3
Have the pupils ask the question in pairs and then
complete the sentence. Elicit answers from the
class.
You could also ask What’s the weather going to be
like tomorrow? and encourage the pupils to say what
they think.
Module
5

Learning outcome: Write a weather report
Vocabulary
weather (rainy, snowy, windy), days of the week
(today, Saturday, Sunday)
Language
It’s going to be (windy) on (Sunday).
Materials
colours (optional)
newspapers or computers (optional)
Introduction
weather report. Point to the example report and
elicit the weather words (rainy, snowy, windy).
Activity 1
Have the pupils read the questions once or read
them as a class. Point to ‘today’ in the report and
elicit the answer (rainy). Have the pupils look at the
report and answer the other two questions orally.
Invite pupils to read out a question and answer.
Answer: 1 – rainy, 2 – snowy, 3 – windy
Activity 2
Read the question. Ask the pupils to look at the
report again and think about the season. Elicit
answers from the pupils.
Answer: winter
Activity 3
Ask the pupils to think about the weather in their
town today, on Saturday and on Sunday. They can
look in newspapers or on the internet. Have them
complete their weather report. Encourage them to
talk about the weather in pairs. Write on the board
It’s going to be … on Saturday/Sunday and prompt
pupils to use it.
Activity 4
Read the rubric. The pupils now copy their weather
report (Activity 3) in their notebook or on a piece
of paper. Encourage them to decorate it with
drawings of the weather, clothes, accessories, etc.
Invite pupils to present their weather report to the
class. Elicit what season it is.
Module 5: Understanding the weather 33
Module
5

Learning outcome: Talk about what to wear
Vocabulary
skirt, T-shirt, sandals, socks, jumper, coat, hat, scarf,
seasons (spring, summer, autumn, winter)
Language
It’s (autumn). I need (a coat).
Materials
Skills Trainer CD
Introduction
what to wear. Elicit what clothes words the pupils
already know in English. Help by drawing simple
pictures on the board.
Activity 1
CD
25
Read the rubric. Tell the pupils they are going to
listen and follow. Play the Skills Trainer CD track 25.
1 I need a skirt.
2 I need a hat.
3 I need a coat.
4 I need a jumper.
5 I need sandals.
6 I need a T-shirt.
pupils listen and circle the correct word under each
picture. Check answers.
Answers: 1 – skirt, 2 – hat, 3 – coat, 4 – jumper,
5 – sandals, 6 – T-shirt
Activity 2
look at the pictures in Activity 1 and write two more
clothes they wear in summer. Then ask them to
write words for winter. They compare answers in
pairs before checking with the class. Elicit answers
for both seasons.
Answers: Summer – skirt, T-shirt, sandals; Winter –
coat, hat, jumper
You may wish to brainstorm other clothes words for
summer and winter, and also for spring and autumn.
Elicit ideas from the class and write these on the
board.
Activity 3
CD
26
pupils to follow the example statements in their
books.
Girl: It’s summer. I need a skirt and sandals.
Boy: It’s winter. I need a coat and a hat.
Divide the pupils into pairs to practise making
statements about what they wear in different
seasons. Monitor and help with pronunciation.
Module
5

Task
Plan a class away day.
Vocabulary
seasons, places, clothes
Language
It’s (spring). Let’s go to (the park). I need (a hat).
Materials
notebooks
colours (optional)
Do a project. Plan a class away day. Explain ‘class
away day’. (You may need L1.) Elicit if the pupils like
going on away days.
Read the task and tell the pupils that they will
work in groups to do this project.
to research places and find images. Draw the
pupils’ attention to the language they will need for
the project. Give examples with It’s (summer). Let’s
go to the (lake). I need (sunglasses).
language.
Step 1
Ask the pupils what they can see in the photos
in step 1 and elicit the four seasons – autumn,
winter, spring, summer.
Say Choose a season and have the pupils choose
one for their class away day in their groups.
Encourage use of the model language, such as It’s
(winter).
Step 2
Have the pupils say what the places in step 2 are –
park, library, swimming pool, zoo.
Ask them to choose one in their groups.
go to the (zoo).
Step 3
Ask the pupils what they can see in step 3 – T-shirt,
shorts, sandals, jeans, hat, gloves
Ask What clothes do you need for your class away
day? Elicit a few answers.
Encourage use of the model language, such as I need
a (coat).
Step 4
Focus the pupils on the presentation in step 4. Give
a sample presentation on the class away day.
Give the pupils time to draw pictures for their
presentations in their notebooks or on a piece of
paper. They present their class away day to the
class.
Display the projects in the classroom.
Module 5: Understanding the weatherModule 5: Understanding the weather 35
Module
5

Module overview
Learning outcomes
Read game instructions
Listen and complete a games fact file
Write board game instructions
Play a board game
Do a project: Create a school sports day poster
Core vocabulary
baseball, basketball, football, golf, hockey, table
tennis, tennis, volleyball
ball, racket, bat, net, throw, hit, kick, people, team,
netball, rugby, players, chess, board (game), pieces,
dice, places, days, sports day activities
Core language
have got to
I play (football), Can you play (tennis)? Do you
like (tennis)? I want to play (netball). You’ve got to
(throw the ball).
Additional language
You play (chess) with (two) people. You need (a
net). Go up the ladder. Throw the dice. Move your
counter. Go down the snake. I agree. I don’t agree.
Where do you want to have your sports day? What
day do you want to have it on? Which activities
do you want in your sports day? Let’s (have a sack
race).
Vocabulary
baseball, basketball, football, golf, hockey, table
tennis, tennis, volleyball
Language
I play (football).
Materials
Skills Trainer CD
Introduction
Focus the pupils on Polly’s speech bubble. Answer
her question yourself then ask, Do you like playing
hockey and tennis? (You may need L1.) Elicit
answers from the pupils.
Activity 1
CD
27
the rubric. Ask what they can see in the pictures to
check what vocabulary they already know.
to the first picture and elicit baseball. Have the
children circle the correct words under the pictures.
their answers.
1 baseball, 2 basketball, 3 hockey, 4 tennis, 5 table tennis,
6 volleyball, 7 golf, 8 football
Answers: 1 – baseball, 2 – basketball, 3 – hockey,
4 – tennis, 5 – table tennis, 6 – volleyball, 7 – golf,
8 – football
Activity 2
Point to the pictures and drill ball, racket and bat.
Read the rubric and point to the example. Explain
that to play tennis we need a ball and a racket but
not a bat. Have the pupils tick for the other sports.
You may wish the class to do this activity in pairs.
Answers:
ball racket bat
tennis ✓ ✓
basketball ✓
volleyball ✓
table tennis ✓ ✓
baseball ✓ ✓
football ✓
Activity 3
Read the question and elicit answers from the class.
Pupils complete the sentence individually. Monitor
and provide any vocabulary. Ask them to ask and
answer the question in pairs.
Module 6: Playing games36
Playing games
Module
6

Learning outcome: Read game instructions
Vocabulary
tennis, racket, ball, net, hit, people, team
Language
You need (a net). You‘ve got to hit the ball.
Materials
Introduction
Focus the pupils on the lesson header, Read game
instructions. Tell them the poster on the page is
for a sports club. Ask them to look and tell you
which one, tennis. Ask, Do you have sports clubs at
school/in your town? (You may need L1.)
Activity 1
pictures. Read the example. They then read the
rules and match them to the pictures by writing the
correct numbers. Check answers.
Answers: 1 – You need a net. 2 – You need two or
four people. 3 – You’ve got to hit the ball with the
racket. 4 – You need a racket and a ball.
Activity 2
Read the rubric and the example. Explain to the
pupils that they need to look at the poster again
and circle the correct option to complete each
sentence.
Answers: 1 – a, 2 – b, 3 – b, 4 – a
Activity 3
Read the rubric. Ask the questions and elicit
answers from a few pupils. Have them tick ‘yes’ or
‘no’ to answer the questions for themselves. They
practise asking and answering the questions in
pairs. Invite them to repeat with different sports.
Module 6: Playing games 37
Module
6

Learning outcome: Listen and complete a games fact file
Vocabulary
netball, rugby, ball, racket, throw, kick, team,
people
Language
You need (a ball). You’ve got to (throw the ball). I
want to play (rugby).
Materials
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Listen
and complete a games fact file. Say that the fact
file is about team games and elicit what kind of
information they might hear. (They may need to use
L1.) Pre-teach vocabulary such as team, kick, etc.
Activity 1
CD
28
Read the rubic and focus the pupils’ attention on
the photos. Elicit what sports they can see (football,
netball, rugby, hockey). Explain that they are going
to hear children talking about two team games.
Ask them to listen and tick the games that are
mentioned.
Girl: I play netball. There are seven people in a team. You
need a ball. You’ve got to throw the ball.
Boy: I play rugby. There are fifteen people in a rugby team.
You need a ball. You’ve got to throw the ball. You’ve
got to kick the ball, too.
Have the pupils compare answers in pairs, then
check.
Answers: 2 netball and 3 rugby
Activity 2
CD
29
Read the rubric and point out the example in the
table. Ask them to listen again and circle the correct
numbers or words for each sport.
Check answers with the class.
Answers: netball – 7, ball, throw; rugby – 15, ball,
throw and kick
Activity 3
Have the pupils choose one of the two team games
and complete the sentence. Have a class vote on
which one they want to play. Elicit reasons why.
(They may need L1.)
Module
6

Learning outcome: Write board game instructions
Vocabulary
chess, board (game), pieces, dice, people, players
Language
You play (chess) with (two) people. You need (a
dice).
Materials
colours (optional)
Introduction
Focus the pupils on the lesson header, Write board
game instructions. Pre-teach board game and elicit
an example from the pupils.
Activity 1
Have the pupils look at the pictures and the
information. Ask Can you play chess? Have pupils
raise their hands if they can. Read the rubric and the
example sentence and answer. Elicit why it’s false.
(You play chess with two people.) Have the pupils
read the rest of the questions and circle True or
False. Invite pupils to read out a sentence and say
whether it’s true or false. Elicit the correction for the
false sentences from the class.
Answer: 1 – False, 2 – True, 3 – True, 4 – False,
5 – True
Activity 2
Ask the question and elicit answers from the class.
You can ask them to make a list in small groups.
Activity 3
Ask the pupils to choose a board game and
complete the information. Encourage them to talk
about their board games in pairs. Monitor and help
as necessary.
Activity 4
Read the rubric. The pupils now copy their
instructions (Activity 3) in their notebook or on a
piece of paper. Encourage them to decorate it with
drawings of the things needed for the games, e.g.
the board, dice, counters, timer, etc.
Invite pupils to present their instructions to the class.
Elicit what the class thinks is the best board game
ever.
Module 6: Playing games 39
Module
6

Learning outcome: Play a board game
Vocabulary/Language
Go up the ladder. Throw the dice. Move your
counter. Go down the snake.
Materials
Skills Trainer CD
counters, dice
Introduction
Focus the pupils on the lesson header, Play a board
game. Ask them to quickly look at the pictures and
tell you what game it is (Snakes and ladders). Ask
what this game is called in L1. Explain that when
they play games in English class, they should try
and use English as much as possible.
Activity 1
CD
30
Read the rubric. Have the pupils look at the pictures
and elicit any words they already know, e.g. throw,
snake. Now tell the pupils they are going to listen
and look at the pictures.
1 Go up the ladder!
2 Throw the dice!
3 Go down the snake!
4 Move your counter!
pupils number the pictures in order. Check answers.
Say the instructions for the pupils to repeat as they
point to the pictures.
Answers: 1 – c, 2 – b, 3 – a, 4 – d
Activity 2
Read the rubric and look at the example. Have the
pupils match the instructions. Check answers.
Answers: 1 – the ladder, 2 – the dice, 3 – your
counter, 4 – the snake
Activity 3
Explain that they are now going to play ‘Snakes and
ladders’. Read through the speech bubbles and say
that pupils should try to use this language while
they play.
Give out the counters and dice and let the pupils
play the game together in pairs or small groups
using the board in page 38. Encourage them to
use English as much as possible. Monitor and help
where necessary.
Module
6

Task
Create a school sports day poster.
Vocabulary
places, days, sports day activities
Language
Let’s go to (the park). Let’s have it on (Saturday).
Let’s have (a sack race). I agree. I don’t agree.
Materials
notebooks
colours (optional)
Do a project. Create a school sports day poster.
Elicit whether pupils have ever taken part in a
sports day. What sport did they compete in? (You
may need L1.)
going to work in groups for parts of this
project.
to do research. Draw the pupils’ attention to
the language they will need for the project. Give
examples with Let’s have (a running race). I agree./I
don’t agree.
language.
Step 1
Ask pupils what they can see in the photos in
step 1 – park, playground.
Have the pupils choose a place for their sports day:
a park or the school playground.
go to (the park)!
Step 2
Ask pupils what they can see in step 2 – the days
of the week.
Ask the pupils to choose a day for their event. It
can be any day of the week.
have our sports day on (Friday)!
Step 3
Ask what the pupils can see in the photos in step
3. Pre-teach the activities: egg and spoon race,
sack race, running race, obstacle race . Write them
on the board.
The pupils choose which activities to include. They
can choose more than one.
have a sack race!
Step 4
Have the pupils look at the example presentation
in step 4. Give a sample presentation of the sports
day.
Give the pupils time to draw their sports day poster
in their notebooks or on a piece of paper.
Invite children to present their posters to the class.
Display the posters in the classroom.
Module 6: Playing gamesModule 6: Playing games 41
Module
6

Skills Trainer 1
Module 1 This is me!–Evaluation rubrics
Learning
outcome
Skill 1 2 3 4 Result
Read monster
cards
Reading Has great difficulty
or is unable to
understand the
text.
Understands some
of the text, but has
difficulty.
Understands most of
the text with some
difficulty.
Understands all the
text with little or no
difficulty.
Listen and
look at photos
Listening Has great difficulty
or is unable to
understand any
of the information
in the audio
recording.
Is unable to
complete any of
the information.
Understands some
of the information in
the audio recording,
but has difficulty.
Has difficulty in
completing the
information.
Understands most
the audio recording
with some difficulty.
Has difficulty in
completing some of
the information.
Understands all the
information in the
audio recording with
little or no difficulty.
Has little difficulty in
completing all the
information.
Write a fact
file
Writing Has great difficulty
or is unable to plan
their work, and
makes few or no
notes. Is unable to
write up their work.
Has difficulty
planning their
work. Requires a
lot of support when
making notes and
writing up their
work.
Plans their work
quite well. Requires
some support when
making notes and
writing up their
work.
Plans their work well
without difficulties.
Makes notes and
writes up their work
without support.
Describe
people
Speaking Has great difficulty
or is unable to
understand or use
this language.
Requires a lot of
support.
Understands and
uses some of this
language, but has
difficulties and
requires a lot of
support.
Understands and
uses this language,
but has some
difficulties and
requires some
support.
Understands and
uses this language
with minimal or
no difficulties or
support.
Do a class
survey about
eyes
Project Doesn’t
contribute to the
group activity.
Incorporates
little or no core
vocabulary and
language into the
project preparation
and presentation
stages.
Contributes
a little to the
group activity.
Incorporates some
core vocabulary and
language into the
project preparation
and presentation
stages.
Contributes well to
the group activity.
Incorporates core
vocabulary and
language into
most of the project
preparation and
presentation stages.
Contributes fully to
the group activity.
Incorporates core
vocabulary and
language into
all of the project
preparation and
Core
vocabulary
- 1 2 3 4 Result
Identifies
and names
vocabulary
associated
with physical
descriptions
- Identifies and
produces little
or none of this
vocabulary.
Identifies and
produces some of
this vocabulary.
Identifies and
produces most of
this vocabulary.
Identifies and
produces all of this
vocabulary.
Core language - 1 2 3 4 Result
Learns,
understands
and uses the
core language
for Module 1
(present
simple
(have got),
adjectives
of personal
description)
- Has great difficulty
or is unable to
use the language
correctly.
Is able to use the
language, but
with difficulty or
prompting.
Is able to use
the language
correctly, but with
some difficulty or
prompting.
Is able to use the
language correctly
without any difficulty
or prompting.
Name:
Class:
Evaluation rubrics42

Skills Trainer 1
Module 2 Learning about school–Evaluation rubrics
Learning
outcome
Read a school
timetable
or is unable to
understand the
text.
Understands some
difficulty.
Understands most of
the text with some
difficulty.
Understands all the
difficulty.
Listen to
classroom
instructions
or is unable to
understand any
of the information
in the audio
recording.
Is unable to
complete any of
the information.
Understands some
but has difficulty.
Has difficulty in
completing the
information.
Understands most
the audio recording
Has difficulty in
completing some of
the information.
Understands all the
information in the
completing all the
information.
Write a
letter to your
teacher
or is unable to
plan their work,
and makes few or
no notes. Is unable
to write up their
work.
Has difficulty
planning their
work. Requires a
lot of support when
making notes and
writing up their
work.
Plans their work
some support when
making notes and
writing up their
work.
Makes notes and
without support.
Talk in the
classroom
or is unable to
understand or use
this language.
Requires a lot of
support.
Understands and
uses some of this
language, but has
difficulties and
requires a lot of
support.
Understands and
uses this language,
but has some
difficulties and
requires some
support.
Understands and
uses this language
with minimal or
no difficulties or
support.
Make
classroom
signs
Project Doesn’t
contribute to the
group activity.
Incorporates
little or no core
vocabulary and
language into
the project
preparation and
presentation
stages.
Contributes a little
to the group activity.
Incorporates some
core vocabulary and
language into the
project preparation
and presentation
stages.
Contributes well to
the group activity.
Incorporates core
vocabulary and
language into
most of the project
preparation and
the group activity.
Incorporates core
vocabulary and
language into
all of the project
preparation and
Core
vocabulary
- 1 2 3 4 Result
Identifies and
names school
subjects
vocabulary
- Identifies and
produces little
or none of this
vocabulary.
Identifies and
produces some of
this vocabulary.
Identifies and
produces most of
this vocabulary.
Identifies and
vocabulary.
Learns,
understands
and uses the
core language
for Module 2
(present simple
questions (Can
I/you…?))
or is unable to
use the language
correctly.
Is able to use the
language, but
with difficulty or
prompting.
Is able to use
the language
correctly, but with
some difficulty or
prompting.
Is able to use the
language correctly
or prompting.
Name:
Class:
Evaluation rubrics 43

Skills Trainer 1
Module 3 Visiting family and friends–Evaluation rubrics
Learning
outcome
Read a play
date invitation
or is unable to
understand the
text.
Understands some
difficulty.
Understands most of
the text with some
difficulty.
Understands all the
difficulty.
Listen and tidy
up
or is unable to
understand any
of the information
in the audio
recording.
Is unable to
complete any of
the information.
Understands some
but has difficulty.
Has difficulty in
completing the
information.
Understands most
the audio recording
Has difficulty in
completing some of
the information.
Understands all the
information in the
completing all the
information.
Write a thank
you letter
or is unable to
plan their work,
and makes few or
no notes. Is unable
to write up their
work.
Has difficulty
planning their
work. Requires a
lot of support when
making notes and
writing up their
work.
Plans their work
some support when
making notes and
writing up their
work.
Makes notes and
without support.
Talk about
things to take
on a play date
or is unable to
understand or use
this language.
Requires a lot of
support.
Understands and
uses some of this
language, but has
difficulties and
requires a lot of
support.
Understands and
uses this language,
but has some
difficulties and
requires some
support.
Understands and
uses this language
with minimal or
no difficulties or
support.
Do a show and
tell about your
bedroom
Project Doesn’t
contribute to the
group activity.
Incorporates
little or no core
vocabulary and
language into
the project
preparation and
presentation
stages.
Incorporates some
core vocabulary and
language into the
project preparation
and presentation
stages.
Contributes well to
the group activity.
Incorporates core
vocabulary and
language into
most of the project
preparation and
the group activity.
Incorporates core
vocabulary and
language into
all of the project
preparation and
Core
vocabulary
- 1 2 3 4 Result
Identifies and
names rooms
vocabulary
- Identifies and
produces little
or none of this
vocabulary.
Identifies and
produces some of
this vocabulary.
Identifies and
produces most of
this vocabulary.
Identifies and
vocabulary.
Learns,
understands
and uses the
core language
for Module 3
(present
simple (There
is…/There
are…))
or is unable to
use the language
correctly.
Is able to use the
language, but
with difficulty or
prompting.
Is able to use
the language
correctly, but with
some difficulty or
prompting.
Is able to use the
language correctly
or prompting.
Name:
Class:
Evaluation rubrics44

Skills Trainer 1
Module 4 Looking after pets–Evaluation rubrics
Learning
outcome
Read a pets
web page
or is unable to
understand the
text.
Understands some
difficulty.
Understands most of
the text with some
difficulty.
Understands all the
difficulty.
Listen and
complete a
lost pet poster
or is unable to
understand any
of the information
in the audio
recording.
Is unable to
complete any of
the information.
Understands some
but has difficulty.
Has difficulty in
completing the
information.
Understands most
the audio recording
Has difficulty in
completing some of
the information.
Understands all the
information in the
completing all the
information.
Write an pet
fact file
or is unable to
plan their work,
and makes few or
no notes. Is unable
to write up their
work.
Has difficulty
planning their
work. Requires a
lot of support when
making notes and
writing up their
work.
Plans their work
some support when
making notes and
writing up their
work.
Makes notes and
without support.
Talk about
pets
or is unable to
understand or use
this language.
Requires a lot of
support.
Understands and
uses some of this
language, but has
difficulties and
requires a lot of
support.
Understands and
uses this language,
but has some
difficulties and
requires some
support.
Understands and
uses this language
with minimal or
no difficulties or
support.
Choose a pet
for your class
Project Doesn’t
contribute to the
group activity.
Incorporates
little or no core
vocabulary and
language into
the project
preparation and
presentation
stages.
Incorporates some
core vocabulary and
language into the
project preparation
and presentation
stages.
Contributes well to
the group activity.
Incorporates core
vocabulary and
language into
most of the project
preparation and
the group activity.
Incorporates core
vocabulary and
language into
all of the project
preparation and
Core
vocabulary
- 1 2 3 4 Result
Identifies and
names pets
vocabulary
- Identifies and
produces little
or none of this
vocabulary.
Identifies and
produces some of
this vocabulary.
Identifies and
produces most of
this vocabulary.
Identifies and
vocabulary.
Learns,
understands
and uses the
core language
for Module 4
(present
simple (has
got/can/is/
eats/drinks/
needs))
or is unable to
use the language
correctly.
Is able to use the
language, but
with difficulty or
prompting.
Is able to use
the language
correctly, but with
some difficulty or
prompting.
Is able to use the
language correctly
or prompting.
Name:
Class:
Evaluation rubrics 45

Teacher's Notes for Primary 1 Skills Trainer

Teacher's Notes for Primary 1 Skills Trainer

Recommended

Recommended

More Related Content

What's hot

What's hot (19)

Similar to Teacher's Notes for Primary 1 Skills Trainer

Similar to Teacher's Notes for Primary 1 Skills Trainer (20)

More from personalz1

More from personalz1 (20)

Recently uploaded

Recently uploaded (20)

Teacher's Notes for Primary 1 Skills Trainer