This document provides an overview and syllabus for a Primary 3 skills trainer. It contains 6 modules focused on real-world skills like making friends, going shopping, and using technology. Each module includes learning outcomes, vocabulary, language functions, and a final project. The introduction explains that the skills trainer brings authentic English into the classroom through topics relevant to students' lives. Teachers can select and reorder modules and activities flexibly based on students' needs. The goal is to give students meaningful contexts to explore and build confidence in their English abilities.

1. Primary 3 TEACHER’S NOTES
SKILLS TRAINER

2. Syllabus page 2
Introduction page 4
Teacher’s Notes
1 Making friends page 6
2 Going shopping page 12
3 Getting around page 18
4 Making arrangements page 24
5 Choosing what to eat page 30
6 Using technology page 36
Evaluation rubrics page 42
SKILLS
TRAINER

3. Syllabus2
Skills Trainer 3 Syllabus
Module Learning outcomes Vocabulary Language
1 Making
friends
• Read a best
friends magazine
article
• Listen and
complete
personal
information
• Write an email to
a pen friend
• Do a class survey
Final task: Create
and present an
avatar
Core vocabulary
blond hair, curly hair, dark
hair, freckles, glasses, red hair,
round face, straight hair
Additional vocabulary
adjectives of personality
(shy, funny, clever, friendly,
confident, kind), adjectives
of description (tall, short,
long), brown eyes, hobbies
(swimming, reading comics,
listening to music, playing
computer games, playing
football), pen friend, naughty,
football, Maths, PE, untidy,
nose, mouth, accessories
Core language
present simple,
adjectives of personal
description
I’ve got (long hair).
He’s/She’s got (blond
hair).
He/She hasn’t got
(freckles).
Have you got…?
Has he/she got…?
I’m (shy).
He’s/She’s (confident).
Are you (kind)?
Is he/she (friendly)?
I like/don’t like (reading).
He/She likes/doesn’t like
(football).
My favourite (food) is
(cheese).
Additional language
What colour (hair) have you
got?
Who’s (confident)?
How old is he/she?
What does he/she look like?
What are his/her hobbies?
My name is…
I’m (nine) years old.
I’m good at (Maths).
My avatar is a boy/a girl/an
animal.
He’s/She’s/It’s got…
He/She/It likes…
2 Going
shopping
• Read a clothes
catalogue
• Listen and read a
shopping list
• Write an
advertisement
• Go clothes
shopping
Final task: Choose
and present new
school equipment
Core vocabulary
baggy, colourful, plain, silver,
spotty, stripy, tight, wool
Additional vocabulary
clothes, lovely, fantastic,
great, comfortable, cool,
colours, pounds, sale, half-
price, special offer, clothes
(jumper, T-shirt, trousers,
jeans, dress, cap), shopping
list, tennis racket, teddy bear,
books, chocolates, football,
shoes, toy shop, shoe shop,
book shop, sports shop,
clothes shop, amazing,
fun, delicious, exciting,
size, small, medium, large,
classroom equipment, sports
equipment, art equipment,
laptop computer
Core language
present continuous
I’m wearing…
He’s/She’s wearing…
How much is it/are they?
What size is it?
It’s a (small).
Can I help you?
Can I try it on?
It fits/doesn’t fit.
It’s too (small).
Additional language
What are your favourite
clothes?
What are you wearing today?
How many (T-shirts) can you
buy?
I want to buy (a teddy bear).
I need (some new school
shoes).
I can buy (a new tennis racket)
there.
Where is it?
There’s…/There are…
How many floors are there?
What a fantastic cap!
The shop is…
You can buy…
It’s (fantastic)!
Does it fit?
It’s (12) pounds.
What do we need?
We need…
What can you buy?
Let’s buy… We can buy…. How
about…?
3 Getting
around
• Read a tourist
brochure
• Listen and follow
directions
• Write a postcard
• Say how to find
things on a map
Final task: Design
and present a
tourist brochure
Core vocabulary
bank, bus station, café, hotel,
library, playground, post
office, supermarket
Additional vocabulary
prepositions of place (next
to, behind, near, opposite),
places (aquarium, shops,
funfair, train station, beach,
sea, sweet shop, water park,
zoo) To…, Love from…,
postcard, swimming pools,
slides, stamp, map, island,
places, activities
Core language
present simple,
directions
There’s a…/There are…
There isn’t a…
Is there a…?
Where can you (catch a
bus/borrow a book)?
The (café) is next to the
(library).
The (aquarium) is near the
(beach).
Go straight on.
Turn left/right.
Go past the…
It’s on your right/left.
How do I get to the
(supermarket)?
Where’s the (bank)?
Additional language
There are lots of…
We’re staying (in a nice town).
My favourite place is (the water
park).
We’re going to (the zoo).
It’s in (B4).
It’s a big city.
What places can you visit?
You can visit the…
What activities can you do?
There’s… There are…

4. Syllabus 3
Module Learning outcomes Vocabulary Language
4 Making
arrangements
• Read a cinema
web page
• Listen and
complete an after
school club form
• Write a party
invitation
• Talk about
meeting up
Final task: Plan
and present a class
excursion
Core vocabulary
cinema, club, diary. excursion,
museum, party, shopping
centre, sports centre
Additional vocabulary
film genres (adventure,
animation, horror, science
fiction, comedy), days of the
week, weekend, times (2pm,
4pm, 5 o’clock), months of
the year, ordinal numbers
(1-50), cardinal numbers
(1st-31st), after school club,
football, painting, drama,
judo, party, invitation,
Halloween, games, disco,
pumpkin, competition, pie,
lemonade, fancy dress, places
(swimming pool, cinema,
theatre, restaurant, park),
transport, seasons (winter,
spring, summer, autumn)
Core language
going to
I want to do (drama). I
don’t want to do (judo).
Do you want to go to the
(park) on (Wednesday)?
Let’s go to the (cinema)
on (Saturday).
Yes, please. I’m free on
(Saturday).
Sorry, I’m busy. I’m going
to the (museum) on
(Saturday).
Additional language
You can…
You use this to…
You go here to…
What activities do you want
to do?
Can I do (drama) on
(Wednesday)?
There’s (judo) on (Thursday) at
(5) o’clock.
Whose party is it?
When’s the party?
How many activities are there?
Why don’t we…? Let’s…. How
about…?
Where do you want to go?
What form of transport do you
need?
When do you want to go?
How long do you want to go
for?
What do you want to do?
What do you need to bring?
5 Choosing
what to eat
• Read and do a
healthy eating
quiz
• Listen and take a
pizza order
• Write a recipe
• Order food in a
restaurant
Final task: Research
and present a
recipe from another
country
Core vocabulary
butter, cheese, fruit, meat,
pasta, seafood, sugar,
vegetables
Additional vocabulary
food (sweets, biscuits, carrot,
potato, salad, fizzy drinks),
healthy, unhealthy, never,
sometimes, every day, (once)
a week, lots of, a little, a few,
pizza toppings (mushrooms,
cheese, olives, ham,
tomatoes), soup, ingredients,
vegetables, water, first,
then, next, finally, starter,
main course, dessert, drink,
salad, order, countries, food,
cooking techniques
Core language
present simple,
expressions of quantity
I like/don’t like…
How often do you…?
once a week, never, every
day
How much/many…?
lots of, a little, a few
What would you like?
I’d like…
Would you like…?
Additional language
My favourite food is…
How healthy are you?
How many (sweets) do you eat
(every week)?
How much (fruit) do you eat
(every day)?
How much (ham) would you
like?
chop up (the vegetables), pour
in (some water), serve (the
soup), fry (the vegetables), add
(the tomatoes)
What’s a traditional dish in
(England)?
Which country is it from?
… is from England.
What ingredients do you
need?
You need lots of/a little…
How do you make the recipe?
First, chop some…
Then, …
6 Using
technology
• Read an
encyclopaedia
web page
• Listen to a
podcast interview
• Write a
technology blog
• Tell a science
fiction story
Final task: Design
and present a robot
Core vocabulary
digital camera, flat screen
TV, games console, mobile
phone, MP3 player, satnav,
tablet, webcam
Additional vocabulary
encyclopaedia, satellite,
Earth, space, satellite dish,
signals, weather, astronaut,
space station, science
experiments, gravity, float,
astronaut, space station,
science experiments, gravity,
float, video link, blog,
technology, aliens, spaceship,
then, finally, plate, umbrella,
selfie, body, materials, actions
Core language
present simple,
expressions of time
(sequencers)
I’ve got/I haven’t got…
Have you got…?
You use a (mobile phone)
to (make phone calls).
It’s made of (metal).
Then, Finally,
Additional language
Satellites help us to (predict
the weather).
What do you do? I’m (an
astronaut).
What do you do in your free
time?
I use this to (take pictures).
I can (surf the internet).
Is it (an umbrella)?
What does your robot look
like?
It’s got… It’s (shiny).
What’s it made of?
It’s made of (metal).
What can your robot do?
It can (run).
How can it help you?
It helps people to…
My robot is (silver). It’s (very
clever).

5. Introduction4
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 Making
friends, Going shopping and Making arrangements.
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 clothes catalogue, Listen and read
a shopping list, Write an advertisement and Go
clothes shopping. 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 3.
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 magazine article or a tourist
brochure. 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 directions and listening to a
podcast interview. 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 marking places
on a map and completing an after school club form,
make the activities more meaningful for the pupils.
Writing
Model writing texts are first presented in context,
such as a party invitation and a postcard. 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.
Skills Trainer Introduction

6. Introduction 5
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
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 ordering food in a restaurant, 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 creating and presenting avatars to
designing and presenting a tourist brochure. 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 Why don’t we…?, Let’s… and
How about…? 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.

7. Vocabulary: Presentation
Module 1: Making friends6
Making friends
Module
1
Learning outcomes
Read a best friends magazine article
Listen and complete personal information
Write an email to a pen friend
Do a class survey
Do a project: Create and present an avatar
Core vocabulary
blond hair, curly hair, dark hair, freckles, glasses, red
hair, round face, straight hair
Additional vocabulary
adjectives of personality (shy, funny, clever, friendly,
confident, kind), adjectives of description (tall,
short, long), brown eyes, hobbies (swimming,
reading comics, listening to music, playing
computer games, playing football), pen friend,
naughty, football, Maths, PE, untidy, nose, mouth,
accessories
Core language
present simple, adjectives of personal description
I’ve got (long hair). He’s/She’s got (blond hair). He/
She hasn’t got (freckles). Have you got…? Has he/
she got…? I’m (shy). He’s/She’s (confident). Are you
(kind)? Is he/she (friendly)? I like/don’t like (reading)?
He/She likes/doesn’t like (football). My favourite
(food) is (cheese).
Additional language
What colour (hair) have you got? Who’s (confident)?
How old is he/she? What does he/she look like?
What are his/her hobbies? My name is… I’m (nine)
years old. I’m good at (Maths). My avatar is a boy/a
girl/an animal. He’s/She’s/It’s got… He/She/It likes…
Vocabulary
blond hair, curly hair, dark hair, freckles, glasses, red
hair, round face, straight hair
Language
(Anna) has got (blond hair). What colour (hair) have
you got? Have you got (glasses)? I’ve got (long hair).
Materials
Pupil’s Skills Trainer page 4
Skills Trainer CD
Introduction
Look at the picture of Emma. Focus the pupils on
Emma’s speech bubble. Then ask questions, What
colour hair has she got? etc. Ask pupils to answer
Emma’s question What do your friends look like?.
Activity 1
CD
2
Focus the pupils on the activity and collectively
read the rubric. Ask questions about the pictures.
What colour eyes has he/she got? Who’s (Anna)?
Encourage pupils to answer in full sentences. Draw
pupils’ attention to the children’s names on their
T-shirts.
Read the captions under the pictures and ask pupils
to identify that feature in the pictures.
Play the Skills Trainer CD track 2.
She’s got short, blond hair. It’s Anna.
He’s got short, dark hair. It’s Max.
She’s got freckles. It’s Sarah.
She’s got long, straight hair. It’s Lucy.
He’s got curly hair. It’s Sam.
She’s got a round face. It’s Jill.
He’s got glasses. It’s Ben.
He’s got short, red hair. It’s Tom.
Pause the audio after each description and ask
pupils to point to the correct picture and to say
the name of the child. Then play the answer on the
audio so that pupils can see if they were correct.
Activity 2
Read the rubric and the example sentence and
answer. Pupils write T for true sentences and F for
false ones. Check the answers as a class.
Answers: 1 – T, 2 – T, 3 – T, 4 – F, 5 – F, 6 – F, 7 – F,
8 – F
Activity 3
Read the rubric and the first question. Invite
answers from around the class. Pupils can then
complete the activity individually.
Activity 4
Encourage pupils to think of a friend, and complete
the sentences about their friend. Ask pupils to read
out their sentences.
Module overview

8. Learning outcome: Read a best friends magazine article
Module 1: Making friends 7
Module
1
Vocabulary
shy, funny, clever, friendly, confident, kind, tall,
(short, blond, long, dark) hair, brown eyes
Language
Who’s (confident)? Are you (friendly)?
Materials
Pupil’s Skills Trainer page 5
Introduction
Focus the pupils on the lesson header, Read a best
friends magazine article. Ask, What magazines or
comics do you read? What’s your favourite comic or
magazine? Why? Ask the pupils what they can see
in the pictures and accept all reasonable answers.
Ask, Who’s got (dark) hair? Who likes football? Are
they happy? etc.
Read the title of the magazine article and ask pupils
what they think this means. Ask them to think about
their best friend(s). The pupils read the texts fairly
quickly and name the children in the photos.
Activity 1
Focus on the new vocabulary in the texts – kind,
friendly, funny, clever, shy, confident. Check
the meaning. Pupils then read the text again in
more detail and answer each question. Note that
sometimes there will be more than one answer, e.g.
Jenny and John are both friendly.
Answers: 1 – Jenny, 2 – Jenny and John, 3 – Sam
and John, 4 – Jenny and Anna, 5 – Sam, 6 – Sam
Activity 2
Read the rubric and talk briefly about what qualities
make a good friend. Tell the pupils they are going
to do a quiz to find out if they are a good friend.
Collectively read question 1 and elicit answers
around the class. Then ask pupils to answer
questions 1–4 by ticking or crossing the correct box
each time. They compare answers in pairs and read
the key at the bottom of the page. Ask for feedback
around the class – Who is a good friend?.
Answers: Pupils’ own answers

9. Learning outcome:
Listen and complete personal information
Module 1: Making friends8
Module
1
Vocabulary
(long/short/dark/curly) hair, shy, confident, kind,
clever, swimming, reading comics, listening to
music, computer games, football
Language
I’ve got (green eyes). I’m (ten). I like (swimming).
Materials
Pupil’s Skills Trainer page 6
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Listen and
complete personal information. Ask, When do
you need to give/get personal information? (when
completing a form, passport, documents, etc.)
Ask the pupils what they can see in the photo and
accept all reasonable answers (people, airport,
meeting, etc.) Elicit that Jane and her mum are
greeting a friend at the airport. Ask them if they
have ever met anyone at the airport. Who? Why?
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. Ask them to listen and say who the girl
(Jane) is meeting at the airport and why.
Play the Skills Trainer CD track 3.
Mum: Here we are at the airport, Jane! Let’s go and meet
Anna. Are you excited?
Jane: Yes, I’m really excited! Anna is visiting from Ireland.
Anna is going to stay with us for one week. She’s
going to my school, too.
Mum: How old is Anna?
Jane: She’s ten.
Mum: What does she look like?
Alex: She’s got brown eyes, and she’s got dark, curly hair.
Mum: Has she got long or short hair?
Jane: Um, long hair, I think. Long, dark, curly hair.
Mum: What’s she like? Is she shy or confident?
Jane: Well, she’s travelling from Ireland, so I think she’s
confident.
And she’s friendly.
Mum: What are her hobbies?
Jane: She likes swimming and reading comics.
Mum: What’s her favourite food?
Jane: I don’t know! But you can ask her now. Here she is!
Hello Anna!
Answers: Jane is meeting Anna, who is coming on a
school exchange.
Ask the children if their school has a school
exchange programme, or if they know anyone who
has experience of a school exchange.
Activity 2
CD
4
Read the rubric and tell the pupils that they are now
going to hear the conversation again. Collectively
read through the form and see if there are any
answers they can remember from the conversation.
Play the Skills Trainer CD track 4.
Pupils listen again to the conversation and complete
the form.
After listening, feedback as a class to check the
answers.
Answers: Name: Anna, From: Ireland, Age: 10,
Eyes: brown, Hair: long, dark, curly
Activity 3
Read the rubric and ask questions about Anna,
What colour eyes has she got? Is she shy or
confident? What are her hobbies? etc. Elicit the
answers, (She’s got brown eyes. She’s confident.
She likes (swimming)). Ask the pupils to look at the
photos and circle the one they think represents
Anna. They then read the descriptions under the
photos and match the correct one to the photo of
Anna. Check the answers with the whole class.
Answers: Photo 1; d
Activity 4
Read the rubric and then ask pupils to write
sentences, describing themselves. They can fill in a
similar type of form to the one in Activity 2 in their
notebooks if they wish.
Answers: Pupils’ own answers

10. Learning outcome: Write an email to a pen friend
Module
1
Module 1: Making friends 9
Vocabulary
pen friend, funny, naughty, football, computer
games, Maths, PE, friendly, shy, untidy
Language
How old is (William)? What does he look like? What
are his hobbies? My name is… I’m (nine) years old.
I’m good at (Maths).
Materials
Pupil’s Skills Trainer page 7
notebook or sheet of paper
computer (optional)
Introduction
Focus the pupils on the lesson header, Write an
email to a pen friend. Ask, When do you send
emails? What is a pen friend? Ask the pupils if they
have a pen friend. Encourage those pupils who
have a pen friend to share information about them
– their name, where they live, how old they are, etc.
Activity 1
Read the rubric. Tell the pupils that they need to
read the email to find out the name of the person
writing it, and who they are writing to. They do not
need to write. Check answers.
Then give the pupils time to read the email again
and answer the other questions. Read the questions
one-by-one as a class to check the answers.
Answers: 1 – William, 2 – Alex, 3 – William’s dog,
4 – He’s nine., 5 – (He’s got) short, dark hair and
brown eyes. (He’s) tall., 6 – playing computer games,
playing football, 7 – friendly, untidy, shy
Activity 2
Read the rubric. Ask the pupils to talk in pairs about
whether they would like to be William’s pen friend
and give their reasons. If they wouldn’t like to be
pen friends with William, what would their ideal pen
friend be like?
Activity 3
Tell the pupils that they are now going to plan their
own email to a pen friend. Focus their attention on
the draft email and go through the sub-headings
one-by-one, eliciting examples. Pupils can either
work individually, in pairs or in small groups to
complete this activity.
Activity 4
Read the rubric. The pupils now use the information
in their draft emails (Activity 3) to create final
versions that they can write neatly either in their
notebooks, or on the computer. Encourage pupils
to print their emails out to read out to the class.

11. Learning outcome: Do a class survey
Vocabulary
(brown) eyes, (short) hair, freckles, glasses, shy,
confident, clever, friendly, kind, funny, reading
comics, playing football, swimming, playing
computer games, listening to music
Language
I’ve got (brown eyes). Me too! I’m (shy). I like
(reading comics). My favourite food is (fish). (Jenny)
is shy, too.
Materials
Pupil’s Skills Trainer page 8
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Do a class
survey. Ask, What is a survey? Why/When do
people carry out surveys? Accept all reasonable
answers (asking questions to find out information,
etc.)
Activity 1
Read the rubric. Focus the pupils’ attention on the
survey. Ask the pupils to fill in the information about
themselves. Ask some questions to the whole class,
Who’s shy? Who’s got blue eyes? Who likes playing
computer games?
Activity 2
Read the rubric. Ask the pupils to read the
conversation.
Ask questions about the boy and girl, focusing on
what they have in common. e.g. Eyes. Are they the
same or different? (the same). Say, Yes, they’ve both
got brown eyes. Repeat for the other information.
Tell pupils they are going to do a survey to find
children in the class who are the same as them.
Demonstrate the activity by saying to a pupil, I’ve
got (blue) eyes. Encourage the pupil to tell you
about the colour of their eyes. If they don’t have the
same colour eyes as you, ask several other pupils
until you find someone who does.
Then ask pupils to circulate and find one person with
a similarity in each category of the chart. Give them
a time limit to do this.
Activity 3
CD
5
Read the rubric. Ask the pupils to read the speech
bubbles and listen to the example.
Play the Skills Trainer CD track 5.
Girl: I’ve got short hair. Alex has got short hair, too.
Boy: I’m shy. Jenny is shy, too.
Girl: I like playing football. Peter likes playing football, too.
Ask individual pupils to tell you about the new
friends they found when doing their surveys, e.g.
I’m shy and (Alex) is shy, too.
Module 1: Making friends10
Module
1

12. Final task: Do a project
Module 1: Making friendsModule 1: Making friends 11
Task
Create and present an avatar
Vocabulary
adjectives of description, accessories
Language
My avatar is a boy/a girl/an animal. He’s/She’s/It’s
got… He/She/It likes… I’ve got (blue hair). I’ve got
(freckles).
Materials
Pupil’s Skills Trainer page 9
notebooks
large sheets of paper
colours (optional)
magazines, scissors, glue (optional)
computers (optional)
Focus the pupils on the lesson header, Final task:
Do a project. Create and present an avatar. Ask,
What is an avatar? Have you ever used or designed
your own avatar online? Ask pupils to share their
experiences.
Read the task and tell the pupils that they are
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 My avatar is a boy/a
girl/an animal. He’s/She’s/It’s got…. He/She/It likes….
Before the pupils work in their groups, 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 they can see in the pictures in
step 1.
Read step 1 Choose a type of avatar. Ask, Is
your avatar a boy or a girl? Or an animal? Ask the
pupils to tell you what they want their avatar to be.
Encourage use of the model language, such as, My
avatar is a (cat).
Step 2
Ask the pupils what they can see in the pictures in
step 2 – green eyes, big eyes, small nose, a mane,
a trunk etc. Elicit the physical characteristics of the
avatars.
Read the instruction, Choose hair, eyes, a nose and
a mouth. The pupils should consider what they
want their avatar to look like.
Encourage use of the model language, such as It’s got
a red mane and blue eyes.
Step 3
Ask the pupils what they can see in the pictures
in step 3 – glasses, hats, earrings, hairband,
sunglasses, a ring, a necklace, etc.
Read the instruction, Choose accessories. Pupils
should consider what accessories their avatar will
have. Encourage them to use their imaginations.
Encourage use of the model language, such as It’s got
a pink wig.
Step 4
Focus the pupils on the presentation in step 4. Ask
them to look at the picture of the avatar and to
read the boy’s description.
Organise the pupils into their groups. They
should use the four steps in their books as a guide
to completing the project, but also refer their
attention to any example vocabulary or language
on the board. It might be useful to pause at
intervals to check the groups’ progress as a class
and also to stimulate interest and motivation in the
activity.
The final project can be completed either with
drawings, pictures cut out from magazines, or
pictures printed from the internet.
The groups should then present their projects
to the class, taking it in turns to read out the
information within each sub-section.
Module
1

13. Module 2: Going shopping12
Vocabulary: Presentation
Learning outcomes
Read a clothes catalogue
Listen and read a shopping list
Write an advertisement
Go clothes shopping
Do a project: Choose and present new
school equipment
Core vocabulary
baggy, colourful, plain, silver, spotty, stripy, tight,
wool
Additional vocabulary
clothes, lovely, fantastic, great, comfortable, cool,
colours, pounds, sale, half-price, special offer,
clothes (jumper, T-shirt, trousers, jeans, dress, cap),
shopping list, tennis racket, teddy bear, books,
chocolates, football, shoes, toy shop, shoe shop,
book shop, sports shop, clothes shop, amazing,
fun, delicious, exciting, size, small, medium, large,
classroom equipment, sports equipment, art
equipment, laptop computer
Core language
present continuous
I’m wearing… He’s/She’s wearing… How much is
it/are they? What size is it? It’s a (small). Can I help
you? Can I try it on? It fits/doesn’t fit. It’s too (small).
Additional language
What are your favourite clothes? What are you
wearing today? How many (T-shirts) can you buy?
I want to buy (a teddy bear). I need (some new
school shoes). I can buy (a new tennis racket) there.
Where is it? There’s…/There are… How many floors
are there? What a fantastic cap! The shop is… You
can buy… It’s (fantastic). Does it fit? It’s (12) pounds.
What do we need? We need… What can you buy?
Let’s buy… We can buy…. How about…?
Vocabulary
baggy, colourful, plain, silver, spotty, stripy, tight,
wool
Language
He’s/She’s wearing (tight trousers). What are your
favourite clothes? What are you wearing today?
Materials
Pupil’s Skills Trainer page 10
Skills Trainer CD
Introduction
Focus the pupils on Sam’s speech bubble. Answer
Sam’s question, Do you like shopping? Ask, What
clothes do you buy? Revise clothes vocabulary.
Activity 1
CD
6
Focus the pupils on the activity and collectively read
the rubric. Ask what they can see in the pictures.
Ask, What’s this? What’s he/she wearing? Elicit
answers, (jumper, jeans, T-shirt, socks, etc.)
Read the labels on the pictures, focusing on the
adjectives. Use the pictures to check their meaning.
Play Skills Trainer CD track 6. Tell pupils to listen and
number the pictures 1–3.
Girl: Who’s your favourite model?
Boy: I like number 1. He’s wearing baggy shorts, a stripy
T-shirt and spotty socks.
Girl 1: Number 2 is my favourite. She’s wearing tight jeans, a
wool jumper, brown boots and lovely silver earrings.
Girl 2: I like number 3. She’s wearing plain shorts, a colourful
T-shirt, sandals and a silver bracelet. I like her spotty
hat, too.
Check the answers as a class. Ask them which is their
favourite outfit and why.
Answers: 1 – boy, 2 – girl on left, 3 – girl on right
Activity 2
Read the rubric. Direct pupils’ attention to the
picture of the boy (1) and read the first sentence
and example answer. Ask them to look at each
picture and decide whether each sentence is true or
false.
Answers: 1 – cross, tick, tick, 2 – tick, cross, tick,
3 – cross, tick, cross
Activity 3
Read the rubric and the example sentence and
answer. Tell pupils to write an adjective to complete
each caption.
Answers: 1 – spotty, 2 – stripy, 3 – silver,
4 – colourful, 5 – wool, 6 – plain
Activity 4
Read the rubric and tell pupils to write a description
of what they’re wearing, using words from Activity 1.
Going shopping
Module
2
Module overview

14. Module 2: Going shopping 13
Learning outcome: Read a clothes catalogue
Answers: 1 – T, 2 – F, 3 – T, 4 – F, 5 – T, 6 – T
Activity 2
Read the rubric and the example question and
answer. Collectively read questions 2–6 and explain
to the pupils that they now need to read the text
carefully again to answer these questions.
Answers: 1 – blue or black, 2 – Yes, 3 – £7, 4 – £15,
5 – two, 6 – two
Activity 3
Read the rubric and ask the pupils to think about
which of the items in the shop they would like to
buy, and which they could buy for £50. Ask them to
work in pairs and to decide on a shopping list. They
should write which items they want / how many
they want, and the total cost.
Ask pairs of pupils to read out their shopping lists to
the class.
Answers: Pupils’ own answers
Vocabulary
clothes, lovely, fantastic, great, comfortable, cool,
colours, pounds, sale, half-price, special offer,
jumper, T-shirt, trousers, jeans, dress
Language
How much is (a T-shirt)? How much are (the
trousers)? How many (T-shirts) can you buy?
Materials
Pupil’s Skills Trainer page 11
Introduction
Focus the pupils on the lesson header, Read
a clothes catalogue. Ask, Where do you buy
clothes? Elicit clothes shop. Ask the pupils if they
ever buy clothes elsewhere, e.g. from a shopping
catalogue/website. Encourage them to share their
experiences. Ask the pupils what they can see in
the pictures and accept all reasonable answers
(tight jeans, loose trousers, wool jumpers, plain
T-shirts, etc.) Ask What’s the name of the (website/
catalogue)? (Cool Clothes for Kids).
Activity 1
Read the rubric and look at the example answer.
The pupils read the texts fairly quickly to complete
this activity, writing T for True or F for False. Check
the answers as a class. Clarify the meaning of any
unknown vocabulary, e.g half-price.
Module
2

15. Module 2: Going shopping14
Learning outcome: Listen and read a shopping list
Vocabulary
shopping list, jeans, tennis racket, teddy bear,
books, chocolates, T-shirt, football, shoes, trousers,
toy shop, shoe shop, book shop, sports shop,
clothes shop
Language
I want to buy (a teddy bear). I need (some new
school shoes). I can buy (a new tennis racket) there.
Materials
Pupil’s Skills Trainer page 12
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Listen and
read a shopping list. Ask, Do you ever write lists?
Do you/your family use a shopping list? Ask the
pupils what they can see in the photo and accept all
reasonable answers (girl, boy, shopping centre etc.)
Elicit that the children are going shopping.
Activity 1
CD
7
Read the rubric and tell the pupils that they are
just going to listen and not write anything for this
activity. Ask the pupils, How many shops do the
children visit?
Play the Skills Trainer CD track 7.
Boy: What’s on your shopping list, Sophie?
Girl: I want to buy a teddy bear. It’s my brother’s birthday
tomorrow.
Boy: OK, let’s go to the toy shop.
Girl: Yes, good idea.
Girl: How about you, Paul? What’s on your shopping list?
Boy: I need some new school shoes.
Girl: Look, there’s a shoe shop. There are some nice shoes
in the window.
Boy: Great!
Girl: OK, now I need to buy some books for school.
Boy: Me too! Look, there’s a good book shop over there!
Girl: Let’s go!
Boy: Can we go to the sports shop? I’d like a new football.
Girl: That’s a good idea. I can buy a new tennis racket
there, too.
Ask the pupils again, How many shops do the
children visit?
Answers: four
Activity 2
CD
8
Read the rubric and tell the pupils that they are now
going to hear the conversation again. Collectively
read through the shopping lists and predict what
items they think Paul and Sophie are going to buy
today.
Play the Skills Trainer CD track 8.
After listening, feedback as a class to check the
answers.
Answers: teddy bear, shoes, books, football, tennis
racket
Activity 3
Read the rubric and ask, Which shops do Paul and
Sophie visit? Which shop do they visit first? Ask the
pupils to think for a moment before numbering the
shops in the order that the children visit them. Tell
them there is one shop the children don’t visit. Ask
them which one it is (the clothes shop).
Answers: 1 – toy shop, 2 – shoe shop, 3 – book
shop, 4 – sports shop
Activity 4
Read the rubric and ask the pupils to work in pairs
to answer the questions.
Answers: 1 – jeans, T-shirt, trousers,
2 – chocolates
Module
2

16. Module 2: Going shopping 15
Learning outcome: Write an advertisement
Vocabulary
amazing, fantastic, great, fun, delicious, exciting
Language
Where is it? How many floors are there? What
can you buy? The shop is… You can buy… It’s
(fantastic)!
Materials
Pupil’s Skills Trainer page 13
notebook or sheet of paper
coloured pencils (optional)
computer (optional)
Introduction
Focus the pupils on the lesson header, Write an
advertisement. Ask pupils what an advertisement
is (information that makes you want to buy
something). Ask where they see adverts (on TV, in
magazines/newspapers/online). Ask, What is this
advertisement for? (a shop) What type of shop is
it? (a department store). What can you buy there?
Elicit, toys, clothes, food, etc. Ask if pupils have
ever shopped in a department store and what you
can buy/what they bought.
Activity 1
Read the rubric. Tell the pupils that they need to
read the questions and find the answers in the
advertisement. They do not need to write.
Give the pupils time to find the answers and then
read the questions one-by-one as a class to check
the answers.
Answers: 1 – Harolds, 2 – Prince Street, 3 – (There
are) three (floors), 4 – clothes, toys, food, things for
your home, computers
Check the meaning of floors.
Activity 2
Read the rubric. Ask the pupils to think about the
words in the advertisement that tell them that the
shop is good. Ask them to circle the words in the
text. Check the answers around the class and check
that pupils understand the words.
Answers: amazing, fantastic, great, fun, delicious,
exciting
Activity 3
Tell the pupils that they are now going to plan
their own advertisement for a new shop. Focus
their attention on the draft advertisement and go
through the sub-headings one-by-one, eliciting
examples. Pupils can either work individually, in
pairs or in small groups to complete this activity.
Activity 4
Read the rubric. The pupils now use the information
in their draft advertisements (Activity 3) to create
final versions that they can complete on poster
paper or on a computer. Encourage pairs or groups
to present their advertisements to the class.
Module
2

17. Module 2: Going shopping16
Learning outcome: Go clothes shopping
Vocabulary
T-shirt, colourful, size, small, medium, large, cap
Language
What size is it? It’s a (medium). Can I try it on? Does
it fit? It’s too (small). It fits. It doesn’t fit. How much
is it? It’s (12) pounds.
Materials
Pupil’s Skills Trainer page 14
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Go clothes
shopping. Ask, Where do you buy your clothes?
Accept all reasonable answers, (at a clothes shop,
online, etc.)
Activity 1
CD
9
Read the rubric. Ask questions, Who’s this? (boy,
mum, shop assistant), Where is he? (in a clothes
shop), What does he want to buy? (clothes, a
T-shirt), What’s he doing? (trying on the T-shirt), How
much is the T-shirt? (£12) etc.
Ask the pupils to listen and number the pictures 1–8.
Play the Skills Trainer CD track 9.
1 Boy: Look Mum. What a fantastic T-shirt!
2 Mum: Yes, it is colourful. What size is it?
Boy: It’s a large.
3 Shop assistant: Good morning. Can I help you?
Boy: Yes, please. I like this T-shirt. Can I try it on,
please?
Shop assistant: Yes, of course.
4 Shop assistant: Does it fit?
Boy: No, it doesn’t. It’s too big.
5 Boy: Can I try a medium, please?
Shop assistant: Yes. Here you are.
Boy: Thank you!
6 Shop assistant: Does it fit now?
Boy: Yes, it does. It’s perfect.
7 Mum: How much is it?
Shop assistant: It’s £12.
Mum: Here you are.
8 Mum: Thank you! Goodbye.
Answers: 1 – boy and mum looking at large T-shirt,
2 – boy looking at ‘large’ label, 3 – boy, mum and
shop assistant in changing room, 4 – boy wearing
large T-shirt, 5 – shop assistant giving boy medium
T-shirt, 6 – boy wearing medium T-shirt, 7 – mum
paying, 8 – boy and mum leaving shop
Activity 2
Ask pupils if they can remember any questions
that the shop assistant or boy asked. Read the
rubric and the questions in the first column. Ask
them what they think the answer to each question
is and tell them to draw a matching line from
each question to an answer. Check that pupils
understand the meaning of ‘too big’.
Answers: 1 – It’s a large. 2 – Yes, of course. 3 – No,
it doesn’t. It’s too big. 4 – It’s £12.
Activity 3
CD
10
Read the rubric. Tell the pupils that they are now
going to act out their own shopping dialogue.
Focus pupils’ attention on the speech bubbles and
play the example.
Play the Skills Trainer CD track 10.
Girl: What a fantastic cap! What size is it?
Boy: It’s a medium.
Girl: Can I try it on, please?
Boy: Yes, of course. Does it fit?
Girl: Yes, it does. It’s perfect. How much is it?
Boy: It’s £20.
Girl: Here you are.
Boy: Thank you.
Girl: Thank you. Goodbye.
Focus the pupils’ attention on the prompts. Ask
What’s this? How much is it? What size is it? and
elicit answers about the pictures shown. Tell pupils
to decide who is going to be the shopping assistant
and who is going to be the customer. The ‘customer’
chooses an item they want to buy and they practise
their dialogue. Encourage them to use the questions
in Activity 2. They can then swap roles. Circulate
during the activity to offer assistance and prompts
when necessary. Encourage some confident pairs to
act out their dialogues in front of the class.
Module
2

18. Module 2: Going shoppingModule 2: Going shopping 17
Final task: Do a project
Task
Choose and present new school equipment
Vocabulary
classroom equipment, sports equipment, art
equipment, laptop computer
Language
What do we need? We need… How much is it?
How much are they? Let’s buy… We can buy….
How about…?
Materials
Pupil’s Skills Trainer page 15
notebooks
large sheets of paper
colours (optional)
magazines, scissors, glue (optional)
computers (optional)
Focus the pupils on the lesson header, Final task:
Do a project, Choose and present new school
equipment. Tell pupils to imagine that they have
some money to buy new equipment for their
school. Elicit ideas of things they would like to buy.
Accept appropriate answers (books, pens, pencils,
etc.)
Read the task and tell the pupils that they are
going to work in groups to do this project.
They may need to use the internet (optional)
to do research and find images. They will
also need to use the language What do we need?
How much is it/are they? Let’s... and We can buy...
Good idea, I agree/don’t agree.
Before the pupils work in their groups, 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 they can see in the photos in
step 1 – books, tennis rackets, crayons, pencils,
paints, computer, etc.
Read the questions, What do you need? Why? Ask
the pupils to tell you what equipment they think the
school needs more of. Encourage use of the model
language, such as, We need… They could also
think of additional things the school needs, other
than the ones in the photos.
Step 2
Ask the pupils what they can see in the price list in
step 2. Ask How much is it/are they? Elicit the prices
of the items. It’s/They’re five pounds.
Read the questions, You’ve got £100. What can you
buy? The pupils should consider which items they
want to buy and how much they cost.
Encourage use of the model language, such as, How
much is it/are they? Let’s buy… We can buy (three)
footballs.
Step 3
Ask the pupils what they can see in step 3 – a
shopping list.
Read the instruction, Write your shopping list. The
pupils should consider how many of each item they
are going to buy and how much it’s going to cost.
Remind them they mustn’t spend more than £100.
Encourage use of the model language, such as, Let’s
buy ten books. That’s 45 pounds.
Step 4
Focus the pupils on the presentation in step 4.
Look at the completed shopping list eliciting which
items have been chosen and the prices.
Organise the pupils into their groups. They
should use the four steps in their books as a guide
to completing the project, but also refer their
attention to any example vocabulary or language
on the board. It might be useful to pause at
intervals to check the groups’ progress as a class
and also to stimulate interest and motivation in the
activity.
The final project can be completed with drawings,
pictures cut out from magazines, or pictures printed
from the internet to illustrate the shopping list.
The groups should then present their projects
to the class, taking it in turns to read out the
information within each sub-section. The class can
then vote on which shopping list they think is most
useful. Discuss together that there is one item they
can’t afford to buy – the laptop. Ask them to think
about how much more money they need to raise
and how they could do this., e.g. school fair, raffle,
cake sale, sponsored events, etc.
Module
2

19. Module 3: Getting around18
Getting around
Module
3
Vocabulary: Presentation
Learning outcomes
Read a tourist brochure
Listen and follow directions
Write a postcard
Say how to find things on a map
Do a project: Design and present a tourist
brochure
Core vocabulary
bank, bus station, café, hotel, library, playground,
post office, supermarket
Additional vocabulary
prepositions of place (next to, behind, near,
opposite), places (aquarium, shops, funfair, train
station, beach, sea, sweet shop, water park, zoo)
To…, Love from…, postcard, swimming pools, slides,
stamp, map, island, places, activities
Core language
present simple, directions
There’s a…/There are… There isn’t a… Is there a…?
Where can you (catch a bus/borrow a book)? The
(café) is next to the (library). The (aquarium) is near
the (beach). Go straight on. Turn left/right. Go past
the… It’s on your right/left. How do I get to the
(supermarket)? Where’s the (bank)?
Additional language
There are lots of… We’re staying (in a nice town). My
favourite place is (the water park). We’re going to
(the zoo). It’s in (B4). It’s a big city. What places can
you visit? You can visit the… What activities can you
do? There’s… There are…
Vocabulary
bank, bus station, café, hotel, library, playground,
post office, supermarket
Language
There’s a… There isn’t a… Where can you (buy
food)?
Materials
Pupil’s Skills Trainer page 16
Skills Trainer CD
Introduction
Focus the pupils on Maria’s speech bubble. Answer
Maria’s questions, Where do you live? What places
are there in your town? Elicit answers from around
the class, (school, park, shops, etc.)
Activity 1
CD
11
Focus the pupils on the activity and collectively
read the rubric. Ask what places they can see in the
pictures. Accept all reasonable answers (books, bus,
swings, food, roads, etc.)
Read the words under the pictures. Ask, Is there a
(library) in your town? Elicit Yes/No answers from the
pupils.
Ask pupils to match the pictures and the words.
Play Skills Trainer CD track 11.
1 There’s a library.
2 There’s a playground.
3 There’s a bank.
4 There’s a supermarket.
5 There’s a café.
6 There’s a bus station.
7 There’s a hotel.
8 There’s a post office.
Answers: 1 – library, 2 – playground, 3 – bank,
4 – supermarket, 5 – café, 6 – bus station, 7 – hotel,
8 – post office
Activity 2
Read the rubric and the example question and
answer. You may wish for the class to do this activity
orally before they complete it in their books.
Answers: 1 – (at the) supermarket, 2 – (at the)
playground, 3 – (at the) bus station, 4 – (at the)
library, 5 – (at the) post office, 6 – (at the) hotel,
7 – (at the) café, 8 – (at the) bank
Activity 3
Read the rubric and the incomplete sentences
below. Pupils complete the sentences about where
they live. They can do the activity individually or in
pairs for further support.
Module overview

20. Module 3: Getting around 19
Learning outcome: Read a tourist brochure
Vocabulary
next to, behind, near, opposite, aquarium, shops,
cafés, library, bank, supermarket, funfair, train
station, hotel, beach, sea
Language
The (aquarium) is next to the (bus station).
Materials
Pupil’s Skills Trainer page 17
Introduction
Focus the pupils on the lesson header, Read
a tourist brochure. Ask, When do you read a
tourist brochure? (when you go on holiday). What
information does a tourist brochure give you?
(places to visit, eat, where to find the (bank) etc.).
Ask the pupils what they can see in the pictures and
accept all reasonable answers (funfair, shops, cafés,
hotel, aquarium, etc.)
Activity 1
Read the rubric and look at the example answer.
Ask the pupils to read the text fairly quickly to
complete this activity.
Answers: an aquarium ✓, shops ✓, cafés ✓,
a library ✗, a bank ✓, supermarket ✓, a funfair ✓,
a train station ✗, hotels ✓
Activity 2
Read the rubric and draw pupils’ attention to the
map. Ask, Where’s the (aquarium)? Ask pupils to
point to the aquarium on their maps. Repeat for
other places on the map. Explain to the pupils that
they now need to read the text carefully again and
they need to mark the remaining places on the
map.
Check the answers as a class.
Answers: funfair (behind aquarium), hotel (next
to aquarium), supermarket (opposite bus station),
bank (next to supermarket), bus station (opposite
supermarket)
Activity 3
Read the rubric and draw the pupils’ attention to
the artworks showing the prepositions. Ask pupils to
circle one preposition to complete each sentence.
They can look at the map in Activity 2, or re-read
the text in Activity 1 to find the answers. Check the
activity by asking, Where’s the funfair? (It’s behind
the aquarium.), What’s next to the aquarium? (the
hotel), etc.
Answers: 1 – The aquarium is near the beach.
2 – The funfair is behind the aquarium.
3 – The supermarket is opposite the bus station.
4 – The Royal Hotel is next to the aquarium.
Module
3

21. Module 3: Getting around20
Learning outcome: Listen and follow directions
Vocabulary
bus station, library, supermarket, café, post office,
sweet shop
Language
How do I get to the (supermarket)?, go straight on,
go past the ..., turn left, turn right, It’s on your (left).
Materials
Pupil’s Skills Trainer page 18
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Listen and
follow directions. Ask, When do you need to follow
directions? (when you’re lost/in a new place). What
do you need to help you follow directions? (a map).
Ask the pupils what they can see in the picture and
accept all reasonable answers (boy, map, etc.) Elicit
that the girl is giving the boy directions. Look at the
directions icons, and read the captions. Make sure
pupils know their right from their left.
Activity 1
CD
12
Read the rubric and tell the pupils that they are
just going to listen and not write anything for this
activity. Ask them where Billy is now.
Play the Skills Trainer CD track 12.
Billy: Hello, excuse me. How do I get here, please?
Girl: OK. We’re here, at the bus station. Go out of the bus
station and turn left.
Billy: Go out of the bus station and turn left. OK.
Girl: Go past the library and turn right.
Billy: OK, turn right.
Girl: Go past the supermarket.
Billy: Past the supermarket…
Girl: You’ll see the café opposite you. Turn left.
Billy: OK, café opposite… Turn right.
Girl: No, no! Turn left, not right.
Billy: OK, turn left…
Girl: Now go straight. It’s on your right, opposite the post
office.
Billy: OK, opposite the post office. Thank you!
Ask the pupils again, Where is Billy now?
Answers: He’s at the bus station.
Activity 2
CD
13
Read the rubric and tell the pupils that they are now
going to hear the conversation again. Ask pupils to
look at the map and ask questions, e.g. Where’s the
(post office)? (opposite the bookshop). Where’s the
bank? (next to the sweet shop).
While they listen again, ask pupils to mark the girl’s
directions on the map. Remind them where to start
(at the bus station). Pause at intervals during the
dialogue if necessary. After listening, ask pupils to
complete the sentence about where Billy wants to
go.
Play the Skills Trainer CD track 13.
Answer: playground.
Activity 3
Read the rubric and ask, How can Billy get from
the bus station to the sweet shop? Ask the pupils
to work in pairs to work out a route and directions
for Billy. Encourage them to use the structures, Go
straight on, Turn right/left, etc. Ask various pairs
to read out their directions, whilst the other pupils
follow them on the map.
Module
3

22. Module 3: Getting around 21
Learning outcome: Write a postcard
Vocabulary
To…, Love from…, postcard, sea, hotel, beach,
playground, aquarium, funfair, water park,
swimming pools, slides, shops, cafés, zoo, stamp
Language
There’s a… There are lots of… We’re staying (in a
nice town). My favourite place is (the water park).
We’re going to (the zoo).
Materials
Pupil’s Skills Trainer page 19
notebook or pieces of card
coloured pencils (optional)
computer (optional)
Introduction
Focus the pupils on the lesson header, Write a
postcard. Ask, Why do you send a postcard? (to tell
people about your holiday) Have you ever sent a
postcard? Where from? Who to?
Activity 1
Read the rubric. Tell the pupils that they need to
read the questions and find the answers in the
postcard.
Give the pupils time to complete the activity and
then read the questions one-by-one as a class to
check the answers.
Answer: 1 – Molly, 2 – Sally, 3 – friend
Activity 2
Read the rubric. Ask the pupils if they can
remember any of the places Molly mentions in her
postcard. Tell them to read the postcard again more
carefully and to say the places Molly talks about.
Answers: beach, playground, hotel, aquarium,
funfair, water park/swimming pools, shops, cafés,
zoo
Activity 3
Read the rubric and ask the pupils to think about
what Molly needs to put on her postcard to send it
(a stamp). Ask, Where can Molly buy a stamp? (the
post office).
Activity 4
Tell the pupils that they are now going to plan their
own postcard. Focus their attention on the draft
postcard and go through the sub-headings one-
by-one, eliciting examples. Pupils can either work
individually, in pairs or in small groups to complete
this activity. Encourage them to invent an address
for the person they are writing to.
Activity 5
The pupils now use the information in their draft
postcards (Activity 4) to create final versions of
their postcards. Alternatively they could do this on
pieces of card – they draw a picture on one side
and write their message and the address on the
reverse. They could then exchange their postcards
with other pupils in the class.
Module
3

23. Module 3: Getting around22
Learning outcome: Say how to find things on a map
Vocabulary
zoo, swimming pool, funfair, hotel, supermarket,
bank, post office, library, café, map, island
Language
Is there a (library) on your island? Where’s the (zoo)?
It’s in (B4).
Materials
Pupil’s Skills Trainer page 20
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Say how to
find things on a map. Ask, When/Why do you use a
map?
Activity 1
CD
14
Read the rubric, then draw pupils’ attention to the
pictures on the right of the page. Ask What can you
see? Accept all reasonable answers (library, zoo,
hotel, bank, etc.) Elicit the names of all the places.
Read the letters of the alphabet and numbers along
the side and bottom of the first map. Give various
coordinates, e.g. A4, B6, and ask pupils to point to
them on the map.
Now tell the pupils they are going to listen and find
the map coordinates for the zoo.
Play the Skills Trainer CD track 14.
Boy: Is there a library on your island?
Girl: No, there isn’t.
Boy: Is there a zoo?
Girl: Yes, there is.
Boy: Where’s the zoo?
Girl: It’s in B4.
Answer: B4
Activity 2
Read the rubric and ask the pupils to look at the
empty maps on the page.
Tell pupils they have to choose six out of the nine
places shown at the top of the page. They mark
each place in one square of the grid on map 1. Tell
them to do this individually, without showing their
map to anyone else.
Activity 3
Read the rubric. Pupils then work with a partner.
Pupil A asks, Is there a (school) on your island? Pupil
B answers Yes or No. If the answer is Yes, Pupil A
asks Where is it? Pupil B gives the map coordinates
of the place, e.g. It’s in B6. Pupil A marks the place
on map 2. Pupil A continues asking questions until
he/she has found and marked all six places on Pupil
B’s map. They swap roles and Pupils B asks the
questions and Pupil A answers. Ask them to look at
their maps and compare them, to check that they
marked all the places in the correct positions.
Module
3

24. Module 3: Getting aroundModule 3: Getting around 23
Final task: Do a project
Task
Design and present a tourist brochure
Vocabulary
places, activities
Language
It’s a big city. What places can you visit? You can
visit the… What activities can you do? There’s…
There are…
Materials
Pupil’s Skills Trainer page 21
notebooks
large sheets of paper
colours (optional)
magazines, scissors, glue (optional)
computers (optional)
Focus the pupils on the lesson header, Final
task: Do a project, Design and present a tourist
brochure. Ask Do you ever look at tourist
brochures? What information can you find in a
tourist brochure? Accept all reasonable answers.
Read the task and tell the pupils that they are
going to work in groups to do this project.
They may need to use the internet (optional)
to do research and find images. They will
also need to use the language There’s a…/There
are… Where’s the (zoo)? It’s next to the (funfair).
Before the pupils work in their groups, 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 they can see in the photos in
step 1 – a city centre, seaside town, village in the
mountains etc.
Read the instruction, Choose a place. Ask the
pupils to tell you what kind of place they want to
choose for their brochure. Encourage use of the
model language, such as, It’s a big city/a small
village. It’s in the mountains/by the sea. etc.
Step 2
Ask the pupils what they can see in the photos in
step 2 – a funfair, a beach, a park, a zoo.
Read the question, What places can you visit? The
pupils should consider what attractions there are in
their chosen destination.
Encourage use of the model language, such as,
There’s a park. There are lots of shops. You can visit
the castle.
Step 3
Ask the pupils what they can see in the photos in
step 3 – different activities.
Read the question, What activities can you do?
Encourage the pupils to think about what they can
see in the pictures e.g. tour bus, horse riding.
The pupils should then think what activities they want
to include in their brochure and what they want their
brochure to look like.
Encourage use of the model language, such as, You
can…
Step 4
Focus the pupils on the presentation in step 4.
Go through each section individually, eliciting input
from the pupils.
What place are you going to choose: It’s a big city in
the UK.
What places are there to visit: There are lots of shops
and parks. You can go on the London Eye.
What activities can you do?
Organise the pupils into their groups. They
should use the four steps in their books as a guide
to completing the project, but also refer their
attention to any example vocabulary or language
on the board. It might be useful to pause at
intervals to check the groups’ progress as a class
and also to stimulate interest and motivation in the
activity.
The final project can be completed either with
drawings, pictures cut out from magazines, or
pictures printed from the internet.
The groups should then present their projects
to the class, taking it in turns to read out the
information within each sub-section.
Module
3

25. Module 4: Making arrangements24
Vocabulary: Presentation
Making arrangements
Module
4
competition, pie, lemonade, fancy dress, places
(swimming pool, cinema, theatre, restaurant, park),
transport, seasons (winter, spring, summer, autumn)
Core language
going to
I want to do (drama). I don’t want to do (judo). Do
you want to go to the (park) on (Wednesday)? Let’s
go to the (cinema) on (Saturday). Yes, please. I’m
free on (Saturday). Sorry, I’m busy. I’m going to the
(museum) on (Saturday).
Additional language
You can… You use this to… You go here to… What
activities do you want to do? Can I do (drama) on
(Wednesday)? There’s (judo) on (Thursday) at (5)
o’clock. Whose party is it? When’s the party? How
many activities are there? Why don’t we…? Let’s….
How about…? Where do you want to go? What
form of transport do you need? When do you want
to go? How long do you want to go for? What do
you want to do? What do you need to bring?
Core vocabulary
cinema, club, diary, excursion, museum, party,
shopping centre, sports centre
Additional vocabulary
film genres (adventure, animation, horror, science
fiction, comedy), days of the week, weekend, times
(2pm, 4pm, 5 o’clock), months of the year, ordinal
numbers (1-50), cardinal numbers (1st-31st) after
school club, football, painting, drama, judo, party,
invitation, Halloween, games, disco, pumpkin,
Module overview
Vocabulary
cinema, club, diary, excursion, museum, party,
shopping centre, sports centre
Language
You can…, You use this to…, You go here to…
Materials
Pupil’s Skills Trainer page 22
Skills Trainer CD
Introduction
Focus the pupils on Joe’s speech bubble. Answer
Joe’s question, What do you do in your free time?
Check the meaning of an after school club. Ask, Do
you go to an after school club? What do you do at
an after school club?
Activity 1
CD
15
Focus the pupils on the activity and collectively
read the rubric. Ask what they can see in the
pictures. Accept all reasonable answers (girl, boy,
party, balloons, basketball etc.)
Tell the pupils to number the words.
Play the Skills Trainer CD track 15.
1 It’s a museum.
2 It’s a cinema.
3 It’s a shopping centre.
4 It’s a party.
5 It’s an excursion.
6 It’s a diary.
7 It’s a sports centre.
8 It’s a club.
Answers: 1 – museum, 2 – cinema, 3 – shopping
centre, 4 – party, 5 – excursion, 6 – diary, 7 – sports
centre, 8 – club
Activity 2
Read the rubric and the example sentence and
answer. You may wish for the class to do this
activity orally before they complete it in their
books.
Answers: 1 – party, 2 – sports centre, 3 – diary,
4 – club, 5 – shopping centre, 6 – museum,
7 – cinema, 8 – excursion
Activity 3
Read the rubric and the example sentence
and answer. Pupils can complete the activity
individually or in pairs. You could also ask the
pupils for additional language that they could hear
in these places, such as, Can I have the scissors,
please? (club).
Answers: 1 – cinema, 2 – museum, 3 – club,
4 – shopping centre
Learning objectives
Read a cinema web page
Listen and complete an after school club form
Write a party invitation
Talk about meeting up
Do a project: Plan and present a class
excursion

26. Module 4: Making arrangements 25
Module
4
Learning outcome: Read a cinema web page
Vocabulary
film genres (adventure, animation, horror, science
fiction, comedy), Monday, Friday, Saturday,
weekend, times
Language
Which film can you see (on Saturday morning)?
Materials
Pupil’s Skills Trainer page 23
Introduction
Focus the pupils on the lesson header, Read a
cinema web page. Ask, What web pages do you
read? Is this a web page for a shop? (No, it’s a
web page for a cinema). Ask the pupils what they
can see in the pictures and accept all reasonable
answers (robots, penguins, woman, jungle,
vampires, ghosts etc.)
Activity 1
Read the rubric and look at the example answer.
Ask the pupils if they know of any other adventure
films. The pupils read the texts fairly quickly to
complete this activity.
Answers: 1 – Clara and the Jungle Treasure,
2 – Penguin World, 3 – Ghosts 2, 4 – Alien Attack!,
5 – Vampire Family
Activity 2
Read the rubric and the example question and
answer. Collectively read questions 2–5 and explain
to the pupils that they now need to read the text
carefully again to answer these questions.
Answers: 1 – She looks for treasure. 2 – in Penguin
World, 3 – robots, 4 – Penguin World,
5 – No. Children can’t see Ghosts 2.
Activity 3
Read the rubric and ask the pupils to think about
which film they want to see. Encourage the pupils
to give examples orally and use the connector,
because, e.g. I want to see Alien Attack! because
I like robots. before they write in their books.

27. Module 4: Making arrangements26
Vocabulary
after school club, football, painting, drama, judo,
Monday, Tuesday, Wednesday, Thursday, (5) o’clock,
September, party
Language
What activities do you want to do? Can I do (drama)
on (Wednesday)? There’s (judo) on (Thursday) at (5)
o’clock.
Materials
Pupil’s Skills Trainer page 24
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Listen and
complete an after school club form. Ask, What
forms do you complete? Where do you complete
forms? Ask the pupils what they can see in the
photo and accept all reasonable answers (girl, boy,
school, etc.) Elicit that the children are at an after
school club. The girl is a member and the boy wants
to join the club.
Activity 1
CD
16
Read the rubric and tell the pupils that they are
just going to listen and not write anything for this
activity. Ask, What activities do the children talk
about?
Play the Skills Trainer CD track 16.
Girl: Hello. Can I help you?
Boy: Yes, please. I want to join the after school club.
Girl: One moment… How old are you?
Boy: I’m nine.
Girl: Nine. Thank you. And what’s your name?
Boy: My name’s Theo.
Girl: How do you spell that?
Boy: T-H-E-O
Girl: OK. T-H-E-O. So Theo, what activities do you want to
do?
Boy: Can I play football on Monday?
Girl: Yes, you can. So that’s football on Monday at 5
o’clock.
Boy: Can I do painting on Tuesday?
Girl: No, you can’t. But there’s drama on Tuesday at 4
o’clock.
Boy: Yes, please! I love drama! Can I do drama on
Wednesday, too?
Girl: No, sorry. The club’s closed on Wednesday.
Boy: How about judo on Thursday?
Girl: Erm… Thursday. Yes, there’s judo on Thursday at 5
o’clock.
When’s your birthday?
Boy: My birthday? It’s on 5th September.
Girl: OK. 5th September… Great! We can have a party that
day! See you after school.
Boy: Yes, see you after school next week. Bye!
Ask the pupils again, What activities do the children
talk about?
Answers: football, painting, drama, judo
Activity 2
CD0
17
Read the rubric and tell the pupils that they are now
going to hear the conversation again. Collectively
read through the form and predict what information
they think they are going to write – i.e. do they
need to write an activity, a time or a date.
Play the Skills Trainer CD track 17.
After listening, feedback as a class to check the
answers.
Answers: Activity 1 – football, Activity 2 – drama,
Activity 3 – Thursday, Birthday – 5th
Activity 3
Read the rubric and ask, What activities do you
want to do at an after school club? Ask the pupils to
think for a moment before telling you their answers.
Encourage them to use the structure, I want to do
(painting) at an after school club.
Module
4
Learning outcome:
Listen and complete an after school club form

28. Module 4: Making arrangements 27
Vocabulary
invitation, Halloween, party, games, disco, pumpkin,
competition, pie, lemonade, fancy dress
Language
Whose party is it? When’s the party? How many
activities are there?
Materials
Pupil’s Skills Trainer page 25
notebook or sheet of paper
coloured pencils (optional)
computer (optional)
Introduction
Focus the pupils on the lesson header, Write a party
invitation. Ask, Why do you send an invitation?
(For a party) What types of party are there? Ask the
pupils what type of invitation they can see. (It’s an
invitation for a Halloween party). Ask, What can you
see at a Halloween party? Accept all reasonable
answers (pumpkins, ghosts, witches, wizards,
skeletons, black cats etc.)
Activity 1
Read the rubric. Tell the pupils that they need to
read the questions and find the answers in the
invitation. They do not need to write.
Give the pupils time to complete the activity and
then read the questions one-by-one as a class to
check the answers.
Answers: 1 – It’s Ruby’s party. 2 – (at) six o’clock
(on) Saturday 31st October 3 – (There are) three
(activities). 4 – (It’s) black. 5 – (They can reply) by
email. 6 – fancy dress
Check the meaning of fancy dress. Ask the
pupils, What fancy dress do you want to wear to a
Halloween party?
Activity 2
Read the rubric. Ask the pupils to think about what
information is missing from the invitation?
Answer: the place / where the party is
Activity 3
Ask the pupils, What other types of party are there?
Elicit examples and write them onto the board, e.g.
birthday, Christmas, new home, summer, end of
school.
Tell the pupils that they are now going to plan their
own party invitation. Focus their attention on the
draft invitation and go through the sub-headings
one-by-one, eliciting examples. Pupils can either
work individually, in pairs or in small groups to
complete this activity. Encourage them to invent
email addresses to write in the final sub-heading.
Activity 4
Read the rubric. The pupils now use the information
in their draft invitations (Activity 3) to create final
versions that they can decorate.
Module
4
Learning outcome: Write a party invitation

29. Module 4: Making arrangements28
Vocabulary
swimming pool, cinema, museum, theatre,
restaurant, park, Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday, Sunday
Language
Do you want to go (to the park) on (Tuesday)? I’m
free on (Tuesday). I’m going (to the cinema) on
(Wednesday). Let’s go to the (cinema) on (Saturday).
Materials
Pupil’s Skills Trainer page 26
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Talk about
meeting up. Ask, Where do you meet your friends?
Accept all reasonable answers (at school, at their
house, at the park etc.) Ask, When do you meet
your friends? After school or at the weekend?
Activity 1
CD
18
Read the rubric. Elicit what the pupils can see in the
photos, (boy swimming, children, cinema, painting,
violin, waitress, park etc.)
Now tell the pupils they are going to listen and
number the six places they hear.
Play the Skills Trainer CD track 18.
1 Boy: Do you want to go to the park on Tuesday?
2 Girl: Let’s go to the theatre on Friday.
3 Boy: Do you want to go to the museum on Sunday?
4 Girl: Let’s go to the restaurant on Wednesday.
5 Boy: Do you want to go to the cinema tomorrow?
6 Girl: Let’s go to the swimming pool today.
Answers: 1 – park, 2 – theatre, 3 – museum,
4 – restaurant, 5 – cinema, 6 – swimming pool
Module
4
Learning outcome: Talk about meeting up
Activity 2
Ask the pupils, Where do you want to go? Choose
three places. Elicit some examples. Note, that the
pupils should only choose from: swimming pool,
park, cinema, theatre, museum, restaurant.
Write the days of the week as they appear in the
diary onto the board. Ask one child again, Where
do you want to go? Then ask, When do you want
to go to these places? Write the places under the
corresponding days of the week onto the board
as a model. Keep this on the board for Activity 3.
The pupils choose three places and write each
place under an individual day in the diary.
Answers: Pupils’ own answers
Activity 3
CD
19
Read the rubric. Tell the pupils that they now need
to complete their diaries.
Play the Skills Trainer CD track 19.
Ask the pupils to follow the example dialogues in
their books.
Girl: Do you want to go to the park on Tuesday?
Boy: Yes, please. I’m free on Tuesday.
Boy: Do you want to go to the theatre on Saturday?
Girl: No, I’m sorry. I’m going to the cinema on Saturday.
How about Wednesday?
Focus the pupils attention back on the diary on
the board used as a model for Activity 2. Ask the
same child, Do you want to go to the (museum) on
(Monday)? Encourage the child to use the model
dialogue in their book to respond accordingly. If
they respond in the affirmative, write the new place
under the day on the board. Practise the dialogues
as a class a few more times as a model to complete
this activity.
The pupils now talk to each other with the aim of
writing a place under each day in their diary.

30. Module 4: Making arrangementsModule 4: Making arrangements 29
Final task: Do a project
Task
Plan and present a class excursion
Vocabulary
transport, seasons (winter, spring, summer, autumn)
Language
Why don’t we…? Let’s… How about…? Where do
you want to go? What form of transport do you
need? When do you want to go? How long do you
want to go for? What do you want to do? What do
you need to bring?
Materials
Pupil’s Skills Trainer page 27
notebooks
large sheets of paper
colours (optional)
magazines, scissors, glue (optional)
computers (optional)
Focus the pupils on the lesson header, Project:
Plan and present a class excursion. Ask, Have you
been on a class excursion? Where did you go?
What did you do? Accept answers in the present
simple.
Read the task and tell the pupils that they are
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 Why don’t we…?,
Let’s… and How about…?
Before the pupils work in their groups, 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 they can see in the photos in
step 1 – mountains, countryside, city, boat, (tall)
buildings, beach.
Read the questions, Where do you want to go?
What form of transport do you need? Ask the
pupils to tell you where they want to go on a class
excursion and how they will get there. Encourage
use of the model language, such as, Why don’t we
go to the beach? Let’s go to the mountains.
Step 2
Ask the pupils what they can see in the photos in
step 2 – elicit the seasons and the months of the
year.
Read the questions, When do you want to go?
How long do you want to go for? The pupils should
consider where they want to go and when would be
the best time to go there.
Encourage use of the model language, such as,
Why don’t we go in spring? Let’s go in December.
Step 3
Ask the pupils what they can see in the photos
in step 3 – children, painting, skiing, water,
canoeing, gardening.
Read the questions, What do you want to do? What
do you need to bring? First, encourage the pupils to
tell you what they want to do on a school excursion.
The pupils should consider where they are going
and when they are going. They should also ideally
think of additional activties other than the ones in
the photos.
Encourage use of the model language, such as,
How about painting?
The pupils should then think what they need to do
these activities.
Encourage use of the model language, such as,
Why don’t we bring paints? Let’s bring skis.
Step 4
Focus the pupils on the presentation in step 4 .
Go through each section individually, eliciting input
from the pupils.
Where: (We want to go) to the mountains.
Transport: (We need) a coach.
When: (We want to go) in winter.
How long: (We want to go for) one week.
Want to do: (We want to) go skiing.
Need to bring: (We need to bring) a jumper, a hat,
sun cream, sunglasses.
Organise the pupils into their groups. They should
use the four steps in their books as a guide to
completing the project, but also refer their attention
to any example vocabulary or language on the
board. It might be useful to pause at intervals to
check the groups’ progress as a class and also to
stimulate interest and motivation in the activity.
The final project can be completed either with
drawings, pictures cut out from magazines, or
pictures printed from the internet.
The groups should then present their projects
to the class, taking it in turns to read out the
information within each sub-section.
Module
4

31. Module 5: Choosing what to eat30
Vocabulary: Presentation
Choosing what to eat
Module
5
Learning outcomes
Read and do a healthy eating quiz
Listen and take a pizza order
Write a recipe
Order food in a restaurant
Do a project: Research and present a recipe
from another country
Core vocabulary
butter, cheese, fruit, meat, pasta, seafood, sugar,
vegetables
Additional vocabulary
food (sweets, biscuits, carrot, potato, salad, fizzy
drinks), healthy, unhealthy, never, sometimes,
every day, (once) a week, lots of, a little, a few,
pizza toppings (mushrooms, cheese, olives, ham,
tomatoes), soup, ingredients, vegetables, water,
first, then, next, finally, starter, main course, dessert,
drink, order, countries, food, cooking techniques
Core language
present simple, expressions of quantity
I like/don’t like… How often do you…? once a
week, never, every day, How much/many…? lots of,
a little, a few, What would you like? I’d like… Would
you like…?
Additional language
My favourite food is…, How healthy are you? How
many (sweets) do you eat (every week)? How much
(fruit) do you eat (every day)? How much (ham)
would you like? chop up (the vegetables), pour in
(some water), serve (the soup), fry (the vegetables),
add (the tomatoes), What’s a traditional dish in
(England)? Which country is it from?, … is from
England. What ingredients do you need? You need
lots of/a little… How do you make the recipe? First,
chop some… Then, …
Vocabulary
butter, cheese, fruit, meat, pasta, seafood, sugar,
vegetables
Language
I like…, I don’t like…, My favourite food is…
Materials
Pupil’s Skills Trainer page 28
Skills Trainer CD
Introduction
Focus the pupils on Anna’s speech bubble. Ask
Anna’s question, What’s your favourite food? Elicit
answers from around the class.
Activity 1
CD
20
Focus the pupils on the activity and collectively
read the rubric. Ask what food they can see in the
pictures. Accept all reasonable answers (apples,
fruit, carrots, cheese, etc.)
Tell the pupils to number the words.
Tell pupils they are going to listen to children talking
about what food they like and don’t like. Tell them to
listen and check.
Play the Skills Trainer CD track 20.
1 I like pasta. Spaghetti is my favourite type of pasta.
2 I love seafood. Mmm!
3 I like chicken, but I don’t like red meat.
4 I don’t like cheese.
5 Mmm. I love fruit. Strawberries are my favourite fruit.
6 I like vegetables. Carrots and peas are my favourite
vegetables.
7 I don’t eat much sugar.
8 Mmm. I like toast with lots of butter.
Answers: 1 – pasta, 2 – seafood, 3 – meat,
4 – cheese, 5 – fruit, 6 – vegetables, 7 – sugar,
8 – butter
Activity 2
Read the rubric and the example sentence
and answer. Pupils can complete the anagrams
individually or in pairs for further support.
Answers: 1 – vegatables, 2 – sugar, 3 – seafood,
4 – fruit, 5 – pasta, 6 – cheese, butter 7 – meat
Activity 3
Read the rubric and ask pupils to complete the
sentences about themselves. They then compare
their answers with a partner.
Module overview

32. Module 5: Choosing what to eat 31
Learning outcome: Read and do a healthy eating quiz
Vocabulary
sweets, biscuits, fruit, vegetables, carrot, potato,
salad, fizzy drinks, healthy, unhealthy, never,
sometimes, every day, (once) a week, lots of, a little,
a few
Language
How healthy are you? How many (sweets) do you
eat (every week)? How much (fruit) do you eat
(every day)? How often do you eat (salad)?
Materials
Pupil’s Skills Trainer page 29
Introduction
Focus the pupils on the lesson header, Read and
do a healthy eating quiz. Ask, Have you ever done
a quiz? When/Where? Ask the pupils what they
can see in the pictures and accept all reasonable
answers (sweets, fizzy drinks, fruit etc.) Read the title
of the quiz, How healthy are you? Discuss what food
they think is healthy and unhealthy.
Activity 1
Read the rubric and look at question 1. Look at
the illustration next to the question and read the
captions. Check that pupils understand lots of
sweets and a few sweets. Ask pupils around the
class to answer the question. Read question 2 aloud
with the class in the same way, and check that
pupils understand lots of fruit/a little fruit/no fruit.
Tell the pupils to now read the other questions in
the quiz and to tick their answers on the page. Give
them a time limit of 5 minutes to do this. Ask pupils
around the class to tell you their answers.
Answers: Pupils’ own answers
Activity 2
Read the rubric and tell the pupils to count up how
many a, b and c answers they circled in their quiz.
They write the number of a, b, and c answers in
the boxes. Ask, Who got mostly (‘a’) answers? Ask
pupils to put their hands up accordingly. Repeat for
the ‘b’ and ‘c’ answers. Ask the pupils to read the
three texts explaining the results of the quiz.
Answers: Pupils’ own answers
Activity 3
Read the rubric. Tell the pupils to read the quiz
again and write T for true sentences and F for false
ones.
Answers: 1– F, 2 – T, 3 – F, 4 – T
Module
5

33. Module 5: Choosing what to eat32
Learning outcome: Listen and take a pizza order
Vocabulary
pizza, toppings, mushrooms, cheese, olives, ham,
tomatoes, lots of, a little, a few
Language
What would you like (on your pizza)?, I’d like…,
How much (ham) would you like?
Materials
Pupil’s Skills Trainer page 30
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Listen and
take a pizza order. Ask, Do you like pizza? What’s
your favourite topping? Elicit toppings from the
pupils, including mushrooms, tomatoes, ham,
cheese, olives. Ask the pupils what they can see in
the pictures and accept all reasonable answers (girl,
phone, takeaway, menu, etc.) Elicit that the girl is
ordering a takeaway pizza on the phone.
Activity 1
CD
21
Read the rubric and tell the pupils that they are
just going to listen and not write anything for this
activity. Ask, What pizza toppings does Mary talk
about?
Play the Skills Trainer CD track 21.
Pizza boy: Pizza Pizza. Can I help you?
Mary: Yes, I’d like to order a pizza, please.
Pizza boy: OK. What would you like on your pizza?
Mary: I’d like lots of tomatoes, and lots of mushrooms,
please.
Pizza boy: OK, lots of tomatoes and lots of mushrooms.
Mary: And ham, please.
Pizza boy: How much ham would you like?
Mary: Just a little ham, please. And lots of cheese.
Pizza boy: OK, a little ham and lots of cheese. Would you
like any olives?
Mary: Yes, a few olives, please.
Pizza boy: A few olives… Ok. Would you like anything else?
Mary: No thanks.
Pizza boy: OK, so that’s lots of tomatoes, lots of
mushrooms, a little ham and a few olives. Is that
right?
Mary: And cheese. Lots of cheese.
Pizza boy: OK, yes. Lots of cheese.
Ask the pupils again, What pizza toppings does
Mary talk about?
Answers: mushrooms, tomatoes, ham, cheese,
olives
Activity 2
CD
22
Read the rubric and tell the pupils that they are now
going to hear the conversation again. Collectively
read through the order form and check that pupils
understand the pictures showing lots of/a few/a
little of the toppings. Tell pupils to listen and tick
how much of each topping Mary wants on her pizza.
Play the Skills Trainer CD track 22.
After listening, feedback as a class to check the
answers.
Answers: mushrooms – lots, ham – a little, cheese –
lots, tomatoes – lots, olives – a few
Activity 3
Read the rubric and ask, Which is Mary’s pizza? Ask
the pupils to think for a moment before circling the
pizza. Encourage them to use the structure, It’s got
lots of cheese, a few olives, a little ham, etc.
Answer: pizza 2
Activity 4
Read the rubric and ask the pupils to talk in pairs
about their own favourite pizza. They can use the
form to choose their toppings or they can draw and
describe it in their notebooks if they wish, or on
sheets of paper to display around the class.
Module
5

34. Module 5: Choosing what to eat 33
Learning outcome: Write a recipe
Vocabulary
soup, ingredients, vegetables, water, tomatoes,
butter, first, then, next, finally
Language
chop up (the vegetables), pour in (some water),
serve (the soup), fry (the vegetables), add (the
tomatoes)
Materials
Pupil’s Skills Trainer page 31
notebook or sheet of paper
coloured pencils (optional)
computer (optional)
Introduction
Focus the pupils on the lesson header, Write a
recipe. Ask, Why do you need a recipe? (to cook a
new dish). Ask the pupils what type of recipe they
can see (a recipe for soup). Ask, What ingredients
can you see? Accept all reasonable answers (butter,
vegetables, water, tomatoes, etc.) Ask pupils if they
have ever made soup. Encourage pupils to share
the details of what they made and how.
Activity 1
Read the rubric. Tell the pupils to think about how
to make a soup. In pairs, they number the pictures
1–6.
Answers: 1 – First …, 2 – Then …, 3 – Next …,
4 – Pour …, 5 – Finally
Check the meaning of the instructions chop, fry,
pour, add, serve. Ask the pupils to mime each
action.
Activity 2
Read the rubric. Read the first question and elicit
ideas from around the class. Accept all reasonable
answers. Ask pupils to answer questions 2 and 3,
then feedback around the class.
Answers: 1 – vegetable soup (or another suitable
name), 2 – butter, water, vegetables, tomatoes, 3 a –
chop, b – pour, c – serve
Activity 3
Ask the pupils, What other types of soup are there?
Elicit examples and write them onto the board, e.g.
meat, tomato, carrot, chicken, lentil, etc.
Tell the pupils that they are now going to plan their
own recipe for soup. Focus their attention on the
draft recipe and go through the sub-headings one-
by-one, eliciting examples. Pupils can either work
individually, in pairs or in small groups to complete
this activity.
Activity 4
Read the rubric. The pupils now use the information
in their draft recipes (Activity 3) to create final
versions that they can write out and decorate in
their notebooks. Alternatively they can design their
recipes on a computer, or write out their recipes on
cards and collate them to make a class recipe book.
Module
5

35. Module 5: Choosing what to eat34
Learning outcome: Order food in a restaurant
Vocabulary
starter, main course, dessert, drink, salad, order
Language
What would you like (for your starter)? I’d like…
Would you like (some salad)?
Materials
Pupil’s Skills Trainer page 32
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Order food
in a restaurant. Ask, Have you ever eaten in a
restaurant? Where? What did you eat?
Activity 1
CD
23
Read the rubric. Elicit what the pupils can see in the
photos, (menu, girl, restaurant, etc.) Read the items
on the menu and check that pupils understand
starter, main course, and dessert.
Now tell the pupils they are going to listen and say
what Lisa orders for her starter, main course, dessert
and drink.
Play the Skills Trainer CD track 23.
Waiter: Hello. Are you ready to order?
Lisa: Yes, I am.
Waiter: What would you like for your starter?
Lisa: I’d like tomato soup, please.
Waiter: And what would you like for your main course?
Lisa: I’d like pasta with seafood, please.
Waiter: Would you like some salad?
Lisa:: No, thank you.
Waiter: What would you like for dessert?
Lisa: I’d like chocolate cake, please.
Waiter: What would you like to drink?
Lisa: Orange juice, please.
Waiter: So, that’s tomato soup, pasta with seafood
and the chocolate cake. And orange juice.
Lisa: Yes, that’s right! Thank you.
Answers: starter – tomato soup, main course –
pasta with seafood, dessert – chocolate cake,
drink – orange juice.
Activity 2
Ask the pupils, What do you want to order? Choose
a starter, a main course, a dessert and a drink.
The pupils tick the food they want to order on the
menu.
Answers: Pupils’ own answers
Activity 3
CD
24
Read the rubric. Tell the pupils that they are
going to listen to an example and then act out a
restaurant dialogue like the one they heard on the
CD. Read the speech bubbles and tell the pupils to
use the model dialogue in their book to help them.
Play the Skills trainer CD track 24.
Girl: Are you ready to order?
Boy: Yes, I am.
Girl: What would you like?
Boy: I’d like fish and chips, please.
Girl: Would you like some salad?
Boy: Yes, please.
Girl: And to drink?
Boy: Apple juice, please.
One pupil plays the part of the waiter and the other
is the customer. They act out the dialogue, using
the menu in their books, then they swap roles. Ask
confident pairs to act out their dialogues in front of
the class.
Module
5

36. Module 5: Choosing what to eatModule 5: Choosing what to eat 35
Final task: Do a project
Task
Research and present a recipe from another country
Vocabulary
countries, food, cooking techniques
Language
What’s a traditional dish in (England)? Which
country is it from? … is from England. What
ingredients do you need? You need lots of/a little…
How do you make the recipe? First, chop some…
Then, …
Materials
Pupil’s Skills Trainer page 33
notebooks
large sheets of paper
colours (optional)
magazines, scissors, glue (optional)
computers (optional)
Focus the pupils on the lesson header, Final task:
Do a project, Research and present a recipe from
another country. Ask, What’s a traditional dish in
your country? What ingredients do you need to
make it? How do you make it? Accept all reasonable
answers.
Read the task and tell the pupils that they are
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 In (England) a
traditional dish is…. You need lots of /a little /a
few…. First, chop the (meat), then…..
Before the pupils work in their groups, 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 they can see in the photos in
step 1 – fish and chips, sushi, beetroot soup, curry.
Ask which country they think these dishes are from
(eg. England, Japan, Russia, India)
Read the question, What country is it from? Ask the
pupils to tell you which country’s traditional dish
they want to find out about.
Encourage use of the model language, such as,
What’s the national dish in England?
Step 2
Ask the pupils what ingredients they can see in the
photos in step 2 – fish, meat, rice, vegetables, pasta
Read the question, What ingredients do you need?
Pupils decide which ingredients they need for their
dish.
Encourage use of the model language, such as, You
need some peppers and onions.
Step 3
Ask the pupils what they can see in the photos in
step 3 – chopping, rolling, stirring, adding.
Read the question, How do you make the recipe?
Encourage the pupils to consider how to prepare
the dish.
Encourage use of the model language, such as, First,
chop the potatoes, etc.
Step 4
Focus the pupils on the presentation in step 4 .
Go through each section individually, eliciting input
from the pupils.
What country is your dish from?: It’s from (England).
Name of dish: Fish and chips.
What ingredients do you need?: You need fish,
potatoes, peas.
How do you prepare the dish? First, peel and chop the
potatoes…
Organise the pupils into their groups. They should
use the four steps in their books as a guide to
completing the project, but also refer their attention
to any example vocabulary or language on the
board. It might be useful to pause at intervals to
check the groups’ progress as a class and also to
stimulate interest and motivation in the activity.
The final project can be completed either with
drawings, pictures cut out from magazines, or
pictures printed from the internet.
The groups should then present their projects
to the class, taking it in turns to read out the
information within each sub-section. The recipes
can be put together as a class recipe book.
Module
5

37. Module 6: Using technology36
Vocabulary: Presentation
Using technology
Module
6
Learning outcomes
Read an encyclopaedia web page
Listen to a podcast interview
Write a technology blog
Tell a science fiction story
Do a project: Design and present a robot
Core vocabulary
digital camera, flat screen TV, games console,
mobile phone, MP3 player, satnav, tablet, webcam
Additional vocabulary
encyclopaedia, satellite, Earth, space, satellite dish,
signals, weather, astronaut, space station, science
experiments, gravity, float, astronaut, space station,
science experiments, gravity, float, video link, blog,
technology, aliens, spaceship, then, finally, plate,
umbrella, selfie, body, materials, actions
Core language
present simple, expressions of time
(sequencers)
I’ve got/I haven’t got… Have you got…? You use a
(mobile phone) to (make phone calls). It’s made of
(metal). Then, Finally
Additional language
Satellites help us to (predict the weather). What do
you do? I’m (an astronaut). What do you do in your
free time? I use this to (take pictures). I can (surf the
internet). Is it (an umbrella)? What does your robot
look like? It’s got… It’s (shiny). What’s it made of?
It’s made of (metal). What can your robot do? It can
(run). How can it help you? It helps people to… My
robot is (silver). It’s (very clever).
Vocabulary
digital camera, flat screen TV, games console,
mobile phone, MP3 player, satnav, tablet, webcam
Language
You use a (mobile phone) to (make phone calls).
Have you got…? I’ve got… I haven’t got…
Materials
Pupil’s Skills Trainer page 34
Skills Trainer CD
Introduction
Focus the pupils on Luke’s speech bubble. Ask
them to answer Luke’s question, Have you got a
games console? Check the meaning of modern
technology. Ask pupils to tell you other examples of
modern technology.
Activity 1
CD
25
Read the rubric and the words in the word box.
Look at the example answer written under the
picture in Activity 1. Read out the other words and
ask pupils to point to the correct picture in Activity
1. Then ask them to write the appropriate word
under each picture.
Play the Skills Trainer CD track 25. Pupils check their
answers.
1 My sister talks to her friends on her mobile phone.
2 I use my tablet to surf the internet.
3 I play computer games on my games console.
4 I listen to my favourite music on my MP3 player.
5 I watch films on a flat screen TV.
6 I use my webcam to talk to my cousin in the USA.
7 My dad’s got a satnav in his car. He never gets lost.
8 I use a digital camera to take photos of my family.
Answers: 1 – mobile phone, 2 – tablet, 3 – games
console, 4 – MP3 player, 5 – flatscreen TV,
6 – webcam, 7 – satnav, 8 – digital camera
Activity 2
Read the rubric and the example sentence. Pupils
can complete the activity individually or in pairs for
further support.
Answers: 1 – a tablet, 2 – play computer games,
3 – a satnav, 4 – a digital camera, 5 – a flat screen
TV, 6 – make videos for the internet, 7 – make
phone calls, 8 – an MP3 player
Activity 3
Read the rubric and the example sentence. Pupils
complete the activity individually. They can then
compare their answers with a partner.
Module overview

38. Module 6: Using technology 37
Learning outcome: Read an encyclopaedia web page
Vocabulary
encyclopaedia, satellite, space, satellite dish,
signals, Earth, weather
Language
Satellites help us to (predict the weather).
Materials
Pupil’s Skills Trainer page 35
Introduction
Focus the pupils on the lesson header, Read
an encyclopaedia web page. Ask, What is
an encyclopaedia? Have you ever read an
encyclopaedia? What did you find out about?
Ask what they can find out about from the
encyclopaedia page in their books (satellites). Ask
what pupils know about satellites – Where are they?
What do they do? How do they help us? Ask the
pupils what they can see in the pictures and accept
all reasonable answers (space, sky, Earth, satnav,
house, clouds, etc.)
Activity 1
Read the rubric and look at the example answer.
Ask the pupils to predict which of the other things
satellites help us with. The pupils then read the
texts fairly quickly to complete this activity and to
see if their predictions were correct.
Answers: watch TV, predict the weather, get
directions
Activity 2
Read the rubric and the example sentence and
answer. Collectively read questions 2–6 and explain
to the pupils that they now need to read the text
carefully again to answer these questions.
Answers: 1 – Earth, 2 – big, 3 – signals, 4 – dish,
5 – rain, 6 – cars
Activity 3
Read the rubric and the questions. Ask the pupils
where they could find the answers to the questions
(an encyclopaedia/reference book, the internet). Tell
them to find out the answers either in class or for
homework.
Answers: 1 – Sputnik 1, 2 – Albert 11 (a monkey)
Module
6

39. Module 6: Using technology38
Learning outcome: Listen to a podcast interview
Vocabulary
astronaut, space station, science experiments,
gravity, float, video link
Language
What do you do? I’m (an astronaut). What do you
do in your free time?
Materials
Pupil’s Skills Trainer page 36
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Listen to
a podcast interview. Ask, What is a podcast? (a
digital audio file that can be listened to on, or
downloaded from, the computer). Have you ever
listened to a podcast? Encourage pupils to share
their experiences.
Ask the pupils what they can see in the photo and
accept all reasonable answers (man, space, Earth,
etc.)
Activity 1
CD
26
Read the rubric and tell the pupils that they are
just going to listen and not write anything for this
activity. Ask, What’s Steve’s job?
Play the Skills Trainer CD track 26.
Interviewer: Hello Steve. You’ve got a very interesting job.
Can you tell us what you do?
Steve: Yes, I’m an astronaut. I work at the International
Space Station.
Interviewer: Wow! That must be fun!
Steve: Yes, it’s a great job. But it’s hard work.
Interviewer: What do you do every day?
Steve: I get up and have breakfast. Then I go on a
spacewalk. I have lunch. I do some science
experiments. Then I have dinner, and go to
sleep.
Interviewer: What do you do in your free time?
Steve: Well, I play games, like chess. Or I play my
guitar. I watch DVDs and listen to music.
Interviewer: Do you ever feel sad or lonely in space?
Steve: No, never! There are lots of astronauts here at
the space station and we’re friends. I can use
email to contact my family. I can also use a
video link to talk to them every day.
Interviewer: What’s the most difficult thing about living in
space?
Steve: Well, there’s no gravity in space. So there’s
no up or down. Everything floats around the
space station.
Interviewer: Well thank you for telling us about life in space,
Steve. Goodbye.
Steve: Goodbye!
Ask the pupils again, What is Steve’s job?
Answer: He’s an astronaut.
Activity 2
CD
27
Read the rubric and tell the pupils that they are
now going to hear the podcast again. Collectively
read through the form and predict what information
they think they are going to tick. Tell them they
may need to tick more than one answer for each
question.
Play the Skills Trainer CD track 27.
After listening, feedback as a class to check the
answers. Ask pupils if there is anything that surprises
them about Steve’s life as an astronaut.
Answers: 1 – International Space Station, 2 – have
breakfast, go on a spacewalk, 3 – play the guitar,
watch DVDs, listen to music, 4 – email, video link
Activity 3
Read the rubric and ask, Would you like to be an
astronaut? Ask the pupils to think for a moment
before telling you their answers. Write some
prompts on the board to help them, e.g. gravity,
spacewalk, lonely, friends. Encourage them to use
the structure, Yes I’d like to be an astronaut/No I
wouldn’t like to be an astronaut because….
Module
6

40. Module 6: Using technology 39
Learning outcome: Write a technology blog
Vocabulary
blog, technology, digital camera, games console,
tablet
Language
I use this to (take pictures). I can (surf the internet).
Materials
Pupil’s Skills Trainer page 37
notebook or sheet of paper
coloured pencils (optional)
computer (optional)
Introduction
Focus the pupils on the lesson header, Write a
technology blog. Ask, What is a blog? Who can write
a blog? Have you ever read or written a blog? Ask
the pupils what the blog they can see is about. (It’s
about favourite technology). Ask what they can see
in the pictures on the page. Accept all reasonable
answers (digital camera, games console, etc.)
Activity 1
Read the rubric. Tell the pupils that they need to read
the questions and find the answers in the blog. They
do not need to write.
Give the pupils time to complete the activity and then
read the questions one-by-one as a class to check the
answers.
Answers: 1 – a boy called Harry, 2 – his tablet,
3 – SpaceAliens, 4 – 25th April, 5 – take pictures/
surf the internet/do homework/read e-books/write
emails
Activity 2
Read the rubric. Ask the pupils if they would like
to respond to Harry’s blog? What would they say?
Invite answers from pupils around the class.
Activity 3
Tell the pupils that they are now going to plan their
own blog about their favourite technology. Focus
their attention on the draft blog and go through the
sub-headings one-by-one, eliciting examples. Pupils
can either work individually, in pairs or in small
groups to complete this activity.
Activity 4
Read the rubric. The pupils now use the information
in their draft blogs (Activity 3) to create final
versions that they can write in their notebooks or on
the computer. You could set up a class blog using a
website such as www.kidblog.com.
Module
6

41. Module 6: Using technology40
Learning outcome: Tell a science fiction story
Vocabulary
aliens, Earth, spaceship, then, finally, plate,
umbrella, tablet, selfie
Language
Is it (an umbrella)?
Materials
Pupil’s Skills Trainer page 38
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Tell a
science fiction story. Ask, Do you like listening to
stories/telling stories? What kind of stories do you
like? Invite pupils to share their experiences of
storytelling.
Activity 1
CD
28
Read the rubric. Elicit what the pupils can see in the
pictures (aliens, spaceship, tablet, boy, photo, etc.)
Ask them to think about what happens in the story.
Invite ideas from around the class.
Now tell the pupils they are going to listen and
number the pictures 1–6 .
Play the Skills Trainer CD track 28.
1 Narrator: One day, aliens land on Earth in their
spaceship. They find a tablet.
Alien: Hmm. What’s this?
2 Narrator: They don’t know what it is.
Alien: Is it a plate?
3 Alien: Is it an umbrella?
4 They switch on the tablet.
Alien: Oh! It takes photos!
5 Then the aliens go home.
Aliens: Goodbye Earth!
6 Finally, a boy finds the tablet.
Boy: Wow! Alien selfies! Amazing!
Check the answers.
Answers: 1 – Hmm. What’s this?, 2 – Is it a plate?,
3 – Is it an umbrella?, 4 – Oh! It takes photos,
5 – Goodbye Earth, 6 – Wow!
Activity 2
Ask pupils to read the speech bubbles in pairs. Play
the CD again if necessary, with pauses for them to
repeat the narrator’s lines. Ask pupils to practise
telling the story in pairs.
Activity 3
Read the rubric. Ask the pupils to work in pairs
or small groups. Encourage them to think about
their own alien story. Read the speech bubble on
the page. Then elicit useful words or phrases from
around the class and write them on the board
to give pupils some ideas. The pupils then use
the storyboard to plan out and sketch their story,
adding speech bubbles if they wish. Circulate
around the class and give assistance or help with
ideas as necessary. Give pupils some time to
practise telling their stories.
Answers: Pupils’ own answers
Activity 4
Read the rubric. Invite pupils to tell their stories
to the whole class. Pupils could also record their
stories if they wish. Alternatively they could go and
tell their stories to another class in order to practise
telling their stories to different audiences.
Module
6

42. Module 6: Using technologyModule 6: Using technology 41
Final task: Do a project
Task
Design and present a robot
Vocabulary
body, materials, actions
Language
What does your robot look like? It’s got… It’s
(shiny). What’s it made of? It’s made of (metal). What
can your robot do? It can (run). How can it help
you? It helps people to… My robot is (silver). It’s
(very clever).
Materials
Pupil’s Skills Trainer page 39
notebooks
large sheets of paper
colours (optional)
magazines, scissors, glue (optional)
computers (optional)
Focus the pupils on the lesson header, Final task:
Do a project, Design and present a robot. Talk
about robots. Ask, What do you know about
robots? Are robots good or bad? How can robots
help us? (they help astronauts in space, they
help people carry things, they can switch on
light switches, work with people in factories, play
games, sweep the floor, or be used as toys).
Read the task and tell the pupils that they are
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 It’s … It’s made of…
It can… It’s got….
Before the pupils work in their groups, 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 they can see in the photos in
step 1 – robot, arms, legs, dog, etc.
Read the question, What does your robot look like?
Ask the pupils to tell you what features they want
their robot to have. Encourage use of the model
language, such as, It’s… and It’s got….
Step 2
Ask the pupils what they can see in the photos in
step 2 – plastic, metal, cardboard, material.
Read the question, What’s it made of? The pupils
should consider which materials would be the best
ones for their robot.
Encourage use of the model language, such as, It’s
made of…..
Step 3
Ask the pupils what they can see in the photos in
step 3 – carrying, running.
Read the questions, What can your robot do? How
can it help you? Encourage the pupils to tell you
what their robot can do. They should say how their
robot can help people. They should also ideally
think of additional activities other than the ones in
the photos.
Encourage use of the model language, such as, It
can… It helps people to….
Step 4
Focus the pupils on the presentation in step 4.
Go through each section individually, eliciting input
from the pupils.
What does your robot look like?: It’s silver and blue.
It’s got four legs.
What can it do?: It can walk, talk and dance.
How can it help people?: It helps people to do
homework.
Organise the pupils into their groups. They
should use the four steps in their books as a guide
to completing the project, but also refer their
attention to any example vocabulary or language
on the board. It might be useful to pause at
intervals to check the groups’ progress as a class
and also to stimulate interest and motivation in the
activity.
The final project can be completed either with
drawings, pictures cut out from magazines, or
pictures printed from the internet.
The groups should then present their projects
to the class, taking it in turns to read out the
information within each sub-section.
Module
6

43. Evaluation rubrics42
Skills Trainer 3
Module 1 Making friends–Evaluation rubrics
Learning
outcome
Skill 1 2 3 4 Result
Read a best
friends
magazine
article
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
complete
personal
information
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
of the information in
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 an
email to a
pen friend
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.
Do a class
survey
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.
Create and
present an
avatar
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
presentation stages.
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,
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:

44. Evaluation rubrics 43
Skills Trainer 3
Module 2 Going shopping–Evaluation rubrics
Learning
outcome
Skill 1 2 3 4 Result
Read a clothes
catalogue
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
read a
shopping list
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
of the information in
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 an
advertisement
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.
Go clothes
shopping
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.
Choose and
present
new school
equipment
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
presentation stages.
Core
vocabulary
- 1 2 3 4 Result
Identifies
and names
vocabulary
associated
with clothes
- 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
2 (present
continuous),
clothes
adjectives
- 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:

45. Evaluation rubrics44
Skills Trainer 3
Module 3 Getting around–Evaluation rubrics
Learning
outcome
Skill 1 2 3 4 Result
Read a tourist
brochure
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
follow
directions
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
of the information in
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
postcard
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.
Say how to
find things on
a map
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.
Design and
present
a tourist
brochure
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
presentation stages.
Core
vocabulary
- 1 2 3 4 Result
Identifies
and names
vocabulary
associated
with places in
town
- 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
3 (present
simple,
directions)
- 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:

46. Evaluation rubrics 45
Skills Trainer 3
Module 4 Making arrangements–Evaluation rubrics
Learning
outcome
Skill 1 2 3 4 Result
Read a cinema
web page
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
complete an
after school
club form
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
of the information in
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 party
invitation
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.
Talk about
meeting up
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.
Plan and
present a class
excursion
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
presentation stages.
Core
vocabulary
- 1 2 3 4 Result
Identifies
and names
vocabulary
associated
with making
arrangements
- 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 4
(going to)
- 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:

47. Evaluation rubrics46
Skills Trainer 3
Module 5 Choosing what to eat–Evaluation rubrics
Learning
outcome
Skill 1 2 3 4 Result
Read and do a
healthy eating
quiz
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
take a pizza
order
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
of the information
in 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 recipe 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.
Order food in
a restaurant
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.
Research and
present a
recipe from
another
country
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
presentation stages.
Core
vocabulary
- 1 2 3 4 Result
Identifies and
names food
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
produces all of this
vocabulary.
Core language - 1 2 3 4 Result
Learns,
understands
and uses the
core language
for Module
5 (present
simple,
expressions of
quantity)
-
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:

48. Evaluation rubrics 47
Skills Trainer 3
Module 6 Using technology–Evaluation rubrics
Learning
outcome
Skill 1 2 3 4 Result
Read an
encyclopaedia
web page
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 to
a podcast
interview
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
of the information in
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
technology
blog
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.
Tell a science
fiction story
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.
Design and
present a
robot
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
presentation stages.
Core
vocabulary
- 1 2 3 4 Result
Identifies
and names
technology
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
produces all of this
vocabulary.
Core language - 1 2 3 4 Result
Learns,
understands
and uses the
core language
for Module
6 (present
simple,
expressions
of time
(sequencers))
- 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:

49. Macmillan Education
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A division of Macmillan Publishers Limited
Companies and representatives throughout the world
ISBN 978 0 230 47887 9
Pack ISBN 978 0 230 47893 0
Text, design and illustration © Macmillan Publishers Limited 2014
Written by Tessa Lochowski
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in accordance with the Copyright, Designs and Patents Act 1988.
First published 2014
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