quest st_tn5

Primary 5 TEACHER’S NOTES
SKILLS TRAINER

Syllabus page 2
Introduction page 4
Teacher’s Notes
1 Introducing people page 6
2 Helping at home page 12
3 Learning to learn page 18
4 Going shopping page 24
5 Travelling and planning journeys page 30
6 Going on holiday page 36
Evaluation rubrics page 42
SKILLS
TRAINER

Skills Trainer 5 Syllabus
Module Learning outcomes Vocabulary Language
1 Introducing
people
• Read a
school play
advertisement
• Listen and
complete a
newspaper
interview
• Write a profile
of someone you
admire
• Talk about your
friend
Final task: Make a
class Skills Book
bad, careful, dangerous,
good, noisy, quick, quiet, slow
Additional vocabulary
school play vocabulary
(audition, cast, character,
hero, heroine, villain),
football vocabulary (fit,
score goals, team, train,
match), personality adjectives
(adventurous, amazing,
funny, sporty, talkative) family
vocabulary (aunt, cousin,
uncle), hobbies and skills
(drawing, painting, playing
computer games, playing
the drums, playing the guitar,
playing the piano), activities
adjectives, adverbs of
manner
He studies (quietly).
She rides a bike
(dangerously).
Can you act (well)?
He sings (loudly) and
plays the guitar (badly).
She’s an (amazing) person.
She’s (funny).
She’s got (long, blond)
hair.
What are you good at?
He’s good at (football).
She’s good at (playing the
drums).
Additional language
Are you good at (sports)?
What’s (the advertisement)
about?
Congratulations on (the last
match).
I love (football).
I play (basketball).
Have you got any other
hobbies?
His favourite hobby is (playing
computer games).
His favourite clothes are (jeans
and football shirts).
Let’s choose this topic …
What sports are you good at?
What languages can you speak
well?
2 Helping at
home
• Read a robot
shop web page
• Listen to a phone
call and take
notes
• Write a chores
rota
• Talk about
household
machines
Final task: Design
and present a
household gadget
clean the floor, do the
recycling, do the shopping,
do the washing up, lay the
table, make my bed, tidy my
room, water the plants
household vocabulary (brush,
rechargeable, remote control,
turn on, vacuum cleaner,
washing machine), tidy up,
at summer camp (cook the
sausages, dormitory, games
room, make a campfire,
prepare vegetables),
household machines/
items (cooker, dishwasher,
microwave, gadget
vocabulary, materials
present continuous
I’m (making the bed).
He’s (watering the plants).
They’re (doing the
recycling).
It’s got (two arms).
It can (use a washing
machine).
Can you (tidy up)?
On Wednesday (we water
the plants).
It’s a (washing machine).
Is it a (washing machine)?
Yes, it is. No, it isn’t.
It’s made of…
You use it to…
Additional language
What do you do to help at
home?
I (always) tidy my room.
I (sometimes) clean the kitchen
floor.
It’s (round). It looks (human).
I’ll bring a pizza for dinner
tonight.
I could … to help my parents.
What are (chores)?
What’s (a rota)?
What do you usually do to help
at home?
It’s a type of (machine).
You use it to …
It’s made of …
3 Learning to
learn
• Read about life at
boarding school
• Listen to a study
tips podcast
• Write study tips
• Ask for and give
study advice
Final task: Find
out about school in
another country
Drama, English, Geography,
History, ICT, Maths, Music,
Science
boarding school (boarding
school, dormitory, drama
club, grounds, house, meal),
study tips (distraction,
equipment, healthy snacks,
rest, revision timetable, text
your friends, tidy desk, waste
time), study skills (drawing,
key ideas, key words, mind
map, smart), learning advice
(advice, feel hungry, feel
tired, find something difficult,
find the time), countries
present simple, advice
(should)
What subjects are you
good at?
I’m good at (Maths)?
On Thursday, we learn
about the past.
Plan your revision.
Go to bed early.
You should (do your
homework at home).
You should (write your
homework in your diary).
I (sometimes) feel tired at
school.
I (often) forget to do my
homework.
One advantage is…
One disadvantage is…
Additional language
There are (lessons on Saturday
morning, too).
They wake up at (7 o’clock).
They have breakfast at (7:45
am).
Which pieces of advice will you
follow when you next take an
exam?
Good advice.
Syllabus2

Module Learning outcomes Vocabulary Language
4 Going
shopping
• Read a
supermarket
catalogue
• Listen to
shopping
announcements
• Write an
advertisement
• Buy fruit
Final task: Plan and
present an idea for
a class party
bar, bottle, box, can, carton,
jar, packet, tin
supermarket (delicious,
fresh, picnic, pineapple, save
money, special offer, spicy),
shopping and materials
(cotton, denim, electrical
items, fridge, glass, on the
… floor, special offer, store,
wool), technology (apps,
browse the net, charge,
download, keyboard,
software, surf the net, touch
screen, wi-fi) at the market
(a kilo of … , half a kilo of …
, 250 grams of …), parties,
places, days, food and drink
Expressions of quantity,
present simple (There
is…/There are…)
How many (sausages) can
you buy?
There’s a special offer on
(tables).
There are special offers
on (toys).
It’s got (a touch screen).
There’s (an intelligent
keyboard).
It’s (easy to charge).
Can I have (a kilo of
apples), please?
How much is that?
That’s (three pounds).
Here you are.
Anything else?
Additional language
I’m going shopping.
Who do you go shopping
with?
What do you buy?
What kind of shop is this
advertisement for?
What can you buy there?
What are (announcements) for?
Welcome to (Smiths
department store).
I like visiting … because …
Let’s have a party on …
We need to buy …
We can bring …
5 Travelling
and planning
journeys
• Read train travel
information
• Listen to
train station
announcements
• Write journey
instructions
• Buy train tickets
Final task: Plan and
present a day out
aisle seat, platform, seat
reservation, ticket, ticket
barrier, ticket inspector,
timetable, window seat
transport (buffet car, delay,
in advance, ticket office,
wheelchair access, apologise,
follow the signs, airport,
directions, take the … line),
train travel (day return, open
return, passenger, receipt,
return, single, travel pass),
excursions, times, activities
adverbs of frequency,
sequencers
You’ve got to (show it to
the ticket inspector).
I (often) visit my
grandparents.
We (always) travel by
train.
There’s (usually) a ticket
office.
There’s (often) good
wheelchair access.
First, Next, Then, Finally
Can I have (a ticket to
Liverpool), please?
Would you like (a single
ticket)?
Have you got (a travel
pass)?
Here you are.
Additional language
Did you (buy the ticket)?
How much was it?
Where did you (sit on the
train)?
Let’s (look at the timetable).
You must (put your ticket into
the machine).
Welcome to (London).
We apologise for (the delay).
How about going to …?
We’re going by …
How much does it cost to …?
6 Going on
holiday
• Read a holiday
brochure
• Listen to a tourist
guide
• Write a holiday
postcard
• Buy souvenirs
Final task:
Research and plan
a holiday
cool bag, flip flops, goggles,
guide book, passport,
sun cream, sunglasses,
toothbrush
travel vocabulary (Atlantic,
climate, cool, go diving,
horse riding, indoor, lizard,
Mediterranean, mild,
mountain, nature walk, resort,
skiing, snowboarding, coast,
delicious, tourists, unusual,
boat, souvenir, warm),
souvenirs (bracelets, hats, key
rings, magnets, puppets, tea
towels), holidays, activities
past simple, going to
You use this to (clean your
teeth).
It’s near the coast.
We went (to an island).
The ice cream was
delicious.
We’re going to (buy
souvenirs).
How much are (these
bracelets)?
They’re (two pounds).
What are they made of?
They’re made of (leather).
Additional language
You can (go diving).
You can’t (go swimming in
winter).
Go on (a nature walk).
What do you think (the climate)
is like?
Welcome to (the Atlantic
Holiday Club bus tour).
It’s famous for (its food market).
Do you want to try (the local
cheese)?
I’d like (two), please.
How about …?
Let’s go there in …
Let’s buy …
Syllabus 3

Introduction4
Skills Trainer Introduction
Skills Trainers Introduction
Each Skills Trainer within this six-level series
comprises six modules and brings real, everyday
English into the classroom. This is done through
child-friendly content, based on authentic situations
and texts, and with a focus on critical thinking and
problem solving within real-life situations and tasks.
How to use the Skills Trainers
The Skills Trainers are designed to be used
flexibly. The topic-based modules can be selected
and used in any order, so as to best provide
extra skills support and extension to a particular
class. Although following the pages sequentially
throughout a module gets the most out of a topic,
there is also the option of the teacher being more
selective in terms of the order in which they work
with the module and also the content that they wish
to focus on.
The module topics focus on situations and tasks
that the pupils encounter in real life, such as
Introducing people, Helping at home and Going
on holiday. 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 train travel information, Listen
to train station announcements, Write journey
instructions and Buy train tickets. 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 5.
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 school play advertisement or a holiday
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 a phone call and listening to a
study tips podcast. 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 taking notes
from a phone call and completing a newspaper
article, make the activities more meaningful for the
pupils.
Writing
Model writing texts are first presented in context,
such as a chores rota and journey instructions. An
initial activity aims to familiarise the pupils with the
text, with further activities focusing the pupils on
detail and structure within the text.
A draft writing template is provided for the pupils to
plan their own written text before completing it in
their notebooks or electronically. Each final writing
task is designed for the pupils to input information
relevant to them, and therefore make the task more
memorable and meaningful.
Speaking
These pages begin with equipping the pupils with
the language they need to do the task through

Introduction 5
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 buying souvenirs, are also provided. These
are also on the page of the pupil’s component and
are intended to be personalised and adapted by
the pupils, and then repeated for further practice.
Projects
These collaborative projects aim to incorporate the
learning outcomes and language within the module,
while at the same time, reinforcing the importance
of project-related skills, such as preparation and
planning, decision-making, information gathering,
drafting, writing and presenting. Pupils are required
to work collaboratively throughout the four steps of
each project and then present their project, which
ranges from making a class Skills Book to planning
and presenting a day out. 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 You use it to…, It’s made of…
and It’s got…, 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.

Vocabulary: Presentation
Module 1: Introducing people6
Module overview
Introducing people
Module
1
Learning outcomes
Read a school play advertisement
Listen and complete a newspaper interview
Write a profile of someone you admire
Talk about your friend
Do a project: Make a class Skills Book
Core vocabulary
bad, careful, dangerous, good, quick, quiet, slow,
noisy
school play vocabulary (audition, cast, character,
hero, heroine, villain), football vocabulary (fit, score
goals, team, train, match), personality adjectives
(adventurous, amazing, funny, sporty, talkative)
family vocabulary (aunt, cousin, uncle), hobbies and
skills (drawing, painting, playing computer games,
playing the drums, playing the guitar, playing the
piano), activities
Core language
adjectives, adverbs of manner
He studies (quietly). She rides a bike (dangerously).
Can you act (well)? He sings (loudly) and plays the
guitar (badly). She’s an (amazing) person. She’s
(funny). She’s got (long, blond) hair. What are you
good at? He’s good at (football). She’s good at
(playing the drums).
Additional language
Are you good at (sports)? What’s (the
advertisement) about? Congratulations on (the last
match). I love (football). I play (basketball). Have
you got any other hobbies? His favourite hobby is
(playing computer games). His favourite clothes are
(jeans and football shirts). Let’s choose this topic …,
What sports are you good at?, What languages can
you speak well?
Vocabulary
bad, careful, dangerous, good, quick, quiet, slow, noisy
Language
He studies (quietly). She rides a bike (dangerously).
Materials
Pupil’s Skills Trainer page 4
Skills Trainer CD
Introduction
Look at the picture of Kelly. Focus the pupils on
Kelly’s speech bubble. Answer Kelly’s question,
What are you good at? Ask questions to encourage
them, e.g. Are you good at sports? Are you good at
making things? Are you good at helping people?
Activity 1
CD
2
Focus the pupils on the activity and collectively read
the rubric. Ask what they can see in the pictures.
Ask the pupils to look at the words in the box.
Demonstrate the first picture by walking very quickly.
Pupils can then look at the other pictures and match
the words in pairs.
Play the Skills Trainer CD track 2 and ask pupils to
check their answers as they listen.
1 He’s slow.
2 She’s quick.
3 He’s good.
4 She’s bad.
5 He’s careful.
6 She’s dangerous.
7 He’s quiet.
8 She’s noisy.
Then read the words and ask them to repeat. Use
pitch, intonation and speed of delivery in your voice
to underline differences in meaning.
Answers: 1 – slow, 2 – quick, 3 – good, 4 – bad,
5 – careful, 6 – dangerous, 7 – quiet, 8 – noisy
Activity 2
Read the rubric and check the pupils understand
the terms adjective and adverb. Ask them to look at
the line joining the two words in the example. Then
pupils can complete the activity.
Answers: 1 – slow, slowly, 2 – quick, quickly,
3 – quiet, quietly, 4 – noisy, noisily, 5 – careful,
carefully, 6 – dangerous, dangerously,
7 – good, well, 8 – bad, badly
Activity 3
Read the rubric and look at the picture and example
answer. Ask pupils to make a complete sentence
for question 2. Pupils can complete the activity
individually or in pairs for further support.
You could ask pupils to mime one of the sentences.
Answers: 1 – She walks quickly, 2 – She rides a bike
dangerously, 3 – He studies quietly, 4 – He sings well

Learning outcome: Read a school play advertisement
Module 1: Introducing people 7
Module
1
Vocabulary
cast, audition, villain, character, heroine, hero
Language
Can you act (well)?
Materials
Introduction
Focus the pupils on the poster. Ask them about the
purpose of the advertisement and ask What’s the
advertisement about? What’s it explaining? What’s
the name of the play? What’s an audition? When’s it
happening? Ask the pupils what characters they can
see on the poster. Ask pupils to describe them and
say what they think the characters are like before
they read. Supply any vocabulary they might need,
e.g. beard, sword.
Activity 1
Read the rubric and look at the example answer.
Ask the pupils to read the texts about the
characters quickly and complete the names.
Answers: 1 – Captain Greybeard, 2 – Rose,
3 – Henry, 4 – Polly the parrot, 5 – Captain
Greybeard, 6 – Violet
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 – on Tuesday at 4pm, 2 – He attacks
the town/steals the treasure. 3 – She finds a way
to escape from the Captain’s ship. 4 – He can run
quickly/fight well with a sword. 5 – He repeats what
the Captain says and gives away the Captain’s
secrets.
Activity 3
Read the rubric and ask the pupils to think about
which character they want to be in the school play.
Encourage the pupils to give examples orally and
give their reasons using the connector, because, e.g.
I want to be Henry Armstrong because his character
is exciting. Then ask pupils to write their answer in
their books.
Answers: Pupils’ own answers

Vocabulary
team, score goals, match, fit, train
Language
He sings (loudly) and plays the guitar (badly).
Materials
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Listen and
complete a newspaper interview. Ask the pupils to
look at the picture of Ronnie Ray being interviewed
and guess why he is famous. They can make
predictions about what he does well. Ask, What
kind of question do you think the interviewer will
ask Ronnie?
Activity 1
CD
3
Read the rubric and ask the pupils to listen
specifically for the sports Ronnie does.
Play the Skills Trainer CD track 3.
Interviewer: Hello, Ronnie. How are you?
Ronnie: Fine, thanks.
Interviewer: Well Ronnie, you’re the star player for Kingston
United football team.
Ronnie: Thank you. The Kings are the best team at the
moment
Interviewer: Congratulations on your match last Sunday.
Ronnie: Thank you, Katy. When it started at 7pm, I was
nervous. But after I scored three goals, I was
very happy.
Interviewer: You are a very fit player aren’t you, Ronnie?
Ronnie: Yes, I love football. I play football every day. I
run for five kilometres every day, too. I run very
quickly!
Interviewer: Do you do any other sports?
Ronnie: Yes, I play basketball twice a week and I love
surfing!
Interviewer: Have you got any other hobbies?
Ronnie: I like singing loudly and I’m learning to play the
guitar. At the moment, I play the guitar badly!
Interviewer: OK Ronnie. Thank you very much. Goodbye.
Ask the pupils again What sports does Ronnie do?
Check they are using the 3rd person s ending as they
speak.
Answers: plays football, runs, plays basketball, goes
surfing
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 newspaper article and predict
what information they think is missing from each
gap. For example, will they need to write a number,
a time, a date or an adverb?
After listening, feedback as a class to check the
answers.
Answers: 1 – 7pm 2 – three, 3 – five, 4 – twice,
5 – loudly, 6 – badly
Activity 3
Read the rubric and ask the pupils to give examples
of sports they can already do well. Then ask them to
think of a sport they want to learn – something they
think they could learn quickly.
Encourage them to use the adverbs well and quickly
in their answers.
Learning outcome:
Listen and complete a newspaper interview
Module
1

Module
1
Vocabulary
Family vocabulary: cousin, uncle, aunt
Personality adjectives: funny, talkative, sporty,
adventurous, amazing
Language
I’ve known her for (11 years). She’s an (amazing)
person. She’s (funny). She’s got (long, blond hair).
Materials
notebook or sheet of paper
coloured pencils (optional)
computer (optional)
Introduction
Focus the pupils on the lesson header, Write a
profile of someone you admire. Ask, What’s a
profile? What sort of information does it have about
a person? Where can you find a profile? Encourage
pupils to think about the kind of profiles you can
find on the internet. Ask pupils to look at the photo
of Helen’s cousin Katie and describe her. Before
they read, ask them to say what kind of person they
think she is and guess what sort of activities she
does.
Activity 1
Read the rubric. Tell the pupils that they need to
read the questions about Helen’s cousin Katie and
find the answers in the text.
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 – She’s funny and talkative, 2 – 15,
3 – two, 4 – Perth, Australia 5 – volleyball, sailing,
kitesurfing, 6 – kitesurfing
Activity 2
Read the rubric. Check that pupils remember what
an adjective is and ask them to find an example and
underline it. Then give the pupils time to read the
text again and find more adjectives. Ask them what
they think about Katie’s personality and if they know
anyone in their family like this.
Answers: adventurous, funny, sporty, talkative, tall,
amazing
Activity 3
Ask the pupils, Who do you admire? Ask them
to give examples from their own family first and
revise family vocabulary. Then ask the pupils to
give other examples of famous people, e.g. sports
personalities, pop stars, film stars. Ask why they
admire them and practise giving reasons orally
using because.
Tell the pupils that they are now going to plan
their own profile. Focus their attention on the
headings and go through them one-by-one, eliciting
examples. Pupils can either work individually or in
pairs to complete this activity.
Activity 4
Read the rubric. The pupils now use the information
in the draft profiles that they created in Activity 3 to
create a final version. They could post profiles on a
class website for other pupils to read, add photos,
etc.
Learning outcome:
Write a profile of someone you admire
Module 1: Introducing people 9

Vocabulary
playing the guitar, playing the drums, playing the
piano, painting, drawing, playing computer games
Language
What are you good at? He’s good at (football). She’s
good at (playing the drums).
Materials
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Talk about
your friend. Ask the pupils to imagine that a new
pupil is joining the class for this lesson. Ask them
what they want to find out about the pupil, e.g.
name, age, what hobbies they have, etc.
Activity 1
CD
5
Read the rubric. Elicit what the pupils can see in
the photos. Focus the pupils on the ing form of the
verb.
number the pictures.
1 My favourite hobby is painting.
2 My favourite hobby is playing the guitar.
3 My favourite hobby is playing computer games.
4 My favourite hobby is playing the drums.
5 My favourite hobby is drawing.
6 My favourite hobby is playing the piano.
Answers: 1 – painting, 2 – playing the guitar,
3 – playing computer games, 4 – playing the drums,
5 – drawing, 6 – playing the piano
Activity 2
Tell the pupils they are going to interview a friend.
Ask them to look at the headings on the notepad
and make a question orally for each heading, e.g.
What’s your favourite hobby?
The pupils complete the activity in pairs. You could
ask them to imagine they are a new pupil, e.g. with
an English name and invent their answers, or they
could answer for themselves, preferably with a
partner they don’t usually work with.
Ask the pupils to complete the speaking activity
and make notes. Pupils should not write complete
sentences for this task.
Activity 3
CD
6
Read the rubric. Tell the pupils that they now need
to prepare their presentation for the class.
Play the Skills Trainer CD track 6 and ask the pupils
to follow the example in their books.
Girl: This is Leo. He’s ten years old. He’s good at football,
drawing and painting. His favourite hobby is playing
computer games. He plays the guitar and the drums,
too.
Boy: This is Gemma. She’s eleven years old. She’s good at
Maths and basketball. Her favourite hobby is horse
riding.
Ask the pupils to look at the introduction again.
Focus their attention on the present tense third
person s. Remind them also about the pronouns
his/her. Give the pupils time to prepare their
presentations, using the notes they made in
Activity 2.
Choose pupils to give their presentations in pairs
and introduce their new friend. This activity provides
a good opportunity for role-play.
Learning outcome: Talk about your friend
Module
1

Final task: Do a project
Module 1: Introducing peopleModule 1: Introducing people 11
Task
Make a class Skills Book
Vocabulary
activities
Language
Let’s choose this topic. What sports are you good
at? What languages can you speak well? Which
activities from these topics can you do well? Which
new activities do you want to learn?
Materials
notebooks
computers (optional)
Focus the pupils on the lesson header, Final task:
Do a project, Make a class Skills Book. Ask, What
skills do you have? Give them a topic such as sports
or music and ask the pupils to give examples of
what they can do well.
Read the task and tell the pupils that they are
going to work in groups to do this project.
They could use the internet (optional) to do
research and find ideas and/or images. They
will also need to use the language Let’s choose this
topic., What sports are you good at? and What
languages can you speak well?
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 categories
in step 1 e.g. sports, music, art, languages – do a
mini brainstorm of vocabulary on each of the four
topics. Look at the example survey questions in
the speech bubbles above and explain that they
are going to make their own questions. Do other
examples orally, e.g. Are you good at singing? Can
you play an instrument well?
Then ask the pupils to think and identify at least
one item in each topic that they can do well.
Module
1
Step 2
Ask the pupils to think about and identify at least
one item related to each topic that they want to
learn. Ask them to find out what their friends do
well. Then ask the pupils to discuss in their groups
which activities they need to practise and improve
and how they can help each other. Ask the class for
suggestions.
Step 3
Ask the pupils to complete a skills page listing one
item they are good at and one item they need to
practise within each of the four topics. For example,
under ‘Music’ they might write I’m good at playing
the recorder, I want to learn to play the guitar.
Step 4
Organise the class ready for the speaking activity.
In a very large class you could do this in groups
and reorganise the pupils into different groups. In
smaller classes pupils can complete the activity as
a ‘mingle’, asking as many other pupils as they can.
Set clear targets for this stage, e.g. give them a
number of pupils to ask and/or a time limit. When
they have completed the task, ask pupils to return
to their seats.
Encourage use of the model language, such as I’m
good at judo, I can speak French well, etc. Ask the
pupils to listen to what skills their classmates have
and to try and find someone who can help them
with something they want to learn. When they have
finished, ask them to report back on any interesting
findings. Ask pupils to use the findings they have
recorded to make a class Skills Book.

Module overview
Learning outcomes
Read a robot shop web page
Listen to a phone call and take notes
Write a chores rota
Talk about household machines
Do a project: Design and present a
household gadget
Core vocabulary
clean the floor, do the recycling, do the shopping,
do the washing up, lay the table, make my bed, tidy
my room, water the plants
household vocabulary (brush, rechargeable, remote
control, turn on, vacuum cleaner, washing machine,
tidy up, at summer camp (cook the sausages,
dormitory, games room, make a campfire, prepare
vegetables), household machines/items (cooker,
dishwasher, microwave, toaster, vacuum cleaner,
washing machine), gadget vocabulary, materials
Core language
present continuous
I’m (making my bed). He’s (watering the plants).
They’re (doing the recycling). It’s got (two arms). It
can (use a washing machine). Can you (tidy up)? On
Wednesday (we water the plants). It’s a (washing
machine). Is it a (washing machine)? Yes, it is. No, it
isn’t. It’s made of… You use it to…
Additional language
What do you do to help at home? I (always) tidy
my room. I (sometimes) clean the kitchen floor. It’s
(round). It looks (human). I’ll bring a pizza for dinner
tonight. I could … to help my parents. What are
(chores)? What’s (a rota)? What do you usually do to
help at home? It’s a type of (machine). You use it to
… It’s made of …
Vocabulary
clean the floor, do the recycling, do the shopping,
do the washing up, lay the table, make my bed, tidy
my room, water the plants
Language
I’m (making my bed). He’s (watering the plants).
He’s (doing the recycling).
Materials
Skills Trainer CD
Introduction
Look at the picture of David and his speech bubble.
Check the meaning of household chores. Ask the
pupils to give examples. Ask David’s question What
do you do to help at home?
Activity 1
CD
7
Focus the pupils on the activity and collectively
read the rubric. Ask which rooms of the house they
can see.
to look at the list of household chores and number
the pictures. They then listen to check the answers.
1 I make my bed every day. 2 I always tidy my room.
3 I do the washing up after dinner. 4 I sometimes clean the
kitchen floor. 5 I lay the table before dinner. 6 I often do
the shopping with my mum. 7 I do the recycling at night.
8 I water the plants in the morning.
Answers: 1 – make my bed, 2 – tidy my room,
3 – do the washing up, 4 – clean the floor, 5 – lay the
table, 6 – do the shopping, 7 – do the recycling,
8 – water the plants
Activity 2
Read the rubric and the example sentence. Give
the pupils time to complete the sentences.
Answers: 1 – making, 2 – watering, 3 – cleaning,
4 – laying, 5 – doing, 6 – tidying, 7 – doing,
8 – doing
Activity 3
Read the rubric and ask the pupils to study the
picture. Ask questions orally first to practise
vocabulary and present continuous forms, e.g. What’s
dad doing? What are the brothers doing? Check
answers and correct use of singular/plural forms.
Answers: He’s doing the washing up. She’s
cleaning the floor. He’s doing the recycling. He’s
watering the plants.
Module 2: Helping at home12
Helping at home
Module
2

Learning outcome: Read a robot shop web page
Vocabulary
vacuum cleaner, brush, washing machine,
rechargeable, turn on, remote control
Language
It’s got (two arms). It can (use a washing machine).
Materials
Introduction
Focus the pupils on the lesson header, Read a
robot shop web page. Ask, What web pages do
you read? Can you shop on the internet? What can
you buy? Ask the pupils what they can see in the
pictures. Ask them to describe the different robots.
It’s round. It looks human. It has/hasn’t got arms.
Activity 1
Ask the pupils to read the texts about the robots
quickly and complete the names to practise reading
for gist.
Answers: 1 – Tele-Robot, 2 – Robo-Green, 3 – Tele-
Robot, 4 – Cooky-Robot, 5 – Robo-Cleaner,
6 – Kleeno-Robot
Activity 2
answer. Collectively read questions 2 to 5 and
explain to the pupils that they now need to read the
text carefully again to answer these questions.
Answers: 1 – It uses brushes. 2 – It looks like a
person and it’s got two arms. 3 – It’s rechargeable.
4 – by remote control, 5 – It’s got hands and can
follow recipes.
Activity 3
which robot they want to buy. Encourage the pupils
to give their reasons using the connector because,
e.g. I want to buy Cooky-Robot because it can
make meals. Then ask pupils to write their answers
in their books.
Module 2: Helping at home 13
Module
2

Learning outcome:
Listen to a phone call and take notes
Vocabulary
household chore, tidy up, do the washing up, water
the plants, lay the table, make the bed, clean the
floor
Language
Can you (tidy up)?
Materials
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Listen to a
phone call and take notes. Ask, Why do you take
notes at school and at home? Where do you write
them? Explain that listening and taking notes is an
important skill which helps you to remember and
learn things.
Ask the pupils to look at the photos of Jake and his
mum. Explain that his mum has to work late tonight.
Before they listen, ask them to guess what Jake and
his mum are talking about on the phone.
Activity 1
CD
8
Read the rubric and tell the pupils that they are
just going to listen and not write anything for
this activity. Ask the pupils to count how many
household chores they hear.
Jake: Hello?
Mum: Hi Jake, it’s Mum.
Jake: Hello, Mum.
Mum: Can you, your sister and your dad help with some
chores, please?
Jake: Yes, OK.
Mum: Have you got a pen and a piece of paper?
Jake: Erm … yes!
Mum: First, can you tidy up your bedroom?
Jake: No problem.
Mum: Then, can Dad do the washing up in the kitchen?
Jake: OK.
Mum: Can your sister water the plants in the living room?
Jake: OK, I’ll tell her.
Mum: And finally, can you lay the table in the dining room?
Jake: No problem.
Mum: Thank you, Jake. And I’ll bring a pizza for dinner
tonight.
Jake: Great! Thanks Mum! See you later.
Ask the pupils, How many household chores does
Jake’s mum talk about?
Answer: four
Activity 2
CD
9
going to hear the conversation again. Collectively
read through the headings on the notebook. Tell
pupils they must circle the person and the chore in
each case.
answers.
Answers: bedroom – Jake – tidy up, kitchen – dad
– do the washing up. living room – sister – water the
plants , dining room – Jake – lay the table
Activity 3
Read the rubric and ask, What household chores
can you do to help at home? Ask the pupils to
think about what chores they could do, rather than
what they actually do. Encourage them to use the
structure, I could … to help my parents.
Module
2

Learning outcome: Write a chores rota
Vocabulary
dormitory, prepare vegetables, games room, make
a campfire, cook the sausages
Language
On Wednesday (we water the plants).
Materials
computer (optional)
Introduction
chores rota. Ask, What are chores? What’s a rota?
How do you organise it? Ask the pupils to look at
the example rota and how tasks are allocated to
days of the week. Discuss other ways of organising
a rota, e.g. allocating names of people. Focus
the pupils’ attention on the rota and pre-teach
necessary vocabulary, e.g. campfire, dormitory.
Activity 1
read the questions, look at the information in the
chores rota and think about the answers. They do
not need to write at this stage. Organise the pupils
into pairs and ask them to compare ideas.
check the answers.
Answers: 1 – in your dormitory, 2 – in the kitchen,
3 – Wednesday, 4 – the games room, 5 – Friday
Activity 2
Read the rubric. Ask the pupils to think about other
chores which could be included for every day, for
example, tidy away their clothes.
Activity 3
Ask the pupils to give other examples of when
a chores rota could be used, e.g. to organise
classroom tasks, divide household chores in the
family.
Tell the pupils that they are now going to plan their
own chores rota. Focus their attention on the draft
rota and ask the pupils to give examples of chores
for different situations, e.g. summer camp, at home,
in the classroom. Pupils can either work individually,
in pairs or in small groups to complete this activity.
Activity 4
in their draft rota, created in Activity 3, to create
a final version that they can display in class or at
home.
Module 2: Helping at home 15
Module
2

Learning outcome: Talk about household machines
Vocabulary
cooker, microwave, dishwasher, washing machine,
vacuum cleaner, toaster
Language
It’s a washing machine. Is it a washing machine? Yes,
it is. No, it isn’t.
Materials
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Talk about
household machines. Ask, What do you usually do
to help at home? Do you use any machines to help
you? Elicit any vocabulary of household machines
and appliances that the pupils may know already.
Activity 1
CD
10
Read the rubric. Ask the pupils if they can identify
any of the pictures of machines and what they are
used for.
Now tell the pupils they are going to listen and write
the six machines they hear.
1 It’s a washing machine.
2 It’s a dishwasher.
3 It’s a vacuum cleaner.
4 It’s a cooker.
5 It’s a microwave.
6 It’s a toaster.
Answers: 1 – washing machine, 2 – dishwasher,
3 – vacuum cleaner, 4 – cooker, 5 – microwave,
6 – toaster
Activity 2
Ask the pupils to cover the list of definitions on
the left-hand side of the activity and look at the
household machines on the right. Ask the pupils to
tell you what the machine is used for. Encourage
them to use the phrase You use it to … . Provide
the pupils with any new vocabulary that they do not
know.
When they have finished, ask them to uncover the
written definitions in Activity 2 and match them to
the machines.
Answers: 1 – e, 2 – a, 3 – b, 4 – d, 5 – f, 6 – c
Activity 3
CD
11
Read the rubric. Tell the pupils that they are going
to play a definitions game.
to follow the example dialogue in their books.
Boy: It’s a type of machine.
Girl: Is it a washing machine?
Boy: No, it isn’t. You use it to make toast.
Girl: Is it a toaster?
Boy: Yes, it is.
Focus the pupils’ attention back on the list of
machines in Activity 2. Ask the pupils to choose a
machine and then get their partner to guess which
it is.
Module
2

Task
Design and present a household gadget
Vocabulary
gadget vocabulary, materials
Language
You use it to …, You use it in the …, It’s made of …,
It’s got … What does your gadget do? Where can
you use it? What’s it made of? What does it look
like?
Materials
notebooks
large sheets of paper
colours (optional)
Do a project, Design and present a household
gadget. Ask, What machines or gadgets have you
got at home? How do they help you with household
chores? Explain that they are going to design a
multi-function gadget to help at home. Ask them
to think of a chore that they would like help with.
Then ask them to imagine a gadget. Ask one or
two pupils to talk about their ideas. E.g. I would like
a gadget to help me tidy my bedroom.
will also need to use the language You use it to …,
You use it in the …, It’s made of …, It’s got …
language.
Step 1
Ask the pupils what they can see in the pictures in
step 1 - check vocabulary such as clean the floor,
water the plants, etc.
Read the question, What does your gadget do? Ask
the pupils to suggest other ideas for using gadgets
in each room of the house. Encourage use of the
model language you use it to …
Step 2
Ask the pupils to say which rooms they can see
in the photos: kitchen, garden, bedroom, dining
room. Ask them what chores they could need help
with in each place. Ask the pupils for other ideas
and suggestions of ways the gadget could help
them in the part of the house they have chosen.
Encourage use of the model language such as You
use it in the (kitchen). You use it to …
Step 3
Ask the pupils to design their gadget and consider
carefully what they will use it for and where they
will use it as well as the material it is made of e.g.
rubber, metal, plastic, etc and its parts. First, ask
them to draw and label the parts and functions.
Encourage use of the model language, e.g. It’s
made of …, It’s got …. Help the pupils by revising
and providing vocabulary, e.g. revising different
materials.
Step 4
Focus the pupils on the presentation in step 4
and explain they must use this as a model for their
own presentation. Write the sentences stems as
prompts on the board to help the pupils, e.g.
This gadget …
You use it in the …
It’s made of …
It’s got …
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. Ask the pupils to produce a poster of the
design of their gadget, label all of its functions and
write about what it can do. In a group of four pupils
you could allocate tasks – 1 Draw the gadget,
2 Write about the purpose of the gadget, and
3 and 4 Write about one of the features of the
gadget. The pupils can work together to construct
their poster to present.
Each group can present its gadget design to the
class, taking it in turns to read out the information.
Finally the class can decide on which gadget is the
most useful. You could make a wall display with the
gadget designs.
Module 2: Helping at homeModule 2: Helping at home 17
Module
2

Module overview
Learning outcomes
Read about life at boarding school
Listen to a study tips podcast
Write study tips
Ask for and give study advice
Do a project: Find out about school in
another country
Core vocabulary
Drama, English, Geography, History, ICT, Maths,
Music, Science
boarding school (boarding school, dormitory, drama
club, grounds, house, meal), study tips (distraction,
equipment, healthy snacks, rest, revision timetable,
text your friends, tidy desk, waste time), study skills
(drawing, key ideas, key words, mind map, smart,
learning advice (advice, feel hungry, feel tired, find
something difficult, find the time), countries
Core language
present simple, advice (should)
What subjects are you good at? I’m good at
(Maths)? On Thursday, we learn about the past.
Plan your revision. Go to bed early. You should (do
your homework at home). You should (write your
homework in your diary). I (sometimes) feel tired at
school. I (often) forget to do my homework. One
advantage is… One disadvantage is… What are the
advantages and disadvantages of the school?
Additional language
There are (lessons on Saturday morning, too). They
wake up at 7 o’clock. They have breakfast at 7:45
am. Which pieces of advice will you follow when
you next take an exam? Good advice.
Vocabulary
Drama, English, Geography, History, ICT, Maths,
Music, Science
Language
What subjects are you good at? I’m good at
(Maths). On Thursday, we learn about the past.
Materials
Skills Trainer CD
Introduction
Look at the picture of Lisa and her speech bubble.
Elicit from the pupils which school subjects they
know and which they like and don’t like. Ask pupils
Lisa’s question What subjects are you good at?
Activity 1
CD
12
Focus the pupils on the activity and collectively
read the rubric. Ask which subjects they can see in
the pictures. Ask the pupils to write the subjects
under the pictures and then listen to check their
answers.
Play the Skills Trainer CD track 12
1 We read and write stories in English. 2 We do calculations
in Maths. 3 We learn about the past in History. 4 We
learn about different countries in Geography. 5 We learn
about people, plants and animals in Science. 6 We play
instruments in Music. 7 We learn to act in Drama. 8 We
use computers in ICT.
Ask the pupils to complete any gaps they have by
listening. Do feedback with the class. Focus on each
picture in turn and choose a pupil to write the word
on the board while the others check the spelling.
Answers: 1 – English, 2 – Maths, 3 – History,
4 – Geography, 5 – Science, 6 – Music, 7 – Drama,
8 – ICT
Activity 2
Read the rubric and ask the pupils to study Lisa’s
timetable. Do some oral practice with the times,
e.g. What time is the break? What time does Lisa
have lunch? What time do lessons begin?
Ask the pupils to look at the text and read the first
sentence. Ask them to work out which subject
includes reading and writing stories. Give the pupils
time to read and complete the gaps.
Answers: 1 – English, 2 – Music, 3 – Maths,
4 – Drama, 5 – Science, 6 – History, 7 – ICT,
8 – Geography
Module 3: Learning to learn18
Learning to learn
Module
3

Learning outcome: Read about life at boarding school
Vocabulary
boarding school, grounds, house, dormitory, meal,
drama club
Language
There are (lessons on Saturday morning, too)!
Materials
Introduction
Focus the pupils on the lesson header, Read
about life at boarding school. Ask, What sort of
information can you find in an article? Ask the
pupils to look at the pictures and the title of the
article and say what they think it is about.
Activity 1
Read the rubric and ask the pupils to look at the
headings in the box. Look at the first paragraph
and the example answer. Ask the pupils to read the
article quickly for gist and to complete the headings
for the other paragraphs.
Answers: 1 – Where you live, 2 – Timetable,
3 – Meals, 4 – Other activities
Activity 2
Answers: 1 – No, they sleep at school. 2 – No, they
sleep in a dormitory. 3 – Sunday, 4 – in the dining
room, 5 – There are lots of activities to do and they
have to do homework.
As an extra activity you could ask the pupils to make
a timetable for a typical day at boarding school in
their notebooks. Use this for extra practice of clock
times, e.g. They wake up at 7 o’clock. They have
breakfast at 7:45am.
Activity 3
Read the rubric and ask the pupils to imagine they
go to a boarding school. Ask them what they do
and don’t like about boarding school. Encourage
the pupils to give examples orally and use the
connector because, e.g. I like boarding school
because there are lots of fun clubs to join. Then ask
pupils to write their answers in their books.
Module 3: Learning to learn 19
Module
3

Learning outcome: Listen to a study tips podcast
Vocabulary
revision timetable, rest, healthy snacks, distraction,
tidy desk, text your friends, waste time, equipment
Language
Plan your revision. Go to bed early.
Materials
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Listen
to a study tips podcast. Ask, What’s a podcast?
Where can you find one? Why do people listen
to podcasts? Ask the pupils to look at the photo.
Tell them the boy is listening to a podcast about
studying. Ask them what kind of advice they think
the podcast will give.
Activity 1
CD
13
Read the rubric and ask the pupils to look at the
three topics. Tell the pupils that they are just going
to listen and number the topics in order.
Here are some tips. These are very important for when
you are doing exams.
Plan your revision with enough time before the exam.
Make a revision timetable. On this timetable, put the
subjects you like the most at the end of the day. You
also need to include time to rest and to have a snack.
Remember to eat healthy snacks, such as fruit. Make sure
that you are relaxed during exam time. It’s important to
go to bed early the night before an exam.
Where you study is important, too. Make sure you find a
quiet place with no distractions, such as a television. You
need a tidy desk. Don’t keep texting your friends – this
will waste lots of time. Make sure you have lots of light
and everything you need, such as paper and pens.
On exam day, make sure you have a good breakfast in
the morning. During the exam, make sure you read all the
exam instructions carefully.
If you follow all this advice I am sure you will do very well
in your exams. Good luck!
Ask the pupils, Which topic does the speaker talk
about first? What comes next? What’s the last topic?
Answers: 1 – Before the exam, 2 – Where you
study, 3 – On exam day
Activity 2
CD
14
now going to hear the podcast again. Collectively
read through the study tips list and predict what
information they think they are going to write.
answers.
Answers: 1 – before, 2 – timetable, 3 – rest, snack,
4 – early, 5 – quiet, 6 – tidy, 7 – breakfast,
8 – instructions
Activity 3
Read the rubric and ask, Which pieces of advice will
you follow when you next take an exam? Ask the
pupils to think for a moment of more good advice.
Encourage them to answer using the structure, I
think I should …
Module
3

Learning outcome: Write study tips
Vocabulary
smart, mind map, drawing, key words, key ideas
Language
You should (do your homework at home).
Materials
computer (optional)
Introduction
Focus the pupils on the lesson header, Write study
tips. Ask, Why is a study tips checklist useful?
(to help pupils learn more effectively and more
efficiently, to get better grades, etc.). Ask the
pupils to look at the study tips and identify the four
categories of tips using the headings.
Activity 1
read the sentences and circle the correct answers
from the study tips checklist.
Give the pupils time to complete the activity,
choosing the correct phrase from each pair. Then
read the sentences one-by-one as a class to check
the answers.
Answers: 1 – where and when, 2 – the key words
and ideas, 3 – use your own words, 4 – help you
remember things, 5 – at home
Activity 2
Read the rubric. Ask the pupils to read the study
tips again and identify any tips which are new for
them.
Activity 3
Ask the pupils to look at the mind map and check
they understand the headings. Ask the pupils to
give an example orally for each category. Then give
them time to brainstorm their ideas and add tips
to each category. Focus pupils on the blank oval
on the mind map and ask them to think of another
study tip and brainstorm advice that they could add
under this category. You could focus them further
by asking them to give tips for pupils in their own
school in the grade below.
Pupils can either work individually, in pairs or in
small groups to complete this activity. They should
copy the diagram into their notebooks. Encourage
them to add their own ideas and specific examples
for the subject areas in your school.
Activity 4
in their draft study tips, created in Activity 3, to
create final versions that they can write out or type
up. Pupils could even add them to a school website
for others to read.
Module 3: Learning to learn 21
Module
3

Learning outcome: Ask for and give study advice
Vocabulary
advice, feel tired, feel hungry, find the time, find
something difficult
Language
You should (write your homework in your diary).
I (sometimes) feel tired at school. I (often) forget to
do my homework.
Materials
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Ask for and
give study advice. Ask, What advice can you give
younger pupils to help them study? Introduce the
structure You should … and encourage pupils to
use this in their answers. Then ask, What things can
help you to learn and study?
Activity 1
CD
15
Read the rubric. Elicit what the pupils can see in the
photos. Use prompt questions, e.g. What’s this used
for? How does this help you to learn?
Ask pupils to match the photo with the sentences
they hear.
1 You should have a good breakfast.
2 You should write your homework in your diary or
notebook.
3 You should make a study timetable.
4 You should identify important words and ideas in texts.
5 You should go to bed early.
6 You should use mind maps to organise words and ideas.
Answers: a – 6, b – 1, c – 4, d – 2, e – 5, f – 3
Activity 2
Look at the statements and ask the pupils to
identify which problems they have themselves. Tell
the pupils they are going to give some advice to
other pupils with these problems. Encourage them
to use phrases from Activity 1, e.g. You should go
to bed early.
Ask the pupils to work in pairs, read the other
situations and think of some advice for each person.
Then read out the situations one-by-one and ask the
pupils to give various pieces of advice. Write You
should … /You shouldn’t … on the board. Leave this
on the board as a model for the next activity.
Activity 3
CD
16
Read the rubric. Tell the pupils they are now going
to ask a friend for some advice for one of their own
problems.
to follow the example dialogues in their books. Ask
them to identify the problem and the advice for
each dialogue.
Boy: I find it difficult to remember everything.
Girl: You should identify important words and ideas in
texts.
Boy: Good advice. Thanks.
Girl: I often forget to do my homework.
Boy: You should write your homework in your diary or
notebook.
Girl: Good advice. Thanks.
After listening, give the pupils a moment to think of
a small study or learning problem that their friend
could help with. In pairs, the pupils ask and answer,
asking for and giving advice. Choose pupils to act
out their dialogues for the class.
Module
3

Task
Find out about school in another country
Vocabulary
countries, school
Language
Let’s find out about …, One disadvantage is …,
One advantage is … What are the advantages and
disadvantages of the school?
Materials
notebooks
colours (optional)
computers for PowerPoint presentations (optional)
Do a project, Find out about school in another
country. Ask, What do you know about schools in
other countries? Can you give an example? Elicit
any information the pupils know about countries
they have visited or read about. Help them and
write any key vocabulary on the board, e.g. uniform.
They will need to use the internet (optional)
to do research and find images. They will
also need to use the language Let’s find out about ...
, One disadvantage is … and One advantage is ...
language.
Step 1
Ask the pupils to look at the four photos and
identify each country (India, Malaysia, Nigeria,
United Kingdom). Ask what they can see in each
photo and have them describe it, e.g. a classroom
with no walls, a school on legs, an interactive
whiteboard (IWB).
Tell the pupils to work in their group and choose a
country to research. They can choose one of these
countries or another country they are interested in.
Encourage the groups to choose a good range of
countries, so they are not all researching the same
one. Ask the pupils to justify their choice to the
class.
Step 2
Ask the pupils to focus on the mind map in step 2.
Check the meaning of the four headings and elicit
any related vocabulary. Ask them to think of ideas
for each of these categories.
At this stage the pupils will need to do research
using sources such as school library books or
the internet so you will need to plan for this. Ask
the pupils to make notes in their notebooks for
each category and encourage use of the model
language, such as Let’s find out about …
Step 3
Ask the pupils to think about the information they
have collected in step 2 and evaluate it. Ask them
to think about the advantages and disadvantages
and read the examples. Then ask them to give their
own examples and think about which ideas they
could adopt for their own school.
Step 4
Focus the pupils on the presentation in step 4. Go
through each section individually, eliciting input
from the pupils. Ask them to give examples of how
the school day is organised, what other activities
they do, what they wear and any other interesting
information.
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.
Give the pupils time to write their report and
illustrate with drawings or pictures printed from
the internet. If possible ask them to produce a
PowerPoint presentation with clear written points
and photos as examples.
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: Learning to learnModule 3: Learning to learn 23
Module
3

Module overview
Learning outcomes
Read a supermarket catalogue
Listen to shopping announcements
Write an advertisement
Buy fruit
Do a project: Plan and present an idea for a
class party
Core vocabulary
bar, bottle, box, can, carton, jar, packet, tin
supermarket (delicious, fresh, picnic, pineapple,
save money, special offer, spicy), shopping and
materials (cotton, denim, electrical items, fridge,
glass, on the … floor, special offer, store, wool),
technology (apps, browse the net, charge,
download, keyboard, software, surf the net, touch
screen, wi-fi) at the market (a kilo of … , half a kilo
of … , 250 grams of …), parties, places, days, food
and drink
Core language
Expressions of quantity, present simple (There
is…/There are…)
How many (sausages) can you buy? There’s a
special offer on (tables). There are special offers on
(toys). It’s got (a touch screen). There’s (an intelligent
keyboard). It’s (easy to charge). Can I have (a kilo
of apples), please? How much is that? That’s (three
pounds). Here you are. Anything else?
Additional language
Who do you go shopping with? What do you buy?
What kind of shop is this advertisement for? What
can you buy there? What are (announcements) for?
Welcome to (Smiths department store). I like visiting
… because … Let’s have a party on … We need to
buy … We can bring …
Vocabulary
bar, bottle, box, can, carton, jar, packet, tin
Language
I’m going shopping. Who do you go shopping
with? What do you buy?
Materials
Skills Trainer CD
Introduction
Look at the picture of Leo. Focus the pupils on
Leo’s speech bubble. Talk to the pupils about where
they go shopping, e.g. the supermarket, shopping
centre, department stores, etc. Ask them to give
examples of what they buy in each place. Ask pupils
to answer Leo’s questions Who do you go shopping
with? What do you buy?
Activity 1
CD
17
the rubric. Ask what they can see in the pictures.
Ask them to identify the containers and elicit any
items they know already.
to complete the words using words from the box
and then listen and check.
1 a bottle of lemonade
2 a bar of chocolate
3 a carton of orange juice
4 a can of cola
5 a tin of tuna
6 a jar of jam
7 a box of cereals
8 a packet of biscuits
Answers: 1 – bottle, 2 – bar, 3 – carton, 4 – can,
5 – tin, 6 – jar, 7 – box, 8 – packet
Activity 2
Read the rubric and look at the example. Give the
pupils time to look at the pictures of the containers
before asking them to write the shopping list.
Answers: 1 – a carton of milk, 2 – a tin of beans,
3 – a packet of crisps, 4 – a bottle of water, 5 – a
bottle of lemonade, 6 – a box of chocolates, 7 – a jar
of honey, 8 – a tin of tomatoes
Module 4: Going shopping24
Going shopping
Module
4

Learning outcome: Read a supermarket catalogue
Vocabulary
picnic, save money, special offer, delicious, fresh,
spicy, pineapple
Language
How many (sausages) can you buy?
Materials
Introduction
a supermarket catalogue. Ask, What are
advertisements for? (to persuade people to buy
things). Ask the pupils to look quickly at the
advertisement and the pictures. Ask What kind of
shop is this advertisement for? What can you buy
there?
Activity 1
Read the rubric and look at the example price label.
Ask the pupils to read through the advertisement
quickly, find the missing prices and complete the
labels. Do feedback with the class. Extend oral
practice of prices by getting pupils to say the prices
for other food items in the pictures.
Answers: 1 – chocolate bar, 50 pence, 2 – orange
juice, two pounds, 3 – packet of 4 sausages, two
pounds, 4 – large tin of pineapple, 75 pence
Activity 2
answer. Collectively read questions 2 to 5 and
explain to the pupils that they now need to read the
text carefully again to answer these questions. Do
feedback and discuss with the pupils the idea that
it’s usually cheaper to buy larger quantities.
Answers: 1 – ten bars of chocolate, 2 – one,
3 – three, 4 – 14, 5 – a small tin of pineapple
Activity 3
which items they want to buy. Explain that they only
have a budget of 10 pounds. Give the pupils time
to prepare their shopping lists with prices. Then ask
pupils to work in pairs and compare their lists.
Module 4: Going shopping 25
Module
4

Learning outcome: Listen to shopping announcements
Vocabulary
store, special offer, on the … floor, electrical items,
fridge, wool, denim, cotton, glass
Language
There’s a special offer on (tables). There are special
offers on (toys).
Materials
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Listen to
shopping announcements. Ask, Where can you hear
shopping announcements? (in a department store).
Ask the pupils to look at the picture of the children
shopping. Ask them what different departments
there are in a department store. Then ask What
are announcements for? (to give information about
special offers, etc.). Try to get pupils to predict the
kind of information they might hear.
Activity 1
CD
18
just going to listen and not write anything for
this activity. Ask them to listen out for where the
children are.
Good afternoon and welcome to Smiths department store.
There are lots of special offers this week.
In our food department on the ground floor there is a
special offer on cheese. Buy one kilo of cheese for four
pounds seventy-five pence.
Next, on the first floor, there are special offers on all
electrical items, such as televisions, fridges and computers.
On the second floor, there are lots of children’s clothes,
such as wool jumpers and denim jeans. Our special offer
this week is a cotton T-shirt for five pounds.
Also on the second floor, there are things for the home.
There are also special offers this week on glass tables.
Finally, visit the toy department on the third floor. There
are toys for babies, young children and older children. This
week, there are special offers for children under five years
old.
Ask the pupils again, Where are the children?
Answer: in a department store
Activity 2
CD
19
going to hear the conversation again. Look at the
example and give the pupils time to read all the
alternatives. Tell them to circle the correct answers
while listening. Ask them to think about answers,
not just listen for individual words.
answers.
Answers: 1 – £4.75, 2 – first floor, 3 – cotton,
4 – glass, 5 – third, 6 – young children
Activity 3
Read the rubric and ask, Is there a department store
near you? What departments do you like visiting?
Ask the pupils to think for a moment before telling
you their answers. Encourage them to use the
structure, I like visiting … because … Then ask them
to write their choice and give their reasons.
Module
4

Learning outcome: Write an advertisement
Vocabulary
touch screen, keyboard, charge, apps, download,
software, browse the net, surf the net, wi-fi
Language
It’s got (a touch screen). There’s (an intelligent
keyboard). It’s (easy to charge).
Materials
computer (optional)
Introduction
Focus the pupils on the lesson header, Write
an advertisement. Ask, Why do you read an
advertisement? (for information about things
on sale). Ask, What kind of information does
an advertisement contain? (price, colour, size,
description, etc.). Ask the pupils where they look
for information if they want to buy a new mobile
phone, tablet, etc. (they can find advertisements in
publicity brochures or on the internet).
Activity 1
Read the rubric. Look at the example question
and answer. Tell the pupils that they need to read
the questions, read the text and think about the
information in the advertisement before they
answer. Remind them to say why answers are not
correct if the answer is false.
check the answers.
Answers: 1 – False. It’s available in three colours.
2 – True, 3 – False – it charges quickly,
4 – True, 5 – False – they are free, 6 – False – you
can only buy it for £70 this week
Activity 2
Read the rubric. Tell the pupils to read through
the advertisement again and find and underline all
the technology words. Do feedback with the class
and ask pupils to read out words. Then repeat and
model them for the class to pronounce correctly.
Answers: touch screen, keyboard, charge, apps,
download, software, browse the net, surf the net,
wi-fi
Activity 3
Ask the pupils to choose a technology item for their
advertisement – it could be a mobile phone, tablet,
computer game or any other electrical item.
own advertisement. 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
in the draft advertisement they created in Activity 3
to create final versions and illustrate them. You
could make a wall display with their completed
advertisements.
Module 4: Going shopping 27
Module
4

Learning outcome: Buy fruit
Vocabulary
a kilo of … , 250 grams of … , half a kilo of …
Language
Can I have (a kilo of apples), please? How much is
that? That’s (three pounds). Here you are. Anything
else?
Materials
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Buy fruit.
Ask, Do you go shopping in the market? What
kinds of things do you buy? Elicit any kinds of food
they know – fruit, vegetables, etc. and brainstorm
vocabulary.
Ask, How do you ask for the quantity of food you
need? Focus the pupils’ attention on the pictures
and the quantity words on the pictures.
Activity 1
CD
20
Read the rubric. Elicit what the pupils can see in the
photos and have them identify the different foods.
Now tell the pupils they are going to listen and write
the price for each food.
1 Can I have a kilo of apples, please?
Yes, that’s 50 pence.
2 Can I have 250g of cherries, please?
Yes, that’s 2 pounds.
3 Can I have half a kilo of tomatoes, please?
Yes, that’s 1 pound.
4 Can I have a kilo of bananas, please?
5 Can I have two kilos of strawberries, please?
6 Can I have 250g of pears, please?
Yes, that’s 50 pence.
Answers: 1 – 50 pence, 2 – 2 pounds, 3 – 1 pound,
4 – 3 pounds, 5 – 4 pounds, 6 – 50 pence
Activity 2
Ask the pupils to look at the food pictures in
Activity 1 and choose four items. For each item they
should decide how much they want. They should
write their chosen items and quantities to create a
shopping list.
Activity 3
CD
21
to go shopping themselves and they should listen
to the examples.
to follow the example dialogue in their books.
Seller: Hello. Can I help you?
Girl: Can I have a kilo of apples, please?
Seller: Yes, here you are.
Girl: How much is that?
Seller: That’s 50 pence. Anything else?
Girl: Yes. Can I have 250g of cherries, please?
Seller: Yes, here you are.
Girl: How much is that?
Seller: That’s 2 pounds. Anything else?
Girl: No, thank you. Goodbye.
Seller: Goodbye.
In pairs, the pupils change the words in the example
dialogue to make their own dialogue. They could
write the dialogue in their notebooks and then
practise before performing for the class.
You could use props, e.g. real money or flashcards
of food items to liven up this activity.
Module
4

Task
Plan and present an idea for a class party
Vocabulary
parties, places, days, food and drink
Language
Let’s have a party on …, We need to buy …, We
can bring … What can you bring from home?
Materials
notebooks
colours (optional)
Do a project, Plan and present an idea for a class
party. Ask, When was your last class party? Where
was it? How much food was there? Encourage the
pupils to talk about the venue, the quantity of each
food, etc. Ask, Was it fun? If the pupils haven’t had
a class party, ask them to imagine one.
will need to use the language Let’s have a party on
... , We need to buy … and We can bring …
language.
Step 1
Ask the pupils to think about the date and the
place for the party. Ask them what places they can
see in the pictures in step 1 – riverside, woods/
park, hall, etc. and ask them for other ideas of
where they can have a party. Encourage use of the
model language: Let’s have a party on/in/at … and
monitor use of prepositions.
Step 2
Ask the pupils to think about all the food and
drink they need to buy and what quantities they
will need. Elicit some phrases with quantities, e.g.
weights and containers, e.g. three kilos of apples,
ten cartons of orange juice.
Ask the pupils to try to be eco-friendly for their
party. Look at the photos with the pupils and ask
them to say what the differences are. Pre-teach
vocabulary, e.g. packaging and pre-packaged.
Encourage use of the model language, such as, We
need to buy … + quantities.
Step 3
Ask the pupils what other things they need to
organise for their party. Ask them to say what they
can see in the pictures in step 3 – paper plates,
cutlery, balloons, MP3 player, etc. and which things
they need. Ask them to consider eco-friendly
choices, e.g. plastic or paper plates?
Ask them if they can think of any other things
necessary for the party. Encourage use of the
model language, such as, We can bring …
Step 4
Focus the pupils on the presentation in step 4.
Go through each section individually, eliciting input
from the pupils.
Date: (give examples of calendar dates)
Time: (give examples of times)
Venue: (give examples of places for their party)
Food list with quantities: (give examples with
quantities)
Reasons for our choices: (encourage them to justify
eco-friendly choices)
Other items: (give examples of other items needed)
completing the project, but also refer their attention
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 as a
poster or a flip presentation.
information within each sub-section. Finally, ask the
pupils to vote for the best class party idea and, if
you can, have the party!
Module 4: Going shoppingModule 4: Going shopping 29
Module
4

Module overview
Learning outcomes
Read train travel information
Listen to train station announcements
Write journey instructions
Buy train tickets
Do a project: Plan and present a day out
Core vocabulary
aisle seat, platform, seat reservation, ticket, ticket
barrier, ticket inspector, timetable, window seat
transport (buffet car, delay, in advance, ticket office,
wheelchair access, apologise, follow the signs,
airport, directions, take the … line), train travel
(day return, open return, passenger, receipt, return,
single, travel pass), excursions, times, activities
Core language
adverbs of frequency, sequencers
You’ve got to (show it to the ticket inspector). I
(often) visit my grandparents. We (always) travel by
train. There’s (usually) a ticket office. There’s (often)
good wheelchair access. First, Next, Then, Finally,
Can I have (a ticket to Liverpool), please? Would
you like (a single ticket)? Have you got (a travel
pass)? Here you are.
Additional language
The train arriving at platform ten is the fast train
to Edinburgh. If you are travelling to Paris, please
follow the Eurostar signs. Did you (buy the ticket)?
How much was it? Where did you (sit on the train)?
Let’s (look at the timetable). You must (put your
ticket into the machine). Welcome to (London). We
apologise for (the delay). How about going to … ?
We’re going by … How much does it cost to … ?
Vocabulary
aisle seat, platform, seat reservation, ticket, ticket
barrier, ticket inspector, timetable, window seat
Language
I (often) visit my grandparents. We (always) travel by
train.
Materials
Skills Trainer CD
Introduction
Look at the picture of Vicky and her speech bubble.
Ask the pupils about train journeys. Ask them
questions, e.g. Did you buy the ticket? How much
was it? Where did you sit on the train? Ask pupils
Vicky’s questions Do you travel by train? Where do
you go?
Activity 1
CD
22
the rubric. Ask what they can see in the pictures and
elicit any words they may know already, e.g. ticket,
timetable. Ask pupils to number the words.
listen and check the numbers.
1 Girl: When does the train leave? Adult: Let’s look at the
timetable. 2 I’ve got a seat reservation. It’s carriage two, seat
number 43. 3 The train leaves from Platform 6. 4 Can I have
the window seat? I want to look out of the window.
5 Yes, OK. I’ll have the aisle seat. 6 A single ticket to London,
please. 7 Ticket inspector: Tickets, please! Boy: Ah, the
ticket inspector. Here’s my ticket. 8 You must put your ticket
into a machine before you leave the train station.
Check answers and ask pupils to repeat, paying
attention to stress and intonation in compound
nouns.
Answers: 1 – timetable, 2 – seat reservation,
3 – platform, 4 – window seat, 5 – aisle seat,
6 – ticket, 7 – ticket inspector, 8 – ticket barrier
Activity 2
Read the rubric and the example. You may wish for
the class to do this activity orally first.
Answers: 1 – ticket inspector, 2 – platform,
3 – timetable, 4 – aisle seat
Activity 3
Read the rubric and explain that Vicky is talking
about her own train journey. Ask the pupils to read
the whole text quickly and complete the activity.
Answers: 1 – tickets, 2 – seat, 3 – platform,
4 – window seat, 5 – ticket inspector, 6 – ticket
barrier
Module 5: Travelling and planning journeys30
Travelling and planning journeys
Module
5

Learning outcome: Read train travel information
Vocabulary
in advance, delay, buffet car, ticket office,
wheelchair access
Language
There’s (usually) a ticket office. There’s (often) good
wheelchair access.
Materials
Introduction
Focus the pupils on the lesson header, Read train
travel information. Ask, What information do you
think you can find on this web page? (times of
trains, ticket information, etc.)
Activity 1
Ask the pupils to read the texts fairly quickly for
gist and match each paragraph with the correct
heading.
Answers: 1 – planning your journey, 2 – Buying
tickets, 3 – Trains, 4 – Stations, 5 – London
Activity 2
Answers: 1 – on the website, 2 – It is cheaper. 3 – in
the buffet car, 4 – main train stations, 5 – two hours
fifteen minutes
Module 5: Travelling and planning journeys 31
Module
5

Learning outcome:
Listen to train station announcements
Vocabulary
follow the signs, apologise, delay
Language
The train arriving at platform ten is the fast train
to Edinburgh. If you are travelling to Paris, please
follow the Eurostar signs.
Materials
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Listen
to train station announcements. Ask, What kind
of announcements do you hear when you are
travelling, for example at a train station? What
information do they give? Encourage the pupils
to predict the kinds of information they are going
to hear, e.g. factual information about train times,
platform numbers.
Activity 1
CD
23
Read the rubric and tell the pupils that they are just
going to listen and circle the city they hear in each
announcement. Read through the city names with
the class so they are familiar with the pronunciation.
Ask the pupils if they have ever visited any of these
cities.
1 The train at platform five is the 9:23 train to Bristol.
2 The train arriving at platform ten is the fast train to
Edinburgh.
3 This is a platform change. The 8:22 train to Cardiff is now
leaving from platform nine. Change from platform two to
platform nine for the train to Cardiff.
4 The train arriving at platform one is the fast train to
Manchester. The buffet car is at the front of the train.
5 Welcome to the station. If you are travelling to Paris,
please follow the Eurostar signs.
6 We apologise for the delay. The train to Brighton is now
fifteen minutes late.
Feedback as a class to check the answers.
Answers: 1 – Bristol, 2 – Edinburgh, 3 – Cardiff,
4 – Manchester, 5 – Paris, 6 – Brighton
Activity 2
CD
24
Tell the pupils that they are now going to hear the
announcements again. Ask them to think about
the message of each announcement rather than
listening for specific details. Give pupils time to
read through the alternatives.
answers.
Answers: 1 – the train’s destination, 2 – where the
train is going, 3 – platform nine, 4 – fast train,
5 – how to find the Eurostar, 6 – sorry
Activity 3
Read the rubric and ask, Where do you want to
travel by train?
Ask the pupils if there is somewhere they would
like to travel to by train or if they can remember a
special train journey that they have had.
Module
5

Learning outcome: Write journey instructions
Vocabulary
directions, airport, take the … line
Language
First, … Next, … Then, ... Finally, …
Materials
computer (optional)
Introduction
Focus the pupils on the lesson header, Write
journey instructions. Ask, How do you know
how to get to somewhere? What do you need?
(instructions, directions). Explain to the pupils that
they are going to read an email giving directions to
somewhere. Ask them to look at the email quickly
and say if they think the directions are easy to
follow and why.
Activity 1
read the questions and think about the answers.
They do not need to write at this stage.
In pairs, give the pupils time to discuss their
answers and complete the activity. Then read
the questions one-by-one as a class to check the
answers.
Answers: 1 – by plane, 2 – No. They need one adult
and one child ticket, 3 – by underground/tube/on
the dark blue line, 4 – three: plane, tube and bus,
5 – at the bus stop
Activity 2
Read the rubric. Ask the pupils to work in pairs and
write down simple instructions to travel to James’s
house. Do feedback with the class and write the
directions on the board.
Activity 3
email giving directions to somewhere. Give them
a moment to think of their own start point and
destination.
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.
Encourage them to add as many steps as necessary
in their directions.
Activity 4
in the draft email they created in Activity 3 to create
final versions. They could write up the information
as real emails on their computer. They could also
draw a quick sketch map of the route in their
notebooks.
Module 5: Travelling and planning journeys 33
Module
5

Learning outcome: Buy train tickets
Vocabulary
single, return, passenger, receipt, day return,
travel pass, open return
Language
Can I have (a ticket to Liverpool), please? Would
you like (a single ticket)? Have you got (a travel
pass)? Here you are.
Materials
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Buy train
tickets. Ask, Where do you buy tickets when you
travel? What kind of tickets can you buy? Accept all
reasonable answers (single, return). Ask them if the
time/date of travel makes a difference.
Activity 1
CD
25
Read the rubric. Ask the pupils to talk about what
they can see in the pictures, e.g. the destinations,
the times of travel, the prices, etc.
Now tell the pupils they are going to listen and
write the words next to the six pictures.
1 A single ticket to Liverpool, please.
2 An open return ticket to Liverpool, please. I’m coming
back tomorrow.
3 Two passengers, please, me and my mum.
4 Keep the receipt in case you want to change your ticket.
5 A day return to Liverpool, please. I’m coming back today.
6 A child ticket, please. Here’s my young person’s travel
pass.
Answers: 1 – single, 2 – open return, 3 – passenger,
4 – receipt, 5 – day return, 6 – travel pass
Activity 2
Tell the pupils they are going to plan their own
train journey. Ask them to look at the headings and
complete the information. Elicit example answers
with the pupils of different destinations and times to
help them complete the information for the first two
headings.
Activity 3
CD
26
Read the rubric. Tell the pupils that they are now
going to buy their ticket.
to follow the example dialogues in their books.
Boy: Can I have a ticket to Liverpool, please.
Girl: When do you want to travel?
Boy: Tomorrow.
Girl: What type of ticket do you want - a day return ticket or
an open return?
Boy: A day return ticket, please.
Girl: Have you got a travel pass?
Boy: Yes, here you are.
Focus the pupils’ attention back on the information
they noted down in Activity 2. The pupils now
practise with each other. Allocate roles for the role-
play. After a few minutes clap your hands and ask
pupils to change roles. Choose pairs of pupils to
come to the front and act out their dialogue.
Module
5

Task
Plan and present a day out
Vocabulary
excursions, transport, times, activities
Language
How about going to … ?, Let’s go by …, How much
does it cost to … ? Where do you want to go?
When do you want to go there?
Materials
notebooks
colours (optional)
magazines, scissors, glue (optional)
Do a project, Plan and present a day out. Ask,
Have you been on a day out? Who did you go
with? Where did you go? What did you do? Accept
answers in the present simple.
They will need to use the internet (optional)
to do research and find images. They will
also need to use the language How about going to
... ? Let’s go by … and How much does it cost to … ?
language.
Step 1
Ask the pupils what they can see in the photos
in step 1 - theme park, museum, zoo, adventure
sports.
Read the questions, Where do you want to go?
When do you want to go there? Ask the pupils to
decide on their destination and the date for their
day out. Encourage use of the model language,
such as, How about going to … ? Pupils should not
limit themselves to these choices but could also
think of alternative destinations.
Step 2
Ask the pupils what they can see in the photos in
step 2 - elicit the types of transport and ask them to
compare how long a trip takes with each method of
transport.
Ask the pupils to plan their journey by asking
questions such as, What time are you going to
leave? The pupils should consider how they want to
travel and could plan a more detailed itinerary with
times. Encourage use of the model language, such
as, How about going by … ? Let’s go by …
Step 3
step 3 – timetables, tickets.
Ask the pupils, How much is it going to cost?
The pupils can research prices using the internet,
if possible. They can consider and compare
admission prices for various attractions and prices
of tickets as well as the cost of transport. Encourage
use of the model language, such as, How much
does it cost to … ?
Step 4
Focus the pupils on the presentation in step 4.
from the pupils.
Date: (We’re going on ... )
Destination: (We want to go to … )
Activities: (How about going … ?)
Travel plans: (Let’s go by … / It’s going to take … /
We’re leaving at …)
Prices: (It’s going to cost … for … and … for … )
What to bring: (We’re going to need …)
completing the project, but also refer their attention
The final project can be completed as a poster or
presentation on the computer. They could add any
pictures they have found from the internet and/or
magazines.
information within each sub-section. Finally ask
pupils to choose the best idea for a day out.
Module 5: Travelling and planning journeysModule 5: Travelling and planning journeys 35
Module
5

Module overview
Learning outcomes
Read a holiday brochure
Listen to a tourist guide
Write a holiday postcard
Buy souvenirs
Do a project: Research and plan a holiday
Core vocabulary
cool bag, flip flops, goggles, guide book, passport,
sun cream, sunglasses, toothbrush
travel vocabulary (Atlantic, climate, cool, go diving,
horse riding, indoor, lizard, Mediterranean, mild,
mountain, nature walk, resort, skiing, snowboarding,
coast, delicious, tourists, unusual, boat, souvenir,
warm), souvenirs (bracelets, hats, key rings,
magnets, puppets, tea towels), holidays, activities
Core language
past simple, going to
You use this to (clean your teeth). It’s near the coast.
We went (to an island). The ice cream was delicious.
We’re going to (buy souvenirs). How much are
(these bracelets)? They’re (two pounds). What are
they made of? They’re made of (leather).
Additional language
You can (go diving). You can’t (go swimming in
winter). Go on (a nature walk). What do you think
(the climate) is like? Welcome to (the Atlantic
Holiday Club bus tour). It’s famous for (its food
market). Do you want to try (the local cheese)? I’d
like (two), please. How about … ? Let’s go there in
… Let’s buy …
Vocabulary
cool bag, flip flops, goggles, guide book, passport,
sun cream, sunglasses, toothbrush
Language
You use this to (clean your teeth).
Materials
Skills Trainer CD
Introduction
Look at the picture of Alex. Focus the pupils on
Alex’s speech bubble. Elicit any holiday vocabulary
the pupils know already, e.g. items of summer
clothing. Ask pupils to answer Alex’s questions. Are
you going on holiday soon? Where are you going?
Activity 1
CD
27
the rubric. Ask them to identify anything they know
in the pictures. Ask them to look at the words in the
box and try and match the words and pictures.
check their answers. Read out the words for pupils
to repeat. Pay particular emphasis to word stress.
1 guide book
2 sun cream
3 sunglasses
4 cool bag
5 passport
6 flip flops
7 goggles
8 toothbrush
Answers: 1 – guide book, 2 – sun cream,
3 – sunglasses, 4 – cool bag, 5 – passport, 6 – flip
flops, 7 – goggles, 8 – toothbrush
Activity 2
Read the rubric and the example definition and
answer. You may wish for the class to do this activity
orally before they complete it in their books.
Check answers then play a mime game with the
vocabulary items to consolidate.
Answers: 1 – sunglasses, 2 – guide book,
3 – goggles, 4 – toothbrush, 5 – sun cream,
6 – passport, 7 – cool bag, 8 – flip flops
Activity 3
Read the rubric and the example sentence and
answer. Ask them to look at the other situations and
think about what they need. Pupils can complete the
activity individually or in pairs for further support.
Ask pupils additional items for each situation, e.g. on
the beach – swimsuit, shorts, sunhat, etc.
Answers: 1 –cool bag, 2 – sun cream/sunglasses,
3 – passport
Module 6: Going on holiday36
Going on holiday
Module
6

Learning outcome: Read a holiday brochure
Vocabulary
mountain, climate, skiing, snowboarding,
horse riding, cool, mild, Atlantic, nature walk,
go diving, lizard, Mediterranean, resort, indoor
Language
You can (go diving). You can’t (go swimming in
winter). Go on (a nature walk).
Materials
Introduction
a holiday brochure. Ask, What kind of holiday
information does this page of the brochure give?
(information about climate and activities in different
destinations). Ask the pupils what they can see in
the pictures. Use prompt questions, e.g. What are
the people doing? What do you think you can do at
these holiday places? What do you think the climate
is like?
Activity 1
Ask the pupils to explain why this answer is the
right choice for Pete. You can go diving any time of
year. Then give the pupils time to look at the other
profiles and find a holiday to match the person.
Ask the pupils to read the texts fairly quickly,
concentrating on the type of climate and what you
can do there.
Do feedback with the class and ask pupils to explain
their choices for each person.
Answers: 1 – Island Paradise Resort,
2 – Bear Mountain, 3 – Atlantic Holiday Club,
4 – Mediterranean Magic
Activity 2
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,
correcting any false statements.
Do feedback with the class and ask pupils to explain
false answers.
Answers: 1 – False. You can go skiing in winter,
2 – True, 3 – False, summer is mild,
4 – True, 5 – False, there is an indoor water park
Activity 3
which holiday they want to go on and why.
Encourage the pupils to give examples orally and
use the connector, because, e.g. I want to go to the
Island Paradise Resort because I want to see the
animals. Then ask pupils to write in their books.
As extension work pupils could produce their own
holiday advertisements.
Module 6: Going on holiday 37
Module
6

Learning outcome: Listen to a tourist guide
Vocabulary
coast, tourists, delicious, unusual
Language
It’s near the coast.
Materials
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Listen to a
tourist guide. Ask, What kind of information does
a tourist guide tell people? Ask the pupils for
their ideas, e.g. interesting places in town, hotel
information, travel information, interesting facts.
Ask them to look at the picture and say what they
think the tourist guide is talking about. Encourage
them to predict before they listen.
Activity 1
CD
28
just going to listen and not write anything for this
activity. Ask them to listen out for how the tourists
are travelling.
Welcome to the Atlantic Holiday Club Bus Tour. The first
village we’re going to visit is called Hatting. That’s H-A-
double-T-I-N-G.
Hatting is a very old and beautiful village. It’s near the coast
and is famous for its food market. Many people visit this
market. The market is every Saturday from 8 to 12 o’clock.
Hatting market sells lots of food, but tourists usually buy the
delicious cheese and bread.
The local cheese is very unusual and this is why. Look! It’s
green! That’s why this cheese is called Greening. That’s
G-R-double-E-N-I-N-G. Try it! It’s delicious!
Ask the pupils again, How are the tourists travelling?
Answer: By bus
Activity 2
CD
29
now going to hear the tourist guide again. Give
the pupils time to read all the headings and predict
what type of information they will need to write in
the gaps before you play the CD again.
After listening, ask pupils to compare their answers
in pairs before doing feedback with the whole class.
Answers: 1 – Hatting, 2 – market, 3 – 8 to 12
o’clock, 4 – bread, 5 – Greening
Activity 3
Read the rubric and ask, Do you want to try the
local cheese? Why? Why not? Ask the pupils to
think for a moment and decide. Ask them about any
unusual food they have tried whilst on holiday and
whether they liked it or not.
Module
6

Learning outcome: Write a holiday postcard
Vocabulary
climate, warm, boat, souvenir
Language
We went (to an island). The ice cream was delicious.
We’re going to (buy souvenirs).
Materials
computer (optional)
Introduction
holiday postcard. Ask, Why do you send a holiday
postcard? (to tell your friends about your holiday).
Ask the pupils if they think a holiday postcard
talks about the past or the future. Make sure they
understand that it can give information about what
happened and what is going to happen. Ask them
to think of a destination for their holiday postcard.
Activity 1
Read the rubric. Give the pupils time to read the
alternatives and find the answers in the holiday
postcard.
Do feedback asking the questions one-by-one to
check the answers.
Answers: 1 – abroad, 2 – likes, 3 – two, 4 – in the
evening, 5 – at the market
Activity 2
Ask the pupils to read quickly through the whole
postcard and say if Melanie is having fun on holiday.
Ask them which phrases or adjectives give them the
answer (e.g. I’m having a fantastic time, it was great
fun, delicious, etc.)
Answers: Yes, she is.
Activity 3
own holiday postcard. Focus their attention on the
example in Activity 1 and ask them to say which
verb tenses are used – past simple for past events
and going to for future events.
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 addresses to complete
their postcard.
Activity 4
in the draft postcards they created in Activity 3
to create final versions. They could write out
their finished text and illustrate with a design on
the other side. The finished postcards could be
displayed in the classroom, pinning them to a line of
string so that both sides can be viewed.
Module 6: Going on holiday 39
Module
6

Learning outcome: Buy souvenirs
Vocabulary
puppets, hats, key rings, tea towels, magnets,
bracelets
Language
How much are (these bracelets)? They’re (two
pounds). What are they made of? They’re made of
(leather). I’d like (two), please.
Materials
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Buy
souvenirs. Ask, What’s a souvenir? Why do you buy
them? Ask the pupils to give examples of things
they usually buy on holiday for themselves or for
family/friends. Then ask them if they think the things
are ‘eco-friendly’ and if they harm the environment
in any way. Discuss which kinds of souvenirs harm
the environment and should be avoided, e.g.
anything made of animal parts, factory-produced
items.
Activity 1
CD
30
Read the rubric. Read out the words in the box and
see if the pupils recognise any of them. Look at
the example. Now tell the pupils they are going to
listen and write down the six items they hear. Play
the Skills Trainer CD track 30.
1 These puppets are made of wood.
2 These hats are made of wool.
3 These key rings are made of glass.
4 These tea towels are made of cotton.
5 These magnets are made of metal.
6 These bracelets are made of leather.
Check answers with the class.
Answers: 1 – puppets, 2 – hats, 3 – key rings,
4 – tea towels, 5 – magnets, 6 – bracelets
Activity 2
Ask the pupils to think of a souvenir they want to
buy. They can use an item from Activity 1 or suggest
another souvenir item. Then ask What are they
made of … ? How many do you want to buy?
Practise and revise various materials, e.g. metal,
wood, wool, glass, cotton, leather. Then ask pupils
to think about who made them. Try to stress the
importance of buying products made by local
people and fair trade products.
Ask the pupils to talk about whether their souvenir is
eco-friendly.
Activity 3
CD
31
to listen to someone buying a souvenir and then
buy their own.
follow the example dialogue in their books.
Girl: Can I help you?
Boy: How much are these bracelets?
Girl: They’re two pounds each.
Boy: What are they made of?
Girl: They’re made of leather.
Boy: I’d like two, please.
After listening, focus their attention on the phrases
used. Read these out and ask the pupils to repeat,
practising stress and intonation.
In pairs, pupils make their own dialogue to buy the
souvenir they chose in Activity 2. Choose pairs of
pupils to perform their dialogues for the class. You
could use props/realia, e.g. real money for them to
act out realistically.
Module
6

Task
Research and plan a holiday
Vocabulary
holidays, places, activities, souvenirs
Language
How about …?, Let’s go there in …, Let’s buy …
When are you going to go? What’s your perfect
climate? What are you going to do? What souvenirs
are you going to buy?
Materials
notebooks
colours (optional)
Do a project, Research and plan a holiday. Ask,
Where did you go on your last holiday? What time
of year did you go? What did you do? Did you
buy any souvenirs? Accept answers in the present
simple.
research and find out about holiday
destinations. They will also need to use the
language, How about … ?, Let’s go there in …, and
Let’s buy …
language.
Step 1
Ask the pupils what places they can see in the
photos in step 1 – mountain, beach, hills, forest.
Ask the pupils to describe them and help them
with any unknown vocabulary.
Read the questions, When are you going to
go? What’s your perfect climate? Ask the pupils
to decide on a destination, a time of year and
their ideal climate. Encourage use of the model
language, such as, How about … because …
Step 2
step 2 and elicit the activities: snorkeling, nature
walk, tour bus, snowboarding.
Read the question, What are you going to do? The
pupils should consider what they would like to do
and suggest other activities that they can think of.
Provide the pupils with any new vocabulary they
need.
Step 3
step 3 e.g. biscuits, tea towel, hat, key ring.
Read the questions, What souvenirs are you going
to buy? Ask the pupils to write down a couple of
items that they will buy. Remind them that it is best
to choose something that is eco-friendly and ask
them what kinds of materials the souvenirs will be
made of.
Encourage use of the model language, such as
Let’s buy …
Step 4
Focus the pupils on the presentation in step 4. Ask
them to look at the concept map.
from the pupils.
When: (Let’s go there in … )
Climate: (Let’s go there in … )
Activities: (How about … ?)
Souvenirs: (Let’s buy … )
completing the project but also refer their attention
The final project can be completed as a poster.
Pupils could illustrate or use pictures printed from
the internet.
information within each sub-section. Finally ask
pupils to decide which is the best holiday.
Module 6: Going on holidayModule 6: Going on holiday 41
Module
6

Evaluation rubrics42
Skills Trainer 5
Module 1 Introducing people-Evaluation rubrics
Learning
outcome
Skill 1 2 3 4 Result
Read a
school play
advertisement
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 a
newspaper
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
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 profile
of someone
you admire
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
your friend
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.
Make a class
Skills Book
Project Doesn’t
contribute to the
group activity.
Incorporates
little or no core
vocabulary and
language into
the project
preparation and
presentation
stages.
Contributes a little
to the group activity.
Incorporates some
core vocabulary and
language into the
project preparation
and presentation
stages.
Contributes well to
the group activity.
Incorporates core
vocabulary and
language into
most of the project
preparation and
presentation stages.
Contributes fully to
the group activity.
Incorporates core
vocabulary and
language into
all of the project
preparation and
Core
vocabulary
- 1 2 3 4 Result
Identifies
and names
adjectives
- 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
(adjectives,
adverbs of
manner)
- Has great difficulty
or is unable to
use the language
correctly.
Is able to use the
language, but
with difficulty or
prompting.
Is able to use
the language
correctly, but with
some difficulty or
prompting.
Is able to use the
language correctly
without any difficulty
or prompting.
Name:
Class:

Evaluation rubrics 43
Skills Trainer 5
Module 2 Helping at home-Evaluation rubrics
Learning
outcome
Read a robot
shop web
page
or is unable to
understand the
text.
Understands some
difficulty.
Understands most of
the text with some
difficulty.
Understands all the
difficulty.
Listen to a
phone call and
take notes
or is unable to
understand any
of the information
in the audio
recording.
Is unable to
complete any of
the information.
Understands some
but has difficulty.
Has difficulty in
completing the
information.
Understands most
the audio recording
Has difficulty in
completing some of
the information.
Understands all the
information in the
completing all the
information.
Write a chores
rota
or is unable to plan
their work, and
makes few or no
notes. Is unable to
write up their work.
Has difficulty
planning their
work. Requires a
lot of support when
making notes and
writing up their
work.
Plans their work
some support when
making notes and
writing up their
work.
Makes notes and
without support.
Talk about
household
machines
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
household
gadget
Project Doesn’t
contribute to the
group activity.
Incorporates
little or no core
vocabulary and
language into the
project preparation
and presentation
stages.
Contributes
a little to the
group activity.
Incorporates some
core vocabulary and
language into the
project preparation
and presentation
stages.
Contributes well to
the group activity.
Incorporates core
vocabulary and
language into
most of the project
preparation and
the group activity.
Incorporates core
vocabulary and
language into
all of the project
preparation and
Core
vocabulary
- 1 2 3 4 Result
Identifies
and names
household
chores
vocabulary
- Identifies and
produces little
or none of this
vocabulary.
Identifies and
produces some of
this vocabulary.
Identifies and
produces most of
this vocabulary.
Identifies and
vocabulary.
Learns,
understands
and uses the
core language
for Module 2
(present
continuous)
or is unable to
use the language
correctly.
Is able to use the
language, but
with difficulty or
prompting.
Is able to use
the language
correctly, but with
some difficulty or
prompting.
Is able to use the
language correctly
or prompting.
Name:
Class:

Skills Trainer 5
Module 3 Learning to learn-Evaluation rubrics
Learning
outcome
Read about life
at boarding
school
or is unable to
understand the
text.
Understands some
difficulty.
Understands most
of the text with
some difficulty.
Understands all the
difficulty.
Listen to a
study tips
podcast
or is unable to
understand any
of the information
in the audio
recording.
Is unable to
complete any of
the information.
Understands some
but has difficulty.
Has difficulty in
completing the
information.
Understands most
of the information
in the audio
recording with
some difficulty.
Has difficulty in
completing some of
the information.
Understands all the
information in the
completing all the
information.
Write study
tips
their work, and
makes few or no
notes. Is unable to
Has difficulty
planning their
work. Requires a
lot of support when
making notes and
writing up their
work.
Plans their work
some support when
making notes and
writing up their
work.
Makes notes and
without support.
Ask for and
give study
advice
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.
Find out
about school
in 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.
Incorporates some
core vocabulary and
language into the
project preparation
and presentation
stages.
Contributes well to
the group activity.
Incorporates core
vocabulary and
language into
most of the project
preparation and
the group activity.
Incorporates core
vocabulary and
language into
all of the project
preparation and
Core
vocabulary
- 1 2 3 4 Result
Identifies
and names
school subjects
vocabulary
- Identifies and
produces little
or none of this
vocabulary.
Identifies and
produces some of
this vocabulary.
Identifies and
produces most of
this vocabulary.
Identifies and
vocabulary.
Learns,
understands
and uses the
core language
for Module 3
(present
simple, advice
(should))
or is unable to
use the language
correctly.
Is able to use the
language, but
with difficulty or
prompting.
Is able to use
the language
correctly, but with
some difficulty or
prompting.
Is able to use the
language correctly
or prompting.
Name:
Class:

Skills Trainer 5
Module 4 Going shopping-Evaluation rubrics
Learning
outcome
Read a
supermarket
catalogue
or is unable to
understand the
text.
Understands some
difficulty.
Understands most of
the text with some
difficulty.
Understands all the
difficulty.
Listen to
shopping
announcements
or is unable to
understand any
of the information
in the audio
recording.
Is unable to
complete any of
the information.
Understands some
but has difficulty.
Has difficulty in
completing the
information.
Understands most
the audio recording
Has difficulty in
completing some of
the information.
Understands all the
information in the
completing all the
information.
Write an
advertisement
their work, and
makes few or no
notes. Is unable to
Has difficulty
planning their
work. Requires a
lot of support when
making notes and
writing up their
work.
Plans their work
some support when
making notes and
writing up their
work.
Makes notes and
without support.
Buy fruit 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 an idea
for a class party
Project Doesn’t
contribute to the
group activity.
Incorporates
little or no core
vocabulary and
language into the
project preparation
and presentation
stages.
Contributes
a little to the
group activity.
Incorporates some
core vocabulary and
language into the
project preparation
and presentation
stages.
Contributes well to
the group activity.
Incorporates core
vocabulary and
language into
most of the project
preparation and
the group activity.
Incorporates core
vocabulary and
language into
all of the project
preparation and
Core vocabulary - 1 2 3 4 Result
Identifies
and names
vocabulary
associated with
packaging
- Identifies and
produces little
or none of this
vocabulary.
Identifies and
produces some of
this vocabulary.
Identifies and
produces most of
this vocabulary.
Identifies and
vocabulary.
Learns,
understands
and uses the
core language
for Module 4
(Expressions
of quantity,
present simple
(There is…/
There are…))
or is unable to
use the language
correctly.
Is able to use the
language, but
with difficulty or
prompting.
Is able to use
the language
correctly, but with
some difficulty or
prompting.
Is able to use the
language correctly
or prompting.
Name:
Class:

Skills Trainer 5
Module 5 Travelling and planning journeys-Evaluation rubrics
Learning
outcome
Read train
travel
information
or is unable to
understand the
text.
Understands some
difficulty.
Understands most
of the text with
some difficulty.
Understands all the
difficulty.
Listen to
train station
announcements
or is unable to
understand any
of the information
in the audio
recording.
Is unable to
complete any of
the information.
Understands some
but has difficulty.
Has difficulty in
completing the
information.
Understands most
the audio recording
Has difficulty in
completing some of
the information.
Understands all the
information in the
completing all the
information.
Write journey
instructions
or is unable to
plan their work,
and makes few or
no notes. Is unable
to write up their
work.
Has difficulty
planning their
work. Requires a
lot of support when
making notes and
writing up their
work.
Plans their work
some support when
making notes and
writing up their
work.
Makes notes and
without support.
Buy train
tickets
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 day
out
Project Doesn’t
contribute to the
group activity.
Incorporates
little or no core
vocabulary and
language into
the project
preparation and
presentation
stages.
Incorporates some
core vocabulary and
language into the
project preparation
and presentation
stages.
Contributes well to
the group activity.
Incorporates core
vocabulary and
language into
most of the project
preparation and
the group activity.
Incorporates core
vocabulary and
language into
all of the project
preparation and
Core vocabulary - 1 2 3 4 Result
Identifies
and names
vocabulary
associated with
travelling by
train
- Identifies and
produces little
or none of this
vocabulary.
Identifies and
produces some of
this vocabulary.
Identifies and
produces most of
this vocabulary.
Identifies and
vocabulary.
Learns,
understands
and uses the
core language
for Module 5
(adverbs of
frequency,
sequencers)
or is unable to
use the language
correctly.
Is able to use the
language, but
with difficulty or
prompting.
Is able to use
the language
correctly, but with
some difficulty or
prompting.
Is able to use the
language correctly
or prompting.
Name:
Class:

Skills Trainer 5
Module 6 Going on holiday-Evaluation rubrics
Learning
outcome
Read a holiday
brochure
or is unable to
understand the
text.
Understands some
difficulty.
Understands most of
the text with some
difficulty.
Understands all the
difficulty.
Listen to a
tourist guide
or is unable to
understand any
of the information
in the audio
recording.
Is unable to
complete any of
the information.
Understands some
but has difficulty.
Has difficulty in
completing the
information.
Understands most
the audio recording
Has difficulty in
completing some of
the information.
Understands all the
information in the
audio recording
with little or no
difficulty. Has
little difficulty in
completing all the
information.
Write a holiday
postcard
their work, and
makes few or no
notes. Is unable to
Has difficulty
planning their
work. Requires a
lot of support when
making notes and
writing up their
work.
Plans their work
some support when
making notes and
writing up their
work.
Makes notes and
without support.
Buy souvenirs 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
plan a holiday
Project Doesn’t
contribute to the
group activity.
Incorporates
little or no core
vocabulary and
language into the
project preparation
and presentation
stages.
Incorporates some
core vocabulary and
language into the
project preparation
and presentation
stages.
Contributes well to
the group activity.
Incorporates core
vocabulary and
language into
most of the project
preparation and
the group activity.
Incorporates core
vocabulary and
language into
all of the project
preparation and
Core
vocabulary
- 1 2 3 4 Result
Identifies
and names
vocabulary
associated
with holidays
- Identifies and
produces little
or none of this
vocabulary.
Identifies and
produces some of
this vocabulary.
Identifies and
produces most of
this vocabulary.
Identifies and
vocabulary.
Learns,
understands
and uses the
core language
for Module 6
(past simple,
going to)
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:

Macmillan Education
4 Crinan Street
London N1 9XW
A division of Macmillan Publishers Limited
Companies and representatives throughout the world
ISBN 978 0 230 47889 3
Pack ISBN 978 0 230 47895 4
Text, design and illustration © Macmillan Publishers Limited 2014
Written by Sue Clarke
The author has asserted her rights to be identified as the author of this work
in accordance with the Copyright, Designs and Patents Act 1988.
First published 2014
All rights reserved; no part of this publication may be reproduced, stored
in a retrieval system, transmitted in any form, or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without the prior written
permission of the publishers.
Note to Teachers
Photocopies may be made, for classroom use, of pages 42-47 without the
prior written permission of Macmillan Publishers Limited. However, please
note that the copyright law, which does not normally permit multiple copying
of published material, applies to the rest of this book.
Designed by Wooden Ark Ltd
Cover design by Astwood
Cover photograph by Getty/Alistair Berg, Alamy/Mike Kemp
These materials may contain links for third party websites. We have no
control over, and are not responsible for, the contents of such third party
websites. Please use care when accessing them.

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