This document provides an overview and instructions for using a Primary 6 Skills Trainer. The Skills Trainer contains 6 modules that bring real-world English topics into the classroom through authentic texts and tasks. Each module focuses on a theme like communicating technology and contains vocabulary presentation, reading, listening, writing, and speaking activities, culminating in a group project. The teacher's notes provide instructions for implementing each module page to best support students' language skills development.

1. Primary 6 TEACHER’S NOTES
SKILLS TRAINER

2. Syllabus page 2
Introduction page 4
Teacher’s Notes
1 Presenting yourself page 6
2 Communicating and technology page 12
3 Visiting places page 18
4 Learning about culture page 24
5 Getting around town page 30
6 Shopping and advertising page 36
Evaluation rubrics page 42
SKILLS
TRAINER

3. 2 Syllabus
Skills Trainer 6 Syllabus
Module Learning outcomes Vocabulary Language
1 Presenting
yourself
• Read a language
exchange web
page
• Listen to a
student podcast
• Write a personal
profile
• Get to know each
other
Final task: Plan and
present a class year
book
Core vocabulary
dancing, doing athletics,
doing pottery, making models,
mountain biking, playing
computer games, reading
comics, skiing
Additional vocabulary
spelling, pronunciation,
remembering new words,
profile, practise (a language),
speak (a language), activities
(playing sports, listening
to music, playing football),
adjectives of description (long/
short hair, brown/blond/red
hair, blue/brown eyes), family
(mum, dad, brother sister), jobs
(teacher, graphic artist), school
vocabulary, ways of presenting
information
Core language
I’m good at (drawing).
I’m interested in
(Science). I like (listening
to music).
I like/don’t like dancing.
I can (speak three
languages).
I’m interested in
(computers).
I’m good at (Maths).
I want to (practise my
English/speak good
English).
(English pronunciation) is
difficult for me.
What class are you in?
I’m in Class (6B).
Me, too.
What (music) do you like?
I like (pop) music.
So do I.
Additional language
Do you like (animals)?
I’ve got a cat.
My favourite free time activity
is (playing tennis).
I’ve got (blue eyes).
She’s (eleven) years old.
I want to be a (teacher) when
I grow up.
My (dad) is a (teacher).
My (mum) works in an (office).
Let’s include a section on …
Why don’t we write about …?
We can describe our
memories of …
2
Communicating
and technology
• Read a
communication
in the future web
page
• Listen to a phone
message and
take notes
• Complete an
email account
form
• Chat with friends
Final task: Plan and
present an online
class wall
Core vocabulary
chat online, listen to a podcast,
make a phone call, make a
video, send an e-card, send
an email, send a text, use a
webcam
Additional vocabulary
time expressions (in a few
years, in 2020, soon, in 20 or 30
years), computer, 3D browser,
hologram, microcomputer,
brain, connect to the internet,
activities (have a picnic, go to
the sports centre, go to the
shopping centre, go to the
park, play football), first name,
last name, username, password,
characters, male, female, topics,
ideas, school food, ways of
presenting information
Core language
will/won’t
In a few years, everyone
will wear computers.
In 2020, we won’t use
phones or webcams to
talk.
What’s your news?
I’m twelve today.
Happy birthday!
Have a good holiday!
Have a great time!
Congratulations!
Additional language
You use a (computer) to (chat
online).
Do you want to (go to the
park)?
Would you like to (go to the
shopping centre)?
What are you doing on
(Saturday)?
I’m phoning about (next
weekend).
Phone me!
Please come!
Ring me later!
Your password must have
letters and numbers.
What’s your news?
I’m going to (the amusement
park) tomorrow.
Get well soon!
Enjoy your meal.
Which topic shall we choose?
We can include …
Let’s look online and …
How can you present your
ideas?
3 Visiting places • Read about
places in London
• Listen to a
holiday podcast
• Write notes about
a city
• Talk about
experiences
Final task: Research
and present a city
to visit
Core vocabulary
boat trip, bus tour, ceremony,
entertainment complex,
interactive exhibition, show,
street market, treetop adventure
Additional vocabulary
sights, tourist attraction, river,
botanical garden, shops,
market, arts and crafts, lift,
places (theatre, restaurant,
monument, museum, park),
months, seasons (summer,
autumn, winter, spring), climate
(hot, cold), activities (climb,
ride, rollerblade, visit, ride a
bike, play a musical instrument),
location (coast, city, island),
experiences (eat octopus, travel
by plane, swim in the sea, visit
places, have a good time, go to
London), places to visit, sources
of information, activities
Core language
past simple, present
perfect
I went to (Italy).
We travelled by (plane).
I swam.
It was very interesting.
I’ve been to London.
I’ve played a musical
instrument.
I’ve travelled by plane.
Have you ever been to
London?
Yes, I have./No, I haven’t.
Additional language
You can buy food here.
I want to visit (Camden
Market).
What did you do?
I went by boat.
I had a good time.
I’ve ridden a bike.
I’ve eaten octopus.
Have you ever swum in the
sea?
Let’s choose …
There’s lots of information on
this website about …
How about including a
section about …?
Why is it a good place to visit
on holiday?
Where can you find
information?

4. 3Syllabus
Module Learning outcomes Vocabulary Language
4 Learning
about culture
• Read a What’s on
city guide
• Listen to a visitor
audio guide
• Complete
a cinema
membership
form
• Ask for theatre
information
Final task: Research
and present a
biography
Core vocabulary
ballet, classical music, film,
modern dance, photography,
pop music, sculpture, theatre
Additional vocabulary
Places related to culture (arts
centre, cinema, museum,
concert hall, palace), culture
words (event, exhibition, ballet
company, story), palace, wives,
ghosts, king, queen, court,
guards, forms (male, female,
first name, surname, date
of birth, address, postcode,
email, mobile phone number),
join, film genres (adventure,
horror, science fiction,
comedy, animation, detective),
production, tickets, book online,
professions, past simple verbs
Core language
past simple, past
continuous
He gave it to King Henry
VIII in 1529.
Henry VIII was a famous
English king.
There were over 1,000
people in King Henry
VIII’s court.
He built enormous
kitchens.
…the guards were closing
the palace.
They saw a strange figure.
How long is it on for?
Where’s it on?
How much are the
tickets?
Can I book online?
Additional language
I love (dance).
She enjoys (photography).
It’s on for (two weeks).
How many films are on at (the
Old Cinema)?
She was born on (12th June
2002).
She lives in (Leeds).
She likes (adventure) films.
When was she born?
Why is she famous?
He painted … and …
What did they do?
5 Getting
around town
• Read a fun run
web page
• Listen to public
information
• Write an email
giving directions
• Ask for and give
directions
Final task: Plan and
present a fun run
poster for where
you live
Core vocabulary
chemist’s, fire station,
hairdresser’s, information centre,
post office, service station,
shopping centre, train station
Additional vocabulary
gorilla, in the wild, protect,
costumes, fun run, famous
sights, route, ticket, price,
special offer, places (park,
school, museum, bus station,
restaurant), charitable causes,
times, dates
Core language
directions
Is the (train station) near
here?
Go to the (fire station).
Where’s the (museum)?
Turn left/right.
Go straight on.
Cross the road.
It’s on the right/left.
Take the second right/left.
It’s opposite the (park).
Additional language
You go here to (get a train).
You (buy stamps) here.
Go to the (post office).
All of the runners wear (gorilla
costumes).
You need to be (over 14 years
old).
at the train station
in an information centre/
shopping centre
on a bus
(Bolts toy shop) is on the
(second floor) of the shopping
centre.
Excuse me.
Can you repeat that, please?
Thanks for your help!
How can you make the fun
run special?
Do you want costumes?
6 Shopping and
advertising
• Read product
advertisements
• Listen and
complete a
refund form
• Write a product
description
• Try on and buy
clothes
Final task: Plan
and present an
advertisement
Core vocabulary
cheap, expensive, heavy, light,
modern, old-fashioned, thick,
thin
Additional vocabulary
shapes (round, rectangular,
square), materials (metal,
plastic, glass, leather, wood,
cotton), adjectives (fantastic,
boring, cool, funny, useful,
small, great), size, colours,
slogan, refund, form, name,
address, phone number, email
address, product, problem,
shop assistant, customer,
clothes (cap, tracksuit, trainers,
jeans, hoodie, T-shirt, jumper,
jacket), products, slogans
Core language
might/may (possibility),
can (permission)
This bag is very (heavy).
These cards are very
(light).
It’s made of (plastic).
It’s quite expensive.
It isn’t very expensive.
I might buy this T-shirt/
these trainers.
Can I try it/them on?
Can I try these jeans on?
Additional language
It was expensive.
What’s it like?
It costs (£15).
The battery lasts for (24)
hours.
You can use it (in up to three
metres of water).
Can I help you?
I’d like a refund.
What’s your name?
Why do you want to return it?
Can you sign the form,
please?
I think it’s great!
It comes in (blue).
How is it?
It looks great.
I’ll take it.
It’s not right.
A good place to advertise
is …
One of the best things is …
I think a good slogan is …

5. 4 Introduction
Skills Trainer Introduction
Each Skills Trainer within this six-level series
comprises six modules and brings real, everyday
English into the classroom. This is done through
child-friendly content, based on authentic situations
and texts, and with a focus on critical thinking and
problem solving within real-life situations and tasks.
How to use the Skills Trainers
The Skills Trainers are designed to be used
flexibly. The topic-based modules can be selected
and used in any order, so as to best provide
extra skills support and extension to a particular
class. Although following the pages sequentially
throughout a module gets the most out of a topic,
there is also the option of the teacher being more
selective in terms of the order in which they work
with the module and also the content that they wish
to focus on.
The module topics focus on situations and tasks
that the pupils encounter in real life, such as
Communicating and technology, Getting around
town and Shopping and advertising. This therefore
provides the pupils with meaningful and relevant
contexts that they can relate to and explore further.
Activities designed to represent the things around
us that we see, hear and interact with each day, for
example, web pages, newspaper and magazine
articles, shopping lists, food packaging, emails,
calendars, podcasts and public announcements,
further ensure that the content of the Skills Trainers
is relevant to the pupils’ own world.
Each module contains four key learning outcomes,
such as Read a language exchange web page,
Listen to a student podcast, Write a personal profile
and Get to know each other. 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 6.
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 What’s on city guide or product
advertisements. 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 visitor audio guide and
listening to public information. 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 message and
completing a refund form, make the activities more
meaningful for the pupils.
Writing
Model writing texts are first presented in context,
such as an email account form and a product
description. An initial activity aims to familiarise the
pupils with the text, with further activities focusing
the pupils on detail and structure within the text.
A draft writing template is provided for the pupils
to plan their own written text before completing
it in their notebooks or electronically. Each final
writing task is designed for the pupils to input
information relevant to them, and therefore make
the task more memorable and meaningful.
Speaking
These pages begin with equipping the pupils with
the language they need to do the task through
the reinforcement of vocabulary that has either
been presented previously within the module or is
additional vocabulary relevant to the speaking task.

6. 5Introduction
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 asking for and giving directions, 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 planning and presenting a class year
book to researching and presenting a biography.
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 Which topic shall we
choose?, We can include… and Let’s look online
and… provides guidance as to how the pupils
can communicate with each other throughout the
projects.
Language focus points at the bottom of each
project page provide the teacher with a plenary of
the core language within each module.
Overview of the Skills Trainer Teacher’s Notes
The Module overview at the start of each module
provides a clear overview of the learning outcomes
in the module, the core vocabulary and core
language, as well as any additional vocabulary and
language.
This section is then followed by clear and concise
step-by-step instructions for each page of the
pupil’s component. Vocabulary and language for
each page is isolated, so that the teacher can see at
a glance what each page involves. Audioscripts and
answer keys are also integrated into the Teacher’s
Notes for each page of the pupil’s component,
providing the teacher with all the necessary
information in one place.
Icons within the pupil’s component are cross-
referenced within the Teacher’s Notes:
denotes critical thinking
requires personal input from the pupils
requires the pupils to do the activity
within their notebooks and/or on a
separate piece of paper
signifies that this activity can be
completed digitally
reinforces the importance of group work
throughout the project pages
CD
2
indicates recorded audio and
corresponding track number within the
downloadable MP3 audio files
Evaluation rubrics for each module are provided
at the back of the Teacher’s Notes. These can
be photocopied and completed to record the
progression of each individual pupil.
Skills Trainer downloadable MP3 audio files
Audio activities are integrated into the Skills
Trainer. These aim to bring authentic listening
experiences into the classroom, and also provide
pronunciation guidance and models of dialogues
and conversations for the pupils to follow and adapt
for themselves.
Track listings within the pupil’s component and the
Teacher’s Notes mean that audio tracks are easily
located within the downloadable MP3 audio files.

7. 6 Module 1: Presenting yourself
Vocabulary: Presentation
Module overview
Learning outcomes
Read a language exchange web page
Listen to a student podcast
Write a personal profile
Get to know each other
Do a project: Plan and present a class year
book
Core vocabulary
dancing, doing athletics, doing pottery, making
models, mountain biking, playing computer games,
reading comics, skiing
Additional vocabulary
spelling, pronunciation, remembering new words,
profile, practise (a language), speak (a language),
activities (playing sports, listening to music, playing
football), adjectives of description (long/short hair,
brown/blond/red hair, blue/brown eyes), family
(mum, dad, brother sister), jobs (teacher, graphic
artist), school vocabulary, ways of presenting
information
Core language
I’m good at (drawing). I’m interested in (Science). I
like (listening to music).
I like/don’t like dancing. I can (speak three
languages). I’m interested in (computers). I’m good
at (Maths). I want to (practise my English/speak
good English). (English pronunciation) is difficult for
me. What class are you in? I’m in Class (6B). Me,
too. What (music) do you like? I like (pop) music. So
do I.
Additional language
Do you like (animals)? I’ve got a cat. My favourite
free time activity is (playing tennis). I’ve got (blue
eyes). She’s (eleven) years old. I want to be a
(teacher) when I grow up. My (dad) is a (teacher).
My (mum) works in an (office). Let’s include a
section on … Why don’t we write about …? We can
describe our memories of …
Vocabulary
dancing, doing athletics, doing pottery, making
models, mountain biking, playing computer games,
reading comics, skiing
Language
I like (doing pottery). I like (good stories). She likes
(doing athletics).
Materials
Pupil’s Skills Trainer page 4
Skills Trainer CD
Introduction
Focus the pupils on Jake’s speech bubble. Ask What
do you like doing? Accept all reasonable answers.
Activity 1
CD
2
Focus the pupils on the activity and collectively read
the rubric. Ask what they can see in the pictures.
Accept all reasonable answers, (girl, boy, model,
snow, etc.). Ask, What are they doing?
Play the Skills Trainer CD track 2.
1 doing athletics
2 making models
3 skiing
4 playing computer games
5 doing pottery
6 dancing
7 reading comics
8 mountain biking
Pause the audio after each phrase and ask pupils to
point to the correct picture.
Answers: 1 – doing athletics, 2 – making models,
3 – skiing, 4 – playing computer games, 5 – doing
pottery, 6 – dancing, 7 – reading comics,
8 – mountain biking
Activity 2
Read the rubric and the example sentence and
answer. You may wish for the class to do this activity
orally before they complete it in their books.
Answers: 1 – doing pottery, 2 – skiing, 3 – reading
comics, 4 – mountain biking, 6 – doing athletics,
7 – playing computer games
Activity 3
Read the rubric and the example sentence and
answer. Pupils can complete the activity individually
or in pairs for further support.
Answers: 1 – b, 2 – b, 3 – a, 4 – b
Presenting yourself
Module
1

8. 7Module 1: Presenting yourself
Learning outcome: Read a language exchange web page
Module
1
Vocabulary
spelling, pronunciation, remembering new words,
profile, practise (a language), speak (a language)
Language
I like (dancing). Do you like (animals)? I can play
the guitar. I’ve got (a cat). I speak (Polish). (English)
is easy/difficult for me. I’m interested in (art). My
favourite free time activity is (playing tennis).
Materials
Pupil’s Skills Trainer page 5
Introduction
Focus the pupils on the lesson header, Read
a language exchange web page. Ask, Which
web pages do you read? What’s your favourite
web page? Why? Ask the pupils some general
questions, e.g. How many profiles can you see?
(five) How many boys are there? (two) And how
many girls? (three) How old do you think they are?
What countries do you think they are from? etc.
Read the title of the web page and ask pupils what
they think this means. Ask, Who do you think reads
this web page? The pupils read the texts fairly
quickly and check their answers to your questions.
Activity 1
Read the rubric and look at the example answer.
The pupils read the texts fairly quickly to complete
this activity.
Answers: 1 – Silvia, 2 – David, 3 – Luigi, 4 – Malina,
5 – David, 6 – Elke, 7 – Luigi, 8 – Malina
Activity 2
Focus on the new vocabulary in the texts and check
the meaning. 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 – He’s 12 years old. 2 – She’s got a cat
and two rabbits. 3 – She’s interested in art and
fashion. 4 – She likes listening to songs in English. 5
– He’s got 20 model planes. 6 – He’s French.
Activity 3
Read the rubric and ask the pupils to think about
why they want to learn English, what is easy and
what is difficult for them. If you like, pupils can
first answer the questions about the boys and girls
on the website, e.g. David wants to learn English
because he likes listening to songs in English.
English spelling is difficult for him. Encourage
the pupils to give examples orally and use the
connector, because, e.g. I want learn English
because I like learning languages.
Answers: Pupils’ own answers

9. 8 Module 1: Presenting yourself
Learning outcome: Listen to a student podcast
Vocabulary
physical descriptions (long/short, blond/brown/red
hair, blue/brown eyes), hobbies and interests
Language
I’ve got (blue eyes). She’s (eleven) years old. She
likes (dancing). She’s good at (Maths). I can (sing). I
can speak (English). I like (doing judo).
Materials
Pupil’s Skills Trainer page 6
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Listen to a
student podcast. Ask, Do you listen to podcasts?
What information do you think there will be in a
student podcast? Ask the pupils what they can see
in the photo and accept all reasonable answers,
(girl, boy, school, table etc.) Explain that the
children are making podcasts about themselves.
They are going to listen to a podcast by one of the
people in the photo.
Activity 1
CD
3
Read the rubric. Tell the pupils that they are going
to listen and not write anything for this activity.
Make sure they understand they have to listen and
identify which speaker is James.
Play the Skills Trainer CD track 3.
James: Hi! I’m James and this podcast is to introduce me
and my friend. I’m 11 years old. I’ve got short, red
hair and blue eyes. I’m sitting at the table in the
photo. I’m on the right. I’m interested in music – I
can sing and play the drums. I like sports, too – I
like doing judo, doing athletics and playing table
tennis. I’m good at table tennis! I can speak English
and I’m learning French.
This is my friend Emma. She’s 11 years old, too.
She’s got long, curly, brown hair and brown eyes.
She’s interested in Maths and Science. She’s very
good at Maths! She likes listening to music and
dancing. She can speak three languages – English,
Spanish and French.
Answers: He’s the student on the right with red hair.
Ask the pupils if their school has a school exchange
programme, or if they know anyone who has
experience of a school exchange.
Activity 2
CD
4
Read the rubric and tell the pupils that they are now
going to hear the podcast again. Collectively read
through the profile and predict what information
they think they are going to write - do they need to
write an activity, a colour or a number.
Play the Skills Trainer CD track 4.
After listening, feedback as a class to check the
answers.
Answers: 1 – 11, 2 – blue, 3 – music, 4 – drums,
5 – athletics, 6 – French, 7 – 11, 8 – brown,
9 – Maths, 10 – dancing
Activity 3
Read the rubric and ask, Can you describe yourself?
Ask the pupils to think for a moment before telling
you their answers. Encourage them to use the
structures, e.g. I’ve got … I like … I can … I’m good
at …
Answers: Pupils’ own answers.
Module
1

10. 9Module 1: Presenting yourself
Module
1
Learning outcome: Write a personal profile
Vocabulary
physical descriptions, family (mum, dad, brother,
sister), jobs (teacher, works in an office, graphic
artist), hobbies and interests (playing sports,
listening to music, reading comics, playing
computer games)
Language
I want to be a (teacher) when I grow up. My dad/
mum is a/an (teacher). My dad/mum works in a
(school/office/hospital). I can (play the drums).
Materials
Pupil’s Skills Trainer page 7
notebook or sheet of paper
computer (optional)
Introduction
Focus the pupils on the lesson header, Write
a personal profile. Ask, What information can
you include in a profile? (name, age, physical
description, hobbies, interests). Accept all
reasonable answers.
Activity 1
Read the rubric. Tell the pupils that they need to
read the questions and find the answers in the
profiles. They do not need to write at this stage.
Check answers.
Then give the pupils time to complete the activity.
Read the questions one-by-one as a class to check
the answers.
Answers: 1 – He’s got short, brown hair and green
eyes. 2 – Five people – Sam, his mum and dad,
his brother and his sister. 3 – His dad is a teacher
and his mum works in an office. 4 – He likes playing
sports, listening to music and reading comics.
5 – He’s good at drawing. 6 – He wants to be a
graphic artist and draw comics. 7 – He’s interested in
computers and computer games.
Check the meaning of graphic artist. Ask the pupils,
What does a graphic artist do? (draws things, for
example comics).
Activity 2
Read the rubric. Ask the pupils to talk in pairs about
why Sam wants to be a graphic artist and give their
reasons.
Answer: Because he is good at drawing and he likes
reading comics.
Activity 3
Tell the pupils that they are now going to plan their
own profile. Focus their attention on the questions
and go through them eliciting examples. Pupils can
either work individually or work in pairs to complete
this activity. Encourage them to give as much
information as possible.
Activity 4
Read the rubric. The pupils now use the information
in their draft profiles (Activity 3) to create final
versions that they can decorate. Encourage them to
bring photos or make drawings of themselves to go
with the profile.
Encourage pupils to print their profiles out to read
out to the class.

11. 10 Module 1: Presenting yourself
Learning outcome: Get to know each other
Vocabulary
hobbies and interests (playing football, listening to
music)
Language
Hello, I’m (Matt). What class are you in? I’m in Class
(6B).
So do I! Do you like (pop music)? Me, too! Let’s meet
again tomorrow.
Materials
Pupil’s Skills Trainer page 8
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Get to know
each other. Ask, What do you say when you meet
a pupil you don’t know? Accept all reasonable
answers, (Hello/Hi, my name’s … , what class are
you in? etc.)
Activity 1
CD
5
Read the rubric. Elicit what the pupils can see in the
photo (two children at school). Read the bubbles
with the class and help with pronunciation as
necessary.
Tell the pupils they are going to listen and number
the phrases in the bubbles.
Play the Skills Trainer CD track 5.
1 Hello, I’m Matt. Are you a new student?
2 Yes, I am.
3 What class are you in?
4 I’m in Class 6A.
5 Me, too! Do you like pop music?
6 Yes, I do.
7 Let’s meet again tomorrow.
Answers: 1 – Hello, I’m Matt. Are you a new
student? 2 – Yes, I am. 3 – What class are you in?
4 – I’m in Class 6A. 5 – Me, too! Do you like pop
music? 6 – Yes, I do. 7 – Let’s meet again tomorrow.
Activity 2
CD
6
Read the rubric and examples. Explain there are
different ways of saying you are similar to another
person. Point out that we can say Me, too! to
respond to a phrase with I’m … (e.g. I’m in Class
6B. I’m Spanish. I’m eleven etc). For other phrases
we can say So do I. or Me, too! (e.g. I like football
etc).
Play the Skills Trainer CD track 6.
Girl: Hello, I’m Angela. Are you a new student?
Boy: Yes, I am. My name’s Joe.
Girl: What class are you in, Joe?
Boy: I’m in Class 6B.
Girl: Me, too! Do you like sports?
Boy: Yes, I do. What sports do you like?
Girl: I like volleyball and judo.
Boy: So do I! Let’s meet again tomorrow.
Practise the mini dialogues around the class. When
pupils are confident, say one of the phrases and ask
pupils to respond So do I! / Me, too! appropriately
as quickly as possible. In pairs, pupils practise the
mini-dialogues.
Module
1

12. Module 1: Presenting yourself
Final task: Do a project
Task
Plan and present a class year book
Vocabulary
school vocabulary, ways of presenting information
Language
Let’s include a section on … Why don’t we write
about …? We can describe our memories of …
What do you want to include? Who’s going to do
each section? What other things can you add?
Materials
Pupil’s Skills Trainer page 9
notebooks
large sheets of paper (optional)
colours (optional)
magazines, scissors, glue (optional)
computers and internet (optional)
Focus the pupils on the lesson header, Final task:
Do a project. Plan and present a class year book.
Ask, What is a year book? Have you ever read
or made a year book? Ask pupils to share their
experiences.
Read the task and tell the pupils that they are
going to work in groups to do this project.
They will need to use the internet to create a
class website, web page or wiki (optional)
They will also need to use the language Let’s include
a section on … Why don’t we write about … ? We
can describe our memories of …
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
Read the ideas for things to include with the class.
Explain funny or happy memories.
Read the question, What do you want to include?
Ask the pupils to tell you which things they think are
good ideas.
Encourage use of the model language, Let’s include a
section on … Why don’t we write about … ? We can
describe our memories of …
Module
1
Step 2
Ask the pupils to think about how they will organise
the project.
Read the question, Who’s going to do each
section? Look at the table with the class and ask,
How does this help them organise the work? Elicit
that making a list like this shows exactly what work
they have to do and helps them to divide the work
fairly.
Encourage pupils to all help with the organisation and
discuss if everyone is contributing to the group work.
Step 3
Ask the pupils what they can see in the pictures
in step 3 (photos, video clips, audio files, links to
websites).
Read the question, What other things can you add?
Encourage them to use their imagination.
Step 4
Focus the pupils on the presentation in step 4. Ask
them to look at the web page and say what the
group has included.
Organise the pupils into their groups. They
should use the four steps in their books as a guide
to completing the project, but also refer their
attention to any example vocabulary or language
on the board. It might be useful to pause at
intervals to check the groups’ progress as a class
and also to stimulate interest and motivation in the
activity.
The final project can be completed either online
or as a poster or a book. If pupils make a poster
or book, they can include drawings, pictures cut
out from magazines, or pictures printed from the
internet.
The groups should then present their projects to
the class, taking it in turns to say which sections
they included and read out the information within
each section.
Encourage the groups to add to their year book
pages/posters/books throughout the year so that at
the end of the year they have a record of their last year
of primary school and they can see all the things they
have done and learnt.
11

13. 12 Module 2: Communicating and technology
Vocabulary: Presentation
Module overview
Learning outcomes
Read a communication in the future web
page
Listen to a phone message and take notes
Complete an email account form
Chat with friends
Do a project: Plan and present an online class
wall
Core vocabulary
chat online, listen to a podcast, make a phone call,
make a video, send an e-card, send an email, send
a text, use a webcam
Additional vocabulary
time expressions (in a few years, in 2020, soon, in
20 or 30 years), computer, 3D browser, hologram,
microcomputer, brain, connect to the internet,
activities (have a picnic, go to the sports centre,
go to the shopping centre, go to the park,
play football), first name, last name, username,
password, characters, male, female, topics, ideas,
school food, ways of presenting information
Core language
will/won’t
In a few years, everyone will wear computers.
In 2020, we won’t use phones or webcams to
talk. What’s your news? I’m twelve today. Happy
birthday! Have a good holiday! Have a great time!
Congratulations!
Additional language
You use a (computer) to (chat online). Do you
want to (go to the park)? Would you like to (go
to the shopping centre)? What are you doing on
(Saturday)? I’m phoning about (next weekend).
Phone me! Please come! Ring me later! Your
password must have letters and numbers. What’s
your news? I’m going to (the amusement park)
tomorrow. Get well soon! Enjoy your meal. Which
topic shall we choose? We can include … Let’s look
online and … How can you present your ideas?
Vocabulary
chat online, listen to a podcast, make a phone call,
make a video, send an e-card, send an email, send a
text, use a webcam
Language
You use a (computer) to (chat online).
Materials
Pupil’s Skills Trainer page 10
Skills Trainer CD
Introduction
Look at the picture of Sara. Focus the pupils on
Sara’s speech bubble. Ask, Where has she got
friends? What does she often send? Does she chat
online? Ask pupils to answer Sara’s question, How
do you communicate with your friends and family?
Activity 1
CD
7
Focus the pupils on the activity and collectively
read the rubric. Ask, Who is making a video? Is a
boy or girl speaking on the phone?
Pupils look at the pictures and write the words under
the correct picture.
Play the Skills Trainer CD track 7.
1 send a text 2 send an email 3 chat online
4 use a webcam 5 send an e-card 6 make a phone call
7 listen to a podcast 8 make a video
Practise pronunciation. Ask different pupils to say
a phrase for the rest of the class to say the correct
number. Pupils can continue the game in pairs.
Answers: 1 – send a text, 2 – send an email,
3 – chat online, 4 – use a webcam, 5 – send an
e-card, 6 – make a phone call, 7 – listen to a
podcast, 8 – make a video
Activity 2
Read the rubric and the example. Point out that
some phrases could go on both lines. Check the
answers as a class.
Answers: 1 – You use a computer to chat online,
send an email, listen to a podcast, send an e-card,
use a webcam. 2 – You use a mobile phone to make
a phone call, make a video, listen to a podcast, send
a text (also possible with smart phone: chat online,
email)
Activity 3
Read the rubric and the example sentence and
answer. Pupils can then complete the activity
individually. Check the answers as a class.
Answers: 1 – webcam, 2 – e-card, 3 – video,
4 – podcast, 5 – chat, 6 – phone call, 7 – email,
8 – text
Communicating and technology
Module
2

14. 13Module 2: Communicating and technology
Learning outcome:
Read a communication in the future web page
Vocabulary
time expressions (soon, in 20 or 30 years, in 2020,
in a few years) computer, 3D browser, hologram,
microcomputer, brain, connect to the internet
Language
will/won’t
Materials
Pupil’s Skills Trainer page 11
Introduction
Focus the pupils on the lesson header, Read a
Communication in the future web page. Ask, What
do you read? What’s your favourite magazine or
web page? Why? Ask the pupils what they can see
in the pictures and accept all reasonable answers.
Ask, What do you think the glasses are for? What
kind of image is this? (hologram) Have we got 3D
internet now? etc.
Read the title of the article and ask pupils what
they think this means. Explain that the texts are
predictions about communication in the future. The
pupils read the texts fairly quickly.
Activity 1
Check the meaning of the future time expressions
in a few years, in 2020, soon, in 20 or 30 years.
Check or explain the meaning of hologram,
microcomputer, 3D internet. Pupils then read
the text again in more detail and match the time
expressions and predictions.
Answers: 1 – 3D internet, 2 – computer glasses,
3 – hologram phone calls, 4 – microcomputer in our
brains
Activity 2
Read the rubric and questions with the class. Then
ask pupils to answer the questions. They compare
answers in pairs. Check the answers with the class.
Answers: 1 – They can find information, get
directions, make a video, take a photo and send
a text. 2 – You will be able to see and touch web
pages. 3 – You will see them in 3D in front of you.
4 – We will do it by thinking.
Activity 3
Read the question with the class. Listen to pupils’
ideas and write any useful words on the board.
Explain that they should think of a positive
prediction and a negative one (something that they
think will happen, something that they think won’t
happen).
Answers: Pupils’ own answers
Module
2

15. 14 Module 2: Communicating and technology
Learning outcome:
Listen to a phone message and take notes
Vocabulary
activities (have a picnic, go to the sports centre,
go to the shopping centre, go to the park, play
football)
Language
Do you want to (go to the park)? Would you like to
(come to the shopping centre)? What are you doing
on (Saturday)? I’m phoning about (next weekend).
Phone me! Please come! Ring me later!
Materials
Pupil’s Skills Trainer page 12
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Listen to a
phone message and take notes. Ask, When do you
need to leave a phone message? (when you are
arranging to meet someone, cancelling a meeting,
etc.) Ask the pupils what they can see in the photo
and accept all reasonable answers, girl, phone,
writing a message, etc. Elicit that the girl is writing a
phone message.
Activity 1
CD
8
Read the rubric. Ask the pupils to listen and say
who the messages are for.
Play the Skills Trainer CD track 8.
Answerphone voice: Message 1, ten fifteen
Dan: Hello, this is a message for Sophie. It’s Dan. I’m
phoning about next weekend … Have you got any
plans for Saturday? Do you want to go to the sports
centre on Saturday afternoon? We can meet there at
four o’clock. Ring me later!
Answerphone voice: Message 2, eleven forty
Kirsten: Hi Sophie, this is Kirsten. I’m phoning about next
weekend. I want to buy a birthday present for my
sister. Do you want to go to the shopping centre
with me? Can we meet at the shopping centre
at eleven o’clock? Phone me when you hear the
message!
Answerphone voice: Message 3, four thirty
Dan: Hi Sophie, it’s Dan again! I can’t go to the sports
centre on Saturday now. What are you doing on
Sunday? Are you busy? Would you like to go to the
park with me? It’s my birthday and we’re going to
celebrate it in the park! We’re going to have a picnic
and play football. Please come!
Answer: The messages are for Sophie.
Activity 2
CD
9
Read the rubric and tell the pupils that they are now
going to hear the messages again. Collectively read
through the notes and see if there are any answers
they can remember. Pupils listen again to the
messages and complete the notes. Pause after each
answer to allow the pupils to write.
Play the Skills Trainer CD track 9.
After listening, feedback as a class to check the
answers.
Answers:
1 Time: 10:15
For: Sophie
From: Dan
Message: Do you want to go to the sports centre on
Saturday afternoon? We can meet there at
four o’clock.
2 Time: 11:40
For: Sophie
From: Kirsten
Message: Do you want to go to the shopping centre
with me? Can we meet there at eleven
o’clock?
3 Time: 16:30
For: Sophie
From: Dan
Message: Would you like to go to the park with me
on Sunday? We’re going to celebrate my
birthday.
Activity 3
Read the rubric and then ask pupils to work
individually and write down activities they want to
do next weekend. They can compare with a partner
and then tell the class.
Answers: Pupils’ own answers
Module
2

16. 15Module 2: Communicating and technology
Learning outcome: Complete an email account form
Vocabulary
first name, last name, username, password,
characters, male, female
Language
Your password must have letters and numbers.
Materials
Pupil’s Skills Trainer page 13
notebook or sheet of paper
Introduction
Focus the pupils on the lesson header, Complete
an email account form. Ask, When do you send
emails? Do you have your own account?
Activity 1
Read the rubric. Tell the pupils that they need
to read the form to find the answer to the first
question. Check the answer and that pupils
understand the difference between ‘first name’
and ‘last name’. Elicit or explain any vocabulary
(username, password, male, female, characters).
Then give the pupils time to read the form again
and answer the other questions. Read the questions
one-by-one as a class to check the answers.
Answers: 1 – Alex Deacon is registering for an
account. 2 – alexd123@mail.co.uk 3 – 4 April 2002
4 – a girl (clicked the button next to ‘female’)
5 – eight or more characters
Activity 2
Read the rubric and check the answer. Ask, Why is it
important to keep your password secret? How can
you create a good password? (Use a mix of upper
and lower case letters and numbers).
Answer: You can’t see the password because it is
secret information.
Write the symbols @ (at) . (dot) on the board and
check pupils know how to say them in English. If you
like, write the following on the board and ask pupils
to match them in pairs. Check the answers.
Read and match.
1 letters David
2 date of birth david.smith@mail.com
3 password 6 9 2
4 last name 13 June 2001
5 first name p f x
6 username * * * * * * * * *
7 numbers Smith
Answers: 1 – pfx, 2 – 13 June 2001, 3 – * * * * * * * *,
4 – Smith, 5 – David, 6 – david.smith@mail.com,
7 – 6 9 2
Activity 3
Tell the pupils that they are now going to complete
a form with their own information. Focus their
attention on the form and go through the sub-
headings one-by-one, eliciting examples. Pupils can
either work individually or in pairs to complete this
activity.
Module
2

17. 16 Module 2: Communicating and technology
Learning outcome: Chat with friends
Vocabulary
Happy birthday! Have a good holiday! Get
well soon! Enjoy your meal! Have a great time!
Congratulations!)
Language
What’s your news? I’m going to (the amusement
park) tomorrow.
Materials
Pupil’s Skills Trainer page 14
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Chat with
friends. Ask, What do you chat about with friends?
Accept all reasonable answers, (things that happen,
how you feel etc.)
Activity 1
CD
10
Read the rubric. Focus pupils’ attention on the
pictures and ask, What can you see? What are they
doing? What are they thinking about? Accept all
reasonable answers. Read the sentences with the
class.
Ask pupils to number the pictures as they listen.
Play the Skills Trainer CD track 10.
1 I’ve passed my exam.
2 I’m not feeling very well.
3 I’m twelve today.
4 I’m going to the amusement park tomorrow.
5 We’re going to a restaurant tonight.
6 It’s the last day of school today.
Answers: 1 – e, 2 – f, 3 – c, 4 – d, 5 – a, 6 – b
Ask, What can you say in each situation? Accept any
reasonable answers, (Well done! That’s good. etc.)
and write them on the board.
Activity 2
CD
11
Read the rubric and the expressions. Compare
the expressions to the ones the pupils suggested.
Then ask the pupils to match an expression to each
situation. Pupils listen and check.
Play the Skills Trainer CD track 11.
1 I’ve passed my exam.
Congratulations!
2 I’m not feeling very well.
Get well soon!
3 I’m twelve today.
Happy birthday!
4 I’m going to the amusement park tomorrow.
Have a great time!
5 We’re going to a restaurant tonight.
Enjoy your meal!
6 It’s the last day of school today.
Have a good holiday!
Answers: 1 – Congratulations, 2 – Get well soon!
3 – Happy birthday! 4 – Have a great time! 5 – Enjoy
your meal! 6 – Have a good holiday!
Activity 3
CD
12
Read the rubric and the speech bubbles. Then play
the Skills Trainer CD track 12 for pupils to listen.
Boy: Hello, Harriet. What’s your news?
Girl: I’m going to the amusement park tomorrow.
Boy: Really? Have a great time!
Girl: Thanks!
Girl: Hello, Mike. What’s your news?
Boy: I’ve passed my guitar exam!
Girl: Congratulations!
Boy: Thanks!
Play the CD again stopping after each sentence for
pupils to repeat. Practise the question, What’s your
news? In pairs, pupils act out the dialogues. Some
pairs can act out a dialogue for the class.
Module
2

18. Module 2: Communicating and technology
Task
Plan and present an online class wall
Vocabulary
topics, ideas, school food, ways of presenting
information
Language
Which topic shall we choose? We can include …
Let’s look online and … How can you present your
ideas?
Materials
Pupil’s Skills Trainer page 15
notebooks
large sheets of paper
colours (optional)
magazines, scissors, glue (optional)
computers
Focus the pupils on the lesson header, Final task:
Do a project. Plan and present an online class
wall. Ask, What is a wall? Have you ever used or
designed a wall online? Ask pupils to share their
experiences.
Read the task and tell the pupils that they are
going to work in groups to do this project.
They will need to use the internet (optional)
to do research and find images. They will
also need to use the language Which topic shall we
choose? We can include … Let’s look online/in a
book and …
Before the pupils work in their groups, go through
the project step-by-step so that they are aware of
what they need to do and how to use the example
language.
Step 1
Ask the pupils what they can see in the pictures in
step 1.
Read the question, Which topic do you want to
write about? (school food, sports, stationery) Ask
the pupils to tell you which topic they want to write
about and listen to their ideas.
Encourage the use of the model language Which
topic shall we choose?
Step 2
Ask the pupils what they can see in step 2. Ask,
Why is it important to organise your ideas? Check
they understand that planning like this will help
them do the project and it is important to organise
your ideas before you start on a project.
Encourage the use of the model language Let’s look
online/in a book and …
Step 3
Ask the pupils what they can see in the pictures in
step 3 – photos, links to websites, video clips, audio
files.
Ask pupils which things it is possible to add to a
wall (all of them) and why they are a good idea (they
make the wall more interesting).
Pupils work online and create their walls, adding the
information. Encourage them to include photos or
links. If pupils do not have access to the internet,
they can make posters and cut pictures from
magazines.
A good site for making walls is http://padlet.com
Encourage use of the model language, We can
include …
Step 4
Focus the pupils on the presentation in step 4. Ask
them to look at the wall and say what it includes.
Organise the pupils into their groups. They
should use the four steps in their books as a guide
to completing the project, but also refer their
attention to any example vocabulary or language
on the board. It might be useful to pause at
intervals to check the groups’ progress as a class
and also to stimulate interest and motivation in the
activity.
The final project can be completed online or as
a poster with drawings, pictures cut out from
magazines, or pictures printed from the internet.
The groups should then present their projects
to the class, taking it in turns to read out the
information within each sub-section.
17
Module
2
Final task: Do a project

19. 18 Module 3: Visiting places
Vocabulary: Presentation
Module overview
Learning outcomes
Read about places in London
Listen to a holiday podcast
Write notes about a city
Talk about experiences
Do a project: Research and present a city
to visit
Core vocabulary
boat trip, bus tour, ceremony, entertainment
complex, interactive exhibition, show, street market,
treetop adventure
Additional vocabulary
sights, tourist attraction, river, botanical garden,
shops, market, arts and crafts, lift, places (theatre,
restaurant, monument, museum, park), months,
seasons (summer, autumn, winter, spring), climate
(hot, cold), activities (climb, ride, rollerblade, visit,
ride a bike, play a musical instrument), location
(coast, city, island), experiences (eat octopus, travel
by plane, swim in the sea, visit places, have a good
time, go to London), places to visit, sources of
information, activities
Core language
past simple, present perfect
I went to (Italy). We travelled by (plane). I swam.
It was very interesting. I’ve been to London. I’ve
played a musical instrument. I’ve travelled by plane.
Have you ever been to London? Yes, I have./No, I
haven’t.
Additional language
You can buy food here. I want to visit (Camden
Market). What did you do? I went by boat. I had a
good time. I’ve ridden a bike. I’ve eaten octopus.
Have you ever swum in the sea? Let’s choose …
There’s lots of information on this website about …
How about including a section about …? Why is it a
good place to visit on holiday? Where can you find
information?
Vocabulary
boat trip, bus tour, ceremony, entertainment
complex, interactive exhibition, show, street market,
treetop adventure
Language
You can buy food here.
Materials
Pupil’s Skills Trainer page 16
Skills Trainer CD
Introduction
Look at the photo of Daniel. Focus the pupils on
Daniel’s speech bubble. Then ask questions, e.g.
Where has Daniel been? What has he seen? etc.
Ask pupils to answer Daniel’s question, What new
things have you done recently?
Activity 1
CD
13
Focus the pupils on the activity. Ask, What can you
see in the photos? Accept all reasonable answers,
(They are on a bus, They are in trees, etc.)
Read the words and look at the example. Pupils
match any they can. Play the Skills Trainer CD track
13 for pupils to listen and check or complete the
matching.
1 treetop adventure
2 ceremony
3 boat trip
4 bus tour
5 show
6 entertainment complex
7 street market
8 interactive exhibition
Answers: 1 – treetop adventure, 2 – ceremony,
3 – boat trip, 4 – bus tour, 5 – show,
6 – entertainment complex, 7 – street market,
8 – interactive exhibition
Activity 2
Read the rubric and the first description. Invite
answers from around the class. Do the same for the
other descriptions. Pupils can then complete the
activity individually.
Answers: 1 – entertainment complex, 2 – show,
3 – street market, 4 – bus tour
Activity 3
Read the rubric and the example sentence and
answer. You may wish for the class to do this activity
orally before they complete it in their books. Check
the answers as a class.
Answers: 1 – boat trip, 2 – interactive exhibition,
3 – show, 4 – bus tour, 5 – entertainment complex,
6 – street market, 7 – ceremony, 8 – treetop
adventure
Visiting places
Module
3

20. 19Module 3: Visiting places
Learning outcome: Read about places in London
Vocabulary
sights, tourist attraction, river, botanical garden,
shops, market, arts and crafts, lift
Language
Have you ever (been to London)? I want to visit
(Camden Market).
Materials
Pupil’s Skills Trainer page 17
Introduction
Focus the pupils on the lesson header, Read about
places in London. Ask, What places do you know in
London? What’s your favourite place? Why? Ask the
pupils what they can see in the photos and accept
all reasonable answers. Write any useful vocabulary
on the board, e.g. market, botanical gardens, arts
and crafts.
Read the title of the website Experience London!
and ask pupils what they think this means. Elicit
ideas but do not confirm or correct them. The pupils
read the texts fairly quickly and check their guesses.
Activity 1
Focus on the new vocabulary in the texts. Check the
meaning. Pupils then read the texts again in more
detail and write the names of the places/things.
Answers: 1 – Camden Market, 2 – The Science
Museum, 3 – The London Rib Adventure, 4 – Kew
Gardens, The Treetop Walk
Activity 2
Read the rubric. Tell the pupils they are going to
write answers for the questions. Collectively read
question 1 and the example answer. Then ask pupils
to answer the questions. Check the answers with
the class.
Answers:
1 – The London Rib Adventure and Kew Gardens,
2 – Camden Market and The Science Museum,
3 – The Science Museum,
4 – Kew Gardens and The Science Museum
Activity 3
Read the rubric. Ask pupils which places they want
to visit in London. Encourage them to give reasons
using because e.g. I want to go on the London Rib
Adventure because it’s exciting and because you
see the city.
Some pupils can share their answers with the class.
Answers: Pupils’ own answers
Module
3

21. 20 Module 3: Visiting places
Learning outcome: Listen to a holiday podcast
Vocabulary
holiday activities (swim in the sea, visit places,
travel by plane, have a good time, go to (Italy), play
volleyball)
Language
past simple (went, travelled, swam, visited, was/
were, had) What did you do?
Materials
Pupil’s Skills Trainer page 18
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Listen to a
holiday podcast. Ask, Do you listen to podcasts?
What do you do on holiday? Ask the pupils what
they can see in the photo and accept all reasonable
answers, (a girl by a computer listening, Mount
Vesuvius etc.) Elicit that the girl is listening to a
podcast about a holiday.
Activity 1
CD
14
Read the rubric and tell the pupils that they are
just going to listen and not write anything for this
activity. Ask them to listen and say what the podcast
is about and where Tessa (the girl in the photo)
went.
Play the Skills Trainer CD track 14.
Hi I’m Tessa and this podcast is about my holiday.
I went with my mum and dad and my sister. We went for
two weeks. We travelled by plane to Naples in Italy and
then we went by car to a place called Salerno. We stayed
in an apartment there. We went to the beach most days. I
swam in the sea and played volleyball on the beach. One
day we went out in a boat. Another day we went to visit
Mount Vesuvius. It isn’t near the beach, it’s a volcano! It
was very interesting. We visited the museum there.
I really enjoyed my holiday, I had a great time. I hope to
go back to Italy again!
Answers: It is about Tessa’s holiday. She went to
Italy.
Ask the children where they went on holiday last
summer and what they did.
Activity 2
CD
15
Read the rubric and tell the pupils that they are now
going to hear Tessa’s podcast again. Explain that
Tessa also wrote the email. Point out that it is not
exactly the same words, but it contains the same
information. Collectively read through the email
and see if there are any answers they can remember
from the podcast. Pupils listen again to the podcast
and complete the email.
After listening, feedback as a class to check the
answers.
Answers: 1 – sister, 2 – two, 3 – car, 4 – beach,
5 – interesting, 6 – great
If you like ask follow up questions, e.g. Did Tessa go
with her brother? (No, she went with her sister.) Did
she go to America? (No, she went to Italy) Did she
go for three weeks? (No, she went for two weeks)
etc.
Activity 3
Read the rubric and ask What did Tessa do on
holiday? Then ask What activities do you enjoy
doing on holiday? Write any useful vocabulary on
the board. Pupils write about the activities they like
doing. Feed back with the whole class.
Answers: Pupils’ own answers
Module
3

22. 21Module 3: Visiting places
Learning outcome: Write notes about a city
Vocabulary
places (theatre, restaurant, monument, museum,
park), months, seasons (summer, autumn, winter,
spring), climate (hot, cold), activities (climb, eat,
ride, rollerblade, visit), location (coast, city, island),
arts and crafts
Language
(New York) is a popular place for tourists to visit. It’s
got (parks). There’s… There are…
Materials
Pupil’s Skills Trainer page 19
notebook or sheet of paper
computer (optional)
Introduction
Focus the pupils on the lesson header, Write
notes about a city. Ask, What do you do when
you take notes? Do you write every word or only
the important information? (only the important
information). Look at the text with the class and ask,
Where might you see this text? (a guide book).
Activity 1
Look at the article and ask What is missing? Elicit
that the paragraph headings are missing. Read
the rubric and the paragraph headings. Check the
meaning of the headings and elicit words they
might expect to find in a paragraph related to each
heading, e.g. location (mountain, river, coast etc.)
Do the first heading with the class as an example
and elicit which words helped them to find the
answer (The paragraph says the name of the place
and gives some general information so it is the
introduction). Tell the pupils that they need to read
the article to match the missing headings to the
correct paragraphs. They should decide which
words helped them find the answer.
Then give the pupils time to read the email again
and do the matching. Check the answers by reading
each paragraph aloud and asking pupils to tell you
the heading and say why.
Answers: 1 – General introduction, 2 – Location,
3 – Climate, 4 – Places to visit, 5 – Things to do
Activity 2
Read the rubric. Ask the pupils, in pairs, to copy
the table and complete it with information from the
text. Draw the table on the board and ask different
pairs to complete a section each. Discuss with the
class if they agree and if the notes can be improved.
Pupils choose a city and complete the table with
information about the city. They work individually, in
pairs or in small groups to do this. They can do this
for homework or if they have access to computers or
reference books, they can do it in class.
Activity 3
Read the rubric. The pupils now use the information
in their notes (Activity 2) to write about the city they
have chosen. They can write neatly either in their
notebooks, or on the computer. They should use
the notes and the headings. Encourage pupils to
print their descriptions out to read out to the class.
Module
3

23. 22 Module 3: Visiting places
Learning outcome: Talk about experiences
Vocabulary
activities (ride a bike, play a musical instrument,
eat octopus, travel by plane, swim in the sea, go to
London)
Language
present perfect (I’ve ridden/played/eaten/travelled/
swum/been) Have you ever (swum in the sea)? Yes, I
have. / No, I haven’t.
Materials
Pupil’s Skills Trainer page 20
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Talk about
experiences. Ask, What experiences do you think
they will talk about? What can you see in the
photos? Accept all reasonable answers, riding a
bike, an aeroplane, octopus etc.
Activity 1
CD
16
Read the rubric. Focus pupils’ attention on the
sentences and read them out. Ask the pupils to
match the sentences to the photos. Do an example
with the class. Then listen to check the answers.
Play the Skills Trainer CD track 16.
1 I’ve been to London.
2 I’ve swum in the sea.
3 I’ve ridden a bike.
4 I’ve travelled by plane.
5 I’ve eaten octopus.
6 I’ve played a musical instrument.
Check the answers with the class.
Answers: 1 – I’ve been to London. 2 – I’ve swum
in the sea. 3 – I’ve ridden a bike. 4 – I’ve travelled
by plane. 6 – I’ve eaten octopus. 7 – I’ve played a
musical instrument.
Activity 2
Read the rubric. Ask the pupils to say which
activities they have done.
Activity 3
CD
17
Tell pupils they are going to do a survey to find one
person who has done each activity. Listen to the
example dialogue with the class.
Play the Skills Trainer CD track 17.
Boy: Have you ever been to London?
Girl: No, I haven’t.
Boy: Have you ever swum in the sea?
Girl: Yes, I have.
Drill the question (Have you ever … ?) and the
answers (Yes, I have. / No, I haven’t.) Demonstrate
the activity by saying to a pupil, Have you ever swum
in the sea?
Then ask pupils to circulate and find one name to
put for each experience. Give them a time limit to
do this.
Write on the board: (Marta) has been to London.
(Manuel) hasn’t been to London. Underline the form
for he/she and drill it. Ask individual pupils to tell you
about the people they found, e.g. Lucia has eaten
octopus. Pablo has swum in the sea.
Module
3

24. Module 3: Visiting places
Final task: Do a project
Task
Research and present a city to visit
Vocabulary
places to visit, sources of information, activities
Language
Let’s choose … , There’s lots of information on
this website about … , How about including a
section about … ? Why is it a good place to visit on
holiday? Where can you find information?
Materials
Pupil’s Skills Trainer page 21
notebooks
large sheets of paper
colours (optional)
magazines, scissors, glue (optional)
computers (optional)
Focus the pupils on the lesson header, Final task:
Do a project. Research and present a city to visit.
Ask, What places have you visited on holiday? Were
they good to visit? Why/Why not? What places
might be good to visit? Why? Ask pupils to share
their experiences and ideas.
Read the task and tell the pupils that they are
going to work in groups to do this project.
They will need to use the internet (optional)
or other resources to do research and find
images.
Before the pupils work in their groups, go through
the project step-by-step so that they are aware of
what they need to do and how to use the example
language.
Step 1
Ask the pupils what they can see in the photos in
step 1 (Rome, Paris, Sydney, Moscow).
Read the question, Think of a city. Why is it a good
place to visit on holiday? Ask the pupils to tell you
their ideas.
Encourage use of the model language, Let’s choose
… because …
Step 2
Ask the pupils what they can see in the pictures in
step 2 (a website, a reference book, a guidebook,
a tourist information leaflet.) Elicit that they are all
sources of information.
Read the question, Where can you find information?
The pupils should consider where they can find
information.
Encourage use of the model language, There’s lots of
information in this book/on this website about …
Step 3
Look at the table with the pupils and elicit how it will
help them to take notes. Encourage them to use
these sections or choose their own.
Tell them to make notes and then find photos
and pictures to make their work more interesting.
Remind them to make their texts look attractive,
e.g. use different colours and fonts etc.
Encourage use of the model language, How about
including a section on …
Step 4
Focus the pupils on the presentation in step 4. Ask
them to look at the description.
Organise the pupils into their groups. They
should use the four steps in their books as a guide
to completing the project, but also refer their
attention to any example vocabulary or language
on the board. It might be useful to pause at
intervals to check the groups’ progress as a class
and also to stimulate interest and motivation in the
activity.
The final project can be completed as a
presentation (e.g. using PowerPoint or another
similar tool) or as a Word document. If pupils don’t
have access to computers they can make leaflets or
posters using pictures cut out from magazines, or
pictures printed from the internet.
The groups should then present their projects
to the class, taking it in turns to read out the
information within each sub-section.
23
Module
3

25. 24 Module 4: Learning about culture
Vocabulary: Presentation
Module overview
Learning outcomes
Read a What’s on city guide
Listen to a visitor audio guide
Complete a cinema membership form
Ask for theatre information
Do a project: Research and present a
biography
Core vocabulary
ballet, classical music, film, modern dance,
photography, pop music, sculpture, theatre
Additional vocabulary
Places related to culture (arts centre, cinema,
museum, concert hall, palace), culture words (event,
exhibition, ballet company, story), palace, wives,
ghosts, king, queen, court, guards, forms (male,
female, first name, surname, date of birth, address,
postcode, email, mobile phone number), join, film
genres (adventure, horror, science fiction, comedy,
animation, detective), production, tickets, book
online, professions, past simple verbs
Core language
past simple, past continuous
He gave it to King Henry VIII in 1529. Henry VIII
was a famous English king. There were over 1,000
people in King Henry VIII’s court. He built enormous
kitchens. …the guards were closing the palace.
They saw a strange figure. How long is it on for?
Where’s it on? How much are the tickets? Can I
book online?
Additional language
I love (dance). She enjoys (photography). It’s on
for (two weeks). How many films are on at (the Old
Cinema)? She was born on (12th June 2002). She
lives in (Leeds). She likes (adventure) films. When
was she born? Why is she famous? He painted …
and … What did they do?
Vocabulary
ballet, classical music, film, modern dance,
photography, pop music, sculpture, theatre
Language
I love (dance). She enjoys (photography).
Materials
Pupil’s Skills Trainer page 22
Skills Trainer CD
Introduction
Write the word culture on the board and brainstorm
any related words the pupils know. Accept any
reasonable suggestions, (museum, books, reading,
orchestra etc.) Look at the photo of Marina. Focus the
pupils on Marina’s speech bubble. Then ask questions,
e.g. Which two things does she love? (pop music
and sculpture) Do you like pop music? What about
sculpture? etc. Ask pupils to answer Marina’s question,
Which kinds of culture do you enjoy?
Activity 1
CD
18
Focus the pupils on the activity and collectively read
the rubric. Ask questions about the pictures. What
are the people in picture 2 doing? Which musical
instruments can you see? etc. Encourage pupils to
answer in full sentences.
Pupils look at the pictures and write the correct
words. Play the Skills Trainer track 18 for pupils to
check their answers. Check the answers with the
class.
1 sculpture
2 film
3 pop music
4 classical music
5 photography
6 theatre
7 ballet
8 modern dance
Answers 1 – sculpture, 2 – film, 3 – pop music,
4 – classical music, 5 – photography, 6 – theatre,
7 – ballet, 8 – modern dance
Activity 2
Read the rubric and look at the table and the
example with the class. You may wish for the class
to do this activity orally before they complete it in
their books. Check the answers as a class.
Answers: Dance: ballet, modern dance, Music:
classical music, pop music, Art: sculpture,
photography, Drama: theatre, film
Activity 3
Read the rubric and the example sentence and
answer. Pupils can then complete the activity
individually. Check the answers as a class.
Answers: 1 – modern dance, ballet,
2 – photography, 3 – film, 4 – classical music
5 – theatre, 6 – pop music
Learning about culture
Module
4

26. 25Module 4: Learning about culture
Learning outcome: Read a What’s on city guide
Vocabulary
places for culture (arts centre, cinema, museum,
concert hall, palace), culture words (event,
exhibition, ballet company, story)
Language
How long is (the play) on for? It’s on for (two weeks).
How much are the tickets? How many films are on
at (the Old Cinema)?
Materials
Pupil’s Skills Trainer page 23
Introduction
Focus the pupils on the lesson header, Read a
What’s on city guide. Ask, What kind of website
is this? Do you look at websites like this? Where
do you find information about things that are
happening in your town/city? Ask the pupils
what they can see on the website and accept
all reasonable answers. Ask, What is the drama
(Romeo and Juliet)? What city is this guide about?
(Manchester).
Activity 1
Check or explain the meaning of event, exhibition,
ballet company, story. Pupils then read the texts
again in more detail. Check the meaning of
sentences 1–5 (It’s in a museum. etc). Then pupils
match the places and names.
Answers: 1 – Our City photo exhibition, 2 – Max,
3 – Five Boyz!, 4 – the Manchester City Orchestra,
5 – Romeo and Juliet
Activity 2
Read the rubric and questions with the class and
look at the example. Then ask pupils to answer the
questions. They compare answers in pairs. Check
the answers with the class.
Answers: 1 – a ballet, 2 – three weeks, 3 – They’re
£15 for adults and £8 for children under 12, 4 – three
weeks, 5 – four films
Activity 3
Read the questions with the class. Listen to pupils’
ideas and write any useful words on the board.
Encourage pupils to write full sentences. Some
pupils can read out their ideas.
Answers: Pupils’ own answers
Module
4

27. 26 Module 4: Learning about culture
Learning outcome: Listen to a visitor audio guide
Vocabulary
palace, wives, ghosts, king, queen, court, guards
Language
past continuous (While Henry was living … the
guards were checking …)
Materials
Pupil’s Skills Trainer page 24
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Listen to a
visitor audio guide. Ask, When do people use audio
guides? (when they visit museums and other places)
Have you ever listened to an audio guide? Where?
Was it good?
Ask the pupils what they can see in the photos and
accept all reasonable answers, (a palace, a king,
an old kitchen etc.) Elicit that the photos are from
an old palace in England. Kings and queens lived
there. Explain that kings and queens often have the
same names, so we distinguish them with numbers,
for example William I (William the First), Elizabeth
II (Elizabeth the Second), Richard III (Richard the
Third) etc. We use Roman numerals for this. (IV =
four/fourth, V = five/fifth, VI = six/sixth, VII = seven/
seventh, VIII = eight/eighth, IX = nine/ninth, X =
ten/tenth etc). If you like, quickly check pupils can
say dates (e.g. 1523 = fifteen twenty three, 1608 =
sixteen oh eight, 2003 = two thousand and three
etc)
Activity 1
CD
19
Read the rubric. Ask the pupils to listen and say
where the girl is and why she is visiting the house.
Play the Skills Trainer CD track 19.
Welcome to Hampton Court. Hampton Court is a royal
palace and museum in London. Kings and queens lived
here in the past, but they don’t live here now. Thomas
Wolsey built the palace around 1514. He gave it to King
Henry VIII in 1529.
Look at this painting of King Henry VIII. He was the first
king to live here. Henry was one of the most famous
English kings. He got married six times. He was the only
king with six wives! Their names were Katherine, Anne,
Jane, Anne, Catherine and Catherine.
This is one of the kitchens. There were over 1,000 people
in Henry’s court. While he was living in the palace, he built
enormous kitchens to prepare and cook food for everyone.
The palace is also famous for its ghosts. This is the haunted
corridor. Visitors have seen the ghost of one of Henry’s
wives. They have also heard and seen the ghost of a dog.
In 2003, the guards were closing the palace. Suddenly one
of the doors opened. Who opened it? Nobody knows!
When the guards looked at the security camera after, they
saw a strange figure. It was wearing clothes from the time
of Henry VIII!
This is Henry VIII’s bedroom. He … (FADE)
Answers: She is visiting Hampton Court. She is
finding out about King Henry VIII (Henry the Eighth).
Activity 2
CD
20
Read the rubric and tell the pupils that they are now
going to hear the audio guide again. Point out that
the audio guide contains more information than
the form, they only have to listen for the missing
information on the form. Collectively read through
the form and see if there are any answers they can
remember. Pupils listen again to the audio guide
and complete the form. Pause after each answer to
allow the pupils to write.
Play the Skills Trainer CD track 20.
After listening, feedback as a class to check the
answers.
Answers: 1 – 1514, 2 – 1529, 3 – English, 4 – six,
5 – kitchens, 6 – dog, 7 – saw
Activity 3
Read the rubric and then ask pupils the question.
Pupils can share their ideas with the whole class.
Answers: Pupils’ own answers
Module
4

28. 27Module 4: Learning about culture
Learning outcome: Complete a cinema membership form
Vocabulary
male, female, first name, surname, date of birth,
address, postcode, email, mobile phone number,
join
films genres (adventure, comedy, horror, science
fiction, animation, detective)
Language
She was born on (12th June 2002). She lives in
(Leeds). She likes (adventure films).
Materials
Pupil’s Skills Trainer page 25
notebook or sheet of paper
computer (optional)
Introduction
Focus the pupils on the lesson header, Complete a
cinema membership form. Ask, When do you need
to complete application forms? Which clubs have
you joined?
Activity 1
Read the rubric. Tell the pupils that they need
to read the form to find the answer to the first
question. Elicit or explain any vocabulary (surname
etc). If necessary briefly revise how to say email
addresses (@ = at, . = dot, lower case letters,
capital/upper case letters etc).
Then give the pupils time to read the form again
and answer the other questions. Read the questions
one-by-one as a class to check the answers.
Answers: 1 – She wants to join a cinema club.
2 – She was born on 12th June 2002. 3 – She lives
in Leeds. 4 – Yes, she has – it’s s.jones37@email.com
5 – It’s 07984 376522. 6 – A friend told her about the
cinema club. 7 – She likes adventure films.
Activity 2
Read the rubric and elicit that the film club wants
information to help them decide what events to
organise in the future.
Possible Answers: Perhaps they organise events like
advance showings of new films, or seasons of films
by directors or with specific actors. Perhaps they
show films for children regularly.
Activity 3
Tell the pupils that they are now going to design
a membership form for a library. Elicit which
information will be the same (the first part of the
form) and which information will be different (the
questions). Pupils can either work individually, in
pairs or small groups to complete this activity.
Encourage them to think of useful questions for a
library to ask e.g. What kind of books do you enjoy?
How often do you want to borrow books? etc.
Activity 4
Pupils use their notes and the model form in
Activity 1 to design and complete a membership
form. If they write the forms on pieces of paper you
can display them around the class.
Module
4

29. 28 Module 4: Learning about culture
Learning outcome: Ask for theatre information
Vocabulary
production, tickets, book online
Language
How long is it on for? How much are the tickets?
Where’s it on? Can I book online?
Materials
Pupil’s Skills Trainer page 26
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Ask for
theatre information. Ask, What sort of information
do you need about an event? (You need to know
where it is on, how much it costs, how to get tickets,
how long it is on for).
Activity 1
CD
21
Read the rubric. Read the four questions with the
class and check pupils understand them. Play the
Skills Trainer CD track 21.
1 Where’s it on?
2 How long is it on for?
3 Can I book online?
4 How much are the tickets?
Answers: 1 – Where’s it on? 2 – How long is it on
for? 3 – Can I book online? 4 – How much are the
tickets?
Play the CD again, pausing after each question for
pupils to repeat.
Activity 2
Read the rubric and look at the poster with the
class. Ask the four questions from Activity 1 and
help pupils give full answers. Pupils read the poster
again and then match the questions and answers.
Answers: 1 – b, 2 – d, 3 – c, 4 – a
Activity 3
Read the rubric and the dialogue. Then play the
Skills Trainer CD track 22 for pupils to listen.
Girl: Can I help you?
Boy: Yes, I need some information about Chocolate World.
Where’s it on?
Girl: It’s on at The New Theatre.
Boy: How much are the tickets?
Girl: Twelve pounds for adults and six pounds fifty for
children under twelve.
Boy: Can I book online?
Girl: Yes, you can book online or by phone.
Boy: How long is it on for?
Girl: It’s on for three weeks.
Boy: Thank you.
Play the CD again stopping after each sentence
for pupils to repeat. In pairs, pupils role play the
dialogue. Then they look at the Penguin Fantasy
poster and use this information to do a role
play. They can also look back at the What’s on in
Manchester webpage on page 23 and ask and
answer questions about the events on the website.
Module
4

30. Module 4: Learning about culture
Final task: Do a project
Task
Research and present a biography
Vocabulary
professions, past simple verbs
Language
When was he born? Why is he famous? He painted
… and … What did they do?
Materials
Pupil’s Skills Trainer page 27
notebooks
large sheets of paper
colours (optional)
magazines, scissors, glue (optional)
computers
Focus the pupils on the lesson header, Final task:
Do a project. Research and present a biography.
Ask, Who is your favourite (artist)? etc. Ask pupils to
share their ideas.
Read the task and tell the pupils that they are
going to work in groups to do this project.
They will need to use the internet to research
the person. They will also need to use the
language When was … born? Why is … famous? He/
She wrote/painted/designed/lived … and …
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 who they can see in the pictures in
step 1 (Pablo Picasso, J.K. Rowling, Rihanna, Daniel
Radcliffe).
Read the instruction, Think about a famous artist,
writer or musician. Ask the pupils to tell you who
the people are in the photos and say what they
know about them. (Picasso was a famous painter.
He was Spanish. etc.) Tell pupils they can choose
one of these people or another famous person they
want to write about.
Step 2
Ask the pupils what they can see in step 2. Check
they understand that making notes with this
information will help them do the project, and it is
important to organise your ideas before you start
on a project.
Read the model language with the class and
encourage them to use it when they complete this
stage.
Step 3
Read the rubric and check pupils understand.
Encourage pupils to think about what parts of their
chosen person’s life they want to draw.
Step 4
Focus the pupils on the presentation in step 4. Ask
them to look at the comic and answer the questions
in the table in step 2. If you like, pupils can copy
and complete the table with the information in the
comic.
Organise the pupils into their groups. They
should use the four steps in their books as a guide
to completing the project, but also refer their
attention to any example vocabulary or language
on the board. It might be useful to pause at
intervals to check the groups’ progress as a class
and also to stimulate interest and motivation in the
activity.
The groups should then present their projects
to the class, taking it in turns to read out the
information in each picture.
29
Module
4

31. 30 Module 5: Getting around town
Vocabulary: Presentation
Module overview
Learning outcomes
Read a fun run web page
Listen to public information
Write an email giving directions
Ask for and give directions
Do a project: Plan and present a fun run
poster for where you live
Core vocabulary
chemist’s, fire station, hairdresser’s, information
centre, post office, service station, shopping centre,
train station
Additional vocabulary
gorilla, in the wild, protect, costumes, fun run,
famous sights, route, ticket, price, special offer,
places (park, school, museum, bus station,
restaurant), charitable causes, times, dates
Core language
directions
Is the (train station) near here? Go to the (fire
station). Where’s the (museum)? Turn left/right. Go
straight on. Cross the road. It’s on the right/left.
Take the second right/left. It’s opposite the (park).
Additional language
You go here to (get a train). You (buy stamps) here.
Go to the (post office). All of the runners wear
(gorilla costumes). You need to be (over 14 years
old)., at the train station, in an information centre/
shopping centre, on a bus, (Bolts toy shop) is on the
(second floor) of the shopping centre. Excuse me.
Can you repeat that, please? Thanks for your help!
How can you make the fun run special? Do you
want costumes?
Vocabulary
chemist’s, fire station, hairdresser’s, information
centre, post office, service station, shopping centre,
train station
Language
You go here to (get a train). You (buy stamps) here.
Go to the (post office).
Materials
Pupil’s Skills Trainer page 28
Skills Trainer CD
Introduction
Look at the picture of Sam. Focus the pupils on
Sam’s speech bubble. Then ask questions, e.g.
Where did he go last weekend? Ask pupils to
answer Sam’s question, Which places do you often
go to in your town?
Activity 1
CD
23
Focus the pupils on the activity and collectively read
the rubric. Ask, What can you see in the pictures?
Where is this? Accept all reasonable answers, (This
is a fire station. etc.)
Read the words below and look at the example.
Pupils match any they can. Play the Skills Trainer CD
track 23 for pupils to listen and check or complete
the matching. Pause the audio after each description
and ask pupils to point to the correct photo.
1 shopping centre
3 train station
5 information centre
7 hairdresser’s
2 service station
4 post office
6 chemist’s
8 fire station
Answers: 1 – shopping centre, 2 – service station,
3 – train station, 4 – post office, 5 – information
centre, 6 – chemist’s, 7 – hairdresser’s, 8 – fire
station
Activity 2
Read the rubric and the example sentence and
answer. You may wish for the class to do this activity
orally before they complete it in their books. Check
the answers as a class.
Answers: 1 – shopping centre, 2 – fire station,
3 – train station, 4 – hairdresser’s, 5 – service station,
6 – post office, 7 – chemist’s, 8 – information centre
Activity 3
Read the rubric and the first sentence with the class.
Invite answers from around the class. Do the same
for the other sentences. Pupils can then complete
the activity individually.
Answers: 1 – Go to the hairdresser’s. 2 – Go to the
chemist’s. 3 – Go to the service station. 4 – Go to
the shopping centre.
Getting around town
Module
5

32. 31Module 5: Getting around town
Learning outcome: Read a fun run web page
Vocabulary
gorilla, in the wild, protect, costumes, fun run,
famous sights, route
Language
All of the runners wear (gorilla costumes). You need
to be (over 14 years old).
Materials
Pupil’s Skills Trainer page 29
Introduction
Focus the pupils on the lesson header, Read a fun
run web page. Then focus them on the photos. Ask,
What can you see? What are the people doing?
What are they wearing? Why do you think they are
wearing these costumes? Accept all reasonable
answers. Write any useful vocabulary on the board,
e.g. gorilla, costume, run, race etc.
Elicit that it is a website about an event. The pupils
read the text fairly quickly and check their guesses.
Activity 1
Focus on the new vocabulary in the texts. Check
the meaning. Then ask questions to elicit what
each paragraph is about, e.g. Paragraph 1 gives a
general description of the event. Paragraph 2 tells
you when this event started, and so on. Pupils then
read six questions and read the text again in more
detail. They match the questions to the paragraphs.
Answers: 1 – What is the Great Gorilla Run? 2 –
When was the first Great Gorilla Run? 3 – What is the
Great Gorilla Run for? 4 – How old do you need to
be? 5 – How long is the route? 6 – Where’s a good
place to watch the run?
Activity 2
Read the rubric. Tell the pupils they are going to
read statements and decide if they are true or false.
Make sure they understand they have to correct
any false statements, and copy true statements.
Collectively read statement 1 and elicit the correct
answer. Then, individually or in pairs, pupils
complete the exercise. Check the answers round
the class.
Answers:
1 – F – All of the runners wear gorilla costumes.
2 – F – The first Great Gorilla Run was in 2003.
3 – F – There are no more than 800 mountain
gorillas left in the wild. 4 – T – Children under 14
can’t do the Great Gorilla Run. 5 – T – You can run
or walk the route. 6 – F – The road by the River
Thames is a great place to watch the run.
Activity 3
Read the rubric. Ask pupils their opinion. Encourage
them to give reasons using because, e.g. I think it’s
a good idea because it’s important to raise money
to protect endangered animals.
Pupils write their answers. Some pupils can share
their answers with the class.
Answers: Pupils’ own answers
Module
5

33. 32 Module 5: Getting around town
Learning outcome: Listen to public information
Vocabulary
ticket, price, special offer
Language
at the train station, in an information centre/
shopping centre, on a bus, (Bolts toy shop) is on the
(second) floor of the shopping centre.
Materials
Pupil’s Skills Trainer page 30
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Listen to
public information. Ask, What can you see in the
photos? What is happening? Accept all reasonable
answers, (a boy at a train station, etc.). Elicit
that they are going to hear announcements or
conversations that happen in these four places.
Pupils suggest what they might hear, (in the train
station an announcement for a train arriving/
departing etc.).
Activity 1
CD
24
Read the rubric and tell the pupils that they are
going to listen to four different announcements.
Ask them to listen and order the photos.
Play the Skills Trainer CD track 24.
1 This week, Bolts toy shop has lots of special offers. It’s a
great place to buy presents for family and friends, so visit
the shop today! Bolts toy shop is on the second floor,
next to Andy’s sports shop. This is Kate Miller and you are
listening to Waterway Shopping Centre radio …
2 Boy: Does this bus go to the museum?
Bus driver: Yes, it does. It stops at Museum Street.
Boy: Great. I want to go to Museum Street. How
much is a ticket?
Bus driver: Are you under twelve?
Boy: Yes, I am.
Bus Driver: Then it´s one pound forty, please.
Boy: One pound fourteen?
Bus Driver: No, one pound forty.
Boy: Here you are. Can you tell me when we get
there?
Bus driver: Sure.
3 The next train to arrive at platform 6 is the nine thirty train
to London Euston. The London train is now arriving at
platform 6. This train stops at Milton Keynes and London,
arriving in London Euston at ten fifteen. Platform 6 for the
nine thirty train to London.
4 Information officer: Can I help you?
Tourist: Yes, have you got any maps of the
city centre?
IO: Yes, here you are.
Tourist: And is there a service station near
here?
IO: Yes, there’s a service station two
kilometres from here. It’s opposite
the park. I’ll show you on the map.
Tourist: Thanks.
Answers: 1 – c, 2 – d, 3 – a, 4 – b
Activity 2
CD
25
Read the rubric and tell the pupils that they
are now going to hear the announcements and
conversations again. They have to complete the
missing information. Collectively read through the
advert, bus ticket, platform screen and look at the
map. Pupils see if there are any answers they can
remember. Pupils listen again and complete the
information.
Play the Skills Trainer CD track 25.
After listening, feed back as a class to check the
answers.
Answers: 1 – toy, 2 – second, 3 – Museum,
4 – £1.40, 5 – six, 6 – service station
Activity 3
Read the rubric and ask Which kinds of public
transport do you use? Write any useful vocabulary
on the board. Pupils answer the question
individually. Feed back with the whole class.
Answers: Pupils’ own answers
Module
5

34. 33Module 5: Getting around town
Learning outcome: Write an email giving directions
Vocabulary
park, train station, post office, information centre
Language
directions (turn left, turn right, go straight on, cross
the road, take the (second) left, take the (second)
right), location (it’s on the right, it’s on the left, it’s
opposite)
Materials
Pupil’s Skills Trainer page 31
Skills Trainer CD
notebook or sheet of paper
computer (optional)
Introduction
Focus the pupils on the lesson header, Write an
email giving directions. Ask, When do people ask
for directions? (When they are somewhere they
don’t know and they have to find a place).
Activity 1
CD
26
Look at the road signs with the pupils and elicit
what they mean.
Read the directions. Do an example with the class.
Pupils do the matching and compare answers in
pairs.
Play the Skills Trainer CD track 26 for pupils to check
or correct their answers.
1 turn right
2 turn left
3 go straight on
4 cross the road
5 it’s on the right
6 it’s on the left
7 take the second right
8 take the second left
Check the answers by pointing to each sign and
asking pupils to say the directions.
Answers: 1 – turn right, 2 – turn left, 3 – go straight
on, 4 – cross the road, 5 – it’s on the right, 6 – it’s
on the left, 7 – take the second right, 8 – take the
second left
Activity 2
Read the rubric. Ask the pupils to look at the map
and suggest different ways of describing where it is,
e.g. it’s on the right, it’s opposite the… etc. If you
like, quickly revise prepositions of place (between,
next to, opposite, in front of, on).
Activity 3
Read the rubric and look at the map. Read the first
sentence of the email and ask, Where is the email
giving directions to? (to her friend Mark’s house)
Where is Emily starting from? (the train station).
Pupils find the train station on the map. Then they
quickly read the rest of the email and find the other
roads and places (Green Road, Ash Road, Church
Street, School Street, the park). They find where
Mark’s house is.
Look at the example answer and then do the second
gap as a whole class. Check pupils understand
how to use the map and are starting from the train
station.
In pairs, pupils complete the email. Check the
answers with the class.
Answers: 1 – cross, 2 – left, 3 – straight, 4 – Cross,
5 – Turn, 6 – right
Activity 4
Pupils look at the map again and locate the post
office and information centre. As a whole class,
write the email together on the board. Elicit how to
begin and end the email. Then elicit the directions
step-by-step and write them on the board. Finally,
rub out all the directions or key words from the
directions depending on how much you think the
pupils can write.
In pairs, pupils write the email. Check the answers by
asking different pairs to read out a sentence each.
Module
5

35. 34 Module 5: Getting around town
Learning outcome: Ask for and give directions
Vocabulary
places (information centre, fire station, post office,
service station, shopping centre, hairdresser’s, bus
station, train station, restaurant, park, museum,
school, chemist’s)
Language
Excuse me. Is the (cinema) near here? Can you
repeat that, please? Thanks for your help!
Materials
Pupil’s Skills Trainer page 32
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Ask for
and give directions. Briefly revise the directions
they remember (turn left/turn right, go straight on,
cross the road, it’s on the left/it’s on the right). If
necessary, go back and look at page 31 again.
Activity 1
CD
27
Read the rubric. Focus the pupils on the sentences
and read them out. Ask the pupils to listen and
number the sentences.
Play the Skills Trainer CD track 27.
1 Excuse me.
2 Is the cinema near here?
3 Can you repeat that, please?
4 Thanks for your help!
Check the answers with the class.
Answers: 1 – Excuse me. 2 – Is the cinema near
here? 3 – Can you repeat that, please? 4 – Thanks
for your help!
Activity 2
Read the rubric and the words in the key. Look at
the symbols and identify them with the class. Ask
the pupils to find the different places on the map.
Pupils choose three places individually.
Activity 3
CD
28
Tell pupils they are going to ask for and give
directions. Listen to the example dialogue with the
class.
Play the Skills Trainer CD track 28.
Boy: Excuse me. Is the train station near here?
Girl: Yes. Turn left into Main Street.
Boy: OK, turn left into Main Street.
Girl: Yes, and go straight on. Then turn left into Station
Road. It’s on the left.
Boy: Can you repeat that, please?
Girl: Sure. Turn left into Main Street. Go straight on. Then
turn left into Station Road. It’s on the left.
Boy: OK. Thanks for your help!
Do an example with the whole class. If you like, write
it on the board. Pupils do the role play in pairs. Pairs
can act out a role play for the whole class.
Module
5

36. Module 5: Getting around town
Final task: Do a project
Task
Plan and present a fun run poster for where you live
Vocabulary
charitable causes, times, dates, places
Language
What’s the money for? What sort of costumes shall
we have? The route can include … How can you
make the fun run special? Do you want costumes?
Materials
Pupil’s Skills Trainer page 33
notebooks
large sheets of paper
colours (optional)
a map of their town/city (optional)
computers (optional)
Focus the pupils on the lesson header, Final task:
Do a project. Plan and present a fun run poster for
where you live. Ask, Do you know anyone who has
done a fun run? Have you ever done one? What was
it for? Ask pupils to share their experiences.
Read the task and tell the pupils that they are
going to work in groups to do this project.
They will need to use the internet (optional)
or other resources to do research and find
images.
Before the pupils work in their groups, go through
the project step-by-step so that they are aware of
what they need to do and how to use the example
language.
Step 1
Ask the pupils what they can see in the photos in
step 1 (wild animals, stationery for school, sports
facilities, pets).
Read the question, What’s the fun run for? Choose
an idea or think of your own idea. Ask the pupils to
tell you their ideas.
Encourage use of the model language, What’s the
money for?
Step 2
Ask the pupils to think about the two questions.
Encourage use of the model language, What sort of
costumes shall we have?
Step 3
Look at the questions with the class.
Tell them to think about the length of the route and
what places in their town/city it would be good to
include. If they have maps, they can look at them
to help them decide. If they have access to the
internet, they can look at a map of their town/city
online and print a copy.
Encourage use of the model language, The route can
include …
Step 4
Focus the pupils on the presentation in step 4. Ask
them to look at the poster.
Organise the pupils into their groups. They
should use the four steps in their books as a guide
to completing the project, but also refer their
attention to any example vocabulary or language
on the board. It might be useful to pause at
intervals to check the groups’ progress as a class
and also to stimulate interest and motivation in the
activity.
The final project can be completed as a poster.
The groups should then present their projects
to the class, taking it in turns to read out the
information and describe the route.
35
Module
5

37. 36 Module 6: Shopping and advertising
Vocabulary: Presentation
Module overview
Learning outcomes
Read product advertisements
Listen and complete a refund form
Write a product description
Try on and buy clothes
Do a project: Plan and present an
advertisement
phone number, email address, product, problem,
shop assistant, customer, clothes (cap, tracksuit,
trainers, jeans, hoodie, T-shirt, jumper, jacket),
products, slogans
Core language
might/may (possibility), can (permission)
This bag is very (heavy). These cards are very (light).
It’s made of (plastic). It’s quite expensive. It isn’t very
expensive. I might buy this T-shirt/these trainers. Can
I try it/them on? Can I try these jeans on?
Additional language
It was expensive. What’s it like? It costs (£15). The
battery lasts for (24) hours. You can use it (in up to
three metres of water). Can I help you? I’d like a
refund. What’s your name? Why do you want to return
it? Can you sign the form, please? I think it’s great! It
comes in (blue). How is it? It looks great. I’ll take it. It’s
not right. A good place to advertise is … One of the
best things is … I think a good slogan is …
Vocabulary
cheap, expensive, heavy, light, modern,
old-fashioned, thick, thin
Language
This (box) is very (light). It was expensive. What’s it
like?
Materials
Pupil’s Skills Trainer page 34
Skills Trainer CD
Introduction
Look at the picture of Louise. Focus the pupils on
Louise’s speech bubble. Then ask questions, e.g.
What is Louise’s favourite possession? (her mobile
phone) What is it like? (It’s light and modern). Ask
pupils to answer Louise’s questions, What’s your
favourite possession? What’s it like? Point out we
use the question What is/are… like? to ask for
descriptions of things.
Activity 1
CD
29
Focus the pupils on the activity and collectively
read the rubric. Ask, What can you see in the
photos? Accept all reasonable answers, (A big, old
computer, a book etc.). Elicit that the things are
different, for example, there are two computers,
but they are different. Explain that the adjectives
describe the things.
Read the adjectives and look at the example. Pupils
match any they can. Play the Skills Trainer CD track
29 for pupils to listen and check or complete the
matching. Pause the audio after each description and
ask pupils to point to the correct photo.
1 heavy
4 thin
7 old-fashioned
2 light
5 expensive
8 modern
3 thick
6 cheap
Answers: 1 – heavy, 2 – light, 3 – thick, 4 – thin,
5 – expensive, 6 – cheap, 7 – old-fashioned,
8 – modern
Activity 2
Read the rubric and the first adjective. Elicit the
opposite adjective from the class. You may wish
for the class to do this activity orally before they
complete it in their books. Check the answers.
Answers: 1 – heavy – light, 2 – thick – thin,
3 – cheap – expensive, 4 – old-fashioned – modern
Activity 3
Read the rubric and the example sentence with
the class. Then read the other sentences and invite
answers. Pupils can then complete the activity
individually.
Answers: 1 – thick, 2 – expensive, 3 – cheap,
4 – light, 5 – modern, 6 – heavy, 7 – old-fashioned,
8 – thin
Core vocabulary
cheap, expensive, heavy, light, modern,
old-fashioned, thick, thin
Additional vocabulary
shapes (round, rectangular, square), materials (metal,
plastic, glass, leather, wood, cotton), adjectives
(fantastic, boring, cool, funny, useful, small, great),
size, colours, slogan, refund, form, name, address,
Shopping and advertising
Module
6

38. 37Module 6: Shopping and advertising
Learning outcome: Read product advertisements
Vocabulary
slogan, shapes (oval, round, rectangular, square),
colours, size, materials (metal, plastic, glass, leather,
wood, cotton), fantastic, boring, cool, funny, cheap,
expensive, light, heavy, useful
Language
It’s made of (metal). It costs (£15). The battery lasts
for (24) hours. You can use it (in up to three metres
of water).
Materials
Pupil’s Skills Trainer page 35
Introduction
Focus the pupils on the lesson header, Read
product advertisements. Ask, What can you
see? How many advertisements are there? What
products are the advertisements for? What are the
products like? What shape are they? What are they
made of? Accept all reasonable answers. Write the
word slogan on the board and elicit or teach the
meaning (a phrase used to advertise a product).
Pupils say any advertising slogans they know.
The pupils read the text fairly quickly and check their
ideas.
Activity 1
Focus on the table and check the vocabulary.
Pupils quickly read the texts again and write the
adjectives that describe each product. Remind them
to write the adjectives for the products in the photos
only, so they should only write the colours shown
in the pictures. Point out that the text might give a
description with a negative, e.g. not expensive but
they should write the relevant adjective e.g. cheap.
Answers: MP3 player – oval, plastic, yellow and
black, small, light, cheap, cool, Mobile phone case
– rectangular, metal, pink, thin, light, fantastic
Activity 2
Read the rubric. Read the first sentence and elicit
the answer. Read out the other sentences and
elicit answers orally. Pupils complete the exercise
individually and write answers. Check the answers
round the class.
Answers: 1 – You can use it in up to 3 metres of
water. 2 – It lasts for 24 hours. 3 – It takes one day to
arrive. 4 – There are five different colours. 5 – It can
be up to 25 characters. 6 – It costs £15.
Activity 3
Read the rubric. Ask pupils to read the two slogans
again. Individual pupils say which slogan they think
is better and why. If you like, pupils can share other
slogans they know and vote on the best one.
Answers: Pupils’ own answers
Module
6

39. 38 Module 6: Shopping and advertising
Learning outcome: Listen and complete a refund form
Vocabulary
refund, form, name, address, phone number, email
address, product, problem, sign a form
Language
Can I help you? I’d like a refund. What’s your
(name)? Why do you want to return it? Can you sign
the form, please? I might buy a new phone next
week.
Materials
Pupil’s Skills Trainer page 36
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Listen
and complete a refund form. Focus the pupils
on the photo and ask, What can you see? What
is happening? Accept all reasonable answers,
They are in a shop. There is a problem. etc. Focus
attention on the form and ask, What is the form for?
Elicit or explain it is for when you take something
back to a shop. Pre-teach refund, customer, sign.
Activity 1
CD
30
Read the rubric and tell the pupils that they are
just going to listen and not write anything for this
activity. Remind pupils of how to say an email
address (at and dot). Ask them to listen and answer
the questions.
Play the Skills Trainer CD track 30.
Shop assistant: Can I help you?
Lisa: Yes, I’d like a refund, please.
Shop assistant: OK, can I take some details … What’s your
name?
Lisa: It’s Lisa Dawson. That’s D-A-W-S-O-N.
Shop assistant: OK, and your address?
Lisa: It’s number 12 Green Street
Shop assistant: OK, so that’s 12 Green Street. And your
phone number?
Lisa: It’s 0785 239846
Shop assistant: 0785 239846? Is that right?
Lisa: Yes, that’s right.
Shop assistant: And have you got an email address?
Lisa: Yes, it’s lisadawson at mail dot com
Shop assistant: Is that ‘lisadawson’ all one word?
Lisa: Yes, it’s all one word.
Shop assistant: OK … lisadawson at mail (m-a-i-l) dot com.
Lisa: Yes.
Shop assistant: And what is it that you want to return?
Lisa: It’s a mobile phone.
Shop assistant: OK … a mobile phone. Why do you want
to return it?
Lisa: I bought it yesterday, but it doesn’t work.
Shop assistant: OK, so do you want a refund or a new
phone?
Lisa: A refund, please. I might buy a new phone
next week, but I’m not sure. But I’d like a
refund now.
Shop assistant: OK, here’s your money. Can you sign the
form here?
Lisa: Yes, OK. Thanks. Goodbye.
Shop assistant: Goodbye.
Answers: She’s in the shop because she wants a
refund for a mobile phone.
Activity 2
CD
31
Read the rubric and tell the pupils that they are
now going to listen again and complete the
information in the form. Collectively read through
the form. Pupils see if there are any answers they
can remember. Pupils listen again and complete the
information.
Play the Skills Trainer CD track 31.
After listening, feedback as a class to check the
answers.
Answers: 1 – 12 Green Street, 2 – 0785 239846,
3 – lisadawson@mail.com, 4 – a mobile phone,
5 – Problem: the product doesn’t work,
6 – Customer wants: a refund
Activity 3
Ask Have your ever returned something to a shop?
Why? Write any useful vocabulary on the board.
Pupils answer the questions individually. Feed back
with the whole class.
Answers: Pupils’ own answers
Module
6

40. 39Module 6: Shopping and advertising
Learning outcome: Write a product description
Vocabulary
describing things (rectangular, made of plastic/
metal, black, blue, small, thin, expensive, great)
Language
It’s quite expensive. It’s not very expensive. I think
it’s (great)! It comes in (blue).
Materials
Pupil’s Skills Trainer page 37
notebook or sheet of paper
computer (optional)
Introduction
Focus the pupils on the lesson header, Write a
product description. Ask, What information would
you put in a product description? (a physical
description of the product, your opinion of the
product).
Activity 1
Look at the photo of the product and elicit
adjectives to describe it onto the board, e.g. black
and blue, rectangular etc.
Read the description with the class and look at the
example with the class. Pupils do the rest of the
true/false sentences and compare answers in pairs.
Check the answers by asking different pupils to read
them out.
Answers: 1 – T The product is for listening to music.
2 – F It’s rectangular. 3 – F It’s made of metal and
plastic. 4 – F It comes in blue and black. 5 – T It isn’t
big and it’s thin. 6 – F Sara thinks it’s great.
Ask pupils to think of a good slogan for this product.
Activity 2
Read the rubric and ask, What words do you know
for describing cost? (cheap, expensive). Pupils read
the text again and find the relevant part of the text.
Elicit or explain the meaning of quite and very.
Activity 3
Read the rubric and look at the outline. Explain that
they have to make notes about a product.
Read each line in turn and elicit what information
they have to put there.
Pupils make notes individually, in pairs or in groups.
Activity 4
Pupils use their notes and the model description to
write their description. They compare descriptions.
If you like, they can draw a picture or find a picture
to accompany their descriptions. If they write
descriptions on pieces of paper you can display
them around the class.
Module
6

41. 40 Module 6: Shopping and advertising
Learning outcome: Try on and buy clothes
Vocabulary
shop assistant, customer, clothes (cap, tracksuit,
trainers, jeans, hoodie, T-shirt, jumper, jacket)
Language
Can I help you? Can I try this/these on? How is it? It
looks great. I’ll take it. It’s not right. I might buy (this
T-shirt/these trainers).
Materials
Pupil’s Skills Trainer page 38
Skills Trainer CD
Introduction
Focus the pupils on the lesson header, Try on and
buy clothes. Elicit onto the board different words
for clothes the pupils know. Then ask, Where do
you go to buy clothes? What was the last thing you
bought? Pre-teach try (something) on and ask, Do
you usually try clothes on before you buy them?
Encourage pupils to share their experiences.
Activity 1
CD
32
Read the rubric. Ask, who is speaking? (a shop
assistant and a customer). Pupils listen to the
dialogue and decide whether the customer buys
the T-shirt.
Play the Skills Trainer CD track 32.
Check the answers with the class.
Answer: Yes, she buys the T-shirt.
Activity 2
CD
33
Read the rubric. Focus pupils on the sentences and
read them out. Ask the pupils to listen and number
the sentences.
Play the Skills Trainer CD track 33.
1 Can I help you?
2 Can I try this T-shirt on?
3 Sure. The changing rooms are over there.
4 How is it?
5 It looks great. I’ll take it.
Check the answers with the class.
Answers: 1 – Can I help you? 2 – Can I try this
T-shirt on? 3 – Sure. The changing rooms are over
there. 4 – How is it? 5 – It looks great. I’ll take it.
If you like, point out that the sentences are all about
a singular thing (a T-shirt). For more than one thing
(e.g. trainers, two jumpers etc) we need to use these/
them (Can I try these on? I’ll take them.)
Activity 3
If you didn’t revise the names of clothes before,
quickly revise them now. Ask, What is this? Help
with pronunciation as necessary.
On the board write two headings Singular / Plural.
Pupils write the clothes under the correct heading.
(singular: a cap, a tracksuit, a hoodie, a T-shirt, a
jumper, a jacket. plural: trainers, jeans)
Read the example dialogue with the class and ask
different pupils to suggest other possibilities, using
the clothes in the pictures, e.g. I might buy this
jumper. Can I try it on? I might buy these jeans. Can
I try them on?
In pairs, pupils practise. Walk round and check they
are using this/these, it/them correctly.
Activity 4
CD
34
Tell pupils they are going to go shopping for
clothes. Read the dialogue and then listen to the
two example dialogues with the class. Ask, Do both
people buy the clothes? (No, the second person
decides to look for something else).
Play the Skills Trainer CD track 34.
Girl: Can I help you?
Boy: Yes. Can I try these jeans on?
Girl: Sure. The changing rooms are over there. … How are
they?
Boy: They’re great. I’ll take them.
Boy: Can I help you?
Girl: Yes. Can I try this jumper on?
Boy: Sure. The changing rooms are over there. … How is it?
Girl: It’s not right. I’ll look for something else.
Do an example with the whole class. If you like, write
it on the board. Pupils do the role play in pairs. Pairs
can act out a role play for the whole class.
Module
6

42. Module 6: Shopping and advertising
Final task: Do a project
Task
Plan and present an advertisement
Vocabulary
products, slogans
Language
A good place to advertise is … One of the best
things is … I think a good slogan is …
Materials
Pupil’s Skills Trainer page 39
notebooks
large sheets of paper
colours (optional)
pictures or photos of products (optional)
computers (optional)
Focus the pupils on the lesson header, Final task:
Do a project. Plan and present an advertisement.
Ask, Do you watch advertisements on TV? Where
else do you see advertisements? Can you think of
any good or bad advertisements? Describe them.
Ask pupils to share their ideas.
Read the task and tell the pupils that they are
going to work in pairs or in groups to do this
project.
They will need to use the internet (optional)
or other resources to do research and find
images.
Before the pupils work in their groups, go through
the project step-by-step so that they are aware of
what they need to do and how to use the example
language.
Step 1
Ask the pupils what they can see in the photos in
step 1.
Read the rubric and ask, What are the products?
(a bar of chocolate, a pair of trainers, a watch, a
mobile phone).
Step 2
Read the questions and ask the pupils to think
about them.
Encourage use of the model language, A good
place to advertise is … and one of the best things
is … .
Step 3
Read the rubric. Remind pupils of the other slogans
they have seen in the module or talked about.
Encourage use of the model language, I think a good
slogan is …
Step 4
Focus the pupils on the presentation in step 4. Ask
them to read what the children say. Ask, Have they
followed all the steps in the project? (yes). If you
like, pupils can match what they say to each step in
the project.
Organise the pupils into their pairs or 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 pairs or groups’ progress as a
class and also to stimulate interest and motivation
in the activity.
The pairs or groups should then present their
projects to the class, taking it in turns to talk about
their advert.
41
Module
6

43. 42 Evaluation rubrics
Skills Trainer 6
Module 1 Presenting yourself-Evaluation rubrics
Learning
outcome
Skill 1 2 3 4 Result
Read a
language
exchange web
page
Reading Has great difficulty
or is unable to
understand the
text.
Understands some
of the text, but has
difficulty.
Understands most of
the text with some
difficulty.
Understands all the
text with little or no
difficulty.
Listen to
a student
podcast
Listening Has great difficulty
or is unable to
understand any
of the information
in the audio
recording.
Is unable to
complete any of
the information.
Understands some
of the information in
the audio recording,
but has difficulty.
Has difficulty in
completing the
information.
Understands most
of the information in
the audio recording
with some difficulty.
Has difficulty in
completing some of
the information.
Understands all the
information in the
audio recording with
little or no difficulty.
Has little difficulty in
completing all the
information.
Write a
personal
profile
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.
Get to know
each other
Speaking Has great difficulty
or is unable to
understand or use
this language.
Requires a lot of
support.
Understands and
uses some of this
language, but has
difficulties and
requires a lot of
support.
Understands and
uses this language,
but has some
difficulties and
requires some
support.
Understands and
uses this language
with minimal or
no difficulties or
support.
Plan and
present a class
year 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
presentation stages.
Core
vocabulary
- 1 2 3 4 Result
Identifies
and names
activities
vocabulary
- Identifies and
produces little
or none of this
vocabulary.
Identifies and
produces some of
this vocabulary.
Identifies and
produces most of
this vocabulary.
Identifies and
produces all of this
vocabulary.
Core language - 1 2 3 4 Result
Learns,
understands
and uses the
core language
for Module 1
(I’m good at
(drawing). I’m
interested in
(Science). I like
(listening to
music).)
- Has great difficulty
or is unable to
use the language
correctly.
Is able to use the
language, but
with difficulty or
prompting.
Is able to use
the language
correctly, but with
some difficulty or
prompting.
Is able to use the
language correctly
without any difficulty
or prompting.
Name:
Class:

44. 43Evaluation rubrics
Skills Trainer 6
Module 2 Communicating and technology
-Evaluation rubrics
Learning
outcome
Skill 1 2 3 4 Result
Read a
communication
in the future
web page
Reading Has great difficulty
or is unable to
understand the
text.
Understands some
of the text, but has
difficulty.
Understands most
of the text with
some difficulty.
Understands all the
text with little or no
difficulty.
Listen to
a phone
message and
take notes
Listening Has great difficulty
or is unable to
understand any
of the information
in the audio
recording.
Is unable to
complete any of
the information.
Understands some
of the information in
the audio recording,
but has difficulty.
Has difficulty in
completing the
information.
Understands most
of the information in
the audio recording
with some difficulty.
Has difficulty in
completing some of
the information.
Understands all the
information in the
audio recording with
little or no difficulty.
Has little difficulty in
completing all the
information.
Complete an
email account
form
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.
Chat with
friends
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
online class
wall
Project Doesn’t
contribute to the
group activity.
Incorporates
little or no core
vocabulary and
language into
the project
preparation and
presentation
stages.
Contributes a little
to the group activity.
Incorporates some
core vocabulary and
language into the
project preparation
and presentation
stages.
Contributes well to
the group activity.
Incorporates core
vocabulary and
language into
most of the project
preparation and
presentation stages.
Contributes fully to
the group activity.
Incorporates core
vocabulary and
language into
all of the project
preparation and
presentation stages.
Core
vocabulary
- 1 2 3 4 Result
Identifies
and names
technology
vocabulary
- Identifies and
produces little
or none of this
vocabulary.
Identifies and
produces some of
this vocabulary.
Identifies and
produces most of
this vocabulary.
Identifies and
produces all of this
vocabulary.
Core language - 1 2 3 4 Result
Learns,
understands
and uses the
core language
for Module 2
(will/won’t)
- Has great difficulty
or is unable to
use the language
correctly.
Is able to use the
language, but
with difficulty or
prompting.
Is able to use
the language
correctly, but with
some difficulty or
prompting.
Is able to use the
language correctly
without any difficulty
or prompting.
Name:
Class:

45. 44 Evaluation rubrics
Skills Trainer 6
Module 3 Visiting places-Evaluation rubrics
Learning
outcome
Skill 1 2 3 4 Result
Read about
places in
London
Reading Has great difficulty
or is unable to
understand the
text.
Understands some
of the text, but has
difficulty.
Understands most
of the text with
some difficulty.
Understands all the
text with little or no
difficulty.
Listen to
a holiday
podcast
Listening Has great difficulty
or is unable to
understand any
of the information
in the audio
recording.
Is unable to
complete any of
the information.
Understands some
of the information in
the audio recording,
but has difficulty.
Has difficulty in
completing the
information.
Understands most
of the information in
the audio recording
with some difficulty.
Has difficulty in
completing some of
the information.
Understands all the
information in the
audio recording with
little or no difficulty.
Has little difficulty in
completing all the
information.
Write notes
about a city
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
experiences
Speaking Has great difficulty
or is unable to
understand or use
this language.
Requires a lot of
support.
Understands and
uses some of this
language, but has
difficulties and
requires a lot of
support.
Understands and
uses this language,
but has some
difficulties and
requires some
support.
Understands and
uses this language
with minimal or
no difficulties or
support.
Research and
present a city
to visit
Project Doesn’t
contribute to the
group activity.
Incorporates
little or no core
vocabulary and
language into the
project preparation
and presentation
stages.
Contributes a little
to the group activity.
Incorporates some
core vocabulary and
language into the
project preparation
and presentation
stages.
Contributes well to
the group activity.
Incorporates core
vocabulary and
language into
most of the project
preparation and
presentation stages.
Contributes fully to
the group activity.
Incorporates core
vocabulary and
language into
all of the project
preparation and
presentation stages.
Core
vocabulary
- 1 2 3 4 Result
Identifies
and names
vocabulary
associated
with holiday
activities
- Identifies and
produces little
or none of this
vocabulary.
Identifies and
produces some of
this vocabulary.
Identifies and
produces most of
this vocabulary.
Identifies and
produces all of this
vocabulary.
Core language - 1 2 3 4 Result
Learns,
understands
and uses the
core language
for Module 3
(past simple,
present
perfect )
- Has great difficulty
or is unable to
use the language
correctly.
Is able to use the
language, but
with difficulty or
prompting.
Is able to use
the language
correctly, but with
some difficulty or
prompting.
Is able to use the
language correctly
without any difficulty
or prompting.
Name:
Class:

46. 45Evaluation rubrics
Skills Trainer 6
Module 4 Learning about culture-Evaluation rubrics
Learning
outcome
Skill 1 2 3 4 Result
Read a What’s
on city guide
Reading Has great difficulty
or is unable to
understand the
text.
Understands some
of the text, but has
difficulty.
Understands most of
the text with some
difficulty.
Understands all the
text with little or no
difficulty.
Listen to a
visitor audio
guide
Listening Has great difficulty
or is unable to
understand any
of the information
in the audio
recording.
Is unable to
complete any of
the information.
Understands some
of the information in
the audio recording,
but has difficulty.
Has difficulty in
completing the
information.
Understands most
of the information in
the audio recording
with some difficulty.
Has difficulty in
completing some of
the information.
Understands all the
information in the
audio recording with
little or no difficulty.
Has little difficulty in
completing all the
information.
Complete
a cinema
membership
form
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.
Ask for
theatre
information
Speaking Has great difficulty
or is unable to
understand or use
this language.
Requires a lot of
support.
Understands and
uses some of this
language, but has
difficulties and
requires a lot of
support.
Understands and
uses this language,
but has some
difficulties and
requires some
support.
Understands and
uses this language
with minimal or
no difficulties or
support.
Research and
present a
biography
Project Doesn’t
contribute to the
group activity.
Incorporates
little or no core
vocabulary and
language into the
project preparation
and presentation
stages.
Contributes
a little to the
group activity.
Incorporates some
core vocabulary and
language into the
project preparation
and presentation
stages.
Contributes well to
the group activity.
Incorporates core
vocabulary and
language into
most of the project
preparation and
presentation stages.
Contributes fully to
the group activity.
Incorporates core
vocabulary and
language into
all of the project
preparation and
presentation stages.
Core
vocabulary
- 1 2 3 4 Result
Identifies
and names
vocabulary
associated
with the arts
- Identifies and
produces little
or none of this
vocabulary.
Identifies and
produces some of
this vocabulary.
Identifies and
produces most of
this vocabulary.
Identifies and
produces all of this
vocabulary.
Core language - 1 2 3 4 Result
Learns,
understands
and uses
the core
language for
Module 4 (past
simple, past
continuous)
- Has great difficulty
or is unable to
use the language
correctly.
Is able to use the
language, but
with difficulty or
prompting.
Is able to use
the language
correctly, but with
some difficulty or
prompting.
Is able to use the
language correctly
without any difficulty
or prompting.
Name:
Class:

47. 46 Evaluation rubrics
Skills Trainer 6
Module 5 Getting around town-Evaluation rubrics
Learning
outcome
Skill 1 2 3 4 Result
Read a fun run
web page
Reading Has great difficulty
or is unable to
understand the
text.
Understands some
of the text, but has
difficulty.
Understands most of
the text with some
difficulty.
Understands all the
text with little or no
difficulty.
Listen to
public
information
Listening Has great difficulty
or is unable to
understand any
of the information
in the audio
recording.
Is unable to
complete any of
the information.
Understands some
of the information in
the audio recording,
but has difficulty.
Has difficulty in
completing the
information.
Understands most
of the information in
the audio recording
with some difficulty.
Has difficulty in
completing some of
the information.
Understands all the
information in the
audio recording with
little or no difficulty.
Has little difficulty in
completing all the
information.
Write an
email giving
directions
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.
Ask for and
give directions
Speaking Has great difficulty
or is unable to
understand or use
this language.
Requires a lot of
support.
Understands and
uses some of this
language, but has
difficulties and
requires a lot of
support.
Understands and
uses this language,
but has some
difficulties and
requires some
support.
Understands and
uses this language
with minimal or
no difficulties or
support.
Plan and
present a fun
run poster for
where you live
Project Doesn’t
contribute to the
group activity.
Incorporates
little or no core
vocabulary and
language into
the project
preparation and
presentation
stages.
Contributes a little
to the group activity.
Incorporates some
core vocabulary and
language into the
project preparation
and presentation
stages.
Contributes well to
the group activity.
Incorporates core
vocabulary and
language into
most of the project
preparation and
presentation stages.
Contributes fully to
the group activity.
Incorporates core
vocabulary and
language into
all of the project
preparation and
presentation stages.
Core
vocabulary
- 1 2 3 4 Result
Identifies
and names
vocabulary
associated
with places
around town
- Identifies and
produces little
or none of this
vocabulary.
Identifies and
produces some of
this vocabulary.
Identifies and
produces most of
this vocabulary.
Identifies and
produces all of this
vocabulary.
Core language - 1 2 3 4 Result
Learns,
understands
and uses the
core language
for Module 5
(directions)
- Has great difficulty
or is unable to
use the language
correctly.
Is able to use the
language, but
with difficulty or
prompting.
Is able to use
the language
correctly, but with
some difficulty or
prompting.
Is able to use the
language correctly
without any difficulty
or prompting.
Name:
Class:

48. 47Evaluation rubrics
Skills Trainer 6
Module 6 Shopping and advertising-Evaluation rubrics
Learning out-
come
Skill 1 2 3 4 Result
Read product
advertisements
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
refund form
Listening Has great difficulty
or is unable to
understand any
of the information
in the audio
recording.
Is unable to
complete any of
the information.
Understands some
of the information in
the audio recording,
but has difficulty.
Has difficulty in
completing the
information.
Understands most
of the information in
the audio recording
with some difficulty.
Has difficulty in
completing some of
the information.
Understands all the
information in the
audio recording with
little or no difficulty.
Has little difficulty in
completing all the
information.
Write a
product
description
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.
Try on and buy
clothes
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
advertisement
Project Doesn’t
contribute to the
group activity.
Incorporates
little or no core
vocabulary and
language into
the project
preparation and
presentation
stages.
Contributes a little
to the group activity.
Incorporates some
core vocabulary and
language into the
project preparation
and presentation
stages.
Contributes well to
the group activity.
Incorporates core
vocabulary and
language into
most of the project
preparation and
presentation stages.
Contributes fully to
the group activity.
Incorporates core
vocabulary and
language into
all of the project
preparation and
presentation stages.
Core vocabulary - 1 2 3 4 Result
Identifies
and names
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 6
(might/may
(possibility), can
(permission) )
- Has great difficulty
or is unable to
use the language
correctly.
Is able to use the
language, but
with difficulty or
prompting.
Is able to use
the language
correctly, but with
some difficulty or
prompting.
Is able to use the
language correctly
without any difficulty
or prompting.
Name:
Class:

49. Macmillan Education
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ISBN 978 0 230 47890 9
Pack ISBN 978 0 230 47896 1
Text, design and illustration © Macmillan Publishers Limited 2014
Written by Patricia Reilly
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First published 2014
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