CAMBRIDGE CAMBRIDGE ENGLISH UNIVERSITY PRESS. Language Assessment TEACHER’S BOOK Second edition Karen Saxby Emily HirdCambridge University Press www.cambridge.orglelt Cambridge English Language Assessment www.cambridgeenglish.org Information on this title: www.cambridge.org/9781316617298 © Cambridge University Press and UCLES 2017 ‘This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2011 © Cambridge University Press Second edition 2017 © Cambridge University Press and UCLES 20 19 18 17 16 15 14 13 12 11 10987654321 Printed in Malaysia by Vivar Printing A catalogue record for this publication is available from the British Library ISBN 978-1-316-61725-0 Student’s Book with online activities and Home Fun booklet 6 ISBN 978-1-316-61729-8 Teacher’s Book with Audio 6 ISBN 978-1-316-61733-5 Presentation plus 6 ‘The publishers have no responsibility for the persistence or accuracy ef URLs for external or third- party internet websites referred to in this publication, and do not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but the publishers do not guarantee the accuracy of such information thereafter. normally necessary for written permission for copying to be obtained in advance from a publisher. ‘The worksheets at the back of this book are designed to be copied and distributed in class. The normal requirements are waived here and it is not necessary to write to Cambridge University Press for permission for an individual teacher to make copies for use within his or her own classroom. Only those pages which carry the wording ‘© Cambridge University Press and UCLES’ may be copied.Contents Introduction Checklist for Cambridge English: Flyers Map of the Student’s Book Unit guide (teacher's notes) Photocopiable activities Certificate Audio track listing WW = Value J = song ¥ FP = Practice or Fyers = Test tasks for Flyers Let's have fun! pages = Let’s speak! pages 12 13 14 54 62 63\W Welcome to Storyfun! Storyfun is a series of six books written for young learners, aged between 6 and 12 years, The series provides story- based preparation for the Cambridge English: Young Learners tests YLE). Each Student's Book contains eight stories with activities that include vocabulary ‘and grammar tasks, puzzles, games, poems, songs. and an exploration of the story ‘value’ (for example, an appreciation of nature, the importance of friendship). The Teacher's Books provide detailed suggestions on how to approach the storytelling, together with clear instructions for guiding learners through the unit. With a variety of flexible resources, each unit in Storyfun is designed to provide approximately three to four hours of class time. Why stories? Storyfun aims to provide an opportunity for anguage practice by engaging learners’ interest in stories. Research has shown that meaningful and imaginative stories can motivate learning because learners: © engage with the textand their imaginations. © learn vocabulary with repetition of key words in the text and pictures. (© are exposed to repeated rhyme and sound patterns and accurate pronunciation, © develop deeper social understanding by relating to characters and events inthe story. © actively engage listening sills as they predict, hhypothesise and await outcomes Points to remember for effective learning: © Story-reading should be interactive (teacher and learners). It should involve pointing, describing and discussing how the story relates to the real world © Learners will engage with a story more if they are ‘encouraged to ‘work out' the meaning, for example, why learners think characters did something or how characters felt ata certain moment and, of course, what the story value’ is. ‘© Learners benefit from more than one reading or hearing of astory. Atleast one reading should be readjheard right the way through from beginning to tend without interruption. For more information about stories in language learning, go to www.cambridgeenglish.org/learning-english parents-and-children/information-for-parentsitips-and- advice/008-learning-english-through-stories; Why Cambridge English: Young Learners (YLE)? ‘The stories have been written to reflect the different language levels and topic areas of the Cambridge English: Starters, Movers and Flyers tests and to appeal to the target-reader age groups. The language of the stories is exploited in activities that check comprehension, teach key vocabulary and grammar, practise all fourlanguage 4 xxoduction skills (reading, writing, listening and speaking) and give learners an opportunity to familiarise themselves with the nature and format of the Cambridge English: Young Learners tests. The optional Lets have fun! and Let's speak! sections at the back ofthe books also provide opportunities for collaborative learning and test speaking Practice, The Let’ soy! pages support early pronunciation skills, building from sounds to sentences. ‘There are two Student’s Books for each test: pre-Al (Starters), Al (Movers) and A2 (Flyers). Storyfun 5 gently introduces students to the Cambridge English: Flyers language and topics through fun activities and test- style practice. Activities are carefully graded to ensure learners are guided towards the test level, with frequent ‘opportunities to build up their language and skills Storyfun 6 provides examples ofall the Cambridge English: Flyers test tasks. By the end of Storyfun levels § and 6, constant recycling of language and test task types ‘ensures learners are fully prepared for the Cambridge English: Flyers test. Whois Storyfun for? Storyfun has been written for teachers and young learners Cf English in a wide variety of situations. tis suitable for: (© learners in this age group who enjoy reading and listening to stories © large and small groups of learners © monolingual and multilingual classes © learners who are beginning preparation for the Cambridge English: Young Learners tests © young learners who need to develop their vocabulary, grammar and language (© young learners keen to discuss social values, develop collaborative learning skills and build confidence for the Speaking papers. (© teachers who wish to develop their learners’ literacy skills Student’s Book (© eight imaginative and motivating stories (© fun, interactive, creative and meaningful activities (© activities similar to task types found in all three parts (Reading and Writing, Listening and Speaking) of the Cambridge English: Flyers test(© anintroduction to Cambridge English: Flyers grammar and vocabulary (© extension activities Let’s have fun!, further speaking practice Let's speak! and an early pronunciation focus Lets say! © aunit-by-unit word list Home FUN booklet © fun activities for learners to try at home (© ‘self-assessment’ activities that build learners’ confidence and encourage autonomy © _aCambridge English: Flyers picture dictionary (© _Let’shave fun! pages to encourage learners to use English in the wider world answers, audio and additional support found online at: wwaw.cambridge.org/funresources Teacher's Book with Audio (© _amap of the Student's Book (topics, grammar points and Flyers test practice for each unit) © practical step-by-step notes with suggestions for personalisation at presentation and practice stages skills work: reading, writing, listening, speaking, drawing and colouring pair and group work puzzles, games, poems and songs speaking activities and projects, discussion tasks to explore the story ‘value’ recycling of language incorporating digital materials into the lesson SAK KRS OSS (© Cambridge English: Flyers test tips, © full audioscripts (© imaginative audio recordings for stories and activities (downloadable from the Cambridge Learning Management System (CLMS)) reflective of the Cambridge English: Flyers Listening test © photocopiable pages for the Student's Book or optional ‘extension activities © links to online practice on the CLMS and the Home FUN, booklet ¥, Presentation plus digital version of all Student’s Book pages interactive Student's Book activities audio played directly from the digital page digital flashcards with audio digital sideshow of every story an Image carousel that provides further visuals ° ° ° ° ° ° associated with story themes (© integrated tools to make notes and highlight activities Online practice on the Cambridge Learning Management System (CLMS) For the Teacher (© FREE Digital Teacher training course © Allaudio recordings Forthe Student © ‘Don't fallin! game © Allaudio recordings Word FUN World app ‘© Cambridge English: Young Learners vocabulary game ‘© Formobile phones and tabletsYs Why should we use stories in language learning classes? ‘There are several reasons! A good story encourages us to turn the next page and read more. We want to find out what happens next and what the main characters do and say to ‘each other. We may feel excited, sad, afraid, angry or really happy. The experience of reading or listening to a story is likely to make us ‘feel’ that we are part of the story, too. Just like in our ‘rea’ lives, we might love or hate different characters. Perhaps we recognise ourselves or other people ‘we know in some of the story characters, Perhaps they have similar talents, ambitions, weaknesses or problems. Because of this natural connection with story characters, ‘our brains process the reading of stories differently from the way we read factual information. This is because our brains don't always recognise the difference between an imagined situation and a real one so the characters become ‘alive' to Us, What they say or do is therefore much more meaningf The words and structures that relate a story's events, descriptions and conversations are processed by learners in a deeper way. Encouraging learners to read or listen to stories should therefore help them to learn a second language in a way that isnot only fun, but memorable, How else do stories help? ‘Stories don't only offer the young reader a chance to learn more vocabulary and develop their grammatical sills. The ‘experience also creates an opportunity to develop critical and creative thinking, emotional literacy and social skil. As learners read a story, they will be imagining far more details than its words communicate. Each learner wil, subconsciously, be ‘animating’ the characters and making. judgements and predictions about events. ‘As a teacher, you can encourage creativity and critical thinking by asking learners in groups to develop characters, inmore detail, talk about the part of the story they enjoyed ‘most/least or even write diferent endings. You can also. discuss, in English or L1 if necessary, the story ‘values’; in ‘other words, what different stories teach us about how to relate to others. Stories also offer a forum for personalised learning. No two learners will fel exactly the same about a story and an acceptance of difference can also be interesting to explore and discussin class. How can we encourage learners to join in and ask parents tohelp? Hf at firs, learners lack confidence or motivation to read stories in English, help by reading the story to them without stopping so learners are just enjoying the story, stress free, and following as welt as they can by looking at the pictures. During a second reading you might encourage interaction by asking questions like (s this funny, scary or sad? (Starters) Was that a good idea? (Movers) What do you think will ‘happen next? (Flyers). Ifthe class is read to in a relaxed and fun way, learners will subconsciously relate to the reading and language learning process more confidently and positively. Ofcourse, being read to by a parent at home, t00, is also simply a lovely way to share quiet and close time, To engage parents in the language learning process, you 6 LF Storytelling might share some of the above points with them and also direct them to an online video which describes language learning activities to do at home with their children. www.youtube.com) a Vo The Home FUN booklet has been specially designed for learners touse at home with parents, Activities arefun and easy to follow, requiring little instruction. The booklet aims to help learners show parents what they have learnt at school and to ‘engage them in the learning process. Further suggestions for storytelling (© Involve learners in the topic and ask guessing and prediction questions in Lt ifnecessary. This will engage learners in the process of storytelling and motivate learning. When you pause the audio during the story, ask learners: > about the topic and themselves > to guess aspects of the story > to-say how they think a character feels or what they may say next © ifyouare telling the story yourself, support your learners inany way you can by adding your own dramatisation. For instance, you can read the stories with as much animation {as possible and use props such as puppets or soft toys and different voices to bring the stores tolife. (© Incorporate the use of realia into the storytelling process. For example, if you are using Storyfun 6, in‘A cake for a queen’ you could take in some cooking utensils, and in, "katy's favourite song’ you could take in a guitar and a ‘microphone. © Once learners are familiar with the story they could even act out parts of the story in role plays. This will not only involve learners in the stories and add fun element but ‘can also help in practising and consolidating language. Suggestions for using the story pictures Forskills practice (© Before listening to the story, learners look at all the pictures ‘on the story pages and discuss in small groups who or what, they think the story is about and what the key events are, (© Learners trace a picture (adding their own choice of extra details) and then follow your colouring or drawing instructions. To encourage creative thinking © Groups choose two people in a picture and imagine what they are saying to each other. They then write a question with answer ora short dialogue. © Groups choose a background person in a picture and invent details about him/her. For example, how old they are, what they like doing, where they live, what pet they have. © Groups invent details that are unseen in the picture, for ‘example, ten things in a bag, cupboard or garden, © Learners imagine they are ‘in’ the picture. What is behind / infront of next to them? What can they feel (the sun, a cold wind ...), smell (flowers, cooking ...) orhear (birds, traffic ..)?To revise vocabulary and grammar (© Learners find as many things ina picture as they can which begin with a particular letter, for example, f (© Learners list things in a picture that are a certain colour ‘or in a certain place. For example, what someone is, ‘wearing or what is on the table. (© Learners choose four things they can see in a picture and list the words according to the sizeof the object or length of the word. Learners could also choose things according to categories such as food or animals. (© Use the pictures to revise grammar, for example This is / These are. © Choose a picture n the story and ask learners in groups to say what is happening in this part ofthe story. © Practise prepositions by asking learners what they can see in a picture in different places, for example, in the box, on the table or under the tree. (© Practise question forms by asking learners about different aspects ofa picture, for example: What colour is the cat? How many ducks are there? What's the boy doing? © Onthe board, write the first and last letter of four things learners can remember in a particular story picture. Learners complete the words. ‘© Point to objects or people in a picture and ask This/These yes/no questions. For example: Is this a shoe? Are these toys? Is this a boy? Are these hats? © Askyes/no colour and how many questions. For example, point to an apple and ask Is this apple blue? Can you see four opples? © Show learners a story picture for 30 seconds and then ask What's in that picture? Write learners’ answers on the board. (© Ask simple What's the word questions and build on known vocabulary sets. For example: It's green. You can eat t I's fruit (a pear / an apple /a grape /a kiwi) ‘Suggestions for using the word list {At the back of the Student's Book, learners will find a list of important Flyers words that appear in each unit. © Play ‘Which word am I? Learners work in pairs, looking at the word list for the unit, Choose a noun and give the class clues about it until one pair guesses it. Don't make the clues too easy and focus on form first and meaning, afterwards. Say, for example: ve got four letters. The letter ‘is in me. You can siton me. You can ride me to ‘school. (bike) © Divide the class into A and B pairs. Leamer Asits facing. the board, Learner 8 sits with his/her back to the board, Write four words (nouns or verbs are best) from the word list for the unit on the board. Learner Athen draws or ‘mimes them until their partner guesses them all and writes them correctly (with the help of Learner A who can only say Yes, that’s right! or No, thats wrong!). When ‘everyone has finished, learners change places. Wri ‘some new words on the board. Learner Bin each pair mimes these words for Learner Ato guess. © Play Tell me more, please!” Choose a noun from the ‘word lst forthe unit and write it on the board, for example: bonana. Learners take tus to add more information about the banana. For example, Learner A says: The banana is long, Learner 8 adds: The banana is long. t's yellow. Learner C says: The banana is long, Its yellow. sts a fruit. Continue until learners can’t remember previous inform (© Pairs work together to make as many words from the ‘word list for the unit as they can, using a number of letters that you dictate to the class. Alternatively, use ‘word tiles from board games or letter cards made by the class, These could also be used for spelling tests in pairs or groups. © Onthe board, write eight words from the word list for the nit withthe letters jumbled. Pairs work as fast as they can tofind the words and spell them correctly. © Onthe board, write eight words from the word ist for the Unit, Spell three or four of them incorrectly. Pairs work as fastas they can to identify the misspelt words (they shouldn't be told how many there are) and to write them down correctly. (© Play‘Make a word: Each group chooses a word (four, five or six letters long) from the word list for the unit and creates it by forming a human sculpture, ie. learnersin teach group stand ina line, using their arms or legs to create the shapes of each letter. Remember you may need two learners for some letters (e.g. 4). When all the groups are ready, the words are guessed. (© Use the word lst forthe unit to play common word {games such as hangman, bingo and definition games ‘or for dictated spelling tests. Anice alternative to the traditional hangman, which learners may enjoy, is an animal with its mouth open, with 8-10 steps leading down into its mouth. (You could use a crocodile at Starters, a shark at Movers ora dinosaur at Flyers, With ‘each incorrect guess, the stick person falls down onto the next step, and gets eaten if they reach the animal's mouth! For more information on Cambridge English: Young Learners, please visit www cambridgeenglish.org/exams ‘young-learners-english From here, you can download the handbook for teachers, which inludes information about each level ofthe Young Learners tests. You can also find information for candidates and ther parents, including inks to videos ofthe Speaking tet at each level. There are also sample test papers, and a computer-based test for you to ty, aswell as further games and songs and links to the Teaching Support website few final classroom points Please try to be as encouraging as possible when working through the activities. By using phrases such as Now you! You ‘choose! Well done! Don't worry! you are also helping learners to feel more confident about participating fully inthe class ‘and trying hard to do their best. Make sure that everyone in your class adds to open class work, however minimally, and when mistakes are made, view them as opportunities for learning. Try not to interrupt to correct learners during open class discussion, role plays, etc. Doing so might negatively affect a chile’s willingness to contribute in future. It takes ‘courage to speak out in class. Make mental notes of mistakes and then cover them at a later moment with the whole class. Have funt But most of ll, please remember that an hour's lesson can feet very much longer than that to a learner who feels excluded, fearful of making mistakes, unsure about what todo, unable to follow instructions or express any personal opinions, An hour's lesson wil feel ike five minutes if a learner is having fun, sensing their own progress and participating fully in enjoyable and meaningful activities.How is the Student’s Book organised? Story Four illustrated story pages using language (topics, vocabulary and grammar) needed for the Cambridge English: Fiyers test ‘gwar Island . — Vocabulary activity = Each unit of four-page activities opens with a vocabulary comprehension activity related to the key Cambridge English: Flyers vocabulary presented in the story. quan Island O-- Or Each story explores a ‘value’ For example, the valuein Unit 1is Learning to be independent. In some units, a key English phrase within the story demonstrates the story value. For example, in Unit 4, Showing kindness =» “This is for you” [> W Test tasks for Flyers Authentic activities that follow the exact format of Cambridge English: Flyers test tasks. > Practice for Flyers Specific activities that gently build up learners’ familiarity and practise for the Cambridge English Flyers test. Value activities encourage learners to think about the story in a social context.—+ Skills All activities develop reading, writing, listening and speaking skils useful forthe YLE tests, Reon ny We omer 1 camp tu serine Tage! areola Me soho a hese romps The keno to pt ne ng by on i © Geyoacleow sera yobs hing © Geode nnd ti sy ang tn 9 © inten, “epee, © thew er geting e ° ° Jaradeny wore oe od tc CG tracks can be found on Presentation plus or on the CLMS or wuow.cambridge.org/Storyun © Bee's say! Optional pronunciation practice at the back of the Student’s Book focuses on initial key sounds to develop early speaking sks. Supported by accompanying audio. o songs pen activities such a poems and songsmalntan leerers’ motivation and interest. &% Let’s have fun! Optional projects or games at the back of the Student's Book promote collaborative learning, Ay (8) wt word hat hove the some end sound er Gah ge hay thee mere ght soe 0 mot were 0 en O nee Oca Oo Ow - Ose Compt the words and design weather symbols o* o* o* Optional extra speaking practice at the back of the Student's Book allows learners to practise the language needed for the Speaking part of the Cambridge English: Flyers test. How could teachers use Storyfun 6? Play the audio or read the story. fully explore what the story teaches the reader. Encourage learners to predict the general topic of the story using flashcards and the story pictures, Teach or revise any Cambridge English: Flyers words that are important in the story. (Optional) Discuss the story ‘value’ with learners. You will probably need to do this in your learners’ fi Present the vocabulary and general comprehension tasks (usually Activities A-C). Present the grammar, vocabulary and skills sections (generally Activities D-H). Encourage collaborative learning with the Let's have fun! pages atthe back of the Student's Book. Follow communicative par- or group-work suggestions in the Let's speak! pages atthe back of the Student's Book. Use extension activities in the Teacher's Book or set homework tasksHow is the Teacher’s Book organised? Main topics and grammar — Cambridge English: Flyers topics and grammar focused on in the activities in this unit. vit Story summary Main vocabulary | Cambridge English: Flyers (r Storytelling Extended notes for approaching storytelling with your learners give detailed suggestions on how to fully exploit digital resources vocabulary focused on in the activities in this unit W Test tasks for Flyers | Authentic activities that follow the exact format of Cambridge English: Flyers test tasks, > Practice for Flyers. -—! Specific activities that gently build up learners’ familiarity and practise for the Cambridge English: Flyers test. Equipment ‘Any equipment or materials needed for teaching the unit, including photocopiables, digital flashcards, audio. Activity notes A,B,C, etc. sections correspond to Student's Book activities. and prompt meaningful and ‘motivating discussions. i Value The value can be explored and discussed with learners after reading the story. Discussion is optional, either directly after listening or when learners attempt the value activity © interactive activity Activity that can also be completed interactively on Presentation plus. ‘Answer keys ‘Answers or suggested answers. 10 [extension activities Flexible ideas to extend activities either in class or for homework. Audioscripts Allscripts for listening activities in the Student's Book. Scripts for stories are not listed. Test tips and practice Specific tips for the Cambridge English: Flyers test with optional accompanying activity. Crucio “Tracklisting for accompanying audio on Presentation plus, the CLMS or downloadable from wwww.cambridge.org/Storyfun® Let’s have fun! Notes for optional projects or games at the back of the Student's Book for each unt. @ Let's speak! Notes for optional extra speaking practice focusing on language useful for the speaking part of the Cambridge English: Flyers test. @)tet’s say! J Optional pronunciation practice fr each unt. torfun 6 focuses on —. key sounds for developing early speaking skls in English FF Home FUN booklet Specific uit inks to further activitiesin the Home FUN booklet to encourage learners to practise English with friends an family ——B online practice Specific uit inks to further self-study practice onthe CLMS, How is the digital organised? Image carousel These additional images can be used to prompt further discussion on themes and concepts. Ideas of when and how touse them are within the teacher's notes foreach ant. Each story also has a collection of separate images of the ‘Student's Book pictures without text to prompt discussion before learners open their books and listen, revise the story if heard in a previous lesson or to use as a wrapping- Up activity where learners can re-tell the story they've listened to, Cambridge Learning Management System (CLMS) © interactive activities Every Activity A’ in each units interactive to check vocabulary comprehension after reading the story and encourage whole-class participation. Other 1A activities ‘can be used as a supporting feature, either as a means of introducing an activity, scaffolding, or during answer feedback DB uucio Audio can be launched from the audio con, Se ery Accompanying audioscripts canbe displayed on screen, FREE Digital Teacher 0 ‘Don'tfall in! game ‘Answer key training course (© Allaudio recordings All activities have a visual answer key to easily display and © Al'audiovrecordings check answers with your learners, Digital flashcards Word FUN World app All Cambridge English: Flyers test words are supported with visual flashcards with accompanying audio. ieee "1“yr \ Cambridge checklist a English: Flyers ‘Storyfun 6 provides learners with examples of all Cambridge English: Flyers test tasks. Listening 1 Draw lines between names and people | Test:4 25 minutes inapicture. 2 Write words ornumbersinaform. | Practice: 4 Test:5 3 Match pictures with illustrated words. | Practice: 8 Test:6 4 | Tick boxes under the correct picture. | Practice: 2,7 Test:8 5 Colour or writein parts of a picture. | Practice: 5 Test: 1 Reading and Writing 1 Copy correct words next to definitions. | Practice: 2,4,5,6,8 40 minutes Test:3 2 ‘Choose correct responses by circling a | Practice: 6 letter. Testi2 3 ‘Choose and copy missing words intoa | Practice: 7 story text. Testi6 4 Complete a text by copying the correct | Practice: 1,3, 7,8 ‘grammatical words. Test:4 5 Complete sentences about astoryby | Practice: 5,8 writing one, two, three or fourwords. | Test: 1 6 Write words in gapped diary/letter. No | Test: 2,7 words are given. 7 Write a short story by describing Practice: 2,3 events in three pictures. Test: 8 Speaking 1 Talk about the differences between | Practice: 6 7-9 minutes two pictures. Test:7 2 ‘sk and answer questions about Test:5 people or objects. 3 Tella story by describing pictures. | Practice: 2,8 Test:3 4 ‘Answer personal questions. | Practice: 4 12 20 Value + IML, discuss the idea of making friends and the importance of trying to be kind to others. Ask How is Holly kind? (Victoria wasnt nice to her, but Holly helps Victoria when she has a problem with her bike.) What does Holly say when she helps Victoria? (Don’t worry! I can help you.) Discuss with learners why sometimes people find it hard to be kind. Do this sensitively. + Ask sit important to make friends? Why? How can you make friends? How do good friends help each other? Learners could discuss this in small groups or in open class. Extension Sit small groups of learners round different tables. Give ‘each group a sheet of paper to write eight words on and Photocopy 2 (TB page 55) and pais of scissors. Learners ‘cutthe page up so each letters in a separate square. Groups putall the letters face up on ther table ‘Say Ii going to soy eight different words. Listen carefully Fis, enough, forty, tomorrow, because, story, Grandpa, bicycle. Pause between each word to give learners time to write itdown. Each group writes the eight words on a piece of paper. They check their spellings. (All these words are in this unit) | Say Go! Learners work together as quickly as possible to ‘make each word with thei letters, placing them in rows on theirtable. The group that finishes frst shouts We ve finshed! Allow the other groups time to finish. If words ae spelled correctly, six letters will be let ceedlint. Ask Which two wards can you spell wth these letters? (the end) Draw lines. Make sentences + Learners look at the example and read the other five sentence starters on their own. They draw lines to ‘match them to the correct endings. They check their answers in pairs. Different pairs read out one of the completed sentences in open class. + Ask diferent learners Do you practise something? How often do you practise that?” “Answers, 2 design things ike cars. you get better at something, 4 you goasfast as youcan. Sisa great sport. 6makes a motorbike move, Put the sentences in order. Write numbers. * Learners read the seven sentences A-G on their ‘own and look at the number 1 next to sentence D. Say This was the fist ching here that happened in the story. Ask What happened next? (learners suggest an answer) + In pairs, learners write numbers 2-7 in the appropriate boxes. + Check answers in open class. Ask one learner to read out sentence 2. Ask the class if they agree or disagree, Continue with the other answers in the same way, in the order they appear in the story. ‘Answers AS B2 C4 (D1) E7 F3 G6 é © Extension For homework arin lass, learners write a summary of the story in their notebooks, copying the sentences from Activity 8. They can add other interestinginformation | about the story if they tke Who did this? Write A (Holly), B (Grandpa) or C (Victoria). + Learners lok at picture 1, Ask What's this person doing? (playing the piano) Who plays the piano inthe story? (Vitoria) Which leer shows that Victoria dd this? (C) Aske Who did these other things? + In pairs oron their own, learners look at pictures 2-6 and write A, B or Cin the boxes. if they need help, learners can find the answers in the story. ‘Answers 28 3A 4B 5A 6C Which is David’s friendliest answer (A, B or C)? Write friendly answers for the other sentences. + In if necessary, ask learners again about the message of this story. Ask two or three different learners What kind things do you do for your friends ‘and the people in your family? + Leamers look at Activity D. They read the example and the three answer options. Ask Which isthe kindest ‘answer? (B) Why aren't A and C kind answers? Discuss this in LL. (A sounds as though they don’t want to accept the apology so they say they are in a hurry. C doesn't accept the apology, but perhaps they have a reason for speaking like that.) + Learners then look at the four other speech bubbles. Say Write kind answers. Learners work in pairs to complete the responses. Write their suggestions on the board ‘Suggested answers Oh dear. Don't worry. Do you? Fantastic! an help ifyou want. got a map. Let's find out Extension Learners use some ofthese sentences to write and then perform a mini roleplay about being kind and making fiends, For example: ‘My front wheels broken, Oh dear. Don't worry. can help you. I've gota spanner. Can you fix it? Yes, Itworks now. Thank you! That's fontastic!Ob > Listen and tick the box. + Learners read the poster again on page 12. Ask Who can tell Holly more about the race? (Richard Black) ‘How can Holly ask Richard questions about the race? ‘She can send him an... (email) or she can ... (phone him) + Learners work in small groups to decide which {questions to ask Richard about the race. Give them plenty of time to do this. Write five or six of their suggestions on the board and! leave them there, e.g. How many people will there be tn the race? Where does the race start/fnish? What time does the race stat/finish? Will the race be dificult? What kind of clothes should people wear? + Tell learners they are going to hear Holly and Richard talking on the phone. Learners look at the first question in Activity E and the first set of pictures. Ask What must you do? (tick A, B or ©) Before they listen, learners could guess which answers are right. + Play the audio, Learners listen and tick the answers. Play the audio again. Learners check their own answers. Then check answers in open class. + Ask Should we always wear cycle helmets? Ifyou ride a bike and have a helmet, what colour is yours? Answers, 1c 28 3A Tapescript: 11 What time does the race start? Gir: Hello, Richard. What time does the bike race start? Man: It begins ateleven fifteen, Holly. Butyou must be ready to start before that. Girl: OK./'llbe there atten thirty then, Man: Great! Will your parents come and watch? Girl: Sure! ask them to stand next to the Starting line ata quarter to eleven. 2 Which number must Holly wear on her T-shirt? Girl: I think! have to wear the number 23 on my T-shirts that right? Man: I've got the information here, Holly. Let me 02 NO Girl: Is it43 then? | can’t remember. Man: Oh! Here itis! Your number's 32. Girl: Great! Thanks. 3. Who gave Holly ahelmet? Man: Don't forget, Holly. You must wear a helmet in the race. t's dangerous to ride without one. Oh, | know, Richard. I've already got one. Excellent. Did your uncle buy that for you? Girl: No. Aclassmate gaveit to me, actually. Man: Oh! Girl: My grandma's ust bought one too. She also loves cycling! é > Extension Look at the questions to ask Richard on the board again. Ask Which ofthese questions did Holly ask Richard? Erase thase questions. n pairs, learners choose answers to the remaining questions. Then they roleplay the questions and answers conversation. Walk round and help with vocabulary if necessary. Focus on fluency rather than accuracy at this point. Holly is talking to her uncle. What does Holly say? Choose the best answer. Write aletter (A-H). + Say To build her bike, Holly needed some things that ‘were made of metal and plastic, Who did she ask for these? (her mum and her uncle) + Learners look atthe picture of Holy’ uncle. Ask What's he doing? che’ fixing his motorbike) + Learners look atthe example. Ask two learners t0 read out the question and the answer marked A. Say Holly's unele asked a question. Holly answered it Learners could eross out A from Holly's possible + Say Now you match the answers tothe questions. Write the letter. There are two answers in A to H you don't heed. Learners complete this on their own asa test task or work in pats, reading the conversation and choosing one of Holly's answers for each gap. + Check answers in open class, asking pairs to read out each exchange in ful, + Ask Is building a bike easy or dificult? What kindof person is Holy? She's... (clever/brave/excited) What fan you build? ‘Answers 1E 2H 3F 48 5D Sa Reading and Writing (Part 2) ¥ Learners have toil in one person's part of a two-way Conversation, Learners have to choose five answers from seven [excluding the example). Given sentences | are often questions, Only one answer will be correct for each turn and it should not only ft the context but also be grammatically correct, Learners should read the whole text before they start to choose an fill in the missing sentences. ~ Give learners practice in creating mini-conversations bby completing missing ines, eg. groups decide what B issaying here: 2: took lots of photos at the concert Did you? 8: ‘ks How often do you listen to music online? 8 Look, talk and choose answers. Then write about the picture. + Leamers look at the picture. Ask Where is Holly? (in her garden / outside the garage) Whar is she holding? (a wheel) What else can you see? (a swing, two trees, ‘an umbrella, four parrots, a building, some flowers) a07 22 What isthe weather lke? (it’s sunny) Then the children cycled past Duck Farm. After that, they tuned right and then turned left at kangaroo Fields, ‘After Kangaroo Fields, they turned right again, From there, they could see some of the taller city buildings. We ‘waited for Holy at the finishing tine in the city. We were so pleased when she and Victoria won. think they will be good friends now, + Explain, in L1 if necessary, that you can see the answers to some of the questions but have to imagine the answers to others, Learners choose their answers in pairs Say Now write about the picture. When they have finished, ask different learners to read out their answers in open class. Extension Pieeieteneres Say Imagine you are one of the parrots in the picture on Holly isin the garden now. Her flats onthe fist floor. page 18. You are hiding somewhere inthe map. Can your Holly isholding a wheel. She is thinking about the race. ‘riend guess where you are? Learners take turns to ask Four parrots are inthe sky. They think Holly is going to ‘yes/no questions to find the parrot, e.g. Are you io May feed them, ‘Lake? Are you behind Cloua Hil? Are you next to Sheepstay ad Farm? Read Holly’s message and write the missing words. Write one word on each line, + Ask Do you or your parents send emails or text the end of the race. + Ask Where did Holly cycle? (around the lake, through the wood, over the hills and the river and past the farms) Learners read the route part of the story again Listen and draw a line from the start to & v © fon page 14. ‘messages? Who do you send them to? What do you use + Review/Teach around, past, over and through. Model to send an email? A computer? A tablet? A phone? these in the classroom, Walk around a table where + Say Look at Holly’s email. Who did she send this to? learners are sitting. Draw a circle in the air as you (George) When did she send i? (on 18 June) say Tm walking around you. Walk past a table and wave to learners who are sitting ait. Say Hello. Now 1'm walking past you. Goodbye! Using your fingers, ‘ime someone's legs jumping over a book. Say _My fingers ae jumping over ths book. Put your arm + Say Now read the rest ofthe email. Don’t write anything ‘yet. Ask Who talked to Holly at the end of the race? (a Journalist) What will Holly show George tomorrow? (the spanner) through an open-ended box and say I'm putting my + Look at the example. Ask Why is the answer ‘was’ and ‘arm through this box. not is"? (Holly wrote the message after the race.) + Say Look atthe map. Find the start learners point) + Say Now write one word in each gap. Learners read the Find the finish. (learners point) What else can you ‘message again and complete the gaps on their own see on the map? Say You are going to hear Holly’ as a test task or work with a partner to see if they grandfather telling you where Holly cycled. chose the same answers, + Play the audio. Learners listen and draw a line (in neeet pencil) to show where Holly cycled. Learners compare their answers. Play the audio a second time the 2drink/glass/bottle/cup _Sasked_Athem Sto if necessary. + Learners show each other their maps. Ask Which eae farm did Holly not cycle past? (Sheepstay Farm) Walk Reading and Writing (Part 6 around and check that learners have drawn their Learners need to complete a diary entry, a message lines correctly. oraletter. There are five one-word gaps and the example. The missing words are always from the Tapescript: Starters, Movers or Flyers word lists. Some gaps wil be grammatical, e.g. ths it 0, oF, mine, because, since. ther gaps will be lexical, e.g, bought, reading, photo, café, walk water. > Using any interesting text,you might blank out a mixture of grammatical and lexical words for learners. to.guess. Accept any reasonable answers, twas a brilliant race! Holly began at the starting line ‘with all the others. That was atthe top of Toowomba Lake. Lots of the parents were there and many clapped ‘and shouted, ‘You can do it! Good luck, everyone!” We ‘were there too! The children rode around the lake. Then they went along 6 thevoud that goes to ey Noo rey Wood alo , : interesting animals. You'll always see big lizards there. Let's have fun! , Sometimes biuelizards.Theylovetolieinthesun onthe ge Think about safety on your bike. Make a ieanertanoe paste ‘After the children cycled through the wood, they rode ee CYR Ere Aedes wal fet es keperea tie pone send eames ook at pe 6, Acti 2 ant rnin Thontycled tothe topef oud Hl Thats highest il thes in pas As eae 0 near here. You can seea long way from up there. Then they cycled down the hil (That was fun, Holly said) and ‘over the bridge the one that crosses Crocodile River. "ve never seen any crocodiles there, but someone else did once. ive each learner a piece of paper. Learners work ‘on their ovin or in pairs to complete their bike safety posters. If possible, display the posters on the classroom wallLet’s speak! Ask and answer about your week. Learners look at page 72, Activity 2. Ask different learners What are you going to do tomorrow? What are ‘you going to do afterschool on Thursday? Encourage Teamers to use may .. and I might. in their replies if they are not sure. Generate lots of ideas for activites learners might do. Learners then take turns to ask and answer the question in closed pars. Walk around and help with vocabulary if necessary. Giter'ssay Say Look at page 74, Activity 2, Listen, Play the audio. {sk Did you hear the i>! sounds i Victoria, Bored, called, bought, four, small, woter, walk, sow, dinosaur? Say each word, Leamersrepeatin chorus. They could circle the //sounds on the page. Learners listen to the rhyme again. Say Let's ll say this together now! Learners repeat the rhyme in chorus. Say There's an /a! sound ‘al too. Can you hear it? Can you think of more story words withthe sound J in them? Learners find words in the story. Write their suggestions on the board. (eg. wall, thought, your, floor, door, morning, forty, always, already) You could also show learners that bored/boord and for/ four sound exactly the same, Wa ae ‘ep Pages 14-15 and 24-25 materials, transport. ‘> Picture dictionary: transport ‘Goonthe CLMS topplay’Don't fallin!” to listen to the audio recordings tofind more FUN activities! 23cank's funny shopping trip Main topics: animals, places in town Story summary: Frank has 2 new Amazing Creatures app on his phone. His mum asks him to collet three things fr her in town, but he isnt istening careful. Main grammar: present perfect, past continuous + stil Main vocabulary: bandage, bracelet, buterly, camel, chemists, eagle lass, insect, necklace, nest octopus, police station, post office, aitway station, shampoo, shelf shoe factory, Soap Value: Listening carefully Let's sayl: Al Reading and Writing Part 7 (6), Reading and Writing Part 4(H) Test tasks: Reading and Weng Part (6), SpeokingPart3(6) Equipment: Be > ce AACE RM (Serato PLUS) image carous en Crest ec, ands harp cston sel , CASRN rehace Go to resentation plusto find pictures of Photocopy 3, one per learner (TB page 56) Let's have fun! Fyers vocabulary from Unit3.Youcan + crayons or colouring pencis Lets have fun! use the pictures to teachjreview important wordsin this uni | ee Storytelling Before listening With books closed... + Introduce the topic of the story. Say This story is about a boy who goes shopping in town, but he is more interested in looking at his new app! It’s about interesting animals + Review/Teach places in town, accepting other valid answers: Where must you go to catch a train? (to a railway station) Where do people often buy stamps? (at a post office) Where can you buy medicine and toothpaste? (at a chemist’) Where do police officers work at their desks? (ata police station) What do we call a place where people use ‘machines to make things like cars or shoes? (a factory) + Use the Image carousel to review/teach bracelet, necklace, bandage and shampoo. Ask What are sometimes made of gold or silver? (bracelets/necklaces) What can you put on a knee or elbow if you hurt it? (a bandage) What can we use ‘to wash our hair? (shampoo) + Remember you can use the flashcards on Presentation plus to help you teach and review vocabulary. + Look at the first and second story pictures without the story text on the Image carousel or with the story text in the book on page 20. Say This is Frank. He is standing on a balcony. Who is he with? (learners guess ~ his mum) What are they talking about? (learners guess) + Say Now le’ listen to the story. Say Let's look at page 20. Listening With books open Gy 2% the auto or read the story. Learners stn, Play the audio or read the story again. Pause after ‘No problem!’ Frank said and, with his phone in his hand and Mum's money in hs pocket, he left the ‘apartment on page 20. Ask How many things must Frank collect in town? (three) Was Frank listening carefully to his ‘mum? (no) What was he looking a? (his app) Frank must buy a train ticket. Where to? (Ingsterness) Ask Do you think Frank will member everything? (learners guess) Pause after ‘Thanks Silly met” Frank said on page 22. Ask What did Frank ask for atthe train station? (the cheapest ticket to insects’ nests) What did Frank ask for i the shop between the shoe factory and the post office? (an old phone) Frank made mistakes. What was he dtinking about? (butterflies, insects, eagles) Which friends does Frank see? (David, Michael, Sophia) After listening + After listening tothe whole story, ask What does Frank tll his muum that he got? (the deepest biscuit from an insects’ nest, an old phone, a new gym shoe) What did he realy get? (the cheapest ticket to Ingsterness, the gold stone for her bracelet, some new shampoo) What did Frank's muon want him to show her? (the Amazing Creatures app) 24Dy Value + In LI, discuss the idea of needing to listen carefully. Say Frank couldn't remember the things that his mother wanted because he was ... looking at his app) Ask Are you good at listening to people carefully? Which do you like most? Listening to your friends or talking o your friends? Are you good at remembering things? What can you do to help you remember something? (e.g. listen more carefully, write lists, set reminders on your phone, stick notes around your room or on your desk) & © ® o Read and write a place from the story. + Learners look at the words inthe five boxes and at the example. Review/Teach platform and timetable ‘Ask Where might you see plaforms, a timetable and trains? At... (a railway station) + Learners work on their own or in pairs to complete the rest of the task. They can check their spellings by finding the places in the story. ‘Answers Rafactory 3achemis’s 4apost office S.apolicestation Extension Learners mime being in places from the story, and other places in town, for the cass to guess, e.g. a supermarket, alibrary, a college, a cinema, a bank, a fire station, on tirport, an affce, ¢ museum, a theatre, o stadium, @ hotel, a restaurant. Draw lines, Make sentences. + Learners look at the sentence starters and their ‘endings, Read out the example: Frank's mum needed three things from... (he town.) Ask Can you see the line? Now you draw lines to complete the sentences. Learners work on their own. They could try to complete the activity from memory and then check their answers inthe story. Ask different learners t0 read out a completed sentence in open class. ‘answers: ‘ofa bracelet, Tto a post office. about eagles. Fin arocket. Shishome, 6a basement Who's talking about the story? Listen and write a name. + Say We are going to listen to three children. They are talking about stories they have read. Only one of them thas read ‘Frank's funy shopping trip’ Listen carefully ‘and write their name. + Play the audio. + Play the audio again. Ask How do you know that the ‘answer wasn't Emma? (Frank didn’t go home with all, the wrong things) Why wasn't ir Par? (Frank didn’t do the shopping on the internet) Tapescript: Emma: Hi, 'm Emma. I've got lots of funny apps on my phone and loved this story. lke learning interesting things too. But | was surprised that the boy didn’t use his phone to cal his mother, and then he went home with all the wrong things. Why didnt he think more carefully? ® 1'm Pat. My brother and ! are both tke the boy in the story. We've got apps on our phone ‘as wel, Most of them are funny games, but Ihave got one or two realy good ones that help me learn Itwas a good idea for Frank to do the shopping on the internet. That's often the easiest way. Hello.’ Julia. lke learning new things too, [Apps are great! You can find out all kinds of Interesting things. I's nice that the boy in the story shows the information to his fiends ‘and Iwas pleased when he thought carefully ‘about the places he went to, That helped him to remember the shopping! ‘Answer sulla + In Lif necessary, ask learners again about the ‘message of this story. Say Frank did' listen very carefully to his mother when she asked him to do different things. Was it hard or easy for him to remember? (learners guess) What does Frank say he should do next time? (write alist on his phone) Is that a good idea? Have you got a better idea? (learners answer) Read about tortoises. Then write about ananimal. + Ask Which animals do you read about in the tory? Coutterflies, eagles, tortoises) What is your favourite ‘animal? What do you know about it? (learners talk about their favourite animals) + Learners look at Activity D. Say Lets read about tortoises! Ask three learners to read out one sentence ‘each. Ask Do tortoises have teth? (no) How long ean they live? (100 years) When do they sleep? (in the winter) + Say Now you choose an animal to write about. What ddo you want to know about that animal? Write three ‘questions in your notebook. + Leamers find answers to their animal questions on the intemet or in books. They write a text about their animal, e.g. Brown bears have strong legs, but they ‘aren't good at climbing trees. Brown bears can live for 20 years. Many brown bears sleepin the winter. alia: Extension Inpairs, leamers could prepare a short talk about their ‘animal forthe class to listen to f possible, they could do ‘an electronic slide show presentation or use photographs ‘oftheir animal to help them, 25Os & 26 Look and read. Choose the correct words (F) and write them on the lines. Use the Image carousel to review teach cushion, shelf ‘and comb ‘Say The words that are outside the sentences are the possible answers. Learners complete this as a test task ‘on their own. Alternatively, leamers do the task in ‘groups as follows. Say Let's have a race! Divide the class into small ‘groups. Each group chooses one learner to write. Say Look at the answers outside the box again. Fond and write as quickly as you can the five animal words {four things that you find inside a house or big shop, and ‘x places town. Go! Learners write the answers in their notebooks. The fist group to finish are the ‘winners. Check answers. (@ beetle, an insect, an eagle, a butterfly, a dinosaur; a cushion, a shelf, a comb, an elevator an airport, afte station, an office, a bank, a museum, a castle) Learners read the example in Activity E. Say Now you vite the answers for 1 to 10. Learners work in their groups to complete the task, and feed back in open class. ‘Ask Which four words didn’ you use? (a cushion, a beetle, an eagle, an office) ‘Answers Labank 2ashelf Sanelevator 4a butterfly Bacastle Gadinosaur Tacomb Sanairport San insect _10amuseum 6 noes ee ares) Tower nours(angvraneounase | OD forms) around the ten (plus one example) definitions. 1 isicitle srnesing ors nthe bone ae Extension Learners use the definitions in the task to help them write their own definitions forthe four unused answers. They can write one or two sentences for each one. Suggestions: Thisis sft and some people put them on sofas or chairs Thisis @small insect. Ioften lives under the ground. This large bird hos strong wings. It builds its nest io high places. This is a room where people often work on computers I've done or I was still doing? Write the correct form of the verb. + You may want to review teach the difference between present perfect and past continuous more fully before learners do this task + Write on the boar: Frank was stil ooking a his app when his raum finished talking to him. Ask What was Frank doing wher his mur was talking? (looking at his app) When his mum stopped talking, what was Frank doing? (looking at his app!) Say Thats right! Frank didn’t stop looking at his app. He was still looking at it while and after his mum talked to him. + Explain, in Lt if necessary, that learners need to decide whether the ations here are Finished or were continuing, Look atthe example together and ask “Has this person finished thir homework? (yes) Say So we can't say here T was stil doing all my homework.” (no) Learners complete sentences 3-8 with the verb in the correct form. Walk around and help further if necessary. Check answers in open class. ‘Answers Bivefound 4’vemade 5wasstilltexting Grvebought T'vefixed Bwasstilllearning Look at the pictures and listen. Then tell the story. + Learners look atthe cartoon story. Ask Are these the same people asin Frank's shopping story? (no ~ it's a girl and her grandfather) Say You are going to help tell this story, but someone is going to start it for you. + Play the audio, Leamers listen to the beginning of the story. Then they practise this asa test task, on their ovin oF in pairs, oF as follows. + Ask Whats te g's name? (Emma) What does se do next? (go shopping for her grandpa) In open clas, ask questions about each picture to prompr full: sentence answers to tell the story. Pieture 2: Where is Emma now? Picture 3: Where is Emma now? What is she doing? Picture 4 Whereis Emma now? Can she go up inthe elevator? How many bags of shopping is she carrying? Picture 5: Whereis Emma now? She was kind to carry al the shopping up the stairs, bu is she tied now? Is Grandpa happy? Suggested story Emma sin the street now. Emma is in the supermarket ‘now. She is doing the shopping. Emma is in Grandpa's building again now, but the elevator isn't working, She is carrying lots of bags. She isn’t happy. Now she is at Grandpa’s apartment. She's tired but her grandpa is happy.Oo e& Tapescript: These pictures tell a story. I's called ‘Emma goes shopping for Grandpa’ Just look atthe pictures first. Emma’s grandpa lives in an apartment. Emmais going +0 go shopping for him. She's going down to the street in the elevator. Now you tell the story ed speaking (all part ¥ Learners need to complete four tasks. Make sure they are familar with the order oftasks and what they will need todo, so they feel as confident as possible. They | may want fo ask the examiner to repeat an instruction Tell leamersitis fine odo that. > Practise using greetings and leave-takings and asking, for clarification or a repeated instruction, e.g. Sorry! ‘don’t understand. Sorry! Con you say thot again? Knowing itis fine total inthis way wil reassure learners they will be helped ifnecessary. —————— Extension ] Learners use these picture prompts to write the story in their notebooks, Walk around and help with vocabulary and grammar ifnecessary, Read the text. Choose the right words and write them on the lines. + Say Look at te picture. What do you know about 6 ‘eagles? Are there any golden eagles in this country? gh, Where do they live? What do they eat? (learners w answer) + Learners look at the test, the gaps and possible answers. Ask How many words do you write for each answer? (one) How many words can you choose from? (three) Learners do this asa test task on their own or in pairs to complete the text. + Check answers in open class. + Ask How many kinds of eagles are there? (60) Where do eagles build their nests? (on high hills, mountains Cr in tall trees in forests) What colour are thetr eggs? (white) How many colours can they see? A lot or only a few? (a lot) How fast can they fly? (150 kilometres an hour) What do they eat? (lizards, mice, fish and other birds) “Answers, 2These build called Smore Gto Tsuch Bit e@ Look and remember. Then write a shopping list. + Say Look careflly atthe picture for one minute. Then say Close your books! + Ask What can you remember? Wri in your notebooks the things you sa. In pairs, learners race to write down everything they can remember, They can use dictionaries to find words or check spellings. Pairs ‘pu up their hands to show you when they have finished, The winners are the fastest pair withthe ‘most correct answers. + Check answers in open class by looking again at the picture on page 27 ‘Answers glue anecklace abracelet aring aticket bandage shampoo soap atrainer aflag toothbrush alter Extension Divide the class into pairs. Say We're going to playa “Usten carefully’ game! Wite 0 shopping list. Write ten ‘things. Learners write their ist and then work with another pair. Pairs take turns to read out thelr list twice ‘while the other pair listens and then writes down as ‘many things as they can remember. The winners are the pair Who wrote down the most correct words. Let’s have fun! Make a map of a town centre. Learners look at the map on page 69 and guess what each building is by looking atthe drawings inside the coloured blocks. Learners then read the instructions for drawing their own town maps. Give each learner Photocopy 3 (TB page 56). Learners can imagine a town or draw a map of their own town, thinking of ways to show the differen buildings (eg a bottle of shampoo to show a chemist’), Learners complete the thap including roads and their names, rivers, bridges, traffic lights and bus stops. Wiite the word key on the board. Say You use key to open a... (door) Explain, in 11, that Rey is also the word forthe buttons we press on a computer keyboard and information about symbols or different kinds of lines we show on maps. Learners show what each building is by completing the key under the map. Let’s speak! ‘Ask and answer about a shop. Learners look at page 72, Aetivty 3. Ask two leamers to read out the speech bubbles. Ask Which other shops isthe gl going to o t0? Learners guess. ‘Choose two shops and ask What might she buy there? Pais then role play their own conversations. They can write shopping lists and mime earrying bags to put their shopping in. Ask tvo or three pairs to roleplay their conversation in open class. ar