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 H ER’S GU
AC

ID
TE

1
 flag/Lasse Kristensen).
1
Great Clarendon Street, Oxford, ox2 6dp, United Kingdom
Oxford University Press is a department of the University of Oxford.
It furthers the University’s objective of excellence in research, scholarship,
and education by publishing worldwide. Oxford is a registered trade
mark of Oxford University Press in the UK and in certain other countries
© Oxford University Press 2019
The moral rights of the author have been asserted
First published in 2019
2023 2022 2021 2020 2019
10 9 8 7 6 5 4 3 2 1
All rights reserved. No part of this publication may be reproduced, stored
in a retrieval system, or transmitted, in any form or by any means, without
the prior permission in writing of Oxford University Press, or as expressly
permitted by law, by licence or under terms agreed with the appropriate
reprographics rights organization. Enquiries concerning reproduction outside
the scope of the above should be sent to the ELT Rights Department, Oxford
University Press, at the address above
You must not circulate this work in any other form and you must impose
this same condition on any acquirer
Links to third party websites are provided by Oxford in good faith and for
information only. Oxford disclaims any responsibility for the materials
contained in any third party website referenced in this work

Photocopying
The Publisher grants permission for the photocopying of those pages marked
‘photocopiable’ according to the following conditions. Individual purchasers
may make copies for their own use or for use by classes that they teach.
School purchasers may make copies for use by staff and students, but this
permission does not extend to additional schools or branches
Under no circumstances may any part of this book be photocopied for resale

isbn: 978 0 19 490888 7 Teacher’s Guide

acknowledgements
Back cover photograph: Oxford University Press building/David Fisher
Cover illustrations by: Andy Council/Illustration Web
Classroom Resource Pack flashcards
Illustrations by: Laetitia Aynie/Sylvie Poggio Agency
Commissioned photography by: Graham Alder/MM Studios pp 17, 18, 19, 68,
71,76, 88, 108.
The Publishers would like to thank the following for their kind permission to reproduce
photographs and other copyright material: Alamy pp 21 (archery/Jim West),
26 (hockey/redsnapper), 56 (supermarket/Ant Rooney Premium), 57 (post
office/Greg Balfour Evans), 60 (bus station/lowefoto), 104 (kitesurfing/Simon
Littlejohn), 106 (volleyball/PhotoAlto); Getty pp 20 (climbing/Zero Creatives),
24 (swimming/Pete Atkinson), 25 (gym class/BraunS), 27 (swimming/
James Lemke Jr ), 28 (table tennis/Image Source), 29 (trampolining/Tim
Platt), 59 (hotel/Valery Hache), 70 (scientist/Neustockimages), 72 (police
woman/Richard Morrel), 74 (artist/Photodisc), 102 (boy in cave/Christopher
Hope-Fitch), 103 (fishing/Fuse), 105 (boy on beach/Jessica Peterson);
iStock p 73 (fireman/skodonnell); Oxford University Press p 45 (zebra/
ingramimagelibrary); Shutterstock pp 22 (badminton/Littlekidmoment),
23 (climbing/greenland), 36 (bear/ricochet64), 37 (background/Waj), (camel/
Odua Images), 38 (crocodile/Naypong), 39 (background/javarman), (elephant/
Rudy Umans), 40 (background/javarman), (giraffe/Pavel_Klimenko),
41 (kangaroo/Rafael Ramirez Lee), 42 (lion/Photocreo Michal Bednarek),
43 (monkey/LeonP), 44 (snake/Skynavin), 45 (background/Pavel_Klimenko),
52 (Museum/ETIENjones), 53 (fountain/Leonid Andronov), 54 (Town hall/
DonLand), 55 (hospital/Lester Balajadia), 58 (shopping centre/Yusuf Sami
Kamadan), 61 (theatre/Sergei Butorin), 69 (guitar player/pio3), 75 (man on
laptop/Duplass), 77 (gardener/Robert Kneschke), 84 (t-shirt/BalancePhoto),
85 (jumper/Karkas), 86 (scarf/sergarck), 87 (belt/SS1001), 89 (wellies/
HelenaQueen), 90 (toy car/gcafotografia), 91 (jar/aperturesound), 92 (train/
Ivonne Wierink), 93 (paper plane/Sarah2), 100 (Mountains/Daniel Etzold),
101 (campfire pot/Volodymyr Martyniuk), 107 (boy swimming/Dimedrol68),
109 (castle/Knyazeva Ekaterina).
Classroom Resource Pack Posters
Illustrations by: Martin Sanders (world map)
The publisher would like to thank the following for their kind permission to
reproduce photographs and other copyright material: Oxford University Press
(dog/aastock), (smile icon/Yayayoyo ), (dog food/Shutterstock), (tortoise/
Alta Oosthuizen), (tennis racket/elementals), (smiling woman/
mimagephotography), (Westminster Bridge/Marco Govel), (Statue of Liberty/
Matej Hudovernik), (Taj Mahal/Waj), (Cape Town/wiwsphotos), (Union Jack

© Copyright Oxford University Press

 Teacher’s Guide 5

Syllabus 4 3 Getting around town 91

Components overview 12 4 At the job fair 106

Concept and characters 14 R Review 2 120

Introduction to Learn with Us 15 5 At the department store 123

Learning with Learn with Us 16 6 At the summer camp 138

All about accessibility 22 R Review 3 153

Tour of unit and How to section 28 F Festivals 156

Further resources 52 Classroom Presentation Tool

(CPT) games information 162
S All about me and my family 54
Ideas bank 167
1 My activities party 59
Classroom language 173
2 At the safari park 74
Wordlist 174
R Review 1 88
Letter to parents 176

3
© Copyright Oxford University Press
 Syllabus

Words Grammar Pronunciation

Revised: Present simple: Hi, I’m Jack. I’m ten. Sounds:

S Activities, Animals, Family members, I’m excited. I love Science. My birthday Alfie, and, has, salad,
Food, Personal information, School is on … sandwich, Spanish
subjects, Times
All about Adjectives of appearance and
Possessive ’s / Personal pronouns:
This is (Jack’s). These are (his mum’s).
club, loves, lunch,
sometimes
me and my personality Present simple: I’ve / He’s / She’s got
family Core vocabulary:
assembly, break, Cookery Club, Craft
(fair) hair and (blue) eyes. I’m / He’s /
She’s (clever) and (friendly).
Club, ICT, Geography, registration, Has he / she got (long hair)? Yes, he /
page 2
Spanish she has. No, he / she hasn’t.
Other Adverbs of frequency: always, every
Jack, Dad, Mum, Sally, Alfie, Lisa day, never, sometimes, usually
I (always) walk to school.
He (never) goes to Craft Club.

Core Present simple vs Present Sound:

1 Sports activities: do archery, continuous: /iː/
do gymnastics, go abseiling, I / You / We / They (play badminton) cream, eats, Milly,
every week.
My go climbing, go diving, go swimming,
go trampolining, play badminton, He / She (plays hockey) on Mondays.
Pete, treat
/ɪ/
activities play hockey, play table tennis I’m / You’re / We’re / They’re (playing hill, in, mill, Milly,
party Football vocabulary: goal, match,
player, stadium, team, win
badminton) now.
He’s / She’s (playing table tennis) in this
river

page 6 Other photo.

CLIL: blood, carbon dioxide, heart, why and because: Why are you
lungs, oxygen (happy)? Because we’re winning the
match.
Why is she (hot)? Because she’s wearing
a hat and scarf.
Language in action!: How often do
you …? I (play rounders) once / twice
a week. I (go swimming) every day / on
(Sundays).
Making and accepting an
invitation:
Would you like to come to my party?
Yes, I’d love to. When is it? Where is it?
What time does it start?

4 Syllabus
© Copyright Oxford University Press
Skills Values Culture and Project
cross-curricular
themes
Reading: reading for specific information: reading personal
information, a song, a diary entry
Listening: listening for specific information: identifying
descriptions of family members, times in a song, times for school
subjects
Speaking: describing who things belong to, giving personal
information; describing yours and others’ physical appearance and
personality, saying a tongue twister, asking and answering about
times and frequency of school subjects
Writing: personal information and descriptions of physical
appearance, personality and likes and dislikes

Reading: reading for specific information and gist: descriptions Say thank Sports in the UK and Writing and
of sports activities, text messages between Jack and his friends, a you when in South Africa presenting
webpage about why exercise is good for us, a comic-book story somebody Natural Science: Why an article
about a girl who loves football, a song about activities, Jack’s project does is exercise good for about a
(an article about a famous sportsperson); reading and understanding something us? famous
instructions for an experiment and for the unit project kind. sports
Listening: listening for specific information and gist: descriptions person
of sports activities, conversations between friends about sports
activities, a text about exercise and the role of our heart and
lungs; listening to and singing a song about activities; listening to
and understanding a story; listening to opinions about the story;
listening to a conversation in preparation for a project
Speaking: asking and answering about sports activities you enjoy
doing; talking about routines and regular sports activities you
and others do; talking about activities you and others are doing
now; giving opinions about a story; expressing cause and result
using why and because; saying a pronunciation tongue twister to
practise the target sounds /iː/ and /ɪ/; making and accepting an
invitation; presenting a project about a famous sportsperson
Writing: core language at word and sentence level: writing about
people’s routines, timetables and sports activities at paragraph
level, writing your opinion of a story and how you say thank you,
checking and revising written work

Syllabus 5
© Copyright Oxford University Press
 Words Grammar Pronunciation

Core Comparative adjectives (short Sounds:

2 Wild animals: bear, camel, and irregular): /p/
crocodile, elephant, giraffe, The African elephant is better / happy, Peter, plays,
At the safari kangaroo, lion, monkey, snake,
zebra
worse than the Asian elephant.
The jungle is rainier / sunnier than the
practises, trumpet
/b/
park Superlative adjectives: savannah. band, big, brass,
best, cleverest, happiest, strongest, Language in action!: hobby
page 16 tallest, worst What kind of music do you like?
CLIL: brass, percussion, string, I like (pop music).
woodwind I prefer (classical music). My
favourite band / singer is …
Superlative adjectives (short
and irregular):
My best friend is ….
I’m the happiest when …
The (tallest) person in my class is … .
(James) is the (funniest) person I
know.
Asking for information at a
tourist office
Have you got any information about
the (museum)?
How do I get there?
How much is a return ticket?
Thanks for your help. You’re welcome.
Core Past simple: there was / there Sounds:
3 Places around town: were: /θ/
bus station, hospital, hotel, There was / wasn’t (a school). thirsty, thirty, three,
Getting museum, post office, shopping
centre, square, supermarket, theatre,
There were some (squares). Thursday
There weren’t any (shopping /ð/
around town town hall centres). father, mother, there
Adjectives: Past simple: to be:
page 28
bored, excited, friendly, happy, I / He / She was / wasn’t (scared).
scared, worried We / You / They were / weren’t
Other (happy).
CLIL: palace, tower, train station, Language in action!: Excuse me,
TV studio can you tell me the way to …?
Go past the (museum). Go straight
on.
Turn left. Turn right.
The (school) is on your left / right.
Buying a ticket for the cinema
or the theatre:
Can I have two tickets for
Spiderman, please?
Yes, of course. When do you want
to go?

6 Syllabus
© Copyright Oxford University Press
Skills Values Culture and Project
cross-curricular
themes
Reading: reading for specific information and gist: short We’ve all Hobbies in the UK Writing and
descriptions of wild animals, an email comparing animals, a text got hidden Music: The Carnival of presenting
message about hobbies, a webpage about The Carnival of the talents. Animals a project
Animals and sections of an orchestra; a fantasy story about a about a wild
safari park adventure, a song about wild animals, Jack’s project (a animal
presentation about giraffes); reading and correcting sentences with
superlative adjectives; reading and understanding instructions to
carry out a project.
Listening: listening for specific information and gist: descriptions
of wild animals, a conversation between friends about hobbies,
a text about a piece of music and instruments in an orchestra,
comparative and superlative sentences about wild animals;
listening to and singing a song about wild animals; listening to
and understanding a story, listening to opinions about the story;
listening to an interview in preparation for a project.
Speaking: asking and answering questions describing wild
animals; comparing wild animals; talking about music you like;
giving opinions about a story, making superlative statements about
members of your family; saying a pronunciation tongue twister to
practise the target sounds /p/ and /b/; asking for information at a
tourist office; presenting a project about a wild animal
Writing: core language at word and sentence level: describing and
comparing wild animals, describing and comparing your family,
writing about music you like, writing your opinion of a story and
your hidden talents, checking and revising written work

Reading: reading for specific information and gist: descriptions Animals can Famous buildings Writing and
and directions of places around town; a diary entry about a town in help us. We in London and presenting
the past; a text message about famous buildings; a webpage about can help Amsterdam a project
Manchester, a city in the UK now and in the past; a historical story animals, too. Social Science: about
based on facts about the destruction of Pompeii, Jack’s project (a Manchester: Buildings buildings in
presentation about giraffes); a song about a day trip to London; that tell stories my town in
Jack’s report about the history of places in his town; reading and the past and
understanding instructions to carry out a project. present
Listening: listening for specific information and gist: descriptions
of places around town and directions, a conversation between
friends about famous buildings, a text about old and new
buildings; listening to and singing a song about a trip to London;
a conversation about where you were yesterday; listening to
and understanding a story, listening to opinions about the story;
listening to an interview in preparation for a project.
Speaking: describing where places around town are, talking about
what there was in a town in the past, giving directions, talking
about how people felt in the past, talking about where you were
on different days of the week, giving opinions about a story, saying
a pronunciation tongue twister to practise the target sounds /θ/
and /ð/; buying a ticket for the cinema or the theatre; presenting a
report about the history of places around your town
Writing: core language at word and sentence level: describing
places around town and historical buildings and sites, writing about
your town in the past and present, writing your opinion of a story
and the way you help animals, checking and revising written work

Syllabus 7
© Copyright Oxford University Press
 Words Grammar Pronunciation

Core Past simple regular verbs: Sound:

4 Jobs: artist, computer programmer, affirmative & negative: /ə/
cook, engineer, firefighter, gardener, I talked to an engineer. actor, theatre, sister,
At the job journalist, musician, police officer,
scientist
He listened to the gardener. professor, letters
We didn’t play the guitar.
fair Biography vocabulary: daughter, Past simple irregular verbs:
husband, prize, professor, university, affirmative & negative:
page 38 war
became / didn’t become
Other
have / didn’t have
CLIL: abstract, cubist, impressionist,
made / didn’t make
pointillist
met / didn’t meet
went / didn’t go
won / didn’t win
Language in action!:
He / She was (a scientist) and lived
in the ….
Why is he / she famous?
He’s / She’s famous for … +-ing
Borrowing something:
Could I borrow your (notebook), please?
Yes, of course.
I need it back (tomorrow).
Help yourself.

Core Obligation: have to / don’t have to Sounds:

5 Clothes and materials: I / You / We / They have to (wear a (-ed endings)
a cotton T-shirt, a glass bottle, a school uniform). /d/
At the leather belt, a metal bracelet, a
paper plane, a plastic car, rubber
I / You / We / They don’t have to
(wear a school uniform).
climbed, lived
/t/
department boots, a silk scarf, a wooden train, a He / She has to (go to the post helped, worked
store wool jumper
Adventure vocabulary:
office). /ɪd/
He / She doesn’t have to (go to the started, visited
blanket, fire, map, rucksack, torch, post office).
page 50 whistle Past simple questions and short
Other answers:
CLIL: absorbent, flexible, man-made, Did you / he / she / we / they (see a
natural, rigid, waterproof river)?
Yes, I / he / she / we / they did.
No, I / he / she / we / they didn’t.
Language in action!:
can for permission
I can (wear bracelets) at the weekend.
I can’t (wear them to school).
Trying on clothes in a shop:
Please can I try this (dress) on?
Yes, of course.
Is it any good?
It’s too big / small.
Have you got a (smaller) size?

8 Syllabus
© Copyright Oxford University Press
Skills Values Culture and Project
cross-curricular
themes
Reading: reading for specific information and gist: short Work hard Great bridges and Writing and
descriptions of jobs, an article about a job fair, a text message to make their designers around presenting
between friends about great bridges, a webpage about styles your dreams the world a biography
of art, a biographical story about famous scientist (Marie Curie), come true. Art: Styles of art about
a song about what I want to be, information to compare Louis someone’s
Pasteur and Albert Edelfelt; Jack’s project (a biography about job
Michael López-Alegría); reading and understanding instructions to
carry out a project
Listening: listening for specific information and gist: descriptions
of jobs, a conversation between friends about great bridges, a text
about artists and styles of art, a conversation about where you
were yesterday; listening to and understanding a story; listening
to and singing a song about what you want to be; listening to
and understanding a story, listening to opinions about the story;
listening to a conversation in preparation for a project
Speaking: describing people’s jobs, saying what job you want to
do when you’re older, talking about what people did at the job
fair, describing people from the past, giving your opinion about a
story, saying a pronunciation tongue twister to practise the target
sounds /ə/ and /ɜː/, asking and answering to borrow something,
presenting a biography about someone’s job
Writing: core language at word and sentence level: describing
jobs, writing about what people did in the past, writing about a
painting and style of art, writing your opinion of a story and the
way you work hard to make your dreams come true, writing a
biography, checking and revising written work
Reading: reading for specific information and gist: short Be creative Special clothes Writing and
descriptions of items in a department store and the materials to solve around the world presenting
they are made of, a letter to a friend, a text message between problems. Natural Science: a report
friends about clothes, a webpage about properties of materials, Properties of materials about special
an adventure story about a family holiday, a song about what we clothes
did and wore, Jack’s project (a report about wetsuits); reading and and their
understanding instructions to carry out a project properties
Listening: listening for specific information and gist: descriptions
of clothes and their materials, a text about properties of materials;
listening to and understanding a story; listening to opinions about
the story; listening to and singing a song about what we did and
wore; listening to a phone conversation in preparation for a project.
Speaking: describing objects and what they are made of,
describing what you’re wearing today, talking about what people
have to do, talking about what you can and can’t wear, comparing
traditional clothes in your region with other cultures, giving your
opinion about a story, saying a pronunciation tongue twister to
practise the target sounds /t/, /d/
and /ɪd/; asking and answering about what you and others did on
holiday; asking and answering about trying on clothes; presenting
a report about special clothes and the materials they are made of
Writing: core language at word and sentence level: describing
objects and material they are made of, writing about what you
have to and don’t have to do, can and can’t wear, writing about
what people did on holiday, writing about properties of materials,
writing your opinion of a story and the way you solve problems,
writing a report about a type of clothing, its development and
properties; checking and revising written work

Syllabus 9
© Copyright Oxford University Press
 Words Grammar Pronunciation

Core going to future: affirmative and Sounds:

6 Holiday activities: climb a negative /æ/
mountain, cook on the campfire, go I’m / You’re / He’s / She’s / We’re / at, camp, have
At the caving, go fishing, go kitesurfing, go
to the beach, play volleyball, swim in
They’re going to (go caving).
I’m not / You aren’t / He isn’t / She
/ɑː/

summer
bath, castle,
the lake, take photos, visit a castle isn’t / We aren’t / They aren’t going gardener, half, past,
camp Restaurant vocabulary:
barbecue, customer, main course,
to (climb a mountain).
going to future: questions and
plants

menu, waiter, waitress shorts answers

page 60 Other Are you / we / they going to (have
CLIL: fresh water, ice, land, ocean, lunch here)? Yes, I am. No, I’m not.
reservoir, salt water, tap Yes, we / they are. No, we / they
aren’t.
Is he / she going to (cook pizza)?
Yes, he / she is. No, he / she isn’t.
Language in action!:
Excuse me, could you send / give /
tell me …?
Yes, of course.
Yes, here you are.
At a café or a restaurant:
Have you got (a table for two),
please?
Yes. Please follow me. Are you ready
to order? I’d like … Could I have …?

Review 1 Review: Sports activities; Wild animals; Present simple and continuous; Adverbs of frequency; Why /
Call the H Because; Comparative and superlative adjectives; I usually play badminton on Saturdays, I’m listening to the
Team: A football match, Why do they need our help? Because the animals are thirsty. This is the happiest day of my life!
Problem in Read a story about the H Team to review the vocabulary and grammar from the Starter unit and Units 1
Koumadi! and 2. Speaking in groups to prepare, plan and put on a play. Working independently to make a mask for
the play.
Review 2 Review: Places around town; Jobs; Adjectives; Directions; Past simple: to be; Past simple: regular and irregular
Call the H verbs; Prepositions of place; I want to be a computer programmer, The thief was at the shopping centre, I didn’t see
Team: Catch a thief. He didn’t stop at the post office, The thief went to the square and now he’s near the post office , Yesterday we
that thief! were worried.
Read a story about the H Team to review the vocabulary and grammar from Units 3 and 4. Speaking in
groups to prepare, plan and put on a play. Working in groups to make a poster for the play.

10
© Copyright Oxford University Press
Skills Values Culture and Project
cross-curricular
themes
Reading: reading for specific information and gist: short A thoughtful At the seaside Writing and
descriptions of holiday activities, a letter to a friend, a message present Natural Science: World presenting
about plans for the weekend, a text message between friends is always of water an email
about plans for the summer, a webpage about the world of water; a good about
a humorous story about a birthday, a song about future plans; a present. summer
dialogue about what food you are going to have at a restaurant; holiday plans
Jack’s project (an email about summer plans); reading and
understanding instructions to carry out a project.
Listening: listening for specific information and gist: descriptions
of holiday plans; a text about the world of water; listening to
and understanding a story; listening to opinions about the story;
listening to and singing a song about future plans; listening to a
conversation in preparation for a project.
Speaking: asking and answering about holiday activities and
what you have to wear / have; describing what activities you like
doing on holiday; talking about what people are going to do at
the weekend; making polite requests for information; comparing
what you do at the seaside with other cultures; giving your opinion
about a story; asking and answering about what you and other
people ae going to do; saying a pronunciation tongue twister to
practise the target sounds /æ/ and /ɑː/; asking and answering at a
café or restaurant; presenting an email about summer plans
Writing: core language at word and sentence level: describing
holiday activities and future plans, describing your perfect summer
holiday, writing about your daily water usage, writing your opinion
of a story and thoughtful presents, writing an informal email about
future plans, checking and revising written work

Review 3 Review: Holiday activities; Materials and properties; Adventure vocabulary; Obligations: have to / don’t
Call the H have to; going to: future plans; Past simple: questions and short answers; We’re going to call the H Team. Are
Team: Take us you going to play volleyball? No, I’m not. We have to do the job before it gets dark. Did you find a map? Yes, I did.
to Adventure Put your rucksack in the blue, plastic box.
Land! Read a story about the H Team to review the vocabulary and grammar from Units 5 and 6. Speaking in
groups to prepare, plan and put on a play. Working in groups to make a programme for the play.
Festival: Core: carve a pumpkin, dress up, eat party food, go trick-or- Other: decorate, guests
Halloween treating, play party games, skeleton
Review: Food and drink; Present simple and continuous;
Adverbs of frequency
Festival: Core: carols, fancy dress, lights, market, pantomime, present Other: gifts, hang, night, pretty, stocking, streets
Christmas Review: Present simple and continuous; Adverbs of
frequency, can for possibility
Festival: Core: Easter Monday, Easter Sunday, Good Friday, hot cross Other: Christian, cooked (egg), spring, traditions
Easter bun, roll (v), roast lamb
Review: Present simple; have got

11
© Copyright Oxford University Press
 Components overview
CPT (Classroom Presentation Tool) • six units of nine lessons providing the core teaching material
Classroom Presentation Tool (CPT) with on-screen Class • three Review Units, including a reading-for-pleasure
Book, Activity Book, video and animations, interactive games story as well as a project to engage and assess various
and embedded audio to facilitate dynamic classes. competences and to practically apply linguistic knowledge
The Classroom Presentation Tool contains: • three Festival Units (Halloween, Christmas and Easter)
• an opening video featuring the main character • six Conversation cards to present and practise a functional
introducing the setting for the unit language role play in Lesson 8
• animated song videos
Activity Book with Online Practice
• a culture film introduced by the main character,
showing British children in their own environment, with
comprehension task
• a video for presentation and practice of the Language in
action! functional language in Lesson 3
• a slideshow introducing the cross-curricular topic with a
Quick quiz
• a fully animated story with real-action video introduction
• an animated song video introduced by the main character
and his friends
• a video presenting a functional language dialogue for
role-play in Lesson 8
• vocabulary games in Lessons 1 and 5 • ten pages of practice activities for each unit, with a focus
• vocabulary and grammar games in Lessons 2 and 6 on reading and writing
• a pronunciation game in Lesson 7 • follow-up practice to the Review Units
• a grammar and vocabulary review game in Lesson 8 • All about grammar additional practice pages for the
• Class Book and Activity Book pages with answer grammar presented in Lessons 2 and 6
key-reveal function, for easy reference and navigational • follow-up practice for the Festival Units
support in the classroom • an alphabetical Wordlist of the vocabulary presented in
• all audio tracks Lessons 1 and 5
It also includes: • three pages of exam practice (reading and writing) which
• a Starter Unit video introducing the main character and can be used towards the end of the year
his friends and family • six cut-out speaking cards for the speaking activity in
Lesson 7

Online Practice
Online practice offers a blended approach to learning where
students can use online interactive activities to further
practise language and ideas taught in the Class Book.

Class Book
• a clear syllabus summary showing the language learnt in
each unit
• a Starter Unit introducing the course character, Jack,
and his family and friends, as well as presenting and
practising school vocabulary and adverbs of frequency,
and reviewing family members, activities, personal
information, school subjects, adjectives, present simple
and present continuous

12 Components overview
© Copyright Oxford University Press
Teacher’s Pack
A comprehensive Teacher’s Guide containing:
• a full syllabus overview FPO
• an introductory section including Please replace
a components overview, a the top repro
summary of the course concept if ‘All About Us’
and characters, an introduction is legible
to the course, a breakdown of the
methodology behind the course,
and notes on current issues around
accessibility in the classroom, such
as Competences for 21st century • Word skills worksheets providing essential word skills
learning, SEN, mixed-ability classes focus: dictionary skills, spelling rules, synonyms and
and multiple intelligences collocations, etc.
• a Tour of a unit section, presenting an overview of the • Standard and Challenge level tests: six unit tests and three
function of each lesson with a ‘How to’ section outlining term tests
the standard teaching steps and sequence of resources for • listening tracks for the tests
each of the nine lessons
• transcripts, answer keys and teaching notes for all
• suggestions for what to do if the CPT is not available worksheets and tests
• a rapid route with suggestions for how to save time • flashcards for the Starter and Festival Units
• notes on further resources • notes on evaluation and grids for assessing Competences
• transcripts for each lesson for 21st century learning and speaking
• full answer keys for Class Book and Activity Book activities,
as well as explanatory teaching notes where appropriate Classroom Resource Pack
• suggestions for optional starter and finisher activities
Flashcards
• culture notes
• flashcards for presenting
• references to Competences for 21st century learning the core unit vocabulary
• references to worksheets and tests in the Teacher’s
Resource Material in the Teacher’s Resource Centre All About Us 5 Unit 1 © Oxford University Press

• an Ideas bank with games, activities and ideas for how to

4563437_AAU5 Flashcards.indd 31 02/11/2017 10:59

exploit the extra resources (flashcards, posters, etc.). These

include ideas for action and settling games, pronunciation
practice games, grammar games as well as ideas to exploit Posters
the animations, videos and posters.
• Building fluency: a
• useful classroom language and a wordlist large, easy-to-read
• a letter to parents, outlining what Learn with Us offers poster with definitions
of an
Class Audio adjective,
All tracks are provided on the Class Audio CDs and the CPT: adverb, noun,
adverb,
• recordings of all the songs, stories and listening activities
preposition,
• includes karaoke versions of the unit songs pronoun,
Listening tracks for the tests are available on the Teacher’s and how
Resource Centre. to improve
fluency
Teacher’s Resource Centre presented on
• complete access to students’ online practice a large poster
format
Downloadable Teacher’s Resource Material:
• English-speaking countries: a large, easy-to-read poster
• mixed-ability vocabulary and grammar worksheets at
with map of the world and information about the English-
reinforcement and extension level for each of the core units
speaking countries
• Culture & communication worksheets to support the
Culture film in Lesson 3 E-books
• Cross-curricular worksheets to support the Lesson 4 CLIL • Digital versions of the Class Book and Activity Book are
topic and facilitate the Web search available for Levels 1–6
• Story worksheets to enable children to act out the story

Components overview 13
© Copyright Oxford University Press
 Concept and characters
As every child grows up, his or her year is punctuated by • shopping for a birthday present for Jack’s cousin, Lewis
routines, events and occasions – some are ordinary and (Unit 5)
everyday, such as eating at school or cooking, while others • activities at a summer camp (Unit 6)
are more momentous, such as a birthday or a holiday. It is
these real-life situations and events, as experienced by real Jack accompanies the children throughout the unit,
children, that are at the heart of Learn with Us. grounding their learning in the real-life context and
encouraging them to immerse themselves in the language
All about Jack situation alongside our character.

All about Jack’s family and friends

Jack
Mum Dad
In Learn with Us 5, children follow the real-life experiences of
Jack, a ten-year-old British schoolchild. Jack and his family
and friends inhabit a world the children can easily relate
to – at home, at school or doing activities on holiday. In this
way, children are motivated to learn and use the language of
real-life situations that are relevant to them, while also being
invited to draw comparisons between the main character’s
and their own experiences. Learning alongside a real child
in the UK will also raise their curiosity about English, provide
opportunities to learn about other cultures and encourage
them to develop the skills and competences shown by Jack Sally
and his friends.
In exploring Jack’s world, we also become familiar with
The children are first introduced to Jack in the Starter unit as
his family and friends all around the world, who often
he moves to a new town with his family, starts a new school
accompany him in different situations in the Class Book
and makes two new friends. Through this they learn about
pictures and videos.
his family and interests – before his life is explored further
through each unit. Each unit opens to a different event or a We meet Jack’s mum and dad, as well as his older sister,
day in the life of Jack and his family and friends. Jack, along Sally, and many of his friends from around the world who he
with his friends and family, are introduced first on video as communicates with online.
real people before we enter their world on the page and see
the same characters on the page.
The context for the unit is always introduced via a short
video of Jack. This scene is then visualized in the large
picture shown on the opening Class Book pages. This
integration of video and pictures not only turns the ordinary,
everyday situations into the extraordinary, but is also
stimulating for the children, reflecting their own multimedia
interests and experience.
The real-life contexts for each unit in Learn with Us 5 are:
• an introduction to Jack and his family after their move to a Lisa Alfie
new town, and an introduction to Jack’s friends (Starter Unit)
We also come to know Lisa and Alfie, Jack’s friends from
• celebrating Jack’s birthday with a sports activities party school, who are in the same class as him. Jack, Lisa and Alfie
(Unit 1) all contribute giving their opinions on the stories and by
• a trip to a safari park (Unit 2) presenting the unit songs, providing a realistic and relatable
• getting to know Jack’s new town (Unit 3) context throughout the course.
• a job fair at Jack’s school (Unit 4)

14 Concept and characters

© Copyright Oxford University Press
 Introduction to Learn with Us
Learn with Us is a six-level course for children learning English colour animations of all the unit stories, and a selection of
from Primary 1 to Primary 6. It is a child-centred course that interactive games and other types of games.
enables children of ALL abilities to learn by doing, to learn The stories form an important feature of the course, with
together, and to learn from each other. a rich variety across all six levels. They not only provide a
Learn with Us provides an unprecedented amount of real-life meaningful context for the language, but bring creativity
video as part of the exciting digital and print resources that and imagination to the classroom, captivating and inspiring
are designed to work independently and in combination, young minds. The stories also provide a useful springboard
allowing for maximum learner engagement and classroom into linked activities, such as the values focus. In this way,
efficiency, whether your classroom has an interactive children form important connections between the values
whiteboard or not. they see played out in the story and their own social
At the heart of Learn with Us is real life. In each level of the development.
course, the children follow the experiences of a British Learn with Us is underpinned by a sound competence-based
schoolchild, and share experiences and learning. This learning methodology, ensuring that the Competences
approach marks an important shift towards language for for 21st century learning are developed. Activity rubrics
communication by structuring language learning around are often competence-based, and include thinking-skills
real children in real situations. In this way, language activities and challenges that require the children to work
presentation can be focused on real-life situations and social collaboratively and stretch themselves cognitively. Likewise,
interaction. a variety of activities which appeal to multiple intelligences,
A new child is introduced at each level of the course to such as individual and collaborative project work, quizzes
reflect the children’s own changing life experiences and and games, ensure every child remains challenged and
interests. As the learners progress through the levels, they active in their learning. Drawing on the real-world content of
can share and compare ideas about themselves and their the course, critical-thinking and self-evaluation skills are also
lives to those of the characters, achieving a real sense of developed by encouraging the children to be curious about
growing up together. and question the world around them, while also reflecting
on their own interactions.
The course is situation-based, with an event in the life of the
child forming the starting point for each unit, e.g. a birthday, Studying English with Learn with Us also naturally activates
a trip, or going on holiday. The situation is introduced by the curiosity about other cultures. By focussing on a day in the
central character via an accompanying video. life of a British child, the opening context for each unit is
overtly cultural, and is also enriched by video clips rooted
The central character then accompanies the children as
in British culture. The children are invited to explore and
they progress through each unit, using more videos to
think about the world presented to them, comparing the
introduce stories, documentary-style culture videos and unit
character’s life to their own.
projects, bringing each to life. In addition to these character-
led videos, there are animated songs, as well as attractive The specific Culture lessons in each unit also vividly bring a
part of British culture to life. The children follow this lesson
with a cross-curricular topic linked to the theme of the unit,
allowing them to continually review and build on their
Learn with Us language-learning. Making links to other subject areas in
Bring learning together. Bring learning to life. this way extends the meaning and perspective of what the
children have learnt, and broadens their horizons.
Learn with Us offers a wide range
of activities and materials that
acknowledge individual learning styles
and allow you to cater for mixed-
abilities within your class. Children are
encouraged to work at their own ability
level, with reinforcement and extension
resources and two-levels of tests to
provide additional flexibility.

Introduction to Learn with Us 15

© Copyright Oxford University Press
 Learning with Learn with Us
Classroom Presentation Tool (CPT) Activity Book with Online Practice
The CPT presentation materials for Learn with Us are engaging The Activity Book with Online Practice has been designed
and varied. They include unit-introduction videos with to bring together all that the children have learnt in the
Jack, culture films, cross-curricular slideshow presentations, lesson beforehand, consolidating and reinforcing content
story animations, song animations, functional language and language from the Class Book and CPT presentations
conversations, pronunciation games and review games. There and practice. In lessons which aim to practise core
are also interactive practice games designed to be played vocabulary and grammar, the Activity Book serves to provide
during Lessons 1, 2, 5 and 6, providing further exposure to independent reading practice as well as listening practice
core language and allowing for well-timed comprehension and written production. In lessons which centre on other
checking. A bank of these games is also provided in the types of content, e.g. the unit story, culture and cross-
Resources section of the CPT to allow for revision and curricular content, the Activity Book is an effective means of
recycling when needed. checking concepts and understanding, and consolidating
The CPT also offers all the pages of the Class Book and Activity what the children have learnt in the previous stages of the
Book on screen, for easy reference and to aid classroom lesson. The Activity Book also affords the children the chance
management, e.g. for helping the children to navigate to the to review the vocabulary they have been learning and to
correct page in their own printed Class Books / Activity Books, explore and break down the rules of the grammar they
and for quick and easy access to audio tracks or answer keys. are studying, as well as enabling them to input creatively
and imaginatively, by personalizing the content they have
The CPT is easy to navigate with the material clearly divided
learnt. For example, in Lesson 2, the main rules of the target
into units and lessons.
structure are presented through a table which allows the
Class Book children to think about the form and use of the grammar.
In Lessons 3 and 4, the activities allow the children to make
The Class Book lessons have been carefully staged to allow
links to their own country or region and to personalize the
smooth and natural progression: from the presentation
unit language creatively in a way most meaningful to each
stage provided by the CPT material, flashcards or the Class
child. In Lesson 5, children are asked to choose statements
Audio, to simple activities demonstrating active recognition
that apply the story value to their own lives. Finally and
of the language, then finally to practise of the language via
importantly, it provides scaffolding to ensure a successful
engaging activities such as games, role plays, or listening
and motivating outcome for the end-of-unit project in
and speaking activities, supported by further practice games
Lesson 9.
on the CPT.
The rubrics in the Class Book are addressed to the child,
rather than the teacher, and include critical-thinking
challenges that allow the children to personally invest in
the material, as well as scaffolded communication games
and tasks that require the children to work cooperatively.
Likewise, at the end of each unit in the Class Book the
children create a project, which allows them not only to
consolidate their learning, but to also to work independently
and personalize the language they have encountered in the
unit in a way that is meaningful for them. In this way their
enthusiasm for speaking English is heightened.

16 Learning with Learn with Us

© Copyright Oxford University Press
Skills On the CPT, new language is always presented alongside
images, so that meaning is clarified first. The option to turn
Listening and speaking off text on the CPT allows the children to focus on the oral
The high-quality audio-visual material supplied on the CPT and aural before they focus on the written form. The ‘text off’
affords the children plenty of aural recognition before they and ‘text on’ option, available for many of the CPT materials,
are required to produce the language. The ideal combination allows the teacher to choose the most suitable version
of clear listening models of spoken English with strong visual according to the point at which the material is being used
support means that the children are able to develop notable and the progress the children have made.
confidence as they hear words and phrases for the first time The Class Book provides plenty of general reading skills
and understand them without ambiguity. Equally, the clear practice from which the children gain exposure to a variety
and easy-to-follow models provided on the Class Audio of different text types; in the Lesson 2 Grammar lesson, in
allow for quick and accessible models that stimulate the the culture and cross-curricular lessons, the unit stories and
children’s accurate recognition of the language before they Jack’s projects. The three end-of-term review stories in the
are expected to produce it themselves. Listening skills and Class Book bring together the language that the children
aural confidence are further developed through listening have learnt over two units in a fun, comic book-style story.
to a range of motivating texts and stories with varied The printed flashcards in the Classroom Resource Pack can
comprehension tasks in both the Class Book and the Activity be used for optional review or further practice at any point
Book. These also help develop learner independence and to during a unit.
prepare the children for practical everyday tasks in English. After exposure to new language in the Class Book, the
In Learn with Us 5, speaking practice at sentence-level children move on to more independent reading and writing
is integrated into every lesson and builds on language in the Activity Book. The approach to reading and writing
the children have already learnt in previous levels. New in the Activity Book is carefully staged to move from word
vocabulary is introduced in the context of a familiar grammar level to sentence level, and on to short paragraphs. As a
structure. Spoken accuracy of new language is developed unit develops, the amount of guidance and scaffolding for
through activities which encourage repetition following writing tasks is graded to encourage learner independence,
a model, provided by the CPT and on the Class Audio for example, moving from using words from a selection
CDs, as well as through oral pairwork activities, songs, oral provided, or copying and completing phrases, to freer and
comprehension questions, speaking dialogues that practise more personalized writing production in Lesson 9.
functional language exchanges, controlled practice games The project preparation and writing tasks in Lesson 9 are
and personalization activities. Speaking cards in the Activity staged carefully to support all learners, challenging the
Book provide practice of exam-style pairwork speaking, and more confident to stretch themselves, while supporting the
the Conversation cards in the Class Book also offer pairwork less confident to a successful writing outcome. The project
practice of longer functional language dialogues. Learn with is the culmination of all the language learning and skills
Us 5 also includes activities designed to actively encourage practice the children have had during the unit. The mix of
the children to formulate and express their opinion in English. listening and reading comprehension, and writing activities
Previously learnt language is actively recycled in oral activities include tasks and tips to help children plan and generate
and the children are encouraged to use this language as ideas, order and structure their writing, and successfully tie
they set up and carry out various tasks. This wide range of their ideas together raising awareness of the cohesion of
motivating oral activities allows for extensive opportunity for texts. Once the children have completed these stages, they
repetition of core language within a clearly defined framework are ready to produce their own personalized written text
in order to help children build their confidence in speaking. at paragraph level, based on the model, with the ultimate
In addition, phonetic awareness and confidence is further aim of presenting their work in project form to an audience.
developed in pronunciation activities designed to raise The writing tasks include several motivating text types (an
awareness of and practise production of key sounds and article about a famous sportsperson, a presentation about
familiarity with the phonetic script. a wild animal, a report about the history of places in your
By the end of a unit, the wide range of graded speaking town, a biography about someone’s job, an informal email
practice should support all learners to successfully present describing summer plans). The performance outcome is
their end-of-unit project with confidence and to the best of also a motivating factor in helping the children write more
their ability, and talk about their performance in the unit. independently whilst bringing together all that they have
learnt over the course of the unit.
Further optional pronunciation and communication games
are detailed in the Ideas bank on pages 167–172 of this Learner training is an important part of developing
Teacher’s Guide. writing skills and the check and revise activity in Lesson 9
encourages children to review each other’s work in order to
Reading and writing develop writing skills such as spelling, punctuation, grammar
and organizing work. Working with a friend to do this gives
Learn with Us takes a systematic approach to both reading each child the opportunity to share their language skills,
and writing throughout the course. In Level 5 children are opinions and receive peer feedback.
introduced to reading the written form as they hear and say
new words or structures. Once the children are familiar with
reading and saying new core language, they move on to
writing it.

Learning with Learn with Us 17

© Copyright Oxford University Press
 Stories Following the CPT presentation materials, the children are
invited to open their Class Books for a re-telling of the story,
this time in closer view, with full-colour story frames and
accompanying audio. A variety of activities in the Class Book
and Activity Book support consolidation of new vocabulary
and core concepts. The children also further develop learner
independence by being encouraged to evaluate the story
and say what they think about it. The children, as with
previous levels, have the opportunity to act out the story
to recycle the language of the unit in a fun and memorable
way, while allowing learners of all levels to join in with the
performance.
Revision stories are also available in the form of a running
The stories are central to each unit in Learn with Us 5. They cartoon in the Review units and are also available as a scroll-
depart from the real-life context and narrative as presented through storybook on the CPT.
by Jack and instead immerse the children in a fun and
entertaining story that, while still linked to the theme of Values
the unit, is also a completely new and exciting adventure,

All about values

with a different storyline and set of new characters in each
unit. A rich variety of different story genres are explored:
from traditional fables and fairy tales to true life stories and
adventure. All the stories have been specially chosen to
appeal to the children’s imagination and diverse interests.
The unit stories in Lesson 5 play an important role with
regard to language development, as they not only present
the second vocabulary set and target grammar in context,
but they also revise previously learnt language (both core
and incidental). Hearing this recycled language in a rich
story narrative provides the children with an important
opportunity to practise recognizing larger language outputs,
i.e. the lexical ‘chunks’ that form the building blocks of
English that they will encounter time and time again. There is a strong emphasis in Learn with Us on values and
The stories also provide the opportunity to develop listening developing the whole child. In Learn with Us 5, the values
skills (via the CPT or the Class Audio CDs) and reading skills. focus is presented in Lesson 5 through the story, with
All story text is provided on the page, allowing the children a focused ‘All about values’ feature clearly linked to the
to follow while they listen and thereby boosting their content of the story. The children are encouraged to discuss
confidence and ability to recognize known words. and relate the value to their own lives, raising awareness
The children’s first experience of the unit stories is via the of the children’s own social growth as well as promoting
CPT, where they can enjoy a beautiful, fully animated version self-esteem, positive attitudes, and tolerance and respect
of the story, maximizing the story’s motivational potential as towards others.
well its function as a learning tool. Each story is first chosen In the Activity Book follow-up task in Lesson 5, the children
for us by our central character, Jack, smoothly embedding consolidate the value by doing a personalization task which
the imaginary in the real-world context so central to Learn helps internalize the value and make it more relevant to their
with Us, while also helping the children to transition into and real-life experience.
build excitement about the new content.

18 Learning with Learn with Us

© Copyright Oxford University Press
Songs The culture lesson also helps the children take a step
Songs form a natural part of childhood and are therefore towards integration into the culture of the language they
something immediately familiar to primary-aged children. are learning by giving them useful expressions, in the
They are also an invaluable way of practising and assimilating form of common everyday language, in the Language in
new language, as they naturally include repetition, provide action! activity. A simple, high frequency social exchange is
clear models for correct pronunciation and greatly aid memory modelled by children in the video clip, so that leaners can
through their use of rhythm. The children will naturally listen and repeat it easily. These exchanges have also been
participate, meaning they will be active and having fun while chosen taking into consideration the language syllabi of the
at the same time gaining valuable exposure to the language, GESE Trinity and Cambridge English: Young Learners external
increasing the likelihood of retention. For this reason, songs exams, in which social English plays a key role.
are an integral part of Learn with Us, with the CPT providing an
extra audio-visual dimension through an animated song for Evaluation
the Lesson 7 songs. Evaluation in Primary should be an integral part of the
Each unit of Learn with Us 5 contains one song. They review teaching and learning process, and, above all, formative.
and consolidate language presented in previous lessons in the Evaluation material is therefore provided as part of the Learn
unit. The songs cover a variety of musical genres specifically with Us 5 course. The evaluation programme is carefully
designed to encompass the diverse range of musical styles designed to support continuous and systematic evaluation
children enjoy in the real world. The song is supported with an of the children using a variety of tools.
animation available on the CPT. The Learn with Us 5 tests can be found in the Teacher’s
Resource Material in the Teacher’s Resource Centre. They
Culture cover all the target language from the level and are divided
Authentic British into six unit and three term tests. Importantly, the term tests
culture has been are cumulative, with the language from Units 1 and 2 tested
brought to the in the Term 1 test, Units 1–4 in the Term 2 test, and Units
forefront in Learn with 1–6 in the Term 3 test. In this way, long-term retention of
Us and is regarded as the language the children have encountered throughout
an essential part of the duration of the course can be tested, aiming towards
language learning. longer-term learning. Moreover, the activity types in the
From the very term tests have all been carefully designed to echo the latest
beginning of each Cambridge Young Learners English test (Movers level). This
unit, the content is grounded in the real world, immersing can help the children start to familiarize themselves with the
and inviting the children to participate in the life of a British test in a non-intimidating way, enhancing their confidence
child. In Learn with Us 5, the wider English-speaking world with regard to sitting external exams.
is also integrated into the Culture lessons. This approach to There are two levels of each of the unit and term tests:
structuring language learning around day-to-day situations ‘Standard’ and ‘Challenge’, allowing you to select the level
naturally inspires the children to compare the character’s appropriate to the ability of the different children in the class.
world with their own. The details and conventions of British At both levels, all four skills are systematically tested across
everyday culture are brought to life in supporting video both the unit and term tests. To provide more flexibility in
clips at the start of each unit, helping to make British culture administration, speaking skills are assessed continuously and
relevant and interesting to the children’s own lives. The mix after every two units in the term tests. Grids are provided
of documentary and drama footage which make up the unit in the Evaluation section in the Teacher’s Resource Material
culture films provide a motivating insight into British culture, to help with the continuous assessment of speaking using
and the follow up pages in the Class Book and Activity Book various unit activities and appropriate criteria for evaluation.
all provide interest and the opportunity for cross-cultural
comparison.
The children are encouraged to understand and reflect on
the differences and similarities between their own and other
cultures in order to develop Competences for 21st century
learning in particular Social and civic competences and
Cultural awareness and expression.

Learning with Learn with Us 19

© Copyright Oxford University Press
 Clear and practical notes are provided to help with Exciting visual and auditory presentation tools are used to
administering the speaking sections of the term tests. The tests introduce and exploit the concept in every unit. An engaging
are available as printable PDFs or editable documents on the slideshow-style presentation with a Quick quiz introducing the
Teacher’s Resource Centre, so you can choose to adapt the subject matter is available on the CPT for easy-to-use, effective
material to suit your class. Audio for the tests is available on the presentation of the cross-curricular concept and new cross-
Teacher’s Resource Centre. curricular words, and this is reinforced in the Class Book with
Additional opportunities for evaluation in Learn with Us 5 tasks developing reading, listening and speaking skills.
come in the Lesson 3 Language in action! tasks, Lesson 7
speaking cards activity, Lesson 8 Conversation cards activity Collaborative learning
and Lesson 9 unit project, establishing a more holistic
approach to the assessment of the children. The criteria
for assessment of the projects is matched to learning
standards for this level and Competences for 21st century
learning. Opportunities for evaluation in the project lesson
is identified in the Class Book with a key symbol. Guidance
notes and grids for assessment of the projects can be
found in the Teacher’s Resource Material and allow you to
continuously assess the children’s progress and provide
them and their parents / carers with feedback.
Allowing your children to evaluate and reflect on the
work that they have done is also an integral part of the
learning process, and links directly to the Learning to learn
competence. Studies have shown that children who are Language-learning is a pre-eminently collaborative activity,
given opportunities to reflect on their work tend to be better and it is for this reason that Learn with Us offers a wide
engaged, have a more positive attitude towards learning, range of activities and materials that inspire the children
and therefore absorb much more. For this reason, Learn to experience English together by working collaboratively.
with Us 5 provides opportunities for reflection and self- Children are encouraged to work together in a variety
evaluation, allowing the children to think about what they of communicative speaking activities, grammar practice
are learning, check what they know and record how they are activities and project activities, helping to develop the
progressing. Children are encouraged to evaluate their own children’s social and civic competence.
projects, and the unit tests each contain an ‘All about my test’
feature, allowing for self-reflection on how well the child has
performed at the end of the unit.

Cross-curricular focus
One core lesson in each
unit of Learn with Us covers
content from other subjects
across the curriculum,
providing the opportunity
to transfer useful, practical
English language to a
range of different areas
of the curriculum, including Social and Natural Science and
Music. These lessons are linked to the theme of the unit and
complement the culture lesson that has come before. This
allows vital links to be formed in the children’s language-
learning, as well as providing a meaningful context for the
topic area via a ‘learning through meaning’ approach.
The content ranges from why exercise is good for us to music
compositions and an orchestra, to styles of art and the world
of water, and the concept is always consolidated with clear
illustrations and activities in the Class Book, with further
practice in the Activity Book. Within these lessons, the children
will encounter new vocabulary specific to each topic, but the
focus is on understanding the concept rather than retaining all
the new language.

20 Learning with Learn with Us

© Copyright Oxford University Press
 Think
Learn with Us encourages the development of thinking
and communication skills through engaging collaborative
activities which promote truly meaningful communication.
The Think icon in the Class Book and Activity Book denotes
activities which encourage children to formulate and express
their own opinion. The language they need to do this is
clearly modelled and they are encouraged to share their
opinions with others. They are encouraged to respect each
other’s opinions, and are reminded of the need to take turns
in a conversation and appreciate that there is more than one
perspective on most things. As this features regularly, they
will gain in confidence as the year progresses.
Likewise, the projects that appear in each unit are an
example of how collaborative work not only facilitates
appreciation of each other’s ideas but also develops personal
initiative. In these tasks, the children are asked to work in
pairs to check and revise their project. This collaboration
allows children to learn from and instruct each other on how
to improve their work.

Parental involvement

English at home
The support and involvement of parents and family members
is a key motivating factor for children across all subjects. The
children will enjoy sharing what they have learnt with their
parents or carers, and for this reason, Learn with Us uses a
variety of approaches to help establish a vital home–school
link for the children.
The ‘English at home’ icon appears in several places throughout
the Class Book and Activity Book, clearly signposting
opportunities for children to share their learning with their
parents or carers.
Establishing clear and transparent communication with
parents is also essential in developing a cooperative
relationship between home and school. It’s important to keep
parents informed about what their children are learning.

Learning with Learn with Us 21

© Copyright Oxford University Press
 All about accessibility
Competences for 21st century learning The methodology of the course ensures that the competences
The Competences for 21st century learning describe a range are developed methodically, and that they are clearly highlighted
of skills, knowledge, attitudes and behaviours that will serve and explained throughout the teacher’s notes.
children for life and learning outside the classroom.Social
Theyand civic competences
The lesson notes in this Teacher’s Guide provide information in
go beyond the classroom, as they are essential for personal how the syllabus maps to the Competences for 21st century
development, social inclusion, active citizenship and learning enabling you to track the children’s development
successful employment. through the course. A more detailed explanation of how
Cultural awareness and expression

There are seven Competences for 21st century learning in learning a foreign language can develop the Competences
the Spanish education system, defined as follows: for 21st century learning can also be found on the Learn with
Learning to learn Us 5 Teacher’s Resource Material in the Teacher’s Resource
Centre, along with ideas and material for further exploitation
of Competences for 21st century learning.
Linguistic communication
Linguistic competence
The children will use and develop their linguistic
Social and civic competence
Social and civic competences
competence in all the activities in Learn with Us.
Digital competence

This encompasses effective communication and

This describes the range of social, interpersonal
Social and civic competences
expression across the four skills of reading,Mathematical
writing,competence and basic competences
and intercultural skills and behaviours that equip Cultural awareness and expression
listening and speaking. in science and technology
Social and civic competences
individuals to participate effectively in society. The
children practise this competence when Culturalthey
awareness do
and expression
Learning to learn
activities that require participation, cooperation,
Sense of initiative and entrepreneurship
Cultural awareness and expression
Social and civic competences
and respect for themselves and others, both in the
Learning to learn
classroom and in society, such as the collaborativeLinguistic communication
speaking tasks.
Learning to learn
Learning to learn
Cultural awareness and expression

Linguistic communication
This encompasses the development of a positive Digital competence

attitude towards learning, both inside andcommunication

Linguistic outside
Learning to learn
of the classroom, as well as the study skills to Digital competence
help learners do this. The children also use this Digital competence Mathematical competence and basic
in science and technology

competence when they are asked toDigital competence

reflect on and
Linguistic communication
This involves the confident use of ICT and develops
Mathematical competence and basic competences
evaluate their progress. the skills to use IT safely and responsibly. The
in science and children
technology
Sense of initiative and entrepreneurs
Mathematical competence and basic competences use this competence whenever they employ digital
in science and technology
Digital competence
tools, such as when they use the interactive IWB
Sense of initiative and entrepreneurship
games, when they carry out searches online or use
Sense of initiative and entrepreneurship
Mathematical technology to communicate in English.
competence and basic competences
in science and technology

Social and civic

Sense of initiative and Sense of initiative and entrepreneurship

entrepreneurship Social and civic competences

Cultural aware

Like ‘Learning to learn’ this competence encourages a Cultural awareness and expression
positive attitude towards problem-solving and develops This encouragesCultural
the creative expression of ideas,
awareness and expression
values such as perseverance and self-esteem. The experiences and emotions in different ways; for Learning to lear

children use this competence in activities that involve example, through music, performance and craft. The
teamwork or individual initiative, for example decision- children also develop
Learning to this
learn competence when they learn
Linguistic comm
making skills, cooperating and negotiation, planning, about the culture of English-speaking communities and
organizing, and when completing the projects. reflect on their own culture, as they are encouraged to
do throughout the whole course.
Linguistic communication
Digital competen

Digital competence Mathematical c

in science and te

Mathematical competence and basic Mathematical competence and basic competences

competences in science and technology

in science and technology Sense of initiativ

This is the ability to apply mathematical, scientific and

technological thinking in order to identify questions and solve Sense of initiative and entrepreneurship

problems. The children practise this competence when they

do tasks that require them to interpret numbers or engage
with scientific content, such as in the cross-curricular lessons.

22 All about accessibility

© Copyright Oxford University Press
Special Educational Needs in the ELT classroom Tip 3: Avoid judgements of behaviour
What is SEN? Do not label a child as lazy or not trying. Children with SEN
are often trying hard and get criticized unfairly by teachers.
Special Educational Needs (SEN) is the term we use to
They might seem to be daydreaming in class but their brains
refer to the requirements of a child who has a difficulty
might be overloaded with information which they cannot
or disability which makes learning harder for them than
process and they need a short brain break. These children
for other children their age. Note that gifted and talented
also need positive feedback on behaviour, so make sure that
children are also considered to have special needs as they
you notice when they are behaving. Many children with SEN
require specialized, more challenging materials.
and behavioural difficulties only get noticed negatively by
Strengths, not just weaknesses the teacher.
Children make progress at different rates and vary widely Tip 4: Celebrate difference and diversity
in how they learn most effectively. Although children with
The classroom and the world would be a boring place
special needs may have difficulties in some areas, there
if everyone was the same. You can use the differences
will also be areas of strength. Recognizing and utilizing
between children to learn from and about each other.
these strengths is important to the children’s academic
development as well as their self-esteem. Your daily contact Tip 5: Teach in a multi-sensory way
with these children will help you understand what works Children all learn in different ways. Some like to see
best for each individual and choose the most appropriate information, some like to hear it and some like to get up,
techniques. do and touch things. Children with SEN particularly need
You can do it! practice in all the senses because they find it difficult to learn
in traditional ways. Use a multi-sensory approach to present
You might be worried about trying to include children
and practise information in your lessons.
with SEN in your class. It can feel like it requires specialist
knowledge and extra work for you, the teacher. This does Tip 6: Plan ways to adapt your lesson plan
not have to be the case. As a teacher you are used to dealing You will sometimes need to adapt your lesson plans. This is
with different personalities and abilities in your class – you called ‘differentiation’. Differentiation means planning and
are probably always adapting to widely differing needs teaching to take account of all children in the class, whatever
from the children each day. Children with SEN are simply their level. The children can make progress in their learning
part of this variety and challenge. In addition, the teaching wherever they start from. All children should achieve the
techniques which help to support children with SEN are same main aim, but they may do this in different ways.
good, practical techniques which will benefit all children.
Tip 7: Work on classroom management
Top tips for creating an inclusive classroom
Clear, consistent classroom management is very important for
You do not need to be an expert on SEN to teach children children with SEN. They often have problems understanding
with SEN. You do need to want to work with these children and following rules and instructions, so it is important to think
and to be prepared to learn from them. about the best way to do this. It is a good idea, for example, to
Tip 1: Be a role model give careful thought to your seating plan.
Children will take their lead from their teacher. It is important Tip 8: Work cooperatively with adults and children
to show that you respect and celebrate differences between Teamwork is the best approach to teaching children with
people. For example, if you notice some children do not SEN. It is particularly important to work with parents /
want to work with a child, make sure you talk to those carers, as they know their child best and will often have
children privately about their behaviour and give praise and helpful strategies to suggest. Other people who can help
rewards to the children who are working well in teams. you include school psychologists, counsellors, speech
Tip 2: See the person not the label and language therapists, occupational therapists, SEN
organizations and charities. Try to find out what’s available in
It is very important to get to know each child individually
your local area and keep a list of useful contacts.
and to not label them according to their SEN. If you have
children who wear glasses in your classes, you do not Tip 9: Work with children’s strengths
assume that they have all got the same personality. In the Try to find out what your child’s strengths and interests
same way, you should not assume every child with SEN are and include these in your teaching. Children who have
is the same. Find out their interests and their strengths. problems reading can sometimes be good at drawing and
Remember also that the range of SEN is wide so take time acting instead. Children who find it hard to sit still might be
to find out the level of a child’s difficulty. Do not assume, very good at organizing teams and roleplay. Children who
for example, that a visually impaired person cannot see are struggling academically might be very kind and helpful.
anything – they may have some sight.

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 Dyslexia: an example of SEN Simple tips for helping a dyslexic child
Dyslexia affects approximately 10% of the population, so • Children with dyslexia learn better if vocabulary is taught
each classroom may have two or three children with this in context, or anchored to an image. The anchoring of
learning difficulty. Dyslexia is a neurological condition language in the real-world context in Learn with Us will
that causes the brain to process and interpret information help with this.
differently, which makes language learning challenging. It • Children with dyslexia often engage well with electronic
is not a sign of low intelligence or laziness, or the result of or interactive devices, so the CPT games will help them
impaired hearing or vision. with learning and reviewing vocabulary at their own pace.
• Multi-sensory and multi-channel formats, such as the
What problems do dyslexic children have? animations, games and videos on the CPT and reading
Dyslexia can manifest itself in a variety of ways, through with audio in the Class Book, are well suited to children
linguistic problems such as: with dyslexia.
• slow reading speed • Give children short instructions, perhaps one step
• difficulties with word recognition and spelling at a time. Set realistic targets, so they gain a sense of
• a smaller range of vocabulary in the mother tongue accomplishment.
Dyslexia is also apparent in non-linguistic problems, such as: • Children with dyslexia do not need an entirely different set
of materials from the rest of the class. Focus their attention
• a more limited memory span
on particular sections instead, or select from the Activity
• difficulties with handwriting and motor skills Book or from the mixed-ability worksheets in the Teacher’s
• difficulties with time management and organization Resource Material.
of work • Children with dyslexia may benefit from a more structured
• slowness in automating new skills approach to learning, with controlled oral practice, plenty
These difficulties will vary in their severity or seriousness in of examples, and opportunities to plan their work. The
different individuals, and some people will experience some, structured approach to lessons in Learn with Us and
but not all, of these problems. the models and examples on the CPT videos and the
Class Audio, for example, will support dyslexic children’s
Children with dyslexia can become competent and skilled
communication skills.
second-language users, especially when a supportive
school with a warm and positive classroom environment • Allow children who need longer to process information to
fosters their confidence. Even small steps, such as ensuring do what they can in class, and encourage them to finish at
that a child is sitting comfortably at their desk with a well- home if possible.
positioned writing surface, can have a positive impact. • Children with learning difficulties tend to respond well to
extensive repetition and practice, and explicit explanation.
English: some areas of difficulty
You may find that doing language drills in class, focusing
• Children with dyslexia may struggle with the spelling of on a small set of core vocabulary or one grammatical
words in English since the spelling rules and conventions feature at a time, will be helpful. Remember that similar-
can appear unpredictable; specific sounds are spelt sounding words or words with a similar meaning may
in many different ways, and certain letters can be cause confusion, so present them separately.
pronounced differently.
• Encourage children to create mind maps or visual
• Children with dyslexia may find it more difficult to learn representations of vocabulary in vocabulary notebooks, so
abstract words than concrete nouns, and may find it easier that they can review new language regularly.
to learn nouns than verbs and adjectives. They may find it
hard to distinguish between words with similar sounds or Mixed-ability and multiple intelligences
that are close in meaning.
No two children in any class are the same. Children learn
• Speaking and listening skills seem to be affected less than at different speeds and have different styles of learning.
the literacy-based skills of reading and writing. In every class, there will be a variety of interests, likes and
• Questions which require open-ended answers and dislikes. In addition, some children may have different
pronunciation activities may be difficult for children with cultural backgrounds from the rest of the group. Whatever
dyslexia or other special educational needs. the extent of the diversity within a class, it is important to
• Children with dyslexia may struggle with the organization help all the children feel part of the group during the English
of their work and their classroom equipment, and this lesson. For this reason, Learn with Us offers strategies and
may impact on their learning. materials to help teachers adapt their lessons to meet the
needs of individual children.

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Mixed-ability and Learn with Us • The high frequency of collaborative tasks throughout the
Naturally, in classes where there is a wide range of abilities, Class Book and Activity Book encourages cooperation
there will be times when children’s needs will be different. amongst children: if you put a stronger child with a less
Some children will require extra support for even the basics able child, he / she can support this child. The child who
and others will require reinforcement of what they have needs more support also feels less under pressure in this
learnt, while the most able will benefit from extension and way. Similarly in group games and activities, every child
further practice. In a mixed-ability class, it is very important can feel supported by the group and can participate as
that everyone can take part in activities, whatever their ability, much as he / she is able.
which can present a challenge for the teacher. This is why Learn • In Learn with Us, many activities in the units and others
with Us is carefully designed to offer graded and structured in the Ideas bank of the Teacher’s Guide encourage
activities to support all children’s language learning. communication and co-operation, which in turn involve
Learn with Us caters for mixed-ability children in a number of everyone in the group. The teaching notes include many
different ways: activities to help you create a relaxed atmosphere so
children of different abilities can integrate more easily.
The CPT, with its wealth of visual support, allows children to
benefit from the many non-linguistic aspects of the video • The Activity Book provides practice of the language
presentations. Practically, it also provides one clear focus in introduced in the Class Book. Moreover, it contains
the classroom, allowing the class to work together but at a slightly higher-level reading and writing tasks than those
different pace. presented in the Class Book. There is also a special Extra
feature at the bottom of the Activity Book pages, which
The receptive nature of many of the CPT games at this level
suggests a further activity to allow for extension of the
mean that they allow even children with the lowest level
lesson content.
of English to participate without feeling under pressure,
because everyone joins in. • The Teacher’s Resource Material offers mixed-ability
worksheets at extension and reinforcement level, which
Systematic revision of all core language has been carefully
can be used when required with the children who
built into the course, with continual revision opportunities
need them. The reinforcement activities can be used to
provided within each unit, as well as opportunities for the
consolidate learning, while the extension activities allow
recycling of language from previous units. For example,
more able children to expand on what they have learnt.
the Culture and Cross-curricular lessons regularly reinforce
Children should be grouped together with others of a
previously presented vocabulary and structures in a new
similar ability to work on worksheets that suit their level.
context, and the songs and chants which punctuate each
unit offer the chance for fun and meaningful revision of the • Also in the Teacher’s Resource Material are two levels of
unit vocabulary. each of the unit and term tests: ‘Standard’, which matches
the reading and writing development of the Class Book,
• In addition to the continual recycling within the main
and ‘Challenge’, which follows the approach in the Activity
units, an end-of-term review is provided through the
Book and tests more reading and writing. This allows all
dedicated Review units. These lessons draw together all
children to participate in testing to the best of their ability.
the core vocabulary and target grammar from two units
in a new setting, with a practical and tangible outcome in
the form of the project.
Multiple intelligences and Learn with Us
• The recycling and revision of language from previous
years is also given great importance throughout Learn The theory of multiple intelligences, as first developed
with Us. For example, in Learn with Us 5, the reading by American psychologist Howard Gardner, views
and speaking activities in Lesson 1 and Jack’s question intelligence as being multi-dimensional. Instead of thinking
in Lesson 1 of every core unit revise vocabulary and of intelligence as something connected to cognitive or
grammar from previous levels and units, making academic skills that you have more or less of, Gardner
important links in the children’s language-learning believes that it is more useful to think of humans as having
journey. a range of eight different ‘intelligences’, and that we all have
these intelligences in different strengths and combinations.
• The extension vocabulary activity provided in Lesson 1
of each main unit provides an opportunity for more able
children to expand on what they have learnt.

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 These eight intelligences are: different types of input carefully designed to serve all
• Verbal-linguistic: Being good with words and language, children by reaching out to their multiple ways of learning.
reading and writing Each lesson in Learn with Us 5 has been deliberately set out
to appeal to a wider range of intelligences, offering a variety
• Logical-mathematical: Being good with numbers,
of activities which cater at different times for children with
Maths, logical processes, patterns, relationships between
different learning styles or intelligences.
things and abstract concepts
For example, a typical lesson may start with a warm-up
• Visual-spatial: Being good with pictures, diagrams, maps
matching game (verbal-linguistic and bodily-kinaesthetic),
and visual representations
followed by an introductory video on the digital CPT (visual-
• Musical-rhythmic: Being good with music, noticing spatial), followed by singing a song (musical-rhythmic)
sounds and recognizing tunes and finally a pairwork speaking activity (interpersonal and
• Bodily-kinaesthetic: Being good with physical skills, verbal-linguistic). Follow-up tasks are provided in the Activity
sports, activities and tangible objects, dance, mime and Book with Online Practice and in worksheets in the Teacher’s
acting Resource Material, allowing children to reflect on their
• Interpersonal: Being good with other people; being learning (intrapersonal) in a variety of ways. In this way, the
good at communication and social skills inherent diversity of the classroom is purposefully catered for
• Intrapersonal: Being reflective and insightful about your in each lesson.
own psychology and internal life; being intuitive and Learn with Us taps into children’s natural talents, thus
self-confident allowing you to provide motivating educational experiences
• Naturalistic: Being good at recognizing and which help develop the confidence and language skills your
understanding aspects of the natural world around us, e.g. children need to communicate both with their classmates
animals, birds, plants and with the English-speaking world.
In the context of the ELT primary classroom, this clearly Mixed-ability extra ideas
acknowledges that every child has different kinds of mental
The following is a list of optional extra activities that can be
abilities, and responds in their own way to different stimuli. As
used in each lesson of every core unit to cater for mixed-
teachers, we know that children each have their own natural
ability children.
talents and multiple ways of learning. For example, some
children may respond well to artistic or musical activities, such Lesson 1 Give out the flashcards to children or pairs
as painting or singing, while others may be more engaged of children around the room. Ask them to hold up their
when movement or logic are involved, such as during flashcards in turn for the class to say the word. Ask each child
dancing activities or number games. or pair to come to the front of the class, stick their flashcard
on the board and say the word. In a more confident class, ask
It follows, then, that in order to keep our children engaged
the children to write the words next to the flashcards.
and involved during language learning, we need to include
a variety of tasks that activate different intelligences. Lesson 2 Divide the class into two groups. Divide the unit
Although we cannot teach directly to each individual child flashcards equally between the two groups. Group A holds
in our classes all the time, we can provide opportunities for up a flashcard for Group B to make a correct sentence
diversity. When we allow for this diverse range of language referring to the All about grammar box. Leave it completely
activities that match our children’s intelligence strengths, we open what type of sentence they make or give instructions
multiply the opportunities for a ‘hook’ through which English directing the sentence you want them to form. If their
can be acquired. sentence is correct they get to take the card. Then swap
roles. Alternatively, do this in pairs using the Class Book page
Likewise, it is clear that learning a foreign language at an
photos.
early age can positively help to develop and stimulate all of
a child’s intelligences. In the ELT primary classroom, all eight Lesson 3 After listening to the message between Jack and
of Gardner’s intelligences can be quite clearly activated in his friend, divide the class into two groups. Group A read
a number of ways through the language-learning process, Jack’s lines and Group B read his friend’s lines. Ask pairs or
allowing our children to build on their natural talents, while small mixed ability groups within Groups A and B to find
also encouraging the development of their other abilities. examples of the target language from Activity 3 in the
Simply put, all intelligences can be learnt, and that is why message. See if together the two groups can find all the
we must help our children to develop all their intelligences main examples in the message.
through creating an attractive, encouraging and motivating Lesson 4 Put the class into small mixed-ability groups. Ask
atmosphere in the ELT primary classroom. one child from each group to come to the front of the class
This is why Learn with Us contains activities, tools and and show them one of the new cross-curricular words. They
return to their group and draw a picture representing that
word. Give them a time-limit. The rest of the group guess
which word it is. Repeat with another child and the other
words.

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Lesson 5 Ask two or three confident children to come to
the front of the class and mime one of the story frames.
The rest of the class guess which frame they were miming.
Lesson 6 Divide the class into small mixed ability groups
and ask them to think of and write as many examples as
they can of one of the items in the All about grammar box
on a large piece of paper. Display the pieces of paper around
the room and allow groups to walk around and add to them.
Use this to see what errors the class are making and review
these areas with them later.
Lesson 7 To help children familiarize themselves with the
pronunciation, write the two sounds on separate pieces
of paper and place them on opposite sides of the room.
Pronounce a sound and ask the class to walk or point to the
correct side of the room. Review and mix in sounds from
previous units and have three or four sounds placed around
the room. Once the children are familiar with the sound and
words that contain it, say a word with the sound and ask
them to walk /point to the correct side of the room.
To have some fun with pronunciation, ask the class to say
the rhyme in different ways – first slowly and then quickly,
quietly and then loudly (and vice versa), happily and in a sad
way, etc.
Lesson 8 Go through the questions in activities 1 and
2 before the children listen to the dialogue and check
comprehension together as a class. Put the class into small
mixed-ability groups to read the questions again and predict
the answers. Invite them to be as creative or as inventive as
they like and to give reasons for their answers. Feed back
some answers from the class. After doing the ‘listen and
match’ opinions activity in the Class Book, make the activity
interactive by designating areas of the classroom as the
‘three opinions’. Children walk to the area which reflects their
opinion and say their opinion out loud.
Lesson 9 When the children check each other’s work,
encourage mixed-ability pairs or different pairs each time so
that they bring out each other’s strengths and support each
other, but do consider how well they work together and get
along outside the classroom. They need to feel comfortable
working together to make the most of their English and
have fun.

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© Copyright Oxford University Press
 Tour of a unit
Lesson 1 Vocabulary

Objectives
Become familiar with Jack’s everyday context for the unit. Do a speaking activity with the new vocabulary and
Teaching tip
Listen and say Vocabulary Set 1. the revised structure. Select an additional flashcard game to
Listen and identify the new vocabulary in context Read and write the new vocabulary and the revised supplement the presentation of the vocabulary
using revised language. structure. set and activities on the page, if you feel the
Read and identify the new vocabulary in context from class needs more practice. See the Ideas bank
descriptions using revised vocabulary and a revised on pages 167–172 .
structure

Flashcards are found as printed cards in the

Core vocabulary is CPT Class Book Classroom Resource Pack, as an optional way of
contextualized in the main presenting and practising the new vocabulary.
character’s world.

What sports and activities

do you like doing?

Jack’s question
encourages the children
to talk about themselves
The main character, Jack, and personalize the topic
introduces the unit theme in of the unit.
a short, live-action film.

The main aim for each unit

is presented clearly for the
class. The star learner activity supports your
mixed-ability class by highlighting an optional way
Activity 4 provides an of reviewing and extending vocabulary.
opportunity to read and identify
the new vocabulary in the
context of the revised structure. Activity 2 provides an opportunity to hear and
The revised structure is say the vocabulary set.
highlighted in the review tab.
Activity 5 provides supported Audio can be launched
Activity 3 provides an opportunity to hear and
speaking practice of the from the CPT or the
identify the vocabulary in the context of revised
vocabulary set and the revised Class Audio CDs
vocabulary and a revised structure.
structure.

Mixed-ability See extra ideas on page 26 –27.

28
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 Activity Book Other useful resources
In the Classroom Resource Pack:
Activity 1 provides reading Set 1 flashcards
and writing practice of the
vocabulary set at word level.

Answer keys are

included on the CPT. Activity 3 provides
speaking and writing
practice of the
vocabulary set with a
revised structure.

Activity 2 provides
oral spelling
practice of the This Extra feature
vocabulary set. suggests a further
writing activity for fast
finishers.

How to teach Lesson 1

Optional CPT ➜ Class Book ➜ CPT ➜ Activity Book Optional

Starting the lesson 1 Play the unit introduction 3 Play the audio for children to listen, point to 9 Play the vocabulary 10 Ask the children Ending the lesson
Follow the suggestions film. and repeat the vocabulary. practice game. to complete Follow the suggestions
4 Play the audio for children to listen and say Activities 1, 2
in the lesson notes for Classroom Resource Pack No CPT today?
in the lesson notes for
each unit. the missing number of the item described. and 3 to practise each unit.
2 Use the flashcards from the 5 Read and say the activity described. Play a game from reading, spelling
Classroom Resource Pack to 6 Read the model dialogue then set up the the Ideas bank on and writing the
present the vocabulary. speaking game and monitor while children pages 167–172. core vocabulary
play. and revised
7 Ask the children Jack’s question to personalize structure.
the topic of the unit. 11 Ask any fast
8 Optional: Ask the children the Star learner finishers to
question and encourage them to answer using complete the
language they know from previous lessons or Extra activity.
levels.
29
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 Lesson 2 Grammar & Communication

Objectives Teaching tip

Read and listen to a text with a new grammar structure and the Set 1 vocabulary. Answer a question for specific information. Work through the All about grammar
Read and say the new grammar using a simple grammar table. box and elicit or give children lots of
Do a speaking activity using the grammar structure and vocabulary Set 1. additional examples to illustrate the
grammar point. Use the language in
the text for additional examples.

CPT Class Book

The Activity 1 reading text

provides examples of the new
grammar in context.

The Activity 2 grammar

table provides a clear model
of the new target grammar.
Children practise and
internalize its structure.

The Activity 3 speaking game allows

children to use the target grammar and
internalize its meaning.
On the CPT a game practises the Lesson
2 target grammar with the Lesson 1
vocabulary.

Mixed-ability See extra ideas on page 26–27.

30
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