TIGER TIME 4 TB

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Macmillan Education 4 Crinan Street London N1 9XW A division of Macmillan Publishers Limited Companies and representatives throughout the world ISBN 978-0-230-48373-6 Pack ISBN 978-0-230-48406-1 Text © Carol Read and Mark Ormerod 2015 Additional material by Kerry Powell Design and illustration © Macmillan Publishers Limited 2015 The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act 1988. This edition published 2015 First edition entitled “Tiger Team” published 2013 by Macmillan Publishers Limited. All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers. Note to Teachers Photocopies may be made, for classroom use, of pages 168 170 without the prior written permission of Macmillan Publishers Limited. However, please note that the copyright law, which does not normally permit multiple copying of published material, applies to the rest of this book. Original design by Echelon Design Page make-up by Andrew Magee Design Ltd Illustrated by Janette Louden and Tony Forbes Cover design by Astwood Design Consultancy Songs produced and arranged by Tom, Dick and Debbie Productions Recordings produced and arranged by RBA Productions Picture research by Victoria Gaunt Authors’ acknowledgments We would like to thank everyone at Macmillan Education in the UK and in Spain who has helped us in the development and the production of these materials. We would also like to thank all the teachers who have taken time to read, pilot and give feedback at every stage of writing the course. Special thanks from Carol to Alan, Jamie and Hannah for their encouragement and support. Special thanks from Mark to Carlos for his patience and understanding. Acknowledgments The publishers would like to thank the following teachers: Belén Lesma Ciruelos, CEIP María Pineda, Getafe, Madrid; Eva Alsedà, Escola Gravi, Barcelona; Francesc Niella Casas, Escola Montserratina, Viladecans, Barcelona; Maider Etxebarria Garai, Leioa, Bizcaia; María Hernández Martí, Escola Gitanjali, Badalona, Barcelona; María Verenciano Benito, CEIP Nuestra Señora de las Latas, Loredo, Cantabria; Mª Jesús Richart Company, Colegio San Juan y San Pablo, Ibi, Alicante; Paco Sansaloni Felis, CEIP Cervantes, Gnadía, Vanelcia; Pere Truyols Carreras, CEIP Sant Bartomeu, Alaró, Baleares; Rocío Galván Gallardo, CEIP Joaquín Benjumea Burín, Sevilla; Silvia Sánchez Hernández, CEIP Pablo Neruda, Alcalá de Henares; Sylvia Frei Salcedo, CEIP La Cañada, Olías, Málaga.

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TEACHER’S BOOK

Syllabus

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Introduction Learning with Tiger Time 4 10 Key Competences

11

How Tiger Time 4 develops the Key Competences

11

The course components

13

Understanding the Student’s Book and Activity Book

15

Using the Activity Book

23

Tiger Time 4 Presentation Kit

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Project work

25

Using the Teacher’s Book

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Teacher’s Notes Welcome Back to the Tiger Street Club!

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1 A New School Year

35

2 Describing People

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3 Around the Town

71

4 Jobs and Routines

89

5 Things We Like Doing

107

6 In the Countryside

125

7 Tiger Street Club Review

143

Festivals: Tiger Day, Children’s Day, World Poetry Day 161

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Photocopiables

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Activity Book Answer Key

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Class Audio

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Syllabus Unit Starter Unit Welcome Back to the Tiger Street Club!

Objectives and Key Competences

• Count in tens to 100 • Ask and say where things are



• Use the Student’s Resource Centre



• Ask and say how to spell words • Review language from Levels 1, 2 and 3



• Play a game • Act out a dialogue • Make, order and play with the month cut-out cards



1 A New School Year



• Identify and name school subjects • Learn the grammar table for Unit 1 • Ask and say what subjects you have on your timetable • Play the games • Say sentences about your school • Watch video clips • Listen and use everyday classroom language • Read a leaflet for an after-school science club



• Use the Student’s Resource Centre



• Spell words • Practise pronunciation: /dZ/ and /g/ • Predict what happens in the story • Review, assess and plan your own learning • Understand and think about values



• Make and play with the subject cut-out cards • Prepare, plan and write your project



• Listen, read, understand and act out the story • Sing a song • Listen and read about three different schools in the UK • Listen and read for pleasure



• Identify and name hair and facial features • Learn the grammar table for Unit 2 • Ask for and give descriptions of people



• Listen and use everyday classroom language



• Read a poster in a library



• Use the Student’s Resource Centre



Lexis

Core vocabulary • good friends, go to school together, meet after school, mobile phone, noticeboard, school bag, sports bag, T-shirt • autumn, winter, spring, summer • months of the year Receptive Vocabulary • I’m sorry. • capital letter Recycled vocabulary • hello, goodbye • numbers • the alphabet • Vocabulary from previous levels

• Sing a song and say a chant





2 Describing People

• Greet people and say goodbye • Become reacquainted with the course characters • Ask for and give information about what’s new • Say the months of the year • Watch video clips

Contents

• Spell words • Predict what happens in the story • Practise pronunciation: /eə/ and /ɪə/ • Review, assess and plan your own learning • Understand and think about values • Make and play with the photo fit cut-out cards • Play the games • Prepare, plan and write your project

Core vocabulary • art and design, drama, English, geography, history, ICT, maths, music, PE, science • timetable • times of the day • study, canteen, assembly Story vocabulary • music book, musical instrument, recorder CLIL vocabulary • after-school club, dance class, extra classes, island, pupils, school of performing arts Receptive vocabulary • You’re good at (art). • noise, owner, primary schools, welcome Recycled vocabulary • days of the week • canteen, classroom, finish, football, gym, playground, study, swimming

Core vocabulary • beard, curly hair, dark hair, fair hair, glasses, long hair, moustache, ponytail, short hair, straight hair Story vocabulary • coat, hat, flute, park, thief CLIL vocabulary • beautiful, brave, cruel, imaginative, lucky, poor, strong, tall, kind, clever Receptive vocabulary • author, description, join the library, novel, title, type of book Recycled vocabulary • eyes, mouth, nose • the alphabet • colours • clothes



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• Listen, read, understand and act out the story • Sing a song • Listen and read about characters in children’s literature • Choose and say what your favourite books are • Watch a video clip • Listen and read for pleasure

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Contents Structures

Phonics

Sociocultural aspects

Cross-curricular links

Core stuctures • Welcome back. It’s good to see you again. • We’ve/I’ve got a new … • When’s your birthday? • When’s …’s birthday?It’s in (+ month). • Can you repeat that? Recycled structures • How do you spell … ? • What about you? • Where’s … ? It’s in/on/under/behind/next to … • Language from previous levels

• Video clip: Welcome back to the Tiger Street Club • Interest in learning English • Enjoyment in becoming reacquainted with the course characters • Pleasure in belonging to the Tiger Street Club • Interest in remembering the alphabet • Interest in finding out about other people’s birthdays • Willingness to participate in class • Respect for others in the group • Satisfaction in recalling familar language

Core structures • /ʤ/ and /g/ • Have we got (English) today? Yes, we have./No, (geography, we haven’t. gym / got, • What have we got at (quarter to eleven)? We’ve grammar) got (ICT). • We’ve got (music) at (quarter past ten). • We haven’t got (PE). • Can you (play a musical instrument)? I can/can’t (play the recorder).I also … • My favourite subjects are … Classroom Language • Main function: talking about subjects you’ve got and haven’t got and offering to share • I haven’t got my (science) book. Don’t worry. You can share mine. Recycled structures • On (Mondays), I’ve got (science) at (nine) o’clock/ half past (two). • I (don’t) like …

• Social Science: • Video clip: After school activities • Tiger Street Club Report: A day at school Three different • Interest in naming subjects schools • Pleasure in doing a Spelling Bee • Enjoyment in reading a photo story • Awareness of the importance of returning lost property • Awareness of the need to welcome new pupils at school • Interest in learning about other types of school • Satisfaction in preparing and writing your project • Enjoyment in reading a leaflet • Confidence in using classroom language • Pleasure in reading a cartoon strip story • Willingness to review, assess and plan your own learning

Core structures • He’s/She’s got … • Has he/she got … ? Yes, he/she has. No, he/she hasn’t. • He’s/She’s wearing … Classroom language • Main function: asking for things and describing people • Have you got (the dictionary)? (Lydia’s) got it. Who’s (Lydia)? • She’s over there. She’s got … and she’s wearing …

• Literature: Four • Video clip: The library great books for • Tiger Street Club Report: My favourite book children • Interest in describing people • Pleasure in doing the Spelling Bee • Enjoyment in reading a story • Awareness of the need to tell an adult when you see something suspicious • Interest in learning about books and English literature • Satisfaction in preparing and writing your project • Confidence in using classroom language • Enjoyment in reading a poster • Pleasure in reading a cartoon strip story • Willingness to review, assess and plan your own learning

Recycled structures • He’s/She’s (+ adjective) • I (don’t) like … • My favourite … is/are … • Are you … ? Yes, I am.

• /eə/ and /ɪə/ (there, hair / ear, here)

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Syllabus Unit 3 Around the Town

Objectives and Key Competences

• Identify and name buildings in a town • Learn the grammar table for Unit 3



• Ask and say what buildings are in your town • Listen and read about types of transport in cities



4 Jobs and Routines



• Use the Student’s Resource Centre



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• Identify and name different jobs • Learn the grammar table for Unit 4 • Watch a video clip







Lexis

Core vocabulary • bus stop, café, cinema, hospital, museum, newsagent’s, police station, shops, supermarket, train station • city, town, village Story vocabulary • magic flute, money, promise, rats CLIL vocabulary • bicycle, double-decker bus, gondola, taxi, tram, the Underground, water bus Receptive vocabulary • angry, canals, cottage, mobile library, town centre, the tube Recycled vocabulary • behind, between, in, on, next to • the alphabet

• Listen, read, understand and act out the story • Sing a song • Watch a video clip • Listen and read for pleasure

• Listen and read about working dogs



6

• Understand and think about values • Read and understand public signs • Listen and use everyday classroom language • Play the games • Make and play with the places cards • Prepare, plan and write your project





5 Things We Like Doing

• Use the Student’s Resource Centre • Spell words • Predict what happens in the story • Practise pronunciation: /z/ and /s/ • Review, assess and plan your own learning

Contents

• Spell words • Predict what happens in the story • Practise pronunciation: /f/ and /v/ • Review, assess and plan your own learning • Understand and think about values • Say what jobs people do in your community • Read a school notice • Listen and use everyday classroom language

Core vocabulary • farmer, fashion designer, firefighter, nurse, police officer, pop star, shop assistant, taxi driver, vet, web designer • school caretaker, cleaner, cook, librarian Story vocabulary • magazine, paying attention CLIL vocabulary • guide dog, mountain rescue dog, sheepdog Receptive vocabulary • busy, harness, pavement, recycling bin, rescue workers Recycled vocabulary • bus, clothes, drive, hospital, police station, sing, school, shop, taxi, teacher, train station, uniform, wear, work • the alphabet

• Make and play with the job cards • Play the games • Prepare, plan and write your project • Listen, read, understand and act out the story • Sing a song • Listen and read for pleasure Core vocabulary • collecting stickers, dancing, going to museums, painting pictures, reading comics, rollerskating, shopping, taking photos, talking to friends, using the computer Story vocabulary • Listen and read about galleries and science museums • mirror, musical instruments, violin, wheels • Say what type of museums you prefer CLIL vocabulary • invention, inventor, robot, scientist • Use the Student’s Resource Centre • artist, drawing, painting, sculpture • Spell words Receptive vocabulary • Predict what happens in the story • exhibitions, fans, invitation, members, subtitles, technology • Practise pronunciation: /ɪn/ and/ɪŋ/ Recycled vocabulary • Review, assess and plan your own learning • the alphabet • Understand and think about values • Identify and name things we like doing • Learn the grammar table for Unit 5 • Ask and say what activities you and others like doing • Read a website • Listen and use everyday classroom language

• Make and play with the activity cut-out cards • Play the games • Prepare, plan and write your project • Listen, read, understand and act out the story • Sing a song • Watch a video clip • Listen and read for pleasure

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Contents Structures

Phonics

Sociocultural aspects

Cross-curricular links

Core structures • /z/ and /s/ • There are (shops) in the street. (opposite, • Is there a … ? Yes, there is./No, there isn’t. zoo / seven, • Are there any … ? Yes, there are./No, there aren’t. city) • I want to travel by (bicycle) in (Amsterdam). • I go to school by (car). I walk to school. • It’s opposite the … • It’s/They’re very near. Classroom language • Main function: saying what there is and what there isn’t • Are there any … ? No, but there’s a … • There isn’t any … but there’s some … Recycled structures • There’s a …

• Video clip: Tiger Street Club Report: About • Geography: my village Types of • Interest in naming buildings in a town transport in • Pleasure in doing the Spelling Bee cities • Enjoyment in reading a fable • Awareness of the importance of keeping your promises • Interest in learning about cities and about transport in other countries • Satisfaction in preparing and writing your project • Confidence in using classroom language • Enjoyment in reading public signs • Pleasure in reading a cartoon strip story • Willingness to review, assess and plan your own learning

Core structures • /f/ and /v/ • What does she do? She’s a (doctor). (fire, flames • Is he a (nurse)? Yes, he is./No, he isn’t. / vet, van) • Does he wear (a uniform)? • He works/doesn’t work in a (hospital). • Does he work (with animals)? Yes, he does./No, he doesn’t. • She works from (nine) to (five). Classroom language • Main function: saying what your job is at school • What’s your job this week? I’m the board/book monitor. I clean the board / give out and collect in the books. Recycled structures • He/She has got a …

• Video clip: Tiger Street Club Report: People • Social Science: who work in my school Working dogs • Interest in jobs and awareness that all jobs in a community are important • Pleasure in doing the Spelling Bee • Pleasure in reading an animal story • Interest in learning about people’s jobs • Confidence in using classroom language • Pleasure in reading a school notice • Pleasure in reading a cartoon strip story • Enjoyment in preparing, planning, writing and presenting your project • Willingness to review, assess and plan your own learning

Core structures • Do you like (dancing)? Yes, I do./No, I don’t. • He/She likes/doesn’t like…ing. • I/You/We/They (don’t) like …ing at the weekends. • I love …ing. I prefer …ing. • My/His/Her favourite activity/activities is/are … Classroom language • Main function: saying what you like doing in English • hat activities do you like doing in English? I like …ing.

• Video clip: Tiger Street Club Report: What I like doing at the weekends • Interest in naming activities we like doing • Pleasure in doing the Spelling Bee • Enjoyment in reading a true story • Awareness of the history behind inventions • Awareness that you can be too confident • Interest in learning about art galleries and science museums • Satisfaction in preparing and writing your project • Confidence in using classroom language • Enjoyment in reading a pen pal’s website • Pleasure in reading a cartoon strip story • Willingness to review, assess and plan your own learning

Recycled structures • I like/love (+ noun). • He/She is a(n) (+ profession).

• /ɪn/ and /ɪŋ/ (violin, in / king, swimming)

• Art and Science: Art galleries and science museums

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Syllabus Unit 6 In the Countryside

Objectives and Key Competences

7 Tiger Street Club Review

• Identify and name features of the countryside • Learn the grammar table for Unit 6 • Listen and respond to directions • Give directions • Say where you like walking • Read an acrostic poem • Listen and use everyday classroom language • Listen and read about arboreal animals and plants • Watch a video clip • Use the Student’s Resource Centre • Spell words • Predict what happens in the story • Practise pronunciation: /əʊ/ and /ɒ/ • Review, assess and plan your own learning

• Listen, read, understand and act out the story • Sing a song • Listen and read for pleasure



• Listen and read about making movies • Read a poster



Core vocabulary • bridge, campsite, farm, forest, gate, lake, mountain, path, river, signpost Story vocabulary • badger, ghost orchid, list, rare CLIL vocabulary • beetle, mistletoe, mushroom, squirrel, woodpecker, bird, fungus, insect, mammal, plant • cut down, natural habitat Receptive vocabulary • branches, broken leg, excursion, map, parasite, tunnel Recycled vocabulary • dog, fox • the alphabet

• Make and play with the review sentence cut-out cards • Play the games • Prepare, plan and write your project

• Identify and name film vocabulary • Listen and use everyday classroom language



Lexis

• Understand and think about values





Contents

• Use the Student’s Resource Centre • Spell words • Predict what happens in the screenplay • Revise language from Units 1–6 • Practise pronunciation: vowels (A, E, I, O, U) • Review, assess and plan your own learning • Understand and think about values

Core vocabulary • actress, camera, cameraman, clapperboard, director, makeup artist, screenplay, special effects, wigs, writer Story vocabulary • fire brigade, flying machine, laptop, seats, strange CLIL vocabulary • direct a film/movie, digital camera, download, shoot a film/movie, online Receptive vocabulary • category, enormous, I’m not good at (acting), parents’ evening, progress Recycled vocabulary • vocabulary that has been previously introduced



• Play the games • Make and play with the Fantastic Phonics cut-out cards • Prepare, plan and write your project



Festivals



• Listen, read, understand and act out the screenplay • Sing a song • Watch a video clip • Listen and read for pleasure • Identify items connected with Tiger Day, Children’s Day and World Poetry Day • Talk about what animals you like • Ask and say what food you’ve got • Ask about and say what poems you like • Make an animal fact file • Play a drawing game • Write a jigsaw poem • Listen and read about Tiger Day, Children’s Day and World Poetry Day in the UK • Compare your culture with UK culture • Sing the songs and say the chants

Core vocabulary • extinct, protect, rainforest, stripes, tiger • rights, responsibilities, bread, olives, chicken, rice, tomato, cheese • poet, poem, topic, enjoy, words, rhyme Receptive vocabulary • pounce • safe, secure, danger • invite Recycled vocabulary • animals

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Contents Structures

Phonics

Sociocultural aspects

Cross-curricular links

Core structures • /əʊ/ and /ɒ/ • Turn left at the (bridge). Don’t (turn right). (ghost, don’t • Go straight on. Go to the end of the (path). /dog, lost) • Do I/we go straight on? • Do you know the way to the … ? • Where are you? I’m … • Remember/Don’t forget to take … • My ideal holiday destination is … • I want to go to … Classroom language • Main function: giving directions to Englishspeaking visitors • Excuse me. Where’s the … ? Go to the end of the corridor and turn left. The … is on your right. Let me repeat that. I go … Recycled structures • You can see … • There’s a … There are …

• Video clip: Tiger Street Club Report: My ideal holiday destination • Interest in naming features of the countryside and learning about animal and plant life • Pleasure in doing the Spelling Bee • Enjoyment in reading an adventure story • Awareness that it’s important to respect the countryside • Interest in learning about holidays • Satisfaction in preparing and writing your project • Pleasure in reading an acrostic poem • Confidence in using classroom language • Enjoyment in reading a cartoon strip story • Willingness to review, assess and plan your own learning

• Natural Science: Arboreal animals and plants

Core structures • Structures that have been previously introduced Classroom language • Main function: discussing what you want to do in a class home movie • I want to help. What are you good at? (Photography.) I like (taking photos). Perfect. You can be the (cameraman)! Recycled structures • Structures that have been previously introduced

• Video clip: Home movie: Around the world in 80 days • Tiger Street Club Report: Parents’ evening and My English report • Interest in learning film vocabulary • Pleasure in acting out a screenplay • Awareness that it’s rude to laugh at people • Enjoyment in reviewing what you have learnt in a quiz • Awareness of the work involved in making a film, and the equipment needed • Satisfaction in writing your project • Interest in reading a poster • Confidence in using classroom language • Pleasure in reading a cartoon strip story • Willingness to review, assess and plan your own learning • Satisfaction with learning in Tiger Time 4

• ICT: Making movies

Recycled structures • I love... • Where do they live? • They live... • Do you like...? • I like... • Have you got...? • Yes, I have. No, I haven’t.

• the vowels: AEIOU (sound like: grey, green, white, yellow, blue)

• Pleasure in learning about Tiger Day, Children’s Day and World Poetry Day in the UK • Interest in comparing how tigers and other animals are protected in the UK and in your country • Interest in comparing how to celebrate Children’s Day in the UK and in your country • Interest in comparing poems and poets in the UK and in your country • Awareness that some animals are in danger and need our protection • Awareness that children’s rights and responsibilities are important • Awareness of the pleasure that reading and writing poetry can give • Enjoyment in singing songs and saying chants about tigers, children’s rights and responsibilities and poetry 9

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Introduction

With Tiger Time 4, students …

Learning with Tiger Time 4

… communicate confidently and competently. … pronounce English naturally and intelligibly. … are highly motivated and enjoy the challenge of studying English.

… develop cognitive skills which are transferable to all areas of the curriculum. … learn to learn and become increasingly responsible, autonomous, self-motivated learners. … use CLIL to find out about the world and carry out independent investigation.

develop listening, speaking, reading and writing skills in a well-balanced, integrated way.

… learn about British culture and develop intercultural and citizenship skills.

… learn through different genres of stories and other engaging activities such as spelling bees, games, songs and videos of real children in the UK rhymes and games.

… use new technologies and multi-media to study, research, consolidate and extend learning.

… develop social skills such as cooperation, collaboration, sharing and turn-taking. … prepare, plan and write an enjoyable project in every unit.

… understand and use grammar correctly and appropriately. … develop the eight basic competences in a systematic way.

Meet the characters in Tiger Street who help students learn Ben, Clare, Ellie, Nasim and Oliver are members of the Tiger Street Club. They introduce units, feature in the video material and write articles for the Tiger Team magazine.

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Fox, Squirrel, Magpie and their new friend Mouse also live in Tiger Street and have their own alternative club. They feature in the Tiger Street Tales, an amusing cartoon strip story which provides reading for pleasure in every unit. 02/02/2015 08:23

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Key Competences The Key Competences outline the knowledge, skills and behaviour that students need to develop in order to achieve their full personal potential, participate in an effective and constructive way in society and become responsible and autonomous life-long learners.

Cultural awareness and expression: the ability to understand and appreciate different art and cultural forms.

Competence in linguistic communication: the ability to use language to express and interpret concepts, facts, feelings and ideas.

Sense of initiative and entrepreneurship: the ability to apply qualities and skills such as creativity, critical thinking and perseverance and to plan and manage projects.

Social and civic competences: the ability to understand and appreciate diversity in society and to develop personal and interpersonal competences.

Competence in mathematics, science and technology: the ability to apply mathematical thinking to solve everyday problems and to use scientific knowledge to explain the natural world and understand the consequences of human action.

Digital competence: the ability to use digital technology confidently, critically and responsibly.

Learning to learn: the ability to organise one’s own learning and work efficiently and autonomously as an individual or in a group.

How Tiger Time 4 develops the Key Competences Competence in linguistic communication Tiger Time 4 develops students’ linguistic communication skills in English in a systematic and comprehensive way. Students learn to appreciate the importance of listening to different types of texts and expressing themselves in a clear and comprehensible way. Through exposure to a wide range of stories, dialogues and other short texts, students develop global understanding and the ability to identify relevant information. They learn to compare content and contexts in listening extracts, and develop an awareness of the ways these are influenced by social conventions, values and culture. Through games, dialogues, personalised speaking activities and projects, students learn to express their thoughts, emotions, experiences and opinions using both linguistic and non-linguistic means of communication. Students also increasingly initiate conversations and take part in interactive exchanges and dialogues in the classroom and everyday context. In the development of reading skills, students learn to identify relevant information and give a personal response to different genres and formats of written texts. They also enjoy reading for pleasure. Students learn to write in a clear, organised manner using appropriate language and vocabulary to express their ideas and feelings. They also learn to revise and self-assess their written work.

Competence in mathematics, science and technology Tiger Time 4 develops students’ competence in mathematics, science and technology in a variety of ways. Mathematical competence is developed through the recognition and use of numbers in a range of different contexts, such as counting objects, following instructions to find pages in the Student’s Book and Activity Book, telling the time and understanding differences in world time zones. Through a range of activities based on visual observation and discrimination, students develop their understanding of the relationship between geometric shapes and everyday objects in English. Through the use of simple tables, grids and charts, students learn to express and interpret information and data. Through the CLIL sections of Tiger Time 4, students develop competence in knowledge of and interaction with the physical world in a range of interesting, lively and dynamic ways. These include raising awareness of the influence human beings have on their environment and the importance of adopting a healthy lifestyle. In Tiger Time 4, students learn about the differences between mammals and reptiles, and the importance of doing exercise and eating fruit and vegetables. They also become aware of the diversity of sea life in rock pools. These topics develop students’ understanding of different aspects of the physical world, as well as increasing autonomy and personal initiative in areas of their own lives.

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How Tiger Time 4 develops the Key Competences Digital competence Through the integration of digital and multimedia resources, students develop familiarity in using information and communication technologies as essential tools for learning and communication. Students show frequent initiative in using digital resources and can search for and communicate information independently. Students also become familiar with basic vocabulary to talk about ICT in English. Digital components for Tiger Time 4 include a Presentation Kit for teachers with the following enhanced features: Vocabulary Tool, Storyteller, Grammar Tool, Dialogue Builder and Culture Videos.

Sense of initiative and entrepreneurship In Tiger Time 4, the development of a sense of initiative and entrepreneurship goes hand in hand with learning to learn. The approach to learning and the use of components such as the Tiger Time Progress Journal encourage students to adopt a responsible and self-aware attitude towards their own learning. Students learn to know and understand themselves and to be willing to set and meet objectives. They also learn to reflect on their learning and to be constructively self-critical as they assess their own progress. A sense of initiative and entrepreneurship is also encouraged in regular project work, in which students are actively encouraged to be creative and use their imaginations, as well as in a range of personalised activities and discussions, in which students are actively encouraged to express their opinions and divergent views.

Learning to learn Tiger Time 4 takes account of the fact that students have different learning styles and provides the opportunity for each student to develop and fulfil their potential, according to their individual strengths, aptitudes and preferences. The emphasis on learning to learn and thinking skills enables students to reflect and become more effective and autonomous learners. Students develop awareness of the abilities required for learning, such as paying attention, concentration, memory and making effective use of time. Students also become increasingly confident when faced with new learning challenges and are willing to take responsibility, show personal commitment and learn from their mistakes. The Tiger Time 4 characters engage students in setting general learning objectives at the start of each unit in the Student’s Book. There are also clear learning aims established at the start of each lesson within the unit. At the end of each lesson, the teacher conducts a brief review to ensure that these aims have been met. In addition to this, students are encouraged to carry out independent investigation for project work, making use of technology where appropriate. They also complete their Picture Dictionary and My Tiger Time score card independently at the end of each unit. Students also complete the Progress Journal for each unit. This comprises several different sections which ecourage students to review their learning, identify activities that help them learn, focus on learning strategies for different study skills, assess what they can do, and make an action plan to help them remember the unit.

Social and civic competences Cultural awareness and expression In Tiger Time 4, cultural awareness and expression is developed through a wide range of short texts, as well as images and video material which focus on different aspects of British culture. These engage students in learning, and lead to pleasure and curiosity in finding out about how other people live their lives. Students also develop intercultural skills including an interest in, and appreciation of, other cultures and an ability to compare British culture with their own. Topics covered in the Culture lessons of Tiger Time 4 include different ways children use technology in the UK, a visit to a wildlife park, PE and sports lessons at school, daily routines, school lunches, the British seaside, and putting on an end-of-year show.

Tiger Time 4 places great emphasis on developing social and civic competences through the use of methodology that promotes active participation, respect for classmates, willingness to follow rules, and cooperation and collaboration with the teacher and peers. Students learn to take decisions in an increasingly responsible way, taking into account individual and group interests. Students appreciate and value the differences between themselves and others, respect cultural diversity and understand different points of view. Social and civic competences are explicitly promoted in Tiger Street Club Values after each story. These draw out learning points which encourage children to adopt appropriate behaviour in different situations and to respect and value their relationships with others and the community. Examples of values in Tiger Time 4 include the importance of helping people, using your time well, and keeping safe, as well as awareness of equal opportunities and the value of sharing. Through the Culture lessons and video materials, students develop an awareness of cultural diversity and a sense of the society and community to which they belong. Students learn to appreciate and value the differences between themselves and others, and understand how to participate and behave appropriately in different situations.

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The course components For the student

Student’s Book

Activity Book

A 64-page, full-colour book with a starter unit, seven units and three festivals. Each unit is comprised of eight lessons including setting objectives, vocabulary practice and spelling bee, a double page story with comprehension, reflection questions and values, a double page of grammar practice, phonics and speaking activities, a double page of Tiger Team Magazine including CLIL, culture and the unit project, and lastly a consolidation and extension lesson including Class Chit-Chat, Reading Corner and Tiger Street Tales.

A 96-page book which works together with the Student’s Book to develop students’ literacy, consolidate home-school links and practise key language which has been introduced in the Student’s Book. The organisation of the Activity Book reflects the sequence of lessons in the Student’s Book, and also includes a two-page review for every unit. At the end of the Activity Book there is a 32 page full-colour supplement which includes the Verb list, Picture Dictionary, Grammar Reference Bank, Vocabulary and Grammar Reinforcement and the Cut-out Cards which accompany each unit.

Student’s Resource Centre Designed to promote autonomy and pleasure in studying English, this is an online digital resource for independent home or school use. All the active vocabulary, grammar, stories and songs that children encounter in the Student’s Book can be found here, together with a range of lively and varied accompanying activities to provide enjoyable extra practice and consolidation. The access code for the Student’s Resource Centre can be found on the front inside cover of the Student’s Book.

Progress Journal The Progress Journal can be downloaded from the Teacher’s Resource Centre and is photocopiable. It is designed to focus on learning to learn and promote autonomy. Students complete My Language Passport at the start of the course, followed by three pages of activities at the end of each unit. These activities are comprised of six sections: ‘My learning review’ in which students recall what they have learnt in the unit, ‘My vocabulary check’ in which students review key vocabulary, ‘My learning’ in which students identify activities which help them learn, ‘My study skills’ in which students reflect on personal learning strategies, ‘My progress’ in which students self-assess and evaluate their progress, and ‘My learning plan’ in which students formulate an action plan to help them remember what they have learnt. As students work through the units of Tiger Time 4, the Progress Journal provides a motivating ongoing record of their progress and achievement. It also provides a useful reference for parents and teachers, and is a tangible home-school link.

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The course components For the teacher

Teacher’s Book

Teacher’s Resource Centre

The Teacher’s Book is spiral bound and contains reduced facsimiles of the Student’s Book and Activity Book for easy classroom use. The Teacher’s Book contains an introduction, syllabus, At a Glance Lesson Plans and Detailed Lesson Plans for each lesson. These include learning objectives, materials needed, learning routines, revision activities, teaching notes and answer keys. The audioscripts can be found at the end of the Teacher’s Book.

The Teacher’s Resource Centre contains the following sections and photocopiable resources:

Class Audio CDs Three Class Audio CDs provide all the audio material in Tiger Time 4 Student’s Book and Activity Book. This includes all the learning routines, key vocabulary, stories, reading texts, songs, chants, phonics activities, listening activities, unit reviews, Class Chit-Chat and festival materials. There are also karaoke versions of the songs.

• Word cards: a set of 86 word cards match items on the flashcards. These are used to introduce the written form of words and for a wide range of recognition and practice activities. Detailed suggestions for using the word cards are given in the teaching notes for each lesson. • Story cards: full-colour story cards, which replicate the illustrations in the Student’s Book, are provided for all the stories. On the reverse side of each story card is the text that accompanies each picture, as well as relevant questions to ask. • Classroom practice worksheets: Transition, Extension, Phonics, Grammar, Basic Writing Practice • Tests: Diagnostic Test, Unit Tests, Term Tests and End-ofyear Test in PDF format. There are also instructions and an answer key. • Letters to parents: An introductory letter at the outset of the course followed by one letter to introduce each unit. The letters to parents and carers also include the main song lyrics in each unit. There is also a Parent Guide, which contains tips on helping with English at home and safe surfing on the internet.

Flashcards A set of 86 full-colour flashcards with images of key vocabulary provides an ideal resource for presenting and practising vocabulary. Detailed suggestions for using the flashcards are given in the teaching notes for each lesson.

Presentation Kit This digital Presentation Kit includes vocabulary and grammar presentations, reference and practice activities, a Storyteller with various options for telling and practising the story, Grammar Tool, a dialogue builder and video clips for the culture sections. A Test Builder is also available which allows teachers to create different tests.

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Lesson 1

Understanding the Student’s Book and Activity Book Lively opening routines for every unit engage children in participating from the outset.

All the listening material is available on the Class Audio CDs. Audioscripts can be found at the end of the Teacher’s Book for each lesson.

Every lesson has a clear learning focus. The Tiger Street Club characters outline what students are going to do at the start of each unit. Setting aims gives students a clear idea of what to expect and creates interest in the content of the unit.

The Tiger Street word rap is a feature of every unit. The lively rhythm of the rap motivates students to say new words in context and makes learning vocabulary fun and memorable.

Two images on the unit noticeboard motivate students to read the story and learn about the CLIL content. Vocabulary is introduced using attractive, photographic flashcards. Children get a clear pronunciation model to follow. You can also use the vocabulary presentation in the Vocabulary Tool in the Presentation Kit.

The Spelling Bee is a feature of every unit. As well as being an enjoyable team activity, the Spelling Bee encourages students to spell words correctly as an integral part of learning new vocabulary. Students play an enjoyable game to practise the new vocabulary in context. Students are encouraged to recall other familiar words from the same lexical set. The emphasis on recycling ensures flexibility and continuity in students’ learning.

w

A variety of vocabulary production and listening activities reinforce learning in the Student’s Book.

Lesson 1 Vocabulary 1 Find, circle and write. i

1

All activities have clear instructions for students to follow independently.

farmer

3

5

7

2

o

s

h

o

p

a

s

s

i

n

t

g

c

n

x

g

o

p

h

p

u m

i

u

l

p

f

v

l

t

w

l

v

o w

f

o

n

h

d

h

a

i

n

p

t

a

t

i

z

a

e

o

f

a

c

q

d

b m b

r

f

g

j

b

p

d

x

e

a

c

d

i

t

m o

k

f

a

s

h

i

o

d

e

s

i

g

n

e

i

v

t

b

d

f

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e

s

h

e

k

r

m

r

g w a m

r

f

d

b

i

t

d

t

y

j

s

l

h

z

j

j

b

r e

n

e

s

r

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q

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g

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l

f

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t

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n

s

v

c

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r

s

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e

x

z

q

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a

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l

f

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j

k

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c

e

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r

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s

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q

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8

2

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Students have an opportunity to practise recycled vocabulary from the same lexical set.

6

10 90

9

90

Look. Write the first letter and find the sentence.

19 M 99 y

3

90













He works in a museum.

3

She





19

90 99



Look and write. 1

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.

90

90 2

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Lesson 2

Understanding the Student’s Book and Activity Book

All the stories are attractively illustrated. The illustrations vary depending on the context and theme. Clear pictures and audio support students’ understanding of the narrative.

The Storyteller in the Presentation Kit provides a variety of enjoyable ways to tell and practise language in the story. Every unit introduces students to a different story genre and develops listening and reading skills in a variety of motivating and engaging contexts.

Students predict the story and listen to an initial telling using the attractive story cards.

Comprehension questions check students’ understanding of the story. Students listen and find out whether or not they have answered correctly. Tiger Street Club Values is a regular feature which highlights values and attitudes relevant to the story. Two questions invite students to think about a range of issues and to take personal responsibility for choices they make.

A variety of reading and writing activities check understanding and practise key language from the story.

Students are encouraged to think about and express their personal opinions in response to the story. This develops confidence, self-esteem and respect for the views of other people.

A Visitor at School

Lesson 2 An animal story 4 Write and match. 1

Put the away, Donna.

3

b

c

Let’s go into the and find out.

4

Home-School Link is a regular feature which promotes interaction and communication between the students’ home and school environment.

a

What does Lulu do? Can you guess ?

2

A personalised question at the end of each story invites students to relate the story to their own world.

d

I think this is very . I love dogs.

5 Order and write.

CD2

28

Listen and check.

1 Lulu / design / doesn’t / clothes Lulu doesn’t design clothes.

Students are invited to share the online version of the story with their family as part of the Home-School Link.

2 a / designer / isn’t / She / fashion 3 doctor / She / a / isn’t / or / nurse / a doesn’t / hospital / She / in / a / work 5 doesn’t / a / wear / She / uniform 6 a / officer / police / isn’t / She 7 is / guide / Lulu / a / dog 8 Julie / She / helps / in / different / many / ways

Home-School Link 6

Read and reflect. Write.

1 I think it

Resource Centre

digital

digital

(is / isn’t) very important to find out about different jobs.

2 I think the story is

(sweet / interesting / funny / …).

3 My favourite moment in the story is

.

I think guide dogs are

.

7 Write six words from the story. Tell your family what they mean.

30

1

2

3



5

6

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Personalised practice activities relate vocabulary to the students’ world and make learning memorable.

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Lesson 3

A colour-coded grammar table makes learning points clear and explicit. The grammar can be presented, practised and extended using the Grammar Tool in the Presentation Kit.

Tiger Tips highlight points of grammar that students need to remember in a fun way. An interactive speaking activity or game based on an information gap and/or logical deduction provides an enjoyable context for controlled speaking practice and promotes active participation of all students.

Students follow the grammar table as they listen and say the missing words. They then learn the language patterns in the grammar table to help with future recall.

The approach to grammar is light and age-appropriate with the focus on making grammar meaningful, memorable and accessible to all learners.

A further activity or game provides practice of a related language pattern also presented in the grammar table.

Lesson 3 Grammar and Writing

He (1)

works

on a farm.

He (2)

work in a hospital.

(3)

Tiger Tips

he work with animals?

Yes, he ( )

.

9 Look and write.

(5)

CD2

30

, he doesn’t.

Remember! ● He / She works … ● He / She doesn't work …

Listen and check. 1

Does he work on a farm?

2

he wear a uniform?

3

he work with animals?



Two writing practice activities reinforce and consolidate the speaking practice activities and games in the Student’s Book.

ammar!

… i for

8 Read and write. Learn.

5

she work in a school?

6

she wear special clothes?

7

she work with computers?

8

she a firefighter?

Yes, he does.

he a farmer?

Students complete the grammar table to check their understanding. They correct their answers independently by looking at the Student’s Book.

10 Circle the different job. Write. astronaut firefighter taxi driver



vet police officer farmer

‘taxi driver’ A taxi driver doesn’t wear special clothes.

1 I think

2 I think

.

3 I think

. I think

is different.

A

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is different.

A

nurse web designer fashion designer

is different.

A

police officer teacher taxi driver

is different.

.

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Lesson 4

Understanding the Student’s Book and Activity Book

Fantastic phonics is a feature of every unit in which students learn to recognise and produce contrasting sounds of English in a natural and enjoyable way. The Tiger Street Club characters engage students in singing along in Pop Spot, an enjoyable regular feature of every unit. The song helps students practise grammar in context and make it memorable.

A wide range of attractive, easy-to-make craft activities motivate students to practise grammar with confidence and enjoyment. The use of cut-outs also develops cooperation and turn-taking skills.

Students write the Fantastic phonics sentences they have learnt in the Student’s Book from memory. They count how many examples of the target sound are in each one.

Lesson

Grammar, Listening and Writing

11 Remember, write and say.

antasti

1

onics

1

Frank the Victor the 12 Read and match.



CD2

34

Listen and check.

1 He wears …

got a dog.

2 He drives …

a police station.

3 He works …

police officer.

He doesn’t work … a police car. 5 He works in … in a shop. 6 He has …

a uniform.

7 He’s a …

with people.

Home-School Link 13 Look, read and write.

Students do an activity in which they recall and write the grammar patterns in the Pop Spot song.

Does she work inside? What’s her job? Does she work with animals? Does she wear a uniform? 1

Does she work with animals?

No, she doesn’t.

2

No, she doesn’t. But she wears special clothes.

3

Yes, she does. But she works outside, too.



She’s a pop star.

14 Practise the dialogue at home with your family.

The Home-School Link feature encourages students to sing the song at home with their family, using the Student’s Resource Centre. Students also do a personalised writing activity based on the key grammar and vocabulary of the unit.

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Lesson 5

The Tiger Team Magazine is an attractive spread which contains the CLIL content in Lesson 5 and the Culture and Project in Lesson 6.

A reading text is attractively presented in easy-to-read sections accompanied by appealling photos or illustrations, making it accessible and motivating to young readers. There are also comprehension questions to check students’ understanding.

The Do you know … ? fact at the end of the CLIL reading text highlights interesting or amazing facts related to the topic. Students research online with the support of their teachers to find specific information related to the topic of the lesson.

Students do reading comprehension and writing and personalised speaking activities to help reinforcing understanding of key concepts and engaging them in relating the CLIL contents to themselves and their own world.

Lesson 5 Reading, Writing and Grammar

CLIL

15 Look and write.

Social Science

1 This is Rex. He’s a

guide dog

2 This is Sandy. She’s a

3 This is Todd. He’s a

.

.

.

16 Read and write. farmer harness pavements nose team whistles 1 A mountain rescue dog uses its

nose

to find people in the mountains.

2 A mountain rescue dog works with a

of rescue workers.

3 A guide dog guides its owner along the A guide dog wears a

and stops at roads. .

5 A sheepdog works with a sheep

. .

6 A sheepdog understands the farmer when he

17 Read and circle.

Students do personalised speaking and writing activities which engage them in relating the CLIL content to themselves and their world.

Max is a hearing dog. His owner, Sylvia, is deaf. She cannot hear. Max tells Sylvia when a telephone or an alarm clock rings. Max tells her when someone says her name. In the street, Max tells Sylvia when he hears a siren. Max puts his paw on his owner’s leg to communicate. 1 Max is a guide dog. 2 Sylvia cannot hear. 3 Max works with his ears. Max guides Sylvia along the pavement.

True False True False True False True False

5 Max makes a noise to communicate with Sylvia. True False 6 Max puts his paw on Sylvia’s leg to communicate. True

False

18 Write sentences about working dogs.

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Lesson 6

Understanding the Student’s Book and Activity Book

A lively video clip motivates students to learn about aspects of culture in the UK. The video can be found in the Presentation Kit.

Students learn about an aspect of culture in the UK.

The reading text is a personalised report on an aspect of culture in the UK which provides a model writing text for the students’ own projects.

Students are given structured support to prepare their projects. ‘Think about’ directions help students to prepare what thay want to include in their projects.

Learning to Learn is a regular feature of the materials which promotes responsible independent learning.

CD2

19 Read.

38

Listen and tick (✓).

1 Ben’s aunt works in a shop.

Handwritten notes and a complete project provide students with a clear model for their own projects.

Students do a listening activity based on the ‘Tiger Street Club Report’ in the Student’s Book. This builds confidence and helps students to plan and write their own projects.

Lesson 6 Listening, Reading and Writing

Culture • Pro ect



2 She wears a uniform.

3 She doesn’t wear a uniform.



Ben’s aunt

She works in a hospital. 5 She drives a bus.

6 She works with animals.

Ben 20 Read.

CD2

39



8 She works on a farm.

Listen and find the differences. Say stop. My sister

My notes: • the person’s name – my sister, Mr Thomas • what his / her job is – bus driver (sister), shop assistant (Mr T.) • where he / she works – bus station (sister), sweet shop (Mr T.) • what he / she wears – uniform (sister), no uniform (Mr T.) • what he / she does – drives a bus (sister), helps people in the shop (Mr T.)

Remember tips are a regular feature and focus on tips and strategies for students to write and present their work clearly and correctly.

7 She works in a zoo.

Remember! • My brother is a policeman. • My brother is policeman.

✓

✗

Mr Thomas

Using notebooks gives flexibility to the length of the projects and allows for pictures and photos that students may wish to include.

People who work in my town: My sister is a bus driver. She works at the bus station in the town centre. She wears a uniform. She drives a big blue bus. She works from nine to five, from Monday to Friday. She doesn’t work at the weekend. She’s very good at her job. Mr Thomas is a shop assistant. He works in a sweet shop in my street. He doesn’t wear a uniform. He helps people in the shop. He works from Monday to Saturday. He’s a nice man and he’s very good at his job. by Emma

Now write your notes and project in your notebook.

Home-School Link 21

Use technology to extend your project.

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Students are encouraged to use technology with their parents support to extend their projects.

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Lesson 7

Class Chit-chat is a regular feature which develops students’ competence and confidence in using natural English to communicate in the classroom. It can be exploited further by using the Dialogue Builder in the Presentation Kit.

The Reading Corner introduces students to a wide range of different text types which relate to the content of the unit.

The Tiger Street Tales provide reading for pleasure based around the comic adventures of Squirrel, Fox, Magpie and Mouse who have their own alternative club in Tiger Street.

A range of enjoyable revision activities engage students in reviewing key vocabulary and grammar they have learnt in the unit.

Lesson 7 Unit Review Vocabulary and Grammar 22 Look and write the letters. Match. 2

3

5

6

7

a b

1

c

d e

f

g h

8

9 10 11 12 13 1 15 16 17 18 19 20 21 22 23 2 25 26 i

j

k

l m n o p q

1 1 - 21 - 18 - 19 - 5 n u r s e

r

s



i

t

2 16 - 15 - 12 - 9 - 3 - 5 15 - 6 - 6 - 9 - 3 - 5 - 18









5 22 - 5 - 20





6 19 - 8 - 15 - 16 1 - 19 - 19 - 9 - 19 - 20 - 1 - 1 - 20





1 3

e f g



- 18 - 9 - 22 - 5 - 18













h i



j

- 5 - 19 - 9 - 7 - 1 - 5 - 18 CD2

43

Does your uncle work / works in a shop?

2 No, he doesn’t. He work / works in a police station. 4

No, he isn’t / is.

5

Does he wear / wears a uniform?

7

Does he / she work 8 Yes / No, he does. in the canteen? He’s a cook.

6



Listen and check. Act out.

Is / Does he a police officer?

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d

- 5 - 19 - 9 - 7 - 1 - 5 - 18

8 6 - 9 - 18 - 5 - 6 - 9 - 7 - 8 - 20 - 5 - 18

23 Read and circle.

The review places an emphasis on the process of learning and helps to develop students’ selfawareness and metacognitive skills.

b c



10 23 - 5 - 2

z



6 - 1 - 19 - 8 - 9 - 15 - 1

9 20 - 1 - 2 - 9

y



3 16 - 15 - 16 19 - 20 - 1 - 18

7 6 - 1 - 18 - 13 - 5 - 18

u v w x a



No, he doesn’t, but he wears / wear a special hat.

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Lesson 8 and Progress Journal

Understanding the Student’s Book and Activity Book

Lesson 8 Unit Review CLIL, Culture and Self-assessment

The review also covers CLIL and Culture introduced in the unit and gives students an opportunity to self-assess their work.

24 Read and write.

a guide dog

1 This animal helps a blind person. 2 This animal uses its nose to find people in the mountains. 3 This person cleans the classrooms and corridors at school. This person prepares lunch for the pupils in a school. 5 This animal helps a sheep farmer. 6 This person looks after the school building.

25 Read and write.

CD2

44

Listen and check.

Someone who works in my town works in a school My grandfather is (1) a caretaker. (2) in the town centre. He doesn’t (3) a uniform. He looks after the school building. He repairs chairs and tables, too. He works from . He (5) work at the nine to five, from Monday to ( ) job. I (7) want to be a weekend. He’s very good at (6) caretaker. I want to be (8) teacher or a doctor.

Students consolidate vocabulary learning by completing the Picture Dictionary.

26

CD2

45

‘Can do’ statements develop students’ awareness of personal learning that has taken place in the unit.

I can name jobs.

Listen and say Yes or No.

27 Complete the Picture Dictionary for Unit . Learning to

Home-School Link

LEARN

28 Complete your Tiger Time score card.

Yes.

My Tiger Time score card My work in Unit

is:

Students self-assess their work in the unit and make a learning plan. They share this with their teacher and families.

My Learning Plan I plan to:

OK

read Unit

Good

again

write a list of words to remember

Very good

learn the grammar table

Excellent

do the online activities

29 Do an activity from your Learning Plan and complete your Progress Journal for Unit .

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Students review two main areas of learning in the unit: the story and CLIL.

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My learning

Jobs and Routines Do you remember the story? Write four more questions the children ask about Lulu.

A Visitor at School

vocabulary vocabulary Resource Centre

digital

digital

vocabulary

Does she design clothes?

Spelling Bee

2

grammar

5

2

CL

3

Tiger Team Magazine project

CLUB V ALU E S Tiger Street Club Values

mountain rescue dog. He uses his nose to find people lost in the mountains.

3 Lady is

.

5

farmer

the song / rap

the video clip and report

A focus on different study skills in each unit of the Progress Journal develops students’ awareness of learning strategies and their own personal preferences.

TIGER STREET

H

TALES

Class Chit-Chat

Reading Corner

Reading For Pleasure

Tiger Street Tales

Think about how you write in English. Read and tick ( ) or cross ( ).

✓

6 7 8 9 10

12

✗

1 I think about what I want to write.

Do you remember the key words from Unit ? Write them in alphabetical order. 2 3

C H I T- C

My study skills

.

My vocabulary check

1

SS

My favourite activity is . It helps me to speak in English / write in English / learn new words / listen in English / read in English / use English to find out about the world / think in English.

1 Josh is a

2 Milton is

phonics A

AT

What do working dogs do? Write sentences. 1

Students reflect and recall the CLIL content of the unit.

the story

antastic onics

3

A variety of activities get students to recall or re-tell the story using the Student’s Resource Centre.

Students reflect on the activities in the unit and how they help them to learn.

LEARN

Think about your favourite activity in Unit . How does it help you to learn? Write and circle.

My learning review

1

Learning to

2 I make a plan. 3 I write neatly.

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I use a dictionary. 5 I learn from my mistakes.

My progress What can you do after Unit ? Read and circle your score.

I plan to

.

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1 I can name jobs. 1 2 2 I can ask about and say what people do. 1 2 3 I can act out the A Visitor at School story. 1 2 I can sing the What’s his job? song. 1 2 5 I can name three types of working dogs. 1 2 6 I can write about someone who works in 1 2 my community. My score for Unit

A variety of activities, such as completing a mind map, give students an opportunity to self-assess their learning of vocabulary in the unit.

3 3 3 3 3 3 :

5 5 5 5 5 5 / 30

My learning plan How do you plan to remember Unit ? Write. • read Unit again • write a list of words to remember

• learn the grammar table • do the online activities

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Students read and respond to ‘can do’ statements that they have previously listened to in the Activity Book, and give themselves an overall score for their work in the unit.

I plan to

.

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Students make a personal action plan to remember what they have learnt in the unit. This develops good learning habits, personal responsibility and increasing initiative and learner autonomy.

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Using the Activity Book

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This section contains reinforcement material of the vocabulary and grammar for every unit of Tiger Time 4.

Vocabulary Unit 4

Grammar Unit 4

1 Look and match.

1 Read and write the Tiger Tips. Write and learn.   1  vet

a

f

He She

  2  police officer b

  3  nurse

works doesn’t work

●

c

i

  8  pop star

2  Does she drive a fire engine?  3  Does she work in a shop?     Does she work in a police station?  

10  web designer a

3 Look, read and write.

b

Yes, he is.  Yes, he does  No, he doesn’t.  Yes, he does. 

c

1  He works in a museum.  

Yes, she does.

1  Does she wear a uniform? 

j

  9  fashion designer

2 Look and write the letters.

… work …

 on a farm.  work in a hospital.   he work with animals?     .   , he doesn’t. 

2 Look and answer Yes, she does or No, she doesn’t.

  7  taxi driver e

works

1  He  2  He  3     Yes, he 

h   5  shop assistant    6  farmer

Tiger Tips

Remember! He / She work ● He / She

Does  works  No  doesn’t  does 

    firefighter

d

in a hospital. with animals. on a farm.

g

Yes, he does.

1  Does he work on a farm? 

2  She works in a school.   c

3  He works in a train station. 

Guided practice is provided for each grammar structure.

2  Does he wear a uniform? 

d

3  Does he work with animals? 

   She works in a hospital.  

 

   Is he a farmer?  mountain rescue dog  sheepdog  guide dog  2  Josh is a 

sheepdog

. He helps  the farmer guide   the sheep.

Yes, he is.  No, he doesn’t.  Yes, he does.  No, he doesn’t. 

3  Lady is a  .  

He finds people lost   in the mountains.

. She guides  blind people around   dangerous objects.

5  Does he work in a school?  6  Does he wear special clothes?  7  Does he work with computers? 

 

8  Is he a firefighter? 

 

 

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3 Read and write. 1  Milton is a 

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Vocabulary Unit 6 1 Read the Tiger Tips. Write and learn

1 Look and write. farm  river  gate  bridge  path  campsite  lake  forest  mountain  signpost

The vocabulary from each unit is thoroughly revised in a systematic way.

turn Don’t go

1   

lake

6 

2 

3 

7 

8 

2 Read and write.

  

9 

5 

left at the river. right. over the bridge.

Remember! Turn left. ● Don't turn right. ●

1  Turn left  at  the bridge.  turn right.     2  3  Go to the   of the path.      Do I go straight  ?  we go over the bridge? 5 

10    

2 Look and match.

2

1  Turn right at the  tree. I like being in the 

mountains

a

b

c

d

e

f

2  Don’t turn right.

I like looking at the trees in  . the 

.

3

Tiger Tips

round the farm.

Do  end  at  on  Don’t

mountains  bridges  rivers and lakes  forest

1

Attractive photos and illustrations provide a motivating context for practice.

3  Go to the end of  the path.

4

    Go straight on. 5  Go over the  bridge.

I like standing on    

Support is given for the key grammar structure from each unit.

Grammar Unit 6

.

1

6  Don’t go under  the bridge.

We love sitting next to  

g

7  Go round the  lake.

.

3 Find, circle and write. 3 Look, read and number in order. Go straight on.   

squirrel

A

Go to the end of the path.    Turn right at the signpost.  

2       

Turn left.   

84

B

C

D

1

Go to the end of the path.  

E

F

CAMPSITE

2

1

3

FOREST

X

Start

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1   3  

Do you know the way to the lake?

LAKE

E T L E E E B E M U T R S H E L R O S Q U I R R O M S

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Tiger Time 4 Presentation Kit One of the very exciting features of Tiger Time 4 is the fully integrated, downloadable Presentation Kit. This is ideal for use on interactive whiteboards and projector-computer combinations. The Presentation Kit promotes heads-up learning via a range of practical tools and contents especially designed for real teaching situations. These features include: • A fully digitalised, interactive Student’s Book and Activity Book, optimised for interactive whiteboard use. • A Vocabulary Tool which enables teachers to present, review and practice vocabulary in a memorable and meaningful way. • A Storyteller which gives teachers flexibility to present and tell the stories, and also provides post-story practice. • A Dialogue Builder which enables teachers to present the dialogue from the Class Chit-chat which appears on the final page of each unit. The Dialogue Builder allows the teacher to build up the dialogue gradually. There is also a practice component which enables the students to order the dialogue. • A Grammar Tool which enables the teacher to digitally present the grammar tables from the Student’s Book and systematically focus on the aspects of grammar being studied. There are interactive activities which allow the students to practise these structures. • Integrated videos present the course content in an engaging way. • Integrated songs can be played or downloaded. Students can sing along with the lyrics and then do a follow-up activity. • Access to materials for teachers including photocopiable worksheets and a Test Builder.

Using the features of Tiger Time Presentation Kit The Presentation Kit is intuitive and very easy to use. Three new tools that give teachers greater flexibility in the Presentation Kit are the Vocabulary Tool, Storyteller and Grammar Tool.

Using the Vocabulary Tool The Vocabulary Tool is an easy-to-use device with three basic modes: Flashcard presentation

• The teacher can show the digital flashcards at any point when the Teacher’s Book calls for the teacher to use the flashcards for presentation or review. When the teacher is presenting the vocabulary items he or she can show the images one-by-one as a slideshow. There are also other options the teacher can choose: spotlight, distort and flash for revision purposes, which enable the teacher to review the vocabulary in a motivating way at the end of the lesson or at the beginning of the next lesson.

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Picture dictionary for review

• The picture dictionary is a useful resource for consolidation, allowing the teacher to select a lexical set with corresponding images and audio. There is a version of the picture dictionary available in the Student’s Resource Centre, to enable students to revise and test themselves. Vocabulary activities

• Pelmanism and a word maze activity allow the teacher to practise the lexical items with the students in class in a fun and motivating way. These activities are also available in the Student’s Resource Centre, so that students can play these at home too and share their learning with their parents.

Using the Storyteller The Storyteller gives the teacher increased flexibility when telling the story in Lesson 2 and provides practice as well. Like the Vocabulary Tool, the Storyteller has three easy to use modes: Introduce the story

• This pre-story mode allows teachers to present a global overview of the story by projecting digital story cards. In the first instance, we suggest that the teacher projects all the digital story cards together on the screen, thereby allowing the students to see the whole story in context. This mode also enables the teacher to select and project individual digital story cards. Tell the story

• This storytelling mode allows the teacher to tell the story to the students. The options of audio and text can be switched on or off, depending on how the teacher wants to tell the story. If the teacher wants to tells the story him/herself, he or she can of course do so by projecting the story frames in the same way as he or she would hold up traditional storycards. A version of the Storyteller is also available in the Student’s Resource Centre, so that students enjoy the stories at home and show their parents. Review the story

• The post-story mode allows the teacher to review the story with the students and check understanding. There is a sequencing activity for the students to complete in class, which is also available in the Student’s Resource Centre, so that students do this at home too.

Using the Grammar Tool • The Grammar Tool and practice material enable the teacher to present the grammar tables from the Student’s Book and systematically focus on the aspects of grammar being studied: affirmative, negative, question forms and short answers. The presentation stage is followed by a practice stage. There are two interactive practice activities. The first activity contains language from the unit in the form of an ordering activity or a drag and drop gapfill. The second activity contains language from the unit, but also with some extension. This is in the form of a multiple choice where students have to choose the correct form.

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Project work The projects in Lesson 6 of the unit can be adapted to suit your students. Each project can be taught in three stages. Further ideas for how to extend the project in each unit are given below. You may choose to do one or more stages of project work, depending on the ability of your class. Unit 1

Stage 1 – Individual Project: The students prepare, plan and do independent writing in their Activity Books (see Activity 19 of the unit). (Optional) They present or show their projects to other students or to the rest of the class. Stage 2 – Collaborative Extension: The students work in project groups and compare their individual projects. Option A: They collate the information and use graphic organisers, such as a bar chart or a pie chart, to show which school subjects and afterschool clubs are the most and least popular. Option B: The students do research on the Internet, with teacher guidance, to find out about schools in different countries around the world. They can find out about the school buildings, the size of groups, school uniforms and the school timetable, etc. They then write a fact file, with pictures and photos. Stage 3 – Presentation: The project groups present their findings to the class. They show the information in a Powerpoint presentation or as a poster. Other students comment and ask questions. At the end, the students can also give feedback and peer assess each other’s projects. Our Tiger Team Magazine: With your help and guidance, the students choose a selection of work by the project groups to be included in their own version of the Tiger Team Magazine. This can be published either electronically or on paper at the end of each term and distributed to parents, or uploaded onto a class or school blog. Unit 2

Stage 1 – Individual Project: The students prepare, plan and do independent writing in their Activity Books (see Activity 19 of the unit). (Optional) They present or show their projects to other students or to the rest of the class. Stage 2 – Collaborative Extension: The students work in project groups and compare their individual projects. Option A: Give each group a different Macmillan Children’s Reader (level 4). Each group reads their book. They can also listen to it online at www.macmillanyounglearners.com/readers. They then prepare a description of the book, with personal opinions. Option B: The students prepare a list of 10 children’s book titles. They prepare a simple questionnaire, to go with the list, about people’s favourite books. They give this to another class. They then collate the information and use graphic organisers, such as a bar chart or a pie chart, to show the results.

Stage 3 – Presentation: In the case of Option A, each group presents their book. After all the presentations, the students decide which of the books they want to read. In the case of Option B, the project groups present their findings to the class. They show the information in a Powerpoint presentation or as a poster. Other students comment and ask questions. At the end, the students can also give feedback and peer assess each other’s projects. Our Tiger Team Magazine: With your help and guidance, the students choose a selection of work by the project groups to be included in their own version of the Tiger Team Magazine. This can be published either electronically or on paper at the end of each term and distributed to parents, or uploaded onto a class or school blog. Unit 3

Stage 1 – Individual Project: The students prepare, plan and do independent writing in their Activity Books (see Activity 19 of the unit). (Optional) They present or show their projects to other students or to the rest of the class. Stage 2 – Collaborative Extension: The students work in project groups and compare their individual projects. Option A: As a group, the students decide which are their (five) favourite public places in the region where they live. They find out as much as they can about these places. They may even be able to take photos and shoot videos of these places to include in the project. Option B: The group uses the Internet, with teacher guidance, to find out about a city in another country. They find out what there is to see and do in the city. They find out about the transport systems of the city. Stage 3 – Presentation: The project groups present their findings to the class. They show the information in a Powerpoint presentation or as a poster. Other students comment and ask questions. At the end, the students can also give feedback and peer assess each other’s projects. Our Tiger Team Magazine: With your help and guidance, the students choose a selection of work by the project groups to be included in their own version of the Tiger Team Magazine. This can be published either electronically or on paper at the end of each term and distributed to parents, or uploaded onto a class or school blog. Unit 4

Stage 1 – Individual Project: The students prepare, plan and do independent writing in their Activity Books (see Activity 20 of the unit). (Optional) They present or show their projects to other students or to the rest of the class. Stage 2 – Collaborative Extension: The students work in project groups and compare their individual projects. Option A: As a group, the students decide on two or three professions they’d like to know more about. With teacher guidance, they find out about the jobs on the Internet.

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Option B: Groups prepare interview the people who work in their school. These people can include the head, the cook, assistant teachers, the librarian, the caretaker, the cleaner(s) and/or the nurse, etc. The questions should be about their daily routine at work. Each group interviews and photographs one or two people only (decide in advance who’s interviewing who). They write up the results. The class combines their information to make one Powerpoint presentation, a book or a poster about The People Who Work in Our School. You will need to coordinate with the other members of staff over when the interviews can happen. Stage 3 – Presentation: In the case of Option A, the project groups present their findings to the class. They show the information in a Powerpoint presentation or as a poster. Other students comment and ask questions. At the end, the students can also give feedback and peer assess each other’s projects. In the case of Option B, the final product can be shared with or presented to other groups. Our Tiger Team Magazine: With your help and guidance, the students choose a selection of work by the project groups to be included in their own version of the Tiger Team Magazine. This can be published either electronically or on paper at the end of each term and distributed to parents, or uploaded onto a class or school blog. Unit 5

Stage 1 – Individual Project: The students prepare, plan and do independent writing in their Activity Books (see Activity 20 of the unit). (Optional) They present or show their projects to other students or to the rest of the class. Stage 2 – Collaborative Extension: The students work in project groups and compare their individual projects. Option A: They collate the information and use graphic organisers, such as a bar chart or a pie chart, to show which activities they (don’t) like doing. Option B: The students prepare a survey or questionnaire about the activities people like doing: Do you like … ? What do you like doing on (Saturdays)? They distribute this to another class. Then they collate the results. Stage 3 – Presentation: The project groups present their findings to the class. They show the information in a Powerpoint presentation or as a poster. Other students comment and ask questions. At the end, the students can also give feedback and peer assess each other’s projects. Our Tiger Team Magazine: With your help and guidance, the students choose a selection of work by the project groups to be included in their own version of the Tiger Team Magazine. This can be published either electronically or on paper at the end of each term and distributed to parents, or uploaded onto a class or school blog.

Unit 6

Stage 1 – Individual Project: The students prepare, plan and do independent writing in their Activity Books (see Activity 20 of the unit). (Optional) They present or show their projects to other students or to the rest of the class. Stage 2 – Collaborative Extension: The students work in project groups and compare their individual projects. Option A: Students prepare a questionnaire to find out where people’s ideal holiday destination (forest, beach, mountain, city, etc). They distribute this to another class. They then collate the information. Option B: The students talk about the activities they like doing on holiday. They then design an ideal holiday camp, a place where they can all spend the perfect holiday. This can include a description of the accommodation and a map showing all the facilities and activities at the camp. Stage 3 – Presentation: The project groups present their findings or creations to the class. They show the information in a Powerpoint presentation or as a poster. Other students comment and ask questions. At the end, the students can also give feedback and peer assess each other’s projects. Our Tiger Team Magazine: With your help and guidance, the students choose a selection of work by the project groups to be included in their own version of the Tiger Team Magazine. This can be published either electronically or on paper at the end of each term and distributed to parents, or uploaded onto a class or school blog. Unit 7

Stage 1 – Individual Project: The students prepare, plan and do independent writing in their Activity Books (see Activity 18 of the unit). (Optional) They present or show their projects to other students or to the rest of the class. Stage 2 – Collaborative Extension: The students work in project groups and compare their individual projects. Option A: They collate the information and write a report that is true for the group. Option B: The students prepare a survey or questionnaire about Tiger Time 4 (favourite units, stories, songs, etc.) and which aspects of learning English the students find easy or difficult. They distribute this to another class. They then collate the results. Stage 3 – Presentation: The project groups present their findings to the class. They show the information in a Powerpoint presentation or as a poster. Other students comment and ask questions. At the end, the students can also give feedback and peer assess each other’s projects. Our Tiger Team Magazine: With your help and guidance, the students choose a selection of work by the project groups to be included in their own version of the Tiger Team Magazine. This can be published either electronically or on paper at the end of each term and distributed to parents, or uploaded onto a class or school blog.

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Using the Teacher’s Book The landscape formats allow teachers to navigate through the Teacher’s Book with ease and the two types of lesson plan provide clarity for the teacher.

Clearly stated aims, active language and materials list.

1

Lesson 4

Class Audio for Lesson 4

Objectives and key competences • to practise pronunciation: /ʤ/ and /g/

It’s time to speak in English CD 1 Track 2 p177 The end of the English lesson CD 1 Track 3 p177

Active language art and design, drama, English, geography, history, ICT, maths, music, PE, science What have we got at (nine o’clock)? At (nine o’clock) we’ve got (geography). No. We haven’t got (history) today. We’ve got (English).

• to make the subject cut-out cards • to play Today’s timetable • to sing What have we got?

Student’s Book Fantastic Phonics CD 1 Track 19 p178 What have we got? CD 1 Track 20 p179 Activity Book Activity 12 CD 1 Track 22 p179

Materials Flashcards and Word cards: art and design, drama, English, geography, history, ICT, maths, music, PE, science, Class Audio CD, Cut-out cards (one set prepared in advance, optional – AB page 89), scissors

Activities for starting the lesson.

At a Glance Lesson Plan

There is a reference to the all the audio used in the class. All audioscripts can be found in the audio section at the back of the Teacher’s Book.

Activity Book

Student’s Book

Starting the lesson • Do the opening routine. CD 1 Track 2 p177 • Review the Unit 1 flashcards and word cards. • Explain the aims of the lesson. Activity 11 • Fantastic Phonics: Listen and repeat. Say. CD 1 Track 19 p178 Activity 12

A brief overview of all the activities in the lesson.

Activity 13

• Listen and read. CD 1 Track 20 p179 • Sing What have we got?

• Go to Activity Book page 89. Make the subject cut-out cards. • Play What have we got at ... • Go to the Activity Book. See Activity Book activities to the right. Ending the lesson • Review the lesson. • Do the closing routine. CD 1 Track 3 p177

Activity Book Activity 11 • Fantastic Phonics: Remember, write and say. Activity 12 • Look and write. Listen and check. Act out. CD 1 Track 22 p179 Activity Book: Home-School Link Activity 13 • Practise the dialogue at home with your family. Activity 14 • Order and write. Tell your family what subjects you have got at different times of the day.

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Activities for ending the lesson.

Activities from the Activity Book

Detailed Lesson Plan Starting the lesson

A more detailed step-by-step plan of the lesson.

Clear stages make the plan very easy to follow.

Do the opening routine. • Greet the students. Do Opening routine 1: It’s time to speak in English. The students listen and join in. CD 1 Track 2 p177 Review the Unit 1 flashcards and word cards. • Play board pelmanism. Stick six flashcards, face down, on one side of the board. Number them 1–6. Stick five of the corresponding word cards, face down, on the other side of the board. Label them A–E. • Divide the class into two teams. A student from Team A asks for a flashcard. Can we have flashcard (6), please? Show the team the flashcard and ask What is it? Another student from the same team asks for a word card. Can we have word card (B), please? Show the team the word card and ask What does it say? If the flashcard and word card match, remove them from the board. If not, stick them back face down on the board. • Continue the game until there is only one flashcard remaining. The team with the most flashcards is the winner. Explain the aims of the lesson. • Say Today we’re going to practise pronunciation, sing a song, and make and play with the subject cut-out cards. Student’s Book Activity 11

Fantastic Phonics: Listen and repeat. Say. CD 1 Track 19 p178 • Read the sentences. Draw attention to the difference between the /ʤ/ and /g/ sounds, as highlighted. • Play the CD. The students listen and repeat the sentences. • Repeat once or twice, with or without the CD. • Option: The students count how many times they can say the sentences in a minute. • Draw the students’ attention to the different ways of spelling the /ʤ/ sound in the first sentence.

Student’s Book Activity 12

Pop Spot: Listen and read. Sing What have we got? CD 1 Track 20 p179 • (Books closed.) Ask What subject have the singers got at nine o’clock? How many more subjects are in the song? Play the CD. The students listen. • Check the answers (ICT at nine o’clock; three other subjects: history, geography, PE). • Play the CD again. The students listen and read. • Practise the song. Play the CD again. The students join in. • Ask Do you like the song? Student’s Book Activity 13

Go to Activity Book page 89. Make the subject cut-out cards. Play What have we got at ... • The students cut out and make their subject cut-out cards. • Divide the class into pairs. Each pair should place a book between them to serve as a screen. • Demonstrate the game. Students A and B put their cards into chronological order. Student A arranges seven of the eight subject cards next to the clocks, making a day’s timetable. Student B asks questions to find out which subject is at what time, and arranges his/her subject cards according to the answers. Read the speech bubbles to clarify. At the end of the game there should be one subject unused. Student A asks What have we got at (quarter past two)? Student B: We’ve got (music). Student A: Correct! • The students remove the screen and check their cards are arranged in the same order. They then change roles and play again. • Note: Once the students have finished, they stick their cards in their notebooks and write sentences. I have history on Mondays at quarter to eleven. I haven’t got PE on Wednesdays. This can also be done in a later lesson or for homework.

Activity Book

Activity 11 Fantastic Phonics: Remember, write and say. • The students recall the tongue twisters and complete the sentences. They then say the sentences. Answers: We’ve got geography in the gym with Julie. We’ve got grammar in the playground with Greg.

Activity 12 Look and write. Listen and check. Act out. CD 1 Track 22 p179 • The students look at the pictures and clocks and write the times and subjects. • Play the CD. The students check their answers. • The students act out the dialogue in pairs.

The Home-School link is clearly flagged up.

The description of Activity Book material always appears in a shaded box, so the teacher can easily identify it.

Answers: (See answers in audioscript.)

Activity Book: Home-School Link

Activity 13 Practise the dialogue at home with your family. • Encourage the students to practise the dialogue from activity 12 at home with their family, including different times and subjects. Activity 14 Order and write. Tell your family what subjects you have got at different times of the day. • The students rearrange the letters of each word and write the question and answer. Check the answer. Answers: What have we got at eleven o’clock? We’ve got English.

Answers are included for all Student’s Book, Activity Book and Progress Journal activities.

Ending the lesson

Review the lesson. • Ask What words have the /ʤ/ and /g/ sounds? Which activity have you most enjoyed today? Do the closing routine. • Do Closing routine 1: The end of the English lesson. The students listen and sing as they put their things away. CD 1 Track 3 p177 • Say Goodbye. See you on ... and name the day of your next lesson. 43

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Starter Unit

Welcome Back to the Tiger Street Club!

Objectives and key competences

Active language

CLIL and Culture



Core vocabulary: Tiger Street Club good friends, go to school together, meet after school, mobile phone, noticeboard, school bag, sports bag, T-shirt autumn, winter, spring, summer months of the year

Video clip: Welcome back to the Tiger Street Club



• Greet people and say goodbye • Become reacquainted with the course characters • Ask for and give information about what’s new • Say the months of the year • Watch video clips • Count in tens to 100 • Ask and say where things are • Use the Student’s Resource Centre



• Ask and say how to spell words • Review language from Levels 1, 2 and 3



• Play a game • Act out a dialogue • Make, order and play with the month cut-out cards



• Sing a song and say a chant

Structures Welcome back. It’s good to see you again. We’ve/I’ve got a new … When’s your birthday? It’s in (+ month). Can you repeat that? Recycled language hello, goodbye How do you spell … ? What about you? Where’s … ? It’s in/on/under/behind/next to … numbers the alphabet Vocabulary from previous levels

Values and attitudes • Interest in learning English • Enjoyment in becoming reacquainted with the course characters • Pleasure in belonging to the Tiger Street Club • Interest in learning the alphabet • Interest in finding out about other people’s birthdays • Willingness to participate in class • Respect for others in the group • Satisfaction in recalling familiar language

Receptive language I’m sorry, capital letter

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Starter Unit

Lesson 1

Objectives and key competences

Class Audio and Video for Lesson 1

• to watch the video clips • to meet and greet people and say goodbye • to say what new things you and your school have • to count in tens to 100 • to ask and say where things are



• to use the Student’s Resource Centre



• to sing We are a good team

Active language Welcome back. It’s good to see you again. good friends, go to school together, meet after school, mobile phone, noticeboard, school bag, sports bag, T-shirt We’ve/I’ve got a new (T-shirt). What about you? Where’s … ? It’s in/on/under/behind/next to … numbers Vocabulary from previous levels

It’s time to speak in English CD 1 Track 2 p177 The end of the English lesson CD 1 Track 3 p177 Student’s Book Video clip p177 We are a good team CD 1 Track 5 p177 Finding numbers 10–100 CD 1 Track 6 p177 Activity Book Activity 2 CD 1 Track 7 p177

Materials Flashcards: Ben, Clare, Ellie, Nasim, Oliver, Class Audio CD

Activity Book w

At a Glance Lesson Plan

Student’s Book

Tiger Street Club!

Starting the lesson

Lesson 1 Vocabulary and Listening

• Greet the students. • Do the opening routine. CD 1 Track 2 p177 • Explain the aims of the lesson.

1 Order and write.

2 We’ve / a / got / noticeboard / new

1 new / got / a / T-shirt / I’ve

I’ve got a new T-shirt.

Activity 1 Watch the video clip. p175 • Listen and read. CD 1 Track 4 p177 • Ask and say. •

Activity 2 •

Listen and sing We are a good team. CD 1 Track 5 p177

football / I’ve / got / new / a

3 sports / I’ve / got / bag / a / new

CD1

Activity 3 • Look for these numbers in the Tiger Street Club. • Ask and say. • Listen and check. CD 1 Track 6 p177 • Go to the Activity Book. See Activity Book activities to the right. Ending the lesson • Review the lesson. • Do the closing routine. CD 1 Track 3 p177

2 Choose a card. Listen to the numbers. Play Bingo! 7

Game 1

3 Look, read and write.

1 2

Game 2

1

2

1 Number

thirty

is on the cap.

2 Number

is on the computer.

3 Number

is on the chair.

Number 5 Number

is on the sports bag. is on the football.

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Activity Book Activity 1 • Order and write. Activity 2 • Choose a card. Listen to the numbers. Play Bingo! CD 1 Track 7 p177 Activity 3 • Look, read and write.

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Detailed Lesson Plan Starting the lesson

Greet the students. • Say Welcome back. It’s good to see you again. • Alternatively, if the class is new to you, introduce yourself. Find out the students’ names. (Optional) Ask the students to make large name cards and to stand these on their desks. Do the opening routine. • Introduce Opening routine 1: It’s time to speak in English. Play the CD. The students listen. CD 1 Track 2 p177 • Play the CD again. Pause after each line so that the students can repeat the words. • Play the CD a third time. The students sing along. Explain the aims of the lesson. • Say Today we’re going to watch video clips and talk about what’s new. We’re also going to sing a song, count to a hundred in tens and say where things are. Student’s Book Activity 1

Watch the video clip. Listen and read. Ask and say. p177 • Explain that Tiger Time 4 is the continuation of last year’s book. The students will be learning English with the members of the Tiger Street Club again. Do they remember their names? • Say Let’s listen and find out what’s new at the Tiger Street Club. Play the video clip. • Ask Who’s got a new football/T-shirt/sports bag? (Nasim/Ben/Clare.) What’s new in the Tiger Street Club? (The noticeboard.) • Ask the students what’s new in their classroom or school. Point out that they have all got a new book! The students then ask and say what new things they’ve got in their school bags. • Play the CD. The students listen, read the speech bubbles and look at the photo. CD 1 Track 4 p177 • Stick the Ben, Ellie, Nasim and Clare flashcards on the board. Tell the students that they will soon be meeting a new club member, Oliver. Stick the Oliver flashcard on the board.

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Student’s Book Activity 2

Listen and sing We are a good team. CD 1 Track 5 p177 • Ask What do Ben, Ellie, Nasim and Clare do at the Tiger Street Club? When do they meet? Play the CD. The students listen and read the song lyrics. • Clarify meaning of vocabulary such as ‘meet after school’, ‘at the weekends’, ‘good friends’ and ‘write our reports’. • Play the CD again. The students join in singing. Student’s Book Activity 3

Look for numbers in the Tiger Street Club. Ask and say. Listen and check. CD 1 Track 6 p177 • The students count in tens to 100. • Ask What colour is number 80/20/40 … ? • To increase the challenge, the students can close their books and try to answer from memory. • The students play in pairs. • Give the students a moment to look for the numbers in the photo at the top of the page. Then nominate a student to ask the question Where’s number 30? Nominate another student to answer. (It’s on the door.) Repeat with all the numbers. • The students play in pairs. To increase the challenge, the students answering the questions can close their books.

Activity Book

Activity 1 Order and write. • The students order the words and write the sentences. Check the answers. Answers: 1 I’ve got a new T-shirt. 2 I’ve got a new sports bag. 3 We’ve got a new noticeboard. 4 I’ve got a new football.

Activity 2 Choose a card. Listen to the numbers. Play Bingo! CD 1 Track 7 p177 • In pairs, the students decide who is going to play with Cards 1 and 2. • Play the CD. The students listen and cross off the numbers. • At the end of Game 1, pause the CD. Congratulate the winners. • Repeat the process for Game 2. Activity 3 Look, read and write. • The students look at the picture, read the sentences and write the missing numbers, using words not figures, as in the example. • Check the answers. The students read the sentences. Answers: 1 thirty 2 twenty 3 seventy 4 forty 5 sixty

Ending the lesson

Review the lesson. • Ask What’s new at the Tiger Street Club? Do the closing routine. • Say It’s time to tidy up and put your books away. • Introduce Closing routine 1: The end of the English lesson. Play the CD. The students listen. CD 1 Track 3 p177 • In subsequent lessons, the students can sing as they put their things away. • Say Goodbye. See you on ... and name the day of your next lesson.

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Starter Unit

Lesson 2

Objectives and key competences

• to say The months chant • to listen and act out a dialogue • to play Sentence bingo



• to listen and do The Spelling Bee



• to make the month cut-out cards

Class Audio for Lesson 2 Active language months of the year When’s your birthday? It’s in (month). When’s …’s birthday? the alphabet How do you spell … ? Can you repeat that? Materials Flashcards and Word cards: spring, summer, autumn, winter, Class Audio CD, scissors, Cut-out cards (AB page 89), Picture Dictionary (AB page 63), Progress Journal page 2

It’s time to speak in English CD 1 Track 2 p177 The end of the English lesson CD 1 Track 3 p177 Student’s Book We are a good team CD 1 Track 5 p177 The months chant CD 1 Track 8 p177 Birthdays discussion CD 1 Track 9 p177 Spelling Bee CD 1 Track 10 p177

Activity Book Lesson 2 Vocabulary 4 Write the months and complete the sentence. 1

M

At a Glance Lesson Plan

2

3

A

Student’s Book

S

8

• Listen and act out. CD 1 Track 9 p177 • Ask and answer. Activity 6 • Listen and do the Spelling Bee. CD 1 Track 10 p177

A 1

7

2

8

3

9

J

10 5

10

11

6

M

11

F

is missing. January

February

Nasim

Clare

1

When is Nasim’s birthday?

2

When is Clare’s

Ben

3

April

May

June

July

August

September

Ellie

It’s in October. ?

March

Clare’s birthday

5 Write the questions and answers.

Activity 4

Activity 5

6

O 9

• Do the opening routine. CD 1 Track 2 p177 • Review the We are a good team song. CD 1 Track 5 p177 • Explain the aims of the lesson.

J

N

Starting the lesson

• Listen and say The months chant. CD 1 Track 8 p177

J 5

7

Ben’s birthday

It’s

October

Start school November December

Nasim’s birthday Ellie’s birthday

? ?

6 Write a name for every month. Ask your friends.

When’s your birthday?

Activity 7

•

Go to Activity Book page 89. Make the month cut-out cards. • Put them in order. • Play Sentence bingo. • Go to the Activity Book. See Activity Book activities to the right. Ending the lesson • Review the lesson. • Complete the Picture Dictionary and Progress Journal for the Starter Unit. • Do the closing routine. CD 1 Track 3 p177

January

February

March

April

May

June

July

August

September

October

November

December

It’s in … .

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Activity Book Activity 4 • Write the months and complete the sentence. Activity 5 • Write the questions and answers. Activity 6 • Write a name for every month. Ask your friends.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 1: It’s time to speak in English. The students listen and join in. CD 1 Track 2 p177 Review the We are a good team song. • Ask What are the names of the children in the Tiger Street Club? (Ben, Clare, Ellie and Nasim.) • Ask Can you remember the We are a good team song? Play the CD. The students listen and sing. CD 1 Track 5 p177 Explain the aims of the lesson. • Say Today we’re going to practise saying the months of the year. We’re also going to act out a dialogue, do the Spelling Bee and play Sentence bingo! Student’s Book Activity 4

Listen and say The months chant. CD 1 Track 8 p177 • (Books closed.) Elicit the months of the year. (January, February, March …) • (Books open.) Play the CD. The students listen and read the chant. • Divide the class into two teams. Team A reads the chant, with one team member saying the first word, the next saying the second, and so on, aiming to complete the chant in less than thirty seconds. Team B then attempts the challenge. Repeat the procedure, correcting pronunciation after, rather than during, each round. • Play the CD again. The students say the chant. Read the Remember! tip. • Stick the seasons flashcards on the board then hand the word cards to four students. The students put the word cards below the flashcards as the class says the words. Student’s Book Activity 5

Listen and act out. Ask and answer. CD 1 Track 9 p177 • Ask When’s Ellie’s/Nasim’s birthday? Play the CD. The students listen. Check the answer (October). Play

9780230483736_text.indb 33

the CD again. The students follow in their books. • Divide the class into two groups. Group A plays Nasim; Group B plays Ellie. They change roles and repeat. • The students then practise the dialogue in pairs. • Option: The students change the dialogue so that it relates to them personally and perform it for the class. Student’s Book Activity 6

Listen and do the Spelling Bee. CD 1 Track 10 p177 • Remind the students that a ‘Spelling Bee’ is a traditional spelling contest. They will do one Spelling Bee in every unit to help them learn new words. • Ask How many words does Clare spell correctly? Play the CD. The students listen. Check the answer (three). • Divide the class into two teams. Team A challenges Team B to spell a month. If Team B spells the month correctly, it wins a point. Team B then challenges Team A. Repeat the procedure for all twelve months. • Option: The students can play in pairs or small groups. Student’s Book Activity 7

Go to Activity Book page 89. Make the month cut-out cards. Put them in order. Play Sentence bingo. • The students cut out and make their month cards. They then put their cards in order and say them aloud. • Demonstrate the game. Ask the students to choose six months and to place the corresponding month cards in front of them, face up. • Pick up one of your cards and say a sentence about it – for example School starts in September. If the students have that month card in front of them, they turn it over. • Continue, saying sentences about the other months in a random order. The first student to turn over all six month cards calls out Bingo! • Repeat the procedure, inviting the students who win to call out the next set of sentences. • Note: Once the students have finished, they stick their month cards in order in their notebooks. This can also be done in a later lesson or for homework.

Activity Book

Activity 4 Write the months and complete the sentence. • The students write the months. (Refer them to the Student’s Book if they are unsure of the correct spelling.) They then work out which month is not in the crossword and complete the sentence. Answers: 1 March 2 August 3 September 4 June 5 January 6 April 7 November 8 October 9 July 10 May 11 February, December is missing.

Activity 5 Write the questions and answers. • The students look at the calendar and write the four questions and answers. Check the answers. Answers: 1 When’s Nasim’s birthday? It’s in October. 2 When’s Clare’s birthday? It’s in March. 3 When’s Ben’s birthday? It’s in July. 4 When’s Ellie’s birthday? It’s in October.

Activity 6 Write a name for every month. Ask your friends. • The students ask each other When’s your birthday? and answer It’s in (+ month). They write a name in each square, aiming for twelve names. They should work carefully rather than try to finish first. • Encourage the students to spell their names, in L1 if necessary. Ending the lesson

Review the lesson. • Ask What have we learnt? Complete the Picture Dictionary and Progress Journal for the Starter Unit. • The students complete the Picture Dictionary for the Starter Unit, either during the lesson or for homework. • Hand out the Progress Journals. The students complete My Language Passport. Explain the prompts. Do the closing routine. • Do Closing routine 1: The end of the English lesson. The students listen and sing as they put their things away. CD 1 Track 3 p177 • Say Goodbye. See you on ... and name the day of your next lesson. 33

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My teaching notes

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w

1

A New School Year

Objectives and key competences

• Identify and name school subjects • Learn the grammar table for Unit 1 • Ask and say what subjects you have on your timetable • Play the games • Say sentences about your school • Watch video clips • Listen and use everyday classroom language



• Read a leaflet for an after-school science club



• Use the Student’s Resource Centre



• Spell words • to practise pronunciation: /ʤ/ and /g/ • Predict what happens in the story • Review, assess and plan your own learning



• Understand and think about values



• Make and play with the subject cut-out cards • Prepare, plan and write your project • Listen, read, understand and act out the story • Sing a song • Listen and read about three different schools in the UK • Listen and read for pleasure

Story vocabulary music book, musical instrument, recorder CLIL vocabulary: three different schools after-school club, dance class, extra classes, island, pupils, school of performing arts Structures Have we got (English) today? Yes, we have./No, we haven’t. What have we got at (quarter to eleven)? We’ve got (ICT). We’ve got (music) at (quarter past ten). We haven’t got (PE). Can you (play a musical instrument)? I can/can’t (play the recorder). My favourite subjects are … Recycled language days of the week On (Mondays), I’ve got (science) at (nine) o’clock/half past (two). canteen, classroom, finish, football, gym, playground, study, swimming I (don’t) like … Classroom language Main function: talking about subjects you’ve got and haven’t got and offering to share I haven’t got my (science) book. Don’t worry. You can share mine.

CLIL and Culture Social Science: Three different schools Video clip: Tiger Street Club Report: A day at school

Values and attitudes • Interest in naming subjects • Pleasure in doing the Spelling Bee • Enjoyment in reading a photo story • Awareness of the importance of returning lost property • Awareness of the need to welcome new pupils at school • Interest in learning about other types of school • Satisfaction in preparing and writing your project • Confidence in using classroom language • Enjoyment in reading a leaflet • Pleasure in reading a cartoon strip story • Willingness to review, assess and plan your own learning

Receptive language You’re good at (art). noise, owner, primary schools, welcome

Active language Core vocabulary: school subjects art and design, drama, English, geography, history, ICT, maths, music, PE, science, timetable, times of the day, study, canteen, assembly

Pronunciation the /ʤ/ and /g/ sounds (geography, gym / got, grammar) 35

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1

Lesson 1

Objectives and key competences

• to identify school subjects and say The Tiger Street word rap • to play Monday to Friday chain • to use the Student’s Resource Centre • to listen and respond to learning objectives • to spell words in the Spelling Bee

At a Glance Lesson Plan

Class Audio for Lesson 1 Active language art and design, drama, English, geography, history, ICT, maths, music, PE, science the alphabet On (Mondays), I’ve got (science). I (don’t) like … Materials Flashcards and Word cards: art and design, drama, English, geography, history, ICT, maths, music, PE, science, Class Audio CD

It’s time to speak in English CD 1 Track 2 p177 The end of the English lesson CD 1 Track 3 p177 Student’s Book In Unit 1 CD 1 Track 11 p177 The Tiger Street word rap CD 1 Track 12 p177

Activity Book w

Student’s Book

Lesson 1 Vocabulary 1 Find, circle and write.

Starting the lesson

Hi

• Do the opening routine. CD 1 Track 2 p177 • Explain the aims of the lesson.

MAT

HSSCIEN

CEHISTORY ENGLIS

H D R AM A

Hi

Hello

1

Hi

Hi

Hi

Hello

Hello

Hello Hi

Hi

Hello

Hello

English

10x15

=150

Hello

10x15

=150

2

=150

10x15

=150

=150

=150

=150

=150

Hello

10x15

10x15

10x15

=150

10x15

Hi

llo

Hi

Hi

10x15

Hello

USICA RTANDDESIGNIC T PEGEOGRAPHYM 10x15 He

10x15

=150

3



5

8

9

10

Vocabulary presentation • Present vocabulary with the Unit 1 flashcards and word cards.

6

7

2

90 90 I ’ 90 v90 e

In Unit 1



• Listen, read and look. CD 1 Track 11 p177

2

Activity 1 • Say The Tiger Street word rap. CD 1 Track 12 p177 Activity 2 • Play Monday to Friday chain.

90 90 90 90 9090 90 90

90 90 90









90 90 90 ’







90





3 Look and write. 1



• Do the Spelling Bee. Go to the Activity Book. See Activity Book activities to the right.

Ending the lesson • Review the lesson. • Do the closing routine. CD 1 Track 3 p177

90





.90



Timetable

Morning

Afternoon

Monday

On Mondays, I’ve got art and design and science. and On Tuesdays, I’ve

Tuesday

.

Wednesday

3

and

.

Thursday



and

.

Friday

5

and

.

10x15=150

Hi

Activity 3

•

90

Look. Write the first letter and find the sentence. Draw the time.

Hello

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Activity Book Activity 1 • Find, circle and write. Activity 2 • Look. Write the first letter and find the sentence. Draw the time. Activity 3 • Look and write.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 1: It’s time to speak in English. The students listen and join in. CD 1 Track 2 p177 Explain the aims of the lesson. • Say Today we’re going to learn words for school subjects and say The Tiger Street word rap. We’re also going to find out what we’re going to do in this unit, play a game and do the Spelling Bee.

Student’s Book Activity 1

Say The Tiger Street word rap. CD 1 Track 12 p177 • (Books open.) Play the CD. The students listen and point to the subjects. • Play the CD again, pausing before each subject for the students to say the words. • Play the CD a third time. The students say the rap and clap rhythmically. Student’s Book Activity 2

Vocabulary presentation

Present the vocabulary • (Books closed.) The students name any school subjects they know. • Introduce new subjects by sticking the flashcards on the board. The students repeat the words once or twice. • Hold up the word cards in turn. The students read the words. They then match the word cards and flashcards. • Note: You can present the vocabulary using the Vocabulary Tool in the Presentation Kit. In Unit 1

Listen, read and look. CD 1 Track 11 p177 • (Books open.) Play the CD. The students listen, read and look at the photos. • Ask questions, such as Does the story look good? Would you like to learn about different types of school? Are you interested in after-school clubs in the UK? Can you talk about school subjects? Show interest in the students’ responses.

Play Monday to Friday chain. • Draw the students’ attention to the recycle logo. Explain that the game gives them an opportunity to say the school subjects as well as other language they already know, such as days of the week. Recall the days of the week. • Explain and demonstrate the game. One student says On Mondays, I’ve got (science). I like (science). What about you? The next child responds, as in the speaking model, then starts another sentence. I like (science), too. On Tuesdays, I’ve got (history). I (don’t) like (history). The chain continues, from Monday to Friday. • The students play the game in pairs or small groups.

Activity Book

Activity 1 Find, circle and write. • The students find and circle the words in the word snake and write them under the corresponding text books. Check the answers. Answers: 1 English 2 science 3 maths 4 art and design 5 PE 6 ICT 7 geography 8 history 9 music 10 drama

Activity 2 Look. Write the first letter and find the sentence. Draw the time. • The students name the objects. • Explain that if they write the first letter of each object, a sentence will appear. • The students draw two o’clock on the clock. Check the answers. Answer: I’ve got science at two o’clock.

Activity 3 Look and write. • The students look at the timetable and write sentences. Check the answers. Answers: 1 On Mondays, I’ve got art and design and science. 2 On Tuesdays, I’ve got ICT and music. 3 On Wednesdays, I’ve got maths and PE. 4 On Thursdays, I’ve got drama and geography. 5 On Fridays, I’ve got English and history.

Student’s Book Activity 3

Do the Spelling Bee. • Divide the class into two teams. Hold up one of the flashcards and ask a student from one team to name the school subject. • Ask another student from the same team How do you spell ‘(music)’? • If both students name the school subject and spell the word correctly, they score a maximum of four points for their team (one for naming the subject and three for spelling the word and saying the letters correctly). • Keep score on the board. The team with most points wins.

Ending the lesson

Review the lesson. • Ask What school subjects can you name? Do the closing routine. • Do Closing routine 1: The end of the English lesson. The students listen and sing as they put their things away. CD 1 Track 3 p177 • Say Goodbye. See you on ... and name the day of your next lesson.

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1

Lesson 2

Class Audio for Lesson 2

Objectives and key competences

• to watch the video clip



• to use the Student’s Resource Centre



• to predict what happens in the story



• to give a personal response and think about values



• to listen, read and act out the story • to answer questions about the story

At a Glance Lesson Plan

Active language art and design, drama, English, geography, history, ICT, maths, music, PE, science, music book, musical instrument, recorder We’ve got (music) at quarter past ten. I can/can’t play a musical instrument. Materials Flashcards and Word cards: art and design, drama, English, geography, history, ICT, maths, music, PE, science, Story cards: A New Friend, Class Audio CD

It’s time to speak in English CD 1 Track 2 p177 The end of the English lesson CD 1 Track 3 p177 Student’s Book The Tiger Street word rap CD 1 Track 12 p177 Video clip TN p178 A New Friend CD 1 Track 13 p178 Reading comprehension CD 1 Track 14 p178 Activity Book Activity 4 CD 1 Track 15 p178 Activity 5 CD 1 Track 16 p178

student’s Book

Activity Book

Starting the lesson • Do the opening routine. CD 1 Track 2 p177 • Match the Unit 1 word cards and flashcards. • Say The Tiger Street word rap. CD 1 Track 12 p177 • Explain the aims of the lesson.

A New Friend

Lesson 2 A photo story 4 Read and number in order.

CD1

15

Listen and check.

Oliver plays the recorder. Ellie plays the recorder, but it sounds terrible.

Ellie says, ‘This year, I want to learn to play a musical instrument.’ It’s the first day back at school.

1

They return the book and the recorder to Oliver. Ellie and Clare find a recorder and a music book.

5 Order and write. Match.

Activity 4 •

CD1

16

Listen and check.

1 half past nine / ? / What / we / have / at / got

What have we got at half past nine?

Watch the video clip. p178

2 music / at / We’ve / quarter past ten / got

a

3 play / recorder / the / want / to / I b

teach / I / you / can / play / to

Activity 5



• Listen and read. CD 1 Track 13 p178 • Act out the story.

c

6

2 I

Activity 7 • Read and reflect.

Read and reflect. Write.

1 I think it day of school.

Activity 6 • Read and write the correct sentences. • Listen and check. CD 1 Track 14 p178

d

Home-School Link Resource Centre

digital

digital

(is / isn’t) very important to welcome new pupils on the first (can / can’t) play a musical instrument.

3 My favourite moment in the story is

.

I think that Oliver is

.

7 Write six words from the story. Tell your family what they mean.

Tiger Street Club Values • Think about it: Is it important to welcome new students? • How do you welcome new students at your school? • Go to the Activity Book. See Activity Book activities to the right.

1

2

3



5

6



6

Activity Book

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Ending the lesson • Review the lesson. • Do the closing routine. CD 1 Track 3 p177

Activity 4 • Read and number in order. Listen and check. CD 1 Track 15 p178 Activity 5 • Order and write. Match. Listen and check. CD 1 Track 16 p178

Activity Book: Home-School Link

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Activity 6 • Read and reflect. Write. Activity 7 • Write six words from the story. Tell your family what they mean.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 1: It’s time to speak in English. The students listen and join in. CD 1 Track 2 p177 Match the Unit 1 word cards and flashcards. • Put the ten word cards from Unit 1 on the board. Point to them in turn. The students say the words. • Give the Unit 1 flashcards to ten students, who come to the board and take the corresponding word cards. Say The Tiger Street word rap. • Ten students stand in a line holding a flashcard and the corresponding word card. Play the CD. The students hold up the flashcards and word cards in turn. The rest of the class dances and says the rap (learnt in Lesson 1). Repeat with ten different students. CD 1 Track 12 p177 Explain the aims of the lesson. • Say Today we’re going to listen to, read and act out a story about someone new in Tiger Street. Pre-story activities

Predict what happens in the story (books closed). • Read the story title. Hold up story card 1. The students tell you what they see. Read the text. • The students predict what happens in the story (in L1). Listen with the story cards (books closed). CD 1 Track 13 p178 • Note: You can tell the story using the Storyteller in the Presentation Kit. Please see TB p24. • Say Let’s listen and find out if you’re right. Play the CD. Hold up the story cards in turn. The students listen. • Briefly compare what happens in the story with the students’ predictions. Listen again (books open). • The students look briefly at the story’s narrative text and speech bubbles. • Play the CD again. The students listen and read the story. • Point to the pictures to explain the meaning of vocabulary such as ‘recorder’.

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Student’s Book Activity 4

Watch the video clip. p178 • The students watch the video clip of the A New Friend story. Student’s Book Activity 5

Listen and read. Act out the story. CD 1 Track 13 p178 • Play the CD, pausing for the students to repeat. • Assign roles. The students read and act out the story. • Ask Can you play a musical instrument? Student’s Book Activity 6

Read and write the correct sentences. Listen and check. CD 1 Track 14 p178 • Read the sentences. The students repeat them, correcting any errors, then write the sentences in their notebooks. • Play the CD. The students check their answers. Answers: (See answers in audioscript.)

Student’s Book Activity 7

Read and reflect. • Read the speech bubble, sentences and options. The students think about and say their opinions. • Ask Do you read photo stories? • Ask Do you think Oliver will be a good friend? Do you think Ellie will learn to play the recorder well?

Activity Book

Activity 4 Read and number in order. Listen and check. CD 1 Track 15 p178 • The students read and number the sentences in order. • Play the CD. The students check their answers. Answers: (See answers in audioscript.)

Activity 5 Order and write. Match. Listen and check. CD 1 Track 16 p178 • The students order the words and write the sentences. They then match the sentences to the children. • Play the CD. The students check their answers. Pause after each sentence and ask Who’s speaking? Answers: 1 d 2 a 3 c 4 b (also see answers in audioscript)

Activity Book: Home-School Link

Activity 6 Read and reflect. Write. • The students think about and complete the sentences. Remind them of meaning if necessary. They then read and compare their sentences. Activity 7 Write six words from the story. Tell your family what they mean. • Explain that the students should write six key words relating to the story. If they are confident, they can tell their family what the words mean and explain the story in simple terms. Ending the lesson

Student’s Book Tiger Street Club Values

• Say Think about it! Is it important to welcome new students? Establish that it is important. • Point to the photos and ask questions. Do you show new students around your school? Do you help and play with new students? Do you say ‘hello’ to everyone on the first day of school? The students answer yes or no. If you have a confident class, encourage the students to talk about other ways they welcome new students (in L1 if necessary).

Review the lesson. • Ask What can you tell me about Oliver? Do the closing routine. • Do Closing routine 1: The end of the English lesson. The students listen and sing as they put their things away. CD 1 Track 3 p177 • Say Goodbye. See you on ... and name the day of your next lesson. 39

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Lesson 3

Objectives and key competences

Class Audio for Lesson 3

• to listen and learn the grammar table • to play Guess which classroom! • to ask and say what subjects you’ve got today • to use the Student’s Resource Centre

Active language art and design, drama, English, geography, history, ICT, maths, music, PE, science Have we got (English) at quarter past/to (ten) ? Yes, we have. No, we haven’t. What’s the time? Materials Flashcards: art and design, drama, English, geography, history, ICT, maths, music, PE, science, Class Audio CD

It’s time to speak in English CD 1 Track 2 p177 The end of the English lesson CD 1 Track 3 p177 Student’s Book A New Friend CD 1 Track 13 p178 Grammar table CD 1 Track 17 p178 Activity Book Activity 9 CD 1 Track 18 p178

Activity Book

At a Glance Lesson Plan

ammar!

… i for

Lesson 3 Grammar and Writing

Student’s Book

8 Read and write. Learn.

Starting the lesson

We’ve got English (1) We haven’t (2)

• Do the opening routine. CD 1 Track 2 p177 • Review the A New Friend story. CD 1 Track 13 p178 • Explain the aims of the lesson.

Have we got PE today?

(5)

at

quarter to ten.

science at quarter past nine. Yes, we (3)

.

No, we ( )

.

have we got at quarter past two?

Tiger Tips

10

11 12 1 2

9

3

8

We’ve got maths.

CD1

9

18

Remember! we’ve got = we have got

●

7

quarter past

11 12 1

2

9

3

8

5

7

4 6

5

10

11 12 1 2

9

10

3

8 7

seven.

2 It’s

11 12 1 2

9

4 6

3

8

5

7

quar ter quar ter to past

Listen, draw and write. 1 It’s

10

●

4 6

4 6

5

one.

Activity 8 3 It’s

• Listen and say the missing words. Learn. CD 1 Track 17 p178

It’s

five.

eight.

10 Look and write.



We haven’t got PE at quarter past nine. We’ve got geography.

2

We haven’t got

1



Activity 9

3

• Play Guess which classroom!

Have we got English at quarter past twelve? Yes, we have.



Activity 10 • Ask and say what you’ve got. • Go to the Activity Book. See Activity Book activities to the right. Ending the lesson • Review the lesson. • Do the closing routine. CD 1 Track 3 p177

5

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 9:15

10:45

✗

✓

✗

✓

HiHi

12:15

Hello Hello

?

 2:45

✗

 3:45

?

✓ 10 x 5 = 15

✓

✗ 7 30/10/2014 17:09

Activity Book Activity 8 • Read and write. Learn. Activity 9 • Listen, draw and write. CD 1 Track 18 p178 Activity 10 • Look and write.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 1: It’s time to speak in English. The students listen and join in. CD 1 Track 2 p177 Review the A New Friend story. • (Books closed.) Ask Can you remember the story? Ask other questions, listening to the students’ answers but not confirming if they are correct. What do Ellie and Clare find in the street? (A music book and a recorder.) Who do the things belong to? (Oliver.) Where does Oliver live? (In Tiger Street.) • Play the CD. The students listen and follow the story in their books (SB pages 6 and 7) and check their answers. CD 1 Track 13 p178 • Play Who says…? Read the speech bubbles from the story. The students identify the speakers. Then, in pairs or groups of three, the students play the game together. Explain the aims of the lesson. • Say Today we’re going to study grammar and play a game to practise what we learn. We’re also going to talk about the subjects we have today. Student’s Book Activity 8

Listen and say the missing words. Learn. CD 1 Track 17 p178 • Play the CD. The students listen and read the sentences in the grammar table and say the missing words. • Read the Tiger Tips. Draw the students’ attention to the position of the long hand on the clocks: when it’s between 12 and 6 it means ‘minutes past the hour’; when it’s between 6 and 12 it means ‘minutes to the hour’. • The students learn the grammar table and use it for reference and revision. They can copy the grammar table into their notebooks. • Note: You can present and extend the grammar table using the Grammar Tool in the Presentation Kit. Please see TB p24.

Student’s Book Activity 9

Play Guess which classroom! • The students look at the timetable, which shows the times for different subjects in three classrooms. • Read the speaking model to demonstrate the game. • Ask a student to choose one of the three classrooms. The other students ask questions to guess which classroom has been selected. Have we got (PE) at (quarter past ten)? (Yes, we have./No, we haven’t.) Have we got (ICT) at (quarter to eleven)? (Yes, we have./No, we haven’t.) Are we in Classroom (3)? (Yes, we are./No, we’re not.) • Play the game with the whole class. • The students play the game in pairs or small groups. Student’s Book Activity 10

Ask and say what you’ve got. • Stick the flashcards on the board. Point to them in turn and ask individual students Have we got (science) today? The students answer. (Yes, we have. We’ve got (science) at (quarter past three)./No, we haven’t.) Alternatively, choose a day of the week and ask Have we got science on (Thursdays)? • The students take turns to ask and answer questions about all the flashcards. Activity Book

Activity 8 Read and write. Learn. • The students complete the grammar table without looking at the Student’s Book. However, allow them this extra support if needed. • The students check their answers by looking at the grammar table (SB page 8). • The students read the sentences in the table. Remind them again of the Tiger Tips.

Activity 9 Listen, draw and write. CD 1 Track 18 p178 • Play the CD. The students draw the times on the clocks. • Play the CD again and draw the clocks on the board. The students write the times. Check the answers. • Option: The students act out the dialogues. Answers: (See answers in audioscript.)

Activity 10 Look and write. • The students look at the pictures and read the example text. Draw their attention again to the word ‘We’, used for talking in the first person plural. • The students write the sentences. Check the answers. Answers: 1 We haven’t got PE at quarter past nine. We’ve got geography. 2 We haven’t got drama at quarter to eleven. We’ve got history. 3 Have we got English at quarter past twelve? Yes, we have. 4 We haven’t got ICT at quarter to three. We’ve got maths. 5 Have we got art and design at quarter to four? No, we haven’t.

Ending the lesson

Review the lesson. • Ask Can you tell the time in English? Do the closing routine. • Do Closing routine 1: The end of the English lesson. The students listen and sing as they put their things away. CD 1 Track 3 p177 • Say Goodbye. See you on ... and name the day of your next lesson.

Answers: 1 at 2 got 3 have 4 haven’t 5 What

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Lesson 4

Objectives and key competences • to practise pronunciation: /ʤ/ and /g/

• to make the subject cut-out cards • to play Today’s timetable • to sing What have we got?

Class Audio for Lesson 4 Active language art and design, drama, English, geography, history, ICT, maths, music, PE, science What have we got at (nine o’clock)? At (nine o’clock) we’ve got (geography). No. We haven’t got (history) today. We’ve got (English). Materials Flashcards and Word cards: art and design, drama, English, geography, history, ICT, maths, music, PE, science, Class Audio CD, Cut-out cards (one set prepared in advance, optional – AB page 89), scissors

It’s time to speak in English CD 1 Track 2 p177 The end of the English lesson CD 1 Track 3 p177 Student’s Book Fantastic Phonics CD 1 Track 19 p178 What have we got? CD 1 Track 20 p179 Activity Book Activity 12 CD 1 Track 22 p179

Activity Book Lesson

At a Glance Lesson Plan

Grammar, Listening and Writing

11 Remember, write and say.

Student’s Book

antasti

onics

we’ve got = we ha ve got

Starting the lesson • Do the opening routine. CD 1 Track 2 p177 • Review the Unit 1 flashcards and word cards. • Explain the aims of the lesson.

We’ve got We’ve got



12 Look and write. 1

CD1

Listen and check. Act out.

22

2

We’ve got 11 10

1 2 3

8 7

3

32 3 4

5

3

1 2 3

12 121 11 1 11 10 2 10 2 3 9 3 4 8 4 7 5 76 5 6



9

8

.

11 10

12

1 2

9

3

8

4

7

32 3

6

11 10

5

11 10

1 2 3

8

4 7

6

5

5

6

12



1

, we’ve got

.

2

9

3

4

7

12

9

5

4

5

6

8

4 6

5

6

. At 12

8 7

2 4

7

4 7

9

1

8

?

12 1 11 12 12 10 11 10

89 87

We’ve got 11 10

12

9

5

6

9

5

6

3

5

6

9 8 8 7

2

11 10

2

4

7

3

7

4 6 7

1

8

4

What have we got at 89 8 7

12

9

9

1

8

12 1 11 12 1 10 11 2 10

• Fantastic Phonics: Listen and repeat. Say. CD 1 Track 19 p178

12

9

5

6

9

4

11 10

, we’ve got

4

11 10

?

12 121 11 1 11 10 2 10 2 3 3 4 4 5 76 5 6

. At 12

9

Activity 11

quarter past ten

What have we got at

6

5

Home-School Link 13 Practise the dialogue at home with your family.

Activity 12 • Listen and read. CD 1 Track 20 p179 • Sing What have we got?

14

Activity 13

•

Go to Activity Book page 89. Make the subject cut-out cards. • Play What have we got at ... • Go to the Activity Book. See Activity Book activities to the right. Ending the lesson • Review the lesson. • Do the closing routine. CD 1 Track 3 p177

Order and write. Tell your family what subjects you have got at different times of the day. W a t h v a h e e w o g t t a v e l n e e o ‘ l c k c o ?

W h a t











’ ?

e W ’ e v t o g l i n g s E h .

8

W e ’





.

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Activity Book Activity 11 • Fantastic Phonics: Remember, write and say. Activity 12 • Look and write. Listen and check. Act out. CD 1 Track 22 p179 Activity Book: Home-School Link Activity 13 • Practise the dialogue at home with your family. Activity 14 • Order and write. Tell your family what subjects you have got at different times of the day.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 1: It’s time to speak in English. The students listen and join in. CD 1 Track 2 p177 Review the Unit 1 flashcards and word cards. • Play board pelmanism. Stick six flashcards, face down, on one side of the board. Number them 1–6. Stick five of the corresponding word cards, face down, on the other side of the board. Label them A–E. • Divide the class into two teams. A student from Team A asks for a flashcard. Can we have flashcard (6), please? Show the team the flashcard and ask What is it? Another student from the same team asks for a word card. Can we have word card (B), please? Show the team the word card and ask What does it say? If the flashcard and word card match, remove them from the board. If not, stick them back face down on the board. • Continue the game until there is only one flashcard remaining. The team with the most flashcards is the winner. Explain the aims of the lesson. • Say Today we’re going to practise pronunciation, sing a song, and make and play with the subject cut-out cards. Student’s Book Activity 11

Fantastic Phonics: Listen and repeat. Say. CD 1 Track 19 p178 • Read the sentences. Draw attention to the difference between the /ʤ/ and /g/ sounds, as highlighted. • Play the CD. The students listen and repeat the sentences. • Repeat once or twice, with or without the CD. • Option: The students count how many times they can say the sentences in a minute. • Draw the students’ attention to the different ways of spelling the /ʤ/ sound in the first sentence.

Student’s Book Activity 12

Pop Spot: Listen and read. Sing What have we got? CD 1 Track 20 p179 • (Books closed.) Ask What subject have the singers got at nine o’clock? How many more subjects are in the song? Play the CD. The students listen. • Check the answers (ICT at nine o’clock; three other subjects: history, geography, PE). • Play the CD again. The students listen and read. • Practise the song. Play the CD again. The students join in. • Ask Do you like the song? Student’s Book Activity 13

Go to Activity Book page 89. Make the subject cut-out cards. Play What have we got at ... • The students cut out and make their subject cut-out cards. • Divide the class into pairs. Each pair should place a book between them to serve as a screen. • Demonstrate the game. Students A and B put their cards into chronological order. Student A arranges seven of the eight subject cards next to the clocks, making a day’s timetable. Student B asks questions to find out which subject is at what time, and arranges his/her subject cards according to the answers. Read the speech bubbles to clarify. At the end of the game there should be one subject unused. Student A asks What have we got at (quarter past two)? Student B: We’ve got (music). Student A: Correct! • The students remove the screen and check their cards are arranged in the same order. They then change roles and play again. • Note: Once the students have finished, they stick their cards in their notebooks and write sentences. I have history on Mondays at quarter to eleven. I haven’t got PE on Wednesdays. This can also be done in a later lesson or for homework.

Activity Book

Activity 11 Fantastic Phonics: Remember, write and say. • The students recall the tongue twisters and complete the sentences. They then say the sentences. Answers: We’ve got geography in the gym with Julie. We’ve got grammar in the playground with Greg.

Activity 12 Look and write. Listen and check. Act out. CD 1 Track 22 p179 • The students look at the pictures and clocks and write the times and subjects. • Play the CD. The students check their answers. • The students act out the dialogue in pairs. Answers: (See answers in audioscript.)

Activity Book: Home-School Link

Activity 13 Practise the dialogue at home with your family. • Encourage the students to practise the dialogue from activity 12 at home with their family, including different times and subjects. Activity 14 Order and write. Tell your family what subjects you have got at different times of the day. • The students rearrange the letters of each word and write the question and answer. Check the answer. Answers: What have we got at eleven o’clock? We’ve got English.

Ending the lesson

Review the lesson. • Ask What words have the /ʤ/ and /g/ sounds? Which activity have you most enjoyed today? Do the closing routine. • Do Closing routine 1: The end of the English lesson. The students listen and sing as they put their things away. CD 1 Track 3 p177 • Say Goodbye. See you on ... and name the day of your next lesson. 43

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Lesson 5

Class Audio for Lesson 5

Objectives and key competences

• to play Question tennis • to say sentences about your school



• to explore the internet with your teacher



• to listen and read ‘Three different schools’ • to answer questions on the text

At a Glance Lesson Plan

Active language dance class, extra classes, island, pupils, school of performing arts Our school has got (a gym). Materials Class Audio CD

It’s time to speak in English CD 1 Track 2 p177 The end of the English lesson CD 1 Track 3 p177 Student’s Book What have we got? CD 1 Track 20 p179; CD 1 Track 21 ‘Three different schools’ CD 1 Track 23 p179 Reading comprehension CD 1 Track 24 p179

Student’s Book

Activity Book

Starting the lesson • Do the opening routine. CD 1 Track 2 p177 • Review the What have we got? song. CD 1 Track 20 p179; CD 1 Track 21 • Explain the aims of the lesson.

Lesson 5 Reading, Writing and Grammar 15 ➜ Go to Student’s Book page 10. Look, read and write. Match. Monday pupils dance centre near classrooms Arts weekends

CLIL Social Science

1 We have extra music, drama and dance classes. 2 I see my family at the .

a

3

All the pupils live the school.

4 It’s got 22 5

Activity 14

b

6

• Listen and read. CD 1 Track 23 p179

.

We go to Elm Park School in the of London. I live at the school from to Friday.

7 Our school has got about 50 . 8

Do you know ... ? fact

I go to Riverside School of Performing .

16 Order and write.

• Read the fact.

1 I / on / a / live / island / small

I live on a small island.

2 school / I / go / don’t / to

Activity 15

3 at / I / study / home / parents / with / my

• Read and answer the questions. • Listen and check. CD 1 Track 24 p179

Activity 17 • Say ten sentences about your school.

teacher / lessons / I / have / some / with / a 5 I / online / talk / to / children / other

17

Write sentences about your school.

My school has got . It hasn’t got

Activity 16 • Play Question tennis.

Explore the internet with your teacher • Find out what age children start primary school in the UK. • Go to the Activity Book. See Activity Book activities to the right.

Ending the lesson • Review the lesson. • Do the closing routine. CD 1 Track 3 p177

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Activity Book Activity 15 • Go to Student’s Book page 10. Look, read and write. Match. Activity 16 • Order and write. Activity 17 • Write sentences about your school.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 1: It’s time to speak in English. The students listen and join in. CD 1 Track 2 p177 Review the What have we got? song. • Ask the students if they can remember the What have we got? song. Ask What lessons have the singers got? Can you remember when the lessons are? (ICT at nine o’clock; history at quarter past ten; geography at half past twelve; PE at quarter to three.) • Play the CD. The students listen and sing. CD 1 Track 20 p179 • Play the karaoke version. The students sing the song. (Optional) They can look at the lyrics (SB page 9). CD 1 Track 21 Explain the aims of the lesson • Say Today we’re going to listen and read about three different schools. Student’s Book Activity 14

Listen and read. CD 1 Track 23 p179 • (Books closed.) Before reading the magazine article, ask the students if they know of any different types of school for children of their age. • (Books open.) The students say what they see in the pictures. • Play the CD. The students listen and read. • Clarify understanding of vocabulary such as ‘school of performing arts’, ‘island’ and ‘online’. • Play the CD again. Pause the CD once or twice for the students to say the next word.

Student’s Book Activity 15

Read and answer the questions. Listen and check. CD 1 Track 24 p179 • Read the questions. The students answer. • Note: The students do not need to say the bracketed text in the audioscript in their answers. • Play the CD. The students listen and check their answers. Answers: (See answers in audioscript.)

Student’s Book Activity 16

Play Question tennis. • Divide the class into two teams and explain the game. A member of Team A asks a question, such as Has our school got 40 teachers? A member of Team B answers and then asks a different question, for example No, it hasn’t. Has our school got a big playground? A member of Team A then responds and continues with another question. • The teams score a point for a correct answer. The first team to score five points wins the game. Student’s Book Activity 17

Say ten sentences about your school. • Read the speech bubble. Together, the students say ten true sentences about what their school has and hasn’t got. Our school has got a (canteen). Our school hasn’t got a (gym). Explore the internet with your teacher

• Read the instructions as a class. The students research the question on the internet. Answer: Children start primary school in the UK aged four or five.

Activity Book

Activity 15 Go to Student’s Book page 10. Look, read and write. Match. • The students look at the photos, read the speech bubbles and complete the sentences with words from the word box. • The students match the sentences to the corresponding pictures. • Check the answers. Ask who says each sentence. Answers: 1 b dance 2 b weekends 3 a near 4 a classrooms 5 a centre 6 b Monday 7 a students 8 b Arts

Activity 16 Order and write. • The students put the words in order and write the sentences. Check the answers. Answers: 1 I live on a small island. 2 I don’t go to school. 3 I study at home with my parents. 4 I have some lessons with a teacher. 5 I talk to other children online.

Activity 17 Write sentences about your school. • The students write sentences about what their school has and hasn’t got. Ending the lesson

Review the lesson. • Say Name three places where you can study. Do the closing routine. • Do Closing routine 1: The end of the English lesson. The students listen and sing as they put their things away. CD 1 Track 3 p177 • Say Goodbye. See you on ... and name the day of your next lesson.

Do you know … ? fact

• Read and discuss the fact about primary schools in the UK.

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Lesson 6

Objectives and key competences

• to use the Student’s Resource Centre



• to prepare, plan and write your project



• to watch the video clip • to listen and read a report

Class Audio and Video for Lesson 6 Active language after-school club, hockey club, swimming club My favourite subjects are … Schools finish at … We have ... at … o’clock/quarter past/half past/quarter to …

It’s time to speak in English CD 1 Track 2 p177 The end of the English lesson CD 1 Track 3 p177 Student’s Book Video clip p179 Tiger Street Club Report

CD 1 Track 25 p180

Activity Book Activity 18 CD 1 Track 26 p180 Activity 19 CD 1 Track 27 p180

Materials Class Audio CD

At a Glance Lesson Plan

Activity Book

Starting the lesson • Do the opening routine. CD 1 Track 2 p177 • Review ‘Three different schools’. • Explain the aims of the lesson.

Culture • Pro ect

Student’s Book

Lesson 6 Listening, Reading and Writing 18

CD1

26

Listen and circle.

Adam’s school

big

small

very small

Start

 9:00

 9:15

 9:30

Lunch

12:30

. 12:45

.  1:15

Finish

 3:30

 3:45

Favourite subjects drama and history music and maths

 4:00 PE and ICT

After-school clubs

Adam 19 Read.

Activity 18 •

Watch the video clip. p179

Activity 19 • Listen and read. CD 1 Track 25 p180 • Answer the questions. Activity 20 • Prepare your project: Think about and say.

CD1

27

Tuesdays

swimming club

science club

hockey club

Thursdays

board games club

sports club

art club

Listen and find the differences. Say stop.

My notes:

A day at school:

• my school – small, London • my timetable – begin: 9:30 lunch: 1:15 finish: 3:45 • my favourite subjects – geography, PE • after-school clubs / activities – science, drama

I go to a small school in the centre of London. Lessons begin at half past nine. We’ve got a break in the morning and in the afternoon. We have lunch at quarter past one. School finishes at quarter to four. My favourite subjects are geography and PE. On Mondays, I go to a science club. On Thursdays, I go to a drama club. I like drama. by Ally

Remember!

• 3: 5 = quarter to four • :15 = quarter past four

Ending the lesson • Review the lesson. • Do the closing routine. CD 1 Track 3 p177

Now write your notes and project in your notebook.

Home-School Link 20

Use technology to extend your project.

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My words to remember • Learning to Learn: Make sentences. • Go to the Activity Book. See Activity Book activities to the right.

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Activity Book Activity 18 • Listen and circle. CD 1 Track 26 p180 Activity 19 • Read. Listen and find the differences. Say stop. Now write your notes and project in your notebook. CD 1 Track 27 p180 Activity Book: Home-School Link Activity 20 • Use technology to extend your project.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 1: It’s time to speak in English. The students listen and join in. CD 1 Track 2 p177 Review ‘Three different schools’. • On the board, write Kenny and Jesse, Sarah and Todd. Ask Do you remember any information about Kenny and Jesse? What can you tell me about them? Praise correct answers, as well as all attempts to speak in English. Repeat the procedure for Sarah and Todd. Explain the aims of the lesson. • Say Today we’re going to watch a video clip. We’re then going to read and listen to the Tiger Street Club Report for the Tiger Team Magazine and Edward’s description of a day at his school. We’re also going to prepare, plan and write our projects. Student’s Book Activity 18

Watch the video clip. p179 • Read Ben’s speech bubble. Tell the students that they are going to watch the Tiger Street Club reading information about after-school clubs. Ask What clubs do they read about? Which club does Oliver want to join? What do the children decide to do? Play the first sequence of the video clip. Check the answers. (They read about drama club and chess club. Oliver doesn’t know which club to join. They decide to find out what clubs other students go to.) • Tell the students that they are now going to watch the Tiger Street Club members talking to other students. Ask How many different after-school clubs do they talk about? Play the second and third sequences of the video clip. Check the answers after watching. (Three: computer club, photography club and hockey club.) • Ask Which club does Oliver decide to join? Play the final sequence of the video. Check the answer. (Drama club.) • Ask What after-school clubs do you go to? Do you want to join any other clubs? • Note: The video clip is in the Presentation Kit.

Student’s Book Activity 19

Listen and read. Answer the questions. CD 1 Track 25 p180 • Ask What after-school clubs do you think are popular in the UK? The students make predictions. • Play the first part of the CD. The students listen and read. Ask What time do most schools finish? (Half past three.) Can you name some of the after-school clubs in the UK? (Football clubs, swimming clubs, hockey clubs, multi-sports clubs, music clubs, art clubs, drama clubs.) • Ask What time do you think lessons begin in the UK? What time do you think children have lunch? The students answer. • Play the second part of the CD. The students listen and read then say when Edward’s lessons begin and what time he has lunch. (Half past nine; half past twelve.) • Play the CD again. The students listen and read. Pause the CD once or twice and ask the students for the next word. • Option: The students read the text in pairs, each reading a sentence. Student’s Book Activity 20

Prepare your project: Think about and say. • Explain that the students are going to plan and write their individual project (a description of a day at school). They will first do a speaking activity in preparation. • Read the bullet points and speaking model as a class. The students then talk about their school, school subjects and timetable and after-school club and activities. • Explain that they will shortly make notes and write their project in their notebooks. My words to remember

Learning to Learn: Make sentences. • Read the words to remember as a class. The students then make sentences using the words. Suggested answers: I don’t study at home. My school has got a canteen. We have assembly in the morning. I go to an after-school club. I play outside during break. I live on a small island.

Activity Book

Activity 18 Listen and circle. CD 1 Track 26 p180 • The students read the information in the table. • Play the CD. The students circle the correct options. Check the answers. Answers: (See answers in audioscript.)

Activity 19 Read. Listen and find the differences. Say stop. Now write your notes and project in your notebook. CD 1 Track 27 p180 • The students read Ally’s project. Play the CD. The students say stop when they hear a difference between the recording and the text (drama/dance club). • Draw attention to the Remember! tip. • The students write notes in their notebooks to plan their project, using appropriate resources. • Using Ally’s text as a model, and their own notes, the students write their project in their notebooks. Monitor and help as necessary. Project extension • Go to Teacher’s Notes page 26 for ideas on how to extend the students’ projects. Activity Book: Home-School Link

Activity 20 Use technology to extend your project. • You may choose to ask the students to type their project on a computer and bring it to the next lesson. Ending the lesson

Review the lesson. • Ask What interesting facts have you learnt today? Do the closing routine. • Do Closing routine 1: The end of the English lesson. The students sing as they put their things away. CD 1 Track 3 p177 • Say Goodbye. See you on ... and name the day of your next lesson. 47

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Lesson 7

Class Audio for Lesson 7

Objectives and key competences

• to listen and use everyday classroom language • to read a leaflet



• to use the Student’s Resource Centre



• to review the main vocabulary and grammar in Unit 1

• to listen and read for pleasure

At a Glance Lesson Plan

Active language art and design, drama, English, geography, history, ICT, maths, music, PE, science, after-school science club We’ve got … / We haven’t got … I haven’t got my (geography) book. Don’t worry. You can share mine. Materials Class Audio CD

It’s time to speak in English CD 1 Track 2 p177 The end of the English lesson CD 1 Track 3 p177 Student’s Book Class Chit-Chat CD 1 Track 28 p180 Reading Corner: A leaflet CD 1 Track 29 p180 Tiger Street Tales CD 1 Track 30 p180 Activity Book Activity 22 CD 1 Track 31 p180

Student’s Book

Activity Book

Starting the lesson • Do the opening routine. CD 1 Track 2 p177 • Review schools in the UK. • Explain the aims of the lesson.

Lesson 7 Unit Review Vocabulary and Grammar

Activity 22 • Reading Corner: Read and listen. CD 1 Track 29 p180

21 Look and write. 1

2 1

2

3

E N G L I S H 6

5

3

4

7 8

Activity 21

9

• Class Chit-Chat: Listen and repeat. CD 1 Track 28 p180 • Act out.

5

6

10

7

8

22 Read and write.

9

CD1

31

Today’s Timetable

Listen and check. Act out.

1 Have we got English today?

Activity 23

10

9:30

2 Yes, we . We’ve got English at quarter past eleven.

2: 5 :00

• Tiger Street Tales: Listen and read. CD 1 Track 30 p180 • Go to the Activity Book. See Activity Book activities to the right.

3 we got science? 5 What have we got quarter to three?

4 No, we

6

7 Have we got history at four ?

geography

11:15 English maths finish school

.

got maths at quarter to three.

8

, we haven’t. School finishes at four.

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Ending the lesson • Review the lesson and the unit. • Do the closing routine. CD 1 Track 3 p177

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Activity Book Activity 21 • Look and write. Activity 22 • Read and write. Listen and check. Act out. CD 1 Track 31 p180

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 1: It’s time to speak in English. The students listen and join in. CD 1 Track 2 p177 Review schools in the UK. • Ask What time do children have lunch in the UK? (Usually between quarter past twelve and quarter past one.) What time does school start/finish in the UK? (School usually starts at nine o’clock. School usually finishes between half past three and four o’clock.) Explain the aims of the lesson. • Say Today we’re going to practise classroom language. We’re also going to read a leaflet and a Tiger Street Tale, and review the vocabulary and grammar from Unit 1. Student’s Book Activity 21

Class Chit-Chat: Listen and repeat. Act out. CD 1 Track 28 p180 • Note: The dialogue builder activity is also available in the Presentation Kit as an interactive activity. Students listen and read the dialogue, then there is a practice activity in which they reconstruct the dialogue. • (Books closed.) Say It’s time for Class Chit-Chat. Remind the students that Class Chit-Chat helps them use English to communicate in class. • Say Listen to the dialogue. What’s the boy’s problem? What’s the girl’s solution? Play the CD. • Check the answers. (He hasn’t got his books. He can share hers.) • (Books open.) Play the CD again. The students listen and read the dialogue. Clarify the meaning of ‘You can share mine’. • Divide the class into two groups. Play the CD a third time, pausing for the groups to repeat the exchanges. • Divide the class into pairs. The partners read the dialogue. • Establish that you expect the students to use this language in class when they talk about the subjects they have and haven’t got and when they offer to share things.

Student’s Book Activity 22

Reading Corner: Read and listen. CD 1 Track 29 p180 • Ask What sort of text is this? Is it an email? Is it a postcard? Establish that it’s a leaflet which gives information about a new after-school science club. Ask if the students sometimes read leaflets. • Play the CD. The students listen and read the leaflet. • Check understanding. Ask When is the science club? (It’s at quarter past four to half past five every Wednesday in October and November.) What can you do there? (You can look through a microscope, do experiments, talk to scientists and make robots) • Play the CD again. The students follow in their books. Pause the CD once or twice and ask the students to say the next word. Student’s Book Activity 23

Tiger Street Tales: Listen and read. CD 1 Track 30 p180 • Ask the students if they remember which animals live in Tiger Street. (A fox, a squirrel and a magpie.) • The students look at the pictures and read the story. • Ask Would you like to listen to the story? Play the CD. The students listen and follow in their books. • Ask Do you think the story is funny? Do you think all the characters will become good friends?

Activity Book

Activity 21 Look and write. • Explain that the students are going to review the main vocabulary and grammar in the unit. • Challenge them to complete the crossword, looking at the pictures and writing the words, and paying careful attention to spelling. Check the answers. Answers: 1 English 2 geography 3 science 4 ICT 5 drama 6 music 7 maths 8 art and design 9 PE 10 history

Activity 22 Read and write. Listen and check. Act out. CD 1 Track 31 p180 • The students read the speech bubbles and write the missing words using their knowledge of grammar. They can refer to the grammar table on Student’s Book page 8 if necessary. • Play the CD. The students listen and check their answers. • The students act out the dialogue in pairs. Answers: (See answers in audioscript.)

Ending the lesson

Review the lesson and the unit. • Say Can you name ten school subjects? Can you ask questions about your timetable? • Congratulate the students on their achievement. Do the closing routine. • Do Closing routine 1: The end of the English lesson. The students listen and sing as they put their things away. CD 1 Track 3 p177 • Say Goodbye. See you on ... and name the day of your next lesson.

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Lesson 8

Class Audio for Lesson 8

Objectives and key competences

• to complete the Picture Dictionary and Grammar Reference Bank for Unit 1



• to self-assess work in the unit • to complete the Progress Journal for Unit 1

Active language after-school clubs and school subjects My favourite subject is … We have … at … o’clock/quarter past/half past/quarter to …

• to review CLIL and culture in the unit

Materials Flashcards and Word cards: art and design, drama, English, geography, history, ICT, maths, music, PE, science, Class Audio CD, Picture Dictionary (AB page 63), Grammar Reference Bank (AB page 67), Progress Journal pages 3–5

It’s time to speak in English CD 1 Track 2 p177 The end of the English lesson CD 1 Track 3 p177 Activity Book Activity 23 CD 1 Track 32 p180 Activity 26 CD 1 Track 33 p180

Progress Journal w

w

A New School Year My learning review Do you remember the story? Tell a friend or your family. Use some of these words to help you.

At a Glance Lesson Plan Starting the lesson

digital

digital

back at school music book recorder Oliver terrible noise after school teach Ellie to play member

Activity Book

• Do the opening routine. CD 1 Track 2 p177 • Review the Unit 1 flashcards and word cards. • Explain the aims of the lesson. • Play What time is it?

Resource Centre

What has your school got? Write sentences.

Lesson 8 Unit Review CLIL, Culture and Self-assessment 23 Read and predict.

CD1

32

My school has got

Listen and circle.

I go to a very big school in (1) London / Manchester. The school has got about (2) 00 / 500 pupils. It’s got 18 (3) classrooms / gyms and a canteen. It’s got a big ( ) playground / canteen.

. My school hasn’t got

I go to a performing arts school. I learn all the normal subjects, but I have extra (5) music / science lessons. I live at the school from Monday to (6) Saturday / Friday, but I see my family at the weekends.

.

My vocabulary check

24 Order and write. 1 very / I / to / small / go / school / a I go to a very small school.

Activity Book

3 twelve / We / at / have / lunch / o’clock

Activity 23 • Read and predict. Listen and circle. CD 1 Track 32 p180 Activity 24 • Order and write. Activity 25 • Listen and say Yes or No CD 1 Track 35 p180 Activity 26 • Complete the Picture Dictionary for Unit 1.

25

CD1

33

2 to / On / drama / Mondays, / club / I / go

Activity Book: Home-School Link

subject / My / geography / favourite / is

Listen and say Yes or No.

Activity 27 • Complete your Tiger Time score card. Activity 28 • Do an activity from your Learning Plan and complete your Progress Journal for Unit 1. Complete your Grammar Reference Bank. • Go to the Progress Journal. See Progress Journal activities to the right.

I can name school subjects.

26 Complete the Picture Dictionary for Unit 1. Learning to

Home-School Link 27 Complete your Tiger Time score card.

Yes.

LEARN

My Tiger Time score card My work in Unit 1 is:

My Learning Plan

OK

I plan to:

Good Very good Excellent

read Unit 1 again write a list of words to remember learn the grammar table do the online activities

28 Do an activity from your Learning Plan and complete your Progress Journal for Unit 1. 12 9780230483729_text.indb 12

Do you remember the key words from Unit 1? Write them in the columns. My five favourite subjects

Other subjects

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Progress Journal page 3 Activities 1–2 • Students’ own answers. Activity 3 • See Teacher’s Notes page 52.

Progress Journal pages 4 and 5

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Ending the lesson • Review the lesson and the unit. • Do the closing routine. CD 1 Track 3 p177

• See the Progress Journal for pages 4 and 5. Activities 4–7 • Students’ own answers.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 1: It’s time to speak in English. The students listen and join in. CD 1 Track 2 p177 Review the Unit 1 flashcards and word cards. • Cover the word cards in turn. Reveal the letters one by one. The students say the words as soon as they recognise them. • Stick the flashcards on the board. Give the word cards to pairs of students. They stick the word cards under the flashcards. • The students read all the words with you in chorus. Explain the aims of the lesson. • Say Today we’re going to review CLIL and culture in the unit and focus on Learning to Learn. We’re also going to complete our Picture Dictionary, Grammar Reference Bank and Progress Journal for Unit 1. Play What time is it? • On a piece of paper, either write the time or draw hands on a clock face. Divide the class into two teams. The teams guess the time. Tell the students if the time is before or after the time they guess. For example, Team A: Is it five o’clock? No, it isn’t. It’s after five o’clock. Team B: Is it seven o’clock? No, it isn’t. It’s before seven o’clock. Team A: Is it quarter past six? Yes, it is. The first team to guess the exact time wins. • A volunteer takes your role. Repeat as many times as appropriate. Activity Book

Activity 23 Read and predict. Listen and check. CD 1 Track 32 p180 • The students look at the pictures, read the text and circle the correct words. • Play the CD. The students listen and check their answers. Answers: (See answers in audioscript.)

Activity 24 Order and write. • The students order the words and write the four sentences. Check the answers. Answers: 1 I go to a very small school. 2 On Mondays, I go to drama club. 3 We have lunch at twelve o’clock. 4 My favourite subject is geography.

Learning to Learn • Explain that Learning to Learn helps the students become better learners by giving them an opportunity to say what they can do, and to assess and plan their learning. Activity 25 Listen and say Yes or No. • Read the speech bubbles. Say Say ‘Yes!’ to what you can do in Unit 1! • Play the CD. The students listen and respond. Pause the track to give them time to answer. Clarify the meaning of the statements. (Note: Unless the students have been absent they should be able to say ‘yes’ to all the statements.) • Encourage the students to feel positive about what they can do. Activity 26 Complete the Picture Dictionary for Unit 1. • The students complete the Picture Dictionary for Unit 1, either during the lesson or for homework. Activity Book: Home-School Link

Activity 27 Complete your Tiger Time score card. • Read the heading and options in the first column. The students look back through their work in the unit. • The students circle or colour the stars to self-assess their work. • Read the heading and text in the second column. Clarify meaning if necessary. The students tick (✓) what they plan to do. • Endorse the students’ self-assessment and Learning Plan with a tick and/or a comment, your signature and the date. If relevant, note your own assessment of their work and suggestions for their Learning Plan.

Activity 28 Do an activity from your Learning Plan and complete your Progress Journal for Unit 1. • The students do an activity from their Learning Plan. • The students complete their Progress Journal for Unit 1, either during the lesson or for homework. • They can also complete their Grammar Reference Bank for Unit 1 (Activity Book page 67). Progress Journal page 3 Activities 1–2 answers: Students’ own answers. Activity 3 answers: English, science, maths, art and design, PE, ICT, geography, history, music, drama (ordered according to students’ preferences)

Progress Journal pages 4 and 5 Activities 4–7 answers: Students’ own answers.

Activity Book Grammar Reference Bank page 67 Activity 1 answers: 1 She hasn’t got music today. 2 They have got maths. 3 I haven’t got art and design. 4 He has got ICT. Activity 2 answers: 1 Have/No, they haven’t. 2 Has/No, she hasn’t. 3 Have/Yes, I have.

Ending the lesson

Review the lesson and the unit. • Ask (using L1 as necessary) What have you learnt in Unit 1? What have you enjoyed? Which activities have helped you learn? How? What do you plan to do to remember what you have learnt? Do the closing routine. • Do Closing routine 1: The end of the English lesson. The students listen and sing as they put their things away. CD 1 Track 3 p177 • Say Goodbye. See you on ... and name the day of your next lesson.

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My teaching notes

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w

2

Describing People

Objectives and key competences

Active language

CLIL and Culture



Core vocabulary: hair and facial features beard,curly hair, dark hair, fair hair, glasses, long hair, moustache, ponytail, short hair, straight hair

Literature: Four great books for children Video clip: Tiger Street Club Report: My favourite book



• Identify and name hair and facial features • Learn the grammar table for Unit 2 • Ask for and give descriptions of people • Listen and use everyday classroom language



• Read a poster in a library



• Use the Student’s Resource Centre



• Spell words • Predict what happens in the story • Practise pronunciation: /eə/ and /ɪə/ • Review, assess and plan your own learning



• Understand and think about values



• Make and play with the photo fit cut-out cards • Play the games • Prepare, plan and write your project



• Listen, read, understand and act out the story • Sing a song • Listen and read about characters in children’s literature • Choose and say what your favourite books are • Watch a video clip • Listen and read for pleasure

Story vocabulary coat, hat, flute, park, thief CLIL vocabulary: Four great books for children beautiful, brave, cruel, imaginative, lucky, poor, strong, tall, kind, clever Structures He’s/She’s got … Has he/she got … ? Yes, he/she has. No, he/ she hasn’t. He’s/She’s wearing … Recycled language He’s/She’s (+ adjective) I (don’t) like … My favourite … is/are … Are you … ? Yes, I am. eyes, mouth, nose the alphabet, colours, clothes Classroom language Main function: asking for things and describing people Have you got (the dictionary)? (Lydia’s) got it. Who’s (Lydia)? She’s over there. She’s got … and she’s wearing …

Values and attitudes • Interest in describing people • Pleasure in doing the Spelling Bee • Enjoyment in reading a story • Awareness of the need to tell an adult when you see something suspicious • Interest in learning about books and English literature • Satisfaction in preparing and writing your project • Confidence in using classroom language • Enjoyment in reading a poster • Pleasure in reading a cartoon strip story • Willingness to review, assess and plan your own learning

Receptive language author, description, join the library, novel, title, type of book

Pronunciation the /eə/ and /ɪə/ sounds (there, hair / ear, here) 53

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Lesson 1

Objectives and key competences

• to identify hair and facial features and say The Tiger Street word rap • to play Describe your friends • to use the Student’s Resource Centre • to listen and respond to learning objectives • to spell words in the Spelling Bee

At a Glance Lesson Plan

Class Audio for Lesson 1 Active language beard, curly hair, dark hair, fair hair, glasses, long hair, moustache, ponytail, short hair, straight hair He’s got (dark hair). He’s wearing (a white T-shirt). the alphabet Materials Flashcards and Word cards: beard, curly hair, dark hair, fair hair, glasses, long hair, moustache, ponytail, short hair, straight hair, Class Audio CD

Student’s Book

It’s time to speak in English CD 1 Track 2 p177 The end of the English lesson CD 1 Track 3 p177 Student’s Book In Unit 2 CD 1 Track 34 p181 The Tiger Street word rap CD 1 Track 35 p181

Activity Book w

Lesson 1 Vocabulary 1 Look and write.

Starting the lesson

1 curly hair

• Do the opening routine. CD 1 Track 2 p177 • Explain the aims of the lesson.



2 straight h

3

9

10



5



7 g 8 p

6

9 f h



10 d h



90 2

In Unit 2

Look. Write the first letter and find the sentence. Colour.

90





















90 90







1

She’s got long hair.

2

(long)

Activity 3 • Do the Spelling Bee. • Go to the Activity Book. See Activity Book activities to the right.

• Play Describe your friends. Ending the lesson • Review the lesson. • Do the closing routine. CD 1 Track 3 p177

He’s

(ponytail)



3





(curly)

6 (moustache)



90

(glasses)

5





.

3 Look and write. Use the words.

• Listen, read and look. CD 1 Track 34 p181

Activity 2

8

m 5 l h

• Present vocabulary with the Unit 2 flashcards and word cards.

• Say The Tiger Street word rap. CD 1 Track 35 p181

7 4

3 b

Vocabulary presentation

Activity 1

6 s h

2

1

(short)

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Activity Book Activity 1 • Look and write. Activity 2 • Look. Write the first letter and find the sentence. Colour. Activity 3 • Look and write. Use the words.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 1: It’s time to speak in English. The students listen and join in. CD 1 Track 2 p177 Explain the aims of the lesson. • Say Today we’re going to learn words to describe someone’s face and hair and say The Tiger Street word rap. We’re also going to find out what we’re going to do in this unit, play a game and do the Spelling Bee. Vocabulary presentation

Present the vocabulary • Note: You can present the vocabulary using the Vocabulary Tool in the Presentation Kit. • (Books closed.) The students say words they would use to describe someone’s hair and face. (Blue eyes, long hair, ears, nose, mouth …) • Introduce the new words to describe faces and hair by sticking the flashcards on the board. The students repeat the words once or twice. • Hold up the word cards in turn. The students read the words. They then match the word cards and flashcards on the board. In this unit

Listen, read and look. CD 1 Track 34 p181 • Say Let’s listen and find out what we do in Unit 2. Play the CD. The students listen, read and look at the photos. • Ask questions such as Does the story look good? Do you know some characters from children’s literature? Do you use the library? Do you ever describe your friends to other people?

Student’s Book Activity 1

Say The Tiger Street word rap. CD 1 Track 35 p181 • (Books open.) Play the CD. The students listen and point to the pictures. • Play the CD again, pausing for the students to say the hair or facial features. • Play the CD a third time. The students say the rap and clap rhythmically. Student’s Book Activity 2

Play Describe your friends. • Draw the students’ attention to the recycle logo. Explain that this game gives them an opportunity to use words to describe someone, as well as other language they already know. • Explain and demonstrate the game, which is played in pairs. Student A says two or three sentences about a classmate. He’s got (black hair). He’s wearing (a white T-shirt). Student B names the classmate. (William). The partners take turns. Student’s Book Activity 3

Do the Spelling Bee. • Divide the class into two teams. Hold up one of the flashcards. Ask a student from one team to name the hair or facial feature. • Ask another student from the same team How do you spell ‘(beard)’? • If the students name and spell the word correctly, they score a maximum of four points for their team (one for naming the hair or facial feature and three for spelling the word and saying the letters correctly). • Keep score on the board. The team with most points wins.

Activity Book

Activity 1 Look and write. • The students look at the pictures and write the words. They can refer to Student’s Book page 13 if they are uncertain about the spelling. Check the answers. Answers: 1 curly hair 2 straight hair 3 beard 4 moustache 5 long hair 6 short hair 7 glasses 8 ponytail 9 fair hair 10 dark hair

Activity 2 Look. Write the first letter and find the sentence. Colour. • The students name the objects. Remind them that if they write the first letter of each object, a sentence will appear. Check the answer. • The students colour the clown’s hair. Answer: He has got curly pink hair.

Activity 3 Look and write. Use the words. • The students write sentences, using the words in parentheses. Check the answers. Answers: 1 She’s got long hair. 2 He’s got glasses. 3 He’s got curly hair. 4 She’s got a ponytail. 5 He’s got a moustache. 6 She’s got short hair.

Ending the lesson

Review the lesson. • Ask What new words have you learnt today? Do the closing routine. • Do Closing routine 1: The end of the English lesson. The students listen and sing as they put their things away. CD 1 Track 3 p177 • Say Goodbye. See you on ... and name the day of your next lesson.

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Lesson 2

Class Audio for Lesson 2

Objectives and key competences

• to use the Student’s Resource Centre



• to predict what happens in the story



• to give a personal response and think about values



• to listen, read and act out the story • to answer questions about the story

At a Glance Lesson Plan

Active language beard, glasses, moustache, ponytail, curly hair, dark hair, fair hair, long hair, short hair, straight hair He’s got … / He hasn’t got … He’s wearing … coat, hat, flute, park, thief Materials Flashcards and Word cards: beard, curly hair, dark hair, fair hair, glasses, long hair, moustache, ponytail, short hair, straight hair, Story cards: A Thief in the Park, Class Audio CD

It’s time to speak in English CD 1 Track 2 p177 The end of the English lesson CD 1 Track 3 p177 Student’s Book The Tiger Street word rap CD 1 Track 35 p181 A Thief in the Park CD 1 Track 36 p181 Reading comprehension CD 1 Track 37 p181 Activity Book Activity 4 CD 1 Track 38 p181

Activity Book Lesson 2 A mystery

Student’s Book

4 Read and write true sentences.

CD1

38

Listen and check.

1 Joe and Becky are in a park in Manchester. Joe and Becky are in a park in London. 2 They see a woman take Peter Pan’s flute.

Starting the lesson • Do the opening routine. CD 1 Track 2 p177 • Match the Unit 2 word cards and flashcards. • Say The Tiger Street word rap. CD 1 Track 35 p181 • Explain the aims of the lesson.

3 They call the hospital. The man has got the flute under his jumper.

5 Look, read and write.

long got coat beard

T-shirt hasn’t moustache fair

1 The man is wearing a coat . 2 He’s got dark hair. a moustache and a 3 He’s .

Pre-story activities • Predict what happens in the story (books closed). • Listen with the story cards (books closed). CD 1 Track 36 p181 • Listen again (books open).

The man is wearing a . 5 He’s got short hair. got a beard or a 6 He .

Home-School Link 6

Read and reflect. Write.

Resource Centre

1 A Thief in the Park is a

digital

digital

(fairy tale / mystery / legend).

2 I think the story is

(OK / good / very good / excellent).

3 My favourite moment in the story is

.

I think it is important to tell an adult when you see someone (suspicious / famous).

7 Write six words from the story. Tell your family what they mean.

Activity 4

3

5

6



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Activity 6 Tiger Street Club Values

• Read and answer the questions. • Listen and check. CD 1 Track 37 p181

2



14

• Listen and read. CD 1 Track 36 p181 • Act out the story. Activity 5

1

• Think about it: Is it important to tell an adult when you’re worried about something? • What other things is it important to tell an adult about? • Go to the Activity Book. See Activity Book activities to the right.

• Read and reflect. Ending the lesson • Review the lesson. • Do the closing routine. CD 1 Track 3 p177

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Activity 4 • Read and write true sentences. Listen and check. Activity 5 • Look, read and write. Activity Book: Home-School Link Activity 6 • Read and reflect. Write. Activity 7 • Write six words from the story. Tell your family what they mean.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 1: It’s time to speak in English. The students listen and join in. CD 1 Track 2 p177 Match the Unit 2 word cards and flashcards. • Put the ten word cards from Unit 2 on the board. Point to them in turn. The students say the words. Give the Unit 2 flashcards to ten students, who come to the board and take the corresponding word cards. Say The Tiger Street word rap. • Ten students stand in a line holding a flashcard and corresponding word card. Play the CD. They hold up the flashcards and word cards in turn. The rest of the class dances and says the rap (learnt in Lesson 1). Repeat with ten different students. CD 1 Track 35 p181 Explain the aims of the lesson. • Say Today we’re going to listen to, read and act out a story about a thief.

Student’s Book Activity 4

Listen and read. Act out the story. CD 1 Track 36 p181 • Play the CD, pausing for the students to repeat the dialogue. • Assign roles (Becky, Joe, policewoman, man, cameraman, policeman, narrator). The students read and act out the story. • Ask Do you think the police officers are angry with Becky and Joe? Student’s Book Activity 5

Read and answer the questions. Listen and check. CD 1 Track 37 p181 • Read the questions. The students answer. • Play the CD. The students listen and check their answers. Answers: (See answers in audioscript.)

Student’s Book Activity 6 Pre-story activities

Predict what happens in the story (books closed). • Read the title of the story. Hold up story card 1. The students tell you what they see. Read the narrative text. Check that the students know the names of the children. (Joe and Becky.) • Ask the students to predict what happens in the story (in L1). Listen with the story cards (books closed). • Note: You can tell the story using the Storyteller in the Presentation Kit. Please see TB p24. • Say Let’s listen and find out if you’re right. Play the CD. Hold up the story cards in turn as the students listen. • Briefly compare what happens in the story with the students’ predictions. Listen again (books open). • The students look briefly at the story’s narrative text and speech bubbles. • Play the CD. The students listen and read the story. • Point to the pictures to explain new vocabulary.

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Read and reflect. • Read the speech bubble, sentences and options. The students think about and say their opinions. • Establish that the story is a mystery. Ask if the students like mysteries. Student’s Book Tiger Street Club Values

• Say Think about it! Is it important to tell an adult when you’re worried about something? Clarify meaning. Establish that it is important to tell an adult if something is worrying you. • Ask What other things is it important to tell an adult about? Point to the photos and ask questions. Do you tell your teacher if you are finding your school work difficult? Do you tell an adult if you hurt yourself or if someone else is injured? Do you tell an adult when you are upset? The students answers yes or no. If you have a confident class, encourage the students to talk about other things they might talk to adults about (in L1 if necessary).

Activity Book

Activity 4 Read and write true sentences. Listen and check. • The students read the sentences. They then write true sentences below each one, based on the example. The students listen and check the answers. Answers: 1 Joe and Becky are in a park in London. 2 They see a man take Peter Pan’s flute. 3 They call the police. 4 The man has got the flute under his coat.

Activity 5 Look, read and write. • The students look at the pictures and complete the descriptions. Check the answers. Answers: 1 coat 2 long 3 got, beard 4 T-shirt 5 fair 6 hasn’t, moustache

Activity Book: Home-School Link

Activity 6 Read and reflect. • Read the sentences. Remind the students of meaning as necessary. The students think about and write the words. • The students read their sentences and compare opinions. Activity 7 Write six words from the story. Tell your family what they mean. • The students write six key words relating to the story. If they are confident, they can tell their family what the words mean and explain the story in simple terms. Ending the lesson

Review the lesson. • Ask Where does the story take place? Do the closing routine. • Do Closing routine 1: The end of the English lesson. The students listen and sing as they put their things away. CD 1 Track 3 p177 • Say Goodbye. See you on ... and name the day of your next lesson. 57

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Lesson 3

Objectives and key competences

• to listen and learn the grammar table



• to use the Student’s Resource Centre



• to play Guess who! • to play True or false

Class Audio for Lesson 3 Active language beard, glasses, moustache, ponytail, curly hair, dark hair, fair hair, long hair, short hair, straight hair Has he/she got … ? Yes, he/she has. No, he/she hasn’t. Materials Class Audio CD

It’s time to speak in English CD 1 Track 2 p177 The end of the English lesson CD 1 Track 3 p177 Student’s Book A Thief in the Park CD 1 Track 36 p181 Grammar table CD 1 Track 39 p181

Activity Book

At a Glance Lesson Plan

Student’s Book

Starting the lesson • Do the opening routine. CD 1 Track 2 p177 • Review the A Thief in the Park story. CD 1 Track 36 p181 • Explain the aims of the lesson. Activity 7 • Listen and say the missing words. Learn. CD 1 Track 39 p181 Activity 8 • Play Guess who! Activity 9 • Play True or false. Go to the Activity Book. See Activity Book activities to the right.

•

Ending the lesson • Review the lesson. • Do the closing routine. CD 1 Track 3 p177

Activity Book Activity 8 • Read and write. Learn. Activity 9 • Look and write the letters. Activity 10 • Look and write.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 1: It’s time to speak in English. The students listen and join in. CD 1 Track 2 p177 Review the A Thief in the Park story. • (Books closed.) Ask Can you remember the story? Ask other questions, listening to the students’ answers but not confirming if they are correct. What are the names of the children in the park? (Joe and Becky.) Where is the park? (In London.) What’s in the park? (A statue of Peter Pan.) • Play the CD. The students listen and follow the story in their books (SB pages 14 and 15) and check their answers. CD 1 Track 36 p181 • Play Who says … ? Read a speech bubble from the story. The students identify the character. The students then play the game in pairs or groups of three. Explain the aims of the lesson. • Say Today we’re going to study grammar and play games to practise what we learn.

Student’s Book Activity 8

Play Guess who! • The students look at the ten illustrations. • Explain the game. One student chooses a person. The other students ask questions to identify which person has been selected. Is the thief a man? (No.) Has she got curly hair? (Yes, she has.) Has she got glasses? (No, she hasn’t.) Is the thief number 7? (Yes.) • Play the game with the whole class, nominating a student to make the first selection. • The students play the game in pairs. Student’s Book Activity 9

Play True or false. • Say true and false sentences about the faces in Activity 8. The students respond by clapping three times if the sentence is true or clicking their fingers once if it’s false. • (Books closed.) Say additional sentences. The students respond from memory and say True! or False! • The students play the game in pairs, based on the speaking model. Number 2 has got long hair. (False!) Number 4 hasn’t got a moustache. (True!)

Activity Book

Activity 8 Read and write. Learn. • The students complete the grammar table without looking at the Student’s Book. However, allow them this extra support if needed. • The students check their answers by looking at the grammar table (SB page 16). • The students read the sentences in the table. Remind them again of the Tiger Tips. Answers: 1 got 2 got 3 Has 4 hasn’t

Activity 9 Look and write the letters. • The students work out which characters the sentences relate to. Check the answers. Answers: 1 d 2 c 3 d 4 b 5 b 6 a 7 c 8 a 9 d 10 c

Activity 10 Look and write. • The students look at the pictures and complete the descriptions. Check the answers. Answers: 1 has got 2 hasn’t got 3 wearing 4 hasn’t got 5 hasn’t got 6 wearing

Student’s Book Activity 7

Listen and say the missing words. Learn. CD 1 Track 39 p181 • Play the CD. The students listen and read the sentences in the grammar table and say the missing words. • Read the Tiger Tips. Remind the students of the difference between ‘he’ and ‘she’. • The students learn the grammar table and use it for reference and revision. They can copy the grammar table into their notebooks. • Note: You can present and extend the grammar table using the Grammar Tool in the Presentation Kit. Please see TB p24.

Ending the lesson

Review the lesson. • Ask What question and answer have we practised? Do the closing routine. • Do Closing routine 1: The end of the English lesson. The students listen and sing as they put their things away. CD 1 Track 3 p177 • Say Goodbye. See you on ... and name the day of your next lesson.

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Lesson 4

Class Audio for Lesson 4 Active language (continued) Has he/she got … ? Yes, he/she has. No, he/she hasn’t. He’s/She’s wearing …

Objectives and key competences • to practise pronunciation: /eə/ and /ɪə/

• to make the photo-fit cut-out cards • to play Catch the thief • to listen and sing Stop! Thief!

Active language beard, glasses, moustache, ponytail curly hair, dark hair, fair hair, long hair, short hair, straight hair

At a Glance Lesson Plan

Materials Flashcards and Word cards: beard, curly hair, dark hair, fair hair, glasses, long hair, moustache, ponytail, short hair, straight hair, Class Audio CD, Cut-out cards (one set prepared in advance, optional – AB page 91), scissors

It’s time to speak in English CD 1 Track 2 p177 The end of the English lesson CD 1 Track 3 p177 Student’s Book Fantastic Phonics CD 1 Track 40 p181 Stop! Thief! CD 1 Track 41 p181 Activity Book Activity 12 CD 1 Track 43 p182

Activity Book Lesson

Student’s Book

Grammar, Listening and Writing

11 Remember, write and say.

antasti

onics

Starting the lesson • Do the opening routine. CD 1 Track 2 p177 • Review the Unit 2 flashcards and word cards. • Explain the aims of the lesson.

Where’s Here’s 12 Read and tick (✓) the correct person. Write. 1

Activity 10

• Pop Spot: Listen and read. CD 1 Track 41 p181 • Sing Stop! Thief!

CD1

43

Listen and check.

2

a

b

a

Has he got fair hair? No, he hasn’t. Has he got glasses? Yes, he has. Has he got a beard?

• Fantastic Phonics: Listen and repeat. CD 1 Track 40 p181 • Say. Activity 11



b

Has she got straight hair? No, she hasn’t. Has she got curly hair? Yes, she has. Has she got glasses?

Home-School Link 13 Practise the questions and answers at home with your family. 14 Order and write. Act out.

Activity 12

•

Go to Activity Book page 91. Make the photo-fit cut-out cards. • Play Catch the thief. • Go to the Activity Book. See Activity Book activities to the right. Ending the lesson • Review the lesson. • Do the closing routine. CD 1 Track 3 p177

1 Is / hat / ? / wearing / thief / a / the Is the thief wearing a hat?

Yes, she is.

2 long / Has / she / hair / ? / got

Yes, she has.

3 hair / ? / got / Has / she / fair

No, she hasn’t.

Has / a / beard / ? / got / she

16



Yes, she has, but it’s a disguise.

5 Is / she / coat / ? / a / wearing

Yes, she is.

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Activity 11 • Fantastic Phonics: Remember, write and say. Activity 12 • Read and tick the correct person. Write. Listen and check. CD 1 Track 43 p182 Activity Book: Home-School Link Activity 13 • Practise the questions and answers at home with your family. Activity 14 • Order and write. Act out.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 1: It’s time to speak in English. The students listen and join in. CD 1 Track 2 p177 Review the Unit 2 flashcards and word cards. • Play board pelmanism. Stick six flashcards, face down, on one side of the board. Number them 1–6. Stick five of the corresponding word cards, face down, on the other side of the board. Label them A–E. • Divide the class into two teams. A student from Team A asks for a flashcard. Can we have flashcard (6), please? Show the team the flashcard and ask What is it? Another student from the same team asks for a word card. Can we have word card (C), please? Show the team the word card and ask What does it say? If the flashcard and word card match, remove them from the board. If not, stick them back face down on the board. • Continue the game until there is only one flashcard remaining. The team with the most flashcards is the winner. Explain the aims of the lesson. • Say Today we’re going to practise pronunciation, sing a song, and make and play with the photo-fit cut-out cards. Student’s Book Activity 10

Fantastic Phonics: Listen and repeat. Say. CD 1 Track 40 p181 • Read the sentences. Draw attention to the difference between the /eə/ and /ɪə/ sounds, as highlighted. • Play the CD. The students listen and repeat the sentences. • Repeat once or twice, with or without the CD. • Option: The students count how many times they can say the sentences in a minute. • Draw the students’ attention to the different ways of spelling both sounds.

Student’s Book Activity 11

Pop Spot: Listen and read. Sing Stop! Thief! CD 1 Track 41 p181 • (Books closed.) Explain that the song is called Stop! Thief! Ask Can you describe the thief? Play the CD. The students listen for the information. • Encourage the students to try to describe the thief. Do they think the thief is a man or a woman? • (Books open.) The students check the description by reading the lyrics. Check the students’ comprehension of ‘disguise’. • Play the CD again. The students listen and read the lyrics. • Practise the song then play the CD again. The students join in singing. • Ask Do you like the song? Student’s Book Activity 12

Go to Activity Book page 91. Make the photo-fit cut-out cards. Play Catch the thief. • The students cut out and make their photo-fit cards. • Divide the class into pairs. Each pair places a book between them to serve as a screen. • Demonstrate the game. Student A makes up a face with three of the photo-fit cards. Student B asks questions to find out which cards will make up the same photo-fit portrait. For example, Student B: Has the thief got short hair? Student A: Yes, he has. Student B: Has he got a beard? Student A: Yes, he has. Student B: Has he got glasses? Student A: No, he hasn’t. Student B: Is this the thief? Student A: Yes! • The students change roles and play again. • Note: Once the students have finished, they make and stick photo-fit portraits in their notebooks and write descriptions underneath. He’s got glasses. She hasn’t got curly hair. This can also be done in a later lesson or for homework.

Activity Book

Activity 11 Fantastic Phonics: Remember, write and say. • The students recall the sentences and complete the sentences. They then say the sentences. Answers: Where’s Sarah? She’s over there. She’s got fair hair. Here’s Pierce. He’s got a long beard. And he’s got big ears.

Activity 12 Read and tick the corrct person. Write. Listen and check. CD 1 Track 43 p182 • The students read the sentences and tick the correct pictures. They then write the answer to the third question. • Play the CD. The students listen and check their answers. Answers: See answers in audioscript.

Activity Book: Home-School Link

Activity 13 Practise the questions and answers at home with your family. • Encourage the students to practise the questions and answers at home. (Has he/she got … ? Yes, he/she has./ No, he/she hasn’t.) Activity 14 Order and write. Act out. • The students order the words and write the questions. • The students act out the dialogue in pairs. Answers: 1 Is the thief wearing a hat? 2 Has she got long hair? 3 Has she got fair hair? 4 Has she got a beard? 5 Is she wearing a coat?

Ending the lesson

Review the lesson. • Ask Which activities have you enjoyed today? Do the closing routine. • Do Closing routine 1: The end of the English lesson. The students listen and sing as they put their things away. CD 1 Track 3 p177 • Say Goodbye. See you on ... and name the day of your next lesson. 61

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Lesson 5

Class Audio for Lesson 5

Objectives and key competences

• to play Mime a character



• to explore the internet with your teacher



• to listen and read ‘Three different schools’ • to answer questions on the text • to choose and say what your favourite books are

Active language He/She is … beautiful, brave, cruel, imaginative, lucky, poor, strong, tall, clever, kind Who is (brave)? She is (brave). Are you ... ? Yes, I am. My favourite books are ... Materials Class Audio CD

It’s time to speak in English CD 1 Track 2 p177 The end of the English lesson CD 1 Track 3 p177 Student’s Book Stop! Thief! CD 1 Track 41 p181 ‘Four great books for children’ CD 1 Track 44 p182 Reading comprehension CD 1 Track 45 p182

Activity Book

At a Glance Lesson Plan

Student’s Book

Lesson 5 Reading, Writing and Grammar

CLIL

15 Look and write.

Literature

Black Beauty The Adventures of Sinbad Alice’s Adventures in Wonderland Charlie and the Chocolate Factory

Starting the lesson 1

• Do the opening routine. CD 1 Track 2 p177 • Review the Stop! Thief! song. CD 1 Track 41 p181; CD 1 Track 42 • Explain the aims of the lesson.

1 2

2

3

4

My favourite book is Alice’s Adventures in Wonderland. My

3

16 Look, read and write. Match. a

b

c

d

Do you know …? fact • Read the fact.

Black Beauty

1

1 He’s a

Sinbad

Charlie

2 He’s very (opro), but he’s very ticket in a bar of chocolate.

Activity 13

Alice

(lercve) horse. He lives on a farm. A lady isn’t (indk) to him. (yulck). He finds a gold

3 He sails in a big ship. He isn’t scared of the giant snakes and birds. He’s brave and (trongs).

• Listen and read. Match. CD 1 Track 44 p182

Ending the lesson • Review the lesson. • Do the closing routine. CD 1 Track 3 p177

Activity 14 • Read and answer the questions. • Listen and check. CD 1 Track 45 p182

She imagines an amazing world where animals and objects talk. She’s very (gamitiaveni).

17

Write sentences about your favourite book.

My favourite book is .

17

Activity 16

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• Say what books you like. Activity 15 • Play Mime a character.

Explore the internet with your teacher • Find out how many books are in the series The Chronicles of Narnia. • Go to the Activity Book. See Activity Book activities to the right.

Activity Book Activity 15 • Look and write. Activity 16 • Look, read and write. Match. Activity 17 • Write sentences about your favourite book.

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Detailed Lesson Plan Starting the lesson

Do you know …? fact

Do the opening routine. • Greet the students. Do Opening routine 1: It’s time to speak in English. The students listen and join in. CD 1 Track 2 p177

• Ask a volunteer to read the fact. Check comprehension. Ask the students if they knew this.

Review the Stop! Thief! song. • Ask Can you remember the Stop! Thief! song? Is the thief a man or a woman? Has the thief got long hair or short hair? Has the thief got a beard/ moustache/ponytail? • Play the CD. The students listen and sing. CD 1 Track 41 p181 • Play the karaoke version. The students sing. (Optional) They can look at the lyrics (SB page 17). CD 1 Track 42

Read and answer the questions. Listen and check. CD 1 Track 45 p182 • Read the questions. The students answer. • Play the CD. The students listen and check their answers. Answers: (See answers in audioscript.)

Explain the aims of the lesson. • Say Today we’re going to listen and read about four great books for children. Student’s Book Activity 13

Listen and read. Match. CD 1 Track 44 p182 • (Books closed.) Ask the students if they know any characters from famous books. • (Books open.) Say Look. Here are four different books. Ask the students to read the titles. Ask if they know of, or have read, the stories. They may have seen film versions. • Say Let’s read descriptions of the books. Which description goes with which book? Play the CD. The students listen and read. • The students match the descriptions and book covers • Note: The answers are upside down, below the article. • Use the pictures and mime to clarify understanding of vocabulary such as ‘lucky’, ‘imaginative’, ‘brave’ and ‘strong’. • Play the CD again. The students listen and read. Pause the CD once or twice and ask the students for the next word.

Student’s Book Activity 14

Student’s Book Activity 15

Play Mime a character. • Demonstrate the game. A volunteer mimes a character, which the other students try to guess. For example, Are you Tarzan? (Yes, I am. I’m very strong.) • The students play the game in small groups. Student’s Book Activity 16

Say what books you like. • The students think about and say what books they like. My favourite books are (Fantastic Mr Fox) and (Treasure Island). • Note: They can say the titles of the books in L1, if necessary. Explore the internet with your teacher

Find out how many books are in the series The Chronicles of Narnia. • Read the instruction as a class. The students research the question on the internet. Answer: There are seven books in the series.

Activity Book

Activity 15 Look and write. • The students look at the pictures and write sentences based on the example. • Check the answers. Answers: My favourite book is Alice’s Adventures in Wonderland. 2 My favourite book is Black Beauty. 3 My favourite book is The Adventures of Sinbad. 4 My favourite book is Charlie and the Chocolate Factory.

Activity 16 Look, read and write. Match. • The students look at the pictures, read the sentences and write the adjectives correctly. • The students match the descriptions to the characters and write the numbers. Check the answers. Answers: 1 a clever, kind 2 c poor, lucky 3 b strong 4 d imaginative

Activity 17 Write sentences about your favourite book. • The students write sentences about their favourite book. They then share their answers. Ending the lesson

Review the lesson. • Ask Can you name any famous children’s books in English? Can you remember the characters’ names? Do the closing routine. • Do Closing routine 1: The end of the English lesson. The students listen and sing as they put their things away. CD 1 Track 3 p177 • Say Goodbye. See you on ... and name the day of your next lesson.

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Lesson 6

Objectives and key competences

• to use the Student’s Resource Centre



• to prepare, plan and write your project



• to watch the video clip • to listen and read a report

At a Glance Lesson Plan

Class Audio and Video for Lesson 6 Active language library … is kind/brave/clever/imaginative/lucky/poor/strong/tall My favourite character is ... Materials Class Audio CD

It’s time to speak in English CD 1 Track 2 p177 The end of the English lesson CD 1 Track 3 p177 Student’s Book Video clip p182 Tiger Street Club Report

CD 1 Track 46 p182

Activity Book Activity 18 CD 1 Track 47 p183 Activity 19 CD 1 Track 48 p183

Student’s Book

Starting the lesson

Activity Book

• Do the opening routine. CD 1 Track 2 p177 • Review four children’s books. • Explain the aims of the lesson.

Culture • Pro ect

Lesson 6 Listening, Reading and Writing 18

1

CD1

47

Listen and match.

2

3

4

Activity 17 •

Watch the video clip. p182

Anna a

Activity 18

Activity 19 • Prepare your project: Think about and say.

b

19 Read.

• Listen and read. CD 1 Track 46 p182 • Answer the questions.

My sentences to remember • Learning to learn: Make sentences. • Go to the Activity Book. See Activity Book activities to the right.

David

CD1

48

Sophie c

Alex d

Listen and find the differences. Say stop.

My notes:

My favourite book:

• title of the book – The Hundred and One Dalmatians • the author – Dodie Smith • the type of book – a children’s novel • my favourite character – Cruella de Vil • a description of a character – beautiful, tall, black and white hair, fur coat, cruel

My favourite book is The Hundred and One Dalmatians, by Dodie Smith. The book is a children’s novel. My favourite character is Cruella de Vil. Cruella is very beautiful. She’s tall. She’s got black and white hair. In the picture in my book, she’s wearing a white fur coat. Cruella is very cruel. by Sophie

Remember!

l. = She is tal • She’s tall. white hair. • She’s got ir. ha ite ot wh = She has g

Now write your notes and project in your notebook.

Home-School Link 20

Use technology to extend your project.

18

Ending the lesson • Review the lesson. • Do the closing routine. CD 1 Track 3 p177

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Activity Book Activity 18 • Listen and match. CD 1 Track 47 183 Activity 19 • Read. Listen and find the differences. Say stop. Now write your notes and project in your notebook. CD 1 Track 48 p183 Activity Book: Home-School Link Activity 20 • Use technology to extend your project.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 1: It’s time to speak in English. The students listen and join in. CD 1 Track 2 p177 Review four children’s books. • On the board, write Charlie, Alice, Sinbad and The Tin Man. Ask Can you remember the books these characters are from? Can you describe the characters? Praise correct answers and all attempts to speak in English. Explain the aims of the lesson. • Say Today we’re going to watch a video clip. We’re then going to read and listen to the Tiger Street Club Report for the Tiger Team Magazine and a description of Ellie’s favourite book. We’re also going to prepare, plan and write our projects. Student’s Book Activity 17

Watch the video clip. p182 • Read Clare’s speech bubble. Tell the students that they are going to watch members of the Tiger Street Club borrowing books from the library. • Ask Who wants a new book to read? Who needs a library card? Play the first sequence of the video clip. Check the answers. (Clare. Oliver.) • Tell the students that they are now going to watch Ellie, Clare and Oliver choosing books at the library. Ask Which books do they choose? • Play the second sequence and check the answers. (Clare chooses Heidi. Oliver chooses Robin Hood. Ellie chooses The Call of the Wild.) • Ask Is there a local library where you live? What do you do there? • Note: The video clip is available in the Presentation Kit. Student’s Book Activity 18

Listen and read. Answer the questions. CD 1 Track 46 p182

• Ask What do you think children in the UK do at their local library? The students make predictions. Play the first part of the CD. The students listen, read and answer the question. (They borrow books/DVD, download e-books, use a computer, listen to stories, look for information, join clubs.) • Ask What’s Ellie’s favourite book? Play the second part. The students listen, read and name the book. (Peter Pan.) Is he cruel/tall/lucky/brave? (He’s brave.) • Play the CD again, pausing once or twice to ask for the next word. • Option: The students read the text in pairs, each reading a sentence. Student’s Book Activity 19

Prepare your project: Think about and say. • Explain that the students are going to plan and write their individual project (a description of their favourite book). They will first do a speaking activity in preparation. Read the bullet points and the speaking model as a class. • The students talk about their favourite books. • Explain that they will shortly make notes and write their project in their notebooks. My words to remember

Learning to Learn: Make sentences. • Read the words to remember as a class. • The students make sentences using the words. Suggested answers: My best friend is very lucky. My mother is kind. Tarzan is strong and brave. Alice is imaginative. The scarecrow isn’t clever.

Activity Book

Activity 18 Listen and match. CD 1 Track 47 p183 • Play the CD. The students match the children to their favourite book. Check the answers.

Activity 19 Read. Listen and find the differences. Say stop. Now write your notes and project in your notebook. CD 1 Track 48 p183 • The students read Sophie’s project. • Play the CD. The students say stop when they hear a difference between the recording and the text. Pause the CD to check each answer (The Hundred and One/ Two Dalmations; tall/short). • Draw attention to the Remember! tip. • The students write notes in their notebooks to plan their project, using appropriate resources. They then write their project in their notebooks. Monitor and help as necessary. • The students can illustrate their projects and they can be put on display. Project extension • Go to Teacher’s Notes page 26 for ideas on how to extend the students’ projects. Activity Book: Home-School Link

Activity 20 Use technology to extend your project. • You may choose to ask the students to type their project on a computer and bring it to the next lesson. Ending the lesson

Review the lesson. • Ask What’s Ellie’s favourite book? Who is her favourite character? Do the closing routine. • Do Closing routine 1: The end of the English lesson. The students listen and sing as they put their things away. CD 1 Track 3 p177 • Say, Goodbye. See you on ... and name the day of your next lesson.

Answers: 1 d 2 b 3 a 4 c 65

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Lesson 7

Class Audio for Lesson 7

Objectives and key competences

• to use the Student’s Resource Centre



• to review the main vocabulary and grammar in Unit 2



• to listen and use everyday classroom language



• to read a poster • to listen and read for pleasure

At a Glance Lesson Plan

It’s time to speak in English CD 1 Track 2 p177 The end of the English lesson CD 1 Track 3 p177

Active language beard, glasses, moustache, ponytail, curly hair, dark hair, fair hair, long hair, short hair, straight hair Have you got the dictionary? (Lydia’s) got it. Who’s (Lydia)? She’s over there. She’s got ... She’s wearing ...

Student’s Book Class Chit-Chat CD 1 Track 49 p183 Reading Corner: A poster CD 1 Track 50 p183 Tiger Street Tales CD 1 Track 51 p183

Materials Class Audio CD

Activity Book Activity 22 CD 1 Track 52 p183

Student’s Book

Activity Book

Starting the lesson • Do the opening routine. CD 1 Track 2 p177 • Review children’s literature. • Explain the aims of the lesson.

Lesson 7 Unit Review Vocabulary and Grammar 21 Look, read and write the words. moustache glasses beard ponytail curly hair straight hair dark hair fair hair short hair long hair 1

2

moustache

Activity 20 • Class Chit-Chat: Listen and repeat. CD 1 Track 49 p183 • Act out.

Activity 21

22 Read and write.

CD1

Listen and check. Act out.

52

• Reading Corner: Read and listen. CD 1 Track 50 p183

1 Hello. There’s a man in the library. I think he’s a thief. 2 Can you describe him? 3 He’s

got

long dark hair.

4 Has got straight hair or curly hair?

Activity 22

5 He’s got straight hair. got a ponytail.

• Tiger Street Tales: Listen and read. CD 1 Track 5 p183 • Go to the Activity Book. See Activity Book activities to the right.

6

he got a beard?

7 No, he . But he’s got a moustache. 8 Has 9

got glasses?

Yes, he . And he’s wearing a red hat and a green jumper.

19 9780230483729_text.indb 19

Ending the lesson • Review the lesson. • Do the closing routine. CD 1 Track 3 p177

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Activity Book Activity 21 • Look, read and write the words. Activity 22 • Read and write. Listen and check. Act out. CD 1 Track 52 p183

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 1: It’s time to speak in English. The students listen and join in. CD 1 Track 2 p177 Review children’s literature. • Ask Can you remember Ellie’s favourite book? What is it called? Who is the author? What type of book is it? Where can you see a statue of Peter Pan? Explain the aims of the lesson. • Say Today we’re going to practise classroom language and read a poster. We’re also going to read and listen to a Tiger Street Tale and review vocabulary and grammar in the unit. Student’s Book Activity 20

Class Chit-Chat: Listen and repeat. Act out. CD 1 Track 49 p183 • Note: You can present the dialogue using the Dialogue Builder in the Presentation Kit. • (Books closed.) Say Listen to the dialogue. What does the boy want? Where can he find it? Play the CD. The students listen. • Check the answers. (He wants the dictionary. Lydia has got it.) • (Books open.) Play the CD again. The students listen and read. • Explain that ‘over there’ is a phrase we use to indicate that something or someone is in a certain place, at a short distance from us. • Divide the class into two groups. Play the CD a third time, pausing after each line for the groups to repeat. • Divide the class into pairs. The partners read the dialogue. • Establish that, from now on, you expect to hear the students using similar language when they ask for things in class and also when they describe someone. • Option: The students can re-write some words from the dialogue to include people in the class. They can then perform their dialogues for the rest of the class.

Student’s Book Activity 21

Reading Corner: Read and listen. CD 1 Track 50 p183 • Ask What type of text is this? Is it a postcard? Is it a leaflet for tourists? Is it an email? Establish that the text is a poster in a library. • Play the CD. The students listen and read. • Check understanding. Ask Do you know which fairy tale isn’t by Hans Andersen? • Play the CD again, pausing once or twice for the students to say the next word. Student’s Book Activity 22

Tiger Street Tales: Listen and read. CD 1 Track 51 p183 • Ask Can you remember the animals that live in Tiger Street? (A fox, a squirrel, a magpie and now also a mouse.) • The students look at the pictures and read the story. • Ask Would you like to listen to the story? Play the CD. The students listen and follow in their books. • Ask Do you think the story is funny? Who is your favourite character? What kind of story is Magpie reading?

Activity Book

Activity 21 Look, read and write the words. • Explain that the students are going to review the main vocabulary and grammar in the unit. • The students decide which words from the word box describe each character. They then write the words beside the corresponding pictures. Check the answers. Answers: 1 short hair, dark hair, curly hair, beard, moustache 2 long hair, fair hair, straight hair, ponytail, glasses

Activity 22 Read and write. Listen and check. Act out. CD 1 Track 52 p183 • The students read the speech bubbles and write the missing words. • Play the CD. The students listen and check their answers. • The students read and act out the dialogue in pairs. Answers: (See answers in audioscript.)

Ending the lesson

Review the lesson and the unit. • Ask Which activities have you enjoyed today? Do the closing routine. • Do Closing routine 1: The end of the English lesson. The students listen and sing as they put their things away. CD 1 Track 3 p177 • Say Goodbye. See you on ... and name the day of your next lesson.

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Lesson 8

Class Audio for Lesson 8 Materials Flashcards and Word cards: beard, curly hair, dark hair, fair hair, glasses, long hair, moustache, ponytail, short hair, straight hair, Class Audio CD, Picture Dictionary (AB page 64), Grammar Reference Bank (AB page 68), Progress Journal pages 6–8

Objectives and key competences

• to complete the Picture Dictionary and Grammar Reference Bank for Unit 2 • to review CLIL and culture in the unit • to self-assess work in the unit • to complete the Progress Journal for Unit 2

It’s time to speak in English CD 1 Track 2 p177 The end of the English lesson CD 1 Track 3 p177 Activity Book Activity 23 CD 1 Track 53 p183 Activity 26 CD 1 Track 54 p183

Active language He’s/She’s kind/brave/clever/imaginative/lucky/strong/ tall, beard, glasses, moustache, ponytail, curly hair, dark hair, fair hair, long hair, short hair, straight hair Has he/she got … ? Yes, he/she has. No, he/she hasn’t. Have they got ... ? Yes, they have. No, they haven’t. My favourite book/character is … He’s/She’s wearing …

At a Glance Lesson Plan

Progress Journal w

Describing People My learning review Do you remember the story? Write sentences about the character. He’s got

Activity Book

.

Activity Book: Home-School Link

Lesson 8 Unit Review CLIL, Culture and Self-assessment 23 Read and write.

CD1

53

Listen and check.

Activity 27 • Complete your Tiger Time score card. Activity 28 • Do an activity from your Learning Plan and complete your Progress Journal for Unit 2. Complete your Grammar Reference Bank. • Go to the Progress Journal. See Progress Journal activities to the right.

lucky brave clever imaginative kind strong poor 1 Black Beauty is from a book called Black Beauty. He’s book isn’t .

clever

2 Sinbad is from The Adventures of Sinbad. He’s

. A lady in the

and

.

3 Alice is from Alice’s Adventures in Wonderland. She’s very . Charlie is from Charlie and the Chocolate Factory. He’s , but he’s very .

24 Order and write. 1 favourite / by / Hergé / book / My Tintin in America / is

Activity Book



Activity 23 • Read and write. Listen and check. CD 1 Track 53 p183 Activity 24 • Order and write. Activity 25 • Listen and say Yes or No. CD 1 Track 54 p183 Activity 26 • Complete the Picture Dictionary for Unit 2.



My favourite book is Tintin in America by Hergé.

2 comic book / It / is / a

25

CD1

54

3 character / My / is / Tintin / favourite hair / He’s / got / fair 5 brave / Tintin / very / is I can name different types of hair.

Listen and say Yes or No.

26 Complete the Picture Dictionary for Unit 2. Learning to

LEARN

Home-School Link 27 Complete your Tiger Time score card.

My Learning Plan

OK

I plan to:

Good Very good Excellent

20

read Unit 2 again write a list of words to remember

.

Title: Author: Type of book: Description of my favourite character:

My vocabulary check Do you remember the key words from Unit 2? Look, order and write the words. raif raih

fair hair

lurcy krad

hira

airh

chatmouse trosh dreab

grattish arih

rhia pontyali

glon arih slagses

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Progress Journal page 6

learn the grammar table do the online activities

Ending the lesson

28 Do an activity from your Learning Plan and complete your Progress Journal for Unit 2.

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digital

Activities 1–2 • Students’ own answers. Activity 3 • See Teacher’s Notes page 69.

Yes.

My Tiger Time score card My work in Unit 2 is:

digital

What is your favourite book? Make notes.

Starting the lesson • Do the opening routine. CD 1 Track 2 p177 • Review the Unit 2 flashcards and word cards. • Explain the aims of the lesson. • Play Mime it!

Resource Centre

He hasn’t got

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• Review the lesson and the unit. • Do the closing routine. CD 1 Track 3 p177

Progress Journal pages 7 and 8 • See the Progress Journal for pages 7 and 8. Activities 4–7 • Students’ own answers.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 1: It’s time to speak in English. The students listen and join in. CD 1 Track 2 p177 Review the Unit 2 flashcards and word cards. • Cover the word cards in turn. Reveal the letters one by one. The students say the words as soon as they recognise them. • Stick the flashcards on the board. Give out the word cards to pairs of students. They stick the word cards under the flashcards on the board. • The students read all the words with you in chorus. Explain the aims of the lesson. • Say Today we’re going to review CLIL and culture in the unit and focus on Learning to Learn. We’re also going to complete our Picture Dictionary, Grammar Reference Bank and Progress Journal for Unit 2. Play Mime it! • Divide the class into two teams. They can each choose a team name that is relevant to the unit. • Ask three volunteers from each team to come to the front and face the class. Write words on the board for the rest of their team to mime. The volunteers score a point if they guess the word in L1, or two points if they guess the word in English. Suggested words from Unit 2: (Adjectives) brave, strong, kind, imaginative, clever, tall, poor; (Characters) princess, frog; (Objects) book, hat, coat, statue, flute, chocolate, dog; (Places) bookshop, library, jungle; (Hair type) curly hair, straight hair, fair hair, dark hair, long hair, short hair. Activity Book

Activity 23 Read and write. Listen and check. CD 1 Track 53 p183 • The students read the sentences and write the words. • Play the CD. The students listen and check their answers.

Answers: (See answers in audioscript.)

Activity 24 Order and write. • The students order the words and write the sentences about the book. Check the answers. Answers: 1 My favourite book is Tintin in America by Hergé. 2 The book is a comic book. 3 My favourite character is Tintin. 4 He’s got fair hair. 5 Tintin is very brave.

Activity 25 Listen and say Yes or No. CD 1 Track 54 p183 • Read the speech bubbles. Say Say ‘Yes!’ to what you can do in Unit 2. • Play the CD. The students listen and respond. • Pause the track to give them time to answer. Clarify the meaning of the statements. • Note: Unless the students have been absent they should be able to say ‘yes’ to all the statements. • Encourage the students to feel positive about what they can do. Activity 26 Complete the Picture Dictionary for Unit 2. • The students complete the Picture Dictionary for Unit 2, either during the lesson or for homework.

the date. If relevant, note your own assessment of their work and suggestions for their Learning Plan. Activity 28 Do an activity from your Learning Plan and complete your Progress Journal for Unit 2. • The students do an activity from their Learning Plan. • The students complete their Progress Journal for Unit 2, either during the lesson or for homework. • They can also complete their Grammar Reference Bank for Unit 2 (Activity Book page 68). Progress Journal page 6 Activities 1–2 answers: Students’ own answers. Activity 3 answers: fair hair, moustache, straight hair, curly hair, short hair, long hair, dark hair, beard, ponytail, glasses

Progress Journal pages 7 and 8 Activities 4–7 answers: Students’ own answers.

Activity Book Grammar Reference Bank page 00 Activity 1 answers: 1 He 2 He 3 She 4 She Activity 2 answers: 1 Have they got glasses? No, they haven’t. 2 Has he got a beard? Yes, he has. 3 Has she got curly hair? Yes, she has. 4 Have we got long dark hair? No, we haven’t.

Activity Book: Home-School Link

Activity 27 Complete your Tiger Time score card. • Read the heading and options in the first column. The students look back through their work in the unit. • The students circle or colour the stars to self-assess their work. • Read the heading and text in the second column. Clarify meaning if necessary. The students tick (✓) what they plan to do. • Endorse the students’ self-assessment and Learning Plan with a tick and/or a comment, your signature and

Ending the lesson

Review the lesson and the unit. • Ask (using L1 as necessary) What have you learnt in Unit 2? What have you enjoyed? Which activities have helped you learn? How? What do you plan to do to remember what you have learnt? Do the closing routine. • Do Closing routine 2: The end of the English lesson. The students listen and sing as they put their things away. CD 1 Track 3 p177 • Say Goodbye. See you on ... and name the day of your next lesson.

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My teaching notes

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w

3

Around the Town

Objectives and key competences

Active language

CLIL and Culture



• Identify and name buildings in a town • Learn the grammar table for Unit 3



• Ask and say what buildings are in your town • Listen and read about types of transport in cities

Core vocabulary: buildings in towns and cities bus stop, café, cinema, hospital, museum, newsagent’s, police station, shops, supermarket, train station city, town, village

Geography: Types of transport in cities Video clip: Tiger Street Club Report: About my village

Story vocabulary magic flute, money, promise, rats

Values and attitudes



• Use the Student’s Resource Centre



• Spell words • Predict what happens in the story • Practise pronunciation: /z/ and /s/ • Review, assess and plan your own learning



• Understand and think about values • Read and understand public signs • Listen and use everyday classroom language • Play the games • Make and play with the places cards • Prepare, plan and write your project • Listen, read, understand and act out the story • Sing a song • Say sentences about your village, town or city • Watch a video clip • Listen and read for pleasure

CLIL vocabulary: types of transport in cities bicycle, double-decker bus, gondola, taxi, tram, the Underground, water bus Structures There are (shops) in the street. Is there a … ? Yes, there is./No, there isn’t. Are there any … ? Yes, there are./No, there aren’t. I want to travel by (bicycle) in (Amsterdam). I go to school by (car). I walk to school. It’s opposite the … It’s/They’re very near. Recycled language There’s a … behind, between, in, on, next to the alphabet

• Interest in naming buildings in a town • Pleasure in doing the Spelling Bee • Enjoyment in reading a fable • Awareness of the importance of keeping your promises • Interest in learning about cities and about transport in other countries • Satisfaction in preparing and writing your project • Confidence in using classroom language • Enjoyment in reading public signs • Pleasure in reading a cartoon strip story • Willingness to review, assess and plan your own learning

Classroom language Main function: saying what there is and what there isn’t Are there any … ? No, but there’s a … There isn’t any … but there’s some …

Receptive language angry, canals, cottage, mobile library, town centre, the tube

Pronunciation the /z/ and /s/ sounds (opposite, zoo / seven, city)

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Lesson 1

Objectives and key competences

• to identify buildings in a town and say The Tiger Street word rap



• to play A long sentence



• to use the Student’s Resource Centre



• to listen and respond to learning objectives • to spell words in the Spelling Bee

At a Glance Lesson Plan

Class Audio for Lesson 1 Active language bus stop, café, cinema, hospital, museum, newsagent’s, police station, shops, supermarket, train station the alphabet In our town, there’s a … Materials Flashcards and Word cards: bus stop, café, cinema, hospital, museum, newsagent’s, police station, shops, supermarket, train station, Class Audio CD

Student’s Book

What time is it? CD 2 Track 1 p184 Don’t be sad CD 2 Track 2 p184 Student’s Book In Unit 3 CD 2 Track 3 p184 The Tiger Street word rap CD 2 Track 4 p184

Activity Book w

Lesson 1 Vocabulary 1 Look and write.

Starting the lesson

4

2

1

10 8

• Do the opening routine. CD 2 Track 1 p184 • Explain the aims of the lesson.

6

5

3 1 newsagent’s

5 b

s

8 s

2 s

6 t

s

9 p

3 c

7 m

2

• Present vocabulary with the Unit 3 flashcards and word cards.

8



In Unit 3





99 99

2

Activity 3 • Do the Spelling Bee. • Go to the Activity Book. See Activity Book activities to the right.

Activity 2 • Play A long sentence.



19

99

9 999



90

2

✓ 1

9090 1 9 19

19

19 1 19

1

• Listen, read and look. CD 2 Track 3 p184

90

Look. Write the first letter and find the sentence.

3 Look and write.

• Say The Tiger Street word rap. CD 2 Track 4 p184

s

10 h

c

Vocabulary presentation

Activity 1

9

7

There’s a café in our town. There isn’t a



90 19 19





99

90 90

3

99 99





.

4

✗

✓

✗

5

6

3 5

✓

✗ 21

6

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Activity Book Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 2 p184

Activity 1 • Look and write. Activity 2 • Look. Write the first letter and find the sentence. Activity 3 • Look and write.

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Detailed Lesson Plan Starting the lesson

Student’s Book Activity 1

Do the opening routine. • Greet the students. Introduce Opening routine 2: What time is it? Draw four clock faces on the board then play the CD. The students come to the board to draw the times they hear. CD 2 Track 1 p184 • Divide the class into two groups: Group A to ask the questions; Group B to answer. Play the CD again. The groups say their lines. • Groups A and B change roles at the start of each lesson.

Say The Tiger Street word rap. CD 2 Track 4 p184 • (Books open.) Play the CD. The students listen and point to the places in a town. • Play the CD again, pausing for the students to say the places. • Play the CD a third time. The students say the rap and clap rhythmically.

Explain the aims of the lesson. • Say Today we’re going to learn words for places in a town and say The Tiger Street word rap. We’re also going to find out what we’re going to do in this unit, play a game and do the Spelling Bee.

Play A long sentence. • Draw the students’ attention to the recycle logo. Explain that this game gives them an opportunity to use the words for places in a town. Remind them that they have already learnt the words for several places in previous levels, such as ‘beach’, ‘park’, ‘funfair’ and ‘ice rink’. • Divide the class into two teams. Explain and demonstrate the game. Team A says a sentence. In our town there’s a café. Team B repeats the sentence and adds another place in a town. In our town, there’s a café and a swimming pool. The teams take turns to repeat and extend the sentence until one team forgets what has been said or can’t add another place. • The students play the game in pairs or small groups.

Vocabulary presentation

Present the vocabulary. • Note: You can present the vocabulary using the Vocabulary Tool in the Presentation Kit. • (Books closed.) The students name any places in a town they know (supermarket, library …). • Introduce new places in a town by sticking the flashcards on the board. The students repeat the words once or twice. • Hold up the word cards in turn. The students read the words. They then match the word cards and flashcards on the board. In Unit 3

Listen, read and look. CD 2 Track 3 p184 • Say Let’s listen and find out what we do in Unit 3. Play the CD. The students listen, read and look at the photos. • Ask questions such as Does the story look interesting? Would you like to find out about life in a village and learn about transport in cities around the world? Can you talk about places in towns and cities?

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Student’s Book Activity 2

Student’s Book Activity 3

Do the Spelling Bee. • Divide the class into two teams. Hold up one of the flashcards. Ask a student to name the place in a town. • Ask another student from the same team How do you spell ‘(train station)’? • If the students name the place and spell the word correctly, they score a maximum of four points for their team (one for naming the place and three for spelling the word and saying the letters correctly). • Keep score on the board. The team with most points wins.

Activity Book

Activity 1 Look and write. • The students look at the pictures and write the words. (They can look at Student’s Book page 21 to check the spelling.) Check the answers. Answers: 1 newsagent’s 2 supermarket 3 café 4 cinema 5 bus stop 6 train station 7 museum 8 shops 9 police station 10 hospital

Activity 2 Look. Write the first letter and find the sentence. • The students name the objects. Remind them that if they write the first letter of each object, a sentence will appear. Check the answer. Answer: There is a beach in our town.

Activity 3 Look and write. • The students look at the pictures and write sentences. Check the answers. Answers: 1 There’s a café in our town. 2 There isn’t a hospital in our town. 3 There’s a bus stop in our town. 4 There isn’t a train station in our town. 5 There’s a museum in our town. 6 There isn’t a cinema in our town.

Ending the lesson

Review the lesson. • Ask What places in a town can we name? Do the closing routine. • Say It’s time to tidy up and put your books away. • Introduce Closing routine 2: Don’t be sad. Ask What’s the opposite of ‘sad’? (‘Happy’.) What do people do when they are happy? (They sing, smile, laugh, whistle ...) Play the CD. The students listen. CD 2 Track 2 p184 • Play the CD again. The students sing. • Say Goodbye. See you on ... and name the day of your next lesson.

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Lesson 2

Class Audio for Lesson 2

Objectives and key competences

• to use the Student’s Resource Centre



• to predict what happens in the story



• to give a personal response and think about values



• to listen, read and act out the story • to answer questions about the story

Active language bus stop, café, cinema, hospital, museum, newsagent’s, police station, shops, supermarket, train station, supermarket magic flute, money, promise, rats Materials Flashcards and Word cards: bus stop, café, cinema, hospital, museum, newsagent’s, police station, shops, supermarket, train station, Story cards: The Piper of Hamelin, Class Audio CD

What time is it? CD 2 Track 1 p184 Don’t be sad CD 2 Track 2 p184 Student’s Book The Tiger Street word rap CD 2 Track 4 p184 The Piper of Hamelin CD 2 Track 5 p184 Reading comprehension CD 2 Track 6 p184

Activity Book Lesson 2 A fable

At a Glance Lesson Plan

Student’s Book

1 I’ve got a magic

flute

, Mayor. I can make the rats go away.

2 I promise to give you this bag of

Starting the lesson

b

now?

5 I want to teach the

.

a lesson.

6 Thank you for making the

go away.

5 Write There is or There are and the correct prepositions.

1

There are

in

four rats

2

three rats

3

two rats



one rat

the car. the chair.

in

the door.

Home-School Link 6

Read and reflect. Write.

1 I

under

the table.

behind

• Predict what happens in the story (books closed). • Listen with the story cards (books closed). CD 2 Track 5 p184 • Listen again (books open).

Resource Centre

digital

on

digital

(don’t like / like / love) fables.

2 I think it

(is / isn’t) very important to keep your promises.

3 My favourite moment in the story is

.

I think the story is

.

7 Write six words from the story. Tell your family what they mean.

22

Activity 4

• Read and write the correct sentences. • Listen and check. CD 2 Track 6 p184

a

4 But sorry, I don’t want to give you the

Pre-story activities

Activity 5

of Hamelin b

.

3 Are there any rats in

• Do the opening routine. CD 2 Track 1 p184 • Match the Unit 3 word cards and flashcards. • Say The Tiger Street word rap. CD 2 Track 4 p184 • Explain the aims of the lesson.

• Listen and read. CD 2 Track 5 p184 • Act out the story.

The

4 Remember, complete and write a or b.

1

2

3



5

6



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Activity Book Activity 4 • Remember, complete and write a or b. Activity 5 • Write There is or There are and the correct prepositions.

Activity 6 • Read and reflect. Tiger Street Club Values • Think about it: Is it important to keep your promises? • What promises do you make? • Go to the Activity Book. See Activity Book activities to the right.

Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 2 p184

Activity Book: Home-School Link Activity 6 • Read and reflect. Write. Activity 7 • Write six words from the story. Tell your family what they mean.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 2: What time is it? The students say their lines in groups. CD 2 Track 1 p184 Match the Unit 3 word cards and flashcards. • Put the ten word cards from Unit 3 on the board. Point at them in turn; the students say the words. • Give the Unit 3 flashcards to ten students, who come to the board and take the corresponding word cards. Say The Tiger Street word rap. • Ten students stand in a line holding a flashcard and corresponding word card. Play the CD. They hold up the flashcards and word cards in turn. The rest of the class dances and says the rap (learnt in Lesson 1). Repeat with ten different students. CD 2 Track 4 p184 Explain the aims of the lesson. • Say Today we’re going to listen to, read and act out a story about a town with a problem. Pre-story activities

Predict what happens in the story (books closed). • Read the title of the story. Hold up story card 1. The students tell you what they see. Read the narrative text. • The students predict what happens in the story (in L1). This may be based on versions of the fable they have already heard. Listen with the story cards (books closed). CD 2 Track 5 p184 • Note: You can tell the story using the Storyteller in the Presentation Kit. Please see TB p24. • Say Let’s listen and find out if you’re right. Play the CD. Hold up the story cards in turn as the students listen. • Briefly compare what happens in the story with the students’ predictions. Listen again (books open). • Play the CD. The students listen and read the story. • Point to the pictures to explain the meaning of new vocabulary.

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Student’s Book Activity 4

Listen and read. Act out the story. CD 2 Track 5 p184 • Play the CD, pausing for the students to repeat the dialogue. • Assign roles (Piper, Mayor, nurse, girl, woman, man, narrator). The students read and act out the story. • Ask Do you like fables? Do you know other versions of this traditional fable? Student’s Book Activity 5

Read and write the correct sentences. Listen and check. CD 2 Track 6 p184 • Read the sentences. The students identify the errors and write the correct sentences in their notebooks. • Play the CD. The students listen and check their answers. Answers: (See answers in audioscript.)

Student’s Book Activity 6

Read and reflect. • Read the speech bubble, sentences and options. The students think about and share their opinions. Student’s Book Tiger Street Club Values

• Say Think about it! Is it important to keep your promises? Establish that it is important, so you shouldn’t make promises you can’t keep. • Point to the photos and ask questions. Do you keep your promise to tidy your bedroom regularly? Do you make promises to your friends? Do you promise to do your homework? The students answer yes or no. If you have a confident class, encourage the students to talk about promises they make and how they feel when people break their promises.

Activity Book

Activity 4 Remember, complete and write a or b. • The students complete the sentences from the story. They then match each sentence to the characters. Check the answers. Answers: 1 b flute 2 a money 3 b Hamelin 4 a money 5 b mayor 6 a rats

Activity 5 Write There is or There are and the correct prepositions. • The students look at the pictures, count the rats and complete the sentences. Check the answers. Answers: 1 There are, in 2 There are, on 3 There are, under 4 There is, behind

Activity Book: Home-School Link

Activity 6 Read and reflect. Write. • The students read and think about the sentences, then write the words that best express their opinions. • The students read their sentences and compare opinions. Activity 7 Write six words from the story. Tell your family what they mean. • Explain to the students that they should write six key words relating to the story. If they are confident, they can tell their family what the words mean and explain the story in simple terms. Ending the lesson

Review the lesson. • Ask What’s the name of the story from today’s lesson? What type of story is it? Do the closing routine. • Do Closing routine 2: Don’t be sad. The students listen and sing. CD 2 Track 2 p184 • Say Goodbye. See you on ... and name the day of your next lesson. 75

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Lesson 3

Class Audio for Lesson 3

Objectives and key competences

• to listen and learn the grammar table • to play Guess which street!



• to ask, remember and say what there is in each street



• to use the Student’s Resource Centre

Active language bus stop, café, cinema, hospital, museum, newsagent’s, police station, shops, supermarket, train station, supermarket Is there a … ? Are there any … ? Yes, there is. No, there isn’t. Yes, there are. No, there aren’t. Materials Class Audio CD

At a Glance Lesson Plan

What time is it? CD 2 Track 1 p184 Don’t be sad CD 2 Track 2 p184 Student’s Book The Piper of Hamelin CD 2 Track 5 p184 Grammar table CD 2 Track 7 p184 Activity Book Activity 9 CD 2 Track 8 p185

Activity Book

Student’s Book

Starting the lesson

… i for

Lesson 3 Grammar and Writing

ammar!

8 Read and write. Learn.

• Do the opening routine. CD 2 Track 1 p184 • Review the The Piper of Hamelin story. CD 2 Track 5 p184 • Explain the aims of the lesson.

There (1)

’s

a café in the street.

There (2) Is (3)

houses in the street.

Tiger Tips

a supermarket?

( )

, there is.

(6)

there any shops?

Yes, (7)

are.

9 Look and write.

(5)

, there isn’t.

No, there (8) CD2

8

.

Remember! ● Ther e's = There is ● Ther e is … + singular ● Ther e are … + plural

Listen and check.

Activity 7 • Listen and say the missing words. Learn. CD 2 Track 7 p184

4

1

3

2

Is there

1

• Play Guess which street! Activity 9 • Play Can you remember? • Go to the Activity Book. See Activity Book activities to the right.

a cinema in Cat Street?

3

two cinemas in Cat Street?



three bus stops in Cat Street?

5

a train station in Cat Street?

6

fourteen cats in Cat Street?

No, there isn’t.

10 Look, read and write. in under on behind 1 Rat number 1 is

4 4

behind the bus stop

2 Rat number 2 is

1

1

Activity 8

a hospital in Cat Street?

2

33

. .

3 Rat number 3 is

.

Rat number is

.

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Activity Book Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 2 p184

Activity 8 • Read and write. Learn. Activity 9 • Look and write. Listen and check. CD 2 Track 8 p185 Activity 10 • Look, read and write.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 2: What time is it? The students say their lines in groups. CD 2 Track 1 p184 Review the The Piper of Hamelin story. • (Books closed.) Ask Can you remember the story? Ask other questions, listening to the students’ answers but not confirming if they are correct. What’s the name of the town? (Hamelin.) The town has got a problem. What is it? (There are rats everywhere.) Who can make the rats go away? (The piper.) • Play the CD. The students listen, follow in their books (SB pages 22 and 23) and check their answers. CD 2 Track 5 p184 • Play Who says … ? Read a speech bubble from the story. The students identify the character. The students then play the game in pairs or groups of three. Explain the aims of the lesson. • Say Today we’re going to study grammar and play a game to practise what we learn. We’re also going to check how much we remember. Student’s Book Activity 7

Listen and say the missing words. Learn. CD 2 Track 7 p184 • Play the CD. The students listen and read the sentences in the grammar table and say the missing words. • Read the Tiger Tips. Ask the students if the grammar is simpler or more complex in their language. Remind the students that ‘there’s’ is the same as ‘there is’. • The students learn the grammar table and use it for reference and revision. They can copy the grammar table into their notebooks. • Note: You can present and extend the grammar table using the Grammar Tool in the Presentation Kit. Please see TB p24.

Student’s Book Activity 8

Play Guess which street! • The students look at the three streets and name the buildings. • Explain and demonstrate the game. Nominate a student to imagine that he/she is in one of the streets. The other students ask questions to identify the street. Is there a hospital? (Yes, there is.) Are there any shops? (No, there aren’t.) Are you in King’s Street? (Yes, I am.) • Play the game with the whole class. The students then play in pairs. Student’s Book Activity 9

Play Can you remember? • (Books closed.) Say true and false sentences about High Street, Park Street and King’s Street. There’s a (café) in (Park Street). The students say from memory whether the statements are correct or incorrect. Correct./That’s incorrect. • Volunteers say true and false sentences about the three streets. • The students play the game in pairs.

Activity Book

Activity 8 Read and write. Learn. • The students complete the grammar table without looking at the Student’s Book. However, allow them this extra support if needed. • The students check their answers by looking at the grammar table (SB page 24). • The students read the sentences in the table. Remind them again of the Tiger Tips. Answers: 1 ’s 2 are 3 there 4 Yes 5 No 6 Are 7 there 8 aren’t

Activity 9 Look and write. Listen and check. CD 2 Track 8 p185 • The students look at the picture of Cat Street and say what they see. They then complete the questions and write the answers. • Play the CD. The students listen and check their answers. Answers: (See answers in audioscript.)

Activity 10 Look, read and write. • The students look for the rats in the picture and complete the sentences using words from the word box. Check the answers. Answers: 1 behind the bus stop 2 under the car 3 in the bin 4 on the car

Ending the lesson

Review the lesson. • Ask What grammar have you learnt today? Do the closing routine. • Say It’s time to tidy up and put your books away. • Do Closing routine 2: Don’t be sad. The students listen and sing. CD 2 Track 2 p184 • Say Goodbye. See you on ... and name the day of your next lesson. 77

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Lesson 4

Class Audio for Lesson 4 Materials Flashcards and Word cards: bus stop, café, cinema, hospital, museum, newsagent’s, police station, shops, supermarket, train station, Class Audio CD, Cut-out cards (one set prepared in advance, optional – AB page 91), scissors, rulers

Objectives and key competences • to practise pronunciation: /z/ and /s/

• to make the cut-out cards • to play In your street • to sing Near here

Active language bus stop, café, cinema, hospital, museum, newsagent’s, police station, shops, supermarket, train station Is there a (bus stop) near here/in your street? Yes, there is. Are there any (shops)? Yes, there are. It’s opposite the … It’s/They’re very near.

At a Glance Lesson Plan

What time is it? CD 2 Track 1 p184 Don’t be sad CD 2 Track 2 p184 Student’s Book Fantastic Phonics CD 2 Track 9 p185 Near here CD 2 Track 10 p185 Activity Book Activity 12 CD 2 Track 12 p185

Activity Book Lesson

Grammar, Listening and Writing

11 Remember, write and say.

Student’s Book

antasti

There’s There are

Starting the lesson



12 Order and write.

• Do the opening routine. CD 2 Track 1 p184 • Review the Unit 3 flashcards and word cards. • Explain the aims of the lesson.

1

CD2

12

Listen and check. Act out.

museum / Is / there / street / ? / a / your / in

No, there isn’t.

Is there a museum in your street? 2

4

Yes, there are. There’s a sweet shop and a pet shop.

Are / any / shops / ? / there

3

Activity 10

onics

any / your / street / ? / cinemas / Are / there / in

a / Is / supermarket / ? / there

No, there aren’t.

Yes, there is. It’s opposite the bus stop.

Home-School Link

• Fantastic Phonics: Listen and repeat. Say. CD 2 Track 9 p185

13 Practise the dialogue at home with your family. 14 Read and write. Complete the sentence. There’s a café next to the police station.

police station

There’s a museum next to the café. There’s a supermarket opposite the police station. There’s a hospital next to the supermarket and the cinema.

Activity 11 • Pop Spot: Listen and read. CD 2 Track 10 p185 • Sing Near here.

The cinema is opposite the

Activity 12

•

Go to Activity Book page 91. Make the places cards. • Play In your street. • Go to the Activity Book. See Activity Book activities to the right. Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 2 p184

.

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Activity Book Activity 11 • Fantastic Phonics: Remember, write and say. Activity 12 • Order and write. Listen and check. Act out. CD 2 Track 12 p185 Activity Book: Home-School Link Activity 13 • Practise the dialogue at home with your family. Activity 14 • Read and write. Complete the sentence.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 2: What time is it? The students say their lines in groups. CD 2 Track 1 p184 Review the Unit 3 flashcards and word cards. • Play board pelmanism. Stick six flashcards, face down, on one side of the board. Number them 1–6. Stick five of the corresponding word cards, face down, on the other side of the board. Label them A–E. • Divide the class into two teams. A student from Team A asks for a flashcard. Can we have flashcard (6), please? Show the team the flashcard and ask What is it? Another student from the same team asks for a word card. Can we have word card (C), please? Show the team the word card and ask What does it say? If the flashcard and word card match, remove them from the board. If not, stick them back face down on the board. Explain the aims of the lesson. • Say Today we’re going to practise pronunciation, sing a song, and make and play with the places cards. • Continue the game until there is only one flashcard remaining. The team with the most flashcards is the winner. Student’s Book Activity 10

Fantastic Phonics: Listen and repeat. Say. CD 2 Track 9 p185 • Read the sentences. Draw attention to the difference between the /z/ and /s/ sounds, as highlighted. • Play the CD. The students listen and repeat the sentences. • Repeat once or twice, with or without the CD. • Option: The students count how many times they can say the sentences in a minute. • Draw the students’ attention to the different ways of spelling the /z/ and /s/ sounds. • Challenge the students to find an example of /s/ in the first sentence (the second ‘s’ of ‘newsagent’s’) and an example of /z/ in the second sentence (the ‘s’ of cinemas).

Student’s Book Activity 11

Pop Spot: Listen and read. Sing Near here. CD 2 Track 10 p185 • (Books closed.) Tell the students the song title and check comprehension. Ask How many different places are there in the song? Play the CD. The students listen. Check the answers (Cinema, train station, bus stop, police station, sweet shop, pet shop, clothes shop, shoe shop, supermarket). • Play the CD again. The students listen and read the lyrics. • Check comprehension of ‘opposite’, then play the CD again. The students sing. • Ask Do you like the song? Student’s Book Activity 12

Go to Activity Book page 91. Make the places cards. Play In your street. • The students cut out and make their places cards. • Divide the class into pairs. Each pair places a book between them, to serve as a screen. • Demonstrate the game. Student A arranges six minicards to form a street, putting three buildings on one side of a ruler (representing a road) and three places cards on the other side of the ruler. Student B asks questions to find out which buildings are in the street and where they are in relation to each other. For example, Student B: Is there a police station in your street? Student A: No, there isn’t. Student B: Is there a bus stop in your street? Student A: Yes, there is. It’s opposite the café. Student B: Is this your street? • The students remove the screen and check that their streets are the same. They then change roles and play again. • Note: Once the students have finished, they stick the places cards in their notebooks and write sentences. There is/isn’t a cinema in my street. This can also be done in a later lesson or for homework.

Activity Book

Activity 11 Fantastic Phonics: Remember, write and say. • The students recall the sentences and complete the sentences. They then say the sentences. Answers: There’s a museum and a newsagent’s opposite the zoo. There are six supermarkets and seven cinemas in the city centre.

Activity 12 Order and write. Listen and check. Act out. CD 2 Track 12 p185 • The students order the words and write sentences. • Play the CD. The students listen and check their answers. • The students act out the dialogue. Answers: (See answers in audioscript.)

Activity Book: Home-School Link

Activity 13 Practise the dialogue at home with your family. • Encourage the students to practise the dialogue from Activity 12 at home with their family. Activity 14 Read and write. Complete the sentence. • The students read the text and label the buildings. • The students complete the sentence to show that they have labelled the street correctly. Check the answers. Answers: The cinema is opposite the museum.

Ending the lesson

Review the lesson. • Ask What words have the /z/ and /s/ sounds? What question do you ask if you want to find a supermarket? Do the closing routine. • Do Closing routine 2: Don’t be sad. The students listen and sing. CD 2 Track 2 p184 • Say Goodbye. See you on ... and name the day of your next lesson. 79

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Lesson 5

Class Audio for Lesson 5

Objectives and key competences

• to listen and read ‘Types of transport in cities’ • to answer questions on the text • to say common means of transport in your country



• to explore the internet with your teacher



• to play Mime a type of transport

Active language bicycle, double-decker bus, gondola, taxi, the Underground, water bus different types of transport Is it a (tram)? Yes, it is. I want to travel by (bicycle) in (Amsterdam). Materials Class Audio CD, map (optional)

At a Glance Lesson Plan

What time is it? CD 2 Track 1 p184 Don’t be sad CD 2 Track 2 p184 Student’s Book Near here CD 2 Track 10 p185 ‘Types of transport in cities’ CD 2 Track 13 p185 Reading comprehension CD 2 Track 14 p185

Student’s Book Activity Book

Starting the lesson • Do the opening routine. CD 2 Track 1 p184 • Review the Near here song. CD 2 Track 10 p185; CD 2 Track 11 • Explain the aims of the lesson.

Lesson 5 Reading, Writing and Grammar 15 Look and write. 1

1 2

CLIL Geography

3

2

4

T

–

R 3

T

A

X I

N 5

5

Activity 13 6

• Listen and read. CD 2 Track 13 p185

7

8

S 6 7

P

L A N E

O 8

R 9

9

T

16 Read and write true sentences. 1 In London, many people travel by double-decker taxi. Lots of people travel on the water bus.

Activity 14 • Read and answer the questions. • Listen and check. CD 2 Track 14 p185

2 In Venice, there are lots of roads. Lots of people travel by car. 3 In Amsterdam, there isn’t an underground.

17

Write sentences about you. I want

Activity 16

Activity 15

.

• Think and choose. • Say the transport and the city.

• Play Mime a type of transport.

Explore the internet with your teacher • Find out what type of transport a ‘tandem’ is. Go to the Activity Book. See Activity Book activities to the right.

•

I don’t want . I want to travel by car in London. What about you?

Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 2 p184

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Activity Book Activity 15 • Look and write. Activity 16 • Read and write true sentences. Activity 17 • Write sentences about you.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 2: What time is it? The students say their lines in groups. CD 2 Track 1 p184 Review the Near here song. • Ask the students if they remember the Near here song. Ask What buildings are in the song? What type of shops are in the song? • Play the CD. The students listen and sing. CD 2 Track 10 p185 • Play the karaoke version. The students sing. (Optional) They can look at the lyrics (SB page 25). CD 2 Track 11 Explain the aims of the lesson. • Say Today we’re going to listen and read about types of transport in cities. Student’s Book Activity 13

Listen and read. CD 2 Track 13 p185 • (Books closed.) Ask the students if they know the names of any vehicles or types of transport (bicycle, plane, car, skateboard …). • Tell the students that this Tiger Team Magazine article is about Venice, Amsterdam and London. Can the students locate these cities on a map? • (Books open.) The students say what they see in the photos. • Play the CD. The students listen and read. • Use the photos to clarify understanding of vocabulary such as ‘water bus’ and ‘gondola’. • Play the CD again, pausing once or twice and asking the students for the next word.

Student’s Book Activity 14

Read and answer the questions. Listen and check. CD 2 Track 14 p185 • Ask a volunteer to read the questions. Clarify meaning, where necessary. Give the students a few moments to find the answers. • Play the CD. The students listen and check their answers. Answers: (See answers in audioscript.)

Student’s Book Activity 15

Play Mime a type of transport. • Invite a student to mime a type of transport – its size, shape and movement. The rest of the class asks questions to find out what it is. Is it a (tram)? (Yes, it is./No, it isn’t.) • The students play the game in pairs or small groups. • Encourage the students to include other means of transport they know, such as a plane or a skateboard. Student’s Book Activity 16

Think and choose. Say the transport and the city. • The students talk about the cities they would like to visit and the types of transport they would use there. I want to travel by (bicycle) in (Amsterdam). Explore the internet with your teacher

Find out what type of transport a ‘tandem’ is. • Read the instructions as a class. The students research the question on the internet. Answer: A tandem is a bicycle for two people.

Activity Book

Activity 15 Look and write. • The students look at the pictures and write the names of the types of transport in the crossword. (They can look in the Student’s Book if they can’t remember the correct spelling.) Check the answers. Answers: 1 water bus 2 double-decker bus 3 taxi 4 underground 5 bicycles 6 plane 7 gondola 8 car 9 tram

Activity 16 Read and write true sentences. • The students read the sentences and identify the incorrect information. They then write true sentences. Check the answers. Answers: 1 In London, many people travel by double-decker bus. Lots of people travel on the Underground. 2 In Venice, there are lots of canals. Lots of people travel by water bus. 3 In Amsterdam, there is an underground.

Activity 17 Write sentences about you. • The students read the speech bubble and write what they want to do and what they don’t want to do. Ending the lesson

Review the lesson. • Ask What interesting facts have you learnt today? Do the closing routine. • Say It’s time to tidy up and put your books away. • Do Closing routine 2: Don’t be sad. The students listen and sing. CD 2 Track 2 p184 • Say Goodbye. See you on ... and name the day of your next lesson.

Do you know … ? fact

• Ask a volunteer to read the fact. Check comprehension. Ask if anyone already knew this.

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Lesson 6

Objectives and key competences

• to use the Student’s Resource Centre



• to prepare, plan and write your project



• to watch the video clip • to listen and read a report

Class Audio and Video for Lesson 6 Active language bus stop, café, cinema, hospital, museum, newsagent’s, police station, shops, supermarket, train station library, city, town, village There are/aren’t … There is/isn’t … My favourite building is … People travel by … I go to school by … Materials Class Audio CD

At a Glance Lesson Plan

What time is it? CD 2 Track 1 p184 Don’t be sad CD 2 Track 2 p184 Student’s Book Video clip p185 Tiger Street Club Report

CD 2 Track 15 p186

Activity Book Activity 18 CD 2 Track 16 p186 Activity 19 CD 2 Track 17 p186

Activity Book

Student’s Book

Starting the lesson

Lesson 6 Listening, Reading and Writing

Culture • Pro ect

CD2

18

• Do the opening routine. CD 2 Track 1 p184 • Review capital cities. • Explain the aims of the lesson.

16

Listen and circle. 1 Scott lives in:

London New York City Venice

2 Scott’s favourite buildings are:

a museum a train station a swimming pool a cinema his school the shops

3 Scott goes to school by:

taxi bicycle underground

Scott 19 Read.

Activity 17 •

Watch the video clip. p185

Activity 18 • Listen and read. CD 2 Track 15 p186 • Answer the questions. Activity 19 • Prepare your project: Think about and say.

CD2

17

Listen and find the differences. Say stop.

My notes:

About my town:

• where I live – Bridgwater • the buildings near where I live – shops, supermarket, cinemas, museum • my favourite buildings – library, swimming pool • how people travel – car, bus, bike, taxi, school bus • how I go to school – walk

I live in a town called Bridgwater in the UK. It’s a small town. There are lots of shops and supermarkets. There’s a cinema. There’s a small museum about the history of the town. My favourite buildings are the library and the swimming pool. I go swimming every day. In Bridgwater, people travel by car, bus or bike. There are taxis, too. There’s a school bus for children, but I walk to school. by Caroline

Remember! ol by

• I go to scho

{

train car bus

My words to remember • Learning to Learn: Make sentences. • Go to the Activity Book. See Activity Book activities to the right. Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 2 p184

Now write your notes and project in your notebook.

Home-School Link 20

Use technology to extend your project.

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Activity Book Activity 18 • Listen and circle. CD 2 Track 16 p186 Activity 19 • Read. Listen and find the differences. Say stop. Now write your notes and project in your notebook. CD 2 Track 17 p186 Activity Book: Home-School Link Activity 20 • Use technology to extend your project.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 2: What time is it? The students say their lines in groups. CD 2 Track 1 p184 Review capital cities. • On the board, write Venice, Amsterdam and London. Ask What can you tell me about these cities? Praise correct answers as well as all attempts to speak in English. Explain the aims of the lesson. • Say Today we’re going to watch a video clip. We’re then going to read and listen to the Tiger Street Club Report for the Tiger Team Magazine and Jamie’s description of village life. We’re also going to prepare, plan and write our projects.

Student’s Book Activity 18

Listen and read. Answer the questions. CD 2 Track 15 p186 • Play the first part of the CD (In the UK …). The students listen and read. Ask What’s the difference between a village, a town and a city? (Villages are small. Towns are big. Cities are usually very big.) • Play the second part of the CD. The students listen and read. Ask Is there anything surprising about Jamie’s village? Is there a supermarket? (No, there isn’t.) Is there a library? (No, but a mobile library comes every week.) Ask about Mickey. Does he live in a house? (No, he lives in a flat.) How does he go to school? (His mother takes him to school by car.) • Play the CD again, pausing once or twice to ask the students for the next word. • Option: The students read the text in pairs, taking turns to read the sentences.

Student’s Book Activity 17

Watch the video clip. p185 • Read Ellie’s speech bubble. Tell the students that they are going to watch members of the Tiger Street Club explore village life. • Ask Where is Ellie’s favourite place? Play the first sequence of the video clip. Check the answer. (The village green.) • Tell the students that they are now going to watch the Tiger Street Club members walk around the village. The students predict what they might see. • Play the rest of the video clip. Ask the students what places they saw and compare these with the students’ predictions. (A shop, a newsagent’s, an ice cream shop.) • Ask Do you live in a small village or a big town? Do you want to live in a small village/big town? • Note: The video clip is in the Presentation Kit.

Student’s Book Activity 19

Prepare your project: Think about and say. • Explain that the students are going to plan and write their individual project (a description of where they live). They will first do a speaking activity in preparation. • Read the bullet points and the speaking model as a class. The students then talk about their town, city or village. • Explain that the students will shortly make notes and write their project in their notebooks. My words to remember

Learning to Learn: Make sentences. • Read the words to remember as a class. • The students make sentences using the words. Suggested answers: People travel by tram in Amsterdam. The Underground train in London is also called the Tube. There are double-decker buses in London. I don’t travel by gondola. I live in a town. There aren’t many shops in a village.

Activity Book

Activity 18 Listen and circle. CD 2 Track 16 p186 • Play the CD. The students listen and circle the correct information. Check the answers. Answers: (See answers in audioscript.)

Activity 19 Read. Listen and find the differences. Say stop. Now write your notes and project in your notebook. CD 2 Track 17 p186 • The students read Caroline’s project. • Play the CD. The students say stop when they hear a difference between the recording and the text. Pause the CD to check each answer (small/big town; swimming every day/week). • Draw attention to the Remember! tip. • The students write notes in their notebooks to plan their project, using appropriate resources for research. • The students write their project in their notebooks. • They can find pictures or photos to illustrate their projects, and the projects can be put on display. Project extension • Go to Teacher’s Notes page 26 for ideas on how to extend the students’ projects. Activity Book: Home-School Link

Activity 20 Use technology to extend your project. • You may choose to ask the students to type their project on a computer and bring it to the next lesson. Ending the lesson

Review the lesson. • Ask What have you learnt today? Do the closing routine. • Do Closing routine 2: Don’t be sad. The students listen and sing. CD 2 Track 2 p184 • Say Goodbye. See you on ... and name the day of your next lesson. 83

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Lesson 7

Class Audio for Lesson 7

Objectives and key competences

• to listen and use everyday classroom language



• to use the Student’s Resource Centre



• to review the main vocabulary and grammar in Unit 3



• to read and understand signs on public transport

• to listen and read for pleasure

At a Glance Lesson Plan

Active language bus station, café, cinema, hospital, museum, newsagent’s, police station, shops, supermarket, train station Are there any … in the cupboard? No, but there’s a … There isn’t any … but there’s some … Materials Class Audio CD

What time is it? CD 2 Track 1 p184 Don’t be sad CD 2 Track 2 p184 Student’s Book Class Chit-Chat CD 2 Track 18 p186 Reading Corner: public signs CD 2 Track 19 p186 Tiger Street Tales CD 2 Track 20 p186 Activity Book Activity 22 CD 2 Track 21 p186

Student’s Book

Activity Book

Starting the lesson Lesson 7 Unit Review Vocabulary and Grammar

• Do the opening routine. CD 2 Track 2 p184 • Review towns and villages. • Explain the aims of the lesson.

1

21 Look and write. 3

1

6

2 7

Activity 20 • Class Chit-Chat: Listen and repeat. CD 2 Track 18 p186 • Act out.

C I N E M A

2

6 5

7

8

3

8

4

Activity 21 • Reading Corner: Read and listen. CD 2 Track 19 p186

5

9

9

10

10

22 Read and write.

CD2

21

Listen and check. Act out.

1 Where

do

you live?

2 I live in Lion Street, next Tiger Street. 3 Is

Activity 22

4

• Tiger Street Tales: Listen and read. CD 2 Track 20 p186 • Go to the Activity Book. See Activity Book activities to the right.

5 Are there 7

a supermarket in Lion Street? No, there , but there are lots of shops. There a shoe shop, a pet shop and a newsagent’s, too. cinemas?

there a café?

8

6 No, there

.

, there is. It’s opposite my house.

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Ending the lesson • Review the lesson and the unit. • Do the closing routine. CD 2 Track 2 p184

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Activity Book Activity 21 • Look and write. Activity 22 • Read and write. Listen and check. Act out. CD 2 Track 21 p186

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 2: What time is it? The students say their lines in groups. CD 2 Track 1 p184 Review towns and villages. • Ask What do you remember about the village that Ellie’s gran lives in? What’s the difference between a town and a city? Explain the aims of the lesson. • Say Today we’re going to practise classroom language. We’re also going to read some signs on public transport, listen and read a Tiger Street Tale and review vocabulary and grammar in the unit.

Student’s Book Activity 21

Reading Corner: Read and listen. CD 2 Track 19 p186 • Ask What sort of texts are these? Are they emails? Are they postcards? Are they labels? Explain or confirm that they are public signs. • Play the CD. The students listen and read the signs. Pause after each sign to check understanding. Praise all efforts to speak in English, but allow the students to give their interpretations of the signs in L1 if necessary. • Point to each sign and ask Is this sign on a bus/on a train/on a door/on a window/in a station? • Play the CD again. • Ask Do you see similar signs on public transport where you live?

Student’s Book Activity 20

Class Chit-Chat: Listen and repeat. Act out. CD 2 Track 18 p186 • Note: You can present the dialogue using the Dialogue Builder in the Presentation Kit. • (Books closed.) Say Listen to the dialogue. What does the teacher what to know? What does the student tell the teacher? • Play the CD. The students listen. Check the answers. (The teacher wants to know if there are any red pens in the cupboard. The student tells the teacher that there aren’t any red pens, but there’s a red crayon.) • (Books open.) Play the CD again. The students listen and read. Clarify the difference between ‘a piece of paper’ and ‘some paper’. • Divide the class into two groups. Play the CD a third time, pausing for the groups to repeat the exchanges. • Divide the class into pairs. The partners read the dialogue. • Establish that, from now on, you expect the students to use this language in class when talking about what there is and what there isn’t.

Student’s Book Activity 22

Tiger Street Tales: Listen and read. CD 2 Track 20 p186 • The students look at the pictures and read the story. • Ask Would you like to listen to the story? Play the CD. The students listen and follow in their books. • Ask Do you like the story? Is it funny? How do the animals travel to town?

Activity Book

Activity 21 Look and write. • Explain that the students are going to review the main vocabulary and grammar in the unit. • Challenge them to complete the crossword, paying careful attention to spelling. Check the answers. Answers: 1 cinema 2 train station 3 bus stop 4 museum 5 newsagent’s 6 café 7 hospital 8 shops 9 supermarket 10 police station

Activity 22 Read and write. Listen and check. Act out. CD 2 Track 21 p186 • The students write the missing words in the speech bubbles, using their knowledge of grammar. (Optional) You might like to refer the students to the grammar table on Student’s Book page 24. • Play the CD. The students listen and check their answers. • The students act out the dialogue in pairs. Answers: (See answers in audioscript.)

Ending the lesson

Review the lesson and the unit. • Ask Do you know the names of ten places in a town or city? Can you ask and answer questions about a town? • Congratulate the students on their achievement. Do the closing routine. • Say It’s time to tidy up and put your books away. • Do Closing routine 2: Don’t be sad. The students listen and sing. CD 2 Track 2 p184 • Say Goodbye. See you on ... and name the day of your next lesson.

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Lesson 8

Class Audio for Lesson 8 Materials Flashcards and Word cards: bus stop, café, cinema, hospital, museum, newsagent’s, police station, shops, supermarket, train station, Class Audio CD, Picture Dictionary (AB page 64), Grammar Reference Bank (AB page 69), Progress Journal pages 9–11

Objectives and key competences

• to complete the Picture Dictionary and Grammar Reference Bank for Unit 3 • to review CLIL and culture in the unit • to self-assess work in the unit • to complete the Progress Journal for Unit 3

Active language bicycle, double-decker bus, gondola, taxi, tram, the Underground, water bus People travel by … I walk to school.

What time is it? CD 2 Track 1 p184 Don’t be sad CD 2 Track 2 p184 Activity Book Activity 24 CD 2 Track 22 p187 Activity 26 CD 2 Track 23 p187

Progress Journal w

w

Around the Town My learning review Do you remember the story? Write sentences.

At a Glance Lesson Plan

Activity Book

1 In Hamlin, there

digital

are shops and people

and rats.

Starting the lesson

2 The piper

Lesson 8 Unit Review CLIL, Culture and Self-assessment

• Do the opening routine. CD 2 Track 1 p184 • Review the Unit 3 flashcards and word cards. • Explain the aims of the lesson. • Play Sentence hangman for points.

CD2

22

What types of transport do people use? Look and complete the sentences. In London, people travel by taxi, and

23

Activity Book: Home-School Link

I can name places in towns and cities.

Listen and say Yes or No.

Activity 27 • Complete your Tiger Time score card. Activity 28 • Do an activity from your Learning Plan and complete your Progress Journal for Unit 3. Complete your Grammar Reference Bank. • Go to the Progress Journal. See Progress Journal activities to the right.

26 Complete the Picture Dictionary for Unit 3. Yes.

Home-School Link

Learning to

LEARN

27 Complete your Tiger Time score card.

My Tiger Time score card My work in Unit 3 is:

My Learning Plan

OK

I plan to:

Good Very good Excellent

read Unit 3 again write a list of words to remember learn the grammar table do the online activities

28 Do an activity from your Learning Plan and complete your Progress Journal for Unit 3. 28 9780230483729_text.indb 28

.

In Venice, people travel by

place My in are a by of

CD2

.

Listen and check.

(1) My name’s Scott. I live (2) New York City. It’s (3) fantastic city. There ( ) lots of parks and shops. There are lots (5) cafés and cinemas. My favourite (6) is the Guggenheim Museum. In New York, a lot of people travel (7) taxi, but I go to school by underground train.

25

.

The mayor

1 In London, some people travel by (aitx) and the taxi (negonudrrud). (rmat), but lots of people travel 2 In Amsterdam, some people travel by by (iylbcce). 3 In Venice, some people travel by (odlgnoa), but lots of people travel by (aewtr usb).

24 Read and write.

.

3 The rats

23 Look and write.

Activity Book Activity 23 • Look and write. Activity 24 • Read and write. Listen and check. CD 2 Track 22 p187 Activity 25 • Listen and say Yes or No. CD 2 Track 23 p187 Activity 26 • Complete the Picture Dictionary for Unit 3.

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Resource Centre

follow flute shops money

and water bus.

In Amsterdam, people travel by tram and

.

Where I live, people travel by

.

My vocabulary check Do you remember the key words from Unit 3? Use some of them to complete the sentences. In my town, there’s a . In my town, there are .

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Progress Journal page 9 Activity 1 • Students’ own answers. Activities 2 and 3 • See Teacher’s Notes page 87.

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Ending the lesson • Review the lesson and the unit. • Do the closing routine. CD 2 Track 2 p184

Progress Journal pages 10 and 11 • See the Progress Journal for pages 10 and 11. Activities 4–7 • Students’ own answers.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 2: What time is it? The students say their lines in groups. CD 2 Track 1 p184 Review the Unit 3 flashcards and word cards. • Cover the word cards in turn. Reveal the letters one by one. The students say the words as soon as they recognise them. • Stick the flashcards on the board. Give out the word cards to pairs of students. They stick the word cards under the flashcards on the board. • The students read all the words with you in chorus. Explain the aims of the lesson. • Say Today we’re going to review CLIL and culture in the unit and focus on Learning to Learn. We’re also going to complete our Picture Dictionary, Grammar Reference Bank and Progress Journal for Unit 3. Play Sentence hangman for points. • Divide the class into two teams. Let them choose a team name that is relevant to the unit, such as Taxis and Bicycles. • Draw dashes on the board to represent each letter in the sentence In Venice, people travel by water bus. Teams take turns to guess a letter, scoring a point for each correct letter. If they say ‘e’, they win six points because it appears six times. (Note: In this version of Hangman, you do not need to draw a man. The teams play for the maximum number of points.) Do not allow them to call out the sentence when they think they know it. Instead, team members work together and calculate which letters will earn them most points. • The team that puts the last letter in the sentence wins an extra five points. • Repeat the game several times with other sentences, such as In Amsterdam, there are trams. In London, taxis are black. In New York, taxis are yellow.

Activity Book

Activity 23 Look and write. • The students read the sentences. They reorder the letters and write the missing words. Check the answers. Answers: 1 taxi, underground 2 tram, bicycle 3 gondola, water bus

Activity 24 Read and write. Listen and check. CD 2 Track 22 p187 • The students read the text and write the missing words. • Play the CD. The students listen and check their answers. Answers: (See answers in audioscript.)

Activity 25 Listen and say Yes or No. CD 2 Track 23 p187 • Read the speech bubbles. Say Say ‘Yes!’ to what you can do in Unit 3. • Play the CD. The students listen and respond. Pause the track to give them time to answer. Clarify the meaning of the statements. (Note: Unless the students have been absent they should be able to say ‘yes’ to all the statements.) • Encourage the students to feel positive about what they can do. Activity 26 Complete the Picture Dictionary for Unit 3. • The students complete the Picture Dictionary for Unit 3, either during the lesson or for homework. Activity Book: Home-School Link

• Activity 27 Complete your Tiger Time score card. • Read the heading and options in the first column. The students look back through their work in the unit. • The students circle or colour the stars to self-assess their work. • Read the heading and text in the second column. Clarify meaning if necessary. The students tick (✓) what they plan to do.

• Endorse the students’ self-assessment and Learning Plan with a tick and/or a comment, your signature and the date. If relevant, note your own assessment of their work and suggestions for their Learning Plan. Activity 28 Do an activity from your Learning Plan and complete your Progress Journal for Unit 3. • The students do an activity from their Learning Plan. • The students complete their Progress Journal for Unit 3, either during the lesson or for homework. • They can also complete their Grammar Reference Bank for Unit 3 (Activity Book page 69). Progress Journal page 9 Activity 1 answers: Students’ own answers. Activity 2 answers: (double-decker) bus, the Underground, gondola, bicycle, (students’ own answer) Activity 3 possible answers: In my street there’s a hospital and a train Tiger Street Clubthere Progress Journal station. In my street are some shops. page 9 Progress Journal pages 10 and 11 Activities 4–7 answers: Students’ own answers. Activity Book Grammar Reference Bank page 69 Activity 1 answers: 1 There’s a cinema in the street. (T) 2 There are four cafés in the street. (F) 3 There aren’t any museums. (T) 4 There isn’t a bus stop. (F) 5 There are lots of houses. (T) Activity 2 answers: 1 Is/No, there isn’t. 2 Are/Yes, there are. 3 Is/No, there isn’t. 4 Are/No, there aren’t. 5 Is/Yes, there is.

Ending the lesson

Review the lesson and the unit. • Ask (using L1 as necessary) What have you learnt in Unit 3? What have you enjoyed? Which activities have helped you learn? How? What do you plan to do to remember what you have learnt? Do the closing routine. • Say It’s time to tidy up and put your books away. • Do Closing routine 2: Don’t be sad. The students listen and sing. CD 2 Track 2 p184 • Say Goodbye. See you on ... and name the day of your next lesson.

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My teaching notes

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4

Jobs and Routines

Objectives and key competences

Active language

Pronunciation



Core vocabulary: jobs farmer, fashion designer, firefighter, nurse, police officer, pop star, shop assistant, taxi driver, vet, web designer, caretaker, cleaner, cook, librarian

• the /f/ and /v/ sounds (fire, flames / vet, van)

Story vocabulary magazine, paying attention

Social Science: Working dogs Video clip: Tiger Street Club Report: People who work in my school



• Identify and name different jobs • Learn the grammar table for Unit 4 • Watch a video clip

• Listen and read about working dogs • Use the Student’s Resource Centre

• Spell words • Predict what happens in the story • Practise pronunciation: /f/ and /v/ • Review, assess and plan your own learning

• Understand and think about values • Say what jobs people do in your community • Read a school notice • Listen and use everyday classroom language • Make and play with the job cards • Play the games • Prepare, plan and write your project • Listen, read, understand and act out the story • Sing a song • Listen and read for pleasure

CLIL vocabulary: working dogs guide dog, mountain rescue dog, sheepdog Structures What does she do? She’s a (doctor). Is he a (nurse)? Yes, he is./No, he isn’t. Does he wear (a uniform). He works/doesn’t work in a (hospital). Does he work (with animals)? Yes, he does. No, he doesn’t. She works from (nine) to (five). Recycled language He/She has got a … bus, clothes, drive, hospital, police station, sing, school, shop, taxi, teacher, train station, uniform, wear, work the alphabet

CLIL and Culture

Values and attitudes • Interest in jobs and awareness that all jobs in a community are important • Pleasure in doing the Spelling Bee • Enjoyment in reading an animal story • Satisfaction in writing your project • Confidence in using classroom language • Enjoyment in reading a school notice • Pleasure in reading a cartoon strip story • Willingness to review, assess and plan your own learning

Classroom language Main function: saying what your job is at school What’s your job this week? I’m the board/book monitor. I clean the board/give out and collect in the books.

Receptive language busy, harness, pavement, recycling bin, rescue workers

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Lesson 1

Class Audio for Lesson 1

Objectives and key competences

• to identify jobs and say The Tiger Street word rap • to play Clap if it’s true • to use the Student’s Resource Centre

Materials Flashcards and Word cards: farmer, fashion designer, firefighter, nurse, police officer, pop star, shop assistant, taxi driver, vet, web designer, Class Audio CD

• to listen and respond to learning objectives • to spell words in the Spelling Bee

Active language farmer, fashion designer, firefighter, nurse, police officer, pop star, shop assistant, taxi driver, web designer, vet He/she works in a hospital/police station/school. A (firefighter) wears (special clothes). the alphabet

What time is it? CD 2 Track 1 p184 Don’t be sad CD 2 Track 2 p184 Student’s Book In Unit 4 CD 2 Track 24 p187 The Tiger Street word rap CD 2 Track 25 p187

Activity Book w

Lesson 1 Vocabulary 1 Find, circle and write. i

At a Glance Lesson Plan

1

farmer

Student’s Book 3

Starting the lesson • Do the opening routine. CD 2 Track 1 p184 • Explain the aims of the lesson.

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Look. Write the first letter and find the sentence.

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• Listen, read and look. CD 2 Track 24 p187





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He works in a museum.

3

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Look and write. 1

In Unit 4











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Activity Book

Activity 1

• Play Clap if it’s true.

a

19

3

Activity 2

t

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• Present vocabulary with the Unit 4 flashcards and word cards.

• Say The Tiger Street word rap. CD 2 Track 25 p187

s

Activity 3 • Do the Spelling Bee. Go to the Activity Book. See Activity Book activities to the right.

•

Activity 1 • Find, circle and write. Activity 2 • Look. Write the first letter and find the sentence. Activity 3 • Look and write.

Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 2 p184

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 2: What time is it? The students say their lines in groups. CD 2 Track 1 p184 Explain the aims of the lesson. • Say Today we’re going to learn words for jobs and say The Tiger Street word rap. We’re also going to find out what we’re going to do in this unit, play a game and do the Spelling Bee.

Student’s Book Activity 1

Say The Tiger Street word rap. CD 2 Track 25 p187 • (Books open.) Play the CD. The students listen and point to the people doing different jobs. • Play the CD again, pausing for the students to say the names of the jobs. • Play the CD a third time. The students say the rap and clap rhythmically. Student’s Book Activity 2

Vocabulary presentation

Present the vocabulary. • Note: You can present the vocabulary using the Vocabulary Tool in the Presentation Kit. • (Books closed.) The students name any jobs they know (teacher, clown, actor, cameraman …). • Introduce the new jobs by sticking the flashcards on the board. The students repeat the words once or twice. • Hold up the word cards in turn. The students read the words. • The students match the word cards and flashcards.

Play Clap if it’s true. • Draw the students’ attention to the recycle logo. Explain that this game gives them an opportunity to use the new words for jobs, as well as other language they already know, such as places where people work. Recall some workplaces (shops, police station, school …). • Explain and demonstrate the game. Say sentences about different jobs. A (firefighter) wears (special clothes). A (teacher) works in a (school). If the sentences are true, the students clap three times. If they are false, they fold their arms. • When the game is under way, encourage the students themselves to make up sentences.

In Unit 4

Listen, read and look. CD 2 Track 24 p187 • Say Let’s listen and find out what we do in Unit 4. Play the CD. The students listen, read and look at the photos. • Ask questions, such as Does the story sound good? Do you like learning about different jobs? Can you talk about your friends’ routines?

Student’s Book Activity 3

Do the Spelling Bee. • Divide the class into two teams. Hold up one of the flashcards. Ask a student from one team to name the job. • Ask another student from the same team How do you spell ‘(vet)’? • If the students name the job and spell the word correctly, they score a maximum of four points for their team (one for naming the job and three for spelling the word and saying the letters correctly). • Keep score on the board. The team with most points wins.

Activity Book

Activity 1 Find, circle and write. • The students find and circle the words in the word search and write them under the corresponding pictures. Check the answers. Answers: 1 farmer 2 police officer 3 nurse 4 fire fighter 5 fashion designer 6 taxi driver 7 vet 8 pop star 9 shop assistant 10 web designer

Activity 2 Look. Write the first letter and find the sentence. • The students name the objects. Remind them that if they write the first letter of each object, a sentence will appear. Check the answer. Answer: My brother works in a shop.

Activity 3 Look and write. • The students look at the pictures and write sentences, based on the example. Check the answers. Answers: 1 He works in a museum. 2 He works in a police station. 3 She works in a school. 4 He works in a hospital.

Ending the lesson

Review the lesson. • Ask What jobs can you name? Do the closing routine. • Say It’s time to tidy up and put your books away. • Do Closing routine 2: Don’t be sad. The students listen and sing. CD 2 Track 2 p184 • Say Goodbye. See you on ... and name the day of your next lesson.

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Lesson 2

Class Audio for Lesson 2

Objectives and key competences

• to use the Student’s Resource Centre



• to predict what happens in the story



• to give a personal response and think about values



• to listen, read and act out the story • to answer questions about the story

At a Glance Lesson Plan

Active language farmer, fashion designer, firefighter, nurse, police officer, pop star, shop assistant, taxi driver, web designer, vet, magazine, paying attention Does she … ? Yes, she does./No, she doesn’t. She works in … She’s a … Materials Flashcards and Word cards: farmer, fashion designer, firefighter, nurse, police officer, pop star, shop assistant, taxi driver, vet, web designer, Story cards: A Visitor at School, Class Audio CD

What time is it? CD 2 Track 1 p184 Don’t be sad CD 2 Track 2 p184 Student’s Book The Tiger Street word rap CD 2 Track 25 p187 A Visitor at School CD 2 Track 26 p187 Reading comprehension CD 2 Track 27 p187 Activity Book Activity 5 CD 2 Track 28 p187

Activity Book A Visitor at School

Lesson 2 An animal story

Student’s Book

4 Write and match. 1

Starting the lesson

What does Lulu do? Can you guess ?

2

• Do the opening routine. CD 2 Track 1 p184 • Match the Unit 4 word cards and flashcards. • Say The Tiger Street word rap. CD 2 Track 25 p187 • Explain the aims of the lesson.

a

Put the away, Donna.

3

b

c

Let’s go into the and find out.

4

d

I think this is very . I love dogs.

5 Order and write.

CD2

28

Listen and check.

1 Lulu / design / doesn’t / clothes Lulu doesn’t design clothes. 2 a / designer / isn’t / She / fashion 3 doctor / She / a / isn’t / or / nurse / a doesn’t / hospital / She / in / a / work

Pre-story activities

5 doesn’t / a / wear / She / uniform 6 a / officer / police / isn’t / She

• Predict what happens in the story (books closed). • Listen with the story cards (books closed). CD 2 Track 26 p187 • Listen again (books open).

7 is / guide / Lulu / a / dog 8 Julie / She / helps / in / different / many / ways

Home-School Link 6

Activity 5 • Read and answer the questions. • Listen and check. CD 2 Track 27 p187

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Resource Centre

digital

digital

(is / isn’t) very important to find out about different jobs.

2 I think the story is

(sweet / interesting / funny / …).

3 My favourite moment in the story is

.

I think guide dogs are

.

7 Write six words from the story. Tell your family what they mean.

Activity 4 • Listen and read. CD 2 Track 26 p187 • Act out the story.

Read and reflect. Write.

1 I think it

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Activity Book Activity 6 • Read and reflect. Tiger Street Club Values • Think about it: Are all jobs important? • Which jobs do you think help people? • Go to the Activity Book. See Activity Book activities to the right.

Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 2 p184



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Activity 4 • Write and match. Activity 5 • Order and write. Listen and check. CD 2 Track 28 p187 Activity Book: Home-School Link Activity 6 • Read and reflect. Write. Activity 7 • Write six words from the story. Tell your family what they mean.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 2: What time is it? The students say their lines in groups. CD 2 Track 1 p184 Match the Unit 4 word cards and flashcards. • Put the ten word cards from Unit 4 on the board. Point at them in turn; the students say the words. • Give the Unit 4 flashcards to ten students, who come to the board and take the corresponding word cards. Say The Tiger Street word rap. • Ten students stand in a line holding a flashcard and corresponding word card. Play the CD. They hold up the flashcards and word cards in turn. The rest of the class dances and says the rap (learnt in Lesson 1). Repeat with ten different students. CD 2 Track 25 p187 Explain the aims of the lesson. • Say Today we’re going to listen to, read and act out a story about a very interesting job. Pre-story activities

Predict what happens in the story (books closed). • (Books closed.) Read the title of the story. Hold up story card 1. The students tell you what they see. • Read the narrative text. Tell the students that ‘Smith’ is the most common surname in the UK. • The students predict what happens in the story (in L1). Listen with the story cards (books closed). CD 2 Track 26 p187 • Note: You can tell the story using the Storyteller in the Presentation Kit. Please see TB p24. • Say Let’s listen and find out if you’re right. Play the CD. Hold up the story cards in turn. The students listen. • Briefly compare what happens in the story with the students’ predictions. Listen again (books open). • The students look briefly at the story’s narrative text and speech bubbles. • Play the CD. The students listen and read the story. • Point to the pictures to clarify the meaning of vocabulary.

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Student’s Book Activity 4

Listen and read. Act out the story. CD 2 Track 26 p187 • Play the CD, pausing after each speech bubble for the students to repeat the dialogue. • Assign roles (Mrs Smith, Donna, other students, Julie, narrator). The students read and act out the story. • Ask Have you got a dog? Do you know any guide dogs? Student’s Book Activity 5

Read and answer the questions. Listen and check. CD 2 Track 27 p187 • Read the questions. The students answer. • Play the CD. The students listen and check their answers. Answers: (See answers in audioscript.)

Student’s Book Activity 6

Read and reflect. • Read the speech bubble, sentences and options. The students think about, say and share their opinions. • Ask Do you think Donna will read her magazines in class again? Student’s Book Tiger Street Club Values

• Say Think about it! Are all jobs important? Ask if the students know people with different jobs. Establish that it is important to take an interest in the work people do. • Point to the photos and ask questions. Do teachers help children? Do doctors help people? Do bus drivers help people? The students answer yes or no. If you have a confident class, encourage the students to talk about other jobs they think help people (in L1 if necessary).

Activity Book

Activity 4 Write and match. • The students write the missing words. They then match the speech bubbles to the pictures. Check the answers. Answers: 1 b magazine 2 c guess 3 d playground 4 a interesting

Activity 5 Order and write. Listen and check. CD 2 Track 28 p187 • The students order the words and write the sentences. • Play the CD. The students listen and check their answers. Answers: (See answers in audioscript.)

Activity Book: Home-School Link

Activity 6 Read and reflect. Write. • Read the sentences. Elicit or remind the students of meaning, as necessary. • The students think about and complete the sentences. They then read their sentences and compare opinions. Activity 7 Write six words from the story. Tell your family what they mean. • Explain to the students that they should write six key words relating to the story. If the students are confident, they can tell their family what the words mean and explain the story in simple terms. Ending the lesson

Review the lesson. • Ask What can you tell me about Adele? Do the closing routine. • Say It’s time to tidy up and put your books away. • Do Closing routine 2: Don’t be sad. The students listen and sing. CD 2 Track 2 p184 • Say Goodbye. See you on ... and name the day of your next lesson. 93

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Lesson 3

Class Audio for Lesson 3 Active language (continued) Does (he) work with animals? (He) works in/on/with … (He) doesn’t work in/on/with … Is she/he a … ?

Objectives and key competences

• to listen and learn the grammar table • to play Guess who!



• to say what people do in their jobs



• to use the Student’s Resource Centre

Active language farmer, fashion designer, firefighter, nurse, police officer, pop star, shop assistant, taxi driver, web designer, vet, wear a uniform

At a Glance Lesson Plan

Materials Flashcards: farmer, fashion designer, firefighter, nurse, police officer, pop star, shop assistant, taxi driver, vet, web designer, Class Audio CD

What time is it? CD 2 Track 1 p184 Don’t be sad CD 2 Track 2 p184 Student’s Book A Visitor at School CD 2 Track 26 p187 Grammar table CD 2 Track 29 p187 Activity Book Activity 9 CD 2 Track 30 p188

Activity Book Lesson 3 Grammar and Writing

Student’s Book

ammar!

… i for

8 Read and write. Learn. He (1)

Starting the lesson

works

on a farm.

He (2)

work in a hospital.

(3)

• Do the opening routine. CD 2 Track 1 p184 • Review the A Visitor at School story. CD 2 Track 26 p187 • Explain the aims of the lesson.

Yes, he ( )

.

9 Look and write.

(5)

CD2

30

, he doesn’t.

• Listen and say the missing words. Learn. CD 2 Track 29 p187

Remember! He / She works … ● He / She doesn't work … ●

Listen and check. 1

Does he work on a farm?

2

he wear a uniform?

3

he work with animals?



Activity 7

Tiger Tips

he work with animals?

5

she work in a school?

6

she wear special clothes?

7

she work with computers?

8

she a firefighter?

Yes, he does.

he a farmer?

10 Circle the different job. Write. astronaut firefighter taxi driver



vet police officer farmer

Activity 8

‘taxi driver’ A taxi driver doesn’t wear special clothes.

1 I think

2 I think

• Play Guess who!

.

3 I think

Activity 9 • Play Affirmative and negative. • Go to the Activity Book. See Activity Book activities to the right. Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 2 p184

is different.

A .

nurse web designer fashion designer

is different.

A

police officer teacher taxi driver

is different.

I think

is different.

A

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Activity Book Activity 8 • Read and write. Learn. Activity 9 • Look and write. Listen and check. CD 2 Track 30 p188 Activity 10 • Circle the different job. Write.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 2: What time is it? The students say their lines in groups. CD 2 Track 1 p184 Review the A Visitor at School story. • (Books closed.) Ask Can you remember the story? Ask other questions, listening to the students’ answers but not confirming if they are correct. What is the story called? (A Visitor at School.) Who is the visitor? (Adele the guide dog, who is with her owner Julie.) • Play the CD. The students listen and follow in their books (SB pages 30 and 31) and check their answers. CD 2 Track 26 p187 • Play Which frame … ? Read a speech bubble from the story. The students say which frame it is from. The students then play in pairs or groups of three. Explain the aims of the lesson. • Say Today we’re going to study grammar and play a game to practise what we learn. We’re also going to talk about what people do in their jobs. Student’s Book Activity 7

Listen and say the missing words. Learn. CD 2 Track 29 p187 • Play the CD. The students listen and read the sentences in the grammar table and say the missing words. • Read the Tiger Tips. Draw the students’ attention to the position of the ‘s’ in ‘works’ and ‘doesn’t work’. The present simple third person singular always requires an ‘s’ somewhere. • The students learn the grammar table and use it for reference and revision. They can copy the grammar table into their notebooks. • Note: You can present and extend the grammar table using the Grammar Tool in the Presentation Kit. Please see TB p24.

Student’s Book Activity 8

Play Guess who! • The students name the eight professions illustrated. • Explain and demonstrate the game. Nominate a student to choose a profession; the rest of the class asks questions to identify it. Is it a man? (Yes, it is.) Does he work with animals? (No, he doesn’t.) Does he wear a uniform? (Yes, he does.) Is it the police officer? (Yes, it is.) • Play the game with the whole class. The students then play in pairs. Student’s Book Activity 9

Play affirmative and negative. • Stick the flashcards on the board. • Divide the class into two teams. Team A names a job. A farmer. Team B says two sentences about that job, one affirmative and one negative. A farmer works with animals. A farmer doesn’t wear a uniform. • Team members score a point for each grammatically correct sentence and another point for each true sentence. • The students take turns to ask and answer questions about all the flashcards. • Option: Extend the game by writing other jobs on the board, such as teacher, actor, football player and clown. Activity Book

Activity 8 Read and write. Learn. • The students complete the grammar table without looking at the Student’s Book. However, allow them this extra support if needed. • The students check their answers by looking at the grammar table (SB page 32). • The students read the sentences in the table. Remind them again of the Tiger Tips.

Activity 9 Look and write. Listen and check. CD 2 Track 30 p188 • The students look at the pictures, complete the questions and write the answers. • Play the CD. The students listen and check their answers. • (Optional) The students act out the dialogues. Answers: (See answers in audioscript.)

Activity 10 Circle the different job. Write. • The students read the words in the word boxes. They write sentences about which job is different in each case and why. This can be done in pairs so that the students share ideas and help each other. • The students read and compare their sentences. Possible answers: 1 taxi driver: A taxi driver doesn’t wear special clothes. 2 police officer: A police officer wears a uniform. 3 teacher: A teacher doesn’t drive a car. 4 nurse: A nurse doesn’t design things. (Other logical answers are acceptable.)

Ending the lesson

Review the lesson. • Say Tell me three sentences about a fashion designer. Say three sentences about a firefighter. Do the closing routine. • Say It’s time to tidy up and put your books away. • Do Closing routine 2: Don’t be sad. The students listen and sing. CD 2 Track 2 p184 • Say Goodbye. See you on ... and name the day of your next lesson.

Answers: 1 works 2 doesn’t 3 Does 4 does 5 No

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Lesson 4

Class Audio for Lesson 4 Materials Flashcards and Word cards: farmer, fashion designer, firefighter, nurse, police officer, pop star, shop assistant, taxi driver, vet, web designer, Class Audio CD, Cut-out cards (one set prepared in advance, optional – AB page 93), scissors

Objectives and key competences • to practise pronunciation: /f/ and /v/

• to make and sort the cut-out cards • to play Who is it! • to sing What’s his job?

Active language farmer, fashion designer, firefighter, nurse, police officer, pop star, shop assistant, taxi driver, web designer, vet, drive a car, inside, outside Does (she) work with people in a shop? Yes, (she) does./ No, (she) doesn’t. Is (she) a …?

What time is it? CD 2 Track 1 p184 Don’t be sad CD 2 Track 2 p184 Student’s Book Fantastic Phonics CD 2 Track 31 p188 What’s his job? CD 2 Track 32 p188 Activity Book Activity 12 CD 2 Track 34 p188

Activity Book Lesson

Grammar, Listening and Writing

11 Remember, write and say.

antasti

1

onics

1

At a Glance Lesson Plan

Student’s Book

Frank the Victor the

Starting the lesson

12 Read and match.

• Do the opening routine. CD 2 Track 1 p184 • Review the Unit 4 flashcards and word cards. • Explain the aims of the lesson.



CD2

34

Listen and check.

1 He wears …

got a dog.

2 He drives …

a police station.

3 He works …

police officer.

He doesn’t work … a police car. 5 He works in … in a shop. 6 He has …

a uniform.

7 He’s a …

with people.

Home-School Link

Activity 10 • Fantastic Phonics: Listen and repeat. Say. CD 2 Track 31 p188 Activity 11 • Pop Spot: Listen and read. CD 2 Track 32 p188 • Sing What’s his job?

13 Look, read and write. Does she work inside? What’s her job? Does she work with animals? Does she wear a uniform?

Activity 12

1

•

Go to Activity Book page 93. Make and sort the jobs cut-out cards. • Play Who is it? • Go to the Activity Book. See Activity Book activities to the right.

Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 2 p184

Does she work with animals?

No, she doesn’t.

2

N o, she doesn’t. But she wears special clothes.

3

Y es, she does. But she works outside, too.



She’s a pop star.

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Activity Book Activity 11 • Fantastic Phonics: Remember, write and say. Activity 12 • Read and match. Listen and check. CD 2 Track 34 p188 Activity Book: Home-School Link Activity 13 • Look, read and write. Activity 14 • Practise the dialogue at home with your family.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 2: What time is it? The students say their lines in groups. CD 2 Track 1 p184 Review the Unit 4 flashcards and word cards. • Play board pelmanism. Stick six flashcards, face down, on one side of the board. Number them 1–6. Stick five of the corresponding word cards, face down, on the other side of the board. Label them A–E. • Divide the class into two teams. A student from Team A asks for a flashcard. Can we have flashcard (6), please? Show the team the flashcard and ask What is it? Another student from the same team asks for a word card. Can we have word card (B), please? Show the team the word card and ask What does it say? If the flashcard and word card match, remove them from the board. If not, stick them back face down on the board. • Continue the game until there is only one flashcard remaining. The team with the most flashcards is the winner. Explain the aims of the lesson. • Say Today we’re going to practise pronunciation, sing a song, and make, sort and play with the job cut-out cards. Student’s Book Activity 10

Fantastic Phonics: Listen and repeat. Say. CD 2 Track 31 p188 • Read the sentences. Draw attention to the difference between the /f/ and /v/ sounds, as highlighted. • Play the CD. The students listen and repeat the sentences. • Repeat once or twice, with or without the CD. • Option: The students count how many times they can say the sentences in a minute.

Student’s Book Activity 11

Pop Spot: Listen and read. Sing What’s his job? CD 2 Track 32 p188 • (Books closed.) Tell the students the song title and check comprehension. Say Listen to the description. What’s his job? Play the first half of the song. The students listen. Check their answers. (He’s a vet.) • Say Listen to the second description. Tell me: What’s her job? Play the second half of the song and check the students’ answers. (She’s a taxi driver.) • (Books open.) Play the CD again. The students listen and read. • Practise the song. Play the CD again. The students join in singing. • Ask Do you like the song?

Activity Book

Activity 11 Fantastic Phonics: Remember, write and say. • The students recall and complete the sentences. They then say the sentences. Answers: Frank the firefighter fights the flames. Victor the vet drives a very dirty van.

Activity 12 Read and match. Listen and check. CD 2 Track 34 p188 • The students say what they see in the picture. They then read and match the two halves of each sentence. • Play the CD. The students check their answers. Answers: (See answers in audioscript.)

Activity Book: Home-School Link Student’s Book Activity 12

Go to Activity Book page 93. Make and sort the job cut-out cards. Play Who is it? • The students cut out and make their job cut-out cards. • Before the game, the students arrange their cards into categories, such as people who work inside/people who work outside; people who work with animals/ people who work with other people. The students then compare their categories. • Divide the class into pairs. Each pair places a book between them to serve as a screen. • Demonstrate the game. Student A puts a card in front of them, with either the male or female version visible. Student B asks questions to eliminate all cards but one; for example, Student B: Is it a man or a woman? Student A: A woman. Student B: Does she work with people? Student A: Yes, she does. Student B: Does she work in a shop? Student A: No, she doesn’t. Student B: She’s the nurse. • The students change roles and play again. • Note: Once the students have finished, they stick the cards in their notebooks and write sentences. This man is a web designer. This woman is a fashion designer. This can also be done in a later lesson or for homework.

Activity 13 Look, read and write. • The students look at the picture and decide which questions correspond to the four answers. They then write the questions. Answers: 1 Does she work with animals? 2 Does she wear a uniform? 3 Does she work inside? 4 What’s her job?

Activity 14 Practise the dialogue at home with your family. • Encourage the students to practise the dialogue from Activity 13 at home with their family. Ending the lesson

Review the lesson. • Ask What words have the /f/ and /v/ sounds? Which activities have you enjoyed most today? Do the closing routine. • Say It’s time to tidy up and put your books away. • Do Closing routine 2: Don’t be sad. The students listen and sing. CD 2 Track 2 p184 • Say Goodbye. See you on ... and name the day of your next lesson. 97

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Lesson 5

Class Audio for Lesson 5

Objectives and key competences

• to answer questions about the text

• to listen and read ‘Working dogs’ • to give an opinion about working dogs



• to explore the internet with your teacher



• to play Read and change

Active language guide dog, mountain rescue dog, sheepdog He/She guides/helps/stops/understands/uses/wears ... He/She is a (guide dog). Materials Class Audio CD

What time is it? CD 2 Track 1 p184 Don’t be sad CD 2 Track 2 p184 Student’s Book What’s his job? CD 2 Track 32 p188 ‘Working dogs’ CD 2 Track 35 p188 Reading comprehension CD 2 Track 36 p188

Activity Book

At a Glance Lesson Plan

Student’s Book

Lesson 5 Reading, Writing and Grammar

CLIL

15 Look and write.

Starting the lesson • Do the opening routine. CD 2 Track 1 p184 • Review the What’s his job? song. CD 2 Track 32 p188; CD 2 Track 33 • Explain the aims of the lesson.

Social Science

1 This is Rex. He’s a

guide dog

2 This is Sandy. She’s a

3 This is Todd. He’s a

.

.

.

16 Read and write. farmer harness pavements nose team whistles 1 A mountain rescue dog uses its

nose

to find people in the mountains.

2 A mountain rescue dog works with a

of rescue workers.

3 A guide dog guides its owner along the A guide dog wears a

and stops at roads. .

5 A sheepdog works with a sheep

.

6 A sheepdog understands the farmer when he

Activity 13

.

17 Read and circle.

• Listen and read. CD 2 Track 35 p188

Max is a hearing dog. His owner, Sylvia, is deaf. She cannot hear. Max tells Sylvia when a telephone or an alarm clock rings. Max tells her when someone says her name. In the street, Max tells Sylvia when he hears a siren. Max puts his paw on his owner’s leg to communicate.

Do you know … ? fact

1 Max is a guide dog.

True False

2 Sylvia cannot hear.

True False

3 Max works with his ears.

• Read the fact.

Max guides Sylvia along the pavement.

True False True False

5 Max makes a noise to communicate with Sylvia. True False 6 Max puts his paw on Sylvia’s leg to communicate. True

Activity 14 • Read and answer the questions. • Listen and check. CD 2 Track 36 p188 Activity 15 • Play Read and change.

False

18 Write sentences about working dogs.

33

Activity 16

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• Think and say. Explore the internet with your teacher • Find two working animals which the police use in the UK. • Go to the Activity Book. See Activity Book activities to the right.

Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 2 p184

Activity Book Activity 15 • Look and write. Activity 16 • Read and write. Activity 17 • Read and circle. Activity 18 • Write sentences about working dogs.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 2: What time is it? The students say their lines in groups. CD 2 Track 1 p184 Review the What’s his job? song. • Ask the students if they can remember the What’s his job? song. Ask What’s the man’s job? What’s the woman’s job? • Play the CD. The students listen and sing. CD 2 Track 32 p188 • Play the karaoke version. The students sing. • Option: They can look at the lyrics (SB page 33). CD 2 Track 33 Explain the aims of the lesson. • Say Today we’re going to listen and read about working dogs. Student’s Book Activity 13

Listen and read. CD 2 Track 35 p188 • (Books closed.) Ask the students if they can think of any animals that do jobs. • The students predict what type of animals they are going to read about, and what type of jobs they do. • (Books open.) The students say what they see in the photos. • Play the CD. The students listen and read. • Use the photos to clarify understanding of the nature of each job. Explain new vocabulary such as ‘harness’, ‘sheep’ and ‘whistle’. Tell the students that ‘Lady’ is one of the most common names for female dogs in the UK. • Play the CD again. Pause the CD once or twice and ask the students for the next word. Do you know … ? fact

Student’s Book Activity 14

Read and answer the questions. Listen and check. CD 2 Track 36 p188 • Read the questions. The students answer. • Play the CD. The students listen and check their answers. Answers: (See answers in audioscript.)

Activity Book

Activity 15 Look and write. • The students look at the pictures and complete the sentences. They can refer to Student’s Book page 34 if they are unsure about the spelling. Check the answers. Answers: 1 guide dog 2 sheepdog 3 mountain rescue dog

Student’s Book Activity 15

Play Read and change. • Demonstrate the game. Read a sentence from the ‘Working dogs’ article, but change a word – for example, Lady is a guide cat. The students identify the altered word and repeat the sentence correctly. No. Lady is a guide dog. • The students play the game in pairs. Student’s Book Activity 16

Think and say. • The students think of adjectives to express how they feel about working dogs. I think working dogs are (intelligent, very clever, amazing, incredible, scary, beautiful, unbelievable, brilliant ...).

Activity 16 Read and write. • The students complete each sentence with a word from the word box. Check the answers. Answers: 1 nose 2 team 3 pavements 4 harness 5 farmer 6 whistles

Activity 17 Read and circle. • The students read the text. They then read the sentences and circle True or False. Check the answers. Answers: 1 False 2 True 3 True 4 False 5 False 6 True

Activity 18 Write sentences about working dogs. • The students write sentences about working dogs. They then read and compare their sentences.

Explore the internet with your teacher

• Find two working animals which the police use in the UK. • Read the instructions as a class. The students research the question on the internet. Answers: The police in the UK use dogs and horses.

Ending the lesson

Review the lesson. • Ask Can you name three different types of working dog? Do the closing routine. • Say It’s time to tidy up and put your books away. • Do Closing routine 2: Don’t be sad. The students listen and sing. CD 2 Track 2 p184 • Say Goodbye. See you on ... and name the day of your next lesson.

• Ask a volunteer to read the fact.

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Lesson 6

Objectives and key competences

• to use the Student’s Resource Centre

• to watch the video clip • to listen and read a report • to prepare, plan and write your project

At a Glance Lesson Plan

Class Audio and Video for Lesson 6 Active language school caretaker, cleaner, cook, librarian He/She helps/looks after/repairs/wears/works … Materials Class Audio CD

What time is it? CD 2 Track 1 p184 Don’t be sad CD 2 Track 2 p184 Student’s Book Video clip p188 Tiger Street Club Report

CD 2 Track 37 p189

Activity Book Activity 19 CD 2 Track 38 p189 Activity 20 CD 2 Track 39 p189

Student’s Book

Activity Book

Starting the lesson • Do the opening routine. CD 2 Track 1 p184 • Review three types of working dogs. • Explain the aims of the lesson.

Lesson 6 Listening, Reading and Writing

Culture • Pro ect

CD2

19 Read.

38

Listen and tick (✓).

1 Ben’s aunt works in a shop.



2 She wears a uniform.

3 She doesn’t wear a uniform.



Ben’s aunt

She works in a hospital.

Activity 17 •

5 She drives a bus.

6 She works with animals.

Ben

Watch the video clip. p188

20 Read.

CD2

39

My words to remember. Activity 19 • Prepare your project: Think about and say.

Remember!

• Learning to Learn. Make sentences. • Go to the Activity Book. See Activity Book activities to the right.

• My brother is a policeman. • My brother is policeman.

✓

✗

• Review the lesson. • Do the closing routine. CD 2 Track 2 p184

Mr Thomas

People who work in my town: My sister is a bus driver. She works at the bus station in the town centre. She wears a uniform. She drives a big blue bus. She works from nine to five, from Monday to Friday. She doesn’t work at the weekend. She’s very good at her job. Mr Thomas is a shop assistant. He works in a sweet shop in my street. He doesn’t wear a uniform. He helps people in the shop. He works from Monday to Saturday. He’s a nice man and he’s very good at his job. by Emma

Now write your notes and project in your notebook.

Home-School Link 21

Ending the lesson

8 She works on a farm.

My sister

• the person’s name – my sister, Mr Thomas • what his / her job is – bus driver (sister), shop assistant (Mr T.) • where he / she works – bus station (sister), sweet shop (Mr T.) • what he / she wears – uniform (sister), no uniform (Mr T.) • what he / she does – drives a bus (sister), helps people in the shop (Mr T.)

• Listen and read. CD 2 Track 37 p189 • Answer the questions.



Listen and find the differences. Say stop.

My notes:

Activity 18

7 She works in a zoo.

Use technology to extend your project.

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Activity Book Activity 19 • Read. Listen and tick. CD 2 Track 38 p189 Activity 20 • Read. Listen and find the differences. Say stop. Now write your notes and project in your notebook. CD 2 Track 39 p189 Activity Book: Home-School Link Activity 21 • Use technology to extend your project.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 2: What time is it? The students say their lines in groups. CD 2 Track 1 p184 Review three types of working dogs. • Ask What does a sheepdog/guide dog/mountain rescue dog do? Praise correct answers as well as all attempts to speak in English. Explain the aims of the lesson. • Say Today we’re going to watch a video clip. We’re then going to read and listen to the Tiger Street Club Report for the Tiger Team Magazine and Ben’s description of people who work in his school. We’re also going to prepare, plan and write our projects. Student’s Book Activity 17

Watch the video clip. p188 • Read Oliver’s speech bubble. Tell the students that they are going to watch members of the Tiger Street Club talking about a project. • Ask What is the project about? Play the first sequence of the video clip. • Check the answer. (The project is about the people who work in their school, apart from the teachers.) Ask Do these people do important jobs? (Yes, they do.) • Tell the students that they are now going to watch Ben, Clare and Oliver making a video. • Ask How many different people do they talk to? What are their jobs? Play the rest of the video clip. • Check the answers. (They talk to three people — school nurse, the school cleaner and school cook. The caretaker is not in his office.) • Ask How many people work in your school? Do you know them? • Note: The video clip is in the Presentation Kit.

Student’s Book Activity 18

Listen and read. Answer the questions. CD 2 Track 37 p189 • Ask the students to predict which jobs will be in the report about people who work in schools. Play the first part of the CD (In the UK …). The students listen and read. • Ask Which jobs are in the report? (Teachers, cleaners, librarians, caretakers, cooks.) Do we have these jobs in our school? • Play the second part of the CD (people who work in my school). The students listen and read. • Ask Who is Mr Brown? Ask What’s his job? What does he do? (He’s the caretaker. He looks after the building, repairs things and paints the walls.) • Play the CD again. Pause the CD three or four times and nominate students to give you the next word. Student’s Book Activity 19

Prepare your project: Think about and say. • Explain that the students are going to plan and write their individual project (a description of someone who works in their village/town/city). They will first do a speaking activity in preparation. • Read the bullet points and the speaking model as a class. • The students then talk about the person they have chosen. • Explain that they will shortly make notes and write their project in their notebooks. My words to remember

Learning to Learn: Make sentences. • Read the words to remember as a class. • The students make sentences using the words. Suggested answers: My aunt has got a guide dog. Sheepdogs work with sheep farmers. Mountain rescue dogs have a very good sense of smell. The cleaner cleans the classrooms. The school cook prepares our lunch. I like the caretaker in our school.

Activity Book

Activity 19 Read. Listen and tick. CD 2 Track 38 p189 • The students read the sentences. • Play the CD. The students listen and tick the true sentences. Check the answers. Answers: 3 ✓ 6 ✓ 8 ✓

Activity 20 Read. Listen and find the differences. Say stop. Now write your notes and project in your notebook. CD 2 Track 39 p189 • The students read Emma’s project. • Play the CD. The students say stop when they hear a difference between the recording and the text. Pause the CD to check each answer (police /bus station; taxi/ bus; Thursday/Friday; pet/sweet shop). • Draw attention to the Remember! tip. The students then write notes in their notebooks to plan their project. • The students write their project in their notebooks. They can draw a picture or provide a photo as part of their project. Project extension

• Go to Teacher’s Notes page 27 for ideas on how to extend the students’ projects. Activity Book: Home-School Link

Activity 21 Use technology to extend your project. • You may choose to ask the students to type their project on a computer and bring it to the next lesson. Ending the lesson

Review the lesson. • Ask Can you name some jobs in a school? Do the closing routine. • Do Closing routine 2: Don’t be sad. The students sing. CD 2 Track 2 p184 • Say Goodbye. See you on ... and name the day of your next lesson. 101

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Lesson 7

Class Audio for Lesson 7

Objectives and key competences

• to use the Student’s Resource Centre



• to review the main vocabulary and grammar in Unit 4



• to listen and use everyday classroom language • to read a school notice • to listen and read for pleasure

At a Glance Lesson Plan

Student’s Book Class Chit-Chat CD 2 Track 40 p189 Reading Corner: a notice CD 2 Track 41 p189 Tiger Street Tales CD 2 Track 42 p189

Materials Class Audio CD

Activity Book Activity 23 CD 2 Track 43 p189

Activity Book

Student’s Book

Starting the lesson

Lesson 7 Unit Review Vocabulary and Grammar

• Do the opening routine. CD 2 Track 1 p184 • Review school jobs. • Explain the aims of the lesson.

22 Look and write the letters. Match. 1

2

3

5

6

7

a b

c

d e

f

g h

8

9 10 11 12 13 1 15 16 17 18 19 20 21 22 23 2 25 26 i

j

k

1 1 - 21 - 18 - 19 - 5 n u r s e

l m n o p q

• Reading Corner: Read and listen. CD 2 Track 41 p189

• Tiger Street Tales: Listen and read. CD 2 Track 42 p189 • Go to the Activity Book. See Activity Book activities to the right.

t



i

b















e

3

f g



- 18 - 9 - 22 - 5 - 18













h

8 6 - 9 - 18 - 5 - 6 - 9 - 7 - 8 - 20 - 5 - 18

1

d

- 5 - 19 - 9 - 7 - 1 - 5 - 18

6 19 - 8 - 15 - 16 1 - 19 - 19 - 9 - 19 - 20 - 1 - 1 - 20

i



j

- 5 - 19 - 9 - 7 - 1 - 5 - 18

23 Read and circle.

CD2

43

Does your uncle work / works in a shop?



Listen and check. Act out. 2 No, he doesn’t. He work / works in a police station.

Is / Does he a police officer?

4

No, he isn’t / is.

5

Does he wear / wears a uniform?

7

Does he / she work 8 Yes / No, he does. in the canteen? He’s a cook.

6

z

c

9 20 - 1 - 2 - 9

y



6 - 1 - 19 - 8 - 9 - 15 - 1

7 6 - 1 - 18 - 13 - 5 - 18

u v w x



3 16 - 15 - 16 19 - 20 - 1 - 18

10 23 - 5 - 2

Activity 22

s

a

5 22 - 5 - 20

Activity 21

r



2 16 - 15 - 12 - 9 - 3 - 5 15 - 6 - 6 - 9 - 3 - 5 - 18

Activity 20 • Class Chit-Chat: Listen and repeat. CD 2 Track 40 p189 • Act out.

What time is it? CD 2 Track 1 p184 Don’t be sad CD 2 Track 2 p184

Active language farmer, fashion designer, fire fighter, nurse, police officer, pop star, shop assistant, taxi driver, vet, web designer He/She is a (farmer). He/She works in a (shop). Does he/she work (in a shop)? Yes, he/she does. No, he/she doesn’t.

No, he doesn’t, but he wears / wear a special hat.

35

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Ending the lesson • Review the lesson and the unit. • Do the closing routine. CD 2 Track 2 p184

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Activity Book Activity 22 • Look and write the letters. Match. Activity 23 • Read and circle. Listen and check. Act out. CD 2 Track 43 p189

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 2: What time is it? The students say their lines in groups. CD 2 Track 1 p184 Review school jobs. • Ask Can you remember the different jobs in a school? What does a caretaker/cook/cleaner/ librarian do? Explain the aims of the lesson. • Say Today we’re going to practise classroom language and read a notice at school. We’re also going to listen to and read a Tiger Street Tale and review the vocabulary and grammar in Unit 4. Student’s Book Activity 20

Class Chit-Chat: Listen and repeat. Act out. CD 2 Track 40 p189 • Note: You can present the dialogue using the Dialogue Builder in the Presentation Kit. • (Books closed.) Say Listen to the dialogue. What’s the boy’s job in the classroom? What’s the girl’s job? • Play the CD. The students listen for the information and then answer the questions. (The boy is the book monitor. The girl is the board monitor.). • (Books open.) Play the CD again. The students listen and read. Clarify the meaning of ‘give out and collect in’. • Divide the class into two groups. Play the CD a third time, pausing for the groups to repeat the exchanges. • Divide the class into pairs. The partners read the dialogue. • Establish that you expect the students to use this language in class when they talk about their jobs or responsibilities in class. If they don’t have specific jobs, ask if they would like to have them and discuss.

Student’s Book Activity 21

Reading Corner: Read and listen. CD 2 Track 41 p189 • Ask What sort of text is this? Is it an email? Is it a postcard? Confirm that it is a school notice – something the students might see on a school notice board or wall. • The students look at the notice and say what they see (recycling bins). Ask what colours they are (yellow, blue, red, orange) and what goes in them (metal, paper, glass, plastic). • Play the CD. The students listen and read. • Check understanding. Explain that ‘litter’ is the rubbish that people drop on the ground. • Ask What does the notice ask you to do? Is it good to drop litter? Who cleans the school? • Tell the students that there are no standard colours for recycling bins in the UK. They vary from county to county, just as they vary from country to country. • Play the CD again. • Ask Do you ever drop litter? Do you ever pick litter up? Student’s Book Activity 22

Tiger Street Tales: Listen and read. CD 2 Track 42 p189 • The students look at the pictures and read the story. • Ask Would you like to listen to the story? Play the CD. The students listen and follow in their books. • Ask Do you think the story is funny? Do you think Fox, Mouse, Magpie and Squirrel are a good team?

Activity Book

Activity 22 Look and write the letters. Match. • Explain that the students are going to review the main vocabulary and grammar in the unit. • Challenge the students to write the jobs by breaking the code. They should then match the jobs to the pictures by writing the letter next to the words. Check the answers. Answers: 1 i nurse 2 j police officer 3 b pop star 4 g fashion designer 5 f vet 6 e shop assistant 7 h farmer 8 c fire fighter 9 d taxi driver 10 a web designer

Activity 23 Read and circle. Listen and check. Act out. CD 2 Track 43 p189 • The students read the dialogue and circle the correct words. • Play the CD. The students listen and check their answers. • The students act out the dialogue in pairs. Answers: (See answers in audioscript.)

Ending the lesson

Review the lesson and the unit. • Ask Can you name ten jobs? Can you ask questions about people’s jobs? • Congratulate the students on their achievement. Do the closing routine. • Say It’s time to tidy up and put your books away. • Do Closing routine 2: Don’t be sad. The students listen and sing. CD 2 Track 2 p184 • Say Goodbye. See you on ... and name the day of your next lesson.

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Lesson 8

Class Audio for Lesson 8 Materials Flashcards and Word cards: farmer, fashion designer, firefighter, nurse, police officer, pop star, shop assistant, taxi driver, vet, web designer, Class Audio CD, Picture Dictionary (AB page 65), Grammar Reference Bank (AB page 70), Progress Journal pages 12–14

Objectives and key competences

• to complete the Picture Dictionary and Grammar Reference Bank for Unit 4 • to review CLIL and culture in the unit • to self-assess work in the unit • to complete the Progress Journal for Unit 4

What time is it? CD 2 Track 1 p184 Don’t be sad CD 2 Track 2 p184 Activity Book Activity 25 CD 2 Track 44 p190 Activity 26 CD 2 Track 45 p190

Active language guide dog, mountain rescue dog, sheepdog, caretaker, cleaner, cook … cleans/helps/looks after/looks for/prepares/repairs

Progress Journal w

Jobs and Routines My learning review

At a Glance Lesson Plan

Do you remember the story? Write four more questions the children ask about Lulu.

Activity Book

Resource Centre

digital

digital

Does she design clothes?

1 2

Starting the lesson

3

Lesson 8 Unit Review CLIL, Culture and Self-assessment

• Do the opening routine. CD 2 Track 1 p184 • Review the Unit 4 flashcards and word cards. • Explain the aims of the lesson. • Play Define it in three!

5

24 Read and write.

a guide dog

1 This animal helps a blind person.

What do working dogs do? Write sentences.

2 This animal uses its nose to find people in the mountains.

2

1

3 This person cleans the classrooms and corridors at school.

3

This person prepares lunch for the pupils in a school. 5 This animal helps a sheep farmer. 6 This person looks after the school building.

25 Read and write.

CD2

44

Listen and check.

1 Josh is a

mountain rescue dog. He uses his nose to find people lost in the mountains.

Someone who works in my town works in a school My grandfather is (1) a caretaker. (2) in the town centre. He doesn’t (3) a uniform. He looks after the school building. He repairs chairs and tables, too. He works from nine to five, from Monday to ( ) . He (5) work at the weekend. He’s very good at (6) job. I (7) want to be a caretaker. I want to be (8) teacher or a doctor.

Activity Book Activity 24 • Read and write. Activity 25 • Read and write. Listen and check. CD 2 Track 44 p190 Activity 26 • Listen and say Yes or No. CD 2 Track 45 p190 Activity 27 • Complete the Picture Dictionary for Unit 4.

26

CD2

45

2 Milton is 3 Lady is

My vocabulary check

I can name jobs.

Listen and say Yes or No.

Do you remember the key words from Unit ? Write them in alphabetical order.

Activity Book: Home-School Link

27 Complete the Picture Dictionary for Unit . Learning to

Home-School Link

LEARN

28 Complete your Tiger Time score card.

Yes.

My Tiger Time score card My work in Unit OK Good Very good Excellent

36

is:

My Learning Plan I plan to: read Unit

again

write a list of words to remember learn the grammar table do the online activities

29 Do an activity from your Learning Plan and complete your Progress Journal for Unit .

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. .

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Activity 28 • Complete your Tiger Time score card. Activity 29 • Do an activity from your Learning Plan and complete your Progress Journal for Unit 4. Complete your Grammar Reference Bank. • Go to the Progress Journal. See Progress Journal activities to the right. Ending the lesson • Review the lesson and the unit. • Do the closing routine. CD 2 Track 2 p184

1

farmer

2 3 5

6 7 8 9 10

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Progress Journal page 12 Activities 1–2 • Students’ own answers. Activity 3 • See Teacher’s Notes page 105. Progress Journal pages 13 and 14 • See the Progress Journal for pages 13 and 14. Activities 4–7 • Students’ own answers.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 2: What time is it? The students say their lines in groups. CD 2 Track 1 p184 Review the Unit 4 flashcards and word cards. • Cover the word cards in turn. Reveal the letters one by one. The students say the words as soon as they recognise them. • Stick the flashcards on the board. Give out the word cards to pairs of students. They stick the word cards under the flashcards on the board. • The students read all the words with you in chorus. Explain the aims of the lesson. • Say Today we’re going to review CLIL and culture in the unit and focus on Learning to Learn. We’re also going to complete our Picture Dictionary, Grammar Reference Bank and Progress Journal for Unit 4. Play Define it in three! • Divide the class into two teams. Allow the teams to choose names relating to the unit, such as ‘Police Officers’ and ‘Fire Fighters’. • Demonstrate the game. Three volunteers from each team come to the front. Show them a Unit 4 flashcard or word card. The volunteers must try to define the job in three sentences. The rest of their team members decide what the job is but they can only guess once. If their guess is incorrect, the other team can try to guess. • Award points for good definitions and extra points for correct guesses as the teams take turns. The first team to score fifteen points wins. Alternatively, set a time limit; the team that scores most points within the time limit wins. • Option: To extend the game, add other jobs.

Activity Book

Activity 24 Read and write. • The students read the definitions and write the answers. Check the answers. Answers: 1 a guide dog 2 a mountain rescue dog 3 a school cleaner 4 a school cook 5 a sheepdog 6 a caretaker

Activity 25 Read and write. Listen and check. CD 1 Track 44 p190 • The students read the description of Ellie’s grandfather and write the missing words. • Play the CD. The students listen and check their answers. Answers: (See answers in audioscript.)

Activity 26 Listen and say Yes or No. CD 2 Track 45 p190 • Read the speech bubbles. Say Say ‘Yes!’ to what you can do in Unit 4. • Play the CD. The students listen and respond. Pause the track to give them time to answer. Clarify the meaning of the statements. • Note: Unless the students have been absent they should be able to say ‘yes’ to all the statements. • Encourage the students to feel positive about what they can do. Activity 27 Complete the Picture Dictionary for Unit 4. • The students complete the Picture Dictionary for Unit 4, either during the lesson or for homework. Activity 28 Complete your Tiger Time score card. • Read the heading and options in the first column. The students look back through their work in the unit. • The students circle or colour the stars to self-assess their work. • Read the heading and text in the second column. Clarify meaning if necessary. The students tick (✓)

what they plan to do. • Endorse the students’ self-assessment and Learning Plan with a tick and/or a comment, your signature and the date. If relevant, note your own assessment of their work and suggestions for their Learning Plan. Activity 29 Do an activity from your Learning Plan and complete your Progress Journal for Unit 4. • The students do an activity from their Learning Plan. • The students complete their Progress Journal for Unit 4, either during the lesson or for homework. • They can also complete their Grammar Reference Bank for Unit 4 (Activity Book page 70). Progress Journal page 12 Activities 1–2 answers: Students’ own answers. Activity 3 answers: 1 farmer 2 fashion designer 3 firefigher 4 nurse 5 police officer 6 pop star 7 shop assistant 8 taxi driver 9 vet 10 web designer

Tiger Street Club Progress Journal Progress Journal pages 13 and 14 Activities 4–7 answers: Students’ own answers. Activity Book Grammar Reference Bank page 70 Activity 1 answers: 1 Does/Yes, he does. 2 he/Yes, he does. 3 Does/No, he doesn’t. 4 ?/No, she doesn’t. 5 she/Yes, she does. 6 Does/Yes, she does. Activity 2 answers: 1 he 2 does/works 3 wear 4 doesn’t/designs 5 Is/is 6 is

Ending the lesson

Review the lesson and the unit. • Ask (using L1 as necessary) What have you learnt in Unit 4? What have you enjoyed? Which activities have helped you learn? How? What do you plan to do to remember what you have learnt? Do the closing routine. • Say It’s time to tidy up and put your books away. • Do Closing routine 2: Don’t be sad. The students listen and sing. CD 2 Track 2 p184 • Say Goodbye. See you on ... and name the day of your next lesson. 105

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My teaching notes

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w

5

Things We Like Doing

Objectives and key competences

Active language

CLIL & Culture



Core vocabulary: activities collecting stickers, dancing, going to museums, painting pictures, reading comics, rollerskating, shopping, taking photos, talking to friends, using the computer

Art and Science: Art galleries and science museums Video clip: Tiger Street Club Report: What I like doing at the weekends



• Identify and name things we like doing • Learn the grammar table for Unit 5 • Ask and say what activities you and others like doing • Read a website • Listen and use everyday classroom language • Listen and read about art galleries and science museums • Say what type of museums you prefer



• Use the Student’s Resource Centre



• Spell words • Predict what happens in the story • Practise pronunciation: /ɪn/ and /ɪŋ/ • Review, assess and plan your own learning



• Understand and think about values



• Make and play with the activity cut-out cards • Play the games • Prepare, plan and write your project



• Listen, read, understand and act out the story • Sing a song • Watch a video clip • Listen and read for pleasure

Story vocabulary mirror, musical instruments, violin, What I like doing at the weekends, wheels CLIL vocabulary: art galleries and science museums invention, inventor, robot, scientist artist, drawing, painting, sculpture Structures Do you like (dancing)? Yes, I do./No, I dont. He/She likes/doesn’t like …ing. I/You/We/They (don’t) like …ing … at the weekend. I love …ing. I prefer …ing. My/His/Her favourite activity/activities is/are … Recycled language I like/love (+ noun). He/She is a(n) (+ profession). the alphabet

Values and attitudes • Interest in naming activities we like doing • Pleasure in doing the Spelling Bee • Enjoyment in reading a true story • Awareness of the history behind inventions • Awareness that you can be too confident • Interest in learning about art galleries and science museums • Satisfaction in preparing and writing your project • Confidence in using classroom language • Enjoyment in reading a pen pal’s website • Pleasure in reading a cartoon strip story • Willingness to review, assess and plan your own learning

Classroom language Main function: saying what you like doing in English. What activities do you like doing in English? I like …ing.

Receptive language exhibitions, fans, invitation, members, subtitles, technology

Pronunciation the /ɪn/ and /ɪŋ/ sounds (violin, in / king,

swimming)

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Lesson 1

Class Audio for Lesson 1 Materials Flashcards and Word cards: collecting stickers, dancing, going to museums, painting pictures, reading comics, rollerskating, shopping, taking photos, talking to friends, using the computer, Class Audio CD

Objectives and key competences



• to listen and respond to learning objectives • to spell words in the Spelling Bee

Activity Book

Active language collecting stickers, dancing, going to museums, painting pictures, reading comics, rollerskating, shopping, talking to friends, taking photos, using the computer the alphabet Is your favourite activity (shopping)? Yes, it is. / No, it isn’t.

w

Lesson 1 Vocabulary 1 Look and write.

reading comics

1

At a Glance Lesson Plan

2

3



5





7

8

9

10

Student’s Book 6

Starting the lesson





2

• Do the opening routine. CD 2 Track 46 p190 • Explain the aims of the lesson.



Look. Write the first letter and find the sentence.

90

8 M y













80

60 90



19

90



90

90





90



90

.

90 1 1 1

• Present vocabulary with the Unit 5 flashcards and word cards.



30 99 9 4 119 90 0 19 0 60 80 19 40 60 40 80 8 6 99 40

3 Look and write. 19

Vocabulary presentation



1 1 1

1

1

• to use the Student’s Resource Centre

1

In Unit 5

His favourite activity is reading comics.

2

• Listen, read and look. CD 2 Track 48 p190

Her favourite activity is



3

1



Student’s Book In Unit 5 CD 2 Track 48 p190 The Tiger Street word rap CD 2 Track 49 p190

1 1 1 1



• to identify things we like doing and say The Tiger Street word rap • to play Mime your favourite activity

1



Look up, look down CD 2 Track 46 p190 See you later, Alligator CD 2 Track 47 p190

1

5



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Activity Book Activity 1 • Say The Tiger Street word rap. CD 2 Track 49 p190

Activity 3 • Do the Spelling Bee. Go to the Activity Book. See Activity Book activities to the right.

• Activity 2 • Play Mime your favourite activity.

Activity 1 • Look and write. Activity 2 • Look. Write the first letter and find the sentence. Activity 3 • Look and write.

Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 47 p190

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Introduce Opening routine 3: Look up, look down. Read the words; the students practise following the instructions. • Play the CD. The students follow the instructions. CD 2 Track 46 p190 • In future lessons, when the students are more familiar and confident with the routine, ask volunteers to come to the front of the class to give the instructions. • Option: Try the routine with the verb ‘point’ instead of ‘look’. Explain the aims of the lesson. • Say Today we’re going to learn words for things we like doing and say The Tiger Street word rap. We’re also going to find out what we’re going to do in this unit, play a game and do the Spelling Bee. Vocabulary presentation

Present the vocabulary • Note: You can present the vocabulary using the Vocabulary Tool in the Presentation Kit. • (Books closed.) The students name any activities they know (swimming, running, learning English …). • Introduce the new activities by sticking the flashcards on the board. The students repeat the words once or twice. • Hold up the word cards in turn. The students read the words. They then match the word cards and flashcards on the board. In Unit 5

Listen, read and look. CD 2 Track 48 p190 • (Books open.) Say Let’s listen and find out what we do in Unit 5. Play the CD. The students listen, read and look at the pictures. • Ask questions, such as Does the story look good? Do you like museums? Can you talk in English about activities you like doing?

Student’s Book Activity 1

Say The Tiger Street word rap. CD 2 Track 49 p190 • (Books open.) Play the CD. The students listen and point to the activities. • Play the CD again, pausing before each activity for the students to say the words. • Play the CD a third time. The students say the rap and clap rhythmically. Student’s Book Activity 2

Play Mime your favourite activity. • Draw the students’ attention to the recycle logo. • Explain that this game gives the students an opportunity to use the new words for activities as well as other words they already know, such as ‘swimming’, ‘singing’ and ‘learning English’. • Demonstrate the game. Say What’s my favourite activity? Mime the activity. The students ask Is your favourite activity (dancing)? Answer Yes, it is./No, it isn’t. • Invite the students to mime their favourite activities. Student’s Book Activity 3

Do the Spelling Bee. • Divide the class into two teams. Hold up one of the flashcards. Ask a student from one team to name the activity. • Ask another student from the same team How do you spell ‘(shopping)’? • If the students name the activity and spell the word correctly, they score a maximum of four points for their team (one for naming the activity and three for spelling the word and saying the letters correctly). • Keep score on the board. The team with most points wins.

Activity Book

Activity 1 Look and write. • The students look at the pictures and write the activities. Check the answers. Answers: 1 reading comics 2 collecting stickers 3 taking photos 4 talking to friends 5 going to museums 6 painting pictures 7 rollerskating 8 using the computer 9 dancing 10 shopping

Activity 2 Look. Write the first letter and find the sentence. • The students name the objects. Remind them that if they write the first letter of each object, a sentence will appear. Check the answer. Answer: My favourite activity is dancing.

Activity 3 Look and write. • The students look at the pictures and write sentences. Check the answers. Answers: 1 His favourite activity is reading comics. 2 Her favourite activity is shopping. 3 His favourite activity is taking photos. 4 Her favourite activity is collecting stickers.

Ending the lesson

Review the lesson. • Say Name five activities you have learnt to say today. Do the closing routine. • Say It’s time to tidy up and put your books away. • Introduce Closing routine 3: See you later, Alligator. Ask the students if they know different ways to say goodbye. (Bye. See you soon. See you later ...) • Play the CD. The students listen and learn a new funny way to say goodbye. CD 2 Track 47 p190 • Check understanding of ‘alligator’ and ‘crocodile’. Practise the pronunciation. • Say See you on ... and name the day of your next lesson.

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Lesson 2

Class Audio for Lesson 2

Objectives and key competences

• to use the Student’s Resource Centre



• to predict what happens in the story



• to give a personal response and think about values



• to listen, read and act out the story • to answer questions about the story

Active language collecting stickers, dancing, going to museums, painting pictures, reading comics, rollerskating, shopping, talking

At a Glance Lesson Plan

Active language (continued) to friends, taking photos, using the computer, inventions, mirror, musical instruments, violin, wheels (He) likes (shopping). I like/love (rollerskating). Materials Flashcards and Word cards: collecting stickers, dancing, going to museums, painting pictures, reading comics, rollerskating, shopping, taking photos, talking to friends, using the computer, Story cards: A Great Invention, Class Audio CD

Look up, look down CD 2 Track 46 p190 See you later, Alligator CD 2 Track 47 p190 Student’s Book The Tiger Street word rap CD 2 Track 49 p190 A Great Invention CD 2 Track 50 p190 Reading comprehension CD 2 Track 51 p190 Activity Book Activity 5 CD 2 Track 52 p191

Activity Book

Student’s Book

Lesson 2 A true story 4 Write and match.

Starting the lesson • Do the opening routine. CD 2 Track 46 p190 • Match the Unit 5 word cards and flashcards. • Say The Tiger Street word rap. CD 2 Track 47 p190 • Explain the aims of the lesson.

a

1

Do you like my new ? mirror

2

This violin is . I want people to hear it.

3

Shoes with . What a silly invention!

b

c

4

d

I don’t like dancing, but I like people enter the room.

5 Read and write true sentences.

CD2

52

Listen and check.

Joseph Merlin is an inventor.

1 Joseph Merlin is a pop star. 2 He likes collecting stickers. 3 He doesn’t like inventing things. He likes making clothes. 5 He wants people to hear his piano.

Pre-story activities

6 He receives an invitation to a picnic. 7 He wears ice skates to the dance.

• Predict what happens in the story (books closed). • Listen with the story cards (books closed). CD 2 Track 50 p190 • Listen again (books open).

8 He breaks Mrs Comely’s picture.

Home-School Link 6

Activity 5 • Read and answer the questions. • Listen and check. CD 2 Track 51 p190

Resource Centre

digital

digital

.

7 Write six words from the story. Tell your family what they mean.

Activity 4 • Listen and read. CD 2 Track 50 p190 • Act out the story.

Read and reflect. Write.

1 I (don’t like / like / love) rollerskating. 2 I think it is a (bad / silly / good / great) idea to rollerskate and play the violin together. 3 I think the story is . My favourite moment in the story is

1

2

3



5

6



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Activity 6 • Read and reflect. Tiger Street Club Values • Think about it: Are new inventions important? • Which inventions are important to you? • Go to the Activity Book. See Activity Book activities to the right.

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Activity Book

Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 47 p190

Activity 4 • Write and match. Activity 5 CD 2 Track 52 p191 • Read and write true sentences. Listen and check. Activity Book: Home-School Link Activity 6 • Read and reflect. Write. Activity 7 • Write six words from the story. Tell your family what they mean.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 3: Look up, look down. The students follow the instructions. • Option: Volunteers can also give the instructions. CD 2 Track 46 p190 Match the Unit 5 word cards and flashcards. • Put the ten word cards from Unit 5 on the board. Point at them in turn; the students say the words. • Give the Unit 5 flashcards to ten students, who come to the board and take the corresponding word cards. Say The Tiger Street word rap. • Ten students stand in a line holding a flashcard and corresponding word card. Play the CD. The students hold up the flashcards and word cards in turn. The rest of the class dances and says the rap (learnt in Lesson 1). Repeat with ten different students. CD 2 Track 49 p190 Explain the aims of the lesson. • Say Today we’re going to listen to, read and act out a true story about an inventor. Pre-story activities

Predict what happens in the story (books closed). • Read the title of the story. Hold up story card 1. The students tell you what they see. Read the narrative text. • Ask the students to predict what happens in the story (in L1). Listen with the story cards (books closed). CD 2 Track 50 p190 • Note: You can present the dialogue using the Storyteller in the Presentation Kit. • Say Let’s listen and find out if you’re right. Play the CD. Hold up the story cards in turn as the students listen. • Briefly compare what happens in the story with the students’ predictions. Listen again (books open). • The students look briefly at the story’s narrative text and speech bubbles. Play the CD. The students listen and read the story. • Point to the pictures to clarify the meaning of vocabulary such as ‘mirror’ and ‘wheels’.

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Student’s Book Activity 4

Listen and read. Act out the story. CD 2 Track 50 p190 • Play the CD, pausing after each speech bubble for the students to repeat the dialogue. • Assign roles (Joseph, Mrs Comely, guests, narrator). The students read and act out the story. • Ask Do you like rollerskating? Do you think Joseph Merlin’s invention is a good one? Student’s Book Activity 5

Read and answer the questions. Listen and check. CD 2 Track 51 p190 • Read the questions. The students answer. • Play the CD. The students listen and check their answers. Answers: (See answers in audioscript.)

Student’s Book Activity 6

Read and reflect. • Read the speech bubble, sentences and options. The students think about and say their opinions. • Remind them that the story is a true story. • Ask Do you like the story? Student’s Book Tiger Street Club Values

• Say Think about it! Are new inventions important? Establish that some new inventions are important because they enable people to do things more efficiently or in new ways that are useful. • Point to the photos and ask questions. Has the invention of the computer been important in your life? Did the invention of the wheel bring changes to the way we live today? Was the invention of the oven important in family life?

Activity Book

Activity 4 Write and match. • The students write the missing words and match the speech bubbles to the story frames. Check the answers. Answers: 1 d mirror 2 c beautiful 3 a wheels 4 b watching

Activity 5 Read and write true sentences. Listen and check. CD 2 Track 52 p191 • The students read the sentences and correct them, writing true sentences. • Play the CD. The students listen and check their answers. Answers: (See answers in audioscript.)

Activity Book: Home-School Link

Activity 6 Read and reflect. Write. • Read the sentences. Remind the students of meaning. • The students think about and complete the sentences. Then they read the sentences and compare opinions. Activity 7 Write six words from the story. Tell your family what they mean. • Explain to the students that they should write six key words relating to the story. If the students are confident, they can tell their family what the words mean and explain the story in simple terms. Ending the lesson

Review the lesson. • Ask What can you tell me about Joseph Merlin? Do the closing routine. • Do Closing routine 3: See you later, Alligator. The students listen and practise the different ways of saying goodbye. CD 2 Track 47 p190 • Say Goodbye. See you on ... and name the day of your next lesson. 111

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Lesson 3

Objectives and key competences

• to listen and learn the grammar table • to play Guess who! • to ask and say what other people like doing • to use the Student’s Resource Centre

Class Audio for Lesson 3 Active language collecting stickers, dancing, going to museums, painting pictures, reading comics, rollerskating, shopping, talking to friends, taking photos, using the computer (He) likes/doesn’t like (taking photos). Do you like (dancing)? Yes, I do. No, I don’t. I like (shopping). I don’t like (shopping). Materials Class Audio CD

Look up, look down CD 2 Track 46 p190 See you later, Alligator CD 2 Track 47 p190 Student’s Book A Great Invention CD 2 Track 50 p190 Grammar table CD 2 Track 53 p191 Activity Book Activity 9 CD 2 Track 54 p191

Activity Book

At a Glance Lesson Plan

Student’s Book

ammar!

… i for

Lesson 3 Grammar and Writing

Starting the lesson

8 Read and write. Learn. I (1)

• Do the opening routine. CD 2 Track 46 p190 • Review the A Great Invention story. CD 2 Track 50 p190 • Explain the aims of the lesson.

like

I (2) (3)

rollerskating. like painting pictures.

you like reading comics?

He likes dancing. She (6)

Yes, I do.

He doesn’t (5) shopping.

54

like dancing.

Listen and check.

Tiger Tips

Remember! ● I like … He / She likes … ● I don’t like … He / She doesn’t like … 1

1

1 1 1

9 Look, read and write.

.

shopping.

She (7) CD2

No, I ( )

1

1

1 1 1

Activity 7 1 Do you like reading comics, Oliver?

• Listen and say the missing words. Learn. CD 2 Track 53 p191

Do you like painting pictures?

Yes, I do. 2 Do you like dancing?

5 Do you like rollerskating?

3 Do you like taking photos? I love taking photos.

6 Do you like shopping?

10 Look and write. 1

Activity 8



1

Nasim likes taking photos. He doesn’t like dancing. He loves collecting stickers.

2

• Play Guess who!



2 1 1 1

1 1

3

1 1 1

1

• Play True or false. • Go to the Activity Book. See Activity Book activities to the right.

3 1

Activity 9



39



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Activity Book Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 47 p190

Activity 8 • Read and write. Learn. Activity 9 • Look, read and write. Listen and check. CD 2 Track 54 p191 Activity 10 • Look and write.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 3: Look up, look down. The students follow the instructions. • Option: Volunteers can also give the instructions. CD 2 Track 46 p190 Review the A Great Invention story. • (Books closed.) Ask Can you remember the story? Ask other questions, listening to the students’ answers but not confirming if they are correct. What is the story called? (A Great Invention.) What is Joseph Merlin’s job? (He’s an inventor.) What do you remember about Joseph? (He likes collecting inventions and making musical instruments.) • Play the CD. The students listen and follow the story in their books (SB pages 38 and 39). CD 2 Track 50 p190 • Play Which frame … ? Read a speech bubble from the story. The students say which frame it is from. The students then play the game in pairs or groups of three. Explain the aims of the lesson. • Say Today we’re going to study grammar and play games to practise what we learn. We’re also going to talk about what members of the Tiger Street Club like doing. Student’s Book Activity 7

Listen and say the missing words. Learn. CD 2 Track 53 p191 • Play the CD. The students listen and read the sentences in the grammar table and say the missing words. • Read the Tiger Tips. Draw the students’ attention to the position of the ‘s’ in the verb ‘likes’. The third person singular always requires an ‘s’ somewhere. • The students learn the grammar table and use it for reference and revision. They can copy the grammar table into their notebooks. • Note: You can present and extend the grammar table using the Grammar Tool in the Presentation Kit. Please see TB p24.

Student’s Book Activity 8

Play Guess who! • The students look at the table, which shows the activities Ben, Ellie and Oliver like doing. • Explain and demonstrate the game. Nominate a student to pretend to be a Tiger Street Club member. The rest of the class asks questions to identify the club member. Do you like playing the violin? (No, I don’t.) Do you like collecting stickers? (Yes, I do.) Are you Oliver? (Yes, I am.) • Play the game with the whole class. The students then play in pairs. Student’s Book Activity 9

Play True or false. • (Books closed.) Divide the class into two teams. • The teams take turns to say sentences about what a member of the Tiger Street Club likes doing. (Ben) likes (dancing). Nominate one student to sit at the front with an open Student’s Book. He or she checks if each sentence is true or false and says It’s true/ false. If a sentence is true, the team wins a point. Nominate another student to keep score on the board. • The game ends when there are twelve points on the board (one for each possible sentence) or when a time limit has elapsed. The team with most points wins. Activity Book

Activity 8 Read and write. Learn. • The students complete the grammar table without looking at the Student’s Book. However, allow them this extra support if needed. • The students check their answers by looking at the grammar table (SB page 40). • The students read the sentences in the table. Remind them again of the Tiger Tips.

Activity 9 Look, read and write. Listen and check. CD 2 Track 54 p191 • The students look at the pictures and faces, read the questions and write Oliver’s answers. • Play the CD. The students listen and check their answers. • Option: The students act out the dialogue. Answers: (See answers in audioscript.)

Activity 10 Look and write. • The students look at the pictures in the chart and the model text about Nasim. They write similar sentences about Clare, Ben and Ellie. Check the answers. Answers: 2 Clare likes painting pictures. She doesn’t like collecting stickers. She loves shopping. 3 Ben likes reading comics. He doesn’t like shopping. He loves dancing. 4 Ellie likes using the computer. She doesn’t like reading comics. She loves taking photos.

Ending the lesson

Review the lesson. • Say Tell me two activities that Nasim likes doing. Do the closing routine. • Say It’s time to tidy up and put your books away. • Do Closing routine 3: See you later, Alligator. The students listen and practise ways of saying goodbye. CD 2 Track 47 p190 • Say Goodbye. See you on ... and name the day of your next lesson.

Answers: 1 like 2 don’t 3 Do 4 don’t 5 like 6 likes 7 doesn’t

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Lesson 4

Class Audio for Lesson 4 Materials Flashcards and Word cards: collecting stickers, dancing, going to museums, painting pictures, reading comics, rollerskating, shopping, taking photos, talking to friends, using the computer, Class Audio CD, Cut-out cards (one set prepared in advance, optional – AB page 93), scissors

Objectives and key competences

• to practise pronunciation: /ɪn/ and /ɪŋ/



• to make the activity cut-out cards • to play My best friend



• to sing What do you like doing?

Look up, look down CD 2 Track 46 p190 See you later, Alligator CD 2 Track 47 p190 Student’s Book Fantastic Phonics CD 2 Track 55 p191 What do you like doing? CD 2 Track 56 p191

Active language collecting stickers, dancing, going to museums, painting pictures, reading comics, rollerskating, shopping, talking to friends, taking photos, using the computer What do you like doing at the weekends? She/He likes (dancing). I like (dancing). Does he/she like (dancing)?

At a Glance Lesson Plan

Activity Book Lesson

Grammar, Listening and Writing

11 Remember, write and say.

antasti

Princess Lynne The king

onics



12 Remember the What do you like doing? song. Read and write. Listen and check. CD2

Student’s Book

56

What What I I She He How

Starting the lesson • Do the opening routine. CD 2 Track 46 p190 • Review the Unit 5 flashcards and word cards. • Explain the aims of the lesson.

do you like doing at the photos. tennis, too. dancing. shopping. you?

We We They How

weekends? friends? pictures. comics, too. computer. you?

Home-School Link 13 Practise the song at home with your family.

Resource Centre

digital

digital

14 Order and write. Look, read and circle. e W k i l e o g i n g o t W e h e t n e m i c a y i n g l a p ,

Activity 10

s i n t e n d n a l o t i n g l r e r s a k

• Fantastic Phonics: Listen and repeat. Say. CD 2 Track 55 p191

t a h e t d e n k w e e s .

True / False

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Activity 11 • Pop Spot: Listen and read. CD 2 Track 56 p191 • Sing What do you like doing?

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Activity Book Activity 12

•

Go to Activity Book page 93: Make the activity cut-out cards. • Play My best friend. • Go to the Activity Book. See Activity Book activities to the right. Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 47 p190

Activity 11 • Fantastic Phonics: Remember, write and say. Activity 12 • Pop Spot: Remember the What do you like doing? song. Read and write. Listen and check. CD 2 Track 56 p191 Activity Book: Home-School Link Activity 13 • Practise the song at home with your family. Activity 14 • Order, and write. Look, read and circle.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 3: Look up, look down. The students follow the instructions. (Optional) Volunteers can also give the instructions. CD 2 Track 46 p190 Review the Unit 5 flashcards and word cards. • Play board pelmanism. Stick six flashcards, face down, on one side of the board. Number them 1–6. Stick five of the corresponding word cards, face down, on the other side of the board. Label them A–E. • Divide the class into two teams. A student from Team A asks for a flashcard. Can we have flashcard (6), please? Show the team the flashcard and ask What is it? Another student from the same team asks for a word card. Can we have word card (C), please? Show the team the word card and ask What does it say? If the flashcard and word card match, remove them from the board. If not, stick them back face down on the board. • Continue the game until there is only one flashcard remaining. The team with the most flashcards is the winner. Explain the aims of the lesson. • Say Today we’re going to practise pronunciation, sing a song and make and play with the activity cut-out cards. Student’s Book Activity 10

Fantastic Phonics: Listen and repeat. Say. CD 2 Track 55 p191 • Read the sentences. Draw attention to the difference between the /ɪn/ and /ɪŋ/ sounds, as highlighted. • Play the CD. The students listen and repeat the sentences. • Repeat once or twice with or without the CD. • Draw the students’ attention to the spelling patterns. ‘In’ is usually pronounced /ɪn/, but when followed by a ‘g’ it is pronounced /ɪŋ/. • Option: The students count how many times they can say the sentences in a minute.

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Student’s Book Activity 11

Pop Spot: Listen and read. Sing What do you like doing? CD 2 Track 56 p191 • (Books closed.) Tell the students the song title and ask How many different activities are in the song? Play the CD. The students listen and count. Check the answer. (Seven.) The students then name the activities. • (Books open.) Play the CD again. The students listen and read. • Practise the song then play the CD a third time. The students join in singing. Ask Do you like the song? Student’s Book Activity 12

Go to Activity Book page 93. Make the activity cutout cards. Play My best friend. • The students cut out and make their activity cut-out cards. • Before the game, the students choose their five favourite activities and arrange the corresponding cards in order in front of them. The students then compare their results. • To prepare for the game, divide the class into pairs. Each pair places a book between them to serve as a screen. • Demonstrate the game. Student A puts their cards in two columns: activities my best friend likes doing/ activities my best friend doesn’t like doing. Student B asks Student A questions to find out which cards are in which column. For example, Student B: Is it a boy or a girl? Student A: A boy. Student B: Does he like taking photos? Student A: No, he doesn’t. • Student B continues asking questions about the remaining cards: Does he like going to museums? Student A: Yes, he does. • When there are no more questions to ask, the partners compare the columns, which should be the same. • The partners change roles and play again. • Option: The students put the activities in alphabetical order. • Note: Once the students have finished, they stick their cards in their notebooks and write sentences. I like collecting stickers. My sister likes cooking. I don’t like going to museums. This can also be done in a later lesson or for homework.

Activity Book

Activity 11 Fantastic Phonics: Remember, write and say. • The students recall and complete the sentences. They then say the sentences. Answers: Princess Lynne likes playing the violin in her room. The king likes singing in his pink swimming pool.

Activity 12 Pop Spot: Remember the What do you like doing? song. Read and write. Listen and check. CD 2 Track 56 p191 • The students write the missing song lyrics from memory. • Play the CD. The students listen and check their answers. Answers: (See answers in audioscript.)

Activity Book: Home-School Link

Activity 13 Practise the song at home with your family. • Encourage the students to practise the What do you like doing? song with their family. Activity 14 Order and write. Look, read and circle. • The students put the letters in order and write the words. They then circle True or False, according to the picture. Check the answers. Answers: We like going to the cinema, playing tennis and rollerskating at the weekends. (True)

Ending the lesson

Review the lesson. • Ask What words have the /ɪŋ/ and /ɪn/ sounds? Which activities have you enjoyed most today? Do the closing routine. • Do Closing routine 3: See you later, Alligator. The students listen and practise the different ways of saying goodbye. CD 2 Track 47 p190 • Say Goodbye. See you on ... and name the day of your next lesson. 115

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Lesson 5

Class Audio for Lesson 5

Objectives and key competences

• to play Team reading

• to listen and read ‘Art galleries and science museums’ • to answer questions on the text • to say what type of museums you prefer • to explore the internet with your teacher

At a Glance Lesson Plan

Active language artist, drawing, painting, sculpture, invention, inventor, robot, scientist In an art gallery/science museum, you can see … I like ... but I prefer ... Materials Class Audio CD

Student’s Book

Lesson 5 Reading, Writing and Grammar

CLIL

15 Read and write.

• Do the opening routine. CD 2 Track 46 p190 • Review the What do you like doing? song. CD 2 Track 56 p191; CD 2 Track 57 • Explain the aims of the lesson.

Art and Science

scientists paintings machines inventions sculptures artists drawings inventors In science museums, you can find out about …

In art galleries, you can find out about …

scientists 16 Read, write and match. 1 This

bicycle

, from 1870, is in the Science Museum in London. It hasn’t got or tyres.

2 This painting is in the National in a Tropical Storm. 3 You can play Rock, Science

Activity 13 Activity 16 • Think. • Say what you prefer.

Do you know …? fact • Read the fact.

Ending the lesson Activity 14



in London. b

c

1 17 Order and write.

fantastic

art

to learn

science.

and

ms

seu

Mu

abou

t

place

s

are

Museums 18

• Review the lesson. • Do the closing routine. CD 2 Track 47 p190

• Read and answer the questions. • Listen and check. CD 2 Track 59 p191

in London. It’s called

, scissors with this robot in the

a

• Listen and read. CD 2 Track 58 p191

• Play Team reading.

Student’s Book What do you like doing? CD 2 Track 56 p191 ‘Art galleries and science museums’ CD 2 Track 58 p191 Reading comprehension CD 2 Track 59 p191

Activity Book

Starting the lesson

Activity 15

Look up, look down CD 2 Track 46 p190 See you later, Alligator CD 2 Track 47 p190

Read and choose. Colour. I like going to art galleries.

I like going to art galleries and science museums.

I like going to science museums.

I don’t like going to science museums or art galleries.

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Activity Book Explore the internet with your teacher • Find out what type of museum the Guggenheim Museum is. There are five. Where are they? • Go to the Activity Book. See Activity Book activities to the right.

Activity 15 • Read and write. Activity 16 • Read, write and match. Activity 17 • Order and write. Activity 18 • Read and choose. Colour.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 3: Look up, look down. The students follow the instructions. • Option: Volunteers can also give the instructions. CD 2 Track 46 p190 Review the What do you like doing? song. • Ask the students if they can remember the What do you like doing? song. Ask Which activities were in the song? • Play the CD. The students listen and sing. CD 2 Track 56 p191 • Play the karaoke version. The students sing. • Option: They can look at the lyrics (SB page 41). CD 2 Track 57 Explain the aims of the lesson. • Say Today we’re going to listen and read about art galleries and science museums. Student’s Book Activity 13

Listen and read. CD 2 Track 58 p191 • (Books closed.) Ask Do you go to museums? Have you been to a science museum? Do you go to art galleries? • Ask the students to predict the type of museum they’re going to read about. • (Books open.) The students say what they see in the photos. • Play the CD. The students listen and read. • Use the photos to clarify understanding of new vocabulary such as ‘machines’, ‘inventions’, ‘sculpture’ and ‘painting’. • Play the CD again. Pause the CD once or twice and ask the students for the next word. Do you know …? fact

• Read the fact as a class. Check comprehension. • Ask the students if they would be interested in visiting this museum.

Student’s Book Activity 14

Read and answer the questions. Listen and check. CD 2 Track 59 p191 • Read each question. The students answer. After each question and answer, play the CD. The students check their answers. Answers: (See answers in audioscript.)

Student’s Book Activity 15

Play Team reading. • Demonstrate the game. Divide the students into three teams. Team A reads the Tiger Team Magazine article aloud, with the first team member reading the first word (Museums …), the second team member reading the second word (are …), and so on. When all team members have read a word, the first team member continues with the next word. The challenge is to read the text in under a minute. • Meanwhile, Teams B and C listen and read. When a minute has passed, say stop! It is then the next team’s turn to take the challenge. • Note: This popular game can also be played by reading the text sentence by sentence instead of word by word. Student’s Book Activity 16

Think. Say what you prefer. • The students say what they like and prefer, based on the model sentence. • I like (art galleries), but I prefer (science museums). Explore the internet with your teacher

Find out in which city of the world you can visit a Guggenheim Museum. • Read the instructions as a class. The students research the questions on the internet with their teacher. Answer: It is an art museum. There is one in New York, Venice, Bilbao, Berlin and Abu Dhabi.

Activity Book

Activity 15 Read and write. • The students read the column headings and write the words from the word box in the rows below. Check the answers. Answers: 1 In science museums, you can find out about ... scientists, inventors, inventions and machines 2 In art galleries, you can find out about ... artists, paintings, sculptures and drawings

Activity 16 Read, write and match. • The students write the missing words. They can refer to the Student’s Book, if necessary. • The students match the text to the pictures. Check the answers. Answers: 1 c bicycle, pedals 2 a Gallery, Tiger 3 b paper, Museum

Activity 17 Order and write. • The students put the words from the jigsaw in order and write the sentence. Check the answer. Answer: Museums are fantastic places to learn about art and science.

Activity 18 Read and choose. Colour. • The students read the speech bubbles. They choose and colour the speech bubble that best represents their feelings about museums and galleries. Ending the lesson

Review the lesson. • Ask What can you learn and find out about in art galleries and science museums? Do the closing routine. • Do Closing routine 3: See you later, Alligator. The students listen and practise the different ways of saying goodbye. CD 2 Track 47 p190 • Say Goodbye. See you on ... and name the day of your next lesson.

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Lesson 6

Class Audio and Video for Lesson 6

Objectives and key competences

• to use the Student’s Resource Centre



• to prepare, plan and write your project

Active language collecting stickers, dancing, going to museums, painting pictures, reading comics, rollerskating, shopping, taking photos, using the computer I (don’t) like (dancing). I love (shopping). My favourite activity is …

• to watch the video clip • to listen and read a report

Materials Class Audio CD

At a Glance Lesson Plan

Look up, look down CD 2 Track 46 p190 See you later, Alligator CD 2 Track 47 p190 Student’s Book Video clip p191 Tiger Street Club Report

Activity Book Activity 19 CD 3 Track 2 p192 Activity 20 CD 3 Track 3 p192

Activity Book

Student’s Book

Starting the lesson

Lesson 6 Listening, Reading and Writing

Culture • Pro ect

• Do the opening routine. CD 2 Track 46 p190 • Review art galleries and science museums. • Explain the aims of the lesson.

19 Read, think and match.

Listen and check.

Ben

likes going to science museums.

3 Clare …

likes going to art and science museums.

Ben …

likes going art museums.

20 Read.

Watch the video clip. p191

2

doesn’t like going to museums.

2 Ellie …

Activity 17

CD3

Clare

Ellie

Nasim 1 Nasim …

•

CD 3 Track 1 p192

CD3

3

Listen and find the differences. Say stop.

My notes: • what I like doing at the weekends – football, tennis • what I don’t like doing – rollerskating • what my favourite activity is – going to museums

Activity 18 • Listen and read. CD 3 Track 1 p192 • Answer the questions.

Remember!

• I like swimming. I like rollerskating, too.

My name is David. At the weekends, I like playing football with my friends. I like playing tennis, too. I don’t like rollerskating! My favourite activity is going to museums. There’s a fantastic science museum in Valencia. There are lots of interesting things to see and it’s really cool. by David

Now write your notes and project in your notebook.

Activity 19 • Prepare your project: Think about and say.

What I like doing at the weekends:

Home-School Link 21 42

Use technology to extend your project.

9780230483729_text.indb 42

My words to remember • Learning to Learn: Make sentences. Go to the Activity Book. See Activity Book activities to the right.

•

Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 47 p190

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Activity Book Activity 19 • Read and match. Listen and check. CD 3 Track 2 p192 Activity 20 • Read. Listen and find the differences. Say stop. Now write your notes and project in your notebook. CD 3 Track 3 p192 Activity Book: Home-School Link Activity 21 • Use technology to extend your project.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 3: Look up, look down. The students follow the instructions. (Optional) Volunteers can also give the instructions. CD 2 Track 46 p190 Review art galleries and science museums. • Write science museum and art gallery on the board. Ask What can I find out about in a science museum/an art gallery? The students write the words on the board. Explain the aims of the lesson. • Say Today we’re going to watch a video clip. We’re then going to read and listen to the Tiger Street Club Report for the Tiger Team Magazine and Alfie’s description of what he likes doing at the weekends. We’re also going to prepare, plan and write our projects. Student’s Book Activity 17

Watch the video clip. p191 • Read Ben’s speech bubble. Tell the students that they are going to watch the Tiger Street Club talking about what they like doing at the weekends. • Ask What do they decide to do? Play the first sequence of the video clip. Check the answer. (Go to a science museum.) • Tell the students that they are now going to watch the children in the museum. Ask Do the children enjoy their visit? What does the museum curator give them? Play the rest of the video clip then check the answers. (Sticker: Yes, they think the museum is great.) • Ask Do you like going to science museums? • Note: The video clip is in the Presentation Kit. Student’s Book Activity 18

Listen and read. Answer the questions. CD 3 Track 1 p192 • Play the first part of the CD (In the UK …). The students listen and read.

• Ask Can you name some popular weekend activities? (Swimming, playing computer games, meeting friends …) • Play the second part of the CD. The students listen and read. Ask What activities do Alfie and Pearl like doing? What do you prefer doing – watching football or going to museums? • Play the CD again, pausing for the students to say the next word. Student’s Book Activity 19

Prepare your project: Think about and say. • Explain that the students are going to plan and write their individual project (a description of the things they like doing at the weekend). They will first do a speaking activity in preparation. • Read the bullet points and the speaking model as a class. The students then talk about what they like/ don’t like doing and their favourite activities. • Explain that the students will shortly make notes and write their project in their notebooks. My words to remember

Learning to Learn: Make sentences. • Read the words to remember as a class. The students then make sentences using the words. Suggested answers: You can find out about scientists in a science museum. Inventors like inventing things. You can find out about the lives of artists in art galleries. There are paintings in art galleries. I like sculptures. I don’t like drawing.

Activity Book

Activity 19 Read and match. Listen and check. CD 3 Track 2 p192 • The students look at the pictures and match the two parts of the sentences. Play the CD. The students check their answers.

Activity 20 Read. Listen and find the differences. Say stop. Now write your notes and project in your notebook. CD 3 Track 3 p192 • The students read David’s project. • Play the CD. The students say stop when they hear a difference between the recording and the text. Pause the CD to check each answer (basketball/football; art/ science museum). • Draw attention to the Remember! tip. • The students write notes in their notebooks to plan their project. • Using David’s text as a model, and their own notes, the students write their project in their notebooks. Monitor and help as necessary. • The students draw a picture or find a photo to illustrate the text. (They could do this at home.) Project extension • Go to Teacher’s Notes page 27 for ideas on how to extend the students’ projects. Activity Book: Home-School Link

Activity 21 Use technology to extend your project. • You may choose to ask the students to type their project on a computer and bring it to the next lesson. Ending the lesson

Review the lesson. • Ask What do you remember about Alfie and Pearl? Do the closing routine. • Say It’s time to tidy up and put your books away. • Do Closing routine 3: See you later, Alligator. The students listen and practise the different ways of saying goodbye. CD 2 Track 46 p190 • Say Goodbye. See you on ... and name the day of your next lesson.

Answers: 1 Nasim likes going to art and science museums. 2 Ellie likes going to museums. 3 Clare likes going to science museums. 4 Pablo doesn’t like going to museums.

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Lesson 7

Class Audio for Lesson 7

Objectives and key competences

• to listen and use everyday classroom language • to read a pen pal’s website



• to use the Student’s Resource Centre



• to review the main vocabulary and grammar in Unit 5

• to listen and read for pleasure

Active language collecting stickers, dancing, going to museums, painting pictures, reading comics, rollerskating, shopping, talking to friends, taking photos, using the computer He/She likes (dancing). He/She doesn’t like (dancing). I/You/We/They (don’t) like (shopping) at the weekends I love (reading comics). What about you/your brother? My favourite activity is …

Look up, look down CD 2 Track 46 p190 See you later, Alligator CD 2 Track 47 p190 Student’s Book Class Chit-Chat CD 3 Track 4 p192 Reading Corner: a website CD 3 Track 5 p192 Tiger Street Tales CD 3 Track 6 p192 Activity Book Activity 23 CD 3 Track 7 p193

Materials Class Audio CD

At a Glance Lesson Plan

Activity Book Lesson 7 Unit Review Vocabulary and Grammar

Student’s Book

22 Look and write.

Starting the lesson • Do the opening routine. CD 2 Track 46 p190 • Review the Tiger Street Club Report. • Explain the aims of the lesson.

1

going to museums



• Class Chit-Chat: Listen and repeat. CD 3 Track 4 p192 • Act out.

3

5

6

8

Activity 20

2

7

9

23 Read and circle.

CD3

7

10

Listen and check. Act out.

1 What do you like / likes doing at the weekends?

Activity 21

2 I like watching / watch films with my friends.

• Reading Corner: Read and listen. CD 3 Track 5 p192

3 Do / Does you like playing tennis or football? 4 No, I don’t / do. I don’t like sport. 5 What about your brother? Does she / he like sport?

Activity 22 • Tiger Street Tales: Listen and read. CD 3 Track 6 p192 • Go to the Activity Book. See Activity Book activities to the right. Ending the lesson • Review the lesson and the unit. • Do the closing routine. CD 2 Track 47 p190

6 He loves / love playing football. It’s his favourite activity. 7 Does / Do he like sending text messages? 8 No / Yes, he doesn’t.

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Activity Book Activity 22 • Look and write. Activity 23 • Read and circle. Listen and check. Act out. CD 3 Track 7 p193

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 3: Look up, look down. The students follow the instructions. • Option: Volunteers can also give the instructions. CD 2 Track 46 p190 Review the Tiger Street Club Report. • Ask Can you remember Alfie’s description of what he likes doing at the weekend? Which football club does he support? Does his sister like football? Which museum is she a member of? Explain the aims of the lesson. • Say Today we’re going to practise classroom language. We’re then going to listen to and read information on a pen pal’s website and a Tiger Street Tale. We’re also going to review vocabulary and grammar in the unit. Student’s Book Activity 20

Class Chit-Chat: Listen and repeat. Act out. CD 3 Track 4 p192 • Note: You can present the dialogue using the Dialogue Builder in the Presentation Kit. • (Books closed.) Say Listen to the dialogue. What activities do the girls like doing in English? Play the CD. The students listen. • Check comprehension and ask the question again. (The girls like listening to English pop songs and learning the lyrics, they like sending emails and chatting in English, and they like watching films in English.) • (Books open.) Play the CD a second time. The students listen and read the dialogue. Clarify the meaning of ‘lyrics’ and ‘subtitles’, if necessary. • Divide the class into three groups. Play the CD a third time, pausing for the groups to repeat the exchanges. • Divide the class into groups of three. The groups read the dialogue. • Establish that, from now on, you expect the students to use this language in class when they talk about the activities that they like doing in English.

• If appropriate, use the dialogue as a model to find out which activities the students like and don’t like doing in English. This may encourage the students to engage in the activities. Student’s Book Activity 21

Reading Corner: Read and listen. CD 3 Track 5 p192 • Ask What sort of text is this? Is it an email? Is it a postcard? Is it a school notice? Confirm or explain that the text is from a website. Explain that the website is for children who want to find a pen pal. Check comprehension of ‘pen pal’. • Play the CD. The students listen and read the messages. • Check understanding. Ask What does Bea/Ricky like doing? Play the CD again. The students check their answers. • Ask the students if they are interested in having a pen pal. Would they choose Bea or Ricky?

Activity Book

Activity 22 Look and write. • The students look at the pictures and write the activities. Check the answers by looking in the Student’s Book. Encourage the students to pay careful attention to spelling. Answers: 1 going to museums 2 collecting stickers 3 using the computer 4 dancing 5 shopping 6 taking photos 7 rollerskating 8 painting pictures 9 talking to friends 10 reading comics

Activity 23 Read and circle. Listen and check. Act out. CD 3 Track 7 p193 • The students read the dialogue and circle the correct words. • Play the CD. The students listen and check their answers. • The students act out the dialogue in pairs. Answers: (See answers in audioscript.)

Student’s Book Activity 22

Tiger Street Tales: Listen and read. CD 3 Track 6 p192 • The students look at the pictures and read the story. • Ask Would you like to listen to the story? Play the CD. The students listen and follow in their books. • Ask Do you like the story? What does the robot do?

Ending the lesson

Review the lesson and the unit. • Ask Can you name ten activities? Can you ask questions about the activities people like doing? • Congratulate the students on their achievement. Do the closing routine. • Say It’s time to tidy up and put your books away. • Do Closing routine 3: See you later, Alligator. The students listen and practise the different ways of saying goodbye. CD 2 Track 47 p190 • Say Goodbye. See you on ... and name the day of your next lesson.

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Lesson 8

Class Audio for Lesson 8

Objectives and key competences

Active language artist, drawing, invention, inventor, painting, art gallery, science museum, scientist, sculpture

• to complete the Picture Dictionary and Grammar Reference Bank for Unit 5 • to review CLIL and culture in the unit

Materials Flashcards and Word cards: collecting stickers, dancing, going to museums, painting pictures, reading comics, rollerskating, shopping, taking photos, talking to friends, using the computer, Class Audio CD, Picture Dictionary (AB page 65), Grammar Reference Bank (AB page 71), Progress Journal pages 15–17

• to self-assess work in the unit • to complete the Progress Journal for Unit 5

Look up, look down CD 2 Track 46 p190 See you later, Alligator CD 2 Track 47 p190 Activity Book Activity 25 CD 3 Track 8 p193 Activity 27 CD 3 Track 9 p193

Progress Journal w

w

Things We Like Doing My learning review

At a Glance Lesson Plan

Do you remember the story? Tell a friend or your family. Use these pictures to help you.

Activity Book

Resource Centre

digital

digital

Starting the lesson Lesson 8 Unit Review CLIL, Culture and Self-assessment

• Do the opening routine. CD 2 Track 46 p190 • Review the Unit 5 flashcards and word cards. • Explain the aims of the lesson. • Play Art gallery or science museum?

24 ➜ Go to Student’s Book page 2. Order and write.

2 s (pultscure)



3 p (gapintin)





6 i (tenorvin)



7 i (ventionin)



(trista) 5 s (tinicests)

25 Look, read and write.

CD3

8

d (warding) 8 r (torbo)



What can you see in galleries and museums? Write. drawings artists inventors inventions sculptures paintings

Listen and check.

Activity Book: Home-School Link What I like (1) doing at the weekends I like rollerskating and (2) tennis. I (3) ( ) stickers. My favourite activity (5) films. I love watching films at the cinema or on DVD. (6) Ellie

Activity Book Activity 24 • Order and write. Activity 25 • Look, read and write. Listen and check. CD 3 Track 8 p193 Activity 26 • Listen and say Yes or No. CD 3 Track 9 p193 Activity 27 • Complete the Picture Dictionary for Unit 5.

artist

1

26

CD3

9

Activity 28 • Complete your Tiger Time score card. Activity 29 • Do an activity from your Learning Plan and complete your Progress Journal for Unit 5. Complete your Grammar Reference Bank. • Go to the Progress Journal. See Progress Journal activities to the right.

like watching I can name activities I like.

Listen and say Yes or No.

27 Complete the Picture Dictionary for Unit 5.

Yes. Learning to

Home-School Link

LEARN

28 Complete your Tiger Time score card.

My Tiger Time score card My work in Unit 5 is:

My Learning Plan

OK

I plan to:

Good Very good Excellent

44

read Unit 5 again write a list of words to remember learn the grammar table do the online activities

29 Do an activity from your Learning Plan and complete your Progress Journal for Unit 5.

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Ending the lesson 30/10/2014 17:11

• Review the lesson and the unit. • Do the closing routine. CD 2 Track 47 p190

1 In science museums, you can find out about the lives of scientists and . You can see great 2 In art galleries, you can find out about the lives of You can see their , and

. . .

My vocabulary check Do you remember the key words from Unit 5? Write them in the columns. Activities I like doing

Activities I don’t like doing

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Progress Journal page 15 Activity 1 • Students’ own answers. Activities 2 and 3 • See Teacher’s Notes page 123. Progress Journal pages 16 and 17 • See the Progress Journal for pages 16 and 17. Activities 4–7 • Students’ own answers.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 3: Look up, look down. The students follow the instructions. (Optional) Volunteers can also give the instructions. CD 2 Track 46 p190 Review the Unit 5 flashcards and word cards. • Cover the word cards in turn. Reveal the letters one by one. The students say the words as soon as they recognise them. • Stick the flashcards on the board. Give out the word cards to pairs of students. They stick the word cards under the flashcards on the board. • The students read all the words with you in chorus. Explain the aims of the lesson. • Say Today we’re going to review CLIL and culture in the unit and focus on Learning to Learn. We’re also going to complete our Picture Dictionary, Grammar Reference Bank and Progress Journal for Unit 5. Play Art gallery or science museum? • Demonstrate the game. Say sentences at random. When the students hear a key word, they shout out Science museum! or Art gallery! Alternatively, the students point in one direction for science museum and in the other direction for art gallery. Or, space permitting, the students can walk to one side of the room or to the other. Suggested sentences: I like finding out about … drawings/sculptures/paintings/robots/inventors/ inventions/scientists/artists. I like reading about scientists. I like looking at drawings. What an amazing sculpture! • Ask volunteers to say sentences instead of you. Activity Book

Activity 24 Order and write. • The students look at the anagrams and write the words. Check the answers. Answers: 1 artist 2 sculpture 3 painting 4 drawing 5 scientist 6 inventor 7 inventions 8 robot

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Activity 25 Look, read and write. Listen and check. CD 3 Track 8 p193 • The students look at the pictures, read the description and write the missing words. • Play the CD. The students listen and check their answers. Answers: (See answers in audioscript.)

Activity 26 Listen and say Yes or No. CD 3 Track 9 p193 • Read the speech bubbles. Say Say ‘Yes!’ to what you can do in Unit 5. • Play the CD. The students listen and respond. Pause the track to give them time to respond. Clarify the meaning of the statements. (Note: Unless the students have been absent they should be able to say ‘yes’ to all the statements.) • Encourage the students to feel positive about what they can do. Activity 27 Complete the Picture Dictionary for Unit 5. • The students complete the Picture Dictionary for Unit 5, either during the lesson or for homework. Activity Book: Home-School Link

• Activity 28 Complete your Tiger Time score card. • Read the heading and options in the first column. The students look back through their work in the unit. • The students circle or colour the stars to self-assess their work. • Read the heading and text in the second column. Clarify meaning if necessary. The students tick (✓) what they plan to do. • Endorse the students’ self-assessment and Learning Plan with a tick and/or a comment, your signature and the date. If relevant, note your own assessment of their work and suggestions for their Learning Plan.

Activity 29 Do an activity from your Learning Plan and complete your Progress Journal for Unit 5. • The students do an activity from their Learning Plan. • The students complete their Progress Journal for Unit 5, either during the lesson or for homework. • They can also complete their Grammar Reference Bank for Unit 5 (Activity Book page 71). Tiger Street Club Progress Journal page 15 Activity 1 answers: Students’ own answers. Activity 2 answers: 1 inventors, inventions 2 artists, drawings, paintings, sculptures Activity 3 answers: reading comics, collecting stickers, taking photos, talking to friends, going to museums, painting pictures, rollerskating, using the computer, dancing, shopping (ordered according to students’ preferences) Tiger Street Club Progress Journal pages 16 and 17 Activities 4–7 answers: Students’ own answers. Activity Book Grammar Reference Bank page 71 Activity 1 answers: 1 do 2 talking 3 Do, dancing 4 don’t, like 5 like 6 prefers Activity 2 answers: 1 Ellie likes using the computer. 2 Nasim loves collecting stickers. 3 Clare likes painting pictures. 4 Oliver likes listening to music. 5 Ben doesn’t like shopping.

Ending the lesson

Review the lesson and the unit. • Ask (using L1 as necessary) What have you learnt in Unit 5? What have you enjoyed? Which activities have helped you learn? How? What do you plan to do to remember what you have learnt? Do the closing routine. • Say It’s time to tidy up and put your books away. • Do Closing routine 3: See you later, Alligator. The students listen and practise the different ways of saying goodbye. CD 2 Track 47 p190 • Say Goodbye. See you on ... and name the day of your next lesson.

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My teaching notes

124

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w

6

In the Countryside

Objectives and key competences

Active language

CLIL and Culture



Core vocabulary: features of the countryside bridge, campsite, farm, forest, gate, lake, mountain, path, river, signpost

Natural Science: Arboreal animals and plants Video clip: Tiger Street Club Report: My ideal holiday destination



• Identify and name features of the countryside • Learn the grammar table for Unit 6 • Listen and respond to directions • Give directions • Say where you like walking • Read an acrostic poem • Listen and use everyday classroom language • Listen and read about arboreal animals and plants • Watch a video clip



• Use the Student’s Resource Centre



• Spell words • Predict what happens in the story • Practise pronunciation: /əʊ/ and /ɒ/ • Review, assess and plan your own learning



• Understand and think about values • Make and play with the review sentence cut-out cards • Play the games • Prepare, plan and write your project • Listen, read, understand and act out the story • Sing a song • Listen and read for pleasure

Story vocabulary badger, ghost orchid, list, rare CLIL vocabulary: arboreal animals and plants beetle, mistletoe, mushroom, squirrel, woodpecker, bird, fungus, insect, mammal, plant, cut down, natural habitat Structures Turn left at the (bridge). Don’t (turn right). Go straight on. Go to the end of the (path). Do I/we go straight on? Do you know the way to the … ? Where are you? I’m … Remember/Don’t forget to take … My ideal holiday destination is … I want to go to … Recycled language You can see … There’s a … There are … dog, fox the alphabet Classroom language Main function: giving directions to Englishspeaking visitors Excuse me. Where’s the … ? Go to the end of the corridor and turn left. The … is on your right. Let me repeat that. I go …

Values and attitudes • Interest in naming features of the countryside and learning about animal and plant life. • Pleasure in doing the Spelling Bee • Enjoyment in an adventure story • Awareness of the need to respect the countryside • Interest in learning about holidays • Satisfaction in preparing and writing your project • Confidence in using classroom language • Enjoyment in reading an acrostic poem • Pleasure in reading a cartoon strip story • Willingness to review, assess and plan your own learning

Receptive language branches, broken leg, excursion, map, parasite, tunnel

Pronunciation the /əʊ/ and /ɒ/ sounds (ghost, don’t / dog, lost) 125

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Lesson 1

Objectives and key competences

• to identify features of the countryside and say The Tiger Street word rap



• to listen and draw features of the countryside



• to use the Student’s Resource Centre



• to listen and respond to learning objectives • to spell words in the Spelling Bee

Class Audio for Lesson 1 Active language bridge, campsite, farm, forest, gate, lake, path, mountain, river, signpost the alphabet I like walking in the countryside. Materials Flashcards and Word cards: bridge, campsite, farm, forest, gate, lake, mountain, path, river, signpost, Class Audio CD

Look up, look down CD 2 Track 46 p190 See you later, Alligator CD 2 Track 47 p190 Student’s Book In Unit 6 CD 3 Track 10 p193 The Tiger Street word rap CD 3 Track 11 p193 Drawing activity CD 3 Track 12 p193

Activity Book w

At a Glance Lesson Plan

Student’s Book Lesson 1 Vocabulary

Starting the lesson

1 Find, circle and write.

• Do the opening routine. CD 2 Track 46 p190 • Explain the aims of the lesson.

1

e

f

i

x

r

i

s

f

r

c

r

m

o

u

n

t

a

i

n

a

t

a

d

u

river

3

Vocabulary presentation

5

• Present vocabulary with the Unit 6 flashcards and word cards.

7

Activity 2 • Listen and draw. CD 3 Track 12 p193

g

e

m

r

x

w

l

v

o

n

f

o

r

m

s

k

m

z

a

p

g

h

g

i

c

o

t

p

o

q

d

o

m

a

v

u

p

a

c

a

m

p

s

i

t

e

z

f

h

d

t

t

d

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s

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r

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l

a

k

e

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s

h

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k

o

30

19



19







19





80 90 19 19 19 19



Activity 3 • Do the Spelling Bee. • Go to the Activity Book. See Activity Book activities to the right. Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 47 p190

3



6

10

19

I like being in the

mountains

We love sitting next to I like standing on

4

(nomaintus). (versir).

19 19

19



19

99

90

3 Read, write and match.

2

2

90

9

19

I

1

• Say The Tiger Street word rap. CD 3 Track 11 p193

i

e

8

19

In Unit 6

Activity 1

r

l

Look. Write the first letter and find the sentence. 90

2

• Listen, read and look. CD 3 Track 10 p193

b p









66

99







a

b

c

d



8

.

c

(digrebs).

I like looking at the trees in the (trefos).

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Activity Book Activity 1 • Find, circle and write. Activity 2 • Look. Write the first letter and find the sentence. Activity 3 • Read, write and match.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 3: Look up, look down. The students follow the instructions. • Option: Volunteers can also give the instructions. CD 2 Track 46 p190 Explain the aims of the lesson. • Say Today we’re going to learn words for things we see in the countryside and say The Tiger Street word rap. Clarify the meaning of ‘countryside’. We’re also going to find out what we’re going to do in this unit, play a game and do the Spelling Bee. Vocabulary presentation

Present the vocabulary. • Note: You can present the vocabulary using the Vocabulary Tool in the Presentation Kit. • (Books closed.) The students name things that can be seen in the countryside (animals, trees, birds, farmer, roads …). • Introduce the new features of the countryside by sticking the flashcards on the board. The students repeat the words once or twice. • Hold up the word cards in turn. The students read the words. They then match the word cards and flashcards on the board.

Student’s Book Activity 1

Say The Tiger Street word rap. CD 3 Track 11 p193 • (Books open.) Play the CD. The students listen and point to the things you can see in the countryside. • Play the CD again. Pause before each feature for the students to say the words. • Play the CD again. The students say the rap and clap rhythmically. Student’s Book Activity 2

Listen and draw. Say. CD 3 Track 12 p191 • Draw the students’ attention to the recycle logo. Explain that this activity gives them an opportunity to use the new words relating to the countryside, as well as language they already know. • Explain to the students that they are going to draw a picture very quickly. They will listen and draw what they are told to draw. Play the CD. (Be prepared to pause the CD for a few seconds between instructions.) Play the CD again if necessary. • When the students have finished, they compare and describe their pictures. Invite some students to describe their pictures to the rest of the class. Encourage them to use appropriate language, such as In my picture, it’s raining. There’s a mountain and a river. There’s a bird and a dog.

In this unit

Listen, read and look. CD 3 Track 10 p193 • Say Let’s listen and find out what we do in Unit 6. Play the CD. The students listen, read and look at the photos. • Ask questions, such as Does the story look good? Do you want to find out about where children in the UK go on holiday? Do you think you know about animals and plants that live in trees? Can you talk about things you can see in the countryside?

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Student’s Book Activity 3

Do the Spelling Bee. • Divide the class into two teams. Hold up one of the flashcards. Ask a student from one team to name the feature of the countryside. • Ask another student from the same team How do you spell ‘(gate)’? • If the students name the feature of the countryside and spell the word correctly, they score a maximum of four points for their team (one for naming the feature and three for spelling the word and saying the letters correctly). • Keep score on the board. The team with most points wins.

Activity Book

Activity 1 Find, circle and write. • The students find and circle the words in the word search. They then write the words under the corresponding pictures. Check the answers. Answers: 1 river 2 mountain 3 lake 4 forest 5 path 6 bridge 7 gate 8 signpost 9 farm 10 campsite

Activity 2 Look. Write the first letter and find the sentence. • The students name the objects. Remind them that if they write the first letter of each object, a sentence will appear. Check the answer. Answer: I like walking in the countryside.

Activity 3 Read, write and match. • The students read the speech bubbles and write the missing words correctly. They then match the speech bubbles to the pictures. Check the answers. Answers: 1 c mountains 2 d rivers 3 a bridges 4 b forest

Ending the lesson

Review the lesson. • Ask Can you name some things you can see in the countryside? Do the closing routine. • Say It’s time to tidy up and put your books away. • Do Closing routine 3: See you later, Alligator. The students listen and practise the different ways of saying goodbye. CD 2 Track 47 p190 • Say Goodbye. See you on ... and name the day of your next lesson.

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Lesson 2

Class Audio for Lesson 2

Objectives and key competences

• to correct sentences about the story



• to use the Student’s Resource Centre



• to predict what happens in the story



• to give a personal response and think about values



• to listen, read and act out the story

Active language bridge, campsite, farm, forest, gate, lake, mountain, path, river, signpost, badger, ghost orchid, list, rare Turn left at the (bridge). Go straight on. Go to the end of the (path). Go round the (farm). Materials Flashcards and Word cards: bridge, campsite, farm, forest, gate, lake, mountain, path, river, signpost, Story cards: A Discovery in the Forest, Class Audio CD

Look up, look down CD 2 Track 46 p190 See you later, Alligator CD 2 Track 47 p190 Student’s Book The Tiger Street word rap CD 3 Track 11 p193 A Discovery in the Forest CD 3 Track 13 p193 Reading comprehension CD 3 Track 14 p193 Activity Book Activity 4 CD 3 Track 15 p194

Activity Book

At a Glance Lesson Plan

Student’s Book Discovery in the Forest

Lesson 2 An adventure story

Starting the lesson

4 Read and match.

CD3

Listen and check.

15

1 Some children are staying ... breaks his leg.

• Do the opening routine. CD 2 Track 46 p190 • Match the Unit 6 word cards and flashcards. • Say The Tiger Street word rap. CD 3 Track 11 p193 • Explain the aims of the lesson.

2 They go into the forest ...

a badger.

3 They see ...

help Mr Taylor.

Mr Taylor falls and ...

on a campsite.

5 The children go back ...

to a ghost orchid.

6 The rescue services ...

photo is in the newspaper.

7 Mr Taylor is lying next ...

to the campsite for help.

8 The next day, Mr Taylor’s ...

with their teacher, Mr Taylor.

5 Read, write and draw. 1

Go to the end of this (thap). Turn left.

path 2

Pre-story activities • Predict what happens in the story (books closed). • Listen with the story cards (books closed). CD 3 Track 13 p193 • Listen again (books open).

Go round the

(kale).

3

Turn left at the (inotsgps).

4

That’s the way to the (castimpe).

Home-School Link 6

Read and reflect. Write.

Resource Centre

digital

1 I think forests are 2 I think it is

digital

(interesting / scary) places. (good / bad) to pick wild flowers in the countryside.

3 My favourite moment in the story is

• Read and write the correct sentences. • Listen and check. CD 3 Track 14 p193

.

7 Write six words from the story. Tell your family what they mean.

• Listen and read. CD 3 Track 13 p193 • Act out the story. Activity 5

.

I think the story is

Activity 4

1

2

3



5

6



46

Activity 6 Tiger Street Club Values • Think about it: Is it important to respect the rules of the countryside? • Which rules of the countryside do you think are important? • Go to the Activity Book. See Activity Book activities to the right.

• Read and reflect. Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 47 p190

Activity Book

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Activity 4 • Read and match. Listen and check. CD 3 Track 15 p194 Activity 5 • Read, write and draw. Activity Book: Home-School Link Activity 6 • Read and reflect. Write. Activity 7 • Write six words from the story. Tell your family what they mean.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 3: Look up, look down. The students follow the instructions. • Option: Volunteers can also give the instructions. CD 2 Track 46 p190 Match the Unit 6 word cards and flashcards. • Put the ten word cards from Unit 6 on the board. Point to them in turn; the students say the words. • Give the Unit 6 flashcards to ten students, who come to the board and take the corresponding word cards. Say The Tiger Street word rap. • Ten students stand in a line holding a flashcard and corresponding word card. Play the CD. They hold up the flashcards and word cards in turn. The rest of the class dances and says the rap (learnt in Lesson 1). Repeat with ten different students. CD 3 Track 11 p193 Explain the aims of the lesson. • Say Today we’re going to listen to, read and act out a story about a discovery in the forest. Pre-story activities

Predict what happens in the story (books closed). • Hold up story card 1. The students tell you what they see. • Read the narrative text. • Ask the students to predict what happens in the story (in L1). Listen with the story cards (books closed). CD 3 Track 13 p193 • Note: You can tell the story using the Storyteller in the Presentation Kit. Please see TB p24. • Say Let’s listen and find out if you’re right. Play the CD. Hold up the story cards in turn as the students listen. • Briefly compare what happens in the story with the students’ predictions. Listen again (books open). • The students look briefly at the story’s narrative text and speech bubbles. • Play the CD. The students listen and read the story. • Point to the pictures to clarify new vocabulary.

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Student’s Book Activity 4

Listen and read. Act out the story. CD 3 Track 13 p193 • Play the CD, pausing after each speech bubble for the students to repeat the dialogue. • Assign roles (Mr Taylor, girls, boy, rescue services, narrator). The students read and act out the story. • Ask Do you like exploring forests? Student’s Book Activity 5

Read and write the correct sentences. Listen and check. CD 3 Track 14 p193 • Read the sentences. The students write the correct sentences. • Play the CD. The students listen and check their answers. Answers: (See answers in audioscript.)

Student’s Book Activity 6

Read and reflect. • Read the speech bubble, sentences and options. The students think about and share their opinions. • Establish that the story is an adventure story. Ask Do you like adventure stories? Student’s Book Tiger Street Club Values

• Say Think about it! Is it important to respect the rules of the countryside? Establish that it is important to respect the rules. • Point to the photos and ask questions. Do you close gates in the countryside? Do you put your litter in the bin? Do you leave the flowers, so that their seeds grow there in the future? The students answer yes or no. If you have a confident class, encourage the students to talk about other rules of the countryside they may know and rules they think are important (in L1 if necessary).

Activity Book

Activity 4 Read and match. Listen and check. CD 3 Track 15 p194 • The students match the two halves of each sentence. • Play the CD. The students listen and check their answers. Answers: 1 The children are staying on a campsite. 2 They go into the forest with their teacher, Mr Taylor. 3 They see a badger. 4 Mr Taylor falls and breaks his leg. 5 The children go back to the campsite for help. 6 The rescue services help Mr Taylor. 7 Mr Taylor is lying next to a ghost orchid. 8 The next day, Mr Taylor’s photo is in the newspaper.

Activity 5 Read, write and draw. • The students write the missing words correctly. They then draw the route to the campsite on the map. Answers: 1 path 2 lake 3 signpost 4 campsite

Activity Book: Home-School Link

Activity 6 Read and reflect. Write. • The students think about and complete the sentences. They then compare opinions. Activity 7 Write six words from the story. Tell your family what they mean. • The students write six key words relating to the story. If they are confident, they can tell their family what the words mean and explain the story in simple terms. Ending the lesson

Review the lesson. • Ask What do the children see in the forest? Do the closing routine. • Say It’s time to tidy up and put your books away. • Do Closing routine 3: See you later, Alligator. The students listen and practise ways of saying goodbye. CD 2 Track 47 p190 • Say Goodbye. See you on ... and name the day of your next lesson. 129

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Lesson 3

Class Audio for Lesson 3 Active language (continued) Go to the end of the (path). Don’t turn right. Do not go … Do I go straight on? Do we go over the bridge? Where are you? I’m ...

Objectives and key competences

• to listen and learn the grammar table • to play Where are you? • to give instructions to a friend



• to use the Student’s Resource Centre

Active language bridge, campsite, farm, forest, gate, lake, mountain, path, river, signpost Turn left at the (bridge).

At a Glance Lesson Plan

Materials Class Audio CD

Look up, look down CD 2 Track 46 p190 See you later, Alligator CD 2 Track 47 p190 Student’s Book A Discovery in the Forest CD 3 Track 13 p193 Grammar table CD 3 Track 16 p194 Activity Book Activity 9 CD 3 Track 18 p194

Activity Book ammar!

8 Read and write. Learn.

Student’s Book

at

Turn left (1)

Starting the lesson

(2)

the bridge.

turn right.

Go to the (3)

• Do the opening routine. CD 2 Track 46 p190 • Review the A Discovery in the Forest story. CD 3 Track 13 p193 • Explain the aims of the lesson.

(5)

Tiger Tips

of the path.

Do I go straight ( )

Remember! ● Turn left. ● Don' t turn right.

?

we go over the bridge?

9 Order and write.

CD3

18

Listen and check.

1 right / Turn / tree / at / the Turn right at the

Activity 7 • Listen and say the missing words. Learn. CD 3 Track 16 p194

5 over / Go / the / bridge

tree.



2 to / the / go / end / of / path / the / ? / I / Do

6 bridge / Don’t / under / go / the





3 turn / Don’t / right

7 Go / lake / the / round



go / on / straight / we / Do / ?



10 Look and write. 1

Activity 8 • Play Where are you? CD 3 Track 17 p194

… i for

Lesson 3 Grammar and Writing

1

2

3

4

Turn left at the river.

2 3

Activity 9 • Give instructions to a friend. Go to the Activity Book. See Activity Book activities to the right.

•

Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 47 p190

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Activity Book Activity 8 • Read and write. Learn. Activity 9 • Order and write. Listen and check. CD 3 Track 18 p194 Activity 10 • Look and write.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 3: Look up, look down. The students follow the instructions. • Option: Volunteers can also give the instructions. CD 2 Track 46 p190 Review the A Discovery in the Forest story. • (Books closed.) Ask Can you remember the story? Ask other questions, listening to the students’ answers but not confirming if they are correct. What is the story called? (A Discovery in the Forest.) What’s the teacher’s name? (Mr Taylor.) What happens to Mr Taylor? (He breaks his leg.) What do the children do? (They go back to the campsite for help.) • Play the CD. The students listen and follow the story in their books (SB pages 46 and 47) and check their answers. CD 3 Track 13 p193 • Play Which frame … ? Read a speech bubble from the story. The students say which frame it is from. The students then play the game in pairs or groups of three. Explain the aims of the lesson. • Say Today we’re going to study grammar, play a game to practise what we learn and give instructions to a friend.

Student’s Book Activity 7

Listen and say the missing words. Learn. CD 3 Track 16 p194 • Play the CD. The students listen and read the sentences in the grammar table and say the missing words. • Read the Tiger Tips. Point out that the English here is very easy; you can give instructions to one person or several people and the verb (imperative) stays the same. • The students learn the grammar table and use it for reference and revision. They can copy the grammar table into their notebooks. • Note: You can present and extend the grammar table using the Grammar Tool in the Presentation Kit. Please see TB p24.

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Student’s Book Activity 8

Listen and play Where are you? CD 3 Track 17 p194 • The students look at the map and say what they see. Ask questions, such as Where’s the boat? (A1.) Where are the two farms? (A4 and E1.) • Explain the game. The students will listen and follow instructions with their fingers on the map. If they follow the instructions correctly, they will all end up in the same square. Tell them to start in the square marked ‘START HERE’. • Play the CD. Pause after each instruction to give the students time to think and react. • At the end of each game, the students answer the question Where are you? We’re in square (D4). Answers: Game 1 B2 Game 2 F1

Student’s Book Activity 9

Give instructions to a friend. • Put the students into groups of three or four. • Read the speaking model. Nominate a student in each group to give instructions, such as Turn right. Go over the bridge. The other students listen, move their fingers on the map and say which square they are in. (I’m in square (B2). • The students change roles and play again.

Activity Book

Activity 8 Read and write. Learn. • The students complete the grammar table without looking at the Student’s Book. However, allow them this extra support if needed. • The students check their answers by looking at the grammar table (SB page 48). • The students read the sentences in the table. Remind them again of the Tiger Tips. Answers: 1 at 2 Don’t 3 end 4 on 5 Do

Activity 9 Order and write. Listen and check. CD 3 Track 18 p194 • The students look at the pictures, put the words in order and write the sentences. • Play the CD. The students listen and check their answers. Answers: (answers in audioscript.)

Activity 10 Look and write. • The students look at the signs and write the Answers: 1 Don’t go over the bridge. 2 Go round the forest. 3 Don’t sentences. Check turn left. 4 Turn left at the the river.answers.

Ending the lesson

Review the lesson. • Ask Can you give instructions, such as ‘Turn left’? Do the closing routine. • Say It’s time to tidy up and put your books away. • Do Closing routine 3: See you later, Alligator. The students listen and practise the different ways of saying goodbye. CD 2 Track 47 p190 • Say Goodbye. See you on ... and name the day of your next lesson.

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Lesson 4

Class Audio for Lesson 4 Materials Flashcards and Word cards: bridge, campsite, farm, forest, gate, lake, mountain, path, river, signpost, Class Audio CD, Cut-out cards (one set prepared in advance, optional – AB page 95), scissors, dice

Objectives and key competences

• to practise pronunciation: /əʊ/ and /ɒ/



• to make the review cut-out cards • to play Sentence bingo



• to sing The way to the campsite

Look up, look down CD 2 Track 46 p190 See you later, Alligator CD 2 Track 47 p190 Student’s Book Fantastic Phonics CD 3 Track 19 p194 The way to the campsite CD 3 Track 20 p194 Activity Book Activity 12 CD 3 Track 20 p194 Activity 14 CD 3 Track 22 p194

Active language bridge, campsite, farm, forest, gate, lake, mountain, path, river, signpost Turn left at the (river). Go straight on. Go to the end of the (path). Go round the (farm). Don’t … Do not … Do you know the way to … ?

Activity Book Lesson

Grammar, Listening and Writing

11 Remember, write and say.

At a Glance Lesson Plan

Student’s Book

Starting the lesson

A ghost A dog

• Do the opening routine. CD 2 Track 46 p190 • Review the Unit 6 flashcards and word cards. • Explain the aims of the lesson.



CD3

20

Excuse me. We’re And it’s a very dark . the way to the campsite? Do you Go on. Go to the of the path. . Don’t go over the Go the farm. Turn left the river. . And then turn That’s the to the campsite. Yes, that’s the way to the .

• Fantastic Phonics: Listen and repeat. Say. CD 3 Track 19 p194

Home-School Link 13 Practise the song at home with your family. 14 Look, read and write. a That’s the way to the b Go round the

Activity 12

•

Go to Activity Book page 95. Make the review sentence cut-out cards. • Play Sentence bingo. • Go to the Activity Book. See Activity Book activities to the right. Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 47 p190

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CD3

22

digital

Resource Centre

digital

Listen and check. Order.

farm

.

a

b

c

d

e

f

.

c Go straight on and turn right at the

Activity 11

132

onics

12 Remember The way to the campsite song. Read and write. Listen and check.

Activity 10

• Pop Spot: Listen and read. CD 3 Track 20 p194 • Sing The way to the campsite.

antasti Do not …

Don’t …

d Yes, I can. Go to the end of this and turn right.

.

e Excuse me, can you tell me the way to the ? 1 f Go over the and then turn left. Don’t turn right. 48

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Activity 11 • Fantastic Phonics: Remember, write and say. Activity 12 • Pop Spot: Remember the The way to the campsite song. Read and write. Listen and check. CD 3 Track 20 p194 Activity Book: Home-School Link Activity 13 • Practise the song at home with your family. Activity 14 • Look, read and write. Listen and check. Order. CD 3 Track 22 p194

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 3: Look up, look down. The students follow the instructions. (Optional) Volunteers can also give the instructions. CD 2 Track 46 p190 Review the Unit 6 flashcards and word cards. • Play board pelmanism. Stick six flashcards, face down, on one side of the board. Number them 1–6. Stick five of the corresponding word cards, face down, on the other side of the board. Label them A–E. • Divide the class into two teams. A student from Team A asks for a flashcard. Can we have flashcard (6), please? Show the team the flashcard and ask What is it? Another student from the same team asks for a word card. Can we have word card (B), please? Show the team the word card and ask What does it say? If the flashcard and word card match, remove them from the board. If not, stick them back face down on the board. • Continue the game until there is only one flashcard remaining. The team with the most flashcards is the winner. Explain the aims of the lesson. • Say Today we’re going to practise pronunciation, sing a song, and make and play with the board game. Student’s Book Activity 10

Fantastic Phonics: Listen and repeat. Say. CD 3 Track 19 p194 • Read the sentences. Draw attention to the difference between the /əʊ/ and /ɒ/ sounds, as highlighted. • Play the CD. The students listen and repeat the sentences. • Repeat once or twice, with or without the CD. • Option: The students count how many times they can say the sentences in a minute.

Student’s Book Activity 11

Pop Spot: Listen and read. Sing The way to the campsite. CD 3 Track 20 p194 • (Books closed.) Stick the Unit 6 flashcards on the board. Check comprehension of the song title. Point to the flashcards and say Listen. How many of these things in the countryside can you hear in the song? Play the CD. The students listen. Check the answer. (Path, campsite, bridge, farm and river.) • (Books open.) Play the CD again. The students listen and follow in their books. • Practise the song. Divide the class into two groups. Assign the first verse to Group A and the second verse to Group B. Play the CD again. The groups join in singing. They then change roles and sing again. • Ask Do you like the song? Student’s Book Activity 12

Go to Activity Book page 95. Make the review sentence cut-out cards. Play Sentence bingo. • The students cut out and make their Unit 6 review sentence cards. • Demonstrate the game. The students choose six cards and lay them face up. Read the sentences in random order. Go to the campsite. Go straight on. … The students turn over their cards when they hear the corresponding sentences. The first student to turn over all six cards says Bingo! and is the winner. • The students play the game again in groups of four, five or six students. • Note: Once the students have finished, they stick the review sentence cards in their notebooks. This can also be done in a later lesson or for homework. Activity Book

Activity 11 Fantastic Phonics: Remember, write and say. • The students recall the tongue twisters and complete the sentences. They then say the sentences.

Activity 12 Pop Spot: Remember the The way to the campsite song. Read and write. Listen and check. CD 3 Track 20 p194 • The students recall the song and write the lyrics. • Play the CD. The students listen and check their answers. • The students read the lyrics and sing the song. Answers: (See answers in audioscript.)

Activity Book: Home-School Link

Activity 13 Practise the song at home with your family. • Encourage the students to practise the The way to the campsite song at home with their family. Activity 14 Look, read and write. Listen and check. Order. CD 3 Track 22 p194 • The students look, read, then write the words. • Play the CD. The students listen and check their answers. • Play the CD again. The students order the sentences. Check the answers. Answers: (See answers in audioscript.)

Ending the lesson

Review the lesson. • Ask Which activities have you enjoyed most today? Do the closing routine. • Do Closing routine 3: See you later, Alligator. The students listen and practise ways of saying goodbye. CD 2 Track 47 p190 • Say Goodbye. See you on ... and name the day of your next lesson.

Answers: A ghost under a signpost says: Don’t go over the bridge. A dog on a rock says: Do not get lost in the forest. 133

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6

Lesson 5

Class Audio for Lesson 5

Objectives and key competences

• to listen and read ‘Arboreal animals and plants’ • to answer questions on the text • to say where you prefer walking



• to explore the internet with your teacher



• to play Read and change

At a Glance Lesson Plan

Active language beetle (insect), mistletoe (plant), mushroom (fungus), squirrel (mammal), woodpecker (bird) Don’t cut down trees Respect and protect trees natural habitat Materials Class Audio CD

Look up, look down CD 2 Track 46 p190 See you later, Alligator CD 2 Track 47 p190 Student’s Book The way to the campsite CD 3 Track 20 p194 ‘Arboreal animals and plants’ CD 3 Track 23 p194 Reading comprehension CD 3 Track 24 p194

Activity Book

Student’s Book

Starting the lesson

Lesson 5 Reading, Writing and Grammar

• Do the opening routine. CD 2 Track 46 p190 • Review the The way to the campsite song. CD 3 Track 20 p194; CD 3 Track 21 • Explain the aims of the lesson.

15 Read and write. A squirrel A mushroom Mistletoe A woodpecker A beetle 1

CLIL Natural Science

insect plant mammal bird fungus

A squirrel is a mammal.

2 3 5

16 Read and write true sentences.

Activity 13 • Listen and read. CD 3 Track 23 p194

1 Mistletoe grows on tree leaves. Mistletoe grows on tree



branches. 2 Beetles lay their eggs in tall trees.

5 Woodpeckers eat mushrooms.

Squirrels live in houses in trees.

3 All mushrooms grow on tree trunks.





17 Order and write.

Do you know … ? fact • Read the fact. 18

Activity 14

I like walking in the forest, but I prefer walking in the mountains.

• Read and answer the questions. • Listen and check. CD 3 Track 24 p194

Activity 16

• Play Read and change.

49

• Think and say what you prefer. 9780230483729_text.indb 49

Explore the internet with your teacher Activity 15

Write sentences about what you prefer.

• Find out: what is a toadstool. • Go to the Activity Book. See Activity Book activities to the right.

Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 47 p190

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Activity Book Activity 15 • Read and write. Activity 16 • Read and write true sentences. Activity 17 • Order and write. Activity 18 • Write sentences about what you like.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 3: Look up, look down. The students follow the instructions. • Option: Volunteers can also give the instructions. CD 2 Track 46 p190 Review the The way to the campsite song. • Ask Can you remember the things in the The way to the campsite song? There’s a campsite. There’s a … The students name the other things in the song. • Play the CD. The students listen and sing. CD 3 Track 20 p194 • Play the karaoke version. The students sing. • Option: They can look at the lyrics (SB page 49). CD 3 Track 21 Explain the aims of the lesson. • Say Today we’re going to listen and read about animals and plants that live in and on trees. Student’s Book Activity 13

Listen and read. CD 3 Track 23 p194 • (Books closed.) Ask the students to predict which animals and plants might be in the text. • (Books open.) The students say what they see in the photos. • Play the CD. The students listen and read. • Use the photos to clarify understanding of new vocabulary. Point out that ‘arboreal’ means ‘about trees’. • Read the animals’ placards. • Play the CD again. Pause the CD once or twice and ask the students for the next word. Do you know …? fact

Think. Say what you prefer. • Ask a volunteer to read the fact. Check comprehension.

Student’s Book Activity 14

Read and answer the questions. Listen and check. CD 3 Track 24 p194 • Read the questions as a class. The students give their answers. • Play the CD. The students listen and check their answers. Answers: (See answers in audioscript.)

Student’s Book Activity 15

Play Read and change. • Demonstrate the game. Read the Tiger Team Magazine article aloud, but change a word in a sentence; for example This bird is called a parrot. The students identify the word that has changed and repeat the sentence correctly, saying, for example, Stop! This bird is called a woodpecker. • The students play the game in pairs. Student’s Book Activity 16

Think and say what you prefer. • Ask Do you go on excursions to the mountains/ forest? Do you like walking in the mountains/ forest? The students think about and say what they prefer. I like walking (in the mountains), but I prefer walking (in the forest). Explore the internet with your teacher

Find out: what is a toadstool. • Read the instructions as a class. The students research the question on the internet. Answer: A toadstool is a mushroom.

Activity Book

Activity 15 Read and write. • The students look at the model sentence and write four more sentences, using a word from each box. Check the answers. Answers: 1 A squirrel is a mammal. 2 A mushroom is a fungus. 3 Mistletoe is a plant. 4 A woodpecker is a bird. 5 A beetle is an insect.

Activity 16 Read and write true sentences. • The students read the sentences and identify the mistakes. They then write the sentences correctly. Check the answers. Answers: 1 Mistletoe grows on tree branches. 2 Beetles lay their eggs in dead trees. 3 Some mushrooms grow on tree trunks. 4 Squirrels live in nests in trees. 5 Woodpeckers eat insects.

Activity 17 Order and write. • The students re-arrange the letters of each word and write the sentences. Check the answer. Answer: Respect and protect forests. Don’t cut down trees.

Activity 18 Write sentences about what you like. • The students read the model sentence. They think about where they like walking and write sentences. • The students read and compare their sentences. Ending the lesson

Review the lesson. • Say When you go walking in the countryside, remember to take … Do the closing routine. • Say It’s time to tidy up and put your books away. • Do Closing routine 3: See you later, Alligator. The students listen and practise the different ways of saying goodbye. CD 2 Track 47 p190 • Say Goodbye. See you on ... and name the day of your next lesson. 135

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6

Lesson 6

Class Audio and Video for Lesson 6

Objectives and key competences

• to use the Student’s Resource Centre



• to prepare, plan and write your project



Active language My ideal holiday destination is … I like (dancing). There’s/There are … Remember to take … Don’t forget to take … I want to go to the mountains.

• to watch the video clip • to listen and read a report

Materials Class Audio CD

At a Glance Lesson Plan

Look up, look down CD 2 Track 46 p190 See you later, Alligator CD 2 Track 47 p190 Student’s Book Video clip p195 Tiger Street Club Report

CD 3 Track 25 p195

Activity Book Activity 19 CD 3 Track 26 p195 Activity 20 CD 3 Track 27 p195

Activity Book

Student’s Book

Starting the lesson

Culture • Pro ect

• Do the opening routine. CD 2 Track 46 p190 • Review arboreal animals and plants. • Explain the aims of the lesson.

Lesson 6 Listening, Reading and Writing CD3

19

26

1

Billy a

Listen and match.

2

3

Tessa

Come to the beach this summer. Don’t forget your sun cream.

b

Come to the campsite this summer. There’s lots of wildlife to see.

4

Kate c

Come to London by bus this summer. Remember to bring your camera.

Dan d

Relax on one of England’s canals.

Activity 17 •

Watch the video clip. p195

20 Read.

CD3

27

Listen and find the differences. Say stop.

My notes: • where I want to go – Brighton, UK • what’s there and what I like doing there – the beach, shops, cafés, friends, campsite; swimming

Activity 18 • Listen and read. CD 3 Track 25 p195 • Answer the questions.

Remember!



• There’s a café. = There is a café.

My ideal holiday destination: I want to go to Brighton for the summer holiday. Brighton is a city by the sea. It’s 45 minutes from London by train. There are lots of shops and cafés in Brighton. There’s a beach. We like swimming in the sea. The water is cold, but it’s a lot of fun. We stay in a tent at a campsite. I’ve got friends there. by Annabel

Now write your notes and project in your notebook.

Activity 19 • Prepare your project: Think about and say.

Home-School Link 50

21

Use technology to extend your project.

9780230483729_text.indb 50

My words to remember • Learning to Learn: Make sentences. • Go to the Activity Book. See Activity Book activities to the right.

Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 47 p190

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Activity Book Activity 19 • Listen and match. CD 3 Track 26 p195 Activity 20 • Read. Listen and find the differences. Say stop. Now write your notes and project in your notebook. CD 3 Track 27 p195 Activity Book: Home-School Link Activity 21 • Use technology to extend your project.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 3: Look up, look down. The students follow the instructions. • Option: Volunteers can also give the instructions. CD 2 Track 46 p190 Review arboreal animals and plants. • Ask the students if they can remember five things that can live in a tree. (Squirrels, beetles, mistletoe, mushrooms, woodpeckers.) Ask what the students can remember about each one. Praise correct answers and all attempts to speak in English. Explain the aims of the lesson. • Say Today we’re going to watch a video clip. We’re then going to read and listen to the Tiger Street Club Report for the Tiger Team Magazine and Zach and Clare’s description of their ideal holiday destination. We’re also going to prepare, plan and write our projects. Student’s Book Activity 17

Watch the video clip. p195 • Read Nasim’s speech bubble. • Tell the students that they are going to watch members of the Tiger Street Club asking students about their holiday destinations. • Ask Where does Oliver go for his holidays? Play the first sequence of the video clip. • Check the answer. (Oliver goes to France.) • Tell the students that they are now going to watch other children talking about their favourite holiday destinations. Ask How many different destinations do you hear? Play the rest of the video clip. Check the answers after watching. (the beach, the mountains, in a campsite, Spain, grandparents’ house.) Ask Where does Nassim go for his holidays? (his cousins in the countryside) • Ask Where do you go for your holidays? • Note: The video clip is in the Presentation Kit.

Student’s Book Activity 18

Listen and read. Answer the questions. CD 3 Track 25 p195 • Ask the students to predict how long the school summer holiday is in the UK. Play the first part of the CD. The students listen and read. • Check the answer. (Six weeks long.) Ask Where do some children go during their summer holiday? (To the beach, to campsites, to stay with grandparents or to other countries.) • Play the second part of the CD. The students listen and read. • Ask What’s Zach’s ideal holiday destination? (A holiday camp) Why does he like it? (There are lots of things to do, such as wall climbing, swimming and playing crazy golf.) Ask What does Clare like doing? (Exploring the forest with her brother.) • Play the CD again, pausing three or four times for the students to give you the next word. Student’s Book Activity 19

Prepare your project: Think about and say. • Explain that the students are going to plan and write their individual project (a description of their ideal holiday destination). They will first do a speaking activity in preparation. • Read the bullet points and the speaking model as a class. • The students then talk about where they want to go, what’s there and what they would like to do there. • Explain that they will shortly make notes and write their project in their notebooks.

Activity Book

Activity 19 Listen and match. CD 3 Track 26 p195 • Play the CD. The students listen and match the children to their ideal holiday destination. Check the answers. Answers: (See answers in audioscript.)

Activity 20 Read. Listen and find the differences. Say stop. Now write your notes and project in your notebook. CD 3 Track 27 p195 • The students read Annabel’s project. • Play the CD. The students say stop when they hear a difference between the recording and the text. Pause the CD to check each answer (village/town; boat/train; hot/cold). • Draw attention to the Remember! tip. • The students plan their project in their notebooks. • The students write their project in their notebooks. Monitor and help as necessary. Project extension • Go to Teacher’s Notes page 000 for ideas on how to extend the students’ projects. Activity Book: Home-School Link

Activity 21 Use technology to extend your project. • You may choose to ask the students to type their project on a computer and bring it to the next lesson. Ending the lesson

My words to remember

Learning to Learn: Make sentences. • Read the words to remember as a class. The students then make sentences using the words. Suggested answers: At Christmas, we decorate our house with mistletoe. Some beetles lay their eggs in trees. I like woodpeckers. Some mushrooms are poisonous. If you cut down trees, you can destroy the natural habitat of some animals and plants.

Review the lesson. • Ask Which holiday do you think sounds the best? Do the closing routine. • Do Closing routine 3: See you later, Alligator. The students listen and practise ways of saying goodbye. CD 2 Track 47 p190 • Say Goodbye. See you on ... and name the day of your next lesson. 137

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6

Lesson 7

Class Audio for Lesson 7

Objectives and key competences

• to listen and use everyday classroom language • to read an acrostic poem



• to use the Student’s Resource Centre



• to review the main vocabulary and grammar in Unit 6

• to listen and read for pleasure

At a Glance Lesson Plan

Active language bridge, campsite, farm, forest, gate, lake, mountain, path, river, signpost Don’t … Excuse me. Where’s the school library? Go to the end of the corridor and turn left. The library is on your right. Let me repeat that. I go ...

Look up, look down CD 2 Track 46 p190 See you later, Alligator CD 2 Track 47 p190 Student’s Book Class Chit-Chat CD 3 Track 28 p195 Reading Corner: A poem CD 3 Track 29 p195 Tiger Street Tales CD 3 Track 30 p195

Materials Class Audio CD

Activity Book

Student’s Book

Starting the lesson

Lesson 7 Unit Review Vocabulary and Grammar 1 2 F 22 Look and write. 3 A 1 R 2 M

• Do the opening routine. CD 2 Track 46 p190 • Review ideal holiday destinations. • Explain the aims of the lesson.

3

7

5 6

4

7

Activity 21

8

8

9

9

• Reading Corner: Read and listen. CD 3 Track 29 p195

10

5

10

23 Look, write and match. 1

Don’t

2 a

turn right. left at the river.

3 Don’t go over the

Activity 20 • Class Chit-Chat: Listen and repeat. CD 3 Track 28 p195 • Act out.

6

Go straight

Activity 22

b

• Tiger Street Tales: Listen and read. CD 3 Track 30 p195 • Go to the Activity Book. See Activity Book activities to the right.

c

the bridge.

6 Go of the path.

the end

7 Go

the forest.

d

• Review the lesson and the unit. • Do the closing routine. CD 2 Track 47 p190

f

g

the

h

51 9780230483729_text.indb 51

Ending the lesson

.

5 Go

8 Turn right tree.

e

.

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Activity Book Activity 22 • Look and write. Activity 23 • Look, write and match.

138

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 3: Look up, look down. The students follow the instructions. (Optional) Volunteers can also give the instructions. CD 2 Track 46 p190 Review ideal holiday destinations. • Ask Can you remember? Where does Nasim spend his holidays? What activities does he do? (with his cousins in the countryside. Swimming in the river and walking in the forest.) Explain the aims of the lesson. • Say Today we’re going to practise classroom language. We’re then going to listen to and read a poem and a Tiger Street Tale and we’re also going to review the vocabulary and grammar from Unit 6. Student’s Book Activity 20

• Note: The dialogue builder activity is also available in the Presentation Kit as an interactive activity. Students listen and read the dialogue, then there is a practice activity in which they reconstruct the dialogue. Class Chit-Chat: Listen and repeat. Act out. CD 3 Track 28 p195 • (Books closed.) Say Listen to the dialogue between a boy and a visitor to the school. Where’s the library? Play the CD. The students listen. Check the answer. (If you go to the end of the corridor and turn left, the library is on your right.) • (Books open.) Play the CD again. The students listen and read the dialogue. Clarify the meaning of ‘it’s on your/my right/left’. • Divide the class into two groups. Play the CD a third time, pausing for the groups to repeat the exchanges. • Divide the class into pairs. The partners read the dialogue. • Ask the students if English visitors ever come to their school. If they do, say that you hope the students will try to speak English to them.

Student’s Book Activity 21

Reading Corner: Read and listen. CD 3 Track 29 p195 • Ask What sort of text is this? Is it an email? Is it a postcard? Confirm or explain that it is a poem. • Play the CD. The students listen and read. • Check understanding. Explain that there are many types of poem. This is an acrostic poem, where a letter in each sentence spells out a word. The sentences are aligned so that the word ‘holidays’ appears vertically. • Play the CD again. • Ask Do you ever write poems?

Activity Book

Activity 22 Look and write. • The students look at the pictures and complete the crossword. Check the answers. Answers: 1 farm 2 signpost 3 bridge 4 mountain 5 lake 6 campsite 7 forest 8 river 9 path 10 gate

Activity 23 Look, write and match. • The students look at the signs and match them to the sentences. They then write the missing words. Check the answers. Answers: 1 e Don’t 2 d Turn 3 f bridge 4 g on 5 a over 6 c to 7 b round 8 h at

Student’s Book Activity 22

Tiger Street Tales: Listen and read. CD 3 Track 30 p195 • The students look at the pictures and read the story. • Ask Would you like to listen to the story? Play the CD. The students listen and follow in their books. • Ask Do you think the story is funny?

Ending the lesson

Review the lesson and the unit. • Ask Can you name ten things you can see in the countryside? Can you ask for and give instructions? • Congratulate the students on their achievement. Do the closing routine. • Say It’s time to tidy up and put your books away. • Do Closing routine 3: See you later, Alligator. The students listen and practise the different ways of saying goodbye. CD 2 Track 47 p190 • Say Goodbye. See you on ... and name the day of your next lesson.

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6

Lesson 8

Class Audio for Lesson 8 Materials Flashcards and Word cards: bridge, campsite, farm, forest, gate, lake, mountain, path, river, signpost, Class Audio CD, Picture Dictionary (AB page 66), Grammar Reference Bank (AB page 72), Progress Journal pages 18–20

Objectives and key competences

• to complete the Picture Dictionary and Grammar Reference Bank for Unit 6 • to review CLIL and culture in the unit • to self-assess work in the unit • to complete the Progress Journal for Unit 6

Look up, look down CD 2 Track 46 p190 See you later, Alligator CD 2 Track 47 p190 Activity Book Activity 25 CD 3 Track 31 p196 Activity 26 CD 3 Track 32 p196

Active language beetle (insect), mistletoe (plant), mushroom (fungus), squirrel (mammal), woodpecker (bird) holiday destinations Don’t cut down trees. Respect and protect trees.

At a Glance Lesson Plan

Progress Journal w

In the Countryside My learning review Do you remember the story? Tell a friend or your family. Use some of these words to help you.

digital

digital

campsite forest list take photos ghost orchid badger broken leg rescue services newspaper

Activity Book

What animals and plants live in or grow on trees? Draw and write the words.

Starting the lesson Lesson 8 Unit Review CLIL, Culture and Self-assessment

• Do the opening routine. CD 2 Track 46 p190 • Review the Unit 6 flashcards and word cards. • Explain the aims of the lesson. • Play Do/Don’t!

24 Look and write. 1

B E E

2

T

1

L E

2

3

R

3

E

4

mushrooms

5

E 5

25 Read and write.

My vocabulary check

S CD3

31

26

CD3

32

Do you remember the key words from Unit 6? Look and write.

Listen and check.

In the UK … School finishes at the beginning of (1) (luJy). July The summer holiday is (2) (xis) weeks long. Many children go to the (3) (cheab) or to a ( ) (pitescam). Some children stay with their (5) (parentsdrang). Some children go to other (6) (ountcries) with their family. Everyone’s holiday is (7) (ferifdent).

Activity Book Activity 24 • Look and write. • Activity 25 • Read and write. Listen and check. CD 3 Track 31 p196 Activity 26 • Complete the Picture Dictionary for Unit 6. Activity 27 • Listen and say Yes! or No! CD 3 Track 32 p196

Resource Centre



Activity 28 • Complete your Tiger Time score card. Activity 29 • Do an activity from your Learning Plan and complete your Progress Journal for Unit 6. Complete your Grammar Reference Bank. • Go to the Progress Journal. See Progress Journal activities to the right.

I can name things you see in the countryside.

Listen and say Yes or No.

27 Complete the Picture Dictionary for Unit 6. Yes. Learning to

Home-School Link

LEARN

28 Complete your Tiger Time score card.

My Tiger Time score card My work in Unit 6 is:

My Learning Plan

OK

I plan to:

Good Very good Excellent

read Unit 6 again write a list of words to remember learn the grammar table do the online activities

29 Do an activity from your Learning Plan and complete your Progress Journal for Unit 6. 52 9780230483729_text.indb 52

Activity Book: Home-School Link

river

18 Tiger_4_PJ.indd 18

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Progress Journal page 18 Activities 1–2 • Students’ own answers. Activity 3 • See Teacher’s Notes page 141.

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Ending the lesson • Review the lesson and the unit. • Do the closing routine. CD 2 Track 47 p190

Progress Journal pages 19 and 20 • See the Progress Journal for pages 19 and 20. Activities 4–7 • Students’ own answers.

140

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do Opening routine 3: Look up, look down. The students follow the instructions. • Option: Volunteers can also give the instructions. CD 2 Track 46 p190 Review the Unit 6 flashcards and word cards. • Cover the word cards in turn. Reveal the letters one by one. The students say the words as soon as they recognise them. • Stick the flashcards on the board. Give out the word cards to pairs of students. They stick the word cards under the flashcards on the board. • The students read all the words with you in chorus. Explain the aims of the lesson. • Say Today we’re going to review CLIL and culture in the unit and focus on Learning to Learn. We’re also going to complete our Picture Dictionary, Grammar Reference Bank and Progress Journal for Unit 6. Play Do/Don’t! • Explain and demonstrate the game. Ask the students to follow your instructions and mime the actions. If you say don’t do something, they should fold their arms and do nothing. • Ask the students to imagine they are in the countryside. Give instructions, such as Walk in the forest. Look at the trees. Look at the flowers. Don’t pick the flowers. Stop. Open your bag. Take out your bottle of water. Open your bottle of water. Drink. Don’t drop the bottle on the path. Put it in your bag. • Walk up the mountain. It’s hot. It’s very sunny. Stop. Take out your sun cream. Put on some sun cream. Put the sun cream in your bag. Walk down the mountain. • Look! There’s a signpost. Read the signpost. Don’t turn left. Turn right. Look there’s a river. Walk over the bridge. • Option: Ask the students to write five instructions in pairs or small groups. Then they read them aloud for the other students to follow and mime.

Activity Book

Activity 24 Look and write. • The students look at the pictures and write the words. Check the answers. Answers: 1 beetle 2 mushroom 3 woodpecker 4 squirrel 5 mistletoe

Activity 25 Read and write. Listen and check. CD 3 Track 31 p196 • The students read the sentences, work out the anagrams and write the words. • Play the CD. The students listen and check their answers. Answers: (See answers in audioscript.)

Activity 26 Listen and say Yes or No. CD 3 Track 31 p196 • Read the speech bubbles. Say Say ‘Yes!’ to what you can do in Unit 6. • Play the CD. The students listen and respond. Pause the track to give them time to answer. Clarify the meaning of the statements. • Note: Unless the students have been absent they should be able to say ‘yes’ to all the statements. • Encourage the students to feel positive about what they can do. Activity 27 Complete the Picture Dictionary for Unit 6. • The students complete the Picture Dictionary for Unit 6, either during the lesson or for homework. Activity Book: Home-School Link

Activity 28 Complete your Tiger Time score card. • Read the heading and options in the first column. The students look back through their work in the unit. • The students circle or colour the stars to self-assess their work. • Read the heading and text in the second column. Clarify meaning if necessary. The students tick (✓)

what they plan to do. • Endorse the students’ self-assessment and Learning Plan with a tick and/or a comment, your signature and the date. If relevant, note your own assessment of their work and suggestions for their Learning Plan. Activity 29 Do an activity from your Learning Plan and complete your Progress Journal for Unit 6. • The students do an activity from their Learning Plan. • The students complete their Progress Journal for Unit 6, either during the lesson or for homework. • They can also complete their Grammar Reference Bank for Unit 6 (Activity Book page 72). Tiger Street Club Progress Journal page 18 Activities 1–2 answers: Students’ own answers. Activity 3 answers: river, signpost, farm, campsite, forest, mountain, gate, bridge, lake, path Tiger Street Club Progress Journal pages 19 and 20 Activities 4–7 answers: Students’ own answers. Activity Book Grammar Reference Bank page 00 Activity 1 answers: 1 Don’t turn right. 2 Don’t go over the bridge. 3 Go straight on. 4 Go round the lake. 5 Go over the bridge. 6 Go right at the tree. Activity 2 answers: 1 a 2 f 3 e 4 c 5 b 6 d

Ending the lesson

Review the lesson and the unit. • Ask (using L1 as necessary) What have you learnt in Unit 6? What have you enjoyed? Which activities have helped you learn? How? What do you plan to do to remember what you have learnt? Do the closing routine. • Say It’s time to tidy up and put your books away. • Do Closing routine 3: See you later, Alligator. The students listen and practise the different ways of saying goodbye. CD 2 Track 47 p190 • Say Goodbye. See you on ... and name the day of your next lesson.

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My teaching notes

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7

Tiger Street Club Review

Objectives and key competences

Active language

CLIL and Culture



• Identify and name film vocabulary • Listen and use everyday classroom language

ICT: Making movies Video clip: Tiger Street Club Report: Parents' evening and My English report



• Listen and read about making movies • Read a poster

Core vocabulary: films and cinema actress, camera, cameraman, clapperboard, director, make-up artist, screenplay, special effects, wigs, writer



• Use the Student’s Resource Centre • Spell words • Predict what happens in the screenplay • Revise language from Units 1–6 • Practise pronunciation: vowels (AEIOU) • Review, assess and plan your own learning



• Understand and think about values



• Play the games • Make and play with the Fantastic Phonics cut-out cards • Prepare, plan and write your project



• Listen, read, understand and act out the screenplay • Sing a song • Watch a video clip • Listen and read for pleasure

Story vocabulary fire brigade, flying machine, laptop, seats, strange CLIL vocabulary: making movies direct a film/movie, digital camera, download, shoot a film/movie, online Structures Structures that have been previously introduced Recycled language Language and vocabulary that have been previously introduced Classroom language Main function: discussing what you want to do in the class home movie I want to help. What are you good at? (Photography.) I like (taking photos). Perfect. You can be the (cameraman).

Values and attitudes • Interest in learning film vocabulary • Pleasure in acting out a screenplay • Awareness that it’s rude to laugh at people • Enjoyment in reviewing what you’ve learnt in a quiz • Awareness of the work involved in making a film and of the equipment needed • Satisfaction in writing your project • Confidence in using classroom language • Interest in reading a poster • Pleasure in reading a cartoon strip story • Willingness to review, assess and plan your own learning • Satisfaction with learning in Tiger Team 4

Receptive language category, enormous, I’m not good at (acting), parents’ evening, progress

Pronunciation the vowels: AEIOU (sound like: grey, green, white, yellow, blue)

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Lesson 1

Objectives and key competences

• to identify film vocabulary and say The Tiger Street word rap • to play Categories • to use the Student’s Resource Centre • to listen and respond to learning objectives • to spell words in the Spelling Bee

Class Audio for Lesson 1 Active language actor, actress, camera, cameraman, clapperboard, director, make-up artist, screenplay, special effects, wigs, writer Vocabulary the pupils already know the alphabet

What have we got?

CD 1 Track 20 p179

Student’s Book In Unit 7 CD 3 Track 33 p196 The Tiger Street word rap CD 3 Track 34 p196

Activity Book

Materials Flashcards and Word cards: actor, camera, cameraman, clapperboard, director, make-up artist, screenplay, special effects, wigs, writer, Class Audio CD

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Lesson 1 Vocabulary 1 Find, circle and write.

At a Glance Lesson Plan

WIG

Student’s Book

SDIRE

CTORMAK

• Do the opening routine. CD 1 Track 20 p179 • Explain the aims of the lesson.

1

6

2

• Present vocabulary with the Unit 7 flashcards and word cards.

2

3

7

8

wigs



5

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10

Look.19 Write the first letter and find the sentence.

19

90 90 80 19 40 60 90 80 19 40 60

I 19 60 1990 0 80 19 40 99 0 6 90 19 80 19 40 4 80 19 40 60 40160 8060 9 0 40 . 80 19 8 60 80 19 40 60 0 06

In Unit 7

3

• Listen, read and look. CD 3 Track 33 p196

Read and write answers for you. Ask a friend.

80

90

4

03 03 03

2 Can you spell ?





3 Have you got a camera?

Activity 1

19

1 Do you like watching films?



• Play Categories.

ERAWRITERSPECIALEFFECTS

03 03 03

Vocabulary presentation

Activity 2

ARTISTCAMERAMANSCREENPLAY

ACTRESSCLAPPERBOARDCAM

Starting the lesson

• Say The Tiger Street word rap. CD 3 Track 34 p196

E-UP

Do you want to be an actor?

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Activity 3 • Do the Spelling Bee. Go to the Activity Book. See Activity Book activities to the right.

•

Ending the lesson • Review the lesson. • Do the closing routine. CD 1 Track 20 p179

Activity Book Activity 1 • Find, circle and write. Activity 2 • Look. Write the first letter and find the sentence. Activity 3 • Read and write. Ask a friend.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Explain that for the opening routine in Unit 7, the students are going to sing the different Pop Spot songs they have learnt in Tiger 4. • Play the Unit 1 Pop Spot song, What have we got? The students listen and sing. CD 1 Track 20 p179 Explain the aims of the lesson. • Say Today we’re going to learn words relating to the films and the cinema and say The Tiger Street word rap. We’re also going to find out what we’re going to do in this unit, play a game and do the Spelling Bee. Vocabulary presentation

Present the vocabulary. • Note: You can present the vocabulary using the Vocabulary Tool in the Presentation Kit. • (Books closed.) The students name the vocabulary relating to films and movies that they already know (actor, cinema, films, DVDs …). • Introduce the new movie vocabulary by sticking the flashcards on the board. The students repeat the words once or twice. • Hold up the word cards in turn. The students read the words. They then match the word cards and flashcards on the board. In Unit 7

Listen, read and look. CD 3 Track 33 p196 • Say Let’s listen and find out what we do in Unit 7. Play the CD. The students listen, read and look at the pictures. • Ask questions, such as Do you want to read a screenplay? Do you want to learn about making home movies? Do you want to find out about activities children do at the end of the school year? Can you talk about people and things in the cinema world?

Student’s Book Activity 1

Say The Tiger Street word rap. CD 3 Track 34 p196 • (Books open.) Play the CD. The students listen and point to the photos. • Play the CD again. Pause before each item for the students to say the words. • Play the CD a third time. The students say the rap and clap rhythmically. Student’s Book Activity 2

Play Categories. • Divide the class into two teams. • Explain and demonstrate the game. Write a category on the board and say The category is (jobs). Teams take turns to say different jobs (director, make-up artist …), earning a point for each one. Repetitions are not allowed. The teams keep going until one team is unable to say another job. Then change the category and continue. Other suitable categories: Places in a town, Things you see in the countryside, Words to describe hair, School subjects.

Activity Book

Activity 1 Find, circle and write. • The students find and circle the words. They then write the words under the corresponding pictures. Check the answers. Answers: 1 clapperboard 2 director 3 writer 4 screenplay 5 make-up artist 6 camera 7 cameraman 8 wigs 9 actress 10 special effects

Activity 2 Look. Write the first letter and find the sentence. • The students name the objects. Remind them that if they write the first letter of each object, a sentence will appear. Check the answer. Answer: I love watching films on DVD.

Activity 3 Read and write. Ask a friend. • The students read the questions and write true answers. • The students interview each other, using the questions. Answers: 1 Yes, I do./No, I don’t. 2 Yes, I can. It’s C-L-A-P-P-E-R-B-OA-R-D./No, I can’t. 3 Yes, I have./No, I haven’t. 4 Yes, I do. No, I don’t.

Student’s Book Activity 3

Do the Spelling Bee. • Divide the class into two teams. Hold up one of the flashcards. Ask a student from one team to name the movie word. • Ask another student from the same team How do you spell ‘(camera)’? • If the students name the movie word and spell the word correctly, they score a maximum of four points for their team (one for naming the word and three for spelling the word and saying the letters correctly). • Keep score on the board. The team with most points wins.

Ending the lesson

Review the lesson. • Ask What vocabulary relating to films do you know? Do the closing routine. • Say It’s time to tidy up and put your books away. • Explain that for the closing routine in Unit 7, the students will sing the different Pop Spot songs they have learnt in Tiger Time 4. • Play the Unit 1 Pop Spot song, What have we got? The students listen and sing. CD 1 Track 2 p179 • Say Goodbye. See you on ... and name the day of your next lesson.

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Lesson 2

Class Audio for Lesson 2

Objectives and key competences

• to use the Student’s Resource Centre



• to predict what happens in the screenplay



• to give a personal response and think about values



• to listen, read and act out the screenplay • to answer questions about the screenplay

Active language (continued) Recycled language and vocabulary from previous unitsand levels of Tiger Team Materials Flashcards and Word cards: actor, camera, cameraman, clapperboard, director, make-up artist, screenplay, special effects, wigs, writer, Story cards: Around the World in Eighty Minutes, Class Audio CD

Student’s Book Stop! Thief! CD 1 Track 41 p181 The Tiger Street word rap CD 3 Track 34 p196 Around the World Eighty Minutes CD 3 Track 35 p196 Activity Book Activity 4 CD 3 Track 36 p196

Active language actor, actress, camera, cameraman, clapperboard, director, make-up artist, screenplay, special effects, wigs, writer, fire brigade, flying machine, laptop, seats, strange

Activity Book Lesson 2 A screenplay 4 Read and number in order.

CD3

36

Listen and check.

Around the World in Eight y Minutes

The children look at photos of cities around the world.

At a Glance Lesson Plan

Sara calls the fire brigade.

Student’s Book

The next day, Phileas and his flying machine are famous. Sara flies around the world with Phileas.

Starting the lesson

They see a photo of a fire at their school.

The fire brigade rescue Mr Jones, the caretaker, and they put out the fire.

• Do the opening routine. CD 1 Track 41 p181 • Match the Unit 7 word cards and flashcards. • Say The Tiger Street word rap. CD 3 Track 34 p196 • Explain the aims of the lesson.

Phileas is making a flying machine.

The other children laugh at him

.

5 1

1

➜ Go to Student’s Book page 5 . Read and write.

Has Phileas got blue hair? No, he hasn’t. He’s got red hair.

2



Sara hate flying?

3

there twenty seats in the flying machine?



the flying machine fly around the world in seventy seconds?

5

Mr Jones a teacher?



Pre-story activities

Home-School Link

• Predict what happens in the screenplay (books closed). • Listen to the screenplay (books closed). CD 3 Track 35 p196 • Listen again (books open).

6

Read and reflect. Write.

Resource Centre

digital

digital

1 I (want / don’t want) to travel around the world. (is / isn’t) nice to laugh at people. 2 I think it 3 I think the screenplay is I think Phileas is

. .

7 Write six words from the story. Tell your family what they mean. 1

2

3



5

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Activity 4 • Listen and read. CD 3 Track 35 p196 • Act out the screenplay. Activity 5 • Read and reflect.

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Activity Book Tiger Street Club Values • Think about it: Is it important not to make fun of other people? • How are you kind to other children? • Go to the Activity Book. See Activity Book activities to the right.

Ending the lesson • Review the lesson. • Do the closing routine. CD 1 Track 41 p181

Activity 4 • Read and number in order. Listen and check. CD 3 Track 36 p196 Activity 5 • Go to Student’s Book page 54. Read and write. Activity Book: Home-School Link Activity 6 • Read and reflect. Write. Activity 7 • Write six words from the story. Tell your family what they mean.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do the opening routine: the students listen and sing the Unit 2 Pop Spot song, Stop! Thief! CD 1 Track 41 p181 Match the Unit 7 word cards and flashcards. • Put the ten word cards for Unit 7 on the board. Point at them in turn; the students say the words. Give the Unit 7 flashcards to ten students, who come to the board and take the corresponding word cards. Say The Tiger Street word rap. • Ten students stand in a line holding a flashcard and corresponding word card. Play the CD. They hold up the flashcards and word cards in turn. The rest of the class dances and says the rap (learnt in Lesson 1). Repeat with ten different students. CD 3 Track 34 p196 Explain the aims of the lesson. • Say Today we’re going to listen to, read and act out a screenplay. Pre-story activities

Predict what happens in the screenplay (books closed). • Read the title of the screenplay. • Note: The students may say that the title is wrong – that it should be ‘days’ not ‘minutes’. Confirm that in this story, a boy travels around the world in eighty minutes. • Read the narrative text. • Ask the students to predict what happens in the screenplay (in L1). Listen with the story cards (books closed). CD 3 Track 35 p196 • Note: You can tell the story using the Storyteller in the Presentation Kit. Please see TB p24. • Say Let’s listen and find out if you’re right. Play the CD. Hold up the story cards in turn. The students listen. • Briefly compare what happens in the screenplay with the students’ predictions. Listen again (books open).

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• The students look briefly at screenplay pictures and narrative text. • Play the CD again. The students listen and read. • Ask Is Phileas an interesting character? Do you like his invention? Student’s Book Activity 4

Listen and read. Act out the screenplay. CD 3 Track 35 p196 • Play the CD, pausing after each line for the students to repeat. • Assign roles (Phileas, Sam, Laura, Sara, narrator). The students read and act out the screenplay. • Ask Do you want to fly around the world? Student’s Book Activity 5

Read and reflect. • Read the speech bubble, sentences and options. Clarify meaning. • Encourage the students to think about and share their opinions. Student’s Book Tiger Street Club Values

• Say Think about it! Is it important not to make fun of other people? Establish that it is important and that it is hurtful and unkind to laugh at people. • Point to the photos and ask questions. Do you help your friends? Do you share things? Do you work and play together nicely? The students answer yes or no. If you have a confident class, encourage the students to talk about other ways that they are kind to other children (in L1 if necessary).

Activity 5 Go to Student’s Book page 54. Read and write. • The students read and complete the questions. They then write the answers. Check the answers. Answers: 1 Has/No, he hasn’t. He’s got red hair. 2 Does/No, she doesn’t. She likes flying. 3 Are/No, there aren’t. There are two seats. 4 Can/No, it can’t. It can fly around the world in eighty minutes. 5 Is/No, he isn’t. He’s a caretaker.

Activity Book: Home-School Link

Activity 6 Read and reflect. Write. • Read the sentences. The students think about and complete the sentences. They then compare opinions. Activity 7 Write six words from the story. Tell your family what they mean. • The students write six key words relating to the story. If they are confident, they can tell their family what the words mean and explain the story in simple terms. Ending the lesson

Review the lesson. • Ask Why is the screenplay called Around the World in Eighty Minutes? • Note: You may wish to ask the students to look at Lesson 3 to prepare for the game and quiz. Do the closing routine. • Do the closing routine: the students listen and sing the Unit 2 Pop Spot song, Stop! Thief! CD 1 Track 41 p181 • Say Goodbye. See you on ... and name the day of your next lesson.

Activity Book

Activity 4 Read and number in order. Listen and check. CD 3 Track 36 p196 • The students read and number the sentences. • Play the CD. The students listen and check their answers. Answers: (See answers in audioscript.)

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Lesson 3

Objectives and key competences

Class Audio for Lesson 3



• to review Tiger Time 4 language and vocabulary in the Tiger Street Club ‘can do’ board game



• to review Tiger Time 4 CLIL and culture in the Tiger Street Club quiz

At a Glance Lesson Plan

Active language Recycled language and vocabulary from previous units and levels of Tiger Time 4 Materials Class Audio CD, dice and counters (for each pair of students)

Student’s Book Near here CD 2 Track 10 p185 Around the World in Eighty Minutes CD 3 Track 35 p196 Tiger Street Club quiz CD 3 Track 37 p197

Activity Book Student’s Book ammar!

8 Make your own Tiger Street Club ‘can do’ board game. Write questions. Play with a friend.

• Do the opening routine. CD 2 Track 10 p185 • Review the Around the World in Eighty Minutes story. CD 3 Track 35 p196 • Explain the aims of the lesson.

Start here!

1

2

Can you say the

alphabet in 15 seconds?

7

8

9

3

4

5

6

10

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9 Read and write the answers to the Tiger Street Club quiz.

Activity 6 • Play the Tiger Street Club ‘can do’ board game.

… i for

Lesson 3 Grammar and Writing

Starting the lesson

1 Write three subjects children study at a performing arts school.

Finish

Quiz

music,



2 Write three things you can borrow from a library in the UK.

Activity 7 • Listen and do the Tiger Street Club quiz. CD 3 Track 37 p197 • Go to the Activity Book. See Activity Book activities to the right.

3 Write a common type of transport in Venice. Write four jobs that people do in your school. 5 Write three things you can see in an art gallery. 6 Write three animals that live in trees. Write two things that grow on trees.

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Activity Book Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 10 p185

Activity 8 • Make your own Tiger Street Club ‘can do’ board game. Write questions. Play with a friend. Activity 9 • Read and write the answers to the Tiger Street Club quiz.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do the opening routine: the students listen and sing the Unit 3 Pop Spot song, Near here. CD 2 Track 10 p185 Review the Around the World in Eighty Minutes story. • (Books closed.) Ask Can you remember the story? Assign roles by asking Who wants to be Phileas/ Sara/Laura/Sam/the narrator? • (Books open.) (Optional) Play the CD. The students read and act out the screenplay (SB pages 54 and 55). CD 3 Track 35 p196 Explain the aims of the lesson. • Say Today we’re going to play a game. We’re also going to do a quiz to review what we have learnt in Tiger Time 4. Student’s Book Activity 6

Play the Tiger Street Club ‘can do’ board game. • Divide the class into two teams. Have a dice ready. Make sure each team has a counter, such as a rubber or a pencil sharpener. • Demonstrate and play the game with the whole class. Throw the dice for each team in turn. Say the number shown. The students move their counter the corresponding number of squares on the board. If they land on a question, team members read and answer the question. If they answer correctly, they move the counter forward two squares (but don’t answer another question). If they answer incorrectly, they move their counter back two squares. • The other team then has the next turn. The winner is the first team to reach square 26. • Divide the class into pairs. Make sure that each pair has a dice and two counters. The students then play the game with their partner.

Student’s Book Activity 7

Listen and do the Tiger Street Club quiz. CD 3 Track 37 p197 • Divide the class into two teams. • Play the CD or read the questions. Press pause after each question. The students in each team take turns to answer. They score points for correct answers depending on the question. For example, for question 1, they potentially score five points and for question 2, three points. If a team can’t answer, or can only partially answer a question, the question passes to the other team. • The team with most points at the end of the quiz is the winner. • Ask Can you answer all the questions? Say Well done! Answers: (See answers in audioscript.)

Activity Book

Activity 8 Make your own Tiger Street Club ‘can do’ board game. Write questions. Play with a friend. • Explain that the students are going to make and play their own version of the ‘can do’ board game. • Elicit examples of possible questions. Can you name three places in a town? Can you spell your name in five seconds? Can you name three capital cities? • Divide the class into pairs. Make sure the students have a dice and counters. In pairs, the students prepare and write six questions for their game. They then play the games they have made with their partner. Activity 9 Read and write the answers to the Tiger Street Club quiz. • The students read and write the answers to the quiz. Check the answers. Possible answers: 1 music, drama, dance 2 books, DVDs, e-books 3 gondola, water bus 4 cleaner, cook, caretaker, librarian 5 paintings, sculptures, drawings 6 beetles, squirrels, woodpeckers/mistletoe, mushrooms

Ending the lesson

Review the lesson. • Ask What language and vocabulary have we reviewed? Are you happy with what you know? Do the closing routine. • Say It’s time to tidy up and put your books away. • Do the closing routine: the students listen and sing the Unit 3 Pop Spot song, Near here. CD 2 Track 10 p185 • Say Goodbye. See you on ... and name the day of your next lesson.

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Lesson 4

Class Audio for Lesson 4

Objectives and key competences

• to practise pronunciation: the vowels (A, E, I, O, U) • to play Phonics bingo



• to make the Fantastic Phonics cut-out cards



• to sing Let’s make a movie

Materials Flashcards and Word cards: actor, camera, cameraman, clapperboard, director, make-up artist, screenplay, special effects, wigs, writer, Class Audio CD, Cut-out cards (one set prepared in advance, optional – AB page 95), scissors

Student’s Book What’s his job? CD 2 Track 32 p188 Fantastic Phonics CD 3 Track 38 p197 Let’s make a movie CD 3 Track 39 p197 Activity Book Activity 11 CD 3 Track 39 p197

Active language actor, actress, camera, cameraman, clapperboard, director, make-up artist, screenplay, special effects, wigs, writer Recycled language and vocabulary from previous units and levels of Tiger Team

Activity Book Lesson

Grammar, Listening and Writing

10 Remember, match and say. Colour.

yellow

At a Glance Lesson Plan



blue



white



grey

A

onics

green



11 Remember the Let’s make a movie song. Find, circle and write. Listen and check.

Student’s Book

CD3

39

b

Starting the lesson • Do the opening routine. CD 2 Track 32 p188 • Review the Unit 7 flashcards and word cards. • Explain the aims of the lesson.

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screenplay. I’ve got a You’ve got a . I know an . . You know an Let’s make a movie. A fun, fantastic, groovy movie With lots of special effects! I’ve got a . You’ve got . . We know a And a . Let’s make a movie. A fun, fantastic, groovy movie With lots of special effects!

Home-School Link

Activity 8

12 Practise the song at home with your family.

• Fantastic Phonics: Listen and repeat. Say. CD 3 Track 38 p197

Resource Centre

digital

digital

13 Order and write. we’ve got = we ha ve got

Activity 9 • Pop Spot: Listen and read. CD 3 Track 39 p197 • Sing Let’s make a movie

antasti

A E I O U

Activity 10

•

Go to Activity Book page 95. Make the Fantastic Phonics cut-out cards. • Play Phonics bingo. • Go to the Activity Book. See Activity Book activities to the right. Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 32 p188

56

1 playground / We’ve / with / got / grammar / Greg / in / the We’ve

2 pool / The / likes / in / his / singing / pink / swimming / king







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Activity Book Activity 10 • Fantastic Phonics: Remember, match and say. Colour. Activity 11 • Remember the Let’s make a movie song. Find, circle and write. Listen and check. CD 3 Track 39 p197 Activity Book: Home-School Link Activity 12 • Practise the song at home with your family. Activity 13 • Order and write.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do the opening routine: the students listen and sing the Unit 4 Pop Spot song, What’s his job? CD 2 Track 32 p188 Review the Unit 7 flashcards and word cards. • Play board pelmanism. Stick six flashcards, face down, on one side of the board. Number them 1–6. Stick five of the corresponding word cards, face down, on the other side of the board. Label them A–E. • Divide the class into two teams. A student from Team A asks for a flashcard. Can we have flashcard (6), please? Show the team the flashcard and ask What is it? Another student from the same team asks for a word card. Can we have word card (C), please? Show the team the word card and ask What does it say? If the flashcard and word card match, remove them from the board. If not, stick them back face down on the board. • Continue the game until there is only one flashcard remaining. The team with the most flashcards is the winner. Explain the aims of the lesson. • Say Today we’re going to practise pronunciation and sing a song. We’re also going to make the Fantastic Phonics cut-out cards and play a game. Student’s Book Activity 8

Fantastic Phonics: Listen and repeat. Say. CD 3 Track 38 p197 • Ask the students if they know how to say the five vowels. Say them as a class: A E I O U. • Play the CD. The students repeat the sentences. • Repeat once or twice, with or without the CD. • Option: The students count how many times they can say the rhyme in a minute.

Student’s Book Activity 9

Pop Spot: Listen and read. Sing Let’s make a movie. CD 3 Track 39 p197 • (Books closed.) Tell the students the song title and check comprehension. Ask How many words connected with films and cinema can you hear in the song? • Play the CD. The students listen. Check the answers. (Ten: screenplay, camera, actress, actor, special effects, clapperboard, wigs, director, make-up artist, movie.) • Play the CD again. The students listen and read. • Practise the song then play the CD again. The students join in singing. • Ask Do you like the song? Student’s Book Activity 10

Go to Activity Book page 95. Make the Fantastic Phonics cut-out cards. Play Phonics bingo. • The students cut out and make their cards. • Demonstrate the game. The students choose six cards and lay them face up. Read the sentences in random order. Victor the vet drives a very dirty van. There’s a museum and a newsagent’s opposite the zoo.The students turn over their cards when they hear the corresponding sentences. The first student to turn over all six cards says Bingo! and is the winner. • The students play the game again in groups of four, five or six students. • Note: Once the students have finished, they stick the Fantastic Phonics cut-out cards in their notebooks. Explain that not only do these sentences revise pronunciation features practised in Tiger Time 4, they also contain all the main language structures. Activity Book

Activity 10 Fantastic Phonics: Remember, match and say. Colour. • The students recall the mnemonic and match the letters to the colours, according to their sound. Check the answers by asking the students to say the letters and colours. They then colour the words.

Activity 11 Pop Spot: Remember the Let’s make a movie song. Find, circle and write. Listen and check. CD 3 Track 39 p197 • The students circle the movie words in the word search. They then write the missing lyrics. • Play the CD. The students listen and check their answers. b c d u s e m y Answers: (See answers in audioscript.)

a

l

p

c

h

a

c

a m e

z

r

a

k

r

t

p

o

e

x

e

b

l

t

f

r

p

k

j

e

u

o

e

e

z

q

n m p

g

s

r

s

u

p

e

a

c

s

b

k

a

l

m

r

x n

x

o

r

c

a w

t

q

a

f

t

y

i

i

p

g

r

m o

p

g

s

w

v

d

f

r

a

s

t

i

d

i

r

e

c

t

o

r

Activity Book: Home-School Link

Activity 12 Practise the song at home with your family. • Encourage the students to practise the Let’s make a movie song at home with their family. Activity 13 Order and write. • The students order the words and write the sentences. Check the answers. Answers: 1 We’ve got grammar in the playground with Greg. 2 The King likes singing in his pink swimming pool.

Ending the lesson

Review the lesson. • Ask Can you say the five vowels? Do the closing routine. • Do the closing routine: the students listen and sing the Unit 4 Pop Spot song, What’s his job? CD 2 Track 32 p188 • Say Goodbye. See you on ... and name the day of your next lesson.

Answers: grey A, green E, white I, yellow O, blue U, 151

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Lesson 5

Class Audio for Lesson 5

Objectives and key competences

• to listen and read ‘Making movies’ • to answer questions on the text • to ask and answer questions about the world of cinema



• to explore the internet with your teacher



• to play Mime a job

At a Glance Lesson Plan

Student’s Book What do you like doing? CD 2 Track 56 p191 Let’s make a movie CD 3 Track 39 p197 ‘Making movies’ CD 3 Track 41 p197 Reading comprehension CD 3 Track 42 p197

Active language actor, actress, camera, cameraman, clapperboard, director, make-up artist, screenplay, special effects, wigs, writer Recycled language and vocabulary from previous units and levels of Tiger Team Materials Class Audio CD

Activity Book Lesson 5 Reading, Writing and Grammar

Student’s Book

CLIL

14 ➜ Go to Student’s Book page 58. Look, read and write.

ICT

1 What’s his job?

Starting the lesson

He’s a director.



03

He directs the actors and the

• Do the opening routine. CD 2 Track 56 p191 • Review the Let’s make a movie song. CD 3 Track 39 p197; CD 3 Track 40 • Explain the aims of the lesson.

.

2 What’s his job?

He’s



03

He writes the

.

3 What’s her job?

03



03

She helps the actors with their

and make-up.

What’s his job?

03

He

the film.

5 What’s her job? She

Activity 11

in the film. COMPUTER

15 Look and write.

• Listen and read. CD 3 Track 41 p197

1

download digital camera computer

03

3 2

16

Do you know … ? fact 03

• Read the fact.

03





CAMERA

Read and write answers for you. Ask a friend. 03

Have you got an idea for a simple screenplay?

Yes, I have.

03 1 Do you like films?

2 Have you got an idea for a simple screenplay? 3 Can you use a digital camera and a computer?

Activity 12

Ending the lesson

• Read and write the correct sentences. • Listen and check. CD 3 Track 42 p197 Activity 13 • Play Mime a job.

• Review the lesson. • Do the closing routine. CD 2 Track 56 p191 Explore the internet with your teacher • Find out what type of fish Nemo is in the animated film Finding Nemo. • Go to the Activity Book. See Activity Book activities to the right.

Activity 14 • Ask and answer.

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Activity Book Activity 14 Go to Student’s Book page 58. Look, read and write. Activity 15 • Look and write. Activity 16 • Read and write. Ask a friend.

•

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do the opening routine: the students listen and sing the Unit 5 Pop Spot song, What do you like doing? CD 2 Track 56 p191 Review the Let’s make a movie song. • Ask Can you remember the Let’s make a movie song? What words relating to films and cinema are in the song? • Play the CD. The students listen and sing. CD 3 Track 39 p197 • Play the karaoke version. The students sing. (Optional) They can look at the lyrics (SB page 57). CD 3 Track 40 Explain the aims of the lesson. • Say Today we’re going to listen and read about making movies. Student’s Book Activity 11

Listen and read. CD 3 Track 41 p197 • (Books closed.) Ask Who likes watching films? Do you go to the cinema often? Ask if anyone thinks they would like to be an actor/actress or a director or to do another job connected with films. Ask Do you need many people to make a movie? • (Books open.) The students say what they see in the pictures. • Play the CD. The students listen and read. • Use the pictures to clarify the meaning of new vocabulary such as ‘download’ and ‘shoot/direct a movie’. • Play the CD again. The students listen and follow in their books. Pause the CD once or twice and ask the students for the next word.

Student’s Book Activity 12

Read and write the correct sentences. Listen and check. CD 3 Track 42 p197 • Read the sentences. The students identify the errors and write the correct sentences in their notebooks. • Play the CD. The students listen and check their answers. Answers: (See answers in audioscript.)

Student’s Book Activity 13

Play Mime a job. • Explain and demonstrate the game. One student mimes a profession connected to film-making. The other students take turns to ask questions and identify the job. Are you a make-up artist? (Yes, I am. I help the actors with their wigs and make-up.) • The students play the game in pairs. Student’s Book Activity 14

Ask and answer. • As a class, the students ask and answer questions, such as Do you like films? Have you got an idea for a simple screenplay? Can you use a digital camera and a computer? • The students can ask and answer questions in pairs. Explore the internet with your teacher

Find out what type of fish Nemo is in the animated film Finding Nemo. • Read the instructions as a class. The students research the question on the internet. Answer: Nemo is a clownfish

Activity Book

Activity 14 Go to Student’s Book page 58. Look, read and write. • The students look at the pictures, read the questions and write the answers. They also complete the definitions. Refer the students to Student’s Book page 58. Check the answers. Answers: 1 He’s a director./cameraman 2 She’s a writer./screenplay 3 She’s a make-up artist./wigs 4 He’s a cameraman./shoots. 5 She’s an actress./acts

Activity 15 Look and write. • The students look at the picture and label it using words from the word box. Refer them to Student’s Book page 58, if necessary. Check the answers. Answers: 1 computer 2 digital camera 3 download

Activity 16 Read and write. Ask a friend. • The students read the speech bubbles then answer the questions, based on the model. • In pairs, the students ask and answer the questions. Possible answers: 1 Yes, I do./No, I don’t. 2 Yes, I have./No, I haven’t. 3 Yes, I can./No, I can’t.

Ending the lesson

Review the lesson. • Ask What jobs do people do to make a film for the cinema? Do the closing routine. • Say It’s time to tidy up and put your books away. • Do the closing routine: the students listen and sing the Unit 5 Pop Spot song, What do you like doing? CD 2 Track 56 p191 • Say Goodbye. See you on ... and name the day of your next lesson.

Do you know … ? fact

• Ask a volunteer to read the fact. Check comprehension.

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Lesson 6

Class Audio and Video for Lesson 6

Objectives and key competences

• to use the Student’s Resource Centre



• to listen and read a pupil’s report on Tiger Team 4



• to prepare, plan and write your project



• to watch the video clip

Active language act, actress, cameraman, direct, director, help, make-up artist, shoot, write, writer download, movie, upload Recycled language and vocabulary from previous units and levels of Tiger Team Materials Class Audio CD

At a Glance Lesson Plan

Student’s Book The way to the campsite CD 3 Track 20 p194 Video clip p197 Tiger Street Club Report CD 3 Track 43 p198 Activity Book Activity 17 CD 3 Track 44 p198 Activity 18 CD 3 Track 45 p198

Activity Book

Student’s Book

Starting the lesson

Culture • Pro ect

Lesson 6 Listening, Reading and Writing 17

• Do the opening routine. CD 3 Track 20 p194 • Review film-making. • Explain the aims of the lesson.

CD3

44

1 grammar activities: good

very good great

2 stories: great enjoyable nice 3 songs: cool excellent fantastic videos: good Tell me about Tiger Time .

18 Read.

Activity 15 •

Listen and circle.

Watch the video clip. p197

Activity 16 • Listen and read. CD 3 Track 43 p198 • Answer the questions.

CD3

45

interesting brilliant

5 Fantastic Phonics: funny amazing

memorable

Listen and find the differences. Say stop.

My notes:

My English report:

• Am I happy with my progress in English? – yes, very happy • What is my favourite Tiger Time 4 story / song? – Unit 6 song, Unit 3 story • What do I find difficult / easy in English? – difficult: speaking activities, easy: listening activities, reading activities, writing activities

I’m very happy with my progress in English. I like Tiger Time 4. It’s enjoyable and interesting. My favourite story is The Piper of Hamelin in Unit 3 and my favourite song is The way to the campsite in Unit 6. The things I find difficult are the speaking activities. The things I find easy are the listening, reading and writing activities. I like learning English. It’s my favourite subject. by Scott

Remember!

letters • Use capital . in story titles amelin The Piper of H

Now write your notes and project in your notebook.

Activity 17 • Prepare your project: Think about and say.

Home-School Link 58

19

Use technology to extend your project.

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Activity Book My words to remember • Learning to Learn: Make sentences. Go to the Activity Book. See Activity Book activities to the right.

•

Ending the lesson • Review the lesson. • Do the closing routine. CD 2 Track 20 p194

Activity 17 • Listen and circle. CD 3 Track 44 p198 Activity 18 • Read. Listen and find the differences. Say stop. Now write your notes and project in your notebook. CD 3 Track 45 p198 Activity Book: Home-School Link Activity 19 • Use technology to extend your project.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do the opening routine: the students listen and sing the Unit 6 Pop Spot song, The way to the campsite. CD 3 Track 20 p194 Review film-making. • Ask Do you need many people to make a film for the cinema? Can you name some of the jobs people do? What do you need to make a home movie? Explain the aims of the lesson. • Say Today we’re going to watch a video clip. We’re then going to read and listen to the Tiger Street Club Report for the Tiger Team Magazine and David’s description of his progress in English. We’re also going to prepare, plan and write our projects. Student’s Book Activity 15

Watch the video clip. p197 • Read the speech bubble. • Tell the students that they are going to watch the Tiger Street Club preparing to watch their home movie. Ask What’s the home movie called? Play the first sequence of the video clip. • Check the answer. (Around the World in Eighty Minutes.) • Tell the students that they are now going to watch the home movie. Play the rest of the video clip. • Ask How do Phileas and Sam travel? How do they watch their journey? Check the answers with the class. (In a flying machine. On a laptop.) • Note: The video clip is in the Presentation Kit. Student’s Book Activity 16

Listen and read. Answer the questions. CD 3 Track 43 p198 • Explain that this Tiger Street Club Report is about what schools in the UK do at the end of the school year. Ask the students to predict what schools, teachers and students might do.

• Play the first part of the CD. The students listen and read, then compare the information with their predictions. (Some schools perform a play or make a home movie; teachers and students write reports; there’s a parents’ evening.) • Explain that the students will now listen to David’s account of his progress in English. Ask the students to predict what he might say. • Play the second part of the CD. The students listen and read. • Ask questions, such as What’s David’s favourite song? What activities does he find difficult or easy? Student’s Book Activity 17

Prepare your project: Think about and say. • Explain that the students are going to plan and write their individual project (their own English report). They will first do a speaking activity in preparation. • Read the bullet points and the speaking model as a class. • The students talk about their progress in English, whether they like Tiger Time, their favourite story and song, what they find easy or difficult in English and whether they like learning the language. • Explain that they will shortly make notes and write their project in their notebooks. My words to remember

Learning to Learn: Make sentences. • Read the words to remember as a class. The students then make sentences using the words. Suggested answers: You can go online and search the internet. We can’t download documents onto the school computer. I want to be a cameraman and shoot a movie! I want to direct a film.

Activity Book

Activity 17 Listen and circle. CD 3 Track 44 p198 • Explain that the students are going to listen to a girl talking about Tiger Time 4.

• Read the options. Say Listen and circle the correct information. Play the CD once or twice. The students circle the answers they hear. Check the answers. Answers: (See answers in audioscript.)

Activity 18 Read. Listen and find the differences. Say stop. Now write your notes and project in your notebook. CD 3 Track 45 p198 • The students read Emma’s project. • Play the CD. The students say stop when they hear a difference between the recording and the text. Pause the CD to check each answer (Unit 1/3; science/English). • Draw attention to the Remember! tip. • The students write notes in their notebooks to plan their project. • Using Emma’s text as a model, and their own notes, the students write their project in their notebooks. Monitor and help as necessary. Project extension • Go to Teacher’s Notes page 27 for ideas on how to extend the students’ projects. Activity Book: Home-School Link

• Activity 19 Use technology to extend your project. • You may choose to ask the students to type their project on a computer and bring it to the next lesson. Ending the lesson

Review the lesson. • Ask What can you write in a report on a book? What words can you use to describe things that are good? Do the closing routine. • Do the closing routine: the students listen and sing the Unit 6 Pop Spot song, The way to the campsite. CD 3 Track 20 p194 • Say Goodbye. See you on ... and name the day of your next lesson.

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Lesson 7

Class Audio for Lesson 7

Objectives and key competences

• to listen and use everyday classroom language • to read a poster



• to use the Student’s Resource Centre



• to review the main vocabulary and grammar in Unit 7

• to listen and read for pleasure

Active language actor, actress, camera, cameraman, clapperboard, director, make-up artist, screenplay, special effects, wigs, writer

Student’s Book Let’s make a movie CD 3 Track 39 p197 Class Chit-Chat CD 3 Track 46 p198 Reading Corner: A poster CD 3 Track 47 p198 Tiger Street Tales CD 3 Track 48 p198

Active language (continued) I want to help. What are you good at? (Photography.) I like (taking photos). Perfect. You can be the (cameraman)! Recycled language and vocabulary from previous units and levels of Tiger Team Materials Flashcards: actor, camera, cameraman, clapperboard, director, make-up artist, screenplay, special effects, wigs, writer, Class Audio CD

Activity Book 03

Lesson 7 Unit Review Vocabulary and Grammar 03

03

1

2

3

S P E C I A L

E

F

2

F E C T S

I M

A N D

03

5 6

• Do the opening routine. CD 3 Track 39 p197 • Review the Unit 7 flashcards. • Explain the aims of the lesson.

7

8

9

I N

8

10 03 03

03

03

E 9

M

10

03

C

7 03

6

03

L

Student’s Book

Starting the lesson

5 03

3

–

A 03

03

21 Read and write. Around the World in Eighty Minutes

03

A boy called Phileas likes inventing things. The other children think Phileas is strange . They laugh at him. One day, Phileas invents a flying . It can fly around the world in eighty . Sara flies with Phileas.

Activity 18 • Class Chit-Chat: Listen and repeat. CD 3 Track 46 p198 • Act out.

4

03

1

At a Glance Lesson Plan

03

20 Look and write.

Activity 19 • Reading Corner: Read and listen. CD 3 Track 47 p198 Activity 20 • Tiger Street Tales: Listen and read. CD 3 Track 48 p198 • Go to the Activity Book. See Activity Book activities to the right.

The other children look at photos from . They see photos the digital of London, Venice and many other cities, and villages around the

03

03

.

The children see a photo of their school. It’s on , is painting the corridors. Sara calls the fire Mr Jones and put out the fire.

. Mr Jones, the . They rescue

The next day, Phileas and his flying machine are on the cover of every And now, the other children think Phileas is .

.

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Activity Book Activity 20 • Look and write. Activity 21 • Read and write.

Ending the lesson • Review the lesson and the unit. • Do the closing routine. CD 3 Track 39 p197

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do the opening routine: the students listen and sing the Unit 7 Pop Spot song, Let’s make a movie! CD 3 Track 39 p197 Review the Unit 7 flashcards. • Cover the flashcards and reveal them slowly in turn. The students say the words as soon as they recognise the pictures. It’s a (cameraman)! Explain the aims of the lesson. • Say Today we’re going to practise classroom language and read a film poster. We’re also going to listen to and read a Tiger Street Tale and review vocabulary and grammar from Unit 7. Student’s Book Activity 18

Class Chit-Chat: Listen and repeat. Act out. CD 3 Track 46 p198 • Note: You can present the dialogue using the Dialogue Builder in the Presentation Kit. • (Books closed.) Explain that a boy and a girl are talking about how they want to participate in the class home movie. Say Listen to the dialogue. How is the boy going to help? Play the CD and check the answers. (He’s going to be the cameraman.) • (Books open.) Play the CD again. The students listen and read the dialogue. Explain the meaning of ‘to be good at something’. • Divide the class into two groups. Play the CD a third time, pausing after each line for the groups to repeat the exchanges. • Divide the class into pairs. The partners read the dialogue.

Student’s Book Activity 19

Reading Corner: Read and listen. CD 3 Track 47 p198 • Explain that the students are going to read the information on a poster made by the Tiger Street Club. Play the CD. The students listen and read. • Ask What is the poster about? (It’s about a short film by the Tiger Street Club.) When is the film to be shown? (On Saturday, at quarter past four.) Who’s in the film? (Ben, Clare, Ellie, Nasim and Oliver.) Clarify the meaning of ‘starring’. • Play the CD again. • Note: If you’re planning to make a home movie of the screenplay, the students can use the poster as the basis for their own class poster. Student’s Book Activity 20

Tiger Street Tales: Listen and read. CD 3 Track 48 p198 • The students look at the pictures and read the story. • Ask Would you like to listen to the story? Play the CD. The students listen and follow in their books. • Ask Do you think the story is funny? Do you think Mouse, Magpie and Fox are surprised about Squirrel? Are they happy for him? Who is your favourite character?

Activity Book

Activity 20 Look and write. • Explain that the students are going to review the main vocabulary and grammar in the unit. • The students look at the pictures and write the words in the crossword. Answers: 1 special effects 2 wigs 3 screenplay 4 camera 5 actor 6 writer 7 cameraman 8 director 9 make-up artist 10 clapperboard

Activity 21 Read and write. • The students read the summary of the story and write the missing words. • Option: They can refer to Student’s Book pages 54 and 55. • Check the answers by asking the students to read the story. Answers: strange, machine, minutes, camera, towns, world, fire, caretaker, brigade, newspapers, cool

Ending the lesson

Review the lesson and the unit. • Ask What classroom language have you practised? Can you tell the story of Around the World in Eighty Minutes? Do the closing routine. • Say It’s time to tidy up and put your books away. • Do the closing routine: the students listen and sing the Unit 7 Pop Spot song, Let’s make a movie. CD 3 Track 39 p197 • Say Goodbye. See you on ... and name the day of your next lesson.

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Lesson 8

Class Audio for Lesson 8

Objectives and key competences

Active language (continued) Recycled language and vocabulary from previous units and levels of Tiger Team



Materials Flashcards and Word cards: actor, camera, cameraman, clapperboard, director, make-up artist, screenplay, special effects, wigs, writer, Class Audio CD, dice and counters (optional for board game), AB page 66 (Picture Dictionary), AB page 73 (Tiger Street Club Revision Game), Progress Journal pages 21, 22 and 23



• to complete the Picture Dictionary and Grammar Reference Bank for Unit 7 • to review CLIL and culture in the unit



• to self-assess work in the unit • to play the Tiger Street Club Revision Game • to complete the Progress Journal for Unit 7



Active language actor, actress, camera, cameraman, clapperboard, director, make-up artist, screenplay, special effects, wigs, writer

Student’s Book Pop Spot CD 1 Track 20 p179; CD 1 Track 41 p181; CD 2 Track 10 p185; CD 2 Track 32 p188; CD 2 Track 56 p191; CD 3 Track 20 p194 Activity Book Activity 25 CD 3 Track 49 p199

Progress Journal w

w

Tiger Street Club Review

At a Glance Lesson Plan

My learning review

Activity Book

Match the scene titles to the words. Use the words to tell the story to a friend or your family.

Starting the lesson • Do the opening routine. CD 1 Track 20 p179; CD 1 Track 41 p181; CD 2 Track 10 p185; CD 2 Track 32 p188; CD 3 Track 56 p191; CD 3 Track 20 p194 • Review the Unit 7 flashcards and word cards. • Explain the aims of the lesson. • Play True or false!

The flying machine

Activity 22 • Go to Student’s Book page 58. Order, write and match. Activity 23 • Look, read and write. Activity 24 • Listen and say Yes or No. CD 3 Track 49 p199 Activity 25 • Complete the Picture Dictionary for Unit 7.

Coming home

digital

digital

Phileas is famous

Lesson 8 Unit Review CLIL, Culture and Self-assessment 22 ➜ Go to Student’s Book page 58. Order, write and match. 1 The / the / writer / screenplay / writes

03

The writer writes the screenplay.

a

03

fly

Phileas

newspapers

on fire

Venice

digital camera

television

caretaker

London

eighty minutes

really cool

fire brigade

2 actors / director / The / directs the / and / the / cameraman b

3 actors / act / The / in / film / the

Who works on the films you watch at the cinema? Write definitions.

c

03



Activity Book: Home-School Link

03

film / The / shoots / cameraman / the d



23 Look, read and write. COMPUTER

You can shoot a home movie with a digital (1) You can (2) (3)

(aeacmr).

(oonddalw) your movie onto your (optrcmue).

Activity 26 • Complete your Tiger Time score card. Activity 27 • Do an activity from your Learning Plan and complete your Progress Journal for Unit 7. Play the Tiger Street Club Revision Game. • Go to the Progress Journal. See Progress Journal activities to the right. 03

CAMERA

03

24 Complete the Picture Dictionary for Unit 7. 25

Activity Book

The journey

Resource Centre

CD3

49

Listen and say Yes or No.

I can name things related to making movies. Learning to

Home-School Link 26 Complete your Tiger Time score card.

Yes.

LEARN

03

03

My Tiger Time score card My work in Unit 7 is:

My Learning Plan

OK

I plan to:

Good Very good Excellent

read Unit 7 again write a list of words to remember look at all my work in Tiger Time practise English in the holidays

27 Do an activity from your Learning Plan and complete your Progress Journal for Unit 7. 60 9780230483729_text.indb 60

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• Review the lesson and the unit. • Do the closing routine. CD 1 Track 20 p179; CD 1 Track 41 p181; CD 2 Track 10 p185; CD 2 Track 32 p188; CD 3 Track 56 p191; CD 3 Track 20 p194

The writer writes

the screenplay.

The director

.

The cameraman

.

The actors

.

The make-up artist

.

My vocabulary check Do you remember the key words from Unit 7? Write them in the columns. Things in movies

clapperboard

People in movies

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Progress Journal page 21 Activities 1–2 • Students’ own answers. Activity 3 • See Teacher’s Notes page 159. Progress Journal pages 22 and 23 • See the Progress Journal for pages 22 and 23. Activities 4–7 • Students’ own answers.

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Detailed Lesson Plan Starting the lesson

Do the opening routine. • Greet the students. Do the opening routine: the students choose, listen and sing their favourite Pop Spot song. CD 1 Track 20 p179; CD 1 Track 41 p181; CD 2 Track 10 p185; CD 2 Track 32 p188; CD 3 Track 56 p191; CD 3 Track 20 p194 Review the Unit 7 flashcards and word cards. • Cover the word cards in turn. Reveal the letters one by one. The students say the words as soon as they recognise them. • Stick the flashcards on the board. Give out the word cards to pairs of students. They stick the word cards under the flashcards on the board. • The students read all the words with you in chorus. Explain the aims of the lesson. • Say Today we’re going to review CLIL and culture in the unit and in Tiger Time 4 and focus on Learning to Learn. We’re also going to play the Tiger Street Club Revision Game and complete our Picture Dictionary and Progress Journal for Unit 7. Play True or false! • Explain and demonstrate the game. Divide the class into two teams. Say true and false sentences about CLIL and culture in Tiger Time 4. For example, Alice is a character in Alice in Wonderland. She is very imaginative. The students from each team take turns to respond True! or False! and score points for correct answers. The team with most points wins. • Option: You can extend the game by asking the students to correct the false sentences for extra points.

Activity Book

Activity 22 Go to Student’s Book page 58. Order, write and match. • The students order the words and write sentences, which they then match to the pictures. Check the answers. Answers: 1 c The writer writes the screenplay. 2 a The director directs the actors and the cameraman. 3 d The actors act in the film. 4 b The cameraman shoots the film.

Activity 23 Look, read and write. • The students look at the diagram and write the labels. Check the answers. Answers: camera, download, computer

Activity 24 Complete the Picture Dictionary for Unit 7. • The students complete the Picture Dictionary for Unit 7, either during the lesson or for homework. Activity 25 Listen and say Yes or No. CD 3 Track 49 p199 • Read the speech bubbles. Say Say ‘Yes!’ to what you can do in Unit 7! • Play the CD. The students listen and respond. • Pause the track to give them time to answer. Clarify the meaning of the statements. • Note: Unless the students have been absent they should be able to say ‘yes’ to all the statements. • Encourage the students to feel positive about what they can do. Activity 26 Complete your Tiger Time score card. • Read the heading and options in the first column. The students look back through their work in the unit. • The students circle or colour the stars to self-assess their work. • Read the heading and text in the second column. Clarify meaning if necessary. The students tick (✓) what they plan to do. • Endorse the students’ self-assessment and Learning

Plan with a tick and/or a comment, your signature and the date. If relevant, note your own assessment of their work and suggestions for their Learning Plan. Activity 27 Do an activity from your Learning Plan and complete your Progress Journal for Unit 7. • The students do an activity from their Learning Plan. • The students complete their Progress Journal for Unit 7, either during the lesson or for homework. • They can also play the Tiger Street Club Revision Game (Activity Book page 73) in pairs. When they finish playing, the students colour the squares on the board, following the key, to show what they can do. Progress Journal page 21 Activities 1–2 answers: Students’ own answers. Activity 3 answers: Things in movies: clapperboard, screenplay, camera, wigs, special effects; People in movies: director, writer, makeup artist, cameraman, actress Progress Journal pages 22 and 23 Activities 4–7 answers: Students’ own answers.

Ending the lesson

Review the lesson and the unit. • Ask (using L1 as necessary) What have you learnt in Unit 7? Which activities have you enjoyed? Which activities have helped you review your learning? How? What do you plan to do to help you remember what you learnt during the holidays? Do the closing routine. • Say It’s time to tidy up and put your books away. • Do the closing routine: the students listen and sing their favourite Pop Spot song again. CD 1 Track 20 p179; CD 1 Track 41 p181; CD 2 Track 10 p185; CD 2 Track 32 p188; CD 3 Track 56 p191; CD 3 Track 20 p194 • Say Goodbye. See you on ... and name the day of your next lesson.

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Festivals Objectives and key competences

Active language



• Identify items connected with Tiger Day, Children’s Day and World Poetry Day



• Listen and read about Tiger Day, Children’s Day and World Poetry Day in the UK • Compare your culture with UK culture • Sing the songs and say the chants • Write a jigsaw poem

Core vocabulary extinct, protect, rainforest, stripes, tiger rights, responsibilities, bread, olives, chicken, rice, tomato, cheese poet, poem, topic, enjoy, words, rhyme



• Make an animal fact file • Play a drawing game

Structures (see recycled language) Recycled language map, draw I love... Where do they live? They live... Do you like...? I like... Have you got...? Yes, I have. No, I haven’t.

Culture Festivals: Tiger Day in the UK Festivals: Children’s Day in the UK Festivals: World Poetry Day in the UK

Receptive language • assembly, in the wild, grasslands, prowl, undergrowth, growl, creep, hunt, prey, pounce • safe, secure, danger • invite

Values and attitudes • Pleasure in learning about Tiger Day, Children’s Day and World Poetry Day in the UK • Interest in comparing how children celebrate Children’s Day and World Poetry Day in the UK and your country • Awareness that we need to protect tigers around the world. Some animals are in danger and need our protection • Awareness that all children have rights and responsibilities • Awareness that poetry can be a collaborative activity • Enjoyment in singing songs and saying chants about tigers, children and poetry

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Tiger Day

Class Audio for Tiger Day Activities

Objectives and key competences

Active language extinct, protect, rainforest, stripes, tiger



Materials Class Audio CD, cut-out (TB page 168), scissors, coloured felt-tip pens or crayons





• to listen and read about tigers • to compare your culture with UK culture • to sing a song about tigers • to make an animal fact file

At a Glance Lesson Plan

Student’s Book Tiger Day CD 3 Track 50 p199 Tigers in the forest CD 3 Track 51 p199

Student’s Book

Starting the lesson • Review tiger and animal vocabulary. Activity 1 • Listen and read. CD 3 Track 50 p199 • Answer the questions. Compare your culture with UK culture • How do children celebrate Tiger Day in your country? Activity 2 • Listen and sing Tigers in the forest CD 3 Track 51 p199

Activity 3 • Make an animal fact file.

Ending the lesson • Play Find a partner! • Listen and sing Tigers in the forest CD 3 Track 51 p199

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Detailed Lesson Plan Starting the lesson

Review tiger and animal vocabulary • (Books closed.) Draw a tiger on the board. Write ‘Tiger Day’ on the board and draw a circle around it. • Say Today we are going to celebrate Tiger Day! What do you know about tigers? As the students suggest words, write them on the board. Draw lines to the topic and build up a Tiger Day word web. If necessary, draw pictures, mime, or say the initial sounds of words to prompt the student’s answers. • Count the words together. If appropriate, congratulate the students on how many words they know. Vocabulary presentation

Present new tiger vocabulary • Introduce the new tiger and animal words by showing the flashcards on the board. The students repeat the words once or twice. • Show the word cards in turn. The students read the words. Then they match the word cards and the flashcards. Student’s Book Activity 1

Listen and read. Answer the questions. CD 3 Track 50 TB p199 • (Books open.) Say Let’s find out about Tiger Day in the UK! • Play the first part of the CD (In the UK …). The students listen and read. • Check comprehension of vocabulary. • Ask What do children in the UK do on Tiger Day? (They have a special assembly and find out about tigers.) What information do they learn? (What tigers look like, what they eat and where they live.) Ask How many tigers are there in the wild today? (Less than four thousand.) Ask What is the problem? (Tigers are nearly extinct. We need to protect the rainforests where tigers live.) • Play the second part of the CD. The students follow in their books. • Ask What colour are tigers? (Orange with black stripes.) Where do tigers live? (In rainforests and grasslands in Asia.) • Play the two parts of the CD again.

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• Ask How do people in your country help protect tigers and other animals? Compare your culture with UK culture

• Ask How do you help protect tigers in your country? • Explain that many people protect tigers because tigers are nearly extinct. These people tell other people about their work and how they protect tigers and the special places where tigers live. • Read the speech bubble at the bottom of the page. Explain that tigers are very strong. In the forests where they live, there are rivers and lakes. Ask if students have ever seen a tiger in a zoo. What other animals do the students know that are nearly extinct? Student’s Book Activity 2

Listen and sing Tigers in the forest! CD 3 Track 51 TB p199 • Ask How many times can you hear the word tigers in the song? Play the CD and use mime. The students listen and watch. • Check the answers (nine). • Play the CD again. The students join in singing the song. Repeat once or twice. Student’s Book Activity 3

Make an animal fact file. • Make a fact file using the Animal Fact File card template on page 168. Cut the fact file out along the lines. Draw a picture of a tiger. Write the following headings on the board: Name, Description: It’s got... It’s..., Habitat, Food and Interesting fact. Elicit the questions: What is the name of this animal? (tiger) What does it look like? (It’s got stripes, a long tail, big claws, etc. It’s big, beautiful, etc) Where does it live? (in rainforests) What does it eat? (meat) Then elicit answers to the questions and write them on the board. • Show the students your completed fact file and give them the template from page 168. Explain that they must choose an animal for the Animal Fact File. It can be a tiger, or another animal. They cut the fact file out and draw a picture of their animal. They then

complete the fact file with information about their animal. If there is time, students can search the internet or use reference books for information. • When the students have completed their fact files, do a role play. Demonstrate with a student. What is the name of your animal? (tiger) What does it look like? (It’s got orange and black stripes) Where does it live? (It lives in rainforests.) What does it eat? (It eats meat.) What interesting fact have you got? (student’s own answer). • The students take turns to ask and answer questions. Ending the lesson

Play Find a partner! • Brainstorm the students’ favourite wild animals, reviewing animal vocabulary from previous Tiger Time levels. • The students write ‘I like...’ at the top of the page, then choose their three favourite wild animals and draw them on a piece of paper. They write the animals’ names under their pictures. • Demonstrate how to find a partner. The students stand up, move round the class and take turns to ask Do you like elephants/badgers/hedgehogs? (Yes, I do. No, I don’t.) The students find a partner who has chosen the same three animals. Listen and sing the Tigers in the forest song. CD 3 Track 51 TB p199 • Play the CD. Sing the song again with the students miming the actions.

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Children’s Day Objectives and key competences

Class Audio for Children’s Day Activities

• to listen and read about Children’s Day in the UK • to compare your culture with UK culture • to say a Children’s Day chant • to play Throw the dice and draw

At a Glance Lesson Plan

Active language

rights, responsibilities, bread, olives, chicken, rice, tomato, cheese

Student’s Book Children’s Day CD 3 Track 52 p199 Children’s Day chant CD 3 Track 53 p199

Materials Class Audio CD, Children’s Day game (one prepared in advance and one copy for each student (TB page 169), dice (one for each pair of students), paper and coloured felt-tip pens or crayons

Student’s Book

Starting the lesson • Review vocabulary. Vocabulary presentation • Present vocabulary with flashcards and word cards. Activity 1 • Listen and read. CD 3 Track 52 p199 • Answer the questions. Compare your culture with UK culture • How do you celebrate Children’s Day in your country? Activity 2 • Listen and say the Children’s Day chant. CD 3 Track 53 p199

Activity 3 • Play Throw the dice and draw. Ending the lesson • Play Find a partner! • Listen and sing the Children’s Day chant.

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Detailed Lesson Plan Starting the lesson

Review vocabulary about children • (Books closed.) Draw a boy and a girl on the board. Write ‘Children’s Day’ on the board and draw a circle around it. • Say Today we are going to celebrate Children’s Day! What words do you know about children? As the students suggest words, write them on the board. Draw lines to the topic and build up a Children’s Day word web. If necessary, draw pictures, mime, or say the initial sounds of words to prompt the student’s answers. • Count the words together. If appropriate, congratulate the students on how many words they know. Vocabulary presentation

Present new vocabulary • Introduce the new words by showing the flashcards on the board. The students repeat the words once or twice. • Show the word cards in turn. The students read the words. Then they match the word cards and the flashcards. Play a game of Memory using the flashcards and word cards. Student’s Book Activity 1

Listen and read. Answer the questions. CD 3 Track 52 TB p199 • (Books open.) Say Let’s find out about Children’s Day in the UK! • Play the first part of the CD (In the UK …). The students listen and read. • Check comprehension of vocabulary. • Ask What do children in the UK find out about on Children’s Day? (Children’s rights and responsibilities.) What are rights? (Things that every child needs.) Ask What are responsibilities? (Things children do to help other people.) Ask What activities do some students do on Children’s Day? (Have a class party, bring food to share, make party hats and play games.) • Say The children are bringing food for the class party. What have they got? Play the second part of the CD. The students follow in their books.

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• Ask the question again and check the answer. (Bread, olives, chicken, rice.) • Play the two parts of the CD again, pausing once or twice for the students to say the next word. Compare your culture with UK culture

• Ask How do you celebrate Children’s Day in your country? Do children have class parties and bring special food? • Explain that a child’s rights are very important. They make sure all children have the basic things they need to live a healthy life. • Read the speech bubble at the bottom of the page. Explain that 20th November is Children’s Day all over the world.

Ending the lesson

Play Find a partner! • The students draw the outline of a girl or boy on a scrap of paper. They write the names of three foods from the game around the child. • Demonstrate how to find a partner. The students stand up, move round the class and take turns to ask Have you got bread/a tomato/chicken? (Yes, I have./ No, I haven’t.) The students find a partner who has chosen the same three foods. Listen and say the Children’s Day chant. CD 3 Track 53 TB p199 • Play the CD. Say the chant again with the students to end the lesson.

Student’s Book Activity 2

Listen and say the Children’s Day chant. CD 3 Track 53 TB p199 • Ask What are the children talking about in the chant? Play the CD and use mime. The students listen and watch. • Check the answers (children’s rights and responsibilities). • Play the CD again. The students join in singing the chant. Repeat once or twice. Student’s Book Activity 3

Play Throw the dice and draw. • Give a copy of the game to each student. Tell the students that there is a Children’s Day party with food. The students name the food for a Children’s Day party: (1 olives, 2 tomato, 3 chicken, 4 cheese, 5 bread 6 rice) • Give each pair of students a dice and crayons. Demonstrate the game. The partners take turns to throw the dice. If a student throws a four, they draw a piece of cheese on the table. To win, they need to ‘collect’ all six foods and to draw them on their table. • After the game, the students can label and colour the food and decorate the tables. • The students then stick their games in their notebooks. 165

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World Poetry Day

Class Audio for World Poetry Day Activities

Objectives and key competences

• to listen and read about World Poetry Day in the UK • to compare your culture with UK culture • to say a Poetry Day chant • to write a jigsaw poem

At a Glance Lesson Plan

Active language poet, poem, topic, enjoy, words, rhyme Materials Class Audio CD, jigsaw poem template (one prepared in advance and one copy for each student TB page 170), scissors, coloured felt-tip pens or crayons

Student’s Book World Poetry Day in the UK CD 3 Track 54 p199 Poetry Day chant CD 3 Track 55 p199

Student’s Book

Starting the lesson • Introduce World Poetry Day. Activity 1 • Listen and read. CD 3 Track 54 p199 • Answer the questions. Compare your culture with UK culture • Are there any famous poems or poets in your country? Activity 2 • Listen and say the Poetry Day chant. CD 3 Track 55 p199 Activity 3 • Write a jigsaw poem. (Teacher’s Notes page 167). Ending the lesson • Play Sentence pizza. • Listen and say the Poetry Day chant.

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Detailed Lesson Plan Starting the lesson

Introduce World Poetry Day. • (Books closed.) Write the word ‘Poem’ on the board and draw a circle around it. • Say Today we are going to celebrate World Poetry Day! What words do you know about poetry? As the students suggest words, write them on the board. Draw lines to the topic and build up a Poetry word web. If necessary, draw pictures, mime, or say the initial sounds of words to prompt the student’s answers. • Count the words together. If appropriate, congratulate the students on how many words they know. Student’s Book Activity 1

Listen and read. Answer the questions. CD 3 Track 54 TB p199 • (Books open.) Say Let’s find out about World Poetry Day in the UK! • Play the first part of the CD (In the UK …). The students listen and read. • Check comprehension of vocabulary. • Ask What do some teachers do on World poetry Day? (Invite a poet to visit their class.) What does the poet do? (Works with the children and reads poems.) Ask What do the children do? (They write poems.) Where do some classes put their poems? (In a book.) Why? (So everyone can enjoy reading them.) • Say Look at the picture. The children are writing poems. What are they writing about? Play the second part of the CD. The students follow in their books. • Ask the question again and check the answer. (The girl is writing about the sea and the boy is writing a poem about poetry day.) • Play the two parts of the CD again, pausing once or twice for the students to say the next word.

Compare your culture with UK culture

• Ask Are there any famous poems or poets in your country? Do you think World Poetry Day is a good idea? • Read the speech bubble at the bottom of the page. Explain that the poem is called the Epic of Gilgamesh. It is the oldest written poem. Student’s Book Activity 2

Listen and say the Poetry Day chant. CD 3 Track 55 TB p199 • Ask What poems does the writer of the poem like? Play the CD and use mime. The students listen and watch. • Check the answers (poems about the countryside, the sea, mountains, you and me, my family, my friends, animals). • Play the CD again. The students join in singing the chant. Repeat once or twice. Student’s Book Activity 3

Write a jigsaw poem. • Prepare a poem of your own to show the students, using the jigsaw poem grid on page 170, or 16 sticky notes or cards. Think of a topic for your poem (eg flowers). Then write the topic word on the top four cells of the grid (flowers x4). Think of adjectives connected with the topic word and write them on the remaining 12 cells of the grid (eg yellow, blue, bright, beautiful, tall, small). Then cut out the words and rearrange them to make a poem. • Divide the class into pairs. Give each pair a copy of the poem template. Tell them to think of a topic and write the topic word on the first four cells of the grid. They then fill in the remaining cells with adjectives connected with their topic. Then they cut out the words and rearrange them to make a poem. • When they have finished, the students can each copy their poems onto the scroll template at the bottom of the worksheet. • Students cut out and draw pictures to decorate their poems.

Ending the lesson

Play Sentence pizza. • Divide the class into two teams. Draw dashes on the board to represent each letter in the sentence Today, we celebrate World Poetry Day. • On either side of the board, next to the gapped sentence, draw two pizza shapes, each divided into eight portions. Explain that one pizza is for each team, but the teams will only get the pizza if they can guess the correct letters in the sentence. (Make sure the students understand they aren’t going to get a real pizza! If you think they will be disappointed, draw a flower with eight petals instead of a pizza shape.) • The teams take turns to guess which letters are in the sentence. If they say a letter that is in the words in the sentence, write the letters in the correct places in the sentence. If they say a letter that isn’t in the sentence, erase a slice of their pizza. • Once the sentence is completed, the team that has the most slices of pizza wins. Listen and say the Poetry Day chant. CD 3 Track 55 TB p199 • Play the CD. Say the chant again with the students to end the lesson.

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Festivals  Animal Fact File

Animal Fact File

Name: Description: It’s got ... It’s ... Habitat: Food: Interesting fact:

A picture of my animal

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Festivals  Write a jigsaw poem

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Activity Book Answer Key Unit 1

Unit 2

Vocabulary

Unit 3

Vocabulary

AB page 74 activity 1 Look and match. Answers: 1 c 2 e 3 a 4 d 5 b 6 i 7 h 8 j 9 g 10 f AB page 74 activity 2 Find, circle and write. Answers: (see below) 1 art and design, science 2 ICT, PE 3 maths, music 4 drama, geography 5 English, history AB page 74 activity 3 Look, read and circle. Answers: 1 quarter past seven 2 quarter to one 3 quarter to five 4 quarter past eight Grammar

Vocabulary

AB page 76 activity 1 Look and write. Answers: 1 long hair 2 short hair 3 fair hair 4 dark hair 5 straight hair 6 curly hair 7 beard 8 moustache 9 ponytail 10 glasses AB page 76 activity 2 Read and match. Answers: 1 c 2 a 3 d 4 b AB page 76 activity 3 Read and write. Answers: 1 clever, kind 2 poor, lucky 3 brave, strong 4 imaginative Grammar

AB page 75 activity 1 Read and write the Tiger Tips. Write and learn. Answers: 1 at 2 got 3 have, haven’t 4 What AB page 75 activity 2 Look, read and answer Yes, I have or No, I haven’t. Answers: 1 No, I haven't. 2 Yes, I have. 3 Yes, I have. 4 No, I haven’t. 5 No, I haven’t. AB page 75 activity 3 Look, read and write. Answers: 1 quarter past ten 2 quarter to twelve 3 quarter past two 4 quarter to four

AB page 78 activity 1 Look, order and write. Answers: 1 newsagent’s 2 train station 3 bus stop 4 police station 5 museum 6 supermarket 7 cinema 8 hospital 9 café 10 shops AB page 78 activity 2 Look, read and circle. Answers: 1 hospital 2 café 3 bus stop 4 museum AB page 78 activity 3 Look and match. Answers: 1 d 2 c 3 a 4 f 5 b 6 g 7 e 8 i 9 h Grammar

AB page 77 activity 1 Read the Tiger Tips. Write and learn. Answers: 1 got 2 got 3 Has 4 hasn’t AB page 77 activity 2 Look, read and answer Yes, he/she has or No, he/she hasn't. Answers: 1 No, she hasn't. 2 No, she hasn't. 3 Yes, he has. 4 Yes, she has. 5 Yes, he has. 6 No, he hasn't. AB page 77 activity 3 Look, read and circle. Answers: 1 He’s got 2 He's got 3 He hasn’t got 4 She hasn’t got 5 She’s got 6 She hasn’t got

AB page 79 activity 1 Read the Tiger Tips. Write and learn. Answers:1 ’s 2 are 3 there 4 Yes, No 5 Are 6 there, aren’t AB page 79 activity 2 Look, read and answer Yes, there is or No, there isn’t. Answers: 1 Yes, there is. 2 No, there isn’t. 3 Yes, there is. 4 No, there isn’t. 5 Yes, there is. 6 No, there isn’t AB page 79 activity 3 Read and match. Answers: 1 d 2 a 3 c 4 d

Unit 4 Vocabulary

AB page 80 activity 1 Look and match. Answers: 1 b 2 d 3 c 4 j 5 g 6 i 7 e 8 h 9 f 10 a AB page 80 activity 2 Look and write the letters. Answers: 1 d 2 a 3 d 4 b AB page 80 activity 3 Look and write. Answers: 1 sheep dog 2 mountain rescue dog 3 guide dog Grammar

AB page 81 activity 1 Read the Tiger Tips. Write and learn. Answers: 1 works 2 doesn’t 3 Does 4 does, No AB page 81 activity 2 Read and answer Yes, she does and No, she doesn’t. Answers: 1 Yes, she does. 2 No, she doesn’t. 3 No, she doesn’t. 4 Yes, she does. AB page 81 activity 3 Look, read and write. Answers: 1 Yes, he does. 2 No, he doesn’t. 3 Yes, he does. 4 Yes, he is. 5 No, he doesn’t. 6 Yes, he does. 7 No, he doesn’t. 8 Yes, he is.

AB page 74 activity 2

ARTANDDESIGNSC

EICT IENC

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GLISH

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Activity Book Answer Key Unit 5

Unit 6

Vocabulary

Vocabulary

AB page 82 activity 1 Look and match. Answers: 1 e 2 c 3 a 4 b 5 d 6 j 7 i 8 f 9 h 10 g AB page 82 activity 2 Look and write. Answers: 1 going to museums 2 shopping 3 taking photos 4 rollerskating AB page 82 activity 3 Look and circle. Answers: 1 scientists 2 inventors 3 inventions 4 robots 5 paintings 6 sculptures 7 drawings 8 artists Grammar

AB page 84 activity 1 Look and write. Answers: 1 lake 2 bridge 3 path 4 river 5 gate 6 campsite 7 mountain 8 signpost 9 farm 10 forest AB page 84 activity 2 Read and write. Answers: 1 mountains 2 forest 3 bridges 4 rivers and lakes AB page 84 activity 3 Find, circle and write. Answers: (see below) 1 squirrel 2 tree 3 beetle 4 mushroom Grammar

AB page 83 activity 1 Read and write the Tiger Tips. Write and learn. Answers: 1 like 2 don’t 3 Do, don’t 4 like 5 likes, doesn’t AB page 83 activity 2 Read and write answers for you. Use Yes, I do or No, I don’t. Answers: Students’ own answers. AB page 83 activity 3 Read and match. Answers: 1 d 2 e 3 a 4 c 5 f 6 b

AB page 85 activity 1 Read the Tiger Tips. Write and learn. Answers: 1 at 2 Don’t 3 end 4 on 5 Do AB page 85 activity 2 Look and match. Answers: 1 f 2 g 3 b 4 a 5 e 6 d 7 c AB page 85 activity 3 Look, read and number in order. Answers: 1 Go to the end of the path. 2 Turn right. 3 Go round the lake. 4 Turn left at the signpost. 5 That’s the way to the campsite.

Unit 7

Grammar

Vocabulary

AB page 86 activity 1 Find, circle and write. Answers: 1 special effects 2 director 3 make-up artist 4 clapperboard 5 wigs 6 writer 7 screenplay 8 camera 9 cameraman 10 actress AB page 86 activity 2 Remember the Let’s make a movie song. Read and write. I’ve got a screenplay. You’ve got a camera. I know an actress. You know an actor.

AB page 88 activity 1 Read and write answers for you. Use Yes, I can or No, I can’t. Answers: Students’ own answers. AB page 88 activity 2 Read and match. Answers: 1 b 2 d 3 e 4 c 5 a AB page 88 activity 3 Read and circle. Answers: 1 Has 2 Does 3 Are there 4 Does 5 Is

I’ve got a clapperboard. You’ve got wigs. We know a director. And a make-up artist.

AB page 87 activity 3 Look and write the words in the table. School subjects

Countryside

Places in town

Transport

Jobs

Activities

maths

bridge

café

bicycle

nurse

reading comics

geography

campsite

cinema

double decker bus

fashion designer

dancing

science

signpost

hospital

tram

pop star

collecting stamps

English

forest

fire fighter

AB page 84 activity 3 B E E T L E M R E E U S L T H R E O O M S S Q U I R R

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Class Audio Starter Unit Lesson 1 CD 1 TRACK 2 Opening routine 1 It’s time to speak in English Welcome to the English class. It’s time to speak in English. To read in English, To sing in English, To play and write and think in English. Welcome to the English class. It’s time to speak in English. CD 1 TRACK 3 Closing routine 1 The end of the English lesson That’s the end of the English lesson. There’s no more English today. Let’s leave the classroom tidy And put your things away. That’s the end of the English lesson. There’s no more English today.

Student’s Book

CD 1 TRACK 4 / Video clip: WELCOME BACK TO THE TIGER STREET CLUB! SB page 3 activity 1 Ellie: Hello. Welcome back to the Tiger Street Club. Look, we’ve got a new noticeboard. Nasim: I’ve got a new football. Ben: I haven’t got a new football, but I’ve got a new T-shirt. Clare: I’ve got a new sports bag. What about you? Tell us about you and your school.

CD 1 TRACK 5 / Video clip SB page 3 activity 2 We are a good team Welcome back! It’s good to see you again At the Tiger Street Club With Ellie, Nasim, Clare and Ben. We go to school together. We are good friends. We meet after school And at the weekends. We work and play together. We are a good team. We write our reports For the Tiger Team Magazine.

CD 1 TRACK 6 SB page 3 activity 3 Girl: Where’s number 10? Boy: It’s on the table. Girl: Where’s number 20? Boy: It’s on the kite. Girl: Where’s number 30? Boy: It’s on the CD player. Girl: Where’s number 40? Boy: It’s on the game. Girl: Where’s number 50? Boy: It’s on the shelf. Girl: Where’s number 60? Boy: It’s on the football. Girl: Where’s number 70? Boy: It’s on the bat. Girl: Where’s number 80? Boy: It’s on the books. Girl: Where’s number 90? Boy: It’s on the noticeboard. Girl: Where’s number a hundred? Boy: It’s on the bag.

Activity Book

CD 1 TRACK 7 AB page 3 activity 2 Game 1 Number forty. Forty. … Number twenty. Twenty. … Number eighty. Eighty. … Number fifty. Fifty. … Number one hundred. One hundred. … Number sixty. Sixty. … Number ten. Ten. … Number ninety. Ninety. … Number thirty. Thirty. … And the winner is Card 2. Game 2 Number fifty. Fifty. … Number twenty. Twenty. … Number one hundred. One hundred. … Number forty. Forty. … Number ten. Ten. … Number eighty. Eighty. … Number ninety. Ninety. … Number thirty. Thirty. … Number seventy. Seventy. And the winner is Card 1.

Starter Unit Lesson 2 Student’s Book

CD 1 TRACK 8 SB page 4 activity 4 January February March April May June July August September October November December Do you remember the months of the year? CD 1 TRACK 9 SB page 4 activity 5 Nasim: When is Clare’s birthday? Ellie: It’s in March. Nasim: And when is Ben’s birthday? Ellie: It’s in July. What about your birthday? Nasim: It’s in October.

Ellie: Really! My birthday is in October, too!

CD 1 TRACK 10 SB page 4 activity 6 1 Ben: How do you spell ‘April’? Clare: A – P – R – I – L Ben: Can you repeat that? Clare: A – P – R – I – L 2 Clare: How do you spell ‘March’? Ben: M – A – R – C – K Clare: Can you repeat that? Ben: M – A – R – C – K Clare: I’m sorry. That’s wrong. It’s M – A – R – C – H.

Unit 1 Lesson 1 Student’s Book

CD 1 TRACK 11 SB page 5 Narrator: In Unit 1. Ellie: We read a story about someone new in Tiger Street. Clare: We learn about different types of schools. Ben: We find out about after-school clubs in the UK. Nasim: We talk about school subjects. CD 1 TRACK 12 SB page 5 activity 1 The Tiger Street word rap Pay attention, point and clap, Everyone say The Tiger Street word rap. Name the subjects we study at school. Say which you like and which are cool.

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Class Audio One! English! Two! Science! Three! Maths! Four! Art and design! Five! PE! Six! ICT! Seven! Geography! Eight! History! Nine! Music! And ten! Drama! Pay attention, point and clap, Everyone say The Tiger Street word rap.

Unit 1 Lesson 2 Student’s Book

CD 1 TRACK 13 / Video clip: A NEW FRIEND SB pages 6 and 7 activities 4 and 5 A New Friend Frame 1 Narrator: It’s the end of the summer holidays. Today is the first day back at school. Ben: What have we got at half past nine? Nasim: We’ve got maths. Clare: We’ve got music at quarter past ten. Ellie: I like music. This year, I want to learn to play a musical instrument. Frame 2 Ellie: What’s that? Clare: It’s a blue bag with a recorder inside. Ellie: And a music book, but there isn’t a name inside. Clare: Let’s take them to school. Frame 3 Narrator: In the school playground ... Ben: Hello. What’s your name? Oliver: Oliver. I’m new here. I live in Tiger Street. Nasim: We live in Tiger Street, too. Frame 4 Oliver: I’m in classroom 4B.

Ben: Oh good. We’re in the same class. 5 Narrator: Ellie tries to play the recorder. Ellie: I want to play the recorder. Clare: We need to find the owner. Let’s make a poster. Frame 6 Ben: What’s that noise? It’s terrible! Nasim: Someone is playing the recorder. Oliver: I’ve got a recorder, too. Oh no! Frame 7 Nasim: Oh, it’s Ellie. Ben: This is Oliver. Clare: Hello! Is this your recorder and music book? Oliver: Yes. Thanks. What a great poster! You’re very good at art. Frame 8 Narrator: Oliver plays the recorder for his new friends. Oliver: I can teach you to play. Ellie: Great! Thanks. Clare: Do you want to be a member of the Tiger Street Club? Oliver: Fantastic! I can help you all with music, and you can help me with art.

CD 1 TRACK 14 SB page 7 activity 6 1 Adult: It’s the last day of school. Child: No. It’s the first day of school. 2 Adult: The children find a guitar and a geography book. Child: No. The children find a recorder and a music book. 3 Adult: Oliver lives in Tiger Road.

Child: No. Oliver lives in Tiger Street. 4 Adult: Nasim wants to play the recorder. Child: No. Ellie wants to play the recorder. 5 Adult: Clare is very good at history. Child: No. Clare is very good at art. 6 Adult: Oliver doesn’t want to be a member of the Tiger Street Club. Child: No. Oliver does want to be a member of the Tiger Street Club. Activity Book

CD 1 TRACK 15 AB page 6 activity 4 1 It’s the first day back at school. 2 Ellie says, ‘This year I want to learn to play a musical instrument.’ 3 Ellie and Clare find a recorder and a music book. 4 Ellie plays the recorder, but it sounds terrible. 5 They return the book and the recorder to Oliver. 6 Oliver plays the recorder. CD 1 TRACK 16 AB page 6 activity 5 Ben: What have we got at half past nine? Clare: We’ve got music at quarter past ten. Ellie: I want to play the recorder. Oliver: I can teach you to play.

Unit 1 Lesson 3 Student’s Book

CD 1 TRACK 17 SB page 8 activity 8

Boy: We’ve got English *** (at) quarter to ten. Girl: We haven’t *** (got) science at quarter past nine. Boy: Have we got PE today? Yes, we *** (have). No, we *** (haven’t). Girl: *** (What) have we got at quarter past two? We’ve got maths. Activity Book

CD 1 TRACK 18 AB page 7 activity 9 1 Adult: What’s the time? Child: It’s quarter past seven. Quarter past seven! Oh no! 2 Adult: What’s the time? Child: It’s quarter to one. Mmm. It’s lunchtime. 3 Adult: What’s the time? Child: It’s quarter past five. 4 Adult: What’s the time? Child: It’s quarter to eight. I’m tired.

Unit 1 Lesson 4 Student’s Book

CD 1 TRACK 19 SB page 9 activity 11 We’ve got geography in the gym with Julie. We’ve got geography in the gym with Julie. We’ve got grammar in the playground with Greg. We’ve got grammar in the playground with Greg.

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Class Audio CD 1 TRACK 20 SB page 9 activity 12 What have we got? Oh, we go to school because school is cool. Yes, school is cool. It’s really cool. What have we got at nine o’clock? At nine o’clock we’ve got ICT. And at quarter past ten we’ve got history. Chorus What have we got at half past twelve? At half past twelve we’ve got geography. At quarter to three we’ve got PE. Chorus

CD 1 TRACK 21 Karaoke version: What have we got? Activity Book

CD 1 TRACK 22 AB page 8 activity 12 1 Boy: What have we got at quarter past ten? 2 Girl: We’ve got science. And at quarter to twelve, we’ve got drama. 3 Boy: What have we got at quarter past two? 4 Girl: We’ve got PE. And at quarter to four we’ve got history.

Unit 1 Lesson 5 Student’s Book

CD 1 TRACK 23 SB page 10 activity 14 Three different schools Kenny: We go to Elm Park school in the centre of London. Our school has got about 450 students and 20 teachers. It’s got 22 classrooms, a library, a gym and a canteen. It’s got a big playground. Jesse: All the students live near the school. We can meet our friends after school and at the weekends. Sarah: I live on a very small island in Scotland. I don’t go to school. There isn’t a school on our island. I study at home with my parents. I also have some lessons with a teacher on the island. I talk to other children online. I meet other children to do sports. Todd: I go to Riverside School of Performing Arts. The school is for children with a special talent in music, dance or drama. We learn all the normal subjects, but we have extra music, drama and dance classes. I live at the school from Monday to Friday, but I see my family at the weekends.

CD 1 TRACK 24 SB page 10 activity 15 1 Adult: Who lives at school from Monday to Friday? Child: Todd (lives at school from Monday to Friday). 2 Adult: Who studies at home? Child: Sarah (studies at home). 3 Adult: Who lives near their school?

Child: Kenny (and Jesse live near their school). 4 Adult: Who teaches Sarah? Child: Her parents and a teacher on the island teach her. 5 Adult: How many classrooms has Kenny and Jessie’s school got? Child: (Kenny and Jessie’s school has got) 22 (classrooms). 6 Adult: What extra classes has Todd got? Child: (Todd has got extra) music, drama and dance classes.

Unit 1 Lesson 6 Student’s Book

VIDEO Video clip: UNIT 1 CULTURE SB page 11 activity 18 Sequence 1 Ben: It’s raining today. What clubs can we go to? Oliver: ‘Drama Club. Every Tuesday at lunchtime.’ I like drama… Clare: Do you like chess? Look: ‘Chess club, every Friday afternoon.’ Oliver: No. I’m not good at chess. Clare: I’ve got art club on Mondays. It’s great! And I’ve got swimming club on Wednesdays. Oliver: And Ben, what clubs do you go to? Ben: I love board games. I go to a board games club with my brother Edward on Thursdays. Oliver: Wow! There are lots of clubs. I don’t know which club I want to join.

Ben: Let’s find out about what clubs other students in the school go to. Clare: Great idea! Sequence 2 Ben: Hello. What clubs do you go to? Student 1: I like ICT. I go to a computer club. Student 2: And I go to a photography club on Fridays at quarter past three. Oliver: Brilliant! I love computers and I want to learn photography. Sequence 3 Ben: Hello What clubs do you go to? Student 3: On Mondays I go to hockey club with my friends. I love hockey! Oliver: I’m not good at hockey. Student 3: Come to hockey club-you can learn to play! Oliver: That’s a nice idea. Let me think about it. Sequence 4 Ben: So Oliver, tell us – what club do you want to join? Oliver: Oh dear! I don’t know … I’m so sad… Clare: Oh no! Are you OK? Ben: Oliver, are you OK? Oliver: I’m fine. Look, I’m good at acting. I want to join the drama club! [Everyone laughs]

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Class Audio CD 1 TRACK 25 SB page 11 activity 19 Tiger Street Club Report In the UK… Most schools finish at half past three. Then some children go to after-school clubs. Football clubs, swimming clubs, hockey clubs and multi-sports clubs are very popular. Other children prefer artistic activities. They go to after-school music, art or drama clubs. A day at school I go to a small school near Manchester. At quarter past nine we’ve got assembly. A teacher talks to everyone about something important. Lessons begin at half past nine. My favourite subjects are science and maths. We’ve got a break in the morning and in the afternoon. We have lunch at half past twelve. School finishes at four o’clock. On Mondays, I go to hockey club. On Thursdays, I go to a board games club. I like board games and I play them at home with my brother, Ben. by Edward Activity Book

CD 1 TRACK 26 AB page 10 activity 18 Adam: My name’s Adam. I’m ten years old. I go to a big school in London. School starts at nine o’clock every day. We have a break in the morning. We have lunch at quarter to one, and school finishes at quarter to four. My favourite subjects are music and maths. I really like maths. On Tuesdays, I go to an after-school science club. On Thursdays, I go to an afterschool art club. CD 1 TRACK 27 AB page 10 activity 19

A day at school I go to a small school in the centre of London. Lessons begin at half past ten. We’ve got a break in the morning and a break in the afternoon. We have lunch at quarter to one. School finishes at quarter to four. My favourite subjects are geography and PE. On Mondays, I go to a science club. On Thursdays I go to a dance club. I like drama. By Ally

Unit 1 Lesson 7 Student’s Book

CD 1 TRACK 28 SB page 12 activity 21 Boy: Oh no! I can’t find my geography book. Girl: Don’t worry. We haven’t got geography now. We’ve got science. Boy: I haven’t got my science book either. Girl: Don’t worry. You can share mine. CD 1 TRACK 29 SB page 12 activity 22 Science is cool Your school has got a new after-school science club every Wednesday in October and November. Quarter past four to half past five in the school hall • Look through a microscope • Do experiments • Talk to scientists • Make robots Learn about the world through science. It’s fascinating! CD 1 TRACK 30 SB page 12 activity 23 Tiger Street Tales: Reading For

Pleasure Frame 1 Magpie: There’s a new family at number 31 Tiger Street. Squirrel: Come on, Fox. Let’s go and see. Frame 2 Squirrel: Look at all these boxes. Mouse: Help! Fox: Listen. Mouse: Help me, please! Frame 3 Squirrel: Quick. Open the box. Frame 4 Mouse: Thank you. Hello. My name’s Mouse. Fox: I’m Fox. This is Squirrel. Magpie: And I’m Magpie. Can we help you with your bags? Frame 5 Squirrel: You’ve got a lot of bags. Mouse: They’re musical instruments. I love music. Frame 6 Fox: This is fantastic! Magpie: Welcome to our club, Mouse. Mouse: Thank you. Activity Book

CD 1 TRACK 31 AB page 11 activity 22 1 Boy: Have we got English today? 2 Girl: Yes, we have. We’ve got English at quarter past eleven. 3 Boy: Have we got science? 4

Girl: No, we haven’t. 5 Boy: What have we got at quarter to three? 6 Girl: We’ve got maths at quarter to three. 7 Boy: Have we got history at four o’clock? 8 Girl: No, we haven’t. School finishes at four.

Unit 1 Lesson 8 Activity Book

CD 1 TRACK 32 AB page 12 activity 23 Girl A: I go to a very big school in Manchester. The school has got about 500 students. It’s got 18 classrooms and a canteen. It’s got a big playground. Girl B: I go to a performing arts school. I learn all the normal subjects, but I have extra music lessons. I live at the school from Monday to Friday, but I see my family at the weekends. CD 1 TRACK 33 AB page 12 activity 25 Girl: I can name school subjects. Boy: I can ask about and talk about my school timetable. Girl: I can act out the A New Friend story. Boy: I can sing the What have we got? song. Girl: I know about different types of schools. I can write about my school.

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Class Audio Unit 2 Lesson 1 Student’s Book

CD 1 TRACK 34 SB page 13 Narrator: In Unit 2 Clare: We read a story about a thief. Ellie: We learn about characters in children’s literature. Oliver: We find out about what children do in a library. Nasim: We describe our friends. CD 1 TRACK 35 SB page 13 activity 1 The Tiger Street word rap Pay attention, point and clap, Everyone say The Tiger Street word rap. Here are some words to describe the face of a friend. Say them with me, from one to ten. One! Curly hair! Two! Long hair! Three! Beard! Four! Fair hair! Five! Short hair! Six! Glasses! Seven! Curly hair! Eight! Dark hair! Nine! Moustache! And ten! Ponytail! Pay attention, point and clap, Everyone say The Tiger Street word rap.

Unit 2 Lesson 2 Student’s Book

CD 1 TRACK 36 SB pages 14 and 15 A Thief in the Park Frame 1 Narrator: Becky and her brother Joe are in Kensington Gardens, a famous park in London.

Becky: This is a famous statue of Peter Pan. Look, he’s playing the flute. Joe: I can’t hear you, Becky. I’m listening to Justin Jones. He’s fantastic. Frame 2 Becky: Look, Joe! That man is wearing a hat and a coat. But it’s sunny! Frame 3 Becky: Joe, look! He’s taking Peter Pan’s flute. He’s a thief. Call the police! Frame 4 Joe: There’s a thief in Kensington Gardens. He’s got long dark hair. He’s got a moustache and a beard. Becky: He’s got glasses and he’s wearing a hat and a coat! Frame 5 Narrator: A few minutes later, the police arrive. Becky: Look, the thief is over there. Frame 6 Policewoman: Excuse me. Have you got Peter Pan’s flute? Man: Yes, I have. But I can explain. Policewoman: Officer, arrest this man! Frame 7 Cameraman: Excuse me. This man isn’t a thief. He’s a pop star. Man: We’re making a video for my new song. It’s called ‘Catch the thief’! Frame 8 Policeman: Look! He hasn’t got long dark hair. He’s got short fair hair. Becky: And he hasn’t got a beard. Joe: Oh wow! Look! It’s Justin Jones!

CD 1 TRACK 37 SB page 15 activity 5

1 Adult: Where is the statue? Child: The statue is in Kensington Gardens in London. 2 Adult: What is Joe listening to? Child: Joe is listening to Justin Jones. 3 Adult: What is the man doing in Picture 3? Child: The man is taking Peter Pan’s flute. 4 Adult: Describe the man in Picture 6. Child: The man has got long dark hair. He’s got a moustache and a beard. He’s got glasses and he’s wearing a hat and a coat. 5 Adult: Is the man a thief? Child: No, the man isn’t a thief. He’s a pop star. 6 Adult: Has the man got long dark hair? Child: No, he’s got short fair hair.

CD 1 TRACK 38 AB page 14 activity 4 1 Adult: Joe and Becky are in a park in Manchester. Child: Joe and Becky are in a park in London. 2 Adult: They see a woman take Peter Pan’s flute. Child: They see a man take Peter Pan’s flute. 3 Adult: They call the hospital. Child: They call the police. 4 Adult: The man has got the flute under his jumper.

Child: The man has got the flute under his coat.

Unit 2 Lesson 3 Student’s Book

CD 1 TRACK 39 SB page 16 activity 7 Boy: She’s *** (got) long fair hair. Girl: She *** (hasn’t) got curly dark hair. Boy: *** (Has) he got a beard? Yes, he has. Girl: Has he got a moustache? No, he *** (hasn’t).

Unit 2 Lesson 4 Student’s Book

CD 1 TRACK 40 SB page 17 activity 10 Where’s Sarah? She’s over there. She’s got fair hair. Where’s Sarah? She’s over there. She’s got fair hair. Here’s Pierce. He’s got a long beard. And he’s got big ears. Here’s Pierce. He’s got a long beard. And he’s got big ears.

CD 1 TRACK 41 SB page 17 activity 11 Stop! Thief! Stop! Thief! Call the police! There’s a thief I say, And she’s getting away. Look! She’s wearing a coat. She’s got long dark hair, Not short fair hair. 181

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Class Audio Can’t you see her? She’s over there! Chorus Look! She’s wearing a hat. She’s got big brown eyes, Not small blue eyes. She’s got a beard, But it’s a disguise. Chorus

CD 1 TRACK 42 Karaoke version: Stop! Thief! CD 1 TRACK 43 AB page 16 activity 12 1 Girl: Has he got fair hair? Boy: No, he hasn´t. Girl: Has he got glasses? Boy: Yes, he has. Girl: Has he got a beard? Boy: Yes, he has. Girl: It’s a! 2 Boy: Has she got straight hair? Girl: No, she hasn’t. Boy: Has she got curly hair? Girl: Yes, she has. Boy: Has she got glasses? Girl: No, she hasn’t. Boy: It’s b!

Unit 2 Lesson 5 Student’s Book

CD 1 TRACK 44 SB page 18 activity 13 Four great books for children.

Here are four descriptions of famous books. Can you match the descriptions to the book covers? Check your answers. 1 A boy lives in a small house with his parents and grandparents. They haven’t got a lot of money. They’re very poor. But the boy is very lucky. He finds a gold ticket in a bar of chocolate. 2 A clever horse tells the story of his life. When he is young he lives on a farm and people are nice to him. Then he moves to a different place and a lady isn’t kind. In the end he is happy. 3 A sailor sails the seven seas in a big ship. He looks for treasure. Giant snakes and birds attack the sailor, but he isn’t scared. He’s brave and strong. 4 A girl imagines an amazing world where animals and objects talk. She’s got fair hair, she wears a blue dress and she’s very imaginative. Answers: 1 d 2 a 3 b 4 c

CD 1 TRACK 45 SB page 18 activity 14 1 Adult: Who is imaginative – Alice or Black Beauty? Child: Alice is imaginative. 2 Adult: Who is clever – Sinbad or Black Beauty? Child: Black Beauty is clever. 3 Adult: Who is brave and strong – Sinbad or Charlie? Child: Sinbad is brave and strong. 4 Adult: Who finds a gold ticket? Child: Charlie finds a gold ticket. 5 Adult: Who has got fair hair? Child: Alice has got fair hair.

6 Adult: Who lives on a ship? Child: Sinbad lives on a ship.

Unit 2 Lesson 6 Student’s Book

Video clip UNIT 2 CULTURE Sequence 1

SB page 19 activity 17 Clare: This book is very good. It’s about a girl who finds a secret garden. Oliver: Yes, I like that story. I like this book, too. It’s all about football. Clare: I need a new book. Let’s go to the library. Oliver: I haven’t got a library card. Clare: The librarian can give you a membership card. Oliver: Great! Let’s go. Sequence 2 [At the library, the librarian hands Oliver a card.] Oliver: Thank you! Clare: Now you can borrow a book or a DVD for three weeks. Oliver: Great! Look, Ellie’s over there. Sequence 3 Clare: Hi Ellie! I need a new book. Ellie: Do you like adventure stories? What about Robin Hood? Clare: I don’t know. What’s it about? Oliver: Well, it’s about a boy, called Robin, who is very brave, and … he robs the evil Sheriff of Nottingham to give money to the poor people.  Ellie: Or what about Heidi? Oliver: It’s a great book!

Ellie: Look. This is Heidi. She’s got dark hair and is pretty. She lives in the mountains. Oliver: What about this? It’s called Moby Dick. It’s about a whale. It’s my favourite book. What’s your favourite book, Ellie? Ellie: My favourite book is Peter Pan. It’s about a boy who lives on an island called Neverland with his friends, the Lost Boys, and there’s a DVD, too. … But it’s not here. Clare: It’s OK. I can borrow Heidi. Oliver: And I can borrow Robin Hood. Ellie: Look. There are lots of great reference books about animals  and science. … But I want to borrow this book, The Call of the Wild. It’s about a dog called Buck and his adventures in Canada. Clare: Great! Let’s use the self-service check-out and take out our books. Oliver: Good idea! Ellie: Put the books here on the magic scanner. Look … Oliver: Brilliant. What an amazing machine. Clare: I’ve got a great idea for an adventure story. Ellie: What is it? Clare: ‘Oliver and the magic scanner’!

CD 1 TRACK 46 SB page 19 activity 18 Tiger Street Club Report In the UK … Many children join the library in their town. At the library, they can borrow books and DVDs and they can download e-books. Some children go to their library to use a computer, listen to stories or find out about local history. There are clubs where children can write stories and poems together.

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Class Audio My favourite book My favourite book is Peter Pan, by J. M. Barrie. The book is a children’s novel. It’s a play, too. You can see it at the theatre. My favourite character is Peter. Peter Pan is a boy. He can fly and he never grows old. Peter is very brave. He fights Captain Hook on the island of Neverland. by Ellie Activity Book

CD 1 TRACK 47 AB page 18 activity 18 Interviewer: Anna, what’s your favourite book? Have you got one? Anna: Yes, I have. I like fairy tales. My favourite book is My Book of Fairy Tales. Interviewer: David, what’s your favourite book? David: Uhhhhmm … My favourite book is James and the Giant Peach. It’s very funny. Interviewer: What about you, Sophie? What’s your favourite book? Sophie: The One Hundred and One Dalmations. My favourite book is The One Hundred and One Dalamatians. I love it. Interviewer: And you, Alex? What’s your favourite book? Alex: I love the Tintin books. My favourite is Tintin in America. CD 1 TRACK 48 AB page 18 activity 19 My favourite book My favourite book is One Hundred and Two Dalmatians, by Dodie Smith. The book is a children’s novel. My favourite character is Cruella De Vil. Cruella is very beautiful. She’s short. She’s got black and white hair. In this picture in my book, she’s wearing a green fur coat. Cruella is very kind. By Sophie

Unit 2 Lesson 7 Student’s Book

CD 1 TRACK 49 SB page 20 activity 20 Boy: Have you got the dictionary? Girl: I haven’t, but Lydia’s got it. Boy: Who’s Lydia? Girl: She’s over there. She’s got curly black hair and she’s wearing a blue jumper. Boy: Thanks. CD 1 TRACK 50 SB page 20 activity 21 Competition Win a book of fairy tales! Answer the questions: Which fairy tale isn’t by Hans Andersen? 1) The Emperor’s New Clothes 2) The Princess and the Frog 3) The Little Mermaid Write your answer on a piece of paper with your name, address and telephone number. Give the piece of paper to the librarian. Look for the lucky winner on the library website on 15th December! CD 1 TRACK 51 SB page 20 activity 22 Tiger Street Tales: Reading For Pleasure Frame 1 Magpie: This is the story of The Princess and the Frog! Mouse: I love fairy tales. Frame 2 Magpie: The princess is very beautiful. She’s got long straight hair.

Mouse: I love the princess. Frame 3 Magpie: One day, the princess kisses a frog. Mouse: No, she doesn’t. She kisses a mouse. Frame 4 Fox: Sit down! Squirrel: Be quiet! Mouse: But the princess kisses a mouse! Frame 5 Magpie: The princess kisses a frog. Mouse: I don’t like this story. Frame 6 Fox: Please continue, Magpie. I like this story. Magpie: She kisses the frog and he turns into a mouse. Activity Book

CD 1 TRACK 52 AB page 19 activity 22 1 Woman: Hello. There’s a man in the library. I think he’s a thief. 2 Policeman: Can you describe him? 3 Woman: He’s got long dark hair. 4 Policeman: Has he got straight hair or curly hair? 5 Woman: He’s got straight hair. He’s got a ponytail. 6 Policeman: Has he got a beard? 7

Woman: No, he hasn’t. But he’s got a moustache. 8 Policeman: Has he got glasses? 9 Woman: Yes, he has. And he’s wearing a red hat and a green jumper.

Unit 2 Lesson 8 Activity Book

CD 1 TRACK 53 AB page 20 activity 23 1 Black Beauty is from a book called Black Beauty. He’s very clever. A lady in the book isn’t kind. 2 Sinbad is from The Adventures of Sinbad. He’s brave and strong. 3 Alice is from Alice in Wonderland. She’s very imaginative. 4 Charlie is from Charlie and the Chocolate Factory. He’s poor, but he’s very lucky. CD 1 TRACK 54 AB page 20 activity 25 Girl: I can name different types of hair. Boy: I can describe people. Girl: I can act out the A Thief in the Park story. Boy: I can sing the Stop! Thief! song. Girl: I know about four great books for children. Boy: I can write about my favourite book.

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Class Audio Unit 3 Lesson 1 CD 2 TRACK 1 Opening routine 2 What time is it? Is it six o’clock? No, it isn’t. Is it quarter past six? No, it isn’t. Is it half past six? No, it isn’t. Is it quarter to seven? No, it isn’t. Well, what time is it? It’s … So it’s time for English. CD 2 TRACK 2 Closing routine 2 Don’t be sad It’s time to finish And say goodbye. But don’t be sad. Please don’t cry. Be happy And whistle a tune. We’ll see each other very soon! Student’s Book

CD 2 TRACK 3 SB page 21 Narrator: In Unit 3 Ellie: We read a story about a town with a problem. Clare: We learn about transport in different cities. Ben: We find out about life in a village. Nasim: We talk about places in towns and cities.

CD 2 TRACK 4 SB page 21 activity 1 The Tiger Street word rap Pay attention, point and clap, Everyone say The Tiger Street word rap. Places in a town from one to ten. Say them once, then say them again. One! Hospital! Two! Train station! Three! Café! Four! Police station! Five! Museum! Six! Supermarket! Seven! Newsagent’s Eight! Bus stop! Nine! Cinema! And ten! Shops! Pay attention, point and clap, Everyone say The Tiger Street word rap.

Unit 3 Lesson 2 Student’s Book

CD 2 TRACK 5 SB pages 22 and 23 activity 4 The Piper of Hamelin Frame 1 Narrator: This is the town of Hamelin. There’s a school. There are shops. And there are rats everywhere! Nurse: There are rats in the hospital. Girl: There’s a rat on your hat. Frame 2 Narrator: At the town hall ... Piper: I’ve got a magic flute, Mayor. I can make the rats go away. Mayor: And I promise to give you this bag of money. Frame 3 Woman: Look! The rats are following the piper. Man: It’s incredible. Frame 4

Narrator: The rats come out of the cinema, the supermarket and the train station. They follow the piper out of the town. Man: Hooray for the piper! Frame 5 Piper: Are there any rats in Hamelin now? Mayor: No, there aren’t. But now I don’t want to give you the money. Narrator: The piper is angry with the mayor. Piper: I want to teach the mayor a lesson. Frame 6 Narrator: The piper plays his magic flute again. Woman 1: Look! The children are following the piper. Woman 2: Stop! Man: Don’t go! Frame 7 Mayor: Children! Come back! Woman: Mayor! Please keep your promise. Man: Give the piper his money. Frame 8 Mayor: I’m sorry. Here is your money. Thank you for making the rats go away.

CD 2 TRACK 6 SB page 23 activity 5 1 Adult: The town of Hamelin is full of bats. Child: No. The town of Hamelin is full of rats. 2 Adult: The mayor promises the piper a box of money. Child: No. The mayor promises the piper a bag of money.

3 Adult: The rats follow the children out of the town. Child: No. The rats follow the piper out of the town. 4 Adult: The mayor doesn’t want to give the piper his sandwiches. Child: No. The mayor doesn’t want to give the piper his money. 5 Adult: The piper wants to teach the mayor English. Child: No. The piper wants to teach the mayor a lesson. 6 Adult: In the end, the mayor keeps his money. Child: No. In the end, the mayor keeps his promise.

Unit 3 Lesson 3 Student’s Book

CD 2 TRACK 7 SB page 24 activity 7 Boy: *** (There’s) a café in the street. Girl: There *** (are) houses in the street. Boy: Is there a supermarket? Girl: *** (Yes), there is. Boy: No, there *** (isn’t). Girl: *** (Are) there any shops? Boy: Yes, there are. Girl: No, there *** (aren’t).

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Class Audio Activity Book

CD 2 TRACK 8 AB page 23 activity 9 1 Adult: Is there a hospital in Cat Street? Child: No, there isn’t. 2 Adult: Is there a cinema in Cat Street? Child: Yes, there is. 3 Adult: Are there two cinemas in Cat Street? Child: No, there aren’t. 4 Adult: Are there three bus stops in Cat Street? Child: No, there aren’t. 5 Adult: Is there a train station in Cat Street? Child: No, there isn’t. 6 Adult: Are there fourteen cats in Cat Street? Child: No, there aren’t. There are twelve.

Unit 3 Lesson 4 Student’s Book

CD 2 TRACK 9 SB page 25 activity 10 There’s a museum and a newsagent’s opposite the zoo. There’s a museum and a newsagent’s opposite the zoo. There are six supermarkets and seven cinemas in the city centre. There are six supermarkets and seven cinemas in the city centre.

CD 2 TRACK 10 SB page 25 activity 11 Near here Is there a cinema near here? Yes, there is. It’s very near. It’s opposite the train station. Is there a bus stop near here? Yes, there is. It’s very near. It’s opposite the police station. And are there any shops near here? Yes, there are. They’re very near. There’s a sweet shop. There’s a pet shop. There’s a clothes shop and a shoe shop. There are lots of shops and a supermarket, too. Lots of shops and a supermarket, too. CD 2 TRACK 11 Karaoke version: Near here Activity Book

CD 2 TRACK 12 AB page 24 activity 12 1 Tourist: Is there a museum in your street? Child: No, there isn’t. 2 Tourist: Are there any shops? Child: Yes, there are. There’s a sweet shop and a pet shop. 3 Tourist: Are there any cinemas in your street? Child: No, there aren’t. 4 Tourist: Is there a supermarket? Child: Yes, there is. It’s opposite the bus stop.

5 Tourist: Thank you.

Unit 3 Lesson 5 Student’s Book

CD 2 TRACK 13 SB page 26 activity 13 Types of transport in cities People in cities need to use different types of transport to move around. Some cities are famous for the types of transport people use. In London, many people travel on the famous double-decker buses. Some people travel by bicycle, car or taxi. But lots of people in London travel on the Underground. The London Underground is also called the tube. In Venice, there are no roads. There are lots of canals. Some people travel in small boats called gondolas. But lots of people travel by water bus.

3 Adult: Number three A Where can you see canals? Child: You can see canals in Venice. Adult: Number three b. Where can you see double-decker buses? Child: You can see double-decker buses in London. Adult: Number three c. Where can you see gondolas? Child: You can see gondolas in Venice. Adult: Number three d. Where can you see trams? Child: You can see trams in Amsterdam. Adult: Number three e. Where can you see more bicycles than people? Child: You can see more bicycles than people in Amsterdam.

Unit 3 Lesson 6 Student’s Book

Video clip: UNIT 3 CULTURE

SB page 27 activity 17

In Amsterdam, many people travel by car, taxi or on the Underground. There are also lots of trams. People in Amsterdam also travel by bicycle. There are more bicycles in Amsterdam than people.

Sequence 1: Ellie: We can show you our favourite places in my gran’s village, Oliver. Oliver: Great! I love villages. My friend Jamie lives in a village.

CD 2 TRACK 14 SB page 26 activity 14 1 Adult: How many different types of transport are in Activity 13? Child: There are eight types of transport. 2 Adult: What are they? Child: They are double-decker bus, bicycle, car, taxi, the Underground, gondola, water bus and tram.

Sequence 2: Ellie: This is my favourite place: the village green. My dad and I come here on Saturday afternoons. It’s beautiful. Nasim: I can’t wait for summer. In the summer we can play football here. I’ve got my camera. I want to take some photos for the photography club. Oliver: Can we go to the shops? Ellie: There are lots of shops on the High Street.

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Class Audio Sequence 3: Nasim: This shop sells lots of different things. You can buy fruit, vegetables, fizzy drinks and lots of other things here. Oliver: Can I take a photo, Nasim? Stand in front of the shop. … One, two, three – say ‘cheese’! Nasim and Ellie: CHEESE! Oliver: Is there a newsagent’s in the village? Nasim: Yes, there is. It’s opposite the police station. Sequence 4: Oliver: I love comics. These comics are great! Ellie: I’ve got an idea! Let’s go to the icecream shop. I want to have an ice-cream. Oliver: Ice-cream! Brilliant idea! Sequence 5: Nasim: Let me take a photo. Oliver: Yes. Good idea! Nasim: One, two, three, say … ‘ice cream’! Ellie and Oliver: ICE-CREAM! Ellie: Oops! Sorry! … Do you want some more? Oliver: No thank you, Ellie. I’m fine! Nasim: Brilliant photo!

CD 2 TRACK 15 SB page 27 activity 18 Tiger Street Club Report In the UK… People live in villages, towns or cities. Villages are small. They’re normally in the countryside. Towns are big and cities are normally very big. Village life is very different from life in towns and cities.

About my village I live in a small village with my family. We live in a cottage with a garden. There are two small shops in the village, but there isn’t a supermarket. There isn’t a library either. A mobile library comes to the village every Friday. My favourite place in the village is the café. I go to school in a town near here. A school bus collects me from the bus stop. My friend Mickey lives in a big city. He lives in a flat and he hasn’t got a garden. There are lots of shops, cinemas and parks in the city. Mickey’s mother takes him to school by car. by Jamie Activity Book

CD 2 TRACK 16 AB page 26 activity 18 My name’s Scott. I’m American. I live in New York City. It’s a fantastic city. There are parks and shops and lot of cafés and cinemas. My favourite buildings are the Guggenheim Museum and Grand Central Station. The Guggenheim is an art gallery. I love it. Grand Central Station is an amazing train station. In New York, lots of people travel by taxi, but I go to school by underground. In New York, the system of underground trains is called the Subway. CD 2 TRACK 17 AB page 26 activity 19 About my town I live in a town called Bridgwater in the UK. It is a big town. There are lots of shops and libraries. There’s a cinema. There’s a small museum about the history of the town.

My favourite buildings are the hospital and the swimming pool. I go swimming every week. In Bridgwater, people travel by car, bus or train. There are taxis, too. There’s a school bus for children, but I walk to school. By Caroline

Frame 2 Squirrel: This way. Mouse: Oh dear. It’s raining.

Unit 3 Lesson 7

Frame 4 Squirrel: This is fantastic, Magpie! Mouse: Oh no! There’s a bus coming.

Student’s Book

CD 2 TRACK 18 SB page 28 activity 20 Teacher: Are there any red pens in the cupboard? Student: No, but there’s a red crayon. Do you want it? Teacher: Yes, please. And a piece of paper, too. Student: There isn’t any paper, but there’s some in the recycling bin. Teacher: Perfect. Thank you. CD 2 TRACK 19 SB page 28 activity 21 Please keep this bus tidy. Please give up your seat if someone needs it. Don’t lean out of the window. Mind the gap! CD 2 TRACK 20 SB page 28 activity 22 Tiger Street Tales: Reading For Pleasure Frame 1 Squirrel: There’s a new pet shop in the town centre. Mouse: Let’s go and see it.

Frame 3 Magpie: I’m going to the town centre. Do you want a ride in my gondola? Mouse: Yes, please.

Frame 5 Mouse, Squirrel and Magpie: Whooooooah! Frame 6 Magpie: Oh dear! Magpie: Let’s go home. Activity Book

CD 2 TRACK 21 AB page 27 activity 22 1 Girl A Where do you live? 2 Girl B: I live in Lion Street, next to Tiger Street. 3 Girl A: Is there a supermarket in Lion Street? 4 Girl B: No, there isn’t, but there are lots of shops. There is a shoe shop, a pet shop and a newsagent’s, too. 5 Girl A: Are there any cinemas? 6 Girl B: No, there aren’t. 7 Girl A: Is there a café? 8 Girl B: Yes, there is. It’s opposite my house.

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Class Audio Unit 3 Lesson 8 Activity Book

CD 2 TRACK 22 AB page 28 activity 24 My name’s Scott. I live in New York City. It’s a fantastic city. There are lots of parks and shops. There are lots of cafés and cinemas. My favourite place is the Guggenheim Museum. In New York, a lot of people travel by taxi, but I go to school by underground train. CD 2 TRACK 23 AB page 28 activity 26 Girl: I can name places in a town or city. Boy: I can ask about and say what there is in my street. Girl: I can act out The Piper of Hamelin story. Boy: I can sing the Near here song. Girl: I know about types of transport in cities. Boy: I can write about where I live.

Unit 4 Lesson 1 Student’s Book

CD 2 TRACK 24 SB page 29 Narrator: In Unit 4 Clare: We read a story about an interesting job. Ellie: We learn about working dogs. Oliver: We find out about the people who work in a school. Nasim: We talk about our jobs and routines.

CD 2 TRACK 25 SB page 29 activity 1 The Tiger Street word rap Pay attention, point and clap, Everyone say The Tiger Street word rap. People work all around you. Let’s name some jobs they do. One! Farmer! Two! Police officer! Three! Nurse! Four! Firefighter! Five! Fashion designer! Six! Taxi driver! Seven! Vet! Eight! Pop star! Nine! Shop assistant! And ten! Web designer! Pay attention, point and clap, Everyone say The Tiger Street word rap.

Unit 4 Lesson 2 Student’s Book

CD 2 TRACK 26 SB pages 30 and 31 activity 4 A Visitor at School Frame 1 Narrator: These children are at school in the UK. Their teacher is called Mrs Smith. Mrs Smith: Good morning, children. Today, we’ve got a visitor. Her name is Lulu. She does a very special job. Frame 2 Mrs Smith: What does Lulu do? Can you guess? Student: Does she design clothes? Mrs Smith: No, she doesn’t. Lulu isn’t a fashion designer. Frame 3 Student: Does she work in a hospital? Mrs Smith: No, she doesn’t. Lulu isn’t a doctor or a nurse. ... Put the magazine away, Donna. Donna: Yes, Mrs Smith.

Frame 4 Student: Does Lulu help people? Mrs Smith: Yes, she does. She helps people. Frame 5 Student: Is she a police officer? Mrs Smith: No, she isn’t! Student: Does she wear a uniform? Mrs Smith: No, she doesn’t. Frame 6 Students: We don’t know. Students: Please tell us. Student: What’s Lulu job? Mrs Smith: Let’s go into the playground and find out! Frame 7 Donna: Hello. Are you Lulu? Julie: No, I’m not. My name’s Julie. This is Lulu. Mrs Smith: Lulu is a guide dog. She helps Julie in many different ways. Frame 8 Boy: Julie, does Lulu like her job? Julie: Yes, she does. Lulu is a very happy dog. Donna: Sorry for not paying attention, Mrs Smith. I think this is very interesting. I love dogs.

CD 2 TRACK 27 SB page 31 activity 5 1 Adult: Where are the children? Child: They’re at school in the classroom. 2 Adult: What’s the teacher’s name? Child: Her name is Mrs Smith.

3 Adult: What is Donna reading in Picture 1? Child: She’s reading a magazine. 4 Adult: Does Lulu wear a uniform? Child: No, she doesn’t. 5 Adult: Does Lulu help people? Child: Yes, she does. 6 Adult: What is Lulu’s job? Child: She’s a guide dog. Activity Book

CD 2 Track 28 AB page 30 activity 5 1 Lulu doesn’t design clothes. 2 She isn’t a fashion designer. 3 She isn’t a nurse or a doctor. 4 She doesn’t work in a hospital. 5 She doesn’t wear a uniform. 6 She isn’t a police officer. 7 Lulu is a guide dog. 8 She helps Julie in many different ways.

Unit 4 Lesson 3 Student’s Book

CD 2 TRACK 29 SB page 32 activity 7 Girl: He ***(works) on a farm. Boy: He doesn’t ***(work) in a hospital. Girl: Does he work with animals? Boy: Yes, he ***(does). Boy: No, he ***(doesn’t).

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Class Audio Activity Book

CD 2 TRACK 30 AB page 31 activity 9 1 Adult: Does he work on a farm? Child: Yes, he does. 2 Adult: Does he wear a uniform? Child: No, he doesn’t. 3 Adult: Does he work with animals? Child: Yes, he does. 4 Adult: Is he a farmer? Child: Yes, he is. 5 Adult: Does she work in a school? Child: No, she doesn’t. 6 Adult: Does she wear special clothes? Child: Yes, she does. 7 Adult: Does she work with computers? Child: No, she doesn’t. 8 Adult: Is she a firefighter? Child: Yes, she is.

Unit 4 Lesson 4 Student’s Book

CD 2 TRACK 31 SB page 33 activity 10 Frank the firefighter fights the flames. Frank the firefighter fights the flames.

CD 2 TRACK 32 SB page 33 activity 11 What’s his job? He doesn’t wear a uniform. He works inside. He says ‘Can I help you?’ He works all day from 9 to 5. What’s his job? What’s his job? Is he a nurse or web designer? Fire fighter, vet or taxi driver? She doesn’t wear a uniform. She works outside. She drives a special car. She can take you for a ride. What’s her job? What’s her job? Is she a nurse or web designer? Firefighter, vet or taxi driver?

CD 2 TRACK 33 Karaoke version: What’s his job? Activity Book

CD 2 TRACK 34 AB page 32 activity 12 1 He wears a uniform. 2 He drives a police car. 3 He works with people. 4 He doesn’t work in a shop. 5 He works in a police station. 6 He has got a dog. 7 He’s a police officer.

Unit 4 Lesson 5 Student’s Book

Victor the vet drives a very dirty van. Victor the vet drives a very dirty van.

CD 2 TRACK 35 SB page 34 activity 13 Working dogs

People do lots of different jobs. But animals can do some jobs better than people. Here are three working dogs. They’re all very good at their jobs. Josh is a mountain rescue dog. He works with a team of rescue workers in Scotland. Josh has got a very good sense of smell. He uses his nose to find people lost in the mountains. Lady is a guide dog. Lady’s owner, Robert, is blind. He can’t see. Lady wears a harness and she guides Robert along the pavements. She stops at roads and steps. She guides Robert around dangerous objects. Milton is a sheepdog. He works with a sheep farmer. Milton helps the farmer guide sheep from one field to another field. The farmer whistles to communicate with Milton. Milton understands.

CD 2 TRACK 36 SB page 34 activity 14 1 Adult: Which dog has got a very good sense of smell? Child: Josh has got a very good sense of smell. 2 Adult: Which dog wears a harness? Child: Lady wears a harness. 3 Adult: Which dog works with a team of people? Child: Josh works with a team of people. 4 Adult: Which dog works with animals? Child: Milton works with animals. 5 Adult: How does the farmer communicate with Milton? Child: The farmer whistles.

6 Adult: How does Lady help Robert? Child: She guides Robert along the pavements. She stops at roads and steps. She guides Robert around dangerous objects.

Unit 4

Lesson 6 Student’s Book

Video clip: UNIT 4 CULTURE

SB page 35 activity 17 Sequence 1 Oliver: Hi! What are you doing? Ben: Clare and I are doing a project about people who work in the school. Do you want to help? Oliver: OK. Clare: We want to talk to all the people who work there. Oliver: You mean all the teachers? Ben: No. All the other people. The cleaner and the cook … Clare: … the caretaker and the school nurse. They all do very important jobs. Oliver: OK. I see. So let’s start with the school nurse. She’s very kind. Ben: OK. Come on. Let’s go. Sequence 2 [Knock, knock] Nurse: Hello. Ben, Oliver and Clare: Hello. Clare: We’re doing a class project. Can we ask you some questions? Nurse: Sure! Come in. Clare: One, two, three … ready, go!

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Class Audio Oliver: This is our school nurse. She teaches students about good health and looks after the children at school. She starts work at quarter to nine and finishes at three o’clock. … Thank you. Clare: This is the caretaker’s office. [Knock, knock, knock] Ben: Let’s come back in the afternoon. Clare: Look. There’s Rose. Hello! Can we ask you some questions about your job? Cleaner: OK. Oliver: This is Rose. She’s the school cleaner. She tidies the classrooms and cleans the school. We help her by putting the chairs on the tables after class. Clare: Thank you, Rose. Ben: Let’s go to the school canteen and talk to the cook. Clare: Hello! We’re doing a school project. Can we ask you some questions? Cook: OK. Ben: What’s your job? Cook: I’m the school cook. I work in the kitchen. Oliver: Do you work in the morning? Cook: Yes, I do. I start work at half past six. Ben: Wow! That’s early! What’s your favourite food? Cook: I like all kinds of food. Meat, fish, vegetables, fruit, cheese. I like chocolate, too. Cook: The kitchen’s closed now. Can you help me tidy up? Clare, Ben and Oliver: Of course! Oliver: We help the kitchen staff by putting our trays away in the right place after eating. But Ben’s eating some cake! Ben!

CD 2 TRACK 37 SB page 35 activity 18 Tiger Street Club Report In the UK … Many people work in our schools. Of course, there are lots of teachers. But there are also cleaners, librarians, caretakers and cooks. All their jobs are important. Their work makes our schools safe and happy places. People who work in my school There’s a cleaner in our school. She cleans the classrooms and the corridors before we come to school. There’s a cook in our school. He helps prepare 400 school lunches every day. He wears a hat and a white coat. Mr Brown is the caretaker in our school. He looks after the school building. He repairs windows, doors, tables and chairs. He paints the walls. Mr Brown does a lot of things. He’s a very busy man. He works early in the morning and he works after school finishes, too. by Ben Activity Book

CD 2 TRACK 38 AB page 34 activity 19 Ellie: Does your aunt work in a shop, Ben? Ben: No, she doesn’t. Ellie: Does she wear a uniform? Ben: No, she doesn’t. Ellie: Does she work in a hospital? Ben: No, she doesn’t. Ellie: Does she drive a bus? Ben: No, she doesn’t. Ellie: Does she work with animals? Ben: Yes, she does. Ellie: Does she work on a farm? Ben: Yes, she does. My aunt is a farmer.

CD 2 TRACK 39 AB page 34 activity 20 People who work in my town My sister is a bus driver. She works at the police station in the town centre. She wears a uniform. She drives a big blue taxi. She works from nine to five, from Monday to Thursday. She doesn’t work at the weekend. She’s very good at her job. Mr Thomas is a shop assistant. He works in a pet shop in my street. He doesn’t wear a uniform. He helps people in the shop. He works from Tuesday to Saturday. He’s a nice man and he’s very good at his job. By Emma

Unit 4 Lesson 7 Student’s Book

CD 2 TRACK 40 SB page 36 activity 20 Boy: What’s your job this week? Girl: I’m the board monitor. I clean the board at the end of the lesson. What about you? Boy: I’m the book monitor. I give out and collect in the books. Girl: Oh! Here you are. Here’s my book. Boy: Thanks. CD 2 TRACK 41 SB page 36 activity 21 Help keep your school tidy. Don’t drop litter. Please put your litter in a bin. Remember! There are recycling bins in the playground. Put metal in the yellow bin. Put paper in the blue bin. Put glass in the red bin. Put plastic in the orange bin.

CD 2 TRACK 42 SB page 36 activity 22 Tiger Street Tales: Reading For Pleasure Frame 1 Fox: Everything is very clean. Mouse: I’m the cleaner. I clean the club. Frame 2 Fox: This food is delicious. Squirrel: I’m the cook. I cook the food. Frame 3 Fox: The books are very tidy. Magpie: I’m the librarian. I look after the books. Frame 4 Fox: This is fantastic. I’ve got a cleaner, a cook and a librarian for me. Frame 5 Fox: Ouch! Frame 6 Fox: Who repairs the chairs in our club? Magpie: You do, Fox. You’re the caretaker! Activity Book

CD 2 TRACK 43 AB page 35 activity 23 1 Boy A: Does your uncle work in a shop? 2 Boy B: No, he doesn’t. He works in a police station. 3 Boy A: Is he a police officer? 4 Boy B: No, he isn’t. 5 Boy A: Does he wear a uniform? 6 Boy B: No, he doesn’t, but he wears a special hat. 7 Boy A: Does he work in the canteen? 8 Boy B: Yes, he does. he’s a cook.

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Class Audio Unit 4 Lesson 8 Activity Book

CD 2 TRACK 44 AB page 36 activity 25 Someone who works in my town My grandfather is a caretaker. He works in a school in the town centre. He doesn’t wear a uniform. He looks after the school building. He repairs chairs and tables, too. He works from nine to five, from Monday to Friday. He doesn’t work at the weekend. He’s very good at his job. I don’t want to be a caretaker. I want to be a teacher or a doctor. CD 2 TRACK 45 AB page 36 activity 26 Girl: I can name jobs. Boy: I can ask about and say what people do. Girl: I can act out the A Visitor at School story. Boy: I can sing the What’s his job? song. Girl: I can name three types of working dogs. Boy: I can write about someone who works in my community.

Unit 5 Lesson 1 CD 2 TRACK 46

Opening routine 3 Look up, look down Everyone stand in front of your desk. Look up. Look down. Look all around. Look under your table. Look behind your chair. Everyone look everywhere.

Look over here. Look over there. Everyone sit down on your chair. Sit up straight, And let’s begin.

CD 2 TRACK 47 Closing routine 3 See you later, Alligator When it’s time to leave our friends, Some people say ‘Bye.’ … ‘Bye.’ Some people say ‘Goodbye.’ … ‘Goodbye.’ Some people say ‘See you soon.’ … ‘See you soon.’ And some people say ‘See you later, Alligator!’ … ‘In a while, Crocodile!’ Student’s Book

CD 2 TRACK 48 SB page 37 Narrator: In Unit 5 Ellie: We read a true story about an inventor. Clare: We learn about art galleries and science museums. Ben: We find out what children like doing at the weekends. Nasim: We talk about activities we like doing. CD 2 TRACK 49 SB page 37 activity 1 The Tiger Street word rap Pay attention, point and clap, Everyone say The Tiger Street word rap. Activities, activities from one to ten. Say them once, then say them again.

One! Reading comics! Two! Collecting stickers! Three! Taking photos! Four! Talking to friends! Five! Going to museums! Six! Painting pictures! Seven! Rollerskating! Eight! Using the computer! Nine! Dancing! And ten! Shopping! Pay attention, point and clap, Everyone say The Tiger Street word rap.

Unit 5 Lesson 2 Student’s Book

CD 2 TRACK 50 SB pages 38 and 39 activity 4 A Great Invention Frame 1 Narrator: It’s 1772. Joseph Merlin is an inventor. He lives in a museum in London. Joseph: I like collecting inventions. Joseph: And I love inventing things. Look at my shoes with wheels. They’re fantastic! Frame 2 Joseph: I like making musical instruments, too. Look! This violin is beautiful. I want people to hear it. Frame 3 Narrator: One day, Joseph receives an invitation. Joseph: Mr and Mrs Comely invite Mr Joseph Merlin to a dance. Frame 4 Joseph: I can play my violin at the dance. And I can wear my shoes, too. Frame 5 Narrator: At the dance ... Guest 1: Do you like dancing? Guest 2: I love dancing.

Mrs Comely: Do you like my new mirror? Guest 3: Yes, I do. It’s absolutely fabulous. Frame 6 Announcer: Mr Joseph Merlin. Guest 1: I don’t like dancing, but I like watching people enter the room. Guest 2: Look at his beautiful violin. Guest 3: Look at his shoes. Frame 7 Joseph: Oh no! Guest 1: Oh dear! Guest 2: Look! He can’t stop. Frame 8 Mrs Comely: My mirror! Joseph: My violin! Guest: Shoes with wheels. What a silly invention!

CD 2 TRACK 51 SB page 39 activity 5 1 Adult: What is Joseph Merlin’s job? Child: He’s an inventor. 2 Adult: What does he like collecting? Child: He likes collecting inventions. 3 Adult: What does he like making? Child: He likes making musical instruments. 4 Adult: Who invites Joseph to a dance? Child: Mr and Mrs Comely invite him to a dance. 5 Adult: What does he take to the dance? Child: He takes his new shoes and his violin. 6 Adult: What does he break at the dance? Child: He breaks a mirror and his violin.

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Class Audio Activity Book

CD 2 TRACK 52 AB page 38 activity 5 1 Joseph Merlin is an inventor. 2 He likes collecting inventions. 3 He loves inventing things. 4 He likes making musical instruments. 5 He wants people to hear his violin. 6 He receives an invitation to a dance. 7 He wears rollerskates to the dance. 8 He breaks Mrs Comely’s mirror.

Unit 5

Lesson 3 Student’s Book

CD 2 TRACK 53 SB page 40 activity 7 Girl: I *** (like) rollerskating. Boy: I *** (don’t) like painting pictures. Girl: I *** (Do) you like reading comics? Boy: Yes, I do. Boy: No, I *** (don’t). Boy: He *** (likes) dancing. Girl: He *** (doesn’t) like shopping. Boy: She *** (likes) shopping. Girl: She doesn’t *** (like) dancing. Activity Book

CD 2 TRACK 54 AB page 39 activity 9 1 Ellie: Do you like reading comics, Oliver? Oliver: Yes, I do. 2 Ellie: Do you like dancing? Oliver: No, I don’t.

3 Ellie: Do you like taking photos? Oliver: Yes, I do. I love taking photos. 4 Ellie: Do you like painting pictures? Oliver: No, I don’t. 5 Ellie: Do you like rollerskating? Oliver: Yes, I do. 6 Ellie: Do you like shopping? Oliver: No, I don’t.

Unit 5 Lesson 4 Student’s Book

CD 2 TRACK 55 SB page 41 activity 10 Princess Lynne likes playing the violin in her room. Princess Lynne likes playing the violin in her room. The King likes singing in his pink swimming pool. The King likes singing in his pink swimming pool. CD 2 TRACK 56 SB page 41 activity 11 What do you like doing? What do you like doing at the weekends? What do you like doing with your friends? I like taking photos. I like playing tennis, too. She likes dancing. He likes shopping. How about you? Chorus

We like reading comics, too. They like using the computer. How about you? Chorus

CD 2 TRACK 57 Karaoke version: What do you like doing?

Unit 5 Lesson 5 Student’s Book

CD 2 TRACK 58 SB page 42 activity 13 Art galleries and science museums Museums are fantastic places to learn about art and science. In science museums you can find out about the lives of scientists and inventors. You can learn about the history of machines and technology. You can see great inventions. In art galleries, you can find out about the lives of artists. You can see their sculptures, paintings and drawings. This robot is called Berti. You can play Rock, Paper, Scissors with him. You can see Berti in the Science Museum in London. This bicycle is also in the Science Museum in London. It’s from 1870. And look! It hasn’t got pedals or tyres. This painting is in the National Gallery in London. It’s called Tiger in a Tropical Storm. It’s by Henri Rousseau.

CD 2 TRACK 59 SB page 42 activity 14 1 Adult: What can you see in a science museum? Child: In a science museum, you can see great inventions. 2 Adult: What can you see in an art gallery? Child: In an art gallery, you can see sculptures, paintings, and drawings. 3 Adult: What is the robot called? Child: The robot is called Berti. 4 Adult: Which year is the bicycle from? Child: It’s from 1870. 5 Adult: Where can you see Tiger in a Tropical Storm? Child: You can see Tiger in a Tropical Storm in the National Gallery, in London.

Unit 5 Lesson 6 Student’s Book

Video clip: UNIT 5 CULTURE

SB page 43 activity 17 Sequence 1 Ben: What do you like doing at the weekend? Ellie: I like doing sports with my sister. We like playing tennis and football, but we prefer tennis. Do you like playing tennis? Ben: No, I don’t. I like rollerskating and talking to friends. Sometimes I meet my cousin Alfie and we go to football matches. Oliver, what do you like doing at the weekend?

We like painting pictures.

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Class Audio Oliver: I like reading comics and painting pictures with my friends. We also like watching films. Ben: Do you like going to museums? Oliver: Yes, I go with my mum and dad. They like art museums, but I prefer science museums. Ben: Let’s go to a museum today. Ellie: There’s a great science museum in town. Let’s go there. Sequence 2 Oliver: Wow! This museum is brilliant! Museum curator: Do you like painting your shadow? Oliver: Yes, we do. It’s brilliant! Museum curator: Do you like collecting stickers? Oliver: Yes, we do. … Thank you! Ben: This is great! They like sending secret messages across the room. Oliver: Fantastic! Oliver: Thank you. The museum is great! Ellie: We like going to museums at the weekend. Ben: What do you like doing at the weekends? Museum curator: I like listening to music, playing the violin and I like … texting my friends!

CD 3 TRACK 1 SB page 43 activity 18 Tiger Street Club Report In the UK …

Children do many activities at the weekends. Swimming, meeting friends, and playing computer games are very popular. Some children are members of a football club. They play football and watch matches in stadiums too. Other children are members of museums. They see exhibitions. What I like doing at the weekends At the weekends I like seeing my friends and doing sports. My favourite activity is playing and watching football. My dad and I are fans of Chelsea Football Club. We sometimes go to the stadium in London to watch our team play. My sister, Pearl, doesn’t like football. When I watch football with my dad, she goes to a museum with my mum. She’s a member of the Natural History Museum. She can see special exhibitions for free. by Alfie Activity Book

CD 3 TRACK 2 AB page 42 activity 19 Interviewer: Nasim, do you like museums? Nasim: Yeah. I like going to art and science museums. I think museums are great. Interviewer: What about you, Ellie? Do you like going to museums? Ellie: Yes, I do. I like going to art museums. But I don’t really like science museums. I’m not very good at science. Interviewer: Hello, Clare. Clare: Hi. Interviewer: Do you like going to museums? Clare: Yeah. I like going to science museums. I like science. I want to be a scientist. Interviewer: What about you, Ben?

Ben: Well, I like reading and watching films. But I don’t like going to museums.

CD 3 TRACK 3 AB page 42 activity 20 What I like doing at the weekends. My name is David. At the weekends, I like playing basketball with my brother. I like dancing, too. I don’t like roller-skating! My favourite activity is listening to music. There’s a fantastic art museum in Valencia. There are lots of interesting things to see and it’s really cool. by David

Unit 5 Lesson 7 Student’s Book

CD 3 TRACK 4 SB page 44 activity 20 Girl A: What activities do you like doing in English? Girl B: I like listening to English pop songs. Girl A: Me too. I like learning the lyrics so I can sing along. Girl B: I like sending emails and chatting in English. Girl A: And I like watching films with English subtitles. CD 3 TRACK 5 SB page 44 activity 21 My name is Bea. I’m 11 years old. I like swimming and playing hockey. I also like watching DVDs and going to the cinema. My favourite subjects are PE and ICT. Do you like the same things? Write to me. Bea

Hi. My name is Ricky. I’m 10. I’m learning Spanish at school. I want to write to someone in Spain. I like languages. I love reading comics and drawing pictures. I collect Spiderman stickers. What do you like doing? What do you collect? Write and tell me. Ricky

CD 3 TRACK 6 SB page 44 activity 22 Tiger Street Tales: Reading For Pleasure Frame 1 Magpie: Hi, Mouse. Fox: What are you doing? Mouse: I’m inventing a robot. Frame 2 Magpie: What does it do? Mouse: It helps me clean. Frame 3 Robot: I like cleaning floors. Frame 4 Fox: It’s fantastic, Mouse. What’s this button for? Mouse: Don’t touch the red button! Frame 5 Robot: I like cleaning windows. Frame 6 Fox: I’m not … I’m not a window! Mouse: Sorry, Fox.

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Class Audio Activity Book

CD 3 TRACK 7 AB page 43 activity 23 1 Boy: What do you like doing at the weekend? 2 Girl: I like watching films with my friends. 3 Boy: Do you like playing tennis or football? 4 Girl: No, I don’t. I don’t like sport. 5 Boy: What about your brother? Does he like sport? 6 Girl: He loves playing football. It’s his favourite activity. 7 Boy: Does he like sending text messages? 8 Girl: No, he doesn’t.

Unit 5 Lesson 8 Activity Book

CD 3 TRACK 8 AB page 44 activity 25 What I like doing at the weekend. I like rollerskating and playing tennis, too. I don’t like collecting stickers. My favourite activity is watching films. I love watching films at the cinema or on DVD. By Ellie CD 3 TRACK 9 AB page 44 activity 26 Girl: I can name activities I like. Boy: I can ask about and say what I like doing. Girl: I can act out the A Great Invention story. Boy: I can sing the What do you like doing? song. Girl: I know about what you can see in galleries and museums. Boy: I can write about what I like doing at the weekends.

Unit 6 Lesson 1 Student’s Book

CD 3 TRACK 10 SB page 45 Narrator: In Unit 6 Clare: We read a story about some children on a school excursion. Ellie: We learn about animals and plants that live in trees. Oliver: We find out about where children in the UK go on holiday. Nasim: We talk about things you can see in the countryside. CD 3 TRACK 11 SB page 45 activity 1 The Tiger Street word rap Pay attention, point and clap, Everyone say The Tiger Street word rap. In the countryside, what can you see? Here are ten things. Say them with me. One! Mountain! Two! River! Three! Lake! Four! Forest! Five! Path! Six! Bridge! Seven! Gate! Eight! Signpost! Nine! Farm! And ten! Campsite! Pay attention, point and clap, Everyone say The Tiger Street word rap

CD 3 TRACK 12 SB page 45 activity 2 Draw a mountain … Draw a bridge … Draw a river … Draw lots of trees … Draw two animals … Draw some flowers … Is it sunny or is it raining? Draw the weather.

Unit 6 Lesson 2 Student’s Book

CD 3 TRACK 13 SB pages 46 and 47 activity 4 A Discovery in the Forest Frame 1 Narrator: Some children are staying on a campsite with their teacher, Mr Taylor. Mr Taylor: Let’s go into the forest. I want you to find everything on the list. Girl 2: I can take pictures of everything on the list. Frame 2 Boy: Look! There’s a mushroom. Girl 1: And here’s a ghost orchid. Mr Taylor: That isn’t a ghost orchid. Ghost orchids are very rare. Frame 3 Girl 2: Look! There’s a badger. Frame 4 Mr Taylor: Ow! I can’t move. I think my leg is broken. Girl 2: What can we do? Boy: You stay here. We can go back to the campsite for help. Frame 5 Boy: Sorry, Mr Taylor. We don’t know the way to the campsite. Mr Taylor: Go to the end of the path. Turn right. Go round the lake. Turn left at the signpost. That’s the way to the campsite. Frame 6 Narrator: Half an hour later the children return with the rescue services. Female rescuer: What’s the matter? Mr Taylor: It’s my leg. I think it’s broken.

Frame 7 Male rescuer: Look. You’re lying next to a ghost orchid. They’re very rare. Girl 2: Fantastic! Now we’ve got photos of everything on the list. Frame 8 Narrator: The next day ... Girl 1: How are you, Mr Taylor? Mr Taylor: I’m feeling much better, thank you. Girl 2: Look. Your photo is in the newspaper. You’re famous! Mr Taylor: Teacher and students find ghost orchid.

CD 3 TRACK 14 SB page 47 activity 5 1 Adult: The children are staying on a farm. Child: No. They’re staying on a campsite. 2 Adult: Ghost orchids are very common. Child: No. Ghost orchids are very rare. 3 Adult: Mr Taylor falls when he sees a fox. Child: No. Mr Taylor falls when he sees a badger. 4 Adult: Mr Taylor breaks his arm. Child: No. Mr Taylor breaks his leg. 5 Adult: Mr Taylor is lying next to a black orchid. Child: No. Mr Taylor is lying next to a ghost orchid. 6 Adult: The next day, Mr Taylor’s photo is in a magazine. Child: No. The next day, Mr Taylor’s photo is in a newspaper.

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Class Audio Activity Book

CD 3 TRACK 15 AB page 46 activity 4 1 Some children are staying on a campsite. 2 They go into the forest with their teacher, Mr Taylor. 3 They see a badger. 4 Mr Taylor falls and breaks his leg. 5 The children go back to the campsite for help. 6 The rescue services help Mr Taylor.
7 Mr Taylor is lying next to a ghost orchid. 8 The next day, Mr Taylor’s photo is in the newspaper.

Unit 6 Lesson 3 Student’s Book

CD 3 TRACK 16 SB page 48 activity 7 Girl: *** (Don’t) turn right. Boy: Turn left *** (at) the bridge. Girl: Do I go straight *** (on)? Boy: Go to the *** (end) of the path. Girl: *** (Do) we go over the bridge? CD 3 TRACK 17 SB page 48 activity 8 GAME 1 Go to the end of the path. Turn left. Go straight on. Turn right at the signpost. Go to the end of the path. Where are you? GAME 2 Go to the end of the path. Turn right. Go over the bridge. Turn left. Go round the lake. Turn left again. Go to the end of the path. Don’t turn left. Don’t turn right. Where are you?

Activity Book

CD 3 TRACK 18 AB page 47 activity 9 1 Turn right at the tree. 2 Do I go to the end of the path? 3 Don’t turn right. 4 Do we go straight on? 5 Go over the bridge. 6 Don’t go under the bridge. 7 Go round the lake.

Unit 6 Lesson 4 Student’s Book

CD 3 TRACK 19 SB page 49 activity 10 A ghost under a signpost says, ‘Don’t go over the bridge’. A ghost under a signpost says, ‘Don’t go over the bridge’. A dog on a rock says, ‘Do not get lost in the forest’. A dog on a rock says, ‘Do not get lost in the forest’. CD 3 TRACK 20 SB page 49 activity 11 The way to the campsite song Excuse me. We’re lost. And it’s a very dark night. Do you know the way to the campsite? Go straight on. Go to the end of the path. Don’t go over the bridge. Go round the farm. Turn left at the river And then turn right. That’s the way to the campsite. Yes, that’s the way to the campsite.

CD 3 TRACK 21 Karaoke version: The way to the campsite Activity Book

CD 3 TRACK 22 AB page 48 activity 14 1 Excuse me, can you tell me the way to the farm? 2 Yes, I can. Go to the end of this path and turn right. 3 Go round the campsite. 4 Go over the bridge and then turn left. Don’t turn right. 5 Go straight on and turn right at the signpost. 6 That’s the way to the farm.

Unit 6 Lesson 5 Student’s Book

CD 3 TRACK 23 SB page 50 activity 13 Arboreal animals and plants Next time you go to a forest, remember that one tree can be the home of many mammals, insects, birds and different types of plants and fungus. This is mistletoe. It grows on tree branches. The plant is a parasite. It takes water and nutrients from the tree. But mistletoe is important because many birds and animals eat it. This bird is called a woodpecker because it pecks tree trunks. It makes holes in the trunk. Its babies live in the hole. Woodpeckers eat insects that live in trees. Some mushrooms grow on tree trunks, but don’t eat them. Some of them are poisonous.

Squirrels live in nests in trees. They build their nests high in the tree for protection from predators. Their favourite food is nuts. These beetles lay their eggs in dead trees. When the larvae are born, they eat the dead wood. When we cut down trees and forests, we destroy the natural habitat of many animals and plants.

CD 3 TRACK 24 SB page 50 activity 14 1 Adult: Which photos show a mammal, a fungus, a bird, an insect and a plant? Child: Photo 1 shows mistletoe. It’s a plant. Photo 2 shows a woodpecker. It’s a bird. Photo 3 shows mushrooms. They’re types of fungus. Photo 4 shows a squirrel. It’s a mammal. Photo 5 shows beetles. They’re insects. 2 Adult: Which animals eat dead wood? Child: Beetles and their larvae eat dead wood. 3 Adult: Which animal eats insects? Child: Woodpeckers eat insects. 4 Adult: Why is mistletoe important? Child: Mistletoe is important because many birds and animals eat it. 5 Adult: Where do some mushrooms grow? Child: Some mushrooms grow on tree trunks. 6 Adult: Which animals eat nuts? Child: Squirrels eat nuts.

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Class Audio Unit 6 Lesson 6 Student’s Book

VIDEO: UNIT 6 CULTURE SB page 51 activity 17 Sequence 1 Clare: What are you looking at? Oliver: I’m looking at photographs of my holidays. Nasim: Where do you go for your holidays? Oliver: I go to France. Clare: Let’s find out where other people go for their holidays. Nasim: Great idea! Sequence 2 Nasim: Hi! Where do you go for your holidays? Interviewee 1: I go to the mountains. It’s brilliant! I like camping. We go to a different campsite every summer. Nasim: Thanks. Clare: Hello! Where do you go for your holidays? Interviewee 2: I like going to the beach. I go to Spain. Clare: What activities do you do at the beach? Interviewee 2: We go swimming and play beach volleyball. Spain is beautiful and the food is good. We eat paella and fish. Clare: Thank you. Oliver: Hi! Where do you go for your holidays? Interviewee 3: We go to stay with our grandparents. It’s great! Interviewee 4: We play basketball and ... look, this is a photo of my grandparents. They like playing tennis.

Interviewee 3: This is a photo of all of us in the kitchen. We like cooking. And here’s a photo of us dancing! Oliver: Thank you very much. Oliver: What about you Nasim? Where do you go for your holidays? Nasim: I stay with my cousins in the countryside. They live on a farm. We go swimming in the river and walking in the forests. It’s great! I love holidays Oliver: You’re sleeping in this photo. Nasim: Yes, after all the swimming and walking I like sleeping!

CD 3 TRACK 25 SB page 51 activity 18 Tiger Street Club Report In the UK … School finishes at the end of July. The summer holidays are six weeks long. Many children go to the beach or to campsites. Some children stay with their grandparents. Some children go to other countries with their family. Everyone’s holiday is different. My ideal holiday destination Our family goes to a holiday camp for the summer holiday. It’s great fun! We go to a campsite in Sherwood Forest. People stay in cabins or tree houses. There are lots of things to do. There’s crazy golf and a climbing wall. There’s also an incredible swimming pool. When you go, remember to take your swimming things. By Zach On holiday I like exploring the forest with my brother, Zach. You can see amazing plants and animals in the forest. When you go, don’t forget to take a camera. It’s a great place for taking photos. By Clare

Activity Book

CD 3 TRACK 26 AB page 50 activity 19 Interviewer: Hi, Billy. Billy: Hi there. Interviewer: What’s your ideal holiday destination? Billy: I love campsites. I think they’re great. Yes. A campsite is my ideal holiday destination. Interviewer: What about you, Tessa? What’s your ideal holiday destination? Tessa: Well, I don’t like swimming in the sea and I don’t like camping. I love cities. I think my ideal holiday is London. The museums are great there. Interviewer: Kate, what’s your ideal holiday destination? Kate: Oh, I don’t know. I like lots of places. But I live in a city so I think my ideal holiday is in the countryside, on a canal, in a boat. Yes. Interviewer: Hi, Dan. Dan: Hi. Interviewer: What’s your ideal holiday destination? Dan: Oh, that’s easy. The beach. I love swimming in the sea and sitting in the sun. CD 3 TRACK 27 AB page 50 activity 20 My ideal holiday destination. I want to go to Brighton for the summer holiday. Brighton is a village by the sea. It’s 45 minutes from London by boat. There are lots of train stations and cafés in Brighton. There’s a beach. We like swimming in the swimming pool. The water is hot, but it’s a lot of fun. We stay in a tent at a campsite. I’ve got friends there. by Annabel

Unit 6 Lesson 7 Student’s Book

CD 3 TRACK 28 SB page 52 activity 20 Visitor: Excuse me. I’m new. Where’s the school library? Boy: Go to the end of the corridor and turn left. The library is on your right. Visitor: Let me repeat that. I go to the end of the corridor, I turn left and the library is on my left. Boy: No, the library is on your right. Visitor: OK. I’ve got it. Thank you. CD 3 TRACK 29 SB page 52 activity 21 I don’t go to school. I stay at home. I play games. I watch films. I see my friends. I go to the beach. I’m happy. It’s sunny and warm. CD 3 TRACK 30 SB page 52 activity 22 Tiger Street Tales: Reading For Pleasure Frame 1 Squirrel: I want to go to the countryside. Fox: I’ve got a map. Let’s go to the forest. Mouse: Fantastic! Frame 2 Fox: The map says go to the end of the tunnel, then turn right. Frame 3 Fox: Turn left and then go straight on.

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Class Audio Frame 4 Fox: Here we are. Frame 5 Squirrel: Look. We’re in a campsite. Mouse: It’s a campsite in the forest. Perfect! Frame 6 Fox: Look at all this food. Mouse: I love picnics. Squirrel: What a fantastic holiday!

Unit 6 Lesson 8 Activity Book

CD 3 TRACK 31 AB page 52 activity 25 In the UK … School finishes at the beginning of July. The summer holiday is six weeks long. Many children go to the beach or to a campsite. Some children stay with their grandparents. Some children go to other countries with their family. Everyone’s holiday is different. CD 3 TRACK 32 AB page 52 activity 26 Girl: I can name things you see in the countryside. Boy: I can ask and give directions. Girl: I can act out the A Discovery in the Forest story. Boy: I can sing the The way to the campsite! song. Girl: I know about arboreal animals and plants. Boy: I can write about where I like to go on holiday.

Unit 7 Lesson 1 Student’s Book

CD 3 TRACK 33 SB page 53 Narrator: In Unit 7 Ellie: We read a screenplay about an adventure. Clare: We learn about making home movies. Ben: We find out about what activities children do at the end of the school year. Nasim: We talk about the people and things you need to make home movies. CD 3 TRACK 34 SB page 53 activity 1 The Tiger Street word rap Pay attention, point and clap, Everyone say The Tiger Street word rap. Movie words from one to ten. Say them once, then say them again. One! It’s a clapperboard! Two! It’s a director! Three! It’s a writer! Four! It’s a screenplay! Five! It’s a make-up artist! Six! It’s a camera! Seven! It’s a cameraman! Eight! They’re wigs! Nine! She’s an actress! And ten! They’re special effects! Pay attention, point and clap, Everyone say The Tiger Street word rap.

Unit 7 Lesson 2 Student’s Book

CD 3 TRACK 35 SB pages 54 and 55 activity 4 Around the World in Eighty Minutes Scene 1 A flying machine

Narrator: This is Phileas. He’s 11 years old. He likes inventing things. The other children think he’s strange. Sam: Hello, Phileas. What are you making today? Phileas: It’s a flying machine with an enormous digital camera. It can fly around the world in eighty minutes. Laura: Eighty minutes? Very funny! Sam: Nothing can fly around the world in eighty minutes! You mean eighty days. Phileas: No, I don’t. I mean eighty minutes. There are two seats. Who wants to fly with me? Laura: You like flying, Sara. You go. Sara: OK. Eighty minutes. See you at quarter past four. Phileas: You can watch our progress on my laptop. Scene 2 The journey Sara: This machine is amazing. Look! We’re flying over London. Laura: I like London. There are lots of museums. Phileas: Now we’re flying over Venice in Italy. Sam: I can see the canals. The people travel by water bus. Sam: That’s the river Nile in Africa. Incredible! Narrator: Phileas and Sara fly over many cities, towns and villages. They fly over rivers, lakes, mountains and forests. They fly around the world. Scene 3 Coming home Sam: Look! That’s our school! Sara: Oh no, the school’s on fire! And Mr Jones the caretaker is there today. He’s painting the corridors. Phileas: Sara, quick! Call the fire brigade.

Sara: Hello. Is that the fire brigade? There’s a fire at our school. And we think Mr Jones the caretaker is there. Please hurry! Narrator: The fire brigade go to the school. They rescue Mr Jones and they put out the fire. Scene 4 Phileas is famous Narrator: The next day, Phileas and his flying machine are on television, on the radio and on the cover of every newspaper. Sam: Wow, look at this! ‘11-year-old boy makes flying machine’. Laura: ‘Flying machine saves school caretaker’. Narrator: Now none of the children think Phileas is strange. They think he’s really cool. Phileas: Who wants to fly around the world in eighty minutes? Sam: Me! I do. I want to fly with you. Laura: Me too! Activity Book

CD 3 TRACK 36 AB page 54 activity 4 1 Phileas is making a flying machine. 2 The other children laugh at him. 3 Sara flies around the world with Phileas. 4 The children look at photos of cities around the world. 5 They see a photo of a fire at their school. 6 Sara calls the fire brigade. 7 The fire brigade rescue Mr Jones the caretaker and put out the fire. 8 The next day, Phileas and his flying machine are famous.

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Class Audio Unit 7 Lesson 3 Student’s Book

CD 3 TRACK 37 SB page 56 activity 7 Ben: Number 1. Name five parts of a school. Clare: Playground, canteen, corridor, classroom and library. Ellie: Number 2. Name three subjects children study at a performing arts school. Nasim: Drama, dance and music. Ben: Number 3. What can you borrow from a library in the UK? Nasim: Books, DVDs and e-books. Ben: Number 4. Name a common type of transport in Venice. Nasim: Gondola. Ellie: Number 5. What colours are the taxis and the buses in London? Clare: The taxis are black and the buses are red. Ben: Number 6. A teacher works in a school. Name three more jobs in a school. Nasim: Caretaker, cook and cleaner. Ellie: Number 7. Name three types of working dogs. Clare: Guide dog, sheepdog and mountain rescue dog. Ben: Number 8. Name three things you can see in an art gallery. Ellie: Paintings, drawings and sculptures. Ellie: Number 9. Name three things you can find out about in a science museum. Ben: Inventions, machines and technology. Ben: Number 10. Name five animals or plants that live in or on trees. Nasim: Squirrels, woodpeckers, beetles, mushrooms and mistletoe.

Unit 7 Lesson 4 Student’s Book

CD 3 TRACK 38 SB page 57 activity 8 There are five vowels: A, E, I, O, U. They sound like grey, green, white, yellow, blue. There are five vowels: A, E, I, O, U. They sound like grey, green, white, yellow, blue. CD 3 TRACK 39 SB page 57 activity 9 Let’s make a movie song I’ve got a screenplay. You’ve got a camera. I know an actress. You know an actor. Let’s make a movie. A fun, fantastic, groovy movie With lots of special effects! I’ve got a clapperboard. You’ve got wigs. We know a director And a make-up artist. Let’s make a movie. A fun, fantastic, groovy movie With lots of special effects! CD 3 TRACK 40 Karaoke version: Let’s make a movie song

Unit 7 Lesson 5 Student’s Book

CD 3 TRACK 41 SB page 58 activity 11 Making movies Lots of people work on the films you watch at the cinema. The writer writes the screenplay. The director directs the actors and the cameraman. The actors act in the film. The cameraman shoots the film. The make-up artist helps the actors with their wigs and make-up. Making home movies Do you like films? Have you got an idea for a simple screenplay? Can you use a digital camera and a computer? If your answers are YES, YES and YES, you can direct and shoot a home movie. You can download your movie onto your computer. You can then show it to your family and friends.

CD 3 TRACK 42 SB page 58 activity 12 1 Adult: Not many people work on the films you see at the cinema. Child: No. Lots of people work on the films you see at the cinema. 2 Adult: The writer directs the screenplay. Child: No. The writer writes the screenplay. 3 Adult: The director shoots the actors. Child: No. The director directs the actors. 4

Adult: The make-up artist helps the actors with their clothes. Child: No. The make-up artist helps the actors with their wigs and make-up. 5 Adult: To make a home movie you need a television camera. Child: No. To make a home movie you need a digital camera. 6 Adult: You can download home movies onto a clapperboard. Child: No. You can download home movies onto a computer.

Unit 7 Lesson 6 Student’s Book

Video clip: UNIT 7 CULTURE

SB page 59 activity 15 Clare: Here it is. Around the World in Eighty Minutes, a home movie by the Tiger Street Club! Ellie: There’s some popcorn. And there are fizzy drinks, too. Ben: Fantastic. This is perfect. Clare: Ready? Nassim: Around the world in 80 minutes. Take one. Sam (Ben): Around the world in 80 minutes. By the Tiger Street Club. Scene 1. The flying machine. Narrator (Oliver): This is Phileas. He’s 11 years old and likes inventing things. The other children think he’s strange. Sam (Ben): Hello, Phileas. What are you making today? Phileas (Nasim): It’s a flying machine with an enormous digital camera. It can fly around the world in eighty minutes. Laura (Clare): Eighty minutes! Very funny! 197

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Class Audio Sam (Ben): Nothing can fly around the world in eighty minutes! You mean eighty days. Phileas (Nasim): No I don’t. I mean eighty minutes. There are two seats. Who wants to fly with me? Laura (Clare): You like flying, Sara. You go. Sara (Ellie): OK. Eighty minutes. See you at quarter past four. Phileas (Nasim): You can watch our progress on my laptop. Sam (Ben): Scene 2 The Journey. Sara (Ellie): This machine is amazing. Sara (Ellie): Look! We’re flying over London. Laura (Clare): I like London. There are lots of museums there. Phileas (Nasim) Now we’re flying over Venice in Italy. Sam (Ben): I can see the canals. The people travel by water bus. Sam (Ben): That’s the river Nile in Africa. Incredible! Narrator (Oliver): Phileas and Sara fly over many cities, towns and villages. They fly over rivers, lakes mountains and forests. They fly around the world. Sam (Ben): Scene 3 Coming home Sam (Ben): Look! That’s our school! Sara (Ellie): Oh no, the school’s on fire! And Mr Jones the caretaker is there today. He’s painting the corridors. Phileas (Nasim): Sara, quick! Call the fire brigade. Sara (Ellie): Hello. Is that the fire brigade? There’s a fire at our school. And we think Mr Jones the caretaker is there. Please hurry! Narrator (Oliver): The fire brigade go to the school. They rescue Mr Jones the caretaker and put out the fire.

Sam (Ben): Scene 4 Phileas is famous Narrator (Oliver): The next day, Phileas and his flying machine are on television, on the radio and on the cover of every newspaper. Sam (Ben): Wow, look at this! ‘11-year-old boy makes flying machine’. Laura (Clare): ‘Flying machine saves school caretaker’. Narrator (Oliver): Now none of the children think Phileas is strange. They think he’s really cool. Phileas (Nasim): Who wants to fly around the world with me in eighty minutes? Sam (Ben): Me! I do. I want to fly with you. Laura (Clare): Me too! [Credits] [The End] [Applause] Ellie: And the Oscar for best film goes to … Ben: Yes, it’s brilliant. Nasim: It’s a very funny movie. Everybody is great! Let’s watch it again!

CD 3 TRACK 43 SB page 59 activity 16 Tiger Street Club Report In the UK … At the end of the school year, some schools perform a play or make a home movie. The teacher and students write reports and there’s a parents’ evening. Parents’ evening Parents’ evening is when parents visit the school. The teacher talks to the parents about their child’s progress and gives them a report. Some teachers ask the students to write reports, too. The students think and write about their own progress. by Mrs Jones

My English report I’m happy with my progress in English. I like my English book, Tiger Time. My favourite story is Around the World in Eighty Minutes in Unit 7 and my favourite song is Stop! Thief! in Unit 2. The things I find difficult are the grammar activities and the listening activities. The things I find easy are the writing, reading and speaking activities. I love learning English. by David Activity Book

CD 3 TRACK 44 AB page 58 activity 17 Boy: Tell me about Tiger Time 4. Do you like using it in class? Girl: Yes. I love it. I think it’s a good book. Boy: Do you like the grammar activities? Girl: Yes, they’re very good. Boy: And the stories? Girl: Oh, I like the stories. They’re really enjoyable. Boy: What about the songs? Girl: Yeah. I like the songs, too. They’re excellent. Boy: And the videos? Girl: The videos are OK. They’re interesting. Boy: What’s your favourite part of the book? Girl: Oh, Fantastic Phonics. The sentences are really funny. CD 3 TRACK 45 AB page 58 activity 18 My English report I’m very happy with my progress in English. I like Tiger Time 4. It’s enjoyable and interesting. My favourite story is A Great Invention in Unit 5 and my favourite song is The way to the campsite in Unit 3. The things I find difficult are the reading

activities. The things I find easy are the listening, speaking and writing activities. I like learning maths. It’s my favourite subject. By Scott

Unit 7 Lesson 7 Student’s Book

CD 3 TRACK 46 SB page 60 activity 18 Girl: Do you want to be in our movie? Boy: I don’t want to be in it because I’m not good at acting, but I want to help. Girl: What are you good at? Boy: Photography. I like taking photos. Girl: Perfect. You can be the cameraman! CD 3 TRACK 47 SB page 60 activity 19 The Tiger Street Club invites you to Around the World in Eighty Minutes One day, an 11-year-old boy invents a flying machine. Come and see what happens on his first journey around the world. Starring: Ben, Clare, Ellie, Nasim and Oliver Saturday – 4:15pm – Tiger Street Hall Drinks and snacks from the Tiger Street Café. CD 3 TRACK 48 SB page 60 activity 20 Tiger Street Tales: Reading For Pleasure Frame 1 Fox: Hi, Squirrel. What are you doing? Squirrel: I’m making a movie. It’s called Snow White and the Seven Squirrels!

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Class Audio Frame 2 Fox: You can’t make a movie! Magpie: Fox, that’s a horrible thing to say.

Festivals:Tiger Day Student’s Book

Festivals: Children’s Day Student’s Book

Festivals: World Poetry Day Student’s Book

CD 3 TRACK 50 SB page 61 Activity 1. Listen and read. Answer the questions.

CD 3 TRACK 52 SB page 62 Activity 1. Listen and read. Answer the questions.

CD 3 TRACK 54 SB page 63 Activity 1. Listen and read. Answer the questions.

Woman

Woman

Woman

Frame 5 Squirrel: Thank you, everyone. I’m very happy.

In the UK… On Tiger Day, many children have a special assembly at school. They find out about tigers. They find out what tigers look like and what they eat. They find out where they live and draw them on a map. Today tigers in the wild are nearly extinct. Tigers live in rainforests. People need to protect rainforests and help tigers.

Frame 6 Mouse: Squairrel is famous. Squirrel: I want to say thank you to my friends in Tiger Street. Magpie: Ah! That’s nice. Fox: Hooray for Squirrel!

Boy 1: What do tigers looks like? Girl 1: They’re orange with black stripes. Girl 2: I love tigers. They’re beautiful! Boy 2: Where do they live? Boy 3: They live in rainforests and grasslands in Asia.

In the UK… On Children’s Day we find out about children’s rights and responsibilities. Rights are things that every child needs. One children’s right is to go to school. We go to school to learn. Responsibilities are things children do to help other people. It is our responsibility to learn and help our classmates. On Children’s Day, some children have a class party. They bring food to share. They make party hats and play games! It’s a great day!

In the UK… On World Poetry Day, some teachers invite a poet to visit their class. The poet works with the children. The poet reads poems and the children listen. Then the children write a poem. First they choose a topic. Then they think of words about the topic. Then they use the words to write their poems. Some classes put their poems in a book. Then everyone can enjoy reading them!

Frame 3 Fox: I’m sorry, Squirrel. Good luck with your movie. Squirrel: Thank you, Fox. Frame 4 Narrator: One year later … Dog: And the winner is … Squirrel, for Snow White and the Seven Squirrels.

Unit 7 Lesson 8 Activity Book

CD 3 TRACK 49 AB page 60 activity 25 Girl: I can name things related to movies. Boy: I can use language and vocabulary in Tiger Time 4. Girl: I can act out the Around the World in Eighty Minutes screenplay. Boy: I can sing the Let’s make a movie song. Girl: I know about people who work making movies. Boy: I can write a report about my progress in English.

CD 3 TRACK 51 Tigers in the forest song Tigers in the forest Tigers on the prowl! Tigers in the undergrowth Can you hear them growl? Tigers in the forest Tigers in a tree! Tigers creeping softly Very close to me! Tigers in the forest Tigers hunting prey! Tigers pouncing silently Now they walk away.

Boy 1: What have you got for our Children’s Day party? Boy 2: I’ve got some bread and olives. Girl 1: Mmm. That’s nice. I’ve got chicken and rice. Boy 1: Let’s put the dishes on the table. Boy 2: Yes. And let’s make some table decorations.

CD 3 TRACK 53 Children have the right to be happy Children have the right to go to school Children have the right to be safe and secure Children’s rights are cool We try to make other children happy We try to help children at school We try to protect children from danger Rights and responsibilities rule!

Girl 1: What are you writing? Girl 2: I’m writing a poem. It’s a sea poem. It’s got lots of sea words – blue waves, cold water, rock pools, green seaweed, pretty shells, beach… Boy 1: And I’m writing a poem about Poetry Day! Girl 2: Let’s write a poem together!

CD 3 TRACK 55 Poetry Day chant I like poems about the countryside I like poems about the sea I like poems about mountains And I like poems about you and me! I don’t like poems about hunger I don’t like poems about pain I don’t like poems that make me sad Or poems about the rain! I like poems about my family I like poems about my friends I like poems about animals And I like poems about my family! 199

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Class Audio

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